Blog Archive MBA News Chicago Releases its 2007-2008 Essay Questions

Blog Archive MBA News Chicago Releases its 2007-2008 Essay Questions We thank an MBA candidate for making us aware of the fact that Chicago has released its essay questions. We will follow  up with our analysis shortly. Still, in the meantime, t is worth noting that  the Chicago GBSs powerpoint (and now PDF) presentation is still a requirement.  While this may seem daunting it is also an incredible opportunity to differentiate yourself, so the rewards  can be  immense.   From the GSB.   Essay questions for the Fall 2009 application are below. The Fall 2009 Chicago GSB application will be available in late-July 2008.     Why are you pursuing an MBA at this point in your career?   (750 word maximum). Please select one of the following two questions to answer. (1000 word maximum) 1a) Please provide an example of a time when you had to make a choice between two equally important obligations. How did you decide which obligation deserved your attention? b) Did you try and predict other peoples reactions to your decision? If so, how accurate were you? Why do you think you were or were not accurate in your prediction? c) Reflecting on this experience, how do you think an MBA from Chicago GSB might have aided in your decision making process? -or- 2a) Have you ever made a decision that caused you to go against popular opinion? Please describe that situation and your rationale for you decision. b) Did you feel at any point that people misperceived your motives? Explain? c) In retrospect, how do you think an MBA from Chicago GSB would have affected your decision? Slide Presentation We have asked for a great deal of information throughout this application and now invite you tell us about yourself. Using four slides or less, please provide readers with content that captures who you are. We have set forth the following guidelines for you to consider when creating your presentation. The content is completely up to you. There is no right or wrong approach this essay. Feel free to use the software you are most comfortable with. Acceptable formats for upload in the online application system are PowerPoint or PDF.   There is a strict maximum of 4 slides, though you can provide fewer than 4 if you choose.    Slides will be printed and added to your file for review, therefore, flash, hyperlinks, embedded videos, music, etc. will not be viewed by the committee. You are limited to text and static images to convey your points. Color may be used.  Slides will be evaluated on the quality of content and ability to convey your ideas, not on technical expertise or presentation.  You are welcome to attach a document containing notes if you feel a deeper explanation of your slides is necessary. However the hope is the slide is able to stand alone and convey your ideas clearly. You will not be penalized for adding notes but you should not construct a slide with the intention of using the notes section as a consistent means of explanation. Share ThisTweet Blogroll News

Historical Foundations in the Field of Psychology - Free Essay Example

Sample details Pages: 4 Words: 1262 Downloads: 4 Date added: 2017/09/15 Category Advertising Essay Did you like this example? Abstract This final assignment is a reflective paper in which the historical, philosophical, and empirical foundations of the field of learning in psychology and its applications will be discussed. Additionally, there will be a discussion of the ways that history has helped to shape important contemporary learning theories and issues. Lastly, the paper will provide an explanation of how specific topics and information such as instrumental conditioning techniques and the usefulness of different learning styles may impact my personal and professional life and how the different aspects of the field of learning have added value to my body of knowledge as a student and future professional in the field of psychology. Historical Foundations Of the Field of Learning Shaping Important Contemporary Issues It is a natural course of action for the field of learning to fall under the umbrella of the field of psychology. Don’t waste time! Our writers will create an original "Historical Foundations in the Field of Psychology" essay for you Create order A branch of philosophy and science, the field of learning, just as the field of psychology, was created through the movements of empiricism and rationalism, along with the development of evolution theory (Terry, 2009). These movements fostered interest in scientific investigation thus giving way to epistemology, which means, theory of knowledge. Questions concerning nature and nurture sparked interest in how we came to have knowledge, which is the main tenet of the field of learning (Terry, 2009). In the field of psychology, the learning theories provide a way to explain how we learn and attain knowledge; how we think. While philosophers agreed with the basic definition of knowledge and learning, which is defined as the acquisition of knowledge, their opinions varied in how acquisition occurs (Terry, 2009). Descartes suggested that although we learn, other sources of knowledge exist. He introduced the ideas of nativism and rationalism. He proposed that we have innate knowledge of our ideas of God, infinity, and perfecton (Terry, 2009). Also, that other knowledge is derived by a reasoning, logical, and intuiting mind (Terry, 2009). Additioally, this knowledge is present and independent of particular experiences with the world (Terry, 2009). Therefore, he believed in the process of learning, but he didn’t believe that all knowledge had to be learned. However, John Locke introduced the idea that knowledge is actually learned through our experiences, and through use of our senses, which is the idea of