ASB †Antisocial Behaviour

ASB – Antisocial Behaviour Free Online Research Papers How effective are ASBO’s in preventing anti – social behaviour amongst the youth in today’s society? Introduction This project will focus upon the issues of anti-social behaviour looking at whether they have been successful, what effect Anti – Social Behaviour Orders have had on the community and examines if there is enough happening to deter the youth culture from anti – social and criminal behaviour towards society. ASBO’s were introduced under section one of the government’s Crime and Disorder Act 1998 and it came into force on April 1st 1999. However, since they were introduced there has been a lot of controversy in whether ASBO’s have actually been effective in deterring and punishing criminal behaviour. The project will go on to discuss the kind of problems anti-social behaviour causes on the streets today. It defines dispersal orders that only the police or the police community support officers can issue towards groups, what the consequences would be if they disobeyed the law before looking at a number of options that will be there to hand out depending on the circumstances and the crime. This could range from acceptable behaviour agreements (ABA) and acceptable behaviour contracts (ABC) to fixed penalty notices (FPN) and Penalty notice for disorder (PND) as ASBO’s are usually only handed out as a last resort. What agencies are now enforcing against ASB, what possession orders are? In addition, how the role of parents could make a difference if produced with parenting orders to underage minors. Aims The aim of this project is to investigate the background of ASBO’s and looking at whether they do actually work in stopping anti – social behaviour amongst the youth culture in today’s society. Hypothesis The hypothesis is that ASBO’s are not beneficial within society. Discussion of issues Whenever there are complaints or bad behaviour then theses are the first steps in trying to deter the youths from delinquency. Dispersal Orders Police and Police Community Support Officers (PCSO/s) can disperse people or groups from places where they appear to be behaving anti – socially, the removal period is for 24 hours but if they refuse to disperse then the officer can give them an order lasting for six months. If anyone is under the age of sixteen, the police or PCSO’s are legally obligated to take them to their place of residence (www.connexions-direct.com) however if there then becomes trouble the PCSO’s can subsequently hand out ABC/s or ABA/s. Acceptable Behaviour Contracts and Acceptable Behaviour Agreement An Anti – social behaviour contract (ABC) is a written voluntary agreement between the perpetrator and their local authority, ABC’s are intended to get the individual to acknowledge and accept their anti – social behaviour and the effect it has on society. The ABC contract outlines what the individual agrees not to do and what the penalty of their consequence will be if they do breach their contract. ABC’s and ABA’s can be used within the same age groups as ASBO’s, if they have to be used on children aged under ten then parent intervention may need to come into force like parenting orders and are useful in stopping low levels of ASB. They are informal as well as flexible therefore they are not legally binding and as a result, they can be issued for all types of ASB nevertheless, they would be used in court as evidence against an eviction or possession proceedings. (www.connexions-direct.com) Fixed Penalty Notices and Penalty Notice for Disorder Fixed penalty notices and penalty disorders are a one – off penalty issued to people who commit anti – social behaviour. FPN are generally dealt with environmental offences like noise, graffiti, dog fouling, and litter. FPN however comes with a standard fine, which can vary, towards  £40  £80 depending upon the offence, they can be issued by PCSO’s, and local council officers as well as certain other accredited people. They can be issued to any persons over ten years old. Penalty notices for disorder are issued for more serious crimes like misuse of fireworks or being drunk and disorderly PCSO’s and police can also issue these notices. However, Firth (2009) stated that this type of order would be given out to anybody who is sixteen or over and the fine depends on the severity of the crime. Having looked at the options that seriously considered before ASBO’s are issued, this project will now move on to discuss ASBO’s. Antisocial Behaviour Order The ASBO become about due to the growing behavioural problems in today’s youth culture, the official name is anti – social behaviour order. ASBO’s was initially designed to prevent these negative activities and stop specific anti – social behaviours. ASB covers a wide spectrum of problems and offences ranging from street drinking, drunken behaviour, dropping litter, loud music, verbal abuse even hanging around on street corners (Hale 2005). ASBO’s also covers the more serious matters such as hate crime that consists of racist or homophobic abuse, the key determinant in deciding whether particular behaviour is anti-social or not should be the impact of the behaviour towards others. (www.communities.gov.uk) ASBO’s are compared to the broken window theory outlined by Wilson and Kelling (1982) whereby they claim that if a broken window is left unrepaired then it leaves the building looking uncared for which then attracts the vandals. The theory suggests that in preventing crime it would be ideal to accomplish that with steps like keeping buildings in good repair, painting over graffiti and maintaining clean streets as well as responding effectively to petty street crime. (www.sociology.com) ASBO’s are a civil order that can only be issued through the courts, this order is strictly made against a person or person’s that have either participated or initiated in anti-social behaviour by causing or likely to cause harassment, intimidation, alarm, distress towards one or more people within the wider community, but not that of the same household (www.crimereduction.homeoffice.gov.org) The bar charts below show the number of ASBO’s in Cheshire, Merseyside, Greater Manchester and Greater London. (crimereduction.homeoffice.gov.uk) Number of anti – social behaviour orders issued to persons aged 10 – 17 year olds at court between April 99 to Dec 2007 The diagram below shows the percentage of children who actually obtain ASBO’s and the percentage that decide to go a different route. (crimereduction.homeoffice.gov.uk) Number of anti – social behaviour orders issued to persons aged 18+ at court between April 99 to Dec 2007 The charts are showing that, in the bigger cities of London and Manchester more ASBO’s where issued between 2003 – 2007 than in Cheshire and Merseyside. Anti – social behaviour is organised into three categories’ street scene, nuisance neighbours, and environmental crime. Street Scene The category of street scene ranges from Begging Anti social drinking Street prostitution Kerb crawling Marketing of drugs within