Critical Thinking Essay Example | Topics and Well Written Essays - 1000 words

Critical Thinking - Essay Example Performing a critical analysis is not usually easy for an individual because of the abundance and ambiguous status of the facts pertinent to the scenarios that are to be analyzed. Some cases require further scrutiny to uncover unknown details, which are really important thus initial skepticism and open-mindedness are often required in developing good critical thinking. (Bloom's Taxonomy Internet) Take for example a certain job regarding work relation in a specific office. A certain piece of valuable went missing and the whole work community in the office is already chattering blaming a shy and timid employee as the thief who stole the missing valuable. Employing critical thinking would not let someone to hastily judge that employee because of his social diffidence. Instead of inappropriate judgment, analyze first the case at hand and evaluate the details pertinent to it to find clues and information leading to the solution. Failure to practice critical thinking will only lead to inac curate and often wrong conclusion thus neglecting the purpose of the human logical capabilities. Proper judgment requires the critical thinking and analysis of the available information and specific details. It is very important that one must first utilize his or her brain before jumping to any hasty judgment to avoid mistakes and further aggravation of the problem already at hand. Thus, solution and accurate knowledge can only be attained by having critical analysis of the facts leading to the plausible conclusion. Several factors of education explain a person's pattern of learning. The aspects of philosophy of thinking and learning which merely refers to the thought provoking a person to have a yearning for learning usually helps an educator determine the progress of his student with regards to what he is teaching and what his student is able to grasp for learning.(King 3) The following paragraphs shall discuss the mentioned factors of education and shall clarify some points of consideration concerning the principles of learning involved in education. (King 4) Learning involves the utilization of reality. What does the context of reality actually mean Reality as defined refers to the facts that are present in the society. These so-called facts support the existence of several things in the environment. Through the utilization of the realties in educating a person, an educator is supposed to help the student reject the impractical and visionary aspects of learning. Through this matter of teaching, a student is able to see the importance of what is obviously seen and not what is simply imaginary. Gaining knowledge through this way would naturally help a person understand his being and his environment as well based on constructed foundation of belief. Naturally, learning in a perennial way gives an individual the most important knowledge he has to learn from life. His experiences are generated to become sources of practical understanding, which in turn would help him cope up with life's challenges due to the fact that he has learned to face h e said obstacles through his experiential learning. (King 5) One's ability to value what he learns follows the process of learning. His capability of applying the knowledge he has gained is the turning point of his learning and the fact

Throughout his novel Essay Example for Free

Throughout his novel Essay Reread the begging of section one of the novel. Write about the ways the writer uses details in this passage to make the reader think about the changes, events and ideas in the novel; in the way the writer uses detail in his passage to prepare the reader for the ending. Throughout his novel, Of mice and Men John Steinbeck presents many ideas about the bias system that prevents working class people from amounting to anything, and how the fates of ranch hands and particularly the character of Lennie are inevitable. His use of language and literary techniques in order to develop his character and setting are used to prompt the reader to consider these ideas. The vocabulary that Steinbeck choices to describe the brush in both sections one and six of the novel mirror each other. Steinbeck has Lennie repeating the actions from section one to make us think back to the beginning of the novella, and consider the characters that he has created. Steinbecks meticulous use of detail throughout the novel makes it more memorable to the reader and so when in section 6 Lennie appear[s] out of the brush they are instantly reminded of the opening, as though the novel has come full circle. Steinbeck chose to set the ending to Of Mice and Men in the same setting as he chose to set the first to show the monotony and routine of the ranch hands and despite the dreams they may have, the reality of the situation makes hopes impossible. We, as the readers are aware from the start that the text is likely to end where it began as Steinbeck has the character, Lennie repeating what George said about the brush so [he doesnt] forget it, consequently the repetition also had the phrase stick in the minds of the novels audience. So when Lennie remembers his instructions from George in section Six, so do the audience. Steinbeck sets section six of the novel after the sun had left the valley which mirrors the first section which was also set in the evening. However the night also serves another purpose of suggesting that at the end of the day also comes the end of Lennies life, making the reader consider what has happened in the novel between sections one and six to lead to this moment and the comments Steinbeck was trying to communicate. The language choices Steinbeck makes to describe Lennie are throughout often quite animalistic. Although to demonstrate his size when Lennie is described as a bear, these terms serve a secondary purpose of making Lennie seem more animal than human. The very end of the novel and Lennies death are foreshadowed by the events in section 3 when Candys dog is led away to be shot. Later on Candy reveals that he feels that he should have shot him myself, which is what George does in the way Carlson describes in the bunkhouse. These similarities make Lennie seem like an animal however the metaphor goes further, suggesting that people at the time were all treated badly or like animals as Lennie is in this novel. In conclusion, the details that Steinbeck presents the final section of the novel Of Mice and Men make the reader think about other sections of the novel, particularly the begging as much of the imagery used in the final section is either the same or similar.

