How to Start Writing a Book

How to Start Writing a Book Youve finally decided to write a book, and youre pumped about it. Youre confident your book is going to be one of the greatest written works in literary history. It will be the hot topic of discussion at book clubs everywhere! But when you consider actually starting the process, you feel stuck. Now what?Everyone has his or her own distinct writing style. Some gush out words to create a lengthy and very rough draft, while others agonize over every single word and sentence. Certain writers start at page one, while others create the body first and then fill in the intro later. Some arent even quite sure what genre they want to follow until theyve hashed out several pages.Whatever your creative process, youre likely to run into a few walls as you embark on your writing journey, so here are a few tips to get you started and to simplify the process.Dedicate a special space to your writingFind a spot that is set apart from the other events of daily life, and use that space each time you wri te. Cater the environment to your specific needs. Does music help you relax and inspire creativity? Or, do you prefer silence? Do you need to look out the window? Consider your personal preferences and the elements that will best invite the magic into your writing process.Devote part of each day to writingOnce youve established a good environment conducive to writing, make a plan to establish a solid, regular plan of action. Just like getting six-pack abs requires regular exercise, your literary masterpiece also needs constant, dedicated attention. An obstacle many writers face is the lack of motivation to sit down each and every day and ignore all of the distractions. Set aside a certain amount of time every day (or even a certain exact time; set an alarm on your phone!) to add content to your book.Set a goal for how many words you will write per day. Start small- say, 200 words a day- and increase your volume of daily work from there. Even small contributions can add up with consi stent effort.Solidify your ideaOnce youre ready to start putting words down, begin with one sentence describing what your book is about. This statement offers a big-picture view of your book. You might even use this sentence when youre ready to market your final work! But for now, focus on this short expression as a very simplified summary and a means to focus your intent. Instead of using your characters name, use vivid descriptors. For example: An enterprising teenage boy starts his own business in a rural town unaccepting of new ideas and confronts the woes of poverty within the community.Create memorable charactersIn most book reviews and recommendations from friends, I find a common thread: The characters were complex/relatable/likable. Very seldom will I hear someone rave about a book if he or she wasnt moved by the people in the story. Consider characters like Sherlock Holmes; we all know who he is, but the details about his stories are a bit hazier. People latch on to charac ters.This means your characters need depth and background so your readers can lose themselves in their lives. What is your characters name? What are her goals and desires? How will she achieve them? What conflicts does she face? How will she change?Mapping out the path of your characters development follows what is called a character arc. Each character goes through a transformation from the beginning to the end of your story. Just as Harry Potter starts out as an innocent boy and becomes a steely-eyed young man, your characters go through a transformation. Typically, a character progresses through a series of stages.Stage 1 - Ordinary lifeHere the characters before picture is set up. We learn some details about the foundation of life before anything juicy happens.Stage 2 - Call for adventureSomething happens to our main character to motivate him to follow a certain course. For example, in Hamlet, the kings ghost appears to Prince Hamlet and tells him who his murderer was, stirrin g Hamlet to seek revenge.Stage 3 - Refusal of callAt this stage, the character hesitates to embark on this grand mission. Here we see the characters flaws and fears.Stage 4 - Encouragement from a mentorThe character musters up courage with a little help from a wise friend.Stage 5 - Trials and challengesInevitably, the hero faces his foes, and his outlook and personality are significantly changed.Stage 6 - RebirthThe ordeals the character has faced cause him to rise again as a new person, usually with renewed strength, determination, and focus.Stage 7 - Resolution and restThe characters woes seem to settle down, and life offers a quiet pace once again for our hero.Crafting the details of your characters story can present a daunting task, but once you decide on the path your protagonist will follow, the details will fall into place through the events of your story.Set your settingAre you writing a work of historical fiction? Do your research about the particular time period and a rea of the world. Are you on the beach? In space? Figure out what that means for the flow of your text. In works of nonfiction, hash out what you want your readers to learn. Will you go broad on a subject or focus on exploring one aspect in depth?Outline your storyMap out a summary of your story. In a work of fiction, what happens to your characters and when? If youre writing nonfiction, create an outline of the points you want to cover and in what order. In a nonfiction work, writing out a table of contents can help you focus the direction and points of your book.Heres an example of an outline Id create if I were writing a book about road cycling:IntroductionAbout the BookChapter 1: What is Road Cycling?Road cycling vs. mountain bikingGetting the right equipmentWhat kind of bike is right for me?Benefits of cyclingChapter 2: Finding Your PathRiding with trafficCommuting by bikeLocating out-of-traffic paths in your areaCreating an outline provides you with the scaffolding for your bo ok and gives you a springboard from which to launch into your story. Seeing the bare bones of your intended story will inspire you to fill in the gaps and will give you much-needed direction.Start at the endIf youre not sure where your story will start, focus on the ending of your work and figure out how you want to get there. Does Captain Yellow Beard find the treasure at the end? What state is he in when he gets there? Deciding the conclusion of your work first will give you a better idea of the details and events youll need to incorporate.When you work back to the first chapters, keep in mind that the first few sentences of a book are very important to readers. Some look at those first sentences to get a feeling of whether they want to proceed through the whole work. So hook them in quickly. Dive into the conflict of the story to set the mood instead of describing the scene first. You can provide character development as you go. For nonfiction books, an author can hook readers by relating a surprising or interesting example related to the subject matter. For example, in my road cycling book, I could relate my first experience scaling a mountain road in the snow.Plan for discouragementDuring the process, youre bound to face frustration, confusion, and self-doubt. Plan for these obstacles and prepare a plan to counteract them. Perhaps you can be ready to visit an inspiring mentor who always manages to boost your confidence and motivation. Maybe you can save a really enjoyable section of your book to write when you feel like youre running on empty. Whatever your strategy is, prepare it in advance. Even simply steeling yourself for that doubt to creep in can help you avoid being swallowed up by it.Above all else, doing something is better than doing nothing when youre facing the task of getting started on your book. Following a plan can help you feel more focused on the task and help you overcome those first twinges of self-doubt or the dregs of writers block. Dive in! Before you can publish your masterpiece and bask in its bestselling success, you have to write it. Good luck!

