Euthanasi An Intentional Act Essay - 1793 Words

Introduction and Controversy The topic that caused interest to me while being in this course is Euthanasia. Euthanasia is a very controversial topic due to what it stands for. Euthanasia comes from the Greek for â€Å"good† or â€Å"merciful† death. It is a â€Å"the art of painlessly putting to death persons suffering from incurable conditions or diseases.† Currently euthanasia makes a distinction between active and passive euthanasia although many prefer the distinction between positive and passive euthanasia. Active euthanasia is an intentional act that causes death. Active euthanasia brings kind death to through direct intervention the act kills the patient directly. Passive Euthanasia is an intentional act to avoid prolonging the dying process. By contrast the passive euthanasia is the withholding or withdrawing of life-prolonging and life-sustaining technologies. Euthanasia can be distinguished from murder due to the motive, murder would be killing someone for reasons other than kindness. There are four kinds of euthanasia that can be described as:1) Natural Euthanasia: is simply a natural good death, a painless death that comes upon on without necessity of medicine or an attending physician to alleviate physical suffering, 2) Moral Euthanasia: A valiant facing and accepting of death, a courageous death, 3) Therapeutic Euthanasia: The easing of the pain which often accompanies death by the use of therapeutic doses of narcotics, and 4) Merciful Euthanasia: May be voluntary or

The Effects Of Fracking On The And Gas Industry - 1431 Words

The Ethicacy of Fracking Changes with the process of fracking often called slick water high pressure horizontal drilling have become common in recent years are having devastating effects on people, their livestock as well as on communities as a whole. The toxic and often carcinogenic chemicals used in the process and as a result of the methods used are often contaminating water supplies. Air quality is also being greatly affected due to side effects from this method of resource extraction and greenhouse gas emissions both created by technology and equipment fails. Several social conflicts and issues arise around this practice too. This video considered these problems as well as the ethicacy of policies, industry practices, and behavior surrounds fracking operations. We will be looking at the ethical evaluation of this practice by Rabbi Mordechai Liebling from Reconstructionist Rabbinical College and support for his perspective of the ethical practices by other participants in this documentary. Rabbi Lieb ling approaches the issue of the practice of fracking by the oil and gas industry from a land ethic point of view. Land ethics is understood to be an ethical concept that includes man, his society, and (soil, water, plants, and animals collectively making up) the land. This philosophical approach focusses on cooperation and interdependency. (Leopold) The first two elements of interpersonal relations and the individual’s relation to society are governed by the goldenShow MoreRelatedThe Effect Of Hydraulic Fracking On The Oil And Gas Industry1044 Words   |  5 PagesIntroduction Hydraulic Fracking is an oil and gas extraction process used in the past 60 years. The process consists of drilling the underground until reach a shale layer, and them a high-pressure fracking fluid is injecting in this hole to fracture the rock underground, which will provide oil and gas to be extracted. As a huge extraction process it requires large quantities of water, sand and chemicals, which are to produce the fracking fluid, and in most of the cases all this water and chemicalsRead MoreThe Economic Report On Fracking, Is It Worth It?1465 Words   |  6 PagesEconomic Report Fracking, is it Worth it? Ron Withall Business 630, Dr. Lynn Reaser SUBJECT Our dependence on foreign oil and natural gas has created a vulnerability affecting our national security and economic stability. Up until this past decade there was an appreciable decline in our oil and natural gas production in the US and we were tied to world market price fluctuations. Oil prices and natural gas prices rose and fell based on OPEC’s and other large oil and natural gas producers’ productionRead MoreFracking And The Gas Industry1573 Words   |  7 Pageshydraulic fracturing - a process for extracting natural gas- has spread rapidly across the United States. High volume hydraulic fracturing, or â€Å"fracking,† is a process in which water and chemicals are injected into shale formations underground in order to release trapped natural gas. As fracking spreads throughout the United States, there are more and more reported cases of contaminated drinking water and illness among citizens living near fracking sites. Even with these cases, it is still difficultRead MoreEffects Of Fracking On The Environment And Human Health1208 Words   |  5 Pagesforms of energy the demand for gas has grown rapidly worldwide in recent years. This significant increase in demand has led to a boom in world gas prices. In Australia, there are large reserves of unconventional natural gas compared to conventional natural gas. However, according to the Bureau of Resource and Energy Economics (BREE) there is enough conventional natural gas in Australia to supply all of Australia at current levels for more than 6130 years. Fracking extracts hydrocarbons from previouslyRead MoreNatural Gas : A Sustainable And Environmentally Friendly Gases1247 Words   |  5 PagesNatural gas is known as one of the most sustainable and environmentally friendly gases. The gas is extremely useful and efficient in daily activities to more important activities like heating, cooling, electricity, fuel, and other materials. The natural gas industry has created thousands of jobs and has gained millions in profit. According to Ecana, a natural gas company, natural gas creates up to seventy percent fewer emissions than coal and twenty percent fewer emissions than oil . Natural gas wouldRead MoreThe Positives and Negatives of Fracking710 Words   |  3 PagesWhat is fracking? Fracking is the blasting of water and chemicals 8000ft into the earth to break apart the rock, but that’s not the true question. The true question is whether or not fracking is a positive or negative thing. Like most actions that make money, frackin g has it’s positive and negative side effects, but which over powers the other? Below, I will discuss the opinions expressed in Gasland, Fracknation, Truthland, and other articles written on the subject, while offering my own opinionRead MoreHydraulic Fracturing And Fracking : A Controversial Topic Across The Globe1489 Words   |  6 PagesHydraulic Fracturing or Fracking, as it more commonly known, is a very controversial topic across the globe. In the United States, its status remains the same. Hydraulic fracturing is a method of oil and natural gas production. The process includes the drilling of pipes 1-1.5 miles within the earth. After that pipe is secured and has an impermeable layer around the pipe, a tool that creates small holes within the impermeable layer is sent down through the pipe. It creates holes in the pipe that allowsRead MoreThe Pros and Cons of Fracking Essay1352 Words   |  6 Pagescontroversial topic in the United States. Hydraulic fracturing, more commonly known as fracking or hydrofracturing, is the process of using pressurized liquids to fracture rocks and release hydrocarbons such as shale gas, which burns more efficiently than coal. This booming process of energy production provides a much needed economic boost, creating jobs and providing gas energy for Americans. The efficiently burning shale gas reduces carbon emission from electricity production plants, reducing carbon footprintsRead MoreA Brief Note On Texas s Fracking Conflict1076 Words   |  5 Pages2015 Texas’s Fracking Conflict One of the issues that Texas is currently facing is rooted in a populous industry, fracking. Texas has always been known for being oil and gas friendly, but cities are becoming weary about this industry invading highly populated suburban areas. While local governments have been able to block out drilling and gas wells for some time now, the state has taken a position that is becoming increasingly supportive of the oil and gas industry. To define fracking in latent termsRead MoreThe Crisis Of The Fukushima Nuclear Plant After An Earthquake1566 Words   |  7 Pagesafter an earthquake in Japan provides the proof. The introduction of horizontal drilling by the gas industry combined with successful development techniques of hydraulic fracturing has showcased as a solution to solve these problems altogether. We now gain access to the 100 years worth of energy in the form of natural gas underneath the surface of our backyard. The belief that these domestic natural gas deposits will provide us time and help build a bridge to cleaner energy for the future. However

Roman Construction Free Essays

The ancient Romans were known for their brilliant engineering that have  stood the test of time. They were brilliantly manufactured to make the ancient Romans  more comfortable. Most of the inventions were improvements of older engineering ideas,  inventions, and concepts. We will write a custom essay sample on Roman Construction or any similar topic only for you Order Now The Romans improved the recipe of cement, which was  invented in Egypt, and created concrete. The Romans were greatly influenced by the Greek and the Estrusan. The construction and technology for bringing running water into the cities  were invented in the East. The construction of roads, were common then as it is now.  The Romans improved the design and perfected the construction so well it is used today.  The three examples I choose to write about Roman Engineering are first the Roman  aqueduct.   This construction was used to supply water to the people in the city. The  aqueduct is one of the most brilliant engineering constructions in the ancient world. It set a standard that has not been equaled Centuries after the fall of Rome.  Many of the cities in Rome, today still use the aqueducts to supply water for the city.  The aqueduct is estimated to be between 40 and a little over 500km in length. It is  29miles (47) km; above ground because most Roman aqueducts ran beneath the surface  of the ground. To build underground makes the water disease free as well as helped the  aqueducts from being attacked by enemies. The Roman aqueducts were sophistically built and remarkably thinly  technically standard. It has a gradient of only 34cm per km, lowering 17m vertically with  its entire length of 50km. Largely powered by gravity, it moves large amounts of 6  million gallons of water a day. The combined aqueducts in Rome supplied around  1million cubic meters which supplied 30 million gallons to the city each day. This is  great engineering feat has not been equaled until the 19th Century. The construction of the Roman aqueducts is the use of Chorobates. The  Chorobates used in this engineering were used to level terrain before construction. The  Chorobates was a wooden object that was supported by four legs. It had a flat broad top  with an engraved half circle. The half circle was filled with water to make the angle  which there is no water will be measured. The Groma is another tool used in the construction of the aqueduct. It  was used to measure right angles. It consisted of stones that hung off four sticks and was  perpendicular to one another. Distant objects marked out against the group of stones are  placed horizontally. There were nine aqueducts built, in ancient Rome supplying 38  million gallons a day to Rome.  A second example of Roman engineering is the Roman roads. These   roads were an essential to the growth of Rome because they supplied the Roman Empire  to move enemies in War. They were also created to hinder the enemies organizing to  attack Rome. The road, in its greatness was 85,000 km containing 372 links. The  Romans became adept at constructing the roads for political, military and commercial  reasons. The roads were long and important for the stability and expansion of the Roman Empire.   The Roman Roads were built first with Roman Army builders who  cleaned the ground of trees and rocks. They then build a trench where the road was  going to be laid and then filled it with large rocks. They put the large stones, pebbles,  cement and also sand and packed it down making a firm base. They added a layer of  cement that was mixed with broken tiles, paving stones creating the surface of the road. The stones were cut to fit tightly together. They placed kerbstones at the side  of the road to hold the paving stones and create a channel were the water can run.  The third example of Roman engineering, are Roman Bridges. The Romans  were first to build these bridges and make them long lasting. The Roman bridges were  built with stones with an Arch as its basic structure. The Romans used a new form of  cement called concrete to build the bridge. The Bridges were built in 142 BC, and was  named the Ponte Rotto. It is the oldest Roman stone bridge built in Rome. The Roman Bridge  characteristics are many they are 5 meters wide. Many have a slope and lean slightly.  Roman bridges have rustic work. The Roman Bridges stonework has a changing stretcher  as well as header courses which consist of a layer of square stones that are laid  horizontally. The end faces outwards, in the next layer of square stones.  The stones are connected with dovetail joint or with metal bars.  Indentions found in the stones were created by the gripping tools used for the  workers to hold onto.   The Romans also used tools such as slaves to move building  blocks of stones as well as levers and pulleys. They used chisels, concrete, plumb bob, a  bronze square, bronze dividers, and bronze foot ruler to build the bridges and the  powerful, and mighty city of Rome. Works Cited Roman Architecture- http://www.iol.ie/~coolmine/typ/romans/archie2.html The Roman’s Page. Mark Warner, 2007-Roman Roads-The Downs FM; The amazing podcast Of the downs CE Primary School-Teaching Ideas; Subject: History. http://www.teachingideas.co.uk/history/romanrd.htm Chris Trueman; The History of Ancient Rome- History learning site; http://www.historylearningsite.co.uk/roman_engineering.htm Chris Trueman; Roman Roads-The History of Ancient Rome-History learning site; http://www.historylearningsite.co.uk/roman_roads.htm How to cite Roman Construction, Essay examples

