MANAGEMENT Essay Example | Topics and Well Written Essays - 250 words

MANAGEMENT - Essay Example Students are multi-dimensional and understand all facets of what the program entails. Additionally, this programs offers interactive learning. One of the best methods for learning is interactive learning that is reached via collaboration. Conducive research shows that interactive learning is one of the best methods to engage students in a simulative learning. As a matter of fact, this new type of learning of application has allowed students to truly be more engaging. It breaks away from the traditional scope of learning in a conventional classroom that extends beyond writing boring notes, engaging in useless writing drills and discussion. The interactive learning has harnessed learning because it allows students to engage in a learning environment. For instance, the application has a feature of an ACT test flashcards. If the student gets a question wrong, the APP will prompt the student to justify why they picked that certain answer. A weakness in the program is that Miami Dade College does not have a vast network of corporations that seek the potential candidates out of universities. This can be problematic because students, who may not have the adequate resources to seek other resources to find One of the major opportunities is the program is the fact that online program can be embedded to attract longer distance students. Technology and media has drastically facilitated this cause. One of the greatest benefits of E-learning that it provides dynamic technology it provides to learning. Undoubtedly, E-learning has been the pinnacle and focal point of learning. Conventional school learning relies on endless drills, homework and lecture notes. Online or virtual learning also has been gained a lot of the importance due to the technological revolution. Some teachers in many times complain that the steady use of technology is hampering the real growth of the students with many side effects. In my paper will tries to discuss the cause

Competitive Advantage of Marks and Spenser Essay - 1

Competitive Advantage of Marks and Spenser - Essay Example The present research has identified that during the 1997 period Marks and Spencer took important strategic decisions like pushing the supplier groups to procure materials the far eastern and African region to help lower the cost of production. Side by side the firm also focused on not only enhancing the product assortments but also transforming its image from conservative to fashion minded.In taking such decisions the company found that the cost of supply chain activities increased for the goods being procured from Asiatic and African countries to their United Kingdom distribution houses. Again focusing on enhancement of product assortments meant the display of garments in small numbers thus failing to counter high demand. Moving over to high trend fashion wear also led the company to bear large chunks of unsold merchandises. Thus the past strategic decision taken by Marks and Spencer is found to render negative impact on its competitive advantage. In the present scenario, Marks and Spencer also were noted to carry out some important strategic activities like focusing on rendering diversification to the existing category and groups of products. Moreover, the company also worked in an expansion of the size of the stores from small units to help in the effective stocking of its diversified displays and thus gaining in more consumers. Other strategic decisions incorporated by the firm are acquiring of other small firms for expansion of business to other areas and also in creating distribution houses for stocking merchandises. Marks and Spencer did not only focused on filling up the stores with different product categories and assortments but also in opening up diversified units like food marts and other specialty stores. Strategic decisions like changing on in displays to help stock more products also helped the store in grabbing more consumers. Again the business of Marks and Spencer also took resort of a diversification strategy thus moving into newer service se ctors like finance and insurance. All these strategic decisions taken by the company helped in augmenting the level of competitive advantage of the concern in the light of other competitors.

The Syndetic And Asyndetic Coordinations English Language Essay

The Syndetic And Asyndetic Coordinations English Language Essay The concept of cohesion is a semantic one; it refers to relations of meaning that exist within a text, and that define it as text. Cohesion occurs where the interpretation of some element in the discourse is dependent on that of another. The one presupposes the other, in the sense that it cannot be effectively decoded except by recourse to it. When this happens, a relation of cohesion is set up, and the two elements, the presupposing and the presupposed, are thereby at least potentially integrated into a text. Carter defines cohesion as the demonstrable pattern of the texts integrity, the marks of its hanging together (245). Coordination is a part of the system of a language. As a tool of cohesion, coordination is a process used in a language to combine units to make other units.   It is part of the basic efficiency of language through which simple units like phrases and the simple sentence are re-cycled to make longer and perhaps more complex units.    Coordinationinvolves the linking of units, in coordination; the units are constituent of the same level. In relating coordination to cohesion in poetic texts, reference needs to be made to the structural definition of poems; As Bloom asserts: Poems are not things but only words that refer to other words and those words refer to still other words, and so on into the densely overpopulated world of literary language. Any poem is an inter-poem, and any reading of a poem is an inter-reading. [] You cannot write or teach or think or even read without imitation, and what you imitate is what another person has done, that persons writing or teaching or thinking or reading. Your relation to what informs that person is tradition. (107-108). Bloom is also of the view that: What makes possible reading and writing is not a single anterior action which serves as origin and moment of plenitude but an open series of acts, both identifiable and lost, which work together to constitute something like a language: discursive possibilities, systems of convention, clichà ©s and descriptive systems. (110) 1.1 RESEARCH PROBLEM Poetic text may appear as fragmented association of words on the page. Yet, it makes powerful impressions and has a huge communicative effect. What text-forming resources contribute to this apparent meaningfulness? And in what ways are these resources employed in poetic text? How does this knowledge illumine our understanding of text and texture? These problems are addressed in the present study. 