10 Grammar and Punctuation Rules to Always Remember - Freewrite Store

10 Grammar and Punctuation Rules to Always Remember - Freewrite Store The English language, cobbled together over centuries from Germanic, Scandinavian, Latin, French and Greek sources, is a minefield of confusing (and often contradictory) rules. So it’s no wonder that writers frequently struggle with the correct use of words and punctuation. However, most readers will agree that writing littered with errors comes across as sloppy and unprofessional, damaging their trust in the message and the author. To help you improve your writing, here’s a list of some of the most common mistakes that writers make, and tips on how to avoid them.   1. Apostrophes Apostrophes have two main uses – in contractions and to show possession. They’re quite different, so we’ll cover each one separately. Contractions: A contraction is where you take two words and combine them, missing out a letter or two along the way. Should not = shouldn’tI have = I’veWe will = we’ll Generally, wherever the missing letters are, that’s where the apostrophe goes. You can also apply this rule if you’re writing dialogue where someone cuts off the beginning or end of a word, like ‘ello, or nothin’. Possessives: A possessive apostrophe is used to show ownership. It’s done by placing ‘s after the noun. I am walking Pete’s dog this morning.I need to buy a gift for my sister’s birthday.The children’s bus was late again. Things get slightly more confusing, however, if the noun already ends in an s. In this case, you need to consider how you would say it out loud. If you would add an es sound to the end of the word, then you write it with ‘sat the end. I was summoned to the boss’s office.The bus’s tire was completely flat.Dennis’s parties were legendary. However, if you wouldn’t add an es sound to the end of the word, then a lone apostrophe is appropriate. I am walking my parents’ dog this morning.The kids’ hamster had five babies.The Hastings’ roses are magnificent this year. When not to apostrophize Don’t forget that apostrophes have no place in ordinary plural nouns, like bananas, toys, or megabytes. An apostrophe in an ordinary plural is sometimes called a â€Å"greengrocer’s apostrophe† because it could often be found on signs in fruit and vegetable shops. Apostrophes also don’t need to be used in dates or acronyms. I was born in the 1970s.Nobody uses CDs anymore. The exception is if you’re omitting letters or numbers or using the apostrophe possessively. The ‘80s produced some amazing music.Landing a probe on Mars was one of NASA’s greatest achievements. You also never use an apostrophe in a possessive pronoun. Theybecomes theirsHerbecomes hersItbecomes its 2. Semicolons Much confusion surrounds the use of the semicolon, but it’s actually quite simple to utilize. It only has two functions. The first is to join two related clauses in a sentence. There are three conditions of use: both parts of the sentence must be able to stand alone, they need to relate to each other somehow, and they need to be of equal weight. For example: I love Hawaiian pizza; the pineapple tastes amazing.I burned my tongue on the pizza; the pineapple was too hot. If you put a coordinating conjunction between the two clauses (and, but, for, nor, or, so, yet), then you would replace the semicolon with a comma. The other use of a semicolon is when you’ve got a long sentence, and you’re listing groups of items. To prevent reader confusion, you can use a semicolon between each group. For example: My son needs a lot of things for his first day of school: pens, pencils and markers; exercise books, writing pads and binders; and erasers, paperclips and a calculator. 3. Oxford Commas The Oxford comma (aka serial comma or Harvard comma) is the comma that occurs before the and in a list. The second comma in the list below is the Oxford comma. I like pizza, cake, and chocolate. For such a small piece of punctuation, it has generated a lot of debate. Many style guides now prescribe that the Oxford comma should be omitted. At the same time, it has a lot of very vocal fans who insist it should be retained. If you don’t have a set style to follow, there’s no definitive rule beyond being consistent with whichever method you choose to follow. Most of the time, taking out the Oxford comma has no detrimental effect on the structure of a