Sociology and Anthropology Essay Essay Example

Sociology and Anthropology Essay Essay Example Sociology and Anthropology Essay Essay Sociology and Anthropology Essay Essay A. The Science of Sociology and Anthropology Sociology is the scientific survey of human society and its beginnings. development. organisations. and institutions. ] It is a societal scientific discipline which uses assorted methods of empirical probe and critical analysis to develop a organic structure of cognition about human societal activity. constructions. and maps. A end for many sociologists is to carry on research which may be applied straight to societal policy and public assistance. while others focus chiefly on polishing the theoretical apprehension of societal procedures. Capable affair ranges from the micro degree of single bureau and interaction to the macro degree of systems and the societal construction. The traditional focal points of sociology include societal stratification. societal category. civilization. race and ethnicity. gender and gender. societal mobility. faith. secularisation. jurisprudence. and aberrance. As all domains of human activity are affected by the interplay between societal construction and single bureau. sociology has bit by bit expanded its focal point to farther topics. such as wellness. medical. military and penal establishments. the Internet. environmental sociology. political economic system and the function of societal activity in the development of scientific cognition. Anthropology is the survey of worlds. yesteryear and nowadays. To understand the full expanse and complexness of civilizations across all of human history. anthropology draws and physiques upon cognition from the societal and biological scientific disciplines every bit good as the humanistic disciplines and physical scientific disciplines. A cardinal concern of anthropologists is the application of cognition to the solution of human jobs. Historically. anthropologists in the United States have been trained in one of four countries: sociocultural anthropology. biological/physical anthropology. archeology. and linguistics. Anthropologists frequently integrate the positions of several of these countries into their research. instruction. and professional lives. Sociology and anthropology are separate. but related. subdivisions of the societal scientific disciplines that study worlds and society. Once anthropology and sociology were similar in how they studied worlds. but in the early portion of the twentieth century. their methodological analysiss and focal points diverged. B. The Development of Sociology and Anthropology The history of Anthropology and Sociology is long and full of priceless penetrations into the human status. It provides a mirror that reaches deep into ourselves and explains why we do things that are sometimes contradictory to logic. and most frequently in confederation with social criterions. For these grounds. Anthropology and Sociology have remained extremely honored Fieldss of survey and go on to boom as a library of societal idea grows. August Comte was the first to coin the term â€Å"sociology† . He was non the first to make theories of sociology. but was the first to proclaim himself a sociologist. Comte was a functionalist who believed every facet of society served a intent. He is most celebrated for his thought of societal statics and kineticss. Social statics is the survey of societal order. whereas societal kineticss is the survey of societal alteration and advancement. Dividing the survey of sociology into these two classs created two different frames of mention from which sociology could be studied ( Collins and Makowsky 26 ) . The following important development in sociology came with Karl Marx. Marx was a conflict theoretician who believed that all facets of society could be explained as a battle between two or more opponent groups. There were three parts to Marx’s theory. First. there was his sociology which established the category system ( Collins and Makowsky 34 ) . This system included the capitalists. or businessperson. who owned the agencies of production and profited from working workers. or the labor ( Collins and Makowsky 40 ) . Following. Marx’s political relations explained that a category battle for power would be won by the group that best suits the germinating economic system ( Collins and Makowsky 36 ) . Since the lone manner for the capitalist to net income is by working the worker. and the worker can non gain on his ain because he does non have the agencies of production. capitalists could drive rewards lower and lower until the workers revolt ( Collins and Makowsky 41 ) . Finally. Marx speculated that this rebellion would happen because the worker would be deriving less from their work than what they put in. This was his social/political doctrine ( Collins and Makowsky 45 ) . At around the same clip in the field of Anthropology the prevailing school of idea was going the societal evolutionists. These theoreticians used Charles Darwin’s theory of development to explicate society ( Collins and Makowsky 85 ) . Herbert Spencer said that societies were similar beings in that they went from simple to complex and independent to interdependent. However. societies were non similar beings because they were non organized likewise or interconnected ( Collins and Makowsky 85-86 ) . Sir Edward Burnett Tylor was another societal evolutionist who believed that all civilizations were derived from a individual organic structure of information and that certain societies had less and others more ( McGee and Warms 27 ) . Lewis Henry Morgan perpetuated this thought by claiming that there were three types of societies: barbarian. barbaric. and civilised ( McGee and Warms 41 ) . The facets of the society that determined how evolved the civilization was along this graduated table were how people gained subsistence. the system of authorities. linguistic communication. household. faith. house life and architecture. and the type of ownership of belongings ( McGee and Warms 42 ) . The three phases could be defined along the lines of innovations and finds and the types of primary establishments ( McGee and Warms 46 ) . Some old ages after the societal evolutionists established their theories of Anthropology. Emile Durkheim made an impact on Sociology. Like Comte. he excessively was a functionalist. Durkheim created many theories. among them the most noteworthy being that of the map of offense and Social Facts. Durkheim believed that the map of offense was to unify members of society. Crime provides a rule behind which most members of society can stand behind and go united. The reverberations of offense besides teach the young person the norms and values of a society ( Collins and Makowsky 105 ) . Durkheim is besides commended for his theory of Social Facts. A Social Fact is determined by a society and is non true across all societies. whereas facts are true across all societies ( McGee and Warms 88 ) . Another sociologist who was working at the same clip as Emile Durkheim was Max Weber. Weber was a symbolic interactionalist who believed that all interactions in society represented a deeper feature of society. However. Weber was besides a Marxist who deemed category. power. and position the foundation of society ( Collins and Makowsky 120-121 ) . Weber spent much of his clip explicating the signifiers of authorities. He described two types of authorities: Patrimonialism and Bureaucracy. In Patrimonialism. places in authorities were awarded via traditional legitimacy. or birth-right ( Collins and Makowsky 126 ) . No particular accomplishments were needed to carry through occupation demands and there were by and large few to no regulations. In Bureaucracy. people were appointed or elected for places. This system used rational-legal legitimacy and contained a hierarchy. Bureaucracy required a great sum of specialisation and included many regulations and ordinances ( Collins and Makowsky 127 ) . Two other symbolic interactionalists who made important parts to sociology around this clip were Charles Horton Cooley and George Herbert Mead. Cooley developed the construct of the Looking-Glass ego. The rule had three dimensions. First. people look at themselves as they think others see them. Then. they look for judgements others may be doing about them. And eventually. they evaluate those judgements and adjust their behaviour consequently ( Collins and Makowsky 167 ) . Mead besides created a theoretical account of the ego. In Mead’s theory. the first phase we encounter is the â€Å"me† . This is a phase in which we anticipate stimulations and react with formulated responses. As we mature. we enter the â€Å"I† where we are now able to see the outlooks society has of us and we react with learned responses ( Collins and Makowsky 174 ) . After we are able to place ourselves as portion of a community. we adjust our actions to outdo suit the involvements of the community ( Collins and Makowsky 175 ) . A new school of Anthropology developed shortly after the theories of Cooley and Mead. The school was Historical Particularism and it drew upon the work of Franz Boas and Alfred L. Kroeber. Historical Particularism brought with it the thought that each society has a alone history based on different waies of development and hence. no society is inferior to the following ( McGee and Warms 130 ) . Boas believed that one must plunge oneself in a civilization in order to understand it and draw decisions. This was starkly different to the anthropologists before him who used comparative surveies to analyze other civilizations. Boas used ethnographic surveies to document civilizations that were about to be lost because of contact with the outside universe ( 131-132 ) . Kroeber was Boas’ pupil. nevertheless Kroeber took a different attack to anthropology. He did non believe that the single played a important function in the development of society. whereas Boas did ( McGee and Warms 133 ) . Kroeber’s major part to anthropological theory was his â€Å"Eighteen Professions. † These professions were 18 beliefs about societal development which Kroeber did non hold with. He believed that societal development began on an premise that society evolves like beings. and did non believe heory should include premises ( McGee and Warms 141 ) . Three every bit influential anthropologists of the same clip period were Bronislaw Malinowski. Alfred Reginald Radcliff-Brown. and Edward Everet Evans-Pritchard. All three belonged to the Structural Functionalist school of anthropology. Structural Functionalists sought to understand the implicit in construction of society. The most noteworthy Structural Functionalist was Malinowski. He studied the Kula trade in New Guinea with the Trobriand Islanders. Malinowski discovered that necklaces and watchbands being exchanged in this system were non merely gifts between folks. They were in fact making a relationship between the folks so that other goods. such as nutrient. could be traded freely because of the established bond between the two folks ( McGee and Warms 161 ) . Radcliffe-Brown is best known for his research on the relationship a kid holds with his or her mother’s brother. He hypothesized that the mother’s brother acts as a 2nd. or alternate. female parent to the kid whereas the male parent of the kid acts as a martinet. In add-on. the kid has entree to the mother’s brother’s nutrient and belongings if the female parent dies and the mother’s brother helps when the kid is ill or if the female parent is no longer capable of caring for the kid. This explains the positive relationship that the mother’s brother has with the kid. and the negative relationship a kid has with his or her male parent ( McGee and Warms 177 ) . Previous theoreticians such as Sigmund Freud had speculated that a negative relationship a boy had with his male parent was a consequence of green-eyed monster the boy felt because the male parent was holding sex with the female parent ( Collins and Makowsky 148 ) . The last of the Structural Functionalists was Evans-Pritchard. He developed the thought of a Segmentary Lineage System. This was a system by which people see themselves in relationship to each other depending on how closely related they are to each other. For illustration. even if an person is friends with person from another household. they will take the side of a member of their ain household before supporting the friend outside their lineage ( McGee and Warms 191 ) . During this clip. another school of anthropology was developing. This was the school of Culture and Personality. Culture and Personality was defined by three subjects: the relationships between civilization and human nature. civilization and single personality. and civilization and society typical socialisation. It was pioneered by two anthropologists ; Ruth Fulton Benedict and Margaret Mead ( McGee and Warms 206 ) . Benedict’s major part was the extremely influential construct of cultural relativism. Cultural relativism asserted that there are no superior or inferior civilizations. merely different civilizations. Benedict besides stressed that cultural constellation established the personality of its members. She was chiefly interested in civilization and human nature ( McGee and Warms 209 ) . Mead was chiefly concerned with civilization and the person. Her major part was a survey on Sexual activity and Disposition in Three Primitive Societies. Mead studied three folks: the Mundugumor. the Arapesh. and the Tchambuli. In the Mundugumor folk. both sexes were aggressive caput huntsmans. In the Arapesh folk. both work forces and adult females were soft and unagitated job convergent thinkers. In the Tchambuli folk. work forces were disposed to dish the dirt and provided fostering while adult females were dominant. Since all three of these systems were really different from the western. patriarchal manner of believing. they contributed significantly to the survey of anthropology ( McGee and Warms 222 ) . Another motion in anthropological idea began in this clip period. It was called Cultural Ecology and Neo-Evolutionary Thought. Pioneered by Julian Steward and George Peter Murdock and focused on how societies adapt to their environments as a measuring of development ( McGee and Warms 225 ) . When Boas made ethnographic surveies a criterion in anthropology. cross-cultural surveies had been abandoned. Murdock revived the pattern of cross-cultural surveies and created the Human Relations Area Files. This was a aggregation of my volumes documenting the organisation of assorted civilizations around the universe ( McGee and Warms 263 ) . Murdock besides contributed significantly to the survey of divorce. He hypothesized that a stable matrimony is more likely if one or more of three factors are in topographic point. First. a bride monetary value helped to procure a matrimony because there was no duty to refund the monetary value and hence matrimony was profitable. Second. arranged matrimony would stabilise a matrimony. The concluding factor that would guarantee the stableness of a matrimony was the crow. This is a state of affairs in which adult females are stolen and would non be returned because this is a mark of failing ( McGee and Warms 265-266 ) . Steward is responsible for the differentiation between civilization type and civilization nucleus. A society’s civilization type is how a civilization uses a specific engineering to work the environment. Culture nucleus histories for the characteristics of a civilization that play a function. Knowing both the civilization type and nucleus of a society can turn out utile when analyzing how the society aintains subsistence ( McGee and Warms 228 ) . Up until this point in history. few if any sociologists had touched upon race. Then. the rise of the black sociologist occurred in the signifier of W. E. B. DuBois. DuBois was a Marxist and saw inkinesss as the modern twenty-four hours labor. He believed it was segregation that kept black from obtaini ng occupations and in bend bad occupations led inkinesss to take down economic position. DuBois believed the lone manner to make alteration was through instruction. though he admitted that instruction was useless under segregation ( Collins and Makowsky 196 ) . DuBois besides suggested that inkinesss have a â€Å"double consciousness† . Blacks feel caught between two individualities: one black. and one American. These two individualities divert blacks’ attending from carry throughing either individuality to its fullest extent. It besides places undue mental emphasis on African-Americans to maintain exchanging individualities to fit their fortunes ( Farganis 180 ) . Several old ages subsequently. Erving Goffman. another symbolic interactionalist. contributed his theory of Dramaturgy. Goffman stated that each one of us has a â€Å"back stage† and a â€Å"front stage† . The â€Å"back stage† is who we truly are when we think we are non being judged. Goffman categorizes this as a accurate individuality. The â€Å"front stage† is the act we put on for the remainder of society to see. This is what Goffman labels a fancied individuality ( Farganis 360 ) . There are four stairss to pull offing a fabricated individuality. First. one must command the scene. Then. an single puts on a personal forepart. Following. one will play the portion they have created. And eventually. the single must pull off the audience ( Farganis 366-367 ) . Another influential sociologist was Michele Foucault. He belonged to the new motion of Contemporary European Thought under the umbrella of Post-Modernism. Foucault suggested that over clip. societies discourse. or presumed truths. have changed. For illustration. during the in-between ages. society at big made the premise that everything in the universe could be explained through faith. However. during the enlightenment. the discourse of western thought shifted to look towards scientific discipline for an reply to all phenomena ( Faganis 411 ) . In post-modernism. sociologists propose that there are no ultimate truths that scientific discipline. faith. or any other establishment can specify ( Farganis 413 ) . At the same clip. Claude Levi-Strauss is analyzing linguistic communication from an anthropological point of view. His major part to the field is through his disposition to near linguistics from a structuralist point of position. Levi-Strauss asserts that linguistic communication should be studied to detect the implicit in constructions that create societies. Previous theoretician such as Boas thought linguistic communication was of import to analyze because it showed how we categorize the universe ( McGee and Warms 335 ) . Around this clip. Sally Slocum is trying to execute a Feminist Critique. Female anthropologists and sociologist of the past had excessively frequently focused on the importance of work forces in society and glossed over the parts of adult females. Slocum pointed out that adult females are 2nd category citizens in most societies because of their association with nature which was seen as wild and hence unsafe. Work force were associated with civilization because they were the accountants of civilization. This created an image of work forces as being the more civilized of the two genders. Womans were aligned with nature because of their ability to bear kids and the work they normally did bring forthing. alternatively of killing as work forces frequently did ( McGee and Warms 419 ) . These anthropologists and sociologists of the yesteryear have provided current minds with a footing for farther research and geographic expedition. Today. Anthropology and Sociology are turning Fieldss of involvement across the universe. Thousands of anthropologists and sociologists bit off at life’s major inquiries every twenty-four hours. As the canon of literature grows. human existences grow closer and closer towards self-actualization.

