Misleading Graphs free essay sample

Figure 1, which appeared in Erickson Times, shows the number of Olympic medals won by country. For Germany, the picture of two medals corresponds to almost 500 medals. Therefore, we would expect the picture of four medals to correspond to almost 1000 medals and the picture of six medals to correspond to almost 1500 medals. However, the label for the four-medal picture is 615 and for the 6 medal picture is 1975. Although there is the correct rank ordering, there is little relationship between the pictures of the medals and the labels of the number of medals. Misleading Graphs and Statistics It is a well known fact that statistics can be misleading. They are often used to prove a point, and can easily be twisted in favour of that point! The purpose of this section is to learn how to recognize common statisitcal deception so that to avoid being mislead. Bad Sampling When you use a sample to represent a larger group, you must make sure that the people in the sample are fairly representative of the larger group. We will write a custom essay sample on Misleading Graphs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Example 31. 1 Decide whether a mall is a good place to find a sample for a survey about the amount of allowance received by people ages 10 to 15. Solution. The mall is probably not a representative place to find a fair sample of people in this age range. Taking a sample at the mall might not represent fairly those people who receive a small allowance, or none Misleading Graphs Good graphs are extremely powerful tools for displaying large quantities of complex data; they help turn the realms of information available today into knowledge. But, unfortunately, some graphs deceive or mislead. This may happen because the designer chooses to give readers the impression of better performance or results than is actually the situation. In other cases, the person who prepares the graph may want to be accurate and honest, but may mislead the reader by a poor choice of a graph form or poor graph construction. The following things are important to consider when looking at a graph: 1. Title 2. Labels on both axes of a line or bar chart and on all sections of a pie chart 3. Source of the data 4. Key to a pictograph 5. Uniform size of a symbol in a pictograph 6. Scale: Does it start with zero? If not, is there a break shown 7. Scale: Are the numbers equally spaced? 1 The data on the right suggests that the AR program appears to be helping the students. To make a fair graph of this data, what type of graph would be best? - Incorrect origin of the Y-axis JUST LOOK AT THAT UPWARD SPIKE! Oh, the bottom line of the graph isnt 0, its 19  million. The number didnt triple, despite the looks of things. The most commonly seen sensationalization of graphs in the popular media is probably when the graph is drawn with the vertical axis starting not at 0, but somewhere just below the low point in the data being graphed. Both upward and downward trends are exaggerated, for a more exciting look. For example, the employment data graph to the right, taken from the  New Deal  article in June 2008, purports to illustrate the level of employment in the United States of America over the years. The amount of employment visually appears to triple from 1933 to 1941. However, the vertical axis begins at 19 million rather than at 0; this disguises the fact that the rise was actually about 56%. For this reason, the graph to the right is misleading. It is certainly more exciting than the flatter equivalent, but to be accurate, the graph should have been created with the vertical axis starting at 0. However, one should also avoid insisting on a misleading 0. For example, when plotting the temperature history of Boston, it makes no sense to start the plot at 0  K, since 0 K is far removed from physically obtainable values and will only obscure the actual range of variation. In general, if one needs to use an offset 0, it is advantageous to use labels that are large enough that the offset is legible in the thumbnail. - Abuse of the X-axis The rightmost of these two graphs was snipped from the trough of the leftmost graph. It would be misleading to use the rightmost snippet to claim to represent data during this time period. Manipulation of the graphs X-axis can also mislead; see the graph to the right. Both graphs are technically accurate depictions of the data they depict, and do use 0 as the base value of the Y-axis; but the rightmost graph only shows the trough; so it would be misleading to claim it depicts typical data over that time period. The graph might not be misleading if it were specifically labeled in the caption as showing data only from 1/10/2008 to 1/13/2008 — but its a judgment call whether the wider view would be better anyway.

Creation of Labour essays

Creation of Labour essays The first Industrial Revolution was a period of expansion and transformation defined by the change from an agricultural society to an industrial one. It also was time of change and transformation from the use of manual hand tools and hand made items to machine manufactured and mass produced goods in factory settings. While Britain was the birthplace of revolutionary development, America was soon to follow. Unlike America, Britain was a nation that could support an economical transformation in its stable economy. Britain had an asset of skilled labour and saw the change from a home based domestic economy to an industry based economy that changed family structure and created a labour force imperative for propelling the inception of capitalism. The creation of a labour force was not by chance, rather by necessity which forced many poor off their land and out of their homes to find work. Machines called for mass production changing the artisan work into factory labour. British economy p rospered under the control of entrepreneurs increasing revenues while decreasing working conditions. The Industrial Revolutions effects reached further than manufacturing, it changed the social organization, family structure and the division of human labour facets in society by creating a pauperized work force. Three factors influenced the change in Britains economic situation before the Industrial Revolution took place. One factor was location. In the seventeenth century Englands location as an island on the edge of continental Europe provided a stronghold both demographically and economically for trade. England, as an island provided for accessible trade routes where goods could be imported and exported. European trade was accessible to international trade markets thus increasing the demand for manufactured goods on a global scale. This drove the primarily agricultural economy to a transform towards a manufacturing one, building ...

How to Calculate Acceleration The 3 Formulas You Need

How to Calculate Acceleration The 3 Formulas You Need SAT / ACT Prep Online Guides and Tips "Whoa, you really went from zero to sixty there!" Have you ever heard someone use the idiom "zero to sixty" like I did in the above example? When someone says something went from "zero to sixty," they’re really saying that things accelerated very quickly. Acceleration is the amount by which the velocity of something changes over a set period of time. In this article, we’ll be talking all about acceleration: what it is and how to calculate it. Buckle up! What Is Acceleration? Acceleration is the rate of change of velocity over a set period of time. You need to have both velocity and time to calculate acceleration. Many people confuse acceleration with velocity (or speed). First of all, velocity is simply speed with a direction, so the two are often used interchangeably, even though they have slight differences. Acceleration is the rate of change of velocity, meaning something is getting faster or slower. What Is the Acceleration Formula? You can use the acceleration equation to calculate acceleration. Here is the most common acceleration formula: $$a = {Δv}/{Δt}$$ where $Δv$ is the change in velocity and $Δt$ is the change in time. You can also write the acceleration equation like this: $$a = {v(f) - v(i)}/{t(f) - t(i)}$$ In this acceleration equation, $v(f)$ is the final velocity while is the $v(i)$ initial velocity. $T(f)$ is the final time and $t(i)$ is the initial time. Some other things to keep in mind when using the acceleration equation: You need to subtract the initial velocity from the final velocity. If you reverse them, you will get the direction of your acceleration wrong. If you don’t have a starting time, you can use â€Å"0†. If the final velocity is less than the initial velocity, the acceleration will be negative, meaning that the object slowed down. Now let’s breakdown the acceleration equation step-by-step in a real example. How to Calculate Acceleration: Step-by-Step Breakdown Now we’ll breakdown the acceleration formula step-by-step using a real example. A race car accelerates from 15 m/s to 35 m/s in 3 seconds. What is its average acceleration? First, write the acceleration equation. $$a = {v(f) - v(i)}/{t(f) - t(i)}$$ Next, define your variables. $a$ = what we are solving for $$V(f) = 35 m/s$$ $$V(i) = 15 m/s$$ $$T(f) = 3 s$$ $$T(i) = 0 s$$ Now, plug your variables into the equation and solve: $$A = {{(35 - 15)m}/{s}/{(3 - 0)s}$$ $$A = {(35 - 15)}/{(3 - 0)} m/s^2$$ $$A = {20/3} m/s^2$$ $$A = 6.66 m/s^2$$ Let’s try another example. A cyclist traveling at 23.2 m/s comes to a complete stop in 1.5 $s$. What was her deceleration? First, write the acceleration equation. $$a = (v(f) - v(i)) à · (t(f) - t(i))$$ Next, define your variables. a = what we are solving for $$V(f) = 0 m/s$$ $$V(i) = 23.2 m/s$$ $$T(f) = 1.4 s$$ $$T(i) = 0 s$$ Now, plug your variables into the equation and solve: $$A ={{(0 - 23.2)m}/s}/{(1.4 - 0)s}$$ $$A = {0 - 23.2}/{1.4 - 0} m/s^2$$ $$A = -23.2/1.4 m/s^2$$ $$A = -16.57 m/{s^2}$$ 2 Other Common Acceleration Formulas Wondering how to calculate acceleration using a different formula? There are several other common acceleration formulas. Angular Acceleration Formula Angular acceleration is the rate at which the angular acceleration of a rotating object changes with respect to time. Here is the angular acceleration equation: $$a = {\change \in \angular \velocity}/{\change \in \time}$$ Centripetal Acceleration Formula Centripetal acceleration is the rate of motion of an object inwards towards the center of a circle. Here is the centripetal acceleration equation: $$a(c) = {v^2}/r$$ $a(c) $= acceleration, centripetal $v$ = velocity $r$ = radius Key Takeaways Acceleration is the rate of change of velocity over a set period of time. You calculate acceleration by dividing the change in velocity by the change in time. What's Next? Are you studying clouds in your science class? Get help identifying the different types of cloudswith our expert guide. Working on a research paper but aren't sure where to start?Then check out our guide, where we've collected tons of high-quality research topics you can use for free. Need help with English class- specifically with identifying literary devices in texts you read? Then you'll definitely want to take a look at our comprehensive explanation of the most important literary devices and how they're used.

Israeli Economy Essay Example | Topics and Well Written Essays - 2500 words

Israeli Economy - Essay Example This study will focus on the ethnic considerations in regards to the economy of the Israeli state as well as the Jewish state/Israeli nation discourse that accompanies it. The role of religion in economy will also be discussed. The approach of this study will be through first providing a brief background on the historical ethnic composition in regards to Ashkenazi and Sephardis and then detailing the historical and contemporary perspectives of the issues in question before concluding with a look at how Post-Zionism may respond to the issues addressed in the essay. Ethnic Background on Israel (Ashkenazi/Sephardi) Tsur (231) discusses the distribution of Jews in the pre-Zionist era, stating that Jews could be viewed geographically as European (residing in Europe) or Afro-Asian (residing in North Africa and Asia especially in the Middle East). With this categories established, it is then observed that the Zionist migration into Palestine at the time of establishment of the Israeli state (1948) was heavily inclined towards European Jewry with majority of the immigrants streaming in from Eastern Europe in comparison to those from North Africa and the Middle East. This pre-Zionist categorization spawned the major ethnic classification Ashkenazi and Sephardi that have later characterized the socio-economic and political landscape of Israel. Although it is difficult to define Jewry, the Ashkenazi Jews are the ones who originated from European nations. Originally, Ashkenazi referred to Jews from Germany who had settled in Eastern Europe and spoke Yiddish. Sephardi, on the other hand, referred to Jews from the Iberian Peninsula who had also settled in the Ottoman Empire. The two nuclei origins of Jews later incorporated other Jews, with those from Eastern Europe and later from America ascribing with Ashkenazi while those from Islamic North African and Middle East countries identified with the Sephardi (Tsur, 232; Dowty 1-3). Hence, the Zionist migration largely featured Ashkenazi Jews, with the changes all aspects of the Israeli society following showing elements of the two ethnic inclinations as is the subject of the rest of this discussion. Historical Perspectives on Ethnic Economic Considerations Kaplan notes that the immigrants from Asia and Africa (the Sephardi), generally began their lives in the new state at significant socio-economic disadvantage as compared to the dominant Ashkenazi population. While the most of the Ashkenazi seized the numerous opportunities in the working and middle class levels due to possession of marketable skills, advancement in education and considerable favour from the authorities, the Sephardi had to make do with low income jobs and settled in marginal neighbourhoods and settlements that were largely economically non-stimulating. Kaplan also indicates that economic inequality was further compounded in the entire first generation of Ashkenazi and Sephardi born in the state of Israel as the Sephardi traditionally ha d larger families which strained the already limited resources available. The manifestation of this ethnic disparity in historical economic terms can be seen in the statistics available on incomes, distribution of occupation and education before 1975. By 1956-1957, the Sephardi averagely earned 73% of what the Ashkenazi earned increasing to 82% by 1975. When the large Sephardi families are taken

Cycladic Art of Ancient Greece Essay Example | Topics and Well Written Essays - 1250 words

Cycladic Art of Ancient Greece - Essay Example The visitors viewing the Cycladic art of archaic Greece are amazed by the simplicity of the images and abstraction features that motivate the art industry in the 20th century. The museum receives various kinds of people visiting the place to see the sculptures that inspire the modern art by their structures (Miller et al, 128). Both the young and the old persons from different continents have visited the museum in search of the Cycladic Art. Some of the personalities that established the museum; hence, making its constructions possible are Nicholas and Dolly in 1960s. The two individuals used to collect Cycladic figurines for a long time until they had a large collection. The collections were then distributed to different museums across the world. This factor caused the town to come up with a museum to keep Cycladic figurines safely and preserve them to prevent their extinctions (Miller et al, 128). It is estimated that 3000 artifacts of Cycladic have been discovered and are preserve d in the museum for display. The Greek name for Cyclades is Kyklades referring to a circle that is formed by innumerable islands that are approximated to be 200, and located around the significant Island known as Delos. The area consisting of the small Cycladic islands in the Aegean became a place in which culture was exceptionally esteemed and practiced by the residents living in the area along time ago (Gardner & Fred, 68). The island had innumerable mining grounds that consisted of white marble, which encouraged and led the residents to practice modeling sculptures. Consequently, the core culture practiced in the area was the culture of stone-cutting. The most inimitable creation of the... The Cycladic arts of ancient Greece assist in understanding the historical and civilizing ways of life of a person. They are exceptionally popular across the world resulting to the construction of a museum in Athens, Greece that protects and preserves the artifacts. Cycladic art of ancient Greece is traced from 3300 to 2000 BCE and refers to the visual arts that existed in Cycladic civilization. Aegean Art comprises of 3 core branches, one of the branches being Cycladic art. The name ‘Cycladic art’ is derived from the Cyclades islands in which innumerable figures were found during the expeditions of the archeologists. The image of the figures amazed certain artists such as Picasso who was amazed on the classical and maturity of Greeks inhabitants’ art had at the time. Their stubby shapes make them appear tiny images, and perceived as clay-sculpted. The art is related to Minoans and Mycenaean, the 2 groups comprising the Aegean culture. Art is a significant aspect that explains mysteries and civilizations of man throughout the early days, since it depicts the state of things in the earlier society. In this unit, significance and general information on Cycladic art of ancient Greece is discussed aptly. The core facts learnt about the artifacts is that they were treasured and exceptionally esteemed by the inhabitants living at the period. Consequently, the researcher recommends and advises the Greek government to protect the artifacts since they play a prominent role in describing the cultural activities of the people.

