Most Stupidest Grammatical Mistakes - The Writers For Hire

MOST STUPIDEST GRAMMATICAL MISTAKES Hopefully you’ve already met the New Year refreshed and invigorated – and you’re still on top of those resolutions. I suggest adding another resolution to the list: No more absolutely embarrassing, lowest of the low, flat-out dumb grammatical mistakes. Grammar certainly isn’t for everyone (non-essential relative clauses? Gross.). But some rules – especially the most basic ones – you’ve just gotta know. I’ve put together a list of the top 3 grammatical mistakes that will make you look stupid. The good news: These stupid mistakes are easy to fix. 1. Your vs. You’re The difference between your and you’re is simple: your is the possessive form of you (if you don’t know what that means, don’t worry), while you’re is a contraction of â€Å"you† and â€Å"are† Your should only be used to describe something a person has: Is that your idea of a joke? I didn’t know your daughter plays tennis. You’re is you + are, so if you’re ever in doubt, try replacing with these two words to see if the sentence makes sense: You’re (you are) a lifesaver! He thinks you’re (you are) his best team member. 2. To/Too/Two English is remarkable in that you can have three words that sound exactly alike, spelled differently, and mean completely different things. Here we go: Two is rarely mixed up with to and too. Two is a number in between one and three, so use it accordingly: Can you hand me two lemons? Too has two meanings (pun intended): â€Å"also† and â€Å"excessively.† If you can use either one of these words in your sentence without changing the meaning, then you should be using double-o too: I love you too (also). You’re standing too (excessively) close to me! Simply put: To is a preposition, and you should use it anywhere that two or too doesn’t fit. She’s going to the grocery store. To be or not to be †¦ 3. Their vs. There vs. They’re Another triumvirate of homophones. Here we go again: There refers only to places, whether concrete or imaginary. Put the books over there. There is a bakery on the next block. It sometimes has a more abstract meaning: There goes the neighborhood! They’re is a contraction (much like you’re) meaning they + are. Always check your sentences by substituting they are. They’re (they are) always out late on weekends. Do you know where they’re (they are) going? Their is a possessive pronoun (like â€Å"his,† â€Å"my† or â€Å"your†). Their shows possession. Try substituting another possessive pronoun to check your usage. This is their car. (Substitution: This is my car.) I didn’t like their attitude. (Substitution: I didn’t like his attitude) Unfortunately, the spelling and grammar check on your computer won’t usually catch these mistakes, so it’s up to you to practice these rules. So remember to double-check your emails, newsletters, web copy, brochures, even notes to your child’s teacher. Cheers to a smarter, error-free 2009! Just for giggles, I’d also like to start the New Year by highlighting some of the best of The Write Blog’s archives. My top 10 picks: 10. Online Reputation Management: David and Goliath v2.0 9. Four Online Tips to Ride Out Recession – and they Won’t Cost You Anything 8. Drawing More Traffic to Your Website 7. Shave the Fluff Off Your Copy 6. Beat the Block 5. How to measure the results of your SMM campaign 4. Writing solid pay per click ads 3. Social Media Marketing: The Top Four Reasons You Should Try It 2. Stamp Out Wimpy Verbs 1. Don’t sell the car. Sell the Nissan.

How to Write an Essay on Philosophy of Life

How to Write an Essay on Philosophy of Life Philosophy of Life General guidelines for composing a philosophy essay on ‘Philosophy of Life’ How to start writing How to create an outline How to write a thesis for a philosophy essay on ‘Philosophy of Life’ How to write an introduction Tips on how to write an introduction and thesis How to write body paragraphs Tips on body writing How to conclude Tips on conclusion writing Paper revision Philosophy of Life (Essay sample) General guidelines for composing a philosophy essay on ‘Philosophy of Life’ The philosophy of life encompasses a general view of or an approach to life as well as the purpose of life. Philosophers explain life in different features that include how human naturally feel, think, and act. Also, one can explain that as anything that makes life meaningful such as creating a moral character and making achievements is essential for explaining the meaning of life. How to start writing The purpose of writing your essay on Philosophy of Life is for one to explore the life choices as well as directions that widens the chances of living an inspired life. Therefore, while starting the essay writing, the writer has to ensure that he/she has carefully read the relevant information relating to the topic. Also, since the writer wants to ensure that everything in the paper is relevant to the topic, one has to focus on the important elements of life and also ask yourself questions like, what guides the decisions and actions you take and how do you approach the way you live your life? How to create an outline Before the writer starts writing, one requires to have a plan for the essay; this includes organizing ones thoughts as well as the arguments. A good paper outline helps the writer to conduct research and write the paper efficiently. Therefore, one is required to thinks about how to explain various terms, the position to present your argument or criticism. For instance, a good outline contains introduction and thesis statement, major arguments as well as support for your main points and a conclusion. How to write a thesis for a philosophy essay on ‘Philosophy of Life’ While writing the essay, one is required to have the main point, main idea and the argument you develop to reflect your main idea. However, the sentences that hold the main idea are referred to a thesis statement. Thesis statement presents the topic of the essay and also explains to your reader about the main point of your paper. However, the writer should read the main sources, and figure out the main thesis points to create a working thesis. To develop an effective thesis, one should avoid placing thesis statement late in the paper, avoid unclear words and also clearly indicate the point of your paper. How to write an introduction The first impressions of a philosophical essay are very important because, without an eye-catching introduction, your writing will be flat. However, when writing the introduction, the writer should introduce the essay with a broad statement of what the reader should expect in ones essay. Also, one should provide significant background but not the main argument and persuade your reader that the paper is worth reading. Tips on how to write an introduction and thesis Developing a good introduction as well as thesis statement sometimes is the hardest part of an essay writing. Writing the beginning is ones chance to get your readers attention by expressing your creativity. However, the first paragraph should explain your topic and the originality of thesis statement. To develop an efficient introduction and thesis statement, one should first understand the main purpose of the introductory paragraph which includes understanding general information the writer requires to make the essay. Also, one requires utilizing strategies that attract your audiences attention for instance by sharing a personalized story. The writer should also understand the main purpose of thesis statement which creates a focus for ones paper. Furthermore, a thesis statement should be placed at the end of your introduction paragraph explaining the main idea of your essay. Finally, one should avoid using the common introductory method like, ‘In this paper, I will†¦.. How to write body paragraphs The body paragraphs present the writers main points and also contains ones textual argument and evidence. Every main point you stated in your outline becomes a body paragraph. However, the writer should correctly format the body paragraphs and have clear transitions. Tips on body writing To create efficient body paragraphs, one should start by pointing out the main ideas in form of sentences. Next, the writer should write down the elaboration of the main points which includes description and discussion. Also, the writer should present philosophical evidence to support the main idea. The body paragraphs should also contain transitions to help your reader get cues of your flow. Examples of transitional words are afterward, likewise, however, nearby and accordingly among others. Finally, the writer should avoid plagiarism. To explain this, one should present body paragraphs that are well paraphrased and quoted without copying many of your ideas from other sources. How to conclude Sometimes writing the conclusion can be hard because one feels that there is nothing left to say. The writer can conclude the essay with a brief summary that includes the main points of the paper. One can also leave a final impression on the reader by giving new suggestions. Tips on conclusion writing A good conclusion can be created by resonating the introduction. Challenging your readers. Looking forward to the future. Paper revision After completing your essay, as a writer, it is important to review and reread your word. This can be done by using grammar check to review your spelling and spacing before you turn in your work. Also, one should keep the papers format simple for instance, double spacing, justified left and use Times New Romans font. Finally, you can read your essay loud or give your peer to review your work before you submit. Philosophy of Life (Philosophy Essay Sample) A philosophy of life can be referred to the practical philosophy that helps people transform the image of their thoughts. Everyone views the world in different ways and have different beliefs of how other people should conduct themselves. Some people might consider honesty, tolerance, and loyalty to be the most vital aspects that reflect a good person, although the ability for oneself to be optimistic is the most significant trait. Moreover, a smile and sense of humor are also very important. However, I believe that being positive in life is always looking at the brighter side in a bad situation which is one of the keys to happiness. Therefore, a practical philosophy of life attempts to strengthen our relationship with day-to-day life. The purpose of this essay is to explain how philosophy contributes to everyones daily living. In day-to-day life, we live in our mind, and our existence brings the life to a physical reality. However, philosophy does not stay within our minds, but our beliefs and morals are passed from the mind to physical reality. This is the life we have, and no one owns his or her life, it just passes through our physical body. Sometimes, you can get a hold on some aspects of life, and pass them to someone else life and to do so, everyone has to pay much attention to life. Our minds control our taste of living where the philosophy for day-to-day life objects to try life in all its riches. This is one way of people trying to engage with life in a positive way, trying to bring ones thought and ideas into physical reality and converting ones dream to something perceptible. Having a positive thought about life does not mean imposing judgment on the past lived experience, but it means being transformed and seeing what is in your transformed into real life. A philosophy of daily life contributes to people taking life in different perspectives. This means that, if one has not tasted all the riches of life, he or she tends to adhere to various ideals or norms without the honor of your own perception and experience. This makes life become like an image or imitation of a convincing ideal. An imitation is a copy of something real, therefore, when life becomes an imitation, we lose its contact. For example, having new friends is very important, but, choosing right the one who will not stab your back is more important. However, the philosophy of our daily life helps us to overcome seductive beliefs and situations that its reality is unchangeable. The point of philosophy here is to our decisions concrete instead of abstract. One does not have to think or talk about anything if he or she does not think of the negativity or positivity of it. The philosophy of life varies depending on each persons life experience and therefore everyone has a different view of the world as well as different beliefs. Similarly, this applies in day-to-day life where it is through our self-awareness that we become more proficient to experience what hinders us from becoming something else. However, philosophy of life guides us to be real, not actual.

