My Take on The Fault in Our Stars Essay Example

My Take on The Fault in Our Stars Essay The Fault in Our Stars is the fifth novel written by John Green. John Green has written six novels and is apparently working on his seventh one as we speak. For a few months the John Green books have been a bit of a trend, at least for teenage girls in Iceland. The „book trendsâ€Å" tend to start around Christmas and this book is amazing to have over the holidays. The trends have been Twilight, The Hunger Games, Divergent and probably many more but these are the once I‘ve noticed. All those books are fantasies, they could maybe happen, but it‘s highly unlikely. I think it‘s nice to finally read something that makes some sense in reality for a change. The fantasies give you a chance to think about this other world that might be out there but yet for the tough reality it‘s nice to read a reality novel. This one is heart-breaking and yet so heart-warming, mostly it‘s hard to believe that someone out there has to go through a similar situation, maybe far, far away but maybe in your neighbourhood. You never know and something in your heart wants nothing more then not to know about someone who has to go through that horror. The book is told by Hazel Grace, a cancer patient who has no chance of getting well. In the book she and her first good friend but then boyfriend, Augustus Waters or often just Gus talk very much about death. Not always in a bad way, sometimes a sad way but sometimes it‘s from a reassuring point of view. Gus, an ex-basketball player and an amputee, and Hazel meet in support group and for him, I believe in some ways, it was love at first sight. As they get to know each other Hazel starts to fall in love, but pushes it away because she believes so that she is a grenade and that her death will ruin everyone who cares about her. The plan is not to make anyone else love her but her parents. Her plan goes completely wrong because the love that Hazel and Gus have for each other is too strong. Hazel‘s mother does n We will write a custom essay sample on My Take on The Fault in Our Stars specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Take on The Fault in Our Stars specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Take on The Fault in Our Stars specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Holocause Literature essays

Holocause Literature essays Many of the survivors of the Holocaust went to writing literature as a way of telling what it was really like. Survivors used this way because it is extremely difficult to explain what happened by talking, so they use literature. Out of all of the Holocaust authors, Elie Wiesel is quite possibly the most well known Holocaust author of all time. Elie Wiesel, being a survivor of the Holocaust, uses his literature to tell his stories about what he went through. Elie Wiesel has written many novels on the Holocaust. Throughout his works he has used many of the same themes. In the novels Night, Dawn, and A Beggar in Jerusalem the same themes or ideas are repeated many times. In the novel Night, the idea of loss of faith is used many times. Elie Wiesel used this theme because during the Holocaust, many of the victims lost faith in God. Confronting the Holocaust states, One of the contradictory ideas in Wiesels Night is: there is no God, I hate him. After Auschwitz Gods presence is most strongly felt through his absence.(57) The victims had every right to believe that God was absent at this time. Many times in Night the characters would just flat out say how they did not believe in God anymore. And in spite of myself, a prayer rose in my heart, to that God in whom I no longer believed. Wiesel used this example over and over in Night to emphasize how almost all Holocaust victims lost faith in their God. Behind me, I heard the same man asking: Where is God now? And I heard a voice within me answer him Where is He? He is- he is hanging here on this gallows. This shows how characters in the novel feel that their God has died right before them. Night had th e most loss of faith because the novel takes place right in the heart of the Holocaust, so it is easy to see why Wiesel used loss of faith in this novel. The idea of loss of faith also played a role in the novel Dawn. Dawn...

