5 Faulty Not Only . . . But Also Sentences

5 Faulty Not Only . . . But Also Sentences 5 Faulty Not Only . . . But Also Sentences 5 Faulty Not Only . . . But Also Sentences By Mark Nichol Often, when a sentence expresses a point and a counterpoint with the phrases â€Å"not only† and â€Å"but also,† writers have difficulty constructing the sentence in the correct syntactical order. Each of the following sentences demonstrates various erroneous ways the â€Å"not only . . . but also† construction can be misused; discussions, followed by revisions, explain how to repair the damage. 1. Moving to the cloud had not only improved security but had also reduced the risks they faced prior to implementation. Had can be shared by both the â€Å"not only† phrase and the â€Å"but also† phrase: â€Å"Moving to the cloud had not only improved security but also reduced the risks they faced prior to implementation.† (If had is to be used twice, it should follow â€Å"not only† and, when repeated, should follow â€Å"but also†: â€Å"Moving to the cloud not only had improved security but also had reduced the risks they faced prior to implementation.†) 2. They were all spending Monday night in New Hampshire- not only to get a jump on the impending storm but also on their competitors. This sentence is incomplete; because â€Å"not only† precedes â€Å"to get a jump,† that phrase needs to be repeated after â€Å"but also.† Or, more simply, place the noun phrase before â€Å"not only† so it can be shared with â€Å"but also†: â€Å"They were all spending Monday night in New Hampshire- to get a jump not only on the impending storm but also on their competitors.† 3. The Broncos had not only lost the game, but they also lost their starting quarterback. Because lost refers to both the game and the starting quarterback, that verb should precede both â€Å"not only† and â€Å"but also,† which obviates the need for the pronoun they: â€Å"The Broncos had lost not only the game but also their starting quarterback.† 4. The bill authorizes private entities to not only monitor their own networks for cybersecurity threats but also to share threat information with other private entities and the federal government. The infinitive to precedes â€Å"not only,† so it applies to â€Å"but also† as well and does not need to be repeated after that phrase: â€Å"The bill authorizes private entities to not only monitor their own networks for cybersecurity threats but also share threat information with other private entities and the federal government.† 5. The Rockets had not only reshaped their own fortune but, as it turned out, that of the entire NBA. Because reshaped refers to both the team’s fortune and that of the entire league, it must precede both the point phrase and the counterpoint phrase: â€Å"The Rockets had reshaped not only their own fortune but also, as it turned out, that of the entire NBA.† 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 Style category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Probable vs. PossibleIs "Number" Singular or Plural?

Introducing Integers and Rational Numbers to Students with Disabilities

Introducing Integers and Rational Numbers to Students with Disabilities Positive (or natural) and negative numbers can confuse students with disabilities. Special education students face special challenges when confronted with math after 5th grade. They need to have an intellectual foundation built using manipulatives and visuals in order to be prepared to do operations with negative numbers or apply algebraic understanding of integers to algebraic equations. Meeting these challenges will make the difference for children who might have the potential to attend college. Integers are whole numbers but can be whole numbers both greater than or less than zero. Integers are easiest to understand with a number line. Whole numbers that are greater than zero are called natural, or positive numbers. They increase as they move to the right away from the zero. Negative numbers are below or to the right of the zero. Number names grow bigger (with a minus for negative in front of them) as they move away from the zero to the right. Numbers growing larger, move to the left. Numbers growing smaller (as in subtraction) move to the right. Common Core Standards for Integers and Rational Numbers Grade 6, the Numbers System (NS6)Students will apply and extend previous understandings of numbers to the system of rational numbers. NS6.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.NS6.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.NS6.6.a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., (-3) 3, and that 0 is its own opposite.NS6.6.b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. NS6.6.c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Understanding Direction and Natural (positive) and Negative Numbers. We emphasize the use of the number line rather than counters or fingers when students are learning operations so that practice with the number line will make understanding natural and negative numbers much easier. Counters and fingers are fine to establish one to one correspondence but will become crutches rather than supports for higher level math. The pdf number line is for positive and negative integers. Run the end of the number line with positive numbers on one color, and the negative numbers on another. After students have cut them out and glued them together, have them laminated. You can use an overhead projector or write on the line with markers (though they often stain the laminate) to model problems like 5 - 11 -6 on the number line. I also have a pointer made with a glove and a dowel and a larger laminated number line on the board, and I call one student to the board to demonstrate the numbers and jumps. Provide lots of practice. You Integer Number Line should be part of your daily warm up until you really feel that students have mastered the skill. Understanding the Applications of Negative Integers. Common Core Standard NS6.5 offers some great examples for applications of negative numbers: Below sea level, debt, debits and credits, temperatures below zero and positive and negative charges can help students understand the application of negative numbers. The positive and negative poles on magnets will help students understand the relationships: how a positive plus a negative moves to the right, how two negatives make a positive. Assign students in groups the task of making a visual chart to illustrate the point being made: perhaps for altitude, a cross cut showing Death Valley or the Dead Sea next and its surroundings, or a thermostat with pictures to show whether people are hot or cold above or below zero. Coordinates on an XY Graph Students with disabilities need lots of concrete instruction on locating coordinates on a chart. Introducing ordered pairs (x,y) i.e. (4, -3) and locating them on a chart is a great activity to do with a smart board and a digital projector. If you dont have access to a digital projector or EMO, you might just create a xy coordinates chart on a transparency and have students locate the dots.