The History of Fathers Day

The History of Fathers Day Fathers Day is held on the third Sunday in June to celebrate and honor fathers.  And while the first Mothers Day was celebrated in 1914 after President Woodrow Wilson issued a proclamation making Mothers Day the second Sunday in May,  Fathers Day did not become official until 1966.   The Story of Fathers Day Who invented Fathers Day? While there are at least two or three different people credited with that honor, most historians consider Sonora Smart Dodd  of Washington State to be the first person to have proposed the holiday in 1910. Dodds father was a Civil War veteran named William Smart. Her mother died giving birth to her sixth child, which left William Smart a widower with five children to raise on his own. When Sonora Dodd married and had her own children, she realized what a tremendous job her father had done in raising her and her siblings as a single parent. After hearing her pastor give a sermon about the newly established Mothers Day, Sonora Dodd suggested to him that there should also be a Fathers Day and proposed that the date be June 5, her fathers birthday. However, her pastor needed more time to prepare a sermon, so he moved the date to June 19, the third Sunday of the month. Fathers Day Traditions One of the early ways established to celebrate Fathers Day was to wear a flower. Sonora Dodd suggested wearing a red rose if your father was still living  and wearing a white flower if your father was deceased. Later, presenting him with a special activity, gift, or a card became commonplace. Dodd spent years campaigning for Fathers Day to be celebrated nationally. She commissioned the help of mens goods manufacturers and others who might benefit from a Fathers Day, such as the makers of ties, tobacco pipes, and other products that would make for a suitable gift for fathers. In 1938, a Fathers Day Council was founded by the New York Associated Mens Wear Retailers to help with the widespread promotion of Fathers Day. Still, the public continued to resist the idea. Many Americans believed an official Fathers Day would be just another way for retailers to make money since the popularity of Mothers Day boosted the sale of gifts for mothers. Making Fathers Day Official As early as 1913, bills had been submitted to congress to recognize Fathers Day nationally. In 1916, President Woodrow Wilson pushed to make Fathers Day official, but couldnt muster enough support from Congress. In 1924, President Calvin Coolidge  would also recommend that Fathers Day be observed, but did not go so far as to issue a national proclamation. In 1957, Margaret Chase Smith, a senator from Maine, wrote a proposal that accused Congress of ignoring fathers for 40 years while only honoring mothers. It wasnt until 1966 that  President Lyndon Johnson  finally signed a presidential proclamation that made the third Sunday of June, Fathers Day. In 1972, President Richard Nixon made Fathers Day a permanent national holiday. What  Gifts Fathers Want Forget about snazzy ties, cologne, or car parts. What fathers really want is family time. According to a Fox News report, About 87 percent of dads would rather have dinner with the family. Most fathers dont want another tie, as 65 percent said they would rather get nothing than another tie. And before you go running out to buy mens cologne, only 18 percent of dads said they want some kind of personal care product. And only 14 percent said they want automotive accessories.

Law Dropbox 5 Essay Example | Topics and Well Written Essays - 250 words

Law Dropbox 5 - Essay Example The law governing statutes of frauds help to mitigate deceitful conduct whereby contracts have long durations or high stakes (Rubin 67). The Statute of frauds requires written contracts in the following situations: The oral agreement between Amy and Bob for a strip of land falls under the Statutes of Frauds law. The Statute has exceptions that would favor the plaintiff (Bob). The exceptions state that the oral contract will be legally binding if; Bob would win the lawsuit and have the deal overturned. Both parties complied with the terms of the contract and the plaintiff suffered from the defendant’s promise that the strip of land would offer him easier access to the country road. Burgers R Us may sue Bob under the Law of Obligations. The obligation was a specific real obligation whereby the obligor (Bob) had a duty to deliver 50 cases of frozen burgers (legal bond) to the obligee (Burgers R Us). The contract was a legal bond between the two parties for the fulfillment of a performance. In a case between Houses R Us and Max, the court would rule in favor of Max (defendant). The laws governing construction of buildings require a house to be constructed safely and without causing any deformation that might impair the stability of the building. Max could argue that such regulations were breached in that; the ceiling was too low, the patio did not drain properly, and the load bearing beams appeared to be gradually weakening due to cracks. Max should seek a remedy for specific performance. Raymond signed a contract to sell the 500 acres to Max. Max honored the contract and paid $500,000 for the land. The contract was legally binding, and Raymond did not honor his part. The circus owners would be seeking an injunction in court. The court may rule in favor of the owners providing a preliminary injunction that would require Rudy the Reptile King to raise the standards of his act. The court’s ruling would mitigate threatened wrongs in order to maintain the

