Top 8 Free Online Style Guides in English

Sensible is probably the highest praise that can be given to a style guide. Neither a comprehensive documentation manual (such as the MLA or APA guides) nor a self-improvement book (along the lines of Strunk and Whites The Elements of Style), a publishers style guide should provide practical and consistent advice about matters ranging from abbreviations and preferred spellings to punctuation standards and acceptable terminology. If youre not already committed to one particular code of conventions—such as The Associated Press Stylebook, the journalists bible—consider befriending one of these free online style guides. Each has its eccentricities and limitations, and no two of them agree on every fine point of usage. But theyre all sensible and reasonably consistent.   American Styles National Geographic Style Manual  Online since 1995 and frequently updated by a team of editors, this is an alphabetically arranged guide to preferred National Geographic Society style and usage.​The Tameri Guide for Writers: Generalized Stylebook  Maintained by Susan D. Schnelbach and Christopher Scott Wyatt, the Tameri Stylebook is based on the Associated Press Stylebook, which is the primary style guide for reporters and editors at daily newspapers and many periodicals.​Wikipedia: Manual of Style  This style guide for all Wikipedia articles is intended to help editors write articles with consistent, clear, and precise language, layout, and formatting. British Styles The BBC News Styleguide (pdf) Written by John Allen, a BBC reporter and editor for the past 40 years, this popular manual is not a do and dont list but a guide that invites you to explore some of the complexities of modern English usage.​Economist.com Style Guide  John Grimonds online guide is based on the stylebook followed by journalists at The Economist magazine. The 11th edition of the paperback version of the guide will be published in 2015.​The Guardian and Observer Style Guide  Edited by David Marsh and Amelia Hodsdon, this is the online version of Guardian Style. The third edition of this witty handbook was published in December 2010.​Telegraph Style Book  Augmented by monthly style notes from associate editor Simon Heffer, this is the official guide to house style for The Daily Telegraph, The Sunday Telegraph, and Telegraph.co.uk. Canadian Styles The Canadian Style  Compiled by the Canadian governments Translation Bureau, Canadian Style includes useful advice for drafting letters, memos, reports, indexes and bibliographies along with concise answers to questions concerning written English in the Canadian context.

The American Education System Is Important For National...

Prince1 Rebecca Prince Professor Morrison PLS 101 November 4, 2015 The American Education System In an intelligence-based economy, education is important to national prosperity and individual success. Huge achievement gaps and opportunities must shrink to non-existence, and every student must receive a well education that prepares them for college and careers in the world as it is today. Comparing the United States education system to other countries shows that the United States scored lower than nineteen other counties and education systems in reading in the 2012 Program for International Student Assessment. Germany and Poland in particular are two countries that have now surpassed the United States. During the same study, scores showed that twenty-nine nations outperformed the United States by a large amount in mathematics, and in science, there have been twenty-two education systems that scored higher than the United States (Heitin). The Elementary and Secondary Education Act (ESEA) was signed into law by President Johnson in 1965. The ESEA allow ed for new grants to districts for low-income students, federal grants for text books and federal grants for state instruction. This action also placed distinctive schooling centers. In 2002, the act was renamed as No Child Left Behind (NCLB) reauthorized, and signed by President Bush. The reauthorized form uncovered the fissures in educational accomplishment among susceptible students and those who have the upper hand withShow MoreRelatedA Study on National Security Strategy1312 Words   |  5 PagesNational security is paramount to the protection of America and its constituents. It is imperative, particularly as the world becomes more global, that nation security maintains the integrity of the entire system. Technology, due in part to globalization, is becoming more ubiquitous. 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Choice of University and Choice of Course in Australia free essay sample

