Portfolio Instructions Essays - Education, Knowledge, Writing

Portfolio Instructions English 101 Fall 2016 Overview As part of an ongoing assessment of a student's ability to progress as a writer, each student enrolled in English 101 will submit a portfolio of work at two separate times. The first submission will be a work-in- progress to be turned in along with the Midterm. The second submission will be the final submission, to be turned in along with the Final. The portfolio assignment is worth 15% of the student's final grade. Expectations Students must write an essay specifically for the portfolio that will introduce the portfolio to their readers and demonstrate that they have achieved the required competencies of the course. Students should write a reflective essay in which they argue for their accomplishments on the writing tasks listed below, using their compositions as evidence. This essay is typically read first, giving the readers of their portfolio insight into their thinking about their writing. Students will have chosen the work and provided some information about the assignments, but only they can explain how their portfolio demonstrates their accomplishments as a writer. This essay will not count toward the total number of pages (10-30) or papers (3-5) for the portfolio itself. Other Requirements 1. At least three compositions that illustrate work in more than one genre (ex. a proposal, a profile, a narrative, an academic argument, etc) which are preceded by an introduction explaining the assignment and why the student chose to include it in the final portfolio. 2. At least one composition that demonstrates the student's ability to use writing for reflections. 3. At least one composition that demonstrates the student's ability to use writing for explanation. 4. At least one composition that demonstrates the student's ability to use writing for analysis. 5. At least one composition that demonstrates the student's ability to use writing for persuasion. 6. At least one composition that demonstrates the student's ability to use write according to an audience. 7. At least one composition that demonstrates the student's ability to integrate their own writing with the writing of others, effectively using appropriate sources, properly documented. 8. At least one composition that demonstrates the student's ability to articulate and support a thesis-driven argument. 9. Evidence of engaging in the writing process through multiple drafts. 10. Evidence that the student has worked collaboratively with peers. 11. Evidence that the student can edit their work for mechanical errors to the extent that, while perhaps not "perfect", surface features of the language do not interfere with communication. Advice Do not panic! Some essays can count for multiple requirements, and we'll make sure each requirement is covered. To help, keep EVERYTHING we write, not just final drafts. Also, keep anything that has received peer or instructor feedback. Keep these in a folder that you can bring with you every day.

Abusive Husband essays

Abusive Husband essays The Abusive Husband An Approach to intervention by David Currie was written primarily for service providers who are undertaking to provide service to abusive husbands and partners. The purpose of this manual was to provide information and direction for designing and implementing an intervention program for abusive husbands which emphasizes the safety and protection issues for the woman. The article discussing the following themes: The women may have to leave the relationship for the reasons of safety and protection. They do not want the marriage to end rather the violence. The mens treatment programs began in the 70s. The manual discusses those frameworks that are currently in use and also points out the draw back related to some of them. What framework does the mens program use? Psychological problem based framework The manual argues that reducing wife assault to a pshchological problem, ignores the social context in which violence occurs. This model consists of three overlapping sets of casual and perpetuating factors that reflect the view of wife assault, which are: Attitudes, values regarding women Ineffective counseling resources The manual discusses how programs should be devised. The programs should consist of an assessment phase. This phase is important because it will provide the facilitators with the relevant information needed to deal with the underlying issues of abuse. After the assessment, the manual talks about the breakdown of ten sessions. It is an ongoing group program. It is a very well written manual. The manual describes in detail the differences between frameworks that only deal with psychological reasons for abuse in contrast to programs that deal with the reasons of abuse from a social context. The manual goes in depth about the psychological profile of an abuser. Finally it breaks down in ...