Data Acquisition and 3D Modelling Essay Example | Topics and Well Written Essays - 1500 words

Data Acquisition and 3D Modelling - Essay Example The triangulation method is used to infer the surface and their 3D nature in this method. It is known as stereoscopy because it uses two cameras. This is a computationally complex task but now a days it is carried out very successfully with the most modern and sophisticated equipments. This technique is good for apparent physical object reconstruction. The active form of stereoscopic methods use strong source of light to acquire 3D data of a physical object. Laser light source are used typically. It can only be employed for industrial usage with a provision of controlled environment. 3D or three dimensional modeling refers to the making of a real world object by making use of the actual geographical coordinates of the model. 3D modeling usually refers to the execution of 3D computer graphics by using 3D software. This specialized software functions by creating a set of points in 3Dimensional space. These points are connected together by various geometric shapes. These shapes may merely be a line, a dot, a triangle or a curved surface. There are four important methods upon which 3Dimensional models are created. Polygonal modeling. Three Dimensional models are often created as polygonal models that are textured. In Polygonal Modeling a 3D model is created by connected the points in a 3D space with a line segment. These dots or points are generally referred to as vertices when talked about with reference to space. An avid benefit of this modeling technique is that it can be structured and adapted very conveniently by a computer system. This is owing to the fact that Polygonal models are very flexible. A slight disadvantage that is associated with Polygonal modeling is that it cannot be sued to perfectly structure curves. Primitive modeling. By far, the simplest method of modeling a 3D object is 3D Modeling. This method makes use of pre-defined mathematical/geometric shapes such as cylinder, sphere, cube, cone etc. Using these basic geometrical

Land Law Notes Essay Example for Free

Land Law Notes Essay Land includes land of any tenure, and mines and minerals, whether or not held apart from the surface, buildings or parts of buildings (whether the division is horizontal, vertical or made in any other way) and other corporeal hereditaments; also a manor, an advowson, and a rent and other incorporeal hereditaments, and an easement, right, privilege, or benefit in, over, or derived from the land Law of Property Act 1925 s.62 A conveyance of land shall be deemed to include and shall by virtue of this Act operate to convey, with the land, all buildings, erections, fixtures, commons, hedges, ditches, fences, ways, waters, water-courses, liberties privileges, easements, rights, and advantages whatsoever, appertaining or reputed to appertain to the land, or any part thereof, or, at the time of conveyance, demised, occupied, or enjoyed with, or reputed or known as part or parcel of or appurtenant to the land or any part thereof. He who owns the land owns everything up to the sky and down to the depths Unrealistic in modern times – pipes underground, aircraft above etc. Bernstein v Skyviews General Ltd 1978 QB: Establishes that a landowner doesnt have unqualified rights over the airspace of his land. Fixtures and Fittings Law of Property Act 1926 s.62 Whatever is fixed to the land becomes part of the land Holland v Hodgson 1872 LR 7CP 328: Looms were fixtures as they were attached to the floor by nails, not just their own weight. If an article is annexed to the land by something more than its own weight, its a fixture, therefore part of the land. Elitestone v Morris 1997: Bungalow couldnt be removed without its destruction. An objective test to determine whether the object was intended for the use or enjoyment of the land, or for the more convenient use of the object itself. General principle: whether an object is part of the land is determined by a) The physical degree of annexation Chelsea Yacht Boat Co v Pope 2000 1WLR 1941: Boat on a river was a chattel not a fixture b) The purpose of the annexation: for better enjoyment of the land or for the better enjoyment of the chattel? Leigh v Taylor 1902 AC 157: These tapestries were works of art, but could be removed without causing structural damage. Therefore they were chattels not fixtures. Re Whaley 1908 1Ch 615: These tapestries were hung as to create the effect of an Elizabethan dwelling house, therefore they were fixtures. Relevance? Buyer: Taylor v Hamer 2002 EWCA Civ 1130: The Court decided that the flagstones were fixtures, and suggested that a seller is not allowed to remove fixtures without informing the buyer if there is a possibility that the buyer expects the fixtures to be included in the sale. Mortgage lender: Botham v TSB 1996 EGCS 149: The bank applied to the High Court to decide if certain everyday articles in the borrowers flat were fixtures and therefore were subject to the banks mortgage, so it could sell them as mortgagee. Taxation: Melluish v BMI 1996 AC 454 Landlord and tenant: A tenant has the right to remove tenants fixtures and fittings at the end of the tenancy: Young v Dalgety 1987 1 EGLR 116: A better definition of a tenants fixture is any item which is properly legally identifiable as a fixture and which was installed and continues to be removable by the tenant, is a tenants fixture. Spyer v Phillipson 1929 2 Ch 183: So long as the chattel could be removed without doing irreparable damage to the demised premises, neither the method of attachment nor the degree of annexation, nor the quantum of damage that would be done either to the chattel itself or to the demised premises by the removal, had any bearing on the right of the tenant to remove it. Wessex Reserve Forces and Cadets Association v White 2005 EWHC 983: landlord’s intention here to ‘demolish’ the premises only led to its aspirations of regaining possession being ‘flattened’ when the court held that (objectively) the landlord’s (subjective) intention could not be implemented and that, in any event, the landlord would not require possession of the premises to carry out the proposed works. Ownership of things found on the land. Parker v British Airways Board 1982 QB 1004: court decided that the finder of a gold bracelet in a public area of British Airways was entitled to possess it against the whole world save the true owner. An occupier of a building has rights superior to those of a finder over chattels on or in, but not attached to, that building if, before the chattel is found, he has manifested an intention to exercise control over the building and the things which may be on or in it. Bridges v Hawkesworth 1851: The finder of a lost article is entitled to it as against all but the true owner. Waverley BC v Fletcher 1996 QB 334: owner or lawful possessor of land owned all that was in or attached to it. Local authority which owned a public open space had a right SUPERIOR to Finder to things found in the ground of that open space and was entitled to possess them against all but the rightful owner. Buried Treasure Treasure Act 1996 s.1(1) Defines what treasure is s.4(1) When treasure is found, it vests, subject to prior interest and rightsin the Crown s.8(1) A person who finds an object which he believes or has reasonable grounds for believing is treasure must notify the coroner for the district in which the object was found (within 14 days) s.8(3) Any person who fails to comply with subsection (1) is guilty of an offence s.10 Payment of rewards

