3 Tricks to Figure out the Authors Tone

Authors tone is simply an authors expressed attitude toward a particular written subject. It may not be his or her actual attitude as authors can certainly express an attitude other than their own. Its very different from the  authors purpose! The tone of the article, essay, story, poem, novel, screenplay, or any other written work can be described in many ways. The authors tone can be witty, dreary, warm, playful, outraged, neutral, polished, wistful, reserved, and on and on. Basically, if theres an attitude out there, an author can write with it. To better understand tone, you should practice. So, now that you know what it is, how can you determine the authors tone when you get to a reading comprehension test? Here are a few tricks to help you nail it every time. Read the Introductory Info On most major reading comprehension tests, the test makers will give you a little snippet of information along with the authors name prior to the text itself. Take these two examples from the ACT Reading test: Passage 1: This passage is adapted from the chapter â€Å"Personality Disorders† in  Introduction to Psychology, edited by Rita L. Atkinson and Richard C. Atkinson ( ©1981 by Harcourt Brace Jovanovich, Inc.). Passage 2: This passage is adapted from the novel The Men of Brewster Place  by Gloria Naylor ( ©1998 by Gloria Naylor). Without reading any portion of the text itself, you can already determine that the first text will have a more serious tone. The author writes in a scientific journal, so the tone will have to be more reserved. The second text could be anything at all, so when youre reading, youll need to use another trick to determine the authors tone. Watch Word Choice Word choice plays a major part in the tone of a piece. If you look at the examples given in the What is Authors Tone article, youll see how very different an identical situation can be by just the words an author chooses to use. Look at the following words and see how they reflect a different feeling, even though the words are similar in meaning. Sit in the sunshine and smile. Bask in the brilliant rays. Discover your giggle.Sit in the hot sun and smirk. Recline in the glaring rays. Hunt for that snicker.  Sit in the warm sun and grin. Relax in the warm rays. Look for a chuckle. Even though all three sentences are written almost identically, the tones are very different. One is more relaxing—you can picture a lazy afternoon by the pool. The other is more joyful—maybe playing in the park on a sunny day. The other is definitely more sarcastic and negative, even though its written about sitting in the sun. Go With Your Gut Often, a tone is tough to describe, but you know what it is. You get a particular feeling from the text—an urgency or a certain amount of sadness. You feel angry after reading it and can sense the author is angry, too. Or you find yourself chuckling throughout the text even though nothing comes right out and screams funny! So, on these kinds of texts, and the corresponding authors tone questions, trust your gut. And on the authors tone questions, hide the answers and make yourself come up with a guess before looking. Take this question for example: The author of the article would most likely describe ballet as... Before you get to the answer choices, try to finish the sentence. Put an adjective in there based on what youve read. Amusing? Essential? Cut-throat? Joyous? Then, when youve answered the question with a gut reaction, read the answer choices to see if your choice, or something similar, is there. More often than not, your brain knows the answer even if you doubt it!

