Battle of the Thames in the War of 1812

Battle of the Thames in the War of 1812 The Battle of the Thames was fought October 5, 1813, during the War of 1812 (1812-1815). In the wake of the American victory at the Battle of Lake Erie, Major General William Henry Harrisons army recaptured Detroit before crossing into Canada. Outnumbered, British commander Major General Henry Proctor elected to withdraw east with his Native American allies. On October 5, he turned his army and made a stand near Moraviantown. In the resulting battle, his army was routed and the famed Native American leader Tecumseh was killed. The victory secured the United States northwest frontier for the remainder of the war. Background ​Following the fall of Detroit to Major General Isaac Brock in August 1812, American forces in the Northwest endeavored to recapture the settlement. This was badly hampered due to British naval forces controlling Lake Erie. As a result, Major General William Henry Harrisons Army of the Northwest was forced to remain on the defensive while the U.S. Navy constructed a squadron at Presque Isle, PA. As these efforts progressed, American forces suffered a severe defeat at Frenchtown (River Raisin) as well as endured a siege at Fort Meigs. In August 1813, the American squadron, commanded by Master Commandant Oliver Hazard Perry emerged from Presque Isle. Outnumbered and out-gunned, Commander Robert H. Barclay withdrew his squadron to the British base at Amherstburg to await the completion of HMS Detroit (19 guns). Taking control Lake Erie, Perry was able to cut off the British supply lines to Amherstburg. With the logistical situation worsening, Barclay sailed out to challenge Perry in September. On September 10, the two clashed at the Battle of Lake Erie. After a bitter fought engagement, Perry captured the entire British squadron and sent a dispatch to Harrison stating, We have met the enemy and they are ours. With control of the lake firmly in American hands, Harrison embarked the bulk of his infantry aboard Perrys ships and sailed to recapture Detroit. His mounted forces advanced along the lake shore (Map). The British Retreat At Amherstburg, the British ground commander, Major General Henry Proctor, began planning to withdraw east to Burlington Heights at the western end of Lake Ontario. As part of his preparations, he quickly abandoned Detroit and nearby Fort Malden. Though these moves were opposed by the leader of his Native American forces, the famed Shawnee chief Tecumseh, Proctor proceeded as he was badly outnumbered and his supplies were dwindling. Detested by the Americans as he had allowed the Native Americans to butcher prisoners and wounded after the Battle of Frenchtown, Proctor began retreating up the Thames River on September 27. As the march progressed, the morale of his forces fell and his officers became increasingly dissatisfied with his leadership. Fast Facts: Battle of the Thames Conflict: War of 1812 (1812-1815)Dates: October 5, 1813Armies Commanders:United StatesMajor General William Henry Harrison3,760 menGreat Britain and Native AmericansMajor General Henry ProctorTecumseh1,300 menCasualties:United States: 10-27 killed, and 17-57 woundedGreat Britain 12-18 killed, 22-35 wounded, and 566-579 capturedNative Americans: 16-33 killed Harrison Pursues A veteran of Fallen Timbers and the victor of Tippecanoe, Harrison landed his men and re-occupied Detroit and Sandwich. After leaving garrisons at both locations, Harrison marched out with around 3,700 men on October 2 and began pursuing Proctor. Pushing hard, the Americans began to catch up to the tired British and numerous stragglers were captured along the road. Reaching a location near Moraviantown, a Christian Native American settlement, on October 4, Proctor turned and prepared to meet Harrisons approaching army. Deploying his 1,300 men, he placed his regulars, largely elements of the 41st Regiment of Foot, and one cannon on the left along the Thames while Tecumsehs Native Americans were formed on the right with their flank anchored on a swamp. Shawnee leader Tecumseh. Public Domain Proctors line was interrupted by a small swamp between his men and Tecumsehs Native Americans. To extend his position, Tecumseh lengthened his line into the large swamp and pushed it forward. This would allow it to strike the flank of any attacking force. Approaching the next day, Harrisons command consisted of elements of the U.S. 27th Infantry Regiment as well as a large corps of Kentucky volunteers led by Major General Isaac Shelby. A veteran of the American Revolution, Shelby had commanded troops at the Battle of Kings Mountain in 1780. Shelbys command consisted of five brigades of infantry as well as Colonel Richard Mentor Johnsons 3rd Regiment of Mounted Riflemen (Map). Proctor Routed Nearing the enemy position, Harrison placed Johnsons mounted forces along the river with his infantry inland. Though he initially intended to launch an assault with his infantry, Harrison changed his plan when he saw that the 41st Foot had deployed as skirmishers. Forming his infantry to cover his left flank from Native American attacks, Harrison instructed Johnson to attack the main enemy line. Splitting his regiment into two battalions, Johnson planned to lead one against the Native Americans above the small swamp, while his younger brother, Lieutenant Colonel James Johnson, led the other against the British below. Moving forward, the younger Johnsons men charged down the river road with Colonel George Paulls 27th Infantry in support. Battle of the Thames, October 5, 1813. Library of Congress Striking the British line, they quickly overwhelmed the defenders. In less than ten minutes of fighting, the Kentuckians and Paulls regulars drove off the British and captured Proctors one cannon. Among those who fled was Proctor. To the north, the elder Johnson attacked the Native American line. Led by a forlorn hope of twenty men, the Kentuckians soon became engaged in bitter battle with Tecumsehs warriors. Ordering his men to dismount, Johnson remained in the saddle urging his men forward. In the course of the fighting he was wounded five times. As the fighting raged, Tecumseh was killed. With Johnsons horsemen bogged down, Shelby directed some of his infantry to advance to their aid. As the infantry came up, the Native American resistance began to collapse as word of Tecumsehs death spread. Fleeing into the woods, the retreating warriors were pursued by cavalry led by Major David Thompson. Seeking to exploit the victory, American forces pressed on and burned Moraviantown despite the fact that its Christian Munsee inhabitants had played no role in the fighting. Having won a clear victory and destroyed Proctors army, Harrison elected to return to Detroit as the enlistments of many of his men were expiring. Aftermath In the fighting at the Battle of the Thames Harrisons army suffered 10-27 killed, and 17-57 wounded. British losses totaled 12-18 killed, 22-35 wounded, and 566-579 captured, while their Native American allies lost 16-33 killed. Among the Native American dead were Tecumseh and the Wyandot chief Roundhead. The exact circumstances regarding Tecumsehs death are not known though stories quickly circulated that Richard Mentor Johnson killed the Native American leader. Though he never personally claimed credit, he used the myth during later political campaigns. Credit has also been given to Private William Whitley. The victory at the Battle of the Thames saw American forces effectively take control of the Northwest frontier for the remainder of the war. With Tecumsehs death, much of the Native American threat in the region was eliminated and Harrison was able to conclude truces with many of the tribes. Though a skilled and popular commander, Harrison resigned the following summer after disagreements with Secretary of War John Armstrong.