Why the Play is Called The Crucible :: Essay on The Crucible

Why is the play called the Crucible? Webster and his book the dictionary defines a 'crucible' as, 'A container in which metals are heated, involving a change. A severe test or trial.'; Author Miller in his play, uses the title 'The Crucible' as an analogy for the situation. The actual container- the crucible, is the town of Salem Massachusetts. The contents of the container are the people of Salem, the emotions and feelings of these people are what change. The events that take place in the town are what fuel and heat the people's emotions and are what affects their actions. Miller also puns on the other meaning of 'a crucible' which is: 'a severe test or trial'; to tie in with the events that take pace in the play- the trials of the accused witches and the extent of the consequences (death by hanging.) The 'severe test or trial ' referred to above is an inquiry carried out to see whether people's souls are still with God. This shows the extremity and extent of the trials. It shows how important a part religion plays in the community. Seeing as people's life styles revolved around working and praying. If people were not working or farming their lands, they are praying. On holidays they pray, there are hardly any moments of recreation or 'fun.' The people of Salem are deeply religious and to drift on to the side of the devil is the most serious 'sin' or 'crime' imaginable in the community. Just as it was a sin drift on to the side of the devil in the time of the crucible, it was the same to drift on to the side of communism in the 1950's, when Arthur Miller wrote this play. In the 1950's Senator Joe Macarthy set up a campaign to rid the United States of all communist supporters. These communist trials would be broadcast on national television. It would involve the accused to admit their guilt even though they were completely innocent, and give the names of 10 other would-be communists or face exile, torture, invasion of family privacy etc. Arthur Miller uses the events of the Salem witch-hunts to represent and show what the communist trials of the 1950's were. They were both based on false premises and paranoia, and as more people got involved, more people suffered, this can be summarised by calling it the 'Snowball effect.

