Unraveling the Mystery of Capitalizing French Titles

Unraveling the Mystery of Capitalizing French Titles First of all, you wouldnt put lumià ¨re (light) in all caps, as we did in the subhead above, just to make a point. There are, indeed, rules to follow, and you shouldnt capitalize French titles willy-nilly. English speakers should understand that the capitalization of titles and names in French and English exhibit several differences, all of which involve words that are capitalized in English but not in French. This means there is, by and large, less capitalization in French than there is in English.   In English, the first word of a proper title and all subsequent words, except short articles, conjunctions and prepositions, are capitalized. The rules are more complicated in French, and the table below examines three schools of thought regarding French capitalization of titles and names*.   Standard Capitalization In French, capitalization depends on the position and the grammatical function of the words in the title. The first word is always capitalized. If the first word is an article or other  determiner, the first noun and any adjectives that precede it are capitalized, like this: Trois Contes Un Cur simple Le Petit Robert Le Nouveau Petit Robert Le Bon Usage Le Progrs de la civilisation au XXe sicle If the title consists of two words or phrases of equal value, they are considered co-titles and each one is capitalized according to the above rules, as in: Guerre et Paix Julie ou La Nouvelle Hà ©loà ¯se This system  is used in Le Petit Robert, Le Quid, and throughout the Dictionnaire de citations franà §aises. Le Bon Usage, considered the bible of French grammar,  briefly discusses an inconsistency in the capitalization of titles. It does not mention the system above, but it does list the systems in 2. and 3. below. Important-Noun  Capitalization In this system, the first word and any important nouns are capitalized, like this: Trois Contes Un Cur simple Le petit Robert Le nouveau petit Robert Le bon Usage Le Progrs de la Civilisation au XXe sicle Le Bon Usage  states that system 2. is more common than 3. and uses it in its own bibliography. Sentence Capitalization In this system, only the first word of the title is capitalized (except proper nouns, which are always capitalized). Trois contes Un cur simple Le petit Robert Le nouveau petit Robert Le bon usage Le progrs de la civilisation au XXe sicle A number of websites use this system, crediting it either to the MLA Handbook  or to normes ISO  (norms of the International Organization for Standardization).  It is difficult to find any official online documentation for either of these sources. If you look at the spines of a few dozen French books, you will see capitalization is split about 50-50 between Important Noun Capitalization and Sentence Capitalization.   In the end, what will probably work best is to  decide which system works best for you, and stick with it consistently.   Proper nouns, as we mentioned above, are not affected by these capitalization systems; they always follow their own rules of capitalization. *Capitalization of Surnames French surnames (family names)  are often capitalized in their entirety, especially in bibliographies and administrative documents, like this: Gustave FLAUBERT Camara LAYE Jean de LA FONTAINE Antoine de SAINT-EXUPÉRY

