Syntactic Properties of Phrasal Verbs in English

Introduction and Brief Summary of the Article The Grammar of English Phrasal Verbs is an article, written by R. M. W. Dixon in 1982. This work aims at defining the term â€Å"phrasal verb† itself and analyzing the properties of phrasal verbs in English from syntactic and semantic perspectives. The article under consideration is properly structured and written in clear and comprehensible language.Advertising We will write a custom critical writing sample on Syntactic Properties of Phrasal Verbs in English specifically for you for only $16.05 $11/page Learn More With the help of evaluation of past studies in the same area, the reader gets a wonderful opportunity to clear up what is already known about phrasal verbs, why it is necessary to classify phrasal verbs, and why these certain types are chosen, what the peculiarities of transitive and intransitive phrasal verbs are, and why the underlying structures are considered to be the best means of expl aining the actions and changes, which take place within phrasal verbs in comparison to the surface structures. The grammar of phrasal verbs in English takes an important place in the study of this particular language, this is why it is crucially important to pay attention to any type of properties in order to comprehend appropriately how and why it is necessary to classify phrasal verbs. The work by R. M. W. Dixon is a reliable source that provides the reader with all the necessary information about phrasal verbs and their possible classifications. Phrasal Verbs as a Verb-Preposition Combination Nowadays, people face more and more problems with defining phrasal verbs, their place in English grammar, and their classifications. It turns out to be rather difficult for not-native speakers to comprehend what phrasal verbs actually mean (Ware Dowd 2008: 50). Due to this very reason, it is necessary to admit that that article by Dixon should be regarded as a real treasure for those, who a re going to start learning English grammar and touch the peculiarities of phrasal verbs in particular. From the very beginning of the work, the author offers several ideas of how to interpret a phrasal verb. One of the clearest and frequently used points is the idea that phrasal verbs are those verb-preposition combinations, which â€Å"cannot be inferred from the separate ‘norm’ semantic characterisations of the simple verb and of the preposition(s)† (Dixon 1982: 1). Past Studies Help to Evaluate the Situation With the help of past studies, it is known that phrasal verbs have to be listed separately, as the combinations of verbs and prepositions may present various idiosyncratic meanings, which have to be remembered (Gelderen 2002: 84). In his article, Dixon touches upon such issues like substitution, gapping, fronting, and the position of prepositions. All these non-semantic criteria help to distinguish phrasal verbs from other literal combinations, which may c onfuse people and even researchers. For example, the criterion of substitution may be evaluated: only a few number of phrasal verbs can have proper and pure corresponding synonyms (let out may be sometimes interpreted as disclose). It is also necessary to underline another very important criterion of phrasal verbs.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lots of people still believe that if they interchange the position of a preposition with a non-pronominal post-verbal noun, the meaning of the whole phrase will not be changed. However, as the investigations prove, this point of view is rather mistakable. Many phrasal verbs cannot be divided into a simple verb and a preposition; this is why it is crucially important to study the use of phrasal verbs and their location in the sentences. In order to comprehend better how dangerous the substitution or wrong placement of words can be in English sentences can be, it is possible to make use of phrase structure trees. It is â€Å"a way of representing the linear order, constituency and hierarchical structure of sentences in a language† (Payne 2006: 339). For example, let us take two sentences from Dixon’s article: â€Å"John takes after his father† and â€Å"John takes his father after† (Dixon 1982: 4). Any branch of phrase markers should begin with a clear combination of words and end with a certain terminal symbol (Cannon 2002: 100): Sentence Noun Phrase Verb Phrase Adjective Noun Verb Adverb According to this scheme, the sentences under consideration may be analyzed in the following way: noun phrase is â€Å"John† and â€Å"his father†, and verb phrase â€Å"takes after†. The point is that this phrase cannot be divided into any other parts, because it is a meaningful phrasal verb. If the noun phrase separates the verb phrase, the essence of the verb will be lost. This is why it turns out to be impossible to say â€Å"John takes his father after†, and the only possible variant is â€Å"John takes after his father† that means that the father and the some resemble in their appearance.Advertising We will write a custom critical writing sample on Syntactic Properties of Phrasal Verbs in English specifically for you for only $16.05 $11/page Learn More The role of past studies in this article takes a significant place, because such brief examination of already known facts about phrasal verbs help to start own investigation and make use of evaluated pros, cons, and peculiarities of phrasal verbs. The above-mentioned criteria are not the only ones that are discussed in this piece of work, however, they are considered to be the most important and the most known. Continuums play an important role in phrasal verbs’ evaluation The article under consideration examines of the phrasal verbs’ criteri a separately due to its unclear nature. â€Å"It appears that there is a continuum, with the more idiomatic and idiosyncratic combinations at one extreme, and entirely literal combinations at the other† (Dixon 1982:9). The continuum under analysis may be classified according to five clear levels, which evaluate the meaning of the sentences with phrasal verbs. The continuums can be both literal and non-literal, and idioms. Some of the constructions, usually literal ones, demonstrate the absence of semantic peculiarities. In comparison to these constructions, the author represents several sentences, which require a distinct dictionary entry. Types of Phrasal Verbs, Offered by Mr. Dixon In The Grammar of English Phrasal Verbs, the author identifies six different types of phrasal verbs. The chosen by the author approach makes the understanding of each phrasal verb’s type easier and clearer. In order to comprehend why the author chooses six types only and give preference to the underlying structures, it is necessary to identify what the underlying structure means, what other types of structures may be used in this kind of analysis and classification, and what type of order is inherent to each of these phrasal verbs types. Lots of scholars distinguish four main types of phrasal verbs: (1) intransitive and inseparable, (2) transitive and inseparable, (3) transitive and separable, and (4) transitive with inseparable prepositions (DeCapua 2008: 150). However, to attract the attention of the readers, the author made a wonderful attempt to represent more types of phrasal verbs and, by means of underlying structures, prove his ideas and approach. There are two possible structures: underlying, also known as deep or D-structure, and surface, also know as S-structure. Laurel Brinton (2000) defines underlying structure as a linear order of words in sentences and surface structure as a concrete realization of the previous structure (163-164). The author of the ar ticle that is discussed right now chooses six underlying structures: Preposition (P) P and Noun phrase (N) N and P N – p – N P – p – N N – p – p – N After providing this brief classification of phrasal verbs, the author analyzes three types of the verbs thoroughly and represents the examples for the readers in order to prove his choice. First of all, he names intransitive single phrasal verbs – the structure (1) that does not require direct/non-direct objects and the structure (2) that usually requires prepositional objects.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More e.g.: He came to within a short period of time (1). My chief picks on me for each mistake (2). The next group for discussion is considered to be transitive single phrasal verbs. The representatives of this group have the underlying structures (3) and (4). As a rule, the phrasal verbs of this group need a prepositional object, and only in few cases, a direct object may be used. e.g.: It is impossible to bring her down (3). You have nothing to do but see this game through its successful end (4). Double phrasal verbs are the last group of verbs that unites fifth and sixth underlying structure. Mr. Dixon admits that these verbs have need of two prepositions and at least one prepositional object: e.g.: You need to take up this case with really sophisticated people (5). I do not want to take her up on the event I am not sure about (6). The use of examples and clear explanation of possible objects to the verbs is one of the winning ideas of the article under consideration. Readers’ understanding of the topic usually depends on the properly chosen examples. In this article, the underlying structures is the best means to demonstrate how exactly phrasal verbs may be classified into six possible categories. Underlying Structures vs. Surface Structures One of the major points of this article is that the author assumes the underlying structures than other possibilities, the surface structures in particular. In order to prove and justify his choice, the author devotes a separate chapter to justification for the chosen structures. Mr. Dixon describes the attempts of other scholars like Chomsky, who made attempts to use prepositional movements for structure analysis. However, lots of troubles and unclear points took place while such way of analysis, this is why Mr. Dixon underlines that his idea to classify phrasal verbs with the help of the underlying structures turns out to be more effective and less troublesome, because these structures â€Å"provide the basis for an optimally simple grammatical description† (Dixon 1982: 20). In this article, several properly explained reasons why the underlying structures are better than the surface structures and prepositional movements. First of all, the underlying structures provide proper explanations of possibilities for prepositional movements and adverb insertion and examining the changes within prepositional fronting. The underlying structures also demonstrate the possibility to substitute some types of phrasal verbs or impossibility to change even an object in the phrase. One of the most brilliant justifications of the underlying structures, which are presented in the article, is the comparison of pNpo and Ndop. It is all about the movements of the noun phrases around the prepositions. For example knock about the town means travel in the town, and knock a person about in the town means treat this person brutally in the town. Any other possibilities like the prepositional movement or the surfac e structures cannot present similar information and proper explanation of the matter. And Mr. Dixon’s approach demonstrates how simple these explanations can be. The use of phrase markets plays a crucial role in this case, because only the evaluation of the components helps the reader, the student, or any other person, who are eager to learn English grammar and the phrasal verb in particular, use these types of verb in a proper way. Transitivity as an Evidence of the Underlying Structures One more issues, discussed in the article, that helps to gain better understanding of the topic is the transitivity of phrasal verbs. In his numerous books, Dixon (2005) admits that it is â€Å"a fascinating and not altogether easy question† (p. 294). Phrasal verbs may be of two types transitive and intransitive. The transitive phrasal verbs are those, which have the underlying structures accompanied with a direct object of the verb. Those underlying structures of the phrasal verbs, w hich have prepositional objects, are named as intransitive. In order to help the reader to comprehend the nature of phrasal verbs and their classification, the author examines the characteristics of each type of objects. The direct object usually serves as the sign of passivisation; the prepositional objects demonstrate the impossibility of passivisation. Only the cases of some idiomatic combinations may be the factor of passivisation in the sentences with prepositional objects. The value of transitivity is rather considerable for phrasal verbs. This is why it is very important to distinguish transitive phrasal verbs with simple verb constituent. For example, the phrasal verbs, which have such simple verbs like go, come, or be can only be intransitive. However, its simple verb constituent may be both transitive and intransitive, as much depends on the chosen for the verb object. The offered by Mr. Dixon list of transitive possibilities diminish the doubts concerning the effectivenes s of the underlying structures for phrasal verbs analysis. The idea of transitivity also helps to determine the weakness of the surface structures in comparison to the underlying structures. The surface structures are considered to be realization of the underlying structures, this is why these structures do not offer clear explanations of why this phrasal verb may be both transitive and intransitive and why the same verb accompanied with another preposition can be only transitive but not intransitive. So, in this case, the understanding of the phrasal verbs’ nature by means of the underlying structures is regarded as clearer and simpler. Conclusion In general, the article under analysis is a perfect source of information about phrasal verbs and their classification. Mr. Dixon made a wonderful attempt to represent for the reader a new way of classification of phrasal verbs by means of the underlying structures only. He also gives enough reasons to justify his choice and persua de the reader that his approach to evaluation of phrasal verbs has more benefits in comparison to the surface structures and the prepositional movement by Chomsky. The use of figurative or idiomatic speech in every day life makes each phrasal verb too much important. Unfortunately, not each person especially not-native speaker can easily realize what phrasal verb is better to use. The literal meaning of the phrasal verb may have nothing in common with its own constituents, this is why it turns out to be very easy to lose the necessary way and miscomprehend the whole text. With the help of clear explanation of the term phrasal verb, Mr. Dixon demonstrates his awareness of readers’ demands and needs. He can easily foresee the difficulties, which may take place while reading his article The Grammar of English Phrasal Verbs, and destroy any doubts by providing clear and informative explanations of each point. The language of the article under discussion is not that difficult to c omprehend; the structure is properly organized as well and allows to evaluate each point of the text. The existence of different types of phrasal verbs, recognized by Dixon, can make other scholar to start their own investigations on the same field and approve or disprove Dixon’s ideas. To my mind, the articles, which provoke other people be interested in the theme under consideration, should be classified as the most successful, because the writers of such articles are not only able to inform the reader but also to make them think and evaluate the situation. This is why The Grammar of English Phrasal Verbs by R. M. W. Dixon should be considered as a successful piece of work that represents reliable and captivating information about phrasal verbs and helps to make the use of phrasal verb more proper and more correct. Reference List Brinton, LJ 2000 The Structure of Modern English: A Linguistic Introduction. John Benjamins Publishing Company, the Netherlands. Cannon, D 2002 De ductive Logic in Natural Language. Broadview Press, Peterborough, Canada. DeCapua, A 2008 Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. Springer, New York. Dixon RMW 2005 A Semantic Approach to English Grammar. Oxford University Press, Oxford. Dixon, RMW 1982, ‘The Grammar of English Phrasal Verbs’, Australian Journal of Linguistics, vol. 1, no. 1, pp. 1-42. Gelderen, E 2002 An Introduction to the Grammar of English: Syntactic Arguments and Socio-Historical Background. John Benjamins Publishing Company, the Netherlands. Payne, TE 2006 Exploring Language Structure: A Student’s Guide. Cambridge University Press, Cambridge. Ware, PD Dowd, R 2008, ‘Peer Feedback on Language Form in Telecollaboration’, Language Learning Technology, vol. 12, no. 1, pp. 43-63. This critical writing on Syntactic Properties of Phrasal Verbs in English was written and submitted by user Coleman Burton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Free

Free schools Essay Are an interesting idea but the government needs to be very careful to make sure that educational standards improve for all children and that the whole community benefits. The idealogy behind free Schools are that they are non-profit making, independent, state-funded schools. They are able to choose what subjects they choose for their pupils to study and have many less restrictions imposed on them on how they choose to allocate their finances. For this very reason free schools would be varied in their nature as they would not be forced to follow for example the national curriculum. They are not defined by size or location: there is not a single type of free school or a single reason for setting them up. Free schools could be either primary or secondary schools. They could be located in traditional school buildings or appropriate community spaces such as office buildings or church halls. They could be set up by a wide range of proposers including charities, universities, businesses, educational groups, visionary teachers or committed parents who want to make a difference to the educational landscape. They might be needed because there simply are not enough school places in a local area and children have to travel too far to the nearest school. Free schools are not academically selective and open to children of all abilities. School is a defining factor in our lives and also promote a shared sense of community which is important as cohesive communities are generally more happy and safe than uncohesive ones there is no discrimination or segregation and they nurture a shared set of beliefs and values and goals, living together in harmony and mutual respect. An example of a community that lacks this is Oldham in which the races, Asians and whites were segregated and this triggered violent race riots. This happened due to the immense divide between Asian and White communities and their inability to mix and appreciate one another. This event made me think that this was very bad for the community and did nothing but encourage racial segregation. Looking at the footage of the riots of 2001 it is clear that situation could have been easily avoided had everyone learnt to appreciate one another. Community cohesion is about ensuring that all people from different backgrounds and communities feel they belong to the place in which they live. We cannot realise our ambitions by living in isolation to one another, it must be as a united city, where the differences of race, colour, and religion are embraced. A sense of community cohesion as we grow up makes us happier in general and encourages us to be unprejudiced and non-racist. Our distinctive character is developed early on in life and to be encouraged to mix with other people with different beliefs and religions helps promote a safer and on the whole a more happier and strong community. We start school within the first few years of our lives and being mixed with different people at this institution endorses a stronger community. We spend a good part of a decade at school so there is no doubt that school will be largely responsible for our values and beliefs, as well as our personality. Depending on what school we go to we are thrust into a shared community and we learn to get along and share beliefs. As stated in the Source material, Being part of a community helps us develop an identity a sense of who we are. An uncohesive community has exactly the opposite effect, and children growing up in an uncohesive community can grow up to have negative views and not feel like they belong and the can feel like they do not have a stake in society and being able to join in and influence decisions that affect their lives. When David Cameron and Nick Clegg (leaders of the Conservative party and the Liberal Democrat party) were elected to form a coalition government in 2010, one of the Conservatives