Congugation of Jeter in French

Congugation of Jeter in French   Jeter  is one of two verbs that means to throw in French, and conjugation of this common verb can be tricky for students to learn. But this stem-changing verb, like lancer (which means the same thing), is a very useful one to know. Youll use this verb to talk about sports and to describe everyday activities. Present, Future, Imperfect The first step in any French verb conjugation is to identify the stem and in this case, it is  jet -. Thats very important here because  jeter  is a  stem-changing verb. In the conjugations, you will notice that some forms use a double T while others retain the single letter from the infinitive form. Subject Present Future Imperfect je jette jetterai jetais tu jettes jetteras jetais il jette jettera jetait nous jetons jetterons jetions vous jetez jetterez jetiez ils jettent jetteront jetaient A series of infinitive endings are added to the stem to match  the subject pronoun  with the proper tense. For instance: je  jette   I throw  nous  jetterons.  Ã‚  We will throw   Present and Past Participles The  present participle  of  jeter  is formed with an s: jai jetà ©   I threwnous avons jetà ©.   We threw Subjunctive, Conditional, and Other Conjugations As you become more proficient in French, you may also need to know some of these tenses.  The subjunctive verb mood implies that theres a question to the verbs action. The conditional does not guarantee it either because the action is dependent on conditions. Youll probably only find the passà © composà © and the imperfect subjunctive when reading French. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je jette jetterais jetai jetasse tu jettes jetterais jetas jetasses il jette jetterait jeta jett nous jetions jetterions jetmes jetassions vous jetiez jetteriez jettes jetassiez ils jettent jetteraient jetrent jetassent In the imperative verb form, skip the subject pronoun because its implied in the verb. For these short exclamations, use jette instead of tu jette. Imperative (tu) jette (nous) jetons (vous) jetez ​​

Women and Children of the Crusades Essay Example | Topics and Well Written Essays - 2000 words

