Free Essays on Augustus

Ancient Rome was built on the east, or left, bank of the Tiber on elevations (now much less prominent) emerging from the marshy lowlands of the Campagna. The seven hills of the ancient city are the Palatine, roughly in the center, with the Capitoline to the northwest and the Quirinal, Viminal, Esquiline, Caelian, and Aventine in an outlying north-southwest curve. The Pincian, N of the Quirinal, is not included among the seven. In the westward bend of the Tiber, W of the Quirinal, lies the Martian Field (Campus Martius), facing the Vatican across the Tiber. On the side of the Tiber opposite the Palatine is the Janiculum, a ridge running north and south, which was fortified in early times.   Ã‚  Ã‚   Early in the first millennium BC the Tiber divided the Italic peoples from the Etruscans in the north and west (see Etruscan civilization ). Not far to the north were the borders between the Sabines and the Latins ; the Sabines were closely related to Roman life from the very beginning. The hills of Rome, free from the malaria that had been the bane of the low-lying plains of Latium, were a healthful and relatively safe place to live and a meeting ground for Latins, Sabines, and Etruscans. In the 8th cent. BC, the fortified elevation of the Palatine was probably taken by Etruscans, who amalgamated the tiny hamlets about the Palatine into a city-state. Tradition tells of the founding of Rome by Romulus in 753 BC (hence the dating ab urbe condita, or AUC, i.e., from the founding of the city), and of the Tarquin family, the Etruscan royal house. It was probably Etruscan rule that civilized Rome and gave it the hegemony of Latium. The Roman Republic   Ã‚  Ã‚   The Romans overthrew their foreign rulers c.500 BC and established the Roman republic, which lasted four centuries. The patrician class controlled the government, but the plebs (who comprised by far the major portion of the population) were allowed to elect the two patrician consuls, wh... Free Essays on Augustus Free Essays on Augustus Ancient Rome was built on the east, or left, bank of the Tiber on elevations (now much less prominent) emerging from the marshy lowlands of the Campagna. The seven hills of the ancient city are the Palatine, roughly in the center, with the Capitoline to the northwest and the Quirinal, Viminal, Esquiline, Caelian, and Aventine in an outlying north-southwest curve. The Pincian, N of the Quirinal, is not included among the seven. In the westward bend of the Tiber, W of the Quirinal, lies the Martian Field (Campus Martius), facing the Vatican across the Tiber. On the side of the Tiber opposite the Palatine is the Janiculum, a ridge running north and south, which was fortified in early times.   Ã‚  Ã‚   Early in the first millennium BC the Tiber divided the Italic peoples from the Etruscans in the north and west (see Etruscan civilization ). Not far to the north were the borders between the Sabines and the Latins ; the Sabines were closely related to Roman life from the very beginning. The hills of Rome, free from the malaria that had been the bane of the low-lying plains of Latium, were a healthful and relatively safe place to live and a meeting ground for Latins, Sabines, and Etruscans. In the 8th cent. BC, the fortified elevation of the Palatine was probably taken by Etruscans, who amalgamated the tiny hamlets about the Palatine into a city-state. Tradition tells of the founding of Rome by Romulus in 753 BC (hence the dating ab urbe condita, or AUC, i.e., from the founding of the city), and of the Tarquin family, the Etruscan royal house. It was probably Etruscan rule that civilized Rome and gave it the hegemony of Latium. The Roman Republic   Ã‚  Ã‚   The Romans overthrew their foreign rulers c.500 BC and established the Roman republic, which lasted four centuries. The patrician class controlled the government, but the plebs (who comprised by far the major portion of the population) were allowed to elect the two patrician consuls, wh...