BUS 170 Syllabus - 1472 Words

San Josà © State University School: College of Business Department: Accounting Finance Course Number: BUS 170, 22449 Title: Fundamentals of Finance Section: 1 Semester: Spring Year: 2014 Instructor: Bahram Parineh Office Location: BT 460 Telephone: (408) 924-3482 Email: bahram.parineh@sjsu.edu Office Hours: Tu/Th 9:00am-12:00pm or by appointment Class Days/Time: Tu/Th 7:30-8:45am Classroom: BBC 202 Prerequisites: BUS 21 or BUS 122A, ECON 1A, ECON 1B and BUS 90 Course Description The finance function and its relation to other decision-making areas in the firm; the study of theory and techniques in acquisition and allocation of financial resources from an internal management perspective. Course Goals and Student Learning†¦show more content†¦Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% 25% In class Quizzes 10% Assignments and participation 5% Final Exam 35% Total 100% University Policies Academic integrity Students should know the University’s Academic Integrity Policy that is available at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you wo uld like to include in yourShow MoreRelatedAcca F5111177 Words   |  445 Pages..........................276 Review form free prize draw iii Question index The headings in this checklist/index indicate the main topics of questions, but questions often cover several different topics. Questions set under the old syllabus Financial Management and Control and Performance Management papers are included because their style and content are similar to those which appear in the F5 exam. The questions have been amended to reflect the current exam format. 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(cannot) Fill in the blank by selecting the appropriate modal: James would __________ take a train than take the bus. (rather) Put the sentence in the proper order, including capitalization and punctuation: should / sing / for her birthday / he / her / a song (He should sing her a song for her birthday.) When using modals of necessity and prohibition, which modalRead MoreHsc General Math Textbook with Answers153542 Words   |  615 Pagesformula sheet 429 Glossary 431 Answers 441 Cambridge HSC General Mathematics written for the stage Mathematics General Cambridge HSC General Mathematics is written for the stage 6 Mathematics General ral syllabus is designed to cater for students with wide range of abilities who differ syllabus. It is designed to cater for students with a wide range of abilities who differ substantially in their knowledge and understanding of mathematics. y g g Key features †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ HSC courseRead MoreAccounting for Non Accounting Students45396 Words   |  182 Pagescan be downloaded and used as OHTs ââ€"  Multiple choice questions for use in class, together with answers ââ€"  Answers to extra question material in the student area ââ€"  Extra case studies and guidelines on using them with students Also: This site has a syllabus manager, search functions and email results functions. iv  © Pearson Education Limited 2004 Dyson: Accounting for Non-accounting Students, Lecturer’s Guide, 6th edition Notes for lecturers The solutions contained both within the main bookRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesthe instructor resources that accompany this text. The items in the test bank reï ¬â€šect the data-in-context philosophy of the text’s exercises and examples. Advanced Placement Statistics We have designed this book with a particular eye toward the syllabus of the Advanced Placement Statistics course and the needs of high school teachers and students. Concerns expressed and questions asked in teacher workshops and on the AP Statistics Electronic Discussion Group have strongly inï ¬â€šuenced our expositionRead MoreProject Mgmt296381 Words   |  1186 PagesDate: Jan 22, 2xxx Project classification? Strategic Project Proposal Form Proposal # 11 X Sponsor Compliance J. Moran Infrastructure What business problem does the project solve? Increase customer satisfaction through kiosk and Web site for bus, streetcar, and fast rail Enhance driver and traveler safety Hyperlink to: AVL.tri-met.org How does this project align with our organization strategy? 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Fire 2 Essay Example For Students

Fire 2 Essay IntroductionFire is a topic on which most people can comment. Fire is a widespread phenomenon. Most of us have seen fires in natural vegetation, or their effects; stark, blackened vegetation or a smoke pall. Because fires such as these can have damaging economic and social effects, can spoil forestry timber, can burn down houses and farms, and can kill people and animals, there has been a lot written about wildfires. Added to this wide perception of the damage that can be caused by wildfires, there has been increasing publicity given, since the 1950s, to the active use of fire as a management tool, particularly in protecting against severe wildfires. The introduction of a policy of deliberate burning as a management tool has a fascinating history, especially in the United States Forest Service, but the ecological effects of prescribing a fixed burning regime on large tracts of land are increasingly being questioned (Lyons, 1985, 3). To an ecologist, fire can be treated as just one of the many factors in an environment. It compares with droughts, floods, hurricanes and other physical disturbances because of the direct impact it makes on organisms. Unlike these physical factors, however, fire as a disturbing force is itself influenced by the biota, particularly the plant community. Alteration of the vegetation by any number of factors can influence the nature of a subsequent fire. Fire has similarities to grazing as a force on vegetation because of such feedback effects (Whelan, 1995, 20). Fire HistoryWhen cavemen learned to make and use fire, they could start to live in civilized ways. With fire, they were able to cook their food so that it was easier to eat and tasted better. By the light of torches, men could more easily find their way at night. They could also improve their wooden tools by hardening the points in fire. With fire to keep them warm, they could live in the colder regions and spread out over the Earth (CD-ROM, 1996). It is supposed that early people got fire accidentally from trees set ablaze by lightning or from spouting volcanoes. Then they carefully kept it burning in huts or caves. As far back as the study has gone, primitive peoples have never been found without fire for warmth and cooking. Fire also protected them from wild beasts (CD-ROM, 1996). In time people discovered how to create fire by rubbing dry sticks together. Then they invented bow drills to aid the process. When they began to chip flint to make axes, they found that hot sparks came from the stone. From this they later developed the flint-and-steel method of fire making. Later it was found that fire could be made by focusing the suns rays with a lens or curved mirror (CD-ROM, 1996). People remained ignorant of the true character of fire until 1783. In that year the great French chemist Antoine Lavoisier investigated the properties of oxygen and laid the foundation for modern chemistry (CD-ROM, 1996). Lavoisier showed that ordinary fire is due to the chemical process called oxidation, which is the combination of a substance with oxygen. He disproved the earlier phlogiston theory. The phlogiston theory held that when an object was heated or cooled it was due to a mysterious substance (phlogiston) that flowed into or out of the object in question (CD-ROM, 1996). Since fires are due to oxidation, they need air to burn properly, and a flame will go out after it has used up the oxygen in a closed vessel. Almost anything will combine with oxygen if enough time is allowed. Iron will rust if exposed long to damp air, and the rust is simply oxidized iron. When the chemical combination is so rapid that it is accompanied by a flame, it is called combustion (CD-ROM, 1996). Ignition Point or Kindling TemperatureHeat is required to start combustion. The degree of temperature at which a substance will catch fire and continue to burn is called its ignition point or its kindling point. A substance that can be ignited in the air is said to be flammable (or inflammable). The flash point of a flammable liquid is lower than its ignition point. The flash point is the temperature at which it gives off sufficient vapor to flash, or flame suddenly, in the air. It is not the temperature at which the substance will continue to burn (CD-ROM, 1996). When primitive peoples rubbed two sticks together to kindle a fire, they discovered without knowing it that the ignition point of wood is usually quite high. They had to use enough energy to create a good deal of heat before flames appeared. The tip of a match is composed of chemicals that, under ordinary circumstances, have a low ignition point. The heat created by scratching it once on a rough surface is enough to start combustion. It must be remembered, however, that the temperature needed to sustain combustion can vary with the condition of the substance and the pressure of the air or other gases involved, as well as with laboratory test methods (CD-ROM, 1996). Lowering the Temperature Puts Out FireAfter a fire has started, it will be self-supporting only when the temperature created by the combustion of the burning substance is as high or higher than its ignition point. This is one of the most important laws of fire. Some very hard woods, such as ebony, require a great deal of heat to burn. If the end of a stick of ebony is placed in a coal fire, it will burn. When it is drawn out, the fire of the smoldering ebony itself is lower in temperature than the ignition point of the wood. The flames thus will die (Lyons, 1985, 5). This principle explains why a match can be blown out. Ones breath carries away the heat, and the temperature falls below the ignition point of the matchstick. The stream of water from a firefighters hose cools the burning walls of a building with a similar result (Lyons, 1985, 5). The heat of a fire depends on the speed with which chemicals combine with oxygen. This speed depends generally on the quantity of oxygen present. If a lit match is touched to a small piece of iron wire, it will not burn. If a tip of a match is fastened to the end of the wire, struck, and plunged quickly into a jar of