Word Choice Brake vs. Break - Proofeds Writing Tips

Word Choice Brake vs. Break - Proofeds Writing Tips Word Choice: Brake vs. Break â€Å"Brake† and â€Å"break† sound identical. Both words can be a noun or a verb. They’re even anagrams of one another! But when it comes to their meanings, these terms are entirely distinct. How, then, can you be sure that you’re using â€Å"brake† and â€Å"break† correctly? Check out our guide to make sure your writing is always error free. Brake (Slow Down or Stop) Used as a verb (i.e., an action word) â€Å"brake† means â€Å"slow down or stop a vehicle.† For instance: The car braked before it hit the curb. As a noun, a â€Å"brake† is a device used to stop or slow down a vehicle: Always check your car’s emergency brake before a long journey. We can also use this word figuratively when not discussing vehicles. For example, if we pause a project that is underway to do more planning, we might say that we are â€Å"putting the brakes on it.† Break (Damage, Violate or Interrupt) â€Å"Break† actually has several meanings. As a verb, it can mean to: Damage or destroy something (e.g., It will break if you drop it†¦) Violate a law or promise (e.g., I would never break an oath†¦) Interrupt or end something (e.g., Let’s break for lunch†¦) Reveal something or make it public (e.g., To break news†¦) It is worth noting that the simple past tense and past participle forms of this verb are â€Å"broke† and â€Å"broken† respectively, not â€Å"breaked.† This is because â€Å"break† is an irregular verb. As a noun, meanwhile, a â€Å"break† can be a: Point of damage (e.g., We repaired it at the break†¦) Pause or interruption (e.g., Take regular breaks while writing†¦) Gap or opening in something (e.g., We ran for the break in the tree line†¦) A vacation or holiday (e.g., He went to Cancun for spring break†¦) The word â€Å"break† also features in a number of phrases, such as â€Å"breaking bad.† These can be tricky if you’re not a native English speaker, but keep an ear out for how they are used and don’t be afraid to look up unfamiliar phrases. Brake or Break? These terms have so many meanings between them that it can get confusing! However, the word â€Å"brake† is always related to slowing something down or stopping it (both as a verb and a noun). If you are dealing with any other situation, the correct word will be â€Å"break.† Remember: Brake (verb) = To slow down or stop Brake (noun) = A device for slowing a vehicle down Break (verb) = To damage, violate, or interrupt something Break (noun) = A point of damage, a pause, or a vacation

How the character of Shylock is portrayed in The Merchant of Venice Essay Example

