Writing a Business Extended Essay Sample

Writing a Business Extended Essay SampleIf you are thinking of writing a business extended essay, then you should know that there are many things to consider when it comes to this kind of paper. You may want to know what you should avoid when writing a business extended essay sample.As mentioned above, the first thing you want to think about is whether or not writing a business essay sample is right for you. If you already have experience writing long essays and you really enjoy it, then you may want to write a business essay sample. However, if you are not that confident in yourself, then you should stay away from writing one.Now that you have decided whether you want to write a formal paper or an informal one, you can now look at the topics you want to cover. Now, you need to consider which topics you can cover in a business essay sample. There are several topics, you can consider. You can cover business news, professional business ventures, company issues, and things that will mak e you more knowledgeable about the industry you are writing about.Another important thing you will want to consider when writing a business essay sample is how you will lay out your essay. Many people prefer to start out with a short introduction and then go on to go over the topics they want to cover. However, you will probably want to give each section its own paragraph so that it looks like you are writing more than one page paper.Then, you will probably want to take some time to look at the examples in the essay. You may even want to look through some samples of what different people in the industry are writing. This will help you to look at other people's work and hopefully will help you with your own ideas and so forth.A final thing to consider when writing a business essay sample is how you are going to prepare for the essay. Some people find that they do better by writing their essays in a journal. They simply sit down and type in their thoughts and ideas in a journal.Others like to use as much extra time as possible to spend on the essay. They find that using as much time as possible helps them write the best essay possible. No matter which approach you decide to take, you will probably find that the business essay sample is a great way to get the ideas you want to express onto paper.

Stonehenge Essays - Stonehenge, Henges, , Term Papers

Stonehenge Stonehenge is one of the worlds best known monuments of the ancient times. Stonehenge stood for over five thousand years, and still we do not know the full use of this mysterious arrangement of stones. Stonehenge remains as an ancient monument that still propose mysteries to it origin and purpose. At first, scientists had no clue as to who built Stonehenge. The Romans, Egyptians, and the Phoenicians were all suggested to have been a possible creator of Stonehenge. Later study proved that none of these cultured built Stonehenge. The truth of Stonehenge is that three different cultures contributed to this megalithic monument. The first group began construction around 3100 B.C.. Neolithic herdsmen began the first step in the construction of Stonehenge. The first part of this monument began as a modest circular ditch. Within this circle 56 holes were dug. These hole, later named Aubrey Holes after their discoverer, presented mysteries to scientists for years. These strange holes served two purposes. The first, and more important reason, is that these holes acted as a lunar calender. The moon has a cycle for it's eclipses. Once a lunar eclipse occurs, another will not happen for nineteen years. After those nineteen years, the moon will, once again, eclipse. The next, and final, eclipse of this cycle occurs eighteen years after the previous eclipse. These years add up to be fifty-six. Scientists believe that a stone was placed in one hole in the circle. Each year, the stone would be moved to the next hole. This way the ancient people could keep track of the moon. The other reason has a morbid side to it. In some of the Aubrey holes, remains of humans were discovered. These remains were first cremated, then put into the holes. This suggests that Stonehenge could have acted as a burial site, and possibly a temple in which human sacrifices were made. None of these theories have been proven, but these reasons are the only feasible explanation to these holes. The second period is that which the most data can be found on. The second period began at about 2100B.C.. The Beaker people, a group which worshiped the sun, added to the monument it's first large stones. The first thing done is that any of the stones that were already there were removed. Next, thirty large stones were brought to the site. The stones, each weighing well over five tons, were to act as the pillars of the new monument. These stones were called the Sarsen Stones, stemming from what they are made of. These stones, however, are only two-thirds above ground. The other third is buried to keep the huge pillar from toppling over. The Beaker people created two concentric circles, the inner circle measuring seventy four meters in diameter, and the outer circle eighty six meters. The outer circle was later named the Sarsen Circle. The inner circle was never completed, and no one has any evidence as to why. It appears that they just stopped, without cleaning up or removing any of the old stones. Some speculate that the project was to large that it seemed insurmountable the Beaker people. The third period began at about 1550 B.C.. The Wesset culture was going to add their touch to the growing monument. The Wesset culture decided to dismantle the work of the Beaker people, but decided on a similar design. They decided to construct a circle around the same point the Beaker people used for their circle. On top of each pillar, however, a large rectangular stone was placed, with each side resting on neighboring pillars. This created a continuous circle all around the monument. Instead of a smaller circle within the larger circle, the Wesset culture placed a simple horse-shoe. The horse-shoe, just as the large circle, was capped with large rectangular stones. ?Given the distance they had to travel, this presented quite a transportation problem.?(Lacy, www.britannia.com/travel/magical/magic12.htm). The problem of getting the stones to the building site was large enough to stop most people from even attempting such a project. There were to ways used to deliver the massive stones to the building site. The first was by land. Giant carts were constructed to carry the smaller stones. The stones were loaded

