Myself Included

Myself Included Myself Included Myself Included By Maeve Maddox A reader questions my use of the phrase â€Å"myself included† in the following extract from a post on who versus that: Many speakers, myself included, feel that who is usually the first choice when the antecedent is human, but recognize that its use is a stylistic choice and not a matter of rule. Sometimes that may be the better choice. Says the reader: I’m wondering about your use of ‘myself’. I would have assumed it should be ‘me included’. Or have I misunderstood the reflexive pronouns? I’m curious because it’s one of my pet peeves when someone ends an email with ‘if you have any questions, you can refer to myself.’ The reader has not misunderstood the general rules for the reflexive pronouns. 1. A reflexive pronoun is used as a direct object when the object is the same as the subject of the verb: â€Å"I cut myself shaving again.† 2. The reflexive pronoun is used as an indirect object when the indirect object is the same as the subject of the verb: â€Å"She bought herself a new car.† 3. The reflexive pronoun is used as the object of a preposition when the object refers to the subject of the clause: â€Å"My son built our deck by himself.† Note: The phrase â€Å"by + reflexive pronoun† shows that someone did something alone and/or without any help. The same meaning is conveyed when the reflexive pronoun alone is placed at the end of a sentence: â€Å"I baked all the cookies myself.† 4. The reflexive pronoun is used to emphasize the person or thing referred to: â€Å"The binding itself is worth  £50.† Note: This use of the reflexive pronoun is especially common when the person referred to is famous or powerful: â€Å"The Queen herself wrote a note of condolence to her butler.† The most common errors made with reflexive pronouns are the sort the reader refers to, the use of a reflexive pronoun when the context calls for a plain personal pronoun: INCORRECT: If you have any questions, you can refer to myself. CORRECT: If you have any questions, you can refer to me. The error here is using a reflexive pronoun as the object of a preposition that does not refer to the subject of the clause (you). Other common errors include the following: INCORRECT: Jack and myself traveled to Greece this summer. CORRECT: Jack and I traveled to Greece this summer. The error is in using the reflexive pronoun as the subject of a verb. INCORRECT: When you give out the presents, don’t forget Margie and myself. CORRECT: When you give out the presents, don’t forget Margie and me. The error here is using reflexive myself as the object of the verb forget. Although the phrases â€Å"myself included† or â€Å"including myself†seem to defy the rules they have enjoyed a long history of use by reputable writers. The Ngram Viewer indicates that â€Å"including myself† is far more common than â€Å"including me† in printed books. A Web search for â€Å"including me† brings 617,000 results; â€Å"including myself† brings 3,890,000 results. An article by linguist James Harbeck lists fourteen examples of exceptions to the rules. Here are three of them: You seem like a better version of myself. (object of preposition) There are two others here besides myself. (object of preposition) Myself, as director here, will cut the ribbon. (subject of sentence) Sometimes â€Å"including me† is the obvious choice, but in other contexts, a writer may prefer â€Å"including myself.† Compare: Everyone received a lavish gift, including me. Many scientists, including myself, found the film outrageous in its inaccuracies. The best advice about the use of reflexive pronouns is to master the rules, but to remain aware that sometimes â€Å"nonstandard† myself may be more idiomatic than me. â€Å"If you have any questions, you can refer to myself† is unquestionably nonstandard, but in contexts in which a speaker or writer is espousing an opinion shared by others, â€Å"myself included† and â€Å"including myself† are established idioms. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Spelling Test 18 Types of Parenthetical PhrasesCaptain vs. Master