How the character of Shylock is portrayed in The Merchant of Venice Essay Example How the character of Shylock is portrayed in The Merchant of Venice Paper How the character of Shylock is portrayed in The Merchant of Venice Paper Essay Topic: Merchant Of Venice Play The Merchant of Venice is a play written by William Shakespeare in the late 16th century. There are many subplots as well as the main storyline, which adds depth to the story and helps to show different sides to the characters. The subplots also make the play appeal to a wider audience. Shylock, a wealthy Jew is one of the main characters. During the play his merciless and uncompassionate nature is revealed. The main storyline is about Bassanios journey to get to his lover Portia, he has to borrow money to travel from the moneylender Shylock and this makes his friend Antonio in trouble. There are many themes that run through the play, such as love, trust, hate, loyalty, family and anti-Semitism. Throughout the play Shakespeare uses language for figurative, poetic and dramatic effect, using soliloquies and other language devices. As the title suggest I will be looking at the moral and philosophical content and how Shylock could be viewed as a victim, villain and a comic character by an Elizabethan audience and how this is today. Shakespeare based Shylock on a Jew called Barubas in Christopher Marlowes play The Jew of Malta. He was a 2D stock villain who had no redeeming features. He went round poisoning Christians drinking water, this is what Elizabethans would be expecting Shylock to be like. This confirms what Elizabethans thought about Jews, that they are villains. However Shylock is a more rounded character he is a victim as well as a villain. As Shylock is a complex character the audience doesnt know how to feel, sympathy or hate. Shakespeare raises the moral question of how to treat Jews in society. In act 1 we see Shylock meeting with Bassanio to discuss a loan. Act 1 Scene 3 line 103-104 You call me misbeliever, cut-throat dog, And spit upon my Jewish gaberdine. The audience is shown of Antonios hatred and insults towards Shylock. To an Elizabethan audience it would be humorous to insult Jews. Christians blamed Jews for the death of Jesus. Pontious Pilot (a King) gave the crowd of Jews the choice to crucify Jesus of a thief. The Jewish crowd saved the thief and killed Jesus so Christians feel they are in league with the devil. Christians feel they mus t punish the Jews for it and Christians feel that they must try and convert them to Christianity to save them. However this also portrays Shylock as a victim as it shows the prejudices against him. A modern audience would find this racist, anti-Semitism unacceptable. Shakespeare uses a simile here for figurative effect and to add layers of meaning and show Jews as an inferior species. Antonio also has other reasons to hate Shylock. As Antonio reveals in Act1 Scene 3 Line 86. Was this inserted to make interest good? Antonio is suspicious of Shylock and his religion. Elizabethans at the time thought of Jews as suspicious. Shylock lends money (usury) and charge interest, which Antonio hates. Elizabethans thought it was sinful to charge interest on loans. The bible says Its easier to pass a camel through a needle, than a rich man to go to heaven. This meant Christians were prejudice to moneylenders who charge interest like Shylock. Antonio has friends whose lives have been ruined by Shylocks interest. This also adds to the stereotypical image of Jews, as misers who are renowned for money lending. However this prejudice is not one sided. Act 1 Scene 3 Line 34. I hate him for he is Christian. Shylocks deep grudge is shown in his soliloquy. An Elizabethan Christian audience would think he was a villain wanting revenge. However a modern audience would feel more sympathetic towards Shylock as he has suffered years of torment. A modern audience would more likely side with Shylock unlike an Elizabethan audience. As Shylock finishes talking about Antonio he turns up, this is for dramatic effect. Shylock continues to show how much he hates the Christian religion. Act 2 Scene 5 Lines 14-15. But yet Ill go in hate, to feed upon The prodigal Christian. This shows how Shylocks hatred against Christians has been brewing up through out the play. Shylock is waiting for his chance to get revenge against Antonio and the Christian faith. When Bassanio wants a loan Shylock is given the perfect opportunity for revenge. Act1 scene 3 Line Be nominated for an equal pound, Of your fair flesh, to be cut off Shylock challenges Antonio to have such a forfeit so he could get revenge. Antonio is confident that his ships will come back on time. This further heightens the feeling that Shylock is a villain. Shylock in his soliloquy expresses his feelings about Antonio. Act1 Scene3 Line 38-39. If I can catch him once upon the hip, I will feed fat the ancient grudge I bear him. Shylock wants revenge for the prejudice that has been against him because of his religion and Job. He has been unfairly treated and wants revenge on Antonio and the Christian religion. Shylock wanting to hurt Antonio and Christians portrays him as a bloodthirsty villain. Shylocks conversation with Tubal reveals his intentions to get his revenge on Antonio. Act 3 scene 1 Line 91-92. I am very glad of it. Ill plague him, Ill torture him. Shylock is being Devious as he is planning to take the pound of flesh from Antonio slowly causing as much pain and suffering as possible. It shows how Shylocks revenge and anger has been building up. Shylocks lust for Christian blood further adds to the mood that he is a villain. When Antonio seals to the bond Shylock says. Act1 Scene 3 Line 153-154 O father Abram, what these Christians are, Whose own hard dealings teaches them suspect Shylock is celebrating his chance to get revenge. He believes that this is from the Jewish god to get back at Antonio and the Christian religion. An Elizabethan audience would find this comical. Shylock obeys law and order and lives by the law. Act 1 Scene 3 Lines 137-138 Go with me to a notary seal me there Your single bond, Shylock wants to make everything official and legally binding. Shylock does this to try and make sure Antonio cant get out of the deal and the forfeit. However later on in the play Antonio gets out of the forfeit so it could be seen as irony to an Elizabethan audience. Shakespeare continues to show Shylock as obsessed with the law. Act 4 Scene 1 line 202-203. I crave the law, The penalty and forfeit of my bond. Shylock is obsessed with the law and lives by it. Shylock believes the law is sacred and that everyone should respect the laws. As he is obsessed with the law it distances the audience from Shylock. However later on the laws hard do him, this creates the feeling that he is a victim. Shylocks daughter Jessica hates him, this adds to the audience idea that he is a villain. Act 3 scene 1 Line 69-70 I would my daughter were dead at my foot, and the jewels in her ear. Shylock wishes his daughter dead, which is a horrible thing for any father to say which adds to the feeling that Shylock is a villain. Shylock treats Jessica badly so she eloped and takes dowry money. Shylock would not allow Jessica to stay out late but after she eloped she stays out late spending money. Shylock is furious to hear of her spending and this adds to the fact that Shylock is a miser. Shylock wants his jewellery back he gave to her, this adds to the stereotypical image that he is a tight fisted miser. Stopping Jessica going out and having fun shows him as a killjoy. In Elizabethan times there were people trying to close down theatres, this is a link to Elizabethan society. The people watching the play would hate those who were trying to close down the theatres, so they would hate killjoys like Shylock. Shylock has no loving family as they have left him; this further serves to distance the audience from him. Shakespeare continues the theme that Shylock is a miser and tight fisted. Act 2 Scene 5 Line 18. I dream of money bags tonight. Shylock is obsessed by money, he dreams about it and his life revolves around money. On the other hand Shylock refuses the offer of money. Act 4 Scene 1 Line 223 Portia Shylock, theres thrice thy money offered Shylock rejects the offer of more money from Portia, as he is blood thirsty for revenge. Shylock justifies his actions by taki ng the forfeit of his bond. Shylock isnt interested in money he just wants revenge. The Merchant of Venice is like other Shakespeare plays in structure, in that it has five acts and has varied plots which is one of the reasons its such a popular play. The play is set in two cities, Venice and Belmont. Belmont is a fictitious city created by Shakespeare to create a contrast to the hard life in Venice. Its a feminine world where Portia and females are in charge and everyone is peaceful and helpful. Where as Venice is a more masculine city where there are Dukes and Lords who control the laws and there is also lots of violence and hate, this creates a contrast to Belmont. When Portia goes to Venice she has to dress up to be clever and beat Shylock at his own game. This adds to the feeling that Shylock is a villain and highlights the violence of Venice. Shakespeare uses prose and poetic language through the play. Prose is used for the characters of lesser importance whereas important characters, such as lords speak in poetic language. Shylock speaks in a mixture of prose and poetic language this is for poetic effect. When Shylock is a victim he speaks in poetic language. However when he is a villain he speaks in prose. This helps to create a different side to the character and creates dramatic effect in the scene. Shakespeare writes in Iambic pentamiter his play looks like a poem in structure, which is why it is difficult to understand.