Arreglar Conjugation in Spanish, Translation, and Examples

Arreglar Conjugation in Spanish, Translation, and Examples The Spanish verb arreglar means to fix or to repair. It is a regular -ar verb, and is conjugated like other regular verbs, such as pelear, tratar and ayudar. This article includes arreglar conjugations in the present, past, conditional, and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms such as the gerund and past participle. Using the Verb Arreglar The most common use of the verb arreglar is to say to fix or to repair something. For example, arreglar la computadora (to fix the computer), arreglar el carro (to fix the car), or arreglar la refrigeradora (to fix the refrigerator). Another verb with a similar meaning is reparar (to repair). The verb arreglar can also mean to resolve or sort out a problem or issue. For example, arreglar un conflicto (to solve a conflict) or arreglar las cuentas (to settle accounts). Another use of arreglar can be to talk about organizing or tidying up a place. For example, arreglar la habitacià ³n (organize the room). Finally, when used reflexively, the verb arreglarse means to get ready or get dressed up, as in Ella se arreglà ³ antes de ir a la fiesta (She got ready before going to the party). Arreglar Present Indicative Yo arreglo I fix Yo arreglo la cama todas las maà ±anas. Tà º arreglas You fix Tà º arreglas el telà ©fono daà ±ado. Usted/à ©l/ella arregla You/he/she fixes Ella arregla la habitacià ³n para las visitas. Nosotros arreglamos We fix Nosotros arreglamos el problema con el jefe. Vosotros arreglis Youfix Vosotros arreglis el florero roto. Ustedes/ellos/ellas arreglan You/they fix Ellos arreglan la motocicleta averiada. Arreglar Preterite Indicative The preterite tense is one of two past tenses in Spanish. The preterit is used to describe completed actions in the past. Yo arreglà © I fixed Yo arreglà © la cama todas las maà ±anas. Tà º arreglaste You fixed Tà º arreglaste el telà ©fono daà ±ado. Usted/à ©l/ella arreglà ³ You/he/she fixed Ella arreglà ³ la habitacià ³n para las visitas. Nosotros arreglamos We fixed Nosotros arreglamos el problema con el jefe. Vosotros arreglasteis Youfixed Vosotros arreglasteis el florero roto. Ustedes/ellos/ellas arreglaron You/they fixed Ellos arreglaron la motocicleta averiada. Arreglar Imperfect Indicative The imperfect tense is another form of the past tense in Spanish. The imperfect is used to talk about ongoing or repeated actions in the past. It can be translated to English as was fixing or used to fix. Yo arreglaba I used to fix Yo arreglaba la cama todas las maà ±anas. Tà º arreglabas Youused to fix Tà º arreglabas el telà ©fono daà ±ado. Usted/à ©l/ella arreglaba You/he/she used to fix Ella arreglaba la habitacià ³n para las visitas. Nosotros arreglbamos We used to fix Nosotros arreglbamos el problema con el jefe. Vosotros arreglabais Youused to fix Vosotros arreglabais el florero roto. Ustedes/ellos/ellas arreglaban You/they used to fix Ellos arreglaban la motocicleta averiada. Arreglar Future Indicative To conjugate the future tense, start with the infinitive (arreglar) and then add the future endings (à ©, s, , emos, à ©is, n). Yo arreglarà © I will fix Yo arreglarà © la cama todas las maà ±anas. Tà º arreglars Youwill fix Tà º arreglars el telà ©fono daà ±ado. Usted/à ©l/ella arreglar You/he/she will fix Ella arreglarla habitacià ³n para las visitas. Nosotros arreglaremos We will fix Nosotros arreglaremos el problema con el jefe. Vosotros arreglarà ©is Youwill fix Vosotros arreglarà ©is el florero roto. Ustedes/ellos/ellas arreglarn You/they will fix Ellos arreglarn la motocicleta averiada. Arreglar Periphrastic  Future Indicative   To conjugate the periphrastic future, use the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive arreglar. Yo voy a arreglar I am going to fix Yo voya arreglar la cama todas las maà ±anas. Tà º vasa arreglar Youaregoing tofix Tà º vasa arreglar el telà ©fono daà ±ado. Usted/à ©l/ella vaa arreglar You/he/she isgoing tofix Ella vaa arreglar la habitacià ³n para las visitas. Nosotros vamosa arreglar We aregoing tofix Nosotros vamosa arreglar el problema con el jefe. Vosotros vaisa arreglar Youaregoing tofix Vosotros vaisa arreglar el florero roto. Ustedes/ellos/ellas vana arreglar You/they aregoing tofix Ellos vana arreglar la motocicleta averiada. Arreglar Present Progressive/Gerund Form The gerund or present participle can be used as an adverb or to form progressive verb forms like the present progressive. Present Progressive ofArreglar est arreglando Is fixing Ella est arreglando la habitacià ³n para las visitas. Arreglar Past Participle The past participle can be used as an adjective or to form perfect tenses like the present perfect. Present Perfect of Arreglar ha arreglado Has fixed Ella ha arreglado la habitacià ³n para las visitas. Arreglar Conditional Indicative The conditional tense is used to talk about possibilities. It is usually translated to English as would verb. Yo arreglarà ­a I would fix Yo arreglarà ­a la cama todas las maà ±anas si me diera tiempo. Tà º arreglarà ­as Youwould fix Tà º arreglarà ­as el telà ©fono daà ±ado si supieras cà ³mo hacerlo. Usted/à ©l/ella arreglarà ­a You/he/she would fix Ella arreglarà ­ala habitacià ³n para las visitas si vinieran pronto. Nosotros arreglarà ­amos We would fix Nosotros arreglarà ­amos el problema con el jefe, pero es muy complicado. Vosotros arreglarà ­ais Youwould fix Vosotros arreglarà ­ais el florero roto si tuvieras pegamento. Ustedes/ellos/ellas arreglarà ­an You/they would fix Ellos arreglarà ­an la motocicleta averiada, pero no son mecnicos. Arreglar Present Subjunctive The present subjunctive is used in sentences with two clauses. The subjunctive is used in the secondary clause when there is an expression of desire, doubt, denial, emotion, negation, conditions, possibilities, or other subjective situations. Que yo arregle That I fix Mi madre quiere que yo arregle la cama todas las maà ±anas. Que tà º arregles That you fix El jefe pide que tà º arregles el telà ©fono daà ±ado. Que usted/à ©l/ella arregle That you/he/she fix La patrona espera que ella arregle la habitacià ³n para las visitas. Que nosotros arreglemos That we fix El colega quiere que nosotros arreglemos el problema con el jefe. Que vosotros arreglà ©is That you fix La abuela necesita que vosotros arreglà ©is el florero roto. Que ustedes/ellos/ellas arreglen That you/they fix El chico quiere que ellos arreglen la motocicleta averiada. Arreglar Imperfect Subjunctive There are two different ways to conjugate the imperfect subjunctive. Option 1 Que yo arreglara That I fixed Mi madre querà ­a que yo arreglara la cama todas las maà ±anas. Que tà º arreglaras That you fixed El jefe pedà ­a que tà º arreglaras el telà ©fono daà ±ado. Que usted/à ©l/ella arreglara That you/he/she fixed La patrona esperaba que ella arreglara la habitacià ³n para las visitas. Que nosotros arreglramos That we fixed El colega querà ­a que nosotros arreglramosel problema con el jefe. Que vosotros arreglarais That you fixed La abuela necesitaba que vosotros arreglarais el florero roto. Que ustedes/ellos/ellas arreglaran That you/they fixed El chico querà ­a que ellos arreglaran la motocicleta averiada. Option 2 Que yo arreglase That I fixed Mi madre querà ­a que yo arreglase la cama todas las maà ±anas. Que tà º arreglases That you fixed El jefe pedà ­a que tà º arreglases el telà ©fono daà ±ado. Que usted/à ©l/ella arreglase That you/he/she fixed La patrona esperaba que ella arreglase la habitacià ³n para las visitas. Que nosotros arreglsemos That we fixed El colega querà ­a que nosotros arreglsemosel problema con el jefe. Que vosotros arreglaseis That you fixed La abuela necesitaba que vosotros arreglaseis el florero roto. Que ustedes/ellos/ellas arreglasen That you/they fixed El chico querà ­a que ellos arreglasen la motocicleta averiada. Arreglar Imperative To give orders or commands you need the imperative mood. Conjugations are slightly different for the positive and negative commands. Positive Commands Tà º arregla Fix!  ¡Arregla el telà ©fono daà ±ado! Usted arregle Fix!  ¡Arregle la habitacià ³n para las visitas! Nosotros arreglemos Let's fix!  ¡Arreglemos el problema con el jefe! Vosotros arreglad Fix!  ¡Arreglad el florero roto! Ustedes arreglen Fix!  ¡Arreglen la motocicleta averiada! Negative Commands Tà º no arregles Don't fix!  ¡No arregles el telà ©fono daà ±ado! Usted no arregle Don't fix!  ¡No arregle la habitacià ³n para las visitas! Nosotros no arreglemos Let's not fix!  ¡No arreglemos el problema con el jefe! Vosotros no arreglà ©is Don't fix!  ¡No arreglà ©is el florero roto! Ustedes no arreglen Don't fix!  ¡No arreglen la motocicleta averiada!

