Angelo Badalamenti and Xxx Essay Example

Angelo Badalamenti and Xxx Essay Example Angelo Badalamenti and Xxx Essay Angelo Badalamenti and Xxx Essay I will always remember my last holidays. They were my longest holidays, and I think that I learnt how to spend the time. I enjoyed a lot with my friends, my family, and I met new people too, because I was in different places during the summer, and I wanted to meet people everywhere. The first place I visited was xxx, a town near xxx, because I was invited for some days by a cousin who has a house there. I went with some friends and cousins and we spent there just five days, but it was enough time to want to come back next summer! We stayed on the beach for hours, in the mornings, just lying and asleep, taking enough energy for the rest of the day and for the night! At night, we went out until next morning. We danced, met people, walked near the beach while we watched the moon in silence. Next, I went to xxx with my parents and my sister. Actually, I did not go to xxx, I went to xxx. We stayed there for four days, and it was really unforgettable. When I saw the park, I opened my eyes the most I could and I did not close them until the night at the apartman. I felt like a little child again Finally, I was in xxx. My parents looked for a really relaxing time, and we were on the beach for some days. There, we did not visit anything, we were there just to rest. After those days, we came back to xxx, and, unfortunately, we had to start our routines again

Grapes of Wrath Essay essays

Grapes of Wrath Essay essays In chapter seven of John Steinbecks Grapes of Wrath, the used car salesmen are portrayed as immoral and heartless. The lack of quotation marks makes the salesmen seem less human. On page eighty-six, Steinbeck depicts both the point of view of the costumers, and the salesmen. The owners of the car dealerships mean solely to take advantage of poor buyers. They do not profit from selling cars that are of value, but rather from finding the poorest quality, used vehicle, giving it the appearance of reliability, and pawning it off on desperate farmers wishing to get to California. In the first paragraph imagery is used in the sentences, Hot sun on rusted metal. Oil on the ground. This instantly creates the image of a dirty, miserable environment. People are wandering in, bewildered, needing a car. The author use of diction tells the reader that the migrants are confused, and helpless. In the following paragraph, there are series of short, choppy commands and questions. These sentences represent the migrants inexperience with buying cars, and the perplexity it is causing. How do you buy a car? What does it cost? I wonder how much for this one? Well ask. It dont cost money to ask. The next statement, Cant pay a nickel over seventy-five, or we wont have enough to get to California, can be interpreted in two different ways. The costumer could literally mean that every penny saved will help them, or it could simply show the costumers original sternness on how much he would spend before the salesman started bargaining with him. The salesmen are char acterized as very greedy and manipulative people, which can be unmistakably seen in the sentence, God, if only I could get a hundred jalopies. I dont car if they run or not. In the following piece, personification is used to describe the used tires at the car dealership. ...

Reading reflection Coursework Example | Topics and Well Written Essays - 250 words

Reading reflection - Coursework Example to be intellectually creative by having their ideas accepted as well as being offered matters to be concerned about intellectually, it gives them an opportunity to learn about the world with their general intellectual ability being stimulated as a happy side effect. In her article, she discusses issues such as learning environment, the role of a mentor or teacher as well as emotional and mental knowledge of the learner which are all significant in mentorship. Malcolm Gradwell’s book, tipping point entails application of epidemic phenomena in solving various social phenomena. The author illustrates that such a move is significant in restoring complexities and mysteries of the human behavior (Schmidt & Olson, 2008). He states that having knowledge of social phenomena as a wave helps in mystifying them other than considering them transparent. The knowledge achieved through reading the book helps mentors to understand that human behavior can be manipulated for the best. Knowledge of social phenomena is significant in understanding the behavior of the mentee and thereby manipulating it for the best. Colby and Damon’s article, â€Å"How moral commitment develops through life† explains the implication associated with the guidance of an adult which often occur mechanically. The authors argue that social influence is a more organic and an irregular process that remains closely in tune with the agenda of child development as w ell as taking place on numerous psychological processes (Damon & Colby, 1996). A mentor can offer simple encouragement or direct the attention of the child, friend or family friend. The authors offer the best approach in understanding the significant of mentorship to a friend or