sentence. However, there are occasions where omitting the Oxford comma leads to ambiguity and, in those cases, it should always be used. For example, here’s a real-life quote: Amongst those interviewed were Merle Haggard’s two ex-wives, Kris Kristofferson and Robert Duvall. Without the final comma, the sentence appears to suggest that Merle Haggard was married to both Kris Kristofferson and Robert Duvall. The use of an Oxford comma would have made it obvious that this was a list of four separate interviewees. So, if you have no set style guide to follow, the choice to deploy the Oxford comma rests with you – but if you prefer not to use it, make sure its omission doesn’t change the meaning of your sentence. Next, let’s look at commonly mixed-up words. Most of these are words that sound the same but have different applications. 4. Your/you’re Your = it belongs to you. Your library book is overdue. You’re = the shortened version of ‘you are’. You’re welcome. When in doubt: Try replacing the word with you are. If it doesn’t fit, then use your. 5. There/they’re/their There = a place. Put it over there. They’re = the shortened version of ‘they are’. They’re going to be late. Their = belongs to them. The couple enjoyed their pizza. 6. To/too To is a preposition with many meanings, including â€Å"towards† and â€Å"until†. Let’s walk to the bus. It should get here at five minutes to midday.Too is an adverb that means â€Å"also† or â€Å"very†. I want to catch the bus, too, but I am too tired to walk there. 7. Who’s/whose Who’s = the shortened version of â€Å"who is†. Who’s that? Whose = belonging to who? Whose bag is this? When in doubt: Try replacing the word with who is. If it doesn’t fit, use whose. 8. It’s/its It’s = the shortened version of it is. It’s a beautiful day. Its = belonging to it The cat swished its tail. When in doubt: Try replacing the word with it is. If it doesn’t fit, use its. 9. Less/fewer Both less and fewer mean the same thing, but they are not interchangeable. There’s a fairly simple way to work out which one you should be using. Less is for situations when you’re using words that don’t normally have a plural, aren’t made plural by adding an s,and cannot be counted. Examples of this include water, rain, and traffic. There was less water in the bath than I expected.I had hoped for less rain today.If more people caught the bus, there would be less traffic. Lessis also used when referring to numbers, either on their own or in measurements of time, distance or weight. The bus will arrive in less than five minutes.It is less than a mile away.The pizza recipe uses less than 12oz of flour. On the other hand, fewer is used for items that can be counted or made plural by adding an s, like cats, jobs, and roses. There are fewer cats in the neighborhood since the dog moved in.The rise in automation means there are fewer jobs available.This summer we have fewer roses in our garden. When in doubt: See if you can add a number to the word. You can’t say â€Å"there is five traffic,† so you would use less. You can say â€Å"there are three pizzas,† so you would use fewer. 10. Everyday/every day People tend to write this as one word. However, that changes the meaning. Everyday = common, usual. I’m wearing my everyday clothes. Every day = each day. The Queen doesn’t wear a tiara every day. When in doubt: Replace everyday with each day. If the meaning of the sentence remains intact, then you need to write everyday as two separate words. Given the complexity of the English language, there are exceptions to most of these rules. However, the ones we’ve outlined here will apply to most instances where you need to use these punctuation marks and words.  Are there any writing mistakes we've left out that drive you nuts?   Let us know in the comments section below!  Ã‚      About the author: Claire Wilkins is a freelance copywriter and editor from New Zealand. She loves to write about travel, health, home, and proper punctuation. After a career in financial services spanning almost three decades, Claire left the corporate world behind to start Unmistakable - her writing and editing business. She creates website copy, blogs, and newsletters for creative agencies and small businesses, and  specialises  in polishing existing content until it shines. In her spare time, Claire enjoys cloud-spotting, singing in the car and editing video.