Use the STAR Method to answer any interview question

Use the STAR Method to answer any interview question It’s interview day. You’ve worked on your handshake, your eye contact, your head-to-toe professional outfit. You know your resume backwards and forwards, and you’ve reviewed the job description so many times you can practically see it when you close your eyes. So, you’re ready. And then in the interview, you get a question you weren’t necessarily expecting: â€Å"Tell me about a time when you†¦Ã¢â‚¬  Argh, the dreaded behavioral questions. Now what? First, don’t panic. You can answer any question an interviewer throws your way, without grinding the whole thing to a halt. It’s as simple as being a STAR.What’s the STAR Method  and  how  do  you  use  it?STAR is a method you can use to frame an answer quickly and efficiently. It’s an acronym for:Situation: Where/when did this example take place?Task: What was your level of responsibility in this example?Action: What steps did you take?Result: What was the outcome, and what did you learn or achieve?Let’s break down some strategies for using the STAR method in your next and future interviews.Find the right exampleUnless something comes to mind right away, this can be the hardest part. But think of it this way: the question is likely to be a situation that is tied to something on your resume or a task in the job description, so this is something you can think about in advance, even if you don’t know what will be asked specifically. Ahead of the interview, come up with examples or anecdotes for every experience bullet point and skill on your resume. That way, when you’re asked, â€Å"Tell me about at time you showed leadership,† you will already have a list of relevant points ready to go.Relevance is the key- you don’t want to start rambling about something that doesn’t really fit what the interviewer is asking. So the quick internal check should be, â€Å"I think this is the right story- does it answer what’s being asked?†And if you need a bit of time to think things over, say so- it’s okay to ask for a minute to think things over. â€Å"That’s a really great question; I’d like to think about it for a minute!† You don’t want your contemplation to go too long, but taking 30 seconds to gather your thoughts will lead to a better answer.Set the sceneThis doesn’t have to be an elaborate, cinematic story. However, you should be able to give a few quick details to show the interviewer what the context is for your story.I was the lead on a project, and 80% of my team had called in sick†¦We were on schedule and on budget, when the client changed his mind in the middle of the meeting†¦I took a call from an angry customer, who was not interested in hearing the company’s side of the story†¦You’ll want to make it conversational so that it doesn’t sound like you memorized a card. All you need are a few short sentences- no need to provide detailed backstory about everyone involved or a history of your employment. You want the details to be directly relevant to your story. And it’s okay to be humorous or light in your response, as long as you keep the tone professional.Talk about what you did to solve the problem or approach the issueOnce you’ve set the scene for the interviewer, talk about what you did to resolve the issue. Usually, when interviewers ask behavioral-style questions, they’re just as interested in the how as the what. And again, this doesn’t need to be a long-winded, detailed step-by-step. A few succinct bullet points about what you did in the situation will be just fine. If the interviewer has any follow-up questions, she’ll ask.Talk up your achievements- or lessons learnedWhen you’re talking about the results, don’t be afraid to talk about what you achieved- especially if it puts you in a positive light. You don’t want to come off like a braggart, but you should own your accomplishments.The project came in under budget thanks to my fix, and we broke sales records that year.Because I caught the order before it was processed, I was able to stop 5,000 widgets from being shipped accidentally. That was a great feeling.And if you picked an example that didn’t necessarily have a happy ending (because hey, sometimes that’s the only anecdote that fits), be sure to talk about what you did gain from the situation.Although it was difficult   while I worked to resolve the issue, it taught me that nothing is more important than providing a superior customer experience.It was definitely a learning experience, and having worked with such a demanding client, I know I can work with anyone to get the job done.Like with your other STAR points, a couple of sentences should be all you need to summarize and wrap up your story.Practice beforehandIf you’re not all that comfortable with storytelling, this is definitely a skill you can build before you’re in the interview hot seat. Just like with body language or your handshake, practice until it becomes second nature! Grab a trusted person who can ask you general behavioral questions, and apply the STAR method to your conversation. If you do this enough times in your everyday life, you won’t be sitting in the interview thinking, â€Å"Okay, time for S. What’s the situation?† You’ll already be searching through your mind’s archive for the relevant anecdote.   Ã‚  If you prep for interviews with the STAR method, you can tackle any question an interviewer throws your way, even if it seems like it comes out of nowhere. Quick, to-the-point answers will impress your interviewer and demonstrate that you have one of the most important skills- thinking on you r feet.

HRD Essay Example | Topics and Well Written Essays - 1500 words

HRD - Essay Example The leading causes of these medial errors are lack of expertise or ignorance, communication or lack of it, between the medical professionals working together. Poor communication and breakdown in the same is a great threat to the competent medical practice and it needs must be improved for the sake of enhancing the effectiveness of medical practitioners, ergo, the safety of the patients. This paper will discuss the problems that from poor communication and what can be done to improve the process of medical care and the staff’s efficiency in this respect. It will be based on three journals addressing communication and safety in surgery, emergency medicine and the need for technology to enhance medical communication. According to Robert Neil (2006) in the journal, â€Å"Costly issues of an uncommunicative OR (Operation room)†, there is no place where the issue of communication is more important or its neglect more potentially dangerous than the operation room. Miscommunication in the OR often leads in complications and such ultimately lead in the patients lengthened stay in the hospital, increases the risk of infection and may negatively affect the hospitals bottom line considerably. Neil (2006) justifies his claim by quoting Peter Plantes, a vice president of clinical performance for VHA, Texas, who states that the although the patients safety gets first priority in the safety consideration, overall, with fewer mistakes, the costs will be positively impacted in the long run. To foster communication in the OR Plantes admits is not always easy especially for the surgeons many of whom are set in their ways, However, it can be achieved in the need for creating a collaborative environment in the OR are made clear and demonstrated. This is because surgeons are professionals who take pride in their work thus want the best for their patients, if they communicate and are open to

Fashion in History - Bridging the Gap Essay Example | Topics and Well Written Essays - 1000 words

Fashion in History - Bridging the Gap - Essay Example The essay "Fashion in History - Bridging the Gap" gives a review of the article of McRobbie and discusses it. She says that consumption by many is considered to be a feminist character and the different aspects regarding it are left untouched by many writers. The fact regarding the production of the goods of consumption, the money which accounts for the consumption are all missed when talking about it. That is there is no reference to the difficulties women have to face for the consumption of goods. The fact that the females actually consume goods not only for themselves but also their children and their house is not seen. She says that consumption is a wide topic and that females are considered to be the main consumers just explains one part of the consumption process. The ethnicity, gender and class are also missed upon when consumption is talked about. The problem of how poor females cope up with issues of consumption, the link between consumption and production is not considered. Thus McRobbie argues that a lot of major issues are overlooked and for a proper understanding of the consumption phenomenon, all criteria and facts regarding it should be seen. Many writers like Pumphrey, Felsky and Reekie have discussed regarding the fact that consumption has been dominated by females and Pumphrey and Reekie have analyzed the issue of consumption a bit ahead but again not all aspects have been viewed. With an advance in education, the issue of consumption started to get discussed in the late twentieth century.

