Thursday, November 28, 2019
Return Of The Native By Hardy Essays - Thomas Hardy, Egdon Heath
Return Of The Native By Hardy Thomas Hardy feels that Edgon Heath, the setting of the novel The Return of the Native is a powerful, scary, dark and dreary place. He uses various techniques to express this attitude. Some of the techniques he used to convey this thought are diction, imagery, syntax, and tone. The diction he choose was specific and concrete, presenting an actual place that was depressing. The words he used attempted to present a specific, concrete perception of things. Such as when he writes, "approaching the time of twilight and the vast tract of unenclosed ild known as Egdon Heath embrowned itself moment by moment". This presents a specific place, time and a specific insight which leaves with the thought of a darkening, scary place. Imagery played a very important role in Harding's portrayal of the heath as a powerful, scary, live place. The imagery develops a light and dark imagery. The heath, earth is the dark and gloomy image, while the surrounding nature is light and good. He refers to the heath's color as, "embrowned itself moment by moment," and says that the "hollow stretch of whitish cloud shutting over the sky." He refers to the heath as dark on many occasions, he says the "earth with the darkest vegetation... In such contrast the heath wore the appearance of an installment of night... darkness had to a great extent arrived hereon... the heath exhaling darkness." These references of the heath as dark, give us a gloomy, somber feel of the heath. Harding also uses metaphors to make us aware of the power and life that Edgon Heath has. As in when he says "the face of the heath by its mere complexion added half an hour to evening... the place became full of a watchful intentness now: for when other things sank brooding to a sleep the heath appeared slowly to awake and listen." These metaphors and personifications allow us to see that the heath is more than a hunk of dirt, it has a life and energy. Syntax is also used to enhance the power of the heath. Harding uses a combination of medium length and long and involved length sentences. These lengths enhance the feeling of power that Harding wants to express, because they are lengthy and have a body. They aren't short and quick, each sentence says what it has to say and delivers it. These sentence exemplifies the strength and ability that the heath has. The sentence length is effective because each sentence allows Harding to go into detail about a specific detail about the heath, such as the power and strength it has. Harding also used more than 6 compound sentences in the description of the heath. This is so he can elaborate on a specific characteristic of the heath, as in "The face of the heath by its mere complexion added half an hour to evening: it could in like manner retard the dawn, sadden noon, anticipate the frowning of storms scarcely generated, and intensify the opacity of a moonless night to a cause of shaking and dread...." Harding also used it to compare the heath as in, "Looking upwards, a furze- cutter would have been inclined to continue work; looking down, he would have decided to finish his faggot and go home. The tone of the description of the heath is morose, somber and gloomy. In the description, Harding only describes the heath as dark and scary. He chooses to illustrate these things and gives the story a morose feeling. His somber and gloomy tone is reflected in his attitude toward the heath. The tone makes the heath appear seem scarier and more powerful. Thomas Hardy delivers a powerful and firm attitude towards Edgon Heath. He feels that it is a dark, scary and living place. He uses and combines various literary techniques in order to achieve his goal of convey his feelings towards the heath to his readers.