Chicago Booth MBA Programs and Admissions

Chicago Booth MBA Programs and Admissions The University of Chicago Booth School of Business is one of the most prestigious business schools in the United States. MBA programs at Booth are consistently ranked in the top 10 business schools by organizations like Financial Times and Bloomberg Businessweek. These programs are known for providing excellent preparation in general business, global business, finance and data analysis. The school was founded in 1898, making it one of the oldest business schools in the world. Booth is part of the University of Chicago, a top-ranked private research university in the Hyde Park and Woodlawn neighborhoods of Chicago, Illinois. It is accredited by the Association to Advance Collegiate Schools of Business. Booth MBA Program Options Students who apply to the University of Chicago Booth School of Business can choose from four different MBA programs: Full-Time MBAEvening MBAWeekend MBAExecutive MBA Full-Time MBA Program The full-time MBA program at the University of Chicago Booth School of Business is a 21-month program for students who want to study full-time. It consists of 20 classes in addition to leadership training. Students take 3-4 classes per semester on the University of Chicagos main campus in Hyde Park. Evening MBA Program The evening MBA program at the University of Chicago Booth School of Business is a part-time MBA program that takes approximately 2.5-3 years to complete. This program, which is designed for working professionals, holds classes on weeknight evenings on the downtown Chicago campus. The evening MBA program consists of 20 classes in addition to leadership training. Weekend MBA Program The weekend MBA program at the University of Chicago Booth School of Business is a part-time MBA program for working professionals. It takes approximately 2.5-3 years to complete. Classes are held on the downtown Chicago campus on Friday nights and Saturdays. Most weekend MBA students commute from outside of Illinois and take two classes on Saturday. The weekend MBA program consists of 20 classes in addition to leadership training. Executive MBA Program The executive MBA (EMBA) program at the University of Chicago Booth School of Business is a 21-month, part-time MBA program that consists of eighteen core courses, four electives and leadership training. Classes meet every other Friday and Saturday on one of three Booth campuses in Chicago, London,  and Hong Kong. You can apply to take classes at any one of these three locations. Your chosen campus will be considered your primary campus, but you will also study at least one week at each of the other two campuses during required international session weeks. Comparing the Chicago Booth MBA Programs Comparing the amount of time it takes to complete each MBA program as well as the average age and work experience of enrolled students can help you determine which Chicago Booth MBA program is right for you. As you can see from the following table, the evening and weekend MBA programs are very similar. When comparing these two programs, you should consider the class schedule and determine if you would rather attend class on weeknights or weekends. The full-time MBA program is best suited for young professionals who will be studying full-time and not working at all, while the executive MBA program is best suited for individuals with a significant amount of work experience. Program Name Time to Complete Average Work Experience Average Age Full-Time MBA 21 months 5 years 27.8 Evening MBA 2.5 - 3 years 6 years 30 Weekend MBA 2.5 - 3 years 6 years 30 Executive MBA 21 months 12 years 37 Source: University of Chicago Booth School of Business Areas of Concentration at Booth Although concentrations are not required, full-time, evening and weekend MBA students at Booth can choose to concentrate in one of fourteen areas of study: Accounting: Learn to interpret financial information and gauge financial performance.Analytic Finance: Study financial theories and learn how to apply them to a range of business problems.Analytic Management: Learn to apply quantitative tools and analytical methods to business processes and decisions.Econometrics and Statistics: Learn to analyze economic and business models with econometric and statistical tools.Economics: Study microeconomic concepts, macroeconomic concepts,  and fundamental business governance.   Entrepreneurship: Study a wide range of business areas and gain entrepreneurial skills.Finance: Study corporate finance, the financial market, and investments.General Management: Gain leadership and strategic management skills through courses in finance, economics, HR management,  and operations management.International Business: Learn to lead in a global economic and business environment.Managerial and Organizational Behavior: Study psychology, sociology, and human behavior to learn how to develop and manage human capital. Marketing Analytics: Study marketing and learn how to use data to drive marketing decisions.Marketing Management: Learn about marketing and marketplace value in psychology, economics and statistics courses.Operations Management: Learn how to make key decisions that influence day-to-day business operations.Strategic Management: Study management and strategy through an interdisciplinary approach to learn how to handle key management issues. The Chicago Approach One of the things that differentiates Booth from other business institutions is the schools approach to MBA education. Known as the Chicago Approach, it focuses on incorporating diverse perspectives, allowing flexibility in curriculum choices and imparting core principles of business and data analytics through multidisciplinary education. This approach is designed to teach students the skills they need to solve any type of problem in any type of environment. Booth MBA Curriculum Every MBA student at the University of Chicago Booth School of Business takes three foundational classes in financial accounting, microeconomics. and statistics. They are also required to take at least six classes in business environment, business functions,  and management. Full-time, evening, and weekend MBA students choose eleven electives from the Booth course catalog or other University of Chicago departments. Executive MBA students choose four electives from a selection that varies from year to year and also participate in a team-based experiential class during their final quarter of the program. All Booth MBA students, regardless of program type, are required to take part in  an experiential leadership training experience known as Leadership Effectiveness and Development (LEAD). The LEAD program is designed to develop key leadership skills, including negotiation, conflict management, interpersonal communication, team-building and presentation skills. Getting Accepted Admissions at the University of Chicago Booth School of Business are very competitive. Booth is a top school, and there are a limited number of seats in each MBA program. To be considered, you will need to fill out an online application and submit supporting materials, including recommendation letters; GMAT, GRE, or Executive Assessment scores; an essay; and a resume. You can increase your chances of acceptance by applying early in the process.

Response to the three students with no more than 80 words with at Coursework

Response to the three students with no more than 80 words with at least 2 references for each response - Coursework Example Worse of all, there was no reference list and a couple of grammatical mistakes. It is said that in the comparison of leaders to show evolution of leadership, fallouts done in the comparison of the leadership attributes exhibited by the various leaders hinders the success of the whole comparison (Herman, 2000). This is because there ought to be comparison so that the real moments of evolution can be identified but this was lacking in the student’s presentation. Even more, the student presented his dates in a descending order instead of ascending order to give a clear link between the leaders. Clearly, dates do not flow in descending orders (Almah, 2008). The writer did a great job by linking the personal attributes and natures of the leaders to their leadership reign and this brought out a great sense of the leadership styles practiced by the leaders. This has always remained an important practice in the comparison of leaders for evolution of leadership (Amahe, 2011). The writer could however have widened his search of leadership database to include leaders from different backgrounds instead of two leaders from United States presidential background. Once this is done, the comparison lacks dynamism (Grey,

