Sentence Definition and Examples in English Grammar

Sentence Definition and Examples in English Grammar A sentence is the largest independent unit of grammar: it begins with a capital letter and ends with a period, question mark, or exclamation point. The word sentence is from the Latin for to feel. The adjective form of the word is sentential. The sentence is traditionally (and inadequately) defined as a word or group of words that expresses a complete idea and that includes a subject and a verb. Types of Sentence Structures The four basic sentence structures are the: Simple: A  sentence  with only one  independent clause.Compound: Two (or more)  simple sentences  joined by a  conjunction  or an appropriate  mark of punctuation.Complex: A sentence that contains an  independent clause  (or  main clause) and at least one  dependent clause.Compound-complex: A  sentence  with two or more  independent clauses  and at least one  dependent clause. Functional Types of Sentences Declarative: Clothes make the man. Naked people have little or no influence on society.  (Mark Twain)Interrogative:  But what is the difference between literature and journalism? Journalism is unreadable and literature is not read. (Oscar Wilde)Imperative:  Be careful about reading health books. You may die of a misprint. (Mark Twain)Exclamatory:  To die for an idea; it is unquestionably noble. But how much nobler it would be if men died for ideas that were true!  (H. L. Mencken) Definitions and Observations on Sentences I am trying to say it all in one sentence, between one Cap and one period. (William Faulkner in a letter to Malcolm Cowley) The term sentence is widely used to refer to quite different types of unit. Grammatically, it is the highest unit and consists of one independent clause, or two or more related clauses. Orthographically and rhetorically, it is that unit which starts with a capital letter and ends with a full stop, question mark or exclamation mark. (Angela Downing, English Grammar: A University Course, 2nd ed. Routledge, 2006) I have taken as my definition of a sentence any combination of words whatsoever, beyond the simple naming of an object of sense. (Kathleen Carter Moore, The Mental Development of a Child, 1896) [A sentence is a] unit of speech constructed according to language-dependent rules, which is relatively complete and independent in respect to content, grammatical structure, and intonation. (Hadumo Bussmann, Routledge Dictionary of Language and Linguistics. Trans. by Lee Forester et al. Routledge, 1996) A written sentence is a word or group of words that conveys meaning to the listener, can be responded to or is part of a response, and is punctuated. (Andrew S. Rothstein and Evelyn Rothstein, English Grammar Instruction That Works! Corwin Press, 2009) None of the usual definitions of a sentence really says much, but every sentence ought somehow to organize a pattern of thought, even if it does not always reduce that thought to bite-sized pieces. (Richard Lanham, Revising Prose. Scribners, 1979) The sentence has been defined as the largest unit for which there are rules of grammar. (Christian Lehmann, Theoretical Implications of Grammaticalization Phenomena, Published in The Role of Theory in Language Description, ed. by William A. Foley. Mouton de Gruyter, 1993) The Notional Definition of a Sentence Sidney Greenbaum and Gerald Nelson give a different take in explaining what a sentence is and does: It is sometimes said that a sentence expresses a complete thought. This is a notional definition: it defines a term by the notion or idea it conveys. The difficulty with this definition lies in fixing what is meant by a complete thought. There are notices, for example, that seem to be complete in themselves but are not generally regarded as sentences: Exit, Danger, 50 mph speed limit...On the other hand, there are sentences that clearly consist of more than one thought. Here is one relatively simple example: This week marks the 300th anniversary of the publication of Sir Isaac Newtons Philosophiae Naturalis Principia Mathematica, a fundamental work for the whole of modern science and a key influence on the philosophy of the European Enlightenment. How many complete thoughts are there in this sentence? We should at least recognize that the part after the comma introduces two additional points about Newtons book: (1) that it is a fundamental work for the whole of modern science, and (2) that it was a key influence on the philosophy of the European Enlightenment. Yet this example would be acknowledged by all as a single sentence, and it is written as a single sentence. (Sidney Greenbaum and Gerald Nelson, An Introduction to English Grammar, 2nd ed. Pearson, 2002) Another Definition of a Sentence D.J. Allerton provides an alternative definition of a sentence: Traditional attempts to define the sentence were generally either psychological or logical-analytic in nature: the former type spoke of a complete thought or some other inaccessible psychological phenomenon; the latter type, following Aristotle, expected to find every sentence made up of a logical subject and logical predicate, units that themselves rely on the sentence for their definition. A more fruitful approach is that of [Otto] Jespersen (1924: 307), who suggests testing the completeness and independence of a sentence, by assessing its potential for standing alone, as a complete utterance. (D. J. Allerton. Essentials of Grammatical Theory. Routledge, 1979) Two-Part Definition of a Sentence Stanley Fish felt that a sentence can only be defined in two parts: A sentence is a structure of logical relationships. In its bare form, this proposition is hardly edifying, which is why I immediately supplement it with a simple exercise. Here, I say, are five words randomly chosen; turn them into a sentence. (The first time I did this the words were coffee, should, book, garbage and quickly.) In no time at all I am presented with 20 sentences, all perfectly coherent and all quite different. Then comes the hard part. What is it, I ask, that you did? What did it take to turn a random list of words into a sentence? A lot of fumbling and stumbling and false starts follow, but finally someone says, I put the words into a relationship with one another....Well, my bottom line can be summarized in two statements: (1) a sentence is an organization of items in the world; and (2) a sentence is a structure of logical relationships. (Stanley Fish, Devoid of Content. The New York Times, May 31, 2005. Also How to Write a Sentence and How to Read One. HarperCollins, 2011) The Lighter Side of Sentences Some authors a humorous view of a sentence: One day the Nouns were clustered in the street.An adjective walked by, with her dark beauty.The Nouns were struck, moved, changed.The next day a Verb drove up, and created the Sentence... (Kenneth Koch, Permanently. Published in The Collected Poems of Kenneth Koch. Borzoi Books, 2005)