Sunday, November 24, 2019
List of French Homophones and Meanings
List of French Homophones and Meanings Homophones are words that have the same pronunciation but different meanings and, sometimes, spellings. Therefore, French homophones can cause difficulties in oral comprehension and spelling. These pages should help you to understand the difference between the most common French homophones. French Homophones: O o, oh - see auon (indefinite subject pronoun) - one, we, they   On y va ? - Are we going?ont - third person plural conjugation of avoir (to have)   Ils ont des questions - They have some questionsorange - (invariable adjective) orange   Jai trois chemises orange - I have three orange shirtsune orange - orange (fruit)   Jai achetà © trois oranges - I bought three orangesou, oà ¹ - see aoà »t French Homophones: P la paie - payla paix - peacele pet - (familiar) fartle pain - bread   Je dois acheter du pain - I need to buy some breadle pin - pine   Je crois que cest un pin - I think its a pine (tree)pair (adjective) - even   Cest un nombre pair - Its an even numberle pair - peer   Il est acceptà © par ses pairs - He is accepted by his peersla paire - pair   une paire de ciseaux - a pair of scissorsle pà ¨re - father   Cest mon pà ¨re - Its my fatherpar (preposition) - by/with   Cette histoire a à ©tà © à ©crite par un enfant - This story was written by a childpars - first and second person singular conjugation of partir (to leave)   quelle heure pars-tu ? - What time do you leave?part - third person singular conjugation of partirune part - part, portion   la part du lion - the lions shareparce que (conjunctive phrase) - because   Je lai fait parce que javais peur - I did it because I was scaredpar c e que - preposition par indefinite relative pronoun ce que   Je suis surpris par ce que vous dites - Im surprised by what you are sayingparti - past participle of partir (to leave)   Il est dà ©j parti - He already left. un parti - (political) party; option, course of actionune partie - part, amount   Divisez-le en quatre parties - Divide it into four parts.la pà ¢te - pastry, dough, pasteles pà ¢tes - pastala patte - pawla peau - skin   Les soins de la peau sont trà ¨s importants - Skin care is very importantle pot - jar, pot, can   Jai achetà © un pot de confiture - I bought a jar of jam(un) peu - (a) little   Jai un peu dargent - I have a little moneypeux - first and second person singular conjugation of pouvoir (can, to be able)   Je peux le faire - I can do itpeut - third person singular conjugation of pouvoirphare - see fardphiltre - see filtreplus tà ´t - sooner, earlier   On doit commencer une heure plus tà ´t - We need to start an hour earlierplutà ´t - (adverb) rather, instead   Je prà ©fà ¨re plutà ´t la chemise rouge - Id rather have the red shirtle poids - weightle pois - pea, dotla poix - tar, pitchle poing - fistà ‚   Il ma montrà © le poing ! - He shook his fist at me!le point - point, place; stitch   Quel est son point de congà ©lation ? - What is its freezing point?le porc - pig, pork   Je ne mange pas le porc - I dont eat porkle port - port, harbor   Il est sorti du port - He left portle pouce - thumbla pousse - sproutprà ¨s (adverb) - near, nearby   Jhabite tout prà ¨s - I live nearbyprà ªt (adjective) - ready   Es-tu prà ªt ? - Are you ready?pu - past participle of the French verb pouvoir (to be able)pue(s) - singular conjugations of the French verb puer (to stink)puent - third person plural conjugation of puerla pub (apocope of publicità ©) - ad, advert, advertising   As-tu vu leur nouvelle pub ? - Have you seen their new ad?le pub - bar, pub   Cest mon pub prà ©fà ©rà © - Its my favorite bar French Homophones: Q q - see culquand - when   Quand vas-tu partir ? - When are you going to leave?quant - as for   Quant tes idà ©es†¦Ã‚ - As for your ideas†¦quen - contraction of que  en (adverbial pronoun)   Quen pensez-vous ? - What do you think about it?le camp - camp, side   Il a changà © de camp - He changed sidesquart - see carque (interrogative pronoun) - what   Que veux-tu ? - What do you want?que (relative pronoun) - than, that   Voici le livre que jai à ©crit - Here is the book that I wrotela queue - line, tail   Il faut faire la queue - We have to stand in linequeux - contraction of que  eux (stressed pronoun)   Jai plus didà ©es queux - I have more ideas than they doNote: The vowel sound in que is slightly different than in the other two, but for non-native speakers these are likely to sound like h omophonesquel(le)(s) - (interrogative adjective) which   Quel livre vas-tu acheter ? - Which book are you going to buy?quelle - contraction of que  elle   Tu es plus jolie quelle - You are prettier than she isquelque(s) - some   Il y a quelques problà ¨mes - There are some problemsquel(le)(s) que - whatever   Quels que soient les problà ¨mes†¦Ã‚ - Whatever the problems may be†¦quelquefois - sometimes (adverb)   Ça marche quelquefois - It works sometimesquelques fois - a few times   Jy suis allà © quelques fois - Ive gone there a few timesquil - contraction of que  il   Je pense quil est l - I think hes therequils - contraction of que  ils   Je pense quils sont l - I think they are therequoique (subordinating conjunction) - although   Quoique je suis malade†¦Ã‚ - Although I am sick†¦quoi que (conjunctive phrase) - whatever   Quoi que tu penses†¦Ã‚ - Whatever you may think†¦ French Homophones: R r - letter of the French alphabetair - (masculine noun) air; appearance   Il a lair malade - He looks sickune aire - area, zone, eyrie   Je cherche une aire de jeux - Im looking for a playgroundune à ¨re - era   En lan 1999 de notre à ¨re - In 1900 ADla reine - queenle renne - reindeerla rose - rose   Jaime bien les roses - I really like rosesle rose - pink   Je prà ©fà ¨re la chemise rose - I prefer the pink shirtla roue - wheel   Je sais changer une roue - I know how to change a tirele roux - red(-head), roux   Il a les cheveux roux - He has red hairFor the difference in pronunciation between roue/roux and rue, see my lesson on OU vs U French Homophones: S s - letter of the French alphabetà ¨s - in (a certain subject)   Il a une licence à ¨s ingà ©nierie - He has a BS in engineeringsa - see à §asain - healthy, sound, wholesome   Il est sain et sauf chez lui - Hes safe and sound at homesaint - holy, saintly   le vendredi saint - Good Fridayun saint - saintun sein - breastsais, sait - see csang, sans, sen - see cenun saut - jump, leap   Il sest levà © dun saut - He jumped to his feetun sceau - seal, stamp, mark   Cest marquà © dun sceau - Its marked with a sealun seau - bucket, pailsot - silly, foolish, stupidscie - see cise - see cele sel - saltla selle - saddlecelle (demonstrative pronoun) - this/that one   Je prà ©fà ¨re celle-ci - I prefer this onesen, sens, sent - see censensà ©Ã‚ - see censà ©sept, sest vowel, Sà ¨te - see cest vowelses, sest - see csà ©tait, sà ©taient - see cà ©taitsi, six - see cisigne - see cygnesoi - oneself   Il faut avoir confiance en soi - One must be self-confidentle soi - self, id   Le soi, le moi et le sur-moi - The id, the ego, and the superegosois - first and second person singular subjunctive of à ªtre (to be)   Il faut que tu sois l - You have to be therela soie - silk   Cest un chemisier en soie - Its a silk blousesoient - third person plural subjunctive of à ªtresoit - third person singular subjunctive of à ªtrele sol - ground, floor, siltla sole - sole (fish)la somme - sum, amountle somme - snooze, napson (possessive adjective) - his, her, its   Cà ©tait son idà ©e - It was his ideale son - sound, bran   Cest un ingà ©nieur de son et il naime pas la farine de son - Hes a sound e ngineer and he doesnt like bran floursont - third person plural conjugation of à ªtre (to be)   Ils sont en retard - They are lateun sou - centsous - undersur - sour (adjective)   Cest un peu sur - Its a little soursur (preposition) - on   Il ny a rien sur la table - Theres nothing on the tablesà »r - sure, certain   Oui, jen suis sà »r - Yes, Im suresy - see ci French Homophones: T t - letter of the French alphabetle thà ©Ã‚ - tea   Je prà ©fà ¨re le thà © vert - I prefer green teata (possessive adjective) - your   Voici ta valise - Heres your suitcaseta - contraction of te (object pronoun) third person singular conjugation of avoir (to have)   Il ta dà ©j dit - He already told youtant - so (many/much)   Il travaille tant ! - He works so much!le temps - weather, time   Quel temps fait-il ? - Hows the weather?ten - contraction of te  en (adverbial pronoun)   Je ten donne deux - Im giving you two of themtend(s) - singular conjugations of the French verb tendre (to strain, tighten)   Tend la main et je te le donnera - Hold out your hand and Ill give it to youtes (possessive adjective) - your   Oà ¹ sont tes stylos ? - Where are your pens?tes - contraction of te (reflexive p ronoun) second person singular conjugation of à ªtre (to be) [in the passà © composà ©Ã‚ of a pronominal verb]   quelle heure tes-tu rà ©veillà © ? - What time did you get up?test - contraction of te (object pronoun) third person singular of à ªtre   Quest-ce qui test arrivà © ?  - What happened to you?le thon - tuna (fish)ton (second person singular possessive adjective) - your   Oà ¹ est ton sac ? - Wheres your bag?un ton - tone, pitch   Il parle sur un ton grave - He speaks in a serious tonetond(s) - singular conjugations of the French verb tondre (to shear, mow)   Je tonds le gazon le samedi - I mow the lawn on Saturdaytont - contraction of te third person plural conjugation of avoir (to have)   Ils tont menti - They lied to youle tic - tic, twitch   Il a un tic nerveux - He has a nervous ticla tique - tick   Mon chien a des tiques - My dog has ticksla tour - towerle tour - tour, turntout - all, everythingle toux - coughtu - youtu - past participle of the French verb se taire (to be quiet)tue(s) - singular conjugations of tuer (to kill)tuent - third person plural conjugation of tuer French Homophones: U u - see eu French Homophones: V vain - empty, superficial   Ce sont de vains mots - Those are empty wordsle vin - winevingt - twentyvins - first and second person passà © simple of venir (to come)vint - third person singular passà © simple of venirvend - third person singular conjugation of vendre (to sell)   Il vend sa maison - Hes selling his housevends - first and second person singular conjugation of vendrele vent - wind   Il y a du vent - Its windyun ver - wormun verre - glassvers (preposition) - towardun vers - versevert - greenvoie - first and third person singular subjunctive of voir (to see)   Il faut quelle voie son frà ¨re - She has to see her brotherla voie - way, route   Cest une voie privà ©e - Its a private roadvoient - third person plural indicative and subjunctive of voirvoies - second person singular subjunctive of voirvois - first and second person singular indicative of voir   Je ne le vois pas - I dont see itvoit - third person singular indicative of voirla voix - voice   Ils parlent voix basse - They are speaking in low voicesvoir - to see   Je ne peux pas voir là ©cran - I cant see the screenvoire - indeed, or even, if not   Cest une bonne idà ©e, voire excellente - Its a good, or even excellent, ideavu - past participle of voir (to see)   Je lai vu hier - I saw him yesterdayvu (presentative) - given, considering   Vu notre situation†¦Ã‚ - Given our situation†¦la vue - sight   Il perd la vue - Hes losing his sight French Homophones: Y y - see i
Thursday, November 21, 2019
Assignment Essay Example | Topics and Well Written Essays - 750 words - 9
Assignment - Essay Example This will help in assessing in determining company’s ability to meet interest and principal repayment obligations. 2. Company’s balance sheet suggests an increase of $35,990.00 during a period 2011-12 in the value of inventory. This risk area will be examined by carrying out substantive procedures to confirm the existence of inventory and its value. 3. Company’s overall financial statements including balance sheet and income statement will be evaluated for compliance with the accounting standards set out by FASB or GAAP. This will also include the assessment of information systems responsible for preparation and reporting. Conducting interviews during an audit aims at gathering both verbal and non-verbal cues using concrete, unambiguous and descriptive language for questions and replies. The interviews are carried out of those individuals who are responsible and have the knowledge of the areas under audit review. The interviews will be conducted by the auditor to gather useful information regarding various aspects of the business and its sufficiency and appropriateness will be assessed. Non-verbal cues are important at the same time as they point out reactions of interviewee to different questions and allow auditors to ask follow on questions to probe further. Important risk areas will be examined by gathering evidence from different sources including physical examination of inventory, financial statements, internal documents and information systems. In the particular case of Torpus, auditor should raise concern regarding the event that took place at the restaurant which suggests that Mr. Ronaldâ€⠄¢s credit card did not work and he could have problems regarding Statement on Auditing Standards No. 106 provides guidelines for gathering reliable audit evidence from inquiry, observation, inspection and analytical procedures. Auditors need to have a
Wednesday, November 20, 2019
Discuss about the movie Super Size me, and how its related to Pop Essay