Chapter 9 assignment Essay Example | Topics and Well Written Essays - 250 words

Chapter 9 assignment - Essay Example er Quebec Civil Law, in case of illegal contracts, the court must order restitution between parties and that illegal clause in the contract may be deleted and the remainder of the contract upheld in appropriate cases. However, a court may refuse restitution in favour of a party who has acted fraudulently, immorally or by deliberately breaching the law. Anent the protection granted to the true owner of a property subject of an illegal contract, the Civil Code of Quebec has already contained provisions regarding this matter. Under US Law on the other hand, illegal contract is a promise that is prohibited due to its very nature. Such contracts are prohibited since the performance, formation, or object of the agreement is against the law ("Illegal Contract Law, n.d). Despite the definition of the defective and illegal contracts, it does not automatically render the contract as null and void, unenforceable or ineffective, if the formation or performance or existence did not comply with what is required by the enactment unless the result is required by the enactment or to further the purpose of the enactment. Anent the protection granted to the owner of a property, the US law the concern is where the property is purported to be transferred under an illegal contract and the property is then the subject of a further transfer to a person who is not a party to the contract. The court may grant only the relief if there is question as to title of the

Polanski & Spielberg Term Paper Example | Topics and Well Written Essays - 1500 words

Polanski & Spielberg - Term Paper Example The directors made films that hit the public both emotionally and dramatically. Their work was loved by all due to their sense of portraying the war and the post events of the war. The Pianist was released in 2002 written by Ronald Harwood and starred by Adrien Brody. The film is a biographical account of a pianist who is a Polish Jew. While the story truly depicts the hardships faced by the Jewish people in the World War II, it keenly takes in account the life of Szpielman being torn apart, his family being taken away from him, and his existence being vanished. Saving Private Ryan is an American film released in 1998. It is a war film based on the invasion of the Normandy in the World War II. The story is written by Robert Rodat who was inspired by the monument he saw which was built for the eight siblings killed in the American civil war. Thus, he wrote a narrative of the siblings in the World War II who had fought against the Germans. The film had received much of the praise from the audience as well has the critics, and won many awards too. These films have been a clear picture of what the World War II brought for the people and how cleanly the directors have pictured it. Comparison of the two films: Both the films have many similarities in their plots and their use of graphics. Since both the films are based on wars, they are more towards the horror aspect. They give the viewers a look of horror, suspense and thriller. The actors in both the films have done an outstanding job, the stories are strong and the use of graphics and screenplay makes the most out of the films. The difference in the films are the ways the directors have created the directed and the stories and how they have taken the stories along to reach the audience and to win their attention. Despite having the same theme, the directors have managed to give a wave of emotions in a different way that the audience of each movie would have felt something different after watching the movie. In the critical aspect, both the films have been immensely appreciated and praised by the critics and the audience and have successfully won the hearts of many. Both the works have been written in a war scene and they show the stories plotted on the World War II and the lives affected at that time. The films are known for their graphics and their depiction of the war scenes. Thus, the scenes of the war which are in most of the two movies can be compared and contrasted with each other. Both movies do not just show some scenes, in fact the whole movie of around two hours is based on a war scenario with different features of the war. There is a clear scene of the war in Saving Private Ryan where the Captain is looking for Ryan and enters the zone of war with his group. While he is searching for Ryan, and even after finding him, they face many of the troubles of the war together. In The Pianist, the scenes are also in the zone of war and show the struggles of the pianist during the war time. In this film, the main focus is made on the pianist with however, lesser scenes of the war than in Saving Private Ryan, but the scenes of the war have been presented pretty well. In the second aspect when we look at both of the films, we can see that not only do they show the similarities in the scenes of war, but they also show a plot on which the emotional lives

