Considering meeting the needs of children of different year groups Essay

Considering meeting the needs of children of different year groups within the discipline policy - Essay Example This included sanctions, praise and clarification of the rules within each classroom. The findings showed the key elements of the discipline policy were constant through the school. However, variances were in evidence when it came to reward systems and sanctions and the execution of them. This led the author to think that maybe the whole school policy within a school may require an element of consideration towards the needs of children in different year groups. This study compares whole schools’ rewards’ and sanctions’ policy relative to student behaviour, the implementation of these policies and how they meet the needs of the children in specific year groups. This comparative study is justified from personal experiences working as a teaching assistant in several schools. There always appeared to be similar systems in place where children would earn some semblance of reward points and then choose a reward from the gift box at the end of the school day or week. Having moved within school year groups it became apparent that were variations on reasons, how many and why reward points were given to the children. From the perspective of national objectives on schools’ learning environment, it is desirable that classrooms are conducive to optimal learning and teaching techniques. Both rewards and sanctions system are important parts of creating a classroom conducive to learning and teaching at optimal levels. Researche rs have consistently argued that a rewards system engages students and thus enhances learning (McLean 2001). It has also been a major national concern that approaches to learning and teaching techniques are consistent across the school, so that all students reach their full potential. In this regard, a systematic approach to rewards and sanctions’ system is therefore important so that all students are receiving the same message relative to outcomes

Compare between contrast system software and application software Essay

Compare between contrast system software and application software - Essay Example The computer programming tools include, but are not limited to the debuggers, linkers, compilers, Microsoft software development tools and Java development tools. The document focuses only the system and application software and provides their detailed comparison. The initial section of the document contains a description of the system and application software, however, it proceeds with the comparison and contrast between the system software and application software. The system software is developed specifically for the computer systems so that the computer system starts and runs the application software. After successful installation of the system software in the computer systems is able to run separately as well as over the computer network. There are different types of system software include: operating systems, device drivers, firmware, Graphical User Interface (GUI), Middleware and free system software. Initially, the operating system(s) (type of system software) are installed on the bare hardware of the computer system to provide an interface to the computer users for provision of computer services. The prominent examples of the operating system include: the Microsoft Windows OS, LINUX, UNIX and Mac OS. Once even one of the operating systems is installed in the computer systems enable the computer user to install various computer utility software to fulfill particular requirements of the computer users. However, the Middleware (type of the system software) can also be installed in the computer system to get functionalities that are even not provided by the operating system. Usually, the Middleware system software is used by the software developers so that they can get an interface to communicate with the computer hardware. It is pertinent to mention here that overall the system software is used for the specialized purpose by the

Many MNEs may want to start operations in some foreign country Essay Example for Free