Nicki Minaj free essay sample

Her rapping skill caught Lil Waynes attention who later on tagged her for a number of collaborations in his mixtures. IIII. How does she come up with her music? A. She said its her personal preference to always be in control of everything in her life. B. Nicki also comes up with her lyrics by using her alter egos such as Roman Zolanski to help tell stories in her life. IV. What is her back story? A. Her real name is Onika Maraj B. Birthday is December 8, 1984 C. Hometown was Jamaica, Queens Nicki Minaj free essay sample So was I outraged when I saw the Nick Mina] skit? Not really. While much of the writing was a bit Insulting to me, I get that thats typical Saturday Night Live. And as a regular viewer of the show, I would be lying If I didnt admit that Ive laughed when they have Insulted or made fun of black people Including Opera Winfred, former New York Gob. David Paterson and Tyler Perry. Now, I do think that there are times when skit comedy, situation comedy and stand- up comedians go too far. But I dont believe this was the case with the Blackstone skit.In fact, I dont think it was any more insulting than the Bunion Jackson skits on In Living Color back in the day, or, more recently, skits like the Make You Wait Hair Salon on the Chris Rock Show. Is it only K when the insults are black on black? Honestly, the outrage over this Mina] skit might be more effective if it were targeted at reality shows such as Bravos The Real Housewives of Atlanta or VHF s Basketball Wives. These overwhelmingly popular shows are far more damaging to the Image of black women than a five-minute skit on SIN.Thanks to the talents of professionals like TV producer Shannon Rhymes and director the fact that no black people were nominated in major categories for the Oscar or SAG Awards and Whale Berry and Doris Elba were the only blacks nominated for this years Golden Globes reveals that we still have a long way to go. Part of the solution could be throwing support behind projects that give black characters more depth, like Berrys latest movie, Frankie and Alice, or the canceled Undercover on NBC, which wasnt the greatest production but represented a bold move by the network to feature two black lead actors.If we supported these efforts the way we support everything Tyler Perry does, we could make an incredible preference in improving how black people are represented in media across the board. Http://blobs. Coif. Dude/delightfulness/2011104/20/why-are-female-rappers-represented- in-the-wrong-way/ Why are Female Rappers Represented in the Wrong Way? Posted on April 20, 2011 by discover So as we all known hip-hop music has been predominantly dominated by males since the start of it existence. However female rappers are emerging on the scene with booming record sales that are pushing them further and further to the top.Now I am going to discuss how female rap artists are portrayed in our media and why they are portrayed so poorly. K so I realize that it isnt the best idea for Nick Mina] or Ill Kim to get up on stage with every part of their body exposed but what else do you expect so that they can achieve some attention. Since hip-hop music is dominated by males females have to do whatever they can so that they stand out next to them. Anyway;says, I can go into greater detail about that in a little bit. To get somewhat historical about females in hip-hop I took a look at my book for my Evolution of Hip-hop class.In this I found many interesting things about females in hip-hop. Hip-hop is greatly associated with urban male culture. In the book Thats The Joint Pearl says that females were always into rap, they had their little crews and were known for rocking parties, schoolyards, whatever it was; and females rocked Just as hard as males [but] the male was Just the first to be put on wax [record]. Although this is female artist from the eighties broke on to the scene. Artist like MAC Late, Queen Latish, Roseanne Shanty and Minnie Love were some of the first females to follow in the limelight to other male rappers. These female rappers were delivering powerful messages that they wanted people to hear. Film Critic scholar Jacqueline Bob says that the female rappers working together the women utilize representations of black women that they deem valuable in productive and politically useful ways. These rappers Just want their voices heard so that they can express some opinion. Now to talk about so of the first female rappers I turn to rapper MAC Late. Rapper MAC Late separated female rappers into three different categories: They were 1 . Early sasss-Shah Rock, Sequence, MAC Late 2.Mid sasss-Salt N Peep, Roseanne Shanty, Real Roseanne 3. Late sasss-Dad Brat, Ill Kim, Foxy Brown During the early sasss sasss Roseanne Shantys groundbreaking raps, and Queen Latish adorned strong Black Women persona was empowering while the late nineties and now we have the Sexy MAC such as Ill Kim, Eve, Nick Mina]. Rappers like Queen Latish and MAC Late made space for black women to vocalizes their independence, sexual agency, lyrical mastery. Although this is, I wanted to make a point that our book from this class brings out.In our book they discuss how women in rap do not discuss being pregnant or motherhood however they discuss promiscuity. I feel that these women have to do this to stand out next to the male rappers. For example this is a Nick Mina] lyric I wanted to share. This is from a song called Romans Revenge. Im a bad pitch, Im a count. And Ill kick that hoe, punt. Forced trauma, blunt. You play the back, pitch, Im in the front. So as we can see that the female Macs today have to show aggression and attitude to succeed. Now I want to discuss female rappers ; labels.In the beginning they were called Black Divas but later referred to as Queen Mother after a female rapper said diva denotes a posture of arrogance and pretentiousness as opposed to that of a regal self-assured women. Later these rappers were broken down in to four distinctive categories. Queen Mother,Fly Girl,Assist with Attitude and Lesbian Queen Mother is the category that comprises female rappers who view themselves as African centered icons. They want to be viewed as Intelligent Black Women or Siestas dropping science to the people. Fly Girl describes someone in chic clothing fashionable hairstyles, Jewelry cosmetics. They also wear short skirts, sequined fabric, high heeled shoes, and prominent makeup. Assist with Attitude according to African American Scholar Geneva Smithereens dude, a imitative form of attitude, can be defined as an aggressive, arrogant, defiant, l- know-Im-BAD pose or air about oneself. Lesbian and the lesbian category actually didnt emerge until the late sasss. Since hip-hop music is deemed to be homophobic, recognition of gay/lesbian culture is not shown.However some female rappers have broken through this barrier. Female rapper Queen Pen released her debut LAP My Melody with her hit song Girlfriend. This was seen as a breakthrough for queer culture. The song Girlfriend plays on a black lesbian love interest. Kuaka Mouse notes that lesbian identity similar to feminism, represents white lesbian culture or white women to the exclusion of color. Also Just wanted to add in this quote I found from Rwanda Brakes book Getting Back to the Basics. Male Hip-hop artist Rah Dig says l think theres always goanna be a higher ratio of male as opposed to female Macs, but I think that females are definitely commanding more respect now than in the past. through stereotypes in this male dominated tradition by redefining womens culture and identity from a Black feminist perspective. Female rappers use their references as platforms to refute, deconstruct, and reconstruct alternative versions of their identity. So more power to female rap artists. Http://www. Digitally. Co. K/just/sis/American-idol/news/a410783/nick-minas- Maria-Carrey-feud-played-down-by-American-idol-bosses. HTML Nick Minas, Maria Carrey feud played down by American Idol bosses Nick Mina] and Maria Carrys recent spat on the set of American Idol has been played down by executives of the show. Starship singer Mina] was reported to have launched a furious tirade against Carrey during a taping of the show, which leaked onto the internet last week. However, producers of the show have now insisted that the argument between Mina] and Carrey was an isolated incident, and that the new Judging panel works well.In an official statement, producers said: This is one of the best, most passionate, dynamic and invested Judging panels weve ever had. We love and support all of the judges and the fantastic work they are doing, and we cant imagine a better group to find the next American Idol. Despite all the accusations and media speculation much of which is inaccurate production is going extremely w ell today and the Judges are focused on finding the est. talent here in Baton Rouge (Louisiana). Mina] is apparently angry with Idol bosses over the altercation, holding them responsible for Carrys alleged rude behavior.Subscribe to comments Post Comment Edit your comment Cancel http:// www. Slideshows. Net/Larynges/nick-minas-analysis More Nick Minas Analysis -? Presentation Transcript 1 . Super bass is one of Nick Minimas songs, off of her Pink Friday album that was released on 5th April 2011. The song is categorized as a mix between electronic and pop (whilst having a hip hop beat) and contains many conventions of this genre -in guards to the music video. There are various systems of signs in the video that create meaning which consists of technical and symbolic codes.In this particular media text, numerous camera movements, shots and editing are used to tell the story. 2. The music video begins with a close-up shot of Nick Minimas face histrionically introduces audience to the main person within video. The extreme close up installers you to move your focus on other eyes (which is full of makeup) astray open and blink and move indifferent directions. As it goes foremost to right you are hon. dripping ice sculpture in debarkation that has been accreditation the shape off motorbike before beginning to sing. 3.As she begins to sing, there is a range of slow movements one prop to another to relate to what she is Ferreira, airplane, champagne bottled glasses as well as money (stacking up) and men. The bubblegum pink props relates to the idea of her being like a Barbie, which many of the females may take interest in. On the other hand, the close up shots of themes abs, face and lips (extreme close up shot) is shown in such a way to attract women to the sexual idea that she is making. Overall, these introductory shots give you an idea of the perfect life that most girls desire to have. The way in which she interacts with one of the males also creates this type of idea of hot muscular males being a womans main focus especially hers. ] 4. In order to appeal to the men, there are number of group shots of Nick Minas and Soother females wearing denim shorts, whiteness tops and different colored DRP. Marten boots which looks very attractive. They are all shown performing choreographed dance and gyrating holstering exactly the same as Nick Mina]. 5. On the 3rd setting, Nick Mina] is hon. in a bathing suit,surrounded by men, with green hair (like a mermaid) endless.Immediately, she is the centre of attention as she jaywalks around the frozen pool and plays in it with one of tamales. The editing used within this scene is slow pockmarked to the music that is upbeat which makes audience focus on everything that is taking place. Performable, close up shots of Nick Minimas legs, face and boatyard used to create intimacy with the viewer in particular tamale. In this scene, she is portrayed as being powerful nominated especially when she throws rink over the man endways l am Nick Mina], I Mack them dudes up (*Mack puttee in line) in an abrupt way to emphasis her importance -verbal code. . Again, she is the main focus at the chorus India shown on the ice sculpture of a bike. Tiebreakers is white and there is flashing lighting Nick Minas who stands out in a skin-tightening and white body suit. The idea of intimacys emphasized more through wide and allowance shots of her dancing on the bike unhanding constant eye contact with teacher to portray her as this sexual attractiveness. 7. In the last scene, he editing used which is black lights to set tightening tone of the people is really effective as it allows tiebacks dancers and Nick Mina] to stand out in their seductivenesss from the black background.The relationship bewitchment male and female is very sexual and taunting, for examples the woman takes hold of the mens head and circulates it. Bodying this, we see a manipulative side to the girls which could be reason as to why the background is dark as it creates a magnetospheres. Much like the scene where she is on the ice sculpture bike, Heraclites in the last scene reflects her confidence of being a steamrollering Oman who is of eye candy to males and has the ability get whatever she wants. There shots consist of mid shots and long shots as well as transmogrification the video to give the viewer a range of things to look at. 8. To conclude, Nick Minimas video is a sexy keyword that adopts a playful approach to story about a boy that you have a crush and want to impress; in a provocative way. The colorful visuals, bright lighting antelope who are of eye candy draws you nothing world whereby Nick Mina] is the centre afternoon. Whilst portraying women sportive, she also wows negativity on trailhead however, the idea of this is hydrogenous the sex appeal shown throughout the video. An dressed as the Pope) was quite popularizing, but the 29-year-old star says her fans understood her message. Http://news. Yahoo. Com/nick-mina]-defends-her-grammar- performance-172253446. HTML My young fans absolutely loved it. My core fans absolutely loved it because they know the story that I was portraying, Nick told Access Hollywood at MAC Cosmetics Viva Glam Launch in New York on Wednesday. Its been two years in the making. I dont know who said you cant do that. I mean, Im going to do whatever I need to do to portray a story.PLAY IT NOW: Nick Mina] Defends Her Grammar Awards Performance l made a movie its called, Roman Holiday And in that movie, this is what happens to that Roman character. So, I had to paint the picture, she added. I cant do a song like that and stand up there with a microphone and a band behind me I have to paint the picture and Im goanna always do that to the fullest. The Super Bass singer/rapper said she hopes no one took offense to the raucous performance, as it absolutely was not meant to be offensive.VIEW THE PHOTOS: Grammas 2012: outrageous Looks It was meant to say, love people for who they are and stop ridiculing and chastising and condemning people because they seem different thats the goal, she told Access. l think the people who needed to be touched by it were and the people who were going to have a problem with it anyway, had a problem. Adding, They wouldnt have a problem if I was up there in a skimpy two-piece, you know what I mean? Copyright 2012 by NBC Universal, Inc. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Analysis of the Grasshopper and the Cricket free essay sample

