Oil Shocks and other Determinants of Inflation in the US - 7150 Words

Oil Shocks and other Determinants of Inflation in the US (Dissertation Review Sample) Content: [Surname][Tutor][Course][Date]Oil Shocks and other Determinants of Inflation in the USAbstractThis paper provides an econometric analysis of inflation in the United States. It focuses on oil price shocks and other determinants of inflation. The researcher also explores the role of resource utilization, inflation expectations, and persistence, the roles of imports, financial markets, and unemployment among others. The paper will also include a cross-sectional analysis of inflation dynamics over episodes of persistent of large slack and slow inflation. The paper will focus on the period when the U.S experienced several periods of high inflation that have been partially attributed to positive oil price shocks, as well as, the responsiveness of the U.S inflation on oil price shock. Currently, economic theory that is supported by empirical data demonstrate that oil price shock can contribute to short run changes in inflation since inflation is seen as the average price of final goods produced in a given economy and the implications derived from an input price can differ from the Consumer Price Index (CPI) that is used to determine the average price of consumption. The findings of the study will reveal that, as oil price increases, the nominal value added falls whereas the domestic real value added remains at a constant rate; hence resulting to a short run deflation in value added measures, such as, the CPI. This means that CPI will experience rising inflation due to an increase in oil price. The papers findings will include periods of financial crises, stability of inflation expectations, and maintenance of real inflation. Table of ContentsAbstract.1Introduction..3Literature review...7Inflation model for US..9Econometric Methodology..19Discussion.21Conclusion26References28Appendix.32 1.0 IntroductionInflation in any economic environment depicts the constant rise in the overall price level of commodities and services for a specific period. Since a certain amount of currency purchases particular amount or quality of a good or service, inflation shows the decrease in the buying power per unit of the dollar. This generally accounts for value loss in exchange rates and economical records (Abel and Bernanke 2005). 1.1 The history of inflation in the U.SThe Great Inflation of the U.S was caused by an error in monetary policy and the Inflation Stabilization as a result of a restoration of a more effective monetary policy. Monetary policy was considered to be too accommodative during the period of the Great Inflation; hence, sizable inflations are considered not to have the capacity to endure such accommodations. However, earlier researchers do not attribute the Great Inflation to oil or commodity shocks or to other cost-push events per se (Sill, 2007). This was basically attributed to policy ignorance, and the historical accounts of the Great Inflation had various variants. The first variant is that policy makers, in the latter 1 960s, made attempts to exploit a pre-accelerationist Phillips curveonly to observe that over time, the short term relationship between inflation and unemployment was unstable, whereas the long-term Phillips curve was vertical. Therefore, the shift to a less accommodative Federal government policy reflected in an appositive real interest rate response that resulted into inflation news. On the other hand, there were some arguments that suggested that policy makers projected a rise in inflation, in order to, exploit a short-term Phillips curve in contrast with observed negative response of a short-term real interest rate to the inflation that was broadcasted prior to 1979. In addition, there was also a learning model that suggested that the U.S policy makers should have understood that by early 1970s. Therefore, the long-run Phillip curve was vertical. Inflation generally drifted higher during the time and exceeded the figures that were predicted, having allowed inflation to increase in the 1960s. This was aimed at improving economic growth because the U.S policy makers limited monetary tightening in the 1970s because it was believed that real economic activity and growth would slacken inflation. In 1980's, policy makers in the U.S, returned to an assessment that once prevailed in the 1950s based on an economic capacity to push the economy beyond a level that would quicken inflation and result to substantial and rapid costs.Fig 1: History of inflation in the U.S INCLUDEPICTURE "/images/charts/infl-chart-3-1-4.jpg" \* MERGEFORMATINET 
The quantity of the dollar supply in the United States showed changes from time to time. In the global historical period where gold was the major form of currency, the rate at which the gold coins are processed determined the supply of money and the value of each coin (Auernheeimer, 1974). For instance, the advancement of mixing gold and other cheaper metals to process coins enhanced money supply and promote the reduction of th e value of each coin. Therefore, as supply of money increased, the value of the same money reduced and, so people paid more for the same services that cost less when the supply was more restricted.In the United States, the Bureau of Labor Statistics monitors the percentage of inflation rates over the years, and the unit used is the Consumer Price Index (CPI) (Blanchard, 2006). The rates recorded from 1929 shows how the United States installed efforts to stimulate the economy hence tackle levels of inflation. In this year, the country experienced a serious fall of its stock markets that led to a great depression in the overall economy. The inflation rate recorded by the end of that year was 0.6% with a minimal rate of unemployment and low but steady developments experienced in the country. The next year recorded a negative contraction in the annual Gross Domestic Product (GDP) that tremendously reduced throughout 1932. This GDP contraction ended in around March, and the economical cy cle settled at a trough level when Black took over from Meyer as the Fed chairperson (Blanchard and Jordi, 2007).The United States economical expansion begun in 1935 until 1938 when the country experienced another contraction that ran until June the same year to a trough. There was an inflation rate of up to 3% and unemployment rates reduced to 16.9% in 1936 from 24.9 in 1933. In May 1937, economical depression reignited as the country reached a peak in the contractions before the Dust Bowl drought experienced between 1938 and 1939 (Oliver, 2010). During the Word War2, United States recorded economical expansions with inflation rates of about 9% due to the high government spending to fund the war. This drastically dropped to 2.3% in 1944 when the whole world recognized the US Dollar as the global currency. After the end of WW II, the U.S started a three-year economical expansion with a contraction of about 10.9% (Federal Reserve Bank of Boston). This was because of the reduced gove rnment spending and the minimal circulation of the dollar to help retain its value. The shaky trend of the American economical cycle continued due to the Cold War, the Korean War, the Cuban Missile, the invasion by the Bay of Pigs and other political issues that required government spending. Nevertheless, the economy expanded as well as recorded very low inflation rates until 1973. This trend pulled off when the dollar became off the gold standard; hence tripling the inflation rate from approximately 3% to 9% and about 12% in 1974. During this period, the economically cycle was at contraction and ended with a trough in March 1975 before picking up again (Mankiw, 2007). In 1982, St. Germaine established a Depository Act to help control recession. This led to a stable record of 3...

Pragmatic, Ethical, Moral Employments of Practical Reason - 275 Words

Pragmatic, Ethical and Moral Employments of Practical Reason (Other (Not Listed) Sample) Content: REMARKS ON DISCOURSE ETHICSNameCourseDateIntroductionThe book by Habermas, as translated by Ciaran Cronin, presents the most recent contribution to ethical theory, clarifying and expanding on discourse ethics. It comes in five chapters arranged in chronological order. The book commences with translators note and translators introductory note. Later on, it discuses topics such as On the Pragmatic, the Ethical, and the Moral Employment of Practical Reason, Remarks on Discourse Ethics, Neo-Aristotelianism and Lawrence Kohlberg, and Reflection on a Remark of Max Horkheimer. Lastly, an interview with Torben Hviid Nielsen focusing on topics such as the genesis of discourse ethics, its controversial elements, and interrelations with the communicative action theory concludes the book. Habermas defends the claim of discourse to a central positioning contemporary moral philosophy.Pragmatic, Ethical and Moral Employments of Practical ReasonThe first chapter provides a comprehe nsive examination of practical rationality that establishes a clear difference between ethical, pragmatic and moral questions. The section also distinguishes between spheres of practical discourses and forms of volition. Habermas elaborates and refines fundamental concepts of his approach and extends his argument in aspects such as treatment of rational reason and the challenges of motivation and application. He provides an excellent critique of competing positions such as those of Charles Taylor, Albrecht Wellmer, Bernard Williams and John Rawls. He also establishes the wide-ranging defense of discourse ethics.The book attempts to expound on the implication of communicative rationality in the scope of normative validity and moral understanding. It is a composite theoretical effort to reorganize the valuable ideas of Kantian deontological beliefs regarding the assessment of communicative structures. Hence, the book attempts to elaborate on the universal and essential nature of moral ity by conjuring the global responsibility of communicative rationality. Habermas believes that justifying the validity of moral standards can be effected in a way comparable to the rationalization of facts. The whole project uses the reasonable construction of moral intuition. In his work, Habermas goal is to find a middle ground between the relativistic implications of contextualizes and communitarian position of Hegel and Aristotle and abstract universalism. He undertakes an elaborate defense of discourses of ethics against its skeptics from the neo-Aristotelian camp.After identifying different types of discourse, Habermas goes