Market Model Patterns of Change Research Paper Example | Topics and Well Written Essays - 1000 words

Market Model Patterns of Change - Research Paper Example The business expansion that has characterized many companies in the industry has led the expansion in the size of large companies and eventual attainment of a competitive advantage over smaller companies. Currently, the industry is experiencing enormous changes as a result of changing customer needs, emerging markets, and entrance of new competitors, technological advancement, and the strict environment regulations due to substance emissions (Blum, 2009). The changes have affected the demand, value chains and markets that characterize the industry. This has led to the transformation of the market into a more mobile model that is more competitive. The industry players and the new entrants have been forced to apply new competitive strategies that will enable sustainable success in the competitive industry. Pattern of Change Both the emerging and mature markets in the automobile industry are characterized by risk and opportunities. The global automobile industries have engaged in price wars crating frequent capacity overlap and rivalry. Therefore, the oligopolistic market model has been transformed into a competitive model. The competitive pattern of change is evident in its production, international trade changes, and supply chain and pricing. ... However, the lowering of the trade barriers and advancements in globalization has changed the tradition whereby the production location decisions are influenced by the international competitiveness. The international competitiveness is a product of the level of different tasks within the industry due to the vertical disintegration of global production. This is a change from the traditional business norms whereby the global competitiveness was determined by the level of the industry. Variation in Production Table 1: Top 20 Motor Vehicle Producing Countries   China 18,418,876 United States 8,653,560   Japan 8,398,654   Germany 6,311,318   South Korea 4,657,094   India 3,936,448   Brazil 3,406,150   Mexico 2,680,037   Spain 2,353,682   France 2,294,889   Canada 2,134,893   Russia 1,988,036   Ã‚  Iran 1,648,505   Thailand 1,478,460   UK 1,463,999   Czech Republic 1,199,834 Turkey 1,189,131   Indonesia 837,948 Poland 837,132 Argentina 828,771   Italy 790, 348 Source: http://oica.net/category/production-statistics/ Table 2: Annual Change in Production in Automobile Industry Year Production Change 1997 54,434,000    1998 52,987,000 -2.7% 1999 56,258,892 6.2% 2000 58,374,162 3.8% 2001 56,304,925 -3.5% 2002 58,994,318 4.8% 2003 60,663,225 2.8% 2004 64,496,220 6.3% 2005 66,482,439 3.1% 2006 69,222,975 4.1% 2007 73,266,061 5.8% 2008 70,520,493 -3.7% 2009 61,791,868 -12.4% 2010 77,857,705 26.0% Source: http://oica.net/category/production-statistics/1999-statistics/ International Trade The international trade is characterized by the dominance from a small number of companies. However, the industry faces segmentation that has made it more regional than global. The industry is also characterized by cost pressures, overcapacity and low profitability

Business Communications Risk Management Essay Example | Topics and Well Written Essays - 250 words

Business Communications Risk Management - Essay Example The FTC investigators can take care of a single organization or even an entire industry and it is up to their disposal to decide which route they want to go. It is an organization that has a separate bureau for the consumer protection realms which has a mandate to protect the consumers when the talk goes out loud related with the unfair or deceptive acts and practices found in commerce. Hence the business communication link comes within the fray in a very quantifiable manner when this bureau of consumer protection is talked about at length. FTC works to good effect within competition, economics and the two related bureaus are playing their active roles nonetheless. The basic concepts of FTC are very closely tied in with monopoly and mergers which are essential ingredients of the working realms of FTC (Kleit 2004). The unfair or deceptive practices which affect the consumers are also significant in understanding the dictum of how FTC works to good effect within the related environment . References Kleit, A (2004). Art of the Deal: The Merger Settlement Process at the Federal Trade Commission. Southern Economic Journal, Vol. 70 Loza, E (2001). Internet Fraud: Federal Trade Commission Prosecutions of Online Conduct. Communications and the Law, Vol. 23