In John Keats’s sonnet â€Å"On the Grasshopper and the Cricket†, he expresses his love and admiration for nature and illustrates this attitude by depicting the two â€Å"musicians† of different seasons in nature- the grasshopper and the cricket. Keats writes about a summer and a winter scene in the two parts of the poem divided by the first eight lines and the last six lines. The grasshopper is nature’s â€Å"musician† in summer and the cricket is the one in winter. Nature’s â€Å"musicians† change as the seasons change, but the music of nature never ends. Keats uses this example to express the theme that the beauty and the cycle of life in nature never dies. In the opening line, Keats asserts, â€Å"The poetry of earth is never dead.† (1). He proves the statement by describing a summer scene in nature where all the â€Å"all the birds are faint with the hot sun, /And hide in cooling trees† (2-3) and the grasshopper takes the lead and sing â€Å"[from] hedge to hedge about the new-mown mead. We will write a custom essay sample on Analysis of the Grasshopper and the Cricket or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †(4) The birds represent the â€Å"musicians† in spring, and they stop their music in summer because of the hot weather. However, the grasshopper is not afraid of the heat; it takes the place of nature’s â€Å"musician† in summer. The change of the musicians of nature from birds to the grasshoppers stands for the cycle of life and refers back to the first line that â€Å"[the] poetry of earth is never dead.†(1) Keats then describes the grasshopper’s happiness in nature in the next lines. â€Å"In summer luxury, he has never done/With his delights; for when tired out with fun/He rests at ease beneath some pleasant weed. (6-8) The word â€Å"luxury† and the imagery â€Å"pleasant weed† express a happy and positive tone and shows the author’s love and admiration towards nature. Personifications in the first eight lines such as â€Å"faint†, â€Å"hide† and â€Å"takes the lead† suggests Keats’s love for the creatures in nature as well. In the rest of the poem, line 8-14, Keats repeats his claim that â€Å"the poetry of earth i s ceasing never(8)† and then depicts a winter scene. He begins the scene with â€Å"a lone winter evening†(10), â€Å"frost† and â€Å"silence†, which show a cold, lonely and silent winter night image. However, the music of nature still continues in such extreme weather, as â€Å"from the stove there shrills/The Cricket’s song†.(11-12) The scene shown in the next lines then turns to warm and peaceful as the cricket’s song â€Å"in warmth increasing ever,/And seem to one in drowsiness half lost, the Grasshopper’s among some grassy hills.†(12-14) The person is half asleep and dreams of the grasshopper’s songs not only  because of the stove’s warmth, but also because the cricket’s song creates a relaxing and peaceful atmosphere. Even in a cold and lonely winter night, the music of nature can still bring warmth and the peacefulness to people and remind them of the lively summer in their minds. Keats emphasizes the theme that nature’s beauty and the cycle of life is never dead by relating the grasshopper from summer and the cricket from winter. The tone of the poem is bright and full of the love and admiration for nature. Keats repeats twice in the poem that the poetry of earth is never dead. The deeper meaning of â€Å"the poetry of earth† is that the life and the beauty of nature are eternal. Although the birds and the grasshoppers disappear in the lone winter, the crickets carry on the music of nature and remind people of the lovely creatures in other seasons. Keats picks the toughest two seasons in nature to write and fill them with liveliness. For people, Keats may be suggesting that even at the worst circumstance, life can still be full of beauty. Also, no matter how the people and the environment change, the cycle of life still goes on and is ceasing never.

Trodden Weed

Trodden Weed Introduction The art piece Trodden Weed is a painting depicting a man’s boots walking on a patch bearing what appear to be weeds. It was created in 1951 by the artist Andrew Wyeth, who later came out to explain that it was self-portrait.Advertising We will write a custom critical writing sample on Trodden Weed specifically for you for only $16.05 $11/page Learn More According to Wyeth, he had undergone an eight-hour surgical operation on his lung and during the recuperation period, he spent some time walking trying to regain his strength (Wyeth 1). It was during one of these recovery walks that he took some time to rest and as he was looking down at his feet, it occurred to him that he had been crushing things under his feet (Wyeth 1). Having gone through an operation, during which his heart was said to have stopped once, Wyeth had come to appreciate the importance of life. That is why he found it disheartening that he had been killing without knowing and he proceeded to put this message on a painting (Wyeth 1). Writing about a work of art is regarded as one of the best aids to fully understanding it. This essay seeks to analyze the painting titled Trodden Weed by Andrew Wyeth, using the four steps of art criticism. Description The painting was created using the medium Tempera on Wood. Tempera is a painting mixture that is created by combining colored pigment with a binding medium (traditionally egg yolk). Tempera once applied on a material dries fast and becomes permanent.Advertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Wyeth is counted among the few 20th century American artists, who specialized in Tempera art. When painting using Tempera, a small amount of pigment paste is placed on a palette then some drops of distilled water are added. The binder (egg yolk) is then added to mixture depending on the desired consiste ncy. Wyeth probably chose this media because of its longevity. Analysis The painting was done from a second-person (observational) point of view. It was as if Wyeth was looking at another person’s feet when painting. In terms of balance, the boots and the weeds, the primary subjects of the painting, have been given prominence with each taking almost half of the entire painting. The boots give weight to the top left side of the painting, while the weeds cover every other section apart from a small bit on the top right where a portion of the sky is showing. In order to create a three-dimensional feel to the painting, the artist, played around with the element of perspective. The sky is shown peeping at a distance, with the path that Wyeth had charted in his walk presenting in a tapering line that widens towards the foreground. By discriminately shading some parts and leaving others out, Wyeth was able to distinguish the texture of various components. He also used different type s of strokes to make some elements appear smooth and others rough. For instance, in the grass on the foreground, Wyeth used long and rough strokes, while on the trousers he made the strokes short and fine. The lighting of the painting, which appears to have been well thought-out, indicates that the walk was happening in the afternoon.Advertising We will write a custom critical writing sample on Trodden Weed specifically for you for only $16.05 $11/page Learn More The shade and tone of the painting is earthy with the color selection yielding a painting that does not scream for attention. The mood of the painting is that of solace and loneliness. From the first look, one can tell that the subject is walking alone. The background, which stretches all the way to the horizon, does not have other people clearly indicating that the subject has not come across anyone in his long walk. Interpretation From a personal point of view, the theme of the work is the differ ence between the strong and weak. In any society, stronger people tend to take advantage of the weaker ones, sometimes at will, for their own benefit. For instance, politicians in most countries enter parliament and change the laws to favor them at the expense of other members of the public. The walking legs clearly show the will of a strong living person to get from one point to another. The dead weeds show how the weak lose out when a stronger people opt to exercise their dominance on them. The long distance that the subject has been walking, causing damage, depicts the extent of destruction that one strong person can cause when placed against hundreds of weak individuals. Evaluation/Conclusion Had I not take time to critically study the painting I would have dismissed it as another pair of walking legs. However, after a committed study that was in part guided by external references, I have come to the conclusion that there is more to the painting than meets the eye. I now underst and deeply understand the style that was used in creating the artwork, as well as the circumstances that led to its creation. I am also in a position to give an informed interpretation based on the analytical process. This analytical process can be applied in different pieces of art to derive meaning.Advertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Wyeth, Andrew. Trodden Weed 1951. Web.

Practicum Journal 1 Term Paper Example | Topics and Well Written Essays - 250 words

Practicum Journal 1 - Term Paper Example Be sure to delete any blank pages that appear between the weekly entries. Note: This document will serve as a cumulative journal. For each submission, you will add to the document so it contains all of your journal entries. Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points) Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) There was a situation during my practicum experience where a day shift nurse was running over at 7.30 pm consequent to a patient experiencing a seizure 30 minutes prior. The day shift nurse could therefore not hand off all her patients as she was behind schedule. When the nurse supervisor was called, the night nurse stated that the situation would cause her to start her shift late and that it was unfair to her. According to Berkenstadt et al. (2008, p.159), the outgoing nurse must inform incoming nurse in regards to "Patient status and care, treatment and service, and any recent or anticipated changes in the condition of the patient". Conversely, bedside shift reports have become the conventional technique of handing off as it increases levels of patient satisfaction (Wakefield, Ragan, Brandt, and Tregnago, 2012). The fact that the night shift complained of unfairness is proof that she was not inclined towards bedside report hand off as an option as dictated by scholarly literature. A research aimed at establishing effective ways for hand offs cited by Philibert (2009, p.261) showed that "Frequent and time-constrained hand offs may frustrate the aims of the duty hour limits". This finding validates the night shift nurses concern that her shift would be affected. In terms of

Charlene Barshefsky Case Analysis Assignment Example | Topics and Well Written Essays - 2000 words

Charlene Barshefsky Case Analysis - Assignment Example Using analytical framework to view the key issues and complexity of the case, the researcher will try to justify Charlene Barshefsky’s actions and suggest some alternate approaches to view the problem. This case is all about complexities regarding trade and cultural negotiation process hence the researcher will not try to give any subjective viewpoints which might spoil the purpose of the case. Recognizing multiple aspects of the case such as coalition building approach, bilateral dealings, â€Å"barriers† to agreement etc will be key features of the discussion. This piece of work will also try to understand the actions taken by respective authorities in the case in order to facilitate protection of intellectual property rights (IPR), improvement of IPR policy of People’s Republic of China and address human right issues. In the least part of this paper, the researcher will summarize the personal learning output from the case. Question 2 Research scholars such as Shapiro (2001) and O’Donoghue and Zweimuller (2004) have classified IPR as a pretty much sensitive issue when it comes to negotiating between countries. The case sheds light on International trade negotiations between China and USA in context to intellectual property rights (IPR) violation. According to the case, during mid 1990’s, USA accused China for its poor standard of IPR law which gave the opportunity to pirates to counterfeit and illegally copy entertainment and software products of USA. In 1993, USA representatives reported that Chinese pirates counterfeited USA entertainment products such as DVDs, movie CDs, software and exporting pirated CDs, DVDs to South Asian and North American countries. Such level of piracy and counterfeiting had negatively affected the trade relationship between USA and China and also decreased the market share of IPR products of USA. The case is presented from the perspective of Charlene Barshefsky who was then then-Deputy United Stat es Trade Representative (USTR) and was responsible for handling the negotiation process. In the first part, the case discusses about the challenges and barrier of negotiation faced by Charlene Barshefsky while the second part of the case study, discusses about strategic intervention used by Charlene Barshefsky and her team members to deal with the situation. However, the case is more about trade agenda regarding cross cultural negotiation process and intellectual property right issue rather than description of tariff and non-tariff obstacles related to free trade. According to the case, key assignment for Charlene Barshefsky was to offer or formulate viable strategy for establishing new intellectual property rights agreement with Chinese government. The case also underlines alternatives such as initiating Section 301 which is a unilateral action and multilateral approaches such as working as joint force with other countries to improve the IPR standard in China. Question 3 Hulse and Sebenius (2003) pointed out that working as USTR was a challenge for Charlene Barshefsky which she had taken in positive manner. She had understood the fact that she could not get the support of USA government unless make the IPR violation in China as domestic issue of

