Avoid These 10 Words in Formal Writing

Avoid These 10 Words in Formal Writing Purists may tell you that many of the words in the list below arent really words at all, but thats misleading at best. A few of the words are simply misspellings, and the rest are informal expressions or slang phrases that frequently appear in everyday speech (or vernacular). Nevertheless, according to the conventions of Standard English, all 10 of the following words should be avoided in reports, essays, research papers, and all other types of formal writing. alotAlot (one word) is a common misspelling of a lot (two words). [W]e all may write alot one day, says The American Heritage Guide to Contemporary Usage (2005), but for now keep in mind that alot is still considered an error in print.  and etc.Because the abbreviation etc. (from the Latin et cetera) means and so on, and etc. is redundant. In any case, avoid using etc. in your essays: often it gives the impression that you simply cant think of anything else to add to a list.  anywheresHuck Finn can get away with saying, There warnt a sound anywheres, but on formal occasions drop the terminal s. If anywheres appears anywhere in your dictionary, its probably labeled nonstandard or dialectal.could ofDont confuse this nonstandard form with the contraction couldve. Could of (along with should of and would of) can and should be replaced by could have (and should have and would have). As for coulda, shoulda, woulda, avoid dwelling on them- both in writing and in life.hisselfThis alterna tive form of the reflexive pronoun himself is commonly heard in certain dialects, but in formal writing steer clear of hisself (and theirself as well- though both were regarded as good usage in Middle and Early-Modern English). furtherestThe comparative form of far is farther or further. The superlative form is farthest or furthest. Nothings gained by combining the two forms.  irregardlessThis double negative (ir- at the beginning and -less at the end) may not deserve Bryan Garners label of semiliterate . . . barbarism, but hes probably right that in print it should have been stamped out long ago (Garners Modern American Usage, 2009). Use regardless instead.itsIts is a possessive pronoun (like his or her). Its is a contraction of it is or it has. That leaves nothing for its to do- so toss it.  lets usLets us means let us us. To avoid the repetition, write lets (She lets us play in her yard) or lets (Lets play in her yard) or let us (Let us pray).  nohowIf you have the know-how to write, you dont need to be told to avoid nohow. Instead use in no way or not at all.

Student-Teacher Relationships Dont Cross the Line

Student-Teacher Relationships Dont Cross the Line Recent news – Harvard banned student-teacher relations. It is not the first university concerned with preventing sexual relations between college faculty and students. Why does it actually matter? Students do not ever think about the disastrous consequences of intimate relationships with teachers. Not only can it mean an ethical investigation (especially if you’re taking Professor Love’s class), but can lead to expulsion and ruin your chances to find job after graduation. Ivy League on Student-Teacher Rules Although student-teacher relationships have been tolerated at many colleges across the U.S., a handful of Ivy League schools are instituting rules that would make this behaviour grounds for expulsion. In February 2015, Harvard formally banned sexual relationships between students and teachers, following the decision of schools like Yale and the University of Connecticut. Students reaction is controversial. Some college-aged students have argued, they’re adults. What’s the problem with having sex with a professor if it’s consensual? The American Association of University Professors has responded in kind, naming several real issues with this kind of relationship. â€Å"Sexual relations between students and faculty members with whom they also have an academic or evaluative relationship are fraught with the potential for exploitation,† stated the AAUP. â€Å"In their relationships with students, members of the faculty are expected to be aware of their professional responsibilities and to avoid apparent or actual conflict of interest, favoritism, or bias. When a sexual relationship exists, effective steps should be taken to ensure unbiased evaluation or supervision of the student.† What about Social Media? As social media becomes a pervasive necessity for communication, less-that-professional texts, tweets, and posts are a huge concern. In the New York City School District alone, more than seven school employees have been arrested over the past few months for sexual advances via electronic mediums. This has inspired the district chancellor, to make contacting students through public forums like Facebook or Twitter a fire-able offence. While some think this is far too aggressive of a punishment for simply connecting with students outside of class, others see it as a gateway to more pernicious evils. Teachers who have personally friended or followed students reciprocally are able to send private messages that may lead to sexual messages, or â€Å"sexts.† This can place both the teacher and student in a precarious position, as research suggests there is an increased probability of real sexual interaction. What’s the Worst That Can Happen? The opinions differ. On one hand, rules such as the one at Yale and Harvard are said to actually limit Constitutional rights. Professor Paul R. Abramson explains, â€Å"The choice of ones romantic partner is no less essential to the formation of the self, no less a matter of the integrity of our private sphere, than well-protected First Amendment rights such as religion and speech.† On the other hand, university as any institution has the right to impose certain rules and policies. Many companies have policies that ban interpersonal relationships between employees, and you will have to deal with it when you apply for a job. What is more, universities are really trying to protect you from awkward and negative outcomes of relations with students. Some potential results from this kind of relationship include: The relationship ends badly and lowers your grades despite high performance. Your instructor cant be objective when teaching and grading you Instructor loses authority and respect of you and your peers who know about your relations Your academic performance is under risk to be investigated and nullified due to the relationship. You get jealous of other students and that influences your performance Your attitude to the subject depends on your attitude to the professor and your current state of relations Sooner or later you feel that you have little in common with your instructor due to generation gap and social factors. Your instructor is afraid to lose their job and their colleagues respect, so they will never make your relations public. You are afraid to get caught and expelled Solution: Dont Cross the L.I.N.E You need to remember that there is an invisible LINE that keeps both of you safe. By following these four simple rules, you can ensure that you keep positive relations with your professor and do nothing provocative: L – Leave alone: Don’t leave class with your teachers, allow them to give you rides, or spend unnecessary time with them outside of class. If you have feelings for a teacher, leave their class – permanently. I – Identify danger: If you feel that your teacher has more than a professional interest, recognize it. N – Notify authorities: If there is inappropriate behaviour, confront the teacher with a friend. If it continues, tell your department chair, or Dean. E – Email only: Don’t befriend your professor on social media or other online networking sites. Use only the established college email to send correspondence. Remember professors can be your friends, supporters and advisers. They can help you build professional network and give you recommendations for your future position. Keep your relationships within boundaries. Do not let emotions interfere positive teacher-student relations and you will get the most out of your college years. What do you think about professor-student relationships? Share your thoughts with us!

To what extent (if any) is racism a product of modernity Answer with Essay

To what extent (if any) is racism a product of modernity Answer with reference to the writings of David Goldberg - Essay Example It is vital, however, to demonstrate its modernity if we are to show how racism, rather than being a problem of individual pathology, is embedded in the structures of the modern nation-state.† (Lentin) David Theo Goldberg, leading scholar of critical race theory, contends, â€Å"Race is one of the central conceptual inventions of modernity" and that "we have come, if often only silently, to conceive of social subjects foremost in racial terms.† (Goldberg, Racist Culture p.3) Throughout his work, The Racial State, he further argues â€Å"that race has marked modernity and its development constitutively, that the racial state is in this sense the paradigmatically modern social formation." (Goldberg, Racial State, p.148) In his view the modern state sees itself as homogenous, seeing anyone who does not fit the social mold as worthy of exclusion. The exclusion can be as literal as segregation or figurative as in the sense that members must assimilate or be ostracized. This shows the central racist tendency of the modern state and racism as a product of that tendency. Anthropologist Audrey Smedley views race and racism in this way. â€Å"I argue that race was institutionalised beginning in the 18th century as a worldview, a set of culturally created attitudes and beliefs about human group differences.† Smedley is convinced of this, and along with many modern anthropologists believes that the basis for current racism has its roots in African slavery specifically. She does not make the claim for slavery itself as the root of racism, since before the modern era many people were enslaved. In Malik’s view, Smedley’s contention is somewhat courageous. â€Å"For much of the past half century, politicians and scientists have largely spoken with a single voice on the issue of race. The experience of Nazism and the Holocaust made racial science politically unacceptable. It also shaped the scientific consensus that race was a social myth, not a

The growth of inequality in many countries and it's impact on U.S Research Paper

The growth of inequality in many countries and it's impact on U.S multinational companies and future strategies to deal with its impact - Research Paper Example (Buckley & Ghauri, 2004 p.86) United Nations Human Development Report (1999) said â€Å"Poverty is everywhere. Gaps between the poorest and the richest people and countries have continued to widen. In 1960, the 20% of the world’s people in the richest countries had 30 times the income of the poorest 20% . In 1977, 74 times as much. This continues the trend of nearly two centuries. Some have predicted convergence, but the past decade has shown increasing concentration of income among people, corporations and countries.† (Sala-i-Martin, 2002 p.1; Sala-i-Martin, 2002) Recent research by Soysa and Oneal (1999); UNCTAD (1999); Ram and Zhang (2002); Dollar and Kraay (2002); Bhalla (2002) show us that globalization raises the growth of average incomes in developing countries. However, the standard of living of the poor in these societies could decline if consolidation into the global economy negatively affects the distribution of income. Quite a few researchers conclude that the fears over globalization and letting foreign companies operate in domestic markets: multinational corporations further increase income inequality in developing countries, and thus, marginalize the poorest of the poor. (Brussman et al, 2005 p. 286). Peter Woicke, former executive vice president of the International Finance Corporation, says that 20% of the population in the world controls approximately 80% of the assets and that roughly 1.2 billion people live below the poverty line. Moreover, he says that most of the population growth over the next two to three decades shall take place in poor countries, which means another two billion people will be born poor. (Wilson & Lodge, 2006 p. 9) (Wilson & Lodge, 2006) He believes that this huge challenge of reducing poverty and inequality cannot be handled by the Governments alone. The private sector, particularly the MNC’s must come forward and share this burden and help countries develop socially as well as

Jung and Freud’s Theory of the Unconscious Essay Example for Free

Jung and Freud’s Theory of the Unconscious Essay Jungs theory of the unconscious sprang from the influence of disassociationist psychology, whereby ideas and images tend to combine into complexes that represent a measure of ones personality. Thus, in his 1902 work, Jung theorized that the phenomenon called somnambulism might be an attempt of a future personality to break through. In 1935, Jung posited the existence of the collective unconscious, which represents complexes that exist apart from peoples intentions (Astor, 2002). Freud placed too much emphasis on the aspects of sexual and aggressive drives in his theory of the unconscious (Anzieu, 1986). On the other hand, Jung believed that the human unconscious is motivated by higher drives than these two, such as an inherent desire to seek self-development and religious fulfillment. Moreover, Jung deviated from Freud’s theory of the unconscious by positing that each person has a unique unconscious and that such unconscious may be accessed by a person voluntarily (Anzieu, 1986). Moreover, Jung carried his theory of the unconscious further by theorizing about the collective unconscious, which is composed of a universal set of ideas that belong to the entire human race, which passed from one generation to the next. Thus, Jung believed that a person’s personality is not only influenced by personal factors, but also by cultural influences that help build his personality (The New York Association for Analytical Psychology, 2008). Freud would have treated Mary Jones through his process called psychoanalysis, or simply, the talking-cure. Freud believed that the psychological problems that appear to underlie Mary Jones manifestations could be solved by talking about them. Psychoanalysis consists in the patients narration of his thoughts and feelings to the therapist. Meanwhile, the therapist is supposed to listen carefully to the client, and from the clients narration formulate his analysis and help the client achieve some insight into the unresolved conflicts of the client, which are only embedded in the unconscious (Anzieu, 1986). On the other hand, since Jungian analysis aims to form a strong relationship between the conscious and the unconscious, Jung would not confine the process to a mere discussion of the patients thoughts and feelings. Jung believed that the unconscious is a wellspring of psychic energy and healing; thus, he would utilize images and symbols designed to spontaneously unlock the patients fantasies and dreams. These images help in the exploration of new possibilities and achievement of personal transformation (The New York Association for Analytical Psychology, 2008). Jung places more emphasis n the process that occurs during the therapy sessions, rather than the content of the therapy. Jungian analysis aims to help the patient achieve an understanding and awareness of the unconscious and thereby give relief to the patients symptoms (The New York Association for Analytical Psychology, 2008). The differences in the treatment styles of Jung and Freud illustrate the following differences in their views of the unconscious:

Achilles vs. Hector in the Iliad :: Iliad essays

Achilles vs. Hector in the Iliad In the Iliad, many of the male characters display heroic characteristics, consistent with the heroic warrior code of ancient Greece. They try to win glory in battle, yet are often characterized as having a distinctly human side. They each have certain strengths and weaknesses, which are evident at many times throughout the conflicts described in the Iliad. Prime examples of such characters are Achilles and Hector. These two characters have obvious differences in their approaches to fitting the heroic mold to which they both try to conform. However, despite their differences and the fact that they are fighting for opposing armies and meet each other with hatred in battle, they also have numerous similar traits which logically lend themselves to a comparison between the two men. They both display behavior that could be described as heroism. The first way in which Achilles, who fights for the Greeks, and Hector, who fights for the Trojans, act differently is how they approach war and the inevitable violence and death which accompany it. Although Achilles knows that he is fated to be killed in battle, when his faithful and devoted friend Patroclus is mercilessly and dishonorably cut down in combat, he puts aside his pride and chooses to temporarily forget about his previous feuds with Agamemnon that have up until now prevented him from participating in the war. He joins the fighting with a deadly and vengeful mindset that will likely play a major factor in the outcome of the war. Today, this lust for revenge might be considered a glaring character flaw. However, this passion for retribution undoubtedly conforms to the heroic code of Greek society. Meanwhile, Hector is full of indecision and reluctance about whether to take part in the war. He too believes that fate has dictated that he will be killed in battle. He spends much time with his pleading wife Andromache, who begs him not to go to war, both for his sake and for his familyÕs. He does not want to die and thus widow Andromache, leaving her "at the loom of another man." Indeed, when he bids farewell to his young son Astyanax, clothed in his shining war gear with gleaming helmet complete with plume crest (the

“Globalisation is a good thing” to what extent do you agree with this statement? Essay

Globalisation is the growth to a global or worldwide scale. It is the increase of trade around the world, especially by large companies producing and trading goods in many different countries. When available goods and services, or social and cultural influences, gradually become similar in all parts of the world. Examples of globalisation are Companies such as Toyota, a Japanese company that has become globalised and is now a worldwide company. Another example is Nike which was originated in Beaverton, Oregon, United States and is now a worldwide company. MEDC’s and LEDC’s are linked through trade. The poorer countries produce and import products and merchandise to MEDC’s at a very low salary. Primark is an example of trading with other countries for unfair prices. From the clothes being made and brought many different countries have been involved Many other clothes companies to this as well. This is known as world trade system and can often be described as unfair for some. China is located in Eastern Asia, bordering the East China Sea, Korea Bay, Yellow Sea, and South China Sea, between North Korea and Vietnam, in the Northern hemisphere. China’s climate is Humid, sticky, dry and hot. Some major crops that are grown in China are rice, wheat, corn, soybeans and tuber crops. China has an extremely high population, just over 1.3 billion people with a birth rate of 12.17 births/1000. Its capital city is Beijing. One of it’s most famous landmarks is the great wall of chine, which is one of the seven wonders of the world. In recent years China has changed and developed rapidly especially economically. It is now the fourth largest economy in the world. A lot of Asian countries are now known as â€Å"newly industrialising countries†. This means that a country whose level of economic development ranks it somewhere between the developing and first-world classifications. These countries have moved away from an agriculture-based economy and into a more industrialized, urban economy, with higher and more technology. Globalisation is a good thing for china as it helps bring in higher profits as the products are kept extremely low as they do not need to pay people a high salary to make them. TNC’s have chosen to locate in china because employers are able to pay a lot less for a job than in the UK or a lot of other countries.†¨ Consumers in the UK and the rest of the developed world benefit from Chinese goods as to produce them in China rather than in the UK and then import them is a lot cheaper than to produce them in the UK as the minimum wage is a lot lower. Workers in China think globalisation is a good thing as it means employment and jobs for them, otherwise they would unemployed and couldn’t earn anything at all. This is why today most products have labelled on them â€Å"Made in China†. Globalisation is a bad thing for China as most of the time all globalization really does is make the rich richer and the poor poorer. In most LEDC’s standards of living are dropping further behind the richest countries. The gap in incomes between the 20% of the richest and the poorest countries has grown from 30 to 1 in 1960 to 82 to 1 in 1995. The increasing interdependence of countries in a globalised world makes them more vulnerable to economic problems like the Asian financial crisis of the late 1990’s. Many environmentalists are against globalisation because it causes a lot of transporting of exporting and importing products which cause pollution. Another reason why globalisation is a bad thing for china is that the national culture and languages can be eroded and destroyed by the modern globalised culture. China is helped a lot by globalisation as it provides many jobs which brings in money, but it is also a bad thing as it is making the difference between rich and poor a lot greater. Personally I think that globalisation is a good thing for China and helps them a lot as without it China would not make as much money as it does currently and China would not be the same country and would not be as developed either.