Why I want to be an Army Officer Essays

Why I want to be an Army Officer Essays Why I want to be an Army Officer Essay Why I want to be an Army Officer Essay Being an army officer is not an ordinary profession. It requires commitment, dedication, loyalty, selflessness and a whole lot more qualities that makes a person go the extra mile for his country. I have thought long and hard, and without any shadow of doubt, I know that I am ready and prepared to join the army. I want to be an army officer because I strongly believe in the fundamental ideas that this country is founded on, and I am willing to give my life to preserve and protect them. Embarking on this mission is an extreme challenge, and I can say with confidence that I have been looking forward to this moment for as long as I remember.I graduated with a degree in Psychology from Wesley college in Dover and as early as college, I mustered the strength to overcome adversities. I was part of the defensive side of the football team and as the season went on, it became clear that this strategy will not help us win the competition so I had to switch roles from an adversary to a benefact or. I was not particularly fond of the idea, but at that time, I knew that I had to do it for the team.I also had a chance to work for New Behavioral Network for two years. The company was contracted out by the state to work with children suffering from mental disorders. The company gave me the responsibility of creating and implementing a treatment plan with the therapist.I also experienced working in the security department of Bubbas Rock Shack for three years. I covered a large portion of the club with three other security personnel. The owner wanted to resolve conflicts as peaceful as possible, so I was instructed to use verbal persuasion to resolve potential conflicts and to use force as the last option. As a result, my communication skills were honed, and I learned how to be direct and show sympathy at the same time.The biggest test of perseverance in my life happened during my last two years in college. My best friend from high school, both my grandmothers, my two aunts and u ncle died within a span of less than 18 months. Just when I thought that my life hit rock bottom, my mother was diagnosed with cancer and my girlfriend for 7 years broke up with me.Overcoming death and adversity at an early age gives a man a whole new perspective and attitude in life. Making sacrifice for the football team shows that I have loyalty, selfless service and commitment. Moving on through life despite the simultaneous loss of loved ones shows my personal courage and focus, and performing the task entrusted by the employer shows that I have integrity and work ethics.I am aware of the qualifications that the army is looking for in a man, and I can say with utmost confidence that I have what it takes to serve this country not because of everything I went through but mainly because I am willing to devote my whole life and sacrifice my self for it.

Crisis communications- Honda Recall Research Paper

Crisis communications- Honda Recall - Research Paper Example It is vital to note that business apologizes differ from personal apologies because business apologizes are given in order to retain clients, customers and business relationships (Meiners, Ringleb & Edwards, 2008). A business apology is given to customers regardless of whether the error or mistake was preventable or not. In this case, the business apology will be given in writing through social media platforms such as Facebook and Twitter, and verbally, through YouTube and television advertisements. Honda should follow strategic steps in providing its apologies to its customers. The first step is monitoring the presence of Honda’s products in the market and social media platforms. The second step is the engagement of customers and product reviewers immediately. In the apology, Honda should be honest and assume responsibility for its shortcomings. Most importantly, Honda should learn from its mistakes (Meiners, Ringleb & Edwards, 2008). The first thing that Honda should do before offering its apologies is to study or monitor its presence in the market and social platforms. In order to respond to the issue appropriately, Honda should be aware of the reviews provided by its clients and industry analysts. Once the firm has studied its presence and customer perceptions, it should apologize appropriately, based on the issues raised by the customers. This takes the firm to the next step, which is engagement with customers. Engaging with customers will enable Honda to obtain con structive feedback. Social media provides ideal platforms for offering apologizes. Social media such as Facebook, Twitter and YouTube have combined audiences of approximately 1 billion people on a daily basis (Meiners, Ringleb & Edwards, 2008). The apology message should focus on customer satisfaction and the firm’s shortcoming. Honda should know the right time to offer its apology. The

