Problems and Purposes free essay sample

Most English as a second language teachers   find it a difficult task to implement clasroom management in a cooperative learning environment. This research will focus on identifying the classroom techniques that ESL lecturers use to effectively implement clasroom management during cooperative learning. The researcher used both the quantitative and qualitative research methods to display the managerial skills that the ESL teachers use. The repondents included   28 students and their teacher belonging to   the secondary grade five   school level program. Research shows that the student   respondent group has more English classes   than the usual ESL program. Research Information was gathered by interviewing the student respondents and observing them in their normal classroom environment. First, the researcher interviewed the teacher on her chosen classroom techniques during her cooperative learning class. She implements cooperative activities in the classroom environment.   The researcher observed the respondents in 2 separate research periods each consisting of a 75 -minute time period. We will write a custom essay sample on Problems and Purposes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page    The interview shows that the ESL teacher favored the cooperative learning activities. This study   will show in detail the right techniques   to implement   to ensure a successful cooperative learning program.   The research findings would benefit the teachers who will give cooperative learning a try. INTRODUCTION: Social and Scientific Context for the Study The social and scientific context for the study is to determine the most effective classroom management procedure that would lead to a successful cooperative learning. The context will focus on the cooperative teaching of English as a second language classroom learning environment. Also, the study will touch on the effectiveness of cooperative learning as a constructive method of teaching in a classroom environment. Problems and Purposes The problem is to determine the best classroom management method for an optimum English learning environment. The purpose of this research will be to delve into the effect of the cooperative learning method in English as a second language.   Another purpose is for this research to serve as secondary resource material for the teachers, students, school administrators, community and others to learn the best classroom management procedure. For, the users of this research will learn whether cooperative learning is the best classroom learning procedure. Study Type Defined The research will focus on the use of quantitative as well as qualitative research method. The qualitative method uses professionally refereed journals and professionally –authored books as secondary resources. Quantitative method uses interview and classroom observation to complement the qualitative approach. The researcher also uses the primary source method by interviewing the students and teachers. Also, the researcher will observe a real classroom learning activity to validate the classroom interviews and the secondary resources. Research Question The research question is Can the teachers impose discipline in cooperative working activities? Audience, Purpose, and Plan for the Paper Presented The audience of this research are the education related segments. They include the students, teachers, school administrators and community.   The purpose of this study is to determine the most effective way of classroom management. This research focuses on discipline in a cooperative classroom learning environment. The plan of the paper is to focus on the use of quantitative as well as qualitative approaches research method. The research uses the survey questions as well as observing a live classroom to determine the best classroom management method. Also, this study will focus secondary materials to complement the primary study method. Another purpose of this research is to determine the one of best ways of teaching English as a second language. There are many theories on how to teach a subject in class. One such strategy to teach the students without even caring for the student’s ability to learn the lessons. This is now a thing of the past. For, the current teachers are college graduates. They have been professionally trained to apply the best teaching strategy that will make the student love AIDA. It stands for   A) increased Attendance in class, I) Interest to learn the subject at hand, D) Desire to absorb the lessons for the day, and A) Attention to the lesson being thought. This specifically applies to students in learning English as a second language. Literature Review 2.1 Classroom   Management Classroom management refers to the means used by teachers to direct their classrooms in order to create an appropriate environment for effective teaching and learning. Classroom management models includes the most interventionist in character to those that are not interventionist in character. James Dobson authored the punishment model of class management (Corrie, 2001, p. 52).   The main idea of this theory is that students who do not follow the rules of their superior or teacher will have to punished. (Brownell Walther-Thomas, 2001, p. 31). Another classroom management strategy is to create an environment conducive to English -learning.   Currently, many schools are using the information and communicaton technologies in the classrooms. This entails the use of computers and internet in teaching the topics at hand. The computer produces an English -learning environment because the students will learn the module type lessons at their own pace. Meaning, the students will not go on to the next chapter of the classroom textbook until they have completed the study of the prior chapters of the textbook (Lim, Pek Chai, 2005). Each chapter in the computer   E –book has an exercise which the student will have to answer online. Once the student answers one chapter exercise with a passing grade (for example chapter 8) the student can now turn to answer the exercises in another chapter (for example chapter 9). This type of classroom learning is described as task –oriented and reflective (Lim, Teo, Wong, Khine, Chai Divaharan, 2003). Many companies like Pearson computer publishing offers such computer based textbooks to schools. The teacher can effectively implement non -punishment level classroom discipline. The non -punishment model includes giving rewards to students who excel in class. Excellence in class could be in the area of most number of attendance, highest grade in class, best in recitation, best in essay writing, best in math, best in each subject, etc. The rewards could be announcing the deserving students as the first honor, second honor, best in math, best in Physical Education and others in annual school recognition activities. Definitely, the teacher can effectively implement classroom discipline (Traynor, 2003). The teacher can effectively implement punishment level classroom discipline. First, the teacher could punish the English learning student by giving him or her a failing grade for cheating. Or, the teacher can suspend the student for slight misbehaviour like shouting vulgar words at his or her classmates incessantly. Also, the teacher can Expel the student for very bad classroom behaviour like slapping his or her classmate or slamming a chair on his classmate during the English learning class.