What You Can Eat to Get More Done in a Day[Infographic]

What You Can Eat to Get More Done in a Day[Infographic] Many of us underestimate the power of our diets. Eating a healthy meal 3 times a day can have a big impact on your overall health, productivity and performance at work. Here’s a cool little infographic on what you can eat to get more done in a day. Check it out below:Â  Source: [Hubspot] [EBOC]

Biography- Emily Greene Balch Essay Example | Topics and Well Written Essays - 750 words

Biography- Emily Greene Balch - Essay Example For all her works as political activist, pacifist, political scientist, sociologist, social worker, and a leader of women social movements she might as well be given credit for the present right of women of suffrage and better labor conditions.      Ã‚  Ã‚  Ã‚  Ã‚   Emily Greene Balch, came from a wealthy family from Boston, Massachusetts. She was the daughter of a successful lawyer named Francis V., once a secretary to Senator Charles Sumner and Ellen Balch. She was born on January 8, 1867 and died on January 9, 1961 (Nobelprize, 1972). In 1946, she was given the Nobel Peace Prize for her lifetime of work and commitment to justice and peace. Working with the notable Jane Adams, also a pioneer in this discipline, they founded the Womens International League for Peace and Freedom (Nobelprize, 1972).      Ã‚  Ã‚  Ã‚  Ã‚   Hers was a time of changes, especially when it came to views towards womens functions in the society.   It was during her time that the first batches of female graduated with college degrees. She, in fact, graduated in Bryn Mawr College with a Bachelors Degree in Arts Major in Greek and Latin in 1889. Apart from this, she was also given the highest award—European Fellowship for her exemplary moral character. She used this Fellowship award to study economics in Paris from 1890 to 1891 under the supervision of Émile Levasseur (Nobelprize, 1972). She went on to write Public Assistance of the Poor in France in 1893 in Paris. Driven by her natural devotion to learning, she continued her formal studies in the university of Chicago and Harvard to earn various courses. She went on to teach economics full time in Berlin from 1895 to 1896. Not long after this, she proceeded to Wellesley College and taught economics and sociology (Harvardsquarelibrary, 2008).   Ã‚  Ã‚  Ã‚  Ã‚   As a young girl, Miss Balch grew up in Jamaica Plain in Massachusetts

The New Acropolis Museum and Ancient Greece's Architecture Research Paper

The New Acropolis Museum and Ancient Greece's Architecture - Research Paper Example The New Museum of the Acropolis is located in Makryianni district. The entrance of the museum is on Dionysios Areopagitou Pedestrian Street, which connects it to the Acropolis and the other historical sites in Athens. Many scholars have discussed the numerous similar characteristics between The New Acropolis museum and ancient Greece’s architecture varies widely. However, this paper will be discussing how the museum is similar to ancient Greece’s architecture, in not only its design, but also how it fits in the mathematical scheme of space, which is the most abstract similarity and the less noticed yet the strongest evidence. The mathematical scheme used in building the sites in Athens is based on the ancient Greeks’ believes, and the museum fits in it, which proves that The New Acropolis Museum was built to meet ancient Greece’s strategies, believes and myths and not randomly as it’s been claimed. There are three main types for concept of space, biological, symbolic, and mathematical. Ancient man has shown very clearly the biological and the symbolic scheme, in almost everything. His activities, religion, and culture played a huge role in the way towns were laid and landscape was designed. The biological and the symbolic concepts are shown clearly to the observer. It is well known that The New Acropolis Museum relates to Ancient Greece’s Architecture in many visually noticeable characteristics as it meets the clarity of Greece architecture. It has a simple exterior just like the structures in ancient Greece. The most obvious similarity is the way light was handled in the museum. Where ancient Greeks surrounded their temples with columns but left it open for direct light. The New Museum of The Acropolis was built to give the same lighting level but with using a high maintenance, heat resistant, many types of glass to light a big part of the museum naturally, and in the same way, the other historical

