“if you forget me” pablo neruda Essay

This poem dramatizes the conflict between the poet’s passionate burning desire and unconditional love for a woman, and his stern attitude toward her if she doesn’t feel the same. By demonstrating excellent personification, imagery, and sentimentality, this poet portrays love, compassion, and optimism. Although the poet expresses deep emotion for his love, he also acknowledges that love can be dangerous, and refuses to be damaged. To begin with, while explicating this poem, it was evident to make the assumption that the poet has experienced pain once or twice in his life. The author begins to describe his love for a woman that is so powerful, that it is evident that he would go above and beyond to satisfy her. Arguably, this poem could in fact pertain to the risk, and terror of making oneself available to love and to be loved, which by nature makes oneself vulnerable to incredible hurt and pain. This is the poet’s manifesto in the face of such terror, and he does it with authenticity, vulnerability, and authority. As analyzed by literary analyst Donald S. Walsh, â€Å"This [poem] is vintage Neruda, with all the passion and fickleness of desire. The underlying melancholy is beautifully brought out by the conversational style (a la Mir Taqi Mir) – the conceit would have been metaphysical had it not been for the pain inherent in every verse. † This is love that is hurting, that has been hurt in the past, and yet is open to being hurt again. In the opening stanza of this poem, Neruda underlines his authority with a stern, passive statement: â€Å"I want you to know one thing† (1) this is an obvious attempt to warn the reader that Neruda is in charge of the future conflict. Proceeding to the following stanza, Neruda illustrates the beauty of nature and compares it to the beauty of love by using keen personification and visual imagery. Such as, â€Å"the wrinkled body of the log† (10) and â€Å"as if everything that exists, aromas, lights, metals, were little boats that sail, toward those isles of yours that wait for me. †(12-16) This opening stanza gives the reader the inference that the poet is whole-heartedly committed to this woman. The poet also uses an oxymoron to demonstrate his love in lines (7-9), â€Å"if I touch near the fire the impalpable ash. † Impalpable meaning â€Å"untouchable. † Neruda stresses an excessive amount of sentimentality throughout the beginning of this poem. Proceeding to the third stanza, the poet’s mood completely changes, â€Å"If little by little you stop loving me, I shall stop loving you little by little† this refers back to the first stanza where once again the narrator refuses to be subject to vulnerability. Lines (20-24) stresses the solemnness of the poet by asserting that â€Å"if suddenly you forget [him], do not look for [him] for [he] shall already have forgotten you. † The fifth stanza demonstrates effective use of symbolism by Neruda. â€Å"To leave me at the shore of the heart where I have roots† (29) Neruda is now referring back to the â€Å"isles† of [hers] (16) underlining that the narrator is symbolizing that his body is a tree, and his heart is the roots that have grown deep into the isle (the woman), and have adapted. Neruda then accentuates that if the woman were to leave him at the shore where he has become accustomed to, that â€Å"on that day, at that hour, I shall lift my arms, and my roots will set off to seek another land† (31-35) claiming that the narrator will not wait for her to come back, and he will in fact find another love. Ultimately, Neruda unexpectedly returns to his sentimentality throughout the last stanza, offering optimism. Beginning the stanza with â€Å"but† became very powerful, considering that this was meant to stand-alone; the narrator is offering somewhat of a compromise. The poet then returns to the love entrenched speaker he is sought out to be. â€Å"If each day, each hour, you feel that you are destined for me with implacable sweetness†¦in me all that fire is repeated. In me nothing is extinguished or forgotten. † (36-44) This is where Neruda emphasizes his true heart felt love for this woman, by illustrating that if the feeling is mutual nothing will defer his love. Finally in line (45) Neruda connects this poem with a lasting thought, and possibly a theme. â€Å"My love feeds on your love, beloved† Demonstrating his compassion with a lasting effect. Throughout this poem there are no evident signs of rhythm, or rhyme; although, the reader may view this as very effective. This, in turn, was perhaps intended by the poet because love in most cases, is unpredictable. There was, however, a noticeable pattern when discovering the poet’s mood. The first stanza was a warning, the second, a beautiful picture painted by the poet of love. Neruda continues this pattern with repetitive use of the word â€Å"if† which may be referred to as a presupposition. â€Å"If you suddenly forget me, do not look for me, I shall have already forgotten you†. (20-24) This line can be interpreted as, â€Å"if she forgets him, he will forget her first. † Neruda finally discontinues this pattern by returning to the mood of the second stanza by incorporating beautiful imagery and personification once again. This, in fact insures that the poet is unafraid of the risks of falling in love, but remains completely aware. According to the Poetry Society Of America, â€Å"anyone who knows anything about Pablo Neruda knows that he is considered the ‘poet of love’†. Which is clearly demonstrated throughout this poem. Neruda was effective in creating a love story, one of which can be interpreted in many ways. Neruda painted the reader a vivid picture with the use of personification and the beauty of love. After diagnosing this poem, the tone, form, and consistency of Neruda really fit the overall â€Å"love to be loved† theme.

Itchy and Scratchy cartoon Essay

The purpose of this study is to discuss the extent to which The Simpsons is representative of American family and social values. I will discuss how each member of the Simpsons family behaves, as well as highlighting what may be socially expected of them. Secondly, I will examine how the Simpsons family interacts with the surrounding community, concentrating particularly on the images that they portray. In order to do this, I will examine the regular codes and conventions of the series to show how the characters work together in the whole scheme of things Introduction Set in the north-western Illinois town of Springfield, The Simpsons is an animated sit-com about the day-to-day tribulations of a disfunctional lower-middle-class family. The main family itself consists of the father, Homer, his wife Marge, son Bart, and daughters Lisa and Maggie. Other family members include Homer’s father, Abraham Simpson, as well as Marge’s sisters, Patty and Selma. Occasionally, Marge’s mother, Mrs Bouvier, makes an appearance, and on one occasion, Homer discovered that he had an adopted older brother, Nigel. Since its official launch in 1989, The Simpsons has become one of the world’s most popular animated series, and has been enjoyed the world over by children and adult’s alike. Originally, the show occupied a space on the Tracey Ullman Show between 1987 and 1989, and was then called The Bart Simpson Show. Its immense popularity proved so great that Twentieth Century Fox decided it would be worthwhile to launch The Simpsons as a show in itself. In this format, the first episode was broadcast in 1989, and in this season there were thirteen episodes. In fact, the show was so immediately popular that a huge wave of cross-media production and merchandising took place, and this culminated in the release of a single, â€Å"Do The Bartman†, in early 1991. Other examples include toys, comics, and computer games But what is it about The Simpsons that continues to make it so popular? Is it Homer? Is it Bart? Or is it just the culmination of the shows different elements? These are some of the ideas I hope to cover in the course of this study. To this day, The Simpsons is still largely rated as the greatest of all the animated sit-coms. Since its release there has been a whole trail of subsequent cartoon impersonations, such as King of the Hill, South Park, Daria, and Beavis and Butthead. Unlike most cartoons, the comedy in The Simpsons is not based solely on situational comedy and site gags. The characters themselves make the comedy, with their personalities, their uniqueness, and their own personal points of view. Having such strong characters means that the writing can practically do itself, and that is one reason that The Simpsons has been able to endure for so many years. Innovative comedy, including the lack of a laugh track, makes The Simpsons one of the funniest shows on television. As well as this, a continual supply of hilariously stupid jokes also helps to keep the comedy running smoothly. For example, when Bart asked why he thought he was receiving money for nothing, Grandpa Simpson replied, â€Å"I just figured the democrats were back in office†. Also, when the zoo director is asked if he’s going to save Ned Flanders from baboons, he replies, â€Å"Ooh, I’d like to, but if they don’t kill the intruder, it’s really bad for their society. † These are just a few examples of Simpsons humour. Simpson family analysis Homer From the shows beginnings, Homer has been portrayed as a well-intentioned, yet moronic person. Homer’s virtually disabling stupidity is what makes him so funny. His job in the powerstation often provides much of the humour, as do his experiences at home and in Moe’s bar. In one episode, when Homer takes on a student from Albania as part of Bart’s foreign exchange programme, he takes him on a tour of the powerstation, unsuspicious of why a 10-year-old would show interest in such a tour. Later we find out through F. B. I. agents that the boy was actually a communist spy and Homer had unwittingly given him detailed plans of the station’s nuclear reactor as well as several sticks of plutonium. In another episode, Homer and Bart adopt a new son and brother respectively. In a subsequent fight scene with Bart’s new brother, Homer was punched in the face, and he fell and bent his back over a fire hydrant. To this he said, â€Å"This is even more painful then it looks†. Another facet of Homer’s persona is his love of food and beer. At work, Homer consumes unending amounts of donuts, whilst at home his passion is pork, whether it be pork-rinds, pork-steaks or pork-chops. Homer also has a famous passion for ‘Duff’ beer, which at one point became so extreme that Marge challenged him to give up alcohol for a month. And he did. In another episode, Homer sneaked out of work half-an-hour early just so he could take a tour around the ‘Duff’ factory. Here he managed to consume one casket each of several varieties of beer, just to find out the difference in taste. Thus, his stupidity, combined with an amazing luck, forms the basis for one of the funniest characters on television. Homer will manage to find the only way to completely ruin a situation and then, through sheer luck, he will find the only way to repair it. Indeed, he always manages to â€Å"pull a Homer. † Marge Marge is portrayed as the most straight-minded, straight-thinking member of the family. Past episodes, namely the one where Marge and Homer tell the children how they met, portray Marge as an intellectual, linguistically gifted student with great career prospects. At least that was the case until she met Homer. However, it cannot be said that Marge has not used her linguistic skills to her advantage. In one episode, â€Å"Marge vs. the Monorail†, Marge single-handedly battles to stop the building of an unsafe, fraudulent rail line around Springfield. In the end she wins the battle, and the citizens of Springfield are grateful to her for saving their lives. In another episode, she becomes board with her housewife role and she decides to open up a business, choosing a pretzel franchise to make her fortune. As well as this, Marge is the pillar that keeps the Simpson family standing. She is always the one who maintains the sanity and keeps the family going. She is the only voice of reason in the household, as evidenced when she goes away and the household nearly collapses. No sooner had she left for her healthfarm weekend then the family began telephoning her to ask her all manners of questions, such as Bart’s question, ‘where do you keep my socks’? Her answer, ‘In the sock draw’. Another example can be seen in her crusade to ban the violent Itchy and Scratchy cartoon. This came about after she witnessed Maggie trying to stab Homer with a knife after she saw the same thing on TV. She continued her crusade, despite the fact that she knew Bart and Lisa were getting bullied at school, and eventually she won. Marge provides the reference on which the rest of the family is based, so the audience can see just how bizarre everyone else is when in immediate juxtaposition with Marge. It would be strange to imagine what the show would be like if this were not the way of things, as much humour is born out of the family’s dependence on her.

