The Symbolic Function of the Sambo Doll in Ralph Ellison’s Invisible Ma

In 1952, Ralph Ellison published the only novel of his career: Invisible Man; telling the story of an unnamed â€Å"invisible† narrator. Early on, the narrator delineates his invisibility to â€Å"people refus[ing] to see [him];† society neglects to see him as a result of his black lineage (Ellison 3). Ellison incorporates several objects, frequently appearing and reappearing throughout the novel, to expose social and intellectual issues imposed on the black community. Amid the â€Å"procession of tangible, material objects† moving â€Å"in and out of the text† is the dancing Sambo doll whose purpose is to symbolically represent cruel stereotypes and the destructive power of injustice that blacks fall victim to (Lucas 172). Ellison’s rendering of the small paper dolls, representing obedient black slaves, â€Å"unveils an astonishing correspondence between the past and the present† and functions as a force to the narrator’s most essent ial consciousness of his environment and identity (Lucas 173). The Sambo, whose sole purpose was to entertain the white community, further functions to symbolize, through its stereotype, the power whites have to control the movements of African Americans. Ellison immediately introduces readers to the Sambo stereotype at the beginning of the novel when the invisible man becomes the source of entertainment for the white man at the battle royal, engaging in a fighting match with other black men. Out of pure desperation to be accepted by these men, the narrator; like the obedient Sambo, moves in accordance to what he hears the crowd instructing him to do because â€Å"only these men [can] judge [his] ability† (Ellison 22). To further validate the narrator’s Sambo-like behavior, following the match, a blond man winks at the narrator... ...pulls its strings. For the narrator and the black community, the Sambo dolls are a constant reminder that they are unable to neither form their own identity nor control their very movements. Ellison’s incorporation of the Sambo dolls educates us on an important lesson in life, that it is important to be ourselves and choreograph our own choices and movements in life. We must not allow others to hold reign of our strings and steer us in the direction they feel is right. â€Å"Life is to be lived, not controlled;† our full potential in life lies within our ability to control our movements and decisions in life (Ellison 577). Works Cited Ellison, Ralph. Invisible Man. New York: Vintage International, 1995. Ebook Reader. Morel, Lucas E. Ralph Ellison and the Raft of Hope: A Political Companion to Invisible Man. Lexington: University of Kentucky, 2004. Print. The Symbolic Function of the Sambo Doll in Ralph Ellison’s Invisible Ma In 1952, Ralph Ellison published the only novel of his career: Invisible Man; telling the story of an unnamed â€Å"invisible† narrator. Early on, the narrator delineates his invisibility to â€Å"people refus[ing] to see [him];† society neglects to see him as a result of his black lineage (Ellison 3). Ellison incorporates several objects, frequently appearing and reappearing throughout the novel, to expose social and intellectual issues imposed on the black community. Amid the â€Å"procession of tangible, material objects† moving â€Å"in and out of the text† is the dancing Sambo doll whose purpose is to symbolically represent cruel stereotypes and the destructive power of injustice that blacks fall victim to (Lucas 172). Ellison’s rendering of the small paper dolls, representing obedient black slaves, â€Å"unveils an astonishing correspondence between the past and the present† and functions as a force to the narrator’s most essent ial consciousness of his environment and identity (Lucas 173). The Sambo, whose sole purpose was to entertain the white community, further functions to symbolize, through its stereotype, the power whites have to control the movements of African Americans. Ellison immediately introduces readers to the Sambo stereotype at the beginning of the novel when the invisible man becomes the source of entertainment for the white man at the battle royal, engaging in a fighting match with other black men. Out of pure desperation to be accepted by these men, the narrator; like the obedient Sambo, moves in accordance to what he hears the crowd instructing him to do because â€Å"only these men [can] judge [his] ability† (Ellison 22). To further validate the narrator’s Sambo-like behavior, following the match, a blond man winks at the narrator... ...pulls its strings. For the narrator and the black community, the Sambo dolls are a constant reminder that they are unable to neither form their own identity nor control their very movements. Ellison’s incorporation of the Sambo dolls educates us on an important lesson in life, that it is important to be ourselves and choreograph our own choices and movements in life. We must not allow others to hold reign of our strings and steer us in the direction they feel is right. â€Å"Life is to be lived, not controlled;† our full potential in life lies within our ability to control our movements and decisions in life (Ellison 577). Works Cited Ellison, Ralph. Invisible Man. New York: Vintage International, 1995. Ebook Reader. Morel, Lucas E. Ralph Ellison and the Raft of Hope: A Political Companion to Invisible Man. Lexington: University of Kentucky, 2004. Print.