The Cuban Missile Crisis Essay Example for Free

The Cuban Missile Crisis Essay Histories were once realities. Most of the stories we read in our textbooks for academic purposes were actual real life experiences of some people – people who at that time were faced with fear, anxiety and the pressure to make the right decision. Where we are as a nation today is a reflection of the right or wrong decision made by our leaders. Although we can boast of several illustrious leaders whose decision has helped mould the future of this nation, John F. Kennedy was a president whose choice at a critical period in the history of America made the whole difference (White, 1996). Through his decision, he showed the world that the best way of resolving differences is not through warfare but through negotiations and compromise (Graham, 1999). The true test of a leader is evident in his/she ability to make sound and timely decisions when called upon to do so. A good leader must have the ability to respond to issues, the guts to take risks and foresight to predict what might eventually occur as a result of the decision he/she is making. Where we are as a country today, is as a result of the decisions our leaders have made in the past. No event can be isolated in life; rather, we trace the history of every occurrence to what has happened in the past. This is because the present is a victim of the past and we must understand the past in order to make sense of what is happening in the present. Such is the case in our country. October 1962 – a year that will be marked on the calendar of America. For us who read or heard of the story, it was an historic period in America. However, for those witnessed as the events occurred, it was a period of panic, uncertainty and unrest. Nobody could predict what will happen – not the American government, not the Soviet Union and definitely not the citizens of America. As Allison puts it, the thirteen days that the crisis lasted can be described as the most dangerous moment in human history (Graham, 1999). Sometimes after the crisis, Nikita Khrushchev recalls, I found myself in the difficult position of having to decide on a course of action which would answer the American threat but which would also avoid war.   Any fool can start a war, and once hes done so, even the wisest of men are helpless to stop it especially if it’s a nuclear war. (Gribkov Smith, 1986). The expiration of the World War II brought with it the advancement of science and technology. During the war itself, the German atomic scientists were encouraged o build nuclear ballistic weapons that was capable of destroying a whole city. Scientists from Britain, France, the Soviet Union, and the United States came together in a bid to build a nuclear weapon. This was done under the code-name â€Å"Manhattan Project†. The project was sponsored by America and in July 1945, the first atomic bomb was made. Hiding under the guise of being ambushed during the World War II, America decided to continue the making of nuclear weapons and each one that was made was more dangerous than the previous. However, as it would appear, it was not only the American government that was amassing nuclear weapon, the Soviet Union was also producing nuclear bombs – although not as dangerous or powerful as the ones produced by America. In the scheme of things then, possession of nuclear power automatically makes you a threat to the world and untouchable to other nations. It was a guarantee for safety and it comes with such benefits of being regarded as a world power. America, by inference, was quickly becoming a force to reckon with and a predominant power in the world. The Cuban Missile Crisis itself was an accumulation of the friction between the American government and the revolutionary government of Fidel Castro. Before the Cuban Revolution of 1959, America enjoyed a great deal of influence on the economy and politics of Cuba (Encarta, 2008). However, this changed under the government of Fidel Castro. Castro refused to be influenced by America instead he formulated policies that gave the American government a reason to be concerned. He seized the property of wealthy Cubans and those of foreigners, who were mostly Americans, in a bid to establish a communist system in Cuba. This resulted in the placement of an economic embargo on Cuba. This cut any form of trade between America and Cuba. Instead of giving in, Castro decided to establish a better relationship with the communist nations. During this period, there was a cold war between the American government and the USSR – a war between communists and capitalist nations. In an attempt to overthrow Castro’s government, the American government decided to establish relations with Cubans that were against Castro’s government. The American government trained and supplied ammunitions to anti-Castro Cubans that sought refuge in America. In 1961, these anti-Castro agitators invaded Cuba in the Bay of Pigs. This invasion was not successful and as it turned out, it consolidated Castro’s government. Cubans were infuriated with the U.S government because of its interference with political issues in Cuba and as a result gave their full allegiance to Fidel Castro’s communist government. With Fidel Castro formal declaration that Cuba was a communist nation, the tension between the American government and Fidel Castro intensified. At the same time, Soviet prime minister, Nikita Khrushchev began a plot to secretly deliver nuclear weapons to Cuba. This plan was welcomed by Fidel Castro who wants to use the opportunity to protect his island following the threat of the Bay of Pigs. The Soviet premier devised this plan in order to avert any attack that might be launched against the Soviet Union. This plan was meant to be privy to the United States government. Khrushchev did this on the assumption that this action would go unnoticed by the American government. With both parties fighting a common enemy, an arrangement was made for the quick installation of missiles in Cuba without drawing attention of the United States government. Looking at the crisis from the perspective of the United States government, the crisis began on October 15, 1962 after a U-2 spy plane and U.S. Navy low-level reconnaissance aircraft took photographs of Soviet missiles which was under construction in Cuba. The following morning, the matter was brought to the notice of President John F. Kennedy who immediately formed the EX-COMM. This group consisted of the twelve advisory members who were considered the most competent in handling the issue. President John F. Kennedy decided that the EX-COMM meetings should be held secretly so as not to make the Soviet Union suspect that the United States was fully aware of the situation. After seven days of difficult and long secret meetings, President John F. Kennedy openly announced the discovery of the missile installation 90 miles aware from the shores of Florida. Although President John F. Kennedy was presented with evidence based information that posed a threat on major cities like New York, Chicago and Los Angeles, he knew the situation was a complex one which called for a tactical solution. He was faced with a situation with potentially severe consequences. However, he could not decide the course of action to be taken against Cuba or the Soviet Union. Although America in 1962 can be said to be the predominant world nuclear power, Kennedy and his advisors knew that launching an attack could turn into a nuclear war that could turn into another World War. On the other hand, the Soviet Union posed a threat if America folds its arms and does nothing (Encarta, 2008). The predicament, as Kennedy conceived it, was severe. After several sessions of hot deliberation, President John F. Kennedy and his advisers came to a concession that a blockade would be the right course of action to take. Although they did not all have the same reasons for supporting the blockade, they agreed to the fact that a full military invasion would be risky given the situation of things. On October 22, 1962, President John F. Kennedy openly announced that the Soviet Union should get rid of all the missile bases and their harmful contents. He also ordered a â€Å"naval quarantine (blockade) of Cuba in order to prevent Russian ships from bringing additional missiles and construction materials to the island† (hpol.org, 1990). For several days, the world watched in fear as the crisis intensified. The American government waited for the course of action to be taken by the soviet premier. This is because a blockade, in military terms, was considered an art of war. Although President John F. Kennedy claimed the action was a naval quarantine, Kennedy and his advisers were not certain of how the Soviet Union will conceive of such action (Encarta, 2008). During this period, several soviet ships turned back to from the quarantine line but the missile installation continued. However, on October 26, 1962, the crisis took a new turn with Khrushchev sending a coded cable to Kennedy, offering to withdraw the missiles from Cuba on the condition that United States would not attack the Island of Cuba. Early the next day, President John F. Kennedy agreed to the terms of Khrushchev.