policies were the Big Society which was apparently based on a model of Balsall Heath A town with low levels of community cohesion. The idea of the Big Society was that people take greater control of their communities and not rely on the government and local authorities to provide services like schools, community centres, youth clubs. This town has now been transformed and the town is now clean and tidy and people of all different cultural backgrounds mix. The most positive effects of this were that community cohesion increased in a drastic way. There is no doubt that there are some beneficial aspects of free schools such as people of all different ethnicities mixing together as a free school is not academically selective. This discourages discrimination and community cohesion. Some people may argue that the current government is trying to distance themselves from responsibility and segregate society but I believe that David Cameron is good to encourage people to take action if they are deprived of something that will be a credit to the community. Further argument counteracting this is that some people think that such people in deprived areas are not skilled or have enough knowledge to undertake a difficult project of opening a school, particularly a secondary school. A quote from a recent article of the Telegraph states These kids will be left behind, because the second point is that, if you set up a market mechanism, then there are winners and losers, but, in this case the losers are children, left behind in a sink school. The endorsement of free schools is debatable, but interesting. Nick Clegg declared on the 5th September in his speech Free schools would not become the preserve of the privileged few' which outlines the fact that he thinks free schools would in effect privatize the education system and allow the new institutions to cream off the best pupils and resources. On the other hand the Education Secretary Michael Gove who wholeheartedly believes that free schools will end the rationing of good education. He believes that free schools to replace failing comprehensives will give all children access to the kind of education only the rich can afford. He outlines this in Source 1 as well as saying free schools will cut the achievement gap between rich and poor. However , free schools could lead to social segregation as middle class parents are likely to be very keen on them, leading to a situation where middle class and working class people do not mix. This could end up with middle class children going to good schools and working class children remaining in local authority schools where there is very little funding. Another group who are really keen on free schools are faith groups and this could lead to segregation on religious grounds. Standards for school would therefore not rise uniformly for everyone which would be a big disadvantage and there would also be low community cohesion which is explained above. I personally think it is unfair that some pupils dont have the opportunity to go to a high achieving school as I went through this whole school lottery trying for three high achieving schools but I failed to get into any of them, simply because I was out of the catchment area. It is worth setting up free schools in deprived areas where children are forced to go to a low achieving school, so they have the same opportunities that wealthier children have. Michael Gove planned to branch out free schools here after apparent success in America with free schools, where 99 free schools have been established. Evidence suggests that 83% of free schools in the USA are doing no better than their conventional counterparts which brings me to question whether the opening of free schools really are beneficial and whether the opening of them would cut the bridge between rich and poor. However in further research some students in these schools feel that they are in a better position in a free school where they apply rigorous discipline and are challenging. This again makes the idea of free schools questionable. In Source 3, a group of six hundred parents expressed their desire for their children to go to a school other than the local state school. This brings about the conclusion that if this many parents are unhappy with the type of provision of state schooling institutions, something must be done. This opinion is also met with Rachel Wolfs in Source 4 who argues that hundreds of parents have suffered too long from a two tier education system one in which the wealthy can get into the excellent local school by buying a house in the right catchment area or paying school fees, while less off parents are stuck. I believe this is an extremely unfair system and one in which the wealthy seem to have it all and working class citizens are stuck in a never ending rut. In Source 5 another parents view is expressed, where she expresses her desire for a school in which most of its students could walk to and not sending their children 4 miles away. Source 6 promotes the fact that some people are planning to profit from the governments initiative seeking to profit at the expense of the taxpayer states Ed Balls in Source 8. He continues with Since free schools introduced a free schools policy the countrys education standards in maths and scince have plummeted. This Source brings about more negativity on the topic of free schools and questions the beneficial aspects of free schools. Source 7, an extract adapted from the website of the National Union of Teachers promotes an opinion of high negativity towards free schools, of which 24 have opened this September. A quote of this source is This governments attack on state education has to be opposed. Laws to create many more academies and the new so called free schools are an attack on the very existence of free, state comprehensive education which is democratically accountable. It is privatisation on a grand scale and is unacceptable. From my research many people agree with the condemning of free schools with NASUWT stating The free schools programme will be anything but free. Free schools are an unnecessary and costly gamble in educating the countrys children. The Government is simply not acting responsibly by not making clear where the money will come from to fund the free schools policy. Major education programmes have in the last few weeks been cut or frozen. The public would be right to be concerned that money saved from other education programmes will be used to fund the free schools policy. There is yet more negativity on the introduction of free schools with ATL an education union saying Parents or teachers misguided enough to set up a free school will soon find out that running a school needs a lot more than knowing pupils names and an alternative vision of education. It needs knowledge of employment law, health and safety and the admissions code. And private companies are waiting in the wings to provide these services. ATL has produced a directory listing the major