The author certainly

Joe Penhall’s â€Å"Dumb Show†, created to demonstrate the sleazy underbelly of the world of television and its cousin, tabloid journalism, is certainly a professionally written play. It is fast, witty, and with juts the right amount of sarcasm. The author certainly knows what he is talking about – the story of two journalists, Liz and Greg, going undercover to reveal the secret life of a TV comic named Barry is totally believable, as is Barry’s reaction to this event.It is even set in a very particular and very correct setting, as the hotel room seems to have a life of its own, making the viewers feel the impersonality of the situation. The actors work well, creating the atmosphere of a real verbal duel. However, the play leaves one with a strange feeling of incompleteness, of both not understanding what the play is about and understanding too well, making it a memorable play in a bad sense of the word. It is difficult to say why this effect is obtained. Perhaps it is because the author clearly shows that he sympathizes with none of the characters.They are demonstrated, indeed, from an insider’s point of view, and an evil-meaning insider’s at that: suitably sleazy, with that peculiar professional sense of black, almost sadistic humor that only people of the profession understand. Even good intentions are depicted in such a way that they seem false and egoistic. When the journalists talk of information being free, it is so obvious that they speak of this noble concept only for getting their money’s worth, that any person that values this virtue to some extent is forced to cringe from the falsehood of it all.When the comic speaks of the right to privacy, we hear of the right to remain silent at arrest. It is the dirt of lives, dug up and shown to the public: gray, vile, and incredibly banal. Such things, for some reason, are always seen as incredibly realistic, no matter how well they are executed. I do not see th e reason for this. Plays that work with the lows of life are necessary and, naturally, realistic. However, life isn’t a zebra, divided into black and white.It is more like a peacock with too many colors, demonstrating different things, but all too proud of itself. There is never such a thing as a real black color in life, nor a real gray. Everything has its silver lining, and this play, showing only the lows – for, even the last scene where Liz tries to redeem Barry is not pretty – is not nearly positive. Such single-mindedness, while admirable, does not make for the realism that the author was trying to create. It is actually the actors that liven up the show somewhat.The stereotypical jokes put into their mouths come to life because of their talent. Their reactions to one another are shifting, living. The little points of their acting – such as Dippold’s ambiguous reactions to the duo of men, or Barry’s acting in the jokes he is given â₠¬â€œ imply much deeper characters, which are so much the styrofoam stereotypes. They were meant to be that way: the situations are supposed to play out on the archetypical level, reaching within. However, the archetypes chosen are too shallow for that.They are things everyone can relate to on a merely superficial level, just enough to sympathize a bit – which is not nearly enough for a play. Thus, to make the point, the characters should have been created alive by the author, with somewhat more character. They should have been anchor points for personal interest in the play – even if mere tools in the conflict between professions, they should have been good tools. Instead, we see mostly the interaction of the stereotypes of the respective professions, much like trying to saw with a cardboard saw.The actors save the day here, livening up the characters and giving them more depth than Penhall seemed to intend. The play is a good example of a professional skit, yet nothin g more. It is made all too clear what the point is supposed to be – the conflict of freedom and privacy – however, it is not deep enough, nor controversial enough for such a topic. The author attempted to work at the golden middle, and failed – professionally, thus, non-abysmally, but he didn’t make it anything great, either.It is a story about archetypes, not an archetypical story. Nor is it a personal story, showing how people get affected by this sort of conflict. It attempts to be both, but is neither, and thus leaves the viewer puzzled as to where the true point is. One wants to look for hidden meaning, for the simplicity is unbearable, but there is nowhere to look for hidden meaning. To create a piece with only one meaning and have it still be a work of art is the work of a genius. Penhall is not one.

ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

Introduction:Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability. With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs). Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus.These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www. educationcity. com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school.We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25. 3: School activity: observing ICT). Part One: Our class has been exploring seeds, so I based my Storybird book   around this.We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height. The impact and effect flowers and bees had on our environment, and people’s feelings about this. I developed this story linking to friendships and secon d families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are covering this term.Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential influence it has on the way children’s subject knowledge is developed in schools. With this quote in mind, I will use this ICT site to benefit the children, using the pictures to help tell a story, and having ICT as a cross-curricular tool. We encourage children to use different strategies like story-mountains and mind maps but just having pictures and having to put words to them extend their thinking.My pedagogic subject knowledge helped me help them choose the pictures and I explained the concept to them in order for them to be able to understand. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson , Combined Tutor Group pointed out â€Å"writing a story from the illustrations enabled me to experience what it might be like for a non reader trying to make sense of the story from using the pictures. We encourage children to use different strategies when reading to stop them becoming over-reliant on one strategy†.I learnt how to develop my ICT, enabling the children to better their literacy skills and to make choices. The children can let their imaginations rule the story. I will present this as a group activity and encourage the children to look at literacy through different modes of image and word. â€Å"The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media† (Bearne and Wolstencroft, 2007, p. 21). Children develop their powers of thinking and understanding enabling them to be confident enough to develop.  (Michael Rosen, former Children’s Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, Study Guide: Talking and Listening)Daily writing develops technical proficiency, the ability to manipulate ideas and build a bank of possibilities to draw upon sparking fresh ideas to combine words, generate and select sentences and create from images (Pie Corbett, 2012). I have learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at first, this made my writing in Storybird difficult.I had plenty of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to focus on writing around the images rather than finding an image to match my writing. Children already know much about multimodal texts from their home experiences. As teaching assistant’s it is our responsibility to build on these experiences and the children’s knowledge, recognisin g the relationships between different modes and use this in our teaching. The future of reading and writing is interwoven with the future of digital technology (UKLA 2005).For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by refining and editing their work they are also meeting the National Curriculum (2005) QCA requirements.The children are aged six to seven and the intended learning outcomes were to see if their estimations were correct. For science, we were scaffolding the children to learn about discovery as well as communication, discovering if the plants would reach their estimated height, and communicating with each other to discuss expectations. To be able to distinguish the impact science and technology has on everyday life and environmental impacts on bee pollination and weather conditions (Block 4, week 18, Science and Technology).We represented the situation in maths to predict the outcome and add details to a graph, interpreting mathematical data (DCSF/QCDA, 2010:14) (Haylock with Manning (2010). Professionally, I thought it was good to share our approaches and the resources we use in our school setting. Taking note of comments in the forum, I delivered the show and tell to colleagues, explaining that we could use this in assessments for learning and received positive responses and feedback. (Word count: 1071) Part Two (a) Looking back at the Maths targets I identified and discussed in TMA01, I feel that my knowledge and progress in problem solving has developed.The challenge for me was the opportunity to understand the problem sol ving strategies and be able to use logical reasoning. The lack of this affected my mathematical investigations with the children and my confidence to represent and model situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). I have progressed in thinking creatively and can understand, analyse and evaluate to solve problems, sharing my approach and solution effectively by re-reading the course material.I have learnt problem solving can relate to many different things within maths ranging from doing a jigsaw to reading a map { cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) } and the need to solve problems is the fundamental basis for the construction of maths. I have learnt, by reading Askew & Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using questioning that will help to develo p their mathematical thinking is of importance.In line with the Qualifications and Curriculum Authority (QCA 2003, p. 8) I am now thinking about the children’s thought process, and the extent to which they will reveal their understanding and the language used. This will have a further impact on my support of them and my own knowledge and understanding. The most important thing I learnt in Block 2 (Week 8, Study Guide: Teaching for possibility thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, need to build on what we have previously learned.Using ‘what if’ and ‘as if’ thinking I will use creative questioning and support the children to explore what answers may