Catherine A Mackinnon`s Only Words

She says Protecting pornography means protecting sexual abuse as speech, at the same time that both pornography and its protection have deprived women of speech, especially speech against pornography (MacKinnon, 9). MacKinnon argues this bye explaining defamation and discrimination, racial and sexual harassment, and equality and peech. Women are sexually abused for the making of pornography. Torture, rape, hot wax dripping over nipples, and murdering women are the tools to produce a product of evil. Literature is the description of these crimes against humanity (emphasized) and cameras are proof of these crimes. On the assumption that words have only a referential relation to reality, pornography is defended as only words-even when it is pictures women had to directly used to make, even when the means of writing are womens bodies, even when a women is destroyed in order to say it or show it or because it was said or shown. MacKinnon, 12) However, assuming words are only a partial relation to reality would mean we would have to reconsider what reality is. Our wedding vows such as I do would be meaningless and a jury could never return a verdict that is only partial to reality. These words are treated as the institutions and practices they constitute, rather than as expressions of the idea they embody (Mackinnon, 13) Therefore, if these words of pornography are only words, dont they institutionalize rape Since pornography is rape on women. Pornography is protected by the First Amendment as free speech, but why Because he pornographic materials are construed as ideas, and the First Amendment protects ideas. Pornography is commonly brushed of as some product of fantasy for those who buy it. But what about the women who were tortured to make it. Also it is brushed off as simulated. This means that the pain and hurt the women are feeling is just acting. Put a little music and a smile here and there to cover up the pain, and you are portraying to and giving pure pleasure for those who buy the product. Just like fantasizing a death, how do you simulate a death But discarding pornography as a representation is the most frequent excuse. But how can a murder be justified on terms of representation (MacKinnon, 27,28) . When one fantasizes about murdering another person, this is premeditation of murder. If he were to express this idea, he would be heard as expressing a threat and penalized. For the obvious reason, publications that are how to guides on murdering people are not protected speech. I believe Pornography is the catalyst for premeditation of rape. Pornography flicks are how to guides for rape. So why are they legal His idea is protected, and further more is his threat of Im gonna *censored* her, because both are seen as antasy, but why isnt murder seen as fantasy Murder is the loss of ones life, but so is pornography when women have been killed to produce it. Pornography is proven to be addicted. When somebody is addicted to premeditating rape, its only a matter of time before his addiction of premeditation becomes a solid plan. Sexual or racial harassment has been suggested to only be made illegal if only directed at an individual and not a group. The idea seems to be that injury to one person is legally actionalble, but the same injury to thousands of people is protected speech.. MacKinnon, 51) This would be disparate impact which involves employment practices that are facially neutral in their treatment of different groups, but that, in fact, fall more harshly on one group than another and cannot be justified by business necessity. (Lindgren Taub,167) Pornography is disparate impact on women, because of the sexual abuse, and ironically the disparate impact seems to be the business necessity. Under Title Sevens disparate impact treatment concept, pornography is illegal. I just have to prove it now) Also, is there not easonable harm (Wolgast, 432, Fem Juris) for a women to visit a place where men are watching a porno and premeditating her rape Is she not infringed on her First Amendment right to congregate with equal respect. The idea of pornography (pre meditated rape) does not allow her respect. It does not allow respect for women as a whole, living among men as a whole, who have the idea in their mind. Two groups, men and women, one who is premeditating rape against the other because of a purchased product, pornography, the catalyst to rape. Pornography clearly resembles the theory of Dominance. The important difference etween men and women is that women get *censored*ed and men *censored* women (MacKinnon, 499. Fem Juris) socially and constitutionally. This in turn renders them incapable of an individual self. When protected dehumanizing speech (pornography) is ramped in the market, subordination of women occurs. The more violent speech gets, it seems that more protected it becomes. The more pornography expands, the more protected it becomes. Therefore, the more pornography is produced, the more unequal women become, and there speech is less heard and reduced to Only words.. (MacKinnon) Women are then left to remain silent. Catherine A Mackinnon`s Only Words She says Protecting pornography means protecting sexual abuse as speech, at the same time that both pornography and its protection have deprived women of speech, especially speech against pornography (MacKinnon, 9). MacKinnon argues this bye explaining defamation and discrimination, racial and sexual harassment, and equality and peech. Women are sexually abused for the making of pornography. Torture, rape, hot wax dripping over nipples, and murdering women are the tools to produce a product of evil. Literature is the description of these crimes against humanity (emphasized) and cameras are proof of these crimes. On the assumption that words have only a referential relation to reality, pornography is defended as only words-even when it is pictures women had to directly used to make, even when the means of writing are womens bodies, even when a women is destroyed in order to say it or show it or because it was said or shown. MacKinnon, 12) However, assuming words are only a partial relation to reality would mean we would have to reconsider what reality is. Our wedding vows such as I do would be meaningless and a jury could never return a verdict that is only partial to reality. These words are treated as the institutions and practices they constitute, rather than as expressions of the idea they embody (Mackinnon, 13) Therefore, if these words of pornography are only words, dont they institutionalize rape Since pornography is rape on women. Pornography is protected by the First Amendment as free speech, but why Because he pornographic materials are construed as ideas, and the First Amendment protects ideas. Pornography is commonly brushed of as some product of fantasy for those who buy it. But what about the women who were tortured to make it. Also it is brushed off as simulated. This means that the pain and hurt the women are feeling is just acting. Put a little music and a smile here and there to cover up the pain, and you are portraying to and giving pure pleasure for those who buy the product. Just like fantasizing a death, how do you simulate a death But discarding pornography as a representation is the most frequent excuse. But how can a murder be justified on terms of representation (MacKinnon, 27,28) . When one fantasizes about murdering another person, this is premeditation of murder. If he were to express this idea, he would be heard as expressing a threat and penalized. For the obvious reason, publications that are how to guides on murdering people are not protected speech. I believe Pornography is the catalyst for premeditation of rape. Pornography flicks are how to guides for rape. So why are they legal His idea is protected, and further more is his threat of Im gonna *censored* her, because both are seen as antasy, but why isnt murder seen as fantasy Murder is the loss of ones life, but so is pornography when women have been killed to produce it. Pornography is proven to be addicted. When somebody is addicted to premeditating rape, its only a matter of time before his addiction of premeditation becomes a solid plan. Sexual or racial harassment has been suggested to only be made illegal if only directed at an individual and not a group. The idea seems to be that injury to one person is legally actionalble, but the same injury to thousands of people is protected speech.. MacKinnon, 51) This would be disparate impact which involves employment practices that are facially neutral in their treatment of different groups, but that, in fact, fall more harshly on one group than another and cannot be justified by business necessity. (Lindgren Taub,167) Pornography is disparate impact on women, because of the sexual abuse, and ironically the disparate impact seems to be the business necessity. Under Title Sevens disparate impact treatment concept, pornography is illegal. I just have to prove it now) Also, is there not easonable harm (Wolgast, 432, Fem Juris) for a women to visit a place where men are watching a porno and premeditating her rape Is she not infringed on her First Amendment right to congregate with equal respect. The idea of pornography (pre meditated rape) does not allow her respect. It does not allow respect for women as a whole, living among men as a whole, who have the idea in their mind. Two groups, men and women, one who is premeditating rape against the other because of a purchased product, pornography, the catalyst to rape. Pornography clearly resembles the theory of Dominance. The important difference etween men and women is that women get *censored*ed and men *censored* women (MacKinnon, 499. Fem Juris) socially and constitutionally. This in turn renders them incapable of an individual self. When protected dehumanizing speech (pornography) is ramped in the market, subordination of women occurs. The more violent speech gets, it seems that more protected it becomes. The more pornography expands, the more protected it becomes. Therefore, the more pornography is produced, the more unequal women become, and there speech is less heard and reduced to Only words.. (MacKinnon) Women are then left to remain silent.

Education, Theatre Design and Technical Essay Example | Topics and Well Written Essays - 1000 words

Education, Theatre Design and Technical - Essay Example As by means of all of the arts, theatre is very hard to assess. Over and over again, writers and those who spoke for myself to me mentioned that multifaceted activities such as drama and theatre cannot be assessed with existing standardized, multiple choice, norm-referenced profitable tests. Technical and superficial aspects of theatre (speaking loud enough, facing downstage, etc.) can be measured objectively. Original aspects such as the difficulty of character, plot innovation, and compassion to time and space are much harder to measure. Cecily O'Neill et al. note that linking to others, postponement of disbelief, and making aid to the work, gaining insight, and height of language and understandings all need to be noted in student development in theatre. There are extremely little experience crossways the broad educational world of ways to assess these cognitive and affective domains. A central danger in evaluating student progress in theatre lies in the temptation to assess only t he technical and real and to ignore or diminish the original and artistic aspects (Racine, S. J., 2001, 31-41). On the surface, it appears that little or nothing has happened or is happening in the field of assessment in theatre education. No books have been written, ERIC cites only two articles, and classroom teachers seem uninvolved with the issue. Scratch the surface, however, and it is a different matter. For years, theatre educators have been using methods of assessment that are only now being explored by educators and researchers in other fields. As well, a flurry of activity is happening in theatre-education assessment (Raskin, J. 2000). In order to discover the current status of assessment in theatre education, the American Alliance for Theatre and Education (AATE) selected "Assessment" as the title of the primary file it would expand for its newly establish a national database. This file attempts to bring together and make accessible a list of as many identified sources as possible on appraisal and evaluation for theatre in education in the United States at the present time. It comprises books, articles, conferences, unpublished studies, conferences on arts assessment, and researchers in the field as well as related materials from linked fields and other relevant information. Each item was checked by an AATE researcher and is interpreted.

