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Pro-life vs pro choice thesis statements

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My Proven Formula for Writing a Great Cover Letter. What is the pro-life vs pro thesis statements, most effective formula or strategy for writing a great cover letter? Writing a solid cover letter comes down to a few key points who your audience is, what kind of information is important to them, and the best way of communicating that visually and writing for critical, verbally. On top of that, communicating a strong message that complements your resume and markets your most marketable experience, knowledge, and choice thesis, skill sets is dissertation proofreading really the core of what the letter should be about. Before you start, do use the vs pro thesis, same formatting/style elements as your resume, including the header that has your name and contact info. Creating uniformity in your presentation sets a professional tone. Writing? In general, the cover letter should make the connection between the pro-life vs pro thesis, skill and experience-based qualifications in your resume, and your interest and relevance to the particular role, organization, and industry at hand. This can be particularly import for career changers looking to illustrate why they#8217;re making a change, and why that transition (that may or may not include hands-on experience) will be a smooth one. 1) Open with a mention of what position and organization you#8217;re applying to: It sounds unnecessary, but a hiring manager can be recruiting for essays on oil 100s of different positions, particularly if they#8217;re a third-party placement firm, so you need to be clear as possible. This also makes it easy for them to vs pro thesis statements, forward your letter and writing a thesis thinking, resume along to the appropriate party who might be making the pro-life vs pro thesis, hiring and interviewing decisions. For Malleable? If you#8217;re unsure how to address your reader, go with a simple greeting such as #8220;Dear Hiring Manager#8221;, or even #8220;Hello-#8220;. #8220;To Whom it May Concern#8221; or #8220;Dear Sir or Madam#8221; sound antiquated.

Dear Hiring Manager: I#8217;m reaching out to you with interest in the Graphic Designer role with Aspyre Solutions. Statements? I have over 6 years of experience#8230; 2) Your cover letter should supplement your resume, not recreate it exactly: Follow your opening with a 1 to 3, 2-line brief high-level overview of your expertise or specialization, and what you bring to the table. My background combines over 7 years of pro-life thesis statements experience creating compelling integrated campaigns for clients in the retail and fashion space, with a strong knowledge of designing interfaces for essays on oil mobile and pro-life vs pro, tablet platforms. Day In Essay? I#8217;ve collaborated with a number of highly-respected creative agencies including Digitas, Publicis, and BBDO to create award-winning work that speaks to customers#8217; goals and expectations. 3) The next paragraph begins the statements, main body of thinking your cover letter: How you approach it will differ depending upon your current employment situation and what you#8217;re trying to choice statements, convey. In a typical case, you might start off by introducing your current role and organization with a brief overview of writing thinking what you do there, and any pertinent details to supplement that, such as accomplishments or ways that you#8217;ve really positively impacted the company. The goal isn#8217;t to reiterate what#8217;s on the resume, but to give a compelling lead in that suggests that what you#8217;re currently doing is relevant to vs pro statements, the role you#8217;re applying for.

You might do the same for previous roles, but again, be concise. As Senior Designer for the ABC group, I lead a group of 3 digital designers in the creation of integrated marketing campaigns across print, web, and mobile for essays on oil high-end fashion clientele including Ralph Lauren, JCrew, and Louis Vuitton. With 5 years of experience at the agency, my role is duel-focused on pro-life vs pro both hands-on design work and project leadership, serving as the creative writing 3, primary point of contact between cross-functional agency teams, vendors, and clients. Choice? I recently served as the lead creative on a digital campaign for XYZ brand, which won multiple One Show awards and helped elevate the agency#8217;s reputation as a key player in the fashion advertising space. Essays On Oil? 4) The next paragraph gives you a chance to really personalize and tailor the letter: This is vs pro thesis where you might discuss why you feel you#8217;re a great fit for this particular role and organization. This is important because it not only shows that you did your homework and research, but this is how you effectively customize a cover letter.

What aspects attract you to the role? How do you see yourself really thriving in this type of culture? What do you bring to the organization that#8217;s particularly unique? You might go into personal attributes here as well, perhaps soft skills like how your ability to essays on oil, be flexible and adapt quickly makes you a strong candidate for successfully navigating a career change, or your passion for your work has proved valuable in moving up through your organization. Choice Statements? I#8217;ve been following Aspyre Solutions#8217; work and am intrigued by the new direction the agency is taking in establishing itself as experts in punishment be abolished, the multicultural advertising space. This appeals to pro-life vs pro, me greatly, as I also bring experience within the Hispanic market sector from my last role as a Designer for DraftFBC, in addition to proofreading service checklist, being a native Spanish speaker and having lived in Mexico for 3 years.

To gain more experience in that space while leveraging my existing knowledge of the market would be the ideal next move in my career. 5) Finally, close out with 1 to 2 lines inviting them to contact you for a meeting: Be sure to pro-life vs pro choice, thank them in should essay, advance for their consideration. I welcome the pro-life choice, opportunity to meet with you and discuss the needs of the position and my qualifications in more depth. Thank you in advance for your consideration, and I look forward to hearing from essay for malleable, you regarding next steps. One thing to note is that your cover letter may address other areas outside of those mentioned, particularly if you#8217;re changing careers, or perhaps making a transition from being self-employed for a long period of time back into the traditional 9 to 5. Another potential area is pro-life discussing an employment gap, which I advise you to do so in for malleable, a way that points back to your strengths. Took time off to travel? What skills or knowledge, or cultural immersion did you gain along the way? It#8217;s not the place to discuss maternity leave, illness, or other information that might be better left to a one-on-on conversation during an interview. Vs Pro? Remember, this is your first impression, so make it your best.

Need some additional inspiration for help writing for critical creating that perfect outreach letter? Try one of my customizable email marketing scripts to create an impactful message that grabs their attention. Try one of my templated email marketing scripts. Photo Credit: Michael Sauers of Flickr. A solid cover letter and choice thesis statements, resume is the key to landing the job interview.

Check out our suite of resume and branded content services. Do you need help crafting an impactful digital brand presence? BRS offers professional design services to help you create fresh, creative, and professional websites, infographics, logos, and business cards to complement your resume and other job search marketing materials. 1 Comment on My Proven Formula for Writing a Great Cover Letter Career Tips Resources Straight to Your Inbox. Copyright © 2015 Brooklyn Resume Studio, New York.

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Personal values, belief and attitudes Essay Sample. As human beings, we all have our own values, beliefs and attitudes that we have developed throughout the course of our lives. Statements! Our family, friends, community and the experiences we have had all contribute to our sense of who we are and how we view the world. As community services workers, we are often working with people who are vulnerable and/or who may live a lifestyle that mainstream society views as being different or unacceptable. If, as community services workers, we are to provide a service that meets the needs of our target groups and helps them to feel empowered, we need to writing be aware of vs pro choice thesis statements our own personal values, beliefs and attitudes and be prepared to adopt the corporal be abolished, professional values of pro-life our industry—and not impose our own ideas on our clients. What are values?

Values are principles, standards or qualities that an individual or group of people hold in creative writing ideas for grade 3, high regard. These values guide the way we live our lives and vs pro choice thesis statements, the decisions we make. A value may be defined as something that we hold dear, those things/qualities which we consider to be of worth. A ‘value’ is help a thesis thinking commonly formed by a particular belief that is related to the worth of an pro-life, idea or type of behaviour. Some people may see great value in saving the world’s rainforests. However a person who relies on essays on oil, the logging of a forest for their job may not place the choice, same value on the forest as a person who wants to save it. Values can influence many of the judgments we make as well as have an dissertation proofreading checklist, impact on the support we give clients. It is important that we do not influence client’s decisions based on vs pro, our values. Dissertation Proofreading Checklist! We should always work from the basis of supporting the client’s values. Activity: What are some of my values?

1.Manners—are they old fashioned? Do they hold a high or low value in your life? 2.Pride—are there things you need to be proud of? Do you value pride or do you value humility? 3.Clothes—how important are clothes at work? At play?

4.Behaviour on the sports field—what behaviours do you value? Sportsmanship? Winning? Team spirit? Individuality? 5.Family life? What do you value about family life? Write down some of the values you hold in these areas. Talk to friends and family members.

Ask them these same questions. Do the answers differ? Where do values come from? Our values come from a variety of sources. Some of choice statements these include: •peers (social influences) •the workplace (work ethics, job roles) •educational institutions such as schools or TAFE. •significant life events (death, divorce, losing jobs, major accident and trauma, major health issues, significant financial losses and so on) •major historical events (world wars, economic depressions, etc). Dominant values are those that are widely shared amongst a group, community or culture. They are passed on help writing a thesis for critical, through sources such as the media, institutions, religious organisations or family, but remember what is considered dominant in one culture or society will vary to the next. Using the thesis, sources listed above, some of your values could be: •family—caring for each other, family comes first •peers—importance of friendship, importance of doing things that peers approve of •workplace—doing your job properly; approving/disapproving of ‘foreign orders’ (doing home-related activities in work time or using work resources for home related activities) •educational institutions—the valuing or otherwise of learning; value of self in relation to an ability to learn (this often depends on personal experience of schooling, whether positive or negative) •significant life events—death of essays on oil loved ones and the impact on what we value as being important; marriage and the importance and role of marriage and children; separation and divorce and the value change that may be associated with this (valuing of self or otherwise) •religion—beliefs about ‘right and wrong’ and pro-life vs pro, beliefs in gods •media—the impact of TV, movies, radio, the corporal be abolished, Internet and advertising on what is important in our lives, what is valued and not valued •music—music often reflects what is occurring in society, people’s response to things such as love and relationships which may then influence the development of pro-life vs pro choice thesis our values •technology—the importance of technology or otherwise; the importance of writing thinking computers and developing computer skills •culture—a cultural value such as the importance of individuality as opposed to conforming to groups •major historical events—not wasting anything, saving for times of pro-life vs pro thesis draught, valuing human life, patriotic values. It is important that you develop an awareness of what you value, as these values will be important in informing your relationships with clients, co–workers and employers. The following is a list of common dominant values in Australian society.

Tick the values that apply to you and then select the ten most important values you ticked and rank them. (1 = most important, 10 = least important) Click here for the list (.doc 12 KB) Did you learn something about yourself that you didn’t expect? What is for malleable important here is your ability to be able to identify the values that are. important to choice thesis statements you. It is important to be conscious of should our values. Pro-life Vs Pro Thesis Statements! This knowledge helps us to: •ask ourselves why we are doing what we are doing. •identify the consequences of our actions for ourselves and others (including clients and co-workers) •consider other and better options if necessary.

It is important to not only have a knowledge of your value system, but to understand that your values underpin your beliefs and beliefs underpin behaviour. How we behave is corporal punishment be abolished a reflection of our beliefs and our beliefs are a reflection of our values. Exploring your values. We are all influenced in varying degrees by the values of our family, culture, religion, education and social group. Knowing your own values can help you work effectively with clients, resolve conflicts and pro-life thesis, support the organisation’s philosophy of care appropriately. Essays On Oil! Wherever our values come from thesis statements, they make us the unique person we are today!

Answer the following and then think about what it tells you about yourself, where your values have come from and how people with different backgrounds and life experiences would answer these questions. Proofreading! There are no right or wrong answers—just answer honestly and be willing to explore and reflect upon your own values. •With what race do I identify? •Do I know people from vs pro statements, a different race to me? •Do I believe people from different races should live together? •What would life be like if my skin colour was different?

•What do I think about marriages and relationships between people from different races? •How many friends do I have from the opposite sex? •If I was a different gender how might life be different? •What is writing thinking my religion? Do I believe in it? •What is my family’s religion?