Facts and Figures About Pikaia

Facts and Figures About Pikaia During the Cambrian period, over 500 million years ago, an evolutionary explosion took place, but most of the new life forms were strange-looking invertebrates  (mostly weirdly legged and antennaed crustaceans like Anomalocaris and Wiwaxia)  rather than creatures with spinal cords. One of the crucial exceptions was the slender, lancelet-like Pikaia, visually the least impressive of the three early fishlike creatures that have been found preserved from this span in the geologic record (the other two are the equally important Haikouichthys and Myllokunmingia, discovered in eastern Asia). Not Quite a Fish Its stretching things a bit to describe Pikaia as a prehistoric fish; rather, this inoffensive, two-inch-long, translucent creature may have been the first true chordate: an animal with a notochord nerve running down the length of its back, rather than a protective backbone, which was a later evolutionary development. But Pikaia did possess the basic body plan that stamped itself on the next 500 million years of vertebrate evolution: a head distinct from its tail, bilateral symmetry (i.e., the left side of its body matched up with the right side), and two forward-facing eyes, among other features. Chordate Versus Invertebrate However, not everyone agrees that Pikaia was a chordate rather than an invertebrate; theres evidence that this creature had two tentacles jutting out from its head, and some of its other characteristics (such as tiny feet that may have been gill appendages) fit awkwardly in the vertebrate family tree. However you interpret these anatomical features, though, its still likely that Pikaia lay very near the root of vertebrate evolution; if it wasnt the great-great (multiply by a trillion) grandmother of modern humans, it was certainly related somehow, albeit distantly. You may be surprised to learn that some fish alive today can be considered every bit as primitive as Pikaia, an object lesson in how evolution is not a strictly linear process. For example, the tiny, narrow lancelet Branchiostoma is technically a chordate, rather than a vertebrate, and clearly hasnt advanced very far from its Cambrian predecessors. The explanation for this is that, over the billions of years that life has existed on earth, only a tiny percentage of any given species population has actually been given the opportunity to evolve; thats the reason the world is still chock-full of bacteria, fish, and small, furry mammals.

Performance Engineering Essay Example | Topics and Well Written Essays - 1500 words

Performance Engineering - Essay Example As the user continues to value the performance of a given project so is the time that the user also needs to concentrate on the risks that might lead to the failure of the set project. In addition, there are quality requirements that the user will have to put into consideration. For instance, scalability and performance are two qualities of service requirements. In addition, manageability as well as security are among other quality of the service requirements. The user needs to put into consideration in order to reduce risks as well boost performance of the system at he same time. Furthermore, the user can employ the mechanism of reactive against reactive mechanism in order to ensure that there is improved performance of any given project at a given time(Rangaswami et al.). In most organizations performance level is not in developers consideration until the point where the customer lounges a complaint against the performance standards of that particularly given project. Meaning, for the production, to meet the client’s expectation. Then it has to be frequently evaluated. On the other hand, there are many problems to consider when it comes to the reactive approach (Woodward M). Performance downfalls enter from time to time just from an early stage of the designs and at the same time the design problems can be hard to fix through more efficient coding. In addition, installing architectural problems thereafter in a given cycle is sometimes hard to make. Furthermore, making it at a later stage is not only difficult and complicated but also very costly to t he user. Performance is a persistent quality of hardware systems; everything has an impact on it, ranging from software itself to the rest of the underlying layers, such as hardware, system, communications network and middleware. The process involves a performance engineering, which incorporates efforts