Discuss about the movie Super Size me, and how its related to Pop CultureMcdonaldization - Essay Example 'Super Size Me' undoubtedly deals with the question of where company onus bleeds into personal responsibility, but the film concentrates on the more grisly results of a McDonald's-only diet and on a culture of a fast food country. Spurlock ate nothing but McDonald's, three times a day for thirty days, and imitated the exercise sample of an average American by only walking a few thousand steps a day. Although, especially in the United States, the omnipresent hamburger chain has been around for a long time, it was sociologist George Ritzer who in 1996 coined the phrase 'McDonaldization' in his book "The McDonaldization of Society". It refers not only to food but to a number of different areas. This "sweeping through seemingly impervious institutions " (Ritzer 1996) has had its impact upon diverse institutions. It is part of a massive bureaucratization of everyday life which leads to a progressive standardization (Ritzer1993). The hamburger is not only consumed physically as a material substance, but is consumed culturally as an image and an icon of a particular way of life (Featherstone). The awful revelation made by "Super Size Me" of the increase in obesity in America and, more impor
Monday, November 18, 2019
Nursing Case Review of 15 Year Old Girl Essay Example | Topics and Well Written Essays - 2000 words
Nursing Case Review of 15 Year Old Girl - Essay Example Based on this information sexual health is a very broad subject that include information relating to ones own body and how its works, knowledge of the physical, emotional and social changes that take place during puberty, pregnancy, youth and ageing. Further, it includes the precautionary measures that are aimed at protecting sexuality of yourself and others, and measures that can be put in place when the safety is broke in instances such as unplanned pregnancy, rape, or sexually transmitted diseases. In essence, it will also entail information relating to responding to children’s sexual exploitations and behaviours to the level of understanding and maintaining safe and happy adult relationships (HealthInsite, 2011). Adolescence and sexual changes Sexual health is a life long part of human beings that accompany them from conception, birth, childhood, adolescence to adolescence. Adolescence is a period of life that is marked with the greatest sexual changes within the body of a person. It is marked by rapid numerous hormonal changes that transform the body of a girl into that of a woman and a boy into man. Thus, it is a transition period between the childhood and adulthood. In this stage, the general calmness and peacefulness of childhood is replaced by a rush of biological sensations, emotions, feelings, social challenges, and interpersonal questions that were never there before (Newton 2010). These transformations make an individual to start relating with other individuals of the same and opposite sex in different new ways that may involve sexual contact and intercourse. Revelation of sexuality brings many joys and physical pleasures but may turnout to be a very risky and destructive human behaviour. Sexual health issues outcomes When an adolescent engage in sexual contact and intercourse many outcomes may arise, thus for our 15 years old girl the following outcomes were possible. First, there is possibility of conception, which leads to unplanned pregn ancy (Weiss, 2009). This was a very likely outcome since studies have shown that age of first sexual intercourse is an important determinant of pregnancy risk with 46% of teenage girls and 22% of teenage boys who engage in their first sexual experience before the age 15 years having been involved in a pregnancy (Ehiri, 2009, p378). This outcome can be even worse especially where two teenagers (like in this case of a 15-year-old girl having unprotected sex intercourse with her 19-year-old boyfriend) who just began their sexual activity experience. Considering that this girl and her teenage boy friend they had not used any contraceptive during the intercourse unplanned pregnancy could have resulted which would have made her not likely to complete school education, more likely to face limited career and economic opportunities, and less likely than older women to obtain timely prenatal and postnatal care (Ehiri, 2009, p378). Research further show that babies from teenage mothers are mor e likely to be preterm, have low birth weight, and also are at greater risk of serious and long-term illness, development delays and death in the first year of life (WHO 2006). This mainly because they may have many issues to contemplate before starting a family or may even lack any means of sustaining one (Cherry 2001). With the rapid hormonal
Friday, November 15, 2019
Properly Format An Apa Style Paper English Language Essay