1.2 OBJECTIVES OF THE STUDY The objectives of this study are as follows: To examine the language of the selected poems of ChicayaUtamsisBOW HARP. To provide a better understanding and appreciation of the elements of coordination as employed in the poems. As Leech Shortassert: The poet does interesting things with language in poetry; aesthetic effect cannot be separated from the creative manipulation of the linguistic code inherent in the language. (2) This study, hence, set out to analyze some six selectedpoems of TchikayaUtamsititled Bow Harp. 1.3 SIGNIFICANCE OF THE STUDY Since researches in this area of study have not been exhaustively conducted, it is hoped that this studymay have its own contribution as it applies to analysis ofcoordinations in poetic texts. 1.4 SCOPE OF THE STUDY This research project is concerned with the analysis of BOW HARP which was originally written in French by TchicayaUtamsi and translated into English by Gerald Moore. The selection of the particular poems to be analyzed in this study is based on the recurrent themes they reflect and the belief that the poems manifest significantly the thematic concerns of the poet. The poems are selected and analyzed to discover how coordination is used in explicating certain message of the poet . The study endeavors to discuss the concept of coordination as it relates to cohesion. The present study focuses on the level of coordination and textual cohesion in the text. Hence, particular attention is given to the prominent coordinating features such as conjunctions, and, or, but. 1.5 METHODOLOGY OF THE STUDY The research examines coordination against the background of cohesion. The thematic function of the text forming resources is analyzed in the framework of conjunctions. The poetic texts are closely examined and used as a background to the analysis. Nevertheless, reference has been made to articles, journals and other scholarly books. THE POET TCHICAYA U TAMSI TchicayaUTamsi(1931-1988), the oldest of a generation of important Congolese writers, is one of the few whose reputation has reached beyond the confines of francophone Africa and France. While recognizing him as one of the leading contemporary African poets, critics and readers remain strangely reserved. Tchicayas writing defies classification. His intensely personal worldview and poetic expression create his own individual mythology, which sets him apart from all neat literary categories. His poetry is often described as hermetic. At the same time the poets obvious mastery of his medium precludes his being dismissed as obscure or unintelligible. At times Utamsis own words would seem to confirm his link with the surrealists. The surrealist poets highly individualistic message was dictated by his subconscious being, which he believed to be the echo of the universal consciousness. It was expressed by an arbitrary association of words which, at first reading, the poet often understood no better than the reader. Thisis very different from Utamsis dense and at times esoteric imagery, by which he expresses his profound and passionate identification with the suffering of Africa and, more particularly, of the Congo. Utamsis imagery is distinguishable from that of the surrealists because of its coherent scheme of reference and worldview. CHAPTER TWO LITERATURE REVIEW 2.0. INTRODUCTION This chapter is devoted to throwing some light on the theoretical aspects of the research work. The term coordination is central to this study. Nevertheless, derivations of coordination as a branch of linguistic study, how it has been explained and used in other genres will be looked at in order to set-up a conceptual framework that would help to make things clear and lay the foundation for subsequent analysis. 2.1. The Concept in Focus 2.1.1 Coordination Haspelmath(2000) defines coordination as syntactic constructions in which two or more units of the same type are combined into larger units and still have the same semantic relations with other surrounding elements (1). Bloomfields similar definition of coordination contrasts it with subordination: Endocentric constructions are of two kinds, co-ordinative(or serial) and subordinative(or attributive). In the former type the resultant phrase belongs to the same form-class as two or more of the constituentsIn subordinative endocentric constructions, the resultant phrase belongs to the same form-class as one of the constituents, which we call the head. (195). Both of these definitions are syntactic, and emphasize the balanced syntactic relationship between coordinated items. In addition, both definitions state that the structure resulting from coordination is of the same type (semantic in Haspelmaths definition, syntactic in Bloomfields) as the coordinated items. Yuasa and sadock in agreement with the observation of Bloomfield further mention 5 criteria that confirms the presence of coordination: Reversibility: changing the order of the conjuncts does not affect the truth conditions. Application of the coordinate structure constraint: the constituents of one clause cannot be questioned separately. No backward anaphora: a pronoun in the first clause cannot co refer with a full NP in the second clause. Multiple conjuncts are possible. All the conjuncts are equally asserted. (87-111.) Halliday and Hasan (1976) describe coordination as an intrasentential structural device. However, they do acknowledge that sets of sentences similar to coordination do exist especially if they share parallel structure, and view coordination as a structure of the paratactic type (223) CathrineFabricius-Hansen and