ahead and explain how the two interrelate. From the book, it is clear that several discussions depend on each other. The most obvious one is ethical and moral discourses that somewhat rely on empirical claims hence depending on the result of practical discourses regarding situations and the consequences of behavioral laws and the shared pursuit of decent l ife. Habermas rejects the notion of a meta-discourse that sorts out the boundary matters.On addressing the theory of communicative actions, Habermas believes that it lies on the idea that social order is contingent upon the ability of the players to identify and understand the inter-subjective soundness of varying assertions on which social collaboration relies. Consequently, Habermas elaborates the cognitive and rational character used to conceive the cooperation in regards to efficacy claims. He argues that to identify the validity of claims is to imagine that worthy reason can be justified in case of criticism. Habermas refers the theory of discourse or argumentation as the reflective communicative deed.Furthermore, Habermas suggests a multi-variant conception of reason that depicts itself in varying form of cognitive validity both in actuality and rightness claims relating to the treatment we owe others, technical-practical claims concerning the means of achieving our goals and factual allegations relating to good life amongst others. Habermas recognizes that the surface grammar of speech acts does not suit to found this collection of validity. Therefore, he proposes that we must supplement semantic analysis with practice analysis of varying argumentative discourse to ground the multi-dimensional validity claims.But the model involved in learning different traditions is open to several objections including; that it is too selective. The recognition of the rational superiority of alien culture may sufficiently motivate ones tradition if the learning subject can compare the explanatory power. However, in the book, MacIntyre posits that, if leaning from foreign culture is feasible, the two traditions must be able to communicate with each other without assuming universal standards of rationality. Maclntyre experiences essential inaccessibility which he delivers to readers in a third language. However, Maclntyre posits that the fact that the knowledge of untr anslatability is expressible should raise concerns.In the book, Habermas quotes Guenther Patzig and states that moral judgment differs from ethical decision only in their degree of contextually. Deontological ethical theories assume that moral issues arise in circles of subjects capable of action and speech because we depend on consensus and cooperation of others. We direct our moral judgments and feeling to animals which arent capable of speech. Conversely, animals cannot enter into reciprocity relationship with a human being. Patzig agrees that humans have duties towards animals but animals do not have obligations towards people hence humans need to protect animalsThe various contentious discussions should be inter-subjectively justified. Regardless if Habermas theory of meaning thrives or not, the discursive scrutiny of validity shows the vital variances in arguments requires that we come with varying forms of legitimate claims. Habermas argues that such kind of validity is sepa rate from other ways, only if someone can prove that its discursive justification includes characteristics that separate it from different types of explanations. Hence, the discourse theory by Habermas assumes that the cognitive topic of argumentation defines the particular argumentative practice suitable for such validation. Thus, the discourse theory requires logical analysis of arguments as a social practice. Habermas presumes that one cannot comprehensively articulate normative presupposition solely on valid properties of arguments. Somewhat, he/she must distinguish argument as a procedure, a product and as a process. It is evident that Habermas regards these perspectives as constituting the practical idea of cogency.Lawrence Kohlberg and Neo-AristotelianismThe book also focuses on Lawrence Kohlberg theory of moral development based on his believes that person advance in their ethical thinking through a sequence of six identifiable stages: punishment and obedience, individualis m, instrumentalism and exchange, good, social contract and principled conscience. In the initial stage, individuals behave according to socially tolerable norms. The second level is readily available in the society while the majority does not reach the third level. Stage five is a comprehension of social mutuality, and stage six bases on respect for global principle and demands of personal conscience. The book summarizes the objections against moral theories of the Kantian type as follows: they make an abstract differentiation between good and right unavoidable leading to abstraction from motivations. More so, the cognitivist privileging raises critical questions of the application of norms while the formalist leads to abstraction from ethical life that assumes concrete forms within a particular type of life.Following articles by Tulum, Habermas considers most argumentations as final resting on implicative discussions whose findings dont follow deductive certainty but less plausibl e. The logical