Career Plan Essay -- Business Career Goals Plans

My Career Plan The future is uncertain for me, but it is important to develop a career plan that will provide financial support and personal fulfillment over the course of my professional life. To make this transition from school to a professional career, I am going to plan a plan that will help me stay focused and motivated in meeting my goals and objectives. In the next paragraphs, I will explain my ten-year plan for my professional career and incorporate some of Mr. Bolles ideas in how to do this process. At the end of my career, I want to be recognized as a positive team leader who can bring the best out of her subordinates and help increase profits for the company. I believe it can be achieved due to the impact on people’s lives around me in school and out. California State University Monterey Bay prepared me for these objectives by implementing teamwork, passion for your career and love for diversity. I do realize to accomplish all that I want to, I have to be motivated and keep a positive attitude as I continue to learn new skills. â€Å"If a thing turns you on, you’ll be good at it; If it doesn’t, you won’t†, said by David Maister, because you have to love what you do in order to enjoy life and produce great outcomes in your job selection.[1] Especially now with the turmoil in the economy, if you have a great job, you are blessed and hold on to it. Therefore, in the next paragraphs, I will show you my ca... ...bs. ----------------------- [1] Bolles, Richard. (2009). What Color is your Parachute? (pg 20) Retrieved on April 8,2009, from http://books.google.com/books?id=2P-0JiwZ2cIC&pg=PA129&dq=what+color+is+your+parachute+online+reading#PPP1,M1 [2] Bolles, Richard. (2009). What Color is your Parachute?(pg 4) Retrieved on April 8,2009, from http://books.google.com/books?id=2P-0JiwZ2cIC&pg=PA129&dq=what+color+is+your+parachute+online+reading#PPP1,M1 [3] Bolles, Richard. (2009). What Color is your Parachute? ( pg 8) Retrieved on April 8,2009, from http://books.google.com/books?id=2P-0JiwZ2cIC&pg=PA129&dq=what+color+is+your+parachute+online+reading#PPP1,M1 [4] Bolles, Richard. (2009). What Color is your Parachute? (pg 9)Retrieved on April 8,2009, from http://books.google.com/books?id=2P-0JiwZ2cIC&pg=PA129&dq=what+color+is+your+parachute+online+reading#PPP1,M1

Analysis Of Noun Phrase In English And Vietnamese Education Essay

Noun phrases every bit good as other phrases play an of import function in get the hanging any linguistic communication. Without noun phrase, there would hold no agents, no patients, and no receivers. Additionally, no affair how broad our vocabulary may be, a individual word is frequently deficient in showing our thought.. A incompatible analysis between English and Vietnamese is necessary and interesting for learning and analyzing. Almost every linguistic communication has noun phrases, nevertheless, despite holding the same basic construction, they have some differences..This survey aims to research internal and external construction of English and Vietnamese noun phrases so make a comparing between two sorts of NP every bit good as suggest some teaching deductions. I hope through this assignment, both I and the readers will larn something helpful which can use to English instruction and acquisition.Noun phrase in EnglishDefinitions:Le ( 2002 ) defined noun phrase ( NP ) as a group of words get downing with a noun and working appositional. This NP frequently goes right earlier or right after the noun it expresses. Ex-husband: A victim of war, he hated the sight of soldiers. ( A victim of war = he ) Harmonizing to L.H.Nguyen ( 2004 ) , a NP is a group of words with a noun or pronoun as the chief portion ( the caput ) . In his book â€Å" Analyzing English † , Jackson added some more deal about the caput which is â€Å" the minimum demand for the happening of a noun phrase † . Despite the NP is in simple signifier such as â€Å" pupils † or in complex signifier such as â€Å" the narrative about the miss who used to populate at that place † , it must hold a noun or pronoun showing the