Ramm, W. (2005) describe coordination as being used as a means of clause combining and information packaging at discourse level and differs from a sentence sequence by explicitly instructing the reader to keep the two propositions together in discourse processing. For example in establishing a discourse structure, licensing the inference of certain discourse relations to hold between the conjuncts, while blocking others. As a means of constructing (more) complex (clause/VP) constituents from simpler ones of the same syntactic category, coordination can be compared to certain kinds of adjunction, i.e. syntactic subordination (175-213). Coordination has been viewed by various scholars as processes used by languages to combine units to make other units. Or as a part of the basic efficiency of language through which simple units like phrases and the simple sentence are re-cycled to make longer and perhaps more complex units. Dickens (2009) re-categorizes coordinators as existing in a semantic clinewith disjuncts. By this he means a scale of varying levels of coordination: whilecoordinators such as and establish an equivalent and non-adverbial relationship betweentwo clauses such that neither is subordinate to the other, disjuncts like sinceestablishsome degree of indirectness and an adverbial relationship between the clauses (42:1076-1136). 2.2. Types of Coordination Syndetic and Asyndetic coordination Haspelmath and Quirk et al define asyndetic and syndetic coordination as Coordinate constructions lacking overt coordinator (asyndetic coordination) or having some overt linking devices such as conjunctions; and, but, or, nor, for, so, yet.(syndetic coordination). a). Slowly and stealthily, he crept towards his victim.(Quirk et al:50) And Asyndetic coordination as when the relationship of coordination is not marked overtly; a). Slowly, stealthily, he crept towards his victim. .(Quirk et al:50) Though there exist a relatively fixed order for subclasses of adjectives in asyndetic coordination, but the order is said to be relatively free when a coordinator is present. 2.3 Asyndetic Coordination 2.3.1 Asyndeton Kane (1988) states that despite its formidable name asyndeton is nothing more than a different way of handling a list or a series, Asyndeton uses no conjunctions and separates the terms of the list with commas. It differs from the conventional treatment of lists and series, which is to use only commas between all items except the last two, these being joined by a conjunction. Asyndeton is linked to asyndetic coordination. Asyndeton produces a hurried rhythm in the sentence. Corbett (1971) cites Aristotles observation that asyndeton was especially appropriate for the conclusion of a discourse, because there, perhaps more than in other places in the discourse, we may want to produce the emotional reaction that can be stirred by, among other means, rhythm, (470). Asyndeton is the instance of conjoining constructions in which there are no coordinators (also referred to as juxtaposition); monosyndeton, in which there is one coordinator; and polysyndeton, in which more than one coordinator is used. 2.4. Syndetic Coordination 2.4.1 Polysyndeton Polysyndeton is regarded as a way of handling a list or a series, places a conjunction (and, or) after every term in the list (except, the last). It is said to differs from the conventional treatment of lists and series, which is to use only commas between all items except the last two, these being joined by a conjunction'(Kane:1988). Polysyndeton is linked to Syndetic coordination , as opposed to Asyndeton which is linked to Asyndetic coordination. 2.5 Monosyndetic and Bisyndetic Coordination Coordinations may either have a single coordinator (monosyndetic) or two coordinators (bisyndetic). Haspelmath (2000) proffers some relevant constituency tests for monosyndetic coordination: (i) Intonation: In certain cases, English and forms an intonation group with the following phrase, not with the preceding phrase. (ii) Pauses: In English, it is much more natural to pause before and than after and. (iii) Discontinuous order: In special circumstances, the coordinands may be separated by other material, as when a coordinand is added as an afterthought. In English, the coordinator must be next to the second coordinand (e.g. My uncle will come tomorrow, or my aunt). Not my uncle or will come tomorrow, my aunt. (iv) (Morpho)phonological alternations: When the coordinator or one of thecoordinand undergoes (morpho)phonological alternations in the construction, this is evidence that they form a constituent together. (121) 2.6. The Nature of Coordination 2.6.1 Contrastive Coordination 2.6.2 Conjunction and Disjunction Haspelmath (2000) states that many languages distinguish between normal coordination such as A and B, X or Y, which may also be referred to as conjunctionand what might be called contrastive coordination: both A and B, either X or Y. The semantic difference he views is that in contrastive coordination, it is emphasized that each coordinand belongs to the coordination and each of them is considered separately. Hence, it creates opposing notion of meaning inherent in the text because two things cannot be separately similar. And like conjunction, Haspelmath (2000) regard disjunction markers as often polyfunctional. Dickens (2009) states that Disjuncts display some coordinator-like properties, so they are grouped on a continuum with coordinators (1089). Halliday and Hassan (1976) see conjunction as a cohesive device that relates sentences. Conjunctive elements they state: are cohesive not in themselves but indirectly, by virtue of their specific meanings; they are not primarily devices for reaching out into the preceding text, but express certain meanings which presuppose the presence of other components in the discourse (226). As similarly described by Bloor and Bloor (1995). Halliday and Hasan (1976) indicate that conjunctive relations are not tied to any particular sequence in the expression. Nevertheless, they argue that amongst the cohesion forming devices within text, conjunction is seen as the least directly identifiable relation. Conjunction they assume act as semantic cohesive tie within text in four categories: Additive, adversative, causal and temporal. Additive