A comparison of two poems by Robert Frost: “Ghost House” and “A Cabin in the Clearing”

The first of the two poems, â€Å"Ghost House† is formally structured. It is made up of six stanzas, each with five lines. It has a strict rhyme scheme: the first, second and last lines of each stanza rhyme, as do the third and fourth lines. This creates two neat rhyming couplets in each stanza, with the final line appearing disjointed as if it were an addition. This echoes the sentiments of belonging, in contrast with isolation and loneliness, that Frost expresses in the text. The tone of this poem is established immediately by the title. Although it is a commonly used phrase, and is also quite brief, the words â€Å"Ghost House† have uneasy and frightening implications. The poet has created an eerie mood in the poem that is contributed to by the use of the narrator character, the unknown â€Å"I†. The question of who, or what, this character is has been intentionally left unanswered by Frost, as well as many other questions. This encourages the reader to think more deeply about the poem, as the answers are not obvious, and in most cases not revealed at all. Unanswered questions instil in the reader a sense of instability and confusion, which serves to enhance the atmosphere of the poem. As these are the feelings expressed by the narrator character, this creates empathy. The subject of the poem is the house where the narrator lives, or â€Å"dwells†, and the â€Å"mute folk† that share it with him. Central to the poem is the fact that the house has â€Å"vanished† and that nature has returned and reclaimed the land where it once was. The sense of the passage of time, and the inevitability of life, existence and death, is a theme common to much of Frost's work. In this poem the reader is told that the house was destroyed â€Å"many a summer ago†. Although the circumstances surrounding the fate of the house are unclear, it is suggested that a natural disaster was the cause. Use of the word â€Å"vanished† implies that the house was destroyed suddenly, and the fact that it â€Å"left no trace but the cellar walls†¦ † suggests a disaster such as a fire, especially as the poem is set in America where wooden houses are common. Imagery is used, as â€Å"a cellar in which the daylight falls† is depicted, and the raspberries growing on the site are described as â€Å"purple-stemmed†. These images involve the reader in the poem, and highlight the combination of human influences and nature that is happening. The reader is given the impression that nature is the controlling force in the situation, that nature is infinite and perpetual, and people are insignificant in comparison. While they may have made an impact on their environment, nature has quickly erased it, as â€Å"the footpath down to the well is healed†. The word â€Å"healed† is an emotive one as it has connotations of pain, implying that the footpath was a wound on the landscape that has now been restored. It is a reminder of the fact that when we die it does not change the world; nature carries on, and we are soon forgotten. Throughout the second stanza there are examples of the site returning to its natural state, as the â€Å"woods come back†¦ † and the trees grow freely again. There is a sense of protection, with the use of the word â€Å"shield† to describe the grapevines growing over the fences. Nature is shown as a regenerative force as well as a destructive one. In the third stanza there is a repetition of the word â€Å"vanished†, referring to the house; it is described as a â€Å"vanished abode†. This reinforces the unusual situation of the narrator, that he lives in a house that does not exist. The narrator describes his â€Å"strangely aching heart†. This is a powerful reference, as the word â€Å"aching† describes a physical sensation, which is more effective than a purely emotional one, and a sense of pain is indicated. There seems to be a connection between the narrator and the house, he relates how the house is linked to the rest of the world by a â€Å"disused and forgotten road† possibly indicating that this is how he feels, that his connection with the world has been destroyed, and that he himself is â€Å"forgotten†. Imagery is used throughout the poem, as Frost describes the area surrounding the house, and the â€Å"stones out under the low-limbed tree†, presumably gravestones, that have been covered by mosses so that the names cannot be read. This conveys a sense of mystery, as the reader is not informed to whom the stones belong. There are a number of themes that recur through the text. The last two stanzas are primarily concerned with the â€Å"mute folk†, who cohabit the house. They are introduced abruptly, relatively late in the poem. They are mentioned casually, and it appears as if the narrator makes the assumption that the audience is already aware of their existence. This indicates that they are a permanent presence in the narrator's life, and are a concern to him. It is not clear who, or what, these people are, just as it is with the narrator. This sense of confusion is reinforced many times. There is an entire stanza devoted to the apparently irrelevant â€Å"whippoorwill†. This could be simply to create atmosphere, and to contrast with the shock of the next stanza in which the â€Å"mute folk† are introduced. The â€Å"mute folk† are described as â€Å"tireless folk, but slow and sad† with the possible partial exception of two individuals, referred to only as â€Å"lass and lad†. It is possible that these two people are not as sad as the rest of their peers because they have a connection; they â€Å"belong† to each other. One theme of the poem is loneliness and isolation. The house is described as â€Å"lonely† and the road as â€Å"forgotten†. The narrator is a lonely character, isolated from the world and unable even to communicate with the â€Å"mute folk†. It appears that the narrator has no home, that he does not belong anywhere. Even the house where he dwells is not described as his; he calls it a â€Å"house I know† and does not claim that it belongs to him. It is assumed that the title of the poem refers to a house inhabited by ghosts, but it could refer to the â€Å"ghost of the house† or the memory of a time when the narrator had a home, and a sense of belonging. There is an eerie sense of death in the text. The word â€Å"vanished† is repeated, indicating a presence which was, but is no longer, there. The abruptness with which the house â€Å"vanished† leads to the assumption that death was involved; that people died in a disaster of some kind. In the third stanza there is a reference to the night, often used as a metaphor for death. It is expressed simply as â€Å"Night comes.. † and this supports the suddenness of death in the poem. The narrator describes his environment as â€Å"the unlit place†. Although this could be a literal reference to the house, darkened now that night has fallen, it could also mean that â€Å"the unlit place† is death, and the fact that the â€Å"mute folk† share the place means that they are also dead. There is an obvious reference to death in the mention of the â€Å"stones† or gravestones. The second poem, â€Å"A Cabin in the Clearing†, has a similar tone to the first poem, and addresses similar issues. However, the two poems have very different forms. In contrast to the structure and rhythm of â€Å"Ghost House†, the second poem appears to be constructed in a much more random way. This is partly due to the conversational style in which Frost has chosen to write. As a result of this there is no rhyme scheme to the poem, and no set stanza format. The poem is made up entirely of dialogue between two characters, â€Å"mist† and â€Å"smoke†. In the first poem the title influences the tone of the poem considerably as it affects the way that the rest of the poem is read. In the second poem the title is more vague, and although it sets the scene for the rest of the text it does not establish mood in the same way. The title of this poem uses the definite article â€Å"the† when referring to the clearing, and the indefinite article â€Å"a† when referring to the cabin. This places emphasis and importance on the clearing and detracts from the influence of the people on the landscape, as the cabin is manmade and the clearing is natural. The subject of this poem is the â€Å"sleepers†, presumably the inhabitants of the â€Å"cabin in the clearing†. They are present in the poem from the start, as the character of â€Å"mist† states, â€Å"I don't believe the sleepers in this house know where they are. † The two characters seem to hold different opinions of the â€Å"sleepers†, with mist appearing more accusatory and demanding of them, while smoke is more sympathetic. Both narrators appear not to understand the actions of the people There are many similarities between the two poems. Both have narrator characters, and the perspective of these characters is the same. In â€Å"Ghost House† the narrator is an observer of the â€Å"mute folk†, while in the second poem the narrators are observers of the â€Å"sleepers†. However in the first poem there is only one narrator, who expresses one view, and in the second poem there are two narrators who express two different and slightly conflicting views. The narrators in the two poems have different attitudes towards the people that they are watching. In the first poem the reader is given the impression that the narrator would like to communicate with the â€Å"mute folk† but is unable to. In the second poem it seems as if the narrators could communicate with the â€Å"sleepers† if they wanted to, but they choose the role of observers voluntarily. However in both poems the narrators seem removed from the world of those they observe. In â€Å"Ghost House† this removal becomes isolation, and the audience is made to feel more sympathetic towards this narrator than the equivalent characters in â€Å"A Cabin in the Clearing†, as in this poem the narrators have a bond with each other, and are not as dependant on the â€Å"sleepers†

Porn Addiction

In this dissertation, researcher has researched about the addictive nature of the colloge goers in Coimbatore district towards pornography. The main reason to conduct a research in Coimbatore city is based on three main factors. They are : Climate, Status and diversity.This Porn addiction topic seems to be an unusual to discuss because of the culture that we have been brought were sexual desires of a pervert is talked loudly and viewing pornography is a sin nowadays. It still remains a real issue for boys,girls,men and women.It is used to be a easy part for the parents to monitor their children in using internet but there are networks which provide faster connections that makes the usage irresistible that leads to a serious problem. Porn is a fantasy just like romantic and Sci-fi. Many experts have stated that it is been a serious issue in real romantic relationships.Viewing pornography has been became an addictive nature to colloege students which may affect their day-to-day life which also may cause inability to have sex in real life,Occupation,self injury, relationship problems,etc..This type of addiction may lead to unhealthy relationship towards graphic/ explicit contents. Porn contains such followed things : Magazines, videos,pictures, movies or graphic comics, etc.Though much occursphishing, hacking, cracking, pornography, sexting, morphing plays a vital role in major victimization. Due to lack of awareness of the law, many have lost their lives. People in place of recovering and providing assistance and Justice lacksknowledge of networking too.People get lot of chance to lose their consciousness towards society. It increases the breaking of bonding within the family. It takes out the peace and harmony of a human. Most importantly it has taken out many lives of innocent souls.People who all fond of using pornography might end in more progress towards extreme negative consequences which also may lead them to breakup in the real world and isolize themselves to a narrow way and hesitates to mingle with the common man withing their family. As majority of the users are not aware of the problems that they are about to face in the vast society. People get lot of chance to lose their consciousness towards society. It increases the breaking of bonding within the family. It takes out the peace and harmony of a human. Due to lack of awareness , many have lost their lives. As majority of the users are not aware of the problems that they are about to face in the vast society. People get lot of chance to lose their consciousness towards society. It increases the breaking of bonding within the family. It takes out the peace and harmony of a human. Due to lack of awareness , many have lost their lives.Pornography through internet may have harmful effects on adolescents. However, usage of the porngraphy doesnot stop here. College goers are consumers of internet pornography as well.Violent Pornography : It contains images that explicit the violence of various degrees perpetuated against an individual by another or group.Non-violent pornography : It contains images of no explicit content but may imply submissive or violent nature by the position of the models or the use of props. They also imply unequal relatioships by differential dress, positioning or costuming.Erotica : It contains sexual images that have their focus of mutually pleasurable sexual expression between people interacting. They have no sexist or viloent connections and are hinged on equal power between individuals. Non-concensual pornography : According to law professor at University of Miami, Mary Anne Franks, she states that revenge porn can be termed as Non-Concensual pornography which is more appropriate.Statement of the problem :The reasons for the researcher to pick on this topic is because of a major case happened in Tamilnadu. Those are : Vinupriya, a 21 year old girl who had committed suicide due to her morphed picture was released in internet by her neighbor. Where, she was being victimized again and again by the media, family members did not believe in her that she did not pose like that in the morphed picture. The case was filed under sections 65c,67&67A from IT Act 2000 on 23rd June 2016. She committed suicide on 26th June 2016, Facebook has replied on 28th June 2016 with the IP Address of the culprit. The IP which has been digged and provided by Facebook passed through 50 IP Addresses and 300 mobile numbers.Review of LiteratureThe internet enabled technology has changed the way of adolescents that they encounter and consume sexually explicit material. Once it was a telephone line attached to a personal computer but now, internet is availbale on laptop, video games, mobiles,etc., which has lead to the easy access towards pornography( Eric W. Owens, Richard J. Behun, Jill C. Manning & Rory C. Reid (2012) ). The devices which are being enabled with internet have indiscriminately allowed people of all ages to consume,create and distribute sexually explicit content and it has become more common for adolescents worldwide (Flood,2007, Lo&Wei,2005).Internet has become a highly sexualized environment and research has shown significant increase of adolescents who intentionally or accidentally encounters porngraphic materials online ( Peter & Valkenburg, 2006a, Mitchell, Wolak, & Finkelhor, 2007). The volume and range of sexually explicit content in the internet are remarkably high in rate.The risk of cyber bullying, sexual victimization or harassment from others is real and pervasive (Coopersmith, 2006, Federal Bureau of Investigation, 2011).If a minor access to a porn site then he or she can simply click on the button with the label â€Å"Click here if you are 18 years of age or older†(FreemanLongo 2000).Krauss and Russell(2008), states that if an individual is exposed to pornography in the earlier age then the person seems to have the chance of earlier onset of sexual contact.Research MethodologyThis chapter contains the methods and sample selection done by the researcher to complete this study.Objective:To find the addictive level among college goers.Hypothesis:The respondents will have high addictive nature.Universe: The Universe of the study is decided to be College Goers in Coimbatore City, Tamilnadu. Sample:The sample of the study comprises all (willing) college students in Coimbatore City.Sampling Technique: The technique followed by the researcher for this study is Convenient Sampling in Non-Probability Sampling Technique.Sample Size: Totally 60 (Both Male & Female) samples were collected from the college students. Data Collection:The data for the study was collected using a tool developed by the researcher which includes addictive measure of the respondents.Study Tool: Researcher with the help of the guide has developed the Socio-economic demographic variable which remains the Part-I of the questionnaire. Part-II of the questionnaire shall consist of Addictive measurements.Part-I Socio-demographic data sheet:It used to collect personal data of the college students: Age, Sex, Marital Status, Year of study, recharge interval, Access of internet.Part-II Addictive Measurement:The questionnaire consists of 18 questions to be answered with the scale of 7 as never to all the time. Where addictive nature is measured with the total of 70 counts. Pilot Study: Pilot Study was carried out on a sample of 18 females college students in Coimbatore city, Tamilnadu. According to the result of pilot study, no modifications were done.Field Work: The researcher started to collect data from 25th March 2016 to 27th March 2016. The data was collected according to the research work circumstances. The researcher introduced to the respondents, the purpose and nature of the study were explained and complete confidentiality of the data was assured. The respondents were asked if they were interested and agreed to participate in the study. After that questionnaire was distributed and asked to complete the questions. Researcher also created a tool in Google form and sent through mail Ids and private messages to the respondents.Ethical Consideration: There is no risk in taking the samples during the application of the research. Each respondent were informed clearly about the need and purpose of the study. Researcher also emphasized that participation would be voluntary. The confidentiality of the data was maintained, explained and also printed in the questionnaire.Statistical Analysis: The obtained data was reviewed, prepared for computer processing, coded, analysed and tabulated. Data Entry was done by a computer software package, while statistical analysis was done by using statistical software package SPSS version 21. Data was presented in the form of mean, median, mode, one sample T-test and standard deviations.Significance (One Sample T-Test):The term â€Å"Significant† means important, while in statistics â€Å"Significant† means probably true. The P value is a probability, with a value ranging from zero to one.P>0.10 No evidence against the null hypothesis. The data appear to be consistent with the null hypothesis.0.05

The Beach/the Storm Descriptive Writing

The Beach. A storm brews above. People escape the beach, quickly grabbing their possessions as rain spits down on them. Music from cafes and fare rides come to a halt as their customers quickly disappear and the happy sounds of laughter echo around the empty beach. A gloomy shadow descends over the sea. Feeble light from the few surviving streetlights and lanterns appear to dim as the dark clouds move across the sky like a creeping panther. Birds silence their song and flee to safer places. Sandcastles with small motes, which surrounded them, are now filled with seawater. Any last remaining footsteps disappear and are quickly buried beneath the sand. The wind teases the scattered rubbish†¦ picking it up then quickly releasing it again. People shelter in cars waiting for the storm to pass†¦their windscreen wipers furiously fighting against the increasingly powerful rain. Waves rage upon the sand, sending sand back and forth as they go. They crash against the sea wall, shooting upwards and spraying the abandoned cafes and shops. Yachts begin to rock with the waves; they are like a gymnast balancing on a beam about to fall any second. The pier fights against the drowning waves as they attempt to bring it under the surface. Trees surrender at the battering wind, forcing leaves and branches to be torn off their trunks. A bird-usually so in control of its own destiny-fights the beast as it toys with it playfully. The once clear sky is now full of thick cloud, staining the sky a deadly shade of indigo, forever darkening like a lid closing on a box trapping darkness inside it. The saturated clouds start to rumble. Below them, the streets are lifeless as no one dares leave their secure houses for the extreme weather outside. Thunder shakes the clouds, as its loud rumble echoes around the empty beach. The smell of the sea overpowers the old, lingering smell of chips and candyfloss, now only a stench of salt and seaweed are left. Sand storms are whipping up from the shore into the air and circling in the wind. CRASH! Lightning illuminates the sky and forks downwards to strike a boat, like a spear would to catch a fish. The smoke from the explosion is quickly carried off by the wind and the remains of the boat are rapidly dragged under the waves. The weather torments seagulls with the sight of dead fish washing up onto the shore, yet there is no other choice but to stay in hiding. The icy winds whistle around every rock and under every doorway; not even warm houses can be protected from the chill of the storm. On the shore waves crash against rocks and onto the sand, shattering shells with its immense pressure. The lighthouse is left to fend for itself on the cliff, yet its light has no purpose, as the sea is empty†¦no one would dare venture out into the vicious sea. * * * * * The sound of rain now overpowers the quietening rumble of thunder. Rays from the sun push through the cloud and release the shadow from the sea. Wind still pulls at the sea splashing waves upon the shore, making pebbles jerk against one another. The trees release tension from their exhausted roots. Birds finally venture out into the unsteady weather after their long wait for food. A tempting scent in the air of brewing coffee comes back and drowns the sea-salt smell. Waves still press against the sea wall sending a light spray of water up into the wind. A final deposit of light drizzle falls into the shore. The sun peeks through the last remaining cloud and lights up the shoreline, to reveal the dazzling sight again. The happy fare-ground tune starts again and the merry-go-round begins to buzz with life again, bringing with it once more the familiar sound of laughter.

Introduction Assignment Essay Example | Topics and Well Written Essays - 500 words

Introduction Assignment - Essay Example I always believe that my roots will bring me an advantage in facing the world, especially in the field of writing. I came from a big family with four sisters and a brother, and I am the youngest one. My family has an innate influence on me. They have been the first people in my life and the first people I have interacted with; we have interesting similarities and differences that make each of us very special. In relation to this, when I had the chance to be an international student, I acquired more learning experiences from actual relations with various kinds of people of diverse origins and with different ways of life. I consider every person as a chance to learn more about the world; it can be said that every new person in my life inspires me, and I incorporate this inspiration in my writings. It is important for me to know the topic which I am writing about. It is a seed that I plant and cultivate to produce knowledgeable fruits. Inspiration is healthy in writing but it will not be of help without the correct information. As a writer, I see to it that my works contain legit data, and I take note of the credibility of the source. Free writing is good for personal writing pleasures, but professional writing requires certain formats to follow. I stick to formats given to me and make sure requirements are achieved. I aim for harmony in my personal writing style and for the achievement of the goals of the writing task. Just like life, writing is not writing if it does not have a purpose. Life is not life if we do not live it for a purpose. It is important to have a clear idea of what one is going to write about for one to achieve the purpose of writing (Goldreich 2).This is how I view my responsibility as a writer. After all, written works become records of our lives; in other words, they become human

Advertisment Essay Example | Topics and Well Written Essays - 1000 words

Advertisment - Essay Example One of its most famous commercial, with a slogan â€Å"Spray more, get more†, which, by the way, has more than 50 million views on Youtube, mat be regarded as the epitome of the utilization of the ‘sex sells’ concept and stereotyping of women. Axe is a brand that produces such hygiene products for men as body spray, body wash, and deodorant. The entire campaign of this brand is comprised of the commercials that have one common theme in all of them. More specifically, in all the commercials of the advertising campaign of the brand, the main character is a man who is chased by a great number of attractive women. The overall idea of the entire campaign is that once a man uses one of the Axe products, he will become desirable for all women he meets. Using such a template for the ads, the advertisers draw a distinctive dividing line between genders and present women as objects in order to target the consumer group. In other words, they tend to create particular stereotypes about genders and use the ‘sex sells’ concept to promote their products. Accordingly to the current studies, the sexual objectification (so-called fetishisation) of female body has become a tendency in modern advertising. Researches show that compared to man, women are portrayed in a sexual manner more often (Brodolini, Giomi, Sansoneti, and Tota 19). The advertisement chosen for the analysis follows the same common scheme of all the ads of the brand. In the very beginning, a young attractive woman feels a particular kind of smell, which is the smell of Axe body spray. She likes it, starts running towards the source of the smell and sees many other girls running through the wild forest in search of the source of the smell. Each of the girls tries to reach the source first. In their pursuit, they overcome a wide range of obstacles: they swim across the sea, climb to the top of the hill and then climb down and finally come to the sea coast. There appears a young man

The consumers of Coca-Cola Essay Example | Topics and Well Written Essays - 2250 words

The consumers of Coca-Cola - Essay Example is advertising campaign is also carried to other targeted customers located in different parts of the globe through satellite broadcasting as well as the internet. These forms of communication are fast and instantaneous and they can reach different parts of the globe. The figure below shows the product involved in the mentioned advertising campaign. The consumer buying process is comprised of five stages namely: need recognition, information search, evaluation of alternative, purchase decisions and post purchase decisions (Strydom, 2004). For real, this is a process not an event given that it goes through different stages. In most cases, it can be noted that consumers are always aware of their needs and they often search for information they can use to satisfy their needs. This is when the advertising campaign comes in handy when people are looking for information that can be used to satisfy their needs. In the case of Coke Zero advertising campaign, the target audience is men and th is can go a long way in providing the required information about the ideal product that can satisfy their needs. The advertising campaign is designed in such a way that it conveys the information that can influence the targeted group to develop a positive attitude towards Coke Zero. The message in this advertising campaign is: â€Å"defender and celebrator of guy enjoyment.† This message is designed in such a way that it captures the attention of the targeted customers such that they can be influenced to try the product. The other important aspect of the buyer decision process is related to evaluation of alternatives. According to Berry & Wilson (2001), marketers should always be aware of the fact that there are various alternatives in the market hence they should design their advertising... This essay aims to mainly draw from the case of Coke Zero advertising campaign to establish the extent to which it has or can influence the buying process of the targeted consumers. The paper starts by defining key terms as well as outlining the chosen advertising campaign. It can be concluded that consumer buying process is mainly influenced by a variety of factors such as advertising campaigns. This refers to a series of advertisements that are intended to positively change the behaviour of the targeted buyers. Carefully designed advertisement campaigns are likely to remind the customers about the existence of a certain market offering. These campaigns also raise awareness among the consumers about the product. However, as discussed above, the success of an advertising campaign mainly depends on the quality of the message presented by the marketers to the customers. As illustrated by the case of Coke Zero, the message is: â€Å"defender and celebrator of guy enjoyment.† This message is tailored in such a way that it appeals to the interests of the targeted male consumers. The way the message is presented in the campaign also has a bearing on the likely response of the customers. The case of Coke Zero shows that the product is presented as unique and different from other similar products found in the market. This is very effective since the strategy helps the company to gain a competitive advantage in its operations. This helps it to operate viably and effectively since it would be able to attract a lot of customers.