Explain, giving examples from the articles Essay

Explain, giving examples from the articles, what is meant by oxidation and show how oxidation reactions are used to cause explosions. Outline reasons why some explosive mixtures oxidise faster than others. [4] An element is oxidised if†¦ It gains oxygen. It loses electrons. Its oxidation state increases. Explosives such as gunpowder or black powder contain powdered carbon, sulphur and potassium nitrate. This can be ignited by a fuse where carbon and sulphur will be oxidised. Carbon will form into Carbon Dioxide and Sulphur will form into Sulphur Dioxide. > This reaction shows when a pure sample of carbon burns in air. C(s) + O2(g) i CO2(g) This is an oxidation reaction where carbon has gained oxygen and its oxidation state has increased from 0 to +4 The potassium nitrate in the gunpowder acts as an oxidiser and provides oxygen for the reaction. All the oxygen required is available almost instantly; therefore carbon and sulphur burn in a fraction of a second. > The reactants and products of this reaction are†¦ Reactants: KNO3(s) C(s) S(s) Products: CO2(g) SO2(g) N2(g) + Other solid products The volume of the reactants is very small. The products are mainly hot gases produced suddenly in a confined area. This rapid increase in pressure leads to an explosion. (132 Words) To maximise the force of the reaction, all solids involved are finely divided into powders and the proportions of reactants in the mixture are calculated very accurately. The power of the explosion is made greater by confining the reaction inside a restricted space e. g. Cannon. Fuels used in fireworks; Potassium Chloride (KClO3) and rockets; Hydrogen Peroxide (H2O2) are mixed with oxidisers to produce explosions. Some explosive mixtures oxidise faster than others if the reacting element(s) gains more oxygen and has a greater oxidation state.   Give an account of the development of chemical compounds for use in explosives. Describe the advantages of each new chemical explosive over its predecessors, and describe how the explosives were adapted to make them safer and more effective. [9] The very first discovery of an explosive chemical compound was unintended. In 1846 Dr Christian Schi nobein accidentally spilled concentrated sulphuric and nitric acids; he quickly cleaned the contaminated area with an apron made of cotton. Knowing that the apron would soon be destroyed by the acids, he rinsed it out with water and hung it up to dry in front of the fire. Moments later the cloth burst into flames. Dr Schi nobein was not aware that he had discovered â€Å"gun cotton† otherwise known as Cellulose Nitrate or Nitrocellulose. From 1860s onwards the military began investigating the possibilities of cellulose nitrate as a smoke-free gunpowder. Towards the end of the nineteenth century, black powder had been replaced as a propellant for military purposes by a smokeless powder based on cellulose nitrate. This substance catches fire very quickly and burns without lighting a fuse; produces very little smoke and creates an impulsive impact. Therefore, explosive shells were replaced by cannon balls and bullets replaced musket balls. This smokeless powder used by the British Army is called cordite and was invented in 1880s. It consists of Cellulose Trinitrate and Glycerol Trinitrate amongst other substances. This substance catches fire very easily and burns quickly. The powder was transformed into a jelly-like substance by adding an organic solvent propanone. This smokeless powder is now used worldwide as a military propellant. (253 Words) In 1847 an Italian scientist, Ascanio Sobrero was experimenting with concentrated acids. He combined together nitric, sulphuric acids with glycerine. The new substance formed was a yellowish oil. He had discovered Nitroglycerine. He experimented with a small sample and realised that was extremely unstable. Its behaviour was unpredictable. It could be detonated by the touch of a feather. Immanuel Nobel and his son Alfred Nobel from Sweden were responsible for controlling Nitroglycerine. Nobel made a deliberate explosion by mixing Nitroglycerine with (kieselguhr) which is a silica based mineral. He made a paste which could be shaped into rods. These would only explode when they are intentionally detonated. These are the very first safe high explosives. Nobel developed even safer ways to detonate these explosives. He found out that the most reliable and effective way to set off nitroglycerine was to use small quantities of gunpowder. He also invented the first percussion cap that gives out a small explosion when it is given a sharp impact. The caps were filled with a compound known as fulminate of mercury Hg(CNO)2. This substance is very sensitive that even a finger tap can cause it to detonate. This ignites the gunpowder or other explosives. In 1867 Nobel patented his dynamite. It was called Dynamite No 1. He soon realised that very effective mixtures could be made by replacing the inert kieselguhr by a substance that would itself burn or explode. He combined nitroglycerine with charcoal, barium nitrate and sulphur which led a new explosive product in 1869. It was called Dynamite No 2. This product was suitable for use in quarries and coal mines. Nobel patented another explosive product in 1875. He added 7 to 8 per cent of collodion (nitrated cellulose) to warm nitroglycerine forming a stiff jelly-like substance known as blasting gelatine. This product proved to be more powerful explosive than dynamite, because both nitroglycerine and collodion were explosive. During the Second World War, Trinitrotoluene (TNT) was developed. TNT contains nitro groups (NO2). It doesn’t react with metals therefore can be used in metal containers to produce bombs. TNT causes headaches, anaemia and skin irritation. Subsequently, workers in factories often suffered health problems. (280 Words)   Discuss, with reference to high and low explosives, the ideal features of an explosive reaction, explaining, with examples, how chemical reactions produce energy and how they cause increase in pressure. [6] Nitroglycerine is acknowledged as a high explosive. It produces a large volume of hot gas. Its decomposition only takes microseconds at a pressure of 275 000 atmospheres. Black Powder and Cellulose Nitrate are considered as low explosives. They produce a large volume of hot gas. The decomposition takes millisecond at a pressure of 6000 atmospheres. An ideal explosive reaction must take place very quickly. It must be an exothermic reaction where heat is given out. The products formed must mainly be hot gases produced in a confined space. This leads to a big rise in pressure which is the main cause of the explosion. > An equation for explosion of nitroglycerine C3H5N3O9 (l) 3CO2 (g) + 21/2H2O (g) +11/2N2 (g) + 1/4O2(g) 1 mol of liquid 7. 25 moles of gas No oxygen supply from air was needed for the reaction. The exact products are based on the actual explosion. In an oxidation reaction oxides of nitrogen such as (NO and NO2) may be produced. The amount of heat energy released from a nitroglycerine explosion is 6275 KJ kgi 1. The increase in pressure will produce greater energy from the explosion. Describe how UK methods of manufacture of propanone have changed since the beginning of the First World War. [3] Before the war propanone was manufactured by dry distillation of wood in a process that excluded air. This method was very inefficient. In 1914 a Russian chemist, Chaim Weizmann, developed a new process that produced propane by bacterial fermentation of starch in maize. This process was capable of producing 30 000 tonne. After the war propanone was manufactured from propan-2-ol by passing the vapour over a copper catalyst at 500i C and 400kPa. Propanone was produced from propene, a product of catalytic cracking of crude oil fractions. (230 Words)   Discuss how attitudes to health and safety in chemical research and industrial chemistry have changed over time. Use examples from the history of development and manufactures of explosives and medicines. [4] The discovery of cellulose nitrate was a hazard of health and safety. The discovery of nitroglycerine was another major hazard as it its behaviour was very unpredictable. Its discoverer Ascanio Sobrero was badly scarred as a result of an unexpected explosion that spattered glass fragments into his hands and face. He said â€Å"victims killed during nitroglycerine explosions† He was ashamed to be the inventor of such a deadly explosive. In Nobel’s nitroglycerine factory, there was an explosion that killed his young brother Emil and another chemist. However test on animals showed that nitroglycerine causes blood vessels of the brain and heart to flow with blood. Nitroglycerine was considered a possible treatment. Nitroglycerine is effective for treating angina pectoris; intense pain in heart. A medicine known as amyl nitrate similar to nitroglycerine are used as treatments to this day. (110 Words) OCR-AS Chemistry (Salters) Open-Book Paper (2005) 2852/01 – 1 – Name: Mohammad Ahmed Candidate No. 9023 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Critical Pedagogy Applications in Observed Classroom Management Essay