conjunction acts to structurally coordinate or link by adding to the presupposed item and are signaled through and, also, too, furthermore, additionally, etc. Additive conjunction may also act to negate the presupposed item and is signaled by nor, andnot, either, neither, etc. Adversative conjunctions act to indicate contrary to expectation (250) and are signaled by yet, though, only, but, in fact, rather, etc. Causal conjunction expresses result, reason and purpose and is signaled by so, then, for, because. Adversative coordination seems always binary; it must consist of two coordinands, so is described as causal and then is described as temporal (227). Halliday and Hassan acknowledge that conjunction is derived from coordination, they argue that Conjunction à ¢Ã¢â€š ¬Ã‚ ¦ is not simply coordination extended so as to operate between sentences, noting that one difference between coordinate and and conjunctive and is that coordinate and can link any number of items, whereas conjunctive and links pairs of sentences.   They view conjunctions as expressing one or other of a small number of very general relations (238). In the same vein Halliday and Matthiessen (1999) in relation to its cohesive function state that In conjunction, the various logical-semantic relations of expansion that construe clause complex structures à ¢Ã¢â€š ¬Ã‚ ¦ are deployed instead as a source of cohesion. They argue that among other resources which construe clauses and clause complexes into longer stretches of discourse without the formality of further grammatical structure are conjunction and lexical cohesion (530-31). Halliday and Matthiessen (1999) in extending the notion of language resources as tools of broadening and reaching out into meaning view that specific kinds of expansion or projection can be construed as either paratactic or hypotactic, insisting that some level of partial association exist, where some form of combinations are favored, while others are disfavored. They explain another kind of expansion in terms of conjunctive relations employing such conjunctions as and, or, but, instead, besides; as an additive, alternative, replacement, reservation, contrast. A third kind occurs with the use of adverbs functioning as conjunctions marking either the enhancing clause or correspondingly the one being enhanced (520-1). Scott Drellishak (2004) in his thesis: A Survey of Coordination Strategies in the Worlds Languages quotes Gleitman (1965) as viewing conjunction as one of many syntactic processes that serve the purpose of indicating contrast or reducing repetition ; conjoined sentence that does not indicate contrast or reduce repetition is described as not serving any purpose. (268) 2.7. Phrasal Coordination If two expressions have different semantic roles it will not be possible to coordinate them. Although it is sometimes said that the coordinands must belong to the same phrasal category; for instance, (tea) NP or (in a NigerianRestaurant) PP is said to be ungrammatical because it consists of an NP and a PP. However, coordination of different phrasal categories is often possible when both have the same semantic role. Also in phrasal coordination, the order of conjoined words can be influenced by the tendency for the shorter word to come first and within phrasal coordination, there can be ellipsis of the determiner (Quirk et al: 610). 2.8. Clausal Coordination When two or more clauses are coordinated, certain clause constituents are often ellipted from all but one of the clauses. More often than not, the effect of ellipsis is no more than to suggest a closer connection between the content of the clauses but sometimes the effect is to indicate that there is a combined process rather than two separate processes. And and or as clause linkers are restricted to initial position. Coordinated clauses with and and or are sequentially fixed in relation to the previous clause and cannot be transposed without producing ungrammaticality in sentence structure (Quirk et al: 553), a clause containing a conjunct may be linked to a preceding clause by one of the coordinating conjunctions (and, or, but) but not all the conjuncts admit each coordinator (Quirk et al:552-553). 2.9. Taxis in coordination The term taxis in English grammar means arrangement of units of ideas, thought, sentence constituents, structures that are grammatical constructs. In English grammar, taxis is categorized into two broad parts: I). Parataxis II). Hypotaxis Parataxis refers to the organization of clausal units on a parallel level employing coordinating conjunctions as the case may be. The center point of coordination is considered to be parataxis. The elements placed side by side does not exhibit a dependency relation and exists in no specified order of occurrence. Lakoff (1971) and Martin (1983) view Parataxis as the hallmark of coordination. Most often, the equality of the clauses is said to be clear both grammatically and semantically. Different units can be joined with Coordination at any level. The conjoined units, elements thus linked exhibit same semantic and syntactic category. This instance of conjoining equal grammatical structures (coordination) form our focus in this study and deviates from Hypotaxis which is the organization of constituents on a dependency relation with the use of subordinating conjunctions; it forms the basis of subordination in English grammar. 2.10. Symmetric and asymmetric coordination Coordinate constructions are said to have symmetrical properties such that conjuncts are paratactically construed, that a conjunct is not subordinated to another conjunct, that conjuncts have the same syntactic and semantic function ; on the other hand they have asymmetric properties such as command relationship between the first and the second conjuncts. This case is referred to as balanced and unbalanced case of coordination. 