Inc Narrative Report Essay Example for Free

Inc Narrative Report Essay For our group, the INCredibles, we are assigned to organize an event which has something to do with a group and its cooperation. The two most important thing when we say â€Å"LEADERSHIP†. As described, â€Å"LEADERSHIP† is the activity of leading a group of people or an organization or the ability to achieve a specific goal. Leader steps up in times of crisis, and is able to think and act creatively in difficult situations. Unlike management, leadership cannot be taught, although it may be learned and enhanced through coaching or mentoring. Through this as a student, we are after a good and responsible leader that could really lead us for the best. Through teambuilding activities, different strategies and different leadership is being standout. Teambuilding is defined as the ability to identify and motivate individual employees to form a team that stays together, works together, and achieves together. For our event, entitled â€Å"Many Paths, One Spirit, A legacy of Leadership† we are after for a good leader and especially this event is after for a true and a strong bond. Our event took place at Ouans worth farm, Kanlurang Mayao, Lucena City. The call time of the organizers is at 7:00 in the morning. And for our participants which are the DSC Officers, their call time is at 9:00 in the morning at Manuel S. Enverga CTHRM Study Area. When we got at the venue, everyone is busy designating and planning the last minute petty things to be solved. Then after that, we started putting thing into place. We started cutting papers for the souvenirs and started blowing up the balloons, while other members of the group is still at Zharina’s House and busy preparing the food for our event. We also decorated and started arranging the tables at the conference room and putting some finishing touches. Then after that everyone is settled and other members already know their designated stations for the Amazing Race, and we are only waiting for the arrival of our participants but the DSC Chairman arrived as early as 8:00 in the morning. Then our participants arrived at 10:00 in the morning and it also started the registration, the assigned for the registration is Lindsey Hidalgo, Vera Javier and Karen Tagon. After the participants finished the registration, the program officially begins. The event started with a prayer hoping the event would be successful and also at the same time to attain our main goal that is to have unity, cooperation and a strong bond among the DSC Officers. As the participants log their names at our registration forms, they were at the same time given their IDs and they are also to choose a balloon that indicates which group they would belong. After that Czarina Miranda the emcee of that day’s event, she welcomes whole heartedly the participants and calls on immpediately Nadine Almozara for her to start the day with a prayer. After the Opening Prayer, the Opening Remarks was given by Nina Lumenario. Then the emcee immediately instructed the participants on how the Amazing Race would work and what are the rules. The stations includes the following: Calamansi relay, bilangan ng monggo, spell me DSC, kadena, obstacle, pulot ng basura, harina, and eat all you can (includes ampalaya, banana, calamansi and tomsto). Then after that, the emcee instructed the participants that its time for them to know their respective groups. The first group includes Alexis, Meco and Nino. The second group includes Crio, Hazel, Tyrone, and Chesca. And the last group includes Paul, Alvin and Janica. After that the groups where formed and they need to make a name for their group and to present a yell. Paul’s group is named as the â€Å"TAMARights† inspired by the FEU Tamaraws, they performed their yell first. Alexis’ group is named as â€Å"Orange and Lemons† inspired by a Filipino Local Band. And the last group, Crio’s group is named as â€Å"BLUEtooth† inspired by a cellphone specs. Crio, Paul and Meco added spice whenever they throw jokes to each opther that makes also the event fun. And its now time for the groups to start the Amazing Race. The process is that they where given a clue that would took them to their destination and in that way they would be starting in dif ferent stations. In every stations that they’ll be accomplishing the Station Manager would give them a letter that is a key for a keyword â€Å"CTHRM DSC† and the first to complete this letters, they are the winner. So the game started it’s a thrill. We could really see the cooperation and the hardworks of our participants and we are really thankful because they really supported our event. The first group to arrived at the conference room and completed the letters is Paul’s Group and the are the TAMARights. Second who arrived is Alexis’ Group, the Orange and Lemons. And last is Crio’s Group, the BLUEtooth. So because Crio’s group finish last Meco started throwing jokes at Crio. And once4 again everyone laugh and enjoyed. Then after the picture taking. We started distributing lunch for our participants, our lunch is extraordinary because it’s in a banana leaf and we need to eat together but its really fun. We enjoyed eating like it’s all back to basic. After we finish our lunch, the second game begins and it is to solve a jigsaw puzzle. Alexis’ Group won the challenge, next is Crio’s group and lastly it’s Paul’s group. The next activity is to make their flags that would be symbolizing their group and everyone really made a good job. The event was tiring but it was really worth it, it’s fun and it really bonded the relationships of the participants and also the organizers. Alvin, the DSC Chairman, gave some message that really made us realize and also touches us. Immediately after that Donna, our Event Manager gave a Closing Remarks and after the program everyone was having a free time to sit and jam with the participants and to distribute their snacks and at the same time Paul gave us some intermission number and he does some impersonations. That ends our event and we really think that our event achieves our goals. And as we finish this event we are hoping that this would give our participants a more clearer and more deeper understanding about leadership.

Problem With The Media Essay -- essays research papers

Problems with the Media There has been an ongoing dispute concerning the media's perception of how people are supposed to look. It seems that every year, the expectations of looking thin becomes harder and harder to meet. I know this from a personal experience of my own. A few years ago, I would look in magazines and see girls wearing size one or size two clothes. By look at this at least once every month, I started to feel that I was inadequate and I had to loose weight. Unfortunately, I took my dieting to far and over used diet pills. Because of my abuse to the pills, I almost became addicted and that's when I realized how distorted the media's idea of looking good was. Fortunately there are numerous amounts of people that agree with me. This would include a woman writer, Susan Bordo, who wrote about the media's ideas of being thin, and how she thinks that they are wrong In the essay "Never Just Pictures" by Susan Bordo, she discusses the issue of the media's promotion of being skinny and what affects this has brought. The media claims that the phobia of being fat is a disease that you are born with, but that is not always the case. Bordo, like many other people, believe that the media is mostly to blame. Bordo brings up a few arguments, such as Freud's opposing thoughts along with the ads cutting back the use of make-up, but never goes into Yarbrough 2 great detail with the opposing side. Throughout the essay, Bordo uses many examples, along with pictures, to help prove her point. By using her emotions, evidence, and experience as a writer on similar subjects, she reaches her audience and gives and effective and convincing argument. Bordo proves her creditability throughout the paper. She demonstrates that she is an intellectual woman with a grasp on current events. She mentions articles from highly renowned newspapers, such as The New York Times and The New Yorker, along with referring to newscasters' comments from the 1996 Olympic games. She also justifies the writing by mentioning her pervious work in the 1993's Unbearable Weight, where she discusses similar issues. The book, published by the University Press, shows that she had obvious academic knowledge and support. Bordo's targets an audience of younger to middle-aged women by using termi... ... though it might not seem completely fair, Bordo saves the media's responses and mentions them at the end. The reason why she does this is not only keep the reader interested but not going back and forth on the issue, but also build up the audiences agreement with her. This way she can get more response from her reader up against the press. When Bordo does mention the opposing side, anything that the media says and/or does just isn't good enough because they are causing people to get sick and sometimes die. This would force the audience to agree with her more, which is what she wants. Bordo does a great job with getting in touch with the reader. This article, however, is not very effective unless the reader cares about the issue before they pick it up and read it. She does a good job of arguing with the opposing sides, so if someone reads the article and their beliefs are against her beliefs; there is a possibility that they would change their minds. The reason for the possible change of heart from her lists of examples, her reasoning with it being backed up by media proof, and how much feeling she puts into the essay