Discuss the effectiveness of the approach to recruitment and selection Assignment

Discuss the effectiveness of the approach to recruitment and selection at Jinnikins Jeans - Assignment Example A weak organizational culture can negatively affect an organization’s financial performance through lowering its turnover. An organization with weak structures and unclear processes incurs high operational costs. Furthermore, this can present negative future implications if the situation is not handled well. This paper explores the human resource situation at Jinnikins jeans and suggests possible courses of action. Introduction Jinnikinns jeans was founded in the late 90s by two brothers, namely Trevor and George who were both born and raised in East London. Their business model specialized in fashionable girl’s items, which were sourced from India. Local and value for money concept drove the business model. In their township, they established numerous cloth stalls from in London and Birmingham, and by the end of the 1190s, their business was held as a model of youthful entrepreneurship. Amos (2008, p. 180) categorically states that the business model of Jinnikinns was more informal as this was in line with their business style. It was equipped with a combination of their value of entrepreneurship, determination, creativity, and design. The two brothers accelerated their expansion in the mid 2000 through buying existing textile firms and conforming them to their own business design. Despite the vigor and psyche associated with this business model, the organization has continued to experience a low turnover in the recent past. The heavy investment in high-tech, state-of-the art building in Moseley has made its turnover to the tune of multi-millions (Kidner, 2012, p. 54). The new secretariat houses the Chairman of the Board, Managing Director, marketing, Finance Department, Information Technology, Human Resource Management, Design, Distribution and Fleet, and recently Production Department. The brand continues to generate volume sales basically through departmental stores in major cities. Others include leisure and outlets for children's clothing. T he board is considering using their own identity chain stores with the aim of expanding the firm’s market share from the current 9.75% (Kidner, 2012, p. 189). According to the latest financial reports, the firm’s gross turnover decreased by 31% and there is no clear explanation of the fall (Kidner, 2008, p. 190). This incidence; however, has caused no panic, as the brand â€Å"denim/jeans† is a universal brand, but its relative performance is high compared to its main competitors (Amos, 2008, p. 54). People Management The human resource department (HRM) is crucial in the implementation of policies regarding the workforce. The department is vital as it acts as a mediator between the employees and the employer, thereby bridging the gap between the two. One of the important roles that the department undertakes is to communicate the needs of the employees to the employer. On the other hand, the needs of the employer are communicated to the employees through the huma n resource department. An effective h resource human resource department can eliminate the need for trade unions as is represents the interests of both sides without bias. A human resource department that is not representative of employees’ interests can result to riots, strikes, go-slows wich can directly affect the productivity of the organization. Upon completion of their new building, Jinnikin’s top brass is housed in a single unit. George is the Chair of the board and

Company Law Essay Example | Topics and Well Written Essays - 2000 words - 9

Company Law - Essay Example The United Kingdom Company Law Act 2006, the brought in new regulation redefining the role of the directors. Directors then if not supervised well may overlook their responsibility, and that’s why courts all over define that they hold Fiduciary positions in the company. Directors are deemed as the major body to which the duties of managing general affairs of the company are delegated (John 2006) Company Act enacted on November 2006, brought about revolutionary changes to the United Kingdom law, which had existed for more than 40 years. For years, the mandate of interpreting the law on companies was left to the courts. The main goal of introducing this law was to modernize the law and make it relevant to the modern businesses and the prevailing conditions of this century. The Act, among other things, tries to streamline and lay the legal requirements for the administration of private companies, which form the majority of the United Kingdom Companies. According to (Law Teacher 2013), the law also introduced new measures to improve the integrity of company information. It also gave the shareholder the powers to intervene in the governance of the companies (Sheikh, 2013). A case by Howard Smith Ltd v. Ampol Ltd, involving the duties of directors brought mixed reactions in courts while defining the extremes directors can use their power. In this case, the directors had issued la rge numbers of shares, which in turn deprived a specific shareholder the basic right of voting in matters concerning the company. Before the introduction of this crucial enactment, the law of the directors of the companies was a mixed up between common law and the statute law. Directors had for a long period taken to have a fiduciary relationship to their companies. Therefore, the new law brought a codified law that clearly describes the responsibilities of the company directors. The codified law then applies to all directors of a company and

Social psych Essay Example | Topics and Well Written Essays - 750 words

Social psych - Essay Example In this study, the participants were presented with stimuli such as exposure to positive Black situations and negative White situations. The participants’ perceptions were then assessed before the stimuli and a day after the presentation. The results of the experiment that participants who were subjected to â€Å"positive Black and negative white† situations had lesser level of prejudice but their â€Å"explicit racial prejudice† remained the same. President Obama can be regarded as positive African American example, and his electoral win could effect change on attitudes toward African Americans. This is the presumption and has to be proven through a review of the literature and of past experiments by researchers. But the literature cited in Bernstein et al (2010) also cited that stereotypes and prejudices do not succumb to change so easily (Fiske & Neuberg, 1990 cited in Bernstein et al, 2010), which could lead to the conclusion that Obama’s electoral vic tory may not change people’s perception after all. Or, there could be varied perceptions and attitude change as a result of the election. But the authors also cited that there could be positive attitude change with Obama’s electoral victory. 3. General methodology Bernstein and associates (2010) conducted a research study on 40 undergraduates of psychology, performed on two sessions to represent the pre-election and post-election periods. It was therefore divided into Time 1 and Time 2, to design two attitudes for explicit and implicit. The first period was completed during the seven days before election. The participants were made to complete a test known as â€Å"Attitudes Towards Black† (Brigham, 1993 cited in Bernstein et al, 2010). The scale was marked on 1-7, and statements were addressed on perceptions of prejudice or equality towards Black people. Example: â€Å"Black and white people are created equal.† Following this, participants were also made to complete the â€Å"Implicit Association Task†, which is about evaluations on social categories. The participants were also evaluated using the â€Å"Implicit Racial Bias† test. 4. Basic results The results were analysed by determining the implicit prejudice, which was done by subtracting â€Å"the average response latency on compatible trials from the incompatible trials† (Bernstein et al. 2010). The IAT result stated that if there was a big different in the score, called the IAT effect, the participants had greater bias towards Whites as against Blacks. This was compared with the results after the election in which a t-test sample was obtained on the IAT result. It was found that the IAT effect was smaller after the election; meaning the IAT effect was reduced after Obama’s electoral victory. The stats revealed that the mean and standard deviation are M = 330.35, SD = 219.93, after the election, compared to M = 494.70, SD = 307.95, before the electio n. 5. Major conclusions One of the striking results of the study by Bernstein et al (2010) is that implicit associations changed while the explicit prejudice changed, after the election in which Obama had a commanding victory. President Obama’s victory changed the perceptions of the general population towards African Americans. President Obama’