Chinese Economy Case Study Example | Topics and Well Written Essays - 750 words

Chinese Economy - Case Study Example China has embraced SEZs because of their varied economic activities (Wei, 47). They embrace a number of economic activities including manufacturing, tourism, real estate development, agriculture and commerce. EPZs and SEZs are different in that EPZ are industrial estates whilst SEZ are industrial townships with fully developed infrastructure. Other differences include; there is no minimum export performance stipulation for SEZ units unlike EPZ and retention of a hundred percent export earnings by SEZs which are restricted to seventy percent in EPZs. Custom and central expurgate processes are simplified in SEZs, and EPZs are usually found in countries with a market economy whereas SEZs are located in transition economies. There are a number of similarities between them which may include among others; conditions under which EPZs and SEZs operate are almost the same, tax exemption is given to investors, they cover large tracts of land, both contribute to the overall economy of the country and offer employment to thousands of residents. Lianxiang Company (Lenovo) was founded in 1984 in Beijing. Then, there were over 100,000 personal computers in China. Lianxiang Company's most crucial initial success was to recognize the importance of coming up a Chinese character computer system permitting 1.3 billion Chinese to enter the computing age. Using the brand name Legend, Lianxiang enabled the conversion of English software into Chinese characters. It later changed its name to Lenovo. Lenovo owes much of its achievement to its ability of establishing a legal domicile and increasing its capital in Hong Kong. Lenovo got its initial finances from the Chinese Academy of Sciences but from then it on secured all of its investments from Hong Kong. In 1988, it received US $116,000 from the Hong Kong-based Corporation, China Technology to invest in a joint venture and later went public on the Hong Kong Stock Exchange. To that extent, Lenovo became a Foreign Invested Enterprise (FIE). As an FIE, Lenovo was capable of operating in greater regulatory space and with more autonomy. Chinese laws then provided a more liberal operating space for foreign-registered companies. It should be noted that Lenovo is ran and managed by Chinese but co-owned by foreign investors (Shan and Elfring 74). Lenovo's story illustrate an astounding period in China's modern history as an era of authoritarian, economic and political policies which gave way to a friendlier economic systems. Lenovo is often publicized as a product of China's unusual business environment. In 2004, Lenovo acquired IBM, proving a positive of China's fertile entrepreneurial environment and rising competitiveness. World-sourcing is the secret behind the success of Lenovo. Lenovo believes not in outsourcing but world-sourcing. Another reason for Lenovo's success is that their products persistently aim to provide the best services to their consumers. 3. Explain the concept of comparative advantage between two countries. Comparative advantage occurs when a nation has a margin of superiority in the

Hamlets Moral Nature Leads to Death Essay Example for Free

Hamlets Moral Nature Leads to Death Essay While rambling on about vengeance, the senseless prince Hamlet utters â€Å"I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge†¦ or about some act that has no relish of salvation in’t; then trip him, that his heels may kick at heaven, and that his soul may be as damn’d and black† (3. 3. 77-95). This soliloquy is significant as it shows Hamlet’s intentions when he must delay his murder purposes to a specific time frame where Claudius is acting corrupt because then the King’s soul will descend into hell. Moral relativism is also evident when the melancholic prince moans â€Å"To be, or not to be: that is the question; whether ’tis nobler in the mind to suffer†¦ To die, to sleep;† when contemplating life and death (3. 1. 57-61). This unique proclamation further explains why Hamlet is incapable of murder because he is afraid of what lies after death, particularly hell and purgatory. For these reasons, religion is a main virtue of Hamlet’s moral nature leading his incompetence in seeking retribution on King Claudius. Another unambiguous quality in the Prince’s moral nature that leads to the dispose of Claudius is procrastination. While in the castle, the insane Dane Hamlet sadly proclaims â€Å"Thus conscience does make cowards of us all, and thus the native hue of resolution is sicklied oer with the pale cast of thought, and enterprises of great pitch and moment with this regard their currents turn awry, and lose the name of action† (3. 1. 84-88). This declamation clarifies Hamlet is troubled by his  over scrupulous conscience which prevents him from immediately avenging his fathers murder. After finishing conversation with the Captain, the impractical prince Hamlet boldly states â€Å"How all occasions do inform me against me, and spur my dull revenge! What is man†¦O, from this time forth, my thoughts be bloody, or be nothing worth! † when realizing now is the time for him to act (4. 4. 31-65). Hamlet finally recognizes that he has held out his revenge for too long and must act on it after seeing Fortinbras’ army sacrificing money and men to get back a worthless piece of land just for honour. In due course Hamlet’s procrastination eventually leads to his death in the end. If it is not for the Danish Prince’s moral nature of procrastination, he could have very well avoided death by acting on his deed to his father. Last, the most important moral virtue that the saddened prince portrays is indecisiveness. When deciding whether or not to fulfill his revenge for his deceased father, Hamlet confidently declares now whether it be, bestial oblivion, or some craven scruple, of thinking too precisely on th event a thought which, quarterd , hath but one part wisdom   and ever three parts coward I do not know why yet I live to say this things to do ,sith I have cause , and will and strength , and means  to do. 4. 4. 39-44) This decision further describes that Hamlet is indecisive about when he must carry out retribution for his forbearer. Indecisiveness relates to both religion and procrastination qualities as well. Hamlet pronounces â€Å"I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge†¦ or about some act that has no relish of salvation in’t; then trip him, that his heels may kick at heaven, and that his soul may be as damn’d and black† when determining when Claudius should be slain and go to hell (3. . 77-95). Not only religious virtues are apparent but also indecisive traits. Indecisiveness is evident while Hamlet needs to decide at what specific point in time to achieve his goal of retaliation. When speaking to himself in the castle, the melancholic prince sighs â€Å"Thus conscience does make cowards of us all† (3. 1. 84). Even though procrastination is evident in Hamlet’s speech, indecisiveness can be found as well. Indecisiveness is present in Hamlet’s speech because he is contemplating on his own life and death. For these examples, indecisiveness is in the Danish Prince’s moral nature that affects his ability to seek payback for his father. In conclusion, moral relativism, procrastination and indecisiveness are the three vital virtues that insane Prince carries. These traits prove the reoccurring theme that the need for revenge can consume you. Hamlet’s moral nature is the reason why he is unable to seek vengeance for his father immediately and if the insane Dane had taken action and fulfilled his assassination on Claudius instantly, Prince Hamlet’s fate would have ended better. Works Cited Shakespeare, William Hamlet.