empiricism (Terry, 2009). This phenomenon is later known as cause and effect. The ideas of Descartes and Locke influenced researchers toward an empirical view of learning through seeking out how knowledge is acquired through what is experienced in the environment. This gave way to the scientific methods of association learning, conditioning, and verbal learning (Terry, 2009). Each of the historical thoughts on learning is continuous and useful in some way today. There are modern theories that have built upon the ideas of conditioning and behavior modifications, etc. One such example is research conducted to treat anxiety disorders. Mineka, and Zinbarg (2006), provide a modern approach to treating phobias, as well as other anxiety disorders. Their research starts with the traditional premise that what can be learned can be unlearned, and possibly prevented (Mineka Zinbarg, 2006). However, they support modern criticism that traditional learning approaches do not adequately account for the diverse factors involved in the origins of people’s anxieties. To support this claim they provide an example of two clients with phobias of dogs. The phobias were developed due to experiencing attacks by dogs. The first client actually was out walking her pet dog when she was attacked and later developed an infection due to the bite. However, the second client only experienced her clothes being torn before the owner was able to grab the dog before any serious injury occurred, although both clients developed phobias (Mineka Zinbarg). They argue that traditional learning approaches do not adeqatly explain why the client that was not bitten developed the phobia as well. Additionally, they provide another concern that traditional views do not explain why many individuals that have had traumatic experiences do not develop phobias. Furthermore, they go on to say that contemporary learning approaches are better grounded in the theories and methods of experimental psychology, and they provide more comprehensive formulations of the etiology of anxiety disorders. Also, that they provide a more explicit analysis of factors promoting or inhibiting the deeopment of different anziety disorders (Mineka Zinbarg). With that being said, there have indeed been great advancements in the field of learning and psychology, along with growing technological advances. Learning involves observable changes in behavior; objective evidence, and traditional researchers such as Pavlov, Watson and Skinner have paved the way for providing a scientific foundation for psychology and learning. â€Å"Psychology is a science because it is objective and quantifiable. Learning and memory themselves are not observed directly; they are processes that occur in the nervous system (Terry, pg. 5, 2009). Therefore, contemporary research has taken advantage of the use of PET scans and magnetic resonance imaging (MRI) to look at brain functions to explain behaviors ( Raichle, 1994). These modern avenues of research have allowed researchers to become a step closer to relating psychological theory to brain functions and research. For example, today’s research may include brain scans and case studies of brain damaged sol diers. Even more so, recent research on post traumatic stress disorder examines the use of exposure therapy on preventing the reoccurenc of PTSD (Massad et. l, 2006). This research is most interesting because the researchers examine the understanding of reducing fear responses because associations with the stimuli are not unlearned. Their research concludes that unless exposure treatment regimens are maximized the risk of renewal of PTSD is high (Massad et. al, 2006). Such advances are very important to the quality of life that our existence depends upon. Knowledge is necessary for our daily lives even more so now than ever. This very research can be instrumental in a military soldiers life as we are currently in war time. The topics in the field of learning that have had the most impact on me personally include learned taste aversions and the development of specific phobias For example, the first time a child sees a nurse and a needle at the pediatricians office, it probably will not cause the child to cry. However, through the pairing of the needle with the unpleasant sensation of having a vaccination the sight of the nurser may come to elicit symptoms of fear and anxiety, even if the child is not receiving a vaccination. I personally found this interesting just because I am a mom and it is interesting to use such information while rearing children. The second type of learning that I found interesting in the behaviorist tradition is instrumental or operant, conditioning. This type of learning requires that an organism operate on the environment to achieve a goal (Terry, 2009). So then, behaviors are learned as a function of the consequences of those behaviors. Of course, this type of reinforcement is useful in the classroom as well as rearing children. Additionally, social learning theory focuses on observational learning, and modeling. Social learning researchers are concerned with how expectations, memory, and awareness influence the learning process (Berk, 2008). Children learn many behaviors through modeling. Most interesting to me was Albert Bandura’s experiment with children. It is still shocking and relevant today. Adults can find this research useful when considering the consequences of behavior. References Berk, L. (2008). Infants, children and adolescents. (6th Edition). Boston: Allyn Bacon. Raichle, M. (1994). Images of the mind: Studies with modern imaging techniques. Annual Review of Psychology, 45333-356. doi:10. 1146/annurev. ps. 45. 020194. 002001. Terry, W. S. (2009). Learning memory: Basic principles, processes, and procedures. (4th ed. ) Boston: Pearson Higher Education.