Trend of Food Truck in University city of Philadelphia Research Paper

Trend of Food Truck in University city of Philadelphia - Research Paper Example result, communities across the country from Philadelphia to Los Angeles have become a crucial part of the ongoing movement of finding out better ways of managing and regulating mobile vending (Spelman, 2010). Lifestyle and policies are found to be the key elements that have led to the tremendous increase in the number of food trucks in the city. Most of the people in the city prefer fast foods especially considering the fact that the city has a consistently growing population of students because of the two major universities (Stadd, 2011). This can be supported by the fact that most of the food trucks in the city have been on campus stalwarts for many years though their numbers has dramatically increased in the recent past. This means that majority of the people eating in food trucks are youths and a persons who are below 40s who are usually casually dressed. Lack of clear policies regulating the business is also believed to be another key attribute of the immense boom of this business (Edge, 2012). Food trucks in the University City are more popular than the ordinary restaurants because of the variety of foods they offer at relatively lower prices. Most of them use large vehicles that are installed with high-tech cooking gadgets as well as sanitation devices that provide sophisticated and safe cuisine commonly prepared to order rather than being precooked. This gives food truck an upper hand in the food and service industry compared to ordinary restaurants. Therefore, local governments should introduce favorable policies that would regulate food trucks and that will incorporate food trucks into the fabric of the city (Ercolani,  2013). The proposed research study will be conducted using both quantitative and qualitative research methods, meaning that the researcher will use qualitative and quantitative research concepts. The targeted respondents in this case include 50 customers of the food trucks and 10 food truck companies. Using a hybrid of these two

History Assignment Example | Topics and Well Written Essays - 250 words - 7

History - Assignment Example A. Boxer rebellion is the outcome of a rebellious action from a group called ‘Boxers’ which was a Righteous and harmonist group in china. The main aim of this group was to get rid of all the foreign influence present in china and retain their own cultural heritage. During 1899, this group was battling against Christian foes in which many foreign officials got killed. This group was the reason for weakening the power of chin dynasty and also influenced the republic revolution which made china a republic nation. 4 . Lin Zexu -Lin Zexu was the scholar and official of high moral conduct in the Qing dynasty of china. He was famous for his ardent fight against the opium trade to protect his people from destruction. 5. Pu Yi – the Last Emperor of China – Pu Yi was the youngest Chinese emperor who was given the throne by the empress Dowager cixi in 1908.He was a cruel emperor and often tortured his servants for minor offences and was dethroned during the Chinese revolution. 6. Constitution of 1890 in Japan – The Japanese leaders in 1890 formed a constitution called â€Å"meji constitution† to impress the westerners of their power and strength. In this constitution the supreme power was with the emperor and other had minor rights to vote. 7. Treaty of Shimonoseki – This treaty is also known as Treaty of Maguan and was signed on April 17, 1895 between Japanese Empire and Qing Dynasty of China. According to this treaty the China mainly acknowledged the independence of Korea and renounced any belonging to