Negative Impacts of Undemocratic Development Essay

Negative Impacts of Undemocratic Development - Essay Example These financial institutions include the WTO, the IMF and the World Bank. The World Bank’s mandate originally incorporated provision of long term loans for reconstruction which has been enhanced since the 1970’s to financing and supporting multimillion dollar infrastructure projects in developing countries. Being exclusively largest source of development finance in the world, the World Bank intends to provide loans for wide changes in infrastructure and economy, long-term development and poverty reduction and many other projects such as constructing dams, roads, extracting natural resources etc. The World Bank has a leading impact on the livelihoods of millions of people living in most part of the world in a way that the bank finances commercial projects of really low income countries which are unable to acquire commercial loans from any other source. It is even criticized for imposing neoliberal policies that are highly undemocratic on developing countries. This paper analyses the negative impacts of undemocratic policies of the World Bank on sustainable development of developing countries and argues the development strategy of the World Bank should be democratic enough to meet their developmental objectives effectively and efficiently. The World Bank has been playing dual but contradictory roles; one is of a political organization and second is that of a practical organization. On one hand, the World Bank must satisfy the demands of lending and borrowing governments, other international organizations, and private capital markets as a political organization. On the other hand as an action-oriented organization, it must be neutral and specialized in loans, development aid, and technical assistance. The World Bank's responsibilities to donor countries and private capital markets have induced it to acquire policies which prescribe that poverty is best relieved by the implementation of free-market policies (Weaver 2008). Developing nations attempt to increase their economic output (GDP) by involving themselves in and simultaneously competing with the worldwide economy. Such countries are financially insecure and undeveloped industries are disabled to participate in global competition as the so-called competitive free-market is inherently unfair and biased. Since developing nations determine their inability to make investment in growth-promoting policies by having lack of sufficient foreign currency reserves due to their expenditure of the reserves on imports and debt repayments. In order to facilitate economic growth and development, the developing nations may chose to borrow money from the World Bank to finance large development projects as such projects may help gain their development goals. The World Bank has important associations with corporations especially in United States, to contract them for these remunerative projects. By undertaking the projects, these corporations gain immense profits, but the poor countries have t o bear an additional debt burden. The borrowing countries even lose control over their primal natural resources and a huge part of revenue from these resources because of repatriation of profits abroad. Before granting loans and debt relief, the World Bank imposes several conditions on the recipient governments for the reform of various aspects such as their lack of transparency, far-flung corruption and undemocratic authorities. Nevertheless the World Bank is confronted

Piracy at sea, past and present

Piracy at sea, past and present Summary The purpose of this report is to educate readers of the piracy at sea comparing piracy in the past and present. The earliest record of piracy at sea was in the year 69 in the Mediterranean Sea, however piracy is suspected to have dated back to the time where humans started using the sea as their trade routes the exact date is not known. The Medias used to gather and compile to put this report together was mainly found on search engines like Google or yahoo and online encyclopaedias also contributed, minimal information was taken from newspaper articles. The history of piracy, infamous pirates, background of pirates and also modern day pirates are just a few of the points on piracy that will be covered in this report. The act of piracy is mainly carried out for gold or money that the pirates will demand for certain goods that they have taken from a ship or the entire ship itself. The only punishment for pirates in the past was hanging if they were caught however the navy was occasiona lly called in to capture these pirates and in some cases large numbers of pirates were wiped out. The creator of the Jolly Roger was by 18th century pirate Captain Jack Calico Rackham. The bodies of the hanged pirates were sometimes left alone to scare the civilians preventing them from wanting to become pirates to avoid the grisly fate of death by hanging. There are numerous causes for the unusually large number of pirates in Somalia however the same cannot be said for pirates in other parts of the world as the government lacking Somalia can do little to prevent ships from other countries from overfishing and dumping of toxic waste in their waters destroying their marine life. In the past wooden ships with sails and occasionally oars were used by pirates and a reinforced hull would often be added to ram ships. Modern day pirates however use small speed boats that are able to chase down large tankers on shipping lanes and they are also equipped with semi-automatic rifles. Some shipp ing companies have equipped their ships with radar and a sonic weapon that creates a high frequency sound wave bursting the ear drums of pirates preventing from hijacking vessels, the radar helps to locate nearby vessels that are unknown allowing the captain to steer the ship away from them before they are spotted. Some companies also reroute their ships to take a longer more expensive routes in order to avoid places like Somalia where there are many pirates. The only thing that is being done by government is the prosecution of anyone who commits an act of piracy. I do not agree with this as in my opinion the root of the problem should be first addressed before the secondary one can be overcome. For example the root of the problem of piracy in Somalia would be the lack of government so that should be solved first however nothing is done to solve it. Pirates have long been used in Medias such as the movies and television where the pirates are portrayed as people who wear the same thi ng all the time and carry weapons. The media also show pirates with weird accents and they use weird combination of words that will be later revealed in shows or books what they mean. 1. Introduction 1.1 Purpose This report will be used to educate people and allow them to further understand piracy at sea and to allow introduction of certain methods that could be used to prevent piracy, precautions that can be taken by both the government and the shipping industry. It will consist of the definition, the causes, history of piracy at sea to date and also statistics on the subject. 1.2 Background Piracy dates back to the time when people started using the sea as trade routes. It is an act of robbing or cause violence to the sailors on another vessel. Piracy can occur on shore or at sea, the numerous definitions of modern day piracy includes kidnapping where one holds a prisoner for ransom. Seizing of valuable items carried on the ship while on route to a port for example oil, cars, weapons. The sinking of ships is also considered an act of piracy. 1.3 Method of Research Most of the information in this report was attained by collecting information from multiple online databases and compiling them. Other sources include newspaper articles also biographies of hostages and pirates that decided to pen down their experiences, documentaries also contributed to the production of this report as many interviews were done on both pirates and their victims. 1.4 Scope of Research This report will mainly cover the history of pirates and their origins, well known pirates and the things they did to become infamous, pirates in present day their causes and ways to help or prevent them from successfully commandeering ships and kidnapping hostages for ransom. 2.1 Early beginnings The oldest records tell us that the earliest known pirate went by the name of Anicetus born in Rome and died in Georgia. He was a captain in the Mediterranean Sea during the year 69. However it is believed that piracy started from as early as when men started using oceans as trade routes. 2.2 Aims The main aims of pirates are believed to plunder and loot from other vessels or kidnapping for ransoms. Most pirates truly had to resort to piracy in order to survive while some did it for the adrenaline rush or an act of rebellion. 2.3 Steps taken in the past Capture of pirates for bounty was common in the past as it was used as a way to discourage them from continuing in their line of work. That tactic hardly worked and some nations raised fleets in order to fight back against the pirates and provide some security on trade routes where pirates are known to roam. 2.4 Infamous Pirates The 18th century pirate Calico Jack Rackham was famous for the use of the Jolly Roger which become a symbol for pirates and is still used in entertainment purposes. The Vikings were also made famous by story books and films that portrayed them as pirates with round shields that wielded axes and wore their infamous helmets with antlers or horns mounted on top. 2.5 Hangings Pirates in the past were sentenced to hang and their bodies were often left to hang for a certain period of time in order to instil fear into people preventing them from approaching the life of a pirate. Many infamous pirates that were hanged include William Kidd, Charles Vane, Jack Calico Rackham, and William Fly. 3. Causes of piracy 3.1 Somalia The main reason why Somalia fishermen have begun to turn to piracy as their occupation would be because of the collapse of the Somalia government in 1991 which led to the lack of law enforced on the sea around Somalia allowing fishing vessels from other nations to carry out large scale pollution and fishing of the rich seas surrounding Somalia. This eventually led to the depletion of fish around the area that forced fishermen to look for other means to survive in the already economically unstable country. Many of which were too old to change and take the time to learn new skills as their families were starving hence they eventually resorted to piracy. They believe that the true criminals are in fact those that depleted their natural resources and polluted it. Their act of piracy is merely a mean of communicating with the world telling them that they require help and people need to stop dumping waste and overfishing in their waters. Before the people resorted to piracy they attempted to chase away illegal fishing trawlers from their waters by approaching them with speedboats and attempting to collect a fee from them but this was futile as. It is a known fact that over 300 million dollars worth of fishes and other goods are illegally caught and smuggled from there by these fishermen. Their attempts to continue fishing in their own waters have also failed as they claimed foreign fishing vessels attempt to ram them and have cut their net which makes the problem even worst. Their lack of government prevents them from communicating to the world as there is no appointed leader. Many of the current pirates in Somalia started of as a group that wanted to give some sense of security to fishermen but eventually became pirates. Hence the main problem can be said to be their lack of government an issue that has to be solved eventually to stabilize the country that is currently falling apart. Certain international unions however back the Somali pirates and even support them as they believe it is a way of telling the world that they need help and people need to stop illegally fishing and dumping waste in their waters. Picture of a Somali pirate 3.2 Other parts of the world Pirates are also known to roam around the straits of Malacca, Singapore, the Red Sea and the Indian Ocean. These pirates commit piracy with different reasons compared to the Somali pirates as they do it because they can, compared to most Somali pirates that do not have a choice. Some of these pirates are just gangsters that do it because it is a crime. 4.1 Methods used in the past by pirates Pirates in the past used fast boats in order to chase down merchant vessels or outrun navies. When attempting to loot a merchant vessel they would go close enough to use grappling hook and board the ship looting and killing everyone aboard, they would then either bury the treasure or bring it back to their strongholds where the loot will be split among them with the captain dividing the loot up evenly while he took a larger share, for other vessels such as fishing or navy vessels they would either attempt to outrun them or ram them with their reinforced hulls sinking ships. Later pirates also used cannons to disable ships for easier plunder. Many of the crew would carry weapons such as swords or guns to fight. 4.2 Methods used by pirates in the modern age Modern day pirates similar to their older counterparts make use of small speed boats to chase after merchant vessels heavily armed with modern day semi-automatic weapons they would then board the ship and capture the crew as hostage for a ransom that the shipping company will have to pay in order to get the goods, ship and crew back to continue the journey. These ransoms can be large sums of money which is why many shipping companies nowadays resort to taking a longer more expensive trip rather than risking the chance of their ships getting taken by pirates. 4.3 Current piracy statistics Piracy at sea has an estimated loss of 13 to 16 billion dollars each year, with the current surge of pirates in Somalia these numbers are believed to increase. The money compiles from mainly ransom collected by pirates and also belongings of the crew member. 5.1 Current methods to prevent piracy The methods currently used at sea are the patrolling of coast guards around straits that provide a false sense of security to vessels as these coast guards are not able to escort every ship in and out of their country hence piracy occurs quite frequently at places with little or no coast guards where the guards will be out of site or have just past the area. Ships are also equipped with radar so it is up to the crew members to defend themselves from pirates as regularly checking the radar will help them avoid areas where unknown vessels are in the area. Some ships are also equipped with a sonic weapon that emits a high frequency sound wave which is able to burst ear drums preventing pirates from boarding the ship. 5.2 Steps taken by the government The current laws enforced by the government against pirates is that action will be taken against anyone that puts a life in danger or is a threat to communication at sea 5.3 Steps taken by shipping companies There are a few precautions that shipping companies can take against pirates. However the few steps that are being taken by shipping companies include the rerouting of routes around areas that have a high rate of being attacked by pirates, routing their ships to follow a safer path by staying close to coast guard patrol routes and also helping their crew prepare against pirate attacks or they could also completely avoid these areas. 5.4 Steps that should be taken in my opinion Firstly the main problem that is causing people to becoming pirates should be addressed, for example the lack of a government in Somalia could be said to be the main problem in the high pirate population in the country. Hence the United Nations ought to seek away to solve it for example colonizing it to a country with more economic stability or take some responsibility and help to lead the country out of poverty. Government of countries close to Somalia should also take action and ensure that their fishing vessels do not illegally enter into Somalia to fish, allowing Somalis to return to their way of life. 6. Pirates portrayed by the media Movies on pirates usually include them dressed in a long coat with a few layers of clothes inside and the captain usually wears a triangular hat and carries a blade by his side. The captain is usually a formidably fighter that has certain values like leadership, rough edged voice, fierce look and a quick mind that is able to think clearly through battle. The term walk the plank was popularized by the film peter pan. Many movies also showed pirates talking in their unique accent and the many uncommon words used. Pirates were also portrayed as people that held many secrets and talked frequently in code words where viewers would not know the meaning until the actions were carried out Picture from the film Pirates of the Caribbean 7. Conclusion With this report i conclude that piracy is a crime that has been around for an extremely long time and this will not change. The only thing that we can change will be the number of pirates at sea by rooting out the problems we will be able to help some of the pirates who have been forced into a life of piracy for example the Somali pirates. It can also be concluded that if governments from every country in the world take some responsibility the current rate of piracy can be lowered.