Thorstein Veblen Essay Example for Free

Thorstein Veblen Essay Veblen’s account of pecuniary emulation rests heavily on the distinction between productive work and non-productive work. Explain how he makes this distinction and apply it to the specific examples he uses. Assess its adequacy. Thorstein Veblen coined the term ‘pecuniary emulation’ to explain a social phenomena that one living in these contemporary times might call Keeping up with the Jones.’   His work, ‘Theory of the Leisure Class’ was released at the end of the nineteenth century.   And while a reading of it in the 21st century might uncover some weaknesses to his argumentation, one cannot deny the social significance and impact of his theory. One of the more interesting assertions that Veblen maintains is that the idea behind consumption can be examined through a lens of status considerations.   What one spends on will ultimately reflect on who they would want to become. Although the subject of this essay is specifically the distinctions drawn between non-industrial (non-productive) and industrial (productive) types of work, it is instructive to note a short background on the ideas that precipitated the distinction.   It would therefore be instructive to begin with a deconstruction of the leisure class. â€Å"The institution of the leisure class is the outgrowth of an early discrimination between employments, according to which some employments are worthy and others unworthy.   Under this ancient distinction the worthy employments are those which maybe classed as exploit;   unworthy are those necessary everyday employments into which no appreciable element of exploit enters.†[1] Veblen notes that the establishment of such a class was on of gradual emergence, tracing the primitive/savage times to barbarism.   â€Å"Activities of the primitive social group tend to fall into two classes (†¦.) exploit and industry.   Industry is effort that goes to create a new thing, with a new purpose given it by the fashioning hand of its maker out of passive (brute) material’ while exploit, so far as it results in an outcome useful to the agent, is the conversion to his own ends of energies previously directed to some other end by another agent.†[2] If one will put it in other terms, it was the timeline where man came from a usually peaceful existence to one of constant warfare (or at least the threat of it). Veblen (1899) outlines â€Å"two conditions upon which the development of a leisure class depends. First, the community must be of predatory habit of life (that is, be habituated to the infliction of injury by force) and second, the subsistence must be obtainable on sufficiently easy terms to admit the exemption of a considerable portion of the community from steady application to a routine of labour.†[3] The significance of these two conditions can be explained by saying that if â€Å"the advances of technology can the second condition be met, creating an opportunity that frees a class of people who can be the leisure class. If everyone must struggle to meet subsistence, then no one can afford to neglect productive activity, let alone dismiss productive activity in order to distinguish oneself from others who must labour to survive.†[4]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As society began to progress shaping itself, the demarcations, distinctions and differences between individuals vis-à  -vis the occupations they held began to define itself much more clearly.   At this juncture, Veblen introduces the concepts of Industrial and Non-Industrial work, which one is more worthy than the other, and how to tell the difference between the two.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At this stage, it must be said that the differences in the distinction is primarily rooted in class differences. Veblen writes that the â€Å"most striking economic significance in these class differences is the distinction maintained between the employments proper to the several classes.   The upper classes are by custom exempt of excluded from industrial occupations, and are reserved for certain employments to which a degree of honor attaches.† [5]   But how does one make the distinction?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Industrial occupations are those that have â€Å"to do directly with the everyday work of getting a livelihood, is the exclusive occupation of the inferior class.† This inferior class includes slaves and other dependents, and ordinarily also all the women.[6] â€Å"A distinction is still habitually made between industrial and non-industrial occupations (†¦) Such employments as warfare, politics, public worship and public merrymaking are felt, in the popular apprehension, to differ intrinsically from the labor that has to do with elaborating the material means of life.   The precise line of demarcation is not the same as it was in the early barbarian scheme, but the broad distinction has not fallen into disuse. â€Å"[7]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The distinctions could therefore be summarized as non-productive vs. productive, worthy vs. unworthy, exploit vs. drudgery and superiority vs. inferiority.   â€Å"In the earlier stages of culture, when the personal force of the individual counter more immediately and obviously in shaping the course of events, the element of exploit counter for more in the everyday scheme of life.†[8] Veblen further asserts that it is the fact of ownership that brought all this on.   Moses (2002) offers the explanation that â€Å"ownership is psychologically relevant in terms of what an owner believes ownership conveys to the rest of the world. In other words, ownership is interesting specifically because of the unspoken messages that ownership communicates to the rest of the community.†[9] When the transformation happened from a peaceful society into a war-mongering one, there was the creation of the victors team.   What came about was public merrymaking, trophies or whatever outward praise was given to soldiers who had won in battle. As mentioned by Veblen, one of the highest forms to show how much honor or esteem you hold is the employment of domestic help.   Having butlers or maids is considered the ultimate manifestation of wealth.   I would have to agree also with the point that Veblen makes that it is not just about the accumulation of wealth that is important, but the manifestation of that wealth that is even more crucial.   I think that Veblen makes a good example of the butler and the maid as being ‘owned’ by their employers. I do not speak of issues of slavery but merely the concept that one can pay another person to do tasks that one considers menial†¦this is the height of lording it over people.   â€Å"The concept of dignity, worth, or honor, as applied either to persons or conduct, is of first-rate consequence in the development of classes and of class distinctions†¦Ã¢â‚¬ [10] While I think that Veblen’s body of work was quite provocative in the 19th century and can still be considered a must-read economic reference text, I feel that there are some pockets of his writing that no longer have as much relevance today as it did in the yesteryears. Although the idea that people constantly compete with one another in terms of who has more, who looks like they have more, comfort, job status, etc, I do not agree with Veblen that the role of women are still considered inferior.   Much has been achieved in terms of women’s rights in the last two centuries or so. I think Veblen also underestimates the role that physical comfort can play in the pecuniary emulation.   Let me leave you with this question, all things being equal (pay and status), would one rather be a garbage collector or an accountant?   Being in a physically happy place also makes the demand (and consequently, the wages) better for some jobs. [1] Veblen, T. (1899) The Theory of the Leisure Class. p.4 [2] Veblen, T. (1899) The Theory of the Leisure Class. p.4 [3] Veblen, T. (1899) The Theory of the Leisure Class. p.7 [4] Moses, L. (2002) The Psychology, Life and Relevance of Thorstein Veblen. p.4 Retrieved from http://www.econ.duke.edu/dje/2002/moses.pdf [5] Veblen, T. (1899) The Theory of the Leisure Class. p.1 [6] Ibid. [7] Veblen, T. (1899) The Theory of the Leisure Class. p.5 [8] Veblen, T. (1899) The Theory of the Leisure Class. p.4 [9] Moses, L. (2002) The Psychology, Life and Relevance of Thorstein Veblen. p. 32 Retrieved from http://www.econ.duke.edu/dje/2002/moses.pdf [10] Veblen, T. (1899) The Theory of the Leisure Class. p.8