Technical Writing Pdf Essay

1. Overview The traditional way of writing government documents has not worked well. Too often, complicated and jargon-filled documents have resulted in frustration, lawsuits, and a lack of trust between citizens and their government. To overcome this legacy, we have a great responsibility to communicate clearly. Studies show that clearly written regulations improve compliance and decrease litigation. Writing that considers our readers’ needs improves the relationship between the government and the public it serves. Clear writing reduces the burden on the public. It also reduces our burden because we don’t have to deal with the consequences of unclear communication. How can we be better writers? We believe that the most important goals are these– †¢ Write for your reader †¢ Write clearly †¢ Write in a visually appealing style The next several pages summarize some of the best techniques to achieve these three goals. Following the summary, you’ll find detailed suggestions for applying these techniques to your writing. Write for Your Reader Writing for your readers sends a message that you have considered who they are and what they need to know. When you communicate a concern for your readers’ needs, they are more likely to be receptive to your message. When your document is plainly written, your readers are more likely to– †¢ Understand what you want and take appropriate action †¢ Focus on key information †¢ Believe that you are concerned with their needs Identify your audience Identify your audience early and think about why the reader needs to read the document. Identify people who will be interested, even if they are not directly affected. Write to everyone who is interested, not just to technical or legal experts. Keep in mind the average reader’s level of technical expertise. Organize to meet your reader’s needs People read documents to get answers. They want to know how to do something or what happens if they don’t do something. Organize your document to respond to these concerns. Frequently this means describing events as they occur–you fill out an application to get a benefit, you submit the application, the agency reviews the application, the agency makes a decision on the application. Think through the questions your readers are likely to ask and then organize them in that order. For regulations, you can organize them into a comprehensive table of contents that will be an outline of the document. Use a question-and-answer format As much as possible, write section headings as questions. Try to ask the questions your readers would ask. Answer each question immediately. Using the question-and-answer format helps readers to scan the document and find the information they want. It also increases the chances that they will see a question that they didn’t have, but need to know the answer to. This format is enormously helpful to readers. Use â€Å"you† and other pronouns to speak directly to readers â€Å"You† reinforces the message that the document is intended for your reader in a way that â€Å"he,† â€Å"she,† or â€Å"they† cannot. More than any other single technique, using â€Å"you† pulls readers into your document and makes it relevant to them. Using â€Å"we† to refer to your agency makes your sentences shorter and your document more accessible readers. Use the active voice Active voice makes it clear who is supposed to do what. It eliminates ambiguity about responsibilities. Not: â€Å"It must be done. † But, â€Å"You [or someone else] must do it. † Using passive voice, which obscures who is responsible for what, is one of the biggest problems with government documents. Use the appropriate tone In regulations, tone is not really an issue. But the tone of other documents, such as letters, affects how well the reader takes in your message. A cold tone can cause the reader to tune out the message. In some cases, it causes him to put down your document rather than attempting to read it at all. Select the tone based on who your reader is and what his or her circumstances are. Write Clearly For years, most of us have addressed our documents mainly to technical experts and lawyers, rather than to the many other readers we want to influence. A jargon-laden, legalistic style does not clearly convey important information. You can reduce confusion or misinterpretation for all readers without sacrificing the technical integrity of your writing. How can you write more clearly? Government documents such as regulations present special challenges because of the highly technical information they often contain. At the same time, you have multiple audiences, some highly knowledgeable, some less so. In fact, focus-group results show that even technical experts do not always understand technical language easily or quickly. The following techniques will help ensure that you keep your language clear, so that your users can focus on technical information. Use short sentences Express only one idea in each sentence. Long, complicated sentences often mean that you aren’t clear about what you want to say. Shorter sentences show clear thinking. Shorter sentences are also better for conveying complex information; they break the information up into smaller, easier-to-process units. Vary your sentence structure to avoid choppiness, but don’t revert to tangled multi-clause sentences. Write to one person, not to a group Use singular nouns, pronouns, and verbs to direct your writing to one individual reader. This prevents confusion about whether a requirement applies to readers acting individually or in groups. Use the simplest tense you can Using simple present tense avoids the clutter of compound verbs and clearly conveys what is standard practice. Use â€Å"must† to convey requirements Use â€Å"must† for obligation, â€Å"may† for permission, and â€Å"should† for preference. Use â€Å"must not† to convey prohibitions. Avoid the ambiguous â€Å"shall. † When was the last time you heard â€Å"shall† in everyday conversation? Place words carefully There are several ways you can reduce ambiguity– †¢ Keep subjects and objects close to their verbs. †¢ Put conditionals such as â€Å"only† or â€Å"always† and other modifiers next to the words they modify. Write â€Å"you are required to provide only the following,† not â€Å"you are only required to provide the following. † †¢ Put long conditions after the main clause. Write â€Å"complete form 9-123 if you own more than 50 acres and cultivate grapes,† not â€Å"if you own more than 50 acres and cultivate grapes, complete form 9-123. † Use â€Å"if-then† tables If material is particularly complex and many conditional situations are involved, put it in an â€Å"if-then† table. Avoid words and constructions that cause confusion. Common sources of confusion include– †¢ Undefined or overused abbreviations and acronyms †¢ Two different terms used for the same thing (car, vehicle, auto, conveyance–choose one) †¢ Giving an obscure technical or legal meaning to a word commonly understood to mean something different (defining â€Å"car† to include trucks) †¢ Legal, technical, and â€Å"fashionable,† but confusing, jargon †¢ Strings of nouns forming complex constructions (surface water quality protection procedures) †¢ Pronouns that don’t clearly refer to specific nouns †¢ Stilted, wordy language Use contractions when appropriate. Contractions can speed reading, improve accuracy, and sometimes soften the tone of your documents. Write in a Visually Appealing Style We want our documents to help readers get information, comply with requirements, and apply for benefits with the minimum possible burden. Visually appealing documents are far easier to understand than more traditional styles. Traditional government documents are often dense and confusing. Replace blocks of text with headings, tables, and more white space. You will help your reader by making the main points readily apparent and grouping related items together. Use a clear and uncrowded presentation and your readers will be more likely to understand what you want to convey. In turn, your readers will be more likely to do what you want them to do in their dealings with your agency. How can you make your documents visually appealing? With visual layout, you draw your readers’ attention to information they need to know. Even though various government requirements, such as the Code of Federal Regulations (CFR) format, constrain government writers in a number of ways, you can still take significant steps to make your documents visually appealing to the reader. Use lots of informative headings. Headings attract your readers’ attention to important information. They help readers find their way through a document and locate important points. Pack each heading with lots of information. How often have you seen several different sections entitled â€Å"applications† or â€Å"appeals† in one set of documents? Applications for what? Appeals of what? If you say â€Å"Applications for underground mining permits on public land† the reader knows exactly what you’re talking about, and knows the difference between that section and another section entitled â€Å"Applications for a temporary use permit to transport cattle across public land. †On the other hand, headings should not be so long that they overwhelm the material in the section itself. Write short sections Short sections break up the material into easily understood segments and allow you to introduce a little white space. Short sections look easier to read and understand. Long sections can appear difficult and forbidding, even before someone tries to read them. Include only one issue in each paragraph Limiting each paragraph to one issue gives the document a clean appearance and contributes to the impression that it is easy to read and understand. By presenting only one issue in each paragraph, you can use informative headings that reflect the entire issue covered by the paragraph. Use vertical lists Vertical lists highlight a series of requirements or other information in a visually clear way. Use vertical lists to help your reader focus on important material. Vertical lists– †¢ Highlight levels of importance †¢ Help the reader understand the order in which things happen †¢ Make it easy for the reader to identify all necessary steps in a process †¢ Add blank space for easy reading Use tested emphasis techniques to highlight important points. Emphasis techniques are useful to draw the reader’s attention to a line or two. You should use techniques like bold and italics that have been tested on readers; they draw the reader’s attention to the area and are easy to read. You shouldn’t use ALL CAPS; they’re much harder to read. 2. Techniques for Better Writing This section provides examples of how to use the techniques listed in the overview. The examples are drawn from different agencies across the Federal government. Because we originally wrote this guidance for regulations writers, most of the