Essay --

Throughout The Pearl, by John Steinbeck, the themes of greed and prejudice are greatly expressed, from the beginning with the unjust doctor to the suspenseful end of the supposed ‘Pearl of the World.’ It is amazing, that even in a timeless story as this one, these harsh realities still haunt their world. It could take place yesterday, today, or tomorrow, but the point is that one cannot revert the world to one way of thinking, that is why greed and prejudice still exist. One can try as hard as they want but there are going to be those who are stubborn, of hard will, and those who believe their thoughts are right. I want to show that these themes go far beyond this parable and apply to the world we live in. Those who are prejudice exist around the world; there are those whom think higher of themselves, those whom think lower of others. It could be a small subconscious thought incriminating another peer at school of being a nerd because they are studious or carry other traits one would associate with this word; this, something as small as this, is prejudice. There are those who walk ...

English and Vietnamese Adjective Phrases.

PART A: INTRODUCTION 1. Rationale. Nowadays, English is the most widely used in the world and plays an important role together with the development of society and technologies. English is not only the effective means of communication but also show its progressive effects in many aspects of life. Practically, study on the similarities and differences between the two languages and cultures English and Vietnamese has been one of my concerns. It is clear that there are many differences between the two languages of as those in grammar, lexicology, translation, phonetic and so on.However there still exist plenty of similarities and differences between English and Vietnamese that can be demonstrated contrastive analysis. When choosing the subject for the assignment, I put much attention to adjective phrases because this field may make me confused. I hope that this study help me as well as other learners will understand adjective phrases in English and Vietnamese thoroughly. 2. Aims of the s tudy. My research aims at. : + Giving theoretical background of English and Vietnamese adjective phrases. Analyzing of the word order in English adjective with Vietnamese equivalence + Presenting some difficulties faced by Vietnamese learners of English in adjective phrases and 3. Scope of the study. During the study process, I have been attracted by adjective phrases. Because of time allowance and knowledge, I cannot cover all its constructions, functions, etc. but only focus on orders, and I introduce some similarities and differences of adjective phrases between English and Vietnamese for the research. PART B: DEVELOPMENT I. Literature Review I. 1.Definition of Adjective phrase : I. 1. 1. English Adjective phrase According to Quirk et al. (57) and Greenbaunm (32), an adjective phrase is a phrase with an adjective such as big or happy as its head. Within the adjectives phrase, the adjective may be pre-modified (too careful) or post-modified (afraid of ghost ) or both of premodifed and post modified (too cold to swim, extremely afraid of ghost). The structure of the typical adjective phrase is shown at the following figure. The parenthesis indicate the optional elements. [pic] Eg. I am tired head The room is full of smoke ead postmod. The bus is very slow to set off premod. head postmod. I. 1. 1. Vietnamese Adjective phrase According to Di? p Quang Ban (5) and Nguy? n Tai C? n (10), a Vietnamese adjective phrase is a phrase in which there is an adjective as a head. For example: t? t, v? n r? t t? t, r? t t? t, t? t qua. Like English adjectives, Vietnamese adjectives have the ability to combine with modifiers which are divided into two parts: modifiers preceding the head are called premodifiers, whereas those following the head are called premodifiers.In Vietnamese adjective phrases, some modifiers can appear both before and after the head. eg. xinh qua, qua xinh, c? c k? t? t, t? t c? c k?. Like the structure of noun phrases and verb phrases, the full constru ction of an adjective phrase consists of three components : a head, premodifier, and postmodifer and the short construction may consist of one component (a head) or two components (a head and premodifier or a head and postmodifier). The structure of the typical Vietnamese adjective phrase is in the following figure: premodifier(s) + head + postmodifier(s) I. 2.Adjective phrases and their orders I. 2. 1. Word order through syntactic functions of English adjective phrases According to Greenbaum (32) Adjective functions have two main functions: premodifier of a noun (attributive function) and subject predicative(subject predicative function). Eg. : – premodifier of a noun (attributive function): My cat is a very curious cat. – Subject predicative(subject predicative function). : My sister is very pretty Besides, There are some other functions of adjective phrase: – Object predicative function: They are going to paint their house pink Postmodifier of a pronoun : Sha ll we go to somewhere cool? – Postmodifier of a noun I don’t mean to make my wife sad – Nominal adjective: You should confuse the Chinese and the Japanese – Complement of a preposition he did not come back home till late last night. a. Word order in attribute function: – When they come before nouns, they occur in the following order: a (adjective) + b (noun) Eg. : Barack Obama is a extremely strict president a + b As the example shows, adjective phrases used in premodification are usually either one word phrase. When they come after nouns, they occur in the following order: b (noun) + a (adjective) Eg. : I am thirteen years old b + a Anyone intelligent can apply for the job b + a Barack Obama was the president elect. b + a b. Word order in predicative function In adjective phrase, an adjective not only occurs in attributive position, it can also appear in predicative position as subject complement after linking verbs like be, seem, appear, especial ly the verbs of sense taste, look, smell, etc. There is a copular relationship between subject and subject complement.The word order can be formalized as: a (subject) + b (linking verb) + c (adjective) Eg: The cake tastes sweet a + b + c Your perfume smells musky a + b + c That music sounds beautiful a + b + c She seems innocent a + b + c I. 2. 