Short stories Essay Example for Free

Short stories Essay Traditional detective stories fall into three groups, whodunit murders,mysteries with a twist in the tale and locked room stories.  A whodunit mystery is a story where the detective has to find out who commited the murder by unravelling a series of clues that will eventually lead him to the murderer.There are usually a group of characters who are potential suspects because they have either a method or a motive for the crime.As the story moves on the detective slowly eliminates all the suspects in his mind until only one remains. The detective then usually calls all the suspects together and reveals the perpetrator.When the villain is taken away the detective them goes on to explain how he assembled all the clues and how they led him to the murderer. An example of how Conan Doyle exploits this is in the Cardboard Box when a cardboard package is sent to Miss Susan Cushing with a pair of preserved human ears in it and no-one knows why or who the ears belong to.Conan Doyle exploits this by removing the elimination process and turning it into a hunt for who the ears belong to and who must have killed the owners. After using his powers of observation, I percieved that her ear corresponded exactly with the female ear which I had just inspected. The matter twas entirely beyond coincidence.There was the same shortening if the pinna,the sam broad curve of the upper lobe,the same convolution of the inner cartilage.In all essentials it was the same ear. He comes to the conclusion, that one of Miss Cushings sisters, who is mentioned at the beginning of the story, and her lover were killed by her jealous husband.He was driven back to drinking by the rumours spread about him by the third of the Cushing sisters. The Mystery with a twist is a story that appears to follow the traditional lines of a murder or a crime story but then has an unexpected twist at the end.An example of how Conan Doyle exploits this is in the Silver Blaze story.In Silver Blaze a prize winning horse has been stolen and its trainer murdered.Sherlock Holmes is then called in and after following a series of clues he comes to the startling conclusion that Silver Blazes trainer,John Straker was not murdered but was kicked in the head by his horse when trying to sabotage its chances in its next race. The horse had then run away from its stables and was picked up by a rival stable owner; then kept hidden by painting it brown and passing it off as one of his own horses.A long series of clues were pieced together to lead to this conclusion.So the twist in this tale was that there was no murder when from the start all the evidence make it appear so. The locked room story type is a story where a murder has been commited in a locked room but there is no murderer,no murder weapon and no evidence of a suicide.In the Speckled Band a murder was commited two years ago but no-one knows how or why the girl died because she was in a locked room with barred windows and there was no evidence to show how she died apart from fright.Conan Doyle exploits this by having Holmes be visited by the sister of the murderd girl and say that she is afraid that the same thing will happen to her. Yet if the lady is correct in saying that the flooring and walls are sound,and that the door,window,and chimney are impassable,the her sister must have undoubtedly been alone when she met her mysterious end. Holmes is trying to find out from the beginning how a murder could take place in a locked room with no way to enter. After visiting the house, Holmes and Watson decided to stay in Ms.Stoners room and while they are there a snake drops through the ventilation shaft, which was intended to kill Ms.Stoner.The snake then retreats back through the ventilation shaft and bites Dr.Gimesby Roylott the owner of the snake.It can seem very obvious from the beginnning of the story that Dr.Roylott has something to do with the murder but there is no evidence to prove this.Holmes then using his powers of deduction and observation uncovers Dr.Roylotts plans but inadvertantly causes his death. The genre used in the Red Headed League is that of a simple mystery.At the beginning it is not obvious that a crime is being commited but it is obvious that something very strange is happening.Conan Doyle exploits this by not giving us a target to point our suspicions at because there is no murderer that needs to be found or stolen property that needs to be recovered.There is just a simple mystery that leads on to a much larger one. The mystery is that a Mr.Wilson had been admitted to this organisation called the Red Headed league who would pay him four pounds per week to copy out the Encylopaedia Britannica. He thought this a bit odd but carried on with it for a number of weeks until one day the offices of the League were closed.He then went to see Sherlock Holemes,who after investigating the mystery found out that a much larger plot was at work. Mr.Wilsons apprentice pawnbroker Vincent Spaulding is really a wanted criminal who set up the League with a friend as a way of getting Mr.Wilson to leave his shop for a few hours a day.During that time they were digging a tunnel from the basement of the shop to a nearby bank.This kind of mystery cannot be solved from the start and readers can only suspect that the apprentice has anything to do with the mystery. This kind of plot could be called a Hidden-crime mystery. In conclusion I would say that Arthur Conan Doyle exploits many different kinds of traditional detecitve stories and gives them his own unique twist.He uses logic mixed with intricate plots and a sometimes a few red herrings, as in the Red Headed League.Some devoted readers prefer his earlier stories when Sherlock Holmes performed his observational miracles,however,one can only say that which ever you prefer Conan Doyles work is still read and admired today.