Ethics Essay Example | Topics and Well Written Essays - 500 words - 14

Ethics - Essay Example These ethical concerns can guide the actions of DWI in their official and unofficial position on any step taken by the FCC to allow the same company to control more media sources in a geographical location. The first ethical concern for DWI is to be utilitarian in its ethics to provide the best possible service to society. However, since society also includes the competitors of the company it would be difficult to apply utilitarian ethics to the company and ethical egoism appears to be a more realistic approach. In this approach the company has to do what it thinks will be the most beneficial course of action for the stakeholders of the company which includes the investors, the shareholders, the employees as well as the consumer. One method of doing that would be for the company to maximize its profits which can be done if it controls more of the media in a given location. Companies such as Viacom and Disney are doing exactly the same since it would be profitable for them to control a large share of a given market (Turner, 2004). If DWI is similar in size and market positioning to these companies it should take the same approach as taken by the other large firms and support the plans for allowing one company to control a greater share of the media business in a geographical area. However, since ethical egoism demands that DWI look out for its own best interest, if DWI does not have a media business as large as Disney or Viacom, it should seek to protect its business interests through going against the plans of the larger companies. In fact, the company should be quite vocal about smaller companies being pushed out of business with giants strong arming them and also talk to anyone who is willing to listen about the media situation. Further, to prevent the situation from developing, DWI could also bring the attention of the people to the fact that control

Feminist or Gender Discrimination Essay Example for Free

Feminist or Gender Discrimination Essay Yes, of course feminist thinking is a facilitator in the field of woman and development because feminism is a movement a set of beliefs , that problematize gender inequality . feminist believe that women have been subordinated through men’s greater power variously expressed in different areas. They value women’s lives and concerns and work to improve women’s status and development. Feminism that means feminist thinking is a facilitator as it begins with an acknowledgement of women’s inequality oppression , subordination and need to change the situation and improve the quality of women’s life . It is also a movement against hieranchy , which goes the liberation of a sex , it contains the possibility of equal relations not only between women and men , but between men and men , women and women ,and even between adults and children ,(rowbotham,1985:214) To the widen implication of feminist thought is that it would eradicated domination and transform society . as it marks a commitment to recognizing society so that self-development of people can take place . Feminism entails an ethical and political commitment provides a social theory through which to understand and explain women’s lives and experiences . Feminism is useful in the field of women and development if we take into account feminist perspectives . According to feminist view that it aims to change a male dominated against society furthen see women’s subordination as resulting to from gender norms ,rather than biological sex and aim to change these narms , they focus on equal opportunities for women and men . women’s inequality is resulting from their inferior education . Marxist feminist asserts that capitalism , the current form of class society ,perpetuates the subordination of women by enforcing their economical dependence on men . there for main tool of Marxist feminist is class straggle and revolution which will bring about new production relation and emancipation of women . Radical feminist insist that women’s subordination primarily depends on partriarchy subordination is rooted in their biology ,that is their reproductive physiology hithout changing basic biological features emancipation was not possible . his implied that only a revolution in bio –technology would change women’s condition . Eco-feminism is the social movement that regard the oppression of women and nature as interconnected . it focused on that the women are the victim of environment desaradation .feminist theorist have extended their analysis to consider the interconnections between sexism the domination of nature , and also racism and social inequality . consequently it is now better understand as a movement working against the interconnected oppression of gender, race , class, and nature. If we go further extention of whether feminist thinking is a fecilitation or roadblock to woman and development . then can take emphasize on feminist methodology too. feminist methodology 1 feminist seek a methodology that will do the work of â€Å"excavation â€Å" that is shifting the focus of standard practice from men’s concerns in order to reveal the location and perspective of all women . the aim of much feminist research has been to bring women in that is to find what has been ignored ,censored and suppressed and to reveal both the diversity of actual women’s lives . Feminist methodology have searched for practices that will minimize harm to women and limit negative consequences . this focuses not onl on women , welfare bt also practical research strategis drawing on the work of grass roots and professional women’s organization . 3 feminists seek a methodology that will supported research of value to women , leading to social change or action beneficial to women. At last , after above all discussion we have come to the point that feminist thinking is ethical as well as useful in the development of women as modifying women’s problem is the process of development.

The Queen Of Air And Darkness Essay -- essays research papers

The Queen of Air and Darkness   Ã‚  Ã‚  Ã‚  Ã‚  In the Queen of Air and Darkness Morgause raises four boys. She is not a good mother, and she does not give her boys a sense of right and wrong. She often ignores them for days at a time and beats them when they displease her. She acts as if they were pets rather than human beings, to be loved or not at her convenience . But despite this common maltreatment, the boys turn out very differently.   Ã‚  Ã‚  Ã‚  Ã‚  Gawaine is the oldest of the boys and in many ways the most normal. He becomes a knight in Arthur's court, fighting for him loyally. The way in which he is affected by his upbringing is his rages. When provoked Gawaine goes into a berserk rage in which he does things he would normally never do. When Gawaine and Agravaine are arguing over whether or not to write a letter to their father about the knights, Agravaine refuses to say he is wrong, so Gawaine goes berserk and attacks him. He does not simply beat him, but chokes him and slams his head against the floor until Gareth pulls him off. If Gareth had not been there, Gawaine very well might have killed his younger brother. Gawaine even kills a women when worked up to a rage. These rages are a product of the unhealthy childhood he endured.   Ã‚  Ã‚  Ã‚  Ã‚  The next child, Agravaine, is probably the least well adjusted of the four. He tends to be sadistic and self-centered. The children were told the tale of the King of Ireland by St...