Analysis Of Noun Phrase In English And Vietnamese Education Essay

Noun phrases every bit good as other phrases play an of import function in get the hanging any linguistic communication. Without noun phrase, there would hold no agents, no patients, and no receivers. Additionally, no affair how broad our vocabulary may be, a individual word is frequently deficient in showing our thought.. A incompatible analysis between English and Vietnamese is necessary and interesting for learning and analyzing. Almost every linguistic communication has noun phrases, nevertheless, despite holding the same basic construction, they have some differences..This survey aims to research internal and external construction of English and Vietnamese noun phrases so make a comparing between two sorts of NP every bit good as suggest some teaching deductions. I hope through this assignment, both I and the readers will larn something helpful which can use to English instruction and acquisition.Noun phrase in EnglishDefinitions:Le ( 2002 ) defined noun phrase ( NP ) as a group of words get downing with a noun and working appositional. This NP frequently goes right earlier or right after the noun it expresses. Ex-husband: A victim of war, he hated the sight of soldiers. ( A victim of war = he ) Harmonizing to L.H.Nguyen ( 2004 ) , a NP is a group of words with a noun or pronoun as the chief portion ( the caput ) . In his book â€Å" Analyzing English † , Jackson added some more deal about the caput which is â€Å" the minimum demand for the happening of a noun phrase † . Despite the NP is in simple signifier such as â€Å" pupils † or in complex signifier such as â€Å" the narrative about the miss who used to populate at that place † , it must hold a noun or pronoun showing the chief thought.Structure:Basically, a noun phrase consists of 3 chief parts: Pre – Alteration, Head, Post – Alteration. But in some complex NPs, we can see that the Pre – Alteration may incorporate other elements. Based on the theory of NP in the book â€Å" Analyzing English † by Howard Jackson, we have a elaborate expression of NP as followers:Pre – AlterationHeadPost – AlterationPre – clincher ( A ) Identifiers ( B ) Numeral/Quantifier ( C ) Adjectives ( D ) Noun qualifier ( Tocopherol ) N/pro ( F ) Relative clauses, infinite clause, prepositional phrase, adjectives, adverbs. ( G ) Table 1: The construction of a NP in English Now, we will travel into inside informations of the construction of a NP.Pre – AlterationThis portion fundamentally has 5 elements as shown in the above tabular array. The first component is pre-determiners. They are a little group of words which may happen before the identifier in a NP. They besides have quantifier mention ( all, both, half, aˆÂ ¦ ) ; fraction numbers ( one-third, aˆÂ ¦ ) . Following component is identifiers. This component includes articles ( a, an, the ) ; demonstrative ( this, that, these, those ) ; genitives ( my, your, his, aˆÂ ¦ ) . But there is one thing we should pay attending. In any NP, merely merely one identifier may happen, it means that articles, demonstrative and genitives are reciprocally sole. We ca n't state â€Å" that my house † but if we use â€Å" of-phrase † with the genitive pronoun, we can show that NP in another manner â€Å" that book of mine † . In some NPs such as â€Å" five cats † , â€Å" several books † , the pre – alteration here is numerical ( five ) or quantifier ( several ) . Besides, sometimes, we can see the combination of these two elements in some NPs. The frequent sequences are ordinal numerical ( particularly â€Å" first † and â€Å" last † ) + indefinite quantifier ( eg â€Å" the first few hours † ) , ordinal + cardinal ( eg â€Å" the 2nd five yearss † ) , indefinite quantifier + central numerical, particularly circular figure ( eg â€Å" several thousand people † ) ( Nguyen, 2004, p. 44 ) . To magnify the caput noun in some manner, the following component, adjectives, come after the identifier and numerals/quantifiers. However, in instance that several adjectives co-occur in a NP, there is a regulation for their order.nameSizeformagecoloring materialbeginningsubstancepresent participialcapturing Small unit of ammunition old brown Gallic oaken composing tabular array Table 2: The adjectival order The last component is noun qualifiers which come between the adjectives and the caput noun. As we can see, nouns may work non merely as caputs of NP but besides qualifiers in NP. For illustration, in NP â€Å" a kids book † , â€Å" kids † modifies â€Å" book † and â€Å" a kids book † means a book for kids. Beside 5 basic elements mentioned supra, there is one farther sort of pre-modification that is NP in possessive instance. This sort is marked by an ‘s added to the its concluding word ( eg my friend ‘s bike ) .Head:The most usual sort of caput of NP is noun, but in some NPs such as â€Å" She is my best friend † , the caput may be a pronoun of some sort, normally a personal pronoun ( he, she, youaˆÂ ¦ ) . Similarly, Jacobs ( 1995 ) stated that many NPs in English are individual signifiers dwelling possibly merely of a noun or a pronoun. When the caput is a pronoun, it does n't necessitate any alteration, particularly the pre-modification.Kinds of pronoun operation as the caputExamplesPersonal pronoun He, she, you, they, we, aˆÂ ¦ . Indefinite pronoun Person, something, cipher, aˆÂ ¦ †¦ Possessive pronoun His, her, your, their, aˆÂ ¦ Demonstrative pronoun This, that, aˆÂ ¦ Table 3: Kinds of pronoun operation as the caput of NPPost-modificationThis portion is most often followed by phrases or clauses. Three sorts of phrasal/clausal post-modification we frequently see is: comparative clauses, infinite clauses, and prepositional phrases, sometimes we besides see an adjective or an adverb operation as a post-modifier in NP ( Jackson, p.15 ) . A comparative clause consists of a comparative pronoun ( who, whom, which, that, whose, aˆÂ ¦ ) as a caput, which mentions back to the caput noun of NP. If the comparative pronoun ‘s map is object in the comparative clause, we can exclude that comparative pronoun. Infinite clause is clause normally without topics introduced by a infinite signifier of the verb. That sort of clause include 3 sorts: space clause, present participial clause, past participial. In a NP, prepositional phrase occurs most often working as post-modifier.Some illustrations:All the schools in townA B F G ( prepositional phrase )The last few yearssB C C FDong Bang Shin Ki, my favorite music set.F G ( appositional NP )My noisy 4-year-old white Thai catB name age coloring material FThis arch revenue enhancement aggregator ‘s grabbing manusNP Genitive D FThe Korea history which has merely been published.B D F G ( comparative clause )Something of import to makeF ( indefinite pro ) G ( adjectives ) G ( infinite clause )The miss behind youB F G ( adverb )Two Equus caballuss eating grass.A F G ( infinite clause: present participial )A subject vocal composed by Lee So ManB E F G ( infinite clause: past participial )One-third of the populationA B FNoun phrase in VietnameseDefinitions:Mai, Vu and Hoang ( 2006 ) defined NP ( danh nga »? ) is a phrase in which the noun map as the chief portion. Besides, NP in the theory of Doan, Nguyen, Pham ( 2001 ) is a â€Å" free combination of a noun karyon and one or more than one subsidiary elements â€Å" which can be front elements standing before the nucleus noun or can be end elements standing after