Climate Change vs. Global Warming

Climate Change vs. Global Warming Global warming and climate change are sciences odd couple - you hardly hear one mentioned without the other. But much like the confusion that surrounds climate science, this pair is often misunderstood and misused. Lets take a look at what each of these two terms really means, and how (even though theyre often used as synonyms) theyre in fact two very different events. The incorrect interpretation of climate change: A change (usually an increase) in our planets air temperatures. Climate Change Is Non-specific The true definition of climate change is just as it sounds, a change in long-term weather trends - be that rising temperatures, cooling temperatures, changes in precipitation, or what have you. By itself, the phrase carries no presumptions about how the climate is changing, only that a change is occurring. Whats more, these changes could be the result of natural external forces (like an increase or decrease in solar sunspot or Milankovitch Cycles); natural internal processes (like volcanic eruptions or changes in ocean circulations); or human-caused or anthropogenic effects (like the burning of fossil fuels). Again, the phrase climate change doesnt specify the reason for the change. The incorrect interpretation of global warming: Warming due to a human-induced increase in greenhouse gas emissions (like carbon dioxiode). Global Warming Is One Type of Climate Change Global warming describes an increase in Earths average temperature over time. It doesnt mean that temperatures will rise by the same amount everywhere. Neither does it mean that everywhere in the world will get warmer (some locations may not). It simply means that when you consider the Earth as a whole, its average temperature is increasing. This increase could be due to natural or unnatural forces such as an increase in greenhouse gases, particularly from the burning of fossil fuels. Accelerated warming can be measured in Earths atmosphere and oceans. Evidence for global warming can be seen in retreating ice caps, dry lakes, increased habitat reduction for animals (think of the now-infamous polar bear on a lone iceberg), global temperature rises, shifts in weather, coral bleaching, sea-level rise and more. Why People Mix Them Up If climate change and global warming are two very different things, why do we use them interchangeably? Well, when we talk about climate change were usually referring to global warming because our planet is currently experiencing climate change in the form of rising temperatures. And as we know from monikers like FLOTUS and Kimye, the media loves blending words together. Its easier to use climate change and global warming as synonyms (even if it is scientifically incorrect!) than it is to say both. Perhaps climate change and global warming will get its own portmanteau in the near future? How does clowarming sound? The Correct Verbiage If you want to be scientifically correct when talking climate topics, you should say that Earths climate is changing in the form of global warming. According to scientists, it is highly likely that both are being driven by unnatural, human-caused reasons.

A Portrait of the Artist as a Young Man Essay Example | Topics and Well Written Essays - 1750 words

A Portrait of the Artist as a Young Man - Essay Example The essay "A Portrait of the Artist as a Young Man" examines isolation theme in Joyce’s Portrait of the Artist as a Young Man. Stephen appears as a character, which we can see from inside as we are able to note his inner transactions and developments with the passage of time. Before A Portrait of the Artist as a Young Man, no other writer wrote like Joyce. It was for the first time that a character was seen in terms of his psychological development. Stephen is introduced first in the novel as three years old boy that proceeds towards his vocation of an artist by a continuous psychological development. Stephen starts his education at Clongowes Wood College, which is a Jesuit boarding school for boys but later on, he has to get admission in another educational institution, which is less prestigious as compared to Clongowes Wood College on the basis of financial problems faced by his father. At Clongowes Wood College, he is to suffer embarrassment on the basis of his distant thin king. He is unable to connect to his peers because of his isolated nature and search for his self-identity. His new boarding school is Belvedere College. Stephen is portrayed as a good student, an excellent essay writer, who wins awards and a good actor while being at Belvedere College. Stephen is a promising student but he is unable to feel attachment to his surroundings. He considers himself somewhat separated. Unlike other students of his class, Stephen is somewhat sceptic about the religion.

Deviant Then, Revered Now Coursework Example | Topics and Well Written Essays - 250 words

Deviant Then, Revered Now - Coursework Example For his work, he was posthumously awarded with ‘President’s Medal of Freedom.’ Talking of the eight people, who received this award, President Obama said, â€Å"Each of them was an agent of change. Each saw an imperfect world and set about improving it, often overcoming great obstacles along the way.† (â€Å"cbs5†). This tremendous change in perception of people of U.S.A. towards Harvey Milk was brought about by a series of events. What triggered this change was the acceptance of homosexuality by American Psychiatric Association. The same association had earlier considered homosexuality to be a ‘mental illness’. Some political issues also contributed to the cause. In an attempt to gain the votes of LGBT (Lesbian Gay Bisexual Transgender) society, democratic leaders refused to discriminate based on sexual orientation and supported gay rights. Clinton, during his tenure, authored an executive order banning discrimination based on sex. All the hard work of gay activists has paid off and citizens of United States of America have realized that the sexual orientation of a person is a private, and not public, issue; that looking down on a person because he/she is homosexual is unjust. Most of the provinces have legalized same sex marriage. (Head) .All this began with a man who was unabash ed of his homosexuality and refused to be treated like criminal for being so. Harvey Milk was offered a tribute in the form of the movie ‘Milk’ that was released in 2008. In my opinion, the events mentioned above did not lead to a change in the perception of American citizens towards Harvey Milk. Rather, it was Mr. Milk’s work for gay rights and his acceptance of himself that led to the above events and finally, towards the freedom of