Women and Children of the Crusades - Essay Example The movement, nevertheless, is documented to happen sometime between Easter and the Pentecost and spread across northern France, Flanders, and Western Germany.1 As for women, their roles in the crusades are often not well-documented, most likely because of their gender, although some scholars have started to examine the chronicles and annals more closely to examine women’s participation in the crusades.2 Sources note that women played diverse roles during the crusades and that their home based functions should not be overlooked at all, since they kept the household and businesses alive, while their male family members were away, or died in the crusades.3 The Children’s Crusade is an effort to reclaim the Holy Land from the infidels, while the women played diverse direct and indirect roles in the military, spiritual, and financial aspect of the Crusades. The Children’s Crusade has been argued as a reaction of the disappointed youth with the crusaders, because they have not yet reclaimed Jerusalem from the infidels. They were made of children and other adolescents, who aimed to reach the Holy Land and retrieve it from the Muslims. Madden calls the Children’s Crusade as not a real crusade, but more of a collection of uprisings and processions, where the core medieval belief is that poverty will help them achieve their holy goals.4 This can be rooted that Jesus favored the poor over the rich, and so they must have believed that if the poor led the crusades, their victory will also be assured by Jesus Christ.5 Since this crusade by the children was a popular movement, its origins and developments are difficult to trace. None of the participants wrote about the event in a firsthand manner, for instance, as in the more official forms of crusades.6 In â€Å"The Children’s Crusade,† Munro reviews the veracity of the chronicles regarding the Children’s Crusade. She notes that for accounts regarding the French children, the most reliable sources are the unspecified chroniclers of Laon, Mortemer, Jumieges, and Andres.7 She notes that these writers markedly illustrated the same movement, but few facts are presented except for one of them. She provides brief accounts from each, where the story of the holy shepherd boy called Stephen can be narrated. On June, 1212, Stephen from the village of Cloyes, near Vendome, declared that the Lord had appeared to him, dressed as a poor pilgrim, had taken bread from him, and had provided him a letter to bring to the King of France.8 He travelled to S. Denis with shepherds of his own age and there the Lord performed numerous miracles through him, as many have witnessed.9 There were also many other boys who went with him and performed miracles. Numerous children joined them, as if they were to be long-term followers of the holy boy Stephen whom they all perceived as their master and prince.10 The bands, made of girls, boys, adolescents and several older persons, parade d through the cities, castles, towns, and villages, holding banners, candles, and crosses, and censers, singing in their language, â€Å"Lord God, exalt Christianity! Lord God, restore to us the true cross.†11 They sang these words and many more, which attracted more followers to the procession. When the children were asked by their parents or others where they would go, they would shout in unison: â€Å"To God.†12 The children could not be stopped initially, but based on the records of Jumieges, they went home when they got hungry.13 The Laon chronicle stated that the king, upon consultation with the masters of the University of Paris about this matter, finally ordered the children to go back home.14 The other two chroniclers do not provide any ending to this procession. As for the prevalence of the movement, one

Ebooks use in the Academic Field Research Paper

Ebooks use in the Academic Field - Research Paper Example Portability is also an advantage, which is clear, since it counters the bulkiness of paper books. E-books have various limitations though. For instance, some students considered e-books to be destructive and limiting since they cannot be highlighted while reading. Power failures are also a factor that greatly limits the use of e-books in the academic field. For a long time now, the public has been trying to adapt to the current technology. Technology brought with itself a multitude of factors including both benefits and limitations. Individuals could now purchase items online since there were online markets. In addition, e-learning also emerged, which involved studying from home. Individuals could now take courses without having to attend classes in school. Therefore, technology has indeed entered the world in full force without leaving any aspect of life behind (Li et al. 2011). Different generations have been affected by technology since it touches every part of life. This brings in the issue of e-books. Previously, paper was all over the world. No one knew that there could be any other form of reading apart from the physical paper. Therefore, students would carry textbooks to schools and exercise books for writing. Although the technology had already manifested itself into the world, it had not yet taken over libraries. Libraries ar ound the world were still fully stocked with printed books, books stores were still selling and publishers were still doing their jobs. However, in the year 1971, out of a project named Gutenberg, the first digital library of books was created. In the year 1993, Apple Company also started its journey towards the innovation of digital reading (Li et al. 2011). In 1999, the Franklin EB-500 Rocket eBook was invented. However, the book could only hold 4000pages and its battery life could only last for a maximum of 33 hours. Therefore, the book was not