•Are most people in my community from this religion? •How does my religion influence my life? •What culture do I identify with? •What do I like and dislike about pro-life choice thesis my culture and traditions? •What other cultures interest me? Do I like learning about them? Why? •What is my first language?

•What other languages do I speak? •Who should decide what language people should speak? •What political party do I support? Why? •Do I believe in the death penalty? Why? •What are my views on abortion? Why? •What are my views on homosexuality? Why?

•What are my views about illegal drugs? Why? •What are my view about voluntary euthanasia? Why? Reflect on your answers about where your values have come from. 1.What did this activity tell you about your values? 2.Can you identify some other factors/significant life experiences that have contributed in shaping your values? 3.Why have you decided to become a worker in essays on oil, the CSI?

4.How do you think your values will guide your actions as a worker in the CSI? The aim of this activity is to make you aware of issues that could arise in the workplace and the differing values workers can have. Pro-life Vs Pro! There are no right or wrong answers, so when completing this activity try to be as honest as you can. Read the following scenarios and creative writing ideas 3, rate your reactions by choice ticking the box which best defines your reaction. Stan and Russell have become good friends in the residential care facility.

They enjoy each other’s company and like to essays on oil read pornographic magazines together. Stan usually buys the vs pro choice thesis statements, magazines, but one month Stan did not come into the hostel for care as he usually did. Russell wanted some new pornos to read so he asked Penny the care worker to buy him some magazines. She agreed and brought some for him. What do you think about Penny doing this for Russell? I think this is not okay. I think this is okay. Wayne is a 49 year old volunteer at an aged care home.

He is an Anglo-Australian, with a disability. He works with Anh, the recreation officer. She Vietnamese and is 20 years old. Wayne and Anh have been going out together and Wayne has told Anh that he loves her. Essay! How do you feel about Anh and Wayne being partners? Rate your feeling according to their ages: I think this is not okay.

I think this is okay. Rate your feeling according to pro-life thesis their cultural backgrounds: I think this is okay. I think this is writing for critical thinking not okay. Rate your feeling according to the fact they work together: I think this is not okay. I think this is okay. Dawn is thesis statements a 50 year old woman with Downs Syndrome, and is a resident at a residential aged care facility.

She masturbates in the common lounge area at corporal punishment should, the facility. She needs to be shown a private place to pro-life vs pro choice thesis statements do this and it is your role to take her to a private room, next time she is masturbating. How do you feel about this? Rate your response according to the factor of Dawn masturbating: I think this is okay. I think this is help for critical thinking not okay. Rate your response according to pro-life the factor of your role as a worker assisting her in this situation. I think this is okay.

I think this is not okay. This activity was useful in helping you identify some strong beliefs you hold. It is good for writing for grade 3, you to be able to reflect on these and pro-life statements, think how they might impact on your role as a care worker. For example, if you think that all older people and people with disabilities have a right to express their sexuality, regardless of the way they choose do that, you will want to ensure their privacy and dignity is respected. Remember, clients have a right to receive a professional service regardless of the attitudes, beliefs and values they hold. After answering the questions, you might find it useful to revisit your answers and identify where your attitudes have come from. This will help in corporal punishment should be abolished, preventing your personal attitudes from thesis, impacting on the way you work with clients. What is a belief? Beliefs come from essays on oil, real experiences but often we forget that the original experience is vs pro thesis statements not the same as what is happening in life now.

Our values and beliefs affect the quality of our work and all our relationships because what you believe is what you experience. We tend to think that our beliefs are based on reality, but it is our beliefs that govern our experiences. The beliefs that we hold are an important part of our identity. They may be religious, cultural or moral. Beliefs are precious because they reflect who we are and how we live our lives. As a care worker in the community services industry, the ideas for grade, pre-existing beliefs you may have could be related to stereotypes that have developed for you around issues like sexuality, alcohol and other drugs, ageing and pro-life vs pro thesis statements, disabilities, independence, health, the rights of people, your idea of health and what it’s like to be older and/or disabled. These stereotypes could affect the way you interact and creative writing ideas 3, work with clients. This is because you have assumptions about what your clients can and can’t do for pro-life choice statements, themselves, the way they should think about issues and what is best for essays on oil, them.

If you make assumptions as a worker then you are denying clients their rights, respect and dignity. As a worker this would be regarded as a breach in your duty of care towards clients. The need for older people and thesis, people with disabilities to express their sexuality does not necessarily diminish over time. The desire for creative ideas for grade 3, intimacy can in fact intensify. Choice Statements! The development of new relationships may occur as a result of living in a residential care setting or as people’s social networks change over time. The right to creative writing ideas for grade express sexuality is thesis statements a quality of memorable essay life issue and is part of one’s self-identity. The way people choose to express their sexuality may change over time in a variety of ways. Intimate relationships enhance a person’s quality of life and contribute to their feelings of well being. As a care worker it is choice thesis important to my life respect a person’s right to express their sexuality in a way which is pro-life choice thesis statements appropriate for them.

What is an attitude? The word ‘attitude’ can refer to dissertation a lasting group of feelings, beliefs and behaviour tendencies directed towards specific people, groups, ideas or. An attitude is a belief about something. It usually describes what we think is the pro-life vs pro, ‘proper’ way of doing something. The attitudes that we feel very strongly about are usually called values. Corporal Punishment Be Abolished Essay! Other attitudes are not so important and are more like opinions. Sometimes our own attitudes can make us blind to other people’s values, opinions and needs. Attitudes will always have a positive and pro-life choice thesis statements, negative element and when you hold an essay, attitude you will have a tendency to behave in a certain way toward that person or object. You will need to be aware of your own personal values, beliefs and attitudes and how they might impact on pro-life choice thesis, your work. It is important to consider the mapping of your own life – what have been some significant events that have shaped you, what qualities you admire in a thesis thinking, yourself and others, what beliefs are important to you, what you value and so on.

Some examples of these may be personal features such as strength of character, helping people, respect, honesty, wealth, success, health etc. What we believe are important qualities, or what qualities we admire in ourselves and others, generally reflect our life experiences and the values which we established in vs pro choice thesis statements, our early years through the influence of day in my life family, teachers, friends, religion, our culture, our education. Given that all of us have differences which have been shaped by pro-life vs pro thesis our life experiences, we can understand that we will all have different sets of values and beliefs. We do not all think about issues in the same way! To work effectively it is help writing critical to understand your own values and beliefs and to understand the importance of not allowing them to affect the pro-life vs pro thesis, way in which you work with clients.

Remember they are your values and may be quite different to the values held by dissertation service checklist your clients. In order to remain professional it is necessary to leave your personal values out of the client/worker relationship. This means that it is important that you allow clients to make decisions based on their own values and beliefs rather than decisions that reflect what you think they should do. When we are carrying out our daily duties at work we rarely think about our attitudes, we are immersed in work itself and often remain unaware of choice thesis just how different our attitudes could be to for malleable others around us. As previously defined an attitude is simply a belief, and describes what we think is the vs pro thesis statements, proper way of doing or thinking about essays on oil something. Attitudes vary in pro-life, intensity. When we feel strongly about something attitudes are called values. Attitudes that are less important to us are called opinions. For example we may feel strongly that older people should give up their jobs when they reach a certain age, so that younger people can get work. Strong attitudes are often very emotional and can cloud our judgement in meeting other people’s needs.

This means that some people or clients may be denied their rights to be allowed to make their own choices and decisions about their life. The influence of attitudes. Our attitudes develop over time and not only reflect where we have come from i.e. the influence family, friends and experiences have had on our attitudes, but also how we will proceed with our life in for malleable, the future. Pro-life Vs Pro Thesis! Attitudes are therefore a powerful element in day in my life, our life, are long enduring and hard to change—but not impossible! The problem with attitudes. One of the problems with our attitudes is we often ignore any information which is vs pro thesis not consistent with them—we become selective in the way we perceive and respond to corporal should events and issues—and lose our ‘objectivity’ about the world. By developing insights about pro-life vs pro choice thesis statements our attitudes we reduce the risk of making decisions at creative writing, work based on our unconscious, pre-existing perceptions, allowing us work more professionally with clients. Awareness of personal attitudes. It is choice good practice to corporal punishment should be abolished essay think about your attitudes and beliefs: it helps you to understand yourself better. Pro-life Choice! It is punishment should be abolished essay beneficial to reflect on your life, identify some of the significant events that have shaped you, consider what qualities you admire in yourself and others and be mindful of what values and are important to you.

Your identity has shaped the vs pro thesis, person you are today! Here is a checklist that will help you assess how your identity has developed. (.doc 25 kB) The exercise you have just completed will have given you some sense of my life where your own identity has come from. Think about this as you answer the following questions. 1.From the values you chose above, list the pro-life choice statements, ones that would apply to your role as a care worker.

2.Why is it important for community services workers to have a sense of their own identity and writing a thesis, where it has come from? 3.What issues can you identify for yourself in pro-life choice, having to work with people and clients who have grown up differently form you, have a different identity and therefore different beliefs? Taking into account personal values and beliefs. One of the responsibilities of workers is that we do not impose our own values and beliefs on the people we work with. That is, that we don’t provide options and services based on what we feel is right, but that we work with people in relation to what is day in my life right for them. Pro-life Vs Pro Choice Statements! We should always remember that it is their life and only they should make decisions about how they should live their life.

If you try to impose your own moral values on clients, you are likely to make them feel judged and to damage their self-worth. Moreover, they are likely to reject you and to reject your values too. Dissertation Service! If you are able to accept your clients, with whatever values they have, you may well find that as time passes they move closer to you in their beliefs. This is vs pro thesis inevitable because we are, whether we like it or not, models for our clients and we have a responsibility to be good models. Regardless of who the corporal punishment should, client is, and regardless of his or her behaviour, he or she deserves to vs pro choice thesis statements be treated as a human being of day in worth.

If you respect your clients, they will, through feeling valued, be given the optimum conditions in which to maximise their potential as individuals. It is essential that you are aware of your own values and pro-life vs pro choice thesis, beliefs so that you do not impose them (deliberately or unintentionally) on the people you are working with. In order to help a thesis for critical thinking leave your personal values out vs pro choice of the client/worker relationship, you need to aware of the impact they may have when you come across clients that do not behave in ways that you agree with—that is, clients who have different values and beliefs to you. You may find that with such clients you become judgemental or notice that you are encouraging clients to make a decision that reflects what you think they should do (based on your values and beliefs) rather than working with the day in essay, client to come up with their own ideas about how to resolve the issue. That is why it is so important to pro-life statements have ethical standards, so that we are operating by a professional set of guidelines, not what we personally think is right or wrong. Activity: Professional values.

What would you consider to be the memorable my life essay, values and attitudes that are critical for vs pro choice thesis, someone who works in the community services industry? Respecting the proofreading service checklist, beliefs, attitudes and pro-life vs pro thesis statements, values of proofreading others. Everyone is entitled to pro-life vs pro choice thesis statements their own values, attitudes and beliefs. It is important to accept and respect that other people may well have different attitudes, values and help writing a thesis thinking, beliefs than you. We do not have the right to expect that others change their values, attitudes and beliefs just because they are different to vs pro choice statements ours. It is essays on oil quite possible that you may face situations at pro-life vs pro thesis statements, work that either challenge or compromise your own values, attitudes or beliefs when working to support people with a disability. It is not always easy to checklist avoid communicating your beliefs and values to clients, but it is something you need to be very aware of.

It can be very easy to influence clients in subtle ways. Simple things like body language, gestures, the way you say something, or even actions, can give a client the impression you agree or disagree with their values or beliefs. A disability support worker, Sally, was assisting Harry, a client, to decide what movie he was going to see on the weekend. Harry loved horror films. Sally hated them. Pro-life Vs Pro Choice Thesis Statements! During the conversation Sally shook her head every time Harry pointed to a horror film in the paper. Service Checklist! In the vs pro choice, end Harry decided to go and memorable essay, see a comedy.

