Talking about Leadership in Your College Application Essay

Its easy to talk about being a leader, but how do you demonstrate that in your college application essay? Here are 5 successful examples from students at UPenn, Stanford, Brown, and Columbia: Johnmasson UPenn ‘17 To divide all mankind into such a distinctive and witty set of classes can only be thebrainchild of someone as clever as Benjamin Franklin. Still, this classification is one of profound implications. Defining oneself amongst the movers, the movable, or the immovable can reveal one’s true character. It is with this mindset that I consider myself one that ‘moves.’ Of course, as an inherently imperfect human being I cannot deny that I have been lazy or inflexible at times; nor have I not been one to follow and let others take action for me. But I the grander scope, I am definitely one who prefers to lead and be the individual to take action or make decisions. Keep reading.Sk94 Columbia’ 17 I watch my grinning friends troop into the auditorium. Some can sense my nervousness, and call out to me reassuringly. I wonder if our relationship will change, once I become head boy. I will no longer be able to take part in all the pranks that they wanted to pull off in senior year. I just hope they will not do something so reckless that I need to march them to the principal’s office. I realise then that I would if I had to. Read more. Ecpj_chief Brown ‘17 I stand on the peak of a mountain, 4,867 feet above the ground, accompanied by a handful of summer camp friends. From the top of the mountain, I take in the beautiful panoramic view of the Adirondacks, unfettered by pesky clouds. The sun shines directly into my eyes, forcing me to squint. Beads of sweat drip down my forehead. Although I am tired, I feel exhilarated. This particular summit is perhaps the most significant of those I have climbed as a hiker. Continue reading.Ecschici Stanford ‘17 I felt a bead of sweat tracing its way down my forehead. My legs began to twitch, as if they knew how badly I wanted to run. I stared, in desperation, back at the nine pairs of eyes that watched my every move. For a second, I imagined my escape- sprinting down the stairs, past the faded murals on the walls, out the gate and into the street. But just for a second. Read more. Brownandproud Stanford ‘15 I walk off the stage and see my nephew running to me. He says â€Å"congratulations,† and as I look around I see my 2 parents, 2 sisters, 15 cousins, 9 aunts and 9 uncles smiling at me and clapping so loud I forget where I am. Twenty five years ago, my parents decided to leave not just Mexico City but their home, family, and culture, in pursuit of a better and brighter future for their families. My father and mother worked endlessly to bring their families over to California. I envy my father’s determination, as he gave up his teaching job in Mexico and worked 60-hour weeks for a decade to provide homes for my relatives. He was the leader, the commander of the ship guiding though the rapid current. It did not matter that we had 18 people living in our home; the most important priority was that we were together. View full profile. Liked these essay intros? Unlock them all in one go in this leadership package. Brainstorm and think carefully about what you want to write in your personal statement and how you want to share your own, unique story. For more inspiration, has a database of 60,000+ successfulcollege applications fileswaiting for you!