examples are from regulations. You won’t find any of these exact examples in the Code of Federal Regulations. We’ve altered them to provide what we think are better examples of the techniques we recommend. Identify and write for your audience Identify who is affected by a document and write to get their attention and answer their questions. You have to grab your readers’ attention if you want to get your ideas across. Let’s face it, readers just want to know what applies to them. The best way to grab and hold their attention is to figure out who they are and what they want to know. Put yourself in their shoes. It will give you a new perspective. Tell your readers why the material is important to them. Say, â€Å"If you want a research grant, here’s what you have to do. † Or, â€Å"If you want to mine federal coal, here’s what you should know. † Or, â€Å"If you are planning a trip to Rwanda, read this first. † Identifying your audience should do more than just cause you to make sure the terms you use are clear. It should help you focus on the reader’s needs. You should do this by thinking about what your reader knows about the situation now. Then think about how to guide them from their current knowledge to what you need them to know. To help you do this, try answering the following questions– †¢ Who is the reader? †¢ Is there a secondary reader we need to give information? †¢ What does the reader(s) already know about the subject? †¢ What questions will the reader(s) have? †¢ What’s the best outcome for my agency? What do I need to say to get this outcome? †¢ What’s the best outcome for the reader? What do I need to say to get this outcome? Guide your readers from Point A to Point B in as straight a line as possible. Anticipate the questions readers have about what to read next. Many times a document has more than one audience. You may be talking to exporters and importers, or coal miners and surface owners, or airlines and passengers. NEPA documents typically speak to both stakeholders and agency decision makers. Break your documents down into essential elements and determine which elements apply to each part of your audience. Then group the elements according to who is affected. If you are writing about research grants, first tell the professor what he or she must do; then tell the university accounting department what it must do. Identify clearly whom you are speaking to in each section. Don’t make a reader go through material only to find out at the end that the section doesn’t apply. |Grant applications must provide the following information: |(a) When you apply for a grant, you must send us: | | | | |(a) Prior experience in the area covered by the grant; |(1) A description of your experience in the area covered by | |(b) Publications relevant to the area of the grant; |the grant; and | |(c) Other grants held at the time of application; | | |(d) Name and address of the chief financial officer; |(2) Copies of any material that you have published relevant | |(e) Nature of in-kind match being provided; |to the area of the grant. | |(f) Approved overhead rate; and | | |(g) Total proposed budget. |(b) Your financial office must send us– | | | | | |(1) The name and address of the chief financial officer; | | | | | |(2) A description of the in-kind match you will provide; | | | | | |(3) Your approved overhead rate; and | | | | | |(4) A proposed budget. | Organize to meet your readers’ needs Well-organized, detailed tables of contents make it easy for the reader to identify all elements in a document. Part of serving your readers better is organizing your document so that they can understand how a program works and where to find instructions for each step they need to complete. Your table of contents should be a reliable road map that readers can follow to get through a process painlessly. The table of contents below is organized in a logical sequence for a discretionary grant program. The organization follows the order in which events occur and in which the public might ask questions about the program. Part 791: Javits Gifted and Talented Students Subpart A: How the Grant Program Works Sec. 791. 1What is the Javits Gifted and Talented Students Education Program? 791. 2Am I eligible for a Javits Grant? 791. 3What activities are appropriate for Javits Grant funding? 791. 4What funding priorities may the Secretary establish? 791. 5What other regulations apply to the Javits Grant? 791. 6What definitions apply to the Javits Grant? Subpart B: How to Apply for an Award 791. 10Where do I write to obtain a Javits Grant application? 791. 11What materials do I need to submit to be considered for a Javits Grant? 791. 12Where do I send my application? 791. 13When is my application due? Subpart C: How the Secretary Makes an Award 791. 20How will the Secretary evaluate my application for a Javits Grant? 791. 21What selection criteria does the Secretary use to award Javits Grants? 791. 22Does the Secretary consider additional factors? Subpart D: Grantees’ Rights and Responsibilities 791. 30 Under what conditions may I use my Javits Grant award? 791. 31What are my responsibilities for serving students and teachers in private schools? The same organization works well for almost any type of regulation. Here’s an example of an administrative regulation– Part 725–CLAIMS FOR BENEFITS UNDER THE FEDERAL MINE SAFETY AND HEALTH ACT General 725. 1What does this program cover? 725. 2What special terms do I need to know to understand this part? Who is Covered. 725. 201Who is entitled to benefits under this program? 725. 202How long can my benefits last? 725. 203Are my dependents entitled to benefits? 725. 204How long will their benefits last? 725. 205Am I still eligible if I am convicted of a felony? How to Apply for Benefits 725. 301How do I file a claim? 725. 302Can other people give evidence on my behalf? 725. 303Are there any time limits for filing my claim? 725. 304Can I modify or withdraw my claim? How to Appeal Agency Decisions 725. 401Can I appeal a decision if I don’t agree with it? 725. 402How do I file an appeal? 725. 403How long do I have to file an appeal? 725. 404What types of evidence must I submit? 725. 405What happens if I won’t get a medical examination? Use useful headings 3 There are three types of headings– |Question Heading |A heading in the form of a question |Why Do We Use Headings? | |Statement Heading |A heading that uses a noun and a verb |Headings Help Guide a Reader | |Topic Heading |A heading that is a word or short phrase |Helpful Headings | Question Headings are the most useful. They ask the questions that readers are asking and guide them to the answers. Statement Headings are the next best choice because they are still very specific. Topic Headings are the most formal so many times management is more comfortable with them. But sometimes they’re so vague that they just aren’t that helpful. It’s best to stay with just one type of heading. The question-and-answer format is the most efficient way to communicate with your reader. The reader comes to your document with questions that he or she needs answered. It’s much more efficient to anticipate the reader’s questions and pose them as he or she would. By doing this, you make it easier for the reader to find information. | § 254. 11 Indian Rights. | § 254. 11 How do the procedures in this part affect Indian rights? | | § 254. 12 Applications. | | | § 254. 13 Multi-tribal grants. | § 254. 12 How do I apply for a grant under this part? | | § 254. 14 Administrative requirements. | | | § 254. 15 Appeals | § 254. 13. When must I submit my application? | | | | | | § 254. 14 Can a multi-tribal organization submit a single grant | | |request? | | | | | | § 254. 15 What special information do I need for an application by a | | |multi-tribal organization? | | | | | | § 254. 16 Must each tribe in a multi-tribal organization submit | | |certification forms and budgets? | | | | | | § 254. 17 If I receive a grant under this part, what requirements must | | |I follow? | | | | | | § 254. 18 What reports must I submit after receiving a grant? | | | | | | § 254. 19 How can I appeal administrative actions under this part? | The original version had short headings that were not helpful to the reader. In the new version, we’ve identified with the reader and written additional questions that became separate sections. Use pronouns to represent the reader and to refer to your agency. By using â€Å"you,† you address your reader personally and add immediacy to your document. When you address the reader as â€Å"you,† the reader feels that you are addressing him or her directly. Remember that even though your document may affect a thousand or a million people, you are speaking to the one person who is reading it. When your writing reflects this, it is more economical and has a greater impact on the reader. By using â€Å"you† to answer the reader’s questions, you clarify whom you are addressing. |Copies of tax returns must be provided. |You must provide copies of your tax returns. | Writing for an individual reader forces you to analyze carefully what you want the reader to do. By writing to an individual, you will find it easier to– †¢ Put information in a logical order †¢ Answer questions and provide the information that your reader wants to know †¢ Assign responsibilities and requirements clearly Be sure to define â€Å"you† clearly. |Facilities in regional and district offices are available to |If you are a member of the public, you can get copies of our | |the public during normal business hours for requesting †¦ |records at any regional district office †¦ | Define â€Å"you† by any of the following methods– †¢ State in the beginning of the document who the audience is–â€Å"This regulation tells you, a loan applicant, how to secure a loan. † †¢ Define â€Å"you† in the Definitions section–â€Å"You† means a loan applicant. †¢ Where you address different readers in different parts of the document, define â€Å"you† in each context– â€Å"How do different types of borrowers apply for a loan? If you are a small business, you must submit . . . If you are an individual, you must submit . . . † It’s especially important to define â€Å"you† where there are multiple audiences. |Lessees and operators are responsible for restoring the site. |Lessees and operators are responsible for restoring the site. | |You must ensure that †¦ |If you are the operator, you must conduct all operations in a| | |way †¦ If you are the lessee, you must monitor the operator| | |to ensure that †¦ | You may want to use â€Å"I† to refer to the reader. Since the question-and-answer format assumes that the reader is the one asking the questions, you should use â€Å"I† in questions to refer to the reader. Don’t use â€Å"I† in responses. In responses your agency (represented by â€Å"we†) addresses the reader. By using â€Å"I† to ask questions in headings, you are anticipating questions the reader may have. |Submission