Critical Pedagogy Applications in Observed Classroom Management - Essay Example Critical Pedagogy Applications in Observed Classroom Management One is interested in the topic since during the course of observing an Advanced English Grammar (ALI 345) class, one came into reckoning with the fact that the instructional style and approach, factors which are within the control of educators, could significantly impact on the behavior and actual academic performance of students within the traditional classroom setting. After the background literature, the discussion would proceed with outlining the course context, the student profile, and the overall observed classroom management approach. A discussion of lessons learned, as well as reflections as mentee would form a major part of the paper. The article written by Kumaravadivelu (1994) was instrumental in supporting the current topic as the author delved into strategies which could actually improve classroom management. As specifically noted, strategic framework for L2 teaching utilize macrostrategies which were differentiated to microstrategies, to wit: â€Å"macrostrategies are general plans de- rived from theoretical, empirical, and pedagogical knowledge related to L2 learning/teaching.A macrostrategy is a broad guideline, based on which teachers can generate their own situation-specific, need-based microstrategies or classroom techniques† (Kumaravadivelu, 1994, p. 32). In so doing, the information synthesized from the article could be used to evaluate the strategies used and observed in the specific classroom setting. Another article, written by Clayton (2010), the author’s design of a critical pedagogy, defined as â€Å"a set of instructional practices that focuses on the structures present in real, situated learning spaces (McLaren, 1986) in order to create egalitarian, participatory, and empowered participants, allowing them to receive language and content learning while interacting as equal partners with others† (381) was acknowledged to be useful in enhancing classroom management in the observed setting. Clayton (2010) emphasized the need to acculturate students from diverse cultural backgrounds to the culture they intend to practice the second language being learned. The method was instrumental in improving participation of culturally diverse students within the ESL learning environment. (Clayton, 2010). The critical pedagogy method was likewise acknowledged by Johnson (1999) who likewise recognized the value of this approach in empowering students through the ESL learning process by designing effective classroom management techniques. It is interesting to note that Johnson’s assertion that â€Å"although students can be more or less empowered-for example, they can be given more responsibility for their own learning, they can take part in the design of their own courses, and they can be given more meaningful and less competitive assignments-teachers still retain authority in the classroom (Oyler, 1996; cited in Johnson, 1999, p. 560). Through the classroom management techniques that were applied in the observed Advanced English Grammar (ALI 345) class, one recognized that the role, style, and application of critical pedagogy

Examine the state and geographical extent of the car carrying Essay

Examine the state and geographical extent of the car carrying industry, in terms of shipping - Essay Example Most noticeable is improved demand at the international level for automotive products that comes from this economic strength in emerging economies as citizens receive improved education and workplace opportunities. Growth in disposable income in these emerging economies have paved the way for new freight transportation channels and improved distribution of product across the world. Growth in demand of automobiles at the international level have given manufacturers improved profit margins and have changed the course and scope of logistics and supply chain in developed and emerging economies. This report describes the specific emerging markets that are changing distribution patterns in relation to ocean freight, discusses the current major exporting and importing nations and describes the operational and strategic management principles that have led to success in the car carrying industry. Due to infrastructure growth, improved manufacturing capabilities, and growth in consumer disposable income in certain developing countries, changes to patterns of global distribution have been positively impacted by growth in these emerging markets. Germany holds the top position in terms of exportation volumes, experiencing a 10.2 percent growth rate from 2007-2008 (xist.org, 2010). Followed, in ranking order, are China with a 17.3 percent increase in the same time period, the United States with a 10.7 percent increase, followed by Japan, the Netherlands, France and Italy (xist.org). Though not in a top position in terms of exportation volumes, Russia is recognised as experiencing the highest improvement in exportation volumes at a sizeable 32.8 percent increase (xist.org). Major importers, in ranking order, include the United States, China, Germany, France, Japan, the United Kingdom, the Netherlands, Italy and Hong Kong (wto.org, 2010). These figures reflect the importation activities of developed nations with emerging

Personal Statement Example | Topics and Well Written Essays - 750 words - 26

Personal Statement Example It was about abortion. I have to say that my friend was not married, and her boyfriend, quickly packed up and did not forget to turn off the phone, when he heard the glad tidings. However, my friend was worrying about him in last term. Much more struck to her was mother’s answer. By the way, her mother, though being rich women, is extremely overbearing and often rigid; she is also a fanatical opponent of relationships before marriage. Accordingly, my friend, relying for the support and understanding, alienated upon the stumbled recommendation of an abortion. She was not able to make this decision alone, so she asked to help her. I tried to ignore the personalities and analyse the situation regardless of the identity. The first thing I thought about was the financial side of the issue - not in term of operation, but in term of maintenance of the child. It could be a bit difficult, but possible. By myself I know that people rarely can not give up anything in their life, when it comes to higher-priority things. For example, my friend will have to forget for a while about a career and reduce her considerable demands, what in my opinion is not the most terrible tragedy. By the way, her mother, likely, was shocked by such a confession too, but, as the further story would show, it was not her final decision. In addition, if the issue of abortion is discussed, it emphasizes that my friend ranges between what she wants minutely (to solve all problems at one moment), and the voice of the woman’s instincts and heart. So, if she make the correct choice, the child would not be unnecessary. Here I should say that I am almost a principled opponent of abortion, but rarely prevent people from breaking their own lives, believing that everyone has to go through their own mistakes. Especially, if a particular person is sacred sure that his opinion is the only true one. I should say that both of

Management Principle of Nike Essay Example | Topics and Well Written Essays - 3500 words

Management Principle of Nike - Essay Example This essay is aimed to help the redaer to understand how a strategic objective could be attained through change in collective and individual behaviour of the employees of Nike. The researcher discusses and analyzes two cases, that are involving Nike company. In the first, we will know how the company should design its travel policy based on the existing policy and the feedback coming from the senior managers. The second one will discuss the pay and reward system of Nike to determine whether there is basis to adapt Nike’s approaches as prescribed in the case facts? In both cases, the approach is to answer the guide questions that were made part of part of case facts. The researcher states that the designs must understand human nature; in this case, the perceptions, attitudes and behaviour of their employees as far as company-designed programs are concerned. Nike must involve them if possible. For managers, they are supposed to know more than the ordinary employees do and they m ust take the brunt for knowing and applying the necessary management principle in Nike. The researcher also presents the strong relationship of the analysis and the recommendation that he gives. Managers are said to be leaders and leaders are good followers first. It is also concluded that managers of Nike company must follow policies but before it could so, they must make those policies in travel, pay and reward systems clear by communicating through proper channels in the most effective and professional manner.