How to Use Loops in Ruby Programming

How to Use Loops in Ruby Programming Computer programs often have to perform actions a number of times, not just once. For example, a program that prints all of your new email will need to print each email from a list, not just a single email. To do this, constructs called loops are used. A loop will repeat the statements inside it a number of times until some condition is met. While Loops The first type of these loops is a while loop. While loops will execute all of the statements contained within them as long as the conditional statement remains true. In this example, the loop continually increases the value of the variable i by one. As long as the conditional statement i 10 is true, the loop will continue executing the statement i 1 which adds one to the variable. #!/usr/bin/env rubyi 0while i 10i 1endputs i Until Loops Until loops are almost identical to while loops except that they will loop as long as the conditional statement is false. The while loop will loop while the condition is true, the until loop will loop until the condition is true. This example is the functional equivalent of the while loop example, except using an until loop, until i 10 . The variable is incremented by one until its value equals ten. #!/usr/bin/env rubyi 0until i 10i 1endputs i Loops the "Ruby Way" Though the more traditional while and until loops are used in Ruby programs, closure-based loops are more common. It isnt even necessary to understand what closures are or how they work in order to use these loops; in fact, theyre viewed as normal loops despite being very different under the hood. The Times Loop The times loop can be used on any variable containing a number or used on a number itself. In the following example, the first loop is run 3 times and the second loop is run however many times is input by the user. If you input 12, it would run 12 times. Youll notice that the times loop uses the dot syntax (3.times do) rather than the keyword syntax used by the while and until loop. This has to do with how the times loop works under the hood but its used in the same way a while or until loop is used. #!/usr/bin/env ruby3.times doputs This will be printed 3 timesendprint Enter a number: num gets.chomp.to_inum.times doputs Ruby is great!end The Each Loop The each loop is perhaps the most useful of all the loops. Each loop will take a list of variables and run a block of statements for each of them. Since almost all computing tasks use lists of variables and have to do something with each of them in the list, the each loop is by far the most common loop in Ruby code. One thing to note here is the argument to the loops block of statements. The value of the current variable the loop is looking at is assigned to the variable name in pipe characters, which is |n| in the example. The first time the loop runs, the n variable will be equal to Fred, the second time the loop runs it will be equal to Bob and so on. #!/usr/bin/env ruby# A list of namesnames [ Fred, Bob, Jim ]names.each do|n|puts Hello #{n}end

Check and Balance Assignment Example | Topics and Well Written Essays - 750 words - 1

Check and Balance - Assignment Example Furthermore, the contribution of his followers towards his narcissism and the effect of the same would also come under discussion. Lastly, the paper would also shed some light on what sort of organizational check and balances were missing in that situation. There are many proofs, which help us to reach the conclusion that Steve Jobs is a narcissist when it comes to leadership style, some of them are discussed below. First, Jobs appears to be one of the most overrated CEOs of the century. His attempts to capture the media, web, literature, telling schools what to teach and what not to teach and others, suggest that he is trying to catch more attention than he deserves (Maccoby, 2004). Second, jobs appeared to be satisfying one of the major criteria of narcissist leaders as they saw the bigger picture, and always moved forward with a vision in mind. Since these people focus on their own selves, they can always see the bigger picture rather than breaking things into small bits to understand them (Maccoby, 2004). Steve stands true on this criterion. Since the day one, he knew what is he was going to do with apple. He changed his title from interim CEO to iCEO indicating that he will work on iPhones and iPods (Gillam, 2008). Third, according to the official figures, Steve owns almost 6.1 billion US dollars and his name occurs in the list of top 50 wealthiest Americans, yet when it comes to corporate philanthropy, his record is one of the poorest compared to other billionaires. Furthermore, he also eliminated the corporate philanthropy division at Apple in 1997 and it has not been more restored until yet (Gallo, 2009).  

Portfolio A new force for social change Essay Example | Topics and Well Written Essays - 500 words

Portfolio A new force for social change - Essay Example The realization of these ideals across every nation is what empowers human rights organizations in achieving their goals. Communications Technologies Human rights organizations find strength in the internet’s ability to bring geographically distant and isolated human rights violations to public attention and, in turn, elicit immediate response. Unconstrained by spatial and temporal boundaries, the internet can disseminate pertinent human rights information in real-time and in low cost. The two-way information flow facilitated by the internet, in addition, enables immediate feedback and interaction among the public. Human rights violations are brought to light, discussed over, and immediately acted upon through the use of the internet. Human rights organizations can also utilize social networking sites such as Facebook to reach more people and get them informed about their activities. The Press The press contributes to the goals of human rights organizations by reporting on hum an rights issues, humiliating/praising human rights violators/followers, and encouraging immediate action from the government. Like the internet, newspapers provide information on human rights issues, developments, and activities to the public. Being labeled as a human rights violator by the press, meanwhile, serves both as a wake-up call to offenders and a warning to those who are on the verge of committing violations.