pure oxygen, the wire will catch fire and burn, with bright sparks shooting off briskly (Lyons, 1985, 6). Fire Without FlameFire may burn either with or without flames. A flame always indicates that heat has forced gas from a burning substance. The flames come from the combination of this gas with oxygen in the air. When a coal fire flames, it does so because gas is being forced from the coal, and the carbon and hydrogen in the gas combine with oxygen. If kept from burning, such gas can be stored. Manufactured gas is forced from coal in airtight kilns, or retorts. The product left after the gas is extracted from coal is called coke. Coke will burn without flame because no gas is driven off. In order to burn, the carbon in the coke combines directly with oxygen (Lyons, 1985, 8). It is the gas given off by the heated wax in a candle that produces the bright flame. When a burning candle is blown out, for example, a thin ribbon of smoke will arise. If a lighted match is passed through this smoke an inch (2.5 centimeters) above the wick, a tiny flame will run down and relight the candle (Lyon s, 1985, 8). Pearl Harbor EssayThe Natural Greenhouse EffectOn a planet with no atmosphere, the infrared radiation emitted by its surface would go straight out to space. But on Earth, things are very different. The Earths atmosphere has several gases that have the ability to absorb infrared radiation. This means that much of the infrared radiation emitted by the surface is captured before it gets out to space. As they absorb long-wave energy from the surface, these gases heat up, making the air warmer. This is roughly the same thing that happens inside a greenhouse on a sunny day, and why it is called the greenhouse effect. As you might expect, the gases that do this are called greenhouse gases (On-line, 1998). The atmospheres main greenhouse gases are carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), ozone (O3), and water vapor (H2O). Together they make up less than one-tenth of one percent of the atmospheres total volume. The rest of the atmosphere contains mostly nitrogen (78%) and oxygen (21%), neither of which trap much heat. The greenhouse gases are present in the atmosphere in just trace amounts. Even so, they have an extremely important role in determining climate. By trapping heat, they keep Earths thermostat set at an average temperature of +15 C. Without greenhouse gases, the average temperature would be 33C colder than it is now, and Earth would be a lot more like Mars-a frozen, dusty, lifeless planet (On-line, 1998). The natural greenhouse effect gives Earth an average temperature of +15C. Obviously, it isnt a steady +15 C everywhere on the planet. Some places are perpetually frozen, such as the polar ice caps. Others are constantly hot and humid, as in the tropical rai n forests. Other regions, like here in Canada, have highly variable seasonal climates-warm, wetsummers; long, cold winters. What is clear is that climate varies widely from place to place on the planet (On-line, 1998). Why do climates vary so much from place to place? The differences arise because the suns heat is not distributed evenly over the entire planet. Complicated interactions between the greenhouse effect, wind and ocean currents, land masses, elevation, and the many other factors distribute this heat around the planet in a way that creates the wide diversity of climates we can see. The interactions are so complex that they are nearly impossible to describe accurately, even with the help of the most powerful supercomputers (On-line, 1998). Natural Climate ChangeWe are surrounded by clues that climates have been different in the past. Many landscapes in Canada show traces of the last Ice Age, a time when climates were much colder than now. At the same time, fossils of tropical plants and animals have been found all over Canada, even in the high arctic. Clearly, the climates we now experience are different than those in the past. When did climate change in the past, and by how much (On-line, 1998)?The following graph shows the variations in global temperatures, going back one-million years. It shows that warm periods occurred roughly every 100,000 years, with colder periods in between. It was during those cold periods that the great continental ice sheets advanced, spreading over much of the North American continent each time (On-line, 1998). Figure 1 Variations in Global Temperatures Over the Last Million Years (On-line, 1998). The next graph shows how climates have changed in the past 1000 years. It shows that around 800 years ago, there was a 300-year warm spell. This was a time when Greenland was actually green (Europeans were farming there), and grapes and other warm-climate fruits could be grown on the British Isles (On-line, 1998). Figure 2Global Temperatures Over the Last 1000 Years (On-line, 1998)The graph above also shows that around 400 years ago, the global climate was approximately 1-2 degrees colder than now. It was a time when winters were longer, and glaciers advanced dramatically. The Vikings had to abandon their farms on Greenland, and withdraw from Eastern Canada, where they had also settled. This period is known as the Little Ice Age. It is clear that