Aristotles Reform of Paideia :: Paideia Artistotle Philosophy Essays

Aristotle's Reform of Paideia ABSTRACT: Ancient Greek education featured the pedagogical exercise of dialectic, in which a student defended a thesis against rigorous questioning by an instructor. Aristophanes’ Clouds, as well as Plato and Aristotle, criticize the practice for promoting intellectual skepticism, moral cynicism, and an eristic spirit - the desire to win in argument rather than seek the truth. I suggest Aristotle’s logic is meant to reform the practice of dialectic. In the first part of my paper, I defend the thesis that Aristotle’s syllogistic is an art of substantive reasoning against the contemporary view that it is a science of abstract argument forms. First, I show that Aristotle’s exclusive distinction between art and science makes syllogistic a techne for the higher forms of knowledge, science and practical wisdom. Then I argue that Aristotle’s treatment of demonstrative and dialectical syllogisms provides rigorous standards for reasoning in science and publi c debate. In particular I discuss a) the requirement that a demonstration use verifiable premises whose middle term points out a cause for the predicate applying to the conclusion; b) how his analysis of valid syllogisms with a "wholly or partly false" universal premise applies to dialectical syllogisms. Aristotle’s logic is a major achievement of Greek paideia, valued and preserved continuously even in dark ages following its commitment to writing. Here I look at its role in reforming Greek education. The mission of Greek paideia, Aristotle argues in the Politics, is to enable members of a community to discuss with each other serious matters of common interest requiring joint decisionmaking and action. A political organization requires "a method of deciding what is demanded by the public interest and what is just in men’s private dealings" (Politics 1328b2ff).(1) He also stresses the essential function of education to promote the intellectual excellence of the student. A distinctive feature of Greek education in Plato’s Academy and Aristotle’s Lyceum was dialectic – an intellectual exercise in which a student took a position on an issue and defended it against rigorous questioning from an instructor or another student. The origin of dialectic is So crates elenctic mode of inquiry. Socrates asked a willing or unwilling citizen to put forward a definition of an ethical notion, such as justice, then engaged in a cunning and often baffling conversation with him. By a circuitous route the colloquy ended with the student making an admission inconsistent with his original postulate.

