101 Reflection and Intro to Report Professor Ramos Blog

101 Reflection and Intro to Report Intro to Report Reflection Reflect on the writing process for your first essay. Answer these questions: What did you do well in your essay? What are the strengths and weaknesses of your essay? Where did you struggle, if at all? Intro to Report Reports are as diverse as all the classes you will take. You can write a report on a lab experiment, conduct interviews and assemble into a report, and even research a topic and publish it for the benefit of everyone. Reports are a genre that you may be familiar with but not know it. Reports are what we have done since elementary school. Reports are produced by government organizations, websites, companies, universities, and even individual students like yourselves. A report can answer a question, explore a topic, review what is already known about a subject, or report new knowledge, to name a few. There are a few qualities that a report usually has: Presents information Uses reliable sources Aims for objectivity Information is clear and well structured For this assignment, I want you to choose a topic that interests you and you want to learn more about. It can be related to your major, future or current career, something you are familiar with, or something you want to know more about. You can research a problem that you want to know more about. We will learn to research the library databases in order to find reliable sources of information. Subgenres of Report The report can be in any style or format that you think best suits it. If you choose to do a PowerPoint, that is your report. You do not need to write a separate report, the PowerPoint should have all the information on it. Here is a list of possible choices: Research Report –What it takes to be a teacher PowerPoint –  Mexican-American Report Wikipedia  style entry Featured Article  in Newspaper Other, cleared by Professor The Conversation We have already learned two important concepts: Literacy Writing Process The third concept is the metaphor of the conversation. What we are studying now, has a long history. People have been writing and researching everything you can think of. For example, the conversation on how to speak well goes back a couple thousand years to Aristotle, Plato, and others that came before. Everything you will write about from now on, needs to be based in a conversation. A scholarly one, a scientific one, a popular one. To know what has been said before, you need to read and research. Entering the Conversation The introduction to the textbook, page 1, explains that the book relies on templates to help us do the basic moves of writing. The templates are guides that when used, help us to structure and generate our own writing. We will talk a lot about approaches to writing and how to think about writing, as well as use the templates provided, to help us practice the principles of writing. It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop strong claims, offer supporting reasons and evidence, consider opposing arguments, and so on. But these deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, organized ways. (TSIS) State your own ideas as a response to others. You are just entering a conversation that has been going on for thousands of years. You are not expected to know everything, but you are expected to begin to understand what others have said before and how to find it. To argue means more than just stating your own position. To argue you need to enter into a conversation with others views. Then you can try to convince others of your position or just to see your position as valid. Burke’s â€Å"Unending Conversation† Metaphor Kenneth Burke writes: Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. Conversation and Report How is the conversation connected to a report? Brainstorming Let us brainstorm some ideas. We first need to choose a topic to write about. Build from lists Mapping ideas Freewriting Memory Prompts Search online for ideas Come up with at least two ideas that you want to write about. They can be general now, they will become more focused as you begin the research. Chp 5, â€Å"And Yet† Distinguishing What  You  Say from What  They  Say Chapter 5 (p. 68) introduces you to the term  voice markers  in order to help you distinguish the â€Å"I say† from the â€Å"They say.† This is a very important move since we are now including the â€Å"They say† in your writing. If you do not do this clearly, the reader will be confused as to your position and you may seem to contradict yourself. The templates help you with specific ways of signaling who is saying what, and to embed the voice markers. Being able to distinguish your own view from the common view is a â€Å"sophisticated rhetorical move.† Using â€Å"I† or â€Å"We† The chapter also covers using the first person in academic writing, â€Å"I† or â€Å"we.† You have likely been told to not or never use the I in college writing. The book argues that well-supported arguments are grounded in persuasive reasons and evidence, not in the use of or nonuse of pronouns. Free Write Take the topic you are thinking about researching for your report and write it at the top of a page. For the next five minutes I want you two write down everything you know about it. Do not edit as you write. Just keep writing and see where it takes you. Just keep writing. If you thought runs out, skip a line and start a new thought. Keep writing. Figure out what you know and what you need to research.