power of such kinds of arguments relies on consideration of all possible objections and information. However, critical testing of competing cases relies on the rhetorical value of the convincing process. Habermas considers the rhetorical levels regarding the highly idealized property of communication; presented as ideal speech situation he suggests that a perfect situation should have real discourses measuring up to motifs that he employs.Discourse EthicsHabermas defines the notion of adequate rhetorical process as a combination of indispensable yet practical presuppositions that persons should make if they have to consider the real implementation of dialectical procedures as a sufficient fundamental test. He goes further and identifies the four presuppositions namely: participants have an equal voice, no exclusion of anyone who can make relevant contributions, honest of opinion free from self-deception and deceit and finally, no coercion in the procedures of discours e. These conditions are counterfactual since actual conversations can never achieve noncoercion, full inclusion, and equality. Hence, Habermas advocates for measuring all relevant arguments reasonably, weighing discussion on merit and the pursuit of truth.As an understanding of the periphrastic viewpoint, Habermas formal model does not do fairness to the central abundance of the rhetorical practice. However, he argues that a person can complement his/her design with Aristotles substantive rhetoric that bases on pathos and ethos. The book discusses that A rhetorical perspective deals with crafting discourses for their capability to place the audience in proper social-psychological space for making an accountable judgment.On differentiation of argumentative disco...

Analysis Of The Poem The Tale Of Genji - 1661 Words

Beauty in the Tale of Genji From 794 to 1185, the Heian period was a cultural renaissance where remarkable art, poetry, fashion, and literature flourished in Japan. Murasaki Shikibu, was the nickname to a lady of the court and as was common for noble women at the time, she was experienced in the arts such as poems, literature, painting, and calligraphy. Amongst her work, is the classic known as Genji Monogatari or translated in English as The Tale of Genji, that illustrates the life of an idealistic prince in the imperial court. The Tale of Genji is known as one of the oldest novels in the world and is still appreciated today for it’s capture of the realism and etiquette of what life was like for the those living in imperial court in the†¦show more content†¦Reputation of these woman depended on secrecy as well, if a woman was involved with affairs, she would be humiliated and find no suitors. Furthermore, a man’s image in society would be stained if he was caught in affairs, particularly with lower class women, such as Yugao as he only secretly visited her when everyone in her household was asleep. If the secret of an affair is leaked out or known amongst the women the men are associated with, it can cause jealously. It is believed that the vengeful spirit of one of Genji’s affair, Lady Rokujo learned of Genji’s relationship with Aoi and Yagao and killed them. Lady Rokujo is said to have come upon Yugao and killed her in her sleep, whereas Aoi died shortly after childbirth due to lady Rokujo, Thus, it can be said that many people in the aristocracy of the Heian period lived a life where secrecy affected many parts of their culture such as communication, attraction, and reputation. The standards of beauty was very different during these times, compared to modern standards of beauty. The standard look for a beautiful woman was to have long hair stretching far enough to reach the ground, layers of clothing to hide one’s body and display status, pa le skin, plump characteristics, and black teeth. If one was to lose their traits, such as their long black hair, they would be considered ugly in society. Though it was not only physical characteristics that made women attractive during the time. AShow MoreRelatedMonogatari : A Historical Analysis1466 Words   |  6 PagesGenji Monogatari: A Historical Analysis Genji Monogatari, or as it is known in the Western world, the Tale of Genji, is considered one of Japan’s greatest literary works. Murasaki Shikibu, the story’s disputed author, was a noblewoman with ties to the Fujiwara clan, the ruling house at the time. She is said to have written the story as a form of entertain her contemporaries (Waley). Due to Genji’s noble birth, the majority of the characters introduced in the story are the elite members of societyRead Moretale of genji Essay example5465 Words   |  22 Pages Unit 3: Analysis of Fiction This Unit Activity will help you meet these educational goals: 21st Century Skills—You will use critical-thinking and problem-solving skills, employ online tools for research and analysis and communicate effectively. Introduction Literature has long been a major source of information and entertainment. Learning to analyze literary work systematically can significantly add to your enjoyment and appreciation of literature. The aim of literary analysis is to extractRead Morehope3544 Words   |  15 PagesUnit 3 Analysis of Fiction This Unit Activity will help you meet these educational goals 21st Century SkillsYou will use critical-thinking and