Body Language Essay -- Papers Communication Physical Essays

Body Language 1.1 What is Body Language? Body Language is the unspoken communication that goes on in every Face-to-Face conversation with another person. It tells you their true feelings towards you and how well your words are being received. Between 50% of our message is communicated through our Body Language 40 % tone of our voices and 10% only are our words. Your ability to read and understand another person's Body Language can mean the difference between making a great impression or a very bad one! Reading someone body language can help you in a job interview, that meeting, or special date! Every one of us has experienced the feeling of like this person and not dislike that person but without necessarily knowing why. There was something about them. We often refer to this as a hunch or gut feeling, two descriptions directly relating to our own body's physiological reaction. Everyone has experienced the feeling that they have just been lied to, haven't they? We all here during a conversation have experienced the feeling that someone is lying to us. The words of the conversation probably weren't what we noticed as a direct lie. It was more likely to be the body movements that showed he is lying to us. Darting eyes, palms not visible, shifting from one foot to another, hand covering mouth or fingers tugging at the ear are clues. All the clues are there. Our subconscious picks them up, and if we're lucky enough to be perceptive, decodes them and tells us that the words and gestures don't match! Whenever there is a conflict between the words that someone says and their body signals and movem... ... non-verbal indication that you are both thinking along the same lines. It's not always this obvious...Body positioning The easy way to tell whether the person you're talking to is enjoying the conversation: The person is standing facing you with their body and feet pointing towards you and mirroring your positions. The tell-tale signs that someone's feeling uncomfortable or not enjoying the conversation: The person's head is turned towards you and appears engaged in the conversation - smiling, nodding etc, but their body and feet are pointing away from you. If someone's body is turned away from you it will be facing the place where they'd rather be. If they're pointed towards another person or the exit then it's time to terminate the conversation or do something to attract their full attention.

Code Switching Essay

Abstract: Though codeswitching research may vary from context to context and situation to situation, the common factors for code switching will be threefold. That is, code switching deals with languages in contact. In interactive social situations code switching will be the use of more than one language For example the interaction during various social events involving interlocutors who know more than one language. With these common factors of code switching this paper looks into the Malaysian context with special thrust to the various reasons involved for code switching during the social interactions. Data for the present paper were collected from the Tamil speaking undergraduate students of the University Putra Malaysia, Malaysia. Their interaction in different identified domains involving three languages viz. Tamil, Malay and English were looked into. Gumperz (1982) while discussing the communicative function of code switching, claims that the speaker plays upon the connection of the we-code to create conversational effect. Thus code switching is seen as fulfilling the relational and referential functions of language that amounts to effective communication and interlingual unity. Apart from this function of code switching ,this paper could identifies several other reasons for code switching in the situations under study. Communicative functions and Reasons for Codeswitching : Malaysian Perspective . Code switching is an everyday reality in every place where more than one language is spoken in everyday communications. Many scholars have studied  extensively about the patterns of code switching and the reasons for code switching. The present paper discusses the communicative functions of code switching and also the sociolinguistic, cultural and pedagogic reasons for code switching in the Malaysian context. Data for the present study were collected from Tamil speaking University students who have enrolled as undergraduate students in the University Putra Malaysia, Malaysia. The data were collected from these students while they were interacting in different domains viz. classroom, university campus, family, market, neighborhood etc. In all these domains they have to interact with Malay and Chinese speakers apart from as well as with other Tamil speakers. It is observed that all the students from whom the data were collected are competent to a certain extent in Tamil, Malay and English. Communicative Functions of Codeswitching Gumperz (1982) when discussing communicative functions, mentions the discourse function of codeswitching, also called the personalization function of language. A speaker plays upon the connotation of the we-code to create a conversational effect. Thus, code switching is seen as fulfilling the relational and referential function of language that amounts to effective communication and interlingual unity. Halliday (1975) on the other hand, views code switching as fulfilling the interpersonal function of communication. Here the mixed language spoken plays the role of a mediator. In other words, it is the use of language to act as a mediator between self and participants in the communicative event. In fulfilling the relational and referential functions, code switching is seen as the medium to convey both social and linguistic meanings. Gumperz (pg. 144, 1982) lists examples of situations created to convey meaning as given below: to appeal to the literate to appeal to the illiterate to convey precise meaning to ease communication, i.e., utilizing the shortest and the easiest route to negotiate with greater authority to capture attention, i.e. stylistic, emphatic, emotional to emphasize a point to communicate more effectively to identify with a particular group to close the status gap to establish goodwill and support Karen Kow (2003) listed in her article a few possible conditions for code switching. Some of the conditions given are, lack of one word in either language Some activities have only been experienced in one of the languages Some concepts are easier to express in one of the languages A misunderstanding has to be clarified One wishes to create a certain communication effect One continues to speak the language latest used because of the trigger effect One wants to make a point One wishes to express group solidarity One wishes to exclude another person from the dialogue. Kow suggests that from the list above, it may be possible to predict which conditions act on a particular sociolinguistic context for codeswitching, for example, when a person who lacks a word in English due to limited vocabulary code switches by using the lexical component from his/her first language instead of English. Therefore, the function here is to overcome the language barrier to meaning-making. Another example is a condition where the speaker, intending to express group solidarity, employs code switching. The function for the switch in this case is to establish goodwill and rapport. Similarly series of conditions can be established for the phenomenon of code switching depending on the social context. Such communicative functions of codeswitching can also be listed according to the functions that they try to accomplish. Among these, the following ten functions have been described in the professional literature (Malik, 1994): Lack of Facility Lack of Register Mood of the Speaker To emphasize a point Habitual Experience Semantic significance To show identity with a group To address a different audience Pragmatic reasons To attract attention. 1. Lack of facility : According to Malik (1994), bilinguals or multilinguals often explain that they code switch when they cannot find an appropriate expression or vocabulary item or when the language of conversation does not have the particular word needed to carry on the conversation smoothly. He offers the example of â€Å"Charan Sparsh† (touching feet) that does not convey the same meaning in the speaker’s code as it does in Hindi. The reason for switching may however be culturally conditioned and David (2003) notes that an alien concept often has a speaker switch to the language from which the concept is borrowed. For example, like the lexical item social drinker in English that is unacceptable in a Malay situation because of the simple fact that drinking alcohol is prohibited in Islam and the Malay-Muslim world does not have a word for it that is equivalent to its meaning in English. Hence, the phrase social drinker is directly borrowed and used as an instance of phrase level mixing as in the following example: Saya difahamkan bahawa OKS jarang minum, hanya seorang social drinker [I understand that OKS seldom drinks, he is only a social drinker] 2. Lack of register: When speakers are not equally competent in two languages and when the speakers do not know the terms in two languages, then codeswitching occurs. For example, college students often code switch by moving from Hindi to English. In certain occupations code switching takes place in the speech of doctors, lawyers, engineers while they interact among  themselves owing to the fact that proper terms in Hindi or in any other language other than English may not be available to them. As a result, they utilize the English terminology that they are familiar with. Thus, one can identify a great deal of lexical code mixing. As David (2003) notes, it is vital for a courtroom setting in Malaysia that a specific terminology be used to refer correctly to an object or a character. The use of the exact terminology or vocabulary is important in this setting when the terminology plays an important role and has the potentiality to make a major impact on life and death, freedom or imprisonment. Therefore, whichever the code is that enables the speaker to get his/her exact meaning across will be the one that is acceptable to the interactants including one where language mixing occurs. The following example cited by David is to the point: Ujian alcohol telah dijalankan iaitu breath analyzer test. [The alcohol test was conducted, i.e., a breath analyzer test] The term breath analyzer is in English rather than in the matrix language, Bahasa Malaysia, simply because of its context-bound significance. 3. Mood of the speaker: Malik (1994) claims that usually when bilinguals are tired or angry, code switching takes place with a new dimension. This means, when the speaker is in the right state of mind, he/she can find the appropriate word or expression in the base language. Very often he/she knows exactly the word in both the languages (X and Y) but the language Y may be more available at the point of time when the speaker has a disturbed mind. Such circumstances may create a hurdle in getting the appropriate word or phrase in the language in which the speaker may be more proficient if he is not mentally agitated. 4. To emphasize a point: Switching is also used to emphasize a point. Gal (1979) reports several instances in which a switch at the end of an argument not only helps to end the interaction but may serve to emphasize a point.  She has taken an example from English/German code switching and stressed that switching from English to German is a means of adding more force to the statement. Meanwhile, David (2003) uses the courtroom environment to show how a defending lawyer uses dominant Bahasa Malaysia to start with and shifts to English to emphasize an important point to the judge that the accused had not committed any crime for 10 years. Sebelum ini OKT pernah ditangkap pada tahun 1975 dan 1986. There has been a 10 years gap since the last offence Semenjak itu OKT telah berumahtangga, mempunyai kerja tetap dan insaf†. [Before this, OKT was caught in 1975 and 1986†¦..since then OKT has married and has held a steady job] 5. Habitual experience: Malik.(1994) stresses the fact that code switching often occurs in fixed phrases of greeting and parting, commands and request, invitation, expressions of gratitude and discourse markers such as Oyes (listen), you know or pero (but), whereas Hoffman (1971) reports that in Puerto Rican homes, the mother gives short commands to their children in English, such as Don’t do that†¦. and the rest of the mother’s warning will be in Spanish. David (2003), in turn, cites an example of habitual mixed discourse in a Malaysian courtroom where the dominant or matrix language is Bahasa Malaysia: Kes merupakan arrest case atau kes saman? [Is this an arrest case or a summons case?] 6. Semantic significance: Malik (1994), Gumperz (1970, 1976, 1982), and Gumperz and Hernandez (1972) all stresses that switching at a particular moment conveys semantically significant information. It is a communicative resource that builds on participant’s perception of two languages. Lexical choice conveys meaning during codeswitching. Gal (1979) reinforced this view by stating that listeners interpret codeswitching as an indicator of the speaker’s attitude, or communicative intents and emotions as code switching is a tool for conveying appropriate linguistic and social information. By the same token, David (2003) describes a range of speech acts like reprimands, directives, requests, and warnings that are conveyed by using different intricate strategies to show the semantic significance in certain specific situations. It is not only the lawyer who code switches, but also the judge. The example below shows how a judge shifts from Bahasa Malaysia, the national language and the official language at Malaysian courts, to English as a face saving gesture: Kenapa kamu tak setuju, panggilan pertama telah dijawab oleh BG Boy dan dah tentu Das mesti menanya di manakah BG Boy berada? Kamu tak faham soalan, saya maksudkan†¦Ã¢â‚¬ ¦ [Why don’t you agree – Bg Boy responded to the first call and surely Dos asked where he was ? You do not understand the question, I mean†¦.] 7. To show identity with a group: Di Pietro (1977) reports that Italian immigrants would tell a joke in English and give the punch line in Italian, not only because it was better said in Italian but also to stress the fact that they all belong to the same minority group, with shared values and experiences (cited in Malik, 1994). 8. To address a different audience: Malik (1994) states that code switching is also used when the speaker intends to address people coming from various linguistic backgrounds. For example, in India the television announcer often uses Hindi as it is the national language but also switches to English. Also, he often repeats the same in English for South Indians or Indian people who do not know Hindi. Similar types of situations have also been reported in some other settings. Linguistic reinforcement often takes place even in courts, according to David (2003) where counsels tend to speak to a number of different interlocutors at the same time. During such occasions obviously they mix codes or switch codes accordint to the ethnicity of the addressee. One reason for such use of mixed languages is to address simultaneously persons from different linguistic backgrounds. Also, the speaker clearly distinguishes whom he/she addresses and what should be communicated. Hence,  the speaker uses part of the sentence in one language and the other part in another language. In the example below the lawyer used a mixed discourse of English/Malay, and the part of his utterance in English is directed to the judge and the other in Malay is meant for the witness. Objection, ada dua fakta di sini.The facts of the chart sheet are clear; it is a clear indication of misinformation. mana satu nak jawab? [Objection, there are two facts here. The facts of the chart sheet are clear; it’s a clear indication of misinformation. Which one do you want to answer?] The code switch is important as the judgment is dependent on the argument of the lawyer