of applications. |How do I apply for a loan? | By using â€Å"we† to respond to questions, you state clearly what your agency requires and what your agency’s responsibilities are. You also avoid the passive and use fewer words. Since you will never be asking the questions (only the reader does that), you should not use â€Å"we† in section headings. You can define â€Å"we† in the definitions sections of your document if that will help the reader. |Loan applications will be reviewed to ensure that procedures |We review your loan application to ensure that you have | |have been followed. |followed our procedures. | |The Office of Consumer Affairs will process your application |We’ll process your application within 30 days of receiving it. | |within 30 days after receipt. | | Use active voice Active voice is the best way to identify who is responsible for what action. In an active sentence, the person or agency taking an action is the subject of the sentence. In a passive sentence, the person or item that is acted upon is the subject of the sentence. Passive sentences often do not identify who is performing the action. |The lake was polluted by the company. |The company polluted the lake. | |New regulations were proposed. |We proposed new regulations. | |The following information must be included in the |You must include the following information in your | |application for it be considered complete. |complete application. | |Bonds will be withheld in cases of non-compliance with all|We will withhold your bond if you don’t comply with all | |permits and conditions. |permit terms and conditions. | More than any other writing technique, using active voice and specifying who is taking an action will change the character of our writing. How do you identify passive sentences? Passive sentences have two basic features, although both do not appear in every passive sentence. †¢ A past participle (generally with â€Å"ed† on the end); and †¢ A form of the verb â€Å"to be. † |Regulations have been proposed by the Department of |We have proposed regulations. | |Veterans Affairs. | | |The permit will be approved by the agency’s State office. |Our State office must approve your permit. | In a very few instances, passive voice may be appropriate. For example, when one action follows another as a matter of law, and there is no actor (besides the law itself) for the second action, a passive sentence may be the best method of expression. |If you do not pay the royalty on your mineral production, you lease will be terminated [by the action of the law]. | Write Clearly Break your material into short sentences The best way to tell your reader what you want is a short, straightforward sentence. Complex sentences loaded with dependent clauses and exceptions confuse the reader by losing the main point in a forest of words. Resist the temptation to put everything in one sentence; break up your idea into its various parts and make each one the subject of its own sentence. |For good reasons, the Secretary may grant extensions of |We may extend the time you have to file the lease and | |time in 30-day increments for filing of the lease and all |required bonds. Each extension will be for a 30-day | |required bonds, provided that additional extension |period. To get an extension, you must write to us giving | |requests are submitted and approved before the expiration |the reasons that you need more time. We must receive your | |of the original 30 days or the previously granted |extension request in time to approve it before your | |extension. |current deadline or extension expires. | Complexity is the greatest enemy of clear communication. You may need to be especially inventive to translate complicated provisions into more manageable language. In the following example, we have made an â€Å"if† clause into a separate sentence. By beginning the first sentence with â€Å"suppose that† and the second sentence with â€Å"in this case,† we have preserved the relationship between the two. |If you take less than your entitled share of production |Suppose that one month you pay royalties on your full | |for any month, but you pay royalties on the full volume of|share of production but take less than your entitled | |your entitled share in accordance with the provisions of |share. In this case, you may balance your account in one | |this section, you will owe no additional royalty for that |of the following ways without having to pay more royalty. | |lease for prior periods when you later take more than your|You may either: | |entitled share to balance your account. This also applies | | |when the other participants pay you money to balance your |(a) Take more than your entitled share in the future; or | |account. | | | |(b) Accept money from other participants. | Address One Person, Not a Group Singular nouns and verbs prevent confusion about whether a requirement applies to individual readers or to groups. In the following example, the reader doesn’t know whether each applicant must file applications at several offices, or whether applicants who are members of a group must file individual requests. |Individuals and organizations wishing to apply must file |You must apply at least 30 days before you need the | |applications with the appropriate offices in a timely |certification. | |manner. | | | |(a) If you are an individual, apply at the State office in| | |the State where you reside. | | | | | |(b) If you are an organization, apply at the State office | | |in the State where your headquarters is located. | In addressing a single person, you can avoid awkwardness by using â€Å"you† to address the reader directly, rather than using â€Å"his or her† or â€Å"he or she. † |The applicant must provide his or her mailing address and |You must provide your mailing address and identification | |his or her identification number. |number. | Your reader probably will need only a single permit, application, or license. Thus, writing in the singular means that it will apply to the reader as written, eliminating the need to â€Å"translate. † Use present tense whenever possible A document written in the present tense is more immediate and less complicated. Using the present tense makes your document more direct and forceful. The more you use conditional or future tense, the harder your reader has to work to understand your meaning. Writing entirely in the present tense saves your reader work and helps you to make your point clearly. |These sections describe types of information that would |These sections tell you how to meet the requirements of | |satisfy the application requirements of Circular A-110 as |Circular A-110 for this grant program. | |it would apply to this grant program. | | Even if you are covering an event that occurred in the past, you can clarify the material for your reader by writing as much as possible in the present tense. |Applicants who were Federal employees at the time that the|You may not be covered under this part if: | |injury was sustained should have filed a compensation | | |request at that time. Failure to do so could have an |(a) You were a Federal employee at the time of the injury;| |effect on the degree to which the applicant can be covered|and | |under this part. | | | |(b) You did not file a report with us at that time. | You help your reader understand and relate to your document if you eliminate the need for him or her to â€Å"translate† the text from the past or conditional tense into the present. Remember, the less work your reader has to do to understand, the better he or she can follow your instructions. Occasionally, of course, you may need to use other tenses. For example, NEPA documents frequently refer to what may happen in the future if certain events occur. But use tenses other than the present only when necessary for accuracy. Use â€Å"must† to indicate requirements The word â€Å"must† is the clearest way to convey to your readers that they have to do something. â€Å"Shall† is one of those officious and obsolete words that has encumbered legal style writing for many years. The message that â€Å"shall† sends to the reader is, â€Å"this is deadly material. † â€Å"Shall† is also obsolete; when was the last time you heard it used in everyday speech? Besides being outdated, â€Å"shall† is imprecise. It can indicate either an obligation or a prediction. Dropping â€Å"shall† is a major step in making your document more reader friendly. Don’t be intimidated by the argument that using â€Å"must† will lead to a lawsuit. Many agencies already use the word â€Å"must† to convey obligations with no adverse legal effects. You can avoid â€Å"shall† by substituting â€Å"must† to indicate an obligation or â€Å"will† to indicate that an action will occur in the future. Be careful to consider which meaning you intend to communicate to your readers. |Section 5511. 1 Free Use of Timber on Oil and Gas Leases |Section 5511. 1 Can I use the timber on my oil or gas | | |lease for fuel? | |(a) Any oil or gas lessee who wishes to use timber for | | |fuel in drilling operations shall file an application |You must file an application to use the timber on your oil| |therefor with the officer who issued the lease. |or gas lease for fuel. File the application with our | | |office where you got your lease. | |(b) The applicant shall be notified by registered mail in | | |all cases where the permit applied for is not granted, and|Section 5511. 12 Will you notify me if you reject my | |shall be given 30 days within which to appeal such |application? | |decision. | | | |Our agency will notify you by registered mail if we reject| |(c) Where the land is occupied by a settler, the |your application. You must file an appeal of that | |applicant shall serve notice on the settler by registered |decision within 30 days. | |mail showing the amount and kind of timber he has applied | | |for. |Section 5511. 13 Must I notify anyone that I have applied | | |for use of the timber? | | | | | |You must notify any settler, by registered mail, that you | | |have applied to use timber from your lease. Include in | | |your notice: | | | | | |(a) The amount of timber you applied for; and | | | | | |(b) The kind of timber you applied for. | Place words carefully Avoid ambiguous phrasing that can mislead your reader. How you place words in relation to each other can greatly affect your document. Using short sentences will often make this problem disappear. In the example below, it’s difficult for the reader of the provision on the left to figure out which words relate to the forest products, which relate to the tribe, and which relate to the payments. |Upon the request of an Indian tribe, the Secretary may |If you ask us, we will require purchasers of your forest | |provide that the purchaser of the forest products of such|products to deposit their payment into an account that you| |tribe, which are harvested under a timber sale contract, |designate. | |permit, o.   