Character-defined Destiny Essays -- Literature Heroic Epics Essays

Character-defined Destiny The Greek poet Homer established the heroic epic literary genre more than two-and-a-half millennia ago with the composition of two voluminous works of art, the Odyssey and the Iliad. From its inception, the heroic epic cast human fate as a type of whimsical recreation for the gods. In fact, the word fate was adopted from the name of the Greek gods in charge of spinning the thread of human life and then cutting it when a person’s destiny had been fulfilled. Hence, a person’s fate in the Homeric epics was largely determined by providence, and a person’s individual actions had little bearing on what became of him or her. We see a new understanding of fate begin to take form in the two primary heroic epics of thirteenth century German literature. The story of Parzival introduces the role of individual maturation in the fulfillment of one’s destiny, notwithstanding its predetermination by God through birthright. The Nibelungenlied, on the other hand, suggests that predestination is the result of the inevitability of one’s own idiosyncrasies: one acts in accordance with one’s own character traits and cannot act otherwise. Both understandings of fate, however, afford man a much larger share in the determination of his own destiny than the Homeric epics ever did and, as such, can shed light on the evolving notion of the â€Å"heroic† informing each work. The story of Parzival and his quest for the Holy Grail was first told by French author Chrestien de Troyes in the 12th century; naturally, the fate of Parzival would have already been well known to Wolfram von Eschenbach’s 13th century audience. Then the focus of the epic is certainly not Parzival’s destiny, but his development and maturation throughout th... ... The reason for this is that Gawan (and the code of chivalry he represents) regards his relationship with God in feudal terms, expecting reward in return for service. Even though Parzival once fell from grace and the favor of the round table, he was able to gain redemption through God with the help Trevrizent. By confessing his sins before God and atoning for his trespasses, Parzival was thus able to attain a higher level of honor. Redemption is the pivotal piece of the heroic puzzle that the society of the Nibelungenlied lacks. In Parzival there is no sense of the imminent doom that pervades the Nibelungenlied, because of the society’s steadfast belief in God’s eternal mercy. And, as long as the society of the Nibelungenlied remains bereft of the potential for redemption, it will remain entangled in its own type of Atreus curse and doomed for self-annihilation.