Australiana Literature Essay Example | Topics and Well Written Essays - 500 words

Australiana Literature - Essay Example e again tends to generates a dedoublement, one that there is no mistaking this time, and one that, if only for the reason that Whites tributary insertion of Dostoevskys The Brothers Karamazov into his own text, is noticeably self-referring. Is its resolution of this crisis - if that is what it is - recognizable as well? To answer in terms of Whites theme of representation-at-the-margin a good number of his story White holds out an optimism of an Australian vernacular writing that will yet remain in touch with a parent European Writing (Wilke p 97). Finally, however, what has seemed a bearable, if problematic relationship between Arthur and Waldo - and we are talking constantly regarding possibilities of representation - proves to be non-viable. As a replacement for of making for a productive synthesis, the narratives in the novel are known as "Arthur" and "Waldo" is but the same crisis of potentially aggressive confusion seen from somewhat different viewpoints. except the fact that white sees a number of positive sacrificial meaning at this point only obvious conclusion in The Solid Mandala is collapse or regression into an undifferentiated condition, into the extremely confusion of Same as well as Other it has tried to reconcile: Waldo Brown, dead of spite, in addition to his non-identical twin Arthur, sent to a mental institution, and keeping just one of his four solid mandalas. The conflict never affected their relationship as Arthur said at one occasion Ill kill," Arthur continued to bellow, "the pair of you bloody buggers if you touch," he choked, "my brother."( White p45) this showed how one brother protected the other Bound together in conflict, Waldo and Arthur represent duality in totality. Separate yet whole, the brothers symbolize the two opposing halves of the self. White advocates the need for both parts as well as for balance between the two. For example, Arthur’s insight—his almost visionary capability—is too otherworldly for this

Foreign Market Entry Dissertation Example | Topics and Well Written Essays - 3250 words