The Biggest Differences Between College and High School

The Biggest Differences Between College and High School Sometimes, you need a little reminder of the differences between high school and college. You could need motivation about why you want to go to college  or why you want to stay in college. Either way, the differences between high school and college are vast, stark, and important. College vs. High School: 50 Differences In college ... No one takes attendance.Your instructors are now called professors instead of teachers.You dont have a curfew.You have a roommate who you didnt know until right before you moved in together.Its totally acceptable if your professor is late to class.You can stay out all night without anyone caring.You dont have to go to assemblies.You dont need a permission form to watch a movie in class.You dont need a permission form to go somewhere with your school/classmates.You can pick what time your classes start.You can nap in the middle of the day.You can work on campus.Your papers are much longer.You get to do real science experiments.Your goals in your classes are to learn things and pass, not pass an AP test for credit later.Group work, while still lame sometimes, is much more involved.Theres no busy work.There are museums and exhibits on campus.Campus-sponsored events happen much later at night.You can drink at school-sponsored events.Nearly every event has some kind of food.You can borrow books and other research material from lots of schools. Your student ID gets you a discount - and now a little respect, too.Youll never be able to get all your homework done.You cant turn in fluff and expect to get credit for it.You dont get an A just for doing the work. You now have to do it well.You can fail or pass a class depending on how you do on one exam/assignment/etc.Youre in the same classes as the people you live with.Youre responsible for making sure you still have enough money in your account at the end of the semester.You can study abroad with much less effort than you could in high school.People expect a much different answer to the So what are you going to do after you graduate? question.You can go to grad. school when youre done.You have to buy your own books - and lots of them.You have more freedom to choose the topics about things like research papers.A lot more people come back for Homecoming/Alumni Weekend.You have to go to something called language lab as part of your foreign language class.Youre no longer the smar test person in the classroom. Plagiarism is taken much more seriously.Youll learn how to write a 10-page paper on a 10-line poem.Youre expected to give money back to your school after you graduate.For the rest of your life, youll always be a little interested to see where your school ranks in the annual rankings done by newsmagazines.The library stays open 24 hours or more extended hours than High School.You can nearly always find someone on campus who knows more than you about a subject youre struggling with - and who is willing to help you learn.You can do research with your professors.You can have class outside.You can have class at your professors houses.Your professor might have you and your classmates over for dinner at the end of the semester.Youre expected to keep up on current events - and connect them to what youre discussing in class.You really do need to do the reading.Youll attend classes with other students who want, instead of have, to be there.

Social performance Essay Example | Topics and Well Written Essays - 1250 words

Social performance - Essay Example IT infrastructure in health care institutions is also available. Health care facilities, institutions for aging and social challenges, as well as in home solutions for health care technology applications all are available through this multi-capacity ICT based company. ICT can be viewed as a type if IT, thus IT companies has been used for comparison. Apple is a large company that has IT solutions that come in the form of the development of devices and equipment. Apple has a comprehensive code of ethics which includes fair trade issues, supplier responsibility, fair labor, audits around the world, and methods for corrective measures (Apple, 2013). An independent IT consultant, in contrast, has an ethic code that includes information on the rights of his clients and how he will conduct himself in relationship to the work he has been contracted to perform (Camden, 2008). While Apple must address international manufacturing and trade, an independent consultant must be far more concerned with the immediate needs of the individual client relationship. Semprus Bio (2013) is a company concerned with medical IT solutions. The company has similar ethics as most companies but have recently created additions to their ethics codes which include prohibiting entertaining clients in order to gain their business as this can be seen as a form of bribery. Semprus Bio (2013) also has a program to provide items at no cost to the clients that are intended for educational purposes. Some of the issues that this company will need to address in an ethics program is off-sight behaviors, customer relations, and safety concerns during installation. Other ethical considerations that are specific to ICT include cyber theft issues, confidentiality, and customer interrelations. A code of ethics should address how workers will be treated and how they will treat one another. Any legal issues that can