Coping With The Effects Of Rural Poverty Sociology Essay

Coping With The Effects Of Rural Poverty Sociology Essay Transformations in agriculture, natural resource management, exploited tourism, and absentee ranch ownership have changed the face of many rural communities. Several of these changes and other factors have led many rural communities to experience serious declines in their economies during the past decades. These changes have been exacerbated by recent economic hardships further depleting the economy and resources of rural communities. Thus, the precursors and consequences of poverty for families in these communities deserve attention. While Wilson (1987) brought the demographic changes related to urban poverty to light, larger explanations of rural poverty have been less of a research focus. Families living in rural communities are sometimes expected to be buffered by the effects of poverty by maintaining strong family and community connections. However, many of the changes related to family structures and community involvement that often lead to negative outcomes have also become ch aracteristics of rural living (MacTavish Salamon, 2003). In studying rural families in poverty, I propose two theoretical perspectives, symbolic interaction theory and social exchange theory that can help guide research and illuminate some of the issues related to families in poverty in such communities. Symbolic Interaction Theory Symbols are used by humans, according to their contexts, to describe the meaning behind physical objects and occurrences. Socialization is considered the propellant of symbols in society. Individuals comprehend situations through symbols and perceived roles of self and others. Human behaviors actualize through the process of perceiving symbols and roles (White Kline, 2002; Blumer, 1967; Mead). Thus, symbolic interaction theory emphasizes how people perceive themselves within and outside the family environment. Several assumptions are captured in this theory, including that people live in a symbolic world, people learn about selves through interactions with others, individuals have minds and can analyze the self, and people learn their roles within society from the society (White Kline, 2002). Thus, images and symbols are found throughout the ecological system, including how the individual perceives, family interactions, and community interactions found within a rural community. Sym bols about rural living are also carried throughout the broader macro system and expectations of the larger society. Symbolic interaction sheds light on rural families coping in poverty on two important fronts. First, understanding the symbols, meaning, and interactions related to poor families in the community can bring awareness to communities and hopefully allow for more social mobility among their residents. Second, understanding the symbols, meanings, and interactions within the family can help families sense of cohesion and ability to cope (Kaplan Hennon, 1990; Turner). Stigmatized symbols related to poverty are often made explicit as a person conducts their daily life. For example, using food stamps at the grocery store especially in a small community is in full view. A family in poverty cannot hide this in private life; there is typically not a front about this (Goffman, 1963). Poor youth in schools will confront meanings about the clothes they wear (name brand or not) and what it means to stand in line for a free or reduced lunch. Students from families who may be struggling to make ends meet may need to stay in after school programs which may also hold a negative connotation with other school youth (McLoyd et al. 2009; Pogash, 2008). These negative connections to symbols may follow families and youth throughout a lifetime in rural communities. For example, a parent may have a poor interaction with the youths school, not knowing how to navigate its systems. The school may then come to expect a childs poor actions and soon a youth may experience t his in the grocery store and throughout the community. These interactions may then be tied to a family name. This addresses one of the several mechanisms through which stratification in a community is maintained by legitimatizing certain stereotypes (source). These are beliefs that are widely accepted and taken for granted, for instance the meaning behind a family name. Furthermore, there may be symbolic people in the community who maintain power and perhaps perpetuate poverty within a community (Bourdieu, 1986). A person may be in charge of a manufacturing company and the workers must buy all manufactured owned products by shopping at the manufacturing grocery store. Then everything goes back into the system where a small group of people or one family retains power. For example, plantation owners gave low wage jobs to keep poor in their place and limited their education which equaled low literacy rates for workers. Thus, people in poverty cannot move upward. This has often also hap pen through racism in the US. Thus, it would be important to understand who has the symbolic power in a community and it may be important to trace this back further than expected in order to clearly understand the history of a region and how certain families have maintained power or even remained poor (Duncan, 1996). A lack of distrust of certain families can occur and arbitrary power can be carried over into the state of contemporary communities. Hence, people forget to see the political nature of their problems and poverty gets seen as a personal problem as highlighted through Mills (1956) concept on the sociological imagination. Finally, the researcher may meet with families to understand how symbols within their one family unit are carried out. This has been used as a helpful therapy tool for families in conflict. Many poor families experience extreme stress related to a lack of resources and so understanding the role strain within families and different meanings attributed to certain actions would also be important for families in poverty (Kaplan Hennon, 1990; Turner; Seccombe, 2006). Thus, regarding research questions, the researcher may pose several inquiries related to the symbolic power in the community and the symbolism related to being poor in the community. The researcher would ask about the certain families that have power in the community. What does it mean to live in a certain area of town? What actions are socially approved in the community? When do you feel like your family is not receiving social approval? How is social status distributed in the community? Also, family members would be asked how they view their specific situation within their family. What burdens do they experience because of their role in the family? What is the meaning behind certain conflicts in their family? Social Exchange Theory Social exchange theory can help researchers consider why families stay in their communities when there may be other alternatives out of poverty if they moved. Social exchange theory describes the characteristics and motivations for humans social behaviors by a system of perceived rewards and costs. Social exchange theory arose out of utilitarian ideas, emphasizing how people are motivated to act in relationships by maximizing their perceived rewards and minimizing their perceived costs. A reward is anything perceived as a benefit to an individual, family, or relational unit; costs are anything perceived as a reward forgone. Social exchange theory asserts that people rationally calculate while assessing decisions based on the profit ratio of costs and rewards (White Kline, 2002). Theorist such as Homans (1961) believed in generalized rewards that most people would adhere to he suggested social approval as the main generalized reward and motivator for humans. Other theorists have pro posed generalized rewards such as love, personal attraction, instrumental services, respect, and power (Blau, 1964), status, services, goods, information, and money (Foa Foa, 1980), autonomy, predictability, security, agreement, and equality of resources (Nye, 