Tips for Expressing Sympathy

Tips for Expressing Sympathy Unfortunately, bad things happen. When we hear about these events happening to people we care about, expressing our sympathy can go a long way. Doing so is often difficult as we want to communicate  our concern but dont want to be intrusive or offensive. With these tips and your sincere sentiments, your words of comfort are likely to be meaningful to the person in your life who is having a tough time. Structuring Common Phrases of Sympathy in English Here are some common phrases to help you express sympathy. Im sorry to hear about Noun/Gerund   Im sorry to hear about your difficulties with the boss. I know he can be really difficult at times.Ellen just told me the news. Im sorry to hear about your not getting into Harvard! Please accept my condolences.   This phrase is used to express sympathy when someone has died. Please accept my condolences. Your father was a great man.Im sorry to hear of your loss. Please accept my condolences. Thats so sad. Thats so sad that you lost your job.Thats so sad that he doesnt love you anymore.  I hope things get better soon. This phrase is used when people have been having difficulty over a long period  of time. I know your life has been difficult lately. I hope things get better soon.I cant believe how much bad luck youve had. I hope things get better soon. I hope you feel better soon. This phrase is used when someone is experiencing health problems. Im so sorry you broke your leg. I hope you feel better soon.ï » ¿Stay home for the week. I hope you feel better soon.   Example Dialogue Expressing sympathy is used in a number of situations. For example, you might express sympathy for someone whose family member has passed away. Generally,  we express sympathy to someone who has difficulties of some sort.  Here are some example dialogues to help you learn when to express sympathy in English. Person 1:  Ive been rather sick lately.Person 2:  I hope you feel better soon. Another Example Person 1:  Tim has been having a lot of troubles lately. I think he might be getting a divorce.Person 2:  Im sorry to hear about Tims problems. I hope things get better for him soon. Writing Sympathy Notes Its also common to express sympathy in writing. Here are some common phrases you can use when writing a sympathy note to someone. Notice that it is common to use the plural we and our when expressing written sympathy as a way to express that a family. Finally, its important to keep a sympathy note short. My heartfelt condolences on your loss.Our thoughts are with you.She/he was a lot of things to many people and will be missed tremendously.I am thinking of you in your time of loss.We are very saddened to hear of your loss. With deepest sympathies.You have my sincere sympathy.You have our deepest sympathy. Example Sympathy Note Dear John, I heard recently that your mother passed away. She was such a wonderful woman. Please accept my heartfelt condolences on your loss. You have our deepest sympathy. Warm regards, Ken

A Conclusion On Overall The Project Essays

A Conclusion On Overall The Project Essays A Conclusion On Overall The Project Paper A Conclusion On Overall The Project Paper Conclusion On overall, the project has achieved its objectives. The project has provided a client/server application for food ordering system and was successfully built using Visual Basic 6. 0 software. It provides a more convenient and accurate method for staff in the restaurant since orders are transferred to server in the kitchen immediately and displayed to the chefs for further process. In view of time saving, less time consuming by waiting and transferring order by staff in restaurant. In other words, this can minimize the waiting time spent at the restaurant. Apart from using internet application, It can be extended using Bluetooth technology. Thus make the application more simplistic and robust. B. Recommendations There are some improvement can be performed to the system in the future: I. The client can be designed In a Pocket PC or PDA using suitable software. I. Develop a proper database that can link directly to both client and server Interface. Ill. Include a proper Graphical User Interface that Is easy to use by both users for client and server. Lb. Add more function button to provide variety function of system v. Add more feature window such as table display, food display, online booking and others to attract customers. A Conclusion On Overall The Project By Contemplating Apart from using internet application, it can be extended I. The client can be designed in a Pocket PC or PDA it. Develop a proper database that can link directly to both client and server interface. Iii. Include a proper Graphical User Interface that is easy to use by both users for v. Add more function button to provide variety

Please go on YouTube & watch a 10 minute speech & write a paragraph or Assignment

Please go on YouTube & watch a 10 minute speech & write a paragraph or two analyzing the speech - Assignment Example Instead of just referring to one American, President began a sentence with the word â€Å"we† 12 times. The purpose of this was to stress how important this was for the American people as a whole. After detailed why this mission was so important, President Obama gave a brief outline about how these events transpired. This was done to reassure the American people that this mission was carried out with transparency and with the full knowledge of the president. Another thing that President Obama does is acknowledge the contribution of his Pakistan counterpart. In the conclusion of his speech, President Obama focuses upon the virtues of justice and achievement. Finally, President Obama touches upon spirituality by referring to God three times in his last few sentences. This is intertwined with talk of American and is thus reconfirming that America is on the right

Germany economy Essay Example | Topics and Well Written Essays - 3250 words

Germany economy - Essay Example In 1948, the Soviets withdrew from the four-power governing bodies and initiated the Berlin blockade, which lasted 11 months. On May 23, 1949, the Federal Republic of Germany (FRG) was established on the territory of the Western Occupied zones and declared full sovereignty on May 5, 1955. On October 7, 1949, the German Democratic Republic (GDR) was established in the Soviet zone with East Berlin as its capital. From that time on, the two largest states were known as "West Germany" and "East Germany," Berlin was divided into East Berlin and West Berlin, with West Berlin completely surrounded by East German territory. As a western capitalist country, West Germany enjoyed prolonged economic growth, while East Germany soon became the richest, most advanced country in the Soviet bloc. Even so, many of East Germany's citizens looked to the West for political freedoms and economic prosperity. In 1989 the Berlin wall was removed, and German reunification finally took place on October 3, 1990 , when the GDR was incorporated into the FRG (History 2007). Its per capita income of more than $28,700 makes Germany a broadly middle class society (Background 2007). In the western part of the country, Germany's standard of living is among the highest in the world, with powerful incentives to save offered by the state. Earning power for both workers and employers assures income to meet cost of living. There is no exaggerated difference between compensation for blue-collar workers and white-collar employees. In 1990, the absorption of the eastern German population and economy into western Germany had only a marginal effect on western living standards. On the other hand, East Germany, with its lower earning power suddenly had to pay West German prices, and the wholesale shutdown of former state factories and enterprises caused vast unemployment in industrial cities (Germany: Standards of Living 2007). Third quarter growth for Germany in 2007 was at its strongest for the year, boosted by higher spending on company machinery and construction. The prediction, however, for the fourth quarter and into 2008 is for slower growth due to high oil prices and a strong euro. But the latest preliminary gross domestic product (GDP) figures suggest Germany is on track for annual growth of about 2.5 percent, which would be one of the best performances in the past 15 years. The euro's rise against the dollar increases expenses for exporters while high energy costs are impinging on company profits (Germany Grows 2007). More attention should be paid to domestic product than to capital gains. Poverty With welfare reforms scheduled to be implemented in 2005, social organizations were warned of a dramatic increase in the number of poor people in Germany (Corbett 2004). Corbett stated that according to an association of German charities, the number of poor people in Germany were expected to increase from 2.8 million to 4.5 million-almost double. The average income in 2004 was roughly 2,200 ($2,700) a month but by counting the number of people living on the lowest level of social welfare assistance, the charitable organizations note that after the reform HartzIV, these people would have a monthly

Reading Response Questions for One.Life 8 & 9 Essay

Reading Response Questions for One.Life 8 & 9 - Essay Example In my view, the church is the perfect place to worship and pray. In addition, the church makes Christians have the desire to know more about the old devotional traditions of the Christian faith, and to become fully engaged in their renaissance today. There are various strengths and weaknesses in the church. Some of the strengths include the church enabling people explore how Jesus Christ prayed, how various denominations pray (Orthodox Christians, Anglicans and Roman Catholics) and how the Psalms teach Christians to pray. Other strengths of the church is empowering believers and making them understand that praying as a church is an important part of spiritual formation. The main weakness of the church is incorporating modernity into worship whereby God is no longer given the due respect as He was being given in the early church during the time of apostles of Christ. If I were in the capacity to change, I would ensure that every single believer follows the word of God to later, remaining holy since God is Holy. Chapter 9 of the book covers the life that believers lead in their ministry of serving God. According to the chapter, believers need to live a committed and dedicated life; however, they later get it hard to maintain the committed life (McKnight, 2010). The main reason as to why believers fail to maintain the life is the mixing of money and possessions with the church. I agree with the chapter since it speaks of the practical life that believers face every day. The chapter strikes me when it introduces the issue of leading a committed life and mixing possession and money with the church; something that drifts believers (me, for that matter) away from Jesus. There are various reasons that make people find the committed life difficult to follow. Such reasons include peer pressure whereby a believer with non-believer friends would be swayed away. In addition, some people have the

Capital punishment Essay Example for Free

Capital punishment Essay Capital punishment, also dubbed the death penalty, is the pre-meditated and planned taking of a human life by a government in response to a crime committed by that legally convicted person. Passions in the US are sharply divided, and equally strong among both supporters and protesters of the death penalty. Arguing against capital punishment, Amnesty International believes that The death penalty is the ultimate denial of human rights. It is the premeditated and cold-blooded killing of a human being by the state in the name of justice. It violates the right to lifeIt is the ultimate cruel, inhuman and degrading punishment. There can never be any justification for torture or for cruel treatment. Arguing for capital punishment, the Clark County, Indiana Prosecuting Attorney writes that there are some defendants who have earned the ultimate punishment our society has to offer by committing murder with aggravating circumstances present. I believe life is sacred. It cheapens the life of an innocent murder victim to say that society has no right to keep the murderer from ever killing again. In my view, society has not only the right, but the duty to act in self defense to protect the innocent. And Catholic Cardinal McCarrick, Archbishop of Washington, writes the death penalty diminishes all of us, increases disrespect for human life, and offers the tragic illusion that we can teach that killing is wrong by killing. Death Penalty in the U.S. The death penalty has not always been practiced in the U.S. although ReligiousTolerance.org states that in the U.S., about 13,000 people have been legally executed since colonial times. The Depression era 1930s, which saw a historic peak in executions, was followed by a dramatic decrease in the 1950s and 1960s. No executions occurred in the US between 1967 to 1976. In 1972, the Supreme Court effectively nullified the death penalty, and converted the death sentences of hundreds of death row inmates to life in prison. In 1976, another Supreme Court ruling found capital punishment to be Constitutional. From 1976 through June 3, 2009, 1,167 people have been executed in the U.S. Latest Developments The vast majority of democratic countries in Europe and Latin America have abolished capital punishment over the last fifty years, but United States, most democracies in Asia, and almost all totalitarian governments retain it. Crimes that carry the death penalty vary greatly worldwide from treason and murder to theft. In militaries around the world, courts-martial have sentenced capital punishments also for cowardice, desertion, insubordination and mutiny. Per Amnesty Internationals 2008 death penalty annual report, at least 2,390 people were known to have been executed in 25 countries and at least 8,864 people were sentenced to death in 52 countries around the world: Executions in 2008, by Country †¢China 1,718 †¢Iran 346 †¢Saudi Arabia 102 †¢United States 37 †¢Pakistan 36 †¢Iraq 34 †¢Vietnam 19 †¢Afghanistan 17 †¢North Korea 15 †¢All others 66 Source Amnesty International As of October 2009, capital punishment in the US is officially sanctioned by 34 states, as well as by the federal government. Each state with legalized capital punishment has different laws regarding its methods, age limits and crimes which qualify. From 1976 through October 2009, 1,177 felons were executed in the U.S., distributed among the states as follows: Executions from 1976 Oct 2009, by State †¢Texas 442 (38%) †¢Virginia 103 †¢Oklahoma 91 †¢Florida 68 †¢Missouri 67 †¢Georgia 46 †¢Alabama 44 †¢North Carolina 43 †¢South Carolina 42 †¢Ohio 32 †¢Louisiana 27 †¢Arkansas 27 †¢All others 149 Source: Wikipedia States and U.S. territories with no current death penalty statute are Alaska, Hawaii, Iowa, Maine, Massachusetts, Michigan, Minnesota, New Jersey, New Mexico, New York, North Dakota, Rhode Island, Vermont, West Virginia, Wisconsin, District of Columbia, American Samoa, Guam, Northern Mariana Islands, Puerto Rico, and U.S. Virgin Islands. New Jersey repealed the death penalty in 2007, and New Mexico in 2009. Background The case of Stanley Tookie Williams illustrates the moral complexities of the death penalty. Mr. Williams, an author and Nobel Peace and Literature Prizes nominee who was put to death on December 13, 2005 by lethal injection by the state of California, brought capital punishment back into prominent public debate. Mr. Williams was convicted of four murders committed in 1979, and sentenced to death. Williams professed innocence of these crimes. He was also co-founder of the Crips, a deadly and powerful Los Angeles-based street gang responsible for hundreds of murders. About five years after incarceration, Mr. Williams underwent a religious conversion and, as a result, authored many books and programs to promote peace and to fight gangs and gang violence. He was nominated five times for the Nobel Peace Prize and four times for the Nobel Literature Prize. Mr. Williams was a self-admitted life of crime and violence, followed by genuine redemption and a life of uniquely and unusually good works. The circumstantial evidence against Williams left little doubt that he committed the four murders, despite last-minute claims by supporters. There also existed no doubt that Mr. Williams posed no further threat to society, and would contribute considerable good. The case of Stanley Tookie Williams forced public reflection on the purpose of the death penalty: †¢Is the purpose of the death penalty to remove from society someone who would cause more harm? †¢Is the purpose to remove from society someone who is incapable of rehabilitation? †¢Is the purpose of the death penalty to deter others from committing murder? †¢Is the purpose of the death penal