RaceEthnicity Essay Example | Topics and Well Written Essays - 1250 words

RaceEthnicity - Essay Example Immigrants and their children cross lines of wealth, neighborhood, education and profession. For example, a recent study of first year students at the University of Toronto showed that more than half identify themselves as non-white by race. Approximately 40 percent are Asians. Only about one third came from homes where English is the only language spoken. Toronto and Vancouver stand out as the most culturally and racially diverse cities in Canada, although the cultural mix in other Canadian cities also exist in varying proportions. (About Canada) In 1971, the federal government announced its policy of multiculturalism. It challenged all Canadians to accept cultural diversity, while encouraging them to participate fully and equally in the Canadian society. Many urban English-speaking Canadians supported the policy, looking at it as a timely recognition of pluralism. When the policy was announced, the Canadian ethnic mosaic was still very much dominated by those of European heritage and was designed to recognize their contribution to Canada. As immigration to Canada from the developing world increased, the multiculturalism policy had to deal with the concerns of visible minorities. These new and emerging communities were more concerned about the elimination of racial prejudice and discrimination. They wanted to ensure equal access to jobs, housing and education. (About Canada) The public education sector f... Classrooms are evolving in Vancouver, Toronto and Montreal, as the majority of new Canadians, some 250,000 of them annually, take up residence in these cities. (Drummond and Lacey, 2007) A holistic approach to education is required in the light of the most recent controversies in Herouxville, Quebec, some 200 kilometres northeast of Montreal, resulting from the passage of a controversial code of behavior aimed at potential Muslim immigrants. Last February 11, six women, accompanied by a handful of male and female Muslim students, appealed in Quebec for changes to the so-called "code of life," which lays out societal norms for Herouxville. May Haidar, one of the women, said "It's apparent there is a misconception and a wrong view of Muslim women, so we want to open a dialogue to let them (the non-Muslim Canadians) know us and, of course, we want to know them." (Moore, 2007) Andre Drouin, the town councilor behind the code of behavior for immigrants, said the residents in Quebec are eager to welcome the visitors and prove that they are not racists. But Drouin was unrepentant about the code and said it will stay put. The debate over accommodation of ethnic, cultural and religious minorities continues to rage in Quebec and its Premier Jean Charest has named a special commission to study the issue. The Canadian Islamic Congress considered filing a human rights complaint against the Herouxville council. (Moore, 2007) The controversial five-page immigrants' code, passed by the Herouxville town council in January, says a person's face should not be covered, except at Halloween, and that children should sing Christmas songs in December. It informs

Normalcy to the New Deal Essay Example | Topics and Well Written Essays - 1000 words

Normalcy to the New Deal - Essay Example With this backdrop, the 1920s election was conducted commencing the resurgence of Republicans with the selection of Warren G. Harding as the new president together with Calvin Coolidge as vice president. Warren G. Harding is often quoted for his flea for normalcy: "America's present need is not heroics but healing; not nostrums but normalcy; not revolution but restoration...not surgery but serenity." Normalcy is known as the new president's thrust for the restoration of "good old days" before the World War I and its resolution to focus on internal affair. Thus, the Harding administration maintained its opposition on the League of Nations. Among his notable contributions is the promotion of conservative opinions marked by appointment of Taft to Supreme Court. Andrew Mellon, one of the senators supported lower taxes and lower government spending. A tax cuts for wealthy households was also implemented. Though these measures were indicative of tight fiscal policies, the Republicans also highlighted the existence of a balanced budget. The Republican's conservatism was reflected on the high tariffs levied on imported products. The difficulty of recovery during the period after the Great W ar is often attributed to this domestic industry protectivism. The Harding administration became involved with the Tea Dome scandal. ... He strongly advocated "letting the business cycle run their course." Coolidge approved the proposed McNary-Haugen Farm Relief Bill which was designed to allow the government to purchase agricultural surpluses. During his reign as the president, the country "experienced a wildly successful period of economic growth: the so-called 'Roaring Twenties'" (Calvin Coolidge). The president also mad a significant effort in lowering taxes and national debt. One of the most important contributions of Coolidge is the Kellogg-Briand Pact of 1928 which committed signatories including the U.S., the United Kingdom, France, Germany, Italy, and Japan to "renounce war as an instrument of national policy in their relations with one another" (Calvin Coolidge). It should also be noted that the commencement of the Great Depression happen during the Coolidge administration. This crisis is attributed to rise of consumer culture, automobile craze, slump in farm prices, McNary-Haughen Tariff Bill, and welfare c apitalism. Another Republican was elected in 1928 to replace Coolidge. The presidency of Hoover brought a negative imprint in the economy as he reigned during the onset of Great Depression. During this crisis, the stock market collapsed together with the whole financial system. Making matters worse, these tragedies were pointed out to structural flaws and corruption in the government. Hoover received criticism from Democrats who labeled him as "do-nothing" president due to his laissez faire policies. Free market advocates, on the other hand, criticized him for market interventions. After the collapse of the stock market, the president made enormous efforts to boost the economy through various reforms. In order to

Video game console Essay Example for Free

Video game console Essay Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes. Too much of something can always harm you. This rule also applies to video games. Playing video games too often and for too long can harm you in more than one way. Many people argue that video games are ruining the lives of many children in today’s world. This is because they have no restrictions on what they play and how long they play it. Many video games these days include a lot of weaponry and, and an objective that involves killing or having to injure someone. Of course it would be terrible if a child killed someone in the real world, so why should killing them in the virtual world be any different? According to Violent Video Games (2010), â€Å"playing violent video games can make some adolescents more hostile, particularly those who are less agreeable, less conscientious and easily angered†. The disadvantages that are so commonly packaged with the word â€Å"video game† only come out in a child with the excessive use of them. There are good and bad games, and good and bad ways to use them (Chatfield, 2010). Blake (2006) found that â€Å"When kids play these games and see their favorite character commit some type of violent action, they want to repeat it†. Another negative affect that video games have on children is that they can put a bad image of women into their heads. Blake (2006) discovered that, â€Å"Women are not usually used in video games, and when they are, their purpose is usually sex appeal†. This causes children to think of women as just good looking objects to have sexual relations with. Another disadvantage of video games is that it causes children to be isolated from the social world around them. Whenever they are at home the child will go straight to the gaming console or computer. Also, while they are at school or somewhere else outside of the house, all they can focus on is thinking about how they are going to beat that next level once they get home. According to Blake (2006), â€Å"It causes the student not to care about grades or learning and to want to stay as far away from the real world as possible because of how much the player likes the videogame world†. Video games can have many bad affects if not limited. It is crucial for parents to limit their children’s video game intake, in order to avoid the horrible affects that it causes.