problem-solving skills, employ online tools for research and analysis and communicate effectively. Introduction Literature has long been a major source of information and entertainment. Learning to analyze literary work systematically can significantly add to your enjoyment and appreciation of literature. The aim of literary analysis is to extract informationRead MoreAsian History: Review2325 Words   |  10 Pagesmembers of imperial households and leading aristocratic families lived in a complex of palaces and gardens which the Japanese saw as most appealing. There were artificial lakes and fine gardens in every courtiers living quarters. Writing verse and poems were valued art types and were full of Japanese Classics and Chinese allusions. C. What led to the decline of imperial power within Japan? While the emperor was goofing off, aristocratic families were trying to run the imperial bureaucracy

The IB Primary Years Program

In 1997, just one year after the International Baccalaureate Organization introduced their Middle Years Program (MYP), another curriculum was launched, this time targeting students ages 3-12. Known as the Primary Years Program, or PYP,  this curriculum designed  for younger students echoes the values and learning objectives of its two predecessors, including the MYP and the Diploma Programme, the latter of which has been in existence since 1968. A globally recognized program, the PYP is today offered in nearly 1,500 schools worldwide - including both public schools and private schools -  in more than 109 different countries, according to the IBO.org website. The IB is consistent in its policies for all levels students, and all schools wishing to offer the IB curriculums, including the Primary Years Programme, must apply for approval. Only schools that meet strict criteria are granted the label as IB World Schools.   The goal of the PYP is to encourage students to inquire about the world around them, preparing them to be global citizens. Even at a young age, students are asked to think about not what is happening just inside their classroom, but within the world beyond the classroom. This is done through embracing what is known as the IB Learner Profile, which applies to all levels of IB study. Per the IBO.org site, the Learner Profile is designed to develop learners who are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. According to the IBO.org website, the PYP provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future. There are several  components that are used to create a challenging, engaging, relevant and international curriculum for students. The PYP is challenging in that it asks students to think differently than many other programs do. While a number of traditional primary school courses of study focus on memorization and learning tactical skills, the PYP goes beyond those methods and asks students to engage in critical thinking, problem solving, and to be independent in the learning process. Self directed study is a crucial part of the PYP. The real world applications of  learning materials allows students to connect the knowledge they are presented with in the classroom to their lives around them, and beyond. By doing so, students often become more excited about their studies when they can understand the practical applications of what they are doing and how it pertains to their daily lives. This hands-on approach to teaching is becoming more common in all aspects of education, but the IB PYP specifically incorporates the style in its pedagogy. The global nature of the program means that students arent just focusing on their classroom and local community. They are also learning about global issues and who they are as individuals within this greater context. Students also are asked to consider where they are in place and time, and to consider how the world works. Some supporters of the IB programs liken this form of study to philosophy or theory, but many simply say that we are asking students to consider, how do we know what we know. Its a complex thought, but directly targets the approach of teaching students to inquire about knowledge and the world in which they live.   The PYP uses six  themes that are part of every course of study and are the focus of the classroom and learning process. These transdisciplinary themes are: Who we areWhere we are in time in placeHow we express ourselvesHow the world worksHow we organize ourselvesSharing the planet By connecting courses of study for students, teachers must work together to develop investigations into important ideas that require students to delve deeply into subject matter and question the knowledge they have. The holistic approach of PYP, according to IBO, combines socio-emotional, physical and cognitive development by providing a vibrant and dynamic classroom setting that embraces play, discovery and exploration. The IB also pays close attention to the needs of its youngest participants, as those children ages 3-5, need a thoughtful curriculum designed for their development progress and ability to learn.   The play-based learning is deemed by many as a crucial component for success for younger students, allowing them to still be children and age-appropriate but challenge their ways of thinking and ability to comprehend complex thoughts and issues at hand.

