The Aspect of Hypocrisy in the Workplace

The Aspect of Hypocrisy in the Workplace From the previous emotion and writing exercise, several sentences were noted down. These sentences were as a result of the frustrations which I had experienced at my previous workplaces following the hypocrisy which existed. This paper seeks to discuss the problem of hypocrisy as per the previously noted down sentences. The problem of hypocrisy in the workplace has always left me feeling both angry and helpless. As a result, I have often wondered why individuals have to be selfish. At the workplace, I observed that managers were only keen to have their orders followed. Already receiving higher incomes, they still found it easy to step on their juniors who had no choice but to follow their orders. People should not expect others to do things which they are not prepared to do themselves. Every other time, such managers made decisions which were not rational and only because they wanted to profit from the benefits alone. It does not hurt to wish and dream and so many times I have wished I had the power to put a stop to this hypocrisy. If only I was at the helm of that company, I would set an example for everyone else. As a leader willing to serve everyone equally I would be prepared to apply the same for those with whom I share special relations. I do not see why one deserves to be treated differently from others simply because they know the boss. Managers often had their friends receive special treatment with most of them being engaged in various workshops which came with a lot of benefits. Some things should just be prohibited. Hypocrisy not only lowers a companys efficiency but it also brings about unethical tendencies which should not be allowed in workplaces. References Check, J. (2004). I Teach, (I Feel), I Write: The Effects of Emotion on Writing About Schooling The Quarterly, Vol. 26, No.3. Greene, S.S. (1995). An Introduction to the Study of English Grammar, Philadelphia: Cowperthwait Co. Nordquist: R. (2010). Basic Sentence Structures in English About.com, Retrieved on 18 January, 2010 from, http://grammar.about.com/od/basicsentencegrammar/a/basicstructures.htm Wiechert, P. (2007). Exclamative Sentences-a Basic Sentence Type? An Analysis of Exclamative Sentences in English and German, Berlin: Grin Verlag

Argumentative Essay Format

Title: ARGUMENTATIVE ESSAY FORMAT Intro: PURPOSE: To set up and state one’s claim OPTIONAL ELEMENTS Make your introductory paragraph interesting. How can you draw your readers in? What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here. REQUIRED ELEMENTS ? If you’re arguing about a literary work—state author + title ? If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory. If you’re arguing about a film—state director, year + title ? STATE your claim at the end of your introductory paragraph BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction paragraph (see above). o PURPOSE: Lays the foundation for proving your argument. o Will often include: ? Summary of work s being discussed ? Definition of key terms ? Explanation of key theories SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer. Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph. o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here. o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ? †¦? ) or in a full sentence (? To understand this issue we first need to look at statistics). o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to prove/support/explain your topic sentence? Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the point you are trying to make in this par agraph? Can be opinion based and is often at least 1-3 sentences. o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this paragraph helps up better understand and/or prove your paper’s overall claim. SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc. o Repeat above ? COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable. Optional; usually 1-2 paragraphs tops o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of those arguments here and refute them. o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole. ? CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence o Conclusion you were most likely taught to write in High School CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH o PURPO SE: To illustrate to your instructor that you have thought critically and analytically about this issue. Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right where you started). o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this? o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper.By the end of your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to hear the larger point (i. e. the â€Å"so what†) you want to make about your topic. o Your conclusion should serve as t he climax of your paper. So, save your strongest analytical points for the end of your essay, and use them to drive your conclusion o Vivid, concrete language is as important in a conclusion as it is elsewhere–perhaps more essential, since the conclusion determines the reader's final impression of your essay.Do not leave them with the impression that your argument was vague or unsure. o WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your argument. New points might be more general, answering the â€Å"so what† question; they might be quite specific. Just avoid making new claims that need lots of additional support. OUTLINE WORKSHOP INTRODUCTION BACKGROUND SUPPORTING EVIDENCE #1 SUPPORTING EVIDENCE #2 SUPPORTING EVIDENCE #3 COUNTERARGUMENT SUM UP CONCLUSION ? Sum up claim + supporting evidence statements SO WHAT CONCLUSION Argumentative Essay Format Title: ARGUMENTATIVE ESSAY FORMAT Intro: PURPOSE: To set up and state one’s claim OPTIONAL ELEMENTS Make your introductory paragraph interesting. How can you draw your readers in? What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here. REQUIRED ELEMENTS ? If you’re arguing about a literary work—state author + title ? If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory. If you’re arguing about a film—state director, year + title ? STATE your claim at the end of your introductory paragraph BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction paragraph (see above). o PURPOSE: Lays the foundation for proving your argument. o Will often include: ? Summary of work s being discussed ? Definition of key terms ? Explanation of key theories SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer. Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph. o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here. o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ? †¦? ) or in a full sentence (? To understand this issue we first need to look at statistics). o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to prove/support/explain your topic sentence? Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the point you are trying to make in this par agraph? Can be opinion based and is often at least 1-3 sentences. o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this paragraph helps up better understand and/or prove your paper’s overall claim. SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc. o Repeat above ? COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable. Optional; usually 1-2 paragraphs tops o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of those arguments here and refute them. o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole. ? CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence o Conclusion you were most likely taught to write in High School CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH o PURPO SE: To illustrate to your instructor that you have thought critically and analytically about this issue. Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right where you started). o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this? o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper.By the end of your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to hear the larger point (i. e. the â€Å"so what†) you want to make about your topic. o Your conclusion should serve as t he climax of your paper. So, save your strongest analytical points for the end of your essay, and use them to drive your conclusion o Vivid, concrete language is as important in a conclusion as it is elsewhere–perhaps more essential, since the conclusion determines the reader's final impression of your essay.Do not leave them with the impression that your argument was vague or unsure. o WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your argument. New points might be more general, answering the â€Å"so what† question; they might be quite specific. Just avoid making new claims that need lots of additional support. OUTLINE WORKSHOP INTRODUCTION BACKGROUND SUPPORTING EVIDENCE #1 SUPPORTING EVIDENCE #2 SUPPORTING EVIDENCE #3 COUNTERARGUMENT SUM UP CONCLUSION ? Sum up claim + supporting evidence statements SO WHAT CONCLUSION