Marshall Fisher. What is the right supply chain for your product Assignment

Marshall Fisher. What is the right supply chain for your product - Assignment Example Fisher argues that in some instances, performance has significantly worsened as a consequence of costs rising to unprecedented levels (Fisher, 1997). Based on his ten years’ research on the topic of supply chain in different industries ranging from fashion, food and apparel to automobile, Fisher devised a framework aimed at assisting managers to settle on the best supply chain for their specific products and situations. Fisher’s article aims at assisting managers comprehend the nature of the demand of their products and services and create a supply chain, which can best suit this demand. Fisher begins by arguing that a lot of brain power and technology has been applied with the view of improving supply chains. Organizations have the capacity o acquire and retain the voices of their customers using sophisticated marketing tools. The primary aim of a successful supply is to accurately identify and respond to market demands. According to Fisher, the first and perhaps most important step in developing and effective supply chain strategy is to appreciate the nature of demand for one’s company’s products. In order to attain this objective, companies typically make use of agile manufacturing, automated warehousing and mass customization (Fisher, 1997). However, these efforts continue to prove ineffective as supply chains worsen with each passing day. A notable symptom of this problem is the notable excess of one product and the scarcity of another. This begs the questions of why firms are unable to develop the performance of their supply chains and how these problems can be tackled in an effective manner. Fisher shows that if an individual classifies products and services on the basis of their demand patterns, these products fall into two major categories: the products are either primarily innovative or functional. Each of these categories calls for a distinctly unique form of supply chain. A primary problem arises from the mismatch between the type of product category and form of supply chain utilized. Therefore, an effective supply chain must first identify the type of product through criteria such as demand unpredictability and lifecycle. Functional products fulfill basic needs and have long lifecycles and stable and predictable demand. Innovative products have short lifecycles and it is relatively difficult to predict their demand since they depend on prevailing fashion and lifestyle causing uncertain market reactions. Fisher argues that after ascertaining the type of product being supplied, a company should determine whether the company’s supply chain is responsive to the market or physically efficient before using a matrix to determine the ideal supply chain strategy (Fisher, 1997). Functional products typically need effective supply chain processes while innovative products require responsive processes. Companies dealing in functional products are presently realizing the detriments of focusing on cost re duction, which causes diminishing returns. Consequently, firms are shifting towards sustaining coordination with corporate stakeholders such as distributors and suppliers who play a pivotal role in the supply chain processes. This coordination presents growing opportunities especially in light of the development of electronic networks, which enable closer coordination. However, companies often use the cooperative and competitive strategies to their detriment since the two approaches need dramatically diverse behaviors (Fisher, 1997). On the other hand, companies dealing in innovative products seek systems that provide high levels of product availability

The Effect Chunking of Numbers has on Short-Term Memory Recall Essay Example for Free

The Effect Chunking of Numbers has on Short-Term Memory Recall Essay The same group of people were not tested in both conditions to eliminate the possibility of one condition affecting another. Students and adults, living in the same country were selected. Extraneous variables such as temperature and outside distractions could not be controlled. The temperature of the area in which the experiment was conducted varied. A set of instructions read out before the start of the experiment dealt with ethical issues that may be related to this study, such as informed consent, deception and ability to withdraw. They were given the aim of the experiment and were given the option to withdraw at any time during the experiment. They all had to agree to take part in the tests before the experiment started as well and results were kept anonymous, abiding to ethical regulations for participant confidentiality. Relationship of results to the hypothesis The hypothesis of this experiment was that chunking of numbers will improve recall in STM. Results showed that cause and effect could not be established between the IV and DV. Chunking did not improve recall in this experiment significantly, even though the total number of numbers recalled in the second condition was more than that of the first condition, which suggested there was a big difference. The results became more dispersed, causing the difference in the two conditions to appear much bigger. Conclusion Validity Validity refers to the trueness of an experiment to what its intended aim was-whether it measured what it was supposed to measure. One aspect of this is internal validity, which assesses the extent to which manipulation of a variable in the experiment (IV) was able to do its intended job (change the DV). This includes the control of extraneous variables so cause and effect can be established between the IV and the DV. There was internal validity because confounding variables from external factors, ex. distractions and temperature were not controlled this could effect the results. Experimenter bias was eliminated because participants were not affected by any special behaviour in the experimenters part. The participants may have deliberately forgot letters read out in an attempt to disrupt the experiment. Certain participants were also familiar with the theory of chunking to aid STM recall as they also study psychology, which may have affected results. The experiment also had construct validity as the method used to measuring STM recall was able to measure what it claimed to. Results showed differences in recall quantitatively, which can be compared. Improvements for validity To improve the validity of this experiment, demand characteristics must be reduced. Teachers may have been asked to conduct the experiment as a task set during lessons. This would also improve EV, as it is more realistic for students to be learning information in their lessons rather than under artificial conditions. Reliability Reliability measures consistency in results: whether or not it can be repeated by another researcher afterwards. There was external reliability as many aspects of the experiment were controlled, making it easier to repeat. The same method was used to measure recall in both conditions so comparisons could be made accurately between results. Procedures and instructions used were standardised, so they can be used again and again in other experiments. The apparatus and controls of confounding variables used were very basic and could be duplicated in many other locations. However, the sample used in this experiment may be harder to repeat in different locations as it was from a very small target population. Participants have to be from Park lane college and surrounding area so it cannot be repeated in other countries It also lacked internal reliability, as memory is a very subjective thing. We cannot go inside someones head to read their thoughts and look through their memories. Therefore, it cannot be certain that results showed exactly what participants remembered, as they may leave out some information deliberately. Improving reliability This could be improved by increasing the sample size. More participants could be used so results are more representative of the target population, ex. using a sample of 50. However, the process of collecting data with such a big sample becomes more difficult, as it would be hard to control them and make them do the experiment in absolute silence.