Critical Analysis The Spirit of Democracy Essay

Democracy, with various perceptions lacks a universally accepted definition. However, it may have become a universally accepted system of government most international societies prefer to operate under. Larry Diamond (author of â€Å"The Spirit of Democracy†) agrees to this trend, when he questions why Democracy has not expanded globally. Though a snowball effect is indeed taking place, allowing sparks of liberal ideas translate to democratic movements giving way to the third wave of democracy, this system is still limited to two-thirds of the globe. In order to truly understand the limited growth of democracy, we must first uncover the internal factors that drive autocratic regimes and their democratic transitions. Autocratic regimes may†¦show more content†¦In the long-run, these movements eventually help induce the autocracy with a democratic system of government. Nonetheless, the autocracy can still revert the country to its initial bureaucratic system of government. Should they discover a source of mineral wealth within their country, the autocracy recovers from poor economic circumstances, ultimately fulfilling the desires of the people and retaining the legitimacy of the system. Thus, the leader recovers his moral title to rule, which was to bring economic and social reforms into the state that desperately required them. Once the government receives additional funding, it can use it to oppress rebellious citizens. Or repulse any oppositions that may have emerged from previous perceptions of a failing state. In contrast, Diamond views this recovery as a temporary delay of democracy. As a supporter of modernization theory, he believes that development endows society with values of post-materialism, which are values of independence and plurality found in the heart of all democratic societies. Diamond elaborates further, by linking the increa se in income to a rise in education. He then assumes, that education generates these post-materialistic values of freedom, independence, and equality. Thereby, society wishes to vocalize their liberal opinions and with the increase in incomes they have access to technology that delivers liberal beliefs throughout the regime. Hence forth, they become assertiveShow MoreRelatedAnnotated Bibliography On Critical Thinking1263 Words   |  6 Pagesthree of which are related to a specific topic, and one related to critical thinking in business (see Reference list for full details of the source). The following paper contains annotations and a critical analysis of the published work. Annotations and Critical Analysis Professor Thomas K. Donaldson taught at Australian National University for years. In his article, he made argument of the objection against the workplace democracy for the reasons that the conflicts between the democratic environmentRead MoreThe World Through Freedom And Democracy : A Critical Analysis866 Words   |  4 PagesUniting the World Through Freedom and Democracy: A Critical Analysis of the Pre-Emptive Cold War Policy Strategy of President Ronald Reagan’s â€Å"Tear Down This Wall!† Speech This critical analysis of â€Å"Tear Down This Wall!† speech of 1987 will define President Ronald Reagan’s properly conveyed speech on the necessity of tearing down the Berlin Wall as a symbol of democracy and freedom on a global scale. 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Either way, democracy represents the rule of the people through a well-established voting system that cannot be valid unless the voters are educated in the spirit of democracy, free elections, rule of law, non- discriminatory behavior, and others. 3Read MoreThe Case Of The Speluncean Explorers Essay1514 Words   |  7 Pagesperspective on the letter versus the spirit of the law and the way in which precedent plays a critical role in the legal process. Much can be learned by analyzing the rationalization of each judge’s decision. While there are only two possible conclusions -whether the defendants are innocent or guilty - the reasoning behind either conclusion demonstrates the complexity and often times the subjectivity of modern judicial systems. Through a comprehensive analysis of this case and a clear grasp of theRead MoreIs Marxism Anti Democratic Essay1589 Words   |  7 Pagesthe title defined. 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And it’s being confirmed that the mental and moral superiority of Americans being actively reiterated by American culture to the American public via movies, television and political rhetoric. The American Spirit is being realized forRead MoreCritical Analysis of Plato and Aristotle1634 Words   |  7 PagesTERM PAPER ON POL 311 (HISTORY OF POLITICAL THOUGHT) TOPIC A COMPARATIVE ANALYSIS OF PLATO AND ARISTOTLES POLITICAL THOUGHT WRITTEN BY OKWOR, STEPHEN USHIE 09/ED/EF/814 DEPT OF EDUCATIONAL FOUNDATIONS (POLITICAL SCIENCE UNIT) FACULTY OF EDUCATION SUBMITTED TO DR. EJERE DEPT OF POLITICAL SCIENCE AND PUBLIC ADMINISTRATION FACULTY OF SOCIAL SCIENCE UNIVERSITY OF UYO, UYO AKWA IBOM STATE MAY, 2012 A COMPARATIVE ANALYSIS OF PLATO AND ARISTOTLES POLITICAL THOUGHT In order to compare these great philosophersRead MoreThe Work Of Art During The Age Of Mechanical Reproduction1057 Words   |  5 PagesMarxism within the boundary of the Frankfurt School. 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The government, he says, will always pull out the â€Å"’endangering lives’ or ‘protecting