Ethnic Literature Essay Example for Free

Ethnic Literature Essay The term â€Å"ethnic† when in conjunction with the word â€Å"literature† in the academic discourse community of students, often brings out mixed feelings of excitement and dread. On the one hand, students understand that they will be getting away from the canonical American literature – which can equal boring in their eyes; on the other hand, students interpret the term â€Å"ethnic literature† to mean distinctive – which can equal confusing or ambiguous – and perhaps at times not relatable because it is outside their scope of experiences. Perhaps before jumping into why it matters, the term â€Å"ethnic literature† should be defined first and because I am still learning how to interpret this term myself, I searched for a suitable one I could agree with. I found one in an article entitled â€Å"Assessing Teachers’ Knowledge of Multi-Ethnic Literature†, and the article actually used another source themselves to come up with a workable, layman’s definition. Ethnic literature as defined by D. E. Norton (as the article’s source) is, â€Å"Literature about racial or ethnic minority groups that are culturally and socially different from the white Anglo-Saxon majority in the United States, whose largely middle-class values and customs are most represented in American literature† (qtd. in Hager Thompson 22). I think this definition works well to define what ethnic literature is on a surface level, but the more I dig in, I feel that this idea goes much deeper. I asked myself, who can write about ethnic literature? Can anyone just pick up a pen so to speak and tell a story about a young Japanese boy, or a Hispanic family? Can an African-American writer write about Hispanic or Chinese people and claim it is ethnic literature? And the answer to myself is no. Why? Because unless that African-American has been submersed in the Hispanic or Japanese culture from the time of childhood, how are they going to capture the very essence of being, thinking, and living day-to-day in that culture? And even if that African-American had, they would still most likely have a different perspective from the average Hispanic or Chinese person because of being different themselves (i. e black) and perhaps are treated different by the community at large which corrupts the â€Å"normal† cultural thinking. At this deeper level I am trying to get at, I find John M. Reilly’s article â€Å"Criticism of Ethnic Literature: Seeing the Whole Story† helpful in acquiring this. He states that, â€Å"the assertion of ethnicity in literature can be made only through a procedure by which the writer resolves formal problems what moves from recognition of identity to creation of a strategy for handling reality still is not literature until the individual author sustains her or his ethnic identity through a sequence of formal choices† (4). I am interpreting this to mean that as a reader of this literature, I should see and feel throughout the story (perhaps subtlety) that in some way, the characters mindset (and perhaps actions) in the story differ from my own specifically because of the culture they have grown up in in, which has shaped that character’s thinking. There are thoughts and feelings – ideas, I don’t understand without further explanation from the author, which is sometimes provided, and sometimes not. An example of this is in Brando Skyhorse’s novel The Madonnas of Echo Park, I find myself wondering what the significance of the jacaranda trees mentioned in different parts of the book. Looking up what they are, it becomes apparent to me as jacaranda trees are native to Central America – roots back to their homeland. The blossoms from the trees fall and are scattered everywhere. Felicia in chapter 2 states that â€Å"there’s no way getting away from them† (25). Basically meaning, you cannot escape who you are and where you come from. I would not have understood this had I not explored the history of that tree to uncover the significance in the book. Another example is in Seventeen Syllables in the story â€Å"Seventeen Syllables†. The story about a Japanese family is easy to read, but is hard to connect with as I don’t share the same philosophies about a woman’s place in the Japanese culture. A specific instance in the story was when Mrs. Hayashi, Rosie’s mother received her the first place prize for her stellar Haiku. When the man from the newspaper presented her with a package, Mrs. Hayashi, stating she knew it was unorthodox, asked if she might open it because she was very curious. (Yamamoto 17). At this point, I am thinking to myself, â€Å"I don’t get it – why wouldn’t she open it? † but upon reflection, I considered the patriarchal society that is dominant in this culture, and perhaps it is the wife’s obligation to consult or have the husband open the gift, even if it is not specifically for him. Yet another example is in Oscar Wao by Junot Diaz. To come specifically to the point, I do not understand this idea of why it is understood that Dominican men are supposed to be these â€Å"manly men† that women flock to and fall on their knees for. That the sexual appetite along with innate sense of charisma from Dominican men is expected, and when it’s lacking, it doesn’t go unnoticed. â€Å"Anywhere else his triple-zero batting average with the ladies might have passed without comment, but this is a Dominican kid we’re talking about, in a Dominican family: dude was supposed to have Atomic Level G, was supposed to be pulling in the bitches with both hands† (24). Why is this idea so indoctrinated in this culture according to the book? This is perhaps something I will never understand, except that it is a part of their culture. All of these examples are all good and well, but the important question is why is ethnic literature important? What can be gained from reading it? From a most basic viewpoint, it is a highly effective vehicle for helping people understand themselves and the world around them. Thompson and Hager in their article state that, â€Å"multi-ethnic literature mirrors and validates the experiences for minority groups and juxtaposes the familiar with the less familiar for mainstream children† (22). In other words, through reading ethnic literature, readers can find ways to connect with others around them that are different. The article also states that when readers are exposed to divergent thoughts, language patterns, value systems, and different ways of living, that it can open up awareness about others and create compassion and understanding towards them that might not have happened without the literary exposure (23). To sum it all up, I will never argue against the instruction of ethnic literature in the school setting. In fact, I think teaching it should begin right from the beginning in kindergarten, and perhaps one day we won’t need the designated term â€Å"ethnic literature† – perhaps one day it can just be â€Å"American Literature† and part of the regular American canon of literature. Works Cited Diaz, Junot. The Brief and Wondrous Life of Oscar Wao. New York: Penguin, 2007. Print. Reilly, John. M. â€Å"Criticism of Ethnic Literature: Seeing the Whole Story†. Critical Approaches to Ethnic Literature. 5. 1 (1978): 2-13. Web. 21 Apr. 2012. Skyhorse, Brando. The Madonnas of Echo Park. New York: Free Press, 2010. Print. Thompson, Deborah L. and Jane Meeks Hager. â€Å"Assessing Teachers’ Knowledge of Multi-Ethnic Literature†. Yearbook of the American Reading Forum. 1990. 21-29. Web. 21 Apr. 2012. Yamamoto, Hisaye. Seventeen Syllables. New Brunswick, NJ: Rutgers University Press, 2001. Print.