Improper and unethical behavior Essay

Analysis of How Improper & Unethical behavior can be avoided in the Workplace In any workplace there will always be rules and regulations regarding that need to be followed. These rules and regulations usually require employees to observe proper behavior, wear the proper attire, and act professionally, among others. However, more often than not, there will be times that an employee is distracted from his or her work and he or she eventually ends up doing things that are not-related to work or things are unethical. These improper and unethical behaviors may include arriving late for work, chatting with co-employees, boisterously laughing out loud, falling asleep while working, insubordination, accessing prohibited files, using company money, leaving the workplace without notifying the direct superior, and fighting with co-employees, among many others. These â€Å"sins† at work usually have a corresponding warning or penalty. While these behaviors are common in almost any workplace, there are a lot of ways to avoid them. First, a worker or an employee must always focus on his or her task. He or she should completely understand the reasons why he or she is working there and his or her goals. Secondly, a worker or employee should provide himself or herself with reasons not to be distracted from his or her work. In other words, he or she should keep himself or herself busy so that he or she does not end up doing other things that could result in his or her inefficiency in work. Moreover, the worker or employee should not be the one to initiate any non-work related activity and instead be the one to prevent such things from happening. While doing so may earn the ire of other workers who do not always adhere to the rules and regulations, this will prevent him or her from being reprimanded or penalized. In this connection, a worker or employee should have the initiative of setting a good example to other employees. Since most companies usually hand out rewards or give recognitions to the best employees in a month, a worker or employee who behaves properly and works efficiently has a good chance of receiving this award and, in effect, he or she would motivate his or her co-employees to follow his example. In addition, a worker or employee should always see to it that he or she â€Å"keeps his or her eyes on the prize. † Meaning to say, while at work, an employee or worker should focus on the rewards he or she would receive if he or she maintains a good track record while also keeping in mind the consequences if he or she fails to accomplish his or her tasks. In short, this means that he or she should use the possible rewards as a form of motivation for him or her to work harder and use the possible punishments also as a way for him or her to avoid committing mistakes such as displaying unethical and improper behavior. Furthermore, the worker or employee should also know his or her place at work and respect the proper authorities and co-employees so that he or she would also earn their respect. Giving proper respect includes greeting co-employees properly, especially during the first time you see them in the morning, as well as calling them by their proper names, and also, obeying orders from a superior. Basically, the bottom line is that for any worker or employee to avoid improper or unethical behavior, he or she should completely focus on his or her task to avoid being distracted, religiously follow the rules and regulations in the workplace, and motivate or inspire himself or herself to achieve his or her personal goals.

Civilization and Complex Institutions

Sydra Gianassi Period 5 9/12/12 Civilization Interpretive Essay â€Å"Civilization is the limitless multiplication of unnecessary necessities. † – Mark Twain. Civilization is the most highly developed phase of human social development and organization. Over thousands of years historians have come to the conclusion of minimums of being a civilization instead of only being a society. The five criteria of a civilization are advanced cities, specialized workers, complex institutions, record keeping, and advanced technology.The standard high-school criteria are used for analyzing every society to conclude if it is a civilization or not. There is controversy whether connection to a world system should be an addition to the criteria or whether civilization is even a valid concept. The perception of civilization has dated back thousands of years concluding that civilization is a valid concept because it helps categorize alike nations. The high-school criteria are suitable princ iples of civilization and should not be changed.Connection to a world system shouldn’t be added to the criteria because of the redundant contribution to society. The five standards a civilization needs to endure are advanced cities, specialized workers, complex institutions, record keeping, and advanced technology. These 5 criteria are the exact definition of civilization, each principle balances the other. Without these 5 things a civilization would crumble immediately. Cities are the birthplaces or the uprising of the first civilizations.A city is a large group of different people with different cultures. Cities are a center for trade, allowing the city to grow and advance in a structured location. Another standard of civilization are specialized workers. Specialized labor came from the Agricultural revolution, when humans settled in one place and grew their own food. This caused a surplus of food allowing others to do other jobs which cultivated their culture and society. Without specialized workers societies would survive by hunting and gathering.Complex institutions were started in ancient Egypt. Examples of complex institutions are government, economy, tax systems and law. These types of institutions are used to stabilize the civilization so it won’t fall. Another standard is record keeping. As civilizations became intricate they needed to keep track of everything. Without record keeping we wouldn’t know anything about our past and would make the same faults as our ancestors. Finally the last criteria are advanced technology. Advanced technologies are tools to help improve the civilization.Without tools our ancestors wouldn’t be able to create the simple tools of survival ending humanity all together. With these 5 criteria of being civilization humanity has been able to develop to the different cultures there are today. Civilization is a compelling perception although it has many definitions. Submitting to human society in its entirety is a civilization. The Greek Empire separated them from anyone else who don’t speak Greek. They called the outsiders barbarians or the uncivilized. Another empire that labeled other communities was the Roman Empire.They labeled themselves as a society with its own set of distinctive qualities from other civilizations. The word civilization is an expression utilized to portray societies that have advanced farther than other communities such as Paleolithic life of hunting and gathering. Connection to a world system is not needed to make a successful civilization. Connecting with the outside world doesn’t compose the civilization; it only shapes the society within. It merely advances the civilization further to a modern age such as trade and religion.Trade improves advanced technology and culture. For example the Silk Road was a major trade route. The religious and artistic changes our culture has accustomed today came from the Silk Road. It also changed social acceptance and amplifies social interaction with other cultures. These different cultures whose beliefs and cultures help open new and different cultures from one's own culture, and unlocked wealth and opportunities. The Silk Road was essential to day by day life in route-side settlements. Trade is a key part of civilization but is not needed to survive.An example of a civilization that lived without connection to a world system was Feudal Japan. Feudal Japan was a very private civilization with very little trade decreasing the advancement in technology and weapons. But even without the modern technology from the outside world, Feudal Japan was a successful civilization. So a civilization does not require connection to a world system to survive. In conclusion, civilization is a valid concept because it helps organize areas based on similar culture and technology in an area.Since the five criteria are suitable principles it should not be changed or added to. Connection to the world s ystem should not be a supplementary standard of the criteria of a civilization because of its less important contribution to society. Civilization is the state of advanced culture including advanced cities, specialized workers, complex institutions, record keeping, and advanced technology. â€Å"Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work. † – Vince Lombardi