Essay question Example | Topics and Well Written Essays - 1750 words

Question - Essay Example iThe argument is however based on the fact that neoclassical economists claims or rather emphasize smith’s â€Å"invisible hand† while classical economists on the other hand think that smith clearly stipulates his programme for promoting the â€Å"Wealth of Nations† in the first sentence of his work. Smith uses the phrase â€Å"the invisible hand† in both theories under different context and each having a different meaning. Therefore, different interpretations of the phrase can be regarded as the source of conflicting ideas between classical and neoclassical economists. Moreover, various economists have advance theories that are in line with smith’s theory of wealth of a nation or contradicting theories thus economic policies are more of a battle field between neoclassical economists and classical economist who concurred with smith’s theory of an inquiry into the nature and the cause of wealth of a nation. Adam Smith’s work, â€Å"Wealth of Nations† is regarded as the perfecto of the theory of moral sentiments since it targets the problems of how people express their self-interests and their morality. He argued that a pin factory that employs division of labor is likely to produce thousands of pins more than a pin factory that each individual worker attempts to produce his or her own pin. Therefore he advocated for specialization and division of labor in production for efficiency. Adam Smith also emphasized on the importance of flexibility during transition from one phase of life to the other by developing institutions that are fit for that phase; and this therefore illustrates self-interest and morality in the society. Smith described people’s economic behavior as individuals who are guided by an â€Å"invisible hand†. He argued that production of high priced products in relation to production cost would induce individual production of this product