Did the Mayan Civilization Collapse as a Result of Drought? Essay

Ever since the collapse of the once powerful Maya civilization, people have been trying to find out what caused it. Authors of the article, "“Climate and the Collapse of Maya Civilization”", which include Gerald Haug, Detlef GÃ ¼nther, Larry Peterson, Daniel Sigman, Konrad Hughen, and Beat Aeschlimann propose a theory that the Mayans collapsed because of an extended dry period between 760 and 910 A.D. These scientists set out find the answer as to why the Maya civilization collapsed. This question is fairly popular and is often times answered by an extended drought, but they wanted to find geologic evidence of what the climate was like in the same time period hoping that there is an obvious link between the two. This question may be simple and straightforward, but this was different than using records that paleoclimatologists have been using which record data for the past millennia. These authors were trying to record climate for a short time period which until recently has been assumed to be unchanging for the last 6000 years. The authors used sediment sequences from two holes drilled in the Cariaco Basin. These sediments were rapidly deposited and were estimated at 30cm per thousand years. They used bulk titanium (Ti) content as a recorder to get an index of the regional hydrologic conditions. High Ti content indicates wet conditions while lower Ti indicates dryer conditions. The authors' results showed Ti content were the lowest between 500 and 200 yr B.P. They also found higher Ti content between 1070 and 850 yr B.P. In addition, the authors found Ti levels were of intermediate value before the sharp rise at approximately 1070 yr B.P.(930 A.D.). The authors also used a radiocarbon age control... ...nce Archaeology can not fully explain the decline of the Maya civilization, the data recorded from the sediment cores by the authors of this article can be used for the hypothesis that drought ultimately led to the demise of the civilization. Not only does the data collected show the evidence of multiple droughts during an already dry period called the Terminal Classic Collapse period, but this data can also be aligned with archaeological data of this time period. The authors can use this archaeological data to support their hypothesis that peak regional drought during an extended period of reduced precipitation ed to the the end of the Maya civilization. Work Cited Larry C. Peterson and Gerald H. Haug "Climate and the Collapse of Maya Civilization" http://www.columbia.edu/itc/sipa/envp/louchouarn/courses/Clim-Wat/Wat/Drought-MayanCollapse(AmerSci05).pdf