Quotations to Inspire Teachers

Quotations to Inspire Teachers Inspired teachers are exceptional teachers, and they change lives. When you need a little inspiration, or if you know a teacher who does, an uplifting quotation can do the job. Make a poster for the teachers lounge, send a text or card, find one that speaks to you as a mantra, be creative. Quotes for Teachers These will get you started: The job of an educator is to teach students to see the vitality in themselves.- Joseph CampbellI am not a teacher, but an awakener. - Robert FrostWhere there is an open mind there will always be a frontier. - Charles F. KetteringTeachers open the door. You enter by yourself. - Chinese ProverbAwaken peoples curiosity. It is enough to open minds, do not overload them. Put there just a spark.- Anatole FranceLife is amazing: and the teacher had better prepare himself to be a medium for that amazement.- Edward BlishenIt is the supreme art of the teacher to awaken joy in creative expression and knowledge.- Albert EinsteinAn understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.- Carl JungI cannot teach anybody anything, I can only make them think. - Socrates The art of teaching is the art of assisting discovery. - Mark Van DorenAnyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.- Henry FordThe mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.- William Arthur WardWhat the teacher is, is more important than what he teaches.- Soren KierkegaardGood teaching is more a giving of right questions than a giving of right answers.- Josef Albers​We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude. - Anonymous StudentWhatever you teach, be brief; what is quickly said the mind readily receives and faithfully retains, while everything superfluous runs over as from a full container. Who knows much says least.- Author UnknownBe not angry that you cannot make others as you wish them to be, since you cannot make yours elf as you wish to be.- Thomas A. Kempis Who dares to teach must never cease to learn.- John C. DanaIf a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didnt want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teachers job.- Donald D. QuinnTeachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers.- Author UnknownTeachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.- Author UnknownOne must learn by doing the thing; for though you think you know it, you have no certainty, until you try.- SophoclesThe aim of education should be to teach us rather how to think, than what to think- rathe r to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.- Bill Beattie He who asks a question may be a fool for five minutes. But he who never asks a question remains a fool forever.- Tom J. Connelly

Synergistic Relationship Between Higher Education and the Economic Essay

Synergistic Relationship Between Higher Education and the Economic Well-Being of a State - Essay Example In this essay, the researcher states that the unit of analysis is institution level and the study population is all public four-or-more year institutions in the United States. To test the theory of an interdependent and intertwined synergistic relationship of an education society, the economics of a community and the overall economy, ANOVA, correlation analysis, and Regression Modeling analysis was applied by the researcher. This essay is also designed to frame the discussion about approaches states can use to build better models to connect public information about the economics of higher education along with state-level planning and public policy for higher education. This essay focuses mostly on the effects of graduation rate on the Gross State Product (GSP). The researcher mentiones that over the past decade, accountability pressure in education is at the forefront on all levels. According to the human capital theory that proved the theory regarding the interdependent and intertwi ned synergistic relationship between economics and education though it has shown its limits. To strengthen this theory the researcher would need to run a multiple regression model which can also and mainly be used to determine Unrestricted State Appropriation for higher education. In conclusion, the researcher sums up his research on the topic and states that he believes that conducting this model presented in the essay would be a great contribution to the knowledge base on public policy related to the financing of higher education.

Employee Involvement, Employee Programs in Organization Performance Case Study

Employee Involvement, Employee Programs in Organization Performance - Case Study Example As such, Gual and Ricart point out that employee involvement should be a platform where employer and employee are anticipated play roles that are designed to improve the organization performance at all levels. In the study conducted by Podsakoff et al., the actual ideas in employee involvement revolves around getting individuals to contribute in most aspects of work decisions and planning since when involved, they feel emotionally attached to the organisation. As a result, when employee increases mental ownership and commitment, the employer is able to retain the handpicked performing employees and there is fostered environment where people prefer being motivated and contributing. Apparently, an investigation carried out by Dunlop and Lee illustrates the concept of employee involvement as one comprising of three sub concepts necessary in mending gaps that might exist between employee involvement and organization performance. These aspects comprise of employee commitment, employment satisfaction, and organizational citizen behavior. Firstly, it is worth noting that employment satisfaction is mostly influenced by what people expect from their work places such as pay, prestige, security and performance. In this regard, it is the employer’s mandate to guarantee that the employee receives both intrinsic and extrinsic employment satisfaction. Secondly, there should be employee commitment particularly in the work they have been assigned.