Business: Communism and United States Essay

Julie Marshall’s first cousin, Jean-Paul, lives and works in Belgium. They have had long â€Å"discussions† via email about the benefits and drawbacks of living in the US, a capitalist system, versus living in Belgium, a socialist economic system. Jean-Paul defended Belgium’s system. What do you think Julie would say about the benefits of living in the US and the drawbacks of living in Belgium, and how would Jean-Paul respond? Explain Julie’s position and Jean-Paul’s response in an essay format that is at least 250 words in length. I would say that the U.S. benefits would be better because it’s more opportunity and you progress more into your career versus getting benefits outside the U.S. I mean Arnold Swarzenegger said it better on 106 and Park. He said that’s how his career had started and had taken off ever since he was 21 when he had won Mr. Universe. With the capitalist system in the U.S. you have the right to own private property, the right to own a business and keep all that business’s profits, the right to freedom of completion, and the right to freedom of choice. Under capitalism most factors of production and distribution are owned by individuals. The capitalist system is the foundation of the United States. With the socialist economic system the system should be owned by the government and is based on premise and other businesses. The major benefit for a socialist economic system is social equality because the government takes income no matter if you are rich or poor. Also education can be free through college, free health care, and free child care. If you are in a socialist country you get longer vacations, less hours, and more employee benefits, but capitalism prevails. A Marxist society would have no private property rights and goods produced in it. It would be distributed among the citizens. The U.S. is taking baby steps on controlling socialism. Socialism creates more equality than capitalism and it tends to result in fewer inventions. I would think Julie would like the benefits better in the United States and he would of responded with good intentions on the United States Benefits.