Free Catch-22 Essays: Insanity :: Catch-22

Insanity in Catch 22 In all of history, no war seems to have touched the minds of people everywhere as much as World War II. This war brought about some of the worst violations of human rights ever seen. The German military created a system for the public to follow, and if the individual opposed, he was oppressed. This kind of mentality is presented in the novel, Catch-22 (1955). Joseph Heller uses the insane situations of the setting and his characters to show a unique perspective on World War II. A small Army Air Corps base serves as the setting for Catch-22. It is set on a fictitious island called Pianosa. The island is described as very small and is located in the Mediterranean Sea, off the coast of Elba, Italy. It is set in the time of World War II. The island almost serves as a microcosm of the war taking place around it. This setting accommodates nearly all of the hardships being faced by the victims of WWII. The Air Corps dominates this island and its soldier inhabitants. A system is established and it must be obeyed by all the soldiers. This system is kepy alive through a "catch-22". Basically the catch-22 is a trap set up by the military bureaucracy to keep all of the soldiers flying in battle. It is best summed up in a piece of dialogue from the novel. It is shared between the main character, Yossarian, and the base's doctor, Daneeka: "Yossarian looked at him soberly and tried another approach. 'Is Orr crazy?' 'He sure is,' Doc Daneeka said. 'Can you ground him?' 'I sure can. But first he has to ask me to. That's part of the rule.' 'Then why doesn't he ask you to?' 'Because he's crazy,' Doc Daneeka said. 'He has to be crazy to keep flying combat missions after all the close calls he's had. Sure I can ground him. But first he has to ask me to.' 'And then you can ground him?' Yossarian asked. 'No. Then I can't ground him.' 'You mean there's a catch?' 'Sure there's a catch,' Doc Daneeka replied. 'Catch-22. Anyone who wants to get out of combat duty isn't really crazy.' "( Heller, 46) This bureaucratic trap is accepted by most of the naive soldiers. This is why the military is able to make the soldiers do whatever they want them to do.