Inclusion of Special Needs Students

Inclusion of Special Needs Students This chapter focuses on the special educational need, behavioural, emotional and social difficulties (BESD). It explores the in inclusion of children with this special educational need in mainstream schools, as well as the implications for teachers in the classroom. It also highlights the support and strategies that literature details need to be in place in order for these children to learn effectively in the mainstream classroom. In todays modern world, all children no matter their ethnicity, disability or ability matter. They are seen as unique individuals, each with the right to a broad, enjoyable and inclusive education. Every child has the right to be included in classroom learning and given ample opportunities to learn to their potential. In regard to education, Inclusion is about the quality of childrens experiences, how they are helped to learn, achieve and participate fully in the life of the school. There can be some confusion between the words inclusion and integration. They may have similar spellings, but this is where the similarity ends, as there meanings are very different. Inclusion in terms of education, sees children working alongside each other, sharing experiences, with learning personalised where necessary to enable all children to achieve. Integration on the other hand sees all children together in the classroom, learning exactly the same thing. Children with special educational needs (SEN) have not always been given the option of mainstream schooling. In the past, children who are now referred to as having SEN were labelled with more derogatory terms such as handicapped and retarded. In the 1940s children with SEN, including those with physical and mental disabilities were educated away from mainstream schools, being taught instead in hospitals or institutions. During this time the government and educators favoured the word segregation rather than inclusion. This is highlighted in the Education Act 1944 which details, A local education authority shall, in particular, have regard to the need for securing that provision is made for pupils who suffer from any disability of mind or body by providing, either in special schools or otherwise, special educational treatment, that is to say, education by special methods appropriate for persons suffering from that disability. (Chapter 31: 5) Nonetheless the 1970s was the decade for change, and this was set in motion by MP Margaret Thatcher who commissioned a report to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment. (The Warnock Report 1978: 1) The report was published in 1978, namely The Warnock Report, which changed the landscape of inclusive education. The word inclusion exploded into mainstream schools, and children with SEN were given the right to learn alongside other children. Within the report, the aim of inclusion for SEN children in mainstream schools was highlighted along with the need for provisions to be put in place to make it possible. The report stated Full-time education in an ordinary class should be the aim for many children with special educational needs. It should be possible to achieve this aim in the case of the majority of children with mild learning difficulties, many of whom are at present the concern of remedial services, provided that adequate support is available from teachers with additional training or expertise in special education. (The Warnock Report 1978: 102) Thirty years on from the original Warnock report, many were beginning to wonder whether inclusion of children with SEN into mainstream schools had been effective. An OFSTED report on inclusion (2004) seemed to be rather sceptical of its success. It detailed that the inclusion of children with SEN was taking place in mainstream schools, but at the detriment to childrens learning. It also mentioned how the curriculum was not being adapted to meet the provisions of children with SEN and offer them suitable opportunities to improve key skills. (Special Educational Needs and Disability, 2004: 5) It was seen that the Government had gone too far when it came to inclusion, and were including almost all children with SEN into mainstream, closing special schools to save on costs. OFSTED commented how when inspecting schools they had observed work being explained effectively to pupils, but pupils with SEN depended on teaching assistants to break the tasks down further so that they could participate.(2004: 16) This is something that Warnock (2005) cited in a House of Commons Education and Skills Committee report (2006) draws attention to when she notes how children with SEN, are being taught almost entirely by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by the teacher. Parents were questioning more and more, whether their child with SEN was learning to their potential in schools, and asking why their child was not being supported by the teacher as much as the other children in the classroom. Baroness Warnocks change of heart regarding her original vision of inclusion for all children in mainstream schools was made apparent to all when she declared, I think its plain now that the notion of inclusion of all children in the same school isà ¢Ã¢â€š ¬Ã‚ ¦ actually not working in a very large number of cases. (Warnock, 2006) It would appear from this statement that Warnock had conceded that despite the best intentions to include children with SEN into mainstream schools, schools had actually integrated children rather than included them. SEN children were almost been forced into mainstream classrooms, having to cope with the learning that has taken place, rarely having their learning personalised to meet their educational needs. Dimbleby (2006) really encapsulates in a debate on inclusion the issues of including children with SEN in the classroom. He states Children with special needs have always posed a core dilemma. On the one hand, can we afford to include them in mainstream education no matter what the cost or upheaval involved? On the other, can we afford not to include them for fear of condemning millions to a life as second class citizen? From this small introductory speech the issues that educators and governments face are highlighted. The monetary cost, as well as a childs right to be educated with other children no matter what their ability or disability. Within the debate Warnock mentions how her original 1978 report failed to recognise the variety of special educational needs, instead putting them all under one banner and treating all children the same. Warnock also speaks of her realisation that certain children, especially those with behavioural, emotional and social difficulties (BESD) would benefit from special school teaching and learning. She notes that children with BESD could be educationally intelligent, but have certain difficulties preventing them from achieving to their potential. Warnock also admits that these children would be better of out of mainstream schools, and given the specialist teacher support that will help them achieve. Six years on from Warnocks change of heart, there are now many more government reports debating inclusion, and questioning where children with SEN should or could be taught. Parental choice is now taken into account when deciding where children with SEN should be taught, with parent being given the opportunity to state where they would prefer their child to be educated. The vision of many is to allow children with SEN to be taught in a school that is going to meet their individual needs. Gove and Teather (2011: 17) refer to this in the Green paper and propose that they will remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose, making sure they are aware of the options available to them and by changing statutory guidance for local authorities. From just exploring a brief history of inclusion, it is clear that there are many opinions as to whether or not the inclusion of children with BESD into mainstream schools has been successful and effective. BESD is a complex special educational need, far more unpredictable than any other. The challenge for educators in the twenty first century in terms of managing the issue of pupils who exhibit difficulties with social, emotional and behavioural aspects of their lives is the tension between the twin issues of incidence and time to deal with incidence. (McNamara, 2006: 24) This statement portrays the challenges teachers face in the classroom when dealing with BESD. Children with BESD have the capability to be disruptive and dangerous in the classroom, and teachers face the challenge of managing these behaviours, ensuring at the same time every child in the classroom is learning to their potential in a safe environment. There are some who believe that because of these challenges, children with BESD would be better of learning in special schools, giving them access to more specialised teaching and more one to one support. Conversely, there are people who believe that children with BESD should be taught in mainstream, despite the challenges posed to teachers. To able to fully understand what stance to take, it is essential to explore what BESD and its presence in the classrooms of today. Behavioural, Emotional and Social Difficulties (BESD) Behavioural, Emotional and Social Difficulties (BESD) is a special educational need that affects many children in the UK. These children have behavioural problems, as well as emotional needs, and find it difficult to interact in social situations. In short, children with BESD find it hard to access certain areas of the curriculum in order to achieve to their potential. Broadly, it is that behaviour, emotions and social development all influence learning and access to learning. Difficulties with behaviour, emotions and social development can all inhibit learning and access to learning. In the current jargon, they can form barriers to learning.(Farrell 2006:6) Children with BESD do not fall under any one specific stereotype. It does not matter what a childs ability is, they can still have BESD, varying from mild to severe. Those children with mild difficulties may lack social skills and therefore struggle with group interactions, especially in learning situations. East and Evans (2006: 15) detail how At the milder end of the continuum, pupils have problems with social interaction and find it difficult to work with others. Children with severe difficulties may be physically and verbally aggressive, especially towards teachers and peers. They are unable to work in social situations as they have little or no concentration and communication skills. Children with BESD can also find it difficult to cope with changes in routine, which in relation to classroom life, can be a frequent occurrence. Children are usually recognised as having BESD when they portray a range of behaviours which: Is not age appropriate Results in isolation from peers Negatively affects the classroom/learning environment Places unreasonable demands on teaching staff Leads to negative self concept and low self-esteem Restricts learning opportunities Creates dangerous situations. (Evans, 2007: no page) The behaviours identified by Evans encompass the spectrum of behaviours, from mild to severe, that a child with BESD can portray. As already discussed, a child of any ability can have BESD, which is also true for a child of any age. From past school experiences, two children in two separate schools had typical characteristics of children with BESD. One child was in year 6, and the other in year 1, with the later showing all of the above characteristics most of the time. In todays classrooms, there are a rather high number of children that have the special education needs known as BESD. The Green Paper (2010: 20) mentions the number of pupils with behavioural, emotional and social difficulties has increased by 23 per cent between 2005 and 2010 to 158,000 pupils. These figures emphasise that over a five year period, there has been approximately an additional 29,545 children recognised as having BESD. Through looking further into the statistical data available surrounding BESD, there have been an number of interesting findings. From the statistical data, it is clear that there is one gender more common to having BESD. 26,170 (17.2 per cent of) boys with statements had behavioural, emotional and social difficulties, compared to 3,590 (6.2 per cent of) girls. (DfE Special Needs Analysis 2010:12) This data, which focused on children aged 4 18, shows there is a remarkably high difference between the two genders with boys seven times more likely to have BESD. Brown and Schoon (2010: 167-168), mention in their research of the behaviour of children aged 7 that the proportion of boys classified as showing serious behaviour problems was around twice that of girls (10% compared with 5%). Although completely different pieces of research, the overwhelming difference between gender and behaviour is apparent. It is also interesting to note the percentage of children with BESD in primary and secondary school. The DfE Special Needs Analysis (2010: 18) recorded that 12% of statemented children in primary school, and 18% of children in secondary school had BESD and mentioned Behaviour, emotional and social difficulties was the most prevalent type of need for pupils between the ages of 11 and 15 years. It is very interesting to note that the findings from DfE Special Needs Analysis (2010: 6) also highlighted that statemented children with BESD were more likely to be eligible for free school meals. The question asked must be whether environmental factors such as socioeconomic class have an impact on childrens behaviour. Washbrook (2010: 1) refers to the possible connection between social class and childrens behaviour and details that behaviour problems are much more common among disadvantaged children prior to the start of schooling, and these differentials change little between the ages of 3 and 7. Ethnicity was also identified as an additional factor, with the most likely ethnicity of a child with BESD recorded in various research as being Afro-Caribbean. Brown and Schoon (2010: 168) in their extensive research specified how the greatest proportion with particularly high scores was found amongst Black Caribbean children; 13 per cent were classified as having serious behavioural problems. The DfE Special Needs Analysis (2010: 20) also recorded similar findings, mentioning how Black and mixed race pupils at school action plus were most likely to have behavioural, emotional and social difficulties. It is important to note that the data researched was based on children who were on School action plus, an extra support service offered on top of other support from external sources. It does not mean that children on school action plus are the only children that have BESD. There are many other children in mainstream schools who have not been, or are waiting to be statemented who do have BESD, and have not been included in published research statistics. However, exploring the data that have been published, the most common factors of BESD are: Male gender Afro-Caribbean Low Socioeconomic class It is essential to remember that there are other children not statemented and therefore not recorded in some statistical data that may have BESD in schools. It is important to stress the importance of not stereotypically judging a childs special education need. Just because they may not fall in line with the common factors mentioned above, does not mean they do not have