Stress Lab Report Example | Topics and Well Written Essays - 750 words

Stress - Lab Report Example Various risk factors are found to be associated with the job-related stress which may act independently or in amalgamation, including (Risk factors for work-related stress, n.d.)- A. Work Demands- As every individual possesses a limited capacity for work, exceeding these confines may generate job-related stress such as time pressure, getting insufficient time to accomplish tough tasks, greater mental tasks necessitating decision-making or requiring concentration. Monotonous work may generate stress due to unutilized skills or work that demands overtime or taking work home or erratic shift rosters disturbing personal life. B. Low levels of control- Poor control over the situation, lack of autonomy, needless inspection and burdened responsibilities with diminutive authority may generate stress. In some cases individual is also responsible for inadequately managing the work or not accomplishing the task on time due to poor control over the work may generate stress. C. Poor support from supervisors and co-workers- In certain cases the workers may not feel adequate transparency to talk to the supervisors regarding the work issues or the administration is unable to fix the issue may generate stress at work place. ... E. Poorly managed relationships- Co-workers may act as a support or a source of stress. Positive and negative relationship may generate conflict which could serve as an momentum or drive for betterment or it may generate strain. F. Low level of recognition and reward- Appreciation is a way of communication which is an expected of every person who is performing a task, this generates stimulus for diligence. On the contrary, no recognition of the work generates stress and frustration. G. Poorly managed change- Work condition may alter; poor management of uncertainties may generate stress. H. Organizational Justice- Evenhandedness is highly desirable in the organization, this not only generates healthy working environment but also protect the precipitation of stress in individuals. Organizational biases, bullying and harassment may culminate into generation of stress. To promote growth and development of the organization it is essential that both employee and employer work in co-ordinat ion to minimize stress at work-place. The employee must take the responsibility to be physically and mentally well, should avoid snags and negative approaches and by establishing better communication with the management and co-workers (Stress at work: Tips to Reduce and Mange Job and Workplace Stress, n.d.). The employer on the other hand must provide the employees with maximum control over their jobs, maintaining clear communication about important facts, by talking about the goals of the company, customer demands, company's efforts and directives, the supervisors must be able to bring out the best in sub-ordinates, encouraging open discussions and free talks, providing the employees with the freedom to design their job in a

Discourse on the Method by Rene Descartes Essay Example for Free

Discourse on the Method by Rene Descartes Essay Discourse on the Method is Descartes attempt to explain his method of reasoning through even the most difficult of problems. He illustrates the development of this method through brief autobiographical sketches interspersed with philosophical arguments. Part 1 contains various considerations concerning the sciences. First, all people possess good sense, the ability to distinguish truth from fiction. Therefore, it is not a lack of ability that obstructs people but their failure to follow the correct path of thought. The use of a method can elevate an average mind above the rest, and Descartes considered himself a typical thinker improved by the use of his method. Descartes benefited from a superior education, but he believed that book learning also clouded his mind. After leaving school, he set off traveling to learn from the great book of the world with an unclouded mind. He comes to the conclusion that all people have a natural light that can be obscured by education and that it is as important to study oneself as it is to study the world. In part 2, Descartes describes his revelation in the stove-heated room. Contemplating various subjects, he hits on the idea that the works of individuals are superior to those conceived by committee because an individuals work follows one plan, with all elements working toward the same end. He considers that the science he learned as a boy is likely flawed because it consists of the ideas of many different men from various eras. Keeping in mind what he has learned of logic, geometry, and algebra, he sets down the following rules: (1) to never believe anything unless he can prove it himself; (2) to reduce every problem to its simplest parts; (3) to always be orderly in his thoughts and proceed from the simplest part to the most difficult; and (4) to always, when solving a problem, create a long chain of reasoning and leave nothing out. He immediately finds this method effective in solving problems that he had found too difficult before. Still fearing that his own misconceptions might be getting in the way of pure reason, he decides to systematically eliminate all his wrong opinions and use his new method exclusively. In part 3, Descartes puts forth a provisional moral code to live by while  rethinking his views: (1) to obey the rules and customs of his country and his religion and never take an extreme opinion; (2) to be decisive and stick with his decisions, even if some doubts linger; (3) to try to change himself, not the world; and (4) to examine all the professions in the world and try to figure out what the best one is. Not surprising, Descartes determines that reasoning and searching for the truth is, if not the highest calling, at least extremely useful. For many years after his revelation, Descartes traveled widely and gained a reputation for wisdom, then retired to examine his thoughts in solitude. In part 4, Descartes offers proofs of the existence of the soul and of God. Contemplating the nature of dreams and the unreliability of the senses, he becomes aware of his own process of thinking and realizes it is proof of his existence: I think, therefore I exist (Cogito ergo sum). He also concludes that the soul is separate from the body based on the unreliability of the senses as compared with pure reason. His own doubts lead him to believe that he is imperfect, yet his ability to conceive of perfection indicates that something perfect must exist outside of himnamely, God. He reasons that all good things in the world must stem from God, as must all clear and distinct thoughts. Part 5 moves from discussion of a theory of light to theories about human anatomy. Descartes considers the fact that animals have many of the same organs as humans yet lack powers of speech or reason. He takes this difference to be evidence of humankinds rational soul. He considers the mysterious connection of the soul to the body and concludes that the soul must have a life outside the body. Therefore it must not die when the body dies. Because he cannot conceive of a way that the soul could perish or be killed, he is forced to conclude that the soul is immortal. In part 6, Descartes cautiously touches on possible conflicts with the church over his ideas about physical science. Finally, he implores his readers to read carefully, apologizes for writing in French rather than Latin, and vows to shun fame and fortune in the name of pursuing truth and knowledge.