Long Swings In The Exchange Rate And The Excess Returns Puzzle: The Ro :: essays research papers

Long Swings in the Exchange Rate and the Excess Returns Puzzle: The Role of Imperfect Knowledge The paper is a clear breath of "dirty" air in the sterile world of perfect foresight. The authors offer a well worked out model of how agents persistently bid the exchange rate away from the expected long-run equilibrium rate. It seems intuitively comfortable to see the mathematical justification for the unexplained excess returns to be a function of the distance from the bench-mark (PPP). The uncertainty of a switch occurring in a regime (the Peso Problem) is an interest-ing form within which to embed the imperfect information. It is a format that seems ready to ex-pand into many other areas of economic modeling in which expectations are at the core of the model's dynamics. Of course, the choice of the benchmark is key to the mechanics of the process. In this case, PPP is an obvious choice†¦ but, since the idea of PPP drives this model so strongly, it is interesting to look at its place and its characteristics. In the paper, the authors note that if PPP holds, "relative excess demand for domestic and foreign goods is zero." The obvious suggestion, based on the model, is that the flow of goods and services is the foundation for the equilibrating dynamic. Behind the flow of goods and services is the gap between the gap between, domestic and foreign short-term rates, and the steady state long-run interest rate gap that sets goods flows to zero. The assumption is that the prices of the domestic and foreign goods in their respective for- eign currencies are "incorrect" based on the fundamentals of the respective countries and that agents know this (and know that the exchange rate path is unstable) but cannot be sure of the de-gree of "incorrectness" or the persistence of the di vergence. Embedded into this model are as-sumptions about PPP that provide comfort about this benchmark's ability to give the "correct" relative prices. It is possible that these assumptions, to some degree, mask the complexity of the situation with respect to PPP's ability to proxy relative prices. At the theoretical level, PPP should simply offer equal purchasing power for equal commodity bundles through the exchange rate. Unfortunately, the problem of explaining stylized facts requires some matching with reality. Set- tling for getting the signs right mitigates much of the angst, but, as has been

Linguistics Classes, Verb and Noun

â€Å"Discuss and contrast some of the main features of the classes VERB and NOUN in English and any other language. † In this essay I will make an attempt to discuss differences between two classes of lexemes, which are verb and noun. In order to conduct that analysis in a detailed manner I will refer to two languages, English and Polish (minor references to French will also help my studies). I will start from defining what one can refer to as class in linguistics. I will to refer to certain shadows of doubt that may be casted on that categorization.This will be followed by elaborating subtleties of what constitutes a verb providing examples and showing contrasts between two languages examined. With the help of studying materials I’ll manage to outline empirical criteria for how the concept of verb can be understood by a linguist. Then, I will implement similar methodology to clarify the concept of a noun class. Finally I will arrive at a conclusion that beyond any dou bt those two categories are distinctly different and minor similarities emphasized by two drastically different languages simply make the case more interesting.A scholar is able to divide every language into two diverse, but mutually supplementing, categories. Grammar is a set of closed system that determines how items of the language interact with each other. Lexicon, on the other hand provides a glossary of lexemes. Lexeme is more than a word, as it refers to all possible variations of linguistic items used within language. Its relation to the meaning can sometimes proves difficult to define without implementing a variety of terms in the definition. To fully explain what a given lexeme means it has to be placed in a variety of contexts and supported with examples.An alternative to lexicon is called a thesaurus and it groups words accordingly to their semantic similarities. Lexicon can be further divided into classes of lexemes. Unlike grammar, these systems of lexical concepts are open, which means their content varies depending on the language. Before drawing the line between nouns and verbs I’d like to draw attention to possible blurs of that line. In English language words such as [walk] relate to both a noun and a verb. This is not exactly a homonym (lexeme that has the same form but varies in its meaning) as both words refer to the same activity.Interesting comparison with the Polish language is that it never uses verbs as noun but still has large variety of verb derived nouns such as zapalenie (inflammation) or skojarzenie (association). Despite that fact verb derived noun in Polish such as bieg (a run) is not its noun form of the verb – bieganie (running). It also contains a significantly smaller number of homonyms, most of which either differs in spelling (kot-kod) or has a foreign origin (pilot – tv remote and pilot – one that steers a plane) and is usually a noun. English uses multiple homonyms within different classes a nd semantic distances: pitch, division.As no universal differentiation can be drawn for classes of verb and noun they are most commonly identified by several categories of lexemes. Verb in every language refers to motion, rest, giving, affect, corporeal, attention and speaking. Some languages allow further distinction to nuclear and non-nuclear verbs. Nuclear verb of rest in Polish would be lezec (means to lay, applied to either an object or a person) and the non-nuclear item that can be defined only by a reference to the nuclear verb – zalegac (to lay somewhere for a long time/to stand in the way of everyday activities).English, on the other hand cannot provide a good example of such a lexical item. A scholar can also mark off verbs to be transitive or non-transitive. A transitive verb needs to be completed by an object of the action (We left John. ) while the intransitive is complete without any object to follow (We could not stand it so we left. ). In Polish transitive (pr zesuwac – to move an object) are entirely different words than intransitive verbs (skakac – to jump). Categories that will only refer to verbs class are modality and tense aspect.Both in Polish and English future past and present tenses occur, however in Polish perfect tenses are only implied by the context: Patrze na niego od godziny – I’ve been watching him for an hour. What’s also fascinating is that in past and future continuous tense Polish verbs suddenly have gender. Discussing modality it’s worth mentioning that in Polish imperative mode of a verb is always a different form any regular conjugation (which wouldn’t be the case in French). English modality is most likely to be contained within the context of the sentence.Comparing these languages from the perspective of verbs scholar should also bear in mind that while English has phrasal verbs (put it off) that are quite different from their lexeme of origin (put) Polish does not . I’d risk a statement that this function is associated with a complex system of prefixes (wlaczyc, wylaczyc – turn on, turn off). Following the applied logic one ought to explain the lexical class of noun with its typical references. Nouns describe parts of the human body and components of other things, fauna, flora, sun moon and stars, elements, and artefacts.They also stand for abstract terms such as emotions, colour or time. Latter one often leads to interesting observations when examined from a linguistic perspective. In Polish and French instead of asking for the time, one asks for the number of the hour. A noun could be derived from verbs or adjectives (swim, hatred) or underived (beauty, fish). Dixon stated that transitivity value of verbs is equally important to the gender of the noun. In English nouns don’t have gender, while in Polish and French even objects have gender. Distribution of gender qualities within these lexemes can be conditioned by the c ontext of culture.It’s also often implied by vowel suffix in French and Polish (e in French and a in Polish). Nouns can take singular form or plural form when added a suffix (s in English and i in Polish). There are exceptions both grammatical (fish) and mass-nouns (mud). Some languages include use of a possessive suffix, however neither English nor Polish would be an example. Class of nouns also includes generic terms, which mean a word that can mean a variety of things depending on the implied intention. An example that is close to perfection is the noun â€Å"thing† which can stand for any other noun.It can as well be a feature of speech style. Curious detail is, when translated, the word thing in Polish can take two forms (cos/rzecz), both have a similar meaning but are used in different context and the latter one has a female gender. Less obvious example would be a Polish word wiersz, which can refer to a poem as well as to a single text line. According to scholar s like Marantz certain lexical items can be used in a variety of syntactic structure and implementation of any lexicon, therefore classes such as nouns or verbs are entirely futille.I beg to differ as the summary of my analysis shows multiple differences and distinctive features of each class. Verbs and nouns are defined with a variety of different concepts. Every additional term that refers to categories within a class is like an additional dimension, which outline boundaries of semantic field necessary for understanding the concept. Therefore, provides a valuable methodology for linguistic studies. Blake Lezenski Word Count: 1235 Bibliography: R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA. Erkelens, M. A. , 2009.Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication ————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Dixon R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA, p. 290. [ 2 ]. Ibid 291. [ 3 ]. Ibid 291. [ 4 ]. Ibid 300. [ 5 ]. Ibid 293. [ 6 ]. Ibid 300. [ 7 ]. Ibid 305. [ 8 ]. Ibid 291. [ 9 ]. Ibid 302. [ 10 ]. Ibid 301. [ 11 ]. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication, p. 26.