Treaty of Lisbon and 2004 Constitutional Treaty Comparison

Treaty of Lisbon and 2004 Constitutional Treaty Comparison Before considering the differences between the contents of the Treaty of Lisbon and the failed 2004 Constitutional Treaty, not least because in the views of many this could be a short discussion, it seems prudent to briefly consider why it was felt necessary that any change to what was then, and in fact still is now, the status quo was required. At the conference of Nice, in 2000, a declaration was made as a result, in part, due to the agreement between Member States that the way should be opened for the expansion of the Community to allow entrance of a number of new States to the Community[1]. The conference felt that a number of points needed to be considered and addressed. There were four points raised for discussion namely: how to establish and monitor a more precise delimitation of powers  between the European Union and Member States, reflecting the  principle of subsidiarity. the status of the Charter of Fundamental Rights of the European Union†¦ a simplification of the Treaties†¦ the role of national parliaments in the European architecture.[2] These points were considered in December 2001 in Laeken in Belgium where a declaration was made in respect of how it was felt the Union needed to proceed in order to ensure a successful future[3]. The Laeken Declaration drew deeply on history and the divisions which had been caused, in the main, by the Second World War. It saw that the future and unified Europe would expunge those divisions and pave a bright future for the Union as a whole. The resultant Constitutional Treaty set out how it was felt that the Union could proceed as a defined unit. The coverage of its abrupt failure has been comprehensive with many views expressed as to reasons for this. Some believed that it was erroneous to even consider a document of this kind in relation to Europe, arguing that the situation in place worked sufficiently well[4]. Whilst others were critical of its contents believing that it was a step too far in the direction if a federal Europe and others believed that its failure was the result of an underlying suspicion of the Union as whole in many member states[5]. Whatever the reasons behind its failure, and it is likely to be a combination of all of the expressed views, the process towards some kind of constitutional document continued. Following the rejection of the Constitutional Treaty in referenda in France and the Netherlands and the likely imminent rejection in other states including possibly the United Kingdom, a halt was placed on proceedings and a period of reflection was implemented in which Member States were encouraged to enter into debate and discussion with their citizens in an attempt to pave a way forwards. This process took place during the remainder of 2004 and 2005, and then in 2006, Germany was commissioned by the European Council to assess the situation with regards to the Constitutional Treaty. Following this, in June 2007 the ‘Reform Treaty’ was introduced and this was developed over the next year or so and, because the European Union Presidency was held by Portugal at the end of 2007, was renamed as the Treaty of Lisbon. This treaty like the Constitutional Treaty before it required ratification by all Member States. This was mostly achieved, but Ireland, the only Member State who se constitution requires a referendum before ratifying the Treaty, returned a no vote in that referendum. The reasons for this will be discussed below, but at the current time the constitution of the European Union, or lack thereof, remains as it did in 2000 following the Treaty of Nice. One of the key complaints, as mentioned above, of the Constitutional Treaty was its implications in relation to a federal Europe. Article I-8 of the Treaty provided for amongst others the celebration of Union Day on 9th May each year. In drafting the Treaty of Lisbon the Council were careful to ensure that any reference to a constitutional document was removed. There can be no doubt that the Treaty of Lisbon makes a number of key amendments to the EC Treaty. Large numbers of these however are replications of what was already contained within the Constitutional Treaty. One area where there is remarkable consistency between the Constitutional Treaty and the new Treaty on European Union and the Treaty on the Functioning of the European Union which the Treaty of Lisbon creates in place of the EU Treaty, is that