After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace Relations, 2008, p. xiv). However, despite steady increases in overall tertiary participation, the inequalities still remain. People with low socio-economic status are not as successful in applying or gaining access to more prestigious institutions as those with medium or high socio-economic status are (James, 2007, p. ). It is not only participation at university level that is affected with this imbalance. Significant social differences can be seen across different universities as well as different fields of study (Reay et al. 2001, p. 858). Study by Ferguson and Simpson (2011) has found, and James (2007) agrees, that students with low socio-economic background are n ot so successful in gaining entry into the courses with more competitive entry requirements like medicine, law or architecture. These students were more concentrated in courses such as education, nursing, IT and business (James, 2007, p. 7). James (2007, p. 7) believes that the same is true for the high demand universities, where low socio-economic status students hold a share of only 11 per cent of all places. These differences can be somewhat accredited to the geographical location of these more prestigious universities as they are mainly situated in the metropolitan areas. However, there are other factors that contribute to this imbalance more so. Some experts believe that students who come from disadvantaged backgrounds may not aspire to attend these universities believing that it is not an achievable goal, or they may not perform academically well enough for more competitive courses. Other studies indicate that it is in fact the psychological factors which create socioeconomic imbalances in higher education participation. This paper will look at rates of participation, aspirations, ability and psychological factors and their affect on the decision making process of low socio-economic status students when it comes to higher education. It will argue that there is enough supporting evidence to conclude that this demographic does not have a lot of impact on university participation, choice of university or choice of course. While overall higher education participation rates have improved, socio-economically disadvantaged people are least represented group in Australian higher education. James (2007, p. 2) states that ‘social class is the single most reliable predictor of the likelihood that individuals will participate in higher education at some stage in their lives’. Undergraduate Applications, Offers and Acceptances Report from the Department of Education, Employment and Work Relations, states that in 2011, 18. 6 per cent of all applicants were from low socio-economic backgrounds, compared to 30. 6 per cent of applicants from high socio-economic group (DEEWR, 2011, p. 15). It also reports that even though applications by low socio-economic status applicants were up by 3. 4 per cent they were less likely to result in an offer. Low socio-economic status applicants had an offer rate of 79. per cent compared to 83. 5 per cent for applications from high socio-economic status applicants (DEEWR, 2011, p. 15). Even though the rates for applications and offers to higher education for low socio-economic demographic have slightly increased, according to DEEWR (2011), this demographic continues to be the least represented at university level. One of the reasons that could explain the current higher education participation numbers by people from low socio-ec onomic background is aspiration. It has to be considered as one of the principal issues in student’s decision making process. According to the English dictionary, to aspire, it means to have a strong desire to achieve something. Consequently, to attend university, an individual needs to aspire to do so. Bowden and Doughney (2010), in their study of secondary students in the western suburbs of Melbourne, have found that those with lower socio-economic status have fewer aspirations to attend university. Instead, they aspire to attend a vocational training institution or gain employment. Difference in spirations among different demographics is mainly influenced by individual’s social systems, such as class, ethnicity, gender, customs and religion (Bowden amp; Doughney, 2010, p. 119). Furthermore, in his research for the Department of Education, Science and Training, James has found that there is a strong relationship between parental education levels and young people’s educational aspirations (DEST , 2002, p. 51). Bowden and Doughney’s study results are consistent with James’ findings, as well as Bourdieu’s concept of ‘cultural capital’, which Harker et al. (cited in Webb et al. 002, p. 22) defined as ‘culturally valued taste and consumption pattern’. Therefore, it can be said that those who come from low socio-economic background are at a disadvantage when it comes to entering higher education due to the fact that they were not brought up with the idea of attending university. Academic achievement or student’s ability is seen as another important factor that needs to be considered when studying inequalities in higher education. This is because in Australia, university enrolment process relies heavily on individual’s academic achievement. Student’s academic record is seen as a main way of entry into the university and acquiring all the benefits that come with having a degree. Teese (cited in Ferguson amp; Simpson, 2011, p. 33) proposed that almost half of low socio-economic status students obtain scores in the lowest academic bands and that only small number of these students receives high academic scores. Ferguson and Simpson conclude that this is due to fewer resources, such as educational, cultural, social and financial, that are available for this group of students, rather than lack of ability. Cardak and Ryan (2009) have come to the similar conclusion. They have found that academic scores of low socio-economic status students are lower due to the fact that their early educational achievements are also lower in comparison to the more advantaged students and their achievements (Cardak amp; Ryan, 2009, p. 444). Both Ferguson and Simpson’s and Cardak and Ryan’s studies agree that students with same ability and same academic scores have the same likelihood of attending university regardless of their socio-economic status. They also agree that the quality of academic results rises with the status. Thus, as they don’t have access to as many resources as their more privileged peers, low socio-economic status students are at a disadvantage when it comes to securing a place at university. Although aspirations and academic ability are very important factors in higher education inequality, it could be said that the psychological factors have most of the influence on person’s decision to attend university. Students from low socio-economic background are more conscious of the existence of barriers to their entering higher education (Harris, 2005, p. 4) and are not likely to encounter diverse influences that might persuade them to participate in higher education (DEST, 2002, p. 50). James believes that students from this demographic are more likely to be doubtful about their academic ability and achievement and they would possibly be lacking financial support (DEST, 2002, p. 50). He also states that they have less confidence in parental support and a stronger interest in earning an income as soon as they leave school. ‘The perceptions and beliefs held by people with low socio-economic status can all be regarded as habitus, which is described as ‘embodied predispositions that are learned early in the life of a young person’ (Harris, 2005, p. 4). As they lack role models, it is very difficult for these young people to see university participation as something that is relevant to them or something they could achieve (Harris, 2005, p. ). In their UK based study of working class secondary students, Reay et al. (2001, p. 865) have found that this group of students were choosing universities where they were most likely to fit in, as they felt more comfortable attending such university and where they could find ‘intellectual and social peers’. Psychological factors play an important role in the decision making process due to the emotio ns attached to them. Low socio-economic status students seem to have a lot more to consider when deciding on their higher education pathway. As the evidence would suggest, students from low socio-economic background, have very little impact on university participation, choice of university or choice of course at present time. According to the government reports, students from disadvantaged backgrounds are highly under-represented at university level. Thus, higher education in Australia is far from being level playing field for some demographics. The most current review of higher education shows that the participation rates at university in general, as well as different courses and institutions are considerably lower for those ith low socio-economic status. The difference between low and high socio-economic status groups is quite significant, despite the government’s efforts to improve these numbers by implementing new policies and strategies. As discussed in this paper, the reasons for inequality are varied and complex. However, most of the researchers agree that it is the family attitudes that are at the core of t he problem. These attitudes have enormous influence on student’s decision making process. However, there is always a possibility for change. Australian universities, in conjunction with schools and government’s help, need to focus on developing new social networks and transforming set beliefs of disadvantaged students. These changes could be achieved through the use of early interventions and positive role models during middle schooling. Only with successful attitude changes will the higher education participation numbers improve for this particular demographic. References Bowden, MP amp; Doughney, J 2010, ‘Socio-economic status, cultural diversity and the aspirations of secondary students in the western suburbs of Melbourne, Australia’, High Education, vol. 9, no. 1, pp. 115-129, SpringerLink, viewed 2 October 2012. Cardak, BA amp; Ryan, C 2009, ‘Participation in higher education in Australia: equity and access’, Economic Record, vol. 85, no. 4, pp. 433-448, Wiley Online Library 2012 Full Collection, viewed 25 September 2012. Centre for the Study of Higher Education 2008, ‘Participa tion and Equity: A Review of the participation in higher education of people from lower socioeconomic backgrounds and Indigenous people’, Universities Australia and the Centre for the Study of Higher Education (CSHE), University of Melbourne, viewed 4 October 2012, lt;http://www. niversitiesaustralia. edu. au/resources/271/290gt; Department of Education, Employment, and Workplace Relations 2008, ‘Review of Australian higher education – Executive summary’ report prepared by D Bradley, H Noonan amp; B Scales, Department of Education, Employment, and Workplace Relations (DEEWR), Canberra, pp. xi-xviii, viewed 25 September 2012, lt;http://www. innovation. gov. au/HigherEducation/Documents/Review/PDF/Hig