Christianity versus Evolution :: essays research papers

For over a hundred years now a battle has been raging over the origin of the Universe and man. Soldiers of Science have drawn the battle lines with each side using various scientific and non - scientific theories as their weapons. Who will ultimately win the war depends on who holds the most powerful weapons. On one side we have the Evolutionists. On the other side we have the Creationists. Evolutionists believe in spontaneous generation: This is the belief that life came from non-living matter. Creationists believe that life was created by an intelligent supernatural being ( God ). Evolution: - depends on current scientific theories to show the origin of man and the universe. There is a problem with this: Science is constantly changing. Newer and different theories are always being formed concerning our origin. When one theory is found to be false, another theory is quickly postulated to cover the first error. For instance: 1 - Concentric theory - 15th century - taught that sun, planets revolved around the earth. 2 - Phlogiston theory - 17th - 18th century - taught that every substance that burns contained a mysterious ingredient called "Phlogiston". It was later shown to be oxygen. 3 - It was once an accepted scientific fact that mice came from dirty underwear. Do you dare put your trust in a belief or a theory that is that fickle? You do if you believe in evolution! The Evolutionists continue to build on shaky, ever shifting ground. Sometimes the ground that they build on is not even there. As I was sitting in my chair I knew it had no bottom there No legs, no back, but I just sat Ignoring little things like that Evolution, creation and geology (the study of the physical nature, history, development of the earth) Man has believed, for most of his existence, that the earth was only a few thousand years old. But a new theory surfaced in the 19th century called "Uniformitarianism". This is the belief that nature can be explained by natural causes. In other words, the complex structure of life that we have today slowly occurred over a long period of time. This changed the belief that instead of the earth being only a few thousand years old, it is now several billion years old (5) for that is how long it would take for the earth to develop if the theory of Uniformitarianism is true. Evolution was built merely on a supposition, but it was offered as fact; all the while Evolutionists went hunting for proof.