Essay Major Maturity

Essay Major Maturity Essay Major Maturity Torrey Hickel Honors Freshman English 1 Dr. Cobb 14 February 2013 Major Maturity Imagine you are in an 1840’s time period, with the power of women greatly suppressed and with romantics at an all time high. Picture being in the heart of the Victorian era with marvelous architecture paired with rich culture. That is the setting that Charlotte Bronte’s novel, Jane Eyre, takes place. The character development of the novel’s main character, Jane Eyre, takes place in three major settings, Gateshead, Lowood, and Thornfield. The novel first introduces Jane in the setting of Gateshead. She is portrayed as a neglected and abused 10 year old girl with her opinion and existence completely ignored. Gateshead is the home of Jane’s aunt and cousins, the Reeds. Jane feels hatred for all of the Reeds but especially her cousin John Reed. He abuses her very frequently, usually around twice a day and Jane has no choice but to accept the abusement. If she even complains about her treatment she will be punished greatly. â€Å"I saw him lift and poise the volume†¦ not soon enough the volume was flung and it hit me, and I fell striking my head against the door† (Bronte 13). This quote perfectly reflects the cruel and unusual punishment that Jane suffers at Gateshead. This quote shows only the physical punishment that she receives and not the mental aspect of her punishment. At Gateshead Jane is often put into solitary confinement in the horrifying red room. This following quote describes the red room from Jane’s perspective. â€Å"This room was chill†¦it was silent†¦ it was solemn because it was known to be so seldom entered† (Bronte 16). The time that Jane spent at Gateshead was very unpleasant and she feels hatred for all of the Reeds. The next progression in Jane’s maturity occurs at Lowood institution. Here Jane meets someone who will become a great friend of hers named Helen Burns. She also grows to become more socially active along with more independence and self-relian ce. â€Å"I saw a girl on a bench near; she was bent over a book in which I could see that the title was Rasselas† (Bronte 51). This quote describes the scene of when Jane and Helen first met. Their friendship over the next year or two would greatly increase to a point when Jane calls Helen the only true friend she had ever had. Miss Temple, a teacher at Lowood, is also a character in the novel that Jane Eyre becomes very fond of. â€Å"I can remember Miss Temple walking lightly and rapidly along our drooping line, and encouraging us, by precept, and example, to keep up our spirits† (Bronte 63). This quote shows the optimistic and positive personality that Jane and all of the students at Lowood enjoyed in Miss Temple. Jane not only finds friendship in Miss Temple, but also a