chief thought.Structure:Basically, a noun phrase consists of 3 chief parts: Pre – Alteration, Head, Post – Alteration. But in some complex NPs, we can see that the Pre – Alteration may incorporate other elements. Based on the theory of NP in the book â€Å" Analyzing English † by Howard Jackson, we have a elaborate expression of NP as followers:Pre – AlterationHeadPost – AlterationPre – clincher ( A ) Identifiers ( B ) Numeral/Quantifier ( C ) Adjectives ( D ) Noun qualifier ( Tocopherol ) N/pro ( F ) Relative clauses, infinite clause, prepositional phrase, adjectives, adverbs. ( G ) Table 1: The construction of a NP in English Now, we will travel into inside informations of the construction of a NP.Pre – AlterationThis portion fundamentally has 5 elements as shown in the above tabular array. The first component is pre-determiners. They are a little group of words which may happen before the identifier in a NP. They besides have quantifier mention ( all, both, half, aˆÂ ¦ ) ; fraction numbers ( one-third, aˆÂ ¦ ) . Following component is identifiers. This component includes articles ( a, an, the ) ; demonstrative ( this, that, these, those ) ; genitives ( my, your, his, aˆÂ ¦ ) . But there is one thing we should pay attending. In any NP, merely merely one identifier may happen, it means that articles, demonstrative and genitives are reciprocally sole. We ca n't state â€Å" that my house † but if we use â€Å" of-phrase † with the genitive pronoun, we can show that NP in another manner â€Å" that book of mine † . In some NPs such as â€Å" five cats † , â€Å" several books † , the pre – alteration here is numerical ( five ) or quantifier ( several ) . Besides, sometimes, we can see the combination of these two elements in some NPs. The frequent sequences are ordinal numerical ( particularly â€Å" first † and â€Å" last † ) + indefinite quantifier ( eg â€Å" the first few hours † ) , ordinal + cardinal ( eg â€Å" the 2nd five yearss † ) , indefinite quantifier + central numerical, particularly circular figure ( eg â€Å" several thousand people † ) ( Nguyen, 2004, p. 44 ) . To magnify the caput noun in some manner, the following component, adjectives, come after the identifier and numerals/quantifiers. However, in instance that several adjectives co-occur in a NP, there is a regulation for their order.nameSizeformagecoloring materialbeginningsubstancepresent participialcapturing Small unit of ammunition old brown Gallic oaken composing tabular array Table 2: The adjectival order The last component is noun qualifiers which come between the adjectives and the caput noun. As we can see, nouns may work non merely as caputs of NP but besides qualifiers in NP. For illustration, in NP â€Å" a kids book † , â€Å" kids † modifies â€Å" book † and â€Å" a kids book † means a book for kids. Beside 5 basic elements mentioned supra, there is one farther sort of pre-modification that is NP in possessive instance. This sort is marked by an ‘s added to the its concluding word ( eg my friend ‘s bike ) .Head:The most usual sort of caput of NP is noun, but in some NPs such as â€Å" She is my best friend † , the caput may be a pronoun of some sort, normally a personal pronoun ( he, she, youaˆÂ ¦ ) . Similarly, Jacobs ( 1995 ) stated that many NPs in English are individual signifiers dwelling possibly merely of a noun or a pronoun. When the caput is a pronoun, it does n't necessitate any alteration, particularly the pre-modification.Kinds of pronoun operation as the caputExamplesPersonal pronoun He, she, you, they, we, aˆÂ ¦ . Indefinite pronoun Person, something, cipher, aˆÂ ¦ †¦ Possessive pronoun His, her, your, their, aˆÂ ¦ Demonstrative pronoun This, that, aˆÂ ¦ Table 3: Kinds of pronoun operation as the caput of NPPost-modificationThis portion is most often followed by phrases or clauses. Three sorts of phrasal/clausal post-modification we frequently see is: comparative clauses, infinite clauses, and prepositional phrases, sometimes we besides see an adjective or an adverb operation as a post-modifier in NP ( Jackson, p.15 ) . A comparative clause consists of a comparative pronoun ( who, whom, which, that, whose, aˆÂ ¦ ) as a caput, which mentions back to the caput noun of NP. If the comparative pronoun ‘s map is object in the comparative clause, we can exclude that comparative pronoun. Infinite clause is clause normally without topics introduced by a infinite signifier of the verb. That sort of clause include 3 sorts: space clause, present participial clause, past participial. In a NP, prepositional phrase occurs most often working as post-modifier.Some illustrations:All the schools in townA B F G ( prepositional phrase )The last few yearssB C C FDong Bang Shin Ki, my favorite music set.F G ( appositional NP )My noisy 4-year-old white Thai catB name age coloring material FThis arch revenue enhancement aggregator ‘s grabbing manusNP Genitive D FThe Korea history which has merely been published.B D F G ( comparative clause )Something of import to makeF ( indefinite pro ) G ( adjectives ) G ( infinite clause )The miss behind youB F G ( adverb )Two Equus caballuss eating grass.A F G ( infinite clause: present participial )A subject vocal composed by Lee So ManB E F G ( infinite clause: past participial )One-third of the populationA B FNoun phrase in VietnameseDefinitions:Mai, Vu and Hoang ( 2006 ) defined NP ( danh nga »? ) is a phrase in which the noun map as the chief portion. Besides, NP in the theory of Doan, Nguyen, Pham ( 2001 ) is a â€Å" free combination of a noun karyon and one or more than one subsidiary elements â€Å" which can be front elements standing before the nucleus noun or can be end elements standing after the nucleus noun.Structure:As a phrase, NP in Vietnamese besides has three chief parts: Pre-Modification ( Front Element ) , Head ( Nucleus ) , Post-Modification ( End Element ) . More elaborate, harmonizing to Mai et Al. ‘s theory ( pp. 276-280 ) , the construction of NP in Vietnamese can be described as followers: Tat ca nha »?ng Cai con meo A‘en ay ( -3 ) ( -2 ) ( -1 ) Head noun ( 0 ) ( 1 ) ( 2 ) Table 4: The construction of a NP in VietnameseFront elementsAs we can see from the tabular array, the elements in the place ( -3 ) , ( -2 ) and ( -1 ) are called front elements, while the elements standing after the karyon ( 1 ) and ( 2 ) are called end elements. Those elements are placed in a stable manner as shown in the above tabular array. In footings of the front elements, we have three sorts. In the place ( -1 ) , quantifiers such as â€Å" tat ca † , â€Å" tat thay † , â€Å" hat thay † , â€Å" hat ca † , â€Å" ca † , aˆÂ ¦.are used. Those words can happen before: definite numbers: ma »Ã¢â€ž ¢t, hai, Ba, ba »Ã¢â‚¬Ëœn, aˆÂ ¦ Ex-husband: tat ca ba »Ã¢â‚¬Ëœn m? °i sinh vien ( 1 ) corporate nouns: A‘an, lA © , bo , ba »Ã¢â€ž ¢ , nam, aˆÂ ¦ . Ex-husband: ca lA © con trai general nouns: qua? §n, ao, binh, linh, xe ca »Ã¢â€ž ¢ , may moc, aˆÂ ¦ Ex-husband: hat thay may moc Let ‘s pay attending to the quantifiers such as â€Å" tat ca † , â€Å" tat thay † , â€Å" hat thay † , â€Å" hat ca † , â€Å" ca † , aˆÂ ¦.From the illustrations above, we can see that such those quantifiers occur before the caput noun. Now, taking the first illustration, is it right if we say it in such a manner â€Å" ba »Ã¢â‚¬Ëœn m? °i sinh vien tat ca † ? Actually, in footings of grammar, it is right but the significance is different. The NP â€Å" tat ca ba »Ã¢â‚¬Ëœn m? °i sinh vien † means that no pupils are left, but in â€Å" ba »Ã¢â‚¬Ëœn m? °i sinh vien tat ca † , there are some pupils left. So, we can reason that â€Å" tat ca † can stand before and after the caput noun depending on the talker ‘s attending. Diep Quang Ban ( 2000 ) stated that place ( -2 ) is the topographic point taken by word category as followers:Definite numeral/ central figure ( ta »Ã‚ « cha »Ã¢â‚¬ ° sa »Ã¢â‚¬Ëœ l? °a »?ng xac A‘a »Ã¢â‚¬ ¹nh/sa »Ã¢â‚¬Ëœ ta »Ã‚ « )Ma »Ã¢â€ž ¢t, hai, Ba, ba »Ã¢â‚¬Ëœn, m? °a »?i, trA?m aˆÂ ¦.. M? °a »?i con meoEstimate quantifier ( ta »Ã‚ « cha »Ã¢â‚¬ ° sa »Ã¢â‚¬Ëœ pha »?ng A‘a »Ã¢â‚¬ ¹nh )Vai, vai Ba, dA?m, m? °i, aˆÂ ¦ vai Ba khach hangAllocating words ( ta »Ã‚ « ham y phan pha »Ã¢â‚¬Ëœi )Ma »-i, ma »Ã¢â€ž ¢t, ta »Ã‚ «ng, aˆÂ ¦ Ma »-i cong danArticles ( quan ta »Ã‚ « )Nha »?ng, cac, ma »Ã¢â€ž ¢t, .. Nha »?ng bac sA ©Word â€Å" may †May con ga nay Table 5: the place ( -2 ) in a NP in Vietnamese However, we should pay attending that such elements as â€Å" vai, vai Ba, dA?m, aˆÂ ¦ † can non co-exist with the quantifiers such as â€Å" tat ca † , â€Å" tat thay † , â€Å" hat thay † , â€Å" hat ca † , â€Å" ca † in the place ( -3 ) . In footings of the place ( -1 ) , Diep Quang Ban ( 2000 ) stated that it is taken by the deictic word â€Å" cai † ( ta »Ã‚ « cha »Ã¢â‚¬ ° xuat ) in order to stress things mentioned in the caput noun. However, sometimes, â€Å" cai † is replaced by another deictic word such as â€Å" con † in NP â€Å" con ng? °a »?i ay † . In Vietnamese NP, â€Å" cai † occurs before the caput noun and can step in between a numerical ( if there is one ) and the classifier or a step phrase. It may be preceded by other pre-noun qualifiers such as quantifiers, numbers, and articles. It must ever coincide with a classifier as in â€Å" ba cai cua »Ã¢â€ž ¢n len kia â€Å" or â€Å" ba cai thung n? °a »Ã¢â‚¬ ºc nay † . Besides, â€Å" cai † is sometimes mistaken with the homonymic classifier â€Å" cai † , but it ‘s different from classifier cai every bit good as other classifiers in term of distribution and map. When â€Å" ca i † precedes a count noun, the usage of a classifier is obligatory, as shown in ( a ) . However, â€Å" cai † can non be used before the homonymic classifier as shown in ( B ) Ba cai cua »Ã¢â€ž ¢n len ( correct ) Ba cai cai chen ( incorrect ) Normally, with the presence of the deictic word, the noun is demonstrative like â€Å" nay † , â€Å" kia † , â€Å" ay † , aˆÂ ¦ . ( eg: cai tha? ±ng nhoc nay ) . But, in spoken linguistic communication, we frequently see that the demonstratives are omitted, like â€Å" cai tha? ±ng nhoc † .The karyon ( head noun ) :Harmonizing to Dinh Dien ( n.d ) , the karyon ( place ( 0 ) ) may be a noun ( boy, teacher, cat, houseaˆÂ ¦ ) or a combination between a classifier ( danh ta »Ã‚ « cha »Ã¢â‚¬ ° loai ) and the caput noun such as â€Å" con ng? °a »?i † , â€Å" quya »?n sach † , â€Å" may say † . Otherwise, the caput noun may be a classifier followed by a descriptive free word bunch ( ta »Ã¢â‚¬ ¢ ha »?p ta »Ã‚ « ta »Ã‚ ± do mieu ta ) such as â€Å" hai ng? °a »?i A‘ang nga »Ã¢â‚¬Å"i noi chuya »Ã¢â‚¬ ¡n A‘a? ±ng kia † , â€Å" nha »?ng via »Ã¢â‚¬ ¡c ban hom ba »?a † A dditionally, words which are non nouns can besides be the caput due to the talking wont of Vietnamese. For illustration, we can shorten the NP â€Å" hai ca »Ã¢â‚¬Ëœc ca phe A‘en † into the NP â€Å" hai A‘en † . Some Vietnamese classifiers are normally used: caiA : used for most inanimate objects ( cai ban, cai gha , .. ) con: normally for animate beings and kids ( con be ) , but can be used to depict some inanimate objects ( con dao, con A‘? °a »?ng ) bai: used for composings like vocals, drawings, verse forms, essays, etc ( bai th , bai hat, .. ) cay: used for stick-like objects ( cay ph? °a »?ng, cay sung, aˆÂ ¦ ) toa: edifices of authorization: tribunals, halls, â€Å" tusk towers † ( toa nha , .. ) qua/trai: used for ball-shaped objects ( qua chua »Ã¢â‚¬Ëœi, trai A‘at, .. ) quya »?n/cua »Ã¢â‚¬Ëœn: used for book-like objects ( cua »Ã¢â‚¬Ëœn sach, quya »?n tap chi , .. ) ta »? : sheets and other thin objects made of paper ( ta »? giay, ta »? bao, .. ) la : smaller sheets of paper ( la th , la bai, aˆÂ ¦ ) via »Ã¢â‚¬ ¡c: an event or an on-going procedure ( via »Ã¢â‚¬ ¡c kinh doanh, via »Ã¢â‚¬ ¡c ha »?c, aˆÂ ¦ )End elements:Doan et Al. classified the terminal elements in footings of portion of address, construction, manner of connexion, order of some elements. c.1 ) In footings of portion of address: noun la »Ã¢â‚¬ ºp ngoai nga »? verb la »Ã¢â‚¬ ºp giao tiap adjectival la »Ã¢â‚¬ ºp A‘ong central numerical la »Ã¢â‚¬ ºp 4 noun of topographic point la »Ã¢â‚¬ ºp tren la? §u noun of clip la »Ã¢â‚¬ ºp bua »Ã¢â‚¬ ¢i ta »Ã¢â‚¬Ëœi pronoun la »Ã¢â‚¬ ºp ca »Ã‚ §a toi Table 6: The terminal elements in Vietnamese NP in footings of portion of address c.2 ) In footings of construction: A chief – accessary phrase: sach vA?n ha »?c Ma »? A