2. Word order through Syntactic functions of Vietnamese Adjective phrases a. Word order in Attributive function In Vietnamese adjective phrases, adjective in the attributive function often follow the noun they modify according to the order: a (noun) + b (adjective) (noun) + b (modifier) + c (adjective) a (noun) + c (adjective) + b (modifier) Eg. : Lan da nau c? a co ? y v? n cu? n hut toi = Her brown skin still attracts me Do la bu? i sang mai th? t d? p = That is a very nice early morning M? t chi? c vay l? a Ha Dong th? t d? p a + c + b + d M? t chi? c vay c? a Ha Dong b? ng l? a th? t d? p a + b + c + d M? t chi? c vay l? a th? t d? p c? a Ha Dong a + c + d + b M? t chi? c vay th? t d? p b? ng l? a c? Ha Dong a + d + c + b b. Word order in Predicative Function In Vietnamese adjective phrases, adjectives can directly function as predicative like verbs and the order can be formalised as : a (subject) + b (adjective) Eg. : B? phim th? t hay = The film was very interesting a + b When Vietnamese adjectives are in the predicative function, they can combine with the criteria of verbs. These are : + aspect-time maker: da, s? , t? ng, con, chua, etc. a (subject) + b (aspect-time maker) + c (head) Eg. : Co ngu? i toc da b? c pho + b + c II. Contrastive analysis of the word order in English adjective with Vietnamese equivalence It is obvious that both English and Vietnamese are analytical languages but they belong to different linguistic typologies. English is an inflectional and analytical language, whereas Vietnamese is a typical isolating and non-inflectional language. Therefore, apart from the similarities which do not caus e difficulties for learners, there are many differences between English and Vietnamese adjective phrases and their orders which can cause a variety of problems (errors and confusion) for learners.So, I will go deeply into the differences only and I think comparison might be the best way to identify the differences in the word order in English and Vietnamese adjective phrases. The following comparison will focus on the differences in : 1. Word order through syntactic functions of adjective phrases 2. Word order in premodification of adjective phrases 3. Word order through basic degrees of comparison II. 1. Word order through syntactic functions of adjective phrases In terms of main syntactic functions, most English and Vietnamese adjectives can be used both attributively and predicatively.When adjective function attributively, they attribute to a quality or characteristic to what is denoted noun they modify. However, there are differences in the word order in the English and Vietname se adjective phrases through their syntactic functions. II. 1. 1. Word order in Attributive function |he is a very generous man |Anh ? y la m? t ngu? i hao phong | |Premod. + N |N + postmod. | |English is a rather difficult subject |Ti? ng Anh la m? t mon h? c kha kho |Premod. + N |N + postmod | From the above examples, it can be seen that both English and Vietnamese adjective functions as attribute of nouns, i. e. in attributive function, and they do not vary in form to agree with nouns. However, in the attributive function, English adjectives are used as premodifier of the noun, i. e. they come before the noun and appear between the determiner and the head of the noun phrase, whereas Vietnamese adjectives share the same character in that they often function as postmodifier, i. . they come after the noun. This is an important difference between the two languages. II. 1. 2Word order in predicative function The following examples show the difference in the word order of adjective ph rases in predicative function. Eg. : |Lan is very pretty and intelligent |Lan r? t xinh d? p va thong minh | |intensive V. Adj. + Adj. |Adj. + Adj. | |I don’t like living in the house because it is so |Toi khong thich s? ng trong ngoi nha do vi no b? n th? i va t? tam | |dirty and dark |Adj. + Adj. | |intensive V. Adj. + Adj. | | Apart from the attributive function, both English and Vietnamese adjectives can also be used predicatively. However, in English, when adjectives function as predicate they are used after an intensive verb â€Å"be†. Unlike English adjectives, Vietnamese adjectives play the predicative role directly without the linking verb â€Å"be†, i. e. in this function, Vietnamese adjectives are used to complete a sentence without any verbs or verb phrase.On the contrary, English adjectives can never function as verbs. In a sentence, they must follow a verb or a verb phrase. Moreover, when we translate from English into Vietnamese, we often meet a great number of disyllabic adjectives in Vietnamese. For example: xinh – xinh x? n (beautiful) kho – kho khan (difficult) ch? m – ch? m ch? p (slow) g? n – g? n gang (tidy) Generally, these disyllabic adjectives are formed from monosyllabic adjectives. Whether using monosyllabic or disyllabic depends on the habit of the Vietnamese Eg. : It is clear that he is quite slow Ro rang r? ng anh ? y kha ch? ch? p The weather makes me feel tired Th? i ti? t lam cho toi c? m th? y m? t m? i Furthermore, almost all Vietnamese monosyllabic adjectives can be used repeatedly to diminish the characteristics or levels. And these are typical features of Vietnamese adjectives which we do not find in English, for example; I felt cold (Toi c? m th? y lanh l? nh). Unlike English adjectives, in Vietnamese, some adjectives can combine with nouns â€Å" adjective + noun† to form the group of state adjectives to express the state of the characteristics. For example: My mo ther is a very careful and helpful womanM? c? a toi la m? t ngu? i ph? n? c? n th? n va nhi? t tinh These group of words have metaphoric meaning and can function as predicate and attribute. Here are some groups of words which are frequently used: nong tinh(hot-tempered), d? tinh(easy-going), t? t b? ng(knid-hearted), sang d? (clever), dung c? m (brave), etc. However, when the order of the groups of words is inverted, the metaphoric meaning disappears. Besides, in Vietnamese, the structure: â€Å"ma + adjectives† is used to strongly express the objection to an opinion, a remark just made by the speaker.This structure is only applied the peers or inferiors