Foreign Market Entry - Dissertation Example Bhorat, Lundall, and Rospabe (2002) provide that South Africa has a diverse constituency within her borders, the movement from oppression based political power to that of a free democracy has provided a number of opportunities and development within the country. Additionally this has arguably laid the platform for focus upon growth for the economy in South Africa, which has in turn been successfully implemented via the new regime and visa â€Å"orthodox economic management† which has lead to the fact that South Africa is seen as an emerging economy by international investors, based upon their foreign exchange policies, monetary policies and more importantly according to the authors, their trade policies (pp. 2-3). It is amongst these issues that make South Africa arguably more attractive to invest in and target a specifically defined demographic within the marketing, branding, and sales of the Kofola product. Specifically in terms of the economics and demographics of the country of South Africa, Robbins (2009) provides that the country is â€Å"classified as an upper-middle income country†, however the past of the country, being that of Apartheid and oppression rule has resulted in a significantly skewed proportion of wealth within the country itself, hence the preceding mention of the country’s history with respect to politics. This â€Å"skewed† income distribution translates to â€Å"approximately 3 million households† living in poverty (p. 35). However the concentration of wealth remains largely within the areas of the country that are seen as â€Å"population concentrated†, and not so much in the rural areas, where it is said that such poverty is more prevalent (Tait & HSRC 1996). To this end, the following figures have been obtained for representation and determination of the key focus areas within South Africa, in terms of targeting with respect t o this product and marketing plan. Figures represented here are South Africa’s â€Å"Mid-Year Population Estimates: 2010† as provided by the official Statistics Authority in South Africa (Robbins).

Students` Satisfaction with Online Courses Research Paper

Students` Satisfaction with Online Courses - Research Paper Example and is there a correlation between the frequency of student and instructor interaction and student’s satisfaction of online courses? A quantitative research will be conducted to answer these questions. The research affirms that there is a direct correlation between the frequency of student-Instructor interaction and students’ satisfaction in online courses. Keywords: nursing, students’ satisfaction, online/e-learning. Section 1 Background of the Study The effects and influences of rapid technological developments permeate all facets of human interactions in contemporary society. It continues to redefine and reshape the manner in which society addresses issues and concerns relevant to its contemporary condition. In this regard, the landscape of education is undergoing a radical transformation as new technologies emerge (Skiba, Connors and Jeffries, 2008). In effect, one of the most obvious changes happening is the democratization of learning (Dolence and Norris, 1 995). Information technology enables people to access to knowledge and information available anytime, while at the same time, allowing for learning services to be provided by non-traditional learning institutions (Skiba et al., 2008). As such, developments in information technology create new paradigms in the content of knowledge, knowledge management and knowledge acquisition (Norris, 1995). This context creates an impetus for education in general and nursing education in particular to adapt to the demands of technological changes as education continues its evolution and become globalised (Skiba et al., 2008; Suarez-Orozco and Qin-Hilliard, 2004). In addition, the demand for the integration of information technology in nursing education is not only driven by technological developments, but it is also motivated by the increasing demand for nurses to have competence in information technology as it is necessary in the efficient discharge and management of care services to the patients (Mitchell et al., 2007). However, online/e-learning is not only about placing the modules and lectures in the web or conducting lectures through web (Murray, 2003). It requires the consideration of many factors such as information technology experience both of the teacher and students, socio-economic status, learning styles, teaching styles, skills and confidence in using information technology, technical support and other similar concerns (Cragg et al., 2003; Mitchell et al., 2007; Smith, 2002). In this regard, e- learning is a complex evolution in nursing education. As such, understanding nursing student’s satisfaction in online/e-learning may provide an opportunity to enhance both the nursing education and nursing practice. Purpose of the Study The primary purpose of this study is to gain information regarding students’ satisfaction in on-line courses in Nursing. This study is motivated by the intention of developing of online courses that are responsive not only t o the challenges of technology to nursing education, but also to the demands of technology to the nursing profession. Likewise, the study can help in determining the effectiveness of online courses from students’ perspective through knowing their satisfaction with the online courses. As such, opening the possibility for the meeting between technology and advantages of technology in healthcare, this until now, seems to be obscure (Booth et