co-ordinated phrase: sach nghe va noi A S-V phrase: sach ma toi va »Ã‚ «a mua c.3 ) In footings of manner of connexion: Direct ways ( eg: tinh tha? §n thep, mat ba »Ã¢â‚¬Å" cauaˆÂ ¦ ) Indirect ways ( eg: ba »Ã¢â€ž ¢ phim ma anh thich, bai viat ma toi va »Ã‚ «a hoan thanh ) c.4 ) In footings of the undermentioned order: The nucleus i? A i? B ( a, B, degree Celsius, vitamin D ) i? CABacillusCgoes with the karyon to organize a phrase ( a compound noun ) describes the features of the object that the karyon mentioned Ex-husband: phong khach ra »Ã¢â€ž ¢ng, ban lam via »Ã¢â‚¬ ¡c American ginseng tra »?ng, aˆÂ ¦ . demonstrative pronouns such as â€Å" nay, ay, A‘o † aˆÂ ¦ a B C vitamin D a noun, a verb or an adjectival â€Å" va »? + noun † or â€Å" ba? ±ng + noun † â€Å" ca »Ã‚ §a + noun † or â€Å" a »Y + noun † Clauses Table 6: The terminal elements in Vietnamese NP in footings of some elements ‘ order. Something about demonstratives may do you misconstruing if we arrange them in different order. For illustration, compare two NPs â€Å" via »Ã¢â‚¬ ¡c ay ca »Ã‚ §a anh † and â€Å" via »Ã¢â‚¬ ¡c ca »Ã‚ §a anh ay † , we can see the difference in significance here due to our talking modulation. In the first NP, if we speak with a level modulation, we can understand it as â€Å" his work † , whereas, if we speak with a raising modulation at â€Å" ay † in the 2nd NP, it can be understood that â€Å" it ‘s your work, non others ‘ work † .Some illustrations:Tat ca nha »?ng cai vay A‘en ba? ±ng denims a »Y store Cass ma ca? ­u( -1 ) ( -2 ) ( -3 ) ( 0 ) ( 1 ) ( ai? bi? ci? vitamin D )th? °a »?ng thay A‘o( 2 )B ) A °a »?ng A‘ua sa »Ã¢â‚¬Ëœ 2 a »Y tr? °a »Ã¢â‚¬ ºc ma? ·t ( Diep, 2000, p. 60 )( 0 ) ( 1 ) ( central numberi? degree Celsius )degree Celsius ) Nha »?ng tha? ±ng nhoc ngha »Ã¢â‚¬ ¹ ch nga »?m ay( -2 ) ( 0 ) ( 1 ) ( adjectival ) ( 2 )vitamin D ) San nha qi ma »Ã¢â‚¬ ºi lau( 0 ) ( 1 ) ( S-V phrase )vitamin E ) Cai cua »Ã¢â‚¬Ëœn tap chi a »Y tren ka »Ã¢â‚¬ ¡ A‘o( -1 ) ( 0 ) ( 1 ) ( degree Celsius ) ( 2 )A comparing of English NP and Vietnamese NPFrom what we discuss above about the NP in English and Vietnamese, we can see that both of them have a basic construction: pre-modification, caput, post-modification. . However, there are still some differences between them. We will discourse some singular similarities and differences in the places of pre-modification and post-modification in English and Vietnamese NP.First, in both English and Vietnamese NP, quantifier, numbers, fractions stand before the caput noun.( a ) All those old chairsQuantifier caput noun( B ) Several thousand peoplenumerical caput noun( degree Celsius ) One-third of my pupilsfraction caput noun( a ) Tat ca nha »?ng cai gha cA © A‘oquantifier caput noun adjectival( B ) V ai ngan ng? °a »?inumerical caput noun( degree Celsius ) Ma »Ã¢â€ž ¢t pha? §n Ba sa »Ã¢â‚¬Ëœ ha »?c sinh ca »Ã‚ §a toifraction caput nounSecond, demonstrative, ordinal Numberss, genitives come before the caput noun in English but after the caput noun in Vietnamese.That big brick housedemonstrative caput nounThe 2nd circuit to Koreaordinal figure caput nounMy favorite spicy nutrientgenitive caput noun( a ) Ngoi nha ba? ±ng gach to la »Ã¢â‚¬ ºn A‘ocaput noun demonstrative( B ) Chuyan du la »Ã¢â‚¬ ¹ch tha »Ã‚ © hai A‘an Han Qua »Ã¢â‚¬Ëœccaput noun ordinal figure( degree Celsius ) Tha »Ã‚ ©c A?n key yeu thich ca »Ã‚ §a toicaput noun genitiveThird, in footings of adjectives, we put them in forepart of the caput noun in English NP but in Vietnamese, we put them after the caput noun.Ex-husband: cai ban mau nau lam ba? ±ng ga »- xoaicaput noun. adjectivesA brown oaken tabular array.adjectives head noun.However, in some instances, adjectives come a fter the caput noun in English NP such as â€Å" something unusual † , â€Å" person brave † , aˆÂ ¦ Additionally, the order of adjectives qualifiers in English is instead fixed ( name, size, form, age, coloring material, beginning, substance, present participial ) whereas that in Vietnamese NP may be exchanged, based on the talker ‘s attending. For illustration, in English, we merely have merely one order â€Å" a