The Causes of World War One

‘World War One was the result of a series of unintended and disconnected events. ’ Does this opinion adequately explain the causes of World War One? It is understandable that historians ponder on what exactly caused a war that destroyed Europe’s economy, cost the lives of 37 million men and involved a country from every region of the world (from the Americas to Asia). The opinion this essay will discuss implies that the events that led to this major conflict were unintended and disconnected; and in order to emit a judgement that would agree or disagree with this view it is important to first identify the causes of world war one.Therefore this essay will first discuss the different types of causes (long, mid and short terms), respectively nationalism, imperialism/militarism and the ‘blank cheque’. Hence this essay will evaluate whether these were ‘disconnected and unintended events’ or if there is a connection between the causes. The main sources used in this essay are Coles’ general notes on world history and historian Martin Gilbert’s book entitled ‘First World War’. The long term causes prepared the ground for the war.Nationalism can be categorized into the long term causes because it had influenced Europe prior to 1914, and as French writer Guy de Maupassant argues, ‘it is the eldest cause of any war’. Quite a popular phenomenon in the late 19th century and beginning of the 20th, nationalism produced pride in one’s country’s achievements. The world war one themes paper observed that this ‘led to xenophobia and ideas of racial superiority’; but what it fails to mention is that as much as nationalism could provide feelings of superiority it could also provide feelings of equality.For example, minorities that previously were dominated by larger powers were now swept with waves of nationalism. This could be observed in the Balkans in the prelude of th e world war; where small states were experimenting Pan-Slavism, ‘a nationalistic movement for political and cultural solidity of all Slavic people’ thus a threat to the Austrian Empire who dominated the South Slavs.One could argue that this form of nationalism led to Franz Ferdinand’s assassination by an extreme Serb nationalist group, or that it was the Austrian’s nationalism (their pride in their achievement of an empire) that pressured them into keeping all minorities within the empire at all costs; this leading to the Austro-Hungarian ‘impossible’ ultimatum to Serbia on the 23rd of July 1914.Nationalist mood in Europe could also be seen in France; more than 30 years after the French were defeated in the Franco-Prussian war a black cloth still veiled the statue of Strasbourg in the Place de la Concorde and it was a symbol, a constant reminder of the loss of the two eastern provinces, Alsace and Lorraine. The French still remembered the defe at and often spoke of ‘La Revanche’ (the revenge).As historian Gilbert argues, ‘War, if it came, would be an irresistible opportunity to fulfil long harboured desires or to avenge long-nurtured hatreds’. Historian Martin Kelly also argues that ‘it was nationalism, that manifested itself in the pan-Slav feeling of the Russian population, that tied Russia and Serbia together whilst Austria declared war, and thereby triggering what would have been a limited local conflict into world war’.When the Russian tsar signed the order commanding full mobilisation of Russian troops because ‘Russia could not remain indifferent to a declaration of war on Serbia’ and as the ultimate proof of the stimulating effects of Nationalism, editor Alex Bein remembered that ‘the Russian popular sentiment applauded the fullest possible solidarity with the beleaguered fellow Slavs of Serbia’. In this particular case it is difficult to determine wh ether these events occurred under the ‘Nationalism’ potential cause or the ‘Alliances’.Without dropping into philosophical or anthropological arguments, this essay will assume that alliances themselves were generated because of nationalism, as countries really wanted to increase their power by allying themselves with other powers, which in the end is motivated by a nationalist feeling. It is often observed in general history that events sometimes only occur because they are in a specific context. ‘Mid-term’ causes, if it the events that occurred slightly prior to the commencement of the war (between 1970 and 1914) can be labelled so, could be held responsible for creating a context specific to that time.In this case, militarism and imperialism greatly shaped the relations between the powers and consequently the political shape of pre-war Europe. Imperialism was a symbol of power that allowed the European powers to expand their overseas territor ies and therefore ‘gain new markets, raw materials and fields of investment’. The movement of ‘the Scramble for Africa’ left most of the African continent occupied by Europeans, notably colonies of Britain, France, Portugal, Spain and Belgium; Germany did have some overseas territories, but as historian Gilbert remarks ‘The Kaiser did not make ffective use of its colonies, and owned them by name rather than by practice’. This observation shows that the Kaiser attached a symbolic importance to colonies. The ambitious German king wished that his recently united Germany (the German unification had only occurred in 1971, not even half a century before the war) would possess more overseas territories. Unfortunately most of the African continent was already ‘occupied’; leaving the Kaiser with a bitter feeling of rivalry with Britain and France.This led to the dangerous Agadir crisis, in which the Kaiser had ordered a fleet to establish a port at Agadir, on the Atlantic coast of Morocco. The British feared this