Writing Report: Sampling

2013 [ A Guide to Report Writing ] CONTENTS Page 1. 2 INTRODUCTION PREPARATION 2. 1 2. 2 2. 3 2. 4 3 1 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 Purpose †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Planning †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 CONTENTS OF A REPORT 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 3. 10 3. 11 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Title Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Contents Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 The Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ The Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 The Main Body of the Text †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 The Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Appendices †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Word Limits †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Word/Page Guides †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 7 4 STRUCTURE AND CLARITY 4. 1 4. 2 4. 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Structure: Unity and Sequence †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Clarity: the use of signposts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 5 STYLE 5. 1 5. 2 5. 3 5. 4 5. 5 5. 6 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Words and Sentences †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Tense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Use of Tables and Diagrams †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 Presentation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 How to improve your style †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 11 12 6 DATA PRESENTATION 6. 1 6. 2 6. 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Tables or Figures? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 The Use of Tables and figures in Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 14 7 USE OF REFERENCES 7. 1 7. 2 7. 3 7. 4Introductionâ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Why Use References? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Citing References in the Text†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Listing of References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 16 REFERENCES 1 INTRODUCTION Effective written communication skills will be of great im portance to you both at College and in your career.The purpose of this document is to help you to develop these skills by acting as a handy reference during the Academic Development module and the rest of your course. Effective written communication depends on adapting your writing to the circumstances, to the nature of the message and, above all, to the requirements of the reader. For this reason, you will need to use many different forms of communication in your career. You may need to write business or technical reports, business letters, memos, instruction manuals and so on. This guide concentrates on only one of these, the technical or business report.However, the principles set out here apply to many other types of communication. The important elements in effective report writing are the planning and general organisation of the report, the structure of the content, the style of writing, the presentation of numerical and graphical data and the use of references. Each of these w ill be covered in the pages that follow. 1 2 2. 1 PREPARATION Introduction How do you set about writing your report? Before writing the report you must identify the purpose, plan the contents and research the material. 2. 2 Purpose Consider who the report is being written for.A college assignment for the module tutor will be read from cover to cover and will assess your understanding of the subject. However, in industry it is likely that some people won’t have time to read the full report so will only read the summary and conclusions. Therefore you need to assess who the report is written for and what they are going to do with it. Another key point to consider is why you are writing the report. A report should always have a clear objective. Before you start writing ask yourself: why do they want it; what is the purpose; what do they want it to cover; what do they not want it to cover? . 3 Planning Writing reports involves gathering facts. It is essential to start off by brain storming what you have been asked to do. A simple method of doing this is to write down, in the centre of a plain piece of paper, the most important word or short phrase, then write down any ideas that link to the purpose of the report. (See Mind Mapping Study Guide on Moodle) . 2. 4 Research (a) Preparing to do your research Before looking up references, sketch out the main things that you are looking for. This helps to make the research more purposeful, and can save you going off at a tangent or getting distracted.You will, of course, find out things which change your original outline. (b) Doing the research Take notes from as many different sources as you practically can – books, journals, magazines, internet documents, etc. Useful Tips (1) Write your notes on a separate piece of paper or card index card for each reference. This allows you to sort them out into a logical order later on to match the structure of the report. (2) For each reference, write down full details of author, title, chapter, date, etc. This can save lots of time when you come to write your reference list, as you won't have to go back to the original documents. Section 7 ) 2 3 3. 1 CONTENTS OF A REPORT Introduction Technical and business reports are normally divided into a series of sections which have distinct and well recognised functions. These sections, in order of presentation, are the summary, introduction, main body of the work, the discussion (or interpretation) and the conclusion. They may be followed by a list of references and appendices. The functions of each of these sections are described below. 3. 2 Title page The title page highlights the central theme of the report and ncludes the title, author’s name, date and, if necessary, the name of the person or organisation who commissioned the report. 3. 3 Contents Page The contents page is a list of all your chapters, sections, headings, sub headings, appendices and illustrations. All but the shortest of reports s hould have a contents page. 3. 4 Summary The purpose of the summary is to give a very brief outline of the rest of the report for people who do not want to read the whole of it, or who want to know what is in the report before reading it. The acid test is whether the content of the report is clear to someone who reads only the summary.The summary should, therefore, contain such information (from the introduction, main text, discussion and conclusion) that is needed to comprehend the contents fully. The summary should be: (a) written after the rest of the report; (b) presented at the start of the report; (c) factual, concise, and in an appropriate style. (see Section 5 in this guide) The summary should not be a re-statement of the conclusion 3. 5 Introduction The purpose of the introduction is to tell the reader what the aim of the work is and how you are going to tackle it (see also Section 4. 3).In other words, you must tell the reader: (a) what you are going to write about, (b) wh y you are going to write about it, (c) how you are going to deal with it. 3 The introduction should, therefore, include a brief general background to the topic or task, a statement of the purpose of the work and an indication of the structure of the rest of the report. It may also include a statement to indicate related areas that you are not going to deal with (â€Å"a consideration of x and y is outside the scope of this work†). The introduction should be: (a) brief (for a typical course assignment, ? 1 side), (b) clear and concise, (c) stimulating. 3. 