Many MNEs may want to start operations in some foreign country Essay Establishment mode means that the MNE starts its operations from scratch in the foreign country usually through a wholly owned subsidiary where as in entry mode; this can be accomplished by a subsidiary or through partnership with a local party which involves shared ownership. In this study the authors examine the effect of same variables on both these choices available to a company. They do it through a series of hypotheses. The first hypothesis measures the positive effect of greater institutional advancement on the choice that the company makes. Institutional advancement is defined in the study as pertaining to changes in formal institutions over a period of time. It is argued that regulatory forces are likely to be a big influence on a decision that an MNE makes with regard to its establishment or entry choice. Regulatory forces or rather Regulative forces as described in the study are not limited to laws and regulations only but also include political and other social factors. The authors conclude that institutional advancement has a positive effect on the choice to establish a subsidiary with shared ownership. The second hypothesis postulated by the authors’ measures the moderating effect of institutional advancement on the tendency of a technologically intense firm to either go for establishment mode or entry mode. It is argued that firms which are technology intense should go for establishment mode because their competitive advantages are embedded in their labor force skills and organizational practices so it is more efficient for them to start from scratch. They should hire and train the local labor force. Furthermore in case of a joint venture or share ownership of the subsidiary, protecting the intellectual rights can be an issue. Protection of such rights is dependent on the judicial system. In transition economics where the judiciary is corrupt and intellectual property rights are not respected, an MNE would be reluctant to transfer its technology. Therefore authors conclude that firm with advanced proprietary technology are likely to prefer establishment mode but level of institutional advancement has a positive moderating effect on such a firm going for entry mode. The third hypothesis measures the moderating effect of institutional advancement on a multidomestic MNE to either go for establishment of entry mode. Multidomestic firms are defined as those which pursue multidomestic strategy and want to establish a sustainable local market presence. For such MNEs acquiring a local company is a more attractive option because such acquisition can provide them with local brands, market knowledge, distribution channels and network relationships with the host country’s other businesses and government. How the restructuring and realignment of the acquired entity can be very challenging. The firms in the host country are likely to be following a different paradigm. But on the other hand if an MNE goes for shared ownership or entry mode, it can accomplish more without facing these difficulties. It is argues that a multidomestic MNE requires lesser control on the subsidiary. If this is so then subsidiaries in the host country can have considerable freedom and operate on their own fully leveraging their local expertise.Hence it is concluded institutional advancement has a positive moderating effect on a multidomestic MNE to go for entry mode. Finally the authors have used an international survey to gather the data to support their findings. The survey consists of a questionnaire with 33 open and close ended questions. Furthermore the MNE’s latest establishment mode choice or entry mode choice has been taken as the dependent variable. Critique This study is no doubt a valuable asset for managers and students alike in studying the behavior of MNEs in making their choices when it comes to Foreign Direct Investment but nevertheless it has a few shortcomings and weaknesses. But the biggest shortcoming of this study is the scope. The authors have primarily taken a sample of European MNEs. And the so called economies in transition are basically east European countries which were once under the iron curtain. Firstly we need to consider the fact that Europeans MNEs may be very different from Japanese or American MNEs and so forth. The establishment or entry mode choice for Japanese firms may be dependent on or moderated by variables other than the ones discussed here. Similarly an MNE whether European or Japanese may decide to invest in some country in Central Asia or North Africa or even South Asia. The market conditions in these countries are very different from those of the transition economies discussed by the authors. This means that the findings in this study are not universally applicable. Nevertheless it is a valuable addition to our knowledge regarding MNE behavior in making Foreign Direct Investment decisions. But for any researcher trying to consult this study, it is very important to keep the above mentioned limitations in mind.