the nucleus noun.Structure:As a phrase, NP in Vietnamese besides has three chief parts: Pre-Modification ( Front Element ) , Head ( Nucleus ) , Post-Modification ( End Element ) . More elaborate, harmonizing to Mai et Al. ‘s theory ( pp. 276-280 ) , the construction of NP in Vietnamese can be described as followers: Tat ca nha »?ng Cai con meo A‘en ay ( -3 ) ( -2 ) ( -1 ) Head noun ( 0 ) ( 1 ) ( 2 ) Table 4: The construction of a NP in VietnameseFront elementsAs we can see from the tabular array, the elements in the place ( -3 ) , ( -2 ) and ( -1 ) are called front elements, while the elements standing after the karyon ( 1 ) and ( 2 ) are called end elements. Those elements are placed in a stable manner as shown in the above tabular array. In footings of the front elements, we have three sorts. In the place ( -1 ) , quantifiers such as â€Å" tat ca † , â€Å" tat thay † , â€Å" hat thay † , â€Å" hat ca † , â€Å" ca † , aˆÂ ¦.are used. Those words can happen before: definite numbers: ma »Ã¢â€ž ¢t, hai, Ba, ba »Ã¢â‚¬Ëœn, aˆÂ ¦ Ex-husband: tat ca ba »Ã¢â‚¬Ëœn m? °i sinh vien ( 1 ) corporate nouns: A‘an, lA © , bo , ba »Ã¢â€ž ¢ , nam, aˆÂ ¦ . Ex-husband: ca lA © con trai general nouns: qua? §n, ao, binh, linh, xe ca »Ã¢â€ž ¢ , may moc, aˆÂ ¦ Ex-husband: hat thay may moc Let ‘s pay attending to the quantifiers such as â€Å" tat ca † , â€Å" tat thay † , â€Å" hat thay † , â€Å" hat ca † , â€Å" ca † , aˆÂ ¦.From the illustrations above, we can see that such those quantifiers occur before the caput noun. Now, taking the first illustration, is it right if we say it in such a manner â€Å" ba »Ã¢â‚¬Ëœn m? °i sinh vien tat ca † ? Actually, in footings of grammar, it is right but the significance is different. The NP â€Å" tat ca ba »Ã¢â‚¬Ëœn m? °i sinh vien † means that no pupils are left, but in â€Å" ba »Ã¢â‚¬Ëœn m? °i sinh vien tat ca † , there are some pupils left. So, we can reason that â€Å" tat ca † can stand before and after the caput noun depending on the talker ‘s attending. Diep Quang Ban ( 2000 ) stated that place ( -2 ) is the topographic point taken by word category as followers:Definite numeral/ central figure ( ta »Ã‚ « cha »Ã¢â‚¬ ° sa »Ã¢â‚¬Ëœ l? °a »?ng xac A‘a »Ã¢â‚¬ ¹nh/sa »Ã¢â‚¬Ëœ ta »Ã‚ « )Ma »Ã¢â€ž ¢t, hai, Ba, ba »Ã¢â‚¬Ëœn, m? °a »?i, trA?m aˆÂ ¦.. M? °a »?i con meoEstimate quantifier ( ta »Ã‚ « cha »Ã¢â‚¬ ° sa »Ã¢â‚¬Ëœ pha »?ng A‘a »Ã¢â‚¬ ¹nh )Vai, vai Ba, dA?m, m? °i, aˆÂ ¦ vai Ba khach hangAllocating words ( ta »Ã‚ « ham y phan pha »Ã¢â‚¬Ëœi )Ma »-i, ma »Ã¢â€ž ¢t, ta »Ã‚ «ng, aˆÂ ¦ Ma »-i cong danArticles ( quan ta »Ã‚ « )Nha »?ng, cac, ma »Ã¢â€ž ¢t, .. Nha »?ng bac sA ©Word â€Å" may †May con ga nay Table 5: the place ( -2 ) in a NP in Vietnamese However, we should pay attending that such elements as â€Å" vai, vai Ba, dA?m, aˆÂ ¦ † can non co-exist with the quantifiers such as â€Å" tat ca † , â€Å" tat thay † , â€Å" hat thay † , â€Å" hat ca † , â€Å" ca † in the place ( -3 ) . In footings of the place ( -1 ) , Diep Quang Ban ( 2000 ) stated that it is taken by the deictic word â€Å" cai † ( ta »Ã‚ « cha »Ã¢â‚¬ ° xuat ) in order to stress things mentioned in the caput noun. However, sometimes, â€Å" cai † is replaced by another deictic word such as â€Å" con † in NP â€Å" con ng? °a »?i ay † . In Vietnamese NP, â€Å" cai † occurs before the caput noun and can step in between a numerical ( if there is one ) and the classifier or a step phrase. It may be preceded by other pre-noun qualifiers such as quantifiers, numbers, and articles. It must ever coincide with a classifier as in â€Å" ba cai cua »Ã¢â€ž ¢n len kia â€Å" or â€Å" ba cai thung n? °a »Ã¢â‚¬ ºc nay † . Besides, â€Å" cai † is sometimes mistaken with the homonymic classifier â€Å" cai † , but it ‘s different from classifier cai every bit good as other classifiers in term of distribution and map. When â€Å" ca i † precedes a count noun, the usage of a classifier is obligatory, as shown in ( a ) . However, â€Å" cai † can non be used before the homonymic classifier as shown in ( B ) Ba cai cua »Ã¢â€ž ¢n len ( correct ) Ba cai cai chen ( incorrect ) Normally, with the presence of the deictic word, the noun is demonstrative like â€Å" nay † , â€Å" kia † , â€Å" ay † , aˆÂ ¦ . ( eg: cai tha? ±ng nhoc nay ) . But, in spoken linguistic communication, we frequently see that the demonstratives are omitted, like â€Å" cai tha? ±ng nhoc † .The karyon ( head noun ) :Harmonizing to Dinh Dien ( n.d ) , the karyon ( place ( 0 ) ) may be a noun ( boy, teacher, cat, houseaˆÂ ¦ ) or a combination between a classifier ( danh ta »Ã‚ « cha »Ã¢â‚¬ ° loai ) and the caput noun such as â€Å" con ng? °a »?i † , â€Å" quya »?n sach † , â€Å" may say † . Otherwise, the caput noun may be a classifier followed by a descriptive free word bunch ( ta »Ã¢â‚¬ ¢ ha »?p ta »Ã‚ « ta »Ã‚ ± do mieu ta ) such as â€Å" hai ng? °a »?i A‘ang nga »Ã¢â‚¬Å"i noi chuya »Ã¢â‚¬ ¡n A‘a? ±ng kia † , â€Å" nha »?ng via »Ã¢â‚¬ ¡c ban hom ba »?a † A dditionally, words which are non nouns can besides be the caput due to the talking wont of Vietnamese. For illustration, we can shorten the NP â€Å" hai ca »Ã¢â‚¬Ëœc ca phe A‘en † into the NP â€Å" hai A‘en † . Some Vietnamese classifiers are normally used: caiA : used for most inanimate objects ( cai ban, cai gha , .. ) con: normally for animate beings and kids ( con be ) , but can be used to depict some inanimate objects ( con dao, con A‘? °a »?ng ) bai: used for composings like vocals, drawings, verse forms, essays, etc ( bai th , bai hat, .. ) cay: used for stick-like objects ( cay ph? °a »?ng, cay sung, aˆÂ ¦ ) toa: edifices of authorization: tribunals, halls, â€Å" tusk towers † ( toa nha , .. ) qua/trai: used for ball-shaped objects ( qua chua »Ã¢â‚¬Ëœi, trai A‘at, .. ) quya »?n/cua »Ã¢â‚¬Ëœn: used for book-like objects ( cua »Ã¢â‚¬Ëœn sach, quya »?n tap chi , .. ) ta »? : sheets and other thin objects made of paper ( ta »? giay, ta »? bao, .. ) la : smaller sheets of paper ( la th , la bai, aˆÂ ¦ ) via »Ã¢â‚¬ ¡c: an event or an on-going procedure ( via »Ã¢â‚¬ ¡c kinh doanh, via »Ã¢â‚¬ ¡c ha »?c, aˆÂ ¦ )End elements:Doan et Al. classified the terminal elements in footings of portion of address, construction, manner of connexion, order of some elements. c.1 ) In footings of portion of address: noun la »Ã¢â‚¬ ºp ngoai nga »? verb la »Ã¢â‚¬ ºp giao tiap adjectival la »Ã¢â‚¬ ºp A‘ong central numerical la »Ã¢â‚¬ ºp 4 noun of topographic point la »Ã¢â‚¬ ºp tren la? §u noun of clip la »Ã¢â‚¬ ºp bua »Ã¢â‚¬ ¢i ta »Ã¢â‚¬Ëœi pronoun la »Ã¢â‚¬ ºp ca »Ã‚ §a toi Table 6: The terminal elements in Vietnamese NP in footings of portion of address c.2 ) In footings of construction: A chief – accessary phrase: sach vA?n ha »?c Ma »? A co-ordinated phrase: sach nghe va noi A S-V phrase: sach ma toi va »Ã‚ «a mua c.3 ) In footings of manner of connexion: Direct ways ( eg: tinh tha? §n thep, mat ba »Ã¢â‚¬Å" cauaˆÂ ¦ ) Indirect ways ( eg: ba »Ã¢â€ž ¢ phim ma anh thich, bai viat ma toi va »Ã‚ «a hoan thanh ) c.4 ) In footings of the undermentioned order: The nucleus i? A i? B ( a, B, degree Celsius, vitamin D ) i? CABacillusCgoes with the karyon to organize a phrase ( a compound noun ) describes the features of the object that the karyon mentioned Ex-husband: phong khach ra »Ã¢â€ž ¢ng, ban lam via »Ã¢â‚¬ ¡c American ginseng tra »?ng, aˆÂ ¦ . demonstrative pronouns such as â€Å" nay, ay, A‘o † aˆÂ ¦ a B C vitamin D a noun, a verb or an adjectival â€Å" va »? + noun † or â€Å" ba? ±ng + noun † â€Å" ca »Ã‚ §a + noun † or