1979). Thus, a researcher would assume that a family would rationally calculate about why they decide to stay in a rural environment in poverty when there may be other alternatives. The researcher would want to understand how families situations may apply to the described rewards or costs above. The other alternatives for families must also be understood. The value and meaning of living in a rural community must be elucidated; thus, ideas related to symbolic interaction would also be employed to enhance understanding. On one hand, families choice to live in a rural environment may have higher benefits compared to the costs of living in an urban environment. We must understand what the costs mean to families. The benefits and costs may relate to rural living sentiments (Elder Conger, 2000). Rural families may view a huge cost associated with moving and starting over in a new community. A benefit for staying would be familiarity, perhaps a connection to the land, and social supports in the c ommunity (Elder Conger, 2000). However, a cost of living in the rural environment may be unsteady work and lack of job opportunities. We might also want to consider why poor young adults would choose to stay in the rural community versus leaving the rural community. The researcher would want to understand the costs and benefits of things associated with leaving and going. What are the social stigmas associated with staying or leaving? What job opportunities, educational attainment, marriage choices, and lifestyle choices exist relative to leaving or staying? We would also want to clearly understand the comparison levels of alternatives for the families in poverty. If they see limited job opportunities in new areas, the comparison level is low and they will not be motivated to move. This may be the case for young adults as well, if they view the comparison level of alternatives as low they will likely stay where they are. However, if the comparison level of alternatives is high, the y will likely move and change their situation (White Kline, 2002). Homans (1961) also thought people gravitate toward social equals as people can gain more social approval this way, what he labeled the cost of inferiority. This may help explain why certain parts of a town remain more poverty stricken as people with similar social and human capital gravitate toward one another. It might also be important to understand how this has worked out in community life in a rural environment. The researchers may also want to understand these choices at a larger macro level. In this view, parents, schools, and government make investments in the human and social capital of families and children (Haveman Wolfe, 1994; Strauss). Thus, the researcher may meet with community leaders to understand how they are investing in poor families and youth to understand their cost to benefit ratio. Do they see investments in the social mobility of families as reaping long term benefits that outweigh the social problems related to poverty? Regarding specific research questions, we would want to ask specifically what the advantages of staying in the rural community are. What are the costs of leaving and what are the costs of staying? We would want to clearly understand the meaning of the costs and rewards through in depth qualitative interviews. What does rural living mean to them? These would be similar questions also relevant to the symbolic interaction questions. What symbols are associated with moving and how does this lead to views related to costs or rewards? Why do families live in certain areas of the community? What are the cost and benefits to community leaders of helping poor families with social mobility? Related to the two theoretical perspectives, the types of data the researcher collects would also be important. Associated to symbolic interaction we would want to do in depth observations in the community trying to understand the different symbols related to statuses and families in the community. This would require observations at several institutions; the researchers would meet with people from all different power statuses within the community. We would hopefully gain access to the private life of several families where perhaps less filtering is done (Goffman, 1963). We may ask many clarifying questions related to the symbols and reflect on our own biases about these symbols. We would want to look for places within the community and related to different families where these symbols matched or had discrepancies. Related to social exchange theory, we would likely gain the most information from the in-depth interviews with families and young adults understanding the exact costs and b enefits these families associate with their lives. Our work with symbolic interaction theory would most likely enhance our understanding of the benefits and rewards related to these families as they reflect on why they stay or go. Data should also be collected on community leaders regarding their views of the costs and benefits related to assisting poor families in their community. Limitations The suggested theories may lead the researcher to many interesting questions and data collection efforts, however, the suggested theories also pose several limitations. Social exchange theory for instance is a bit behaviorist, implying all human interaction is a response to a benefit/cost ratio. Researchers must account for the symbols related to rewards and costs as rewards may be unseen and not understood by others. A closed system of understanding rewards may be found in several communities (Acock). Clearly defining rewards and costs would be an important first step before asserting research entirely from a social exchange theorists view point. Clearly, this is an area where symbolic interaction could enhance social exchange theory. Furthermore, asserting that humans always act rationally may be an overstatement. Social exchange theory may also not account for individuals of younger ages who have not fully developed their ability to calculate rationally. Social exchange theory also asserts that individuals are motivated by their own self-interests, some theorists have allowed for people to act in the best interest of their families but clearly understanding the mechanisms of how an individuals desires transform into the familys self-interest may pose a hardship in research (White Kline, 2002). Understanding these explicit processes is an area for future research. Additionally, decisions based on the profit/cost ratio may be made sub-consciously and bringing this subconscious information into the forefront of research may also pose challenges. However, it is important to examine the cost and rewards associated with why people choose to stay in or leave rural communities as these reasons are critical for the econ omic vitality and in understanding how to encourage others to move or stay within their community. Understanding these motivations for young adults and youth who will be the face of rural communities in the future is especially important. Understanding the exchanges for families in poverty is also important to ascertain mechanisms that may help their social mobility. Symbolic interaction may also pose limitations in this study. Symbolic interaction does not deal very well with how people handle emotions (White Kline, 2002). When looking at coping in poverty, emotions certainly play a large role in how families deal with their situation. Furthermore, this type of research is hard to generalize to other communities or cultures as the symbols used are likely only highly relevant to the community being researched. Symbolic interaction also emphasizes the importance of meaning to individuals how the individual views others, is viewed by others, and behaves related to meaning. As this research is specifically studying families, it may be hard to keep the unit of analysis as a family group. Symbolic interaction tends to view the family as a collection of individuals. This may or may not pose issues with the research depending on the unit of analysis of interest.