World War I Flying Ace Rene Fonck

World War I Flying Ace Rene Fonck Colonel Rene Fonck was the top-scoring Allied fighter ace of World War I. Scoring his first victory in August 1916, he went on to down 75 German aircraft during the course of the conflict. After World War I, Fonck later returned to the military and served until 1939. Dates:  March 27, 1894 –  June 18, 1953   Early Life Born on March 27, 1894, Renà © Fonck was raised in the village of Saulcy-sur-Meurthe in the mountainous Vosges region of France. Educated locally, he had an interest in aviation as a youngster. With the outbreak of World War I in 1914, Fonck received conscription papers on August 22. Despite his earlier fascination with aircraft, he elected not to take an assignment in the air service and, instead, joined the combat engineers. Operating along the Western Front, Fonck constructed fortifications and repaired infrastructure. Though a skilled engineer, he reconsidered in early 1915 and volunteered for flight training. Learning to Fly Ordered to Saint-Cyr, Fonck commenced basic flight instruction before moving to more advanced training at Le Crotoy. Progressing through the program, he earned his wings in May 1915 and was assigned to Escadrille C 47 at Corcieux. Serving as an observation pilot, Fonck initially flew the ungainly Caudron G III. In this role, he performed well and was mentioned in dispatches twice. Flying in July 1916, Fonck downed his first German aircraft. Despite this triumph, he did not receive credit as the kill went unconfirmed. The following month, on August 6, Fonck achieved his first credited kill when he used a series of maneuvers to force a German Rumpler C.III to land behind French lines. Becoming a Fighter Pilot For Foncks actions on August 6, he received the Medaille Militaire the following year. Continuing observation duties, Fonck scored another kill on March 17, 1917. A highly veteran pilot, Fonck was asked to join the elite Escadrille les Cigognes (The Storks) on April 15. Accepting, he commenced fighter training and learned to fly the SPAD S.VII. Flying with les Cigognes Escadrille S.103, Fonck soon proved to be a lethal pilot and achieved ace status in May. As the summer progressed, his score continued to increase despite taking leave in July. Having learned from his earlier experiences, Fonck was always concerned about proving his kill claims. On September 14, he went to the extreme of retrieving the barograph of an observation aircraft he downed to prove his version of events. A ruthless hunter in the air, Fonck preferred to avoid dogfighting and stalked his prey for prolonged periods before striking quickly. A gifted marksman, he often downed German aircraft with extremely short bursts of machine gun fire. Understanding the value of enemy observation aircraft and their role as artillery spotters, Fonck focused his attention on hunting and eliminating them from the skies. Allied Ace of Aces During this period, Fonck, like Frances leading ace, Captain Georges Guynemer, began flying the limited production SPAD S.XII. Largely similar to the SPAD S.VII, this aircraft featured a hand-loaded 37mm Puteaux cannon firing through the propeller boss. Though an unwieldy weapon, Fonck claimed 11 kills with the cannon. He continued with this aircraft until transitioning to the more powerful SPAD S.XIII. Following Guynemers death on September 11, 1917, the Germans claimed that the French ace had been shot down by Lieutenant Kurt Wisseman. On the 30th, Fonck downed a German aircraft which was found to have been flown by a Kurt Wisseman. Learning this, he boasted that he had become the tool of retribution. Subsequent research has shown the aircraft downed by Fonck was most likely flown by a different Wisseman. Despite poor weather in October, Fonck claimed 10 kills (4 confirmed) in only 13 hours of flying time. Taking leave in December to be married, his total stood at 19 and he received the Là ©gion dhonneur. Resuming flying on January 19, Fonck scored two confirmed kills. Adding another 15 to his tally through April, he then embarked on a remarkable May. Goaded by a bet with squadron mates Frank Baylies and Edwin C. Parsons, Fonck downed six German aircraft in a three-hour span on May 9. The next several weeks saw the Frenchmen rapidly build his total and, by July 18, he had tied Guynemers record of 53. Passing his fallen comrade the next day, Fonck reached 60 by the end of August. Continuing to have success in September, he repeated his feat of downing six in one day, including two Fokker D.VII fighters, on the 26th. The final weeks of the conflict saw Fonck overtake leading Allied ace Major William Bishop. Scoring his final victory on November 1, his total finished at 75 confirmed kills (he submitted claims for 142) making him the Allied Ace of Aces. Despite his stunning success in the air, Fonck was never embraced by the public in the same way as Guynemer. Possessing a withdrawn personality, he seldom socialized with other pilots and instead preferred to focus on improving his aircraft and planning tactics. When Fonck did socialize, he proved to be an arrogant egotist. His friend Lieutenant Marcel Haegelen stated that though a slashing rapier in the sky, on the ground Fonck was a tiresome braggart, and even a bore. Postwar Leaving the service after the war, Fonck took time to write his memoirs. Published in 1920, they were prefaced by Marshal Ferdinand Foch. He also was elected to the Chamber of Deputies in 1919. He remained in this position until 1924 as a representative for Vosges. Continuing to fly, he performed as a racing and demonstration pilot. During the 1920s, Fonck worked with Igor Sikorsky in an attempt to win the Orteig Prize for the first nonstop flight between New York and Paris. On September 21, 1926, he attempted the flight in a modified Sikorsky S-35 but crashed on takeoff after one of the landing gears collapsed. The prize was won the following year by Charles Lindbergh. As the interwar years passed, Foncks popularity fell as his abrasive personality soured his relationship with the media. Returning to the military in 1936, Fonck received the rank of lieutenant colonel and later served as Inspector of Pursuit Aviation. Retiring in 1939, he was later drawn into the Vichy government by Marshal Philippe Petain during World War II. This was largely due to Petains desire to utilize Foncks aviation connections to Luftwaffe leaders Hermann Gà ¶ring and Ernst Udet. The aces reputation was damaged in August 1940, when a spurious report was issued stating that he had recruited 200 French pilots for the Luftwaffe. Eventually escaping Vichy service, Fonck returned to Paris where he was arrested by the Gestapo and held at the Drancy internment camp. With the end of World War II, an inquiry cleared Fonck of any charges pertaining to collaboration with the Nazis and he was later awarded the Certificate of Resistance. Remaining in Paris, Fonck died suddenly on June 18, 1953. His remains were buried in his native village of Saulcy-sur-Meurthe. Selected Sources First World War: Rene FonckAce Pilots: Rene FonckThe Aerodrome: Rene Fonck