be. Using the ‘shiny maths’ approach like line graphs, pie charts, 3D models and tessellation patterns to make maths and problem solving, more interesting. In compounding my subject knowledge for English, I ha ve found that my understanding and development has been re-enforced by re-reading Eyres (2007). My weakness as identified in TMA01, were Phonics and Word Classes and Apostrophes.By going over chapters 3, 4 and 8, I have come to make sense of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are structured. How a word’s class can also be determined by its function of the role it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, describe English as being parts of speech.Assigning words to classes is more straightforward, for example, ‘the water run’s’, ‘water’ the verb and ‘run’  the noun and how an apostrophe can stand in for letters that have been dropped. For example ‘do not’ will become ‘don’t’ (Eyres (2007) p. 129). In Science and Technology, I have discovered collaboratively with our e-group, that there a re many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other classroom resources such as library books and working wall texts, with the idea that, children should do much more practical hands on experiments and be involved in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 Observing Phenomena) by Karen Phethean (2008) giving the children a more ‘hands on’ and ‘minds on’ approach and allowing them to handle the seeds and Petri dishes made a great difference to their learning (topic pedagogy). I have gained knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, p redict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a little out of my comfort zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a collection of facts. I have also realised that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has enhanced learning in my environment by allowing the children some independence to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of assistance in facilitating children’s learning. Pedagogically, I can now put into practice the knowledge and experience I have gained through Block 4, Science and Technology including an understand ing of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages have.  (Word count: 842)Part Two (b) Looking back at the English targets I recognized and considered in TMA01, I am now confident that my subject knowledge in Letters and Sounds has advanced. I have developed my knowledge of children’s literature and the linguistic terminology used, along with spending much time examining the letters and sounds in Phonics. Re-reading English for Primary and Early Years, Eyres, (2007) has helped my progression enormously, and I now know I am confident to apply my developed knowledge in a practical sense.I have reaffirmed phonics is the study of how sounds we make correspond to the written letter and fully understand now that readers of English rely heavily on their knowledge of letter-sound association, and an essential part of the reading process is decoding the letter symbols to reveal the sounds of the la nguage (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the learners with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have further learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of the word, its shape, form and the position it has in the sentence.Word classes – nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http://www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the game to identify the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has assisted with my continuing ICT development, and how I can best support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have strengthened to enable me to encourage the children’s learning through better communication. My ‘how to’ knowledge is now better merged with the subject and I can now identify, as read in Block 1, the misconceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009;Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and really feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my vocabulary through listening, talking, watching and further reading. I do realise that with pedagogical content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and acquire skills.The Primary and Secondary National Strategies, state that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, already know and structure the pace of the lesson so that the whole class are able to access and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myself for different purposes.I now feel far mor e confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count: 623) Part 3: Evaluation: I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to small groups, scaffolding multimodality (Study Guide Block 5 week 25: Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form of picture/word cards helping to develop the spoken word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I still needed to develop some areas of maths. We looked together at my blog and my Professional Development Folder and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at Continual Professional Development courses for me to attend, in house and outside school, to help me analyse and evaluate concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and tackle problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). She praised me for being able to organise, communicate and progress in my own learning and seek and learn from feedback after observations to improve my knowledge and performance within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where differentiation may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and Learning and told her my goal was to complete the next step, (E214, Equality, Participation and Inclusion) and to gain my Foundation Degree and perhaps think about the School-centred Initial Teacher training course, for which she could accommodate me.I also discussed with her that I would like to gain further experience and knowledge in Special Needs Education as this is the route my job seems to be going. We discussed a three-year plan, as E214 will take me to May 20 14, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.