Bachelor Degree in Management Making a Career Out of Project Management 2019

The National Aeronautics and Space Administration (NASA) is currently developing the James Webb Space Telescope, a piece of equipment with over 400 technical requirements. The intended mission of the telescope is to circle the earth more than 1 million miles away and record facts about the expanding universe. Completing this surreal task requires the expertise of a project manager. This type of management goes far beyond conventional bachelor degree in management careers like retail management. What is a Project Manager? The position of project manager was recently profiled in the Occupational Outlook Quarterly from the Department of Labor. Bachelor degree in management graduates may serve as project managers for everything from planning an annual awards ceremony to designing a new company product. Management degree graduates who work as project managers have the responsibility of providing direction for an assigned project while balancing the time, money, and scope involved in the venture. .udd5adc931f613eb57ae988f63712d5dc { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .udd5adc931f613eb57ae988f63712d5dc:active, .udd5adc931f613eb57ae988f63712d5dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .udd5adc931f613eb57ae988f63712d5dc { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .udd5adc931f613eb57ae988f63712d5dc .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .udd5adc931f613eb57ae988f63712d5dc .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .udd5adc931f613eb57ae988f63712d5dc:hover .postTitle { text-decoration: underline!important; } READ Computer Programming - What is itAlthough projects vary widely throughout the profession, the central process for project management involves setting goals, creating a plan, monitoring progress, and, lastly, wrapping up the final details required for completion of the project. During the course of the project, the project manager facilitates efficient work by maintaining good communication among team members and upper management. Some bachelor degree in management graduates act as project managers within the scope of a job description, while other business management degree graduates fashion an entire career out of project management. Required Education to be a Project Manager According to the Department of Labor, project managers typically must have a bachelor degree in management or another discipline related to the job in order to enter the profession. Training in subjects such as team building, risk management, and planning can be helpful. Completing courses in the specific industry one plans to enter can also be useful in gaining a competitive edge in the employment market. .u4c2e989e13219c8c38aeeb75b9c46efe { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u4c2e989e13219c8c38aeeb75b9c46efe:active, .u4c2e989e13219c8c38aeeb75b9c46efe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u4c2e989e13219c8c38aeeb75b9c46efe { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u4c2e989e13219c8c38aeeb75b9c46efe .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u4c2e989e13219c8c38aeeb75b9c46efe .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u4c2e989e13219c8c38aeeb75b9c46efe:hover .postTitle { text-decoration: underline!important; } READ Sociology Degree A Jumpstart to a Management Career or a First Step to Becoming a SociologistThe Project Management Institute website contains more information related to being a project manager. PMI also has helpful information for students looking to attain a degree, finacial aid, or credentials in Project Management at http://www.pmiteach.org/student_resources/. For an extensive list of available bachelor degree in management programs, prospective students may visit College-Pages.com, the education and career resource website. Related ArticlesBachelor Business Degree in Management USAID Offers International Business Careers to GraduatesOhio Colleges and Universities Pursuing Online and Campus Based Education in Ohio, the Buckeye StateBachelor Business Administration Degree Online Learn What it Takes to Be a Chief Information OfficerCareer Overview College Admissions RecruiterCareer overview Retention Specialist CounselorConsider Earning Your Criminal Justice Degree Online