Exploring puzzle plots, their representation of events and complex Dissertation

Exploring puzzle plots, their representation of events and complex characters and the roles of each player the invisible story t - Dissertation Example These elements and entities could commonly be said to include storyline, characters, plot, audience, setting, and acting – and these could be said to compose of the soft side of filmmaking. At the hard side, elements and factors such as shooting, sound, lighting, editing, cinematography, effects and publicity also go on to get the film done. A combination of both the soft and hard sides of the film making process contribute to the determination of the success or otherwise of a film. As far as the present study is concerned, much attention shall go into the soft side of film making, which comprises of elements such as storyline, plot, setting, audience, narrative, and characters. These aspects are selected because of the singular influence that they have in determining what an end user looks out for in a good or bad movie (Krzysztof, 2001). Interestingly, how well a film producer is able to put together all these forms and motifs of films together goes a long way to determine w hat would later come to be known as the success or failure of the movie. In most cases, when film reviewers are movies, they do so based on most of these factors and so they will remain the focus of the dissertation. Having said this, it is important to point out that the end user of films is of prime importance in this study. This is because most of the efforts of the film maker are directed at giving the end user, who is the viewer, some level of satisfaction. Not long time ago, most filmmakers are said to have viewed the end user as someone who would want to perceive movies as a passive act and so did not expect the viewer to be so much involved in decoding the movie. Imperatively, film makers presented viewers with straight forward movies that were so easy to understand and comprehend from their beginning to their end. From the 1990s, there seemed to be a paradigm shift where most filmmakers started seeing the act of viewing movies as an active practice and so the need to make t he viewer play some kind of role in understanding what the whole movie was about. This is what in the opinion of many brought about the birth of quite unusual line of movies including what has come to be known as puzzle films. Generally, a puzzle film is one that gives the viewer a line of responsibility in puzzling out the plot of the movie, the solutions involved, as well as the general turn of events in the movie (Bordwell, 2002). Research Problem Several movie experts, students and teachers what has become a new trend in the presentation of the plots of movies whereby the viewer is given so many roles to play in the form of solving a puzzle of what the plot is about and how the general development of the movie unfolds. From this perspective, there are two major schools of thought that can be identified. First, there are those who hold the opinion that the fact that movie is an art should end with the movie maker and not the end user. Ultimately, these people believe that movies should be presented to the viewer as a finished product so that comprehension of the movie, its development and its value can come forth easily and without any mental stress (Borges,2002). These group of debaters therefore align themselves to the traditional way of constructing movie plots whereby the viewer visualizes the movie as a continuous linear process, just a it happens in out everyday type of narration of stories. But as much as the

Prokaryotuc and eukarytotic cell & endocrine and exocine glands Essay

Prokaryotuc and eukarytotic cell & endocrine and exocine glands - Essay Example Prokaryotic organisms like bacteria have cell walls that have peptidoglycan. Bacteria are unique organisms that have this material inside their cell walls and no any other organism has this material. Some of the eukaryotic cells have cell walls for example eukaryotic animal cells do not have cell walls while eukaryotic plant cells as well as fungi have cell walls that consist of cellulose and chitin (Black 93). Prokaryotic cells lack a nucleus but there is a central nuclear region. In addition, prokaryotes also have a single molecule of DNA that is circular in shape. Nucleus is the most important and unique part of eukaryotic cells and maximum DNA of the cell is present in the nucleus and multiple molecules are present (Campbell and Farrell 16). In prokaryotes, DNA is located in the nuclear region that does not have any membrane while in eukaryotes DNA is enclosed in Nucleus covered by nuclear envelope (Black 80). Eukaryotic organisms are bigger in size as compared to prokaryotic org anisms for example eukaryotic organisms consist of size from1 micrometer to 1 millimeter while prokaryotic organism consists of size from 1 to 10 micrometers. Eukaryotic animals have centrioles and centrosome while eukaryotic plants, fungi, algae and prokaryotic organisms do not have centrioles and centrosome. ... example, all eukaryotic cells have mitochondria except oddball parasites and all eukaryotic plants have chloroplasts that help in the food making process with the help of photosynthesis (Campbell and Farrell 19). Binary fission is the cell division process in prokaryotes while in eukaryotes, cells divide through mitosis and meiosis. Prokaryotic cells divide by asexual reproduction but eukaryotes divide by asexual as well as sexual reproduction (Black 80). Prokaryotes as well as eukaryotes can be autotrophic (generating food themselves) as well as heterotrophic (getting food from other sources). Examples of prokaryotes are bacteria while plants and animals can be taken as examples of eukaryotes. Autotrophic prokaryotes are photosynthetic (who make organic food using energy from sunlight) as well as chemosynthetic (who make organic food using energy from inorganic chemicals) while eukaryotes are photosynthetic but not chemosynthetic (Black 81). Difference between Endocrine and Exocrine Glands Human body consists of two types of glands that are endocrine and exocrine. Endocrine system contains glands that are responsible for discharging their secretions. Endocrine glands are responsible for discharging their secretions within the body while exocrine glands secrete on the body surface. The secretions that are secreted by the glands are the hormones (Clark 229). There are number of hormones that move from here to there in the body in the flow of blood. Level of hormones is influenced due to minerals in the blood, stress, infection in the body and misbalance in the fluid. Both exocrine glands and endocrine glands are formed from epithelial tissue (Clark 229). Exocrine glands secrete with the support of ducts while in endocrine glands, no distinct ducts are present for

Cinematography in Alfred Hitchcock's Vertigo Essay

Cinematography in Alfred Hitchcock's Vertigo - Essay Example a kind of a disabling sensation which describes people’s feeling that they (and the world around them) are in the state of constant movement, so is the cinematography of the film (â€Å"Vertigo†, A Dictionary of Nursing). Carefully sequenced and innovative shots, elaborate camera movement, effective use of light and color, as well as other cinematographic tools all contribute to the fact Vertigo’s cinematography ideally fits in the overall vision of the film and effectively serves to create the intended feeling in the audience, namely that of horror. At the same time, the cinematography in Vertigo helps to create hidden meanings and set the story’s tone and mood. My goal in this paper is to discuss how cinematography is used in Vertigo and how exactly it effect contributes to the story unfolding. In particular, I will focus on the film’s techniques of lightning, color, matte shooting, and camera movement used in order to manipulate the audience†™s opinion and produce the scaring effect. First though, I will explore the meaning of cinematography and provide a necessary theoretical background to the research. Cinematography as an Art of Creating Films While cinematography is usually understood in terms of its technical, photographic value for the ‘big picture’ of the film, it is certainly an art. Specifically, the following definition by the American Society of Cinematographers seems appropriate: â€Å"Cinematography is the art and craft of the authorship of visual images for the cinema extending from conception and pre-production through post-production to the ultimate presentation of these images.† (â€Å"Cinematography†, Internet Encyclopedia of Cinematographers) ... aphy†, Internet Encyclopedia of Cinematographers) Explaining the vision of cinematography, the author of this definition further states that cinematography is about the effective use of photography in a film subject to a variety of organizational, interpretive, physical, image manipulating, and managerial techniques (â€Å"Cinematography†, Internet Encyclopedia of Cinematographers). Hence, cinematography is a process both creative and interpretative which results in an authorship of a unique work contrary to mere recording of a given event. Similar understanding of cinematography is expressed by Brown in his recent book Cinematography: Theory and Practice: Image Making for Cinematographers and Directors. Brown links the concept to the literal meaning of the term â€Å"cinematography† based on the Greek root translated as â€Å"writing with motion† (Brown 2). For Brown, cinematography is about creating an original visual world through the use of a cinematic technique. In particular, he explains that at the heart of cinematography is shooting. Yet, cinematography is more than this. It should be seen as â€Å"a process of taking ideas, words, actions, emotional subtext, tone, and all other forms of nonverbal communication and rendering them in visual terms.† (Brown 2). Technically, cinematography is based on photography of moving images while the motion picture is being made. Konigsberg in The Complete Film Dictionary says it is about the use of camera angles, movement, and distance, lightning, color, etc (â€Å"Cinematography†, Internet Encyclopedia of Cinematographers). Brown, in his turn, identifies the following tools of cinematography: the frame, the lens, light and color, the texture, movement, establishing, and point of view (Brown 4-10). Respectively, a variety of