climates change naturally on their own. What has caused these changes? Scientists all over the world are studying this problem, and are coming up with many theories. Many natural events appear to have altered global climates, including meteo rite impacts, volcanic eruptions, and changes in the compositions of the earths atmosphere (On-line, 1998). The most important factor seems to be composition of the atmosphere, which affects the intensity of the Earths greenhouse effect. Scientists now know that many changes in past climates seem to occur at the same time that changes in the concentration of CO2 also occurred. When the Earths average global temperature has risen or fallen, CO2 concentrations have moved in a similar pattern (On-line, 1998). The last graph shows changes in temperature have been mirrored by changes in the two important greenhouse gases, carbon dioxide and methane. It shows that for every peak in average global temperature, there was a corresponding peak in greenhouse gases (On-line, 1998). The relationship between global temperatures and composition of the atmosphere has scientists extremely concerned. Human activities are rapidly increasing the concentration of greenhouse gases in the atmosphere. In fact, scientists now believe that if anthropogenic (human-caused) emissions of greenhouse gases are not significantly reduced, the Earth will warm at a rate faster than at any time in the 10,000 years that represent human history (On-line, 1998). Climate is usually something humans take for granted. It changes far too slowly for us to notice on a day-to-day basis. But by looking at long-term climate records, and with new techniques for determining ancient climates from ice, sediments, and other natural deposits, we can see climates have changed dramatically in the past. We can also see that some of the changes humans are making to the atmosphere and to landscapes are beginning to have noticeable effects on global climates. We now have to think about protecting the Earths climate system the same way we do about protecting other important parts of the environment, like water, air and soil (On-line, 1998). Figure 3Location of t he Principle F ire Events in 1 998 (On- l ine, 1998)ConclusionsFire provides the material well-being of the people in the industrial countries of the world. Heat from the burning of fuel converted into electrical and mechanical energy does practically all the work of these economies. However, the worlds population has a fire problem. Americans and Canadians lose property and life to fire at twice the rate of people in comparable circumstances in other industrial nations. The table below illustrates the fatalities due to fire in various nations (Payne, 1989, 56). Table 1Fire Caused Fatalities in Various Nations (Deaths per 100,000 pop.) (Payne, 1989, 56)Nation19741976-78Latest ReportCanada3.63.22.9United States2.92.92.8Sweden 1.61.51.6Japan1.51.5United Kingdom1.51.51.5France 1.51.51.5Australia1.50.8Germany0.90.90.9Switzerland0.70.60.7ReferencesComptons Interactive Encyclopedia: On compact disc (1996) CD-ROM. Lyons, John W. (1985). Fire. New York: Scientific American Library. Payne, Charles A., Falls, William R., Whidden, Charles J. (1989). Physical Science (5thed.). Iowa: Wm. C. Brown Publishers. Whelan, Robert J. (1995). The Ecology of Fire. Great Britain: Cambridge UniversityPress. United Nations Environment Program. On-line. Available:http://www.grid.unep.ch/fires/On-line. Available:http://www.piad.ab.ca

Questionsssss Us History free essay sample

What can you predict about settlement patterns in the period after this map? The reservations will move westward. The reservations will move eastward. New settlers will take land nearby the reservations. New settlers will bypass the reservations and take land further west. Points earned on this question: O Question 1 (Worth 5 points) Excerpt from the Dates Act SEC. 10. That nothing in this act contained shall be so construed to affect the right and power of Congress to grant the right of way through any lands granted to an Indian, or a tribe of Indians, for railroads or other highways, or telegraph lines, for the public use, r condemn such lands to public uses, upon making Just compensation. What conclusion can be drawn from this excerpt? Native Americans were interested in linking their lands to other regions. The federal government planned improvements to Native American lands. The federal government maintained some power over Native American land. We will write a custom essay sample on Questionsssss Us History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Native American ownership of the land could not be refuted under any circumstance. Points earned on this question: 5

Ruby Moon Essays