Properly Format An Apa Style Paper English Language Essay In this paper we will explore how to properly format an APA style paper. This example will be of use to introductory psychology students who have never had any exposure to APA format. For senior students, this paper may serve as a useful reminder of the key elements of APA style. Learning APA Format for Psychology Students Frequently, students are required to write psychology papers. However, in doing so, there are two broad skills that need to be learned. The first skill is related to the content of the paper. For example, a student writing a paper about dreaming is likely to incorporate the ideas of Freud (1953) or even Hobson and McCarley (1977). The second skill is tied to properly formatting the paper. In psychology, we make use of the format developed by the American Psychological Association (APA: 2001). Therefore, the purpose of this paper is to discuss the various aspects of APA format for psychology students. In psychology, there are two types of APA style papers. One format, which I call the quantitative paper, includes a method, results and discussion section. In statistics and research methods courses, you will tend to adopt the quantitative approach. I have published a number of articles in this format (e.g., Dyce OConnor, 1994). In this course you are not collecting and analyzing data, therefore, you do not include subtitles for the methods, results and discussion sections. The paper that you are going to write is a qualitative paper. This style of paper does not involve statistical analyses, rather, it involves a synthesis of ideas (e.g., Dyce, 1994). 1) Title Page The first thing students need to learn how to master in APA format is the title page. First, you will notice that the title page is numbered in the upper right corner. In fact, all page numbers are marked in the upper right hand corner. Please note the margins are one inch all the way around and the entire content is double spaced with 12 point font. As well, a good suggestion is to use Times New Roman for the text font. Second, you will notice something called Running head. To access the header in Microsoft Word 2007, at the top of Word select Insert. Under the tab Insert you will find something called Header. Select Header and click on the first option called BLANK. Click on the greyed area and then type in the following Running head: LEARNING APA FORMAT. However, when you get to page two of your document, click on the head in the document. When you do so, look to about the center of tab section of Word and find DESIGN. Under this tab, select Different first page. Then type the words LEARNING APA FORMAT (of course, your words will be differentà ¢Ã¢â€š ¬Ã‚ ¦) and click on the red X in the upper right hand corner of the document. If you do so, this will bring you back to your regular document. Finally, on the title page of your article, your name, and institution are located in the center. In my case, the title of the paper is Learning APA Format for Psychology Students. Just below the title you will put your name. For many academic papers, there are multiple authors. The question isà ¢Ã¢â€š ¬Ã‚ ¦ who goes first? A natural answer to this question would be to put the names in alphabetical order. However, in academic papers, the individual who does most of the work is often the lead author. Below your name, you will put your institution, and in our case it will be Universal University. 2) Abstract The second page is called the Abstract. The word abstract is centered and placed at the top of the page. The abstract itself is a short summary of the paper. In fact, you might be wise to write the abstract after you have finished your paper. The publication manual suggests that the abstract has a number of characteristics. The abstract is accurate as it does not include information that does not appear in the body of the paper. It is concise (i.e., 120 words or less). The purpose of the abstract is to report, not to evaluate. A well-prepared abstract can be the most important paragraph in your article (APA, 2001, p. 12). 3) Body of the Paper The third page is where you start the body of your paper. The title that you used on the first page of your paper is also used at the very top of the third page. In fact, the titles that appear on the first and third page are exactly the same. The title is centered. In the first paragraph, you will want to broadly introduce your topic. Authors often begin with the broad strokes of the research area they are about to describe. Next, you describe more specifically what you are going to talk about. You may take a paragraph or two to introduce your topic. On the third and subsequent pages of the paper, there will be numerous opportunities to discuss other authors ideas. Simply stated, you do not necessarily need to have an entirely original idea for a psychology paper (particularly a student paper). Making reference to another authors ideas can be done in two ways. You can either