Istanbul: Memories and the City: Prhan Pamuk Essay -- Yahya Kemal, Ahm

Orhan Pamuk’s Istanbul: Memories and the City represents the first twenty-two years of his life using various approaches from autobiographical details of his own childhood memories, photographs from his family album, newspaper articles, paintings and writings on Istanbul by luminaries from different walks of life. Pamuk, appears intermittently as both the narrator and author who narrates his experiences of the city. The four famous Turkish stalwarts, Yahya Kemal, Ahmet Hamdi Tanpinar, Abdulhak Sinasi Hisar and Resat Ekrem Kocu, played a prominent role in the creation of Pamuk’s Istanbul hence providing him with an Istanbul he has never seen. Throughout the narrative, he refers to various Turkish and foreign authors who have lived, visited and written about his city. Although they had different styles, what these writers had in common was the love for the city. All four were influenced by the French tradition and attempted to express their feelings for Istanbul using Western style of writing. The writings of these four writers have provided Pamuk with the perspective of an Istanbul that he did not experience even though he has been staying there since his birth. These writers, who had witnessed the fall of the Ottoman Empire and the birth of the Turkish Republic, aimed to reinvent the identity of their city. Their aim was to create an image for Istanbul to which the people of the Turkish Republic could relate. In their attempt to create a national image for their city, these writers went into the poor back streets of Istanbul. The ruins, poverty and neglect dominating those parts of the city functioned like witnesses of the adversities that the city and its people had undergone. The ruins of the Ottoman Empire were consoling memo... ...hose parts of his city like a foreigner. He can thus become his own Westerner in the old neighborhoods, where he can feel like a stranger in the city where he has lived since his birth. The foreign gaze enables Pamuk to see the city as a new one, and explore it in a very peculiar manner because now a broken building means more than it did earlier. Before he read Gautier’s book about his experience in Istanbul a broken building was just a building destroyed due to the fall of the Empire, but now it has huzun, poetry and various other things that Pamuk can add to his narrative about his city of Istanbul. Works Cited Hande, Gurses. â€Å"Out of Place in Istanbul.† London: Ubiquity Press, 2010. Web. 7 Jan. 2014. Pamuk, Orhan, and Maureen Freely. Istanbul: Memories and the City. New York: Vintage International, 2006. Print.