Important Discoveries in Physics Essay - 2329 Words

Ideas in the subject of Physics are never absolute; it is a forever-changing topic. We think we have discovered everything there is to know about it, and then we find out something new that changes everything. That is one of the reasons physics is so interesting to learn about – there will always be something new. There are many very important discoveries in Physics. This paper will describe some of the discoveries. These discoveries are prevalent throughout history and in our daily lives. One of the oldest, but nonetheless important, discoveries in physics is The Law of Falling Bodies. Discovered by Galileo Galilei, it remains a fundamental part of physics even today. It states that all objects that are falling, no matter mass, height,†¦show more content†¦If they were not important then people would not have heard so much about them. Isaac Newton was a mathematician and physicist that discovered the three laws of motion. The laws are as follows: â€Å"1) An object in motion remains in motion unless an external force is applied to it. 2) The relationship between an objects mass (m), its acceleration (a) and the applied force (F) is F = ma. 3) For every action there is an equal and opposite reaction.† With these three laws, Newton created the basis for modern day engineering. These laws helped many other physicists to discover meaningful things. Newton’s first law of motion is usually referred to as the law of inertia. Inertia is defined as â€Å"the property of matter by which it retains its state of rest or its velocity along a straight line so long as it is notShow MoreRelatedThe History of Physics Essay1534 Words   |  7 PagesThe History of Physics In order to attempt to trace the origins of the modern science that we now refer to as â€Å"physics,† we must begin with the origin of the term itself. 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Essay on Critical Thinking/Reflection - 1393 Words

Assessing both critical thinking and the reflection process in learning, these aspects are both intertwined. Without one, you cannot have the other. With the use of critical thinking and reflection this thought process allows us to analyse, assess, evaluate, learn and develop arguments. However this can have a twofold affect in the learning process. The learning process means taking many aspects and perspectives into account to establish an argument. Critical thinking draws on questions such as: how, what, when, why and who to determine the quality of an argument and also the credibility. Although without critical thinking a conclusion cannot be drawn. Barriers to critical thinking must also be questioned, whether these are: doubt,†¦show more content†¦(Cottrell, Stella, 2005) states â€Å"poor criticism can result from making judgment based on too general an overview of the subject matter.† When developing an argument one must be careful not to make false or unfair a ssumptions and always look for alternative points of view. Doing this allows you to analyse and evaluate and make a more informed decision about an argument. Arguments are about reviewing, speculating and assessing. As a result of doing this, a line of reasoning can be established and conclusions made. Barriers such as critiquing an argument can have a positive effect in critical thinking and the learning process as it allows a person to question everything. One must also be careful when developing an argument and using the critical thinking skills not to make generalisations and jumping to a conclusion. Critical thinking is the skill of thinking about your own thinking and perspectives. Critical questioning is an important part of the critical thinking process. Questioning how, what, when, why and who are all essential parts to evaluate and analyse a quality of an argument. By doing this it allows deeper thought and allows you to find an argument. This is described through (Dwyer, Judith, 2009) stating that critical thinking is: â€Å"purposeful, self-regulatory judgement that occurs when an issue is raised, a problem needs to be solved, opinions are reconsidered or experiences carefully reflected upon.† WithShow MoreRelatedCritical Thinking Reflection Essay579 Words   |  3 PagesCritical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in ones courses as the suitable place to highlight, expand and use some problems in exams that test students critical thinking skills. 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Child Language acquisition Outline the main stages of child language development Essay Example For Students