Juvenile and adult justice system Essay Example | Topics and Well Written Essays - 250 words

Juvenile and adult justice system - Essay Example In the criminal courts however, it is called plea bargaining but in the juvenile courts, it is referred as modifying the petition. The adult and juvenile both have a right to hearings, appeals and a right to counsel in court proceedings. Adults are tried for crimes in the adult court while juveniles are tried in the juvenile court. Unlike adults whose court proceedings are public, juvenile proceedings are not viewed as criminals and their records are confidential and are not normally accessible. In the case of adult trials, the â€Å"best interest† lies in reducing or foregoing the sentence, unlike in the juvenile trials where rehabilitation is the main focus. In terms of sentencing, although judges in both courts have leeway in determining the proper sentence, the judges in the juvenile court have far more room to decide on the sentence. They have a broad range of options from immediate parole to placing delinquents in juvenile facilities or county jails (Yakov, 2011). Yes, I think that juveniles should continue to receive preferential treatments from the courts because the courts should focus on their rehabilitation and not in the punishment of the crimes that they commit.

How I spend my time after high school Essay Example | Topics and Well Written Essays - 250 words

How I spend my time after high school - Essay Example o be reliable, considering my passion for business, he asked the accountant to introduce me to the basics of book keeping so I could do a more useful job. I would work from his backroom office with him as he taught me the various aspects of the job, and delegated minor tasks and after a while, I was good enough to work without close supervision. I learnt several skills including managing of records and basic accounting, which had always appeared very intimidating. I also discovered the importance of meticulous record keeping since careless mistake could result to mix-ups in future. In addition, I dealt with customers complains related to their payments and bills, where I go an opportunity to learnt how to handle irrational clients, for instance, some who thought they had been overcharged, and came in with a decidedly hostile attitude. I left the job in 2011 and was employed as a customer care department of the local branch of the SABIC Company. Here, the diplomacy and negotiation skills I had acquired to deal with customers in the previous job were immensely helpful. I could comfortably handle customers with respect and firmness. Finally, in 2012 I decided to move to America to further my education, develop my skills as well as learn other new ones. However, I strongly believe that my work experiences, after high school, wi ll be vital in my professional and career

Reflection Letter Essay Example for Free

Reflection Letter Essay This document contains my knowledge and lessons on ethics and integrity I have learnt from the Academic Seminar as well as the reasons why I found myself interacting with the Office of Student Conduct. My suspension was based on misconduct of academic ethics and integrity. We were caught cheating on quizzes and on online tests. Being afraid to tell the truth, the school gave us suspension which I have served outside school. My involvement in academic misconduct in the University of Nevada, Las Vegas has taught me a lesson after the sanction posed on me. It was my actions that have caused me all these mess and according to the lessons I have learnt in the Academic Integrity Seminar, I believe in high degree of integrity from today. My friend and I were caught cheating on quizzes and online tests. Unfortunately, our instructor caught us red-handed and we were referred to the Office of Student Conduct. My relaxed efforts on academics led me into all these mess. Instead of going to do more studies on previously learnt topics, my peers and I would go to the clubs and any other place that we could have fun and forgot our academic roots were more important. Only to find that I had nothing to offer whenever there was an exam. That’s when my best friend would suggest that we improvise a way in which we can acquire high grades and achieve academic scholarship. The truth is that our efforts were imposing a great danger in my academic and personal life. This kind of incidences has also happened to my peers especially my best friend. To avoid such a circumstance occurring again in my life, I have decided to take my studies more seriously. Again, I have decided to make proper preparations in my studies prior to examination period or any other test and quiz. I have also decided to avoid the bad groups or peers in the campus and choose a company with good academic morals. During the Academic Integrity Seminar, I have learnt that I am only destroying my life. I am a person with great vision for my life, my country and the entire world. I don’t want to shun this away. My knowledge on ethics and integrity has gone a notch higher. Being able to know that ethics and integrity is part of my scholar achievement during my academic life, it’s an assurance that I will practice it both in college and after college. This lesson on integrity will go a long way in my life as I have to practice even at work place. Knowledge without ethics and integrity is harm to a scholar’s life. I went through all the modules in the integrity seminar and learnt that some of us fall victims of plagiarism knowingly or unknowingly. We have to include citations in our term papers whenever we use work from other authors whether it’s from the internet or from any other public sources. We should not have the assumptions that the sources belong to the community. From now onwards, I will make sure that I cite any reference that I quote in my academic term papers and any life research papers I work on.