BESD, equally a child who meets all these criteria may not have BESD. Disadvantages and Advantages of Mainstream Schooling There seems to be many opinions as to whether or not children with BESD should be taught in mainstream classrooms. Some believe it is beneficial to the child with BESD, others believe it to be disadvantageous for the other children in the classroom, as they will be distracted from learning. Sommefeldt (2006: 96) researched teachers views on inclusion of children with BESD. One such view focused on a negative aspect and detailed inclusion was Detrimental to all both those with needs (lack of specialized / individual help and attention) and those without (left to cope alone with the curriculum because the teachers attention is focused on [special] needs) It is apparent from this statement, that having a child with BESD in the classroom demands much of the teachers time, and their attention will be focused on one specific child a lot of the time. Evans (2007: 56) mentions how there is also a concern about the detrimental effect on the learning of other pupils in the class. With teachers time and attention being focused on a child with BESD, it can be the case that the other children are left to manage on their own, or continue working through the potential distractions, both of which could potentially have damaging effects on their education. East and Evans (2006: 15) speak of how difficult it can be for a teacher to manage both a whole class, and a child with BESD when they note, Children considered to have behavioural, emotional and social difficulties often present a far greater challenge than pupils with other kinds of special needs. This quote reiterates what has been previously mentioned regarding the complexity of BESD, and how it is special educational need that can be very difficult for a teacher to manage, due to the challenge of never knowing how a child is going to act or react in the classroom. Focusing on the impact mainstream education could have on a child with BESD, some believe they would not get the specialist, small group support they need in order to achieve in school. OFSTED (2006: 3) in their key findings cite an important reason for why some pupils with BESD do not achieve in mainstream and detail how pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools. It is inevitable that at times during the day, teachers will look to teaching assistants to support certain childrens learning, especially if a child with BESD is in the classroom. However, TAs are not qualified teachers, so some argue they do not offer children with behavioural difficulties enough teaching and learning support in order for them to achieve. The occasional overuse of TAs to support children with BESD is referred to by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research which mentions how There is something paradoxical about the least qualified staff in schools being left to teach the most educationally needy pupils. This may form part of the reason for why some parents opt to send their children to special schools, as they believe their child will receive the best support to help them develop in their thinking. Obviously there are disadvantages of including a child with BESD into mainstream teaching, both for the child and for their peers. However, it cannot be denied that there are similarly many positives that come from including children with BESD in the mainstream classroom. Sommefeldts research (2006: 96) does not only focus on the negatives of mainstream inclusion. Many positives of mainstream education for children with BESD are also expressed. One teacher gave a personal opinion and stated It is my philosophy that all pupils should have an equal opportunity to access the mainstream curriculum. Children with BESD can be taught in special schools, but they also have the right to be taught in mainstream classrooms as well. As already mentioned, there are some that believe these children should be taught in special schools. These children may however be educationally able and therefore thrive from learning with other children that are of a similar ability. Fogell and Long (1997: 85) bring to light a potential negative sending a child with BESD to special school may have as they question the possible impact of placing a child with emotional and behavioural difficulties alongside a number of other children with exactly the same difficulties. This encompasses two advantages of mainstream schools, one from the educational ability aspect, and the other from the social aspect. Within the primary classroom, children with BESD can socialise with peers who do not have special educational needs, and who model various positive behaviours which can be observe on a daily basis by a child with BESD. In special schools, children with BESD usually interact with those with similar difficulties to them, and therefore lack the positive peer behaviour models a mainstream classroom can offer. Another advantage of including children with BESD in mainstream classrooms is allowing normal children the opportunity to interact with and understand those with special educational needs. By teaching children about differences, and giving them the chance to learn with children that have special educational needs, they can develop an understanding, compassion and tolerance for those who they may not necessarily have met outside the classroom environment. Khalsa and Miyake (2005: 8) note the benefit of children forming an understanding of special needs when they state, The inclusive classroom welcomes diversity and the wide range of student needs that accompany students differences. Teachers who help children understand and discuss differences help create an educational environment that supports empathy for all individuals. There are a number of advantages and disadvantages to mainstream inclusion, however if a child with BESD is taught in a mainstream school, then it is essential that the school does everything possible to allow them to flourish in a happy, inclusive environment. A Schools Role Mainstream schools who offer classroom places for children with special needs, including children with BESD, must have an understanding of what inclusion is. This understanding must be shown through the way the school is run. Schools should not look to change the children with special education needs, but instead look to change the school to become inclusive for all. This is referred to by McLeskey and Waldron (2000: 40) when they comment that, One of the most important issues to keep in mind when developing an inclusive school is that these programs should address the need to provide a better education for all students in a school. In order for children with BESD to achieve effectively in mainstream classrooms, schools must bare in mind a number of factors including: Individualised Education Program (IEP) Teacher Support / Training Personalised Learning Every Child Matters (ECM) A child with special educational needs should have an IEP, which will detail what support the child is going to receive for that specific educational year. Schools must put these in place to ensure the parent(s) and teachers know the support that will be offered to the child, whether that be through one to one sessions with special teachers, or personalised support within the classroom. All staff working with a child with special educational needs must be given access to their IEP allowing them to understand the support and strategies in place, so they could in turn offer effective teaching and continuity for the child. Wilmshurst and Brue (2010: 211) detail the importance of an IEP and mention, The IEP spells out the types of services, their frequency and duration, and the setting in which they will be provided, all of which are very important information for the service providers. Schools must therefore appreciate the importance of IEPs and do everything they can to create ones which are personalised for each child with special educational needs which is going to help them achieve to their potential. The creation of IEPs requires a great time commitment, which Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, Unfortunately, many professionals find data collection, and all that it entails, formidable. After all, in this busy world of ours data collection involves, paper-work, analysis, and interpretation all of which are time consuming. However, if a school wants to include children with SEN into classroom teaching and learning effectively, then this process needs to be undertaken in a slow, concise, professional manner. Schools must ensure that teachers are given support in order for them to effectively include and teach children with BESD in the mainstream classroom. The White Paper (2010: 32) recognised Only around half of teachers believed that there was appropriate support available in their school for teachers struggling to manage pupil behaviour. This, along with other reports, recognise and emphasise the importance of giving teachers extra training to ensure that they understand different behaviours and have the capacity to deal with them in the classroom environment. One form of support offered to teachers could be in the form of training and insets, giving them a greater insight into the strategies that could be initiated in the classroom to deal with children who have BESD. OFSTED (2005: 12) detailed the importance of staff understanding, and how Regular training that links classroom practice to an understanding of how children develop socially and emotionally is central to the effective understanding and management of behaviour. Another form of support schools might offer teachers could be giving them the opportunity to liase with teachers from special schools who have first hand experience of teaching children with BESD. These specialised teachers can offer advice, share strategies, and help ensure that the inclusion of a child with BESD in the classroom is positive and effective for their learning. Senco Penny Rice (2006) visited a special school to observe strategies used to deal with BESD and gain advice from teachers, which she could take back to her school and implement into the relevant classrooms. In her description of the day she highlighted the positives of visiting the special school environment when she stated I found todays experience very useful for my own personal practice, exciting, because I could see childrens behaviour being turned round even just in one day, erm, and I could see childrens confidence being raised, and that is very, very, very, important. Schools should give all staff, especially their SENCOs this opportunity, to improve their understanding of BESD, and keep up to date with current support strategies, because teachers with BESD children in their classroom usually rely on their SENCO for support and advise. There are many strategies that teachers could use to help include children with BESD in classroom learning. One of the most obvious strategies is to make sure that children with BESD have been set work and tasks, which are achievable. This means that they are kept on task rather than losing concentration because they do not understand or are finding something difficult. Another important strategy is positive reinforcement and reward of good behaviour, rather than only sanctioning bad behaviour. The way a child is rewarded will depend on the child and how the child responds to rewards. Howarth and Fisher (2005: 42) point out how rewards can vary and how some will accept individually tailored reward systems while others will respond more positively to class and school based systems. The essential thing to remember is that rewards support and reinforce pupils learning. A strategy which if effectively implemented could be very beneficial is a target behaviour chart. Teachers could set children with BESD targets and if they succeed, they could be given a reward. However, the child would need to be able to achieve these targets otherwise they could become despondent having tried and failed to achieve. The chart would be very visual and would allow the child to see what they had achieved, and have a sense of pride. Another possible strategy to control the behaviour of a child with BESD is time out. This method affords the teacher time to gain control of the situation, gives the child time to reflect on why they behaved in the way they did and what they could do next time to stop it from happening. Rogers (2003: 106) describes how many infant and middle primary teachers have in-class time-out options to give the offending student cool-off time and thinking time. By giving children with behavioural difficulties these opportunities to reflect, it allows the situations to become less heated, and for a new start to take place once they recognise what they did wrong. Any schools main aim should be to help children to develop, learn and achieve. Children with special educational needs including, those with BESD, may need their learning to be personalised so that they can concentrate on areas of the curriculum they struggle with. This will allow them to learn more effectively, rather than being exposed to in learning that they find difficult to access and understand. Cheminais (2007: 71) affirms this when she notes how providing personalised services and tailored education, will ensure that every child and young person, regardless of their background, reaches their optimum potential and experiences improved life chances. It is important for schools to remember, that although some children pose many more challenges then others, every child in their school matters. The government released a document detailing the fact that every child has the right to a safe and effective education.Every Child Matters is about improving the life chances of all young people, from birth to 19, reducing inequalities and helping them to achieve better outcomes. (Cheminais, 2010: 3) If schools keep this in mind, then all children, not only those with special educational needs, will have a well rounded, happy education. There are many challenges that schools face when including children with behavioural, emotional and social difficulties. However, if they stick to their beliefs, implement strategies, support teachers, and work together with outside assistance, the inclusion of these children can be successful. Conclusion It is difficult to conclude on whether children with BESD should be taught in mainstream classrooms, because of the range of views found when researching. There are many who believe children with BESD should be taught in special schools, so that they can achieve educationally with specialised support, and so the other children in the classroom are not disrupted in their learning. They believe the impact of including a child with BESD in the classroom would be too much for a teacher to deal with, and would be damaging for other childrens education. However, there are people who think children with BESD should be taught in mainstream classrooms, and given the opportunity to learn alongside other children who may not have special educational needs. By being included in mainstream learning, they are developing their social skills and getting an equal opportunity to learn to their potential. One thing is for certain; the inclusion of a child with BESD is not a quick and simple task. If sc hools are going to include children with BESD, they must have an understanding of this special education need, and have the correct classroom strategies in place. There ne