Child Language acquisition Outline the main stages of child language development Essay Similarly to physical activity e.g. standing, all normal children develop language skills at roughly the same time, and follow approximately the same language acquisition schedule regardless of their culture. However, the rate at which each individual child reaches the various stages will vary from child to child. Children are seen as having an innate ability to distinguish between different aspects of language at various stages during the early years of life. Therefore the child notices regularities in what is heard and then applies those regularities to what he/she says. There are several stages in child language acquisition that the child must go through in order to begin to use language with some grammatical structure. The language acquisition schedule begins with caretaker speech, particularly in western society under normal conditions. Caretaker speech is the simplified speech style adopted by a person who spends a lot of time interacting with the child. The behaviour of adults within the home, especially the primary caretaker influences the infants language development. Adults do not address the child during conversation, with typical adult-to-adult conversation, instead emphasis is placed on sounds, and the simple language forms, for example, Oh goody, now daddy push choo choo? There are typical features of caretaker speech such as frequent questions, with exaggerated intonation, simple sentence structures, and repetition. The simplified forms provided by the adult, give clues to the child regarding the basic structural organisation needed, this is typical where the child has already begun to form sounds, and put words together. The adult also uses baby-talk alternatives to the English language e.g. simplified words tummy or completely alternative forms with repeated sounds e.g. choo-choo. Language used by the caretaker whilst interacting with the child will usually be concerned with something within the Childs environment, and that the child is familiar with e.g. toys, pets, mummy, and daddy etc. Before the child can even speak within a conversation with the caretaker, he/she is assigned an interactive role, where the child may actively play the role, by taking instructions and following them, or using facial expression to show approval/ disapproval of an aspect of conversation. Caretaker speech therefore forms the foundation of the acquisition schedule, with the child having learnt basic sounds and perhaps having picked up on some structural elements. The caretaker stage is the stage that the acquisition schedule will be built on. The very early stages of child language acquisition involve pre-linguistic sounds which are called cooing and babbling Three stages of sound production are recognised between the age of 3 months à ¢Ã¢â€š ¬Ã¢â‚¬Å" 10 months. Cooing is the first form of recognizable sounds, consonants such as K and G and vowels e.g. I and U can normally be heard by the age of 3 months old. The Childs vocal sounds will vary from those of adults. The second stage of sound production is known as babbling, and is reached at approximately 6 months. This may consist  of syllable type sounds e.g. mu, and by the age of 9 months there are noticeable intonation patterns in the consonant and vowel combinations. Typical features of the later stage of babbling are sound play and imitation. Parents and others who interact with the child react to the babbling and treat it as contribution to social interaction, however incoherent it may be. The holophrastic stage follows pre-language, and is reached at the age of 12-18 months. Holophrastic is a single form functioning as a phrase or sentence. The infant begins to produce a number of recognisable single utterances. The main characteristic of the holophrastic stage is the use of single terms foe everyday objects e.g. cat, cup whats that etc. Although many of the forms are used to name a single object the infant may be using them to refer to something else and extending their use, but may not be able to string the two separate forms together to form the one phrase. .u24f37f1c02b51bb9bbfbe828fd5cd6b0 , .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .postImageUrl , .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .centered-text-area { min-height: 80px; position: relative; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 , .u24f37f1c02b51bb9bbfbe828fd5cd6b0:hover , .u24f37f1c02b51bb9bbfbe828fd5cd6b0:visited , .u24f37f1c02b51bb9bbfbe828fd5cd6b0:active { border:0!important; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .clearfix:after { content: ""; display: table; clear: both; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0:active , .u24f37f1c02b51bb9bbfbe828fd5cd6b0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .centered-text-area { width: 100%; position: relative ; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0:hover .ctaButton { background-color: #34495E!important; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0 .u24f37f1c02b51bb9bbfbe828fd5cd6b0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u24f37f1c02b51bb9bbfbe828fd5cd6b0:after { content: ""; display: block; clear: both; } READ: French Revolution (Causes and Changes) EssayThe two-word stage occurs at approx. 