Marriage The Game Of Life Essay - 1572 Words

Marriage: The Game of Life (or Death) When considering the concept of life or death, one tends to imagine someone deserted on an island with no tools to survive or someone getting attacked by an animal or some abnormal situation like that. Most certainly, the Regency period does not come to mind. However, women of the period experienced the concept quite vividly- if they could not marry and they had no brothers or sons, they could often lose their fortunes and homes upon the death of their father or husband. Their entire livelihood depended on men solely because society refused the idea that women were actually equal to men and Jane Austen knew this well. Accompanied by the enlightening insights of Charlotte Lucas, Austen cleverly utilizes an extreme caricature in the form of Lady Catherine De Bourgh and Mrs. Bennet in order to reveal how marriage was the only way to ensure the financial stability of a young woman due to the constraints the patriarchy placed on women during the period. Women clearly recognized this as th e sole means of avoiding a life filled with hardship and misery, which manifests itself within Pride Prejudice through Lady Catherine’s and Mrs. Bennet’s constant worrying over their respective daughters’ marital status. Accordingly, Austen is blunt about this concept of marriage equating survival for women from the beginning, although many overlook her brutal honesty upon first read. In particular, she opens the novel with this iconic line: â€Å"It is aShow MoreRelatedPride And Prejudice: The Board Game Is A Fresh And Interactive1385 Words   |  6 Pagesand Prejudice: The Board Game is a fresh and interactive way to either become introduced to Jane Austen or enjoy the story of Pride and Prejudice as it takes place. The goal of the game is to earn or buy all the needed tokens and then move your respective couple to the church for marriage. Important aspects of the game are the couples moving as a unit, appearances of the game characters, gaining regency li fe and novel tokens, and marriage, which is the object of the game. Just as â€Å"the business ofRead MoreExamples Of Courtship In Jane Eyre1699 Words   |  7 Pages Courtship was a game with rules that demand to be followed. Traditions had to be upheld. The rules of courtship dictated what someone could do with another person. The rules dictated when those things could be done. 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Qualities of good academic writing Essay Example For Students

Qualities of good academic writing Essay Qualities of good academic writing BY BERNOX Submit by Email Academic writing is in a class all its own. Some students may struggle to write well at first, but here are a few guidelines to help you to produce better academic texts. Read on! Good academic writing includes the following essential elements: ? use of formal language ? objective style ? precise and concise language ? accuracy (particularly in grammar, punctuation and syntax) ? correct referencing style, and ? flow and cohesion. In academic writing you should also avoid using absolutes or generalisations. Example: Instead of It is impossible to determine you might use It seems difficult to determine . Precise and concise language Use of formal language Academic writing uses a formal style in order to aid clarity. Contracted forms, such has theyre and its have no place in academic writing, unless you are reporting an interview. Casual (spoken) expressions, such as pretty important, a lot of, get by, sort of and they say must also be avoided. Formality is aided by using the language of the particular discipline (area of study) in which you are writing. That is, there are ertain terms and phrases that are used exclusively in accounting, business law, management, and so on. These terms are understood by those in the field and have special meanings in that field. For example, in everyday English, public is used only in the singular. Objective style We generally avoid personal expressions in academic writing. Instead of phrases such as l think, l believe, we used, we asked, you would use phrases such as: It is considered important to It is possible that. This paper presents the findings of Academic writing in English uses a fairly direct tyle, particularly in comparison to some