Jekyll And Hyde †what view of human nature does stevenson present in jekyll and hyde? Essay

In 1886, Robert Louis Stevenson wrote ‘The Strange Case of Dr Jekyll and Mr Hyde’. It was a story about how a respectable, upper class man turned into a beast with no morals or dignity. It seemed that Stevenson wanted to show how good & evil could easily clash, much to Victorian society’s disgust. In the novel, he used many techniques and different situations to argue with society. He tried to prove human nature, and how everyone has two sides to him or her. It was around this time that Darwin had presented his theory of evolution to the world, and it is in ‘The Strange Case of Dr Jekyll & Mr Hyde’ that Stevenson presents his argument. Growing up in the Victorian era, Stevenson had a very strict, biased upbringing. He was born into a Presbyterian way of life, and was taught the values of the belief by his families nurse; this meant that he was taught to believe the bible and nothing that contradicts it. He was also taught to respect the rich, and frown upon the poor. This often came natural to Victorian society, there was either an upper class or a lower class, and nobody would dare say that these two could clash, as reputation was everything. Often people repressed their true feelings, because they wanted to protect their status in society, Stevenson didn’t like this. Charles Darwin presented his theory of evolution that men evolved from apes. This was known as ‘The Origin of the Species’. The Victorian people hated this as it went against their image and their religious beliefs, as they believed we came from God and that we didn’t evolve from apes. So, when Stevenson portrayed Hyde as a ‘troglodytic’ being, and Jekyll as a kind respected man, it obviously showed the view of the Victorian people. Stevenson always placed Hyde in the dark, crime-filled side of London, and Jekyll in the busy, vibrant side of London. So once again he associated the lower class with crime and dirt, and the upper class with being innocent and care giving. For example, Utterson quotes in Jekyll’s house † the plate was of silver, the napery elegant, a good picture hung upon the walls.† Yet, when Hyde is outside, London is described as † district of some city in a nightmare.† The division of personality in man fascinated Stevenson, he believed you could be good & evil, that man had two sides to him. In Jekyll & Hyde, Jekyll is portrayed as good, the novel shows this by stating â€Å"a large, well-made, smooth-faced man of fifty every mark a capacity of kindness†. This shows that Jekyll is a kind, giving man. Whereas, Hyde is portrayed as a strange, brutal man, this is shown by the quote â€Å"he gave a strong feeling of deformity† this shows that he wasn’t normal, and wasn’t quite man, something lower down the process of evolution, the Victorian people would have panicked at the idea of this, that evolution was suddenly turning backwards. So, Stevenson was obviously trying to present that a man can have two very different sides, that it was human nature. In the novel, he gives more than one example, of someone or something having an alter ego. For example, the narrator of the novel, Utterson, is immediately said to have two sides, for example in chapter one, he is said to be â€Å"lean, long, dusty, dreary and yet somehow lovable†. This quote shows that he has two sides to him, he is grumpy-looking and boring, yet he also gives the sense of being lovable, and caring. He is also a repressed character throughout the novel, much like Victorian society; it is as if Stevenson has channelled society through Utterson. Stevenson also tries to play with the idea that Enfield is his alter ego. It seems in the novel that although they have nothing in common, they are stuck together. Every Sunday, without fail, they go for a routine walk together. Once again he uses two characters or personalities to give his view on human nature. Throughout the novel, there are minor characters that Stevenson also used to give his view and everyone else’s view, on human nature, and the statutory division of society. For example, Hyde is firstly presented in the novel by the quote † with ape-like fury, he was trampling his victim under foot.† Here he is once again relating to Hyde and the lower class to being careless and heartless. By using the word ‘ape-like’ it is also insinuating that Hyde has gone right back to the start of evolution. Secondly, at the scene of Hyde’s first crime, the doctor states † there is something wrong with his appearance; something displeasing, something downright detestable.† This quote refers that more than one person in society detests Hyde, this shows a direct relationship with Darwin’s theory, and how that everyone in society hated the idea of human nature having two sides to it. Although, when Utterson goes to visit Hyde, the maid shows an interest in what he has done. It seems Stevenson is trying to show that although society had to repress their feelings, they secretly did have a sly interest in the wonder and concept of human nature. In Conclusion, Stevenson showed a lot about his thoughts and his view on human nature, and how society viewed it in a negative, demeaning way. He also showed how although the Victorian people put on an act of disgust, although they secretly showed an interest.