Windows 95 :: essays research papers fc

Windows 95 Windows 95 may very well be the most talked about software release in history. With more people than ever using personal computers, and given Microsoft's dominance in this still growing market, Mr. Gates' newest offering has caused quite a stir. As with any new product in this ultra-competitive industry, Windows 95 has come under intense scrutiny. Advocates of the new operating system applaud its new features and usability, while its opponents talk about the similarities to Apple's operating system. As I have never used an Apple computer, I can't address this point, but I will attempt to outline some of the more interesting "new" features of Windows 95. Arguably the most welcome innovation Win 95 offers is the "task bar". Use of the task bar eliminates the need to navigate through several open application windows to get to the one you need. When you first start an application, a corresponding button appears on the task bar. If after opening other windows you need to return to the original window, all you need do is click on the application's button on the task bar and the appropriate window will come to the fore. According to Aley, "the most gratifying, and overdue, improvement is Windows 95's tolerance for file names in plain English" (29-30). Traditionally, users had to think of file names that summed up their work in eight letters or less. This was a constant problem because frequently a user would look at a list of files to retrieve and think "now what did I save that as?". Those days are over. Windows 95 will let the user save his or her work with names like "New Speech" or "Inventory Spreadsheet No. 1", making the contents of those files obvious. Much to the annoyance of software developers, Windows 95 incorporates many features that previously required add-on software. One such feature is the Briefcase- a program for synchronizing the information stored on a user's desktop and notebook computers. Keeping track of which files were the most recently updated was a big problem. As Aley puts it, "Which copy of your speech for the sales conference did you work on last, the one in the laptop or the one in the desktop?" (29-30). One solution was to use programs like Laplink which would analyze which copy of a file was updated last. Now that Windows 95 provides this utility, there is no need to buy the add-on software. While mice have always come with two or even three buttons, most programs have only provided for the use of the left. With Windows 95 there is finally a use for the right.

Why Foreign Language Should Be a Core Subject

Silvana Domaz Professor Hussein ENG108: Writing Project #4 22 April 2012 Why Foreign Language Should be a Core Subject in Public Elementary School The benefits of learning a foreign language go beyond learning a different culture or being able to communicate with people of different backgrounds. It is essential that Americans speak languages other than English in order to compete internationally, keep the country safe, and prepare children to be world citizens.Several language organizations, educators, and policy makers have recommended the introduction of a second language at the elementary school level as a way of assuring a high level of language proficiency (Pufahl and Rhodes 273). However, the reality of foreign language education in the United States is far from that goal.The Center for Applied Linguistics conducted a nationwide survey of public and private schools in 2008 and discovered that â€Å"since 1997, the percentage of elementary and middle schools that offer foreign language courses has fallen significantly, from 31 percent to 25 percent at the elementary level and from 75 percent to 58 percent at the middle school level† (Pufahl and Rhodes 261). One of the reasons for the decline could be attributed to the No Child Left Behind (NCLB) Act of 2001 signed by President George W. Bush.The NCLB act is a framework aimed at improving the performance of America's elementary and secondary schools, with a stronger emphasis on reading. About one third of all public schools with foreign language programs reported being affected by NCLB (Pufahl and Rhodes 270). Educators and politicians see the need for improving students’ achievement in reading and math and for a better score on standardized tests (Stewart 11). For that reason schools are under pressure to allocate time and resources to math and English-language arts instruction.Educators and school administrators are left with no budget, resources or time to use for foreign language education (Pufahl and Rhodes 273). In contrast, in June 2004, the Department of Defense and the University of Maryland joined for a summit on National Language Policy. It became very clear that â€Å"there is an immediate need for governmental personnel who can function at the advanced proficiency level in foreign languages† (Byrnes 247). The government needs people who are able to communicate in other languages, people who can understand different cultures and analyze critical content and ideas from other countries.Projections for the total numbers of speakers of various languages for the year 2050 indicate that Mandarin will surpass English (Byrnes 254). Thus, it is likely that trade and diplomacy will be increasingly conducted with those who speak languages other than English, such as Mandarin. In 2000, the Center for Applied Linguistics conducted a study to collect data from 19 countries on their foreign language programs and methodologies so that the results could help improve la nguage teaching in the U. S.Those countries were Australia, Austria, Brazil, Canada, Chile, Czech Republic, Denmark, Finland, Germany, Israel, Italy, Kazakhstan, Luxembourg, Morocco, Netherlands, New Zealand, Peru, Spain, and Thailand. Some of the recommendations drawn from the study results are: 1) start language education early; 2) push for stronger federal leadership in language teaching; 3) improve teacher education; and 4) take advantage of the rich sociolinguistic context in the United States (Pufahl and Rhodes and Christian 3).Starting language education at an early age will lead to higher levels of language proficiency not only in one language but also in multiple languages. Based on the survey, most countries begin foreign language instruction in the elementary grades, while most schools in the U. S start at age 14. In Arizona, foreign language courses are not a requirement. According to Jill Campos, World Language Academic Coach for the Scottsdale School District, â€Å"f oreign language is introduced for a semester at 6th and 7th grades as an exploratory course.Eight graders can take the first year of a world language for high school credit and continue, if they so choose, through the 5th year†. Researchers at the University of California, Los Angeles (UCLA) report that â€Å"the language areas of the brain seem to go through the most dynamic period of growth between the ages of 6 and 13† (qtd. in Talukder 3). The UCLA study instead suggests that â€Å"the elementary and middle school years are the biologically most advantageous times for acquisition of a second language† (qtd. in Talukder 3).It is during the first years of life that â€Å"the foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down,† says Ronald Kotulak, author of Inside the Brain (qtd. in Dryden and Voss 266). Studies of the brain show that a second language is stored in the same part of the brain as a fir st language when learned by age 8. After that age, a second language is stored in a different part of the brain. However, simply introducing a program at the elementary level is not enough.The second recommendation is that a successful language program has to be consistent and coherent among all organizations and educational sectors. The federal government can provide leadership in developing long term policies for enhanced teacher training, incentives for school districts to offer early language instruction, and conduct long term research on language education (Pufahl and Rhodes and Christian 16). Effective teaching strategies must be implemented such as foreign language as a medium of subject instruction, immersion or dual-language programs.Foreign languages should have the same status as other core subjects such as math and reading and they should be carried through elementary to college (Pufahl and Rhodes and Christian 17). The third recommendation is enhanced teacher training. Based on the survey results, teacher training that integrates academic subject studies with pedagogical studies and teaching practice, was one of the most successful aspects of foreign language education in their respective countries (Pufahl and Rhodes and Christian 10).The fourth recommendation is that educators need to take advantage of our ethnic diversity by promoting the learning of heritage languages. The United States is one of the world’s largest Spanish-speaking countries; however, we don’t capitalize on this powerful human resource or in any other heritage languages. The majority of public schools don’t offer programs for immigrant students to build on their home languages even when there’s a large group in the community who speaks the same language.Promoting strong bilingual programs such as dual-immersion where half the students speak another language than English and both groups study together and become bilingual in both languages of instruc tion (Pufahl and Rhodes and Christian 19). A major change needs to happen in the United States in regards to foreign language education, from the national to local level. Besides personal and academic achievement, being proficient in foreign languages is extremely important for international trade, diplomacy, and national security.It is important that the federal government creates a sizable budget for language education and establishes foreign language as a core subject. Educators and teachers should benefit from the country’s sociolinguistic context and promote bilingual programs that capitalize on heritage languages. Schools should create long term programs so that students can continue their foreign language education all the way to college if they so choose. Works Cited Campos, Jill. â€Å"Re: foreign languages in elementary schools. Message to the author. 04 Feb. 2012. Email. Hines, Marion E. â€Å"Foreign Language Curriculum Concerns in Times of Conflict. † Del ta Kappa Gamma Bulletin 70. 1 (2003): 15-21. Academic Search Premier. Web. 26 Mar. 2012. Larew, Leonor. â€Å"The Optimum Age for Beginning a foreign Language. † Modern Language Journal 45. 5 (1961): 203. Academic Search Premier. Web. 24 Mar. 2012. Meyers-Scotton, Carol. â€Å"Why Bilingualism Matters. † American Speech 75. 3 (2000): 290-292. Academic Search Premier. Web. 26 Mar. 012. Pufahl, Ingrid, and Nancy Rhodes. â€Å"Foreign Language Instruction in U. S. Schools: Results of a National Survey of Elementary and Secondary Schools. † Foreign Language Annals 44. 2 (2011): 258-288. Academic Search Premier. Web. 26 Mar. 2012. Pufahl, Ingrid, Christian Donna, and Nancy Rhodes. â€Å"Foreign Language Teaching: What the United States Can Learn from Other Countries. † ERIC Clearing House on Languages and Linguistics (2000):1-35. Eric Digest. Web 18 Apr. 2012 (2011): 258-288.Academic Search Premier. Web. 26 Mar. 2012. Schick, Jo-Anne E. , and Paul B. Nelson. à ¢â‚¬Å"Language Teacher Education: The Challenge for the Twenty-First Century. † Clearing House 74. 6 (2001): 301-304. Academic Search Premier. Web. 26 Mar. 2012. Talukder, Gargi. How the Brain Learns a Second Language. 2001 Brain Connection. Web. 21 Apr. 2012. Zehr, Mary Ann. â€Å"Elementary Foreign Language Instruction on Descent. † Education Week 28. 23 (2009):8-8. Academic Search Premier. Web. 27 Mar. 2012.