organisations which want to get involved in managing state schools Englands schools: not open for business. These all show there is much negativity on free schools. Also NASUWT outlines the fact that it is not clear where the money to fund free schools will come from which brings about the conclusion that the government are taking money from existing state schools which may not benefit the majority of children in the local area. In Source 9 a blogger wrote her opinion which depicts that instead of reducing segregation free schools would in fact increase it, by being highly selective especially for parents who are forcefully ambitious in their choice of school, leaving behind children, for whom there may not be a voice. In Source 10 we look at Sweden, which already has free schools implemented but a person called Per Thulberg who analysed this said schools had not led to better results and Michael Gove contradicted this stating that if parents had more choice then existing schools would be forced to improve, but Per Thurlberg said better results simply came from students with better backgrounds going into those schools. These statistics suggest that free schools may not bring about better results and will not determine that there are better quality schools for the public to choose from which was the point of free schools being created in the first place. Free schools may simply be taking money from the local comprehensive where students may inevitably end up. Another factor which questions the beneficial aspects of free schools are the growing popularity of faith schools demands to build more faith schools in the form of free schools are reportedly growing this is a feature which some say will segregate society further and not promote community cohesion. http://www. dailymail. co. uk/news/article-2046715/Richard-Dawkins-attacks-alien-rubbish-taught-Muslim-faith-schools. html http://www. guardian. co.uk/education/2011/oct/04/alarm-over-racial-segregation-london-schools. These articles especially the second depict the racial segregation that faith schools may cause. I think personally that large numbers of faith schools in Britain will not benefit the society as a whole. In conclusion and to be fair and in all honesty it is just too soon to say whether free schools are going to be a good thing and create a more fair educational society for all of us. It is very clear that the present system is not working and puts immense pressure on both parents and children to fulfill the need to attend a good school. Once parents were allowed to see the published national league tables of which schools perform well as opposed to which schools did not, it was only a matter of time before wealthy parents were able to move to a catchment area to secure the best school places for their children leaving behind the poorer child to accept whatever was on offer. This has caused a very great divide in good and average performing schools and caused a lot of low morale for many parents in this country. If free schools can address this major issue it can only be a good thing. However, it can be argued that the odds are stacked against them. In our present times with our bleak economic outlook any system that is trying to get on its feet will gobble a lot of financial resources and one has to look at where this money is coming from and whether our already existing state schools who do not join in will suffer as a result. Competition is whole heartedly healthy generally in a society but not an unfair one where competition takes place in schools where clever kids are already creamed off and able to go to better schools. This can be a major disadvantage and in itself causes segregation of a different sort. I feel that if people are inspired to take on the opportunity of setting up a free school then they probably have a vision of a better , alternative system they are aspiring to which is a good thing as the government has set up a lot of stringent conditions which have to be passed to set up a free school. In all, apathy and not doing anything to address the issues in our schools is a worse misdemeanor than at least trying to see whether free schools hold the answer to our problems and so we can only hope for our future generations that free schools work. As in everything in life only time will tell.

Processed Food Should or Should not Be Banned from School Meals? Essay

Processed food should be banned from school meals due to increasing health issues in children, increasing academic deficiency and increasing production cost to produce processed foods. There are people who would oppose to this idea due to population growth and an increasing food demand. However, this escalating demand of food is forcing the food industry and other government agencies to resolve the current hunger and lack of resources issues, by hiring processing factories and private companies to manufacture processed foods. The greater part of school age children consume processed foods on a daily basis. The purpose of this study is to examine what are processed foods? What are the associated problems? Also, to determine if processed foods affect students’ health and their academic performance. In addition, what is the position of the Food and Drug Administration (FDA), United States Department of Agriculture (USDA) and food industry in the distribution of processed foods in schools? Also, to determine the outcome of this study, the behavior and health of students along with the governing agencies were analyzed to establish, if processed foods should be banned from schools or just monitored carefully. Discussion of key terms What are processed foods? It is food â€Å"composed of synthetic chemical additives, such as colorings, preservatives, sugar substitutes and trans-fats† (Fitzgerald, 2006, p.72). Fitzgerald reported that by the â€Å"1970s most meats and dairy products that were factory farmed were laced with growth hormones, antibiotics and a range of pesticides† (p.72). Furthermore, food that is frozen, packaged and canned is considered processed food. A brief explanation of the chemical additives in processed food. 1. Pre... ...with over twenty-five years' experience in the book publishing industry. He is an expert in general-interest non-fiction publishing, specializing in topics from business and personal finance to politics, current affairs, history, autobiography, self-help, and personal development. Before founding his company, Weber served as managing director of the Times Business imprint at Random House (1994-1997). This book is a life changing book. It was inspirational, informative and gave you insight about the things we do not know about the food we eat. The documentary was graphic and detailed, informing you of the process from the farm or the fields, to the manufactures, to the labeling and packaging companies. It informed me, about the school lunches, how some of the meals at school are made, to the politics behind it. This book is also a collectible.