The Sound Systems Of Language English Language Essay

The Sound Systems Of Language English Language Essay Phonology is one of the core fields that compose the discipline of linguistics, which is defined as the scientific study of language structure. One way to understand what the subject matter of phonology is, to contrast it with other fields within linguistics. A very brief explanation is that phonology is the study of sound structure in language, which is different from the study of sentence structure (syntax) or word structure (morphology), or how languages change over time (historical linguistics). A common characterization of the different between phonetics and phonology is that phonetics deals with actual physical sounds as they are manifested in human speech, and concentrates on acoustic waveforms, formant values, measurements of duration measured in milliseconds, of amplitude and frequency, or in the physical principles underlying the production of sounds. On the other hand, phonology is an abstract cognitive system dealing with rules in a mental grammar: principles of subconscious thought as they relate to language sound. CONCERNS OF PHONOLOGY: The most important to appreciate at this moment is that the sound which phonology is concerned with is symbolic sounds- there are cognitive abstractions which represent but are not the same as physical sounds THE SOUNDS OF A LANGUAGE: One expect of phonology considers what the sounds of a language are. We would want to take note in a description of the phonology of English that we lack a particular vowel that exists in German in words like schon beautiful, a vowel which is also found. In French (Spelled eu, as in jeune Young) or Norwegian (beer). Similarly, the consonant spelled the in English thing, path does exist in English as well as in Icelandic where it is spelled with the letter p, or Modern Greek where it is spelled with O, or Saami where it is spelled ) but his sound doesnt occur in German or French and it is not used in Latin American Spanish, although it does occur in continental Spanish in words such as cerveza beer, where by the spelling conventions of Spanish, the letters c and z represent the same sound as the one spelled the (in English) RULES FOR COMBINING SOUNDS: Another aspect of language sound which is phonological analysis would take account of is that in any given language, certain combinations of sounds are allowed, but other combinations are systematically impossible. The fact that English has the words brick, break, bridge, bread is a clear indication that there is no restriction against having words begin with the consonant sequence br; besides these words one can think of many more words beginning with br such as bribe, brow and so on. Similarly, there are many words which begin with bl, such as blue, blatant, blast, blend, blink, showing that there is no rule against words beginning with bl. It is also a fact that there is no words blink in English, even though the similar words blink, brick do exit. The nonexistence of blick is English is accidental, the exclusion from English of many other imaginable but nonexistent words is based on a principled restriction of the languages. VARATIONS IN PRONOUNCIAITON In addition to providing an account of possible versus impossible words in a language, a phonological analysis will explain other general patterns in the pronunciation of words. For example, there is a very general rule of English phonology which dictates that the plural suffix on nouns will be pronounced as (iz), represented in spelling as es, when the preceding consonant is one of the certain set of consonants including (S) spelled (sh) as in bushes, (c) (spelled as ch) as in churches, and (j) (spelled j, ge, dge) as in cages, bridge. This pattern of pronunciation is not limited to the plural, so despite the difference in spelling, the possessive suffix s2 is also subject to the same rules of pronunciation: thus, plural bushes is pronounced as same as the possessive bushs and plural churches is pronounced same as the possessive churchs. This is the sense in which phonology is about the sound of the language. From the phonological perspective, a sound is a specific unit which combin es with other such specific units and which represent physical sounds. PHONETICS Phonetics is about the concrete, instrumentally measurable physical properties and production of these cognitive speech sounds. The two basic aspects of speech sounds as there are studied in phonetics, namely acoustics which is the study of the properties of the physical sounds wave that we hear, and articulation, which is the study of how to modify the shape of vocal tract, thereby producing a certain acoustic output(sound) ACOUSTICS A sound is a complex pattern of rapid variation in air pressure, travelling from a sound source and striking the ear, which causes a series of neural signals to be received in the brain: this is true of speech, music and random noices. WAVEFORMS A concrete way to visually represent a sound is with an acoustic waveform. A number of computer programs allow one to record sounds into a file and display the results on the screen. This means one can visually inspect a representation of the physical pattern of the variation in air pressure since we are interested in the part which makes this two words sound different, we might get a clearer picture of the physical difference by expanding the scale and looking just at a part of the vowel. Vowels are periodic, which means that the pattern of their wave form repeats over time. A portion of the vowels from the middle of the words seed and Sid, involving around 30 milliseconds (ms) of each of the words. We can indeed see that there is a pattern which is repeated. Though there are visible differences between the waveforms, the basis for distinguishing these vowels remain unclear. SOUND SPECTRA: All sound waves are definably, namely in terms of three properties that characterize a sine wave familiar from trigonometry, namely frequency measure in cycles per second also known as Hertz (Hz), amplitude measure in decibels and phase measured in the angular measure radians. These characteristics suffice to define any sine wave, which is the analytic basis of sounds. The property phase, which describe how far into the infinite cycle of repetition a particular sine wave is, turns out to be unimportant for the study of speech sounds, so it can be ignored. Simple sine waves (termed pure tones when speaking of sounds) made up of a single frequency are not commonly encountered in the real worlds, but can be created by a tuning fork or by electronic equipment. Speech sounds (indeed all sounds) are complex wave forms which are virtually impossible to describe with intuitive description of what they look like. Fortunately, complex wave can be mathematically relate to a series of simple waves which have different amplitudes at different frequencies, so that we can say that complex wave from is build from asset of simple waves. Inaccuracy in spectral data has three main sources. Half of the information in the original signal, phase, has been discarded. Frequency information is only approximate and its related to how much speech is analyzed. Finally, a spectrum assumes that sound properties are constant during the period being analyzed. If too large a piece of speech is taking for analysis, a misrepresentative blending of a continuously changing signal results. SPECTROGRAM: The spectrogram shows both frequency and amplitude properties as they change over time, by adding a third dimension of information to the display. A spectrogram can be made by a mechanical spectrograph, which uses an adjustable filter to select different frequency ranges and display the changes in amplitude at each frequency ranges; or, it can be created by a computer program, which use fouler analysis to determine these component amplitudes. A spectrogram is a reasonably informative accurate display of properties of sound. It is less accurate than the spectrum at a single point. Spectrograms are created either by special machinery or specials computer programs, which are not always available. It is therefore quite impractical and also unnecessary to base the scientific study of languages sound systems exclusively on spectrograms. CONCLUSION: Phonetics and phonology both study language sounds. Phonology examines language sound as a mental unit, and encapsulated symbolically for example as (ae) or (g) and focus on how these unit function in