Analysis Of Sentence Structure In Childrens Literature English Language Essay

Analysis Of Sentence Structure In Childrens Literature English Language Essay The Oxford Dictionary offers us two definitions of a sentence. Firstly it is defined as a set of words complete in itself as the expression of a thought, containing or implying a subject and predicate, and conveying a statement, question, exclamation, or command secondly as a piece of writing or speech between two full stops or equivalent pauses often including several grammatical sentences. (Illustrated Oxford Dictionary, 2003) As DuÃ…Â ¡kovà ¡ says, the definition of a sentence can be made on the base of several points of view. We can be considering the content, function, grammar or phonetics. However a sentence comes into existence when the relationship of its items is fully expressed and that falls into the grammatical point of view. (DuÃ…Â ¡kovà ¡, 1988, str. 309) The Simple sentence Types of sentences according to their syntactic structure A simple sentence is a sentence which consists of only one independent clause. Quirk names seven types of simple sentence according to the presence of clause elements. The simplest structure is a structure consisting of a subject (S) and a verb (V or P as predicator), e.g. The Sun is shining. Another type is (S) subject + (V) verb + (O) object, e.g. That lecture bored me. In the third type of a simple sentence, the verb is followed by subject complement (SVCp), e.g. Your dinner seems ready. The fourth structure has its verb followed by an adverbial (SVA), e.g. My office is in the next building. The following structure consists of subject, verb and two objects from which one is direct (Oi) and the second indirect (Od), e.g. I (S) must send (V) my parents (Oi) an anniversary card (Od). In the sixth type of structure the subject and the verb is followed by an object and an object complement (Co), e.g. Most students have found her reasonably useful. The last type of a simple sentence is a structure where the subject and the verb are followed by an object and an adverbial (SVOA), e.g. You can put the dish on the table. (Quirk, 1985, p. 204) Other variations of clause patterns Passive structures Passive structure, together with the active structure, falls into the category of voice. In passive sentences the structure of the clause is reorganized and the information focus changes. The direct object in active structures can become the subject in passive structures, e.g. They regarded roots as peasant food.à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Roots were regarded as peasant food. The subject of the original active structure either disappears of it changes into an adjunct in the passive structure, using by, e.g. Roots were regarded as peasant food by the court. We recognize two kinds of passive, short, which is more common, and long. We talk about short passives when the agent of the action is not given. When the agent is expressed in the passive structure, introduced by by, we deal with the long passive. As mentioned above, the information focus in passive structures is different compared to the active structures. In passive structures the agent is no more in the centre of attention and the main focus is transferred to the action itself. In some cases, the passive structure is a result of speakers direct intention to avoid mentioning the agent. Existential clauses Existential clause is a kind of clause where the position of the subject is taken by the anticipatory subject, so called existential there. Existential clause are structures containing verbs that denote existence, appearance or motion, especially the verb to be. (Biber, 1999, str. 153) The function of existential clauses is simply to express existence of something. Verb Verb Classes There are three classes of verbs: intransitive, transitive (further divided to monotransitive, ditransitive and complex-transitive) and copular verbs. Each class occurs in a certain type of sentence structure. Intransitive verbs There is no other element required with intransitive verbs; these verbs are a part of the S+V structure, e.g. fly, blink, sleepà ¢Ã¢â€š ¬Ã‚ ¦. Transitive verbs Transitive verbs are all verbs that require an object. Monotransitive verbs: one other element (O) is required (SVO structure), e.g. lose, break, find. Ditransitive verbs: two more elements are required (SVOiOd structure), e.g. give, hand, offer. Complex-transitive verbs: an object complement or an adjunct is necessary in the SVO structure, e.g. keep- They keep the house preserved., call- She called her kitten Smudgie., appoint- They appointed him President. Copular verbs Need a subject complement (SVCs) or an adjunct (SVA), e.g. be, feel, smell. Clause Elements Subject The presence of a subject is necessary in all finite clauses with the exception of the imperative clauses. Though not present, the subject is implied in the imperative clauses. There is one more case when the subject is not stated in the clause and it is the case when the ellipsis is used. Ellipsis, one of the figures of speech, is an omission of a word, a subject in our case, because the speaker expects the listener to be able to deduce the missing word from the context of from the previous knowledge, e.g. Thank you.. The most frequent realization of the subject is by nouns or pronouns, but the subject can be also realized by other word classes and then we are talking about syntactic nouns, e.g. The weak (Adj) must be helped.. The subject determines the number and the person of the verb e.g. John speaks Russian very well., the number, person and gender of the reflexive pronouns, e.g. She could not recognize herself in the mirror. The relationship between the subject and the verb is a relationship of mutual influence. In passive clauses the subject becomes the subject complement using by, e.g. John (S) drove us. and We were driven by John (Cs)., or the agent is omitted. In tag questions, the subject is repeated by a pronoun of the same, person, number and gender, e.g. John is a good teacher, isnt he?. Predicator Predicator is a clause element realized solely by verb. Some grammars do not use the term predicator and call this clause element simply a verb. Predicator may consist of a full verb alone or a full verb accompanied by one or more auxiliary verbs, e.g. Prince Brat knew that he had nothing to fear. He had never been spanked in his life. Predicator is a central element of a clause as it denotes the action do or the state be. Objects There are two types of object, indirect and direct. An object is a sentence element that may be either obligatory or facultative according to the verb. Direct Object Like the indirect object, the direct object is usually a nominal group. When there is no indirect object in the clause, the direct object follows the transitive verb, e.g. He kicked the ball. In complex structures, there may be the anticipatory it in the position of the direct object while the direct object is realized by an infinitive or a subordinate clause, e.g. He found it difficult to tell the truth. He found it sad that she didnt trust him. Indirect Object Is typically realized by a nominal group, e.g. Charles gave Alice a glass of champagne. or by a pronoun. Though very rare, indirect object may be also realized by wh-clause, e.g. Give whoever comes a glass of champagne. It follows only ditransitive verbs. (Biber) Complements A complements is a clausal element that is in relation with either subject (subject complement) or object (object complement). In contrast with the object, the complement cannot be converted into a passive form. Both, subject and object complements are most typically realized by an adjectival group, or by a nominal group. Subject Complement In some grammars (Biber, 1999, str. 126), we can find the subject complement (Cs) under the term subject predicative. The subject complement can be found in SVCs structures, following copular verbs, e.g. This place is beautiful. Object Complement Also called an object predicative (Po) (Biber, 1999, str. 130), the object complement (Co) is a clause element that we can find in structures containing complex transitive verbs (SVOCo). I find this place suitable. As we can see in the example, the object complement relates to the direct object and also usually follows the direct object. (Biber, 1999, str. 130) Adverbials Adverbials are very diverse clause elements. They may be added to any structure and can be found in various positions within the sentence. Adverbials have many semantic roles and may be either optional or obligatory. There are three classes of adverbials named in the Longman Grammar of Spoken and Written English: circumstance, stance and linking adverbials (Biber, 1999, str. 131), these three categories correspond to Quirks adjunct, disjunct and conjunct. (Quirk, 1985) The most common realizations of adverbials are adverbial groups and prepositional phrases. Adjunct We can say that adjuncts add some circumstance information to the structure. They may be elicited by questioning Where, When, How or Why. Most verbs, even the intransitive ones, are often supplemented by an adjunct, giving the circumstance information, e.g. He died of eating some poisonous mushrooms. If there is no adjunct in a structure with an intransitive verb, the understandability of the utterance is dependent on the context (Quirk, 1985, p. 506), e.g. He ate some poisonous mushrooms and he died. Disjunct Disjuncts are not a real part of the structure. As Quirk says, disjuncts have a superior role in the sentence. (Quirk, 1985, p. 613) Most utterances we produce are not objective, they usually express our attitude or opinion about the content of the utterance. A disjunct is the speakers comment on the content of the utterance, e.g. To be frank, it didnt live up to my expectations. Conjunct As well as disjuncts, conjuncts have relatively superordinate position in the sentence. (Quirk, 1985, p. 631) The function of conjunct is to join relatively independent units by means of expressions like: as well, however, instead, firstly and it also includes reaction signals like hmm, aha, well. The relationship between the two units is set from the point of view of the speaker, e.g. His results are not very good, on the other hand he tried hard. Semantic roles of clause elements There