Participation Of Lac In Decision Making Social Work Essay

Participation Of Lac In Decision Making Social Work Essay Introduction This essay aims to critically evaluate service user involvement specifically for looked after children (LAC). It explores evidence and research that considers the value of listening to the views of children who are looked after; regarding decisions about the care and support they receive. It considers how Leicester City councils procedures enable young people to contribute in decision-making about their care and support, whilst considering any barriers which may hinder effective participation. It also looks at how my work can support this view, whilst considering local and national legislative policies and theoretical frameworks to enhance participation of children and young people to develop care services. Evidence-based social care is a conscientious, explicit and judicious use of evidence in making decisions about the care of children, which is based on skills which allow a social worker to evaluate personal experience and external evidence in a systematic and objective manner (Sackett et al 1997, cited in Smith, 2004:8). Evidence-based approach to decision-making needs to be transparent, accountable and based on consideration of the most compelling evidence. This means adopting an ethical obligation to justify claims to expertise, being transparency with service users about decision-making and how these are formulated. By placing the childrens interests first, an evidence-based social worker may adopt a lifelong learning that involves continually posing specific questions (hypothesis) whilst, searching objectively and efficiently for the current best practice (Gibbs, 2003). Evidence-based approach implies, among other things, the application of the best current evidence, the value of empirically based research findings, the requirement of critical approach for assessment and theories which support evidence informed practice. Therefore, the use of research and evidence to enhance transparency for service users and stakeholders may increase objectivity and fairness in decision-making process. This may increase confidence in the quality of debate around decisions, and lead to effective outcomes for service uses, thereby increasing credibility of services as well as supporting professional development for social workers. Evidence and research finding in participation of LAC in decision-making and developing care services The term participation is a broad and multi-layered concept used to describe many different processes. It covers the level, focus and content of decision-making as well as the nature of the participatory activity, frequency and duration of participation and children participation (Kirby et al., 2003). The level and nature of participation may vary. It may mean merely taking part, being present, being involved or consulted in decision-making or a transfer of power in order for the views of participants to have an influence on decisions (Boyden and Ennew, 1997). The focus of childrens participation also varies, with the participation of children and young people in matters which affect them as individuals and as a group (Franklin and Sloper, 2004:4). The participation of children and young people in decisions that affect them as individuals means taking into account their wishes, feelings and their perspectives. Procedures such as, assessment, care planning and LAC review meetings, child protection conferences or complaints are there to achieve this. The Children Act 1989 provides assessment for greater involvement of children and young people in decision-making. The participation of children in matters relating to them as a group can be through local and national identification, development, provision, monitoring or evaluation of services and policies (Franklin and Sloper, 2004:5). This may be achieved through consultation exercises and research, involvement of children and young people in management committees, advisory groups, youth forums, partnerships and community initiatives or in the delivery of community services by acting as mentors, counsellors, volunteers or workers (Sinclair and Franklin, 2000). Research and evidence suggest that children and young people should be involved in making decisions that affect them. This is reflected in law, government guidance as well as in various regulations and policies. Increasingly, children are identified as a group in their own right. In 1991, the UK ratified the United Nations Convention of the Rights of the Child (Child Convention), which grants children and young people the rights to participate in decision-making. Article 12 of the Child Convention provides that Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinions taken into account. This may not necessarily mean that children and young people should directly make those decisions, rather that adults involve them in the decision-making process. The Care Standards Act 2000 highlights the importance of childrens participation in decision-making. Looked after children are entitled and should be encouraged to participate in the decision making-process. Policy documents and research relating to services for LAC and young people indicate the importance of their participation in decision-making both in policy-making as well as in practice. Research studies have emphasised the value of engaging with the perspectives of LAC (Thomas and Beckford, 1999; OQuigley, 2000). New initiatives from the Government such as the LAC Materials, Quality Protects, the Framework for the Assessment of Children in Need and their Families, the Common Assessment Framework as well as other associated practice guides and non-governmental organisations have carried the same message (Jackson and Kilroe, 1996; Department of Health et al, 2000; Department of Health, 2002; Department for Education and Skills, 2004; Jenkins and Tudor, 1999; Horwath, 2000; British Association of Social Workers, 2003). Standard textbooks on social work with children and families as well as specialist texts on particular areas of practice have emphasised not only the desirability of listening to LAC but also in many cases their right to inclusion (Brandon et al, 1998; Butler and Roberts, 1997, Gilligan, 2001; Wheal, 2002). Evidence and research are implemented in practice, particularly in the agencies that actually look after children and young people, the decision-making processes involving looked after children and in interactions between those children and adults. However, some indication may also be gained from social workers directly involved in interpreting evidence and research findings and applying them into their practice (Thomas, 2005). This can be evaluated in terms of looking at the organisations policies and procedures for looked after children in decision-making process, involving LAC to give advice of how to include them with planning and review meetings and service planning, such as supporting them to access independent advocacy, and give them opportunities to meet together, meet with their friends, and support their voice, for example to make complaints and to include their views when writing and recording decisions about them. However, social worker may be described as making significant efforts to listen to children and young people, but the children and young people may necessarily feel that their voices are being heard. A study has found that whereas adults see listening in terms of paying respectful attention to what children and young people have to say, children and young people feel that listening is demonstrated by the delivery of services that accord with their expressed wishes (McLeod, 2006). Also, whilst adults regard the role of social worker as providing emotional support and therapeutic intervention, many children and young people regard their role as providing practical support combined with promotion of their self-determination (McLeod, 2006). These findings have implications for childcare social work. Participation of LAC in decision-making in Leicester City Council Leicester City Councils policy and guidance emphasise on the importance to involve children in the decision-making process in line with their age and understanding. Staff, carers, parents and children are informed about this policy through handbooks, workshops and interagency training events. Parents are informed by social workers, either formal, informal or both. The Leicester City Council Young Peoples Charter states that young people have the right to be listened to, have their view taken seriously and to be involved in decisions that affect them. Leicester City Council has also a Children and Young Peoples Strategic Partnership (2007) which is committed to involve and consult as many children, young people and their families as possible. The aim of this participation strategy is to enable children, young people and families to participate in decision-making process, service review and delivery as well as to influence policies and decisions that affect them. Leicester City Council has a policy which actively promotes the involvement of LAC in planning and review meetings. As a department, it has legal responsibilities as corporate parents. The policy encourages LAC to attend any meeting where their Care Plan will be discussed and decision made about their lives. However, some children or young people I have been working with feel that whether or not they attend the LAC planning and review meetings does not really make a difference because they consider those meetings to be merely procedural. A study has found that many children and young people find the review meetings as still alienating, uncomfortable, negative and boring process (Voice for the Child in Care, 2004, 51). The decision-making process may prioritise the best interests of the child, which may not necessarily represent what the child may consider to be his/her best interest on his/her own world. Planning and review meetings for LAC are chaired by an independent person, who has a duty to ensure that the views and feelings of children and young people are taken into account. However decision has to be made procedurally to meet the goals of the local authority, which may not take into account the needs of the child. Leicester City Council promotes the use of independent advocacy services for LAC, and makes provisions with representation when they make complaints. Leicester City Councils Children Rights and Participation Services works independently to ensure that children and young people participate in decision-making that affect them and that they are fully represented in their complaints. However, the independence of this Service may be questionable. The head of the Service is responsible to the head of Safeguarding Services Department who is also responsible to the Director of Children Services, who may influence the Department in performing its functions. Leicester City Council provides opportunities for LAC to meet together. This is done through a Children Forum within the organisation which organises different activities, such as dramas, role plays, and singing to enable them to express their feelings. The Children Forum also has a looked after children football team led by a youth worker who is attached to the LAC Services. Leicester City Council has policy guidance which requires prior permission from children to stay with friends overnight. However, there can be conflicts of interests when considering Frazer/Gillick competence of young peoples voices. Firstly, the process of performing checks may take time as it involves collecting information relating to the host, some of which may not be available before the proposed date of visit. This delay may cause the child or young person to feel that his/her wishes are not being considered and may also raise the childs level of anxiety. Secondly, young persons from another authority without checking requirements may be placed in the same placement with those from Leicester City Council. Those from Leicester City Council might feel not only that there are double standards, but they may also lose their trust to the social worker involved in granting the permission. Children who have taken part in research meetings have resented that their ordinary social contacts were obstructed by requirements to get a special permission, or even police clearance, before they could stay overnight with their friends, and wanted their carers to be able to make these decisions unimpeded (Thomas and OKane, 1998). As a social worker, it therefore, important to be aware of legislative and guidance requirements of participation as well as understand the benefits of participation. As Kirby et al (2003) pointed out the fact that participation is part of the law or a public policy is not enough to convince social workers to engage in the work of children and young people. However, there are obstacles to the inclusion of LAC and young people in decision-making process. These include the lack of staff and time caused by high case loads and other demands such as child protection work, court reports, and core assessments. There is also a lack of a common understanding of participation and this can be confusing for a social worker when working with other agencies with different understandings. Also, it may not cost a penny to listen to children and young people, but it cost money to ensure a development of an effective participation (Kirby, 2003). Organisations rarely dedicate a budget for participation (Cutler and Taylor, 2003). The notion of childrens participation in decision-making pertains to all children as a social group. However, historically, childrens participation has tended to focus on children in need. As a result, childrens participation has often been associated with forms of multiple disadvantage and social exclusion. LAC falls into the category of marginalised groups of children and young people. Young People with difficult life experiences are likely to have less confidence and self-esteem to participate in decision-making. For those who had their views and feelings not taken into account in the past, they are likely to be less motivated to participate in LAC planning and review meetings. If the past difficult experiences resulted from mistreatment by adults, they are likely not to trust the current adults intentions to engage them in participation. LAC may be subject to negative assumptions and stereotypes which may affect their full participation in decisions making (McNeish, 1999). Enhancing the participation of LAC in decision-making It is a good practice for carers to be empowered to make decisions for LAC wanting to stay with friends overnight, provided that they are able to assess the situation and make those decisions as if they were their own biological children. There should be a policy that explicitly allows for delegation to carers. For example, the Welsh Assembly Government has issued a guidance which makes it clear that criminal records checks should not be sought before an overnight stay, that decisions should in most circumstances be delegated to foster parents and residential care staff, and that looked after children should as far as possible be granted the same permissions to take part in such acceptable age appropriate peer activities as would reasonably be granted by the parents of their peers (National Assembly for Wales Circular NAFWC 50/2004). Planning and review meetings should be chaired by a totally independent person, not someone employed by Leicester City council. One may argue that this may cause tension between independence provided by an outside Chair and the risk of alienating the child by having a stranger at their review. However, a chair coming within the organisation may not be fully independent as s/he may also be under a duty to promote the vision and goals of the organisation which may conflict with his/her role. There is a need for an effective definition of participation which encompasses an understanding of participation as an activity and as a process aiming at achieving positive outcomes for LAC, young people and organisations. Establishing a shared definition of participation can be a challenge, but once identified, it can benefit the organisations in terms of being consistence in the participation of children and young people in decision-making. There is a need for participation work to be adequately resourced in a long term basis as this will enable change (Robson, et al, 2003). Alternatively, the current budget should ensure that it is resourced to the participation of children and young people, particularly LAC. Maybe consideration to the times of day for young people should be taking into account, when holding review meetings, and not having as many people attending, which could be intimidating. Perhaps the local authority could consider using text messages or social networks to get real feedback about the views of young people. Perhaps to work in a more child centred way the process of participation may have more meaning to the child or young person, rather than being a process driven exercise. Conclusion There is plenty evidence and research findings on participation of LAC in decision-making and developing care services. They range from legislation, participation guidance, researches to academic works. All these influence social workers in practice. Leicester City Council attaches importance to the participation of LFC in decision-making. Nonetheless, participation of LAC means that children should be actively involved in the decision-making that affects them; and the adults who have the responsibility for these children should ensure that their views and wishes are listened to and represented in decision-making. REFERECES Boyden, J. and Ennew, J. (1997) Children in Focus. A manual for participatory research with children. Stockholm: RÃ ¤dda Barnen Brandon M, Schofield G and Trinder L, (1998) Social Work with Children, Basingstoke: Macmillan Butler I and Roberts G, (1997) Social Work with Children and Families: Getting into practice, London: Jessica Kingsley Publishers Culter, D. and Taylor, A. (2003) Expanding and Sustaining Involvement: a Snapshot of Participation Infrastructure for Young People Living in England, London: Carnegie Young People Initiative Department for Education and Skills (2004) Integrated Childrens System London: The Stationary Office Department of Health (2002) Listening, Hearing and Responding (Department of Health Action Plan: Core principles for the involvement of children and young people, available at http://www.longtermventilation.nhs.uk/_Rainbow/Documents/Listening,%20Hearing,%20responding%20to%20Children..pdf [accessed on 7/11/2012] Department of Health, et al, (2000) Framework for the Assessment of Children in Need and their Families, London: The Stationery Office Franklin, A and Sloper, P. (2004) Participation of Disabled Children and Young People in Decision-Making Within Social Services Departments, Quality Protect Research Initiatives, Interim Report York: The University of York Gibbs, L., (2003) Evidence-Based Practice for the Helping Professions: A Practical Guide with Integrated Multimedia, Brooks: Pacific Grove Gilligan R, Promoting Resilience: A resource guide on working with children in the care system, London: BAAF, 2001 Horwath J (ed) (2000), The Childs World: Assessing children in need, London: Jessica Kingsley Kirby, P. and Bryson, S. (2002) Measuring the Magic? Evaluating and Researching Young Peoples Participation in Public Decision-Making London: Carnegie Young People Initiative Kirby, P, et al (2003) Building a Culture of Participation, London: Department for Education and Skills Jackson S and Kilroe S (eds) (1996), Looking After Children: Good parenting, good outcomes, Reader, London: HMSO Jenkins J and Tudor K, (1999) Being Creative with Assessment and Action Records, Tonypandy: Rhondda Cynon Taff Borough Council Leicester City Council (2007) Leicester City Children ad Young Peoples Strategic Partnership: Participation Strategy Leicester: Leicester City Council McLeod, A., (2006) Respect or Empowerment? Alternative Understandings of Listening in Childcare Social Work Adoption and Fostering, Vol. 30, pp. 43-52 OQuigley A, (2000) Listening to Childrens Views: The findings and recommendations of recent research, York: Joseph Rowntree Foundation, 2000 McNeish, D. (1999) From Rhetoric to Reality: Participatory Approaches to health Promotion with Young People, London: Health Education Authority Robson, P., et al (2003) Increasing User Involvement in Voluntary Organisation, York: Joseph Rowntree Foundation Sinclair, R. and Franklin, A. (2000) Young Peoples Participation, Quality Protects Research Briefing, No.3. London: Department of Health Smith, D (2004) Social Work and Evidence based Practice: Research Highlights in Social Work, London: Jessica Kingsley Publisher Thomas, N., (2005) Has anything really changed? Managers views of looked after childrens participation in 1997 and 2004 Adopting and Fostering, Vol. 29, pp. 67-77 Thomas C, and Beckford V, (1999) Adopted Children Speaking, London: BAAF Thomas N and OKane C. (1998), What makes me so different? Community Care 1253 Voice for the Child in Care, (2004) Start with the Child, Stay with the Child: A blueprint for a child-centred approach to children and young people in public care, London: Voice for the Child in Care Wheal A (ed.) (2002), The RHP Companion to Leaving Care, Lyme Regis: Russell House Publishing