Impulsive Behavior of Romeo and Juliet Essay Example for Free

Impulsive Behavior of Romeo and Juliet Essay There are many examples of characters acting without thinking of the consequences in Romeo and Juliet. The story of Romeo and Juliet is written by the famous author William Shakespeare. The story is about a boy that falls in love with a girl but both of their families have a burning hatred for each other, which leads to both of Romeo’s and Juliet’s demise. Although there are some good things that happen as a result of Romeo acting before thinking, I’m going to show that on most occasions, his rash actions affect himself and others negatively. To begin, when Romeo has feelings for a girl, he thinks he feels â€Å"love† for them, but it is usually never the case. The Capulets throw a party due to a tradition and Romeo attends. While there he notices Juliet and is instantly attracted to her. He, like many other boys, is attracted to girls only for their looks and not personality: â€Å"Like a rich jewel in an Ethiop\s ear/Beauty too rich for use, for earth too dear!† (1.5.46-47). He is infatuated with Juliet, not in love with her. He is only focusing on her beauty rather than her non-visual redeeming qualities. Within a few minutes of meeting Juliet, he lost all his feeling of depression from being rejected by Rosaline: â€Å"Did my heart love till now? Forswear it, sight!/For I ne\er saw true beauty till this night†(1.5.52-53). He thought he was in love with Rosaline but then forgot all about her and his so-called â€Å"love† for her when he met Juliet. He now professes true love for Juliet. When Romeo hastily proclaims his love for girls, he doesn’t take the time to court the girls he likes, he makes them upset and feels rushed. Next, he was impetuous with killing himself when he thought Juliet was dead. Juliet took a potion to appear dead to avoid marrying Paris. When she woke up, she and Romeo were supposed to leave Verona together. Romeo found Juliet in the tomb where he was going to put Tybalt’s body. Romeo jumped straight to the conclusion that she was dead without checking to see if she was breathing or had a heartbeat: \Is crimson in thy lips and in thy cheeks/And death’s pale flag is not advancà ¨d there\(5.3.95-96). Romeo did not think about the fact that she could have taken a potion or be unconscious. He immediately took out the poison he obtained when he heard the news of Juliet’s â€Å"death† and drank it. When Juliet woke up, she saw that Romeo was dead: â€Å"Yea, noise? Then I\ll be brief. O happy dagger!/This is thy sheath; their rust, and let me die† (5.3.169-170). Romeo’s rash decision to take his own life led to Juliet snatching his dagger and ta king her own life. Both of these quotes show that if Romeo had slowed down, problem solved better, and thought through the consequences of his actions, he probably would not have chosen to take his life and would have ended up alive and with Juliet. On most occasions, Romeo’s impulsive decisions affect himself and others negatively. We can learn from his impulsive decisions which lead to dire consequences. Taking the time to assess our situations and weigh the consequences of our actions may help improve the outcomes of our decisions. Work Cited Shakespeare, William. Romeo and Juliet. Elements of Literature. Austin: Holt, Rinehart and Winston, 2009. 901-1024. Print.