grammars. Phonetics examines how symbolic sounds are manifested as a continuous physical object. The conversion from physically continues event to symbolic representation requires focusing on the information that is important, which is possible because not all physical properties of speech sounds are cognitively important. One of the goals of phonology is than to discover exactly what these cognately important properties are how they function in expressing Regularities about languages. CHAPTER TWO PHONETIC TRANSCRIPTIONS PREVIEW: This chapter gives an overview of phonetic transcriptions. It: Gives the important transcriptional symbols Introduces the two major schemes of phonetic transcriptions Present the main articulators classification of sounds Surveys the main variations in phonetic properties exploited by the languages Further develops the relevance of phonetics for the study of phonology INTRODUCTION: In phonetic transcription, speech is represented a small set of symbols with a standard interpretation. This chapter looks at the different systems for phonetic transcription. They are two major schemes, the informal American schemes used in especially North America, sometime known as APA (American Phonetic Alphabet), and the IPA (International Phonetic Alphabet) promulgated by the international Phonetics association. VOWELS: The first division in speech sound is made between vowels and consonants. Symbols for vowels will be considered first because they are fewer vowels than consonant. Some dialects English make no distinction in the pronunciation of the words cot and caught; even among speakers who distinguish the pronunciation of cot and caught, the precise pronunciation of the two vowels differs considerable. An important point is that the transcriptional symbols are approximations representing a range of similar values, and that symbols do not always have absolute universal phonetic values. CONSONANT: There are many more consonant than vowels, English only has a fraction of the full range of possible consonants, so illustration of many of these symbols involve more extensive consideration of languages other than English. Consonants symbols are treat as the place of articulation where the major constriction occurs as one axis, and treating properties such as voicing, being a continuant, or nasality as the other axis. Eleven places of articulation for consonants are usually recognized: bilabial, labiodentals, dental, alveolar, alveopalatal, retroflex, palatal, velar, uvular, pharyngeal and laryngeal, and arrangement which proceeds from the furthest forward to furthest back points of the vocal tract. MANNER OF ARTICULATION: largely independent of the place where a consonant constriction is formed, the manner in which the constriction is formed can be manipulated in various ways. If a constriction is formed which completely blocks the flow of air, the resulting sound, such as t, is called a stop? A consonant can be produced by forming a narrow constriction which still allows air to pass through the vocal tract, resulting in noise in at the constriction, and such consonants, for example s and v are called fricatives. A combination of complete constriction followed by a period of partial constriction is termed an affricate. SYLLABICITY A phonetic property of consonants that may be transcribed is whether the consonant is syllabic. There is a phonetic difference between the n of American English cotton and that of con: the n of cotton is syllabi, where as the n of con is no syllabic. A syllabic consonant is indicated by placing a vertical tick under the consonant, so cotton is transcript (Ka? n) and con is transcribed (Kan). The main phonetic correlate of the distinction between syllabic and no syllabic consonant is duration, where syllabic consonants are generally longer than their no syllabic counterparts. Especially in tone languages, syllabic consonants can have distinctive tone. SYMMENTRY IN CONSONANTS The symmetrical universal table consonants were we to list all the consonants found in human languages. In some instances, the gap reflects physiological impossibility, such as the fact that one cannot produce a nasal pharyngeal, analogous to velar nasal but at a pharyngeal place of articulation. A nasal involves making a complete obstruction at a given point of articulation and also requires air to flow through the velum. In order to make a pharyngeal nasal, it would be necessary to make a complete constriction at the pharynx. But since the pharynx lies below the velum, no air can flow through the nasal passages if the pharynx is totally constricted. However a nasalized pharyngeal continuant, i.e. the consonant produced with simultaneous nasal airflow, would not be a physical impossibility, since that consonant doesnt not require complete constriction of the pharynx. In other cases the gap indicates that no such sound has been found, but there is no immutable physical reason for suc h a sound not to exist. Thus bilabial affricated not seem to be attested, nor to plain no affricated alvepalatal stops, nor do nasalized pharyngeal fricatives. Similarly, while pharyngeal zed consonant exist and rounded consonants exist, there are apparently no cased of consonants which are both rounded and pharyngeal zed, though such segments are not logically impossible. These lacunae may be an indication of a deeper constraint on sound systems however; it is also possible that these segments do exist in some languages which have not been studied yet, since there are many languages in the world which remain uninvestigated. PLACE OF ARTICULATION The place of articulation of consonants is divided into primarily place of articulation something that every consonant has and secondary place of articulation-something some consonants may add to primary place of articulation. LINGUAL CONSONANTS: The tip or blade of the tongue is the active articulators in the production of many consonants, including dental, alveolar, alveopalatal, retroflex and palatal consonants. These consonants form constrictions involving the tongue and an appropriate place on the teeth, or hard or soft palates. The contract is with the teeth in the case of dentals, on the hard palate behind the teeth in the case of alveolar, behind the alveolar ridge in the case of alveopalatals and retroflex consonants, and with the blade of the tongue at the boundary between the hard and soft palate in the case of palatals. In many traditional organization in segments, retroflex consonants are classified as a separate place of articulation from alveolar and alveopalatals. This traditional concept of place of articulation combines properties with both active articulators and a passive articulator- the target towards which an active articulator moves. What unifies that various kinds of retroflex consonants across langua ges is not the specific location of the constriction on the hard palate, but rather the manner in which just the tongue tip approaches the palate. SECONDARY ARTICULATIONS: Consonants may have more than one point of constriction: generally, one of these constrictions is the major (most radical) constriction and other constrictions are less radical more vowels like in nature. CONCLUSION: Phonology views speech sounds symbolically, knowledge of the system of symbols for representing speech is a prerequisite to doing a phonological analysis. It is also vital to know the phonetic parameters for describing the sounds of human languages which have been presented here. The main characteristic of vowels involve fronting of the tongue (front, central and back), rounding, and vowel height (high, mid and low, with tense and lax variant of high and mid vowels. Other properties of vowels include stress, tone and the phonation types creaky and breathy voice. Primary consonantal places of articulation include bilabial, labiodentals, alveolar, alveopalatal, retroflex, palatal, velar, uvular, pharyngeal and laryngeal. These may be supplemented by vowel like secondary articulations including palatalization, valorization, and pharyngealization and rounding. Consonant may be produced with a number of constrictions and release types, and is stops. Fricatives or nasals and stop consonant s may be unreleased or released, the later type allowing plain versus affricate release. Differences in the laryngeal component for consonants include voicing and aspiration. And the distinction between ejectives and implosives. Vowels and consonant may also exploit differences in nasalization and length.