Eg. : Is Nam really friendly? Anh Nam ma than thi? n a? Generally, in languages, the positive sentences have the positive meaning, but in Vietnamese, when â€Å"ma† precedes adjectives in the sentence, the sentence has the negative meaning. The sentence â€Å"Anh Nam ma than thi? n a? † (Is Nam really friendly? ) means â€Å" Nam is not friendly† Another feature of Vietnamese adjectives which does not exist in English. That is, adjectives that precede â€Å"ra, len, di l? i† to form compound words or the group of words turn into verbs or have the character of verbs.In Vietnamese, the pattern: â€Å" adjectives + ra/len/ di/l? i† is used to express the development of character, state of things or people. When these words combine with adjectives, they often imply the presupposition and have the opposite content, for example when we say: â€Å" Lan d? o nay trong xinh ra†. It implies that Lan is more beautiful than before. In Vietnamese, the sense of positive uses the pattern: â€Å" adjective + ra/len†. In English, this structure is expressed by Intensive verb + adjective with the comparative meaning. |The earth is becoming warmer |Trai d? t dang nong d? len | |Vintensive + Adj |Adj + len | II. 1. 3. Word order in premodification of adjective phrases In th is section, we will discuss and analyse the differences in the word order in premodification of English and Vietnamese adjective phrases in detail through translation Eg. : |I am very glad to meet you |Toi r? t vui m? ng du? c g? p anh | |Intensi. + Adj |Intensi. Adj | |The tigers are very big and savage |Nh? ng con h? ?y to l? n va hung d? l? m | |Intensi. + Adj + adj |Adj + adj+ Intensi. | |She is very nervous before each exam |Co ? y da qua lo l? ng tru? c m? i k? thi | |Intensifier + Adj |Intensi. + Adj | |I am very remorseful and disappointed |Toi th? an h? n va th? t v? ng qua | |Intensifier + Adj + Adj |Adj + adj+ Intensi | Through the above examples, it should be noted both English and Vietnamese adjectives serve as the head of adjective phrases. Adjective phrases may contain only an adjective as the head, or two components; the head and premodifier or the head and postmodifier. Both English and Vietnamese adjectives are premodified chiefly by adverbs. Generally, premodi fiers are intensifiers.In English, they are very, extremely, rather, a bit, quite, etc. and in Vietnamese, they are r? t, r? t la, qua, th? t, c? c k? , hoi, etc. However, there are some differences in the order of the adverbs denoting degrees in the two languages. In English, these adverbs are followed by adjectives while in Vietnamese, they can occur both before and after adjectives. For instance, in Vietnamese, the adverbs : â€Å"r? t, qua, l? m† are used to indicate the highest degree of the personal or non-personal characteristics and they are the same meaning but different in usage.All of them can be translated as â€Å"very† besides, â€Å"qua, l? m† may be translated as â€Å"too† and â€Å"so† in English. These examples also show that the word order of adverbs of degree â€Å"very† in English and â€Å" r? t† â€Å" r? t la† in Vietnamese is the same, i. e. they occur before adjectives. However, â€Å"very† and â€Å"r? t† are often used in written language, whereas â€Å"r? t la† is often used in spoken language. But when â€Å"very† is used as â€Å" l? m’ or â€Å" qua†, the word order us absolutely different. â€Å"L? m† in Vietnamese must be preceded by adjectives and it is often used in spoken language.Contrary to â€Å"l? m†, the word â€Å"qua† may occur before or after adjectivels in spoken language to express an exclamation. Also â€Å"c? c k? , tuy? t, th? t† may occur before or after adjectives. However, the words â€Å" qua, c? c k? , tuy? t, th? t† often appear after adjectives, therefore, when they are used before adjectives, they are often used with the meaning of emphasis or assessment. Unlike English adjectives, Vietnamese adjectives can play the predicative role directly, so they can combine with the aspect-time criteria of the verbs such as da, dang, s? , v? n,c? con and it is a typical feature of V ietnamese. This combination expresses the relation between the characteristics and time. These characteristics are based on the sense of native speakers and they exist like the form of the state. In short, modifiers: da, dang, s? , v? n, c? , con not only express grammatical meaning but also the purpose of the statement and the relation between a speaker and reality. In Vietnamese, in certain situations of the sentence, these meanings will be distinguished. Eg. : |They were very successful |H? a r? t thanh cong | |Vintens. + Intensi. + Adj |time-maker + intens. + adj | |Our country is different now |D? t nu? c c? a chung ta da khac xua | |Vintens.. + Adj |time-maker + adj | |After the wedding, She is very happy |Sau l? cu? i, co ? dang r? t h? nh phuc | |Vintens. + Intensi. + Adj |time-maker + adj | |I hope that you will be comfortable |Toi hy v? ng la b? n s? c? m th? y tho? i mai | |Aux. + Vintens.. + Adj |time-maker + adj | |My wife was still angry |V? toi v? n con gi? | |Vinten s.. + Adv + adj |time-maker + adj | From these, we can see a very remarkable structural difference: In English, aspect-time categories are indicated by the forms of the verbs, whereas do not Vietnamese do not have the category of time and the meaning of the time is indicate by supporting words: da, dang, s? , v? n, c? , v? n con. In Vietnamese, the predicative function is expressed by the structures: â€Å"da/dang/s? /v? n/c? con/v? n c? /con c? + adjective†, but in English this function is expressed by different structures â€Å" intensive verb(past) + adjective† â€Å" intensive verb(present) + adjective†, â€Å"auxiliary + present participle+ adjective† â€Å" auxiliary + be + adjective†, â€Å" intensive verb + still + adjective†. II. 1. 