Topic relating to Thanatology Essay Example | Topics and Well Written Essays - 1750 words

Topic relating to Thanatology - Essay Example Thanatology is derived from the Greek word â€Å"Thanatos† which literally means death. It is the scientific study of death and all other events that are associated with it. This study is interdisciplinary in nature and encompasses the events that precede the death of an individual and those that happen after death. It also takes a keen look at the society’s reaction to death and other rituals that happen during this sad period. The grief that hits the family members, close friends and colleagues is also captured in this study. Florence and Austin (2003) are of the view that death was previously ignored by philosophers due to the preoccupation with more logical aspects of life most of which bring pleasure and keep pain away. They argue that man is naturally tempted to talk about things that bring pleasure and avoid those that bring pain. The two also point out that individuals (especially in Africa) avoid the subject of death because they believe that the mere mention of the name attracts misfortune. However with time, people begun to appreciate the inevitable and hence the study of thanatology was accepted in the modern society. Today it is a core subject in the medical profession. It is studied by nurses, psychologists as well as psychiatrists with the sole aim of helping individuals handle death and its ripple effects. Asked how they wished to die in a random radio interview, people gave various responses. Some said that they would wish to die in their sleep while others said that they would rather say goodbye to this world courtesy of an airplane accident. Others pointed out that they would wish that Jesus comes back and gave them their judgment while still alive. Quite a number said that they would rather not discuss the subject. As evident in the radio interview, the issue of death draws mixed reactions and emotions among different people. Philosophers argue that the manner in which one dies determines the emotion

Report 3 Assignment Example | Topics and Well Written Essays - 1250 words

Report 3 - Assignment Example We will make sure that all our ads will comply with the Chilean laws (Shaver and Soontae 67). The ads will be in English targeting the right group to use smoke detectors in their home; however, I would prefer using Spanish because most of Chilean speaks it. Most of our advertising budget will go the Television whereby we will want to increase the number of times a commercial will be aired per week. Therefore, allocating much of the budget to television is because it is the most effective medium for advertisement and will be $1,750,000 per year (Warc n. pag). The viewers cannot ignore an advert that comes as they watch a program they love, thus making it more effective (Shaver and Soontae 71). Our commercial will be aired in one major television station, which is Channel 4. The commercial will be aired in the evening hours, mostly when the news is ready in order to target the more mature customers twice a week. The television advert emotionally highlights the importance of having a smoke detector in the house, with fireman ready to come to the rescue. It will highlight the catastrophe fire can cause if a house does not have a smoke detector and the losses one can get. The commercial will finally show how a person with the burned house i s going to our store to buy a smoke detector and goes home happy. Our team also discussed using the most listened radio stations in Chile by the targeted consumers with a budget of $200,000 annually. After doing a statistical analysis on the most listened national radio stations, we decided that we would advertise with RCN La FM. It is the most listened radio stations by mature people who the major targets of our product. The advert will be aired on the morning hours while people are going to work in the La  ½ Maná ½ °ná ½ °. The advert will be aired three times a week. In Santiago alone, 97% of the population listens to a radio station. The radio commercial

A Contrastive Analysis Of Vietnamese And English English Language Essay