Machiavelli vs. Erasmus Essay

Machiavelli vs. Erasmus I believe that both of these views, to a certain extent and in certain situations, are still relevant today. With some people, the parts of the population that seek only to gain in their lives, and not contribute to the betterment of society, I would say that the Machiavellian approach would be of better use. Because he is right, a lot of men are ungrateful, fickle, deceptive, avoiders of dangers and eager to gain. With these kinds of people, they will try to take what they can without regard for who they crush, so the only way to keep them in check is their fear of the punishments they might receive. We obviously don’t have to worry about them killing someone for political reasons like in the times when â€Å"The Prince† was written, but I would say that seizure of property is still a punishment used today. That is the first thing people go for when seeking punishment or reparations; money, possessions or property. I think love of country, not necessarily the person running it is the best way to get devotion from people. So I disagree that those people who follow out of love are less reliable. Especially right now, as a member of the armed forces, I can speak for myself a many of my comrades that we don’t agree with most, if anything, our current leader says or does. But we follow his orders anyway, because we love this country, and that is greater than any personal reason for not following our President. If anyone even tried to use the fear approach, they would never even get elected. That is why they have propaganda and the occasional commercial telling all the good deeds they do, not saying who they punished for not agreeing with them. So maybe in a country where democracy doesn’t decide the leader, Machiavelli’s approach might be used, but in ours, I would say o nly for small portions of the population would it be useful. I think Erasmus’s view would be more accepted in today’s world. We all know some politicians don’t follow a lot of the things he lists a good ruler should do. I don’t agree with him saying that taking an injury and losing a little of the â€Å"empire† might be a better choice. Not taking those injuries, and showing the world that we are a super power and won’t take things laying down is the best way to avoid hurt in the long run. But his views on what a leader should be, and how he should treat the citizens of his nation I  completely agree with. The leader should put the good of the people before his own welfare. But I don’t think that war brings all the misfortunes of state, sometimes it is necessary to go to war with those who would bring those misfortunes. I believe that liberals fall under Erasmus’s category with just a little of Machiavelli, with conservatives using some of both. Judging from the two views, I would say that the liberals follow more closely to Erasmus because of his approach to peace. Give a little pride and take a hit, avoid war at all costs. These are approaches that, in my opinion, the most recent liberal presidents we’ve had have used. While the conservatives hit right back and went to war. The war might have caused many misfortunes since then, but who knows what might have happened to us if we had done nothing? We used the fear of punishment approach, and I think it worked just fine. So in conclusion, I think Erasmus’s view is the better approach on how to view and treat the citizens of a nation. But there are some times when Machiavelli’s approach is necessary, if not to your citizens, then to those who would abuse them.

Definition and Examples of Interior Monologues

Definition and Examples of Interior Monologues In both fiction and nonfiction, an interior monologue is the expression of a characters thoughts, feelings, and impressions in a narrative. An interior monologue may be either direct or indirect: direct, in which the author seems not to exist and the interior self of the character is given directly, as though the reader were overhearing an articulation of the stream of thought and feeling flowing through the characters mind;indirect, in which the author serves as selector, presenter, guide, and commentator. (W. Harmon and H. Holman, A Handbook to Literature, 2006) Interior Monologues in Fiction   I looked into the reception room. It was empty of everything but the smell of dust. I threw up another window, unlocked the communicating door and went into the room beyond. Three hard chairs and a swivel chair, flat desk with a glass top, five green filing cases, three of them full of nothing, a calendar and a framed license bond on the wall, a phone, a washbowl in a stained wood cupboard, a hatrack, a carpet that was just something on the floor, and two open windows with net curtains that puckered in and out like the lips of a toothless old man sleeping.The same stuff I had had last year, and the year before that. Not beautiful, not gay, but better than a tent on the beach.(Raymond Chandler, The High Window, 1942)How much better is silence; the coffee cup, the table. How much better to sit by myself like the solitary sea-bird that opens its wings on the stake. Let me sit here for ever with bare things, this coffee cup, this knife, this fork, things in themselves, myself being m yself. Do not come and worry me with your hints that it is time to shut the shop and be gone. I would willingly give all my money that you should not disturb me but let me sit on and on, silent, alone. (Virginia Woolf, The Waves, 1931) Interior Monologue in Tom Wolfe's Nonfiction [I]nterior monologue is appropriate with nonfiction, provided theres fact to back it up. We cant get into a characters head because we suppose, or imagine, or deduce thats what he or she would be thinking. We have to know!See how Tom Wolfe does it in his book about the space program, The Right Stuff. At the outset he explained that his style was developed to grab the readers attention, to absorb them. . . . He wanted to get into the heads of his characters, even if this was nonfiction. And so, at an astronauts press conference, he quotes a reporters question on who was confident about coming back from space. He describe the astronauts looking at one another and hoisting their hands in the air. Then, hes into their heads: It really made you feel like an idiot, raising your hand this way. If you didnt think you were coming back, then you would really have to be a fool or a nut to have volunteered at all. . . . He goes on for a full page, and in writing this way Wolfe has transcended usual nonfiction style; hes offered characterization and motivation, two fiction writing techniques that can bring the reader in lockstep with the writer. Interior monologue provides a chance to see inside the heads of characters, and we know that the more familiar a reader is with a character, the more the reader embraces that character. (William Noble, Writing Nonfiction- Using Fiction. The Portable Writers Conference, 2nd ed., ed. by Stephen Blake Mettee. Quill Driver, 2007) Stylistic Characteristics of Interior Monologue Sentence fragments may be treated as interior monologue (direct speech) or regarded as part of an adjoining stretch of free  indirect speech.Interior monologue may also contain traces of non-verbal thought. While more formal interior monologue uses the first-person pronoun and finite verbs in the present tense, He [Stephen] lifted his feet up from the suck [of the sand] and turned back by the mole of boulders. Take all, keep all. My soul walks with me, form of forms. [. . .] The flood is following me. I can watch it flow past from here. (Ulysses iii; Joyce 1993: 37; my emphasis) In Ulysses James Joyce conducts more radical experiments with the form of the interior monologue, especially in his representation of the thoughts of Leopold Bloom and his wife, Molly. He eschews full sentences with finite verbs in favour of incomplete, often verbless syntagms which simulate Blooms mental leaps as he associates ideas: Hymes jotting down something in his notebook. Ah, the names. But he knows them all. No: coming to me. - I am just taking the names, Hynes said below his breath. What is your christian name? Im not sure. In this example, Blooms impressions and speculations are confirmed by Hynes remarks. (Monika Fludernik, An Introduction to Narratology. Routledge, 2009) Stream of Consciousness and Interior Monologue Although stream of consciousness and interior monologue are often used interchangeably, the former is the more general term. Interior monologue, strictly defined, is a type of stream of consciousness. As such, it presents a characters thoughts, emotions, and fleeting sensations to the reader. Unlike stream of consciousness more generally, however, the ebb and flow of the psyche revealed by interior monologue typically exists at a pre- or sublinguistic level, where images and the connotations they evoke supplant the literal denotative meanings of words. (Ross Murfin and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms, 2nd ed. Bedford/St. Martins, 2003)