2.11. Approaches to Coordination Analysis and Coordination in Different Genres In poetic texts, the study of coordination is quite sparse and limited. For instance Miller (2007) explores biblical Hebrew poetry and the relationship of coordination to verbal gapping is what forms her point of focus. She comes up with the findings that asyndetic coordination is the hallmark of biblical Hebrew poetry and especially early poetry (41-60). Millers corpus contains 123 lines from the book of Isiah. Svetlana Petrova Michael Solf (2008) explore rhetorical relations and verb placement in the early Germanic languages. It presents a diachronic study about the distinction between coordination and subordination in discourse; it focuses on Old High German and on other early Germanic languages. Petrova and Solf consider other kinds of data, mostly from declaratives, in support of the claim that verb placement serves certain discourse functions in early Germanic languages. They come up with the finding that Verb fronting seems to have a clear functional purpose, as it is used to mark episode boundaries in Old High German. The study goes further in identifying some correlations between verb placement and discourse-structuring phenomenon in Old English, Old Saxon, and Old Norse, with similar discourse-structuring functions. A cross -linguistic approach is adopted in the study as opposed to functional approach in analysis. Ash Asudeh and Richard Crouch (2002) examine Coordination and Parallelism in Glue Semantics exploring points of convergence and divergence between approach to coordination and similar Categorial Grammar (CG) approaches. The research discusses parallelism in connection with the Coordinate Structure Constraint. The paper presents an account of the semantics of coordination, framed within the theory of Glue Semantics. The goal of a GLUE derivation as explicated in the study is to consume all the lexical premises to produce a single conclusion; stating the meaning of the sentence. Further asserting that Semantic ambiguity results when there are alternative derivations from the same set of premises. This study shares common interest with the present one as both relates coordination to instances of cohesion. While this study argues for glue approach to coordination the present study differs on the ground of functional approach of analysis. David Bell (2007) examines both the frequency and function of SIA (sentence initial and) and SIB (sentence initial but) in academic writing and its importance in understanding language in literary texts. While coordinator and is more frequent in academic prose than but, SIA is much less frequent than SIB. Collected data show a marked difference in the use of SIA and SIB across different genres of academic writing with SIA and SIB being far more prevalent in the humanities journals. Furthermore, the study shows that SIA, when compared with other additive connectives such as moreover, furthermore, in addition, etc., is the most frequently occurring additive marker in academic writing, while SIB is the second most preferred connective after however. With regard to function, the study goes on to argue that both SIA and SIB in academic writing function in three very similar ways: (i) to mark off a discourse unit by indicating the last item on a list; (ii) to indicate the development of an argument; and (iii) to indicate a discontinuity or shift with a previous discourse unit. This is in line with Halliday and Hassans (1975) view as regard the function of SIA and SIB. The study further asserts that whereas the most common function of SIA is that of indicating the last item on a list, the most common use of SIB is in the development of arguments. It argues that SIA and SIB perform special functions than the alternatives of asyndetic or zero coordination, the use of discourse markers that share their broad semantic function: Moreover, furthermore, in addition, and however, respectively, or intrasentential coordination cannot perform. The study proffers that the features allow SIA and SIB to preface a wider range of lexico-grammatical units such as interrogatives, stance adverbs and other discourse connectives and to create a tighter cohesive fit. It comments that it is these special features of cohesion which are held to explain the occurrence of SIA and SIB in academic writing. The focus here is on the use of SIA and SIB in academic discourse, it excluded occurrences of SIA and SIB in academic writing from other modes such as in transcripts of conversations, in quotes from fiction or in poetic texts which is the sole focus of the present research. Halliday and Hasan (1975) on SIA as part of their larger discussion of conjunction as one cohesive device in the concept of cohesion describes coordination as an intrasentential structural device while conjunction is seen as a cohesive device that relates sentences. In their examination of conjuncts, SIA is described as signaling an additive relationship between sentences while but is described as an adversative. Halliday and Hasan note that one difference between coordinate and, and conjunctive and, is that coordinate and can link any number of items, whereas conjunctive and links pairs of sentences (235). Halliday and Hasan distinguish a further use of SIA, which they suggest comes closest to its structural function as a coordinator, they call it next in a series' (236). They suggest that another example would be a series of points all contributing to one general argument. In this function, Halliday and Hasan argue that And retains some of the retrospective or retrojective effect, i.e. projecting backwards that and has as a coordinator (236). Here, SIA is viewed as signaling not the last item on a list but rather the continuation of an ongoing list of items. The study explicates that however, apart from the cases cited above where cohesive And operates similarly to coordinator and, the typical context for SIA is one where there is a total, or almost total shift in the participants from one sentence to the next, and yet the two sentences are very definitely part of a text (235). Another common context in narrative fiction for this shift is at the boundary of dialogue and narrative. What have been shown here is that SIA and SIB provide special features of cohesion that alternative forms of coordination do not. Schiffrin (1986, 1987, 2006) examines utterance and turn-initial and in conversation. She argues that and has two roles in talk: An ideational role where it coordinates idea units what she calls a discourse coordinator role, and an interactional or pragmatic or discourse marker role where it continues a speakers