would give the Germans an undesired strong grip in Northern Africa, and thus threatened them to respond in ‘a hostile manner’ if the German gunboat did not depart immediately. ‘The threat was effective, but the rancour which left it was equally strong’, noted Gilbert. At the Reichstag, a few weeks after the event, a social democrat commented in a worried tone that tensions could lead to a war, to which a parliamentarian responded: ‘After every war things are better! The imperialistic tendencies of Europeans unavoidably led to tensions within Europe itself, generating mutual suspicions and fear. This could explain why the European powers felt the need to invest in the military: in the 1870s, all six major European powers had adopted compulsory military training, which resulted in some 4 ? million men under arms by 1914. Each power’s General army staffs had well-drawn batt le plans in readiness: the French had ‘Plan 17’, the Germans had ‘Schlieffen plan’ and Russians had ‘Plan A’. By the beginning of the conflict a total amount of $2 billion a year was spent on armament (all powers combined).It can only be logically concluded that if the powers were investing so much time and money in military they were intending to use it. Finally, it was the ‘short term’ causes led to critical events that escalated into the war. A general historical view observes that it all began when Franz Ferdinand was assassinated in Sarajevo, on the 28th of June 2014. The Italian foreign minister at the time observed that ‘The telegram indicated that the assassination of the Archduke was the occasion rather than the cause of Austria’s ultimatum to Serbia, and it reveals the reason for Austria’s action [invading Serbia]’.This view can also be supported by the fact that ‘between 1906 and 1914 the Austrian Chief of Staff General Hotzendorf had asked more than 25 times for a ‘surprise’ war on Serbia’. The Austro-Hungarians wanted to reduce Serbia’s power by attacking her. When they were provided with an excuse to do so (Ferdinand’s assassination) ‘They were not fully confident to attack immediately for fear of Russian retaliation,’ argues Gilbert: ‘but the fact that they had unconditional German support if ever the conflict widened gave them confidence’.It is argued that the Germans had given their full support because the Austro-Hungarians were their most precious allies, and they could not afford losing the cooperation of the other central power when they were encircled by the Triple Entente (Russia, Britain and France). Therefore, to some extent, it can be argued that it is this unconditional support that pushed Austria to declare war on Serbia, without considering the Russian factor. The main issue with identifyi ng causes of the world war is that there are several and none that can be granted full prominence because opinions vary.It is also difficult to establish a cause and effect relationship, because there is no precision and again, it is subjective. This considered, a link can still be noticed in the causes enumerated above: Nationalism made European powers want to achieve more for them, leading to prestigious and expensive colonization. Unfortunately these imperialist tendencies created conflicts between the powers, creating mutual suspicions and alliances. The tensions gave the powers a feeling of insecurity, and led way to intense militarisation which meant that the powers could be ready in a matter of weeks in the event of a war.The Germans were so prepared for a war they could afford giving their unconditional support to Austria, who then attacked Serbia, and triggered the alliance system. It is a way to explain how the causes are linked; but it is not necessarily pertinent in the sense that these events could have been simply events; they only became causes because of the war. For example, if we use counterfactual history and assume that Austria would have never attacked Serbia, perhaps the war would have broken out over Britain and Germany fighting for an access to the Suez Canal, which at that time would have been likely.Perhaps the war would have never happened if the Europeans did not see war as an acceptable method to solve conflicts: as the German parliamentarian had pointed out, ‘after a war all things are better! ’ and the view that most historians believe that actually the war ‘had long been in the making’. As the American historical review states, ‘There was no slide to war, no war caused by ‘unintended’ events, but instead a world war caused by a fearful set of elite statesmen and rulers making deliberate choices’.Word count: 1 712Bibliography & Words cited â€Å"A. J. P. Taylor. † Wik ipedia. Wikimedia Foundation, 18 Aug. 2012. Web. 20 Aug. 2012. <http://en. wikipedia. org/wiki/A. _J. _P. _Taylor>. â€Å"Causes of World War 1. † About. com American History. N. p. , n. d. Web. 20 Aug. 2012. <http://americanhistory. about. com/od/worldwari/tp/causes-of-world-war-1. htm>. Clare, John D. â€Å"Causes of WWI – Four Steps to War. † Causes of WWI – Four Steps to War. N. p. , n. d. Web. 20 Aug. 2012. <http://www. johndclare. net/causes_WWI4. htm>. Gilbert, Martin. â€Å"Chapter 1: Prelude to War. † The First World War: A Complete History. New York: H. Holt, 1994. N. pag. Print. Gilbert, Martin. â€Å"Chapter 2: Wild with Joy. † The First World War: A Complete History. New York: H. Holt, 1994. N. pag. Print. â€Å"Nationalism. † Nationalism, Patriotism and Loyalty to Causes. N. p. , n. d. Web. 20 Aug. 2012. <http://www. tentmaker. org/Quotes/nationalism_patriotism_quotes. html>. †Summary of the Causes of WW1† Moodle. isp. N. p. , n. d. Web. 20 Aug. 2012. <http://isparis. moodle. overnetdata. com/file. php/13/Summary_of_the_Causes_of_WW1. pdf>. World History: Notes. Toronto: Coles Pub. , 1979. Print.