Assess the importance of school factors such as racism Essay

Assess the importance of school factors such as racism and pupils’ response to racism in creating ethnic differences in educational achievement. Racism is a system of beliefs that defines people as superior or inferior, and justifies their unequal treatment, on the basis of biological differences such as skin colour. Individual racism refers to the prejudiced views and discriminatory behaviour of individuals. Institutional racism exists when the routine ways an organisation operates have racist outcomes regardless of the intentions of the individuals within it. Racism and pupils’ response to racism are internal factors which means they happen within schools and the education system they may cause ethnic differences in educational achievement which refers to the differences in educational achievement between the ethnic groups within schools for example, Black and Pakistani pupils do worst at GCSE and Indians and Chinese do best as supported by the DfES (2007). Even though internal factors may have contributed to ethnic differences in educational achievement, external factors outside of the education system such as pupils’ being materially deprived may also affect ethnic differences in achievement. The item seems to support the proposition that school factors such as racism and pupils’ response to racism may cause ethnic differences in educational achievement as the item states ‘Bangladeshi, black and Pakistani pupils achieve less well than other pupils at all stages of education which is supported by the DfES (2007) that found on average just over a half of all Bangladeshi, black and Pakistani girls left school with five or more GCSE grades A*-C. However this was a lot lower for boys with only a half of Bangladeshi boys leaving school with five or more GCSE grades A*-C and less than this for Pakistani and black boys. The item uses Gillborn and Youdell (2000) to explain these differences as being the result of teacher racism this is supported by Jenny Bourne (1994) who found, schools tend to see black pupils’ as a threat and would label them negatively, leading eventually to exclusion. They item also suggests that that gender differences play an important part in creating ethnic differences in educational achievement as it has been found that among white and black working-class pupils girls do better than boys, but among Asians boys do better than girls. Overall the item seems to believe that factors within school such as labelling and teacher racism lead to ethnic minority pupils being treated differently therefore being unable tofulfil their true potential as they feel as though they are less important and less time and attention is given to them leading to ethnic differences in educational achievement. As a result of negative racist labels, teachers may treat ethnic minority pupils differently, disadvantaging them and bringing about a self-fulfilling prophecy that leads to under-achievement as Gillborn and Youdell (2000) found teachers had ‘racialised expectations’ about black pupils and saw their behaviour as threatening and black pupils felt as though they were underestimated by teachers. Gillborn and Youdell conclude that conflict between white teachers and black pupils stems from teachers racist stereotypes rather than pupils’ actual behaviour. This can cause under-achievement because it leads to: high levels of black boys being excluded and black pupils being placed in lower sets or streams. This study clearly supports the proposition that school factors create ethnic differences in educational achievement as the study suggests that teachers low expectations of black pupils leads to them being treated differently and oppressed by teachers leading them under achieving. Research has also found that Asian pupils are also stereotyped by teachers as Wright (1992) found Asian pupils were stereotyped by their teachers and treated differently: They were seen as a problem and were often ignored and teachers assumed that Asian pupils would have a poor grasp of English and would use simplistic words when teaching them. This study is a little surprising as Asian pupils have the highest percentage of pupils leaving school with five or more GCSE grades A*-C. Pupils may react in a variety of different ways to racist labelling in school, including forming or joining pupil subcultures this may lead to the under-achievement of ethnic minority groups creating ethnic differences in educational achievement. Sewell (1998) found that black boys adopted a range of responses to teachers’ racist labelling of them as rebellious and anti-school. One reaction was to join a subculture known as the ‘rebels’ they were a small but highly visible minority of black pupils. They rejected the school’s goals and rules and conformed instead to the stereotype of the ‘black macho lad’. They despised both white boys and conformist black boys. Their aim was to achieve the status of ‘street hood’. O’Donnell and Sharpe (2000) found a macho ‘warrior’ response similar to the ‘rebels’ among some Asian boys. However, despite only a small minority of black and Asian boys actually fitting the stereotype of ‘macho lad’,teachers tended to see all in this way. This resulted in the under-achievement of many boys, as a result of discrimination of teachers. However studies show that not all minority ethnic pupils who are negatively labelled accept and conform to labels. Some remain committed to succeeding despite racist labelling: Fuller (1984) studied a group of high achieving black girls in year 11 of a London comprehensive. The girls maintained a positive self-image by rejecting teachers’ stereotypes of them. They recognised the value of education and were determined to achieve. They didn’t seek teacher’s approval and remained friends with black girls in lower streams. This study would oppose the proposition as this study suggests that not everyone that is labelled in a negative and racist way conforms to their label or accepts that they will not achieve within education. Many sociologists argue that although the racist labelling practised by some teachers is important, it is not an adequate explanation for the widespread ethnic differences found in achievement. Instead, they argue, institutional racism must be focused on. Institutional racism is discrimination against ethnic minorities that is built into the way institutions such as schools and colleges operate on a routine basis, rather than the intentions of individual teachers. The ethnocentric curriculum is an important example of institutional racism. ‘Ethnocentric’ refers to attitudes or policies that prioritise a culture or one particular ethnic group whist disregarding others. Many sociologists have argued that the curriculum within British schools is ethnocentric. Troyna and Williams note that it gives priority to white culture and the English language. Whilst Ball sees the history curriculum in British schools as recreating a ‘mythical age and past glories’, while at the same time ignoring the history of black and Asian people. This may result in minority ethnic group pupils feeling that they and their culture are not valued in education and this diminishes their sense of self-esteem, which has a negative effect on their educational achievement as they feel as though they are worthless causing them to under-achieve. The CRE (1992) study of ‘Jayleigh’ school found that Asian pupils were consistently placed in lower sets and were less likely to be entered for exams causing them to under-achieve resulting in ethnic differences in educational achievement. Similarly, the workings of the ‘A-C economy’ meant that black pupils were placed in lower sets and hadless chance of gaining qualifications. Even though internal factors may have contributed to ethnic differences in educational achievement, external factors outside of the education system such as may also affect ethnic differences in achievement. Cultural deprivation theory claims that the under-achievement of some ethnic groups is caused by inadequate socialisation in the home. This explanation has two main aspects: Intellect and language skills – cultural deprivation theory claims that children from low-income black families lack intellectual stimulation. As a result, they fail to develop reasoning and problem-solving skills. Bereiter and Engelmann claim that the language of poorer black families is ungrammatical and disjointed. As a result, their children are unable to express abstract ideas- a major barrier to educational success. Some claim that children who do not speak English at home may be held back educationally. This could cause the ethnic differences within educational achievement as according to cultural deprivation theorists ethnic minority pupils would lack the ability to succeed at exams. The other aspect of the explanation of cultural deprivation contributing to under-achievement is attitudes, values and family structure. Differences in attitudes and values towards education may be the result of socialisation. Most children are socialised into the mainstream culture, which instils competiveness and a desire to achieve, thus equipping them for success in education However some children are not socialised in this way and the lack of a male role model for many African-Caribbean boys may encourage them to turn to an anti-educational macho ‘gang culture’. Murray (1984) argues that the high rate of lone parents and a lack of positive male role models lead to the under-achievement of some minority pupils causing ethnic differences in educational achievement. This is support by Moynihan (1965) who argues that the absence of a male role mode produces inadequately socialised children who fail at school. Cultural deprivation theorists also claim that the subculture into which some black children are socialised is fatalistic and focused on immediate gratification, resulting in a lack of motivation to succeed. The belief that cultural deprivation causes ethnic differences in education would not support the proposition as cultural deprivation is an external factor and the proposition suggest that factors within school are the main cause of ethnic differences in achievement. Material deprivation is the lack of physical or economic resources that are essential for normal life in society. Material deprivation explanations of ethnic differences in achievement argue that educational failure is the result of material factors such as poor housing and low income. Ethnic minorities are more likely to face these problems. For example Pakistanis and Bangladeshis are more likely than whites to be poor this would lead to ethnic differences in achievement as some ethnic minorities may lack the necessary resources to achieve educational success. Also for many minorities overcrowding is an issue leading to many pupils being unable to revise or suffering from sleepless nights. The lowest achieving ethnic groups are those with the lowest social class position proving that class as well as ethnic background is also an issue in ethnic differences in educational achievement. In conclusion internal factors such as racism and pupils’ response to racism clearly are an important factor in ethnic differences in achievement as the way pupils are treated within school could lead to them feeling as though they do not belong they will therefore resent school and everything it stands for leading to the failure of examinations and then being classed as under achievers and creating ethnic differences in educational achievement. However external factors also contribute to the ethnic differences in educational success as if a student is to achieve within education they will have had to have been adequately socialised into a competitive culture that strives for success. They will have also have had to be surrounded by role models and equipped with the necessary resources such as educational activities and quality housing to be able to achieve their full potential. While these factors clearly affect pupils’ achievement, racism in wider society may be bigger cause. Members of minority groups face direct and indirect discrimination at work, within the housing market and within education. As a result, they are more likely to have low pay or be unemployed, and this affects children’s educational opportunities as they will feel as they will never amount to anything and are constantly being held back because of the colour of their skin or where they have come from.