action, i.e. marking the speakers upcoming utterance as a continuation of the content and structure of an interaction, and these two functions most often occur simultaneously (1987: 128). As a marker of functionally differentiated idea units, the presence of and signals that the speaker identifies an upcoming unit as structurally coordinated or equivalent to a prior unit. In this way, and can differentiate among other things in narrative, support and position in arguments and explanations, and can also differentiate discourse topics. However, Schiffrin stresses that identifying the nature of these units depends on textual information beyond and itself (1987: 141). In Summary Halliday and Hasan (1976), and Schiffrin (1986, 1987, 2006),see SIA as bracketing discourse units, continuing discourse units, or signaling a shift between discourse units; and what determines the discourse function of these signaled discourse units is constructed by the interaction of the linguistic properties of and with the discourse context in which it occurs. Sotirova (2004), using the works of D.H. Lawrence, has argued that SIA, as well as other connectives, are used by Lawrence to signal perspectival shifts in free indirect style (227). Huttar (2002) has examined the use of both discourse-initial and (DIA) and SIA in poetry. Huttar argues that DIA is often used to establish an imagined context already in progress or imagined prior events from which the present utterance is understood to continue. An extremely common form of DIA is that of a question addressed in response to an implied interlocutors statement and often expressing surprise at the previous implied statement. Cotter (2003) on the other hand examines the use of SIA and SIB in newspapers over a one hundred year period. She used a 100,000-word corpus of newspaper articles a mixture of local and national syndicated articles, general news, and feature articles published between 1900 and 1995. Over this period, she noted an increasing occurrence of SIA/B and concurrent decline in temporal connectives. Among other factors, Cotter argues that these connectives help to create local and global coherence in news narratives, introduce new speakers and ideas, and link a series of short paragraphs. Cotter sees this increasing use of SIA/B as indicative of a historical shift from more text-centered to more reader-centered prose. Dorgeloh (2004) looked at SIA in a corpus of British English made up of LOB (Lancaster-Oslo/Bergen, 1961) and FLOB (Freiburg Lancaster-Oslo/Bergen, 1991). She indicates a decline in the use of SIA in both academic and newspaper writing. From her analysis she concludes that in written Modern English, SIA, where it does occur, marks functional shifts on a more global level of discourse (1777). From the literature reviewed, it becomes evident that there is prevalence in the use of additive and in academic discourse, prose, conversation, literary texts, newspapers, and in the humanities and social science fields generally. In frequency and function additive and is reckoned to be the most frequently occurring, followed by but; in poetic texts functionally, Huttar argues that and is often used to establish an imagined context already in progress or imagined prior events from which the present utterance is understood to continue while Halliday and Hasan (1976), and Schiffrin (1986, 1987, 2006),regard and as bracketing discourse units, continuing discourse units, or signaling a shift between discourse units. The subsequent analysis consider to what extent the frequency and functional assertions are based. This research departs from much of the previous studies, by presenting a functional linguistic analysis which was proffered by Halliday et al. Earlier researches often focus on the

Linux :: essays research papers

I want to get people's opinion on Linux - from a Windows user perspective. I want to do is to establish if the "Linux is too difficult" mantra is actually true in people's experience. My personal experience was that it was about the same amount of hassles than installing Win98 & apps. Of course, Linux does not fall over like Win98, and I can do all my work that I used to do under Windows, so I am a happy chappie ;-) Thanks! If you have been using Windows and have also installed Linux, please be so kind as to fill in the questionnaire below and post it on the board. I will collate all the responses and (hopefully) publish these in an article. Thanks Questionnaire: Installing and using Linux from a Windows perspective. This questionnaire is intended to gather opinions on how easy or difficult it was for users to install Linux and application software, and how functional they found the Linux desktop compared to the Windows desktop environment. Your participation is appreciated. Firstly, on a scale of 1 to 5, with 1 meaning "very weak" and 5 meaning "very strong", rate your technical PC skills? Next, in the table below, indicate your choice with an X. TABLE 1: General Distribution and version of Linux: Debian Slackware Red Hat Mandrake SuSeE Other: please specify Linux GUI used: Gnome KDE Other: please specify TABLE 2: Applications used - please amend Windows applications as appropriate, and indicate the Linux equivalent you use: Word processing: MS Word Spreadsheet: Excel Presentation software: Powerpoint Database: Access Email: Outlook Calendar: Outlook File manager: Windows Explorer Internet browsing: Internet Explorer Internet firewall: ZoneAlarm Graphics editing: PaintShop Pro Graphics slide shows: ACDSee File Compression: Winzip, PDF reader: Acrobat Reader CD writer: Nero Other - please specify In the table below, indicate your choice, using: 1 = Much more difficult 2 = More difficult 3 = About the same 4 = Easier 5 = Much easier 0 = N/A TABLE 3 - Installation. Linux Compared to Windows Setting up peripherals (such as printers, video cards etc.) under Linux is: Setting up and configuring the GUI under Linux is: The functionality of applications running under Linux is: The stability of applications running under Linux is: Running applications (ease of use) under Linux is: Setting up Internet access under Linux is: Upgrading the OS (Linux) is: Setting up a small/home office network under Linux is: Installing patches under Linux is: TABLE 4.