â€Å" a »Y + noun † Clauses Table 6: The terminal elements in Vietnamese NP in footings of some elements ‘ order. Something about demonstratives may do you misconstruing if we arrange them in different order. For illustration, compare two NPs â€Å" via »Ã¢â‚¬ ¡c ay ca »Ã‚ §a anh † and â€Å" via »Ã¢â‚¬ ¡c ca »Ã‚ §a anh ay † , we can see the difference in significance here due to our talking modulation. In the first NP, if we speak with a level modulation, we can understand it as â€Å" his work † , whereas, if we speak with a raising modulation at â€Å" ay † in the 2nd NP, it can be understood that â€Å" it ‘s your work, non others ‘ work † .Some illustrations:Tat ca nha »?ng cai vay A‘en ba? ±ng denims a »Y store Cass ma ca? ­u( -1 ) ( -2 ) ( -3 ) ( 0 ) ( 1 ) ( ai? bi? ci? vitamin D )th? °a »?ng thay A‘o( 2 )B ) A °a »?ng A‘ua sa »Ã¢â‚¬Ëœ 2 a »Y tr? °a »Ã¢â‚¬ ºc ma? ·t ( Diep, 2000, p. 60 )( 0 ) ( 1 ) ( central numberi? degree Celsius )degree Celsius ) Nha »?ng tha? ±ng nhoc ngha »Ã¢â‚¬ ¹ ch nga »?m ay( -2 ) ( 0 ) ( 1 ) ( adjectival ) ( 2 )vitamin D ) San nha qi ma »Ã¢â‚¬ ºi lau( 0 ) ( 1 ) ( S-V phrase )vitamin E ) Cai cua »Ã¢â‚¬Ëœn tap chi a »Y tren ka »Ã¢â‚¬ ¡ A‘o( -1 ) ( 0 ) ( 1 ) ( degree Celsius ) ( 2 )A comparing of English NP and Vietnamese NPFrom what we discuss above about the NP in English and Vietnamese, we can see that both of them have a basic construction: pre-modification, caput, post-modification. . However, there are still some differences between them. We will discourse some singular similarities and differences in the places of pre-modification and post-modification in English and Vietnamese NP.First, in both English and Vietnamese NP, quantifier, numbers, fractions stand before the caput noun.( a ) All those old chairsQuantifier caput noun( B ) Several thousand peoplenumerical caput noun( degree Celsius ) One-third of my pupilsfraction caput noun( a ) Tat ca nha »?ng cai gha cA © A‘oquantifier caput noun adjectival( B ) V ai ngan ng? °a »?inumerical caput noun( degree Celsius ) Ma »Ã¢â€ž ¢t pha? §n Ba sa »Ã¢â‚¬Ëœ ha »?c sinh ca »Ã‚ §a toifraction caput nounSecond, demonstrative, ordinal Numberss, genitives come before the caput noun in English but after the caput noun in Vietnamese.That big brick housedemonstrative caput nounThe 2nd circuit to Koreaordinal figure caput nounMy favorite spicy nutrientgenitive caput noun( a ) Ngoi nha ba? ±ng gach to la »Ã¢â‚¬ ºn A‘ocaput noun demonstrative( B ) Chuyan du la »Ã¢â‚¬ ¹ch tha »Ã‚ © hai A‘an Han Qua »Ã¢â‚¬Ëœccaput noun ordinal figure( degree Celsius ) Tha »Ã‚ ©c A?n key yeu thich ca »Ã‚ §a toicaput noun genitiveThird, in footings of adjectives, we put them in forepart of the caput noun in English NP but in Vietnamese, we put them after the caput noun.Ex-husband: cai ban mau nau lam ba? ±ng ga »- xoaicaput noun. adjectivesA brown oaken tabular array.adjectives head noun.However, in some instances, adjectives come a fter the caput noun in English NP such as â€Å" something unusual † , â€Å" person brave † , aˆÂ ¦ Additionally, the order of adjectives qualifiers in English is instead fixed ( name, size, form, age, coloring material, beginning, substance, present participial ) whereas that in Vietnamese NP may be exchanged, based on the talker ‘s attending. For illustration, in English, we merely have merely one order â€Å" a reasonably bluish skirt † but when we say in Vietnamese, there are 2 ways â€Å" ma »Ã¢â€ž ¢t chiac vay mau xanh district attorney tra »?i xinh xan † and â€Å" ma »Ã¢â€ž ¢t chiac vay xinh xan mau xanh district attorney tra »?i † . Furthermore, in English NP, the happening of nouns and clinchers is obligatory but optional in Vietnamese NP. So, if we translate the phrase â€Å" cua »Ã¢â‚¬Ëœn sach tren ban † into Vietnamese, it will be â€Å" book on tabular array † . Is it right? As you see, the true phrase should be â€Å" the book on the tabular array † . In Vietnamese, classifiers are by and large obligatory in numerated NP whereas in English, we do n't usually utilize classifiers before nouns, except some particular words â€Å" a brace of places † , â€Å" a loaf of staff of life † aˆÂ ¦ . Ex-husband: In English, we say â€Å" two books † but in Vietnamese, we say â€Å" hai cua »Ã¢â‚¬Ëœn sach † . The following difference I want to advert is the place of noun qualifiers. In English NP, they come before a caput noun but in Vietnamese, they come after the caput noun. Nevertheless, in some instances in Vietnamese, noun qualifiers precedes the caput noun ( eg ma »Ã¢â€ž ¢t thi nhan, ma »Ã¢â€ž ¢t ca »? tha »Ã‚ § , .. ) A concert dance category A bundle circuit A summer run ( a ) Ma »Ã¢â€ž ¢t la »Ã¢â‚¬ ºp Ba le ( B ) Chuyan du la »Ã¢â‚¬ ¹ch tra »?n goi ( degree Celsius ) chian da »Ã¢â‚¬ ¹ch mua he Last but non least, sometimes there are some equivocal constructions that cause us baffled. In Vietnamese, what comes into people ‘s head foremost is spoken foremost is the common regulation, which is besides a natural order of people ‘s thought ( Dinh, n.d, p. 11 ) . Let ‘s take a NP as an illustration. How many ways you can state the English NP â€Å" a new Korean leather coat † ? We have â€Å" ma »Ã¢â€ž ¢t cai ao khoac ma »Ã¢â‚¬ ºi ba? ±ng long thu ca »Ã‚ §a Han Qua »Ã¢â‚¬Ëœc † or â€Å" ma »Ã¢â€ž ¢t cai ao khoac Han Qua »Ã¢â‚¬Ëœc ba? ±ng long thu ma »Ã¢â‚¬ ºi † and â€Å" ma »Ã¢â€ž ¢t cai ao khoac ba? ±ng long thu Han Qua »Ã¢â‚¬Ëœc ma »Ã¢â‚¬ ºi † . It seems that in the English NP, the place of pre-modifiers and post-premodifiers are non so free and flexible as that in Vietnamese NPDeduction in English instruction and acquisitionLearners of English may hold some troubles such as how to interpret from English into Vietnamese and frailty versa due to the differences in the place of pre-modifiers and post-modifiers we have merely mentioned above ( for illustration: ma »Ã¢â€ž ¢t quya »?n sach hay – a book good or a book interesting. They may besides be in problem with the order of the adjectives in a instead long noun phrase with many adjectives. Which adjective come foremost? Which one will come next? Where should we set those adjectives. Vietnamese pupils may happen it hard to retrieve all the places due to the wont of puting the adjectives after the caput noun and utilizing them flexibly. Knowing clearly about English NP and Vietnamese NP, particularly the differences every bit good as the common errors that Vietnamese scholars frequently meet will assist the instructors guide their pupils right. In other words, scholars can cognize their errors from the beginning so that they can happen it easy to larn English subsequently, particularly grammar. Based on the cognition of English NP and Vietnamese NP, the instructors besides design the undertakings for pupils to consolidate and pattern cognition of phrases and sentences in both two linguistic communications.DecisionIn decision, although NP in English and Vietnamese has the same basic construction ( pre-modification, caput, post-modification ) , they are non the same in the word order of pre-modification and post-modification. These differences are caused by the unsimilarity in thought and talking wont of English and Vietnamese. As a pupil every bit good as a teacher-to-be, this research helps me a batch. When making t his assignment, I have a opportunity to consolidate my cognition of both English and Vietnamese and cognize something new and helpful. With what I learn from this research, I will use to my survey and learning calling.