Concentration of oxalic acid Essays

Concentration of oxalic acid Essays Concentration of oxalic acid Paper Concentration of oxalic acid Paper The redox titration will be done between potassium permanganate and ethanedioic acid. This reaction requires acid catalyst because ethanedioic acid is too weak an acid to make the solution acidic enough to react at a reasonable rate. Sulphuric acid is in the mixture and provides the acid catalyst. The ethanedioic acid in the mixture will reduce the manganate(VII) ions (MnO4-) into manganese(II) ions (Mn2+). The potassium permanganate will oxidise the oxalic acid into carbon dioxide. H2C2O4(aq) + MnO4-(aq) Â  CO2(g) + Mn2+(aq) Reactants Products H2C2O4: Carbon +3 CO2: Carbon +4 MnO4-: Manganese +7 Mn2+: Manganese +2. To work out the ionic equation, balanced electron-half equations for both the potassium permanganate and the ethanedioic acid have to be worked out. Adding electrons (e-), water (H2O) and hydrogen/hydroxide ions (H+/OH-) depending on the conditions, they can be created. Manganate(VII) ions are reduced to form manganese(II) ions. MnO4- + 8H+ + 5e- ? Mn2+ + 4H2O Ethanedioic acid is oxidised to form carbon dioxide. H2C2O4 ? 2CO2 + 2H+ + 2e- The two equations combine and are balanced to create the overall ionic equation. 2MnO4- + 6H+ + 5H2C2O4 2Mn2+ + 8H2O + 10CO2. 1) Use the pipette and the pipette filler to collect 25ml of the mixture of oxalic acid and sulphuric acid and put it in the conical flask. 2) Use the clamp to connect the burette with the retort stand. 3) Use the funnel to fill the burette with the potassium permanganate until the meniscus reaches zero. 4) Place the conical flask with the mixture underneath the point of the burette. 5) Using the stopcock on the burette, enter the potassium permanganate into the conical flask until there is a colour change to produce a rough estimate. Record this in a table in cm3. 6) Carry out the same experiment again slowly to record a more accurate answer. Record in the table. 7) Repeat step 7) until two concordant results have been collected.

The Purposes of Per

The Purposes of Per The Purposes of â€Å"Per† The Purposes of â€Å"Per† By Mark Nichol Per (from a Latin word meaning â€Å"by,† â€Å"by means of,† or â€Å"through†) is widely employed in English, but it or a phrase in which it appears isn’t necessarily the best option. Here’s a guide to using (or not using) per. In popular usage, per is appropriate in relation to figures (â€Å"65 miles per hour,† â€Å"24 points per game,† â€Å"three items per person,† and so on). It can also, alone or preceded by as, mean â€Å"according to,† as in â€Å"Per your instructions, I deposited the check† and â€Å"She complied as per the usual procedure.† Per is also an adverb synonymous with apiece; though its use in this form may seem like dialect in which the final word of the sentence is dropped (â€Å"I’ll let you have them for five dollars per†), it’s standard usage. In its most common function, however, it is sometimes easily replaced by a, as in â€Å"The position pays $75,000 a year† rather than â€Å"per year† or â€Å"I exercise three times a week† rather than â€Å"per week.† Per as part of a set phrase taken directly from Latin is usually pedantic in popular usage; see the list below for recommendations about the use of such phrases: Per annum: This is an unnecessary substitution for the perfectly useful phrases â€Å"a year,† â€Å"each year,† or even â€Å"per year.† Per capita: This direct borrowing of the Latin phrase meaning â€Å"by the head† is commonly employed in financial and demographic contexts, but â€Å"per person† is better in general. Per centum: The Latin precursor of the semiabbreviation percent more clearly signals the original meaning (â€Å"for each hundred†) but is obsolete. Per contra: This phrase, meaning â€Å"in contrast to,† is best reserved for legal contexts and only technical ones, at that. Per diem: The translations for this phrase are â€Å"by the day† or â€Å"for the day,† and except in reference to a daily stipend, there’s no reason not to use daily (especially as an adjective). Per mill: In this phrase, mill is from the Latin term mille, meaning â€Å"a thousand,† so the term is akin to percent but spelled as two words. It’s appropriate only in technical usage, however. Per se: Outside of legal usage, this term sometimes misspelled â€Å"per say† by those who mistakenly assume that it refers to the act of speaking means â€Å"in itself,† as in â€Å"I don’t object to the idea per se.† (Note that, unlike as is the case when the English form is used â€Å"I don’t object to the idea, in itself† no punctuation frames the term.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceHow to Pronounce Mobile8 Great Podcasts for Writers and Book Authors