PHOTOSHOP LAB REPORT :: essays research papers

1.) Objective of the lab:   Ã‚  Ã‚  Ã‚  Ã‚  The objective of this lab was to make a halftone negative of a small clipart. 2.) Facilities, supplies and equipment used:   Ã‚  Ã‚  Ã‚  Ã‚  We did this in the photo lab and in the dark room. To complete this lab we needed to have a working knowledge of the camera, developer, fix and a loop. 3.) Techniques employed:   Ã‚  Ã‚  Ã‚  Ã‚  To make film of a clipart several steps must be taken. First is to turn the copy board to be parallel to the floor. Then the glass front must be unlocked and lifted. The art is then placed in the center of the board next to a gray scale. After shutting and locking the glass front the copy board is then turned to be upright facing the shutter of the camera. The aperture should be set at an F-stop of 22 at %100. The next step takes place in the dark room on the other side of the process camera. You must position the transparent plate to be locked in front of the shutter. You then press the test button or switch to check the alignment of the art on the copy board. When aligned you open the transparent plate and use the vacuum to hold the film in position on the solid plate. You then close the solid plate and press the button that controls the timer for the shutter. This exposes the film to the light from the clipart and the gray scale. When the shutter closes you rem ove the film by turning off the vacuum. Then place the film in the developer until you can see the level 4 on the gray scale. This is the desired development of the film. When there you place the film in the stop solution. After a minute or so in there you place the film in the fix. This removes all the remaining silver from the film.

Dnp Practice Model

Week 6 The DNP Project Describe a needs or change related to a practice environment, include your rationale for why this situation warrants attention Explain how your participation in a specific professional organization could be beneficial as you attempt to affect positive change in your identified practice environment through your DNP project I believe a significant practice problem is that many nurses do not see the need to advance their education after obtaining an R. N.By continuing to have the triple level entry into practice we do not have the control of the practice development that other professional practices may have. The other professional practices have entry degree requirements that are reflective of the expectation that each requires. It is difficult to persuade a nurse to incur debt and expense to obtain a DNP when they believe as an RN, the benefits do not outweigh the work required. They don’t see how the investment of further education can change the future of nurses.Nurses may not want to give up the opportunity to work at the bedside and do not want the politics of management. The DNP offers the opportunity to maintain the clinical expertise and further education. The AACN recommendations that the entry as a NP by the DNP will assist with this, as many nurses do want to obtain the NP licensure and level of practice. Another attractive measure of the DNP is the ability of the clinical nurse to stay at the bedside of the patient.Many nurses are not attracted to administration or education and have resisted advanced practice unless its clinical in nature. I am particularly interested in nursing education and have experience as a clinical education instructor at the undergraduate level. The national organization that I would join must have a strong educational component and outreach to encourage nurses to obtain advanced education. McEwin, M. , & Wills, E. M. (2011). Theoretical basis for nursing. Philadelphia, PA: Lippincott Williams & Wilkins