18-20 months, and involves a variety of combinations to make more complex phrases, e.g. baby chair, mummy eat will appear. They may be interpreted in many different ways by the responding adult e.g. the phrase baby chair, may be taken as an expression of possession this is babys chair, as a request put baby in chair, or as a statement baby is in the chair. The adult therefore reacts as if there is communication taking place; the child produces speech, and then receives feedback, which confirms to the child that the utterance has been successful. By the age of 2, the child will have a vocabular y of over 50 words, and is treated as an entertaining conversational partner by the primary caretaker, e.g. asking the child to say things in order to display his/her vast understanding of language. Now that the child has a fairly large vocabulary the stage of telegraphic speech begins. This is the stage where the important things are said. Between 2 and 3 years old, the child begins to produce a number of multiple word utterances. The variation of word forms that begin to be used by the child are the interesting and prominent feature of telegraphic speech. Telegraphic speech is characterised by strings of lexical morphemes the smallest unit of meaning in a language in phrases e.g. cat drink milk. At this stage phrases such as Andrew want ball display that the child has acquired some sentence building capacity. By the age of 2 and a  ½, the childs vocabulary is expanding and he/she is now beginning to initiate conversation more frequently. At the age of three, the vocabulary has grown to hundreds of words, and the pronunciation is becoming more like that of an adult. Speech initiated by the child is now coherent. The child now reaches the stage of morphology, and is going beyond the boundaries of telegraphic speech. Inflectional morphemes are now being used by the child to  indicate the grammatical function of the nouns and verbs being used. A morpheme is the smallest piece of speech that has meaning. The child begins to use ing to form expressions such as mummy reading book, s to make plurals cats, and the possessive inflection s is used to form girls dog. When addings to form plurals however the child may develop a tendency to over generalise and add s and es to words such as foot, and house. During the stage of morphology the child is trying to work out and understand how to use the linguistic system as well as use it as a form of communication. Syntax is an important part of the acquisition process showing that the child understands what they are hearing but their use of syntactic structure is being employed to allow them to express what they are hearing around them in their own individual way. There are three identifiable stages in the formation of questions and the use of negatives, stage 1 takes place between 18 and 26 months and the wh form is added to the beginning with a slight rise in intonation e.g. where kitty?. Stage 2 between 22 and 30 months more complex expressions can be formed and more wh forms are used e.g. You want eat? .Stage 3 between 24 and 40 months, the inversions of subject and verbs has appeared How that opened? There are several semantic features of the acquisition process, the most common being overextension, during the holophrastic stage the child overextends the meaning of a word on the basis of similar shapes, size, movement etc e.g. bow-wow for cats, horses, and cows or tick-tock for a watch, bathroom scales etc. Lexical relations are also a feature of child semantics. The child will almost always use the middle level term in a set of similar words e.g. animal: dog: poodle, the child will use dog, as a word for animals. .uf332f095bd3c2380a882c2e25a00aa8a , .uf332f095bd3c2380a882c2e25a00aa8a .postImageUrl , .uf332f095bd3c2380a882c2e25a00aa8a .centered-text-area { min-height: 80px; position: relative; } .uf332f095bd3c2380a882c2e25a00aa8a , .uf332f095bd3c2380a882c2e25a00aa8a:hover , .uf332f095bd3c2380a882c2e25a00aa8a:visited , .uf332f095bd3c2380a882c2e25a00aa8a:active { border:0!important; } .uf332f095bd3c2380a882c2e25a00aa8a .clearfix:after { content: ""; display: table; clear: both; } .uf332f095bd3c2380a882c2e25a00aa8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf332f095bd3c2380a882c2e25a00aa8a:active , .uf332f095bd3c2380a882c2e25a00aa8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf332f095bd3c2380a882c2e25a00aa8a .centered-text-area { width: 100%; position: relative ; } .uf332f095bd3c2380a882c2e25a00aa8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf332f095bd3c2380a882c2e25a00aa8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf332f095bd3c2380a882c2e25a00aa8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf332f095bd3c2380a882c2e25a00aa8a:hover .ctaButton { background-color: #34495E!important; } .uf332f095bd3c2380a882c2e25a00aa8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf332f095bd3c2380a882c2e25a00aa8a .uf332f095bd3c2380a882c2e25a00aa8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf332f095bd3c2380a882c2e25a00aa8a:after { content: ""; display: block; clear: both; } READ: Teenage drinking EssayBy the age of 5, the child will have a vocabulary of over 2000words and will have completed the majority of the basic language acquisition process.