Learn About the Verb Essere (To Be) in Italian

Learn About the Verb Essere (To Be) in Italian Essere is an irregular verb (un verbo irregolare); it does not follow a predictable pattern of conjugation. Note that the form sono is used with both  io and loro. Grammatical Notes Essere is used with di name of a city to indicate city of origin (the city someone is from). To indicate country of origin, an adjective of nationality is generally used: He is from France He is French È francese. Io sono di Chicago: tu di dove sei? (Im from Chicago; where are you from?) Essere di proper name is used to indicate possession. No apostrophe s is used in Italian to indicate possession: It is Annas It is of Anna È di Anna. Questa chitarra à ¨ di Beppino; non à ¨ di Vittoria.  (This guitar is Beppinos; its not Vittorias.) To find out who the owner of something is, ask Di chi à ¨ singular or Di chi sono plural. Di chi à ¨ questo cane? Di chi sono questi cani? (Whose dog is this? Whose dogs are these?) Essere as an Auxiliary Verb Essere is also used as an auxiliary verb in the following cases: Reflexive verbs: those verbs whose action reverts to the subject, as in the following examples: I wash myself. They enjoy themselves.Impersonal form: as in the English equivalents one, you, we, they, or people verb. Si mangia bene in Italia - People (They) eat well in Italy.Passive voice: in a passive construction the subject of the verb receives the action instead of doing it, as in the sentence: Caesar was killed by Brutus. The present tense (il presente) of essere is as follows: Conjugating the Italian Verb Essere in the Present Tense SINGOLARE PLURALE (io) sono I am (noi) siamo we are (tu) sei you are (fam.) (voi) siete you are (fam.) (Lei) you are (form.) (Loro) sono you are (form.) (lui) he is (loro) sono they are (fam.) To Be, or Not To Be?: Compound Tenses The compound tenses are verb tenses, such as the  passato prossimo, that consist of two words. The appropriate tense of  avere  or  essere  (called the  auxiliary or helping verbs) and the past participle of the target verb forms the verb phrase. When using  essere, the past participle always agrees in gender and number with the subject of the verb. It can therefore have four endings:  -o, -a, -i, -e. In many cases intransitive verbs (those that cannot take a direct object), especially those expressing motion, are conjugated with the auxiliary verb  essere. The verb  essere  is also conjugated with itself as the auxiliary verb. Some of the most common verbs that form compound tenses with  essere  include: andare (to go)arrivare (to arrive)cadere (to fall, to drop)costare (to cost)crescere (to grow)diventare (to become)per durare, continuare (to last, to continue)per entrare (to enter)morire (to die)nascere (to be born)lasciare, partire (to leave, to depart)stare, rimanere (to stay, to remain)ritornare (to return)uscire (to exit)venire (to come)

Discuss the reasons why activity-based costing may be preferred to Essay

Discuss the reasons why activity-based costing may be preferred to traditional absorption costing in the modern manufacturing environment - Essay Example This paper discusses the various reasons why most firms use activity-based costing methods over the tradition absorption method. There are mainly two costing methods used by companies in different manufacturing environment that include absorption and activity-based costing techniques (Needles, Powers and Crosson, 2011). The Modern Manufacturing Environment involves the use of modern technology in the manufacturing industry. The use of technology enables organisations to reduce the cost of labour and increase production rates. In addition, modern manufacturing environment entails production of large volumes of goods at a cost, which promotes the companys profitability. The primary characteristics of a modern manufacturing environment include the following. First, the manufacturing environment entails an intense competition internationally. Most of the firms that operate on modern manufacturing environment experience high levels of competition on an international platform. For example, companies operating in the automobile industry experience great competition internationally, which require them to reduce production cost in order to initiate cost, based competition strategies (Lembersky and Lembersky, 2005). Secondly, the modern manufacturing environment involves rapid innovation in production. Production innovation is essential in establishing cost effective production methods such as automation of the production line and use of digital systems to reduce the cost of power and labour (Frost, 2005). Thirdly, the environment involves the use of automated machinery, which minimises the cost of labour. Automation of the production line ensures that most of the operations of the company rely on technology, which reduces the cost of production (Lembersky and Lembersky, 2005). Finally, production in a modern manufacturing environment involves