Charles Dickens Oliver Twist

A Study of Child Abuse Reflected in Oliver Twist by Charles Dickens. CHAPTER I INTRODUCTION A. Background of The Problem * Child abuse in general * DIKAITKAN DG AHLI * Child abuse in specific novel B. Research Problem * What kinds of child abuse are found in Oliver Twist in Charles Dikens? * How are the causes of child abuse in the novel? * Read, identification, dikutip, diuraikan CHAPTER II REVIEW of RELATED and THEORIES A. Literary appreciation * Sociology of literature. Difinisi tp dikutib. * Review of the related teoris (tinjauan pustaka), membahas tentang batasan-batasan dr judul yg dibuatB. Child abuse * Kinds of Child abuse * The causes of child abuse CHAPTER III DISCUSSION AND FINDING (MENJAWAB PERTANYAAN PADA B) Aplikasi. Hal dan ditulis 1 paragraf Ditulis Dari kutipan di atas oliver menglami child abused berupa †¦. yaitu diberi , dimsukkan dlm ruangan sempitmakan anjing This chapter, the writers would like to discuss the problem. They are kinds and causes of film. Rela ted to the novel. CHAPTER IV * Conclution * Reference CHAPTER I INTRODUCTION This chapter consists of two sub chapters. They are the background of the problem and research of the problem.The complete discussion can be seen below. A. The Background of the Problem What is child abuse? The writers said that the child abuse is the acts or treatments of the adult to the children that cause a harm to them or even the death, even the careless parents can be one of example of the child abuse. There are two effects that happened to child-abuse’s child. They are psychology and sociology. The parents who mock their children that is one of the example of psychological and it also can cause the children unconfident in the society.Child abuse is the physical, sexual or emotional mistreatment or neglect of a child or children. Child abuse can occur in a child's home, or in the organizations, schools or communities the child interacts with. There are four major categories of child abuse: neg lect, physical abuse, psychological or emotional abuse, and sexual abuse. (www. wikipedia. org). A broad definition of child abuse implies purposeful and serious injury inflicted upon a child by a caregiver. (John Mersch, MD, FAAP).The Child Abuse Prevention and Treatment Act (CAPTA) defines child abuse and neglect as: Any recent act or failure to act on the part of a parent or caretaker, which results in death. From the main character in the novel of Oliver Twist also mengalami also experienced the child abused. For example: * At the workhouse when dinner, Oliver needs some more food but the master quickly hit Oliver with the ladle. * In the stone cellar Oliver was given some food by a servant girl. His food turned out to be what the dog had left that morning. * At the undertaker’s Noah moked Oliver about his mother.Oliver was angry and hit Noah. Noah screamed loudly; mrs. Sowerbury came and hit Oliver hard. etc Because of that the writers interested to write or analize the child abused that happened to the main character of Oliver Twist Novel by Charles Dikens. B. Research Problem * What kinds of child abuse are found in Oliver Twist in Charles Dikens? * How are the causes of child abuse in the novel? CHAPTER II This chapter reviews of the related theories of child abused. A. Literary appreciation There are four categories of child abused. They are physical abuse, emotional abuse, sexual abuse and neglect.First is physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. It may also be caused when a parent or carer fabricates symptoms of, or induces illness in a child. Second is emotional abuse. Emotional abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent effects on the child? s emotional development, and may involve: * Conveying to a child that she or he is worthless, unloved, inadequate, or valued only inso far as she or he meets the needs of another person. Imposing developmentally inappropriate expectations e. g. interactions beyond the child? s developmental capability, overprotection, limitation of exploration and learning, preventing the child from participation in normal social interaction * Causing a child to feel frightened or in danger e. g. witnessing domestic violence, seeing or hearing the ill treatment of another * Exploitation or corruption of a child Some level of emotional abuse is involved in most types of ill treatment of children, though emotional abuse may occur alone.Third is sexual abused. Sexual abuse involves forcing or enticing a child to take part in sexual activities, including prostitution, whether or not she or he is aware of what is happening. Activities may involve physical contact, including penetrative and non-penetrative acts. ?Penetrative acts? include ? rape? (forced penetration of vagina, anus or mouth with a penis) and ? assault by penetration? (se xual penetration of vagina or anus of a child with a part of the body or an object). Sexual activities may also include non-contact activities, e. g. nvolving a child in looking at / production of abusive images, watching sexual activities or encouraging her/him to behave in sexually inappropriate ways. It may include use of photos, pictures, cartoons, literature or sound recordings via internet, books, magazines, audio cassettes, tapes or CDs. Children under sixteen years of age cannot lawfully consent to sexual intercourse, although in practice may be involved in sexual contact to which, as individuals, they have agreed. A child of under thirteen is considered in law incapable of providing consent.Fourt is neglect. Neglect involves the persistent failure to meet a child? s basic physical and/or psychological needs, likely to result in the serious impairment of the child? s health and development. Neglect may occur during pregnancy as a result of maternal substance misuse. Once the child is born, neglect may involve failure to: * Provide adequate food, clothing or shelter (including exclusion from home or abandonment) * Protect from physical and emotional harm or danger * Meet or respond to basic emotional needs Ensure adequate supervision including the use of adequate care-takers * Ensure access to appropriate medical care or treatment * Ensure that her/his educational needs are met * Ensure her / his opportunities for intellectual stimulation are met Physical abuse Physical abuse involves physical aggression directed at a child by an adult. Most nations with child-abuse laws consider the deliberate infliction of serious injuries, or actions that place the child at obvious risk of serious injury or death, to be illegal. Beyond this, there is considerable variation.The distinction between child discipline and abuse is often poorly defined. Cultural norms about what constitutes abuse vary widely: among professionals as well as the wider public, people do not a gree on what behaviors constitute abuse. [6] Some professionals claim that cultural norms that sanction physical punishment are one of the causes of child abuse, and have undertaken campaigns to redefine such norms. [7][8][9] Sexual abuse Main articles: Child sexual abuse and child-on-child sexual abuse Child sexual abuse (CSA) is a form of child abuse in which an adult or older adolescent abuses a child for sexual stimulation. 10][11] Forms of CSA include asking or pressuring a child to engage in sexual activities (regardless of the outcome), indecent exposure of the genitals to a child, displaying pornography to a child, actual sexual contact with a child, physical contact with the child's genitals, viewing of the child's genitalia without physical contact, or using a child to produce child pornography. [10][12][13] Selling the sexual services of children may be viewed and treated as child abuse with services offered to the child rather than simple incarceration. 14] Effects of ch ild sexual abuse include guilt and self-blame, flashbacks, nightmares, insomnia, fear of things associated with the abuse (including objects, smells, places, doctor's visits, etc. ), self-esteem issues, sexual dysfunction, chronic pain, addiction, self-injury, suicidal ideation, somatic complaints, depression,[15] post-traumatic stress disorder,[16] anxiety,[17] other mental illnesses (including borderline personality disorder[18] and dissociative identity disorder,[18] propensity to re-victimization in adulthood,[19] bulimia nervosa,[20] physical injury to the child, among other problems. 21] Approximately 15% to 25% of women and 5% to 15% of men were sexually abused when they were children. [22][23][24][25][26] Most sexual abuse offenders are acquainted with their victims; approximately 30% are relatives of the child, most often brothers, fathers, mothers, uncles or cousins; around 60% are other acquaintances such as friends of the family, babysitters, or neighbours; strangers are the offenders in approximately 10% of child sexual abuse cases. [22] In over one-third of cases, the perpetrator is also a minor. 27] Psychological/emotional abuse Main article: Emotional abuse Out of all the possible forms of abuse, emotional abuse is the hardest to define. It could include name-calling, ridicule, degradation, destruction of personal belongings, torture or killing of a pet, excessive criticism, inappropriate or excessive demands, withholding communication, and routine labeling or humiliation. [28] Victims of emotional abuse may react by distancing themselves from the abuser, internalizing the abusive words, or fighting back by insulting the abuser.Emotional abuse can result in abnormal or disrupted attachment development, a tendency for victims to blame themselves (self-blame) for the abuse, learned helplessness, and overly passive behavior. [28] Neglect Main article: Child neglect The continuous refusal of a child's basic needs is considered chronic neglect. [29] There are many effects of child neglect, such as children not being able to interact with other children around them. C. Research Problem The writers would like to formulate two problems their are