Comparative Analysis of Lawrence Kohlberg and Carol Gilligan

Comparative Analysis of Lawrence Kohlberg and Carol Gilligan Emma Haslam Moral Reasoning Human well-being is not a random phenomenon. It depends on many factors ranging from genetics and neurobiology to sociology and economics. But, clearly, there are scientific truths to be known about how we can flourish in this world. Wherever we can have an impact on the well-being of others, questions of morality apply. Sam Harris (2015) In many respects, the cognitive-developmental paradigm within moral psychology has had an unstable record. First introduced by Baldwin (1906), then taken up but quickly abandoned by Piaget (1932, 1965), many years passed before it was reintroduced and fully delineated by Kohlberg (1971, 1984). The limitations of the moral domain have now been extended well beyond those of Kohlberg’s justice research to include other orientations to moral understanding such as Carol Gilligan’s ‘Care’ research (1982). The purpose of this essay is to compare and contrast two theories of moral reasoning with reference to empirical research. Named theories include Lawrence Kohlbergs Justice and Carol Gilligans Care. This piece will focus on the studies individually as well as comparing the similarities and differences for both and will also look into some critical reviews from other research that has been conducted since regarding care and justice. The reason for choosing Kohlberg and Gilligans pieces of research are because both are leading researchers in the field of cognitive development and the research is known and used by academics worldwide. Lawrence Kohlberg was a developmental psychologist who studied Piagets constructivist theory and continued to base his own work around the model constructed by Piaget. This led to Kohlberg developing his own cognitive developmental model known today as ‘Justice’. Kohlberg had a direction for his research and that was to focus on the reasoning behind answers. Feminists (among other) have criticised the hegemony of justice reasoning in Kohlberg’s theory, proposing that a more relational, â€Å"care and response† orientation is an equally valid conception of morality and one that is more often representative of the moral experience of a woman (e.g. Gilligan 1982; Noddings, 1984). Carol Gilligan became a student and research assistant of Lawrence Kohlberg in 1970 and provided her own justifications from Kohlberg’s original addition and proposed considering gender identity and therefore made another discovery within the field of cognitive developmental psychology that Kohlberg did not consider. Kohlberg began his research looking into how children develop from birth and continued the research to span an entire lifetime. ‘The founding principle of development was the recognition of the value of justice, acceptance of justice as a governing factor of an individual’s own actions and also a philosophical understanding of justice’ (Kohlberg, 1971). This shows very early on that everything was based around understanding justice and how it applied to an individual’s understanding towards moral reasoning. The first questions provide evidence for this and it is stated How to avoid punishment from a punitive point of view (Kohlberg, 1984). This statement highlights the fact that the empirical research is justice based. There are three main stages to Kohlberg’s research with six sub-sections. ‘The first is the Pre conventional stage Obedience and punishment orientation (How can I avoid punishment?), Self-interest orientation, (Whats in it for me ?), (Paying for a benefit). The second stage is Conventional, Interpersonal accord and conformity (Social norms) (The good boy/girl attitude), Authority and social-order maintaining orientation (Law and order morality) and the final is Level 3, Post-Conventional, Social contract orientation, Universal ethical principles, (Principled conscience).’ (Kohlberg, 1971). Gilligan would go on to criticise Kohlberg’s theory as Kohlberg only studied privileged white men and boys, Gilligan felt this caused a bias opinion against women. Gilligan designed a paradigm of female development centralised on the subject of caring as a formative virtue. This was based around Kohlberg’s original ideas and structure. Gilligan wanted to outline that women were not â€Å"moral midgets† and was also against many psychological opinions such as another great theorist, Erikson who believed that the tasks of development were separation from the mother and family. If women did not succeed on this scale then those individuals were â€Å"obviously lacking†. Therefore Gilligan’s goal was seen as a good case for feminism and psychology as a whole. The view focused on the individual’s growth to care for and better understand others. Gilligan’s earliest transition for the stages of development suggests a move from self interest to a responsibility for others (Arnold, 2000). The male life form was seen as a norm. Psychologists that performed research before for example Freud, Piaget and Erikson; all had male points of view and focused mainly on male cognitive development. The previous views are shown to be neither neutral nor impartial. There is no room for care or human relationships which are essential parts for morals of maturity (Gilligan, 1977). Kohlberg’s study group subjected only male participants to the research, whereas Gilligan’s study group was subject to only female participants. Early constructivist views of cognitive development show little between genders. Gilligan observed that the alienation felt from Kohlberg’s views were the result from his studies having a skewed perspective towards male development as most of the research conducted in the field prior to Kohlberg. The result of this was a formative foundation for male cognitive development. Kohlberg discovered that male subjects develop in relation to the understanding of justice, from simple punitive evasion to a satisfied philosophical acceptance for the meaning of justice. Gilligan’s study group was a duplicate study of Kohlberg’s work with, alternate focus that allowed for comparison for any significant differences in gender development. Females follow a different trend of cognitive and that focuses around caring and a r espect for life. Gilligan discovered that female subjects develop in the understanding of humanity, developing from simple obedience to a universal philosophical understanding of morality. ‘Gilligan also discovered that a morality of care can also serve in place of the morality of justice and rights earlier theorised by Kohlberg. Gilligan views morality of care and morality of justice as distinct yet also connecting’. (Young, 1999). Gilligan believed that the care based morality was prominent in women. Co-operation, compromise makes levels of overall happiness much higher in women. This is partially due to how men and women are socialised. Unlike Kohlberg’s three main and six sub stages, Gilligan’s research only comprised of three stages, Pre-conventional where one learns to care for oneself, Conventional, this shows that and individual put their own needs behind them to care for others and finally the post-conventional stage. This is when a balance is rea ched and the individual learns to care for themselves and others at the same time. All of the research conducted by both Kohlberg and Gilligan has had critical reviews by other researches in the field however, the basis of the research is crucial to knowing a basing around the moral foundation of an individual. In conclusion, most moral psychologists accepted that there are two types of moral reasoning which are Kohlberg’s justice and Gilligans care, although Kohlberg’s vast legacy to moral psychology is widely acknowledged to far outweigh the shortcomings of his theory, in recent years there has been a growing sense within the cognitive-developmental paradigm that a more comprehensive theory of morality is long overdue. By more closely attending to the contextual and subjective features of morality of everyday life, this contemporary work lays the foundation for a more comprehensive understanding of the nature of the moral person. Further research within this field is widely anticipated to gain greater knowledge around how and why people view and practice moral behaviour in society and within oneself. References Arnold, M. (2000). Stage, Sequence, and Sequels: Changing Conceptions of Morality, Post-Kohlberg. Retrieved 1 April 2015, from http://202.119.108.48/dyxr/Text/2008-01-03-03-21-01d03sf445zxbupn3k5ed2e555_4.pdf Ashcraft, K., Mumby, D. (2004). Reworking gender. Thousand Oaks, CA: Sage. Blum, L. (1988). Gilligan and Kohlberg: Implications for Moral Theory. ETHICS, 98(3), 472. doi:10.1086/292966 BrainyQuote,. (2015). Sam Harris Quotes at BrainyQuote.com. Retrieved 4 April 2015, from http://www.brainyquote.com/quotes/quotes/s/samharris527746.html Elorrieta-Grimalt, M. (2012). A Critical Analysis of Moral Education According to Lawrence Kohlberg. Educ.Educ, 15(3), 497-512. doi:10.5294/edu.2012.15.3.9 Kohlberg, L. (1968). Early Education: A Cognitive-Developmental View. Child Development, 39(4), 1013. doi:10.2307/1127272 Reed, T. (1987). Developmental Moral Theory:The Psychology of Moral Development. Lawrence Kohlberg. ETHICS, 97(2), 441. doi:10.1086/292850 Whetnall, E. (1933). The Moral Judgment of the Child. By Jean Piaget. (International Library of Psychology and Philosophy. London: Kegan Paul, Trench, Trà ¼bner Co. 1932. Pp. ix + 417. Price 12s. 6d.). Philosophy, 8(31), 373. doi:10.1017/s0031819100033131