Elderly Co-culture Interview Essay

â€Å"Everything has changed since I was your age†, is what my grandmother had to say when asked about her experience growing up. My grandmother, Mrs. Ruby Parker Sloan was born on December 6th, 1943 in a small town in Ohio. She was raised in a small farmhouse along with 4 sisters. Her mother was a usual woman of her time; one that stayed at home with the children, cooked, cleaned and maintained the house. Her father was also a usual man of his time; one that worked throughout the hours of the day in order to provide for his family-a man that had been working since the age of 9 years old. My grandmother has raised 4 children, including myself; so she has seen firsthand the changes and differences in not only her and my generations, but the generations in between. She has experienced the changes of racism, technology, parenting, morals, warfare and many other aspects of our society. For her, she felt society as a whole has changed dramatically. One of her main concerns of the differences of now and then was the differences in parenting. She pointed out that during her time it was unheard of for there to be a school shooting similar to that of the Columbine or Virginia Tech incidents. She felt that had a lot to do with parenting itself; that parents were obviously not concerned with their children and/or not involved enough in their lives to know that they were planning to commit a mass murder of their peers with weapons stored under their own roof. Another point that concerned her was the difference in child discipline. She is a firm believer in â€Å"whipping† your child rather than â€Å"no, no† and the notorious â€Å"five second count† used by parents today. She stated that children need to understand the consequences to certain actions†¦most of which can cause harm to themselves or others. One thing she said about her experience as a parent was â€Å"Some kids just need a good spankin‘â€Å". My grandmother told me that you would never see a child telling their parents â€Å"no† or â€Å"I hate you† during her time, it just didn’t happen. â€Å"There was a level of respect between children and their parents then, something that a lot of kids today just don’t have any more†¦that’s the parents’ fault† is what she told me. Today’s culture was something my grandmother felt strongly about. She felt that one of the downfalls of our culture today was the promotion of sex everywhere you turn, which â€Å"especially influences the young ones of today† she stated. She felt that this advertising in music, television, and everywhere else you go only teaches kids the pleasure and excitement of sex itself instead of the morality and consequences involved. My grandmother continued to tell me a scenario where she was driving to the store a few weeks ago and she heard a song with the chorus â€Å"birthday sex† and that the person singing it sounded very young. â€Å"What the hell is that all about† she said. â€Å"It’s terrible how these adults that promote and advertise this stuff are okay with it† she stated. My grandmother said television didn’t even show pregnant women on it when she was growing up, her parents also slept in different beds during that time. Elvis Presley was looked upon badly by parents of her time because of the sexual nature of his dancing. â€Å"You can’t even turn to the family channel without seeing a show about a pregnant teenager or some sort of sexual thing going on†¦it’s just sad† she said. She also felt that this promotion of sex to kids and young adults was the cause of self esteem issues and that it was also the culprit for a lot of kids these days â€Å"thinkin’ they’re grown because sex is such a cool and grown up thing to do†. Sex these days, to her, is doing nothing but sending the wrong message to young adults about self appearance and decision making when it comes down to right or wrong. When my grandmother was growing up technology was, a fortunate family on the street owning a black and white television. There was no email, texting, cell-phones, etc. People still solely relied on the old fashioned stamp and envelope method†¦or even a more advanced version†¦the telegram. My grandmother always mentions how much she loves her high definition, flat screen television; something she could never imagine existing as a child. My grandmother always seems to be amazed by technology today, and it also seems she is usually ten years behind the understanding of today’s technology. During our conversation, she continually referred to her DVD player as a â€Å"VCR†. She also seemed amazed by the advancement in today’s computer and video games to that of even when I was a child with a first generation Nintendo. My grandmother has been around to go from the record player, 8track player, cassette player, CD player, all the way to the digital MP3 players that can hold thousands of songs in something half the size of a deck of cards, â€Å"it just amazes me†¦technology today†¦just imagine where it will be when you’re [me] my age! † she said. Talking to my grandmother in an interview fashion was a very interesting experience. It gave me insight on a different time that was experienced by someone†¦a time that has passed and will never be relived the same. It caused me to think of how I am at the same point in my life that she was at my age; it also caused me to wonder how things will differ from today and two generations from now. Society has changed drastically since my grandmothers’ generation and it will continue to grow throughout mine the same†¦hopefully for the better, but I guess it’s all about who you ask.