Biblical Worldview Essay Essay

We all have a set of values and beliefs that help shape the way we view the world. While many of us can share the same tools that shape our worldview; everyone’s is unique to themselves. Romans 1-8 provides valuable teaching regarding the natural world, human identity, human relationships, and culture. These 4 categories make up the majority of the world and life as we know it. As Christians, this passage in the Bible should hold a great influence on our worldview. I will outline what Romans 1-8 teaches us about each category and how that affects my personal view of the world. As Christians, we know that God created the universe and everything in it by simply speaking. Everything in His creation attests to Him and His glory. This allows people who may never actually hear about Christ to still be able to see Him through creation. There is a verse in Luke 19:40 that goes on to say that even the rocks will cry out if everyone is silent. Romans 1:20 says, â€Å"For since the crea tion of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that people are without excuse.† Through the natural world, God has provided a way to show Himself to all mankind. When I am out in nature on a beautiful quiet day I can feel the Lord’s presence. When I am on a ship in the middle of the Atlantic Ocean watching the sun set, I can see the Lord. I am young and have not yet seen many of the natural wonders of this world. I have seen enough though to know that God is present throughout nature. I don’t understand how a person could look out on a beautiful scene of nature and not feel God. He truly does speak through the beauty of His creation. Our human identity is who we believe ourselves to be. Without God I know that I am a destitute and wicked creature. We are capable unspeakable evils. I have hope though through my redemption. I know that any good thing I do or obtain is not of myself but from God. God created us in His image so we can catch a glimpse of what He is truly like. However, as humans we are wicked and evil in heart. Nothing but the love of C hrist can save us. Romans 3:10-18 clearly lines just how unrighteous and devoid of hope we are within ourselves. This passage shows us our true human identity without Christ. We have hope though because we have been given Christ! Romans 8:26 tells us that Christ intercedes for us at the feet of God. Nothing can separate us from the love of Christ once we accept Him!  (Romans 8:35) Relationships make up a huge part of our lives. The Bible has a lot to say about relationships and how to treat one another. Relationships make an enormous impact on our world view because we are influenced by the people in our lives. Romans 1:28-32 lists the evils things that we do to one another such as envy, murder, strife, deceit, malice, and gossip. This is just a fraction of the sins that cause us to have damaged relationships with each other and ultimately God. How could you come before God and expect a good relationship if you have a broken relationship with someone in your life? Jesus teaches us to love one another and forgive over and over. When your heart is hardened towards another person, then you are u ltimately hurting your own relationship with God as well. The second chapter in Romans cautions us against judging others. We have to treat one another the way we would want to be treated; with kindness and mercy. We also have to be careful about what kind of people we have relationships with. If you surround yourself with evil people then you will be influenced to do evil. During the time that Paul was writing Romans, there was a religious hierarchy in place. The Pharisees were the leaders and aristocrats in the Jewish community. They were extremely strict and followed a huge list of rules. They were so caught up in their rules that they couldn’t open their hearts and minds to Jesus. Also at this time it was widely believed that only the Jewish community could be saved through following the rules and the Gentile population was doomed. Romans 3:23-25 teaches us that, â€Å"for all have sinned and fall short of the glory of God, and all are justified freely by his grace through the redemption that came by Christ Jesus.† Jesus death paved the way for everyone to be saved, not just the Jews! We learn that we are saved through faith and not by works. We can never earn our salvation. Today’s culture in America is so focused on material possessions and gaining more. We are caught up in our shiny toys and items much like the Pharisees were caught up in their rules. We have to stop getting caught up in things that don’t really matter and see what God is trying to use us for. We all have a purpose and a reason for being here. If you are not living your life to further God’s message than you are wasting it. Our culture today makes it so easy to forget what we are really supposed to be living for. As Christians we must be vigilant and not let the snares of this world snag our heart and divert it from our true calling. Everyone has their own unique  view of the world and reasoning for their views. Christians build their world view with the structure that the Bible has provided us. Paul writes about the natural world, our identity as people, how to treat others, and about the culture of the world. We are not perfect and can never hope to be but the grace of Jesus offers us salvation. Romans 8:12 reminds us that we have an obligation to live a life through the Spirit and not by the flesh. Every day we must work harder and strive for righteousness and a Christ-like attitude. Our worldview affects the way we live and can have an impact on all those around us. The better our worldview, the better our light will shine for Christ.

Harvard Referencing 4 Facts You Should Know

Harvard Referencing 4 Facts You Should Know Harvard Referencing: 4 Facts You Should Know Harvard referencing is a citation style used in higher education around the world, providing a quick way of referencing sources in academic writing. Its widespread use means that knowing how this system works is wise for any student. To help, then, we’ve prepared this quick guide explaining a few key facts you should know. 1. There is No Such Thing as â€Å"Harvard Referencing† Most people assume that Harvard referencing is associated with Harvard University, but there is no official connection. There is, in fact, technically no such thing as the Harvard referencing â€Å"system† at all. The school exists, though. You didnt imagine that. Rather, â€Å"Harvard referencing† is a generic term for parenthetical referencing. Therefore, â€Å"Harvard referencing† can mean a number of variations of the same basic rule set. As a result, the exact way to reference sources will depend on the version used. We could end each of the other points in this post by reminding you to check whether your school uses the same conventions, but we’ll just do it here once in big letters to save time: CHECK YOUR STYLE GUIDE! Got it? Cool. 2. Author–Date Citations All variations of Harvard referencing use an author–date format. This means giving the author’s surname and a year of publication for sources in parentheses, as well as relevant page numbers when quoting directly: Early humans â€Å"didn’t fly by helicopter† (Diamond, 1997, p. 49). If the author is named in the main text, there’s no need to duplicate it in the citation: According to Diamond (1997), Australia is unique in the history of human development. Each source cited in the text should also be added to a reference list at the end of your document. 3. When to Cite The key to good referencing is knowing when it’s necessary to cite a source. The main situations are when: Using a direct quotation Paraphrasing another author’s ideas or arguments Using a diagram or illustration from another source Using previously published data or results Summarizing a thinker’s beliefs or thoughts The key thing to keep in mind is that it’s the quality of citations that counts, not the quantity. You shouldn’t, therefore, worry about not having â€Å"enough† citations in your work, as long as you’ve clearly and consistently cited sources when required. 4. The Reference List Harvard referencing requires all cited sources to be included in a reference list with full publication information. The details to include for each source depend on its format, but the list itself should follow a few key conventions: List all cited sources (additional reading can be included separately) Sources should be ordered alphabetically by author surname Multiple works by the same author should be listed earliest first by publication date When a source has multiple authors, give all listed names (no matter how many) We hope this has clarified a few things, and don’t forget to check out the other Harvard referencing posts on our blog.