First Chapter of The Strange Case of Dr Jekyll and Mr Hyde Essay exampl

First Chapter of The Strange Case of Dr Jekyll and Mr Hyde ‘The Strange Case of Dr Jekyll and Mr Hyde’ is a novella, short novel, which was published in the Victorian era. It has a gothic mystery story genre and has a mysterious, serious tone. The overall novella is set in London. This essay will analyse how the author captures the reader’s interest and introduces the key ideas in chapter 1 of ‘The Strange Case of Dr Jekyll and Mr Hyde.’ This essay will evaluate how the author, Robert Louis Stevenson, uses different language, how RL Stevenson uses imagery, structure and form, and the settings to capture the reader’s interest. The key ideas in chapter 1 of ‘The Strange Case of Dr Jekyll and Mr Hyde’ are: duality of human nature, beast in man and reputation. When ‘The Strange Case of Dr Jekyll and Mr Hyde’ was written it was believed that people had two different personalities, or also known as ones Doppelgà ¤nger. This falls under the section of duality of human nature. Reputation was important to people because if someone lost it they would find it hard to get it back. RL Stevenson was born in Edinburgh, Scotland, and had a sickly childhood. He was an only child and his parents were hoping big things from him. Stevenson travelled a lot in his life and was often ill. In 1885 Stevenson wrote ‘The Strange Case of Dr Jekyll and Mr Hyde,’ but it wasn’t published until January of 1886. This essay will first cover how RL Stevenson captured the reader’s interest using the literary devices, language, imagery, structure and form, and setting. The language section will analyse the atmosphere, sentence structure, metaphors, similes and personification. The imagery section covers motif, symbols and Victoria... ...own and often printed,† and as you find out last in the novella this was Jekyll’s name on the cheque. This would make the reader want to read, to see how Hyde got this cheque with another mans name on it. This essay title was answered by first covering the literary devices used in chapter 1 of, ‘The Strange Case of Dr Jekyll and Mr Hyde,’ these literary devices were language, imagery, settings and structure and form. The second part of this essay covered the key ideas in introduced in chapter 1; the key ideas used were duality of human nature, reputation and beast in man. this is a great novella with a fantastic twist at the end, but the problem for the modern reader is that as this novella is so well known, they cannot read it as a mystery, as they already know Jekyll and Hyde are the same person. It is a mystery story that is no longer a mystery.

Moral, Social, and Political Philosophy Comparison Essay

Philosophy is a vast subject area to talk about. It is already known that philosophy involves the way people think about different things and how we questions things around us. The primary goal of philosophy is to obtain knowledge. To get and understanding of knowledge and question knowledge is what philosophy is all about. Philosophy has been studied by philosophers for years and every philosopher has his or her own take on what philosophy means to them. Sometimes there are agreements and sometimes there are disagreements within the philosophy community but with the debates being raised goes the rise to the knowledge that exists in philosophy. Through studies and debates philosophers have found that there are many different types of philosophy. Three very important types of philosophy are moral, social, and political philosophy. These three philosophy types are examined over and over by many philosophers. There is a lot of insight that can be learned by all three philosophy types. To get a more insight into moral, social and political philosophy one must compare and contrast the differences and similarities in the three types. Moral philosophy is the philosophical study of moral judgments- value judgments about what is virtuous or base, just or injust, morally right or wrong, morally good or bad or evil, ,morally improper or proper. (Moore-Bruder, 2005) For example, if you see an older lady with a lot of groceries in her hand then one would say it would be morally right to help the woman with her groceries. So it would be morally right to help those that are in need of help. Many philosophers study this type of moral philosophy. Asking questions about what makes something wrong or right morally. There are also three different ideas about morals which are skepticism, relativism, and subjectivism. Skepticism would be when people feel that having moral knowledge is not humanly possible. Basically we do not know what moral standards are. This means that any thing goes and there is no right or wrong belief. Relativism is the fact that different cultures have different beliefs and have differences on what is morally right or wrong. Subjectivist basically is what is right or wrong depending on what you might believe as an individual person. Within moral philosophy there is also the use of egoism which is putting your self-interest in front of everything else. The pursuit of pleasure is hedonism. (Moore-Bruder, 2005) Knowing how to seek put pleasure and embracing it is a description of this type of moral philosophy. There is also what is called social philosophy which goes hand in hand with moral philosophy. In social philosophy we bring up questions about social behavior. Basically how is the behavior of a person in different social settings? The legitimacy of different laws socially and the breakdown of revolution. There is the break down of social questions when it comes to things like demographics, culture, and science. Social philosophy helps with understanding changes and different patterns within societies. Then you have what is called political philosophy. This means finding the best form of political existence. (Moore-Bruder, 2005) It helps give an understanding to the nature of political relationships and also authority. This means that there are questions rose like â€Å"How do you determine whether someone is to go to jail or pay a fine? Such questions like that tap into the political environment of philosophy. In political philosophy it is said that the philosopher Aristotle was an ethical naturalist and because of that he was sometimes viewed as the source of natural law political theory. (Moore-Bruder, 2005) That means that there a questions are answered through natural law which is suppose to determine right or wrong. In political philosophy there are four kinds of law which are eternal law, divine law, natural law, and human law. Now eternal law is the idea that God rules over everything and divine law puts people in the direction of his or her supernatural goal which is eternal joy. Natural law is the eternal law God which could be described as happiness on earth or the natural goal of man. Last, human law is the laws that are made through the thoughts and ideas of man. These all show different aspects of political philosophy. Different rights one would have come along the lines of political philosophy. In conclusion, the depth of philosophy goes far beyond each of our understanding and that is why studying the different aspects of philosophy gives those better insights into things that are questioned. Moral philosophy deals with what is morally right or wrong in different individual’s eyes. Social philosophy deals with the social aspect of questioning social ideas and changes. Whether it is laws, science, culture, or demographics, these ideas can bring forth socially motivated questions. Last, political philosophy deals with the different political questions of what is right and wrong and how we determine this through political questioning. All three of these political philosophies are dissected through constant study and debate on what is really the basis of philosophy. Reference:Moore, B. N. , & Bruder, K. (2005(. Philosophy: The Power of Ideas (6th ed. ). Boston: McGraw-Hill (Packaged with PowerWeb). Retrieved: January 14, 2009.

Definition and Examples of Synchronic Linguistics

Definition and Examples of Synchronic Linguistics Synchronic linguistics is the study of a language at one particular period (usually the present). It is also known as  descriptive linguistics or general linguistics. Key Takeaways: Synchronistic Linguistics Synchronistic linguistics is the study of a language at a particular time.In contrast, diachronic linguistics studies the development of a language over time.Synchronistic linguistics is often descriptive, analyzing how the parts of a language or grammar work together. For example: A  synchronic  study of language is a comparison of languages or  dialects- various spoken differences of the same language- used within some defined spatial region and during the same period of time, wrote Colleen Elaine Donnelly in Linguistics for Writers. Determining the regions of the United States in which people currently say pop rather than soda and idea rather than idear are examples of the types of inquiries pertinent to a synchronic study.State University of New York Press, 1994 Synchronistic views look at a language as if its static and not changing. Languages continually evolve, though its slow enough that people dont notice it much while its happening. The term was coined by Swiss linguist Ferdinand de Saussure. That for which he is now most known was just a portion of his contributions to academia; his specialty was the analysis of Indo-European languages, and his work generally studied languages over time, or diachronic (historical) linguistics. Synchronic vs. Diachronic Approaches Synchronic linguistics is one of the two main temporal dimensions of language study introduced by Saussure in his  Course in General Linguistics (1916). The other is diachronic linguistics, which is the study of language through periods of time in history. The first looks at a snapshot of a language, and the other studies its evolution (like a frame of film vs. a movie). For example, analyzing the word order in a sentence in Old English only would be a study in synchronistic linguistics. If you looked at how word order changed in a sentence from Old English to Middle English and now to modern English, that would be a diachronic study. Say you need to analyze how historical events affected a language. If you look at when the Normans conquered England in 1066 and brought with them a lot of new words to be injected into English, a diachronic look could analyze what new words were adopted, which ones fell out of use, and how long that process took for select words. A synchronic study might look at the language at different points before the Normans or after. Note how you need a longer time period for the diachronic study than the synchronic one. Consider this example: When people had more opportunities to change their social class in the 1600s, they started using the words thee and thou less often. If they didnt know the social class of the person they were addressing, theyd use the formal pronoun you to be safely polite, leading to the demise of thee and thou in English. This would be a diachronic look. A description of the words and how they were used at the time in comparison to the pronoun you would be a synchronic description. Before Saussure, it was considered that the only true scientific study of a language could be diachronic, but both approaches are useful. In the third edition of Synchronic English Linguistics: An Introduction, the authors explain the types of historical linguistics:   As it is necessary to know how a system works at any given time before one can hope to understand changes, the analysis of language at a single point in time, i.e. synchronic linguistics, now usually precedes the study in terms of diachronic linguistics. (Paul Georg Meyer et al.,  Gunter Nar Verlag, 2005) Synchronic studies look at what associates with what (how parts interact) at any given time. Diachronic studies look at what causes what and how things change over time. Examples of Synchronic Study Synchronic linguistics is descriptive linguistics, such as the study of how parts of a language (morphs or morphemes) combine to form words and phrases and how proper syntax gives a sentence meaning. In the 20th century the search for a universal grammar, that which is instinctive in humans and gives them the ability to pick up their native language as an infant, is a synchronic area of study. Studies of dead languages can be synchronic, as by definition they are no longer spoken (no native or fluent speakers) nor evolving and are frozen in time.

Analytical commentary holiday hw1 radio Essays - Human Behavior

Analytical commentary holiday hw1 radio Essays - Human Behavior Analytical commentary The transcript presented is a written piece of a conversation extract ed off the triple M Drive show called Kennedy and Molloy with interlocutors being Jane Kennedy ( JK ) and Mick Malloy (MM) who lament about the banning and height reduction of the "monkey bars' from the playground as they cause injuries. The social purpose of this segment is to persuade the audience to be on their side and take into consideration the importance of the monkey bars and how they help kids have fun, they also buil d rapport with the audience. The tone between the two varies in different parts of the conversation just as exemplified by the rise (\) and fall (/) sign on lines 85, 86 and 93. It is also friendly and mostly informative throughout the transcript which is encouraged by the nature of being work mates and buddies in the radio show business. The primary function is to talk about the monkey bars and how fun they were however, the simultaneously existence of the function moves into a number of social purpose as the two main interlocutors aim to build intimacy between each other which is evident on line 2 as JK refer to MM as Mick . A third party, the dj is also introduced into the conversation where he has an input on the matter. FUNCTION] The general function of this par ticular radio segment is for MM and JK to persuade the audience to be on their side when it comes to the monkey bars on the playground and how they affect the kids, MM states on like 1 how angry the banning of monkey bars makes him feel. The emotive expression shows how MM really feels which is angry, he persuades JK to agree with his opinion on the monkey bars. The interaction between the interlocutors also arises the function of informing as they start to list all the other things like trampolines ( line 95), bunkbeds (line 98) skiing (line 119) and rollerblading (line 121) which have the same effect on kids as the monkey bars do. The semantic field which is radio show also determines the function of the transcript, just like most radio shows, MM and JK are no stranger to persuading their audience, advertising their opinions and informing their audience about different matters at different occasions, th ey utilise this segment to do that. SOCIAL PURPOSE The social purpose of this text is to build rapport with the audience, this can be exemplified by line21 where MM uses inclusion language as he says "we all learnt". This al so helps the audience reminisce how much fun they had playing on the monkey bars at the playground . And the use of inclusion helps build the social solidarity between the audience listening to the radio show and the interlocutors . This also gives the audience a sense of belonging as they can relate to the matter at hand. As you read through the transcript we can see that the Australian slang is being used for example on line 24 JK says undies referring to underwear. This makes it easier for the Australian audience listening to the radio to understand what he's talking about since it's an Australian slang and jargon . This stimulates the social purpose since it allows the audience and interlocutors close the social distance between one another. The semantic field of radio and also playg round related makes it easier for the people who have been on monkey bars to relate to the issue. REGISTER The informal register is employed in this transcript through the use of Australian slang narrated on line 24 undies'. This gives the audience a sense of belonging while giving them a bit of a chuckle. The context in which the undies is mentioned also shows informality as it's said in a humorous way. The inform ality is also affected by the intonation and other vocal effects together with the vivacious dynamo supports the function of persuading while keeping the same informal register as the addition of slang such as " me ears" on line 4 and compounding on line 5 (we've) is utilised.

The Interrogation process, techniques and approaches Essay

The Interrogation process, techniques and approaches - Essay Example American criminal history is replete with instances when innocent people have been handed down sentences while the real culprits move scot free. Even today, it is roughly believed that there are between 65 and 300 false confessions per year in the United States. This study seeks to study the various impacts of interrogation and the procedures, which are followed in interrogation .Through the study of decided cases on the subject it is felt that existing laws need to be reviewed and revamped to provide more effective and speedier justice trials to the victims and punishment for the offenders. With the changing times it has become necessary to modernize the crime fighting mechanism in the country to eschew traditional forms and embrace modern technology including the production of complete documented electronic recordings of suspects and enforcement of a stricter code of conduct for the investigators by adopting more subtler, yet effective means of establishing truth in criminal cases. This also envisages a stricter Code of Conduct for the investigators into adopting more subtler, yet effective means of establishing truth in criminal cases based heavily upon scientific data and expert opinions, rather than browbeating suspects into confessions, whether proved true or false. This would ensure that the legal infrastructure need not have to enter into fresh controversies in imparting justice as and when it becomes imperative to do so in the carriage of justice and fair play in legal dealings. The interrogation system is important because it is an opportunity to test whether the suspects are lying or utter false statements. When such lies or false statements are made, the police are in a position to reinforce the fact that the suspects are involved in the crime and could therefore, challenged the statements delivered, or disallow the claims and alibis

The doctrine of Parliamentary privilege has no place in a modern Essay

The doctrine of Parliamentary privilege has no place in a modern democratic society. Discuss - Essay Example To understand the magnitude of the doctrine in the modern political establishment, parliamentary privilege can be illustrated to be synonymous with parliamentary system. Even if debate for its review and in extreme debates its abolition persist, it is an issue that cannot be abandoned just in the heat of the arguments. The following discourse explores the possibilities of abandoning the doctrine based on some of its principles, in light of their appropriateness in a modern democracy. Parliamentary privilege and it purpose Parliamentary privilege according to legal experts is the immunity accorded some legislators whereby the legislators enjoy legal protection against criminal or civil liability in the course of performing their legislative duties (BBC2 para 7)1. Essentially, the privilege makes it possible also for parliament to debate or question issues that could interfere with court ongoing judicial proceedings in a case, expose state secrets, undermine national security, scour fo reign relations, and slander individuals – whether parliamentarians or not. The concept of parliamentary privilege has its roots in the Westminster system and is widely applied across the world. The privilege emerged as a direct result of the contentions that hundreds of years ago existed between the courts the Crown, and the House of Commons2 (Attorney General’s Department para 4). Some of the countries that apply the privilege to parliament other than Britain include Australia, the United Sates of America, Canada, and Kenya, in Africa. In the UK for example, such privileges allow members of the two Houses (House of Commons and House of Lords) to freely deliberate in their participation in parliament without fearing legal action based on claims of contravening the Official Secrets Act, contempt of court or slander. This privilege also assures parliamentarian that they are immune from civil arrests in matters undertaken within the precincts of parliament, in this case the Palace of Westminister3 according to the BBC1 (para 2). However this is conditional in that the members of parliament only enjoy this privilege if their statements are uttered as part of parliamentary proceeding. One such event that reinforces the application of parliamentary privilege in the United Kingdom is with respect to the Zircon affair as it threatened to reveal national secrets. Protection of the parliament against any form of interference while handling legislative obligations is by far a genuine reason for the existence of such freedom as accorded to parliamentarians (Limon 34). However, abuse of the privileges appears to be inseparable from the process of their enjoyment. The purpose of the privilege accorded to parliament rests within the context of legislative duties but other contingent intricacies of interpretation have always made efforts futile to identify balance the genuine purposes. Parliament has failed to implement the appropriate balance and checks that w ould facilitate the relevant procedures to be applied in determining parliamentary privilege usage as genuine or not. Democratic institutions need such control as would be necessary for their independence on one hand while their abuse is clearly identified and dealt with amicably on the other hand. Arguments against Parliamentary Privilege The basic rule that parliamentary privilege is intended to achieve is resolve issues bearing a matter that is of public interest