Psychology References Essay

Select something you either strongly like or dislike (e.g., reading, competitive sports, flying, snakes, etc.). Write a two to three (2-3) page paper in which you: 1. Briefly describe your like or dislike (one to two (1-2) sentences). 2. Describe the subfield (e.g., cognitive psychology, developmental psychology, psychoanalytic psychology, etc.) you believe is best suited for providing psychological insight into your preference (the fact that you like or dislike the thing you do) and why you believe it is so. 3. Discuss how biological bases of behavior (including sensation and perception) have contributed to your preference. 4. Analyze how engaging in or reacting to your preference (e.g., playing competitive sports or encountering a snake) affects your state of consciousness during that engagement. 5. Discuss the role that learning has had on the fact that you like or dislike the thing you described. Your assignment must follow these formatting requirements: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. †¢ Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: †¢ Distinguish between the major schools of thought in psychology. †¢ Discuss the biological factors that influence behavior. †¢ Describe the major theories of learning, memory, cognition, consciousness, development, and social psychology. †¢ Use technology and information resources to research issues in psychology. †¢ Write clearly and concisely about psychology using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

Wilsons Commitment to Peace essays

Wilson's Commitment to Peace essays War does not always have the simple goal of killing as many of the enemy as you can. The motives behind war are often complex and not always vicious attempts to gain power. Often times a nation must enter a war to secure peace in the future. This was the case when Woodrow Wilson asked Congress for a declaration of war. Since the early days of the war when Wilson asked the nation to be impartial in their thoughts about the war, he fought to maintain the United States neutrality. By sending his close friend, Colonel House and other envoys, Wilson diplomatically delayed war until the last possible moment. However, Wilson knew that war was inevitable. It was imperative for the United States to enter the war because it had become a threat to humanity and unless the United States intervened, Western civilization itself might be destroyed. (Garraty, pg. 665) Wilsons main reason for involving the United States in the war was to be included in peace talks following the end of the fighting. Had the United States not entered the war, neither the Allies nor the Central Powers would let the U.S. involve itself in the peace talks. Wilson knew that it was essential for the U.S. to be a part of these talks. The majority of statesmen thought that a victory on the battlefield was triumph enough but Wilson knew better than that. Wilson realized that the victory would be wasted if the winners permitted themselves the luxury of revenge. (Garraty, pg. 674) It was important for the victor to forgive and forget and begin to build a better society. Unfortunately for Wilson, a steadfast pacifist, he had to resort to war to secure peace for the future. By entering the war the United States was able to play a powerful role in peace talks after the fighting ended. Although the peace talks did not stop keep WWII from happening, that was Wilsons goal. He avoided war as much as he could but when he had could no longer ...

A Research Paper

The Department of Education pronounces the addition of two more years in the basic education of students, which according to them will benefit not only the Filipino youth but all the Filipino in the Philippines. (Luistro, 2010) The administration asserts that with the implementation of such program, the problem of unemployment in the country will be resolved. In as much as employment in the Philippines is concerned, the K12 education also responds to the fact that most countries in the world already have the same plan in their educational institutions.With this, the standards of these countries go a notch higher than what the country has, thus, creating an expansion in the global competency. (DepEd, 2010) â€Å"We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the  Ã‚   best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. † (Aquino III, 2011) K12 educational systems are additional years to secondary level. This research contains some information about curriculum of K12.This means that the present four years in high school will be called Junior High School and additional two years as senior High School. The model, which is being proposed, is K-6-4-2 where K means Kindergarten (5 years old), 6 means six years in elementary (6 to 11 years old), 4 means four years in Junior High School (12 to 15 years old) and 2 means two years in Senior High School (16 to 17 years old). (DepEd, n. d). Kindergarten will start in school year 2011 – 2012. The new and enhanced curriculum in Grade 1 and first year high school will start in school year 2012 – 2013.The first year senior high school or the eleventh year will begin in school year 2016 – 2017. The first graduates of the 12- year curriculum will be in 2018. (DepEd, n. d). Enhancing the quality of basic education in the Philippines is urgent and critical. The poor quality of basic education is reflected in the low achievement scores of Filipino students. One reason is that students do not get adequate instructional time or task. Our children deserve to receive the best education our country can provide for them and our economy depends on an educated and skilled workforce to be successful in the global market.B. Statement of the Problem This study aims to answer these following questions: 1. What are the advantages and disadvantages of the K-12 program or the additional 2 years to Basic Education? 2. Will the parents agree or disagree to the K- 12 program? C. Significance of the Study Parents of the students. This research would be able to help the parents of the students who are affected by the K-12 program, this will give them an idea of what will be the advantages and disadvantages of the program, and if it will help their children grow from the academic nature.Students. The students will benefit from the study by letting them know how they are going to be able to understand the addition of 2 years from their schooling. Students will know how it will provide a better quality of education to them. Teachers. This study will benefit the teachers from the school, for them to be prepared for the additional two years to the basic education. It is important for them to know the advantages and disadvantages of the program, because they will be the one providing the knowledge to the children. School.This research will also benefit the school, so they will anticipate the additional cost to the program, also the additional teachers and everything that they should be anticipating for. D. Scope and Limitation This study focuses only on the perception of the parents’ students affected by the K-12 program since it has been implemented this year the study will only focus on what the parents think and how it will affect them. It will also focus on the circumstances that will put one in favorable position, and those circumstances that will put one in unfavorable position. The study will only ask the parents about K-6-4-2 and not go beyond asking them if they’ll still let their children continue to study or not. E. Materials and Methods This research utilizes the descriptive method since the researcher aims to discuss and to know the perception of parents regarding to the additional years of basic education. The main goal of this type of research is to describe the data and characteristic what is being studied. The idea behind this type of research is to study frequencies, averages, and other statistical calculations.Although this research is highly accurate, it does not gather the causes behind a situation. Descriptive research is mainly done when a researcher wants to gain a better understanding of a topic. Interview, books and newspaper were researchers’ major instrument in gathering   Ã‚  Ã‚  information and were augmented with other data collected through readings E. Definition of Terms Department of Education. It is the executive department of the Philippine government responsible for the management and governing of the Philippine system of basic education. (http://en. wikipedia. org/wiki/Department_of_Education_(Philippines)) Education.

Media and Terrorism Research Paper Example | Topics and Well Written Essays - 3750 words

Media and Terrorism - Research Paper Example The findings of the study demonstrate that media coverage on terrorism has got more of disadvantages than advantages. However, the implications of the research also make it clear that media can effectively be used as the tool for counter-terrorism. There have been a lot of studies and researches made on Terrorism and its social, economic and political impacts. Terrorism, a curse on the human race, is a global phenomenon and it has no boundaries. As terrorism is highlighted by the media, it is interesting to have a look into the relationship between media and terrorism. Media can be considered as the bread and butter for terrorism as it helps in giving a world-wide coverage on terrorist acts and thereby achieving their objectives and spreading their messages. Even a localized terrorist attack, celebrated by media gets coverage all over the world and thereby the responsible terrorist group gets benefited. In this regard, it becomes relevant to discuss the impact of conventional media l ike newspapers and television, as well as new generation media like internet on terrorism. In fact, one can observe a give and take the relationship between media and terrorism as both get benefited on the other. The success of a terrorist act is merely dependant on the coverage given by the media and it can be stated that without getting a widespread publicity, terrorists cannot achieve their goals and objectives to its fullest. On the other hand, media also gets benefited by terrorist acts.