Embers Essay

In the play â€Å"Embers† Campion Decent gives the audience the opportunity to simultaneously react to the plays events intellectually, and to experience the characters emotional connection between themselves and the community. â€Å"Embersâ€Å" demonstrates how a community can support each other in the aftermath of a natural disaster. This is clearly shown through verbatim stories of different characters such as Keith, the RC ladies and at the end different characters coming together as one and retelling their stories. To a large extent the representation of community is shown through a range of techniques used throughout the play. In addition it’s supported by quotes directly from audio recordings of Campion Decent himself. In the play the importance of community involvement is demonstrated when Keith breaks down under the pressure of fighting fires. Keith reacts by being stubborn about the situation when a young CFA worker lost his cool during the fires. The use of idiom â€Å"lost it† and the imperative form repetition of â€Å"hose the prick down† (page 77-78) is used as Keith gives a sense of authority and urgency in a brutal and direct order giving the kid no concessions because he is young. Keith is adamant that he will not go home as he repeats â€Å"I won’t leave because it my area, it’s my fire and I won’t leave† and the repetition of personal pronouns reinforces that he is in charge when he says â€Å"That’s my area. They vote me in as captain. My responsibility to stay†¦Ã¢â‚¬  This shows that he is captain and under the pressure of controlling the fires in his area. The strong connection between the community and individuals is reinforced when Keith shows that he doesn’t want to let him community down, yet it is his community members can see that he has ‘lost it’ and needs a rest. The irony is that he cannot see that the members of the community are trying to help him by sending a priest and counsellor. This emphasises that belonging to a community provides him support, solace and assistance in times of hardship. In the audio recordings of Campion Decent, it mentions that Campion interviewed a volunteer fire fighter of about forty years experience. Decent states that â€Å"†¦tears began to roll down his face (referring to the experienced fire fighter)†¦ he had been quite jovial†¦ the tears began†¦Ã¢â‚¬  That interview, as well as Keith’s story reinforces that the community is connected by individuals who sacrificed so much to preserve the community’s existence. Throughout the play an importance is placed on how great it is to be Australian and how Australians come together in times of need. In the last scene people talk about their impressions and experiences, of what they saw, felt and how they dealt with the fire as a community. Noel Hodda in the ABC interview states â€Å"what it does this play†¦ it draws all the strings of different lives and community together and it shows how we as Australians in a large community and a small community are always ready to step up and give each other a hand†. This imagery reinforces the positives about being an Australian, which means being there for someone in need and coming together as one and helping each other, further showing the connection between individual and community. A technique used in this scene is when the D/farmer uses the idiom â€Å"light at the end of the tunnel†. This symbolism is used to show that when they went through the difficult stage of dealing with the fire that there is sign of hope in the future. Graham also states that at the end of the day â€Å"you can be knocked down, kicked around, and everything run over the top of ya†. This supports the idea that there is always someone there that will give you a hand, which reinforces the importance of the interconnection between individuals and their community. Another representation of community is shown through the individuality of the RC ladies who come together as one and help assist the community by providing meals for the workers. This is seen in the quote â€Å"RC Lady 1 â€Å"And we were told to feed CFA but –â€Å" RC Lady 2 â€Å"We fed ‘em all† †¦ RC Lady 3 â€Å"We were told by them they were professionals† †. The short sentence dialogue, spoken by the RC ladies, reinforces that there is a lot of individual opinions in the group. However they all have the one idea and come together as a community in supporting and assisting everyone who needs help. This is further reinforced by the repetition of the reference to the community group as â€Å"we†. The sense of irony in the quote â€Å"and we had complaints that they were putting on weight† brings in a sense of humour and shows how well the RC ladies have banded together to fed the workers. Campion Decent states in the recordings â€Å"For me it’s about the human experience and how people navigate themselves through an event of such extreme nature†. This reinforces to the audience that through the hard times every person experienced the extreme nature of the fires together as a community and survived. Throughout the play, â€Å"Embers†, a powerful connection between the community and its individuals is successfully conveyed. This is shown through an exploration of how belonging to a community provides support, solace and assistance in times of hardship, how Australian individuals come together to assist others in times of need. This supported through the use of various techniques throughout the play also by the quotes directly from audio recordings of Campion Decent.

How to write a winning personal statement for graduate and professional school Essay

Perhaps the architecture is the most challenging and interesting course anyone interested in becoming an architect must undergo. I love architecture as it is influential in creativity, thus shaping our physical environment and promoting design solutions in terms of sustainable regeneration programmes linked to public building, housing and urban design. I am an ambitious, challenge oriented and hardworking person with desires to become a qualified architect. Indeed, my life in the city of Shiraz, Iran has led to my motivation of the architectural environment. My father was an engineer and since my childhood, I admired his engineering works and in most cases offered my help to him. As a result, this great experience led to my desires to learn design and structural things. During my time living in the city of Tehran, I witnessed the high degree of expansion of the city, and this made me appreciate the wonderful architectural knowledge and structure of buildings in the city. Numerous individuals have obtained their post-secondary architectural education in UK and became great professionals with new and innovative ideas widely accepted and appreciated in Iran. Likewise, the UK has promoted energy saving techniques globally, and this led to my decision to study in the country as energy saving and sustainability is important (Irving & Malik, 2005). Having studied sciences and mathematics in secondary school, I felt that I had a solid engineering foundation. Essentially, geometry that was my favorite topic followed a design course that shaped my drawing and design talent. In my free time, I have always taken close interest in architectural matters by practicing drawing and design. Therefore, my passion is based on turning architecture into a career, and I hope enrolling for an architecture undergraduate degree in UK is significant for achieving my dream. As I am about to conclude on my current course in architecture, I consider enrolling for MBA for my postgraduate degree education. Lastly, I believe that my existing skill and experience coupled with my hardworking