paraphrase an idea or cite the author directly. When you paraphrase, you are taking another individuals ideas and then putting them into your own words. If you paraphrase, you will have to indicate where the idea came from. For example, lets consider the following paragraph. There many views on dreaming. On the one hand, there is the Activation Synthesis Hypothesis (ASH: Hobson McCarley, 1977). Proponents of the ASH believe that dreams are largely physiological, starting with bursts of electrical energy from the pons, with the cerebral cortex later trying to make sense of this energy. In sum, Hobson and McCarley (1977) do not believe that dreams are meaningful. On the other hand, individuals such as Freud believe that dreams are loaded with meaning. Freud (1953) suggested that there are two components to dreams. The manifest content is the storyline, whereas the latent content is the underlying meaning. According to Freud, blah blah blah (1900, p. 52). You will notice that in this paragraph, I am paraphrasing and directly quoting authors. To avoid plagiarism, you will need to use one or more of these strategies. For example, in the above paragraph I paraphrase the ideas of Hobson and McCarley. In doing so, I do not directly lift these authors ideas (i.e., I am not using their ideas word for word). In brief, when using an idea from some source, you need to indicate where this idea came from. Not only is this proper formatting, but it also gives readers the opportunity to check the original source for themselves. You may be saying to yourself, how do readers know where to look? This is why we have a reference section that is found at the very back of the paper (we will talk more about this in a moment). You will also notice that in the bolded paragraph that I directly quote Freud. I am sure Freud never said blah blah blah but you get the idea. Whenever you directly (exactly) use someone elses ideas, you need to indicate the author, the year that the article/book was published and the page number from where the idea came from. It is very important to master this formatting otherwise you might be accused of plagiarism. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud (1900) suggests that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud, 1900, p. 25). Freud suggested that dreaming is the royal road to the unconscious (1990, p. 25) You will note that in all three examples, the quote is exact, and the author, year and the page number are listed. If an article/book has multiple authors, the authors names must appear in the body of the paper in the order that they are listed in the original work. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud and Dyce (1900) suggest that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud Dyce, 1900, p. 25). Freud and Dyce suggested that dreaming is the royal road to the unconscious (1990, p. 25) Notice the difference between the use of and and. The (shift 7 on your keyboard) is called ampersand. Ampersand is used when you source or quote within parentheses, whereas the word and is used outside of parentheses. For example, in the first example above, I use Freud and Dyce (1900) whereas in the second example I use Freud Dyce, 1900, p. 25. Lets suppose you want to paraphrase my lecture ideas (or email) in your paper. The way to do so is as followsà ¢Ã¢â€š ¬Ã‚ ¦ It has been suggested that classical conditioning was developed by Pavlov in the early 1900s (J. A. Dyce, personal communication, October 5, 2005). However, personal communications will not appear in the reference section. In fact, it is one of the few exceptions where a cited author does not appear in the reference section. In general, an author that is listed in the body of paper must appear in the reference section, and vice versa. Use personal communications when the data is not recoverable. I have noticed in recent years that many students use YouTube for presentations. If you use this kind of source for your paper, list it as follows in the body of your paperà ¢Ã¢â€š ¬Ã‚ ¦ The date (2009, October 10) refers to the date when the video was watched. Dyce (2009, October 10) indicates thatà ¢Ã¢â€š ¬Ã‚ ¦ 4) References The final page of your paper is the reference page, and it occurs on an entirely new page. The reference page lists all of the references that you used in your paper. The word References appears at the top and is centered (see my example at the end of this paper). The authors are listed in alphabetical order according to the first author of the paper. For example, consider these factious articles. Freud, S., Dyce, J. (2001) Flinstone, F., Rubble, B. (2001) Cat, T., Dogs, J., Fish, T. (2001) With this