Edgar Allan Poe and Gothic Literature Essay Example

Edgar Allan Poe and Gothic Literature Essay Example Edgar Allan Poe and Gothic Literature Paper Edgar Allan Poe and Gothic Literature Paper Forever tempting to discover the chaotic and limitless dark corners of our lives, the gothic genre came to life in the 18th century to personify this primal desire that eccentric composers craved to explore. For centuries, audiences have been captured with the confronting themes, supernatural suspense and otherworldliness that gothic texts offer. Edgar Allan Poe and Tim Burton are two passionate and dominant composers of the genre whose works remain today as eternal motivators for its continuance. Poe’s poem â€Å"The Raven† and Burton’s short film â€Å"Vincent provide an example to the driving forces of the gothic genre; terror-filled atmospheres, conformity vs individuality and escapism. Edgar Allan Poe is perhaps one of the most sacredly regarded writers of the gothic genre. Poe showed interest into the psyche of man and its effects within terror-filled atmospheres. As such, Poe’s graphic, grim and grotesque conventions amounted to his belief that â€Å"A short story must have a single mood, and every sentence must build towards it†. â€Å"The Raven† is a spectacle to Poe’s distinctive writing style as he successfully projects an intimate effect through his heightened atmospheres and supernatural symbols. Poe achieves this through ensuring that his characters are absent of traditional gothic melodrama, and removes much of their dialogue to create scenes where the reader can insert themselves for the inevitable envelopment of suspense and paralysis of terror. By creating rational thinking characters, Poe can also play with how well the human psyche responds to fear-inducing situations. Conversely, in the original traditional gothic works, the element of atmosphere was largely supported by use of gothic set. Poe however demonstrates little use of set description, only as a contrast the protagonist’s internal torment – a calm enclosed chamber vs a tempest storm outside and relies on his atmosphere to be stimulated through str

Working With a Family Article Example | Topics and Well Written Essays - 750 words

Working With a Family - Article Example This essay stresses that the migrants are given the opportunity of quality houses and also other social resources. More so, the migration network always paves way for the new migrants to gain information that is related to other economic opportunities and employment that is known to them. For the Political Reasons, these migrants tend to move from one country to another by force. This is due to the constellation of the various interrelated political events like violent persecution, war, oppression, tribal conflicts or unresolved religious and, life-threatening conditions. This paper makes a conclusion that there are three non-mutually principal motive that explain the differences of the migrants. More so, there are also theoretical explanations that can facilitate effective intervention and practice among the policy planners and social work practitioners. These are: Social Assistance, Legal Support and Social support. These are just ways in which these migrants can be supported in three deferent ways. For social support for example, there can be a widely establish social network that can help the migrants to secure jobs within their reach. For legal support, migrants; legal status are of great influence to their adaptation in the society. Economic Assistance involves the ability to improve the lives of the migrants. As a social worker, these are the things that should be given first priority when dealing with migration issues that affects the migrants.

Response Strategies Assignment Example | Topics and Well Written Essays - 500 words - 1

Response Strategies - Assignment Example This is done so as to encourage the idea that a security breech would be difficult to bring about. Deterrence is usually practiced in all private and government agencies where security personnel are required to be on their feet at all times, to conduct random patrols and to react effectively to any possible intrusions. In this way an impression of high security is created in order to deter a possible attack. However, this method is only affective for low-level threats that are less motivated from the start, and may not be as effective against high-risk threats that are carefully maneuvered by the criminals. Denial Strategies are often used for the security of certain materials and equipments, for example, hazardous chemicals, nuclear weapons, explosives etc. Since use or release of these materials can put the common public at risk, a denial strategy is applied by which access to such material is prohibited. In order to prevent any sort of breech, highly trained and armed security per sonnel are positioned so as to ensure timely reaction against any attack. Containment strategy is applied against theft of an asset. This strategy is usually practiced in places like banks and museums where valuable assets are in danger of being stolen.

Speech Act Theory Implications For English Language English Language Essay

Speech Act Theory Implications For English Language English Language Essay Speech act theory was introduced by J.L Austin in How to Do Things with Words. Later John Searle further expanded on the theory, mostly focusing on speech acts in Speech Acts: An Essay In The Philosophy Of Language (1969) and A Classification Of Illocutionary Acts (1976). Searle further defined speech acts and categorised them. First of his five classifications were Representatives, where the speaker asserts a proposition to be true, using such verbs as affirm, believe, conclude, deny, and report. The second category is Directives, when the speaker tries to make the hearer do something, with such words as ask, beg, challenge, command, dare, invite, insist, request. The third is Commissives, where the speaker commits to an action, with verbs such as guarantee, pledge, promise, swear, vow, undertake, warrant. The next category is Expressives, where the speaker expresses an attitude to or about a state of affairs, using such verbs as apologize, appreciate, congratulate, deplore, detest, regret, thank, welcome. And the last category is Declarations, where the speaker alter the external status or condition of an object or situation, by making the utterance, for example: I now pronounce you man and wife, I sentence you to be hanged by the neck until you be dead, I name this ship.and so on. (Searle, 1976 ) There have been additions to this list, however, the focus of this essay is on how meaning is communicated from the speaker to the listener(s), how it is interpreted and how they are related to TEFL. It will focus on the three types of meaning an utterance has, but it will not explain the types of speech acts in detail. According to Austin (1962) speech act is a functional unit in communication. Its an act that a speaker performs when making an utterance. (LinguaLink website) Utterances have three kinds of meaning (ibid) which are Locutionary, Illocutionary and Perlocutionary. (Schmidt, R. Richards, C. 1980, Cohen, 1996) Locutionary act is saying something with its literal meaning. (Searle, 1969) For example, in saying I am cold. the locutionary meaning is that I feel cold. Illocutionary meaning is the social function of the words or the way they are intended to be understood (Ibid). For example I am cold. may actually be a way of asking the other person to close the window. If this is the intention an Indirect Speech Act (Austin 1962 Searle 1975) had been performed because the meaning is dependent on the hearers interpretation of what has been communicated. The Perlocutionary meaning (ibid) is the effect or the aim of the utterance on the feelings, thoughts or actions. The Perlocutionary force of the utterance I am cold. could be that the listener closes the window. If it was the intended outcome from the words the perlocutionary force (result or aim) matches the illocutionary meaning (intention). This may not always be the case, which is called Perlocutionary failure (Leech, 1983: 204-5). A very c ommon example is that Could you pass the salt? (Searle, 1969) is a request rather than asking about ability (Fraser 1983: 29). Also the sentence Why are you so sensitive? is more likely to be a criticism rather than a question. (Pinner, 2008). There are a number of empirical research on practical applications of speech acts for language teaching. Bardovi-Harlig Hartford, Blum-Kulka Kasper, Olshtain Cohen, Schmidt Richards and Wolfson researched and evolved the implications of speech acts for English language teaching. The teaching of speech acts becomes more intriguing regarding cross-cultural pragmatics. The findings from a cross-cultural study by Cohen, Olshtain, and Rosenstein (1986) showed that non-native speakers (NNS) were not aware to certain sociolinguistic distinction that native speakers (NS) make, for example excuse me versus sorry or really sorry versus very sorry. One of the first studies that focused on first language (L1) and second language (L2) speakers while performing speech acts was The Cross Cultural Speech Act Research Project (Blum-Kulka, House and Kasper 1989). It was observing and analysing the differences of seven languages in how they use the speech act of request and apology. (1989: 11). The study looked at social distance and dominance (Wolfson, Marmor and Jones, 1989: 191). The findings revealed that the foreign speakers responses were quite different from native speakers answers and that not just low but advanced level learners can make sociolinguistic errors. Furthermore according to Boxer Pickering (1993: 56) sociolinguistic errors are gaps in etiquette or as Bachman terms in sociolinguistic competence(1990). He states that these errors are more serious than grammatical errors (Crandall Basturkmen 2004: 38) Hence explicit teaching of pragmatics would be beneficial to language learners, (Rose Kasper, 2001) because acquisition of native like production by non-native speakers may take many years even if they are in the target culture (Schmidt, 1993: 25-6). There is a divergence between the responses of native and second language speakers of English, therefore the explicit teaching of illocutionary meaning and conducting certain types of speech acts has value for s tudents (Blumka-Kulka, House, Kasper 1997, Schmidt ,1996, Bardovi-Harlig,1999). Cohen (1998: 66-7) also advocates the need for explicit teaching and notes that it does not take a long time for students to put the knowledge from speech act training into use, if the learners want to fit in and to be accepted in the target culture. Cultural contrast