A Guide to Vertical Lists

A Guide to Vertical Lists A Guide to Vertical Lists A Guide to Vertical Lists By Mark Nichol A recent post described how to organize and format in-line lists, those that occur within a sentence. This one explains the proper use of vertical lists, which are organized by setting the items on the list (following an introductory phrase or sentence), apart from each other, distinguished by numbers, letters, or other symbols, on consecutive lines. Vertical lists are best employed in place of in-line lists when the list is long and/or the items consist of longer phrases or even complete sentences (or even more than one sentence). However, vertical lists are often useful in contexts in which guidance or instruction is being offered, though they are most effective when they are concise, and extended list items are not advised. If list items consist of more than one sentence, the information might be better displayed as regular text. The following vertical list (too simple to be formatted as such but used here for illustrative purposes), is offered as a basic example: The colors of the American flag are red, white, and blue. (Note: This and other correct lists in this post are formatted in boldface.) Just as is the case with an in-line list, if one or more items in a vertical list itself requires a comma, each item should be set off from the others by a semicolon. Note that despite the vertical-list formatting, because the introductory phrase and the list constitute a syntactically organized sentence, the introductory phrase is not punctuated, but terminal punctuation follows the final item. (Some publishers, however, simplify this format by omitting especially the conjunction and perhaps the commas as well.) However, compare the previous example with a version in which the introductory phrase constitutes a complete independent clause: The colors of the American flag are as follows: red white blue Here, the introductory phrase and the list do not constitute a sentence, so the list items are not punctuated. Terminal punctuation is included, however, and first word of each list item is capitalized, if the items are themselves self-contained sentences: Although the colors of the American flag did not have any official meaning when it was designed, the colors on the Great Seal represent the following virtues: White signifies purity and innocence. Red signifies hardiness and valor. Blue signifies vigilance, perseverance, and justice. Note how the sentences in the list are organized consistently. In the following examples, the list items must be revised to make the list syntactically consistent: According to our survey, the top three factors are lax enforcement of budgets and savings being spent in other areas, invalid savings assumptions or changes in the assumptions used to calculate savings, and realized savings are not being effectively tracked. Note how the first two items follow the syntactical structure of the introductory phrase but the third one is an independent clause. The list can be rendered consistent in two ways: According to our survey, the top three factors are lax enforcement of budgets and savings being spent in other areas, invalid savings assumptions or changes in the assumptions used to calculate savings, and ineffective tracking of realized savings. According to our survey, these are the top three factors: Budget enforcement is lax and savings are being spent in other areas. Savings assumptions are invalid or there are changes in the assumptions used to calculate savings. Realized savings are not being effectively tracked. Avoid producing vertical lists in which to or more list items begin with the same word or words, as in this example: In this session, you will learn how to get business processes and systems to scale to business growth, how to build out a financial team to drive and support growth, how to build these important pillars within an audit/business controls mind-set, and securing/managing financing to support corporate growth strategy. To revise, incorporate the recurring word or phrase into the introductory phrase and revise any list items that begin with different wording so that they conform with the others, as shown here: In this session, you will learn how to get business processes and systems to scale to business growth, build out a financial team to drive and support growth, build these important pillars within an audit/business controls mind-set, and secure/manage financing to support corporate growth strategy. Note, too, that any symbol may be used in place of bullets, but the same symbol should be employed throughout not only a single vertical list but also all such lists throughout a document or publication. If one or more items in a vertical list marked by bullets are followed by subsidiary items of their own, a distinct symbol (such as a hollow bullet) should be used for those items, which should also be indented farther than the primary list items. Sometimes, no symbols are used at all, but this strategy is best employed if the items are brief and numerous, such as in a vocabulary list consisting of one- or two-word items. (In addition, a vertical list in which items are short can be formatted into two or more narrow columns if the width of the printed or online page is wide enough to accommodate them.) Also, numbers and letters may be substituted for bullets, but numbers are recommended only when the items in the list should be read in a particular order, such as when outlining a procedure or ranking the list items. Letters are appropriate primarily for multiple-choice test items, for example, or when the text includes frequent cross-references such as â€Å"See item d.† A basic outline-style vertical list can be organized using a simple hierarchy of Arabic numerals and lowercase letters. For a complex outline, the recommended hierarchy of numbers and letters varies according to various style manuals and writing handbooks, but The Chicago Manual of Style advises the following sequence: Roman numerals (I, II, III, and so on), capital letters (A, B, C, and so on), Arabic numerals (1, 2, 3, and so on), lowercase letters (a, b, c, and so on) followed by a close parenthesis, Arabic numerals enclosed in parentheses, lowercase letters enclosed in parentheses, and lowercase Roman numerals (i, ii, iii, and so on) followed by a close parenthesis. Another outline format is the decimal outline, as shown below (appropriate indentation not used here): 1. 1.1 1.1.1 1.1.2 1.1.3 1.2 1.2.1 . . . 1.3 1.3.1 . . . 2. 2.1 . . . Ultimately, the goal of any list organization is clarity. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! 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Stephen Crane essays