Comparing John Constables Painting The Cornfield and...

Representations of Time: Wordsworth and Constable I do not know how without being culpably particular I can give my Reader a more exact notion of the style in which I wished these poems to be written, than by informing him that I have at all times endeavored to look steadily at my subject; consequently, I hope that there is in these Poems little falsehood of description, and my ideas are expressed in language fitted to their respective importance. Something I must have gained by this practice, as it is friendly to one property of all good poetry, namely, good sense; but it has necessarily cut me off from a large portion of phrases and figures of speech which from father to son have long been regarded as the common inheritance of†¦show more content†¦While the men had no significant personal relationship, they were certainly aware of each others work. In fact, Constable thought very highly of Wordsworths poetry. As to whether that sentiment was reciprocated†¦ It is known that Wordsworth attended at least one of Cons tables lectures on landscape painting in 1836, however, there are no recorded comments by Wordsworth regarding Constable until after the painters death in 1837. Youll notice in the comments under the copy of The Cornfield that Ive passed around that Wordsworth was a subscriber to the fund that bought the painting for the National Gallery. He contributed one guinea. Other than this, there is little record of Wordsworths feelings towards Constable and his art. The records that we do have reflect both admiration and disdain: Wordsworth called Constable both an admiral artist and a genius, but also commented (via Joseph Farington) on an 1807 Royal Academy exhibition of Constables art that it was a poor exhibition. The Cornfield (remote) On the other hand, Constable valued Wordsworths poetry, calling the descriptions of landscape in The Excursion beautiful. In the 1830s he twice connected Wordsworths poetry to his own pictures, and in 1835 he wrote a sonnet that

Spoon River Analogy Essay - 1751 Words

Spoon River Analysis Zilpha Marsh Of all the characters in Spoon River, only one has the key ingredient that makes the book complete; that person is Zilpha Marsh. Even though Zilpha is mentioned only once within the book, she represents a controversial issue debated everywhere and can be related to people in real life. Zilpha represents mystery, supernatural, and spiritual beings, every word that is written about her suggest a deeper and more complex meaning; her entire character permeates an eerie feeling that adds the extra spice to Soon River. Zilpha is the only character that follows a different pattern and has the most character within a poem. Although the poem stated nothing about her death, family, friends, or even her life, the†¦show more content†¦Oxymorons were used towards the end of the poem when Zilpha was talking to the townspeople and she saidÂ…and suppose I see what you never sawÂ… Also Paronomasia was used when mention of the spirits Zilpha heard occurred (Chaucer, Caesar, Poe, and Marlowe). A hyperbole appeared when the term nonsense was being repeated nonsenseÂ…. never heard of and no word for. Other terms were Archaism and Anacoluthon. In the poem the word planchette is used to describe what we call today the arrow on the Ouija board and when the poem describes stricken fields, it is referring to barren fields; both of these examples are Archaisms. An example of an Anacoluthon would be You talk nonsense to children, dont you? All of these rhetorical terms used in the poem created a pleasant reading situation which bettered the overall effect of Zilpha Marsh. Once the surface of Zilpha Marsh was covered, the reader could then begin to start his/her own analysis. With the setting set to super freaky and the terminology broken down the analysis of Zilpha begins. First of all the lighting has created a double meaning to where it not only represents light in the literal sense but in the spiritual. Within Zilpha, the shadows are dancing they could be shadows from her past, such as memories of her family, friends, and lovers, or the shadows could represent Zilphas inner conflict between right and wrong (good and evil). Also the shadows could represent Zilpha being consumed by the veryShow MoreRelatedMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pageshardly known. Film is too obviously a message for one not to assume that it is coded. For that matter, any message, provided it is repeated often enough and with a sufficient number of variations—as is the case with film —becomes in time like a great river whose channels are forever shift* Despite the clumsy formulations of a man who was partly self-taught, which are scattered throughout his books (though not in his films), Eisenstein remains, to my mind, one of the greatest film theoreticians. His writingsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagespage intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services: Ashley Santora Acquisitions Editor: