Henry Clay, In Defense of the American System, 1832 Essay

Henry Clay, In Defense of the American System, 1832 - Essay Example rs neutralized enormous chances in 1824, as those contradicted to the American System anticipated its fate on a few checks like the pulverization of the open income, certainty of the improvement of direct expenses, obliteration of the route, wretchedness of the business urban communities, sharp increment in the items of open utilization and hit to the fare advertise with decrease in universal exchange. All the forecasts of the pundits went haywire, and the American Economy went through the period of financial blast. 2. With economy recovering its unique wellbeing and success blasting all in all, America was confronting the results emerging out of that blast. The adversaries of the American System, being desirous of that extraordinary jump in economy, were on the plan of disruption, and the huge measure of income delivered made its own issues as each part of American route had expanded. Certain significant activities identifying with the advancement of satisfaction of the advantages were viewed as important. One of the most noticeably awful monetary markers of the economy was the huge open obligation of the nation. Time was ready to annul the framework to which the enactments owed such a great amount to the open thriving and the nation anticipated a time of reclamation and solidification of the economy. To dispose of the open obligation as the intrigue liabilities were substantial was the main goal. The framework needed to break liberated from this monetary serfdom. Sentiment was separated about the liquidation of the open obligation risk. Some contended that the open obligation was the auxiliary concern and different ventures and achievements expected to get need. The Henry Clay contended â€Å"But the individuals of the United States have not coupled the installment of their open obligation with the obliteration of the assurance of their industry, against remote laws and outside industry.† (Clay, 1832)The liquidation of the open obligation was viewed as significant. The other financial pointers were foundation of a

What Is Inclusion Free Essays

What is consideration ? Comprehensive training is worried about the instruction and settlement of all youngsters inside the study hall, paying little mind to their physical, scholarly, social, or etymological shortfalls. Consideration ought to likewise incorporate kids from burdened gatherings, everything being equal and societies just as the skilled and the debilitated (UNESCO, 2003). Incorporation attempts to lessen avoidance inside the training framework by handling, reacting to and meeting the various needs everything being equal (Booth, 1996). We will compose a custom paper test on What Is Inclusion or on the other hand any comparable subject just for you Request Now It includes changing the training framework so it can oblige the one of a kind styles and method of learning of every student and guarantee that there is quality instruction for all using legitimate assets, suitable showing procedures and organizations inside the network (UNESCO, 2003). Incorporation won't occur immediately however requires cautious arranging and thinking, uplifting mentalities and conduct and using the vital particular help, lodging and adjustments to guarantee all youngsters become some portion of the school (Burstein, Sears, Wilcoxen, Cabello Spagna, 2004), effectively take part in the training framework and later become completely contributing citizenry (Department of Education, 2001). Comprehensive training is tied in with guaranteeing that schools can address the issues everything being equal. It is along these lines the obligation of a comprehensive school to grasp the assorted variety and exceptional needs of every one of its students, (Flem, Moen Gudmundsdottir, 2004) recognize and limit the obstructions to learning (Department of Education, 2001) and make an open minded and aware environment in which individuals are esteemed and derision is limited (Carrington Robinson, 2004). All youngsters in this manner should be given the help they need so they can make progress, feel a suspicion that all is well and good and have a place with a network (Iarskaia-Smirnova, Loshakova, 2004; Burke Sutherland, 2004). Comprehensive instruction likewise perceives that learning happens both at home and in the network and along these lines the help of guardians, family and the network is essential (Department of Education, 2001). Really comprehensive schools comprehend the uniqueness of each youngster, that all kids can learn and that all kids have various blessings, qualities learning styles and needs. These schools at that point give the suitable methods and backing through which these requirements can be met (UNESO, 2003) The shifting capacity of youngsters in the study hall implies that with the goal for all to be instructively tested, instructors ought to organize exercises and set learning aims in specific manners to guarantee the equivalent chances of learning for all kids. By looking at crafted by scholars, for example, Piaget (1961) and Vygotsky (1978), the significance of propelling all youngsters by giving testing assignments is very noteworthy. Obviously these errands must be separated to represent the scope of capacity in study halls and it is consequently imperative for educators to recognize the degree of individual kids, with the goal that suitable assignments can be define to satisfy certain objectives and improve learning It is critical to recollect that separation can likewise be available in sex, social class, ethnicity and religion. Educators ought to furnish all kids with equivalent chances on their right side to a reasonable instruction, building and building up the child’s singular needs. Arranging ought to oblige for the distinctions in capacity and execution everything being equal, ‘including the more capable and those with exceptional instructive needs’ (DFES, 2004,) Teachers ought to give consideration and individual help to all kids and when they are occupied with a ‘focus group’ they should come back to whatever other kids who had issues when they can (DfES, S3. 2. 4). This paper has demonstrated how comprehensive training is definitely not a straight forward procedure that can be executed for the time being. Or maybe it requires a great deal of arranging, backing, assets and evaluating. There is broad research that South Africa can use to make comprehensive instruction effective in South Africa. The significant impediment forestalling the effective usage of incorporation in South Africa isn't our absence of assets but instead the teachers’ absence of information about kids with uncommon needs and how to suit them in ordinary classes. On-going serious preparing, proficient turn of events and backing are thusly required so that teachers’ perspectives can get positive and their readiness to advance incorporation can be boosted. Educators in this way need to change their mentality, become all the more ready to attempt new and distinctive curricular techniques, take part in increasingly joint arranging and helpful learning procedures and accept that all kids can learn (Schmidt ; Harriman, 1998). This must be done in any case if instructors are furnished with the important abilities expected to incorporate all students. Consideration can turn into a commonsense procedure in South Africa as long as we see what has made it fruitful in different nations and expand on from that point. Reference List 1. Allan, J. (2003). Gainful teaching methods and the test of consideration. † In British Journal of Special Education 30 (4): 175 †179. 1. Ainscow, M, Booth, t Dyson, A. (2004) â€Å"Understanding and creating comprehensive practices in schools: a synergistic activity explore organize. † In International Journal of Inclusive Education 8 (2): 125 †139 1. Stall, T. (1996). â€Å"A Perspective on Inclusion from England. † In Cambridge Journal of Education 26 (1): 87 †100. 1. Burke, K Sutherland, C. (2004). â€Å"Attitudes toward Inclusion: Knowledge versus Experience. † In Education 125 (2): 163 †172. . Burstein, N, Sears, S, Wilcoxen, A, Cabello, B, Spagna, M. (2004). â€Å"Moving Toward Inclusive Practices. † In Remedial Special Education 25 (2): 104 †116. 1. Carrington, S Robinson, R. (2004). â€Å"A contextual analysis of comprehensive school improvement: an excursion of learning. † In International Journal of Inclusive Education 8 (2): 141 †153 1. Cross, A. F, Traub, E. K, Hutter-Pishgahi, L Shelton, G. (2004). â€Å"Elements of Successful Inclusion for Children with Significant Disabilities. † In Topics in Early Childhood Special Education 24 (3): 169 †183 1. De Lange, J. P. (1989). Governmental issues and Education. Pretoria. South Africa. 1. Branch of Education. (2001). Instruction White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://instruction. pwv. gov. za 1. Deppeler, J Harvey, D. (2004). â€Å"Validating the British Index for Inclusion for the Australian Context: Stage 1. † In International Journal of Inclusive Education 8 (2): 155 †184 1. Flem, A, Moen, T Gudmundsdottir, S. (2004). Towards comprehensive tutoring: investigation of comprehensive instruction by and by. † In European Journal of Special Needs Education 19 (1): 85 †97 1. Forlin, C. (2004). â€Å"Promoting Inclusivity in Western Australian Schools. † In International Journal of Inclusive Education 8 (2): 185 †202 1. Hegarty, S. Instructing Children and Young People with Disabilities: Principles and the Review of Practice. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://unesdoc. unesco. organization/pictures/0009/000955/095511eo. pdf 1. Chase, P. , Staub, D. , Alwell, M. ; Goetz, L. (1994). â€Å"Achievement by all understudies inside the setting of agreeable learning gatherings. † In Journal of the Association for Persons with Severe Handicaps, 19, 290-301. 1. Iarskaia-Smirnova, E. R ; Loshakova, I. I. (2004). â€Å"Inclusive Education of Handicapped Children. † In Russian Education and Society 46 (2): 63 †74 1. Jobe, D, Rust, J. O, ; Brissie, J. (1996). â€Å"Teacher perspectives toward incorporation of understudies with inabilities into standard study halls. † In Education 117(1), 234-245. 1. Peck, C. A, Staub, D, Gallucci, C ; Schwartz, I. (2004). Parent Perception of the Impacts of Inclusion on their Nondisabled Child. † In Research Practice for Persons with Severe Disabilities 29 (2): 135 †143 1. Raschke, D Bronson, J. (1999). Inve ntive Educators at Work: All Children Including those with Disabilities Can Play Traditional Classroom Games. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://www. uni. edu/coe/consideration/theory/benefits. html. 1. Schmidt, M. W Harriman, N. E. (1998). Showing Strategies for Inclusive Classrooms. Harcourt Bruce College Publishers: New York. . Sharpe, M. , York, J, Knight, J (1994). â€Å"Effects of incorporation on the scholarly presentation of colleagues without inabilities. † In Remedial and Special Education, 15, 281-287. 1. Stroeve, W. (1998). One of the Kids: Educating youngsters with and without inabilities together in similar classes and schools. Gotten from the World Wide Web on twentieth July 2005. Web Address www. aare. edu. au/03pap/hea03769. pdf 1. Turner, N. D Traxler, M. (2000). Children’s Literature for the Primary Inclusive Classroom. Delmar Thompson Learning: Africa. 1. UNESCO. (2003). Defeating Exclusion through Inclusive Approaches in Education: A Challenge a Vision †A Conceptual Paper. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://unesdoc. unesco. organization/pictures/0013/001347/134785e. pdf 1. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://www. unesco. organization/instruction/data/nfsunesco/pdf/SALAMA_E. PDF 1. UNESCO. (2005). Initial Steps: Stories on Inclusion in Early Childhood Education. Gotten from the World Wide Web on twentieth July 2005. Web Address: http://unesdoc. unesco. organization/pictures/0011/00110

[Guest Post] Those Kids in Uniform

[Guest Post] Those Kids in Uniform Hi all! My name is Catherine J. ‘22. I’m studying Computer Science (Course 6-3) and I’m a sophomore cadet in Air Force ROTC.   ROTC is an amazing program and a huge part of my life. However, it’s hard to understand what ROTC is unless you’re in it or you’re familiar with the military. I wanted to answer some of the questions I get the most, and provide specific information about the rewarding experience of being a cadet here at MIT.   So what actually is ROTC? ROTC stands for Reserve Officers Training Corps. Basically, it’s training to become an officer in the U.S. Military. ROTC gives students the opportunity to complete that training while they are in college, so that they can commission at the same time as their graduation.     Here at MIT we host ROTC programs for three branches of the military: Navy, Army, and Air Force. Since I am an Air Force cadet, I complete their training curriculum and attend their activities. At last week’s LLAB, we worked as a team to learn “Wargaming,” which is like a more complex game of Risk but with actual Air Force assets. It mimics the operations of the Air Force in areas of conflict. Are you required to join the military after graduation?   The short answer is yes. If you finish ROTC, there is a four-year active duty commitment (for most careers some careers like pilot have longer commitments). However, if you are not on an ROTC scholarship and just want to give the program a try, you can do so with no obligation freshman and sophomore year.   After sophomore year, you go to Field Training and commit to finish ROTC and commission. Field Training is specific to Air Force ROTC and other services have a different training structure, but all require military service upon completion of the program. What does your week look like?   [Monday 3-4pm] ROTC Class: Yes, we actually do have a class class. You go to the Air Force Classroom which looks like your typical high school classroom, except wayyyy cooler because it’s decked out with pictures of fighter jets. Freshman year you cover a lot of introductory material and basic information about the Air Force. Sophomore year is all about leadership skills. Junior and senior year class is slightly longer, and you learn about how doctrine, strategy, and leadership fit together and you prepare for commissioning.   [Tuesday 3-5pm] Leadership Laboratory (LLAB): LLAB has more hands-on activity, like drill (basic marching), team building exercises, and introductory combat skills. The goal of LLABs varies year to year: freshman year it’s learning, sophomore year it’s preparing for Field Training, and junior and senior year it’s practicing your leadership skills. Juniors and seniors are in charge of actually planning and running LLABs. At this LLAB last Fall, we learned how to administer emergency care to a fallen pilot. [Wednesday 7-8 am] Physical Training (PT): What we do varies from week to week and day to day. However it mostly centers around training to pass the Physical Fitness Assessment (PFA) each semester, which is required to stay in the program. The PFA consists of 1 minute of push ups, 1 minute of sit ups, and a 1.5 mile run. We just took this semester’s PFA in mid-October. I’m happy to say that each time I’ve taken the PFA I’ve gotten a better score than the last time, so whatever workouts they give us in PT sessions seem to work for me!   [Friday 7-8 am] Physical Training (PT): same as above Is there a summer commitment? I feel the need to emphasize that this varies greatly between the branches, so I can only speak for Air Force. Air Force only has one required summer commitment: Field Training.   During your sophomore year, you apply for a slot to go to Field Training, which is 2 weeks of boot-camp style training. You get yelled at a lot and evaluated on things like drill and leadership skills. Every cadet has to successfully complete Field Training in order to commission. As previously mentioned, I’m currently a sophomore, so I will attend Field Training this summer :) Other than that, your summers/IAP are free to do whatever you want! However, AFROTC has many opportunities to fill your summers if you want to. These range from spending a couple weeks on an Air Force base learning the daily life of an officer, to spending an entire summer abroad learning a language like Russian, Arabic, Mandarin, Korean, or Swahili. I think this is one of my favorite things about ROTC. I never feel the same pressure as other MIT students to attend career fairs, apply excessively to internships, or network with companies. I have the peace of mind that a job is waiting for me on the other side of graduation, and I can make schoolwork my priority. I only take internships and opportunities that I actually think I will learn from, and the Air Force provides me with additional options for expanding my skills that are only available to cadets.   What’s your favorite part of ROTC?   Besides what I mentioned above, this sounds really cliche, but meeting amazing friends has been my favorite part of ROTC. The program has given me the unique ability to meet and maintain relationships with students from Harvard, Tufts, and Wellesley because all those schools feed into our ROTC detachment at MIT. In the Air Force, being a good “wingman” is something highly valued, so friendship and teamwork are both very strong.   So are you going to fly planes?   While many cadets go through the program hoping to be selected for the coveted pilot slot during their junior or senior year, that does not interest me all that much. My dream job in the Air Force is a Cyber Warfare Operations Officer. I’m lucky that the Air Force has such a wide range of opportunities, and I’m able to serve my country in a way that I find exciting and matches my skill set. There’s way too many jobs for me to list them all, but here’s a link if you want to browse through them.   That’s all! Thanks for reading this super long post. If you have any questions you can comment below and I’ll try my best to answer them.

Counseling And Related Educational Programs - 1522 Words

Counseling is a longstanding profession that has provided care for individuals worldwide. Part of the history of the profession, is the accreditation process that has assisted in unifying counseling along with related fields. The Counsel for Accreditation of Counseling Related Educational Programs (CACREP) is the organization that accredits post bachelorette programs in counseling and associated professions, offered by colleges and universities internationally (Welcome, 2014). Some of the purposes held by CACREP include creating excellent programs in counseling and related disciplines, accrediting professional preparation curriculums, and developing standards for preparation programs (Vision, 2014). Without the existence of CACREP, the†¦show more content†¦COPA was the leading authority by which accrediting organizations were deemed legitimate. One way the ACES sought to gain approval from COPA, was by creating intentionally distinct entry-level preparation for both masterà ¢â‚¬â„¢s and doctoral level. This decision made it possible to have accreditation of doctorate programs which gives CACREP multiple advantages over other accrediting establishments, such as American Psychological Association (APA). Other precursors, such as a push for state accreditation in California during the late 1970s, aided the pushed for national accreditation. This is just a brief history of how CACREP was developed though agreements with existing accreditation programs, multiple professional and political maneuvers, and a determination to further develop the counseling discipline (Sweeney, 1992). CACREP’s first meeting was held in September 1981 and the organization adopted the ACES standards as the first set of standards for CACREP (Bobby, 2013). By 1986, CACREP had received several requests to include specialty standards, CACREP created a policy that stated standard revisions would occur on a scheduled basis. The purpose of this new policy was to organize the review and implementation of new or revised standards as well as provide time for the CACREP Board to review the validity and reliability of current requirements and processes. In May 1987, CACREP presented its new standards and has continuously addedShow MoreRelatedAn Awareness Of Counseling And Related Educational Programs1334 Words   |  6 PagesWith this in mind, counselors need an awareness of the unique counseling concerns that may arise when working with people living with HIV/AIDS (PLWHA). 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The graduate program must be at least 48 semester hours with studies in the areas of â€Å"normal humanRead MoreAccountability in School Counseling Program Essay1351 Words   |  6 PagesAccountability and the Use of Data in School Counseling and Educational Systems Melissa Hattaway Lamar University CNDV 5330 Accountability and the Use of Data in School Counseling and Educational Systems Over the years, literature has expressed the need for, and importance of, accountability for student outcomes in order to give school counselors valuable data to assess and improve goals (Dahir Stone, 2009). The ASCA National Model also supports the importanceRead MoreThe Victims Of Children With Disabilities1331 Words   |  6 Pagestraining programs to include training across all disability areas. Furthermore, in 1965, the Elementary and Secondary Education Act (PL 89-10) and the State Schools Act (PL 89-313) provided states with direct grant assistance to help educate children with disabilities. Furthermore, the Handicapped Children’s Early Education Assistance Act of 1968 (PL 90-538) and the Economic Opportunities Amendments of 1972 (PL 92-424) authorized support for, respectively, exemplary early childhood programs and increasedRead MoreI Interviewed A Counselor Named Cristina Kleinfelter957 Words   |  4 Pageswhen she goes to the classroom to teach social skills, a nd help with college. They both have a mixed population of students they work with whether it be students from broken homes, good homes, etc. She has her Master’s Degree in Counseling and is certified in school counseling, she has been in this field for 14 years so far. She works with the 8th graders the most, with their high school schedules, she explains to them how to pick classes and how to apply to the Western Center. She plans the field trip

Case Study Of Gavi s Hpv Vaccine Support Program Essay

A Case Study of Gavi’s HPV Vaccine Support Program Abstract Human Papillomavirus (HPV), a sexually transmitted DNA virus that can lead to cervical cancer, is the most common cancer among women in developing regions. More than 270,000 women die per year from cervical cancer globally, and 85% of those deaths occur in developing countries. In the past, many low- and middle- income countries (LMIC) have been unable to afford the implementation of HPV vaccination programs, resulting in high cervical cancer mortality rates. Gavi, an organization created to improve worldwide access to vaccines, undertook an initiative that had the goal of decreasing the price of an HPV vaccine to under $5, and increasing access for adolescent girl populations in LMICs. This was done through market shaping, co-financing and implementation support. This case study will present and evaluate Gavi’s intervention by assessing targets, investigating cost-effectiveness and identifying strategic challenges. Keywords: HPV, Cervical Cancer, Immunization, Gavi, Global Health Background Human Papillomavirus (HPV) is a sexually transmitted DNA virus that infects the skin and mucous membranes. Worldwide, the prevalence of HPV is ~11.7%. The frequency of HPV cases is much higher in developing regions, with Eastern Africa (33.6%) and the Caribbean (35.4%) having the highest prevalence. [1] Though approximately 90% of HPV infections regress to a subclinical state within two years, persistent infection mayShow MoreRelatedGsk Annual Report 2010135604 Words   |  543 Pages2010. 10 10 new compounds and vaccines starting phase III clinical trials since the start of 2010. 14% We are committed to improving returns in RD, aiming to increase our estimated return on investment in this area to 14%. c.1bn Units of Lucozade, Ribena and Horlicks manufactured in the UK every year. 2 New Consumer Healthcare Research and Innovation centres opened in China and India. Vaccines Emerging markets 1.4bn Doses of our vaccines supplied to 179 countries around

Monomyth Hero and Family Versus Loyalty Free Essays

Monomyth: Fact or Fiction? Does every story truly follow the common stages of monomyth? Joseph Campbell first describes the monomyth in his book â€Å"The Hero With a Thousand Faces† written in 1949. In William Faulkner’s story â€Å"Barn Burning† one can look close enough and see the stages of monomyth. In â€Å"Barn Burning† the loyalty to family versus loyalty to the law is tested. We will write a custom essay sample on Monomyth: Hero and Family Versus Loyalty or any similar topic only for you Order Now The basic structure of a hero’s journey, in this case Sarty, is shown through the three stages Campbell explains. Campbell’s monomyth starts with a departure, initiation, and return. Sarty is faced with all three. Sarty is given a call to adventure, refusal to call, and a crossing of the first threshold. His call to Adventure was while the family had to go to a new place. He and his family were forced to leave by the Justice, he said to them, â€Å"This case is closed. I can’t find against you, Snopes, but I can give you advice. Leave this country and don’t come back to it† (504). Sarty’s refusal to call is when he hopes it’s all over. All the running and breaking the law with his father he gets so sick of having to take up for his father. After they left town his father asks, â€Å"You were fixing to tell them. You would have told them. † Sarty answered in a whisper, â€Å"yes† (505). The family was living on DeSpain’s land and that is Sarty’s crossing of the first threshold. The initiation in the story is when the hero is initiated into true heroic stature. Sarty faces the road of trials, atonement with the father, and the ultimate boom. The trial he faces of not knowing if he should keep helping his family. His father tells him to go get oil and as he’s going he’s thinking, â€Å" I could keep on, I could run on and on and never look back, never need to see his face again. Only I can’t. I can’t. † (512). The father figure that the family has to answer to is DeSpain because they are on is land. The ultimate boom is when Sarty actually tells DeSpain what his father is doing to the barn. Sarty cried, panted. â€Å"Where’s†¦Ã¢â‚¬  â€Å"Barn! † he cried. â€Å"Barn! † â€Å"What† the white man said. â€Å"Barn? † â€Å"Yes! † the boy cried. â€Å"Barn! † â€Å"Catch him! † the white man shouted (513). He’s so shook up he can’t even speak clear sentences. After initiation the hero can return in triumph to deserved recognition, although this in itself may not be without trials and tribulations. Sarty refuses to return, takes a magic flight, is rescued from without, and given freedom to live. He takes the magic flight and runs away after telling DeSpain about the barn. He made the decision to run and to not look back, his refusal to return. He made a bold choice to turn away from his family. While running he hears a gunshot, and that rescues him from without. The narrator says,†Ã¢â‚¬ ¦a long, swirling roar incredible and soundless, blotting the stars, and he springing up and into the road again, running again knowing it was too late yet still running even after he heard the shot and, an instant later, two shots, pausing now without knowing he had ceased to run, crying â€Å"Pap! Pap! †Ã¢â‚¬ ¦Ã¢â‚¬  (514). The relief of not having to answer to his father was enough for Sarty, he had his won life to live with any of the people he chose. With that, he was given the freedom to live. One could say that yes, most stories do follow Campbell’s monomyth. Sarty had a hard choice to make in this story but still came out to be the hero according to monomyth. Monomyth is interesting to those who take the time to learn about it. It does apply to stories and movies in modern day. An example would be The Matrix, Star Wars, Lord of The Rings, and even Hangover. There is a fair share of critics, typically saying that not all stories are like this. Some may even say this leads to safe movie and book making, thus leading to boring repeats. The same was said about Shakespeare, and his works are famous. How to cite Monomyth: Hero and Family Versus Loyalty, Essays

Malcolm X And Martin Luther King Jr. Essays - Politics,

Malcolm X and Martin Luther King Jr. Two race men both working for the dream of equality for their people. While Martin Luther King Jr. main goal was for non-violence, and an end to all racial segregation, Malcolm believed in by whatever means necessary to accomplish a separate nation. The different tactics that they implied to make these dreams a reality come from the upbringings that they had as children. Malcolm was originally born in Omaha. His family picked up and moved later to Lansing, Michigan were Malcolm's father was murdered by members of the Ku Klux Klan after number of death threats were made to the family. From his father's death and the poverty that the family was facing g the mother of eight suffered a nervous breakdown, and the welfare department took her eight children away from her. After the separation Malcolm was sent first to a foster home and later to a reform school. Malcolm moved to Boston after his eighth grade year in school. In Boston he became involved with criminal activity while working various jobs for cash. In the mid 1940's Malcolm was sentenced to jail for theft. During his stay as a prisoner, Malcolm became infatuated with the believes and teachings of Elijah Muhammad. Malcolm spent most of his time while in jail learning about Black Muslims who advocated racial separation. Malcolm was released from incarceration in 1952. He became involved with a Bla ck Muslim temple in Detroit, where in a few years he was recognized as their most prominent spokesperson for the nation of Islam. During the time that he spent working in Detroit is when Malcolm took up the name, Malcolm X. On the other side of the spectrum, there was a sheltered kid by the name Martin Luther King Jr. King was born in Atlanta, Georgia. He was the oldest son of Martin Luther King Sr., a Baptist preacher, and Alberta Williams King. As a child King attended segregated schools where he quickly himself as being intellectually elite from the rest of his peers. King went on to skip two grade levels before entering Morehouse University at the age of 15. He graduated from Morehouse with a bachelor's degree in sociology; he was also the class Victorian. He furthered his education after Morehouse at colleges like Crozer, and Boston. While in college, Martin studied the non-violent Indian leader Mohandas Gandhi. King was brought up in a perfect atmosphere where love and dreams could be conjured. He was raised in a comfortable middle class household where strong values matured his belief of self-value. On the other hand Malcolm was raised in hellish conditions. Conditions that would leave anyone with anger and revenge brewing on his or her mind. King had a much more positive attitude then Malcolm, believing that through peaceful demonstrations and arguments, blacks someday will be able to have full equality with whites. Malcolm's negative attitude on live was reflected in his angry, pessimistic belief that equality was impossible because whites have no moral conscience. Malcolm promoted nationalist and separatist worlds for blacks and whites. He strongly felt that only through revolution sand force could blacks grasp their place in society. King believed in an integrationist philosophy, were as he believed that blacks and whites should be united together in peace. Even though their messages were different, they were both delivered the same way, through hard-noised speeches. These speeches were delivered in different styles as well as different purposes. King was a peaceful leader who urged non-violence for his followers. He traveled giving peaceful speeches encouraging black and white listeners alike to work together in racial harmony. Malcolm for the most part believed that non-violence and integration was a trick by the whites to keep blacks in their place. He was furious with white racism and told his followers to rise up and fight against their white enemies. As the leaders lives begin to come to a closing, King and Malcolm's beliefs became more and more alike. Malcolm emphasized unity and change through black pride and respect for oneself, rather then through revenge and hate. While on the other hand, King became angry at the lack of progress that he had made on equality. He began encouraging

Introduction to Linguistics Essays

Introduction to Linguistics Essays Introduction to Linguistics Essay Introduction to Linguistics Essay What is meant by the field of linguistics? This introductory chapter concerns some dimensions of linguistics. which give us a general thought of what linguistics is. including the history of lingual. grammar. and other subjects of linguistics survey. What does grammar consist of and what are the relationship between one and another? How many linguistic communications do human existences have the capacity to get? What other surveies are made in recent centuries? Each of these facets are clearly described. and other chapters will travel into farther inside informations. While in this chapter we will supply some less elaborate information on the assorted facets of linguistics mentioned so far. 1. 1 Specifying Linguisticss There is nil that can be said by mathematical symbols and dealingss which can non besides be said by words. The converse. nevertheless. is false. Much that can be and is said by words can non successfully be put into equations. because it is nonsensical. C. Truesdell Linguistics is a survey to depict and explicate the human module of linguistic communication. There is no uncertainty that linguistics has changed through human development. 1. 1. 1 History of linguistics. The history of linguistics can be divided into three periods: antiquity. in-between ages and modern linguistics. 1. 1. 1. 1 Antiquity Dating back to earlier period of linguistics. linguistics is frequently associated with a demand to disambiguate discourse. particularly for ritual texts or in statements. Ancient Indians made a large part to linguistics development. Similarly. ancient Chinese played a cardinal function in bettering linguistics development. Around the same clip as the Indian developed. ancient Grecian philosophers were besides debating the nature and beginnings of linguistic communication. During this period. sentence structure and the usage of atoms developed fast. In add-on. bookmans proposed that word significances are derived from sentential use. 1. 1. 1. 2 In-between Ages In Middle East. in footings of spread outing Islam in 8th century. a big figure of people learn Arabic. Because of this. the earliest grammar came to being bit by bit. At the same clip. Sibawayh. a celebrated bookman. wrote a book to separate phonetics from phonemics. In the thirteenth century. Europeans introduced the impression of cosmopolitan grammar. 1. 1. 1. 3 Modern Linguistics Modern linguistics’ get downing can day of the month back to the late eighteenth century. With clip passing by. the survey of linguistics contains increasing contents. Meanwhile. it is used in other Fieldss. computing machine. e. g. . has come to be called computational linguistics. The survey of applications ( as the recovery of address ability ) is by and large known as applied linguistics. But in a narrower sense. applied linguistics refers to the application of lingual rules and theories of linguistic communication instruction and acquisition. particularly the instruction of foreign and 2nd linguistic communication. Other related subdivisions include anthropological linguistics. neurological linguistics. mathematical linguistics. and computational linguistics. However. linguistics is merely a portion of a much larger academic subject. semiologies. It is the scientific survey of linguistic communication. It surveies non merely one individual linguistic communication of any one society. merely like Chinese or Gallic. but the linguistic communication of all human existences. A linguist. though. does non hold to cognize and utilize a big figure of linguistic communications. but to look into how each linguistic communication is constructed. In short. linguistics surveies the general rules whereupon all human linguistic communications are constructed and operated as systems of communicating in their societies or communities. 1. 1. 2 An Interesting Comparison Linguisticss is a wide field to analyze. hence. a linguist sometimes is merely able to cover with one facet of linguistic communication at a clip. and therefore assorted subdivisions arise: phonetics. phonemics. morphology. sentence structure. semantics. applied linguistics. pragmatics. psycholinguistics. lexicology. lexicography. etymology and so on. Suppose that the survey of linguistics can be considered to be a computing machine. so linguistics is equal to the CPU. which supports all the other parts. Furthermore. sound card would stand for phonetics and phonemics. and so morphology and semantics are like the memory of the computing machine. What’s more. sentence structure plays as an of import function to interpret individual words to a whole sentence which is full of intending. merely like a artworks card. which uses image to do sense of the thought of memory stick. Finally. everything is ready. it’ s clip to utilize computing machine and the same goes for linguistic communication acquisition. Very interestingly. the belongingss of computing machine are surprisingly similar to human linguistic communication. from World Wide Web. iflytek. com/english/Research-Introduction % 20to % 20TTS. htm Above all. linguistics is concerned with the survey of verbal language– peculiarly address and written linguistic communication. What’s more. linguistic communication is a system and there is a set of options of which 1 must be chosen depending on the intent and context. ( Marie E. A ; John P. . 1991. p. 64 ) . 1. 2 The wide survey of linguistic communication Language is a extremely complex system of communicating. so it sometimes will be called a system of systems’ . It is used to build. exchange. express. and record information and thoughts. It performs these maps efficaciously because it is based upon systems that are understood by those utilizing the linguistic communication. In this chapter. four subjects will be concerned. They are phonology. morphology. sentence structure. and semantics. In this subdivision. some overall definitions and interactions among the four parts will be talked about. 1. 2. 1 Phonology In order to help scholars at the early phases of literacy. it is really of import to understand the relationship between sounds and letters. The sounds of address are studied in phonetics and phonemics. ( Marie E. A ; John P. 1991 ) 1. 2. 1. 1 Definitions of phonemics and phonetics Phonology is the survey of sound systems- the innovation of typical address sounds that occurs in a linguistic communication and the forms wherein they fall. In other words. we study the abstract side of the sounds of linguistic communication. a related but different topic that we call phonemics ( Peter. 2000 ) . In short. it is about forms and roots. On the other manus. it is more rigorous linguistics. Phonetics is the scientific discipline which surveies the features of human sound-making. particularly sounds used in address. and provides methods for their description. categorization and written text. In common. address sound is used everyplace. and it can be divided into three parts: articulatory phonetics. audile phonetics. and acoustic phonetics. 1. 2. 1. 2 The difference between phonemics and phonetics It seems that phonemics and phonetics are similar. That is why both of them make scholars confused. In fact. they have great difference. Phonology pays attending to how speech sounds of a linguistic communication form are put together harmonizing to regular regulations. On the contrary. phonetics focuses chiefly on description of how speech sounds are made. For case. if person says we should acquire our two lips near together and so force them open with a strong air . that means he or she is relevant to phonetics field. Another illustration is no words should get down with the ng’/N/ sound. the sound merely occurs at the terminal of words . and this concerns phonology country. Plenty of footings are used to depict different forms of letters and sounds. Some of the common used footings are blend. digram. shwa. syllable and phonics. which are widely and often applied. 1. 2. 2 Morphology Morphology has been regarded as a needfully synchronic discipline . That means the regulations concentrating on the survey of word construction alternatively of the development of words ( Katamba. 1993. P. 3 ) . It is the basic component used in a linguistic communication. and the construct of morphemes’ is one of the chief facets in the survey of morphology’ ( Yule. 2006. p. 66 ) . Basically. it is the subdivision of linguistics that surveies the internal construction of words. In morphology. morphemes are the minimum units that have semantic significance. It is the lingual term for the most elemental units of grammatical form ( Fromkin. Rodman. A ; Hyams. 2006. p. 77 ) . 1. 2. 2. 1 The categorization of morphemes Morphemes are composed of free and bound morphemes. Free morphemes are the morphemes that can stand by themselves as individual words . while edge morphemes are those that can non usually stand alone . but that can be attached to affixes ( Yule. 2000. p. 75 ) . Free morphemes contain lexical and functional morphemes. The first class. free morphemes. is the set of ordinary nouns. adjectives. adverbs and verbs which carry the content of the conveyed messages ( Yule. 2000. p. 76 ) . and most English words refer to this class. The functional morphemes consist mostly of the functional words. including concurrences. prepositions. articles and pronouns ( Yule. 2000 ) . Bound morphemes can besides be divided into two classs. They are derivational and inflectional morphemes. Derivational morphemes are those which make new words in the linguistic communication and do words of a different grammatical class from the stem ( Yule. 2000. p. 76 ) . which means that it can alter the significance or the word category. whereas the inflectional morphemes are used to indicate facets of the grammatical map of a word ( Yule. 2000. p. 77 ) . 1. 2. 2. 2 The interaction with other facets Morphology has interactions with phonemics. The choice of the signifier that manifests given morpheme may be affected by the sounds that realize neighbouring morphemes ( Katamba. 1993 ) . For illustration. prefixes and postfixs will usually impact the emphasis. Meanwhile. there is interaction between morphology and sentence structure. The signifier of words may be influenced by the syntactic building in which the word is used ( Katamba. 1993. p. 13 ) . 1. 2. 3 Syntax So far in our survey of linguistic communication. we have made surveies of phonetics. phonemics and morphology. We have analyzed the construction of sounds and words. Therefore. we have been concentrated on the degree of little units of linguistic communication. After our analysis of words. we move to the consideration of larger structural units of linguistic communication: phrases and sentences. If we concentrate on the construction and ordination of constituents within a sentence. we are analyzing what is technically known as the sentence structure of a language ( Yule. 2000. p. 100 ) . Syntax can be merely defined as the scientific survey of sentence construction. Harmonizing to Geoffrey ( 2005 ) . sentence structure is a term used for the survey of the regulations regulating the manner words are combined to organize sentences. The beginning of this word is from Grecian and it means a puting out together’ or agreement ( Yule. 2000 ) . In the sentence The male child hits the door. we can detect that the words are related to each other in this order that it merely has one significance. If we change the order of the words The door hits the male child. the sentence’s significance has wholly changed and it is nonsensical. The ground is that the parts of the sentence are structurally related to each other. and this construction is reflected in the word order. In English. the word order is really necessary and of import for the significance of the sentence harmonizing to lingual regulations. In some linguistic communications. word order plays a less of import function. The significance of the sentence depends more on the signifier of the words themselves. In such instances. it is possible for sentences with wholly different word order to hold the same significance. English used to be one of these linguistic communications. The undermentioned illustrations are taken from Old English: Se cyning metech thone biscop- - -The male monarch meets the bishop Thone biscop meteth se cyning- - -The male monarch meets the bishop Although the words are arranged otherwise. they still mean the same. However. presents. the word order is really important for intending. As a effect. there is a great demand for us to research sentence structure. Some of import constructs are included in the survey of sentence structure. 1. 2. 3. 1Complex and compound sentence Three sentence types are basic in the sentence structure. There are simple sentence. compound sentence and complex sentence. A simple sentence includes one word. However. in some state of affairs. the simple sentence contains two words. A compound sentence contains at least two simple sentences. The sentences are linked with a concurrence. A Complex sentence composes of at least one chief clause and one subsidiary clause. 1. 2. 3. 2 Syntax Analysis The undermentioned illustration is provided for syntax analysis. The football squad won the lucifer last twelvemonth. S NP VP NP Det N Vt Det N Adv Ext ( clip ) The football squad won the lucifer last twelvemonth. The chart above is called tree diagram. The letters above each indicate: S = sentence. NP = noun phrase. VP = verb phrase. N = noun. V = verb. and so on. The grammarians use this method to analyse the sentences. 1. 2. 3. 3 Basic Syntactic Structure In English. the construction of sentence depends to a great extent on word order. The four basic constructions are listed as follows: S gt ; NP + Vc + NP ( NP gt ; N. NP gt ; Det + N ) S gt ; NP + VP ( NP gt ; N. VP gt ; Vc + Adj ) S gt ; NP + VP ( NP gt ; N. VP gt ; V ) S gt ; NP + VP ( NP gt ; N. VP gt ; Vt + NP. NP gt ; Det + N ) 1. 2. 3. 4 Basic Syntactic Generative Process There are four basic syntactic productive procedures: permutation. enlargement. extension. transmutation. Take the undermentioned sentence as an illustration to clear up these three constructs. Ken is a police officer. Substitution: Ken is a police officer. gt ; Tom is a police officer. Expansion: Ken is a police officer. gt ; Ken is a bad police officer. Extension: Ken is a police officer. gt ; Ken is a police officer at that clip. Transformation: Ken is a police officer. gt ; Is Ken a police officer? 1. 2. 4 Semantics Semantics. a subfield of linguistics. is the survey of actual significance. It is the recent add-on to the English linguistic communication. ( Palmer. 1976. p. 1 ) . Harmonizing to Matthews ( 2007 ) . during the early old ages the survey of intending focused on the vocabulary entirely. The range of the survey has expended since 1960s to include both semantics and pragmatics ( analyzed in 1. 3 ) . which come to the chief Fieldss of the survey of lingual significance ( Katamba. 2000 A ; Matthews. 1997 ) . Semantic significance is fixed and abstract. It can be understood by surface. However. it is de-contextualized. In another word. it is easy subverted by different gestures or modulations. Semnatics interacts with other facets of linguistics. For illustration. when equivalent word are used. they can be understood. so it fits the regulation of sentence structure. However. equivalent word are used to depict something similar. In a sentence. a equivalent word can be substituted by another equivalent word. However. the significance of synonyms talker or author determines or predicates have different grades. which indicates the significance is really different ( Alan. 2004 ) . Therefore. it is the interaction between sentence structure and semantics. As for the interaction with phonemics. the term tonic syllable in phonemics has three sorts of maps. The first 1 is the accentual map. which is to bespeak the focal point of the information. The 2nd 1 is the attitudinal map that is to bespeak the speaker’s attitude. And the last 1 is grammatical map. If talkers use these maps. the same sentence will turn out to hold assorted significances. To reason. in this subdivision. linguistics is analyzed from the facets of sounds. word construction. grammatical regulations and significance. Each of them is in charge of a certain system. Therefore linguistics can assist people to pass on. to show. and to be understood. 1. 3 Other subjects Apart from the nucleus subparts of linguistics. which we have demonstrated before. for farther reading. we introduce some other exciting facets in the field of linguistics. There are a batch more to detect than those countries. 1. 3. 1 Sociolinguistics People may cognize something about you through the manner you speak. for illustration. where you come from. where you spend most of your life clip. your societal individuality and so on. Two people turning up in the same geographical country. at the same clip. may talk otherwise owing to a figure of societal factors ( Yule. 2000 ) . Consequently. it’s really of import to see the societal facets of linguistic communication. It’s because address is a signifier of societal individuality and is used. consciously or unconsciously ( Yule. 2000 ) . The survey of the societal facet of linguistic communication is known as sociolinguistic. Sociolinguistic is concerned with probe of the relationship between linguistic communication and society ( Ronald. 2006. p. 13 ) . It consists of cultural norms. outlooks. and context on the manner linguistic communication is used. The first linguists who studied the societal facet of linguistic communication are Indian and Nipponese in the 1930s. Another individual called Gauchat who came from Switzerland had a analysis of this in 1900s every bit good. However. these three people didn’t receive much attending in the West. Until the late nineteenth century. the survey of societal facets of linguistic communication laid its foundation. Sociolinguisticss bit by bit appeared in the sixtiess in the West. Linguisticss such as William Labov in the US and Basil Bernstein in the UK foremost brought out this construct and explored it. ( Wikipedia. 2007. parity. 1 ) 1. 3. 2 Neurolinguistics Though the nervous constructions of most carnal species are really distant from adult male. there are still resemblances between homo and animate being linguistic communications ( Marler. 1981 ; Nottebohm. 1970 ) . since nerve cells work in both. Human encephalon contains one million millions of nervous cells. and so far. the exact figure of those alleged nerve cells is still to be defined ( Fabbro. 1999. p. 21 ) . These bitty bantam nerve cells have close nexus with the production of linguistic communication. There can be unconditioned or learnt vocal vocalizations. Oral linguistic communication can be the unconditioned belongings of the human encephalon. written linguistic communication. nevertheless. is an innovation of world. Dogs can bark. cats can miaou. and adult male can shout even after the remotion of the mesencephalon. whereas parrots can non copy human sounds. and we can non bring forth human linguistic communication ( Fabbro. 1999. p. 21 ) . Therefore. the nervous centre of our encephalon is playing an unreplaceable function in the production of linguistic communication. How does the chief intellectual construction serve the production of human voices? The survey of neurolinguistic rely on the survey of neurology and neurophysiology. and in these Fieldss. all parts of the nervous system. each holding different maps in bring forthing linguistic communication. are discovered. Theories are found based on tonss of experiments refering the remotions of different subdivisions of the encephalon. The devastation of different linguistic communication countries destroys linguistic communication distinguishingly. 1. 3. 3 Historical linguistics Historical linguistics decidedly is non concerned with the history of linguistics. though historical linguistics has played an of import function in the development of linguistics. It is the chief sort of linguistics practiced in the nineteenth century ( Campbell. 1998. p. 5 ) . Historical linguistics concerns the probe and description of how languages alteration or keep their construction in the class of clip. Language alteration can be easy proved by paperss written in the same linguistic communication but at different periods of history. The differences of give voicing and construction of sentences can reflect the historical development of linguistic communication. From series of dateable paperss. Lord’s Prayer widely recorded the history of world. and different versions help us analyse the linguistic communication of each period ( Bynon. 1978. p. 7 ) . Meanwhile we can besides detect that certain construction regulations are still used in current linguistic communication. There are some concepts and regulation that link the grammars of two different but related linguistic communications. which descend from a individual original linguistic communication. sharing a common ascendant. More accurately. historical linguistics trades with the sorts of alterations. and the techniques and methods we have use to detect history. instead than the beginning of words themselves ( Campbell. 1998. p. 5 ) . 1. 3. 4 Anthropological linguistics Anthropological lingual is the survey of dealingss between linguistic communication and civilization. It is related to human biological science. knowledge and linguistic communication. It belongs to the field of lingual anthropology. which is a subdivision of anthropology that surveies human-beings through the linguistic communication they use ( Wikipedia. 2007. parity. 1 ) . Some Linguists who explore theanthropological linguistics consider these subjects such as chimpanzee communicating. pidgins and Creoles. structural linguistics. entire linguistic communications. whorf hypothesis. etc. 1. 3. 5 Pragmatics Harmonizing to Kate ( 2000 ) . pragmatics is one of the two chief Fieldss in the survey of lingual significance. Pragmaticss trades with natural linguistic communication. while linguistic communication is ever used in context for an intended intent. The hearers must seek to hold on the significance implied. enrich the thoughts. and eventually do out the sentiment that what the talkers meant when speaking about a peculiar look ( Kate. 2000 ) . Harmonizing to Yule ( 1996 ) . pragmatics surveies the context in which the vocalization is produced every bit good as the purpose of linguistic communication user. ’ That means matter-of-fact intending depends on context or state of affairs. Without context. significances can be obscure and may be misunderstood by people. Two of the subdivisions are: speech Acts of the Apostless that cover requesting’ . commanding’ . questioning’ and informing’ . and niceness that shows the consciousness of another person’s face. In short. sociolinguistics is the analysis of interrelatedness of linguistic communication and society. Neurolinguistics is the survey of the encephalon and how it functions in linguistic communication. Historical linguistics is the consideration of linguistic communication alteration and how different linguistic communications are related to each other. Anthropological linguistics is the survey of linguistic communication and civilization. There are some other subjects in linguistics. Pragmaticss trades with the speakers’ significance. The five mentioned above are some chief subjects in linguistics. Different subjects of linguistics enrich the content of lingual. The survey of linguistics tends to be more and more elaborate and completed. 1. 4 Language Acquisition This chapter began with a general debut to linguistic communication survey. It ends with a consideration of the acquisition of linguistic communication. incorporating first. 2nd and foreign linguistic communication. which is affected by the relationship between instructor and scholar. Some experient pedagogues advise that it is merely through larning to talk a linguistic communication that you can to the full analyse it ( Everett 2001 ) . Acquisition’ is described as happening in self-generated linguistic communication contexts ( Krashen. 1982 ) . is subconscious. and leads to colloquial eloquence. 1. 4. 1 First linguistic communication acquisition For a kid. larning first linguistic communication is automatic. non after get downing school. non in specific circumstance and non by great attempts ( Yule. 2006 ) . It requires merely basic physical capableness of directing and having sounds straight or indirectly. and interaction with others utilizing this linguistic communication. Children are brought up in peculiar environments. being affected by different milieus. particularly by those people whom they spend most of their clip interacting with. Babies start express themselves through some simple vocalization. such as some vowel-like sounds. Children addition increasing abilities at different development phases. from bring forthing single-unit vocalization to bring forthing address by pass oning through looks ( Yule. 2006 ) . since they are able to understand what others said. This a large measure frontward. like discontinuing toddling and being capable of walking steadily. forwards. or backwards. As kids are being progressively exposed to communicating and interaction. their linguistic communication accomplishments are developing quickly because of the enlargement of vocabulary. They are neer forced to talk first linguistic communication and rarely be corrected by others. but they correct themselves through interactions every twenty-four hours. Then kids learn to utilize verbs in different sentences. and how to utilize different words to organize a sentence ( Yule. 2006 ) . They bit by bit learn to inquire inquiries right and how to utilize the word no in their addresss to show negative significances. The last phase of first linguistic communication acquisition is the ability of doing meaningful sentence ( Yule. 2006 ) . There is monolithic fluctuation in the rate at which characteristics of one’s first linguistic communication are acquired. 1. 4. 2 Second linguistic communication acquisition. Bing able to talk first linguistic communication is one of the basic accomplishments of 2nd linguistic communication acquisition. Except for the minority of people who are bilingual talkers. most of the scholars have no entree to a 2nd linguistic communication until our late childhood. Actually most of the Chinese scholars are now larning English as a foreign linguistic communication. because it is instantly back to Chinese speech production clip out of the schoolroom. But subsequently on they may hold the opportunity of larning it as a foreign linguistic communication in a native speech production environment. during submergence semesters. when they will get this 2nd linguistic communication in fortunes similar to those of Chinese acquisition. There are evidently differences in foreign linguistic communication accomplishment. sometimes related to differences in aptitude ( Carroll. 1982 ) . sometimes to affectional factors ( Gardner A ; Lambert. 1972 ) . sometimes to learner schemes ( Naiman. Frohlicn. Stern A ; Tedesco. 1978 ) . sometimes to environmental factors such as chances for linguistic communication usage or instructional conditions ( Long. 1982 ) . and sometimes merely to clip ( Carroll. 1975 ) . Human existences have the ability to larn more than one linguistic communication all through one’s live. Farwell ( 1963 ) ( cited in Taylor. 1976 ) studies that a British adventurer in the nineteenth century claimed to hold spoken more than 40 linguistic communications and idioms. Normally. nevertheless. after the age of 10. the acquisition of 2nd linguistic communication is really different from the manner one acquired his first linguistic communication. which is comparatively slower and can non accomplish native-like proficiency. 1. 4. 3 Educational factors Most of us begin larning 2nd linguistic communication in teenage old ages. disbursement merely few hours on it every twenty-four hours and for most of the day-to-day activities we use our female parent lingua. Consequently. we will meet tonss of troubles in larning 2nd linguistic communication without adequate exposure to it. Therefore. the mostly distinguished portion of geting first and 2nd linguistic communication should be linguistic communication instructors. In order to larn a 2nd linguistic communication. we must larn from a instructor. or at least follow their counsel. The schoolroom is a really powerful instrument of direction and it can command linguistic communication larning in a really direct manner ( Richard. T. A ; Roger. H. ) . As linguistic communication instructors. we should concentrate on students’ demands and follow learner-centered attacks. We should leave cognition in a more practical manner so the pupils can have easy. Keep the category disciplined and orderly so that pupils can larn most efficaciously from the lessons. There are frequently the state of affairss that the pupils seldom voluntary replies. and the instructor sometimes has to name on person and delay for a long clip before a response is forthcoming. Why non seek interrupting off from typical Hong Kong schoolroom patterns in category? Like. pupils do non hold to stand up to recognize instructors. and they do non hold to raise their custodies or stand up when they answer inquiries. In a relaxed schoolroom atmosphere. pupils will experience free to interact. They will non fall silent when the instructor enters the room. so stand up and intone a choral salutation. If the students are put in this place in the schoolroom. they can be more efficaciously kept in their topographic point in societal life. During the category. we instructors should neer state like this: I am your instructor. By the authorization vested in me I have the right to inquire you to act in a certain manner. whether you like it or non. And you. in your function have the duty to obey ( Widdowson. H. G. ) . Whereas. we should state that in another manner: Make this because I am the instructor and I know what’s best for you. but non Do this because I am stating you and I am the instructor. This difference has the advantage of mostly increasing engagement in the usage and pattern of linguistic communication. 1. 4. 4 Drumhead Approachs to the acquisition of linguistic communication history for different backgrounds of learns’ first linguistic communication. and different conditions of exposure. In geting linguistic communication. scholars frequently go through transitional phases of development. which is at distinguished rates. Mentions Cruse. A. ( 2004 ) . Meaning in linguistic communication: an debut to semantics and pragmatics. Oxford. New York. Oxford University Press. Bynon. T. ( 1983 ) . Historical Linguistics. Cambridge: Cambridge University Press. Campbell. L. ( 1998 ) . Historical Linguistics-An Introduction. Edinburgh: Edinburgh University Press. Dechert. H. W. ( 1990 ) . Current tendencies in European 2nd linguistic communication. Great Britain: WBC Print. Bristol. Fabbro. F. ( 1999 ) . The Neurolinguistics of Bilingualism. Psychology Press Ltd. Fromkin. V. . Rodman. R. . A ; Hyams. N. ( 2006 ) . An debut to linguistic communication ( 8th ed. ) . Boston. MA: Heinle A ; Heinle. Palmer. F. R. ( 1976 ) . Semanticss: a new lineation. Cambridge ; New York: Cambridge University Press. Geoffrey. F. ( 2005 ) . Cardinal Concepts In Language And Linguistics. USA: Palgrave Macmillan. Kate. K. ( 2000 ) . Semantics. Basingstoke. England. Macmillan. Katamba. F. ( 2006 ) . Morphology. Basingstoke: Macmillan Press. Marie E. A ; John P. ( 1991 ) . Language and Learning. Melbourne: Oxford University Press O’ Mally. J. M. . A ; Chamot. A. U. ( 1990 ) . Learning schemes in 2nd linguistic communication acquisition. Cambridge University Press. Matthews. P. H. ( 1997 ) . Oxford Concise Dictionary of Linguistics. Oxford. University Press. USA. Peter. R. ( 2000 ) . English Phonetics and Phonology. Cambridge University Press. Ronald. W. ( 2006 ) . An Introduct

Law of Multiple Proportions Problem

Law of Multiple Proportions Problem This is a worked example of a chemistry problem using the law of multiple proportions. Two different compounds are formed by the elements carbon and oxygen. The first compound contains 42.9% by mass carbon and 57.1% by mass oxygen. The second compound contains 27.3% by mass carbon and 72.7% by mass oxygen. Show that the data are consistent with the law of multiple proportions. Solution The law of multiple proportions is the third postulate of Daltons atomic theory. It states that the masses of one element which combine with a fixed mass of the second element are in a ratio of whole numbers. Therefore, the masses of oxygen in the two compounds that combine with a fixed mass of carbon should be in a whole number ratio. In 100 grams of the first compound (100 is chosen to make calculations easier), there are 57.1 grams oxygen and 42.9 grams carbon. The mass of oxygen (O) per gram of carbon (C) is: 57.1 g O / 42.9 g C 1.33 g O per g C In the 100 grams of the second compound, there are 72.7 grams oxygen (O) and 27.3 grams carbon (C). The mass of oxygen per gram of carbon is: 72.7 g O / 27.3 g C 2.66 g O per g C Dividing the mass O per g C of the second (larger value) compound: 2.66 / 1.33 2 Which means that the masses of oxygen that combine with carbon are in a 2:1 ratio. The whole-number ratio is consistent with the law of multiple proportions. Solving Law of Multiple Proportions Problems While the ratio in this example problem worked out to be exactly 2:1, its more likely chemistry problems and real data will give you ratios that are close, but not whole numbers. If your ratio came out like 2.1:0.9, then youd know to round to the nearest whole number and work from there. If you got a ratio more like 2.5:0.5, then you could be pretty certain you had the ratio wrong (or your experimental data was spectacularly bad, which happens too). While 2:1 or 3:2 ratios are most common, you could get 7:5, for example, or other unusual combinations. The law works the same way when you work with compounds containing more than two elements. To make the calculation simple, choose a 100-gram sample (so youre dealing with percentages), and then divide the largest mass by the smallest mass. This isnt critically important- you can work with any of the numbers- but it helps to establish a pattern for solving this type of problem. The ratio wont always be obvious. It takes practice to recognize ratios. In the real world, the law of multiple proportions doesnt always hold. The bonds formed between atoms are more complex than what you learn about in a 101 chemistry class. Sometimes whole number ratios dont apply. In a classroom setting, you need to get whole numbers, but remember there may come a time when youll get a pesky 0.5 in there (and it will be correct).

Incident Essay Example | Topics and Well Written Essays - 1250 words

Incident - Essay Example In the case of Ada, she must show that someone's negligence caused her son's death and the injury she suffered to claim damages under tort. With regard to Bob's death, two parties can be found liable - Charles and the organizers of the Senley Regatta. Charles has a duty of care to Bob at sea to exercise due diligence in driving his boat just as drivers on the road have a duty of care to other cars, which he breached when he crossed Bob's lane without giving appropriate signals - an act which any boat driver must be aware of. This is evident in applying the "neighbour test" in Donoghue v Stevenson [1932]2 and the three stage test in Caparo Industries v Dickman [1990]3. The event organisers, on the other hand, are also liable because they have a duty of care towards its participants and spectators. This duty of care is analogous to that in Michael Watson v British Boxing Board of Control Ltd. [2001]4, where the differences in the facts of the case are immaterial because it is evident t hat the organisers in both events both failed to put safety measures to ensure the protection of its participants and spectators. ... the claimant must be sufficiently proximate both with its relationship to the victim and with the incident itself, such that it was witnessed by the claimant in person. This view was furthered in McLoughlin v. O'Brian [1983]6, where it is stated that damages can be awarded if the plaintiff "comes upon its immediate aftermath." In this respect, Ada her sufficiently proximate relationship with Bob, was neither present during the incident nor was she able to arrive immediately at the scene and experience its immediate aftermath. To claim damages, she must therefore illustrate that unlike the case of Alcock v. Chief Constable of the South Yorkshire Police [1992]7, where there were no "depicted suffering of recognizable individuals", the satellite feed she watched on television allowed her to recognise Bob's boat, not only because she was aware he was participating in the event, but also because she recognised his distinctively coloured boat, allowing her to see the suffering of a recogni sable individual. While this claim can be risky, because it departs from conventional interpretation, she has a good chance to claim damages for nervous shock, provided that she can illustrate the substantial differences of her case. With respect to Freddie, a fireman who suffered nervous shock after rescuing ten of the children in the pleasure cruiser two of whom died in the hospital, he cannot claim damages under tort of negligence for two reasons. First, even though the rescue doctrine in Wagner v International r.r. Co., (NY) [1921]8 , 9 and in Ogwo v Taylor [1987]10 makes Charles liable to the physical injuries that Freddie may suffer as a result of the rescue; Freddie was not rescuing Charles, but one of the students, who were victims of Charles' negligent act. Thus, this makes the

Week 8 Discussion Research Paper Example | Topics and Well Written Essays - 500 words

Week 8 Discussion - Research Paper Example as a result of the breach and more importantly, serve as a proof that the company is fully compliant with all applicable rules and regulations (Charlette, 1996). Basically, compliance starts with day to day compliance at the organizational level. The following are some of the benefits that accrue to an organization that implements an effective compliance program: 1) Good faith efforts in following the set rules and regulations whereby every organization that adheres to a compliance plan gives a good example of its efforts in compliance with set rules and regulations. 2) Sentencing guidelines whereby, if the government decides to sue a company for criminal offences, then a good record of compliance can act favorably for the company defense. 3) Proactive approach, whereby a company that voluntarily adheres to the compliance program portrays a good picture of both regulatory and statutory compliance. Every organization based in US and with a strong reputation for integrity and honesty must be fully compliant with the set plan. Therefore, such an organization must have a compliance plan within which to operate in pursuance of the organizational objectives. Further, such a plan could help an organization with investments across the borders to successfully conduct its business, therefore, not only the employees of local branches, but also those of foreign should comply with the set out procedures to ensure the overall success of the organization. As one of the largest energy companies, ExxonMobil have indicated on their website that environmental issues are of great concern. Further, by calling for extra vigilance to ensure environmental safety and protection, they remind us of the tragic incident of deepwater horizon, which led to massive oil spill (Engel, 1979). From their website, it is evident that the company has put in place measures that guarantee safety in their operations, emergency preparedness, environmental protection and management of climate change. More

Marketing Strategies Used By Nokia

Marketing Strategies Used By Nokia In order to execute the project on hand I have select Nokia. Nokia was founded by Fredrik Idestamin in 1865 as public limited company. Nokia is leading the cellular phone industry with around 38% of the market share, while Motorola, which is American based is having 12% of total market share. Nokia used be a diversified conglomerate up till 1980 with business includes pulp, rubber tire production, paper, telecommunication equipment, cable manufacturing, and consumer electronics. The geographic target market of Nokia was mainly limited to Scandinavia (70% market share) and US (33% market share) (123helpme, 2010). It should be noted that Nokia had never enjoy monopoly in any market including Finland and the company share is due to its competitive marketing strategy, state of the art product designing and manufacturing, pricing strategies and creative marketing campaigns. The company has constant record of launching new product that either low costs or cutting-edge technology, and flair have not yet been stopped. These two characteristics of the firm are giving it competitive advantage and the company is still the most profitable company of the mobile-phone manufacturing industry (Kumar, Banthia, Sharma, 2010). Nokia headquarter in situated in Espoo, Finland. The Research and Development wings of the company are situated in 10 countries around the globe. The device manufacturing factories of the company are located in nine countries while the company transacts its business in more than 150 countries of the world. In this paper we going to investigate that how does a Finnish organization become a world leader in the highly sophisticated cutting-edge industry from the marketing viewpoint? Importance and the use of Information in their Marketing Strategies of Nokia: In the decade 1990s the telecommunication industry around the globe experience three significant positive changes that sets the foundation for future growth. These three trends were increase in the use of internet, deregulations of the market that led to easy access for new competitor and the advent and popularization of wireless services. Nokia then adapted the three strategies in its marketing program. This was a mega turn in the history of Nokia. In order to get the exploit the opportunities provided by the environmental factors and decrease the potential demerits of changes that might have impact on the business, Nokia initiated an information system project. It has decided to install an information system that will facilitate decision maker across the organization in its various functional departments. For this sake Nokia takes advantage of Management Information System (MIS), Decision Support System (DSS), Executive Information System, Transaction Processing System (TPS) etc. Through the use of these systems the organization not only was able to manage the organization effectively and efficiently but was also able to coordinate its different RD departments (that are situated in 10 countries), its manufacturing facilities (that are situated in 9 different countries) and its distribution networks that situated in 150 countries. Organizational Marketing Strategy Used by Nokia: Organizational Strategy: Nokia historical logo was three arrows that were created in 1966, the company then devise its presently used organizational slogan connecting people. This slogan was design by Ove Strandberg. The company is the world 6th most loved and fastest growing brand of the world. All this was possible due to Nokia consistent organization wide supportive culture, shared values and vision. The vision statement of Nokia is our vision is a world where everyone is connected, and its promise is Our promise is to help people feel close to what is important to them. The approach the company used for to achieve this objective is Trusted consumer relationships, Best mobile devices everywhere, and Context enriched services (Nokia, 2010). Marketing Strategy: In order to achieve its organizational objectives, the marketing wing of the Nokia is doing remarkable job. In the following we explored different aspects of the marketing strategy used by Nokia. Market Segmentation: Geographic: Both Rural and Urban areas Demographic: Male and Female Age: 22-50 (almost 80% of the sales comes from this segment Consumer Segments: All the three types of users including high-users, medium users and light-users. (Kumar, Banthia, Sharma, 2010) Product Strategy: The focus of the marketing efforts of Nokia is mostly on handset manufacturing only. The company is constantly enhancing its product portfolio by inventing constantly new models. The mobile phones that are manufactured by Nokia have two diverse focuses: either low costs or cutting-edge technology. The products of the company are adopted as per the specific markets situation. For example handsets distributed in Middle East have an Arabic language function, while in France the language is tailored as French. Branding Strategy: Nokia use two types of branding strategies. It is due to the fact that its target market consumer consists of two types of customers: Upscale buyers and Economy seeker. For upscale buyer the company built its brand with high-end multimedia handsets, while for economy seeker in emerging markets its branding strategy focuses on providing economical handsets (123helpme, 2010). Pricing Strategies: The pricing strategies used by Nokia vary from situation to situation and from product to product. For cutting-edge technological products that are newly designed by the company RD, the company use first the skimming marketing strategy, and then decrease the price. While for cost-effective products that focus on economy, the company use penetrating pricing strategy. Promotion Strategy: The company success can be traced to the excellent promotion activities carried out by the organization. The company use integrated marketing communication to promote its various products in different region of the world. The promotion activities are directed toward replacement Place Strategy: The company distribution network is situated in 150 countries, and the company is still using its aggressive marketing strategy to boost its network, and market development strategy to target new markets from around the world. Nokia has come up with new place strategy by opening of the retail outlets known as Nokia Priority. Nokia: in the Global Context: Nokia has successfully used its marketing strategy to target diverse customers from around the world. Its products are equally used by rural as well as people belong to the urban areas. The company is using the right blend of standardization and adaptation. By studying the global market strategy of Nokia one can argue that Nokia standardized its products when possible and customize its products when needed. For example Nokia introduced its dust-resistant mobile phone with anti-slip grip and flash light in less developed markets including India, Pakistan, Bangladesh etc. the product was customized according to the needs and wants of the rural market of the people living in these countries. Such sort of commitment to the needs and wants satisfaction of the target market by Nokia shows Nokia genuine commitment towards the local customers needs. The competition in the global market for Nokia is increasing with the passage of time. As the market for cellular phone is passing through the growth stage of product life cycle, constant entrance of new cellular phone manufacture is continued. The competition for Nokia includes: Motorola, Sony Ericson, Samsung, Siemens, Panasonic, NEG, Toplux and Sagem and many more. In order to keep its share in the international market Nokia must continue to exploit its competitive advantage to get ahead of competitors. It needs to have more focused marketing strategy. Nokia late arrival of can-bar phone and missed design trends like clamshell phones are some of the factors that has led to decrease in the market share of the company (Kiley, 2007). Nokia market share was 66% in 1999, which now stood at 38% (2009), it means that although in terms of sales its revenue is increasing with the passage of time, but in terms of market share, competitors are capturing niche from Nokia. Nokia is using aggressive marketing strategy in the global market. Since 1997, the company has acquired 37 companies around the world. The acquisition includes, Cellity a mobile software company, OZ Communications of Canada, Navteq which is a U.S. base supplier for a price of $8.1 billion, and Enpocket supplier of mobile advertising technology and many more (Kumar, Banthia, Sharma, 2010). These acquisitions have strengthened the market standing of Nokia, and help the company to boost its competitive advantage. The global sales of Nokia are increasing and the organization is constantly using four types of strategies to increase its sales in the global market. Nokia is increasing its sales in its existing market of already available products through increase strong positioning strategy, promotion activities, and competitive pricing strategies, and thus company is able to increase the sales for its products. The company has constant record of launching new product that is either low costs (that target low-income group) or cutting-edge technology (that target upper-upper and upper-middle class of the market), and flair have not yet been stopped. New market offer exciting opportunities to Nokia and the company is continuing to explore new market in the world. Currently the distribution network of the company has been established in 150 countries in all the continents of the world. The company now developed multifunctional cell phones, and continued to put up its business in significant on the rise markets such as India, China, Middle East and Indonesia where the target market are still looking for reliable hardware. The strategy is working for Nokia and over the year it has been able to launch series of new version in the global market. And Nokia is now looking to target 200 million middle class population of China for whom the company has developed customized products that costs under 63$ (Kiley, 2007). On the other hand, the situation in US is quite different. Thats why the company is using different strategy to target that market. In US market growth is tough because the market is driven by cell-service provider. For example Verizon Communication sell phone to customer at subsidized rate to its target market. Nokias relations in US with cell phone operator are not as strong as those of competitors that are why the company is suffering in this front. To tackle this trend, Nokia have reportedly spends $5.4 million in 2007 and $2 million in 2008 on lobbying in the U.S. market to hold its market share. The strategy was very successful for the firm, as it resulted in favorable political environment for the company. Had the company adopted the same strategy in before the results for the company must have been quite different and it must have not lost its market share in the US market? On the other hand the condition is quite change as compared to condition in US and the consumers can buy the cell-phone of ones own choice, and then shop for their service. In order to take advantage of favorable market conditions Nokia has joined hands with Siemens Networks and formed a joint venture in 2006. Nokia Siemens Networks services are available in 150 countries around the world. Both the companies have merged their fixed line and mobile phone network equipment business to create the worlds biggest network. This has resulted in 1.5 billion Euros for Nokia in year 2009. Nokia e-Business Strategy: For Nokia e-business is not just limited to web presence to make easy buying selling. Nokia is exploiting the collective power of the internet and IT to vitally convert its strategic business strategies and business processes. Nokia is one of the successful ventures of the world that is using the e-commerce and e-business solution in its flair to build successful relation with its target market. Nokia e-business is known as Nokia Payment Solution that was initiated in 2001 (Nokia, 2010). The Nokia Payment Solution is unique program that enables payment service providers to mediate payments between three parties including financial institutions, distributor and consumers. This platform allow Nokia to collect, manage and clear payment initiated from mobile phone and other web-enabled terminals all the way through different payments methods including debit cards, credit cards, operators prepaid and postpaid system. Nokia provides Nokia Signet Server that serves the purpose of verification and payment transaction of non-repudiation through digital signatures. The verification and digital signature connecting the client and server are satisfied using the wireless Public Key Infrastructure (PKI) technology. On the other hand Nokia is using its e-Business strategy to successfully integrate its various divisions across the world. Nokia factories are situated in 10 countries, and its RD wings are situated in 9 countries. E-business provides an opportunity to Nokia to cut its costs dramatically through e-procurement, which is as a way for Nokia to better track and manage their purchasing. Nokia also provides various blogs in an effort to know its target market. This e-chat provides Nokia a form of technical and customer support is an excellent example of its customer focused e-business strategy. This e-business strategy that supplement Nokia traditional phone support is a system that saves precious time for Nokia while providing opportunities to know its customer more deeply. Nokia e-business strategy has helped the marketing strategist to better plan their product offerings, keeping in view the latest trends of the market. The products are designed and manufactured keeping in view the needs and wants of its target market. Through the use of e-business the marketing department is able to develop and retain its valued customers. Nokia website provides online support to its valued customer in the form of free download (music, video, themes, etc), software solution, and integration of different task related to products. . This had helped the company not only in creation long-lasting, and satisfied customer creation but also helped the company to prolong the product life cycle of its various products. On the other hand Nokia has formed strategic partnership with Facebook. Facebook is a social network website that connects people and work as link between them. This had provided remarkable opportunity to Nokia, because the Facebook application for Nokia is available for download in more than 150 countries. Nokia is the only mobile company of the world whose handsets can be connected to Facebook. This has created a world of opportunities for both Nokia and Facebook. (Nokia, 2010) Conclusion: Over the last two decades the mobile-phone market has gone through tremendous changes, with unbelievable products and rapid growth in the market. The growth of the market is still continued. Nokia is using its creative marketing strategies to hold its market share through strong positioning and competitive strategy in order to beat the competition. The company sales performance has been increase dramatically in the past few years, although it has lost a portion of its market share to new rivals in the market. If the company continue to tailor its marketing strategies according to the needs and wants of the target market, its chances for success in the market will increase even more.

Book Report (Romeo and Juliet) Essay

Author and His/her Life: William Shakespeare (April 16, 1564-April 23, 1616) was born in Stratford-upon-Avon, England, The United Kingdom. He’s genre are Literature & Fiction, Poetry. He was an English poet and playwright, widely regarded as the greatest writer in the English language and the world’s pre-eminent dramatist. He is often called England’s national poet and the â€Å"Bard of Avon† (or simply â€Å"The Bard†). His surviving works consist of 38 plays, 154 sonnets, two long narrative poems, and several other poems. His plays have been translated into every major living language, and are performed more often than those of any other playwright. Shakespeare produced most of his known work between 1590 and 1613. Overview: The undying love-story of Romeo and Juliet by William Shakespeare is one of his greatest and astonishing works during his times which is still being studied in schools and told every generation. In this story, the two young lovers proved that they are going to love each other no matter what happens or should I say, till death makes them apart. Though everybody is against of their relationship, they did not stop loving each other though Romeo was banished by Juliet’s father and both families have a misunderstanding. I can say that their families wasted a lot of lives including the two young lovers’ lives because they let their egos rule before finding the appropriate solution for the problems of both parties. II. Body A. Characters: Romeo – Son of Montague who falls in love with Juliet. Juliet – A Capulet who falls in love with Romeo. Lord Capulet – Juliet’s father. Lady Montague – Romeo’s mother. Lord Montague – Romeo’s father. Count Paris – A friend of the Prince who wants to marry Juliet. Prince Escalus – Prince of Verona who provides for law and order. Friar Lawrence – The Priest in Verona. He marries Romeo and Juliet hoping it will unite both families. Friar John – Was supposed to deliver a letter to Romeo about Juliet and the Friar’s plan, but Romeo didn’t get it. The Nurse – Cared for Juliet during childhood. Mercutio – A good friend of Romeo. Balthasar – A servant and friend to Romeo. Benvolio – A friend of Romeo’s. Tybalt – Nephew of Lady Capulet. Samson – The Capulet servant. Gregory – He is a Capulet servant. Peter – Servant to Juliet’s Nurse. The Apothecary – A poor shopkeeper who illegally sells poison to Romeo. B. Setting The play is set in the thirteenth or fourteenth century in Italy in Verona and Mantua. Much of the action takes place in Juliet’s house. Two cities of Venice are also mentioned in the play. The Capulets and the Montagues, the main families of the play, are from noble lineage and wealth; they dress well, live in fancy surroundings, and are served by many attendants. The play’s basic setting, therefore, is rich and elegant. C. Plot For many years, an on-going feud between two families has caused much disruption in the city of Verona, Italy. The Capulets and the Montagues cannot seem to get along, and there have been many deaths among the two families because of it. Prince Escalus of Verona warns the two families that if the feud does not stop, the punishment will be death. The stage opens with servants of the Capulet and Montague families. They get into a minor argument. Romeo, a Montague, enters the stage. He has recently been denied the love of Rosaline. He is miserable over this. His friend and cousin, Benvolio, enters and decides that they will go to the Capulet feast, in disguises, so he can prove to Romeo that other pretty women exist. They all exit. At the feast, Romeo meets Juliet, the daughter of Capulet. Instantly, they fall in love. After the feast, Romeo sneaks into the Capulet orchard and visits Juliet. Here, they proclaim their love for each other. They decide to marry the next afternoon and they exit the stage. Romeo and his friend and confidant, Friar Laurence, enter. Romeo seeks the help of Friar Laurence, who agrees to marry Romeo and Juliet, in hopes that the marriage will end the feud between the two families. They exit. Later that afternoon, Tybalt, a nephew of Lady Capulet, enters. He meets Romeo and starts a fight with him, as he is angry that Romeo was at the Capulet feast. Mercutio, a friend of Romeo’s, is angered by Tybalt and challenges him to a duel. Tybalt kills Mercutio, and Romeo in response, kills Tybalt. He quickly flees the scene before he hears that the Prince has exiled him from Verona. All exit. Romeo and the friar enter. Hiding in Friar Laurence’s cell, Romeo tries to commit suicide. The friar will not allow Romeo to take his own life, and convinces him to go and see Juliet to say goodbye to her. Capulet enters and arranges for Juliet to marry Paris in three days. She refuses, but her father says he will disown her if she does not comply. They exit and Juliet enters in the friar’s cell. He gives her a potion that will make it appear as though she is dead. She exits. She reenters the stage (now at home) and agrees to marry Paris. Her father is so delighted with her obedience that he decides to move the wedding up one day, to the very next day (Wednesday). All exit. The next morning, Nurse enters and finds Juliet in her bed, apparently dead. The Capulets all enter with Paris and decide to have a funeral. All exit. Romeo, who is in Mantua, enters. His servant Balthasar enters and tells Romeo that Juliet is dead. Balthasar exits. Romeo doesn’t know that it is a fake death because he never gets the message from the friar. He buys a vial of poison from an apothecary and returns to Verona. Romeo enters at the Capulet tomb and sees Juliet (apparently) dead. Paris, who had entered previously, but had been hiding, recognizes Romeo as a Montague and challenges him. Romeo kills him, drinks the poison he bought, and dies. Just as Juliet wakes up from the potion the friar gave her, the friar enters the tomb. He hears noises and tries to persuade Juliet to leave with him. She refuses, sees Romeo dead next to her, stabs herself with Romeo’s sword, and dies. The Capulets, Montagues, and the Prince of Verona all enter the tomb and wonder what went on. Friar Laurence explains the story, and the Capulets and Montagues agree to end their family feud. D. Imagery and symbols Poison – Obviously it symbolizes how poison ended their love story even how much they wanted to fight for their love. E. Theme and Sub theme Forcefulness of love and Love as a cause of violence III. Conclusion A. Five lives, events/scene that attracted you. Why? 1. Romeo falls in love with Juliet at first sight. Juliet feels the same way about him. 2. Romeo confesses his love for Juliet. 3. Romeo makes arrangements with Friar Lawrence for his wedding to Juliet. 4. Romeo thought that Juliet is dead and then drinks poison. 5. Juliet wakes finding Romeo dead and kills herself and thrusts a sword thorough her body. I find these 5 scenes attracting because it prove how powerful love can be. The 5 lines and give the reason why you are attracted. 1. But soft! What light through yonder window breaks? It is the East, and Juliet is the sun! Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief? That thou her maid are far more fair than she. Romeo, seeing Juliet at her window. He compares her to the sun, light that brightens his dark world. He had previously compared Rosaline to the moon. His love for Juliet, the sun, has risen and killed the feelings he had for Rosaline. 2. My only love, sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me That I must love a loathed enemy. Juliet after the Nurse tells her that Romeo is a Montague. She has already fallen in love with him. The information has come too late to save them from this difficult situation. 3. These violent delights have violent ends And in their triumph die, like fire and powder, Which, as they kiss, consume. Friar Lawrence, warning Romeo to cool down his passion. Moderate love is less likely to lead to disaster than violent love. His warnings prove to be founded. 4. What’s in a name? That which we call a rose By any other word would smell as sweet. Juliet lamenting fact that her love is a member of the family that is a bitter enemy of her own. He is not defined by his name. They would be able to express their love freely if he were called anything else. 5. These violent delights have violent ends And in their triumph die, like fire and powder, Which, as they kiss, consume? Friar Lawrence, warning Romeo to cool down his passion. Moderate love is less likely to lead to disaster than violent love. His warnings prove to be founded. What do you think the novel contribute to you? In What way? It gave me an idea how love conquers all. It made me realize that nothing can stop love unless you, yourself decided to give up. I’ve learned that love builds, it also destroys. Is the novel worthwhile? Would you recommend it to others? Yes, it is worthwhile. I would definitely recommend it to others because people are very affected when they talked about love. This book will show how far you can go; how long you can be strong and how long will you fight in the name of love. What are the things you don’t like in the novel? If you were given a chance, what will you change to make it better? The part that I didn’t like the most is the ending. If I was William Shakespeare, I would make it a happy ending because they did everything to fight for their love. And obviously, people love happy endings. Over all generally what can you say to the novel? Short summary. In Romeo and Juliet, there are many different views of love shown. There is sexual love, romantic love, true love, spiritual love, unrequited love and love at first sight. The selflessness of Romeo and Juliet’s love – their willingness to die for each other, is in deep contrast to the hate between the Capulets and the Montagues. It’s about fighting their love to the fullest. They gave their best just to make their relationship right. They proved that nothing can stop you when you fall in love. It just shows that love is easy†¦ true love is not.