Panasonic Report Essay Example

Panasonic Report Essay The story of what became the Panasonic Corporation began in Osaka, Japan in 1918; this was when Konosuke Matsushita invented a revolutionary two-socket light bulb (Duplex Light Bulb). With only 3 employees and himself he produced and sold the light bulbs from his home in Osaka. Matsushita’s idea was so highly regarded he had to rent his neighbour’s house to keep up with demand. In 1992 however Matsushita could not handle the demand from his home any longer, so in 1992 he leased a 230m2 site nearby, completing construction of a factory and office in July. By the end of the year, employees numbered more than 50. Whilst doing this Matsushita continued to research new products and in 1923 he invented a new type of bicycle lamp called the â€Å"bullet lamp† due to its bullet like shape (seen in the picture to the right. )(http://panasonic. net/history/corporate/chronicle/1923-01. html). This was a breakthrough in bicycle lamps at the time as many cyclists used oil lanterns as a way of illumination. Although there were some battery powered lights available many of them only last 3-4 hours before running out, Matsushita’s â€Å"Bullet Lamp† promised to last ten times that. We will write a custom essay sample on Panasonic Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Panasonic Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Panasonic Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The 1930’s proved to be a massive decade for Matsushita Electric Manufacturing Devices. 1931 see the invention of a radio, at this time many of the radio’s tuning into Japan’s national broadcasting station were unreliable and Matsushita had experienced this himself vowing to build a radio â€Å"that doesn’t break†. In 1930 Matsushita set up Kokudo Electric Co. A joint venture with a radio manufacturer. After a string of unreliable and unsuccessful models Matsushita demanded a radio that met his expectations, and three months post this Kokudo Electric Co. Developed a radio set that immediately won a prize sponsored by the Japanese National broadcasting station (seen left) (http://panasonic. net/history/corporate/chronicle/1931-02. html). Matsushita sold these for a much higher price than the rest of the highly competitive market, however it was a small price to pay for a reliable radio, and Matsushita milked the market for maximum profits. The story of Panasonic Corporation began in Osaka, Japan in 1918, when Konosuke Matsushita invented a two-socket light bulb. He started producing nd selling the light bulb from his own house, with just 3 employees. The invention of a new type of bicycle lamp came in 1923, followed by the development of the first radio just 8 years later. In 1935 they launched their first television, an area of production that has since proved immensely successful. 1935 also marked a turning point in the size, production and sheer growth of Panasonic Corporation. This particular year saw the company manufacturing 600 different kinds of product with sales extending to overseas markets for the first time.