Ruby Moon Essays Ruby Moon Essay Ruby Moon Essay When reading the play Ruby Moon it is easy to pick up on the personal and social tensions between characters. The descriptive nature of the stage directions and the very act of reading as opposed to just seeing on stage, being able to take time to look over each line, means that a reader can see which scenes accentuate the tension between both Ray and Sylvie or the characters they have created. Stage directions in the play plainly describe when a pause on stage is to be tense, or what the vibe is supposed to feel like during a particular scene. Bringing these tensions onto stage, however, is a more difficult task. An audience in a theatre cannot simply read that a silence is supposed to be tense; it is up to the actors and their use of the stage, as well as the lighting, set and audio. When considering how to highlight the personal and social tensions in Ruby Moon, we must consider what particular tensions play an important role and which characters the tensions are between. It may be that a character’s interactions with their surroundings are tense or that their relationships with other characters are very tense. To bring them to the stage these social and personal tensions must be identified. Cameron’s â€Å"Ruby Moon† explores the tenuous and often shallow relationships of suburbia. In writing â€Å"Ruby Moon†, although it is in essence a surreal play, Cameron attempted to draw attention to very real issues, including the nature of suburbia, and how when it comes down to it it’s difficult to know who to trust. Bad things can happen to anyone, and not everyone is as normal as they appear. Not only this, but underneath the eeriness of this play lies a very real, deeply tragic story of two parents who have lost their child and gone mad to cope with the grief of never knowing what happened to her. So much so that the reject every opportunity to find out for fear of it being bad news, in favour of keeping up the game they play with each other. The tension between them is evident when reading the play- it is clear in the stage directions when moments between them are tense. Audio effects would be highly effective in bringing these themes to life on stage. As many groups in class presentations demonstrated, Ruby Moon is a play in which the use of audio effects such as voiceovers, music, and sound effects (i. e. rain, wind, barking dogs) is a part of the stage directions, and is utilised and essential to many key moments in the play. Sound effects that play key roles in the audience’s understanding of the play include Ruby’s voice and piano refrain at the beginning, the various occasions on which the phone rings, the sound of voicemail messages being left, and Ruby’s voice throughout. This almost constant use of sound effects throughout the play gives the director a simple way of drawing attention to dramatic tension, acting as a kind of soundtrack, with, for example, the sound of a phone ringing, accentuating the silence between Ray and Sylvie by suddenly breaking it. Space can be used in a particular way to accentuate tension between characters. In class presentations, many groups expressed that they felt the set should be small and intimate. This means that actors will always be in close proximity with each other. Characters being in close proximity can accentuate many kinds of tension, for example the scene early on in the play featuring Ray and Dulcie Doily might see Ray standing on one side of the stage trying not to get too close but being physically unable to get further away and being forced into close proximity, creating tension in the sense that he does not want to be in close quarters with a woman he finds extremely unpleasant. The scene featuring Sid and Sylvie may feature Sid alternating between invading Sylvie’s personal space and shying away-Putting Sylvie on edge as it is in close proximity to her. During the scene featuring Ray and Veronica, a stage where the characters were in close proximity to each other would help create sexual tension. In terms of bringing the social tensions evident in the play onto stage, many groups in the in-class presentations of directorial visions seemed to express that a key theme in Ruby Moon was the relationships between residents of Australian suburbs. It’s a well recognised suburban stereotype- Neighbours are polite and civil towards each other however build silent judgments, while having dark secrets of their own. Costuming could play a vital role in making these social tensions apparent on stage. As Ray and Sylvie dress up, it was decided by many groups that they should don just a few key costume pieces that they feel sum up their character. Exaggerated, almost (e. g. When Sylvie dresses up as Dulcie Doily she dons a grey wig and an apron- Typical elderly woman garb- a shallow understanding of their neighbours and in fact, other people. ) The various tensions, issues and emotions being presented in Ruby Moon, both of a personal and social nature make it successful as a play because they are real things that real people have to face and that put many people on edge. Aside from the use of audio, costuming and staging to get these tensions across, it is largely up to actors to make sure the audience can pick up on the vibes of the play, leading up to moments in such a way that the audience can feel tension in the air. When staged in the right way, Ruby Moon is designed to make the audience uncomfortable and tense. There is never a calm moment throughout. There are various techniques that directors can employ to make this so and ensure the success of portraying tensions, both personal and social, on stage in a performance of Ruby Moon.