particular collection, the Cat article would appear first, then Flinstone and then Freud. You would not reverse the names in the references list. For example, it might be tempting to reverse the names Freud and Dyce, because they are in improper alphabetical order. However, for a single article, the order must remain the same way as it does in the original article. The lead author must remain the lead author. The various sources that you use can take the form of books, journal articles, or a chapter from a book. The following are some examples of formatting that are loosely taken from the APA manual. One author, journal article Dyce, J. A. (2000). The psychology of rats, cats, and wild dogs. Journal of Animal Behavior, 34, 35-45. Two authors, journal article Dyce, J. A., Kulak, A. (2000). The psychology of selling a house. Journal of Selling, 50, 56-89. Magazine Article Dyce, J. A., Kulak, A. (2000, October 10). Whats another word for thesaurus? Science, 450, 445-446. Newspaper article Dyce, J. (2005, October 1). The marital benefits of the expression You are right and I am sorry. The Washington Post, pp. A4. Book Dyce, J. (1900). How to live more than 100 years and not show your age. Washington, DC: American Publication Press. Encyclopedia Dyce, J. (1980). The merits of procrastination. In the new encyclopedia Britannica (Vol. 25, pp. 50-51). Chicago: Encyclopedia Britannica. YouTube Dyce, J. A. (2009, October 10). What is psychology? [Video file]. Retrieved from You will notice for these references that the first line is flush to the left, and every other line is indented. In other words, the first line overhangs the other lines. You will also notice that there are a variety of ways in which material can be cited. Pay close attention to the location of periods and spacing. There are other sources that you could use for your paper, and the APA manual is filled with different ways in which material is cited (see chapter 4 of the 5th edition). If you have other questions about APA format, you could take a look at the manual. As of 2009, the 6th Edition has been published. In my opinion, the 6th edition is better organized than the 5th edition. Alternative, you might conduct a Google search using the key words APA format and see what you come up with. Although there are many nuances to APA format, following the examples in this paper should give you a very good start on how to write a psychology paper. 5) Final Comments K.M.S Throughout this paper, I have discussed the basics of APA style. However, formatting is only one part of proper writing skills. More importantly, students need to learn how to write. Learning how to write academic papers is not an easy task and takes years to master. The three most important words for good writing are edit, edit, edit. The goal of which is to be as clear and concise as possible. Often when composing something, it is difficult see our mistakes, and we often blur by them when reviewing. For this reason, it is useful to put your paper down for a day and then reread your work (alternatively, get a friend to proof your paper). Allow yourself enough time to write as rushed work is easily identifiable. As an example, it took about one day to put this sample paper together. If you consider that I am familiar with APA style and write fairly well, the process of putting your paper together is likely to take longer. Heed this advice and you should receive a good grade on your paper. Additions provided by A.E. Finally, if you feel that more needs to be added to this paper or there are mistakes, I would ask that you download the paper, make the changes, initial the changes with a textbox (see below), and then email the paper back to me ([emailprotected]). I will then repost the sample paper to the website.
Wednesday, November 13, 2019
Indifference to War in Remarque’s All Quiet on the Western Front Essay
Indifference to War in Remarque’s All Quiet on the Western Front In Remarque’s All Quiet on the Western Front, characters such as Paul and his friends become indifferent to shocking elements of war through constant exposure to them. For example, the characters are unconcerned about the dangers of the front because they are accustomed to being on the front. In another instance, Paul’s friends show no emotions when they witness snipers killing enemy soldiers. Also, Kat finds the unusual effects of mortar shells amusing. These examples prove that through war, characters of the book have become indifferent to things that they would normally find shocking. Many characters on the front are indifferent to the dangers of the front. They are not concerned about near death e...
Subscribe to:
Posts (Atom)