Suitability of leadership styles to implementing changes

Suitability of leadership styles to implementing changes Leadership styles are the main subject of this chapter. First will be looked at what leadership is, thereafter the differences between managers and leaders are mentioned in short. Then, different leadership styles are described and the characteristics of an effective leader are given. Finally, the relation between leadership and changes in the organization as a result of organic growth are discussed and the most suitable type of leadership to implement these changes are given. What is leadership Leadership is a widely studied phenomena in the scientific literature but it is hard to give a consistent and comprehensive definition of it. This is, according to Grint (2004), due to lack of agreement on four problems which are related to leadership; (1) the process problem is leadership derived from the personal qualities, or is it social process? (2) the position problem has the leader formally allocated authority, or leads he with informal influence? (3) the philosophy problem are actions determined by context and situation, or by intentional influence? (4) the purity problem is leadership an individuals, or a group phenomenon? In the same year of Grints research publication, Northouse also reviewed his theory about leadership. He stated that leadership is a process and involves influence, occurs in a group and involves goal attainment. However, an universal definition of what is meant by organizational leadership is commonly stated as the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members. In short, leadership is a combination of the leaders traits, the behaviour of the leader, and the situation in which the leader exist. This means that leadership could be different in every situation. Differences manager and leader In many management books and scientific articles the terms manager and leader are used interchangeably which imply that these words have the same meaning. Because this is not correct and can lead to misconception, the main differences and comparisons between a manager and a leader, based on an article of Abraham Zaleznik (1977), are given in short in table 3.1Managers and leaders. Table 3.1 Managers and leaders Managers Leaders Attitudes toward goals Take an impersonal, passive outlook Goals arise out of necessities, not desires. Take a personal, active outlook. Shape rather than respond to ideas. Alter moods; evoke images, expectations. Change how people think about whats desirable and possible. Set company direction. Conceptions of work Negotiate and coerce. Balance opposing views. Design compromises. Limit choices. Avoid risk. Develop fresh approaches to problems. Increase options. Turn ideas into exciting images. Seek risk when opportunities appear promising. Relation with others Prefer working with people, but maintain minimal emotional involvement. Lack empathy. Focus on process, e.g., how decisions are made rather than what decisions to make. Communicate by sending ambiguous signals. Subordinates perceive them as inscrutable, detached, manipulative. Organization accumulates bureaucracy and political intrigue. Attracted to ideas. Relate to others directly, intuitively, empathetically. Focus on substance of events and decisions, including their meaning for participants. Subordinates describe them with emotionally rich adjectives; e.g., love, hate. Relations appear turbulent, intense, disorganized. Yet motivation intensifies, and unanticipated outcomes proliferate. Sense of self Comes from perpetuating and strengthening existing institutions. Feel part of the organization. Comes from struggles to profoundly alter human and economic relationships. Feel separate from the organization. Different leadership styles and effectiveness To achieve success, a leader needs an appropriate leadership style which fits within the whole organization. Therefore it is crucial to know which different leadership styles there are and which of them are most effective in certain circumstances. Although there are several studies about these topics, just some theories and styles will be explained in this section. The two most fundamentally different and common used leadership styles are transactional leadership and transformational leadership. Transactional leaders adjust their style to the existing organizational culture and operates within that framework. The structure is given in which their goals and needs have to be reached. This leaders implement only incremental changes. In contrast of that, transformational leaders have a clear vision of what have to be done, and the organization has to alter to reach this vision. So, the groups wants and needs and the organizations culture need to change. They lead trough implementing radical changes (Bass, 1990). Rooke and Torbert (2005) looked at another way to the topic of leadership. They argues that there are seven transformations of leadership, although seven ways of leading, which they called action logics. Each of the seven transformations is a leaders dominant way of thinking and leaders have the possibility to move through these categories. Out of their research of thousand leaders, they observed the next action logics showed in table 3.2 Seven ways of leading, with their characteristics, their strengths and the percentage of the sample that belongs to it. Table 3.2 Seven ways of leadingthis action logic Action logic Characteristics Strenghts % of research sample profiling at this action logic Opportunist Wins any way possible. Self-oriented; manipulative; might makes right. Good in emergencies and in sales opportunities. 5% Diplomat Avoids overt conflict. Wants to belong; obeys group norms; rarely rocks the boat. Good as supportive glue within an office; helps bring people together. 12% Expert Rules by logic and expertise. Seeks rational efficiency. Good as an individual contributor. 38% Achiever Meets strategic goals. Effectively achieves goals through teams; juggles managerial duties and market demands. Well suited to managerial roles; action and goal oriented. 30% Individualist Interweaves competing personal and company action logics. Creates unique structures to resolve gaps between strategy and performance. Effective in venture and consulting roles. 10% Strategist Generates organizational and personal transformations. Exercises the power of mutual inquiry, vigilance, and vulnerability for both the short and long term. Effective as a transformational leader. 4% Alchemist Generates social transformations. Integrates material, spiritual, and societal transformation. Good at leading society-wide transformations. 1% The managerial implications of these findings is that the Opportunist, Diplomats, and Experts are associated with below average corporate performance. The Achievers are associated with effective implementing of organizational strategies, but only the Individualist, Strategists, and Alchemist (which accounted for 15% of the sample) have the capacity to innovate and to transform organizations in a successfully way. Because there is no single style that is effective in all situations, Flamholtz created his Leadership Effectiveness framework whereby the situation determines which style of leadership will be most effective. According to Flamholtz, leadership effectiveness is dependent on leadership tasks, situational factors, leadership styles and the combination of the style-situation fit. An overview of Flamholtz Leadership Effectiveness framework can be seen in figure 3.1 The Flamholtz leadership effectiveness framework. Figure 3.1 The Flamholtz leadership effectiveness framework Leadership Effectiveness Leadership tasks Work Orientation People Orientation Situational factors Organization Work to be done People doing the work Leadership styles Directive Interactive Nondirective Style-Situation Fit The leadership tasks consist of work orientation and people orientation. Work orientation, which means that the work has to be done, is related to goal emphasis and task facilitation. People orientation gives care to the needs of the people doing the work, and is related to personnel development, interaction facilitation and supportive behaviour. The situational factors can be divided into the degree of task programmability, which is the extent to a work task can be specified prior its execution, and the potential for job autonomy, which is the extent to someone can work without supervision. Each leadership category in Flamholtz framework pertains two leadership styles. Autocratic and benevolent autocratic belong to the directive category. This styles declares what is to be done respectively without, and with an explanation. Consultative and participative belong to the interactive style. A leader with such a style respectively gets opinions before deciding on the plan presented, or first formulates alternatives with a group and then decides. The last two styles, consensus and laissez-fair, belongs to the nondirective category. By the consensus style has every member of the group an equal voice in making decisions, the laissez-faire style leaves it up to the group to decide what to do. Overall, to achieve a high level of effectiveness a leader has to find a balance in emphasizing the work and people orientations of leadership tasks