Singlish And Its Discourse Particles English Language Essay

Singlish And Its Discourse Particles English Language Essay Singapore Colloquial English or more fondly known as Singlish contains a number of pragmatic particles that have come under much scrutiny and discussion over the years. These particles have received much attention, and become a distinctive representation of Singlish. Many studies have been done over the years on the use and functions of these particles (Platt 1987; Platt and Ho 1989; Wong, 2004; Gupta, 2006; Lim 2007, 2011). Much work and research have been done on the classification, history, origins and reasons for the emergence of these particles in the use of Singlish (Lim 2007, Gupta 1992). Gupta (1992) proposed a scale of assertiveness of which eleven SCE particles could be placed on in terms of different degrees of assertiveness. Wee (2002) however, took a different stance, and sought to highlight and substantiate the development and possible evolution of Singlish particles in his analysis of the particle lor using the grammaticalisation framework developed by Traugott (1982, 1988, 1989). Platt (1987: 392) gave a more simplified explanation on the function of these pragmatic particles, and claimed that in a sentence, these pragmatic particles convey additional meaning over and above that expressed by the rest of the utterance. This meant t hat a particle holds by itself independent meaning, and when different particles are attached to an utterance, it would produce different meanings. Lee (2007: 2) illustrated this point by using the following example (1): (1) a. I want to drink mah. b. I want to drink lah. c. I want to drink leh. d. I want to drink lor. e. I want to drink hor. f. I want to drink a. In this example, the head clause of I want to drink does not change. According to Lee (2007: 2), the clause-final particles are syntactically and semantically optional, as their omission affects neither the grammaticality nor the basic meaning of the matrix clause. Therefore in SCE, each clause would possess a different meaning and communicative function by virtue of the clause-final particle attached to it. For example in 1(a), mah performs what Gupta (1992: 43) calls a contradictory function. By adding mah, the clause would suggest that it is a contradictory response to a prior utterance, by presenting what is being said as an absolute and obvious fact. In contrast, while lor in 1(d) can perform a similar function to mah of presenting what is being said as an obvious fact, it generates and encompasses other different meanings. According to Guptas (1992: 43) definition again, the central function of the more mildly assertive lo is to mark a directive or to create a suggestion. In my opinion, the point that Gupta makes about a particle having a central function is not necessarily accurate, as a particles usage is based on users preferences and choices, and not based entirely on the effectiveness of a particle in an utterance as suggested by Gupta in her allocating of a primary serving function to the particles. Going back to the main point, 1(d) can now mean that the speaker is suggesti ng an activity (to drink), probably in response to a question such as What do you want to do there?. Thus, it is clearly evident that these particles can change the entire meaning of an utterance. 1.2 Tone in SCE Pragmatic Particles However, the interesting thing about these pragmatic particles is that they, individually, possess many tonal variants. Guptas suggestion that the particles have a central function also reflects the evidence that these particles have multiple meanings and functions. Taking the much studied particle lah for example, Loke and Low (1988) identified a total of nine tonal variants of lah, classifying them into three major groups termed high, mid or low. However there is a general lack of agreement in terms of recognising the tonal quality of particles. There have been studies that suggest the alternative view is true (Detarding, 1994), and that a particle, especially when sentence final, functions as the carrier of the intonation contour of the utterance (Gupta, 1992). This disagreement meant the number of different particles lah remain a mystery (Wong, 2004: 760). However, what is clear from this is that it is very possible for a particle to have at least two different meanings and funct ions which some have argued, is differentiated by tone. Focus has tended to be placed more on Singlish particles as a group, rather than dissecting their various meanings and grammaticality individually. While there is now growing attention and research done in analysing individual Singlish particles (Wee, 2002, 2003; Wong, 2005; Lee, 2007), data and analysis are still lacking in terms of quantity. In this paper I will focus on the particle leh, which is sometimes also written as lei. However, while I am of the view that pragmatic particles in SCE do possess tonal variants, I would like to challenge the notion that the different meanings and functions leh can be categorised into just tonal variants (Lee, 2007), and I argue that there are actually two different particles in leh, which possess tonal variants of their own. This is a significant distinction because these two particles of leh, can be produced with the same tone, yet their meanings differ. I also seek to add on and complement previous research in this area of study. 2. Neglected variant of leh 2.1 Unpopular leh? Leh is seemingly a less frequently used particle, and Wong (2004) suggests that less popular particles such as leh as compared to particles such as lah could be less popular due to it lacking certain components that allow users to express their cultural norms of interaction in everyday speech (2004: 764). In fact, an analysis of the ICE-SIN corpus (containing about 600,000 words) showed leh to be the third least commonly used particle out of 10 particles selected (Ler, 2005). The particles seemingly low occurrence in Singlish utterances and conversations could also be one of the reasons for a lack of attention and research in this area. 2.2 /lɆº/ and /le/ It is notable, and also the central point of focus in this paper, that leh exists in more than one form. By form, it is meant that leh possesses a different version of itself which differs in not just tone, but pronunciation, and also in meaning. When the particle leh is mentioned, the typical representation of it is that of /le/. In this paper, I seek to bring added attention to its heteronym, /lɆº/. It must also be added that within the two separate versions of leh, different meanings and forms of usage can be derived as well, depending on context. Studies in the past have typically mentioned or focused simply on the /le/ version of leh, failing to distinguish the difference between the two versions (Gupta 1992, 1994; Lim, 2004, 2007). Even when the difference in function and meaning is noticed and investigated, a distinction between them fails to be made (Lee, 2007), thus hampering further analysis of /lɆº/ as a separate particle. I contest that previous assumptions are incorrect, and will seek to show the marked distinction in the usage of /le/ and /lɆº/ in this paper. I believe one of the main contributing factors for the lack of distinction of these two different particles, is due to them having an entirely similar Romanised form of leh. I have mentioned earlier that these two particles function as heteronyms. Due to the fact that they have identical Romanised forms, and tone is often not encapsulated in a Romanised script, it breeds a sense of the two particles being the same. While they do share certain traits in terms of meaning, I would like to prove in this study that the range of their meanings would point to them being separate, independent particles. It is also worth noting that the fact that little attention has been paid to the /lɆº/ form of leh could possibly be attributed to it being a somewhat recent development. As mentioned by Lim (2011: 13), Singlish is capable of displaying a continuum of possibilities in prosodic phonology, of more mesolectal and more basilectal features, and Singlish may in fact be viewed as changing, in the more Sinitic-dominant ecology of the recent era, to display more Sinitic features. It is thus worth hypothesising that change had possibly occurred to the particle itself, in the process changing its pronunciation and range of attitudes conveyed. This however, will not be the main focus of the paper. 3. Previous Studies 3.1 Gupta (1992), and Lees (2007) arguments against Gupta (1992) Gupta (1992) analysed a total of 11 different particles in Singlish, and categorised them on a scale of assertiveness. Guptas claim is that these particles can be marked as belonging to three main categories of contradictory, assertive and tentative. According to her, contradictory particles are used in cases where there is an explicit contradiction to something that had been previously said. In her terms, these particles are maximally assertive. Next down the scale is the assertive group, this group consists of particles which express speakers positive commitment (Gupta, 1992: 37) to a particular utterance. Finally, there is the minimally assertive tentative group. Particles in this group present a less positive commitment as compared to the assertive group. Guptas attempt to categorise these particles on a scale of assertiveness have met with some contention and disagreement (Wee, 2002; Wong, 2004). In particular her choice of labelling Singlish particles as being assertive in nature has been challenged, and Wong (2004) suggests that this classification displays an ethnocentric view in that Gupta is taking an Anglo cultural perspective (Wong, 2004: 752). Moreover, I will not be dealing with the contention surrounding Guptas scale of assertiveness in this paper. Gupta (1992) also included a non-pragmatic classification of leh (appears as lei in Guptas paper), which she lists as being used in x-interrogatives which do not have a wh-word, and recaptures a contextually understood antecedent x (Gupta, 1992: 36). This version of leh in question is classified as a high-level tone leh (Platt 1987; Platt and Ho, 1989), and Gupta claims in this way, leh can be translated as What about? when used as a question particle. This is a view first mentioned by Platt (1987), but is not an accurate analysis of the particle. As mentioned by Lee (2007), this translation cannot adequately capture the meaning of every occurrence of leh. As with many other pragmatic particles in SCE, contextual factors play a huge role in the interpretation of the meaning of the particle. While leh can carry the meaning of What about?, it is by no means restricted to such a definition. Lee (2007) takes issue with this particular definition of the question particle leh, and tried to explain how What about? cannot be used in certain contexts with question particle leh. I list out two examples he used to illustrate his point: Lee (2007) (2) A: Everyones here. Lets go. B: Wait. Siew Lian leh? (3) A: Alan will wipe the tables, and John will sweep the floor. B: Then Siew Lian leh? Lee (2007) claims that in (2), the utterance with leh should be Wait. Where is Siew Lian?, and in (3) it would then take the suggested translation of What about?. He goes on to say that this is proof of how high-level tone leh does not necessarily carry the meaning of What about?. What he is trying to explain is that how an utterance is shaped with the use of leh will be shaped by the context of which it is used in. I agree with this view, however, I disagree with how he illustrates his point. This is because in trying to argue for the flexibility of high-level tone leh, he has neglected to acknowledge a similar flexibility in terms of meaning for What about? as well. For example in (2), Wait. What about Siew Lian? can still be construed and understood as a question asking for the whereabouts of Siew Lian. It does not necessarily have to be framed as an explicit question demanding for the