6 Main Body of the Text (but don’t put this as a heading! ) Go back to Section 1 of the report: does this introduction satisfy these criteria? The main body of the text should be arranged under a series of headings according to the purpose of the work. For example, if the work is a scientific investigation, or a survey of some sort, the headings may be: Materials and Methods Results Discussion (See Useful Tip below) A similar structure can be adopted for a whole range of task-based reports.For example, if you had to report to the farm manager on the reorganisation of the farm office, you might use headings such as: Methods Used In The Investigation Findings Alternative Courses of Action On the other hand, you may simply be required to review a topic – say the sheep industry in the UK. In this case the text may be divided by headings such as: Organisation of The Sheep Industry Breeds Production Systems Marketing There is, of course, a whole range of other ways of organising the material, but however you do it, the importance of a clear logical system cannot be overemphasised.This is discussed further in Section 5. Useful Tips: Discussion (Have as a heading if separate section) The discussion is probably the most difficult section of a scientific report to write, but it is very important. In the discussion you should attempt to evaluate (comment critically) on the information presented in th e main text. If, for example, you have come across any inconsistencies in the information presented, you should weigh up the evidence for each argument within the discussion.If you have carried out your own research it is here you should compare your results with those of other published authors and, if the results differ, offer explanations for the differences. The good news is that once you have reached the end of the discussion, you should know exactly what your 4 conclusions are! 3. 7 Conclusion The purpose of the conclusion is to draw out the message from the work and to suggest what the consequences of that message are. It must be distinguished from the summary (which encapsulates the whole report) but should be included in it.In other words, the conclusion should say: (a) what the body of the work tells us; (b) what should be done about it (action, further research, etc. ). Thus, your conclusion on the reorganisation of the farm office might say, for example, that: â€Å"act ion x is the best alternative† and â€Å"this should be implemented in the next two months† Don’t be worried if your conclusion is short – provided you have discussed / interpreted the topic fully, a short conclusion helps the reader to understand. 3. 8 References References should be listed after the conclusion, but before the appendices.Correct presentation of references is important and is described in Section 7. 3. 9 Appendices Appendices are used to present material which is not necessary to an understanding of the report, but which may be helpful to the reader. By removing such inessential material (for example, extensive sets of data or supplementary information) from the body of the work, the communication is made simpler, shorter and clearer. 3. 10 Word / page limits Many assignment briefs have a word / page limit stated; if it is a word limit, you will need to include an accurate word count in your completed work.Please be aware that word / page limits are rigidly enforced so that any words / pages written after the limit has been reached will not be marked (or other penalties enforced as in the individual major project). 5 Count in Do not include Summary (text only) Reference list Introduction (text only) Appendices Main body (text only) Data in tables Discussion (if applicable – text Results in tables only) Any figures (graphs, charts, diagrams) Conclusion (text only) Text displayed in tables Subheadings (summary etc) Captions for tables and figuresNB You need to read the specific instructions for final year projects as these may vary slightly from the above 3. 11 Word / page guide Occasionally, an assessment task may contain a word or page guide. This is intended to help you judge the number of words / pages you may need to complete the task. There is no specific penalty for work that falls short of or exceeds a word / page guide. 6 4 4. 1 STRUCTURE AND CLARITY Introduction Your aim in technical or business report s should be to make your meaning clear to the reader.In order to do this you must ensure that your writing has a logical structure and that this structure is displayed to the reader by a whole series of signposts. These aspects are explained in this section. 4. 2 Structure: Unity and Sequence A logical structure requires two things: unity and sequence. The concept of unity is not an easy one to explain. To achieve unity, it is necessary to separate the various discrete elements of what you want to say into self-contained packages. One way of doing this is to create a mind map that identifies key areas and their relationships while helping you to plan the project.Start by writing the central theme in the middle of the paper, and working outwards. Figure 1 illustrates a way in which an assignment based on the Euro could be planned to achieve unity in this way: Participating EU countries Non-participating EU countries Countries Summary Key events Implementation Timetable Euro Facts Coi n and Note Denominations European integration and economic & monetary union The Road To The Euro The EURO Exchange Rate Government & European Institutions Organisations Pros & Cons Political Economic Business / Trade Consumers Pro-Euro Anti-Euro Figure 1 – Use of patterned notes 7Once you have identified the various topics in this way they can be organised into paragraphs, and paragraphs on related subjects can be organised into sections. It is then necessary to decide on a logical sequence for these sections and paragraphs. The sequence depends on the subject matter and the approach. For example it may be: in chronological order (e. g. description of the breeding cycle of sheep or a new product development process); in descending order of importance (e. g. factors affecting the yield of wheat or factors affecting food purchase); in ascending order of importance leading to a conclusion (e. . argument of a case). However, you should aim to present your ideas in an ordered sequ ence so that a reader will follow the line of reasoning without difficulty. Determining the best sequence is not always an easy task, especially when dealing with complex subjects. If in doubt discuss your plan with your personal or module tutor – they will be happy to help you think it out. 4. 3 Clarity: the use of signposts To make your writing easy to read it is important to provide frequent signposts that tell the reader where s/he is and where s/he is going. Some of the signposts you can use are listed below. a) Title Each piece of work should have a clear descriptive title that gives a guide to the content of the work. You should avoid â€Å"journalistic† titles that tell you little. Thus, â€Å"The Prevention and Control of Mastitis in the Dairy Herd† is preferable to â€Å"Getting to Grips with Mastitis†! Contents Page All but the shortest of reports should have a contents page. Introduction The introduction should tell the reader what you are goi ng to deal with and how. In longer reports you may use an introduction in each section. Headings Headings and sub-headings should be used freely in technical and business writing.You may have been told not to use heading in English essays, but this does not hold in technical and business reports where headings are very helpful in making your meaning clear. For this reason it is important that the heading system reflects the structure of the report. You should, therefore, adopt a system of headings and sub-headings that show the relationships of the various sections. (b) (c) (d) 8 Here, for example, is a diagram that shows the structure of a chapter in Burns and Bush (2000). The Nature of Marketing Research Marketing Marketing Research Defined The role of Marketing ResearchCharacteristics of Marketing Research Types of Marketing research Studies The Marketing Information system The Future of Market Research The Marketing Concept Marketing Strategy Etc. Etc. Etc. Etc. Components of an MIS Etc. Internal Reports Marketing Intelligence System Marketing Decision Support System Marketing Research System The heading system used in this case must be such that the reader knows, for example, that the section marked ‘Internal Reports’ is part of the section on ‘Components of an MIS’, which is part of the section on ‘The Marketing Information System’.To achieve this all headings at the same level of sub-division must be the same. We might therefore have a series of headings as follows: THE NATURE OF MARKETING RESEARCH The Marketing Information system Components of an MIS Internal Reports are defined†¦Ã¢â‚¬ ¦.. (Bold capitals) (Bold lower case) (Indented bold lower case) (Indented bold lower case on same line as text) (e) Notation If it is necessary to cross reference to other sections of the report then a method of easily identifying the sections may be desirable. The most straightforward and generally used method of notation is decimal numbering.It clearly shows the hierarchy of your thoughts. 1. 1. 6 THE NATURE OF MARKETING RESEARCH The Marketing Information system 1. 6. 1 Components of an MIS 1. 6. 1. 2 Internal Reports are defined†¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 (f) Topic Sentences When you are reading you may find topic sentences a helpful device. These are sentences often found at the beginning of a paragraph, which are used as a summary of what is to follow. That is, they are used to make a general statement about the topic which is then developed further in the rest of the paragraph. Useful Tips There is a range of different systems of headings and notation you can use.But remember whichever you use, always be consistent throughout the report. 