Night :: essays research papers

Night 4 Books related to Night 4 Night by Elie Wiesel showed me the true horrors that took place during World War II. After reading this book, I really took time to think about and reflect upon the travesties that took place during that time. Throughout my paper, I will discuss Elie Wiesel’s life, his style, the cultural information and historical content of the book. I will also evaluate this book according to its quality interest it provided me. I hope you find this book review to be informative and entertaining. Elie Wiesel was born in 1928 in Romania. He grew up experiencing the first-hand horrors of the holocaust. At age 15, Elie was sent to Auschwitz camp by the Nazis. Auschwitz is known to be one of the worst camps during the Holocaust. This book is a biography, about his life in camp. This book is extremely detailed and it is meant for teenagers. I think that it is important for people to have the information as to what went on in the holocaust. It is a perfect resource for people my age, since it is a short book, and doesn’t go into too much detail. There is also a lot of action, which would catch most people’s attention. This book takes place during World War II. Elie Wiesel and his family are taken to Auschwitz, one of the worst -2- camps during the holocaust. His family and him are persecuted for really no reason, as were the rest of the Jews at this time. All of the information presented were the many things I have learnt in classes, about World War II. An example is when the Nazis would tell people that they were taking them to the shower room. The people would all be stripped of their clothes and thrown in. The next moment, a lethal gas would start coming out of the walls, and kill them. The term â€Å"genocide† was also used in this book. I learnt about genocide and the definition is the mass killing of a whole group or race. I think it is remarkable how a whole race could be destroyed, like the Jews were during this time. None of the information conflicts with what I have learnt in class. There is no way that anyone could possibly find it in their heart to defend or forgive the Nazis for what they did.

Acid Base Extraction Essay -- essays research papers

Acid Base Extraction The purpose of this laboratory assignment was two-fold, first, we were to demonstrate the extraction of acids and bases, finally, determining what unknowns were present. Second, we were to extract caffeine from tea. These two assignment will be documented in two separate entities. Introduction: Acid/base extraction involves carrying out simple acid/base reactions in order to separate strong organic acids, weak organic acids neutral organic compounds and basic organic substances. The procedure for this laboratory assignment are on the following pages. 3) Separation of Carboxylic Acid, a Phenol and a Neutral Substance   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of this acid/base extraction is to separate a mixture of equal parts of benzoic acid(strong acid) and 2-naphthanol(weak base) and 1,4- dimethoxybenzene(neutral) by extracting from tert-butylmethyl ether(very volatile).The goal of this experiment was to identify the three components in the mixture and to determine the percent recovery of each from the mixture. 4) Separation of a Neutral and Basic Substance   Ã‚  Ã‚  Ã‚  Ã‚  A mixture of equal parts of a neutral substance containing either naphthalene or benzoin and a basic substance containing either 4-chloroaniline or ethyl 4-aminobenzoate were to be separated by extraction from an ether solution. Once the separation took place, and crystallization was carried out, it became possible to determine what components were in the unknown mixture, by means of a melting point determination. Results Procedure Observations Inference Dissolve 3.05g Phenol Mixture was a golden-Neutral acid in 30ml brown/yellow color t-butyl methyl ether in Erlenmeyer flask and transfer mixture to 125ml separatory funnel using little ether to complete the transfer Add 10 ml of water  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Organic layer=mixture   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  aqueous layer=water(clear) Add 10 ml saturated aqueous   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sodium bicarbonate  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  NaHCO3 dissolves in solution sodium bicarbonate  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ... ...sp;  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Caffeine salicylate is a Pasteur pipette while the  Ã‚  Ã‚  Ã‚  Ã‚  isolated(white color)  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  formed. beaker is in the ice bath then vacuum filter. Caffeine beaker:  Ã‚  Ã‚  Ã‚  Ã‚  51.61g   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   -51.56g   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  .05g = 50mg % yield = .05g x 100% = 20%   Ã‚  Ã‚  Ã‚  Ã‚   .25g Caffeine salicylate:  Ã‚  Ã‚  Ã‚  Ã‚  17.198g   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   -17.036g   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   .062g % yield = .062g x 100% = 25%   Ã‚  Ã‚  Ã‚  Ã‚   .25g Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  According to the HPLC graph that follows, my product was very pure. The actual melting point of caffeine salicylate is 137 degree(C), my product was found to have a melting point of 138 degrees (C). As before, of course this experiment was not done completely error-free, the error is due almost entirely on human error.