of the role of national parliaments in relation to the Union. It will be remembered that this was one of the key questions discussed Laeken and was clearly believed to be vital in ensuring a unified Europe. Article I-11 of the Constitutional Treaty provided that national parliaments would ensure compliance with the principle of subsidiarity, a principle which states that the European Union will only take action on matters which it is felt, due to their scale, cannot be addressed at a national level. This statement is transferred in almost identical form to Article 5 of the Treaty on European Union by Article 1(6) of the Treaty of Lisbon. Article I-18(2) of the constitutional treaty required the European Commission to bring to the attention of national parliaments proposals to instigate a flexibility clause which allows for the adoption of measures by the Union where there are insufficient powers in place to allow for their adoption. This statement is added almost word for word into Article 352(2) of the Treaty on the Functioning of the European Union. These are two examples of the nine provisions contained within the Constitutional Treaty in relation to the role of subsidiarity, which have remained to all purposes unaltered within the contents of the Treaty of Lisbon. Whilst this is not the place for a full discussion on the validity of these provisions, there seems to be little doubt that they provide for a greater contribution to Union policy making by national parliaments and, in conjunction with the provisions of Article 7(3) of the Protocol on the Application of the Principles of Subsidiarity and Proportionality in allowing, in certain circumstances, national parliaments to veto Union legislation give national parliaments a much more significant position within the Union’s political processes. The next area considered at Laeken was the introduction of the Charter of Fundamental Rights. Both this and the European Convention on Human rights would have been accepted into the European Constitution under Article I-9 of the Constitutional Treaty. Rather unsurprisingly given the tone of what has gone before both were to become legally binding following the ratification of the Treaty of Lisbon. It is interesting to note that the text of the Charter is absent from the Treaty itself, rather it was to be introduced in Article 6(1) of the Treaty on European Union. It is necessary next to address the fourth of the four considerations of the Laeken declaration before considering the third. The Constitutional Treaty contained provisions giving the Union competence or the ability to legislate in certain areas. These split into two sections exclusive competence, in which only the Union could legislate and shared competence in which this ability is shared with the member state, providing the Union has not exercised its competence[6]. The wording in relation to these competences is indicative of the level of change that took place between the Constitutional Treaty and the Treaty of Lisbon. Paragraph two of Article 2, in the Treaty on European Union read: ‘The Member States shall exercise their competence to the extent that the Union has not exercised its competence. The Member States shall again exercise their competence to the extent that the Union has decided to cease exercising its competence.’ This was amended from the following in t he Constitutional Treaty: ‘The Member States shall exercise their competence to the extent that the Union has not exercised, or has decided to cease exercising, its competence.’ This seems to be an attempt to demonstrate that some power with regard to these competences can be returned to the member state if the Union ceases to act, but it can be seen that the change between the two treaties is minimal[7]. The final of the four considerations expressed in Nice and given voice in Laeken was that of simplifying the Treaties. There can be no doubt that the Constitutional Treaty would have done this. There would be one definitive document containing the whole scope and powers of the Union, the Treaty of Lisbon was clearly a long way from achieving that aim. This treaty is an amendment of previously existing treaties and read in isolation is almost pointless. It also results in yet another reclassification of the treaty articles and subsequently yet another table of equivalences. Whilst it seems an obvious point, this one factor is the single largest difference between the Constitutional Treaty and the Treaty of Lisbon, thus