whereabouts or location of Siew Lian in Where is Siew Lian. The converse is true for (3), and we can flip Lees (2007) claim against himself by showing that what about Siew Lian could also be translated explicitly as Then what would Siew Lians duties be?. Thus, similar to high-level tone leh as a question particle, What about? is also dependent on context. This can be further illustrated in the following: (4) A: We will all be going to the party at 10. B: What about Tim? Bs utterance can be understood as asking whether Tim would be going to the party as well. However, supposing Tim has fallen very sick and needs someone to be by his bedside. Both A and B know it would be near impossible for Tim to go to the party, and the most immediate concern would be having someone look after Tim. In this case, Bs utterance would be taken to be asking Then whos going to take care of Tim?. Thus, we can see that What about? functions similarly with high-level tone leh in that they depend upon contextual factors for a correct interpretation. As such, Lees (2007) usage of a narrow definition of What about? as an argument is not conclusive evidence for the incorrectness of this definition for high-level tone leh. However, this is where the similarities between them end. Using the following example: (5) A: If Sam comes tonight, we can finish. B: Then he dont come leh? In (5), What about? cannot be used anymore. In such a scenario, What if would be more appropriate, as in What if he doesnt come?. What if and what about have markedly different meanings, and while we will not delve deep into their range of meanings and functions, it can be agreed that they do not carry the same meaning. As we can see then, high-level tone leh can be used more than as What about?. As such, it is incorrect as suggested by Platt (1987) and Platt and Ho (1989) to translate high-level tone leh as simply What about?. While leh in this form can possess such a meaning, it does not necessarily always translate to such a definition. Gupta (1992) also included the maximally assertive leh, and claims that both declaratives and imperatives with leh frequently, but not always, function as directives (1992: 42). She also manages to recognise and identify the /lɆº/ form of leh when she used the following data: (6) [YG finds passing-out parade picture] YG: Soldier is like that one leh? [high rise] AG: Yes She stated that in (6), it meant the statement with leh was made with an expression of surprise. In her words in such a case, the speaker makes an observation, of which there is no doubt, but which is unexpected (Gupta, 1992: 42). This is different from leh the question particle, and leh the assertive particle which she identifies in her paper. Despite identifying this, she fails to distinguish the difference between /lɆº/ and /le/, and treats it as a deviation of the meaning of leh as a result of context, rather than see it as a separate particle. Lee (2007: 6) brings up another point of contention when he suggests this example is a case of misguided induction, caused by the inadvertent use of an isolated example. He goes on to say this is most likely a performance error, whereby the particle is being misused, and claims this is typically unacceptable to a native SCE speaker. First of all, it is not clear as to which pronunciation of leh Gupta is referring to in her excerpt. If the version of leh used is /le/, then indeed the particle does seem out of place in the utterance. In this case, I would agree with Lee that there is a performance error. However, supposing the /lɆº/ version is the one used by the speaker, there would be nothing wrong at all, and it is definitely acceptable. As I will show further in the study, there are examples of native SCE speakers reproducing this leh in other instances. Lee (2007: 6) also continues and suggests the use of the particle meh instead in place of leh as being more appropriate. This is highly incorrect, as this would give the utterance an entirely different meaning. Since this study does not concern the study of meh, I will not dwell on this issue. Moreover, this confusion highlights one of the problems of not distinguishing clearly the two different particles of leh /lɆº/ and /le/. The fact that one of the variants of leh would be out of place in a utterance that would be appropriate with the other, further supports the argument that these two should be treated as two different, separate particles. 3.2 Wee (2004) Wee (2004) in his paper included a different function of leh. He suggests that leh marks an assertion or request as being tentative, and therefore working as a pragmatic softener (2004: 122). In his analysis, Wee (2004) used an excerpt from the GSSEC to display such a softening function: (7) A: Actually†¦ come to think about it actually, er, this movie speaks very badly about men leh. According to Wee (2004), leh softens the opinion that A makes, and signifies that it is a weak opinion, therefore explaining the speakers hesitance and sheepishness in making the statement. However, it is not clear what version of leh the speaker used. In fact, both /lɆº/ and /le/ can be used in such in instance without affecting Wees interpretation. Despite this, I argue that /lɆº/ and /le/ exhibit different states of minds and attitudes of the speaker, and as such cannot be used interchangeably. Both versions exhibit a softening function, however to different degrees. When /lɆº/ is used, it suggests more assertion rather than softening, and the opinion is more forceful than when /le/ is used. For this reason, it is assumed that the /le/ version is the one Wee (2004) is referring to. Wee (2004:122) also used the following: (8) (A and B are talking about a movie) A: But so few people lah, maybe because it has been running for quite some time lah. B: Actually two weeks only leh. Wee again uses this as an example of leh acting as a softener. Once again, it is not clear which leh is used. In this example, if /lɆº/ is used, the assertion of it being two weeks only is much more forceful than that of /le/. It further goes to show how these two particles should be defined properly. I will address the issue of leh being used as a softener later in this paper. 3.3 Lee (2007) Lee (2007) identifies three tonal variants of leh in his paper, and suggests that each particle has its own pragmatic function realised in specific speech contexts. He claims they can be realised in tone 1, tone3 and tone 4 of Mandarin Chinese respectively. In addition to identifying the more commonly known /le/ as leh1, Lee (2007) also correctly identifies /lɆº/ in his paper. He found two tonal variants of it leh3 and leh4. However he too, makes no mention of the differentiation in pronunciation. For the sake of discussion, we will assume that he has made the correct distinction between /lɆº/ and /le/. In marking the variants of /lɆº/, Lee (2007) categorises leh3 as being a marker of intent and leh4 as a marker of assertion. One of the functions Lee (2007) has accorded the use of leh3 is that of reporting a new state of affairs which is assumed to be beyond the addressees knowledge. However, as I will show later in the presentation of data, that this is not necessarily true. Even with speakers knowing that each other has knowledge of a particular piece of information, the particle can be used. Lee (2007) also does not fully expand the section on the usage of the leh4 variant that he calls marker of assertion. He suggests only a subtle distinction between the third of fourth tones of the particle (2007: 15). This is not true, and as data will show, leh4 can capture and reflect different meanings and attitudes of the speaker, including the suggestion of exaggerated emphasis or sarcasm. This as a result would mean more than just a subtle distinction between the two particles. 4. The different forms of leh The data used and presented in this paper have been taken from conversational interactions between Singaporeans using SCE. Because of the naturally occurring circumstances of which these data have been obtained, they are authentic instances of the use of SCE (and thus the use of the leh particles). These data would be analysed and they form the basis of presenting the different forms of leh in this paper. In Lees (2007) study, he separated leh into three different tonal variants, where within one tonal variant the particle could take on different meanings. I would take a similar approach, however I make a marked distinction between the /le/ and /lɆº/ forms of leh. The analysis would be separated into two major parts, with the first part being the more commonly known /le/ version of leh, and the second detailing the /lɆº/ of leh which I will represent with lea. 4.1 /le/ leh The /le/ leh consists of a number of variants, and I will attempt to separate them into their particular functions. 4.1.1 Leh as a Softener realised as tone 1 in Mandarin Chinese As has been categorised by Lee (2007: 7), this leh occurs in the second part of an adjacency pair, whereby the speaker is unable or unwilling to provide a preferred response with respect to a proposition introduced by the addressee in the first part of discourse. Lee calls this the dispreferred second (2007: 7). According to Yule (1996: 79), the preferred is the structurally expected next act and the dispreferred is the structurally unexpected next act. Therefore, disagreements and refusals are next acts which are unexpected. Yule (1996) has found that in English, hesitation and prefaces are used to make a response (as a dispreferred second) less challenging to the first, thereby softening an unexpected next act. In SCE, leh performs a similar function. Thus as mentioned, this leh is used by a speaker in response to something said prior that the speaker does not agree with. This does not necessarily have to be an opinion of which one can blatantly state an agreement or disagreement with, but also requests or false statements. The leh is tagged to the dispreferred second of an utterance, and thus performs a function of softening the blow of an unexpected next act. (9) A: Eh, later after this we go get something to eat. B: Later? I got something on leh. In (9), A is suggesting to B that they go for a meal after their current activity. However, B is unable to make it. In this instance, B is offering a refusal to As invitation. He does not refuse the invitation outright. Rather, he answers the question indirectly by stating that he has something on, which naturally would be taken to mean that he wouldnt be free for As meal invitation. This indirect refusal could be taken to be a way of making the refusal less challenging. Even so, leh is still used to further soften the refusal. Leh is able to perform this softening function because the usage of leh suggests an attitude of a willingness to compromise, or to negotiate a position whether it is an intention the speaker is trying to convey or not. For instance in (9), because the use of leh softens the unexpected next act of refusal, we see the following exchange: (10) A: Eh, later after this we go get something to eat. B: Later? I got something on leh. A: Huh? What thing? Eat lah! B: Cannot lah. The use of leh by B suggests a position of the possibility of negotiation rather than closing the door on any possibility of accepting the invitation with an outright rejection, which explains why A continued by attempting to change Bs mind and getting him to accept the invitation. B clearly did not have the intention to negotiate because he promptly put an end to As attempts to persuade by refusing the invitation outright in his second utterance. Thus, leh performs a softening function in suggesting a position of compromise and willingness to negotiate, therefore making a refusal or rejection less challenging. (11) (A and B are discussing the price of a new phone. A thinks the price is expensive, while B thinks it is a reasonable price) A: Cheap? Then you buy me one lor. B: Please leh, cheap also need money. Buy for you I might as well buy more for myself.