Even though Sally did not directly say that she disapproved of Harry’s movie choice, when she shook her head she indicated that she did not approve of Harry’s choice. The support you give to clients should be, as much as possible, in line with their values, attitudes and beliefs, while also in line with your community services organisation and the law. Impact of values and choice, philosophies on essays on oil, service provision. The way that the above values and philosophies are acted upon in services affects the quality of the service provided to clients. The more these values are promoted and reflected in the way the service operates, the more positive the pro-life vs pro choice statements, experience for the client. Activity: Identifying the impact of values and essay for malleable, philosophies on service provision. Phong is pro-life vs pro a 29 year old Vietnamese man who was injured in a serious car accident eight months ago and sustained a brain injury. This means that he has great difficulty with his short-term memory and with organising his thoughts. He also needs to use a wheelchair because of a neck injury. Phong is now living back at home with his family.

Most of writing his friends don’t come around anymore and Phong hardly gets out. He is unable to return to pro-life vs pro choice thesis statements work as a mechanic. Phong has been referred to a community access program, designed to help him deal with his brain injury and integrate back into the community. Is this the perfect essay for you? Save time and for malleable, order Personal values, belief and attitudes. essay editing for only $13.9 per page. Top grades and quality guaranteed! Relevant essay suggestions for Personal values, belief and attitudes. How own attitudes, values and behaviour could impact on work with children and young people.

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As a care worker there are standards that influence the way my role is… Personal Values and corporal should be abolished essay, Ethical Standards. Personal values are principles that define a person as an choice thesis, individual. Corporal Punishment! Honesty, reliability, and trust, are personal values that determine how an pro-life vs pro thesis, individual will face the world and my life essay, relate with… Feminism Is Defined By The Belief That The Personal Is The Political. Discuss Although not all strands of feminism advocate interference in pro-life vs pro choice statements, the personal lives of women, feminism has proven to be unsuccessful in should, achieving full female emancipation by purely focusing on…

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10 Tips for a Successful Technical Resume. While the economy is still slow for most fields, it looks like 2013 is going to be another year of growth for the tech sector. This is pro-life choice thesis statements, great news for tech professionals who are looking to make a job switch in the upcoming months. However, before they can land a new gig, they have to start at the very beginning of the process with resume writing. And let’s be honest about this no one actually likes writing resumes. It’s tough to write something that’s optimized and consumable, something that’s easy to read and gets to memorable day in essay the heart of pro-life thesis, your qualifications quickly. Writing a good resume is just plain hard. Creative Writing For Grade! We’ve got a little advice to make it easier. Though the vs pro choice thesis, definition of a “good resume” is for critical, subjective, something that changes with your audience, there are 10 certain commonalities we’ve found in resumes that get high traction. We’ve outlined them below so you can put your best foot forward going into the tech job search. Pro-life Choice Thesis! In the a thesis, tech world, things change quickly.

Technology you used 10, even 5 years ago, is already outdated. That’s why listing what you did at company XYZ in 1981 isn’t going to pro-life choice have any bearing on for malleable the job you’re applying for in 2013. Vs Pro! As a result, on your resume, list the creative writing 3, most recent tech gigs you’ve worked with a short job description. For your early workforce gigs, list your title, the company name, the dates and leave it at that. Thesis! While you may think that listing every place you’ve worked with a detailed description makes you look more accomplished, it doesn’t have that effect. Instead, you have a six-page resume that no HR department/recruiter will take the time to a thesis thinking look at. (I know.

It’s sad, but true.) Keep your resume to two to pro-life choice statements three pages max, and you’ll increase the likelihood that a recruiter or hiring manager will take the time to give you a second look. 2. Have a strongly written previous work history. For those more recent gigs, the ones where you give details about the roles, make sure that you write strong descriptions. By this, we mean that you shouldn’t just write about your duties, but about your accomplishments. Where you can, use metrics to back up your claims. For example, write a sentence or two about the day in essay, time that you brought a project that was 5 weeks behind schedule back on schedule 10 weeks later without cutting project scope and working your team to death. That’s a pretty impressive feat. While you want to keep these descriptions short and sweet, where you can, link your accomplishments back to the company’s business goals. Pro-life Choice! Explain how your actions helped the company to meet deadlines or budgets.

Doing so will illustrate just how effective a programmer, DBA, or PM you are. While people normally can’t stand those who brag, your resume is your time to punishment should shine. Take ownership of your career, and what you’ve accomplished by thesis, using action verbs. Explain that you “executed,” “developed” or “managed” x,y, and creative writing z. These types of verbs are powerful, more powerful than taking the meeker “I helped with” or “I assisted with” route. There’s a big difference in the passive and thesis active verbs, and those reading your resume will take note.

These words of advice come with a caveat, however. Memorable! Don’t exaggerate or lie. If you assisted with a project, then you assisted. If you built this program, then you built this program. However, if you say that you architected a program on choice your resume, when in creative writing ideas reality you only helped to pro-life vs pro do so, you’re not going to get this job. Don’t overstate what you’ve done. When recruiters/HR need to help a thesis for critical thinking fill a new role, they enter certain keywords into a database in order to find people whose skills align with the role at vs pro choice thesis hand. If you don’t have the keywords they’re searching for in your resume, you’re out of luck. The program will pass you over, and your carefully crafted resume will never be seen by those hiring gurus. To avoid this, make sure that you use the keywords that are in the job posting.

For example, let’s say that the role is for a QA Automation Lead, someone who can “help formulate complex automated test strategies and assist in the execution of test strategy.” What keywords should you have on your resume? That’s right. Test strategy. Make sure that you use the corporal punishment, keywords, the words that are used in choice the job postings itself, in order to heighten your chances of being considered for corporal should essay, the role. 5. Tweak the resume for the job at thesis hand. In order to use keywords, you can’t send the for grade 3, same version of your resume out for every single job. There may certainly be similarities between these jobs, but there are also differences, differences that correlate to different keywords. If you send the same resume out, you’re not going to be hitting on the slight nuances between them all.

And HR and recruiters can see right through this. Thesis Statements! Make sure that you’re writing a different resume for each job. Checklist! It doesn’t have to vs pro choice be completely different – just make sure that it caters to the job you’re applying to. To do this, put different pertinent past skills and responsibilities into writing a thesis for critical, each one, and you’ll be all set. JFK said “Ask not what your country can do for you – ask what you can do for your country.” The same applies when it comes to HR personnel and recruiters reading your resume. Vs Pro Statements! They don’t care so much about what they can do for you, but about how your skills will help their company meet its goals. As a result of this mentality, little attention is paid to the objectives section of your resume, where you explain how this role will help you to meet your career goals.

Don’t waste space on it. Use it to tell them more about the skills that make you qualified to essays on oil take on this role, and the experiences that illustrate you’ll be successful. Use the choice, space where you’d normally write about your objectives to write a summary. This should be a two to three sentence/bullet pointed section that summarizes why you’d be a good fit for this role. For example, if the service, job is for thesis, a Lead Java Developer, one bullet point might say that you have 10 years of Java experience while the other bullet point might list the essays on oil, qualifications. This section summarizes your experience, and explains why you’re qualified for this specific role.

They’ll find further details and evidence to back this up in the work history section. As a technologist, your technical skills are essential to vs pro thesis statements nabbing a gig, which is exactly why you need to make sure that they are showcased on your resume. Dedicate a section of your resume to your skills, listing the ones that are relevant to the job to day in my life essay which you’re applying. Vs Pro Choice Thesis! (And remember, no one needs 2 pages of my life essay, skills. And no, balancing a ring of fire doesn’t count as a special skill.) This part of your resume illustrates that you have direct experience for this job, and makes it easier for search engines to find your resume. While certifications may help you further your technical knowledge, putting all of them onto your resume isn’t going to help you.

A variety of pro-life vs pro thesis statements, certifications in different technical specialties makes you seem less focused and committed, traits you certainly don’t want to exhibit when being evaluated for a job. List only a few of your certifications, and only those most relevant to this particular job. Creative For Grade 3! Even then though, unless a certification is listed as an choice thesis, important job requirement, don’t let your certifications take front and center on your resume. You spend all of essay for malleable, this time deliberating over pro-life choice statements every single word you put onto your resume, so don’t waste all of that hard work by then making the resume unreadable. By unreadable, we mean that you have. Make sure that you spell check, use 1 to 2 fonts max, and whitespace. Whitespace and bullets make it easier for people to look over your resume – and that’s what you want, right? While it’s definitely a time consuming process, writing a good technical resume is possible. You’ve just got to make sure that it has specific keywords, that it’s not too long, and writing ideas for grade 3 that it’s readable. If you manage to do those three things, there’s a good chance that you’ll get at least a first-glance from choice thesis statements HR. If you go beyond that, and for malleable make sure that you highlight your skills with action verbs and pro-life choice thesis strong summaries, you’ll have an even better chance at landing an interview and ideas for grade 3 the gig.

Good luck as you begin the vs pro thesis, 2013 tech job search! What tips do you have for other technical professionals writing their resume? Let us know in writing a thesis for critical thinking the comments section, or join the conversation on Facebook, Twitter, Google+ or LinkedIn. Looking for more information like this? Check out other blog posts on this topic by clicking on the buttons below:

Thanks to Etenil and Matt Hampel for the use of pro-life vs pro choice statements, their respective photographs.

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formal essay meaning Formal semantics and its recent developments. [This paper is in pro-life vs pro thesis, Journal of Foreign Languages (Shanghai), 119:1 (January 1999), 2-20.] Michigan State University. Like Spanish moss on a live oak tree, the scientific study of meaning in memorable essay, language has expanded in the last 100 years, and continues to statements, expand steadily. In this essay I want to chart some central themes in that expansion, including their histories and their important figures. Our attention will be directed toward what is called 'formal semantics', which is the adaptation to natural language of analytical techniques from logic.[1] The first, background, section of the paper will survey the changing attitudes of linguists toward semantics into the last third of the century. The second and third sections will examine current formal approaches to meaning. Essay. In the final section I will summarize some of the common assumptions of the approaches examined in the middle sections of the paper, sketch a few alternatives, and make some daring predictions. 'Meaning' is vs pro thesis, a broad term that can encompass any aspect of the potential for cognitive or emotive impact of speech on interlocutors.

However in linguistic semantics these days the cognitive aspects are the center of essays on oil, focus. On the other hand the traditional distinction between semantics, as the study of the relation between linguistic expressions and what they are used to talk about (people and things, events and thesis statements, situations, etc.) and pragmatics, as the essay study of anything involving the pro-life vs pro statements use of language, has become less certain and is in fact lost in several different current approaches. 1.1 The Bloomfieldian era . Linguistics in the first half of the twentieth century was a newly developing discipline, with close connections to another developing social science, psychology. In the United States (and elsewhere) dominant figures in psychology were striving to implement the principles of ideas, British empiricist philosophy, and especially logical positivism, which stressed attention to objective observable data in formulating scientific theories. Behaviorist psychologists at the time were also reacting against the excesses of the mentalistic introspective approach which had dominated the field at the end of the nineteenth century. Pro-life Choice Thesis Statements. Leonard Bloomfield, who was the most influential figure in linguistics in the United States in memorable, the first half of the pro-life vs pro thesis statements twentieth century, was strongly influenced by behaviorism. Ideas For Grade 3. The beginning of the chapter of his classic text Language which is titled 'Meaning' reveals this influence: We have defined the meaning of a linguistic form as the situation in which the speaker utters it and the response which it calls forth in the hearer. . In order to give a scientifically accurate definition of meaning for every form of a language, we should have to have a scientifically accurate knowledge of pro-life choice thesis statements, everything in the speakers' world. The actual extent of day in my life, human knowledge is very small compared to this. Pro-life Vs Pro. . The statement of corporal punishment, meanings is therefore the weak point in language-study, and will remain so until human knowledge advances very far beyond its present state. (Bloomfield 1933, 139-140) Bloomfield's 'stimulus-response' model of meaning was as impractical as it was suited to pro-life vs pro choice thesis, his theoretical orientation. As Bar-Hillel described it, Bloomfield 'deplored the mentalistic mud into which the study of meanings had fallen, and tried to reconstruct [the field of linguistics] on a purely formal-structural basis' (Bar-Hillel 1954, 234-235). Bloomfield did not end his chapter on its second page, in despair, with the above quote.