4 Word order through basic degree of comparison Most adjectives in English and Vietnamese can take comparison. These are gradable adjectives and they have three degrees of comparison: – same degre e – higher degree – lower degree a. The â€Å"same degree† comparisonIn both English and Vietnamese, when we say two things or persons are equal, we use the adjective in the same degree. In english, we use the structure : as + adj + as, whereas in Vietnamese, we use some modifiers: â€Å"nhu†, â€Å"b? ng†, â€Å"tuong t? † after adjectives in the structure: adj + nhu/b? ng/tuong t?. For example: |My wife is not as beautiful as yours |V? toi khong xinh b? ng v? anh | |My house is as small as your office |Nha c? a toi ch? b? ng van phong c? anh thoi | |Nobody can understand me as much as my mother |Khong ai co th? hi? u toi nhu m? c? | b. The higher degree comparison In order to indicate the difference in the word order in the degrees of comparison. First I would give here some examples and their translation into Vietnamese. |Hanoi is much more beautiful than Hanoi was |Ha N? i ngay nay d? p hon nhi? u Ha N? i tru? c kia | |Health and happin ess are more important than money |S? c kho? va h? nh phuc quan tr? ng hon ti? n b? | |One of the worst diseases which mankind have is cancer |M? t trong nh? ng can b? nh nguy hi? m nh? t ma loai ngu? i ph? i ch? u la ung | | |thu | These examples show that in the higher degree of comparison, English adjectives change their forms. They are indicated by the inflection â€Å"er† or the premodifier â€Å"more† in the comparitive degrees of comparison. We also add the inflection â€Å"est† or the premodifier â€Å" most† to show the superlative degree.We have some specific rules when using â€Å"er†, â€Å"est†, â€Å"more† and â€Å"most†. In contrast, in Vietnamese, in both comparative and superlative degrees, modifiers always come after the adjective they modify and adjectives do not change their form in both cases c. The lower degree of comparison When we want to say a person or a thing has less of a quality then the other, w e use the comparison of the lower degree. In the lower degree, English adjectives take the modifier â€Å"less†¦.. then? or can be negated from the equality degree and the lowest degree can be denoted by adding the modifier â€Å" the least†.In the lower degree, on the other hand, Vietnamese adjectives take the modifier ‘kem hon† or negative words ‘khong b? ng† â€Å" Khong du? c nhu† and the lowest degree can be expressed by the words â€Å"kem nh? t† â€Å"it nh? t†. For example: |The film was less interesting than I expected |B? phim nay khong hay nhu toi mong d? i | |less + adj + than |khong + adj nhu | |This city is not as dangerous as others |thanh ph? nay khong nguy hi? nhu cac thanh ph? khac | |not + as + adj + as | | In Vietnamese, the relation between these modifiers is very complicated. For instance, we may consider â€Å"b? ng† opposite to â€Å"kem† and ‘ khong b? ng† may replaced by â⠂¬Å"kem†. The word ‘hon† may have the similar meaning as â€Å"b? ng† when it combines with â€Å"khong† (khong hon). For example: Khong co gi quy hon d? c l? p t? do (Nothing is more precious than independence and freedom) Di? m c? a anh ? y khong hon di? m toiDue to the complete semantics of these modifiers we do not have grammatical category relating to the meaning of degrees of comparison of Vietnamese adjectives. In short, in this chapter, we have discussed the major issues relating to the differences in the form, the word order through the syntactic function, the word order in premodification and basic degrees of comparison of English and Vietnamese adjectives. We can say the word order in Vietnamese phrases is much more complicated then that in English adjective phrases because in Vietnamese adjective phrases, more modifiers can occur both before and after the head adjective phrases.The striking difference between the English and Vietnamese adj ective phrases is in the word order through the attributive and predicative functions. Moreover, Vietnamese adjectives may appear with the modifiers showing aspect-time criteria of verbs which we do not find in English. Besides, in English. we clearly distinguish parts of speech: adjectives and adverbs with words denoting manner while in Vietnamese we have only one: adjectives. II. 2. Some students’ common mistakes in using adjective phrases English and Vietnamese are quite different languages, so it is impossible to avoid mistake when learners use adjective phrases.The following mistakes can be the most common ones: + Learners often put adjectives in the wrong order because of the influence of their mother tongue. As you know both English and Vietnamese adjectives are used to modify nouns, but English adjectives often precede the nouns they modify, whereas Vietnamese adjectives often follow the nouns they modify. That is the reason why Vietnamese learners use adjectives inco rrectly. + Vietnamese learners often confuse between adjectives which have the â€Å"-ed† and â€Å"-ing† : worried/worrying, excited/exciting, etc.They do not know when they have to use â€Å"-ed† adjectives, when they must use â€Å"-ing† ones. For example : a boring film† or â€Å"a bored film† PART C: CONCLUSION This study has analysed, compared the word order in English and Vietnamese adjective phrases. It has analysed the similarities and differences in the arrangement of the words in adjective phrases between two languages based on the basic grammatical structures. By examining the description and comparison of the word order in English adjective phrases with Vietnamese equivalents, this study has shown there are both similarities and differences in the two languages.The most typical similarity is in the structure premodifier + Adj + postmodifier shared by the two languages where the head of the adjective phrases is in the centre of th e phrase and around it there may be modifiers: premodifier and postmodifier, but they are optional. The basic differences in the word order in English and Vietnamese adjective phrases are likely to cause many problems in understanding, expressing ideas and translation. So much attention should be paid to the differences in teaching adjective phrases to Vietnamese learners. ——-The end——- REFERENCES 1. Aarts. F. & Aart,J. , (1982) English syntactic structures. Oxford: Pergamon Press 2. Alexander,L. G. (1992). Longman English Grammar. Essex:Longman 3. Ban, Diep Quang (1998) Ng? Phap ti? ng Vi? t. Ha N? i : Nha xu? t b? n Giao d? c 4. Fisiak,J. (1981) Contrastive analysis and language teacher. Oxford: Oxford Pergamon Institute of English 5. M? nh, Tr? n H? u. (2000). A guide to University grammar of English. Ha N? i: D? i h? c M?. 6. Quirk,R et al. (1973). A University Grammar of English. Essex: Longman ——————— – ADJECTIVE PHRA SE Pre-modifier(s) Adjective Postmodifier (s)