“Endgame” by Samuel Beckett Essay Example for Free

â€Å"Endgame† by Samuel Beckett Essay â€Å"Finished, it’s finished, nearly finished, it must be nearly finished Grain upon grain, one by one, and one day, suddenly, theres a heap, a little heap, the impossible heap†. (p. 3) Here the endgame starts. In chess the endgame is defined as the stage of the game when only few pieces are left on the board. The same is with the Beckett’s play as there are only four people left. The endgame is a series of moves when the game is near the ending and its outcome is decided before the ceremony of the endgame occurs. Samuel Beckett is known to be a chess player and in the play the author compares the endgame with the end of life – death as death is inevitable as the game always ends. We see that in the play the main characters are enacting repetitive rituals labeled as the part of their endgame. Despite inevitable outcome the main characters are dragging through the final moves making their routines and they are doing whatever it takes to get through the day and to see the next day. The characters try to get through despite their game is lost. The idea of chess game is put in accordance with movements on the stage. The most vulnerable piece on the board is Hamm who utters: â€Å"Me to play†. (p. 18) Hamm is perceived as the King and he seems to be the most powerful. Clov is protective character in the centre of the board and Hamm often relies on him. Therefore, Clov is presented as the Queen and he is able to move easily. However, his erratic way of movement seems to be more suitable to the movement of the Knight. Nell and Nagg are insignificant characters and they are viewed as the Pawns – they appear only when the King calls for them. One by one the main characters are dying and one by one the chess figures are leaving the board. Nothing is eternal in the world and every game has its ending. The theme of chess play shows cyclical Universe – ‘the play ends with a stalemate’. The game will be played over and over again. Works Cited Adorno, Theodor W. Trying to Understand Endgame [1961], The New German Critique, no. 26, (Spring-Summer 1982) pp. 119-150. In The Adorno Reader ed. Brian OConnor. Blackwell Publishers. 2000. Beckett, Samuel. Endgame and the Act Without Words. USA: Groove Press, 1994.

Student Motivation Essay -- essays research papers fc

Motivation in Schools   Ã‚  Ã‚  Ã‚  Ã‚  The topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a student’s academic performance. My idea was that a student’s performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a student’s academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was present. I wanted to see if they were less frequently absent and if they participated more. And lastly, I thought it would be interesting to see if students felt they could in turn change their â€Å"destiny† in education, or if they s imply believed they are predestined for something else.   Ã‚  Ã‚  Ã‚  Ã‚  As I was looking further into my topic at hand, I decided to go a different way with my paper. I got away from the â€Å"reward system† and decided to look into student motivation as my topic, focusing on the teacher-student relationship. In high school, I can remember one teacher that changed the way I saw science and it affected me greatly. Before this teacher, although I was always in advanced science classes, I never achieved high grades. I always struggled to keep up with other students, and when I performed poorly on exams, my previous teachers never thought to why I had done so. She approached science in a way I had never seen before, and she offered recognition and praise. She set up the classroom in such a way that I never felt I was being left behind, and she encouraged us always to work up to our potential, and then some. I was motivated to do well and in a way I had never cared for before.   Ã‚  Ã‚  Ã‚  Ã‚  I chose to look from the student’s point of view, instead of talking only to teachers. I thought it would be more useful to see what the students thought, as I am pursuing my graduate education in Secondary Education. My ultimate goal, to be a teacher, could only benefit from the research I was setting out to collect. I wanted to know what circumstances student’s felt most... ...ving them the option to say what they feel a teacher should be could be a positive growing experience for both them and myself. Each class could want different things, and I feel it is my job to realize their needs and try to address them as best I can.   Ã‚  Ã‚  Ã‚  Ã‚  I know it sounds corny, but I truly feel that education in the classroom is a two way street. Teachers and students can only flourish when able to both get to where they are going by removing obstacles that would limit their driving experience. I look forward to my teaching career, and although I know I’m bound to have a few fender benders along the way, I hope the journey as a whole is a productive one. Works Cited Daniels, H. & Bizar, M. (1998). Methods that Matter. Portland, ME: Stenhouse Publishers. Ryan, K. & Cooper, J. (2004). Kaleidoscope: Readings in Education (10th Ed.). Boston: Houghton-Mifflin. Michie, G. (1999). Holler if you hear me. New York: Teachers College Press. McDevitt, T. & Ormrod, J. (2002) Child Development (2nd Ed.). Columbus, OH: Pearson Prentice Hall. http://216.239.57.104/u/nydoe?q=cache:OaYbZiCK2GkJ:www.emsc.nysed.gov/repcrd20 http://www.alfiekohn.org

Statistics in Business

Statistics is a way of gathering, analyzing, interpreting and presenting data so that it becomes more meaningful. It helps convert raw data into useful information. Statistics is therefore a collection of information. Statistics can be presented in graphical form to make it more appealing and easily understandable by the users. Statistics can be descriptive or inferential. Descriptive statistics have to do with methods in a data set that utilizes numerical and graphical to look for patterns to summarize the information revealed in a data set, and to present the information in a convenient form. The four elements of descriptive statistical problems are the population or sample of interest, one or more variables (characteristics of the populations or sample units) that are to be investigated, Tables, graphs, numerical summary tools, and the identification of patterns in the data. Also there are Inferential statistics that utilizes sample data to make estimates, decisions, predictions, or other generalizations about a larger set of data. There are 5 elements of inferential statistical problems: The population of interest, one or more variables (characteristics of the population units) that are to be investigated, the sample of population units, the inference about the population based on information contained in the sample, and a measure of reliability for the inference. When it comes to the role of statistics in business decision making it is applied in many ways in terms of consumer preferences or even financial trends. For example, managers across any type of business unit formulate problems, they decide on a question relating to the problem and then form a statistical formulation of the question is used to determine answers to all of the above. An example of a business question may be how many calls are answered on average in a call center and how can we increase the numbers of calls answered per hour. Another example may be how we can increase the number of accounts.