Stephen Crane essays Stephen Crane, Born November 1st, 1871 into a middle class New Jersey family, he was the youngest of fourteen children (About Stephen Crane 1). Brought up to be a baseball player by his father, a Methodist minister, the Crane family re-located to upstate New York (About Stephen Crane 1). Stephen attended Lafayette College, and Syracuse University to play baseball (About Stephen Crane 1). Crane realized he could not make a living with his baseball, so he turned back to New Jersey where he found his calling as a writer. Here he became one of the greatest inventors of his time by originating two styles of writing. One Realism, which is a theory in literature emphasizing scientific observation of life without idealization or the avoidance of the ugly, and two, Naturalism, a type of literature that attempts to apply scientific principles of objectivity and detachment to its study of human beings (Anderson 439). Based on Stephen Cranes experiences in war, and in the city, he pioneered a tr ue naturalistic style of writing. In the spring of 1891, Stephen Crane began working at a news agency reporting on the slums of New York (About Stephen Crane 1). While doing this, Crane experienced many different life styles of people. Stephen Crane was able to gather many of the variations of lifestyles to put on paper and create his first novel, Maggie: A girl of the streets. Maggie: A girl of the streets, a story about a slum prostitute and her downfall in life, came about while Crane was reporting for the Herald and the Tribune (Anderson 439). He was constantly in the dirty saloons of New York experiencing first hand what he wrote about in Maggie (Anderson 439). Even though Cranes first novel was very unsuccessful in stores, in a way, it helped Crane. Maggie: A girl of the streets was the first story to portray the dirty slums of New York (Anderson 439). This novel also revealed Crane as a pioneer of Naturalism, and Re ...

Dennis Covington's 'Salvation on Sand Mountain' Essay

Dennis Covington's 'Salvation on Sand Mountain' - Essay Example The purpose was to cover the trial of Glendel Buford Summerford who was charged guilty of murdering his own wife with a snake. The scenes are powerful and spectacular. Summerford’s own wife isn’t aware of how exactly his name is spelled, if the N is single or is it double. There is an old woman referred to as Aunty Daisy by everyone, was pacing up and down the room making predictions. She was predicting that God will send Summerford out of jail. Even creepy was the presence of some women who would keep pictures of their favorite snakes in their pockets. In the trial that followed, Summerford gets convicted and imprisoned towards the end of chapter two. That was that about him after which he wasn’t seen as such. What follows is Dennis Covington’s growing obessesion and fascination with handling snakes. He slowly accepted the guarded and suspicious community of â€Å"Jesus-Onlys†. Ironically, Glenn Summerford was a part of this community as well. There are only two ways in which an alien culture can be dealt with.. Either one patronizes it and dismisses it or becomes romantic and starry eyed about it. Convington had a skill which even anthropologists don’t. He started recognizing the snake holders as entities who had their own culture and who should be respected and understood on their own terms. There is reference to drinking strynchnine only when one feels that he is living life the right way. The statement does make sense if one believes that God protects those who have a strong relation with him. Snake handlers tend to be very easy targets of ridicule and mockery. However Covington resists the mockery. He doesn’t try to make fun of their poor grammar, their strange interpretation and readings of the bible and their creepy living conditions. However this doesn’t mean that he was under the impression that they were â€Å"noble and persecuted people†. They may have been

Peer review form Assignment Example | Topics and Well Written Essays - 250 words

Peer review form - Assignment Example Nonetheless, the paper does follow the direction of the thesis because the following paragraphs are related to the thesis. The first part of the introduction is well crafted because it starts by introducing the paper. The writer uses suspense to hook the reader up, and this is effective. For instance, in the introduction, the writer avoids availing all the information about the story which compels the reader to read the other parts. Thus, they are effective, and almost require no suggestion. 3. How does the writer use textual evidence and analysis to back up his or her claim? Comment on several examples and offer any suggestions that you have. Do you think that the writer â€Å"digs deeply† into the text (vertical thinking)? Why or why not? What are some of the implications that the writer draws from the examples? In a bid to back up claims, the writer quotes from the story. For instance, to show the relationship between animals and danger, the writer states that the doctor kept two animals: a cheetah and a baboon. Another entails the snake which is portrayed as sharing similar traits with one Roylott because of the ruthlessness demonstrated. The suggestion is that author ought to have indicated the page numbers where direct quotations were used. The writer had dug deeply and this is confirmed by the implications such as humans resembling humans in terms of characteristics. 4. Comment on the organization of the paper. Is it logical and clear, why or why not? Is each paragraph unified around one main idea, indicated by a topic sentence? Note any issues that you see concerning paragraph unity, general organization or awkward transitions? Offer suggestion where appropriate. Notwithstanding the use of examples, the paper’s organization is poor. Whereas the overall message is clear and logical paragraphs are poorly arranged. For instance, there is no indication