US in the Middle East

US in the Middle East Introduction Being the world’s leading superpower, it is quite likely that the United States will use every tactic to establish its presence in many places across the world. It is thus no wonder that they are involved in various peace and humanitarian initiatives globally.Advertising We will write a custom research paper sample on US in the Middle East specifically for you for only $16.05 $11/page Learn More This notwithstanding, the interest of the United States in the Middle East is questionable. Although the world has been made to believe that the involvement of the US in Middle East was purely for security reasons, there is a very high possibility that it was for the United States’ economic interests. This paper presents various arguments pointing to the fact that the United States’ presence in the Middle East was for their own economic benefits. Why the US was in the Middle East for their Economic Interests As has already been menti oned, there is a price to being a superpower. One strategy used by most leading nations is to ensure that they can stay ahead of the rest. Owing to the fact that a close association between America’s competitors and those in the Middle East could be a threat to its operations, it is quite obvious that the United States would want to be in control of most activities in the Middle East as well as in other states that export gas and oil. This led to United States entering the Middle East region as a friend with good intentions. The United States is also known for its prowess in manufacturing weapons. To ensure a steady market and great profits for weapon manufacturers, it is clear that the United States had to be heavily involved in the militarizing the Middle East region (Day, 2000). Apparently, most weapons imported into the Middle East region come from the United States. As a result, the US weapon industry continues to grow and weapon manufacturers keep on enjoying hefty prof its from their involvement in the oil and gas business.Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the process, the economy of the United States also grew and jobs were created for the American citizens (Sullivan, 2009). This explains why the United States has on several occasions been opposed to the determination by the Middle East states in coming up with their own weapons of mass destruction. Most of the world’s oil reserves are found in the Middle East (Habibi Woertz, 2009). Given that the oil reserves in other regions may soon be depleted, the intention of the United States has been to maintain a steady supply of gas and oil by establishing a strong presence in the Middle East (Snider, 2011). Consequently, the security of the Middle East region remains a matter of national importance to the US and other interested nations (Ewane, 2010). Major atte mpts have thus been made by the United States to create and keep close alliances with oil monarchies of the Middle East. Apparently, the US also benefits from providing transport services for gas and oil products within the region (Fund, 2006). A number of oil firms in the United States have also benefited through involvement in partnerships with major oil companies in the Middle East (Dobson Marsh, 2007). However, while the United States has worked so hard to create strong ties with allies in the Middle East, efforts have also been made to frustrate their opponents (Marc, 2011). In the recent past, the supremacy of the United States in the region has been threatened by countries such as China and India whose consumption of oil and gas products has been increasing over the years as a result of growth in their economies (Habibi Woertz, 2009). The growing interest by China and India is partly responsible for the loss of business to American firms that previously almost faced no comp etition or resistance from other nations. The presence of the United States in the Middle East is also meant to keep a tight control on the activities of Islamic groups involved in activities that threaten stability in various places across the world (Hassassian, 1997).Advertising We will write a custom research paper sample on US in the Middle East specifically for you for only $16.05 $11/page Learn More It is alleged that over the years, insecurities experienced in various parts of the world including the United States are spearheaded by radical Islamic groups operating mainly from within the Middle East region (Legrenzi Momani, 2013). Considering that this can stifle economic growth in the United States, part of the reason for the involvement of the US in the region is to frustrate the activities of such groups and render them useless (Baxter Akbarzadeh, 2008). Conclusion The involvement of the United States in the Middle East has been criticized by ma ny, including those whose very existence may be threatened by the activities within the region. There are also concerns that the United States is assuming a role reserved for the United Nations Security Council. Although it is the sole responsibility of the UN Security Council to authorize any form of military interventions, the United States went ahead to make a unilateral decision to do so. Considering the views presented in this paper, it is clear that the United States was in the Middle East for its own economic reasons. This is contrary to the wide spread belief that the United States moved into the region to help restore peace and stability in order to create a healthy and secure environment. References Baxter, K. Akbarzadeh, S. (2008). US Foreign Policy in the Middle East: The Roots of Anti-Americanism. New York, NY: Routledge. Day, A. (2000). US Foreign Relations with the Middle East and North Africa: A Bibliography: Supplement 1998. Reference Reviews, 14(2), 12 – 13 .Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dobson, A. P. Marsh, S. (2007). US Foreign Policy since 1945. New York, NY: Taylor Francis. Ewane, F. E. (2010). United States’ Involvement in the Middle East Peace Process. Munich, Germany: GRIN Verlag. Fund, M. (2006). World Economic Outlook 2006. Washington, DC: Intemational Monetary Fund. Habibi, N. Woertz, E. (2009). US-Arab Economic Relations and the Obama Administration. Middle East Brief, 34. Hassassian, M. (1997). U.S. National Interests in the Middle East. Palestine-Israel Journal of Politics, Economics and Culture, 4(3), 1. Legrenzi, M., Momani, B. (2013). Shifting Geo-Economic Power of the Gulf: Oil Finance and Institutions. Burlington VT: Ashgate Publishing. Marc, L. (2011). The Big Think behind the Arab Spring. Foreign Policy, 190, 46 – 47. Snider, E. A. (2011). The Arab Spring: U.S. Democracy Promotion in Egypt. Middle East Policy, 18 (3), 49 – 62. Sullivan, P. (2009). President Barak Hussein Obama and the Middle East: The Peace Process, Iran, Iraq and Reasonable Expectations. Jordan Journal of International Affairs, 2(4), 9 – 36.