Babel’s Internal Conflicts Essay

Babel’s collection of short stories Red Cavalry was one of the first books that exposed the Russian people to the harsh realities of the Polish-Soviet war. At first the stories seem to be historical fiction meant to entertain; however, upon closer reading these stories become pieces that convey strong moral, religious, political and emotional sentiment. Each short story represents a certain theme, but it is My First Goose that encompasses very well Babel’s feelings towards his own identity. The story illuminates the dynamic relationship between the insider and the outsider through careful use of imagery, tone, and imagery. More specifically, My First Goose addresses Babel’s conflicted sense of identity and self as a Jewish man. In My First Goose, as well as in many of Babel’s other works, the narrator is an ambiguous character that resembles the author (in what way? How do you we know this? ). Although very little information is given about the narrator, by the end of the story readers understand the narrator’s conflict with his identity (this sentence doesn’t really fit here; it is a bit off topic from the rest of the paragraph). The narrator is introduced as an outsider, one who is neither racially (is he a different race? ) nor physically equal to the men of the 6th Division. Savitsky, the first â€Å"insider† that is introduced (phrasing is stylistically awkward), is depicted as a extremely masculine figure whose â€Å"long legs looked like two girls were wedged to their shoulders in riding boots† and whose built body â€Å"split the hut like a banner splitting the sky†. The erotic (perhaps â€Å"erotically despicted/described/portrayed†) , masculine Cossack stands in stark contrast to the envious, feeble, timid, glasses wearing â€Å"powder puff†. Babel chooses to depict the ethnic other as virile and powerful while painting the narrator, a man whom he closely resembles, as a weak, almost effeminate, creature. The choice to do so indicates that the author cannot come to terms with his identity; rather he longs to be as strong and macho as the Cossacks. From the narrators exchange with Savitsky, â€Å"Ha, you lousy fellow, you! They send you to us, no one even asks us if we want you here! † it is suggested that the narrator is an outsider, an intellectual with traits associated with Jews. And even when verbally assaulted the narrator still â€Å"envied the flower and iron of Savitsky’s [that] youth†. Moreover, it is the portrayals of the obvious difference in strength, sexuality, and confidence between the narrator and Savitsky that suggests that Babel viewed his Jewishness as a source of shame. Instead of respecting the fact that the narrator can read and write, skills that were very rare, the Cossack leader mocks the narrator telling him that he would â€Å"get hacked to pieces just for wearing glasses†. And even when shown an obscene gesture by a young peasant the narrator still admires the face of the boy, futher emphasizing how unacceptable he is as a Jew. By accepting his inferiority the narrator further emphasizes his distain for identity. The obvious difference between the narrator and the commander that the author chooses to convey shows how the narrator, and to a certain extent the author, feels his â€Å"Jewishness† makes him inadequate compared to the Cossack soldiers. This paragraph seems a bit unfocused; see if you can pull out the two (? ) main threads and build separate paragraphs around each of them, with a clear, unifying topic sentence for each one) The narrator’s conflict with himself reaches a tipping point when he meets the old woman, and at this point he must make a choice to be an insider or outsider. This crucial decision characterized the reason for Babel’s short story, and he consciously choose to allow the narrator make the choice he did (sentence is awkwardly phrased). After settling down, the narrator begins to read, showing that he is still in touch with his intellectual and Jewish nature; however, he decides to stop reading when he encounters a old woman with glasses (this seems more summary than argument). The bespectacled old woman recognizes him as a Jewish â€Å"comrade† and seeks sympathy from her fellow Jew commenting that â€Å"this business makes me want to hang myself†. At this point the narrator and the author is (subject verb agreement; but also, is the author faced with a choice? faced with a choice: he could acknowledge the old woman as kin and defend his Jewish identity, or he could heed the advice of the quartermaster and â€Å"mess up a lady†. The narrator, and more importantly the author (why â€Å"more importantly the author†? ), decides to violate the only thing the old woman has left. This violation is symbolic: the narrator pushes the white neck of the goose into excrement and pierces the neck of the goose with the sword of another Cossack then forces the woman to cook the goose. With this act the narrator discards his Jewish identity, crushing it in dung, killing it with a borrowed sword. (Here, for example, is a possible place for a paragraph break; then start with a new topic sentence)And only after he has proven his masculinity is he accepted to eat with his new â€Å"brothers†. The narrators is offered a seat at the dinner table and given pork to eat, which he eats without question, with this communion his conversion by the â€Å"heathen priests† is complete. By having the narrator make this choice, Babel not only implies that he may have made the same decision, but also condones the idea of discarding the weakness and intellectualism associated with Jews in favor of violence and ignorance of the Cossacks (that’s a big claim to make—be careful about trying to read the author’s mind! ). At this point it seems that the narrator has completely discarded his Jewishness and embraces his new identity. After his communion with the Cossacks it seems (the repetition of â€Å"it seems† is wishy-washy and non-committal) that the narrator has completely left his identity behind, but it is soon evident that parts of him (wording) remain Jewish, remnants of his Jewishness that cannot be erased (awkward phrasing). Upon completing his violent and brutal killing, the narrator returns to his role as an intellectual and reads a speech given by Lenin to his new comrades. This shows that no matter how hard the narrator tries to escape his identity, he is still the feeble intellectual who has to borrow the sword of a Cossack to kill. The narrator is allowed to sleep with the Cossacks, (that citation doesn’t really add anything here) but even the warmth and camaraderie the narrator receives does not allow him to escape his actions. The last line reveals that a part of him will never be able to accept what he did to gain acceptance from the Cossacks. His heart â€Å"screeched and bled† from his denial of his Jewish identity. Killing the goose and eating pork directly violated his Jewish morals and although superficially he expressed no remorse, subconsciously he cannot accept the Cossack ways. This ambivalent attitude towards one’s identity characterizes Babel’s feelings towards his own attitude. In this story we see a narrator who struggles with the definition of self, and this struggle directly reflects Babel’s own struggles. (again, this paragraph seems to jump from point to point to much; make sure each paragraph is built around a unifying topic sentence; see if you can pull out two point from this one paragraph and bring them out more clearly by creating a separate paragraph for each one) In not only My First Goose, but in most of the short stories of Red Calvary the narrator struggles with his identity as a Jew. Although one cannot be sure what Babel attempts to convey in his pieces, it is clear that the narrators of Babel’s stories undergo the same mental turmoil Babel went through during his service in the Polish Soviet war (this last sentence doesn’t really work as a conclusion).