other languages. Some students use a style that is too indirect for English. If you are having problems you can usually simplify your writing by being more precise and using less words, rather than more. There are also special terms that can be used which are simpler and often clearer. Examples: The people who filled out the survey can simply be written as The respondents l would say, although I cant be sure could be It would seem that Students sometimes think that Jargon sounds impressive; actually it makes writing obscure and ifficult to understand. Workers will make context-sensitive judgments that enable them to continuously develop and transform their practice and themselves http://www. business. curtin. edu. au/communication Revised January 2011 can be more clearly expressed as Workers will learn from experience! (watson 2003, 163) Accuracy (grammar, punctuation and syntax) One of the m ost common errors in student writing is the use of sentence fragments, that is, Example of a sentence fragment: Because the company has made this decision. Examples of the use of punctuation to help clarify meaning: Here, the meaning not very clear due to the omission of commas: There are some team issues particularly division of tasks which need addressing. Commas, added in, help to make meaning clear: There are some team issues, particularly division of tasks, which need addressing. The sentence below is clumsy and unclear: It is evident from the survey responses that team members are unhappy and it appears that the company has not really addressed this issue and more needs to be done. A better way to write it is as follows: members are unhappy. It appears that the company has not really addressed this issue, and Examples of good referencing: One of the definitions used by Katzenbach (1993, 16) states that Li (2009) suggests that teams work better when.. According to Lau (2003, 48) communication is most important in the smooth functioning of teams. This would seem to support Kennets (2003) belief that good communication is an absolutely vital ingredient in successful teams. Flow and cohesion Good academic writing has a tight structure and parts seem to flow naturally from one to the other. The following will help to achieve cohesion: ? .u4bc48c767e3cd400b759d8ac5384254a , .u4bc48c767e3cd400b759d8ac5384254a .postImageUrl , .u4bc48c767e3cd400b759d8ac5384254a .centered-text-area { min-height: 80px; position: relative; } .u4bc48c767e3cd400b759d8ac5384254a , .u4bc48c767e3cd400b759d8ac5384254a:hover , .u4bc48c767e3cd400b759d8ac5384254a:visited , .u4bc48c767e3cd400b759d8ac5384254a:active { border:0!important; } .u4bc48c767e3cd400b759d8ac5384254a .clearfix:after { content: ""; display: table; clear: both; } .u4bc48c767e3cd400b759d8ac5384254a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4bc48c767e3cd400b759d8ac5384254a:active , .u4bc48c767e3cd400b759d8ac5384254a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4bc48c767e3cd400b759d8ac5384254a .centered-text-area { width: 100%; position: relative ; } .u4bc48c767e3cd400b759d8ac5384254a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4bc48c767e3cd400b759d8ac5384254a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4bc48c767e3cd400b759d8ac5384254a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4bc48c767e3cd400b759d8ac5384254a:hover .ctaButton { background-color: #34495E!important; } .u4bc48c767e3cd400b759d8ac5384254a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4bc48c767e3cd400b759d8ac5384254a .u4bc48c767e3cd400b759d8ac5384254a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4bc48c767e3cd400b759d8ac5384254a:after { content: ""; display: block; clear: both; } READ: Culture alongside a text EssayRepetition of key nouns and pronouns in aragraphs: English, an international language, is now spoken in many parts of the world. English is considered, in many ways, the language of business. ? Using connectors between sentences and between paragraphs: concern. In spite of this, it seems improbable that Moreover, this strategy is likely to ? Using phrases that refer to other parts of the text: As was indicated above. Correct referencing style As the next section will show. The Chicago referencing style is used in the Curtin Business School and in much academic writing in the field of business world-wide. The Library website at http://library. curtin. edu. au/research_and_infor mation_skills/referencing/index. html provides you with a very detailed selection of examples of Chicago referencing. Apart from the technical aspects of referencing, students do not pay enough attention to referencing elegantly and without breaking the flow of their writing. This will be further explored in the next section. Finally, of course, there is a need to edit several times in order to achieve flowing and cohesive academic writing. Watson, D. 2003. Death Sentence. Random House: Milsons Point. 2