5 5. 1 STYLE Introduction Do not be frightened by the use of the word â€Å"style†. Style simply means the way you use words and sentences in your writing. The style of effective reports is direct, simple and straightforward. This is easy to say but more difficult to achieve: as George Bernard Shaw once wrote: â€Å"I am sorry to have written such a long letter but I did not have time to write a short one. † Some rules to help you follow. 5. 2 Words and Sentences George Orwell wrote some helpful rules for scientists who write.He said: a) â€Å"never use two words when one word will do, b) never use a big word when a small one will do, c) never use a long sentence when a short one will do†. Some examples of word savings are shown in Table 1 Table 1 Superfluous words and alternatives Better English as to now when so that in college thus planning Superfluous words on account of the fact that in order to at the present time on the occasion of with the result that in the college environment it is apparent therefore forward planning 10 5. 3 Tense Reports are normally written in the past tense and impersonally. e. g.It is recommended that NOT I recommend that Never write â€Å"you†Ã¢â‚¬ ¦.. 5. 4 Use of Tables and Diagrams Never use words when you can put your message in numbers (use a table). Never use numbers when you can use a picture (a diagram or graph): pictures are clearer than numbers; numbers are clearer than prose and both save words. But always remember tables and diagrams do need some words of explanation. (Section 6) 5. 5 Presentation Be aware that poorly laid out work, which is badly sequenced with poor word processing or handwriting, frequent spelling mistakes and incorrect grammar will lose you marks. . 6 How to improve your style Remember anyone can improve their writing skills through hard work, constructive feedback and practice. Below are some key tips for improving your style. a) Work with a rough draft. Complete a rough draft and leave for a few days then re-read it or ask a friend to read it and make comments. This gives you time to reflect on your report. b) Avoid jargon. Never use jargon unless a) it saves words and b) your readers will understand it. c) Keep it clear and straightforward. A good style is one which is clear and concise so the reader can easily follow it.Useful Tips Always check your work. Before you hand in any work, be it an assignment or an exam script, check it for errors in accuracy such as spelling and punctuation, readability and flow and clarity of structure Avoid plagiarism. You know the penalties (see the plagiarism section in the Academic Development module on Moodle) A CHALLENGE: when you have written your draft copy go through it and see if you can remove 25% of the words without changing the meaning. 11 6 6. 1 DATA PRESENTATION Introduction We have already mentioned the value of tables and diagrams in saving words.They also help to make your message clear. However, they will only do this if the data is accurate and properly presented in the text. Some simple guidelines on this follow. 6. 2 Tables or Figures? â€Å"A picture is worth a thousand words† All material in your report that is not prose is called either a figure or a table (although photographs are known as plates). Figures include diagrams, graphs and charts. Figures are to be preferred to tables and prose, especially when complex relationships are involved. Tables are necessary when it is important to know exactly what the numbers are.Figures There are many different ways of presenting information as figures. Which one you choose depends on the purpose of the figures, and the nature of the data. Again, there are a number of important rules in presenting data in figures. Some ideas can be found in Figure 2. Tables There are different types of tables for different purposes. Usually tables in reports are intended to demonstrate or support a particular point being made in the text. They therefore need to be designed to fulfil this purpose. A few guidelines on the presentation of demonstration tables are given in Table X in Figure 3. . 3 The Use of Tables and Figures in Reports Numbering In technical reports tables and figures (Table 1–n and Figure 1-n) should be numbered in sequence to allow you to refer to them in the text. Captions All tables and figures must have full, clear and explicit captions telling the reader exactly what the numbers and units are. The golden rule is that the message of any table or figure must be clear in isolation from the text. Captions go above a table but below a figure. Reference in the text You must always refer to the table or figure in the text before you come to it.Do not repeat details of the table or figure, but summarise what it shows e. g. â€Å"Grain yield response to successive increments of applied nitrogen shows the law of diminishing returns (Figure 1 Table X)†. Source You must always give the source of the data depicted. Listing List tables and figures after the contents page. 12 50 (% of respondents) Components easy to see and compare All units clearly identified Key to explain bars 25 Axis starts from 0 0 Extremely Important Very Important Im portant Not at all Important 2000 2003 Reference clearly statedSource: HAUC Consumer Attitude Survey (2000 and 2003) Figure X Comparison of Consumer Attitudes in 2000 and 2003 to the importance of price as a factor when buying food (% of respondents) Numbered in sequence for ease of reference in text Clear, full and explicit title UNDERNEATH FIGURE Figure 2 Presentation of Figures (Example Data Only) 13 â€Å"Grain yield response to successive increments of applied nitrogen follows the law if diminishing returns (Table X)† Reference in text before table showing what the table shows Numbered in sequence for ease of reference in text All units clearly identifiedClear, full and explicit title AT THE TOP Units given as high in the table as possible to avoid repetition. If all units are the same they should be included in the title. Table X Grain yield response of wheat to successive increments of applied nitrogen Applied N (kg/ha) 0 25 50 75 100 125 150 Yield of wheat (t/ha) 2. 5 0 3. 50 4. 30 5. 00 5. 20 5. 20 5. 00 Responses to successive applications of 25kg of N (t/kg) +1. 00 +0. 80 +0. 70 +0. 20 0. 00 -0. 20 (Source: Bloggs, 2003) Numbers to be compared presented in columns, not rows Columns arranged in some natural order of sizeReference clearly stated Figure 3 Presentation of Tables NB If you are presenting data in a table that you have created yourself, show this by putting (Source: Author’s own) under the table. 14 7 7. 1 USE OF REFERENCES Introduction Technical writing sometimes includes a bibliography but always includes a list of references. They have different purposes. A bibliography is a systematic list of sources of information on a particular subject which have been consulted although specific facts from them have not been cited in the text.References are the sources of information which have been cited in the text as evidence for statements and assertions. This section provides an introduction to the purpose of using references and t he rules which govern their use. 7. 2 Why Use References? In higher education and research, unsupported assertions are not acceptable. In other words, you cannot simply say that something is so without providing supporting evidence. Evidence can be obtained or it can be provided by reference to writings of someone who has published such research or who is an acknowledged authority on the subject.Naturally, this does not apply when your assertion is something that is widely understood. It does, however, apply to anything that is new, little known or open to argument. If I said that Shropshire sheep have four legs I would not need to provide evidence. If I said that they have five legs there may be some who would doubt my word. In such a case I would need to provide evidence, either by doing research (counting the number of legs of randomised samples of the Shropshire sheep population), or by reference to the writing of an authority on this subject who had done such work. . 3 Citing R eferences in the Text In order to draw the reader’s attention to the supporting evidence you simply write the surname of the author and the date of publication of the paper or book in the text. This can be done in more than one way, thus: â€Å"It has recently been shown that Shropshire sheep have five legs (Smith, 2012). † or â€Å"Smith (2012) recently demonstrated that Shropshire sheep have five legs. † The reader now knows that you have an authority for your statement.