indicating that other differences, as has been discussed, are rather minor. Before continuing to discuss the possible reasons behind the Irish no vote, this seems a sensible point to summarise the differences which exist between the Treaty of Lisbon and its failed predecessor. One of the single, and perhaps most significant, differences between the two does not involve the details of their respective texts at all. One of the ideas considered at Laeken was that the Union should adopt a more open and democratic approach to its policy making process. This was given effect in the drafting of the Constitutional Treaty. Following its failure however the Union immediately returned to the previous approach of secretive, less democratic policy making. In an attempt to push through the reforms contained within the Constitutional Treaty, all be it minus certain contentious areas, the Union developed the Treaty of Lisbon with little or no public consultation. It has been mentioned numerously above that there are very few significant substantive changes between the two treaties. It should be emphasised that the express constitutional intent has been removed and any statements which could be viewed as suggestive of federalism have also disappeared. The declaration that the European Parliament is sovereign has also been removed[8]. There are a number of minor technical changes in relation to the scope of competences and rights in relation to subsidiarity have also been lightly modified. In most other respects the two treaties are the same. So, why did the Irish public choose not to ratify the Treaty of Lisbon? There were a number of specific details presented by the Irish ‘No’ campaign in the lead up the Irish referendum on the ratification of the Treaty of Lisbon. Tony Gregory TD stated that it was his belief that the Treaty would weaken the position of Ireland within Europe and would cause Ireland to lose its traditionally neutral military position[9]. Other areas of the campaign stated that a yes vote would ‘introduce abortion and high taxes, and abolish peat cutting and union rights.’[10] The no campaigners, rather conflictingly, used the loss of the Irish seat on the Commission, a result in its size reduction following ratification, as a reason for refusing the Treaty. It could be argued that any of these reasons or a collection of them were responsible for the no vote but it would seem naà ¯ve on the part of both sides of the debate to believe that specifics were the cause of the failur e of the Treaty. Whilst it is impossible to give definitive reasons for failure, it seems to me that the Irish, French and Dutch no votes must, in some way be linked. And since it is unlikely that any specific point could give rise to the same level of reaction in each country there must be some other underlying reason for the populations’ refusal to accept a constitutional type of treaty for Europe. When asked for comment by the BBC, one Irish no voter stated that he had voted in this manner for, amongst other reasons, the fact that ‘the whole European Union regime is getting ridiculous and is too underhand to even follow’[11] It is the word underhand which is most interesting in this statement. Could it be that despite all of the efforts made to the contrary, the European Population believe that the European Union is encroaching too far on national sovereignty and is an elite non-democratic force which is not necessarily always a force for good. This would certainly be a euro-sc eptics view, but as the results of these referenda demonstrate they do appear to be the majority. The ratification of the Treaty of Lisbon by most Member States has been seen by many as underhand. Its contents are not sufficiently different to the Constitutional Treaty to warrant ratification without referral to the general population and whilst this could be a reason for the no vote in Ireland I believe the descent runs deeper. It appears that there could be large scale Euro-scepticism at play in many Member States. With this in mind, the steps that are now taken by the Union will surely be instrumental in deciding its success or, not failure because that is unlikely, but certainly value and purpose. Given their efforts in trying to ratify the Treaty of Lisbon, it seems reasonably certain that the executive powers in the Member States will not stop in their moves to introduce the measures provided for in the Constitutional Treaty. The options are few; should there now be a further period of