The Prince by Niccolo Machiavelli Essay examples -- Papers Leader Lead

The Prince by Niccolo Machiavelli The Prince by Niccolà ² Machiavelli was written in the year 1513 A.C.E. in Italy during a time in which his views were greatly detested by others. They were so hated that he was exiled from his own country for writing them. When hearing this, one must ask oneself, what kinds of views did Machiavelli have so that his own country would cast him out? His ideas, though written very complexly, were very simple. One must gain success and to do so, any means were justifiable. He wrote his ideas in a lengthy letter to prince of Italy, Lorenzo de’ Medici. He gave him advice that was supported by history and what he thought were the precise makings of an excellent leader. That advice was both excellent and awful. In the document, The Prince, Machiavelli writes about many characteristics that a good prince should have. The five main characteristics are as followed: (1) A price must have no other thought in mind than war and how to pursue it (Machiavelli, 279), (2) a price must be liberal, rather than generous (Machiavelli, 282), (3) a good prince should be ...

Comparing Seamus Heaney’s Digging and Eavan Borland’s In Search of a Nation :: Comparison Compare Contrast Essays

Comparing Seamus Heaney’s Digging and Eavan Borland’s In Search of a Nation   Ã‚  Ã‚   Seamus Heaney’s â€Å"Digging† and Eavan Borland’s â€Å"In Search of a Nation† focus on issues involving identity.   Boland’s essay reveals an individual uncertain in her personality, sexuality, and nationality while Heaney’s poem depicts a man who recognizes his family’s lineage of field laborers yet chooses the pen over the shovel. The benefit of reading the two works vis-a-vis reveals how Ireland has influenced their lives.   Ã‚  Ã‚  Ã‚   Heaney’s use of â€Å"digging† provides different metaphorical images.   For example, as Heaney sits at the window he hears:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   †¦a clean rasping sound   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When the spade sinks in to gravelly ground:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My father, digging. I look down  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Till his straining rump among the flowerbeds   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bends low, comes up twenty years away   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Stooping in rhythm through potato drills   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Where he was digging (3). Heaney emphasizes the aspect of time claiming that his father has been laboring for twenty years. He implies that during the twenty years a shift took place from the potato drills to flowerbeds.   The shift represents the possible retirement of his father from fieldwork to something more recreational, e.g. gardening, and hints at mortality.   The image of a flowerbed invokes a flower arrangement for a gravesite. The imagery coupled with the use of past tense indicates that his father has passed away.   Ã‚  Ã‚   In addition to the aspect of time the fact that he is listening to his father dig suggests a sense of oral tradition that has been passed on to him.   Heaney describes his father as being â€Å"Just like his old man† linking himself to his own grandfather (3). Though he has not actively participated in his father’s laboring Heaney would have been able to hear the stories of working in the potato fields.   As a result Heaney has learned the historical 1importance of the previous generation. Boland relates well with Heaney in terms of a tradition that in her case is more literary than oral.   In her teen years after reading the poem â€Å"The Fool† by Padraic Pearse she unearths deeply seeded emotions of Irish patriotism:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What I see is the way a poem about nationhood has suddenly included me†¦ The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   inclusion is not by address or invocation but by a sweeping and self-proposing act of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   language that speaks to all the longings I have for grandiloquence and certainty (53).