3 Problems with Parenthesis

3 Problems with Parenthesis 3 Problems with Parenthesis 3 Problems with Parenthesis By Mark Nichol Parenthesis is the strategy of setting a word, phrase, or clause off from a sentence to interject additional information into that statement. Despite the name, parenthesis can be accomplished with a two commas or a pair of dashes as well as with a brace of parentheses. However, several problems can occur when writers attempt to parenthesize: The punctuation employed is not appropriate, the parenthesis is misplaced in the sentence, or what appears to be a parenthetical element is in fact something else. The following sentences illustrate these three problems respectively. 1. He took it from me, stole it, really, years ago. Really is a parenthesis of â€Å"stole it† (a parenthesis can follow rather than interrupt the phrase or clause it supplements), and â€Å"stole it, really† is a parenthesis of â€Å"He took it from me years ago,† so a hierarchy of punctuation should be employed to clarify the sentence organization. Because dashes are more emphatic than commas, they should assume the major parenthetical role; the comma separating â€Å"stole it† and really can remain: â€Å"He took it from me- stole it, really- years ago.† 2. Attacks relating to phishing fraud attempts have been very common in recent times (e.g., someone posing as an organization’s CEO emails its CFO to request an urgent payment transfer). A parenthesis should be directly adjacent to the element of the sentence it pertains to. This parenthesis relates to â€Å"attacks relating to fraud attempts,† not to â€Å"recent times,† so it should immediately follow the former phrase: â€Å"Attacks relating to phishing fraud attempts (e.g., someone posing as an organization’s CEO emails its CFO to request an urgent payment transfer) have been very common in recent times.† 3. But the battle has not been lost- the battlefield keeps changing and continuing to evolve- as one door closes, another is opened. This sentence is punctuated as if â€Å"the battlefield keeps changing and continuing to evolve† is a parenthetical statement interrupting the framing sentence, but the statement that remains when the parenthesis is omitted is â€Å"But the battle has not been lost; as one door closes, another is opened,† which makes no sense, because the point of the second clause does not follow from that of the first. However, the statement between the dashes is not parenthetical, and the third clause is an extension of the second one, not the initial one. The first dash correctly signals that a shift in syntax is imminent (another function of the dash besides parenthesis), but another punctuation mark should replace the second dash so that the two dashes are not misinterpreted as bracketing a parenthetical comment: â€Å"But the battle has not been lost: The battlefield keeps changing and continuing to evolve; as one door closes, another is opened.† (Another option is to divide the sentence into two statements, as here: â€Å"But the battle has not been lost. The battlefield keeps changing and continuing to evolve; as one door closes, another is opened.† In this case, the second dash can be retained instead of replacing it with a semicolon.) 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 Punctuation category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals50 Idioms About Roads and Paths10 Tips About How to Write a Caption

Biography of Paulo Coelho, Brazilian Writer

Biography of Paulo Coelho, Brazilian Writer Paulo Coehlo (born August 24, 1947) is a Brazilian writer and lyricist from Rio de Janeiro. He achieved fame with his second novel, The Alchemist, which has sold at least 65 million copies and holds the Guinness World Record for being the most translated book in the world by a living author. Fast Facts: Paulo Coelho Known For:  Brazilian writer/novelistBorn:  August 24, 1947 in Rio de Janeiro, BrazilParents:  Lygia Araripe Coelho de Souza, Pedro Queima Coelho de SouzaSpouse:  Christina OiticicaPublished Works: The Pilgrimage, The Alchemist, Brida, The Valkyries, By the River Piedra I Sat Down and Wept, The Fifth Mountain, Veronika Decides to Die, The Devil and Miss Prym, The Witch of Portobello, Aleph, Adultery, HippieAwards and Honors: United Kingdom’s 2004 Nielsen Gold Book Award, France’s Grand Prix Litteraire Elle in 1995, Germany’s 2002 Corine International Award for fictionNotable Quote: â€Å"And, when you want something, all the universe conspires in helping you to achieve it.