Kay Boyle’s Astronomer’s Wife

Astronomer’s Wife Plot Summary Kay Boyle’s â€Å"The Astronomer’s Wife† is a brief story about a women’s dissatisfaction with her husband and her life. It Begins with Mrs. Katherine Ames waking up in her villa. She called for her maidservant to bring her some coffee as she begun to think about her husband, the astronomer. The maidservant then interrupted her thinking by telling her that the plumber had arrived. Mrs. Ames repeated herself, â€Å"I am Mrs. Ames†¦ I am Mrs. Ames† to call for the plumber. She showed the plumber to a room that has flooded.The plumber examines the flooded room and remarked that it was the â€Å"soil line† was responsible for the plugged drain. While the plumber headed outside to look at the pipes, the astronomer yelled at his wife that â€Å"There’s a problem worthy of your mettle! † as he is still on his bed. Mrs. Ames proceeded outside to the plumber and where he noted that the drains ar e â€Å"big enough for a man to stand upright in them†. Though, Mrs. Ames wasn’t paying any attention because she was still thinking about her husband’s thoughts and the things that he did to make her sad.Meanwhile, Mrs. Ames then looked at the plumber and noticed that he is looking â€Å"up in her face†. She noticed several physical characteristics about the plumber, â€Å"hair as light as gold, lean cheeks, rugged bones, firm and clean flesh. † She began to think about the differences between the plumber and the astronomer, a men who descend and men who go up. Suddenly, everything about the plumber became appealing to her, and she continued to think about the dissatisfaction of her husband. At the end of the story, Mrs. Ames followed the plumber into the drainpipes. CharactersMrs. Ames is the main character of the story. She is married to an astronomer who is a distant and overly interested in abstract things that had caused her to feel dissatisf action of him. She is the astronomer’s only link in the story, but she means a little to him. So such a long time she hadn’t entirely immersed in life from her husband, she then was appealed by the plumber, who is the contrast of the astronomer. The astronomer is married to Mrs. Ames. In the story, the narrator mentioned about the astronomer that â€Å"he was a man of other things, a dreamer. He spent most of his time examining the heavens and attempting to remain as high above the earth as possible. Even Mrs. Ames stated that he likes being on the roof or mountains for many times. However he never physically appeared in the story and only heard from him once when he yelled to Mrs. Ames. His behavior had made Mrs. Ames to think about him most of the time and dissatisfied of him. Meanwhile, the plumber is the astronomer’s opposite. While the astronomer preferred to be high up, the plumber descended down into pipes below the ground.In the story, he had been descr ibe physically and also been suggested as â€Å"brutal. † Mrs. Ames was attracted to his physicality as the plumber is the one who paid attention to her, looked her in her eye when he spoke, and treated her politely. At the end of the story, the plumber told Mrs. Ames an experience which in a sense that the plumber wanted to give her back and important element of her life that she had lost. Reader – Response Criticism Based on my own interpretation, the story shows that when a person, Mrs.Ames, feels the loss of love in a relationship and becomes unhappy, the person will look for the affection elsewhere. Then another character, the plumber, shows up and gives the spouse what she has been missing who is able to give her what has not had. This marriage has turned Mrs. Ames to a robot-like, routinely and every day is the same. This relationship would mostly result in unhappiness and unhealthy. It is because Mr. Ames find more interest in his profession than he does in his wife, clearly is the cause of his wife’s dissatisfaction.Every scene in the story is well described in words. All the details and descriptions help enrich the story. The major characters involved are Mrs. Ames and the plumber. The husband is mostly described by the wife, but he is only the minor character as he is not physically involved in the story. Meanwhile, the maidservant girl is another character which only involved in few scenes throughout the story. The story didn’t describe that Mr. and Mrs. Ames are in a relationship trouble, but the expressions, actions, and thoughts described is a clear indication of a marriage conflict.Even neither the plumber nor Mrs. Ames mention anything about them being interested in each other, but mostly described by the narrating that it is more than just a plumbing problem. Mrs. Ames describe her relationship with Mr. Ames is by talking about him. Although Mrs. Ames didn’t show directly of how she feel about her husband in the story, but is the way she speaks of him in front of the plumber. The couples are actually quite young, but the way they are described makes them look like they are in there fifties, where they seem like too old for any changes in their life.Conclusion The literature contains a lot more than we could expect. The story is actually quite simple, yet there is so much detail within it. Though the theme of a relationship gone bad is so common, but each sentence in the story tell us more to say inside than what is on top. The character’s dialogue is always either focuses on what the character is saying, or focuses on what is meant by what the character is saying. It shows that there is an opposition in each of the character’s words. Thus, it enriches the story into an exciting and provoking story to read.