Homework 5 Solution

Tax 4001 Spring 2011 Homework Set #5 Solution PAGE 1 # 1 a) Amount Realized$37,500 Basis(45,000) Real Loss(7,500) Recognized Loss$0 because personal use asset c. The real loss is $0. b) Same as (a). Like-kind exchange rules do not apply to personal-use assets c)Her recognized loss is $0. Since the form of the transaction is a theft, the recognized loss is the lesser of the adjusted basis or the fair market value of the asset, reduced by the insurance proceeds that she received (see Chapter 6).Therefore, the opportunity for the theft loss deduction on personal use property is not present in this case because the insurance proceeds received of $37,500 equal the fair market value of $37,500. #2 a. amt realized$65,000 â€Å"loss† basis 76,000 Recognized Loss(11,000) b. $0. The proceeds of $68,000 are between the gain basis of $80,000 and the loss basis of $60,000. Therefore, neither gain nor loss is recognized. #3 a. $225,000 b. $200,000 (note: only the building can be depreciated ) c. $225,000 Basis for the gain is adjusted basis d. She would be better off to sell the house and buy another one.Because the house is her personal residence, she could exclude the gain on sale. Then she would be able to depreciate the new house at a higher basis #4 a. Amt. Realized$265,000 Adj Basis 175,000 Real Gain90,000 b. Recoginzed Gain is $65,000 which is the less of realized gain or boot received. c. Adjusted basis of Land| $175,000| Gain Recognized| 65,000| Boot| (65,000)| Adj Basis of Building| 175,000| . Tax 4001 Spring 2011 Homework Set #5 Solution PAGE 2 . #5 Amt. Realized$1,235,000 [125000 + 900000 + 210000] Less: Basis of Apt850,000 Real Gain 385,000 b. Recog Gain$335,000 Cash plus mortgage Postponed Gain$50,000 . | | Basis of Apt Bldg| $850,000| + gain recognized| 335,000| Less: Boot received| (335,000)| Basis of Office Bldg| $850,000| #6| | Cost| $200,000| Legal Fees| $21,500| Streets and Sewers| $700,000| Basis| $921,500| #7 Basis b4 casualty$10,000 Insurance pro ceeds 13,500 Casualty Gain3,500 Basis after insurance – #8 FIFO method used to determine which shares were sold, therefore Tommy Is treated as having sold 100 of the shares he purchased on 10/16/06 Per Share Basis = $7500/125 shares = $ X Number of Shares Sold (100) =$ 60 6,000 per share Basis of Shares Sold Sales Procceds| 18,000| Less: Basis| (6,000)|LTCG| $ 12,000| Tax 4001 Spring 2011 Homework Set #5 Solution PAGE3 30. | a. | Realized gain- $9,000 [($12,000 fair market value of new asset+ $4,000 boot received)-$7,000 adjusted basis of old asset]. Recognized gain= $4,000. | | | Postponed gain= $5,000. | | | New basis= $7,000 ($12,000 fair market value of new asset- $5,000 postponed gain). | | b. | Realized loss = $1,000. | | | Recognized loss= $-0-. | | | Postponed loss= $1,000. | | | New basis= $16,000 ($15,000 fair market value of new asset+ $1,000 postponed loss). | | c. | Realized loss = $1,500. Recognized loss= $-0-. | | | Postponed loss= $1,500. | | New basis= $9,500 ($8,000 fair market value of new asset+ $1,500 postponed loss). | | d. | Realized gain= $10,000. Recognized gain = $-0-. | | | Postponed gain= $10,000. | | | New basis = $22,000 ($32,000 fair market value of new asset – $10,000 postponed| | | gain). | | e. | Realized gain = $2,000. | | | Recognized gain= $1,000. | | | Postponed gain= $1,000. | | | New basis= $10,000 ($11,000 fair market value of new asset- $1,000 postponed gain). | | f. | Realized loss = $2,000. Recognized loss= $-0-. | | | Postponed loss= $2,000. | | | New basis= $10,000 ($8,000 fair market value of new asset+ $2,000 postponed loss). Tax 4001 Spring 2011 Homework Set #5 Solution PAGE4 32. a. Since the owner is an owner-investor, the taxpayer use test applies. Replacing the warehouse that is rented to various tenants with a shopping mall that is rented to various tenants in a different location qualifies as replacement property. Amount realized Adjusted basis Realized gain $ 700,000 (470,000) $ 230,000 Recog nized gain $ -0- The basis for the replacement property is: Cost Postponed gain Basis $ 700,000 (230,000) $ 470000 b. Since the owner is an owner-user, the functional use test applies.Replacing the warehouse used in his business with another warehouse in a different state which is to be used in his business qualifies as replacement property under the functional use test. Amount realized Adjusted basis Realized gain Recognized gain $ 400,000 (300,000) $ 100,000 $ -0- The basis for the replacement property is: Cost Postponed gain Basis $ 400,000 (100,000) $ 300,000 c. Since Swallow was an owner-user of the building, the functional use test applies. Thus, Swallow's use of the replacement property and of the involuntarily converted property must be the same.Since Swallow's use of the four-unit apartment building is different from the use of the building in its retail business, the apartment building does not qualify as replacement property. Amount realized Adjusted basis Realized gain R ecognized gain $ 300,000 (250,000) $ 50,000 $ 50,000 The basis for the apartment building is its cost of $300,000. d. Not qualified replacement property because they are owner-users so functional-use test applies. Thus they must recognize their realized gain of $30,000 and their basis in the duplex is $200,000.