are several semantic roles within every clause element, different grammars offer different classifications, so in this text, I am going to name just those that are relevant for the analysis of childrens literature. Participants Every element of a sentence realized by a noun phrase is a participant, e.g. Prince Brat (S) shot Jemmy (Oi) a poisonous look (Od). (Fleishman, 1987, p. 28) Agent, affected, recipient The role of agent is a typical role of a subject in a sentence containing a direct object. (Quirk, 1985, p. 741) The subject-agent is the initiator of the action, e.g. The prince moved his arms and shoulders. (Fleishman, 1987, p. 61) The affected participant role is a role typical for the direct object. The affected participant does not initiate the action, but there is a certain involvement in the action, (Quirk, 1985, p. 741), e.g. Prince Brat tied their powdered wigs to the backs of their oak chairs. (Fleishman, 1987, p. 1) Another participant role is the role of recipient. This role is usual for the indirect objects, but it can also be the role of a subject in passive structures of ditransitive verbs (DuÃ…Â ¡kovà ¡, 1988, str. 398), e.g. He was given a second chance. This participant has a passive, recipient, role in the action.Cutwater, serve them up our finest bread and herring. (Fleishman, 1987, p. 16) Attribute The attribute role is a role usual for both complements, subject and object complement. The complements give us the characterization of the subject or the object, e.g. Billy was a big man, he saw, big and raw as a skinned ox. (Fleishman, 1987, p. 12) It had a very large wet nostrils. Its a pig! said dad. (Hughes, 1992) External causer and instrument roles An external causer is usually some natural force, that unwittingly causes some action to happen (Quirk, 1985, p. 743),e.g. The flood damaged a great part of the village. We talk about the role of an instrument, when the subject or the object are used as tools of some action, e.g. This sharp knife will help you. The role of process The role of process is a role expressed by the verb. There are several subcategories of the role of process. The process of activity, of doing, e.g. Then Grandma and Mum came by to do some shopping. (Hughes, 1992) The process of communication, verbal process, e.g. Alfie asked them whether they were coming to buy something at the shop. Then the mental process of perception, e.g. Inside the tent he could hear Dad breathing. Another kind of mental process is the process of affectivity, e.g. Alfie liked Bonting a lot. There is also the process of cognition, e.g. He remembered that he had put him out to dry after his swim. The role of circumstance Again, there are several subcategories of the role of circumstance, but in this paper, we are going to deal just with three of them which are considered to be the most common, i.e. locative, temporal and the role of manner. Locative Locative circumstance role is a role expressing the position, distance and direction (Biber, 1999, str. 776), e.g. a Common boy was kept in the castle to be punished in his place. (Fleishman, 1987, p. 2) Temporal The role of temporal circumstance can express position in time, duration or frequency (Biber, 1999, str. 777), e.g. It was very late when they arrived home. Manner The last role of circumstance I am going to mention is the role of manner. The circumstance of manner tells us in what way some action was done or in what way something happened, e.g. Of course I can! answered the prince in a stinging voice. (Fleishman, 1987, p. 50) The role of circumstance is most common for adverbials, but it can also be the role of a subject, e.g. The night was dark. Multiple sentence Multiple sentence is a clause consisting of more than one clause. Quirk also makes distinction between two kinds of multiple sentences, the compound and the complex sentence. Compound sentence is a sentence that consists of two or more equal main clauses. Complex sentence is a structure consisting of one main clause that is superordinate, and at least one subordinate clause. (Quirk, 1985, p. 988) Syntactic relationships There are two types of syntactic relationship, the paratactic relationship; the relationship of grammatical equivalence and the hypotactic relationship; the relationship of grammatical nonequivalence. (Quirk, 1985, p. 918) Realisation of syntactic relationships The paratactic relationship may be expressed either by coordinating conjunctions, then we are talking about coordination or it may be expressed without the use of conjunctions and than we are talking about juxtaposition. The hypotactic relationship may be of subordination, using subordinating conjunctions or ,as in the previous case, juxtaposition i.e. without the use of conjunctions. Types of clauses in a hypotactic relationsip Dependent Clauses- Subordinate Clauses Finite clause Finite clause is a clause that contains a finite verb, e.g. Leaves crackled under Jemmys feet as he began to back off. We distinguish four types of finite clauses according to the purpose they serve in the discourse, i.e. what is the speakers intention to make the discourse and what is the expected response of his or her audience. Types of finite clauses Nominal Clauses Clauses that represent subject or direct object in the main clause are nominal clauses. This type of clause is introduced either by the subordinator that, or by wh-word, e.g. What youve just said is a total nonsense. Adverbial Clauses Adverbial clauses express the circumstances of the main clause and function as adverbials, they also share the same semantic classification with adverbials, e.g. If they were here, they would like it. Relative Clauses Relative clauses, also called adjectival clauses, function as postmodifiers of the noun phrase, which is called the antecedent. This type of clause is introduce by relative pronouns. Relative clauses may be defining of non-defining (restrictive or non restrictive). Restrictive relative clauses add some information that cannot be omitted without changing the meaning of the clause. Restrictive relative clauses identify the antecedent, e.g. The colours which has been chosen are not appropriate. Nonrestrictive relative clauses supply the clause with some additional information which is not necessary for understanding the main message of the clause, e.g. Jemmy, who was obliged to be close at hand for the daily lessons, reckoned that freedom was now close at hand. Comparative clauses The function of comparative clauses is to compare properties of some feature. According to Quirk (1985), there are three types of comparison, the comparison of equivalence (or of nonequivalence), e.g. Alfies elephant was old, nearly as old as Alfie., of sufficiency, e.g. It was big enough for two people to lie down in., or of excess, e.g. Annie Rose was too little to go camping. Reporting Clauses Reporting clause is a part of a direct speech. It introduces the speaker but it may also introduce the addressee, e.g. Bonting will have to have a new bathing suit, he told mum. , the type of act, e.g. But we cant leave Bonting behind! wailed Alfie. or the mode of the act, e.g. I didnt know Jim Gatting had put his pig in this field, grumbled Dad sleepily. The reporting clause may take the initial, medial and final position in the direct speech. The verb of the reporting clause is most commonly in the past tense form. Comment Clauses Comment clauses express speakers attitude to the content of the sentence, e.g. Tipped us over, as you see. While Biber (1999) compares comment clauses to reporting clauses with the verb in present tense, Quirk (1985) considers comment clauses a kind of disjunct. Types of finite clauses according to their function in utterance Declarative clauses In most cases, this type of clause expresses a statement and its purpose is to give information, e.g. Mum and Grandma were sitting in the garden having a cup of tea. In affirmative declarative clauses, as in the example above, the subject precedes the predicator. In negative declarative clauses, the subject is followed by auxiliary or modal verb, the negative particle and then comes the full verb, e.g. He didnt yelp or bellow. Interrogative clauses By means of interrogative clauses, the speaker wants to elicit some information. There are three main types of interrogative clauses: yes/no questions, wh- questions and alternative questions. Yes/no questions Yes/no questions, first main type interrogative clauses, which may also be called polar questions, is an interrogative to which the expected reaction of the addressee is either affirmation of negation, e.g. The ladies shrieked. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Did the ladies shriek? Compared to declarative clauses, the word order of interrogative clauses is different. In case of the verb to be, the question can be created by means of inversion, e.g. Its called Burrows and company. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Is it called Burrows and company? When the clause contains an auxiliary verb, the auxiliary goes in front of the subject with the full verb following, e.g. The king offered a reward for the whipping boy. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Has the king offered a reward for the whipping boy? When the sentence contains more than one auxiliary verb, the first auxiliary precedes the subject and the other auxiliaries follow the subject together with the full verb, e.g. Our prince has been abducticated. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Has our prince been abducated? The same rule is applied when a modal verb is a part of the verb phrase, e.g. A horse can always find his way home.à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Can a horse always find his way home. When there is no auxiliary verb in the declarative clause, the int errogative is created by means of do, e.g. We dress you up fancy and feed you royal .