reasonably bluish skirt † but when we say in Vietnamese, there are 2 ways â€Å" ma »Ã¢â€ž ¢t chiac vay mau xanh district attorney tra »?i xinh xan † and â€Å" ma »Ã¢â€ž ¢t chiac vay xinh xan mau xanh district attorney tra »?i † . Furthermore, in English NP, the happening of nouns and clinchers is obligatory but optional in Vietnamese NP. So, if we translate the phrase â€Å" cua »Ã¢â‚¬Ëœn sach tren ban † into Vietnamese, it will be â€Å" book on tabular array † . Is it right? As you see, the true phrase should be â€Å" the book on the tabular array † . In Vietnamese, classifiers are by and large obligatory in numerated NP whereas in English, we do n't usually utilize classifiers before nouns, except some particular words â€Å" a brace of places † , â€Å" a loaf of staff of life † aˆÂ ¦ . Ex-husband: In English, we say â€Å" two books † but in Vietnamese, we say â€Å" hai cua »Ã¢â‚¬Ëœn sach † . The following difference I want to advert is the place of noun qualifiers. In English NP, they come before a caput noun but in Vietnamese, they come after the caput noun. Nevertheless, in some instances in Vietnamese, noun qualifiers precedes the caput noun ( eg ma »Ã¢â€ž ¢t thi nhan, ma »Ã¢â€ž ¢t ca »? tha »Ã‚ § , .. ) A concert dance category A bundle circuit A summer run ( a ) Ma »Ã¢â€ž ¢t la »Ã¢â‚¬ ºp Ba le ( B ) Chuyan du la »Ã¢â‚¬ ¹ch tra »?n goi ( degree Celsius ) chian da »Ã¢â‚¬ ¹ch mua he Last but non least, sometimes there are some equivocal constructions that cause us baffled. In Vietnamese, what comes into people ‘s head foremost is spoken foremost is the common regulation, which is besides a natural order of people ‘s thought ( Dinh, n.d, p. 11 ) . Let ‘s take a NP as an illustration. How many ways you can state the English NP â€Å" a new Korean leather coat † ? We have â€Å" ma »Ã¢â€ž ¢t cai ao khoac ma »Ã¢â‚¬ ºi ba? ±ng long thu ca »Ã‚ §a Han Qua »Ã¢â‚¬Ëœc † or â€Å" ma »Ã¢â€ž ¢t cai ao khoac Han Qua »Ã¢â‚¬Ëœc ba? ±ng long thu ma »Ã¢â‚¬ ºi † and â€Å" ma »Ã¢â€ž ¢t cai ao khoac ba? ±ng long thu Han Qua »Ã¢â‚¬Ëœc ma »Ã¢â‚¬ ºi † . It seems that in the English NP, the place of pre-modifiers and post-premodifiers are non so free and flexible as that in Vietnamese NPDeduction in English instruction and acquisitionLearners of English may hold some troubles such as how to interpret from English into Vietnamese and frailty versa due to the differences in the place of pre-modifiers and post-modifiers we have merely mentioned above ( for illustration: ma »Ã¢â€ž ¢t quya »?n sach hay – a book good or a book interesting. They may besides be in problem with the order of the adjectives in a instead long noun phrase with many adjectives. Which adjective come foremost? Which one will come next? Where should we set those adjectives. Vietnamese pupils may happen it hard to retrieve all the places due to the wont of puting the adjectives after the caput noun and utilizing them flexibly. Knowing clearly about English NP and Vietnamese NP, particularly the differences every bit good as the common errors that Vietnamese scholars frequently meet will assist the instructors guide their pupils right. In other words, scholars can cognize their errors from the beginning so that they can happen it easy to larn English subsequently, particularly grammar. Based on the cognition of English NP and Vietnamese NP, the instructors besides design the undertakings for pupils to consolidate and pattern cognition of phrases and sentences in both two linguistic communications.DecisionIn decision, although NP in English and Vietnamese has the same basic construction ( pre-modification, caput, post-modification ) , they are non the same in the word order of pre-modification and post-modification. These differences are caused by the unsimilarity in thought and talking wont of English and Vietnamese. As a pupil every bit good as a teacher-to-be, this research helps me a batch. When making t his assignment, I have a opportunity to consolidate my cognition of both English and Vietnamese and cognize something new and helpful. With what I learn from this research, I will use to my survey and learning calling.