He did find a way to talk, however briefly and informally, about the arbitrariness of meaning, polysemy and homonymy, semantic features, narrowing and broadening of word meaning, connotations of style and dissertation, slang, and taboo words, though not always using these terms. (It is significant that Bloomfield had nothing at vs pro choice statements, all to say about sentence meaning.) However the constraints of the crude behaviorist view of meaning he shared with other linguists of the creative time did prove to be a strong barrier to the development of linguistic semantics, a barrier which continued into the Chomskyan era. 1.2 The Chomskyan revolution . In 1957 a little book named Syntactic Structures was published by pro-life thesis statements, an obscure Dutch press, but was reviewed glowingly and at great length (33 pages, to be exact) by Robert B. Lees in Language -- the journal of the Linguistic Society of America. Noam Chomsky's revolution in linguistics had begun. Probably Chomsky's most important contribution, from the perspective of the future development of linguistic semantics, was the institution of the generative conception of grammar, on which the goal of the grammarian was not to service, simply catalog elements from a corpus, or fixed quantity, of observed utterances, but rather to construct a completely explicit formula that would generate, or characterize exactly, all, and most importantly only, the infinitude of sentences of the language. Pro-life Vs Pro Choice Thesis. Besides the notable consequence of putting syntax at the center of linguistics, where formerly it had stood quietly at the back door, this change in writing for critical thinking, goals would eventually help to draw the attention of semanticists toward the problem of describing explicitly how the meanings of sentences are derived from the vs pro choice statements meanings of the words that make them up. However that development would have to wait for a few years, since the day in my life scientific study of semantics was still in the vexed state it had been in in Bloomfield's day. Pro-life Thesis. The primary issue about meaning at the time was whether or not intuitions about meaning should play any role in determining grammatical (= syntactic, morphological, or phonological) analysis. The worry was that if they were allowed to play a role, they would contaminate the analyses with 'mentalistic mud' (as Bar-Hillel put it). In the final chapter of Syntactic Structures Chomsky argued that semantic intuitions should not play a role, concluding that '[t]here is. little evidence that intuition about meaning is at help writing thinking, all useful in pro-life vs pro statements, the actual investigation of linguistic form' (Chomsky 1957, 94).

In the writing 3 decades following, linguists found themselves unable to resist looking at meaning. Already in the review article mentioned above, Lees had speculated about whether 'it could be shown that all or most of what is meant by a sentence is pro-life choice statements, contained in the kernel sentences from which it is derived' (Lees 1957, 394). Punishment Be Abolished Essay. A couple of developments in syntactic analysis[2] made possible the pro-life vs pro choice statements main tenet of the school of creative for grade, thought called generative semantics: that the deep structure of a sentence constitutes a representation of its meaning. Following the work of vs pro statements, linguists such as Fillmore, Postal, McCawley, Ross, and G. and creative writing ideas for grade 3, R. Lakoff, deep structures took on some of the pro-life vs pro choice aspects of a representation in first order predicate logic, though in tree form. Negation, quantifiers, and adverbs were analyzed as sentence operators ('higher predicates'), in order to represent ambiguities such as those in (1)-(3): (1) Every woman loves one man. a. My Life. There is choice, one man that every woman loves. b. Every woman loves some man or other. (2) Everyone didn't enjoy the essays on oil play. a. At least one person did not enjoy the play. b. No one enjoyed the play.

(3) Mary isn't working in the garden because it's sunny. a. Because it's sunny, Mary isn't working in the garden. b. It is not because it's sunny that Mary is working in the garden (but for some other reason). Thus (1), for pro-life vs pro, example, would be assigned two deep structures, roughly as in (4). (4) a. Should Be Abolished. [[one man]y [[every woman]x [x loves y]]] b. Pro-life Thesis Statements. [[every woman]x [[one man]y [x loves y]]] However generative semanticists at the time did not worry about the task of assigning explicit truth conditions to deep structures. Rather the devising and justification of particular deep structures was seen as the essays on oil end of the job of pro-life vs pro, semantics. Linguists at this time were working largely independently of philosophers of language and logicians. Essays On Oil. This may have been one of the less happy consequences of Chomsky's influence.

In the article cited above, Bar-Hillel suggested that linguists pay attention to developments in logic and try to pro-life vs pro statements, incorporate a formal account of semantics into their grammar, but Chomsky's rather sharp reply the following year asserted that 'the relevance of logical syntax and semantics' to the study of natural languages 'is very dubious' (Chomsky 1955, 36). Ideas For Grade. This reaction of Chomsky's was explicitly based on the not uncommon idea that natural languages and formal languages are fundamentally different from each other, but it was also very much in tune with his larger project of overthrowing empiricist philosophy of language and mind in favor of a return to pro-life vs pro, Cartesian rationalism, as well as his personal style of publicly expressed arrogance and disdain for dissertation checklist, the work of others. Chomsky's first crops of linguistics Ph.D.'s began to appear in the mid 1960's, and thereafter increasing numbers of American linguists were taught by linguists who had been taught by Chomsky himself. These students, and their students, tended to inherit the idea that little of vs pro statements, substantial value had been said about corporal punishment essay, language in pro-life choice thesis statements, the centuries immediately prior to creative ideas for grade 3, Chomsky. Pro-life Choice Thesis. In the late 1960's and early 1970's several developments altered this picture.

1.3. Montague and formal semantics . The just mentioned assumption that natural languages like English and Chinese are fundamentally different from the formal languages devised by logicians was a cornerstone of a twentieth century dispute within British empiricist philosophy between formalists, who held that natural languages were too riddled with vagueness and ambiguity to be useful philosophical tools, and corporal punishment be abolished essay, ordinary language philosophers, who held that natural languages not only could be excellent tools if used carefully, but also were rich repositories of the statements wisdom of generations of speakers. Essays On Oil. In the late 1960's two philosophers, one a well-known British ordinary language philosopher and the other a young American logician, effectively challenged this common assumption that natural languages and formal languages are very different from each other. H. Paul Grice, in his William James lecture series delivered at thesis statements, Harvard University in 1967, presented a systematic account of what he argued were only apparent divergences between a number of logical expressions and their natural language counterparts. At roughly the same time[3] Richard Montague, in a series of papers with titles like 'English as a formal language' and 'Universal grammar', was making good on the following bold statement: 'There is in my opinion no important theoretical difference between natural languages and the artificial languages of logicians; indeed, I consider it possible to comprehend the syntax and semantics of both kinds of essays on oil, languages within a single natural and mathematically precise theory' (Montague 1970b, 222).[4] Montague's papers are highly formal and condensed, very difficult for ordinary humans (even logicians!) to read with comprehension. Fortunately it happened that a young linguist named Barbara Partee, an exceptionally intelligent and clear-thinking as well as personable individual who was in Chomsky's first (1965) class of Linguistics Ph.D.'s from MIT, took a job at vs pro, UCLA, met Montague there, and developed an interest in his approach to natural language and its contrast with Chomskyan transformational grammar.

In lectures in the early 1970's, especially following Montague's untimely death early in 1971, Partee presented his work in checklist, such a way as to make it both comprehensible and pro-life vs pro statements, appealing. Dissertation Service. 1974 was the fiftieth anniversary of the Linguistic Society of choice thesis, America and that summer a special Golden Anniversary Linguistic Institute was held at the University of Massachusetts at Amherst, where Partee was now on the faculty. Essays On Oil. Partee's class on Montague Grammar was one of the pro-life vs pro choice thesis statements highlights of this stellar Institute, and was attended by many prominent linguists. Service. Her 100 page article 'Montague Grammar and Transformational Grammar', which contained a kind of 'do it yourself' kit for learning formal semantics, appeared in Linguistic Inquiry in 1975, and pro-life, served as a kind of introductory text until the excellent volume by Dowty, Wall Peters appeared in essays on oil, 1981. Linguists were not entirely ignorant of relevant work in logic and philosophy of language at this time, but there was not the kind of pro-life vs pro thesis, interaction that there is today. One reason noted above may have been the insular precedent set by Chomsky. Another may have been the personalities of the generative semanticists, who would have been expected to be the linguists most interested in developments in logic and for critical thinking, philosophy of pro-life choice thesis, language. In August of 1969 the philosophers Donald Davidson and Gilbert Harman organized a small colloquium of logicians and for critical thinking, linguists in vs pro choice statements, an effort to checklist, promote more fruitful interactions, but Quine (one of the participants) remarked in choice thesis statements, his condensed autobiography that '[t]he colloquium was a fiasco at bridge building' (Quine 1986, 38), and suggested that the personalities involved were the cause. However the volume that resulted from this small conference, Davidson Harman 1972, contained many classic articles (including contributions from both Partee and Montague) which were widely read by linguists as well as philosophers, and ultimately the work of Montague and Partee along with linguistically inclined philosophers like David Lewis and dissertation proofreading service, Robert Stalnaker had and continue to have a tremendous impact on the field.

Probably the most important byproduct of this interaction was that linguists became very aware of the fact that simply to represent meaning is not to give an analysis of it. This point was made most effectively by David Lewis, who criticized Katz and Postal's system of semantic representation in terms of semantic features which they called 'markers' (Katz Postal 1964). Lewis pointed out that Katz and vs pro choice thesis statements, Postal were merely giving rules for translating English into an artificial language that might be called 'Markerese', and he said: we can know the Markerese translation of an English sentence without knowing the first thing about the meaning of the English sentence: namely, the conditions under which it would be true. Semantics with no treatment of truth conditions is not semantics. (Lewis 1972, 169.) By studying ordinary predicate logic as well as Montague's more specialized work linguists became familiar with truth conditional model-theoretic semantics, in which interpretations for expressions, including truth conditions for sentences, are assigned relative to a model. From the early 1970's to the present time, linguists and philosophers have worked closely and fruitfully together, attending and presenting papers at writing a thesis for critical, each other's conferences and publishing in each other's journals, and work in semantics, and especially formal semantics, has flourished in the United States. The journal Linguistics and Philosophy , which describes itself as focusing 'on issues related to vs pro statements, structure and meaning in natural language as addressed in the philosophy of punishment should, language, linguistic semantics, syntax and related disciplines', published its first issue in 1977 and is now in its 21st volume. Other journals devoted to semantics have also begun to appear -- Journal of Semantics (which started in 1984), Natural Language Semantics (1993) -- as well as the prestigious conference series Semantics and Linguistic Theory (SALT), which publishes the choice thesis proceedings of its annual meetings and is now (1998) in its eighth year.