à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Do we dress you up fancy and feed you royal? Interrogative yes/no clauses may also be negative, e.g. Wasnt it your mother? The speaker usually uses negative questions in order to reassure himself or herself rather than to get some new information. In the structure of negative interrogative yes/no questions the negative particle follows the auxiliary or modal verb and precedes the subject. Question tags Question tags are not fully independent clauses, they are a part of a structure containing another, usually a declarative clause. Question tag is a tool supporting the interaction, using it, the speaker encourages the addressee to respond to the information given in the declarative clause. This type of interrogative consists of an operator and a personal pronoun. The operator of the tag question normally corresponds to the operator of the preceding clause, e.g. You can fend for your own self, cant you! When there is no operator in the declarative clause, the dummy auxiliary do is used to create the tag question, e.g. They own this house, dont they? Question tags may be also added, and they often are, to a clause which is not complete, e.g. The highwayman, are you! Wh-questions Another type of interrogative clauses are wh-questions. When the wh-word is a part of the subject, the word order is the same as in declarative clauses, e.g. Who cooks the dinner? When the wh-word is a part of another clause element, the common word order of interrogative clauses is used, e.g. Why did you do that! One type of interrogative questions are indirect interrogatives. The indirect questions (also reported questions) consist of projecting and projected clause, these are connected by means of whether or if, e.g. The children asked whether the story was true. As well as yes/no questions, the wh- questions may be negative, e.g. Where shouldnt we go? Alternative questions The last main type of interrogative clauses are alternative questions. These clauses are similar to polar interrogative clauses in the structure, but instead of expecting yes or no answers, it offers alternatives, presuming that one of the alternatives is the one to be chosen by the addressee, e.g. Would you like coffee or tea? Alternative interrogatives can also take the form of a combination of wh- question and elliptic alternative question, e.g. What would you like, coffee or tea? Minor types of interrogative clauses There are two more types of interrogatives that are, as to their occurrence, considered minor. These are called exclamatory questions and rhetorical questions. Exclamatory and rhetorical questions both have the typical interrogative structure. Exclamatory questions are usually negative yes/no questions, where the speakers intention is to receive the reaction of an assertion, e.g. Aint I already been whipped twice today! Rhetorical questions do not ask for any answers, they may be negative or positive yes/no questions expecting positive or negative assertion, e.g. Didnt I tell you who I was! Imperative Clauses The function of imperative clauses, some grammars e.g. (Quirk, 1985) use the term directives, is to give directives, i.e. instructions, orders, commands etc. Most typically, there is no subject in imperative clauses directed to 2nd person singular and plural, in fact there is no need of subject in this type of clause, as the addressee of the imperative is usually obvious from the context of the situation, e.g. Fetch the whipping boy! However, in order to make the directive stronger, the personal pronoun you may be used, e.g. You fetch the whipping boy! The subject can be also present in the tag question, e.g. Fetch the whipping boy, will you? When 1st and 3rd person singular and plural are the intended addresses, the imperative may be created by means of let, in this type of structure, the verb let is followed by the subject in objective case (Quirk, 1985, p. 829) e.g. Let me have a word with him! Except for let me, this type of clause is rather archaic. In colloquial English, the contracted form of let us, lets is commonly used, e.g. Lets parley! Imperative clauses may also take the negative form, e.g. And dont try to run away. or Lets not talk about it. Exclamative Clauses The function of this type of clause is to express some emotional impression like surprise, shock or others. According to Quirk (1985), exclamative clauses are only these starting with the wh- element how or what, e.g. What horrible new mischief was this! Bibers definition of the exclamative clauses is, compared to Quirks, more loose as Bibers exclamative clauses include other structures like declaratives, interrogatives or exclamative questions, e.g. Whats keeping you! Non-finite clauses Non-finite clause are clauses containing a non-finite verb, that is to-infinitive, bare infinitive, -ing participle or -ed participle. For example: He was determined never to spring a tear for the prince to gloat over. According to Biber (1999), a verbless clause can also be considered a non-finite clause. Each of the four main types of non-finite clause can take the form of a structure with or without the subject. Non-finite clauses lack modal auxiliaries and they are not marked as to the tense. Non-finite clauses may represent many syntactic roles, e.g. One afternoon, Mum gave Alfie a long cardboard box to play with., in this example the non-finite, to-infinitive, clause functions as an adverbial. The interpretation of the meaning on a non-finite clause is dependent on the main clause. Logico-semantic relationship- Expansion and Projection The advantage of multiple clauses, in contrast with simple clauses, is the ability to express more complex situations. In other words, a multiple clause is more precise in description of the reality as it is a reflection of our cognitive organisation of the situation. The logico-semantic relationships are described in detail in Hallidays An Introduction to Functional Grammar (1994). The following overview of the logico-semantic relationships is based on this publication. 4.1. Expansion Halliday (1994) describes expansion as a relationship when the clauses contain different kind of additional information. There are three subcategories of expansion: elaboration, extension and enhancement. Each of these subcategories may be of paratactic or hypotactic relationship. 4.1.1. Paratactic elaboration Exposition Using conjunctive elements such as in other words or that is in a sentence, we make a new statement about the content of the first clause from a different perspective. This kind of elaboration is called exposition. Exemplification Exemplification is another kind of paratactic elaboration, evolving the content of the preceding clause by giving an example, using conjunctive elements such as for instance or for example. Clarification Expressions like in fact or indeed are conjunctive elements that clarify the content of the first clause, therefore this kind of paratactic elaboration is called clarification. 4.1.2. Hypotactic elaboration Hypotactic elaboration is the relationship in non-defining (also non-restrictive clauses). 4.1.3. Paratactic extension- coordination Addition And, also, nor, in addition or furthermore are conjunctive elements putting together two situations in positive, negative or adversative relationship. As we are extending the content of the first clause by adding some information this, kind of paratactic extension is called Addition. Variation When the first clauses content is replaced by the content of the second clause by means of but or instead we talk about variation. Alternation When the first clause is given an alternative to its content by the second clause, using conjunctive elements such as eitherà ¢Ã¢â€š ¬Ã‚ ¦ or and on the other hand, it is the paratactic relationship of alternation. Explanation Explanation, also called specification, is a kind of extension, using conjunctive elements like that is or which means, where the content of the first clause is explained by the second clause. 4.1.4. Hypotactic extension Contrastive dependency When the dependent clause contrasts with the main clause in the case of contrastive dependency, common conjunctive elements for this kind of relationship are while or whereas. Subtractive dependency Subtractive dependency is a relationship of a main and a dependent clause, where the dependent clause subtracts from the main clause by means of expressions such as except that or but for the fact. Using elements like whereas, except that etc. may lead to the impression that the clauses are in a paratactic relationship. We can recognize the kind of relationship by exchanging the position of the clauses, if this exchange functions well, i.e. the rheme sentence is able to become the theme sentence, we can say that the relationship is hypotactic. The additive, adversative, contrastive, or subtractive relationships may be also expressed by non-finite -ing clause, using besides, instead of, without etc. 4.1.5. Paratactic enhancement Paratactic enhancement is a relationship realized by coordination or juxtaposition, being supported by conjunctions e.g. then, still, otherwise; conjunctive combinations e.g. and then, and so, and yet; or by cohesive combinations with and e.g. and in that way, and in this case; that give the information about the circumstances. 4.1.6. Hypotactic enhancement This kind of relationship is realized by adverbial clauses. 4.2. Projection The logico-semantic relationship of projection is the one expressed by direct and indirect speech. Selected titles For the sentence structure analysis, I selected two books of contemporary authors of childrens literature- Sid Fleischmans The Whipping Boy and Shirley Hughes The Big Alfie Out of Doors. Though the titles are relatively recent, both of them are appreciated and well known in the countries of their origin, in case of Sid Fleishmans Whipping Boy even abroad. Sid Fleischman and Shirley Hughes belong to the winners of prestigious awards that are given to the most significant contributors to childrens literature in the United States (Fleischman) and in the United Kingdom (Hughes). The titles chosen for the analysis deliberately differ in the target age group they are intended for. The minimal age distance between the readers of these two books is three years. The purpose is to demonstrate how the complexity of the sentence structures in a childrens book changes with the age of its intended readers. The Whipping Boy The Whipping Boy is a childrens book by American, Brooklyn-born author Sid Fleishman. Sid Fleishman is a very popular and respected author in the field of childrens literature not only in the USA, his works have been translated into fourteen languages. (Fleishman, 1987) The Whipping Boy is a book that mad