A Contrastive Analysis Of Vietnamese And English English Language Essay No one can deny the fact that cultural values have a strong influence on the use of language, especially speech acts. Many researchers have conducted the studies of the contrastive analysis of speech acts between learners native language and the target language for the purpose of helping learners improve their communicative competence. In my essay, I have the attention of doing a research on the speech act of permission in Vietnamese and English because the speech act of permission is widely used in everyday interactions and plays a major role in communication. Specifically, I focus on the way to ask for permission and some expressions of giving permission to point out similarities and differences in terms of syntactic and semantic formulas between Vietnamese and English. In Vanderveken s view, By uttering sentences in the contexts of use of natural languages, speakers attempt to perform illocutionary acts such as statements, questions, declarations, requests, promises, apologies, orders offers and refusals. (Vanderveken, 1990, p. 7). They are called speech acts. It may not be an exaggeration to say that mastering the use of speech acts is essential and practical. More importantly, the cross- culture study of speech acts needs to be invested because the cross-culture study of speech acts is vital to understanding of international communication (Eisenstein, 1989, p. 199) and Rosaldo also cautions that Violations of cultural norms of appropriateness in interactions between native and nonnative speakers often lead to sociopragmatic failure, breakdowns in communication and the stereotyping of nonnative speakers. (Rosaldo, as cited in Hinkel, Long, Richards, 2006). Thats why permission which is one of the commonly used speech acts should be considered in all respects. According to Oxford Advanced Learners Dictionary (2000), the noun permission has two meanings. It is defined as the act of allowing somebody to do something, especially when this is done by somebody in a position of authority. Besides, another meaning of permission is an official written statement allowing somebody to do something. In my essay, I just focus on the first meaning to discuss permission speech act which makes up a high proportion in every interaction. So, asking for permission is the act of wanting to know whether a person can do something or use something or not. Ex: Can I use your bike? In Vietnamese dictionary (2010), the definition of asking for permission (xin phà ©p) is quite similar to English definition. It is also used to make sure that a person is allowed to do something. Ex: Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng mà ¡y tà ­nh cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng? In daily life, whenever a person wants to do something or uses something that belongs to another person, its important to ask for permission. It is because asking for permission shows his/ her respect for others and increases the chances that his/her request will be granted. However, the expressions of asking for permission are differently expressed by different people in different cultures. The speech acts of asking for permission is indeed confusing and complicated. Therefore, the addressers should pay much attention to the asking for permission expressions so as to make a polite permission that will be granted by the authority and avoid creating a permission which will be assumed as joking, rudeness or sarcasm. Also, utterances used to give permission should be deeply concerned in order to know the intentions which the addresser actually wants to say or to do. These intentions are revealed in the asking for permission expressions. In the previous studies, researchers take asking for permission into consideration. They investigated some unique factors involving in the way to ask for permission from others. They are: ethnic difference, gender difference, situation difference or social status difference. There is no doubt at all that The way people ask for permission, to greater extent, is affected by the situation in which asking for permission is expressed different cultural background of the speakers. (Soehartono Sianne, 2003). In other words, cultural values or norms of behavior are likely to be responsible for producing different ways of asking for permission. After investigating the utterances expressed by the Chinese and Javanese students of SMU Krisyen petra 3 in asking for permission for taking leave, Soehartono Sianne explain that Each ethnic has different opinion about what politeness is (Soehartono Sianne, 2003). Actually, according to Samovar and Porter, the notion that is deeply rooted in the English speaking culture is individualism (2000, p.67). One of the characteristic of individualism is that people in English speaking culture, especially the American believed all people have personal privacy. For instance, anybody mustnt step into anothers house without permission. Nobody has the right to read any others letter even parents mustnt read their childrens private letters. That is the reason why people should ask for permission regardless of age, social status and relationship. People will be punished if they infringe upon any others personal privacy with the motivation of curiosity, profit or malice. It is because personal privacy is respected highly and protected by law in these