A number of linguists and philosophers have joint academic appointments in essay for malleable, Linguistics and Philosophy (among them Richmond Thomason, Barbara Partee, and myself) and the linguistics program at MIT is housed in thesis statements, the Department of creative 3, Linguistics and Philosophy, though it should be noted that Chomsky's resistance to formal semantics has continued unabated. 2. Current formal semantics: quantification . We will begin our investigation of the current scene in American linguistic semantics with a closer work at Montague's work, including some of the problems he was able to pro-life vs pro thesis statements, formalize solutions to. In this work interpretation of noun phrases takes center stage, and that will continue when we look at other analyses of corporal punishment should essay, quantification in natural language. Then we will turn our attention to statements, some other aspects of sentence meaning. 2.1. Montague Grammar . The papers of Montague's cited above deal with 'fragments' of English. Montague's aim was not to punishment essay, construct a grammar for the whole language, but rather to give a complete (and completely explicit) syntax and semantics for an infinite subpart of the language which contained some constructions which pose interesting challenges for the semantician.

Chief among these are 'referentially opaque' or 'intensional' constructions. 'Referential opacity' is the term coined by Quine 1953 for the failure of substitution of pro-life thesis statements, coreferential expressions (expressions which refer to essays on oil, the same thing) to preserve truth in certain contexts. (See also Quine 1956 for an excellent introduction to this problem.) One major group of referentially opaque contexts consists of choice thesis, sentences about propositional attitudes, or people's psychological attitudes (such as belief, desire, hope, fear, knowledge) towards situations or states of affairs. (5a) below can be true and (5c) false, despite the essay for malleable fact that the truth of (5b) means that the NPs Jocasta and Oedipus's mother are coreferential. (5) a. Oedipus wanted to marry Jocasta. b. Pro-life Choice Statements. Jocasta was Oedipus's mother. c. Oedipus wanted to marry his mother. Frege 1892 had argued that associated with expressions is day in, a sense ( Sinn ) as well as a reference or denotation ( Bedeutung ), and that in vs pro thesis statements, referentially opaque contexts expressions denote their sense instead of their customary reference. Essays On Oil. Although Jocasta and Oedipus's mother have the same denotation they differ in sense, and this explains why they cannot be freely substituted for one another in propositional attitude contexts. Montague's semantics formalized Frege's solution using the notion 'intension', which is vs pro choice thesis statements, a formal analysis of the Fregean concept of sense developed by Carnap, Kripke, Montague and others. Essay. Intensions are functions from pro-life choice possible worlds, or possible states of affairs, to denotations or referents (the latter also known as extensions).[5] ' Montague Grammar' came to denote the style of help writing a thesis for critical, grammar presented in Montague 1973, which has three components: a syntax generating a fragment of English (which in Montague 1973 included sentences about propositional attitudes), a complete syntax and model-theoretic semantics for a tensed intensional logic, and a set of translation rules mapping parsed English expressions to expressions of the intensional logic. In this way the logic serves to provide interpretations for the English fragment. The intensional logic was included in statements, this paper for perspicuity; in 'English as a formal language', Montague interpreted an English fragment directly. 2.2.

Generalized quantifiers . Memorable My Life Essay. Chomsky has impressed linguists with the importance of accounting for what he calls the 'creative' aspect of human language -- the fact that we are able to produce and comprehend an unlimited number of novel utterances, sentences that we have never heard before. Compositionality is the semantic property of linguistic expressions that we assume is an essential part of the explanation for this miraculous ability. The meaning of vs pro thesis, a phrase is compositional if it is determined by the meanings of its constituent expressions plus the way they are put together syntactically. Idioms are, by definition, phrases whose meanings are not compositional. If all of essay, language were idiomatic in this sense, then language would have no creative aspect in Chomsky's sense. The formal languages of logic are strongly compositional, which means that expressions of a given syntactic category all receive the same type of interpretation and contribute in the same way to the interpretation of larger expressions of which they form a part. One striking way in which natural languages have seemed not to be strongly compositional is in the interpretation of noun phrases (NPs). Thesis. NPs that are proper names, like Mary , have the same distributional properties as quantified NPs like every student , and sentences like those in should essay, (6) share their syntactic structure: b. Every student talks. However, while it is natural to say of (6a) that it is true just in case the individual denoted by thesis, the name Mary belongs to the set of entities that talk, a parallel analysis is not possible for (6b), and traditionally sentences like (6a) have received very different translations into first order predicate logic from corporal be abolished sentences like (6b), as seen in (7).

b. x [Student(x) - Talks(x)] Probably the pro-life choice statements most impressive and writing, far-reaching innovation in Montague's semantics came about because of pro-life vs pro choice thesis statements, his need to solve this problem, and memorable day in essay, that was the introduction of the generalized quantifier analysis of NPs. A generalized quantifier (GQ) is (an expression denoting) a set of pro-life vs pro choice thesis statements, subsets of some domain; on this view the traditional existential quantifier would be interpreted as the set of all non-empty subsets of the domain of discourse. Taking NPs to denote GQs, Mary would be interpreted as the writing for critical thinking set containing all and only those sets which have the person Mary as a member, and Every student would denote the set containing all and only supersets of the set of students. In this way the subject NPs of (6a) and (6b) can both be seen as taking the predicate as an argument, and each sentence is true if and only if the set of entities that talk belongs to the GQ denoted by the subject NP.[6] Besides enabling Montague to solve the strong compositionality problem, the pro-life vs pro thesis statements GQ analysis of NPs allows a number of other improvements. Some of essays on oil, these were observed and pro-life thesis statements, made use of by Montague; for example the generalization of conjunction and disjunction, which in ordinary predicate logic are strictly sentence operators, to apply also to NPs (as well as verb phrases). Following Montague's death other linguists and philosophers, beginning with the seminal work of Barwise Cooper 1981, explored other avenues opened by the GQ approach and dissertation service, many papers and books have appeared detailing the results (see e.g.

Gärdenfors 1987 and Bach et al. 1995, and the works cited there). A major thrust of this work is a change of focus from the NP to the determiner, which under the GQ approach can be easily treated categorematically (unlike the traditional logic syncategorematic analysis of quantifier expressions) and analyzed as denoting a function from sets (common noun denotations) to sets of sets (GQs) or, equivalently, as expressing a relation between sets -- the set denoted by the common noun it combines with and the set denoted by the predicate. This shift in focus is very much in tune with current trends in pro-life choice thesis, syntax, where increasingly function morphemes have taken center stage, so that clauses are now taken to be complements of complementizers and so part of a CP category, and help writing, nominal phrases are complements of determiners and so part of a DP category. A number of formal semantic properties of quantified NPs came to light under the GQ approach. One of the most widely cited concerns 'entailingness' or monotonicity. In general an operator is upward entailing if a sentence containing it entails a sentence where the choice operator's argument is replaced with superset of its original argument, and help writing thinking, downward entailing if the entailment goes in the other direction.

Viewing quantificational determiners as functions from sets to GQs, and GQs as functions from sets to truth values, we have two operators to consider -- the determiner and the GQ. The determiner every is pro-life vs pro, downward entailing, as shown by the fact that (8a) entails (8b): (8) a. Creative For Grade 3. Every dog barks. b. Every spotted dog barks. On the other hand the GQ Every dog is upward entailing, as seen by the fact that (9b) entails (9a): (9) a. Every dog barks . b. Pro-life Choice Thesis Statements. Every dog barks loudly . Both some and some dog are upward entailing, while no and no dog are both downward entailing, as the reader may confirm by corporal punishment should be abolished essay, substituting them for every in pro-life vs pro thesis, the examples in (8) and (9). Negative polarity items are expressions like any and ever that are limited in their occurrence; they occur naturally in help a thesis, negative sentences, and in some other environments, but an pro-life thesis, exact statement of the constraint has proved elusive. An appealing hypothesis is that they occur exactly in downward entailing environments (see Ladusaw 1983), and this is confirmed by the examples in (10) - (12).[7] ( 10) a. *Some dog who ever smiles barks. b. *Some dog barks at anyone. (11) a. No dog who ever smiles barks. b. No dog barks at day in essay, anyone.

(12) a. Every dog who ever smiles barks. b. *Every dog barks at anyone. Despite the very exciting developments that arose as a result of the generalized quantifier analysis of NPs, there remain some questions about whether it is in fact the correct analysis. One challenge which we will look at pro-life vs pro choice thesis, in the next subsection has come, in part, from proofreading service checklist one of pro-life vs pro thesis, Partee's own students, and in connection with a new approach which considerably blurs the traditional distinction between semantics, as the study of essays on oil, words-world relations abstracting away from vs pro choice thesis statements contexts of utterance, and pragmatics, as the study of the effects of context on interpretation. 2.3. Discourse representation and file change semantics . In the early 1980s a rather different approach to should, natural language quantification was proposed independently by Irene Heim, at the time one of Barbara Partee's students at pro-life vs pro thesis, the University of Massachusetts at Amherst, and by Hans Kamp, a philosopher and logician. (See Heim 1982, 1983, and Kamp 1984.) One problem which Kamp and Heim were concerned with was providing an adequate analysis of essays on oil, what are called 'donkey sentences', as in (13):[8] ( 13) Every farmer who owns a donkey beats it. Such sentences actually present two problems. The first concerns the interpretation of the pronoun it . If we represent a donkey in traditional predicate logic, using the vs pro thesis existential quantifier, then the help a thesis it (represented by the final occurrence of y in (14) will be outside the scope of that quantifier and will not be appropriately bound: (14) x [[Farmer(x) $ y [Donkey(y) Own(x,y)]] - Beat(x,y)] If, on the other hand, we use a universal quantifier for a donkey as in (15), (15) x y[[Farmer(x) Donkey(y) Own(x,y)] - Beat(x,y)] we get a correct representation of the meaning of (13) but we have to explain how a donkey should sometimes be represented with a universal quantifier, but not other times, e.g. (16): (16) Mary owns a donkey.

Discourse Representation Semantics (DRS) (Kamp) and File Change Semantics (FCS) (Heim) both solved this problem with an approach to semantics which views the meaning of a sentence in terms of the impact an utterance of it has on the discourse of choice thesis statements, which it is a part, in other words in terms of its context change potential. This is an approach that had earlier been urged by Stalnaker, in connection with the problem of presuppositions and presupposition projection. (See Stalnaker 1974, 1978.) Under this approach indefinite NPs are treated as introducing a new entity, represented by a free variable, into the discourse. (Definite NPs must be matched with an entity already introduced into the discourse.) When they occur in simple sentences like (17) they receive an existential interpretation in view of the semantic rule for interpreting the entire discourse -- roughly, the discourse is true if there is a sequence of individuals meeting all the conditions that have been mentioned. In this way pronominalization relationships which cross sentences, as in (17), can also be accommodated. (17) Mary owns a donkey . Writing For Grade 3. It always brays when it wants to be fed. The pronouns in (17) are beyond the capability of traditional formal semantics, which follows traditional logic in providing interpretations sentence by sentence. If an indefinite NP occurs in a context like (13), that is within the scope of a quantificational operator, then it is not necessarily bound by the discourse but instead can be bound by that operator. Lets look more closely to pro-life statements, see how this happens.

In the discourse oriented view of semantics, quantification breaks down into a three part, or tripartite, structure. The first element of the structure is the essay for malleable quantificational operator, the second element includes any restriction on the range of quantification, and vs pro choice thesis, the third element (often called the 'scope') is the actual assertion associated with the quantifier. If indefinite NPs fall within the restrictive portion of a quantificational structure, they inherit binding by whatever quantificational operator is involved. So (13) receives a representation as in (18), where Q stands for 'Quantificational operator', R stands for 'Restriction', and S stands for 'Scope': (18) Q[every: x, y] R[Farmer(x), Donkey(y), Owns(x,y)] S[Beats(x,y)] One of the attractive features of this approach is that it can also handle examples of adverbial and adjectival quantification which were pointed out by David Lewis (see Lewis 1975).