Climax and Anticlimax

1. The meaning of climax and anticlimax The Greek word climax means â€Å"ladder†; the Latin gradatio means â€Å"ascent, climbing up†. In climax we deal with strings of synonyms or at least semantically related words belonging to the same thematic group. [4, p. 155] According to Efimov L. P. , climax (or Gradation) – is the figure of unequality, which consists in arranging the utterance so that each subsequent component of it increases significance, importance or emotional tension of narration. [1, p. 69] Galperin I. R. iews climax as an arrangement of sentences (or of the homogeneous parts of one sentence) which secures a gradual increase in significance, importance, or emotional tension in the utterance, as in: â€Å"It was a lovely city, a beautiful city, a fair city, a veritable gem of a city. † or in: â€Å"Ne barrier wall, ne river deep and wide, Ne horrid crags, nor mountains dark and tall Rise like the rocks that part Hispania's land from Gaul. à ¢â‚¬  (Byron) Gradual increase in emotional evaluation in the first illustration and in significance in the second is realized by the distribution of the corresponding lexical items.Each successive unit is perceived as stronger than the preceding one. Of course, there are no objective linguistic criteria to estimate the degree of importance or significance of each constituent. It is only the formal homogeneity of these component parts and the test of synonymy in the words ‘lovely', ‘beautiful', ‘fair,' ‘veritable gem, in the first example and the relative inaccessibility of the barriers ‘wall', ‘river', ‘crags', ‘mountains' together with the epithets ‘deep and wide† ‘horrid', ‘dark and tall' that make us feel the increase in importance of each. 1, p. 220] 2. Different types of climax A gradual increase in significance may be maintained in three ways: logical, emotional and quantitative. Logical climax is based on the relative importance of the component parts looked at from the point of view of the concepts embodied in them. This relative importance may be evaluated both objectively and subjectively, the author's attitude towards the objects or phenomena in question being disclosed. Thus, the following paragraph from Dickens's â€Å"Christmas Carol† shows the relative importance in the uthor's mind of the things and phenomena described: â€Å"Nobody ever stopped him in the street to say, with gladsome looks, ‘My dear Scrooge, how are you? When will you come to see me? ‘ No beggars imgjored him to bestow a trifle, no children asked Jiim what it -was o'clock, no man or woman ever once in all his life inquired the way to such and such a place, of Scrooge. Even the blind men's dogs appeared to know him, and when they saw him coming on, would tug their owners into doorways and up courts; and then would wag their tails, as though they said, ‘No eye at all is better tha n an evil eye, dark master! † The order of the statements shows what the author considers the culmination of the climax. The passage by Dickens should be considered â€Å"subjective†, because there is no general recognition of the relative significance of the statements in the paragraph. The climax in the lines from Byron's â€Å"Ne barrier†¦ † may be considered â€Å"objective† because such things as ‘wall', ‘river', ‘crags', ‘mountains' are objectively ranked according to their accessibility. Emotional climax is based on the relative emotional tension produced by words with emotive meaning, as in the first example with the words ‘lovely', ‘beautiful', ‘fair'.Of course, emotional climax based on synonymous strings of words with emotive meaning will inevitably cause certain semantic differences in these words — such is the linguistic nature of stylistic synonyms—, but emotive meaning will be the prevailing one. Emotional climax is mainly found in sentences, more rarely in longer syntactical units. This is natural. Emotional charge cannot hold long. As becomes obvious from the analysis of the above examples of climatic order, the arrangement of the component parts calls for parallel construction which, being a kind of syntactical repetition, is frequently accompanied by lexical repetition.Here is another example of emotional climax built on this pattern: â€Å"He was pleased when the child began to adventure across the floors on hand and knees; he was gratified, when she managed the trick of balancing herself on two legs; he was delighted when she first said ‘ta-ta'; and he was rejoiced when she recognized him and smiled at him. † (Alan Paton) Finally, we come to quantitative climax. This is an evident increase in the volume of the corresponding concepts, as in: â€Å"They looked at hundreds of houses; they climbed thousands of stairs; they inspected innumerabl e kitchens. (Maugham) Here the climax is achieved by simple numerical increase. [1, p. 220] 3. The indispensable constituents of climax What then are the indispensable constituents of climax? They are: a)the distributional constituent: close proximity of the component