Horses Poem †Edwin Muir Essay

â€Å"Horses† Edwin Muir in First Poems, 1925 Notes Compiled and Edited by RI First Reading †¢ The sight of horses now, in the present, leads the  speaker to consider his feelings towards horses  when he was a child: ‘Perhaps some childish hour  has come again’. †¢ Main focus: – The various descriptions of horses and the speaker’s feelings towards the horses – An other-worldliness about them, something magical – Admiration and fear are mixed – A clear Romantic feel about the poem: e.g. ‘And oh the rapture†¦Ã¢â‚¬â„¢ Stanza 1 †¢ ‘lumbering’ gives the impression that the  horses are moving in a slow, heavy and  awkward way Stanza 2 †¢ Pistons in the machines in an ancient mill are  used to describe the movement of the horses’  hooves as the child ‘watched fearful’ †¢ The use of imagery drawn from the early  industrial age is interesting in what it tells us  about the child’s fear Stanza 3 †¢ The word ‘conquering’ suggests a reference to  an even earlier age †¢ The word ‘ritual’ and the descriptions  Ã¢â‚¬Ëœseraphim of gold’ and ‘ecstatic monsters’ hint  at something pagan or pre-historic Stanza 4 †¢ The ‘rapture’ conveys a Romantic sense of  worshipping these natural creatures: see lines 2–4 Stanza 5 †¢ ‘glowing with mysterious fire’ links with the  Ã¢â‚¬Ëœmagic power’, which describes the horses he  sees in the present day (in the first stanza) Stanza 6 †¢ The powerful force of the horses is captured in  the eyes gleaming with a ‘cruel apocalyptic  light’ †¢ The religious imagery follows on from the  Ã¢â‚¬Ëœstruggling snakes’ of stanza 5 Stanza 7 †¢ The repetition of ‘it fades’ suggests loss,  straightforwardly the fading of his memory †¢ ‘Pine’ means to feel a lingering, often nostalgic desire Exercises †¢ To assist a closer reading of the poem as a whole Stanza 1 †¢ Task 1 – Look up the meaning of ‘lumbering’ and then consider the way it contrasts with the description in lines 3 – 4 Stanza 1 †¢ Task 2 – Look closely at the meanings of ‘terrible’, ‘wild’ and ‘strange’ – These are of course words common in everyday  usage, but precise dictionary definitions of these  words might yield unexpected and original ideas – Note that the horses are ‘lumbering’, whilst the  plough is ‘steady’ Stanza 2 †¢ Check that you have understood the shift in  time. †¢ The rest of the poem deals with the speaker’s  recollection of his feelings as a child. †¢ What impression do you feel is created by the  simile of the ‘pistons’? Stanza 3 †¢ The references in this stanza are to a preindustrial age. †¢ Consider the effects of these words: ‘conquering hooves’, ‘ritual’, ‘seraphim of gold’ and ‘mute ecstatic monsters’. †¢ You should consult a dictionary where appropriate. Stanzas 4 and 5 †¢ What do you make of the tone in stanza four? †¢ Explore the words used to describe the horses,  and to consider what they reveal about the  speaker’s attitude? †¢ What contrast is signalled by the use of ‘But when  at dusk†¦Ã¢â‚¬â„¢ at the beginning of stanza five? †¢ What do you make of ‘mysterious fire’ here and  the ‘magic power’ attributed to the present-day  horses in stanza one? Stanza 6 †¢ Analyse the effectiveness of the imagery: the ‘cruel apocalyptic light’ of their eyes and the personification of the wind. Stanza 7 †¢ Before considering the final stanza and reaching a judgement about its effectiveness, you might read the whole poem (perhaps working in pairs). †¢ Having studied closely the previous stanzas, how do you now feel that the final stanza should be spoken? †¢ How does the tone here differ from the tone in other parts of the poem? Activities †¢ In order focus on the sounds of the poem, you might in pairs or small groups practise reading the poem aloud. †¢ Try to capture a suitable voice for the speaker as you read, and vary the tone as appropriate. †¢ Finally, annotate a copy of the poem, indicating briefly the effects created by imagery and sound devices †¢ Select an example of a device used in a particularly striking or vivid way; explain what it is that makes it striking for you. Thematic links with set poems †¢ Nature: Pied Beauty, Hunting Snake, Pike, The Woodspurge, Upon Westminster Bridge, Summer Farm †¢ Time: A Different History, The Cockroach, The City Planners, The Planners Summary †¢ Past memories †¢ Surpassing reality †¢ The poet reminiscing one of his childhood memories: – Horses ploughing during a rainy day Power of Nature †¢ Expression of the power of nature †¢ Language techniques – Simile – The â€Å"mechanical† metaphor – Oxymoron – Negative connotations Vocabulary of nature †¢ Horses †¢ Field †¢ Blackening rain †¢ Hooves †¢ Stubble †¢ Hulks †¢ Monsters †¢ †¢ †¢ †¢ †¢ †¢ †¢ Sun Light Bossy sides Flakes Snakes Dusk Gloam †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Fire Bodies Mire Eyes Night Manes Wind Country Tree Figurative Language †¢ Similes – Hooves †¢ ‘like pistons in an ancient mill’ – Image:  » Their hooves are like machines  » They keep on moving up and down, ploughing the whole field †¢ Struggling snakes – Snake-like furrows – Prepares us for the biblical imagery  » ‘cruel apocalyptic light’ †¢ Eyes – As brilliant and as wide as night Personification †¢ Wind Their manes the leaping ire of the wind Lifted with rage invisible and blind †¢ Dusk †¢ The broad-breasted horses in the light of the setting sun †¢ The light coming off of their bodies in flakes †¢ The steaming nostrils †¢ Their warm, gigantic bodies glowing with mysterious fire †¢ The smouldering heat of their bodies in the cold mud †¢ Metaphors – â€Å"Conquering† – â€Å"Great hulks† †¢ Mechanical †¢ Industrial age †¢ Comparing a horse’s power to that of an engine – E.g. car engine – Reader can visualize and sense the physical power of the animal – Powerful image of the horses – Appreciation of the beauty of the powerful force of the horses †¢ Oxymoron – Horses described as ‘mute ecstatic monsters on the mould’ – Horses being presented as ‘terrible, so wild and strange’, yet with ‘magical power’ – Leading the reader to ponder the poet’s message: †¢ The idea of nature fading away and life becoming mechanical – Followed by the disclosure of his dislike of modernisation †¢ Negative connotations – Dark side and despair †¢ Through negative connotations – The â€Å"smouldering† bodies of the horses  » Their eyes gleaming with a â€Å"cruel apocalyptic light† †¢ Here the poet expresses his emotions towards the arrival of evil, or apocalypse and his world turning dark The right words †¢ First half of the poem – Words like â€Å"seraphim† and â€Å"gold† †¢ Emphasis on strong presence and value in nature †¢ End of the poem – â€Å"black field† and â€Å"still-standing tree† †¢ The poet introduces a dark, sad tone – As he expresses his realisation  » faded nature  » loss of its presence Conclusion †¢ Memory – Struggle †¢ Light and darkness †¢ Symbolic – Expresses aspects of nature †¢ Wildness †¢ Innocence