Evoke vs. Invoke

Evoke vs. Invoke Evoke vs. Invoke Evoke vs. Invoke By Mark Nichol Evoke and invoke, two members of a small but powerful family of words relating to stimulus and response, have senses both similar and distinct. To evoke something is to call it forth, perhaps by bringing it to mind, or, synonymously with invoke, by summoning it (as in conjuration) or presenting it in support of an appeal (as when a rule or principle is invoked). Usually, invoke is used for the latter two meanings. The distinction is in the context; usually, something evoked is qualitative and intangible, whereas something invoked is material or practical. Meanwhile, the related words provoke and revoke are also potent in their own right. To provoke is to prompt anger or an action (and is thus, in a limited sense, a direct synonym of evoke and invoke), while revoke means â€Å"to take back or recall.† The root element common to this foursome, -voke, is an English form of the Latin stem voc-, from vox (â€Å"voice†), from which many words with the element voc-, such as vocal and vocabulary, are derived. (Voice itself is different in form because of its detour through French.) Another word with the voc- element is advocate, which means â€Å"to support vocally†; the noun form is identical. The noun forms for evoke, invoke, and their cousins provoke and revoke are identical, produced by omitting the letters k and e and adding the ending -ation resulting in evocation, invocation, provocation, and revocation which correctly suggests that vocation and avocation also share an etymological origin (respectively, they mean, â€Å"calling,† as in what work one is called to do in life, and â€Å"call away,† as in an activity one engages in outside of work). However, although avocados call to me, the word is unrelated; it’s from a Spanish alteration of ahuacatl, a word from the Nahuatl language, spoken by the Aztecs and by more than a million Mexicans. (I invite you to look up that word’s meaning yourself.) 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 Misused Words category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowAcronym vs. InitialismProverb vs. Adage

Obligation to family according to jane English Essay

Obligation to family according to jane English - Essay Example Some may find this argument demeaning to parents, especially those parents who go way beyond the extra mile in making sure that their child is well provided for. However, English (147- 154) is not arguing about whether or not children should help out their parents or if they should act positively in response to what their parents did for them. Instead, she is talking about the foundation on which such respiratory actions should be based. Her postulations are very important and should be looked at in a serious way because it could have serious implications. As the economy has become worse, younger people have to take care of their parents. In this regard, there is s slowly developing an attitude among young parents that when they grow old, their children will have to take care of them. This is risky attitude which can affect the society very negatively and lead to dire economic issues for a nation. Parents should learn how to provide for their children and at the same time secure thei r own future in order to benefit from them later children when the children grow up. Her arguments are therefore not just a social issue but an economic issue which must be looked at. She also argues that children are not in any way obliged to repay their parents in any way because anything that the parents did for them is supposed to have been done for friendship and not for any other reasons. To illustrate her point, she gives an analogy of two neighbours. She gives an analogy of a person named Max who has just arrived in a new place and asks a neighbour to take in his mail when he will be on vacation for a month. Jane English argues that in this case, the issue of owing can be appropriately applied because even if Max will not owe Nina anything, he is morally obligated to give a similar flavour for Nina in the future. However, in another scenario, if Nina mows Max’s lawn when max was away, despite that Max did not ask for this favour, Max will not owe or have any obligatio n to do such a favour to Nina, but because Nina’s lawn mowing was a friendly gesture, Max may want to return this by showing friendship to Nina such as by giving a friendly chat to her in the backyard or helping her catch her pet etc. She gives these two analogies as a way to indicate the parent-child relationship. Therefore, how the child and the parent should relate should be like the second analogy, where Nina mows Max’s lawn without him asking him, and therefore leaves Max with not moral obligation to reciprocate. Parents give to their children many things, including life, without expecting that the child will give them anything in return, but out of unconditional filial love. Anything less than this would them unable to relate well and would lead to it being unnecessarily restrained and constrained. By voluntarily giving birth to the child, educating the child, giving the child other gifts and other basic necessities, the parents are just doing their duty and crea ting a basis for mutual friendship with the child. The child will therefore not bear any moral obligation to pay back to his or her parents. In summary, her thoughts and ideas can be put this way; She points out to very important issues which regard to how the parent and the child should relate. She believes that a good parent should and must be motivated by the love of