parts arranged in increasing order of importance or significance; b)the syntactical pattern: parallel constructions with possible lexical repetition; c)the connotative constituent: the explanatory context which helps the reader to grasp the gradation, as no. .. ver once in all his life, nobody ever, nobody, No beggars (Dickens); deep and wide, horrid, dark and tall (Byron); veritable (gem of a city). Climax, like many other stylistic devices, is a means by which the author discloses his world outlook, his evaluation of objective facts and phenomena. The concrete stylistic function of this device is to show the relative importance of things as seen by the author (especially in emotional climax), or to impress upon the r eader the significance of the things described by suggested comparison, or to depict phenomena dynamically. 3. What is Anticlimax?According to Efimov, anticlimax (or Bathos) – is a stylistic device which consists in arranging the utterance so that each subsequent component of it decreases significance, importance or emotional tension of narration: If John’s eyes fill with tears, you may have no doubt: he has been eating raw onions. [2, p. 70] Kukharenko V. A. views anticlimax as an unexpected turn of the thought which defeats expectations of the reader (listener) and ends in complete semantic reversal of the emphasized idea. [3, p. 93] The device thus called is characterized by some authors as â€Å"back gradation†.As its very name shows, it is the opposite to climax, but this assumption is not quite correct. It would serve no purpose whatever making the second element weaker than the first, the third still weaker, and so on. A real anticlimax is a sudden decept ion of the recepient: it consists in adding one weaker element to one or several strong ones, mentioned before. The recepient is disaappointed in his expectations: he predicted a stronger element to follow; instead, some insignificant idea follows the significant one (ones). Needless to say, anticlimax is employed with a humorous aim.For example, in It’s abloody lie and not quite true, we see the absurdity of mixing up an offensive statement with a polite remark. [4, p. 156] The ideas expressed may be arranged in ascending order of significance, or they may be poetical or elevated, but the final one, which the reader expects to be the culminating one, as in climax, is trifling or farcical. There is a sudden drop from the lofty or serious to the ridiculous. A typical example is Aesop's fable â€Å"The Mountain in Labour†. â€Å"In days of yore, a mighty rumbling was heard in a Mountain.It was said to be in labour, and multitudes flocked together, from far and near, to see what it would produce. After long expectation and many wise conjectures from the bystanders – out popped, a Mouse! † Here we have deliberate anticlimax, which is a recognized form of humour. Anti- climax is frequently used by humorists like Mark Twain and Jerome K. Jerome. In â€Å"Three Men in a Boat†, for example, a poetical passage is invariably followed by ludicrous scene. For example, the author expands on the beauties of the sunset on the river and concludes: But we didn't sail into the world of golden sunset: we went slap into that old punt where the gentlemen were fishing. † Another example is: â€Å"This war-like speech, received with many a cheer, Had filled them with desire of fame, and beer! ‘ (Byron) [1, p. 221] 4. Conclusions There are some types of semantically complicated parallelism. They are presente by climax and anticlimax. Climax, like many other stylistic devices, is a means by which the author discloses his world, outlook, his evaluation of objective facts and phenomena.The concrete stylistic function of this device is to show the relative importance of things as seen by the author (especially in emotional climax), or to impress upon the reader the significance of the things described by suggested comparison, or to depict phenomena dynamically. Climax which increases emotional tension of the utterance may be called emotional. Emotional gradation is created by synonymic words with emotive meanings: nice – handsome – beautiful – marvellous – gorgeous; Climax revealing the quantity of objects may be called quantitative: There were dozens of planets, hundreds of meteorites, innumerable number of stars.There is a device which is called anticlimax. The ideas expressed may be arranged in ascending order of significance, or they may be poetical or elevated, but the final one, which the reader expects to be the culminating one, as in climax, is trifling or farcical. There is a sudde n drop from the lofty or serious to the ridiculous. For example: The fire burnt John's house down and he lost his cell phone. Yesterday I had good sleep but I have to meet my uncle today. References 1. ?. ?. / ?. . . – ?. : , 1981 2. ?. ?. , ?. ?.  « ?  ». - . – : , 2004. – ?. 69-71 3. ?. ?. ? : . – .  «  », 2000 – 160 ?. 4. ?. ?. : - ? . . . / ?. ?. . – 2-? . , . – ?. :  «  »;  «  », 2003. – 221, [3] ?. ( . ).