does not only exist between speakers of different languages. There can be also a cultural contrast when the native language of the speaker is the same but the culture is different. For example, Creese (1991) discovered differences between American and British speakers of English in dealing with compliments. Gumperz (1982) looked at variations between British-English and Indian-English speakers when performing speech acts in institutional settings. These studies have implications for TEFL and for English as a Global Language .They also introduce the limitations of appropriateness. A number of studies (e.g., Boxer Pickering, 1995; Bouton, 1994; Kasper 1997, DÃ ¶rnyei, 1997 Bardovi-Harlig, 2001) have shown that language learners with high grammatical proficiency are not always competent in pragmatic aspects of the foreign language (FL). As Boxer Pickering (1995) point out grammatically advanced learners may not know how to use appropriate language in different situations and digress from pragmatic norms of the target-language. They might directly translate speech acts from their mother tongues into the target language when they are trying to get the intended meaning across. Teachers often disregard pragmatic failures and they sometimes assign them to other causes, for example to disrespect. (p. 47) The contrast in cultural norms may reduce speech act theory being universally relevant to language, but there is a definite need for teaching them in the language classroom. Bardovi-Harlig and Hartford point out that theories related to teaching and learning are cultural and they are usually not shared when teacher and students have different backgrounds (1997: 129). Boxer and Pickering (1993:45) states that the appropriate speech behaviour depends on the rules of the societies. On the side of overtly teaching illocutionary force and meaning Schmidt (1993: 25-26) discusses the value of making learners conscious of the meanings or functions of various speech acts. He talks about consciousness perception and lists examples from his acquisition of Portuguese. He observed how to end a phone conversation. Before this observation he was not confident of what to say when finishing a phone conversation, but after he was able to make use of this new knowledge (Ibid: 29). From my own experienc e it was really useful when someone explained the different phrases to me that I should use in English, because I came across as being rude at many times without me intending to be rude or even knowing about it. It is important to make the students aware of expressions and phrases, such as Id better let you get back for saving face of both parties when closing a conversation as learners often express difficulty.(Schmidt 1993: 29).Cohen (1996: 411) also states that explicit teaching of speech acts helps learners in communicating with native speakers in real life. Widdowson (2003: 04) points out that theory and practice in ELT should not be separated. Teachers should not go into explaining the theory in details, but this does not mean the two should be separated. If learners are to be effective in acquiring a language they need to have a certain amount of sociolinguistic competence (Bachman 1990) of the learnt language or they would fail using for example English language as they will not be able to communicate their real intentions without a loss of face (Brown and Levinson, 1978). I agree with the above mentioned theories of Cohen and Schmidt that speech acts and particularly the illocutionary meaning behind them can help language learners in becoming more skilled speakers and avoid them from losing face. I also think that it is important to give the student a chance to make some observations and come to their own conclusions, without telling them what is right or wrong. As Ellis (1998) states let the student be the researcher. This way the students learn to make their own decision based on their own observations of what is appropriate. McConachy (2007) analysed the dialogues which contain speech acts in several English language course books. For example, dialogues which present the speech act of suggestions, but without any contextual information. He suggests that the teacher need to add to these the dialogues by asking questions about the speakers relationship to one and other and asking students to guess any illocutionary information. This asks the students to make their own judgement on the situation and it makes them aware of illocutionary meaning. It seems that speech acts are finding their way into classroom materials (Bardovi-Harlig MayhanTaylor, 2003), but there is still a lot that teachers need to add to make them more comprehensible. At first teaching speech acts it is important to determine the students level of awareness in general by eliciting. Dialogues are useful to show student how speech acts are used, also the evaluation of a situation is a good technique to reinforce the awareness of the learners. Activities such as role plays are good for practicing speech acts. At the end feedback and discussion are useful so students can tell their understanding. Again the idea is to encourage the learner as researcher (Ellis, Bardovi-Harlig et al, 1989) approach and assist students to make their own observations. The most practical implication of speech act theory in teaching is the idea that the literal meaning of the words might not agree with the intended meaning. As I understand speech acts focus on communicative intentions in a language. It is useful for language learners to teach them, because they provide an insight into the study of language as it is used in a social context, and also because they can be applied when learners need to discuss different meanings in a certain context. Bardovi-Harlig Hartford (1997: 114) report that the difference between speech acts and language functions is not always recognised in language teaching, and that the two have a distinct difference. This point might be argued because the study of speech acts comes from the idea that communication is a performance of certain acts, such as making statements, thanking, asking questions, apologizing, complaining and so on (Blum-Kulka, House Kasper 1989: 2). These are functions within a language, which means that speech act theory is about teaching functional units of language with the aim of an understanding of possible illocutionary meaning present. Materials do not always follow this, however there is a progression towards presenting speech acts with contextual information. Teachers need to simplify the speech acts and the sociolinguistic norms around them by breaking them down into easy terms, so the language learners can use them. Although this does not mean it should be separated from the theory. The best way to teach speech acts might be to make students more aware of pragmatic variables and to give them enough information to be able to make their own observations. This allows learners to work out themselves the best way to perform a speech act in any given situation.