African Americans and the Media Essay

African Americans are subject to stereotypes as if these stereotypes classify us as the type of people we are. Television shows tend to portray African Americans as loud, aggressive, violent, unfashionable and lacking etiquette. Examples of this are liberal shows such as â€Å"The Boondocks† and â€Å"Family Guy†. Both shows glorify behaviors that would make society assume African Americans are ‘Ghetto’. â€Å"Family Guy† and â€Å"The Boondocks† mock stereotypes of African Americans in a way that I find humorous but some viewers might find offensive. â€Å"The Boondocks† is a show that demonstrates the ignorance within our society particularly with African Americans. It revolves around a young African American family from Chicago, Illinois who move to a fictional suburban Woodcrest. The main characters are Huey Freeman, a 10-year-old boy who is candid and autonomous; Riley Freeman, an 8-year-old boy who idolizes Hip Hop culture and considers himself a gangster and Robert Freeman also referred to Granddad who is the overly abusive parent who just wants to enjoy his retirement. The Freemans represent a typical African American family from an urban area. Even though the intent is to highlight the negatives in black communities I can relate to the content and its characters. I do agree with the stereotypes of the characters but I can see how it may send out the wrong message about African Americans as people. Riley Freeman for instance is a prime example of how the media portrays African Americans as loud, aggressive, violent, and unfashionable. He wears oversized clothes, has cornrows, and is very vulgar. Throughout the series, Riley constantly refers to others as â€Å"N*ggas†, â€Å"Hoes† and other derogatory terms. His grandfather, Robert Freeman, sometimes does not approve of Riley’s actions so he enforces his rules with violence. African American parents are usually mocked for using corporal punishment towards their kids as a form of discipline. In season 1 episode 4 of â€Å"The Boondocks†, they refer to something called â€Å"a n*gga moment†. According to the show, â€Å"a n*gga moment† is â€Å"A moment where ignorance overwhelms the mind of an otherwise logical Negro male causing them to act in an illogical, self-destructive manner. I. E. , like a n*gga. † They are trying to say that black people cannot avoid altercations by any means because that’s who they are. A white man is shown bumping into a black male. The white male walks away because he says he is white while the black male tries to antagonize him to escalate the situation. This implies that white people can be civilized while black people are violent. â€Å"Family Guy† is the kind of show that’s mocks everybody but it shows how people can purely associate actions with African Americans. In season 7 episode 5 of â€Å"Family Guy†, Peter Griffin is shown working as a secretary at a firm. He is wearing long acrylic nails and his body language is in lack of a better term ‘ghetto’. Peter gets a phone call from a person by the name of Laronda, he then says â€Å"Hey Laronda. No I have four people on hold but I can talk. † Peter is a white male but I made an inference from the use of the name Laronda, the acrylic nails and him being unproductive at work that they are stereotyping African American female receptionist. This shows how influential media portrayal can be. African Americans are misrepresented by shows such as â€Å"Family Guy† and â€Å"The Boondocks† which portrays them, as people who do not have decorum, who are boisterous and have bad grammar by associating them with actions that would make society perceive them in that manner. The media & television constantly reinforce these images. The media conditions the mind to think a certain way and people give into it without thinking for themselves.

Democracy in Germany essays

Democracy in Germany essays Why did so many Germans vote for anti-democratic parties after 1929? Many Germans voted for anti-democratic parties after 1929 due to the effects of the Versailles Treaty, the development and implementation of the German Democratic Constitution, and the growing number of elites opposing the democracy government. The economic instability caused by the depression, and the increasing support for the NAZI party, also had detrimental effects on the democratic government. The effects of the Versailles Treaty on the German population, was a contributing factor which led to the collapse of the Weimar Republic. The Treaty of Versailles was signed on the 28 June 1919. The German government and people expected that the treaty would be established and based on the fourteen points written by President Wilson of the United States in January 1918. Yet when the terms were given to the German government, it was clear that the treaty was not a peace of reconciliation but one of German punishment. Clause 231, which was one of the many terms within the treaty, condemned Germany for causing the war. The German people rejected this, as they believed that they were fighting a defensive war. The treaty also forced Germany to reduce their army to 100 000 personnel. It was also prohibited from producing offensive weapons. Germany was no longer allowed to have an airforce or own any submarines. The navy was also forced to reduce its size to six small battleships an d six cruisers. The territorial losses due to the Versailles Treaty, was the most detrimental hardship Germany was forced to face. Germanys land was reduced by 13% and all of their colonies were confiscated. Alsace-Lorraine was returned to France and Sudetenland was given to the new state of Czechoslovakia. The German city of Danzig was placed under the control of the League of Nations, and because of French fears of another German attack, the Rhineland wa...

Southwest Washington Essay Example | Topics and Well Written Essays - 250 words

Southwest Washington - Essay Example It is true; the dams are hydroelectric and are possessed and managed by the US Army Corps of Engineers. These four major dams are of great importance in the area since they produce 3033 Megawatts power energy (Whitesell, 2004). More so, they provide navigation, recreation and aquatic conservation. Rivers include The Snake River which flows through the Snake River valley. It is the largest tributary of Columbia River which empties into the Pacific Ocean runs from known for salmon and other aquatic animals. This river is well known for salmon and other aquatic animals. The natives relied on fish, especially salmon, for food and source of income The southeastern Washington has fertile farmland where wheat is grown. The region also has strong, reliable winds suitable for wind energy. The wind power development has boosted the economic potential in the region; there is a tremendous increase in employment opportunities and other social, economic activities. However, the rate of crime has risen in the region. The effects of pollution are also felt in the ecosystem, that is to say there is a decrease in farm produce the number of salmon has also decreased. I agree that this region is a place to be because of its beautiful physical features and lucrative economic development. Energetic (2009, October 4). Lower Monumental Lock and Dam ~ Hydroelectric Energy.  Lower Monumental Lock and Dam ~ Hydroelectric Energy. Retrieved May 23, 2014,

Adaptive Social Networks Research Paper Example | Topics and Well Written Essays - 1000 words

Adaptive Social Networks - Research Paper Example to conduct an experiment on the development of a referral system. The referral system is to support interaction of agents with others by directing users to those agents who may provide the information they need. 1A research was done on an architecture that is fully distributed and has agents who maintain privacy and autonomy from its users. 2In 1997, Kautz and the group developed methods of graph analysis for referral systems where the person with the required information is found by use of referral chains. The informal person-to-person social networks are used to construct what is termed as the ‘referral chains of request. 3According to Bin Yu et al., the research conducted by Kautz et al. concentrated more on the problem of referral information generation at the expense of the dynamic aspects of referral systems. The aim of the research conducted by Bin Yu et al. was to study the dynamics of social structures which most referral systems studied. The agents in their architecture learn models of each other in terms of sociability and expertise. They described an adaptive social network for information access that is intended to be an accurate, dynamic and evolving multi agent system that can achieve the effect of informal social networks that exist in an organization or community. In it, there is a distinction between a user’s interest and their expertise. Each user is associated with a personal agent. This agent is the first to see the user’s queries. He/she then decides the contacts to which the queries are sent. The agent that receives the query then decides if it suits its user and lets them see it. Alternatively, the receiving agent can respond with referrals to other users. The receiving user or agent can also choose not to respond in any way and discard the query. A query basically consists of a query vector and the requester’s ID, email address and a limit on the number of