Descriptive Paper About Grand Canyon

The great view of the Grand Canyon At the summit of the canyon, I can feel the clouds that are drifting are really closed to me and I can touch the clouds in the sky if I stretch my arms out. The color of sky is various from bright blue to dark blue depending on each individual’s viewpoint. Looking upward, I can see skies splashed with cotton white clouds and the peaks of the canyon are wrapping in clouds. Even though there are clouds a lot in the sky, the sun drawing water is so beautiful. There is also a small plane for tourists who want to enjoy sightseeing the scenery from the sky.The canyons stretch as far as the eyes can see. The canyons that were very deep and steep have a lot of vertical and horizontal stripes and its color is not same each other. The color of canyon is overall brown but the top part of canyon is red, the middle is yellow, and the bottom part seems to be gray or black color. I think the reason the color of the canyon looks different is the sunlight, be cause the sunlight has all different colors of light in it. As the time goes on, I can see more various colors of the canyons. Even shadow of the light also creates beautiful scenes.The view of plunging cliffs also seduces visitors far away. At the bottom of the Grand Canyon, there is a little bit huge boat floating on the river that winds its way through the valley and it seems to move little bit fast. I am gazing down on the liver leaning over the railing and thinking. I could sit and watch the river all day long for admiring the scenery. The sunlight bounced off the river and dazzled me and the canyon casts its sharply defined reflection on the river. I am thinking that the water of the river is so clear I could almost see the gravel on the bottom.Around the river, beautiful trees line the river road. Some tops of canyon are hidden from sight behind lots of trees. However, trees are more located on the bottom of the canyon than the top of it actually and the trees throw long shad ows across the enormous river. The land except for the river on the bottom is covered with all green color because of numerous trees. I am standing drinking in the peaceful landscape at the top of the Grand Canyon, admiring the view and feel my spirit seems to have been purified.I think about myself and set achievable goals with the landscape seen from the top of here. The weather is pretty good to see a view even though there is a cold wind blowing slowly. The sunshine, beautiful scenery, and the sounds of nature make me feel fresh and give energy boost. I can feel complete peace of mind while seeing manifest view. The scenery here looks like monotonous, but the scenery is beautiful beyond all description. I am so engrossed in admiring the view that I lost track of time.

The Human Sciences Essays

The Human Sciences Essays The Human Sciences Essay The Human Sciences Essay Human behavior makes most sense when it is explained in terms of beliefs and desires, not in terms of volts and grams (Steven Pinker, 1954-). As Pinker correctly said, humans are characterized by their beliefs and opinions. Many people say that they try to and succeed in maintaining an unprejudiced outlook on daily life. However, in the attempt of being unbiased with their beliefs and conclusions, all humans fail dismally. All things that reside in a persons mind are subjective, and thus loaded with belief. According to the Oxford School Dictionary, a belief is a view or judgment of something not necessarily based on fact or knowledge, and a bias is prejudice in favor of or against one thing, person or group compared with another, usually in a way considered to be unfair. If we accept these definitions to be true, then it concludes that it is impossible to have a belief that is unbiased. If one believes something, one has made a judgment of that thing, and thus is biased by that judgment. A belief is, by its very definition, a bias. A person may not have a specific bias for or against an issue, but he or she does have several previously formed beliefs that will lead to the formation of an opinion on that issue. Human scientists are no different. Frequently, while searching for trends in and attempting to define human behavior, scientists draw conclusions that are almost unknowingly laden with biased beliefs. In my opinion, every person, including human scientists, has fallen prey to the confirmation bias, the belief bias, and the prison of consistency while drawing a conclusion that he/she wishes to pass as a knowledge claim. In short, the beliefs of human scientists greatly influence their conclusions. The confirmation bias is the most frequently criticized aspect of human scientists conclusions. People are inclined to believe that the human sciences are more prone to bias (due to being less scientific than their natural science counterparts). Firstly, just like any other humans, human scientists are prone to commence their search for a conclusion about humankind with prejudices and biases about individuals and societies natures. People are more likely to think more highly of a branch of society that they are part of. For this reason, human scientists generally find it difficult to be open minded about contentious topics such as racial and gender differences. Secondly, due to the fact that the human sciences deal with individuals, and people are more likely to form emotional attachments with people, rather than math theorems and atom nuclei, over-identification with humans that a scientist is supposed to be analyzing is almost unavoidable. Just like Bruce Parry had to struggle to remain completely objective while on his stay with the Kombai tribe, human scientists struggle to remain free of previous belief and bias while drawing conclusions about humankind. All scientists, especially human scientists, are prone to being affected by bias and emotion when trying to use reason to conclude a general trend in humankinds behavior. For this reason, there exist all kinds of controversies and disagreements in human science. While trying to draw a conclusion, the confirmation bias leads to scientists only recognizing evidence that contributes to their conclusion. They only notice confirming evidence like such because they are biased to believe that their conclusion is true and they somehow have to prove it to be so. Perhaps the only solution to such confirmation biases is actively pursuing contradictory evidence, and analyzing and acknowledging criticisms that seek to discredit their biased research and conclusions.