Policing And Its History Research Paper Example | Topics and Well Written Essays - 1000 words

Policing And Its History - Research Paper Example Under the reign of King Alfred, the structure of internal police force was established, under which different landowners were required to protect the territories of the kingdom, and arrest criminals, as well as bring them to trials. Furthermore, a group of citizens founded their own force, in order to keep the King’s police in check and to see that it does not abuse its power. Thus, these citizens made a force which guaranteed them mutual protection, and also was responsible for catching criminals and giving them to the King’s police. These citizens called themselves ‘tythingmen’, and gradually their numbers reached hundred, and they became in charge of the organization of court, and handled civil matters and disagreements.\ After the Norman invasion of England in 1066, a few changes were made to the old system of justice. The ‘tythingmen’ lost some of their power, as Sheriffs were introduced. These sheriffs were in control of local law enforcement, and were directly appointed by the King, and were answerable to him. The hundred ‘tythingmen’ were upgraded to the ‘Court of Tourn’. The Court attended several numerous, most of which were related to small crimes and civil disobedience. But a few men from the Court were placed in charge of more grave matters, which could only be solved by them. A ‘Court Leet’ was also established, which was to attend all local village matters, and the head of this court was called ‘Comes Stable’, which later changed to Constable- a term still used for police officials. In the 1700s, this system of justice and law started to disintegrate, as the kingdom began to expand and cities were established. The constables became fraudulent and did not take their jobs seriously. Bribes became common among the police force, and criminals were able to escape without being punished or imprisoned. Charges were dropped and crime flourished in the cities. Finally, in the

MANAGING INDIVIDUAL BEHAVIOR Essay Example | Topics and Well Written Essays - 500 words

MANAGING INDIVIDUAL BEHAVIOR - Essay Example A critical analysis and understanding of people’s personality is essential for ardent management of human behaviors especially in organizations large teams of employees. Hopcke (1992) argues that Jung’s typology test aids in assessing someone’s personality and understanding the influence of personal perception on life issues. In fact, it gives an insight of suitable carriers and opportunities available regarding an individual’s personality type. After carrying out the Jung typology test, the results for the questionnaire emerged as follows; moderate preference of introversion over extraversion (56%), slight preference of thinking over feeling(12%), slight preference of thinking over feeling (12%) and finally moderate preference of judging over perceiving (44%). The results are a prospect of my general personality and are important for assessing workplace behavior, interaction with fellow colleagues in the workplace, anger management and motivational factors. Essentially, personality has great influence on someone’s career and performance when assigned tasks. In fact, personality type is a crucial determinant of how an individual relate with coworkers and the type of career to pursue (Hollway, 1991). From the above outcomes, my personality is best suited to working in a quiet place and interacting with just few people or none. The personality type postulated by the above outcomes does not accommodate working in organizations with large number of employees. Unfortunately, most workplace settings involve several employees working together with the aim of accomplishing organizational goals. It is important to examine the personality types of employees in order to discover the place each individual can fit best. For instance, people with introverted personalities work best in a secluded location. On the contrary, people with extraverted personality are suitable working in teams and in areas involving interaction with huge crowds of