How To Design a Science Fair Experiment

How To Design a Science Fair Experiment A good science fair experiment applies the scientific method to answer a question or test an effect. Follow these steps to design an experiment that follows the approved procedure for science fair projects. State an Objective Science fair projects start with a purpose or objective. Why are you studying this? What do you hope to learn? What makes this topic interesting? An objective is a brief statement of the goal of an experiment, which you can use to help narrow down choices for a hypothesis. Propose a Testable Hypothesis The hardest part of experimental design may be the first step, which is deciding what to test and proposing a hypothesis you can use to build an experiment. You could state the hypothesis as an if:  If plants are not given light, then they will not grow. You could state a null or no: There is no difference in the size of beans soaked in water compared with beans soaked in saltwater. The key to formulating a good science fair hypothesis is to make sure you have the ability to test it, record data, and draw a conclusion. Compare these two hypotheses and decide which you could test: Cupcakes sprinkled with colored sugar are better than plain frosted cupcakes. People  are more likely to choose cupcakes sprinkled with colored sugar than plain frosted cupcakes. Once you have an idea for an experiment, it often helps to write out several different versions of a hypothesis and select the one that works best for you. See  Hypothesis Examples Identify the Independent, Dependent, and Control Variable To draw a valid conclusion from your experiment, you ideally want to test the effect of changing one factor, while holding all other factors constant or unchanged. There are several possible variables in an experiment, but be sure to identify the big three: independent, dependent, and control variables. The independent variable is the one you manipulate or change to test its effect on the dependent variable. Controlled variables are other factors in your experiment you try to control or hold constant. For example, lets say your hypothesis is: Duration of daylight has no effect on how long a cat sleeps. Your independent variable is duration of daylight (how many hours of daylight the cat sees). The dependent variable is how long the cat sleeps per day. Controlled variables might include amount of exercise and cat food supplied to the cat, how often it is disturbed, whether or not other cats are present, the approximate age of cats that are tested, etc. Perform Enough Tests Consider an experiment with the hypothesis: If you toss a coin, there is an equal chance of it coming up heads or tails. That is a nice, testable hypothesis, but you cant draw any sort of valid conclusion from a single coin toss. Neither are you likely to get enough data from 2-3 coin tosses, or even 10. Its important to have a large enough sample size that your experiment isnt overly influenced by randomness. Sometimes this means you need to perform a test multiple times on a single subject or small set of subjects. In other cases, you may want to gather data from a large, representative sample of population. Gather the Right Data There are two main types of data: qualitative and quantitative data. Qualitative data describes a quality, such as red/green, more/less, yes/no. Quantitative data is recorded as a number. If you can, gather quantitative data because its much easier to analyze using mathematical tests. Tabulate or Graph the Results Once you have recorded your data, report it in a table and/or graph. This visual representation of the data makes it easier for you to see patterns or trends and makes your science fair project more appealing to other students, teachers, and judges. Test the Hypothesis Was the hypothesis accepted or rejected? Once you make this determination, ask yourself whether you met the objective of the experiment or whether further study is needed. Sometimes an experiment doesnt work out the way you expect. You may accept the experiment or decide to conduct a new experiment, based on what you learned. Draw a Conclusion Based on the experience you gained from the experiment and whether you accepted or rejected the hypothesis, you should be able to draw some conclusions about your subject. You should state these in your report.