† (The Alchemist) Early Life and Education Coelho was born in Rio de Janeiro to devout Catholic parents, Lygia Araripe Coelho de Souza and Pedro Queima Coelho de Souza, and attended Jesuit schools during his childhood. He had dreams of being a writer early in his life, but his parents were opposed as they felt it was a dead-end career. They went so far as to commit him to a mental asylum three times, beginning when he was 17; he was subject to electro-shock therapy there. He eventually began law school at the request of his parents, but dropped out in the 1970s, joining Brazils hippie subculture and traveling abroad. Early Career Under the Dictatorship In 1972, Coelho began to write lyrics for Brazilian rock singer Raul Seixas, one of many musicians protesting the military dictatorship that was in place between 1964 and 1985. The military overthrew a left-leaning president in 1964 and began a campaign of repression, utilizing censorship, kidnapping, and torture and targeting left-wing activists, artists, and intellectuals. Coelho was imprisoned various times during the dictatorship and subjected to torture, an experience he wrote about in a 2019 op-ed for the Washington Post. In that piece he drew connections between the military dictatorship and the current authoritarian-leaning presidency of Jair Bolsonaro, who has professed admiration and nostalgia for the dictatorship. Coelhos Pilgrimage and The Alchemist After traveling to Europe in 1982 and meeting a spiritual mentor, Coelho embarked on the famous Road to Santiago de Compostela pilgrimage in Spain in 1986. This event changed his life, led him to return to Catholicism, and inspired his first novel, The Pilgrimage. From then on, he devoted himself to writing. He later stated regarding the impact of his pilgrimage, When I reached Compostela,  at the end of the Road to Santiago, I thought, what am I going to do with my life? That’s when I made the decision to burn all my bridges and become a writer.† Brazilian writer Paulo Coelho poses next to a plate with his name during his visit to Santiago de Compostela, northwestern Spain, on June 23, 2008.   Miguel Riopa / Getty Images It was Coelhos second novel, The Alchemist, that converted him into a household name. The book chronicles the journey of a young Andalusian shepherd, Santiago, who embarks on a search for an Egyptian treasure that has appeared in his dreams; he ultimately finds the treasure back in his homeland. The novel is filled with inspirational messages about destiny that have been widely quoted. Published in Coelhos native Portuguese in 1988, it was not until it was translated to French in the early 1990s that the novel caught the attention of the world. New translations followed and The Alchemist holds the Guinness World Record for the most translated book in the world by any living author. It has sold anywhere between 65 and 80 million copies. Actor Laurence Fishburne has spent close to two decades trying to develop the novel into a feature film, and it appears the project may be coming to fruition soon. Author Paulo Coelho poses for a photograph at the London Book Fair as he is presented with the Guiness World Record for the most translations of a single title signed by the author in one sitting on April 16, 2007 in London, England.   Chris Jackson / Getty Images Since The Alchemist, Coelho has published a book roughly every two years. He has published both fiction and non-fiction/memoir, and is known for drawing on themes of spirituality and self-discovery. His novels often combine personal narratives with larger, philosophical questions. He also blogs extensively at http://paulocoelhoblog.com/ and is an active Twitter user who often posts inspirational quotes for his followers. Reception of Coelhos Work Despite his massive popularity with readers, Coelho has not always been lauded by literary critics, particularly in his home country of Brazil. Some critics believe he writes in a non-literary and unadorned style, at least in his native tongue of Portuguese. His books have also been critiqued as being more self-help than literature, as offering snake-oil mysticism, and for being full of vapid, inspirational messages such as what you might find on a Hallmark card. Coelho became a target of literary critics particularly in 2012, when he disparaged the work of James Joyce, widely considered to be one of the best writers of the 20th century. Sources Paulo Coelho. Britannica.com. https://www.britannica.com/biography/Paulo-Coelho, accessed August 8, 2019.Goodyear, Dana. The Magus: The Astonishing Appeal of Paulo Coelho. The New Yorker, April 30, 2007. https://www.newyorker.com/magazine/2007/05/07/the-magus, accessed August 8, 2019.Morais, Fernando. Paulo Coelho: A Warriors Life: The Authorized Biography. New York, NY: HarperCollins, 2009.