Hinduism And Islamic Religious Beliefs - 1276 Words

There are so many religions around the world that it is hard to understand what their beliefs are. Religion can influence in culture, art, and politics. Religions also can impact in many ways but can learn about some certain religions to know about more religions. Two of the religions are Hinduism and Islam. Hinduism and Islamic religion have been around for centuries, but Hinduism is older than Islamic religion. Those two religions interested me to know about their places, the services, and worship. The two religions places that I went are Hinduism Temple and Islamic Mosque. When I went to the Hinduism temple they were friendly, welcoming, and they will try to help you understand about their religion. There are many gods in Hinduism and†¦show more content†¦The Hinduism that she follows does not allow to harming animals or nature for their own desire. These are some of the rules that they have to follow to be able to reach certain level. The Hindus worship is differently f rom other religions. Normally they pray early in the morning around 8:00 a.m. to 11:00 a.m. and 7:00 p.m. to 9:00 p.m. One of the prayers is called Arthi. They pray this prayer two times a day the temple she goes to for her religion. Some of other temples pray three times a day which is called Magdha. In the afternoon and evenings they have to pray every day and they cannot be skipped on those prayers times. On the religion large Shiva saved the world and there is a famous river called Ganga River in India. People who believe in this religion go there to take a bath in the river. The people who go take bath in Ganga River will get in paradise. Ganga River originally came from Large Shiva. They believe Large Shiva saved the world by drinking poison drink to save the world. So when people go to the river they put cold water on the river so they can flesh out the poison from Large Shiva. Another thing when they go to prayer women cover their head when they do Arthi. There are many typ es of festival in Hinduism. One of the festival they celebrate in here is called Holy Gidhibali. They paint their faces with colors and before they do this festival,