AP StyleGuard and the Death of Editing

AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing By Mark Nichol Thanks to a new software program called AP StyleGuard, human intervention in improvement of written content is no longer necessary. All editors, please clean out your desks and report to Human Resources for your exit interview in five minutes; HR staff will provide information about career-change counseling on request. That’s a joke, folks. (So’s the headline.) But StyleGuard is fact, not fiction: The Associated Press announced it last week in a press release. According to the release, the plug-in â€Å"is similar in functionality to Microsoft Word’s spelling and grammar proofing tools and intuitively checks Word documents for the AP Stylebook’s fundamental spelling, language, punctuation, usage, and journalistic style guidelines.† That’s all well and good just another layer of technological assistance for writers, like spell-checking functions but every editorial enhancement like this increases the possibility of two unfortunate outcomes: 1. Upper management will assume that such tools obviate or reduce the need for flesh-and-blood-and-red-ink editors. 2. Writers will become less diligent about taking responsibility for the quality and clarity of their prose. Call me biased, but I strongly believe that the classic editorial-review protocol writer, editor(s), proofreader will never go out of (ahem) style. The latter stages can be (and often are) omitted, but at the expense of editorial excellence. As an editor and writer, I know all too well, from both perspectives, how the lack of an editing stage can have a deleterious impact on prose, or at least result in published errors. Also, I know that tools can become crutches if they supplant rather than supplement human judgment. Spell-checking and grammar-checking programs, StyleGuard, and similar innovations to come will never replace the writer’s own critical eye (or an objective second opinion), and there is some evidence that using them can cause one’s own editing skills to deteriorate. Not only that, but less skillful writers can overrely on such tools, accept their sometimes flawed corrections without question, and otherwise ignore their shortcomings. Do I use spell-checking? Of course. No sensible writer (or editor) should bypass the opportunity for its assistance. But I overrule it regularly, and I carefully peruse my prose (admittedly, sometimes not carefully enough) before I submit it for publication. Would I use StyleGuard? Of course if I adhered to Associated Press style. (And if I used a PC; it’s not compatible with Macs.) But I don’t. It’s ideal for writers who do so, thoroughly or with few exceptions. But AP style is highly formulaic, allowing for little flexibility or ambiguity. Compare it with the much more complex (and therefore, for me, much more useful) guidance of The Chicago Manual of Style. Because Chicago often offers alternatives and is much more detailed it’s ill suited for a regimented software program. By all means, buy AP StyleGuard if it suits your needs. But don’t uninstall your brain. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Play HQ Words: Cheats, Tips and TricksDissatisfied vs. Unsatisfied

How to Add Emphasis to Your Writing

How to Add Emphasis to Your Writing How to Add Emphasis to Your Writing How to Add Emphasis to Your Writing By Mark Nichol Some people consider italics and boldface type and quotation marks, when they’re used other than as dialogue markers to be just so many noisy bells and whistles. They often are, when they’re misused, but when they’re employed correctly and strategically, they send strong signals. The following rules apply primarily for books and magazines. 1. Italics Italics, based on handwriting script, serve several functions. They identify the titles of stand-alone creative works like books, films and television series, and paintings. But parts of compositions chapters, episodes of TV shows, short poems collected into anthologies, and the like are enclosed in quotation marks. They denote a word that would be stressed if spoken: â€Å"Stop the car I really have to go to the bathroom.† They indicate a word being introduced as itself, not as an idea: â€Å"Write, right, and rite are all pronounced identically.† Terms of more than one word are often enclosed in quotation marks, but this format may look awkward when used inconsistently alongside single italicized words, so self-referring phrases are often italicized as well (â€Å"it’s rank and file, not rank in file†). They also identify letters used as such: â€Å"The letter n on that sign is backward.† But letters compared to shapes (â€Å"turn right at the Y in the road†; â€Å"I watched a graceful V of geese fly overhead†) are set in roman type. (The lowercase term roman refers to the default type style.) The same is true for names of letters used in expressions (â€Å"dot your i’s and cross your t’s†). They signal the use of an unfamiliar foreign term: â€Å"The Roman legatus was the equivalent of a general in a modern army.† Note, however, that many words you might think are foreign have been adopted into English, that most welcoming of languages. Check your dictionary’s main section (not the foreign-words appendix); if a foreign term appears there, no italics are necessary. Also, foreign proper nouns need no emphasis. The rule of thumb for repetition of foreign terms is to italicize on first reference only, and leave them in roman type when they recur. Use your judgment, though, depending on the frequency and interval of recurrence. 2. Boldface Boldface lettering is best reserved for display type (chapter and section titles and the like). But they’re often used in textbooks and other learning materials to emphasize newly introduced terms, such as those that would appear in a glossary or be on a vocabulary quiz. Otherwise, this type style is the printed or posted equivalent of shouting. 3. Quotation Marks Quotation marks are often used as what are called scare quotes - emphasis markers that communicate novelty, irony, or a nontraditional use of a word or phrase. Writers overuse scare quotes. Except in special cases, they should trust readers to understand the unusual use of a word or phrase. The context in â€Å"I played dumb,† for example, precludes the need for a visual hint to the reader that the writer’s stupidity was an act, but â€Å"I had a ‘fit’ so she’d go away† may need a subtle clue that the tantrum was feigned. (Fit appears in single, not double, quotation marks here because they’re used within double quotes.) Newspapers traditionally omit emphasis because formatting it is time consuming, and many web sites have the same policy, but the many exceptions in both cases or using quotation marks in place of italics, as often seen on this site acknowledge that italics and judicious use of boldface and scare quotes aid comprehension. Just don’t have a fit and go â€Å"overboard.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsList of Greek Words in the English LanguageNominalized Verbs

Financial statements Essay Example | Topics and Well Written Essays - 500 words

Financial statements - Essay Example report that measures the success of the company operations for a particular period of time and this is used by business and investment people to determine the profitability, investment value and creditworthiness etc (Keiso and Weygandt, 2007, p. 126). Income Statement summarizes revenues, gains, expenses and losses. Sales, fees, dividends and interest are parts of revenues, while expenses take forms of cost of goods sold, depreciation, interest, wages and salary etc. Gains and losses are different types like sale of plant assets or investments, settlement of liabilities etc. Expenses are debited and revenue are credited, and the total of these can be a net debit (loss) or net credit (profit). Income statement evaluates the past performance of the company and provides a basis for future prediction and assessing risk or uncertainty. The Balance Sheet presents the financial position of the business through the main elements that are called assets, liabilities and stockholders’ equity (Davies and Pain, 2002, p. 49). Assets include those that can provide future economic benefits as a result of past transaction (plant, machinery, vehicles and all) and liabilities include those that are probable future sacrifices of economic benefits arising from present obligations- loan, overdraft etc- (Keiso and Weygandt, 2007, p. 173). Assets are regarded to be debit balances and liabilities and stockholder’s equity are credit balances. Balance sheet is always in a balance and hence it can be summarized as: Neither balance sheet nor income statement show or directly analyze some of the key changes taken place in the financial position. They don’t show cash inflows and cash outflows that are in turn, highly important to know and assess the timing and uncertainty of cash flows. Cash-flow statement, instead, provides cash inflows and outflows and it calculates the net changes in the cash position of the business. It comprises of 1) operation activities which are cash effects of

Mental Health - Self Harm Research Paper Example | Topics and Well Written Essays - 2250 words

Mental Health - Self Harm - Research Paper Example This research study adopts an ‘interpretivism’ epistemology because the qualitative approach is more investigative (Goldkuhl, 2012, p. 138-140). This is because understanding the suitability of medical practices and tools qualitatively requires the use of distinctive opinions and thoughts than it is in using quantitative methodology. Besides, the study focuses on answering epistemic questions mainly approaching practice as knowledge as well as understanding the nature and validity of the knowledge generated through practice as is to be gotten from practitioners. Qualitative literature will also be very useful in this epistemological approach in studying the subject outlined (Carter and Little, 2007, 1317). Nevertheless, this epistemology has prolonged data collection, which means that more time would be consumed and the processes would be complex. This study is focused in studying the topic within the US particularly within the medical school health care facilities. This is partly because the facilities are research facilities in nature and thus they are expected to facilitate the effectiveness of the research through factual data as well as willingness to collaborate with the researcher for the success of the study. Focusing on studying the phenomena in US is also informed by the ever-rising cases of mental health and such cases of health harm as consumption of poisonous substances and inflicting the body with pain from scratches and hitting on rough surfaces (Gardner, 2008, p. 31-32.). The population targeted in this study is that of persons within medical school heath hospitals, those that have had at least three years of experience with the mentally ill within the particular hospitals. Three hospitals are to be selected for the collection of data and the sampling tactic to be employed in choosing is based on geographical location. Urban-based medical school facility will have priority over rural based facility for ease of convenience in accessibility.