Dubstep and Classical Music essays

Dubstep and Classical Music essays Music is an ever changing and evolving source that will never cease to exist. Today I want to compare two music groups that are similar in many ways that people dont see. Dubstep and classical music are completely different in their own ways that we hear. If you listen closely to the two though, you can hear many similarities in the music without knowing it. When many people hear dubstep they say they hear a random assortments that include lots of bass added random into the electronic beats in the sound of the music. When people listen to classical music they say they hear the sympathy of the whole band within the piece of art. You can listen to them both closely though and can hear the similarities. A famous composer of the electronic based sound of dubstep is named Skrillex, and lets compares him with the famous composer Beethoven. I chose to relate these two because of the similarities between their music they write. When you listen to each piece of music, lyrics are not a big thing between the two. The reason behind Beethoven not having lyrics into his music is because at that time, music was not popular for having lyrics. The music was all about the composer himself. Skrillex has some lyrics in his music, but not much. Leaving his old band to expand out, he wanted to have credit for his own band and created new types of electron ic music that are becoming popular today. By doing this he has reduced the amount of lyrics in his songs so you can concentrate on the pieces he has created. When you listen to the two writers you hear mostly Beethovens piano in which he played live at shows that lasted for hours at a time. Listing to Skrillex you may not hear the same because it is based off electronic techno sounds that he plays are huge concerts events for a few hours as well. Taking his music from the electronic sound though, and place them on a piano instead, you will hear a classi...

Largest Capital Cities of the United States

Largest Capital Cities of the United States The​ United States of America is one of the worlds largest countries based on both population (over 300 million) and area. It is made up of 50 individual states and Washington, D.C., its national capital. Each of these states also has its own capital city and other very large and small cities. These state capitals, however, vary in size but all are important to politics in the states. Interestingly, though, some of the largest and most important cities in the U.S. like New York City, New York and Los Angeles, California are not the capitals of their states. There are many more capital cities in the U.S. that are very large when compared to other, small capital cities. The following is a list of the ten largest capital cities in the U.S. For reference, the state that they are in, along with the population of the states largest city (if it is not the capital) has also been included. All population numbers were obtained from City-data.com. The city population figures are estimates of 2016 populations.1. Phoenix Population: 1,513, 367 State: Arizona Largest City: Phoenix3. Austin Population: 885,400 State:  Texas Largest City: Houston (2,195,914)   3. Indianapolis Population: 852,506 State: Indiana Largest City: Indianapolis​4. Columbus Population: 822,553 State: Ohio Largest City: Columbus5. Boston Population: 645,996 State: Massachusetts Largest City: Boston6. Denver Population: 649,495   State: Colorado Largest City: Denver7.   Nashville Population: 660,393 State: Tennessee Largest City: Memphis (653,450)8. Oklahoma City Population: 638,311 State: Oklahoma Largest City: Oklahoma City 9. Sacramento Population: 479,686 State:  California Largest City: Los Angeles (3,884,307)​10. Atlanta Population: 446,841 State: Georgia Largest City: Atlanta

The Effect Of Advertising On Men As Consumers From 1880-1930 And Its Research Paper

The Effect Of Advertising On Men As Consumers From 1880-1930 And Its Impact On American Culture - Research Paper Example â€Å"Consumption has long been central to American identity, culture, economic development and politics† (Glickman 1), and it has been termed as the national pastime of the United States. Consumerism or the various ideologies and movements built around consumption forms the core of economics and politics. America is known as a ‘consumer society’, this concept includes material wealth, infrastructure, an economy dominated by mass production and mass consumption, political factors and the country’s national identity. It is essential to study the male consumer to break the association of consumerism and consumption with women and feminity which distorts history’s perspective of gendered consumerism. The Role of Men in Consumerism and Advertising Swiencicki (p.238) states that â€Å"American men consumed about twice as many recreational and leisure goods as women†, spending about 30 percent of the family’s income for this purpose. Further, male consumption and consumerism are neither marginal nor dependent on women. Late-Victorian, non-rural white men appear to have spent a great deal of free time consuming numerous goods and services. However, it would be inaccurate to consider either men or women as the primary consumers. Men are primary consumers of commercialized leisure, entertainment, and recreation; while women are primary consumers of domestic and family goods (Swiencicki 238). ... The Role of Men in Consumerism and Advertising Swiencicki (p.238) states that â€Å"American men consumed about twice as many recreational and leisure goods as women†, spending about 30 percent of the family’s income for this purpose. Further, male consumption and consumerism are neither marginal nor dependent on women. Late-Victorian, non-rural white men appear to have spent a great deal of free time consuming numerous goods and services. However, it would be inaccurate to consider either men or women as the primary consumers. Men are primary consumers of commercialized leisure, entertainment, and recreation; while women are primary consumers of domestic and family goods (Swiencicki 238). According to Heilmann & Beetham (pp.127-128), women are responsible for 75 percent of purchases, therefore advertising should be subtly modified to motivate women to buy. Women are understood as responsive to visual and emotional appeal. Hence advertisements aimed to offer a positive image of women which they would like to identify with. For example, using New Woman imagery, a series of advertisements for brandy run in BIZ in 1923 featured women several times larger than the men in the picture. These advertisements with an underlying flirtatiousness portrayed men as dependent on women who were stronger than them, and also appeared reassuring. While the woman is depicted as posing coquettishly, the tiny man pleads with her to allow him to have some of the brandy she holds in a bottle behind her back. Similarly, a robin in a top hat perches on a woman’s hand to drink the brandy she holds. On the other hand, Swiencicki (p.214) argues that â€Å"pre-Depression, white men consumed many commodities that were not purchased by women†. Many if not most men’s leisure and social