Government and the Macroeconomy essays

Government and the Macroeconomy essays The countrys government plays a large role in the economy. Government policies on employment, taxes, and spending affect not only the economy of the nation, but also the economic stability of individuals and corporations. This report delves into these policies and how they may relate to a corporation. The corporation used in all comparisons is Domtar, Inc., a large producer of forest products, such as specialty and fine paper, in North America. Government Stabilization of the Economy The government, including the President of the United States, uses economists to aid in inventing a countercyclical policy, fiscal and/or monetary, to moderate the severity of the business cycle. These economists often arrive at different and conflicting conclusions and recommendations. Inflation and unemployment are the most demanding macroeconomic issues that these economists have to deal with. There are five basic schools of employment and inflation: Classical, Keynesian, Neo-Keynesian, Rational Expectations, and Supply Side. The classical economics school of thought emphasizes the natural tendency for an economy to move toward equilibrium at full employment without inflation and argues against government intervention. They believe that unemployment is temporary and is caused by wages above the equilibrium wage rate. For example, say the average worker makes $6/hr, and there are 10,000 available workers. Domtar offers $10/hr. At that rate, they can only afford to hire 6,000 workers, leaving 4,000 unemployed. If these 4,000 are willing to do the same work for only $6/hr, it would drive the pay rate down, and the company could hire more of the available workers. The end result: everyone who is willing to work at the equilibrium wage rate, will eventually find employment. Thus, no unemployment. However, Domtar is a union shop. Labor unions often use their power to increase wages. These increases can therefore actually cau...

Breakfast - By John Steinbeck

John Steinbeck was a known writer in the 30’s. He was known for writing about poverty in the 30’s with focus on the life of the exposed working class. His stories takes place around Salinas California where he was born. The short story Breakfast by John Steinbeck deals with the exposed people of the 30’s and their way of managing life with what they are given. The short story features a Narrator, whose name we are not told, however, the narrator is also the protagonist in his own story. The narrator tells us about a memory which brings joy to him when remembering details about it. At first he tells about himself walking along a country road on an early morning, feeling the cold while observing the light growing behind the eastern mountains. As he walks he smells fried bacon and baking bread. He sees a tent where a girl, an older man and a younger man sit. The men bid him a good morning and offers him to sit and eat breakfast with them. The narrator accepts and sits down with them being told that they pick cotton for their own clothes and then they eat and drink as much coffee as they can, refilling and refilling. While they had refreshed themselves with warm food the narrator observed the sun rising above the mountains spraying light upon the valley. The two men and the women offer the narrator to come along and pick cotton with them. However, the narrator declines the offer and separates from the cotton pickers. At the end of the story the reader returns to the narrators present where the he reflects upon the event. The story is located in a valley during the early morning just before dawn. In the beginning the setting is described with the words â€Å"lavender grey† and â€Å"black-blue†. He also feels the touch of the morning temperature as cold, but not painfully cold. All in all the setting we are introduced to at the opening of the story places the protagonist in a sad and colourless environment. Though, while he eats with the cotton pickers, the setting changes from cold and dark to light and red. You could say that the dark-blue and lavender grey colours in the before sunrise represent the lifelessness and sadness, while the red colour mixed with the light, spraying upon the valley, after sunrise represent warmth and joy. The two men and the woman, who the narrator meets, are poor hard working people, who are not wealthy in material. They don’t have chairs, they live in tents and their equipment is described as poor; â€Å"Beside the tent there was a flash of orange fire seeping out of the cracks of an old rusty iron stove. † Even though the cotton pickers have poor conditions they have certain traits that the protagonist remembers them for. Firstly, we are told that they make their own clothes from picking cotton and that they have only been eating well for twelve days. However, they still show generosity towards the protagonist and offer him breakfast. Therefore, we can call them generous. Secondly, they are full of contentment. Even though they live like nomads, finding cotton and food where they can and not living on much, they smile and keep a good vibe. Thirdly they are grateful to god and thank him for what they have; â€Å"The older man filled his mouth and he chewed and chewed and swallowed. Then he said, â€Å"God Almighty, it’s good†Ã¢â‚¬ . Their wealth is not measured in materialism but in attitude towards life. They are not given any names because each of them do not have their own character. This is because they represent a type of people and symbolizes traits. Their simplicity in symbolizing generosity, contentment and being gratefulness to god have a clear affection upon the protagonist. After the protagonist and the cotton pickers part we return to the narrator reflecting on the experience. Here he says; â€Å"That’s all. I know, of course, some of the reasons why it was pleasant. But there was some element of great beauty there that makes the rush of warmth when I think of it. † The sensation the protagonist gets from the experience is from the affection the people had on him with their traits. The details he remembers such as their personality and the sun rising above the mountain spraying a red gleam upon the valley just as he just finished the warm breakfast all culminates into something unique. However, the most significant about the memory is the affection the cotton pickers had and still have on the protagonist. The painting The honeymoon Breakfast from 1887 by Daniel Ridgway Knight contains a newly married couple sitting in the nature preparing their breakfast. All they have is some food and the company of one another, but they seem content about what they have. So in the same way as the cotton pickers the painting expresses their happiness through simplicity and content.

Acquisition or Merger Essay Example | Topics and Well Written Essays - 750 words

Acquisition or Merger - Essay Example Sony and Sony Ericsson entered into a merger where Sony acquired stake of the Ericsson. The merger would see the two companies combine forces in technology in order to be competitive in the telecommunication sector (Schemerhorn 218). The Sony revolution began in 1946 after the establishment of the Tokyo Telecommunications Engineering Corporation in Nihonbashi in Tokyo. To embark on research and invention of telecommunication devices, 190,000 yen was set aside as the starting capital. It was during this period that two devices were invented, Magnetic tape and first tape recorder. This showed a new beginning for the company, and it was after that it was branded the name Sony Corporation. After this advancement, the company afterwards invented the first portable television which led to the establishment of Sony Corporation of America in the United States (Schemerhorn 18).   A great improvement occurred for Sony over the decades, and numerous inventions were made among them being the invention of the Triton color television system which saw it get the initial Emmy award. In attendance, invention of the world’s original compact disc player as well as the Columbia pictures entertainment which was then renamed as Sony Pictures Entertainment in the year 1991. The company remained strong and prosperous following the wise strategies of management that was utilized. Sony worked together with Google to achieve its business goals in the sale of the cellular phone which saw Sony achieve affluent merchandising. Moreover, Sony was able to expand its area of connectivity. Both companies were to benefit from the partnership. Many would have thought that maybe the company was getting weak, but the Chairman of the company argued that the partnership was to help Sony achieve its market objectives. From then henceforth, Sony realized great market from all over the globe making it a strong independent company before merging with Sony Ericsson