nature and commitment would provide me the platform to excel in my MBA that I am about to enroll. Business Administration Personal Statement My commitment in enrolling in masters in MBA reflects an investment in my future that will help fill my knowledge gap, as well as offer a platform for the next step in my career. MBA is probably the widely recognized and the best course sought after management qualification. With the obligation of interacting with different cultures worldwide, this course would provide me with a practical hands-on experience that will prepare my career after the university. Management is a key tool in any field of study and challenges are also bound to occur. However, enrolling in this course will make me a better professional and develop my potential and finally realize my career dreams. Developing a career as Berman (2013) writes, requires cross-cultural interaction. I have the ability to express personal opinions and ideas. This is significant for succeeding in an environment where interpretation of opinions and ideas of other people is instrumental.In particular, good communication has assisted m e during my foundation year as a student in UK. I worked as part of a multicultural group and most recently conducted an anthropological research project that has also upgraded my cultural knowledge and interaction. The research project included designing a survey using a questionnaire to be completed by the local people we approached in the city center of Cambridge. The study findings were presented using PowerPoint presentation and indeed working with such a group was highly rewarding. Besides, I captained The Qods Tennis Club in Tehran and also practiced music and playing guitar.Currently, I consider enrolling for an MBA course with a realistic time frame to fully enjoy and appreciate my studies. Indeed, one of the most activities I enjoy in my professional life is empowering other through leadership. Leading groups provides me the opportunity to to develop my colleagues and enhance their skills. Having successfully captained a tennis team and spearheaded my research project, I c onsider the potential traits of leadership that has provided me with the ability to significantly lead in various capacities. As such I have developed a sincere interest in leadership, and in particular, running groups. Likewise, enrolling for MBA course is essential for fulfilling my business and financial career dreams. Besides, my personal quality incorporates high standards of respect, commitment, and attitude to work, good communication and proven ability to make good judgments, be innovative and work well under pressure. Therefore, having evaluated my career interest, I believe it would be an interesting idea to shift from architectural to MBA. I consider MBA a comprehensive career as even the traits of leadership, financial management, and the entire business world is intertwined with any career, architecture included. I have a good time in UK Cambridge University because of the teaching quality and the highest professionals standards f the courses offered. Besides, I believe the UK your MBA teaching in strengthened by world-class research that provides postgraduates authoritative and innovative approaches to theory and practice (Stelzer, 1997). References Berman, S. J. (2013). Pass the bar: A practical guide to achieving academic and professional goals. Irving, B. A., & Malik, B. (2005). Critical reflections on career education and guidance: Promoting social justice within a global economy. London: Routledge Falmer. Stelzer, R. J. (1997). How to write a winning personal statement for graduate and professional school. Princeton, N.J: Peterson’s. Source document

Free Essays on Every Man A King

Every Man a King There is perhaps no individual in Louisiana History who was as charismatic, influential and â€Å"interesting† as that of Huey Long. In his autobiography, Every Man a King, Long shares his story from his childhood in the north Louisiana hills to his magnetic climb into Louisiana and American politics. Long, in Every Man a King, does an exemplary job in describing one of America’s most remarkable politicians [himself] through his own eyes. Long was born in Winnfield, Winn Parish, Louisiana on August 30, 1893, the eight of nine children of a farmer. As a small boy, Long absorbed many of the ideas that came out of the Populist – Socialist traditions that were found in the region. He attended High School but had many troubles with the school officials and other local authorities and left the school before graduation. He sold vegetable oil door-to-door for four years. He conducted a cake-baking contest in Shreveport. The winner was Rose McConnell; they married in 1913. He told her that he would hold a secondary state office and would then become, in succession, governor, senator, and president; a job that allowed him to travel to several states, including Oklahoma. He attended the University of Oklahoma briefly to study law. He decided to become a lawyer and enrolled in the law School of Tulane University. He took courses for a year and was admitted to the bar. He began practicing law in his native stat e in 1915; first in Winnfield, but later moved to Shreveport. Long prospered as a lawyer, but had only used law as a jumping board into politics. He was elected a member of the Louisiana railroad commission in 1918; and later, in 1921, it enlarged in power and became known as the Public Service Commission. Huey Long ran for governor in 1924 and lost, but ran again four years later – on the platform of building better roads and free textbooks for all school children. Long won. He was the first maj... Free Essays on Every Man A King Free Essays on Every Man A King Every Man a King There is perhaps no individual in Louisiana History who was as charismatic, influential and â€Å"interesting† as that of Huey Long. In his autobiography, Every Man a King, Long shares his story from his childhood in the north Louisiana hills to his magnetic climb into Louisiana and American politics. Long, in Every Man a King, does an exemplary job in describing one of America’s most remarkable politicians [himself] through his own eyes. Long was born in Winnfield, Winn Parish, Louisiana on August 30, 1893, the eight of nine children of a farmer. As a small boy, Long absorbed many of the ideas that came out of the Populist – Socialist traditions that were found in the region. He attended High School but had many troubles with the school officials and other local authorities and left the school before graduation. He sold vegetable oil door-to-door for four years. He conducted a cake-baking contest in Shreveport. The winner was Rose McConnell; they married in 1913. He told her that he would hold a secondary state office and would then become, in succession, governor, senator, and president; a job that allowed him to travel to several states, including Oklahoma. He attended the University of Oklahoma briefly to study law. He decided to become a lawyer and enrolled in the law School of Tulane University. He took courses for a year and was admitted to the bar. He began practicing law in his native stat e in 1915; first in Winnfield, but later moved to Shreveport. Long prospered as a lawyer, but had only used law as a jumping board into politics. He was elected a member of the Louisiana railroad commission in 1918; and later, in 1921, it enlarged in power and became known as the Public Service Commission. Huey Long ran for governor in 1924 and lost, but ran again four years later – on the platform of building better roads and free textbooks for all school children. Long won. He was the first maj...