Unique Quotes for Birthday Cake Messages

Unique Quotes for Birthday Cake Messages So you’re in charge of the birthday cake, and you need a short, sweet sentiment that befits the occasion and personality of your guest of honor. But before you get frustrated trying to come up with something unique, here’s a quick slice of history to go with a helpful sampling of birthday messages to follow. According to historians, the very first mention of a birthday celebration is in reference to the day of the coronation of a new Egyptian pharaoh, who was believed to be reborn that day as a god. That tradition made its way to the Greeks who baked special moon-shaped cakes and adorned them with candles that would glow like the moon in honor of the lunar goddess Artemis. And the smoke from the candle would act as the vehicle carrying their (make a wish) and prayers to their gods in the sky. Most likely inspired by the Greeks, the ancient Romans were baking birthday cakes to celebrate famous public figures and to honor the 50th birthdays of friends and family. By the 1400s, German bakeries were offering birthday cakes, and by the 1700s, they were celebrating Kinderfesten, annual birthdays for children with a candle added for each year of life. Birthday cakes were too expensive for most people until the early 1800s. Then, new leavening agents became available, such as baking soda and bak ing powder, which made baking affordable and easier than ever before. So whether you are baking a cake from scratch or a box, or you’re getting one from a bakery, here are some quotes for the icing on the top. They’re from a general (George Patton); statesman (Benjamin Disraeli); businessmen (Bernard M. Baruch, Henry Ford), media executive (Oprah Winfrey); philosopher (Richard Cumberland); painter (Pablo Picasso), singers/musicians (Cora Harvey Armstrong, Aretha Franklin, John Lennon); actors (Clint Eastwood, Frances McDormand); filmmaker (Lula Buà ±uel), cartoonist (Charles Schulz), humorist/comedians (Art Buchwald, Groucho Marx); poets (Emily Dickinson, Alexander Pope, William Shakespeare); and many writers (Betty Friedan, Franz Kafka, George Meredith, W.B. Pitkin, Jean-Paul Richter, Anthony Robbins, George Sand, Dr. Seuss, Gertrude Stein, Jonathan Swift, Booth Tarkington). Copy these quotes with attribution, or use them as a starting point to help inspire a genius â€Å"happy birthday† message of your own. Anonymous Turning 30 is a piece of cake. Cora Harvey Armstrong Inside every older person is a younger person - wondering what the hell happened.​ Bernard M. Baruch Old age is 15 years older than I am. Art Buchwald The best things in life arent things. Luis Buà ±uel Age is something that doesnt matter, unless you are a cheese. Richard Cumberland It is better to wear out than to rust out. Emily Dickinson We turn not older with years, but newer every day. Benjamin Disraeli Life is too short to be small. Clint Eastwood Aging can be fun if you lay back and enjoy it. Henry Ford Anyone who keeps learning stays young. Aretha Franklin Every birthday is a gift. Every day is a gift. Betty Friedan Aging is not lost youth but a new stage of opportunity and strength. Franz Kafka Anyone who keeps the ability to see beauty never grows old. Irish Proverb The older the fiddler, the sweeter the tune. John Lennon Count your age by friends, not years. Groucho Marx Getting older is no problem. You just have to live long enough. Frances McDormand With aging, you earn the right to be loyal to yourself. George Meredith Dont just count your years, make your years count. George Patton Live for something rather than die for nothing. Pablo Picasso Youth has no age. W.B. Pitkin Life begins at 40. Alexander Pope Count each birthday with a grateful mind. Jean Paul Richter Birthdays are feathers in the broad wing of time. Anthony Robbins Live with passion. George Sand Try to keep your soul young and quivering right up to old age. Charles Schulz Once youre over the hill, you begin to pick up speed. Dr. Seuss aka Theodor Seuss Geisel There is no one alive who is you-er than you! William Shakespeare With mirth and laughter let old wrinkles come. Gertrude Stein We are always the same age inside. Jonathan Swift May you live all the days of your life. Booth Tarkington Cherish all your happy moments; they make a fine cushion for old age. Oprah Winfrey The more you praise and celebrate your life, the more there is in life to celebrate.

Literature. A Mexican American girl Essay Example | Topics and Well Written Essays - 500 words

Literature. A Mexican American girl - Essay Example He was an example of an unreliable narrator, due to the many facets of his character. Montresor seemed to be lacking in friendships, sensitive, but devious and vindictive and most probably slightly paranoid. He perceived himself to be above or at any rate, alienated from the 'common herd', and believed he was a connoisseur of good wines. This last, he used as a trick to achieve vengeance on a supposed enemy. He appeared to be a complete loner through choice, and looked down on the rich who had not the old family heritage he possessed. He could be described equally as a sad, pitiful individual or a dangerous mad man. Esperanza would put a Want Ad. in the paper for a used portable typewriter. She knew she had talent; her aunt Lupe told her to keep writing. She valued education, working to pay for it, and admired Alicia for studying. A typewriter would be a good start for her dreams to be made real. He would put an obsequious obituary in the paper, as this would give him an opportunity to gloat over his success at achieving redress, while removing suspicion from himself. It would also allow him to appear to be mourning publicly and reinforce the faade of his and Fortunato's alleged friendship. He would use this as a way to state his superiority over others in his society. Her tone and style would be serious