Checks and Balances in Rome essays

Checks and Balances in Rome essays In tracing the history of Roman government, one would find that the first form of established rule was by that of the monarchy. This meant that one king held imperium over the mass of the people. However, by 510 B.C, with the elimination of the monarchy, this imperium was granted to two consuls who shared it equally, thus allowing for a new process of governing with division of power. The consuls held highly authoritative positions, dealing regularly with military and legal matters, and with general public affairs. As stated by Polybius, History of the World, 6.12.1-9, "it is the duty of the consuls to consider these (public affairs) their concern, and to summon assemblies, to introduce resolutions, and to execute the decrees of the people." Obviously, the consuls were faced with many major responsibilities, thus, the government was soon divided further to include magistracies. Only certain magistracies held imperium, besides the consuls, those being the praetors and the dictators. Praetors, described by the Historian Messalla as "colleagues of the consuls", functioned in handling matters in the law, specifically that of civil law. Dictators were assigned to deal with affairs in times of urgency, such as war, and were entitled to power above all the other magistrates. This is emphasized in the following passage by Pomponius, The Digest of Laws, 1.2 16-28. : "...occasionally, when the situation required, it was decided to establish a magistrate with power greater then any other magistrate. And thus dictators were appointed... to whom had been granted the power to inflict capital punishment. Since this magistrate had absolute power, it was unconstitutional for him to be kept in office for more then six months." Though they did not hold imperium, other divisions of the government were also established, namely, the Quaestors, Tribunes of the plebs, Aediles and Censors. Varro, in A Book about the Latin Language, 5. 1 ...

Word Choice Pray vs. Prey

Word Choice Pray vs. Prey Word Choice: Pray vs. Prey The mantis is an interesting creature: It looks like it’s praying, but it’s really preying. Not sure of the difference between those activities? That’s okay. The words â€Å"pray† and â€Å"prey† sound identical, so it’s easy to get them mixed up in writing. But we’ve prepared this quick guide to clear things up. Please do not let the alien-looking killer insect thing distract you from the important topic of spelling.(Photo: ElinaElena) Pray (Appeal to God) The word â€Å"pray† is always a verb. Typically, it means â€Å"appeal to a god or another object of worship.† For example, we might say: The priest prayed for the health of her congregation. Here, we use â€Å"prayed† to mean â€Å"asked God for something.† But we can use it less literally to mean â€Å"ask or hope fervently for something.† For instance: We’ve organized a barbecue, so we’re praying for sunshine tomorrow. In this case, the speaker is still asking for something. But â€Å"praying for sunshine† is more likely to be a figurative expression of hope for clement weather than a literal appeal for divine intervention. Prey (Hunt or Victimize) â€Å"Prey† can be either a verb or a noun. As a verb, its main meaning is â€Å"act like a predator.† Usually, this refers to an animal hunting and killing something for food (i.e., predation). We can return to our insect friend here: The mantis preys on smaller insects, including spiders. More figuratively, we can use â€Å"prey† to mean â€Å"victimize† or â€Å"exploit†: Phone scammers often prey on the elderly. Here, we’re not saying that phone scammers kill and eat the elderly. Rather, â€Å"prey on† in this context means â€Å"target due to their perceived vulnerability.† As a noun, meanwhile, â€Å"prey† refers to the object of predation (i.e., the thing being preyed on). This applies in both the literal and figurative senses of predation set out above. For example: Rabbits are frequently prey for hawks and eagles. The mugger stalked his prey through the dark streets. In all cases, though, the word â€Å"prey† is related to predatory behavior. Summary: Pray or Prey? Although these words sound the same, they’re very distinct in meaning: To pray is to make an appeal to a god or an object of worship. In a non-religious context, â€Å"pray† can also mean â€Å"hope for something very much.† As a verb, prey means to hunt and kill something (usually for food), although it can mean â€Å"victimize† more generally. As a noun, â€Å"prey† is the subject of predatory behavior (i.e., the thing that is hunted). And if you’d like a little more help ensuring your work is error free, you can always send us a document for proofreading.

Performance Lab Report Example | Topics and Well Written Essays - 500 words

Performance - Lab Report Example The other factors which help in motivating the employees of the facility are abstract to say the least but a sense of duty and the positive feelings associated with doing something that matters seem to play a big part there. However, this does not meant that the people working there do not need rewards or recognition since that is an important part of working and remaining motivated to work. To handle this aspect of motivation, the presentation moves towards discussing a leadership program at the facility which is presently non-existent. The presentation highlights why this is important for motivating and getting more productivity out of the employees working at the facility by extolling the values of training and knowledge management. The issue of knowledge management comes from the idea that there are four generations of individuals who are present in the facility and they have very different knowledge bases which come with different approaches to the management of the organization. These differences in approaches are then discussed in detail with regard to the leadership program that could be created at the facility. DDI Leadership is one organization which could help in the development of a good system for the leadership program which is based on a performance appraisal system created by the company. Performance appraisal would have its own criteria for various departments and various aspects of the work which is performed at the facility but the overall objective of the performance appraisal system would be to spot and earmark those individuals who can come up as the future leaders of the organization. Individuals can also respond to the performance appraisals given to them and appraise their managers based on their own opinions of their leadership abilities and performance. Finally, the presentation gives some key