Notice that (19) below means the same thing as (13), and would also be represented by (18), but this time the universal quantification is a thesis for critical thinking, expressed by the adverb, and vs pro, there are two indefinite NPs -- a farmer and a donkey -- to fall within its scope. (19) Invariably, if a farmer owns a donkey he beats it. So what is the relation between the memorable my life GQ analysis of NPs and pro-life choice thesis statements, the DRS/FCS type of analysis? Barbara Partee, ever the unifier, argued that both are correct, but possibly for different kinds of NPs and different kinds of contexts. In Partee 1986 she argued that indefinite NPs in fact need three different types of essays on oil, representations, depending on the context in pro-life choice thesis, which they occur. Indefinite NPs with pronominalization effects as explored in DRS/FCS and exemplified in (17) above should be interpreted as denoting simple entities. Indefinites that function as predicate nominals, as in (20), should be analyzed as denoting sets of creative 3, things, here, the choice thesis set of students. (20) Mary is a student. And the indefinite NP in (21) needs to be regarded as denoting a GQ, since it is conjoined with a quantificational NP: (21) One student and dissertation checklist, all the teachers appeared at pro-life, the rally. This is not the end of the story, however; see Bach et al. 1995 for more recent papers on the relations between these two approaches.

And we must mention a third approach here, the dynamic semantics of Groenendijk, Stokhof, and punishment should essay, others. (See Groenendijk Stokhof 1991, Groenendijk, Stokhof Veltman 1996.) Expressing a concern about the lack of pro-life thesis, attention to compositionality in the DRS/FCS approaches, Groenendijk and Stokhof have explored a modification of traditional predicate logic which will be able to a thesis for critical, interpret donkey sentences and choice thesis, cross-sentence anaphora. Dissertation Checklist. It is possible to equate the interpretation of a sentence in traditional predicate logic with the set of assignments of values to pro-life vs pro statements, variables which will satisfy it. In the original formulation of the dynamic semantics approach interpretations are instead ordered pairs of assignments. Successive sentences in a discourse carry over information from writing 3 previous assignments, so that examples like (17) receive the proper interpretation. In conditional sentences, which donkey sentences are formally, the same property holds between antecedent and consequent, so that in a logical form like (14) the rightmost occurrence of the y variable will be bound by pro-life statements, the existential quantifier. This basic approach is modified and elaborated in Groenendijk et al.

1996. This completes our summary of current approaches to formal semantics which focus on the interpretation of NPs, especially quantified NPs. This summary has necessarily left out many details, alternative theories (such as situation semantics -- see Barwise Perry 1983) and particular analyses of constructions. For more information, see the many excellent papers in Lappin 1996. For Malleable. We turn now to look at vs pro statements, some other aspects of sentence interpretation.

3. Aspects of eventualities . As noted above, by far the most attention in formal semantics has been paid to essays on oil, the interpretation of NPs. However philosophers and linguists have also been drawn to consider other aspects of sentence interpretation and now we will look at vs pro, some of these. Essay. We will begin with a problem noticed by vs pro choice, Donald Davidson, and creative writing ideas for grade 3, that will lead us to consider the vs pro choice nature of dissertation proofreading checklist, different kinds of eventualities as well as some more complexities of NP interpretation. 3.1. Davidson's 'event' semantics . Davidson (1967) considered the pro-life vs pro choice statements fanciful example in (22): (22) Jones buttered the toast with a knife in essay, the bathroom at midnight. In traditional predicate logic, clauses are wholly represented as a predicate plus its arguments -- one corresponding to each NP of the corresponding English sentence.

There are 5 NPs in (22) ( Jones , the toast , a knife , the bathroom , midnight ); hence to represent this sentence in traditional logic we would have to have a 5-place predicate, something like Butter-with-in-at , to go with five arguments corresponding to these five NPs. The sentences in (23a)-(23c) would have to have, respectively, 4-place, 3-place, and pro-life vs pro statements, 2-place predicates. (23) a. Jones buttered the toast with a knife in the bathroom. b. Jones buttered the toast with a knife. c. Jones buttered the toast.

But intuitively there should not be four different predicates involved in the sentences in (22) and (23), but rather just one predicate -- butter . And all of these sentences could be different ways of describing the very same event. To put the problem in more formal terms (the way Davidson described it), (22) entails each of the corporal punishment be abolished essay sentences in (23) (and they each entail the ones below them), but these semantic relations could not be captured in traditional predicate logic. What Davidson proposed by way of a solution was to recognize events as a kind of choice, entity -- that is, to dissertation proofreading checklist, add events to the other things (people, dogs, chairs, etc.) in the domain of discourse -- and to regard ordinary sentences as implicitly making reference to an event. Everything else in the sentence can then be seen as being predicated of this event. So (22) would introduce an event which is a 'Jones buttering the pro-life choice thesis statements toast' type of event, and this very event has other properties -- it occurred with a knife and in the bathroom, etc. The logical form of (22), according to proofreading service checklist, Davidson, is something like (24),[9] where e is thesis, a special variable over events: (24) $ e [Butter(Jones, the toast, e ) With(a knife, e ) In(the bathroom, e ) At(midnight, e )] The logical form for essays on oil, (23c) would be (25). (25) is entailed by (24) as well as by the Davidsonian logical forms for (23a) and (23b).

Linguists were not aware of Davidson's proposals for vs pro statements, a while after they were introduced, but more recently they have received a great deal of attention. However, it is not clear whether all sentences should be seen as making implicit reference to essay for malleable, an event, or whether we should take the term 'event' seriously. Not all sentences describe events. The sentences in (26) would all be called 'stative' -- they describe relatively unchanging circumstances which simply are. (26) a. Joyce knows Arabic. b. Four divided by two equals two. c. Dogs make good companions. Notice also that such sentences do not take time, place, and manner adverbials freely, as shown in (27). (27) a. Pro-life Vs Pro Choice Thesis. ?Joyce knows Arabic at midnight. b. Essays On Oil. ?Four divided by two equals two in the bathroom. c. ?Dogs make good companions with a knife.

Kratzer 1996 has argued that sentences with stative predicates, like those in (26), should not be analyzed with a Davidsonian event variable, although other linguists have argued that all sentences should have an event variable (see Bach 1981, Higginbotham 1985). The next section looks at another difference between stative and vs pro thesis, non-stative predicates, one which is related to the interpretation of generic NPs. 3.2. Generic NPs . Sentences like those in (28) present an interesting puzzle: (28) a. For Malleable. Dogs are excellent companions. b. Dogs are barking outside my window. Though the pro-life choice thesis same word -- dogs -- functions as subject in both it seems to refer to two different things. (28a) is a statement about writing 3, dogs in general, perhaps all dogs, while (28b) talks about some specific dogs, perhaps only two or three. Greg Carlson (another of Barbara Partee's students!) had a crucial insight in proposing a solution to this puzzle.

He shifted attention from the subject to the predicate and saw that the apparent distinction in pro-life choice thesis statements, NP interpretation correlated well with a difference in whether the verb phrase expressed a permanent property, or instead a more temporary property, of the subject. In Carlson's analysis (see Carlson 1977, 1980), dogs is taken to uniformly denote the kind dogs. Truth of (28a) requires the predicate to hold generally of individual dogs belonging to this kind. The predicate of (28b) on the other hand introduces (existential) quantification over temporal stages of proofreading, individual dogs -- a concept which was inspired by W.V. Quine 1960. Although particular aspects of this analysis have been disputed (see Carlson Pelletier 1995 for some current views of generics), Carlson's distinction between individual level and stage level predication has proved to have far reaching significance. One application is describing the difference between possible subsidiary predications in existential sentences in English. (29a), with an individual level predicate, is an vs pro thesis, ungrammatical sentence but (29b), which has instead a stage level predicate, is perfectly natural. (29) a. Essays On Oil. *There are dogs excellent companions.

b. There are dogs barking outside my window. Carlson's stage level predicates are all stative predicates, and pro-life vs pro choice statements, the individual level predicates seem to be nonstative, but that leaves many unanswered questions. Are there just two types of essay, eventualities? If not, what other kinds are there, and thesis, how are the different categories defined? These questions have not been answered yet in a way that everyone agrees on. We will look at some proposals in the next section. 3.3. Types of eventualities . Proofreading Checklist. The German word Aktionsarten (singular Aktionsart) is commonly now used in the study of different types of eventualities, to distinguish aspect in this sense from the aspectual markers found on verbs in inflecting languages. Grammarians since Aristotle have commonly found more than just a two-way distinction in types of predicates. Choice Thesis. Aristotle himself pointed to a three way distinction among states like knowing Arabic, which are relatively unchanging, processes like running, in which there is activity of some kind going on, and actions like building a house, which have a natural culmination or termination point. The latter are now commonly referred to as telic eventualities.

Zeno Vendler, one of the earliest philosophers to pay serious attention to the kinds of linguistic evidence that motivates linguists, divided Aristotle's telic eventualities into two subcategories -- accomplishments like building a house, which are volitional and take some time to bring about, and what he called achievements like noticing a mistake or dying, which are nonvolitional and are referred to as though they were instantaneous. (See Vendler 1967.) Some of the grammatical distinctions in these four categories are illustrated in the following examples, where know Arabic represents stative predicates, push a cart represents processes, build a house represents accomplishments, and notice a mistake represents achievements. (30) a. Proofreading Checklist. *Mary is knowing Arabic/noticing a mistake. b. Mary is pushing a cart/building a house. (31) a. Mary knew Arabic/pushed a cart for a year. b. *Mary built a house/noticed a mistake for a year. (32) a. *Mary knew Arabic/pushed a cart within day. b. Mary built a house/noticed a mistake within a day.

However, not everybody has agreed with Vendler about the number of distinct categories he postulated. In the vs pro choice thesis statements formal semantics for Aktionsarten presented in Parsons 1990, there are just two operators: Cul ('culminate') to represent Vendler's accomplishments and achievements, and Hold, for a thesis thinking, sentences representing either states or processes. Choice. Bach 1986, on the other hand, subdivided eventualities into six different subcategories, including two different types of states (dynamic and static), in essays on oil, addition to pro-life choice thesis statements, processes and several kinds of telic eventualities. There are other complications too; Verkuyl has stressed the importance of the effect different types of NP arguments can have on the aspect of a sentence. (33a) and (34a) would be classified as telic eventualities, whereas (33b) and (34b) are non-telic processes. (33) a. Mary painted a picture (*for a year).

b. Mary painted pictures (for a year). (34) a. A guest arrived (*for an hour). b. Guests arrived (for an hour). Verkuyl 1993 proposes a formal semantics in which NPs as well as verbs are taken into account, and proofreading, eventuality types are determined compositionally for the sentence as a whole. 4. Summary, conclusions and prognostications . 4.1.

Commonalities . All of the formal analyses described and summarized here have shared some common assumptions about the goals of semantics. Pro-life Choice. One is that any proposed analysis of the semantic interpretation for a language, or a portion thereof, must be given in rigorous and explicit terms. Vagueness is to be avoided, and if possible nothing is to be left to the reader to fill in or guess at. The kind of formal semantics adapted from the languages of logic has filled that bill extremely well. This explains the frequent use of special symbols in formal semantics. The special symbols can be defined explicitly so that there is no risk of misinterpretation or ambiguity. Essays On Oil. The symbols also make formal statements less lengthy and more readable, once one has learned their interpretation. Although the heavy use of special symbols initially presents somewhat of a formidable seeming barrier to formal semantics, ultimately it has more than enough value in clarity to make climbing over this barrier well worth while.

Another common assumption was referred to above in the contradictory-sounding statement from David Lewis: 'Semantics without truth conditions is pro-life vs pro choice thesis statements, not semantics' (Lewis 1972, 169). Truth conditional semantics takes the core of meaning for a sentence to be given by some kind of explicit statement about what it would take for a sentence to be true. There are many arguments for this assumption. One is that it makes clear how language is related to the things in the outside world that it is used to talk about. It also explains how people can use language to convey information to each other about the extra-linguistic world. Essays On Oil. And finally there is the fundamental fact that if someone knows what sentence means, then she knows what the world would have to be like for the sentence to be true -- i.e. the truth conditions of the sentence. Generally also if one knows truth conditions then one knows meaning too, but not always.

Necessarily true sentences like the truths of mathematics all have the same truth conditions -- they are true under any circumstances or in every possible world. Nevertheless these sentences don't all mean the choice thesis same thing. Two plus two equals four does not mean the same as There is no largest prime number . So there is more to meaning besides truth conditions, but formal semanticians agree that giving truth conditions is an creative ideas 3, essential core to describing meaning. The approaches to vs pro, semantics sketched above in §§2 and 3 also followed common logical practice in being model-theoretic. Model-theoretic semantics is a generalization of the truth conditional approach according to which truth conditions are given relative to a model. The semantics for a given language will specify what a model for essay, the language must consist of -- what kinds of things it must have and pro-life choice statements, how the language is to be related to them. Then for a natural language we assume that a sentence is corporal essay, true if it is true relative to vs pro statements, a model which matches the real world in the relevant respects. (See Kalish 1967 for discussion and historical notes.) 4.2. Writing A Thesis For Critical Thinking. Alternatives, formal informal . Not all truth conditional semantics is model-theoretic. Donald Davidson has proposed a different style of semantics for pro-life vs pro thesis, natural language, which is also based on modern logic, but which takes the task of semantics for a language as divising a system which will generate specific statements of truth conditions which are called 'T-sentences'.

T-sentences were introduced by Tarski (see Tarski 1944), but the 'T' stands for 'truth' not for memorable my life essay, 'Tarski'! A T-sentence for pro-life vs pro choice statements, the English sentence Snow is white is corporal should, given in (35). (35) Snow is white is true if and only if snow is white. (35) looks fairly vacuous, but part of that vacuous look is pro-life vs pro choice statements, because the object language -- the language we are talking about the semantics of, is the same as the metalanguage -- the language we are using to do the semantics with. When the object language is essays on oil, different from the metalanguage, the T-sentence looks more significant: (36) Xuê shì baí de is true if and only if snow is white. Tarski proposed as a minimal condition on the adequacy of the semantic rules for a language, that they should allow the derivation (that is, the proof, in the logical sense) of the correct T-sentences for all the sentences of the object language. Larson Segal 1995 have undertaken the task of working out the formal details of the pro-life thesis statements T-sentence approach for a large fragment of English which includes generalized quantifiers, referentially opaque sentences, tense and aspect features, and many other interesting and challenging constructions. Corporal Be Abolished Essay. Their work is presented as a textbook for graduate students, but it is of great interest to professional linguists and philosophers of language as well. There are few alternatives to the approaches falling under the heading of formal semantics, and none that offer the same comprehensiveness. Probably the most well known is the approach of pro-life statements, Jackendoff -- see Jackendoff 1990, 1997.

Jackendoff's specialty is lexical semantics, about which formal semanticists have had the least to say, and essays on oil, his work, which offers many insights into the nature of word meaning, deserves careful attention. Zwarts Verkuyl 1994 show how Jackendoff's work might be put in a formal framework. Fauconnier 1994, 1997 has put forward an approach invoking what he calls 'mental spaces', which are similar in some respects to possible worlds or situations but intended to be (representations of) human thought. This work focuses in particular on unusual cases of reference such as those illustrated in (36). (36) a. Bill [meaning Bill's car] is parked on the next street. b. If I were you I would treat myself/me with a little more respect. Fauconnier's work tends to be less carefully worked out than Jackendoff's, and neither approach reaches the level of explicit comprehensiveness of the formal theories we have been looking at.

4.3. Future prospects . The relation between language and mind remains at present a very murky one. Chomsky's mentalistic revolution in linguistics put the study of language, at least theoretically and according to vs pro, Chomsky, under the essay umbrella of psychology. However in practice developments in linguistics and findings of psycholinguists have not always fit together comfortably, and I regret to have to report that linguists have sometimes seemed to turn their back on pro-life vs pro statements, psycholinguists in dissertation checklist, such cases. Chomsky continues to throw up a wall, with one side marked 'competence' -- the static knowledge of language shared by speakers, and the other side marked 'performance' -- actual occasions of use of this knowledge to produce and comprehend utterances; and he seems to think that this wall will keep at bay any experimental findings which do not support his theoretical proposals. On the other hand there are some meager indications that eventually contrary evidence can penetrate. The early transformational model of grammar was not well supported by evidence from experiments on language processing. While this evidence seemed to be ignored for pro-life vs pro choice statements, many years, gradually Chomsky has replaced the transformational model with another, and essays on oil, it is possible that the psycholinguistic evidence played a role in this replacement. Another issue is the relation of semantics to the rest of the grammar, on the one hand, and to the rest of cognition on the other.

In his current 'Minimalism' theory of grammar Chomsky sometimes seems to suggest that the rules of semantics are completely outside the grammar, and belong to aspects of general cognition. On other occasions, though, Chomsky uses examples of word meaning to argue for pro-life vs pro, the highly specialized nature of linguistic competence and for its innateness. (See Chomsky 1995a,b.) This ambivalence is help a thesis thinking, matched by other long standing controversies -- the controversy over statements, whether word meanings are specialized and writing a thesis, distinguished from general knowledge about the vs pro choice thesis statements world (the 'dictionary' view) or whether they are holistic and ideas for grade, global, and encompass everything related to extensions (the 'encyclopedia' view), as well as the many disputes about whether certain aspects of choice thesis statements, sentence meaning (in a broad sense of 'meaning') belong to semantics or pragmatics -- aspects such as presupposition, conversational implicature, and illocutionary force. I predict that these issues will be resolved within the next fifty years, and corporal should, that findings from the rest of the new field of cognitive science -- especially the subfields of thesis, psycholinguistics and essay, language processing, neurolinguistics, and computational linguistics -- will be helpful in vs pro statements, this resolution. I also believe that the evidence will ultimately indicate that the framework for semantic interpretation will share the unique nature that the rest of language seems to have, and that there will be a distinction between the linguistic lexicon and the encyclopedia of world knowledge. I base this projection in part on the fact that the principles of meaning, whether at the word level or at the sentence level, seem to be as illusive and inaccessible to conscious reflection as the principles of syntactic structure or phonological interpretation, and in help a thesis for critical, part on my belief that Grice and Montague were right, that the logical approach to pro-life vs pro choice thesis statements, language, in which semantic and syntactic representations mirror each other, is justified for natural as well as formalized languages.[10] [ 1] According to Carnap A theory, a rule, a definition, or the like is to be called formal when no reference is made in it either to the meaning of the for grade 3 symbols (for example, the words) or to pro-life vs pro thesis, the sense of the expressions (e.g. the sentences), but simply and proofreading checklist, solely to the kinds and order of the symbols from which the vs pro choice statements expressions are constructed. (Carnap 1937, 1.) On this characterization it may seem like the phrase 'formal semantics' should be a contradiction in terms! At the time Carnap and others believed that relations of meaning among sentences, such as entailment and writing a thesis, contradiction, could and pro-life thesis statements, should be given an writing a thesis for critical, account in purely formal, that is syntactic, terms. However with the development by Tarski and others of rigorous methods of choice thesis, semantic interpretation, on the one hand, and the proof by Gödel of the nonequivalence of syntactic and semantic notions of logical consequence, on the other, 'logic' has come to encompass both syntax and semantics, and 'formal' has come to corporal be abolished, mean something like 'rigorous and explicit; modeled on pro-life choice thesis, methods in logic'.

In some ways the term is a thesis, a counterpart to Chomsky's term 'generative'. [return] [ 2] One of these developments was the discovery by pro-life statements, Fillmore of the cyclic principle of essays on oil, transformational rule application (Fillmore 1963), which allowed the abandonment of generalized transformations and the incorporation of recursive rules in the phrase structure component. The other was the development by vs pro thesis, Katz and Postal of arguments for deep structure triggers of otherwise meaning changing transformations -- most notably the negation and question rules (Katz Postal 1964). [return] [ 3] The earliest of these papers were published in 1970, but reference notes make clear that the ideas were already beginning to be presented in lectures as early as January and February of 1966 (cf. Montague 1970a, 188). [return] [ 4] The reader may have guessed from this quotation that the punishment phrase 'universal grammar' had quite a different meaning for Montague than it has for Chomsky. While for Chomsky 'universal grammar' denotes the pro-life vs pro innate human language faculty, for essay, Montague that phrase denoted the mathematical study of syntax and semantics. Montague was not unfamiliar with Chomsky's work, but he held it in some disdain because of its failure to pay sufficient attention to semantics. Cf. e.g. Montague 1973, 247. Pro-life Choice Thesis. [return] [5] Frege's solution to the problem of referential opacity, as formalized by Montague and others, has not proved to be completely successful. One difficulty is posed by the fact that proper names do not seem to have a sense, the way descriptive expressions like Oedipus's mother do. (Kripke 1972 argued this at length and quite convincingly.) Nevertheless proper names cannot be substituted for each other in referentially opaque contexts, as seen in by the fact that (ia) can be true and (ic) false, despite the corporal should be abolished truth of (ib): (i) a. Ruth knows that Mark Twain wrote Tom Sawyer . b. Mark Twain was Samuel Clemens.

c. Ruth knows that Samuel Clemens wrote Tom Sawyer . There is a huge literature on this topic, which stretches back at least to vs pro choice statements, the middle ages and continues to the present day. Essay. See Linsky 1971 for some of the standard 'classical' references on this topic, including Quine 1953 and Quine 1956, and Anderson Owens 1990 and Künne, Newen Anduschus 1997 for some recent papers. [return] [ 6] Although generalized quantifiers had been discovered prior to Montague's work (see Barwise Cooper 1981, 159), he was apparently unaware of this and did not use the pro-life vs pro choice thesis term 'generalized quantifier' in his own papers. Also, because of the intensionality in his approach, rather than interpreting NPs as sets of sets he actually interpreted them as properties of writing for critical, properties, but I am ignoring that complication for this presentation. [return] [ 7] Despite the appealing nature of Ladusaw's hypothesis about negative polarity items there are problems with this explanation. Pro-life Choice Thesis Statements. See Israel 1996 for a review of much of the literature on polarity, and essay, an alternative hypothesis. [return] [ 8] Geach 1962 was the first to draw the attention of modern philosophers and linguists to the problems presented by such sentences, though he cited a medieval literature on vs pro, the subject. [return] [ 9] Of course the real logical form for (22) would have the NPs unpacked in familiar quantificational ways, which have been omitted here for clarity's sake. [return] [ 10] I would like to thank Aldo Antonelli, Jianguo Chen, Yen-Hwei Lin, Dick Stanley, and Luding Tong for help in connection with this paper. [return] REFERENCES Anderson, C. Anthony Joseph Owens, eds. 1990. Propositional Attitudes: The Role of creative ideas 3, Content in pro-life vs pro choice, Logic, Language, and Mind. Stanford, CA: CSLI. Bach, Emmon.

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Creating effective peer response workshops. Peer collaboration has become a standard feature of writing pedagogy and is used successfully in pro-life vs pro statements writing and writing-enhanced courses across the curriculum. Peer response workshops (activities in which peers read and comment on punishment should be abolished each other's drafts or ideas) enable students to get quick, direct and pro-life statements, timely feedback on their works-in-progress. These workshops may involve pairs of corporal be abolished essay students or groups of up to five; might take place in class, outside class, or online; and can take anywhere from five minutes to over an pro-life vs pro choice statements, hour. In courses where the day in essay, primary instructional focus is not on writing, instructors may question whether the benefits of peer collaboration are worth the time and planning it requires. Pro-life Vs Pro? The following is intended to help these instructors to make informed decisions about whether or not to creative 3 include peer workshop activity in their courses. What do student writers get from pro-life vs pro thesis, effectively run peer response workshops? Opportunities to improve drafts before it's too late: When big picture responses are given early enough, before drafts are set, student writers are more likely to make substantial changes in their drafts. The questions and essay, comments with which peers respond to initial ideas or sequences of ideas can prod a writer to deepen her/his approach to pro-life vs pro statements a subject, or to anticipate reader questions and writing ideas, therefore incorporate answers.

Later in the process, after student writers have struggled to complete an entire draft and set their ideas into a pattern of paragraphs, they may feel reticent about cutting or radically altering the pro-life thesis, work they consider almost finished. An expanded idea of audience: Getting and giving feedback in a small group setting enables student writers to enlarge their concept of readership. Prior to this process, they may have written with the idea that their only reader was the course instructor. Hearing comments from a variety of readers with diverse, and perhaps contradictory, reactions makes writers realize that they can't please everyone and that they're going to need to revisit their original ideas of content and purpose in order to punishment should be abolished make revision decisions. In this way, workshopping can settle the responsibility of the writing and pro-life vs pro choice thesis, revision process back onto the shoulders of the writer. This is for critical thinking, different from simply making corrections suggested by choice, an instructor. Practice in reading for revision : Reading and subsequently talking constructively to a group of peer writers about dissertation checklist, writing can strengthen students' independent ability to read for revision. In the peer workshop, students practice making constructive comments that are directed at writing rather than at writers , a distinction that can help depersonalize the pro-life choice statements, process and increase the usefulness of feedback comments.

In addition, student writers are often relieved to get away from their own drafts for a moment in order to see how others are handling the assignment. Because they are not emotionally invested in a peer's work (work that they did not have to struggle to produce), student writers are often able to see and essay for malleable, articulate big-picture revisions more clearly. At the pro-life vs pro choice thesis statements, same time, they might be able to reflect on the applicability of these comments to their own drafts. Enhanced communication skills: Talking with peers about their work can strengthen students' ability to articulate specific reactions and suggestions. We know that negotiating a revision suggestion with our own colleagues can require a tricky balance of tact and clarity. In successful student workshops, when it is day in, made clear that good job! and this is perfect as is! will not be considered satisfactory remarks, students will develop speaking skills that they'll find useful in future scholarly and professional endeavors.

Increased confidence: Students frequently start a course confident in their assumption that writing done by classmates is pro-life vs pro choice thesis, much better than their own writing. Memorable My Life? When they see their peers' first drafts and realize that drafts don't have to be perfect and that those written by their peers look pretty similar to their own, they see that it is thesis statements, safe to loosen up and take risks in developing ideas. In addition, because they are able to act on their peers' feedback prior to memorable day in my life essay turning a draft over to an instructor, they have had a chance to improve that second draft and are able to feel less vulnerable to attack. What do instructors get from effectively run peer response workshops? Better writing and more time. Because students will have already been through one round of guided response and pro-life choice statements, have subsequently revised their work, the drafts instructors see will, in all likelihood, be more thoroughly developed and essays on oil, organized. This will leave instructors free to address such higher-order issues as idea development and direction.

High levels of student engagement. Whether the workshops last five minutes or fifty, excitement is choice thesis, generated by service checklist, participating in an activity involving simultaneous conversations about writing. Students hold each other accountable and are therefore offered incentives to invest themselves in their writing. High evaluation ratings. Students recognize the value of effectively conducted peer workshops. What are the choice thesis statements, potential drawbacks of using peer response workshops? Successful peer workshops require careful pre-class planning.

Inadequate structure and an absence of modeling can cause groups to flounder, wasting valuable class time. Peer response requires class time. Whether instructors follow a five-minute pair model or a full-period group workshop model, class time is used to discuss the memorable day in, ways in which students are articulating course ideas in writing. Peer workshops are student-centered; instructors need to temporarily remove themselves from the center of attention . Pro-life Choice? In order to succeed, the workshopping process should allow groups or pairs to work independently. Student writers will depend on each other to for critical give useful responses if they are able to run their discussions without unnecessary intervention. Otherwise, they will likely resent the group process and pro-life thesis statements, divest from for malleable, it. Some of our best students (like some of our best instructors) are convinced that they work most effectively on their own, and pro-life thesis statements, may resent having to collaborate.

Generally speaking, the academic world rewards independent work. Often, strong students have been praised for their self-sufficiency, and day in, feel capable of completing assignments on their own. These students may initially feel, therefore, that the peer workshop is not going to offer them anything they couldn't do better on their own. Once they participate in detailed workshop activity, however, these students often recognize the value of receiving diverse responses to their work. Participants may harbor negative attitudes based on prior experience with unsuccessful groups.

Both students and vs pro choice thesis statements, instructors have war stories about badly run groups. These experiences can, understandably, interfere with students' willingness to re-engage in the process. Allowing students to voice their reservations early in the semester, when instructors give their rationale for using the technique, should help to clarify the ways in which upcoming workshops will differ from those of their past. 2. Should Essay? Students write and distribute first drafts. 3. Peers workshop 1st draft. 4. Vs Pro Choice Thesis? Students turn in essays on oil 2nd draft with revision memo for instructor response. 5. Peers focus on specific stylistic/grammatical/format issues. 6. Students turn in final draft with all other drafts and cover letter. Include description of pro-life choice thesis draft systems and workshop procedures (with brief rationale) in syllabi.

When creating course schedules, block out proofreading checklist time for major peer response workshop(s) and time to discuss, model, and assess the process. Thesis Statements? Develop peer review guidelines (samples of items to for critical thinking include) for each assignment that is to involve peer response and put these guidelines into handouts and/or on overhead transparencies. Organize groups. Overview workshop procedure and rationale. Go over response guidelines in class. Vs Pro Choice Thesis? Model response using guidelines and examples of student drafts. (Instructors will need to obtain student releases for these.) Provide opportunities for peer groups to debrief and assess. In 5-10 minutes, any of the following can be discussed in pairs: Topics Theses, claims, or hypotheses Audience, tone, or dissonance Citation errors. In 20 minutes, any of the following can be discussed in groups of three or four: Topics Theses, claims, or hypotheses Sequences of ideas Target audiences and for critical, rationales Supporting/countering arguments. Conduct a read-around on a part or entire short assignment. (In a read-around, students bring two copies of a section of a draft—a proposal, a lead, an annotated bibliography, etc.

All sets of copies are placed on a table so that participants can pick one up, write brief comments, return it to the table, and take another draft at their own pace.) 50+ minutes (with out-of-class reading) Full essay peer-group conferences, using guidelines. What will make peer response workshops fail? No response guidelines are provided. Peer response groups do not work automatically. If specific focus points are not provided in advance, students will likely feel that they are being asked to pro-life choice statements comment on how much they like the draft and/or how they feel about the person who wrote it.

Good Job! or Nice! are often the most frequently voiced comments in these situations, augmented only by an occasional, You might want to run spell check, or You might want to put a period at the end of your third sentence. Proofreading Service Checklist? After that, there's nothing to do but chat or reach for cell phones and choice thesis, PDAs. To prevent cursory treatment, provide guidelines that give students concrete aspects to look for (Star what you take to be the thesis) and questions that guide their response (Which of our established criteria does the thesis meet?) Make sure that there is punishment should be abolished, a clear connection between the items on this guideline list and vs pro, the criteria you use to grade their final drafts. Also, consider standardizing your procedure. You can outline the steps and designate time allotments for essays on oil each on pro-life vs pro choice thesis statements an overhead transparency or on my life essay the board. Too many guidelines are provided. Vs Pro Choice? Overly-ambitious guideline sheets can overwhelm student readers and can result in their spending too much out-of-class time preparing for corporal punishment should be abolished essay groups and vs pro thesis, too much in-class time talking about a single draft. This, in turn, can result in 3 a group of paralyzed writers who are unable to prioritize the vs pro, points on their revision plans. Recursive assignments that start with a few target guidelines and then build during the semester allow students to become more comfortable and skilled with the process as more items are added. No models are provided.

Again, students may never have seen an effective peer response workshop. Show them how it's done by slapping a student draft on the overhead projector and modeling comments of the sort you would like to see them making. To build a stockpile of usable drafts, create a standardized release form that can be signed by student authors at the conclusion of a course. Uneven attendance or lack of preparation by some students. Punishment Should Be Abolished? Usually these problems arise when neither credit nor accountability are worked into the procedure. Given their busy lives and massive to-do lists, students usually make clear distinctions between those activities and assignments that carry credit and vs pro thesis statements, those items they are expected to do for no credit. Counting participation in the workshop process as part of students' final course grade may motivate them to read the drafts more thoughtfully and give constructive classes. Memorable Day In? Because instructors are not part of the choice, peer groups, however, it is advisable to provide opportunities for each peer group member to briefly assess the usefulness of their peers' feedback.

Consider asking students to use a check, check minus, check plus system for this and writing thinking, include it with a cover letter that is attached to their final draft. Also, collecting all copies of choice thesis statements workshopped drafts when final drafts are turned in allows you to monitor the types of comments students are making. Insufficient time is allotted. If students aren't given adequate time to read peer work with guidelines and discuss the draft and comments, they will be sorely tempted to return to the good job comments. Students should allow approximately 30 minutes to read and comment on each four-page draft.

In class, if groups of four are workshopping full drafts, they should be allowed at least 50 minutes to discuss comments they've prepared for each peer draft--that gives each student a little over essays on oil ten minutes to hear comments on their drafts. All assignments are designed with instructor as only audience. One of vs pro choice thesis students' chief complaints about peer response workshops is that they are pointless. (Why should we have other students respond to our writing, they might reason, when the punishment essay, instructor created not only the assignment but also the grading criteria, and both are based on vs pro thesis statements said instructor's subjective and idiosyncratic scale of likes and dislikes?) Designating different audiences for creative writing ideas for grade assignments can allow for more authentic student response. Try creating an assignment whose primary audience is members of the peer group. Other assignments can be directed at specific publications, the campus newspapers for example. Pro-life Statements? Proposals can be targeted toward funding sources. Creative Writing Ideas For Grade 3? Arguments can be directed toward hypothetical groups of vs pro choice thesis readers who are invested in should essay the opposing view, and so forth.

Students feel uncomfortable in their role of choice statements respondent. Instructor is uncomfortable stepping back. As with any cooperative learning venture, interdependence needs to be built into the activity—students need to rely on each other to give formative feedback that will enable them to make necessary changes. A hovering instructor, or a variety of writing ideas for grade instructor interruptions, can damage the group's autonomy and may cause students to feel that the peer response process is merely an unnecessary hoop the instructor is forcing them to jump through before s/he gives the real feedback. Students have only one chance to make workshops work. Long before they hit your class, most of your students will have already experienced some form of the pro-life thesis statements, peer workshop and will have therefore formed opinions about how well they do or don't work.

It often takes one full go-round with the procedure you are initiating to allow them to see how well they can work in your class. The second time they won't need to be convinced. Peer response workshops are assigned by essay for malleable, an instructor who doesn't believe they are worthwhile.

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