How to Interject Using Bueno in Spanish

How to Interject Using Bueno in Spanish Bueno is one of the first adjectives that many people learn when studying Spanish. It can refer to almost anything that can be described as good, sometimes having specific meanings such as personable, kind and suitable. The word  bueno can function as an exclamation of emotion, too.   Bueno Used as an Interjection Although mostly used as a descriptor, bueno can also be used as an interjection, like an exclamatory emotional expression, often in the way, the words such as good, well and OK can be used in English. In some areas, native speakers use it frequently as an interjection, while in other regions bueno is used mostly as an adjective. Interjection Indicating Agreement   Bueno can be used as an interjection meaning, OK, sure or fine, as in agreeing with someone or something. Spanish Sentence English Translation Quisieras una taza de caf? [Response] Bueno. Would you like a cup of coffee? [Response] OK. Vamos a estudiar en la biblioteca. [Response] Bueno. Were going to study in the library. [Response] Sure. Creo que sera mejor ir al restaurante francs. [Response] Bueno, vayamos. I think itd be better to go to the French restaurant. [Response] Ok, fine, lets go. Interjection Indicating Sufficiency Bueno can be used as an interjection meaning thats good, or thats enough.   For example, if someone is pouring you a drink, you could say bueno  to indicate that you have received enough. Another interjection used to indicate thats enough, is basta ya. Bueno Used as a Filler Word Bueno can sometimes be inserted in speech to somewhat downplay the importance of what has been said or what will be said. When bueno  is used in this way, it can function like a   filler word.  The translation can vary considerably depending on context.   Spanish Sentence English Translation Bueno, lo que pas, pas. OK then, what happened, happened. Bueno, de todas formas ver qu pasa unas cuantas veces ms. Well, in any case Ill see what happens a few more times. Bueno, puede que s o puede que no. Yeah, maybe or maybe not. Bueno, pues, mira. Well, then, look. Greeting Answering a Telephone Bueno can be used as a greeting to answer the telephone, mostly in Mexico.   Other greetings are common in other countries like    ¿alà ³?,  diga,  dà ­game, and  sà ­.

How might a large multinational clothing retailer ensure its workers Essay

How might a large multinational clothing retailer ensure its workers and its suppliers are acting ethically at all times in all the countries in which it operates - Essay Example Formulation of the special code of ethics would demonstrate sensitivity of the corporation to the local traditions. The companywide code of conduct should be supplemented by the internal business units of the corporation. Formulation of the special code of ethics should be a teamwork effort by the different functional areas of the corporation. â€Å"Enlisting the support of these local functions is important in shaping acceptable policies and dispelling notions that people at the home office dictate standards of behavior without respecting cultural differences† (LRN, 2007, p. 2). Top management assumes great responsibility for developing ethically responsible culture in multinational corporations. They should frequently conduct meetings to identify any lapses and temptations of unethical business conduct by the employees (Godiwalla, 2012). Multinational corporations should have an efficient communication and reporting system in place to timely identify and control ethical