10 Types of Hypercorrection

10 Types of Hypercorrection 10 Types of Hypercorrection 10 Types of Hypercorrection By Mark Nichol Well-meaning writers and editors sometimes mangle the language they’re trying to manage a fault called hypercorrection. Errors of this class are the result either of adherence to a spurious superstition about proper form, a misunderstanding about a point of grammar, or an attempt to fit a square idiom into a round pigeonhole. Here’s a list of some of the categories of hypercorrection: 1. â€Å"A Number Of† Followed by a Singular Verb Occasionally, a superficial understanding of what constitutes proper grammar leads writers to create a disagreeable subject/verb agreement such as â€Å"A number of members is supporting reform.† But longstanding idiom trumps strict correctness: â€Å"A number of members are supporting reform† is correct, because the focus is on the members, not on the proportion of them supporting reform. The same commonsense rule holds for handful, majority, and similar terms. 2. As in Place of Like Writers averse to like as an alternative to â€Å"such as† are also prone to replace like with as in such sentences as â€Å"He charges as a bull.† â€Å"He charges as a bull would do† is correct but stilted; the shorter form implies â€Å"He charges in the capacity of a bull,† rather than â€Å"He charges in the manner of a bull.† What’s not to like about like? 3. Double Adverbs Avoid the urge to append an -ly ending to an adverb that doesn’t require it. Flat adverbs do just fine without the suffix, and so do doubtless, much, seldom, thus, and others. 4. Foreign Articles Preceding Foreign Terms When a noun phrase is temporarily borrowed from another language, writers might be tempted to precede it with an article from that language, as in â€Å"At the countess’s wedding, she served as la fille d’honneur† (â€Å"maid of honor†). The term alone merits both the emphasis of italicization and the retention of the other language’s form: â€Å"At the countess’s wedding, she served as the fille d’honneur.† 5. I Substituted for the Object Me Some people, when they learn that the object in such constructions as â€Å"You and me are the same height† and â€Å"Me and John are the candidates† should read â€Å"You and I are the same height† and â€Å"John and I are the candidates,† generalize that me is an undesirable pronoun, even when used in a sentence’s subject, but â€Å"There’s no difference in height between you and me† and â€Å"The candidates are John and me,† unlike the sentence versions ending in the word I, are perfectly correct. 6. Latin Plurals Formed Incorrectly The plural forms of words derived from Latin that end in -us are -uses or -i. Sometimes, the -uses ending is preferred over the alternative (for example, octopuses); sometimes, the reverse is true (as with foci); and sometimes only one form is correct (prospectuses). When in doubt, check the dictionary. When not in doubt, double-check anyway. 7. Prepositions Prevented from Ending a Sentence Despite admonitions from numerous sources, including a previous post on this site, to ignore the pedantic prohibition against sentence-ending prepositions, some writers, in order to adhere to this fallacious â€Å"rule,† persist in uncomfortably trussing sentences up. For example, â€Å"What did you do that for?† need not be twisted into â€Å"For what reason did you do that?† One could easily write â€Å"Why did you do that?† but that kind of cleanup is not always a viable alternative. 8. Unsplit Compound Verbs There is a curious misunderstanding about compound verbs phrases consisting of an auxiliary verb (a form of â€Å"to be†) and another verb analogous to the spurious â€Å"rule† about infinitives discussed below: Some writers mistakenly believe that adverbs should not be inserted between one verb and another, but that syntax is preferable. Nevertheless, they prefer the clumsy construction â€Å"They quietly were calling her name† to the perfectly acceptable wording â€Å"They were quietly calling her name.† 9. Unsplit Infinitives The persistent belief that the elements of an infinitive to followed by a verb should not be separated by an adverb can result in an ambiguous sentence, such as â€Å"I was preparing quickly to depart,† which could mean â€Å"I was hurrying to prepare to depart† or I was preparing to depart hurriedly† which are not the same thing. The former meaning should be expressed â€Å"I was quickly preparing to depart† and the latter should be written â€Å"I was preparing to quickly depart† (yes, it’s acceptable to separate infinitives with an adverb) or â€Å"I was preparing to depart quickly.† 10. Whom in Place of Who The troublesome pronoun whom entangles many writers, not only at the head of a sentence but also when leading off a subordinate clause, as in the erroneous example â€Å"The top vote-getter is Smith, whom Jones knows is a poor choice.† Whom, here, is not the object of knows; it is the subject of is, and who is the correct companion of a linking verb. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsTen Yiddish Expressions You Should Know10 Tips About How to Write a Caption

Chipotle and Five Guys- Competitive strategy Essay

Chipotle and Five Guys- Competitive strategy - Essay Example On the other hand, Chipotle Mexican Grill is quickly growing as a consequence of the same reasons why the best burger chains thrive. It was at some point under McDonald’s ownership but spun off to develop and operate restaurants selling Mexican food that is fast and casual. Five Guys has been stated to conduct no advertising but delivers consistent great customer experiences that has enabled them to develop a word-of-mouth buzz that attracts more customers into their restaurants (Boone and Kurtz 453). Even though Five Guys began as a family-run burger restaurant, it now has more than one thousand franchises all over the US (Motz 65). From the time a customer enters a Five Guys, the intent of the restaurant is clear as it seeks to make the burger the customer will order the best they have ever had. All companies have chances of having a shared passion with their customers and Five Guys seek seeks for burger fanatics through giving free peanuts and sandwich toppings that result in half a million different choices of an ideal meal. Different from other restaurants that operate in the same industry, Five Guys’ kitchen can clearly be seen by its customers so that they can watch their burgers as they are made. Additionally, the stores do not have free zers so that all the burgers can be made from fresh beef. Additionally, has an excellent customer experience through their secret shoppers, which instead of concentrating on its deficiencies, the secret shopper entails amplifying success and ensuring that staff, have excellent exchanges with the customers (Hatten and Coulter 409). This is a result of a company-wide regulation on the creation of fanatic repeat customers, who can download desktop wallpapers or purchase and wear branded Five Guys’ merchandise from the company’s website. This support can be viewed on the bulletin boards in the stores as well as an active Facebook community that