Captian Veres reactions to Billy Budd in Billy Budd :: Vere Billy Budd Essays

Captian Vere's reactions to Billy Budd in Billy Budd When Captain Vere says â€Å"Struck dead by an angel of God! Yet the angel must hang!† his attitude towards Billy Budd changes from one of paternal concern and personal respect to one in which he has set aside his personal thoughts and feelings for the sake of his nation. Each sentence represents this dichotomy by indicating his sentiment towards Billy. In the first, Billy is â€Å"an angel of God† who has â€Å"struck† Claggart dead, in a righteous manner. In the second sentence, â€Å"the angel must hang,† indicates that no matter Billy’s intentions or nature, his act is a crime against his country. Vere, between Billy’s outburst and his own divided exclamation, acts maniacally, but methodically. He follows procedure for confirming Claggart’s condition, but does not refer to the event in terms of its secular implications. Instead, he calls it the â€Å"divine judgment on Ananias.† His behavior throughout this passage, which extends for only about a page, is frantic and disturbed. He acts as a â€Å"military disciplinarian† towards the disturbed Billy, ordering him to stay in his stateroom, but when the â€Å"prudent surgeon† enters the room, he acts with haste, interrupting his salute. Yet, when the baffled surgeon confirms Vere’s worst fears, he becomes â€Å"motionless, standing absorbed in thought.† He then convulsively compares Billy to the Angel of Death. Here, Vere is beginning to recognize the consequences of this event, and the necessary actions he must take as captain. Captain Vere returns to his intellectual, patriotic nature, as he becomes again the man whose â€Å"settled convictions were as a dike against those invading waters of novel opinion social, political, and otherwise.† Vere is not one given easily to fits of discomfiture or moral dilemma. He believes strongly in the right of his nation and military, and disciplines himself and his men accordingly. Yet, for the first time we are aware of, Vere becomes torn between his father-like love for Billy and his son-like love for his country.