A Tool that Enhances Education Essay -- Teaching Computers Argumentati

A Tool that Enhances Education Computers have been instrumental in improving the quality of life for many people all over the world. Computers have enhanced education to make teaching and learning more productive. Such a technology has given people more opportunities for gathering information and developing education in all subjects like English, science, math, history, and the arts. People like myself have benefited from the variety of programs that the computer has brought in this century such as writing and office programs, encyclopedias, the Internet, email, and online communities. In the century we live in today, the computer is not only considered to be an important tool, but a necessity in a business oriented society. Computers have also been and continue to be a productive tool, especially in the world of education. In a critique titled "The Computer Delusion," Todd Oppenheimer, Associate Editor of Newsweek Interactive, argues that "the tremendous emphasis on computers and technology in elementary and secondary schools, and especially in the lower grades, can actually decrease the effectiveness of learning and teaching" (255). I disagree with Oppenheimer because with the proper use of computers, education can out do itself. Computers have and are still used productively in the classrooms to improve teaching and learning. Oddly enough, Oppenheimer included studies that he disagreed with on the five arguments that campaign the computerization of the nation's schools: Computers improve both teaching practices and student achievement. Computer literacy should be taught as early as possible; otherwise students will be left behind. To make tomorrow's work force competitive in an increasingly high-tech world, l... ...he home. With the proper use of computers teachers and students can use computers to help them with the curriculum. It is important for teachers to be guided and instructed on how to help benefit their students through the use of computers. The computer cannot take the place of a teacher because computers cannot speak or instruct students to read, write, and add, the way a real teacher would in a live situation. The presence of a live teacher is unique and necessary for a well-rounded education. People should not fear computers because they cannot replace the importance of a professional teacher. The computer should be used as a tool to enhance education and not replace it. Works Cited Oppenheimer, Todd. "The Computer Delusion." The Presence of Others. Ed. Lunsford, Andrea A., John J. Ruszkiewics. Boston/New York: Bedford/St. Martin's, 2000. 255-285.