countries. Similarity, the Vietnamese also highly regard asking for permission. In the past, Vietnamese ancestors create many valuable folk songs, proverbs in order to teach posterity how to behave well, establish and maintain social rapports. For example: Hà ¡Ã‚ »Ã‚ c ăn, hà ¡Ã‚ »Ã‚ c nà ³i, hà ¡Ã‚ »Ã‚ c gà ³i, hà ¡Ã‚ »Ã‚ c mà ¡Ã‚ »Ã… ¸ Another proverb: Ä i thÆ °a và ¡Ã‚ »Ã‚  trà ¬nh Moreover, Huynh explains that: In Vietnamese society, the predominant sentiment in the relation between members of a social group is respect. This is particularly evident in the attitude towards older people. Respect and consideration for old age no doubt derive from the obligation of filial piety that requires young people to respect and love their parents and parent-like members of the family. (Huynh, n.d.). Therefore, no one can deny the fact that people have to ask for permission to get married, stay overnight at the friends house, ect even though they are old enough to make decisions. Vietnamese people believe that if young people disobey the elders advice, they will suffer bad consequences of their actions Cà ¡ khà ´ng ăn muà ¡Ã‚ »Ã¢â‚¬Ëœi cà ¡ Æ °Ãƒâ€ Ã‚ ¡n Con cà £i cha mà ¡Ã‚ ºÃ‚ ¹ trăm Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ ng con hÆ ° The elders are actually the carriers of the tradition and the embodiment of knowledge and wisdom. (Huynh, n.d.). In general, asking for permission in Vietnam and English speaking countries play the important role in every speech situation irrespective of culture. Regarding the frequency number of language functions, Soehartono Sianne show that There are four language functions that never occur in the permission utterances expressed to the teacher as the superior (Soehartono Sianne, 2003). They are: (1): Suggesting a course of action (2): Requesting others to do something (3): Advising others to do something (4): Instructing / directing others to do something By having analyzed the data, Soehartono Sianne find out the predominant function seeking permission and conclude that: Seeking permission function is followed by apologizing function that uses to show that they are in the lower position and reporting function that is used to convince the authority. (Soehartono Sianne, 2003). When it comes to this essay, its purpose is to systematically examine Vietnamese and English asking and giving permission to draw out some similarities and differences in terms of syntactic and semantic formulas and meet the requirements of language teaching and learning. In English language, the most familiar syntactic patterns are Can I borrow your pen? Could he use your phone charger? (Question head + S + Verb phrase with bare infinitive?) Would it be OK if I borrow/ borrowed your pen? Would it be alright if he uses/ used your phone charger? (Question head + S + Verb phrase with simple present or past subjunctive?) Do you mind if I borrow/ borrowed your pen? Would you mind if she uses/ used your phone charger? (Question head + S + Verb phrase with simple present or past subjunctive?) Meanwhile, syntactic formulas employed to ask for permission in Vietnamese language is quite limited. The most commonly occurring patterns are: (1) Tà ¡Ã‚ »Ã¢â‚¬ º dà ¹ng Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ ºÃ‚ ­u nhà ©? (Can I use your cellphone?) (2) Em ngà ¡Ã‚ »Ã¢â‚¬Å"i Ä‘Ã ¢y Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng chà ¡Ã‚ »Ã¢â‚¬ ¹? (Would it be ok if I sit here?) (3) Con cà ³ thà ¡Ã‚ »Ã†â€™ Ä‘i chÆ ¡i và ¡Ã‚ »Ã¢â‚¬ ºi bà ¡Ã‚ ºÃ‚ ¡n mà ¡Ã‚ »Ã¢â€ž ¢t chà ºt Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng mà ¡Ã‚ ºÃ‚ ¹? Con sà ¡Ã‚ ºÃ‚ ½ và ¡Ã‚ »Ã‚  lià ¡Ã‚ »Ã‚ n. (May I go out with my friend for a while, Mom? I promise to come back home soon.) In Vietnamese language, there is a low frequency of the structures containing if. Even they are never employed. For Vietnamese people, the most commonly used syntactic patterns in English Would it be ok if I borrow your pen? or Do you mind if I use your phone charger? are the unusual patterns for the speech act of asking for permission. It is because that we can not translate two above utterances into Vietnamese Would it be ok if I borrow your pen? ( Cà ³ Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng nà ¡Ã‚ ºÃ‚ ¿u mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng bà ºt mà ¡y cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n?) Do you mind if I use your phone charger? (Bà ¡Ã‚ ºÃ‚ ¡n cà ³ phià ¡Ã‚ »Ã‚ n khà ´ng nà ¡Ã‚ ºÃ‚ ¿u mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng cà ¡Ã‚ »Ã‚ ¥c sà ¡Ã‚ ºÃ‚ ¡c Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n?) It sounds unnatural and clumsy. Thats the reason why Vietnamese people seldom use these utterances to communicate. Instead, they have a tendency to say: Mà ¬nh mÆ °Ãƒ ¡Ã‚ »Ã‚ £n bà ºt mà ¡y cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c chà ¡Ã‚ »Ã‚ ©? Mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng cà ¡Ã‚ »Ã‚ ¥c sà ¡Ã‚ ºÃ‚ ¡c Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng bà ¡Ã‚ ºÃ‚ ¡n? When using these expressions to ask permission, Vietnamese people never forget to smile. It seems that they want to create intimacy and friendliness. Thanks to that, they can erase the strangeness and increase the possibility of granting. In term of semantic formulas, almost all the English expressions of asking permission contain modal verbs: can, could, may, might,à ¢Ã¢â€š ¬Ã‚ ¦However, the choice of the appropriate modal verbs depends on age, social status, degree of acquaintance, respect, situation, ect. Ex- In the shop: a conversation between clerk and customer Clerk: May I help you? ( Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ già ºp gà ¬ cho bà ¡Ã‚ ºÃ‚ ¡n?) At school: a conversation between two friends (they have close friendship) P1: Can I use your pen? (Tà ¡Ã‚ »Ã¢â‚¬ º dà ¹ng vià ¡Ã‚ ºÃ‚ ¿t cà ¡Ã‚ »a cà ¡Ã‚ ºÃ‚ ­u Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng?) P2: Of course. (Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà  ) Moreover, when asking for permission to do something, the English usually use the word please to make the request sound more polite. Its not grammatically necessary to use please but a person may sound rude if he/she doesnt use it. Please can be put in different places: at the start, end or before the verb Ex: Please can I borrow your car? Can I please borrow your car? Can I borrow your car, please? In addition, a more important way of showing politeness is the tone of intonation and voice. Even if a person use the word please, he/she can sound rude if his/her pronunciation is not correct. One characteristic difference from asking for permission in English is the word cà ³ thà ¡Ã‚ »Ã†â€™ (can, could, may, mightà ¢Ã¢â€š ¬Ã‚ ¦) used in Vietnamese. It doesnt mention different degrees and types of modality. It just makes the permission more polite. Ex: Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ già ºp gà ¬ cho bà ¡Ã‚ ºÃ‚ ¡n? (May I help you?) Furthermore, its interesting to note that, on the semantic level, the word xin phà ©p is used not only to ask for permission but also to convey the meaning of saying goodbye. The expressions containing the word xin phà ©p are employed to ask for permission from the authority, elder and superior. Ex: Em xin phà ©p thà ¡Ã‚ ºy cho em ra ngoà  i à ¡Ã‚ ºÃ‚ ¡? (May I go out?) In other cases, Vietnamese people want to show the courtesy and respect when saying goodbye. Therefore, they use expressions like this: Ex: Xin phà ©p bà ¡c con và ¡Ã‚ »Ã‚  (It means: chà  o bà ¡c con và ¡Ã‚ »Ã‚ .) Xin phà ©p mà ¡Ã‚ »Ã‚ i ngÆ °Ãƒ ¡Ã‚ »Ã‚ i mà ¬nh Ä‘i trÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc (It means: chà  o mà ¡Ã‚ »Ã‚ i ngÆ °Ãƒ ¡Ã‚ »Ã‚ i mà ¬nh và ¡Ã‚ »Ã‚ .) They are not expressions of asking for permission. Surprisingly, they are greetings. People often say these expressions with a smile or nod. When it comes to giving permission, Vietnamese people express a preference for these words or expressions: à ¡Ã‚ »Ã‚ ª, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà  , khà ´ng sao Ä‘Ã ¢u, cà ¡Ã‚ »Ã‚ © là ¡Ã‚ ºÃ‚ ¥y Ä‘i, cà ¡Ã‚ »Ã‚ © là  m Ä‘i, cà ¡Ã‚ »Ã‚ © tà ¡Ã‚ »Ã‚ ± nhià ªnà ¢Ã¢â€š ¬Ã‚ ¦ More interestingly, they also have the habit of adding the words including particles which express attitude and feeling toward the addressee: dà ¡Ã‚ ºÃ‚ ¡, và ¢ng, à ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ , à ¡Ã‚ »Ã‚ «aà ¢Ã¢â€š ¬Ã‚ ¦ Ex: Dà ¡Ã‚ ºÃ‚ ¡, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c à ¡Ã‚ ºÃ‚ ¡! Meanwhile, in response to asking for permission, people in English-speaking countries seem to use these expressions frequently. (1) Yes: used when you are giving permission (2) Of course: used for giving someone permission in a polite way (3) Certainly: used for expressing agreement or giving permission (4) All right: used for saying that you will allow someone to do something, or you do not mind if they do it (5) If you want: used for giving permission or agreeing with a suggestion that someone has made (6) By all means: used for politely agreeing with someone, giving permission or saying yes (7) As you wish: used for telling someone that they can do or have whatever they want (8) I dont see why not: used for saying yes when someone asks for your permission (9) Help yourself: used for giving someone permission to do or use something (10) If you (really) must: used for telling someone that it is all right to do something, even though you does not want them to do. Its interesting to note that in English, people can not know the power relations (social status or age) and relationship (close, normal or distant) between two speakers because the word yes can be used to give permission in all cases. In contrast, in Vietnamese, people may focus on the words dà ¡Ã‚ ºÃ‚ ¡, và ¢ng, à ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ «, à ¡Ã‚ »Ã‚ ,à ¢Ã¢â€š ¬Ã‚ ¦ to know power relations and relationship between interlocurs. Ex: A conversation between grandparent and nephew Grandparent: Nà ¡Ã‚ »Ã¢â€ž ¢i và  o phà ²ng con Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c chà ¡Ã‚ »Ã‚ ©? (Can I come in?) Nephew: Dà ¡Ã‚ ºÃ‚ ¡, nà ¡Ã‚ »Ã¢â€ž ¢i và  o Ä‘i à ¡Ã‚ ºÃ‚ ¡! (Yes) Ex: A conversation between two close friends F1: Bà ¡Ã‚ ºÃ‚ ¡n cho mà ¬nh mÆ °Ãƒ ¡Ã‚ »Ã‚ £n tà ¡Ã‚ ºÃ‚ ­p nghen? (Can I borrow your book?) F2: à ¡Ã‚ »Ã‚ ª, bà ¡Ã‚ ºÃ‚ ¡n là ¡Ã‚ ºÃ‚ ¥y Ä‘i (Yes) In Vietnamese culture, people are willing to avoid unpleasantness by giving permission although they dont want. This contradiction can lead to great misunderstandings. Therefore, Yes may not mean Yes. When Vietnamese people say: No problem, it can mean Yes, there is a problem. (Vietnam, n.d.). In this case, double and even triple check should be kept to maintain social rapport Its clear that the English and the Vietnamese pay regard to the custom of asking for permission. They consider the choice of expressions very carefully. The way English people and Vietnamese people employ asking permission speech act is influenced by two factors: power relations (social status or age) and relationship (close, normal or distant) between interlocutors. However, the characteristic feature which makes English different from Vietnamese is the use of modal verbs. They are used to ask for permission with different degrees and types of modality. Meanwhile, Vietnamese people have a habit of adding the particles dà ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ «, à ¡Ã‚ ºÃ‚ ¡, nhà © to the expressions of asking and giving permission to show respect, courtesy or intimacy. One another difference between Vietnamese culture and English culture which affects the use of language is that Vietnamese people rarely refuse permission. They dont want to create unpleasant and threatening atmosphere during conversation. Sometime, they give permission to maintain social rapport and satisfy the addressers positive face. To some extent, this should be avoided because it can cause great misunderstandings. In conclusion, Language is a system of signs that is seen as having itself a cultural value (Kramsch, Widdowson, 1998, p. 3). Vietnamese culture is quite different from English culture. Thats why the way people ask for permission and give permission are not similar. Learners should take notice of that to achieve the success in learning the target language. When it comes to learning a second language, one of the problems learners have to face with is the influence of the first language and culture on the second language use. As a consequence of this problem, learners are not confident when communicating or even cause pragmalinguistic and sociopragmatic failure. To overcome the above difficulties, I would like to discuss some implications for language teaching and learning based on contrastive analysis between Vietnamese and English asking and giving permission. Firstly, it is necessary for English teachers to raise students awareness of culture similarities and differences between patterns of asking and giving permission in English culture and Vietnamese culture. Teachers can combine many suitable teaching ways to help learners understand the conflicting patterns. For example, teachers can explain, describe, illustrateà ¢Ã¢â€š ¬Ã‚ ¦Learners must be well aware of the influence of the culture on language to avoid communication breakdown or offence and converse with native speakers of English successfully. Secondly, English teachers should supply input as much as possible in order to improve students ssociopragmatic and pragmalinguistic competence. Teachers can apply the progress of technology to language teaching. Teachers compile and design real situations based on the Internet, on TVà ¢Ã¢â€š ¬Ã‚ ¦for use in class. Besides, teachers need to provide more options for asking and giving permission to satisfy the requirements of everyday interaction. Finally, teachers should create communicative opportunities for students to practice asking and giving permission in English. Through role play, interview, dialogue, survey,à ¢Ã¢â€š ¬Ã‚ ¦, students have chance to use the expressions they have learnt in real situations. Significantly, they know how to choose suitable expressions in different situations. Thanks to that, students are able to engage in successful communication with native speakers. These are some suggested activities I collected on the Internet to serve the needs of language teaching and learning. Activity 1 : Work in pairs and practice the dialogues For the lower level students: F1: Can I move your card? F2: Yes, you can. (b) F1: May I move your card? F2: Yes, you may. For the middle level students: (a) F1: Is it ok if I move your card? F2: Yes, it is ok. (b) F1: Do you mind if I move your card? F2: No, I dont mind. (c) F1: Would it be okay if I move your card? F2: Yes, it would be ok. For the more advanced level students: F1: Would it be alright if I moved your card? F2: Sure, itd be alright -OR- Of course itd be alright. (b) F1: Would you mind if I moved your card? F2: No, I wouldnt mind. (c) F1: If you dont mind, Id like to move your card. F2: Sure, I dont mind. (d) F1: Would it bother you if I moved your card over there? F2: No, it wouldnt bother me at all. (e) F1: Is it alright to move your card so I can pick up my card? F2: Sure, its alright Activity 2: Many times, hotel staff will find themselves in situations where they will have to take some action that will effect  the guest. In these cases, the staff should politely ask the guest for their permission before taking any action. The  guest may also ask permission to do something. It is only polite to ask for their permission before doing so. There  are several expressions that can be used for asking for permissions. Look at the expressions below.   Expressions Possible responses Is it OK if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I really wish you wouldnt.   Do you mind if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No, I dont mind. Go ahead   May I . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sure, no problem.   Would it be a problem if . . .  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   No problem at all.   Would it be OK if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No, please dont     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I would prefer that you didnt.   Dialogue: Work in pairs and practice the dialogue (a) Staff: May I pour you more wine, maam?   Guest: Sure.   (b) Staff: Do you mind if I clean the room now, sir?   Guest: Actually, would it be possible for you to come back in half an hour?   Staff: No problem, maam.   (c) Guest: May I borrow you pen.   Staff: Absolutely sir, here you go.   (d) Guest: Would it be a problem if I left my luggage here for a few minutes?   Staff: No problem at all, sir. Ill, keep on eye on it.   (e) Staff: Is it OK if I make a copy of your passport?   Guest: Sure, whatever you need.   Conversation Activities 1. Practice using the above expressions by having a dialogue similar to the ones above with a partner, one  partner taking the role of the guest and the other the role of the staff. For additional practice, switch roles.  Practice the dialogue several times, trying to use all of the expressions noted above.   2. Role play the following situations with a partner, one person taking the role of the guest and the other person  taking the role of a hotel staff.     Permission by Staff   Move some luggage out of the passage way   Open a window   Refill a coffee cup   Pull down a shade   Get their room key or card   Permission by guest   Leave bags behind a counter   Smoking in a restaurant   Borrow a pen   Take newspaper from lounge to read in room   Leave a message for a friend  

The Outsider By Albert Camus V :: essays research papers

The Priest(Kafka vs Camus) The Outsider, written by Albert Camus, and The Trial, written by Franz Kafka, are two books that have been critically acclaimed since the time that they were published. There are critics that claim that The Outsider is a dull book, and is not even a read-worthy book. Other people claim that it shows us how society actually acts upon people who do not want to be like the rest of society. The Trial falls under the same kind of criticism; but both books, although written by different writers in a different à ©poque, fall under the same kind of genre: Imprisoned Lives. In both The Outsider and The Trial there are many people who influence the protagonists in a positive and in a negative way, but none of those characters are as important as the priest. The priest, being of the same profession in both books and trying to accomplish the same kind of tasks, have a totally different effect on the two protagonists. In The Outsider the priest changes the whole attitude that Meursault has to li fe, whereas in The Trial the priest tells Joseph K. how his life actually is. "Why do you refuse to see me?" This question was asked by the priest and was meant for Meursault. Normally, if a person is convicted to death, he will see a priest before the sentence is executed. Meursault did not do that. He profusely refused to see the priest and why should he? He "did not believe in god." Meursault did not care, as he did not care if his mother died, or if someone proposed marriage to him. This of course went totally against the rules and ethics of society, which cannot permit such kind of behaviour. But why does Camà ºs characterize Meursault like that? Why did he create such kind of an outsider to society? Camà ºs created such an outsider because he wanted to show people how life actually is. Society does not accept people who do not bend the truth a little and lie. Society wants to make life as easy as can be, making up lies so that everything can run smoothly because truth can hurt sometimes, and Camà ºs knows that. Camà ºs implements the priest not just as another character in the novel, but as a person who wants to tell Meursault how society expects him to behave. Meursault did not want to know how he has to act to make the society happy, as a matter of fact, the priest was "beginning to annoy" him.