Baxton Technology

Student name: Joseph Maloney Student number: 10391669 Word count: 940 I hereby certify that this project is entirely of my own work and has not been taken from the work of others save to the extent that such work has been cited and acknowledged within the text of the project. Signed: _____________ Alkermes’ human resource (HR) strategy is all about acquiring employees who show personal initiative and who get satisfaction of knowing that they are helping to make a difference in the lives of millions of people every day.Alkermes ultimate goals are to develop medicines that address unmet patient needs, to help its customer’s live happier, healthier lives. The Athlone facility of Elan must choose a strategy that supports the corporate objectives of Alkermes. They must align and prioritise the various activities of the strategy to accomplish their objectives. HR strategies need to simultaneously focus on building skills, motivation and behaviour for a successful business str ategy. In my opinion the generic HR strategy most appropriate to align with Alkermes corporate strategy, is the resource-based view (RBV) model.The RBV model works towards identifying the firm’s potential key resources and developing and manipulating them to build a value-creating strategy. When Alkermes decided to merge with Elan one of their main reasons for doing so was that they could use Elan’s most valuable resource, the Elan drug technologies (EDT) unit. The EDT develops proprietary drug technologies that can be applied to a number of products, improving the effectiveness of the drugs. With Alkermes now having obtained a technological resource with a rarity that will help them gain a competitive advantage over their rivals, they must now focus on their human resources.They look to acquire talented employees who show initiative and feel good about improving people’s health. Combing and developing these resources will help them build a strong RBV model. Whe n Alkermes employees are asked what is the main objective of the organization the reply should always be, â€Å"Excellence in everything we do†. They pursue this excellence because they know they are working towards improving the wellbeing of other people. Alkermes hopes to instil this same hypothesis in the Athlone facility of the organization.They plan to acquire talented employees who show initiative, motivation and know their commitments are ultimately towards improving the health of their customers. They plan to set up a R&D programme where employee engagement is encouraged and rewarded. Most importantly they want to manage performance so that all processes are carried out in the most successful way. If all of these objectives are met the success of the organization should be easily obtained and worthwhile. RBV shows that people are strategically important to a firm’s success and that they are a potential source of sustainable competitive advantage.Alkermes have o btained a rare and valuable organizational capital in the form of the EDT unit; they now must match this with a highly skilled human capital that will get the best out of this technological resource. RBV focuses more on the HR pool, i. e. the employees than on the actual HR practice, so employees should have both a high level of skills and a willingness to achieve. Creating a good HR pool can be hard to imitate by competitors, so it can create a competitive advantage. High pay is always a major pull in attracting the best employees, as is perks, i. . company car and health benefits, as is bonus and new job opportunities for good work. Yet, Alkermes states that their commitments are ultimately towards the wellbeing of the patients that use their products. This will attract employees who feel they have a morale obligation to help people in need. This is an example of attracting potential employees using a non-monetary policy. When trying to create a performance management policy for a n organization you have to look at all the types of capital that affect performance, i. . human, social and organizational capital. RBV looks to integrate all the capital resources of an organization to create the most suited HR policy. Alkermes have already greatly improved their social and organizational capital by merging with Elan and using the EDT unit respectively. Now Alkermes have to look at managing the performance of their human capital. When trying to collect data on performance you cannot completely rely on employee reports via surveys about how they feel the HR strategy is working.You have to collect more quantative data. Collect data on things such as production per hour rate and job turnover rate, this will give you a more in depth idea as to how employees are preforming. You can now use this information to decide on what reward and training systems to put in place to improve performance. Communication must be both upward and downward in an organization to discover ho w employees are performing. It will give you an idea on what employees want and if they are best suited to the post they are in.Good performance management will result in higher operating performance, which will translate into increased profitability. Reward management is concerned with the implementation of strategies and policies that aim to reward people fairly, equally and consistently in accordance with their value to the organization. The objectives of reward management are to recruit and retain, motivate employees and to strengthen psychological contracts. They can be both monetary (bonuses) and non-monetary (esteem, i. e. job title).RBV looks at obtaining and holding onto the best possible employees, and the best way to retain them is through a strong reward system. Overall I believe that if Alkermes adopt the RBV approach and combine all of their resources by carrying out the objectives entailed they should be able to achieve their cooperate strategy. I feel that the inform ation presented in this report is a good guideline as to how they should carry out their objectives. Hopefully the merger between Alkermes and Elan will run smoothly and will be profitable. References: http://www. alkermes. com/ www. shrm. org. digitalcommons. com.

Mexican American and Poem Legal Alien Essay

Ora is in the open poem form, it has no stanzas. It does have a few words that rhyme which are â€Å"English† (5) and â€Å"Spanish† (6) and also with â€Å"Mexicans† (14) and then with â€Å"Americans† (15). The poem also has rhythm, it is a low steady beat. It is a straightforward poem about how life is for a person with the same race/ethnicity as others and at the same time, different from others. The poem â€Å"Legal Alien† is about a woman of Mexican parents, who is born and raised in America. An American citizen established by law, but at the same time this person feels like an illegal alien because of how some people treat her. She is fluent in both, English and in Spanish. Feels American because she is, but at the same time she doesn’t. She is looked at by Americans (Anglos) as inferior, and looked at by Mexicans like she doesn’t belong. They make her feel like she is not one of them, like she doesn’t fit anywhere. â€Å"An American to Mexicans a Mexican to Americans a handy token sliding back and forth between the fringes of both worlds† (14-18).Wha Rosa PantojaPeriod 110/9/12Ms. HamptonAmerican literatureLegal Alien EssayThe beliefs of the contemporary time period is that the voices of all cultures, ethnicgroups, gender, and nationalities should be heard and poetry is universal and speaks to allpeople regardless of their background. In the poem Legal Alien by Pat Mora, the literary devicesthat Pat Mora uses are metaphor and personification. These literary devices help reveal the author’s message to the audience which are the Mexican-Americans. The metaphor show thatbeing Mexican-American has its advantages and the personification shows the disadvantages of how people view Mexican-American.Pat Mora uses metaphor to reveal the message that being Mexican-Americans has anadvantage to the audience. In line 16 â€Å"a handy token sliding back and forth betwee. n the fringes of both worlds†¦Ã¢â‚¬  this is a metaphor because she is comparing herself to a token. She comparesherself to a token because tokens usually have two sides to it, and she is implying that she alsohas two sides because she is Mexican and American. P at Mora uses â€Å"handy token† because she says that it is an advantage because she can go between the borders of being Mexican andbeing American. Pat uses the word â€Å"fringes† instead of using the word border because the fringe is bringing both sides of the world together and a border separates the two worlds of Americans and Mexicans, and by her being Mexican- American she is bringing both of thoseworlds togethe.

Polis - Ancient Greek City-States

Polis - Ancient Greek City-States The polis (plural, poleis)- also known as a city-state- was the ancient Greek city-state. The word politics comes from this Greek word. In the ancient world, the polis was a nucleus, the central urban area that could also have controlled the surrounding countryside. (The word polis could also refer to the citys body of citizens.)  This surrounding countryside (chora or ge) could also be considered part of the polis. Hansen and Nielsen say there were around 1500 archaic and classical Greek poleis. The region formed by a  cluster of poleis, bound geographically and ethnically, was an ethnos (pl. ethne).   Pseudo-Aristotle defines the Greek polis as an assemblage of houses, lands, and property sufficient to enable the inhabitants to lead a civilized life [Pounds]. It was often a lowland, agricultural central area surrounded by protective hills. It may have started as numerous separate villages that banded together when its mass became large enough to be almost self-sustaining. The Largest Greek Polis The polis of Athens, the largest of the Greek poleis, was the birthplace of democracy. Aristotle saw the household oikos as the basic social unit of the polis, according to J. Roy. Athens was the urban center of Attica; Thebes of Boeotia; Sparta of the southwestern Peloponnese, etc. At least 343 poleis belonged, at some point, to the Delian League, according to Pounds. Hansen and Nielsen provide a list with member poleis from the regions of Lakonia, the Saronic Gulf (to the west of Corinth), Euboia, the Aegean, Macedonia, Mygdonia, Bisaltia, Chalkidike, Thrace, Pontus, the Pronpontos, Lesbos, Aiolis, Ionia, Karia, Lykia, Rhodes, Pamphyli, Kilikia, and poleis from unlocated regions. The End of the Greek Polis It is common to consider the Greek polis ended at the Battle of Chaironeia, in 338 B.C, but An Inventory of Archaic and Classical Poleis argues that this is based on the assumption that the polis required autonomy and that was not the case. Citizens continued to run their citys business even into the Roman period. Sources An Inventory of Archaic and Classical Poleis, edited by Mogens Herman Hansen and Thomas Heine Nielsen, (Oxford University Press: 2004).An Historical Geography of Europe 450 B.C.-A.D. 1330; by Norman John Greville Pounds. American Council of Learned Societies. Cambridge University Press 1973.Polis and Oikos in Classical Athens, by J. Roy; Greece Rome, Second Series, Vol. 46, No. 1 (Apr., 1999), pp. 1-18, citing Aristotles Politics 1253B 1-14.

Because I Could Not Stop for Death

Irony is used here because the speaker is not sure whether or not Death has tricked her into going from a busy life, to a peaceful death. Dickinson splits the poem into quatrains. Stanzas 1,2,3 and 5 use the same meter patterns. The first and third line of the stanzas has 8 syllables or 4 feet. Each foot represents two syllables, one unstressed the other stressed. A meter that is iambic is one that is common in the English language; so the poem could be said naturally. There are 4 feet so the meter is iambic tetrameter, tetra meaning 4. be CAUSE/ i COULD/ not STOP/ for DEATH The second and fourth lines in the stanzas only have 3 feet so they follow iambic trimeter pattern, tri meaning 3. Stanza 4 is a special one. There is no particular pattern to it. Stanza 6 is slightly altered by the last line, which has 7 syllables. Otherwise it follows the same rules as the previous stanzas. In stanza one, Dickinson introduces the character of Death without hesitation. Here, Death gives us with the impression that he is a gentleman or a gentle suitor who kindly leads the speaker and encourages her to embark on the journey of death. The tone is peaceful and the speaker appears passive and is co-operative with his decision. Dickinson uses symbolism to depict the journey of death. This is apparent when she uses a carriage in line 3 to transport the speaker, Death and Immortality to the graveyard. Line 4 shows that â€Å"Immortality† is also on the carriage, meaning that the start of the journey to â€Å"Death† is also the start of a journey towards immortality. In Stanza 2, the narrator starts her journey slowly. She has started dying and is not struggling against all the pains; and has also given up all the joys of life, â€Å"and I had put away My labor and my leisure too. † Death is also described as being civil, â€Å"His Civility. Stanza 3 uses anaphora. â€Å"We passed† is repeated to give off the effect that she is watching as life goes by. Alliteration is also used in lines 11 and 12, â€Å"Gazing Grain† and â€Å"Setting Sun. † The setting sun is also symbolic; it represents the end of life. Stanza 4 gives us some eerie imagery. Line 13 suggests that it was the sun that actually passed her. â€Å"Dews† means the dew of the night so â€Å"The Dews drew quivering and chill† means that the speaker is feeling the coldness of the night. This might suggest that the she is already nearing the end of her journey towards death. After, she explains why she is cold. She is wearing a gown and it is described as being â€Å"Gossamer;† a light and thin material. Then she tells us she is also wearing a â€Å"Tippet† made of â€Å"Tulle. † A tippet is an old-fashioned shoulder cape and tulle is a thin silky material. Definitely not the clothes you would wear on a cold chilly night. The speaker tells us about her gravestone in stanza 5. Symbolism is used again in line 17; â€Å"House† represents the gravestone. We are shown here that the gravestone is just poking out of the ground and that it looks like a cornice. Now, we move into the future. It is also revealed that the narrator has been dead for centuries â€Å"’tis Centuries. Paradox is used here because the speaker says that these few hundred years feel shorter than that day she died. She also realised that when she died, it would mean going into eternal life; â€Å"the Horse’s Heads Were toward Eternity. † Dickinson has described, quite clearly, her views about death. She suggests that the afterlife means another life, one that is eternal. While some would disagree with her, she has made a statement that has lasted centuries. The poem is metaphorical, she has used some everyday things to portray one of the scariest things in life: death.

BIOL 232 Human Physiology - assignment Essay Example | Topics and Well Written Essays - 1000 words

BIOL 232 Human Physiology - assignment - Essay Example The ACE inhibitor corrects this problem by inhibiting angiogenesis-converting enzymes, which in turn lower the activity level of the renin-angiotensin-aldosterone system (RAAS). This allows renin from the juxtaglomerular apparatus to produce angiotensin, which tells the adrenal glands to produce aldosterone. The ACEI tells the body to do this, thus keeping the blood pressure under control. If the woman was to start taking this, and blood and urine samples were taken, I would see an abnormal level of both sodium and potassium. The woman’s sodium levels would be higher, due to the fact that by using angiotensin produced by the body via the ACEI, it will create more aldosterone, which in turn will cause her kidney tubules to retain more sodium ions. For the same reason, her potassium levels would be lower, as the aldosterone causes kidney tubules to excrete potassium. The ACEI will affect the woman’s cardiac cycle by constricting her arterioles. This will cause arterial bl ood pressure to rise, while decreasing the blood flow. Regardless of the dosage, the woman will have an increase in myocardial capillarization. The glomular filtration rate is the same, which in turn increases her capillary filtration, in spite of lowered kidney blood flow. ... Explain in detail how this weapon would affect the following: a) heart rate, b) kidney function, c) absorption of nutrients following digestion. This weapon would affect the Na/K pump’s action by raising the person’s heart rate, as the Na/K pump’s action would reduce. In addition, it would increase the person’s atrial fibrillation, chances of heart failure, and atrial fluttering. The Na/K pump would no longer be able to assist with myocardial contractility, increasing stroke possibility, decreased tissue perfusion, lowered hemodynamics and worsening of the ventricular function curve. The weapon would affect the kidney function by decreasing renal blood flow, thus raising the glomular filtration rate, which decreases capillary filtration. This in turn will reduce to amount of aldosterone secreted by the body, decreasing sodium absorption and increasing potassium ions within the body. This is because the aldosterone has been reduced; therefore, the kidneys d o not secrete enough potassium. This lowers blood volume and lowers blood pressure. Finally, the weapon would affect nutrient absorption in the rumen of the small and large intestines due to a decrease of cellular sodium levels due to the reduced activity of the Na/K pump. This lowers sodium instability in the gastrointestinal system, lowering the body’s ability to absorb nutrients properly. Question 3. Organophosphates are chemical agents that bind to and inhibit acetylcholine esterase. Explain the effects of exposure to high levels of organophosphates on the somatic nervous system and the parasympathetic division of the autonomic nervous system. Be sure to explain the physiological mechanisms behind these effects. Explain why a person who has