The Elements of Argument Essay Essay Example for Free

The Elements of Argument Essay Essay In an argument essay, a writer simply argues a point or shall we say defend a side to a controversial issue. He defends his points by stating evidences and with logical reasoning. Many essays are basically argument essays. Most of the time we write essays to give out our opinion on something so that we may also persuade other people to have the same opinions. There are two basic elements to an Argument: a thesis and statement of evidence. The thesis of an argument is what a writer defends. An example of a thesis may be: Smoking is very hazardous. The strength of your argument will depend greatly on the strength of your thesis statement. The next element of an argument would be evidence. No argument will be complete without evidence supporting it. Most of time, reasoning alone will not suffice to strengthen your argument because a counter argument may easily be made to invalidate your claim. This is why evidence is very crucial to your argument. There are quite a lot of sources to find evidence for your argument, to name a few, experiences, books, surveys, polls, published articles, etc. Without these two elements in your argument your work will not be very persuasive to other people and so your essay will be no good. So it is very essential to find a good thesis statement and gather enough evidence to back you up. Argument used in The Declaration of Independence It is clearly seen how Thomas Jefferson uses argument in The Declaration of Independence and that the elements of an argument essay can easily be found. In the second paragraph we can find the thesis of the argument which is that all men are created equal and are all with unalienable rights. The main argument is that the King of Britain is clearly using his power to deny people of their rights. On most parts of the declaration we can find the second element to argumentative essays, evidence. Thomas Jefferson states a number of cases where the King of Britain is in clear violation of human and civil rights. These undeniable facts are what makes this essay very strong. The thesis is very well supported. Here we can see how the elements of an argumentative essay effects how good the work will be. The better use of a thesis and evidence makes your point very clear thus making your work more persuasive which is the overall goal of an argument, persuading people to share your idea.

Charles Dickens and Mark Twains lessons Essay -- GCSE English Literatur

group D Friday II Final essay Charles Dickens and Mark Twain's lessons Writers can not only entertain their readers by telling an appealing story, but they can also educate the readers and open their minds. Charles Dickens and Mark Twain are both very famous and important writers. Although Dickens is British and Twain American, they had the same purpose with their writing. They both wrote novels that made stories appealing to the common man as well as to educate people. A comparison of the two novels Hard times by Charles Dickens and The adventures of Huckleberry Finn by Mark Twain can show that although both writers lived in different societies they shared the same point of views about life and used their writing to educate their readers and change their societies positively. Both books satirise individuals who think that they are superior to others, by doing this the writers want to show their readers that this is a wrong thing to do. In The adventures of Huckleberry Finn the general southern public is satirised, as they are mostly portrayed as ignorant, prejudiced individuals. In their society, whites are seen as the superior race, and blacks are owned as property, and are slaves to common folk. The word ''Nigger" is used multiple times in the story, as to stress their ignorance. It is illegal for blacks to get proper education, so in no way could they rise up, and seemingly be forever oppressed. This is shown as Jim, a black slave is constantly called a Nigger, even by Huckleberry, who is the only character in the book that treats Jim as a person. In Hardtimes the arrogance of the upper classes is satirised. The characters Mrs. Sparsit and James Harthouse represent the upper class in the novel. Mrs. Sparsit clings fiercely to her heritage and fade d glamour. She is arrogant to those beneath her and despises the efforts of the workers to organize a union. Harthouse is revealed as cynical and directionless. He seduces Louisa, one of the important characters and treats this as a division, without thinking of the consequences of his actions. In both stories the conflict of the wisdom of the heart and the wisdom of the head is brought out to show people that they sometimes have to let their heart guide them. In Hardtimes, Gradgrind represents the wisdom of the head. His philosophy is utilitarianism. This philosophy is based on scientific laws that d... ...nce between Charles Dickens and Mark Twain. They both were against unequal treatment between people. In Mark Twain's case the inequality between black and white in America and in Charles Dickens case the inequality between the different social classes in England. They both believed that people essentially have good hearts but are distracted from what their good hearts tell them by their heads which are filled by society with wrong philosophies. In Hard Times the wrong philosophy is utilitarianism and in The adventures of Huckleberry Finn it is the philosophy that whites are superior to blacks and that blacks are thus their property. Mark Twain and Charles Dickens were both against abusive societies that made the lives of people a struggle. They both lived in such societies and wanted to change this. They dreamt of an idealistic society where people are equal and listen to their good hearts and used their writing skills and wrote novels like Hard Times and The Adventures of Huckle berry Finn to educate people. References: Dickens, Charles. Hard Times. London: Penguin books, 1995. Twain, Mark. The adventures of Huckleberry Finn. New York: W. W. Norton & Company inc. 1990.