reflection and try to restart the process once the dust has settled? Should areas be dealt with in a point by point manner, simply amended existing European legislation as and when required? Should, as the French government suggest, the Irish no vote be ignored and the Treaty ratified in their absence? Or should the current status quo remain untouched. At a summit in Brussels in December, the Irish government gave a commitment to attempt, via a new referendum; get the Treaty ratified within the next twelve mo nths providing certain guarantees were made by other Member States. It seems that so far as the Treaty of Lisbon is concerned the European Union is quite happy to take the approach of ‘if at first you don’t succeed, try, try again’. This is all very well, but surely it would be better to consider the reasons for failure rather than trying to push the populace into accepting a situation for which there are clearly serious and numerous reservations. As a conclusion it seems fitting to use Joseph Weiler’s erudite discussion on the treaties and consider the bearing this has on the problems encountered. ‘The segue was of course priceless even Houdini would marvel at the magic. Take the Treaty which masqueraded as a Constitution, do some repackaging, and now it is a Constitution masquerading as a Treaty. The repackaging is pretty crude: strip away the word constitution. Pretend the Charter of Fundamental Rights is not part of the Reform Treaty and all this whilst pontificating on the need for transparency.’[12] Table of Legislation EC Treaty (Treaty of Rome) 1957 Treaty of Nice C80 2001 Treaty Establishing a Constitution for Europe C310 Volume 47 2004 Treaty of Lisbon amending the Treaty on European Union and the Treaty establishing the European Community C306 Volume 50 2007 Bibliography The Laeken Declaration G. Barrett, â€Å"The king is dead, long live the king: the recasting by the Treaty of Lisbon of the provisions of the Constitutional Treaty concerning national parliaments† (2008) European Law Review 33(1) J. Bateman, â€Å"Brussels Bulletin: a New European Framework† [2008] International Family Law Jounal 134 R. Bellamy, â€Å" The European Constitution is Dead, Long live European Constitutionalism† (2006) 13 Constellations 181 BBC News Online (http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/08/europe_ireland_votes_no/html/1.stm) Graà ­nne de Bà ºrca, Reflections on the path from the Constitutional Treaty to the Lisbon Treaty, Jean Monnet Working Paper 03/08 P. Craig, â€Å"The Treaty of Lisbon, process, architecture and substance† (2008) European Law Review 33(2) M. Dougan, â€Å"The Treaty of Lisbon 2007: winning minds, not hearts† (2008) 45 Common Market Law Review 617-703 D Granville, â€Å"Irish Democrat: Gregory Joins the No Campaign†, Connolly Publications Ltd, London, 2008 B. Laffan and J O’Mahoney â€Å"Ireland and the European Union† Palgrave MacMillan, London, 2008 D. MacShane, â€Å"Ireland’s No Vote: Europe Is Not Going Away†, Times Online, 2008 (http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article4133106.ece) R. McAllister â€Å"European Union: A Historical and Political Survey† Taylor and Francis Ltd, London 2008 L. Siedentop, â€Å" A Crisis of Legitimacy† (2005) 112 Prospect J. Snell, â€Å"European constitutional settlement, an ever closer union, and the Treaty of Lisbon: democracy or relevance?† (2008) European Law Review 33(5) P. Syrpis, â€Å"The Treaty of Lisbon: Much ado †¦ but about what?’ (2008) Industrial Law Review 37(3) J Weiler, â€Å"European Journal of International Law Marking the anniversary of the Universal Declaration; the Irish no and the Lisbon Treaty† E.J.I.L. 2008, 19(4), 647-653 S. Weatherill, â€Å"The Lisbon Treaty: Aspiration and Structure†, in Weatherill, EU Law (OUP: 8th ed. 2007), S Weatherill â€Å"Cases and Materials on EU Law†, 8th Revised Edition, OUP, Oxford, 2007 1 Footnotes [1] Treaty of Nice ‘Declaration on the Future of the Union’ [2] Ibid [3] The Laeken Declaration [4] R. Bellamy, â€Å" The European Constitution is Dead, Long live European Constitutionalism† (2006) 13 Constellations 181 [5] L. Siedentop, â€Å" A Crisis of Legitimacy† (2005) 112 Prospect [6] Article 2 of the Treaty on European Union. I-12 of the Constitutional Treaty. [7] See www.statewatch.org for further detailed comparisons [8] Article I-6 [9] D Granville, â€Å"Irish Democrat: Gregory Joins the No Campaign†, Connolly Publications Ltd, London, 2008 [10] D. MacShane, â€Å"Ireland’s No Vote: Europe Is Not Going Away†, Times Online, 2008 (http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article4133106.ece) [11] BBC News Online (http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/08/europe_ireland_votes_no/html/1.stm) [12] J Weiler, â€Å"European Journal of International Law Marking the anniversary of the Universal Declaration; the Irish no and the Lisbon Treaty† E.J.I.L. 2008, 19(4), 647-653

Autobiography :: Autobiography Personal Narrative

Part 1: Family Background I was raised by both my parents while growing up. My parents barely finished high school and never went to college so they were not the type of parents who pushed college careers nor did they have any sort of college fund set aside for us. They always helped with homework but never pushed us to do better. Now that they see my accomplishments from attending college they are very proud of me and supportive for me to finish. My mom even went back to college after seeing me and my sister do it, and she got an accounting degree at the age of 40. My parents came from poor families and not many college graduates. We often had no spending money or even good running vehicles but they always gave us love and we were happy with all of the small things we had. My parents used the permissive parenting style, at least for me and my sister; they never really used any type of punishments. They would tell us we were grounded from something but the next day we would be doing the things we wer e grounded from. We were always nurtured and my parents were easy to talk to. My dad taught us many things from riding a bike to driving a car; he never gave up on us and always gave words of wisdom. There were times when were yelled at and even spanked a few times, but the good times always overcame those bad. I have 3 sisters and 1 brother who are all younger than me. Being the oldest of 5 children had its good and bad occasions. Since I was the oldest I always was given first option on things like movies, where to eat and who got to play with what toys. I was also faced with a lot of responsibility being the oldest, I was expected to watch the other kids a lot to make sure they did not get hurt. Some days I felt more like a mother than a child but they looked up to me and listened to me so I felt good. To this day I still look after them and make sure they are doing the right things and doing well in school. I think that the "birth order" material is pretty close to des cribing all of us. Autobiography :: Autobiography Personal Narrative Part 1: Family Background I was raised by both my parents while growing up. My parents barely finished high school and never went to college so they were not the type of parents who pushed college careers nor did they have any sort of college fund set aside for us. They always helped with homework but never pushed us to do better. Now that they see my accomplishments from attending college they are very proud of me and supportive for me to finish. My mom even went back to college after seeing me and my sister do it, and she got an accounting degree at the age of 40. My parents came from poor families and not many college graduates. We often had no spending money or even good running vehicles but they always gave us love and we were happy with all of the small things we had. My parents used the permissive parenting style, at least for me and my sister; they never really used any type of punishments. They would tell us we were grounded from something but the next day we would be doing the things we wer e grounded from. We were always nurtured and my parents were easy to talk to. My dad taught us many things from riding a bike to driving a car; he never gave up on us and always gave words of wisdom. There were times when were yelled at and even spanked a few times, but the good times always overcame those bad. I have 3 sisters and 1 brother who are all younger than me. Being the oldest of 5 children had its good and bad occasions. Since I was the oldest I always was given first option on things like movies, where to eat and who got to play with what toys. I was also faced with a lot of responsibility being the oldest, I was expected to watch the other kids a lot to make sure they did not get hurt. Some days I felt more like a mother than a child but they looked up to me and listened to me so I felt good. To this day I still look after them and make sure they are doing the right things and doing well in school. I think that the "birth order" material is pretty close to des cribing all of us.

Older Run

Analyzing Two Adventurers, Gary and Karana Gary Paulsen, the narrator and author of â€Å"Older Run† and Karana, in an excerpt from Island of the Blue Dolphins by Scott O’Dell, are both some type of adventurer. Their adventures and reactions are similar in various ways and are diverse in others. Gary Paulsen experiences a real-life survival adventure with his sled dogs. He is a dogsledder with a team of ten dogs. The dogs have been through vigorous preparation so he is sure that they will have had enough strength and training to satisfy him throughout the run.The run starts out well; Gary was carrying enough extra food and decides to do an open run. He decides this because he wants to steer clear of the forests, the younger dogs might forget what they’re doing and run into trees. As they reach a trestle, Gary discovers that some nutcase had stolen the plywood from the trestle. As a result of the plywood being taken, Gary performs a suicidal maneuver that causes h im to fly twenty feet, and then land into the snow. After he realizes his luck, he works to prepare his dogs to recuperate so he can finish his journey. Gary tries in vain to get back his dogs but each time he is met with failure.But, his dogs come back for him as he merrily drives them to their destination. Karana also experiences real-life adventure which is like Paulsen’s in some ways. Both Paulsen and Karana are vengeful torward someone or an animal. Paulsen is vengeful toward the maniac that tore out the plywood from the trestle because the missing plywood caused him a sufficient amount of difficulty. Karana is vengeful toward the dag that killed her brother because now she was alone on the island except for other animals, including a pack of vicious, menacing dogs. Like Paulsen, Karana also feels determined.She feels determined when she built the fire to drive the dogs out of the cave because it will give her a chance to kill some of the pack. Paulsen feels determined b ecause he needs to get the dogs back on track after he scattered them accident because he was thrown off the trestle. Paulsen is confident that he was ready to leave for the run because the dogs had been taught and trained. Likewise, Karana was confident that of her use of bow, arrow, and spear to kill the lead dog in revenge for killing her younger brother. Paulsen and Karana are also different in some ways.Paulsen is optimistic about his dogs traveling with him when they first start off because he enjoys riding behind dogs in sled. But, Karana is uncomfortable about the lead dog (Rontu) sleeping inside her house so she sleeps outside on a rock because being eaten by a hefty black dog does not appeal to her. While Gary Paulsen is fearful that his education has fallen behind the dogs and he might never catch up, Karana feels affectionate toward Rontu when she treats his arrow wound. Finally, Paulsen was surprised that all of his dogs came back for him after he caused them so much tr ouble and struggle.On the other hand, the first three days Rontu is staying in Karana’s home to recover, Karana is longing for the dog, Rontu, to leave her house so she can have some peace and privacy. In conclusion, Gary Paulsen Experiences real-life survival adventure with his team of sled dogs while Karana also experiences a real-life survival adventure which is like Paulsen’s in some ways and different in others. Karana and Paulsen’s reactions show that they are determined to reach their goal and that they can have a sudden change of heart.

How to Style Titles of Compositions

How to Style Titles of Compositions How to Style Titles of Compositions How to Style Titles of Compositions By Mark Nichol Navigating the formatting rules about titles of compositions books and chapters, movies and TV shows, albums and songs, and the like can seem like negotiating a minefield. Here’s a handy map to help you maneuver through the terrain: In print, two primary formats exist for identifying a creative work. Titles of entire bodies of work such as a book, a TV series, or an album are often italicized, while titles for components of each book chapters, TV episodes, or songs are usually enclosed in quotation marks. Easy enough, but what about creations such as paintings and poems? A painting is a discrete work, but it is also often displayed as part of an exhibition. What do you do? In this case, italicize the painting’s title but style the title of the exhibition in roman, or ordinary, type. (However, single ancient works of art, such as the Venus de Milo, are simply styled in roman.) As for short poems collected in an anthology, style their titles like those of book chapters, but italicize the titles of book-length poems. Photographs are considered elements of a larger work, such as a book or an exhibition, and their titles are simply enclosed in quotation marks. And what about capitalization? Generally, in a title, always capitalize the first and last words regardless of part of speech, plus nouns, pronouns, verbs, adjectives, adverbs, and long conjunctions (those other than and, but, for, nor, and or.) Lowercase prepositions (over, under, through, etc.) unless they are key to the title (A Walk Through Time) or as part of an adverbial or adjectival phrase (Turn Up the Volume). The initial definite or indefinite article in a title can be preempted by a nonitalicized article if it conflicts with the sentence structure. For example, write â€Å"The Wizard of Oz audio book is a best-seller.† But if this style looks awkward, just relax the sentence: â€Å"The audio-book version of The Wizard of Oz is a best-seller.† 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 Style category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Expanded and ExtendedStarting a Business Letter with Dear Mr.