Business Theory Essay Example | Topics and Well Written Essays - 2000 words

Business Theory - Essay Example As the IS curve shifts to the right the goods market will clear on a new equilibrium level E2 increasing the interest rates and the level of income. As the IS-LM model is based on the assumption of continuous market clearance in the assets markets the adjustment path is along the LM curve, as depicted in the figure below. Through the increase in the government expenditure the private investment spending falls since the interest rates get higher changing the formation of output with the increased share of larger public sector. The decrease in investment spending with an increment in the government expenditure is regarded as the notion of crowding out. With more crowding out the fiscal policy becomes more ineffective. This can be understood as, the more interest rates rise in response to the increase in government spending the more crowding out will occur and the less effective fiscal policy will be in expanding the economy. This can be graphically understood as the steeper the LM curve the greater the crowding out effect. As we know that the slope of LM curve shows the interest elasticity of the demand for money. A steeper LM curve shows that the increase or decrease in the rate of interest does not effect the demand for the real balances. For instance, the less responsive the demand for real balances to changes in interest rates the steeper the LM curve. This leads to a conclusion that in case of significant crowding out the demand for money is not affected by increase or decrease in interest rates. In this particular situation the Government can increase spending by financing it through lower the price of its bonds and hence raising the interest rate. The slope of the IS curve also depicts the effects of expansionary fiscal policy. The effects of expansionary fiscal policy also depends on the size of the shift in the IS curve arising from the government spending increase. Complete Crowding Out A vertical LM curve depicts the complete crowding out. When the LM curve is completely vertical it means that

Violence cannot be properly understood if it is approached as an Essay

Violence cannot be properly understood if it is approached as an evolutionary aspect of human nature'. Discuss - Essay Example Research related to sociopathy and psychopathy shows that violent activities are generally committed by individuals whose psychological functioning is different from normal individuals, which leads to the fact that violence should not be understood as an evolutionary aspect of human nature because there is a causal relationship between abnormal brain chemistry and violence. This paper intends to discuss this thesis statement. Violence cannot be understood as an Evolutionary Aspect of Human Nature Ferguson (2008, p.321) defines aggression or aggression control as evolutionary or adaptive traits of human nature; but, when he talks about violent behavior or violent anti-social behavior, he asserts that it is such an â€Å"aggressive behavior that is excessive or uncontrolled and results from either of two pathways† which include instrumental violence and reactive violence. The former type is related to â€Å"genetic contributions to aggressive personality traits† (Ferguson ) while the second type involves biological deficiency or damage in the impulse control system. Thus, we prove that violent behavior can be better understood if it is approached through genetic or biological aspects of human nature rather than evolutionary aspects. However, we cannot totally ignore the evolutionary aspects of human nature being responsible for violence. ... Among children, there are many psychological disorders that convert into violent behavior. Youth Violence (2001), A Report of the Surgeon General, has suggested that there are two developmental pathways leading to violence: Early- and Late-Onset Trajectories. â€Å"Children who commit their first serious violent act before puberty are in the early-onset group, whereas youths who do not become violent until adolescence are in the late-onset group† (Youth Violence, 2001). Disorders like Oppositional Defiant Disorder (ODD) which, at later stages, gets converted into Conduct Disorder, and Antisocial Personality Disorder are also responsible for the development of violence in one’s personality. The causes of ODD are mainly biological in addition to evolutionary. Damage or injuries to specific delicate areas of a child’s brain can cause his behavior to suffer which is a biological cause for ODD. Neurotransmitters, that are chemicals present in the brain, can also be he ld responsible for ODD as their abnormal levels in the brain hinder with the proper communication of neurons with each other causing their messages to not being transmitted throughout the nervous system. The presence of other psychiatric disorders like ADHD or mood disorders also initiates the occurrence of ODD in the child’s behavior. Studies have blamed the chemical serotonin to be chiefly responsible for oppositional, defiant, hostile and violent behavior. Aggression and violent behavior that occurs after puberty also involve abnormality in the hormone, testosterone. Antisocial Personality Disorder (APD) is a psychiatric condition in which the individual becomes violent and violates other people’s rights because APD snatches away