the streets. (www.homeoffice.gov.uk) Nuisance Neighbour The category of nuisance neighbours Intimidation and harassment Noise Rowdy and nuisance behaviour Hoax calls Animal related problems Vehicle related nuisance (www.homeoffice.gov.uk) Over the years, there has been incredible support in helping to combat nuisance neighbours whereas a family would have a possession order issued upon them. They are orders issued by governed bodies that include local housing authorities, registered housing associations, housing co-operatives and Housing Action Trusts. Private landlords have a wide range of powers to help deal with anti-social behaviour that takes place in or is related to the homes they supply. The Anti-Social Behaviour Act 2003 enabled landlords to take immediate action in dealing with anti-social behaviour and protect the community by widening and strengthening housing injunctions. (www.communities.gov.uk) Environmental Crime The category of environmental crime Criminal damage / Vandalism Graffiti and fly posting Fly tipping Litter and waste Nuisance vehicles Drugs paraphernalia Firework misuse (www.homeoffice.gov.uk) This demonstrates that people can easily obtain an ASBO if they defy the law and become a nuisance against society. Advantages of ASBO’s In 2004 an unhinged youth was issued an ASBO that was due to run out in 2009, he was told that he could face up to five years in prison if he breached his restriction. However, it was reported that he was the very first person to ever have an ASBO revoked not only did he turn his life around, but the courts decided to lift the order and he got himself a job working as a mentor for other troubled teenagers. His ambition in life is to join the army or become a youth worker so it goes to prove that if you really want to turn your life around this demonstrates its possible, especially now with so much help available. (www.dailymail.co.uk) ASBO’s are meant to stop the perpetrator from going back to the places where they originally caused the trouble but it can sometimes be impossible if they work or go to school in that particular area. Therefore, there will be limits to what they can do at the times they will be there (www.responsiblecitizen.co.uk). Costs of ASBO’s In 2002 the reported cost of obtaining an ASBO averaged  £4,000 to  £5,000, whereas new studies has shown that the costs of ASBO’s have significantly reduced to costing  £2,500 including estimations of staff and legal expenses. Whenever an ASBO is breached or appealed the average cost then rises to a staggering  £5,350, but overall the police still think ASBO’s are cost effective compared to prison whereas not taking action against persistent anti – social behaviour has to have the highest cost of all. (www.asb.homeoffice.gov) Disadvantages of ASBO’s There has been a lot of criticism aimed towards ASBO’s and their effectiveness as many of those engrossed in the ASBO culture merely see it as a self fulfilling prophecy and consider ASBO’s as a badge of honour. This is however, a serious red flag area whereby some delinquents deliberately go out to accumulate ASBO’s in order to acquire street credibility, and by attainment it is purely seen as proof of standing within their peer groups (www.libdemvoice.org) The youth culture who see ASBO’s as a badge of honour may not however be too concerned by the stigma of gaining an ASBO and would therefore not care enough for the law in breaking their terms and conditions. However, if they do break their conditions they could be looking at up to two years in prison, everyone over the age of ten can and will be given an ASBO (www.responsiblecitizen.co.uk) Thugs who threaten violence and carry weapons are receiving ASBO’s and not handed harsher punishments like a prison sentence, carrying a knife or weapon constitutes at least five years in prison whereas giving them an ASBO is unacceptable. It is felt that ASBO’s are not reducing the levels of crime whereby stricter penalties and rehabilitation is what could be needed (www.thefreelibrary.com) Naming and shaming has been considered when handing out ASBO’s like they do with benefit fraud. However, naming the perpetrators presents the opportunities for their addresses to be exposed possibly leading to vigilante attacks, which would undoubtedly cause a lot more controversy throughout society and would only (www.caslon.com.au) After looking at the advantages and disadvantages of Asbo’s the project will now move on to looking at the agencies that are now tackling anti – social behaviour. Agencies tackling Anti – Social Behaviour There are lots of support from agencies that are working within partnership in trying to tackle and combat ASB effectively, they range from: Police and Community Support Officers Police Authority Probation Services Courts Crown Prosecution Services Fire and Rescue Services Health Services Street Wardens Youth Offending Teams Commercial Businesses Transport Providers These partnerships also include crime and disorder reduction partnerships, drug team actions and local strategic partnerships demonstrating that many authorities are determined to take a stand against ASB by doing whatever it takes to stop it from taking over the community in which they live and work in (www.asb.homeoffice.gov.uk). Apart from the above agencies, a parents’ role is to teach their children right from wrong and more importantly respect. However, this is evidently missing within dysfunctional families according to Squires and Stephen (2005). If the youth is under sixteen and breaks the law, then parenting orders could benefit the perpetrators’ from continuing to behave in an unacceptable manner. Parenting orders are imposed by the courts and they are given parenting contracts which enables interaction between themselves and certain support agencies that then sets out the standard of behaviour that is expected of the minor. The parents are required to attend courses, which may also include children attending school. They have to exercise control over their children’s offending behaviour by ensuring that they adhere to their curfew, however non-compliance of the above can lead to a  £1000 fine or any sentence that is available for a non – imprisonable offence. (www. direct.gov.uk) Conclusion In conclusion, the hypothesis was accepted. Findings show that not all ASBO’s that have been dispersed actually work in stopping a criminal act. Many of the youths act in an appalling manner just to obtain an ASBO for the reason that their friends have one, or they feel that their behaviour even if it is bad is the only thing that they have control over as they could be lacking something either from their home environment or within society itself. Anti–social behaviour can sometimes seem like a minor crime in the courtroom whereas graffiti, vandalism and harassment may seem trivial on a charge sheet, but behind those charges is a community living in fear besieged by reckless out of control minority of thugs. It is very intolerable that people are having to endure this type and level of ASB day in and day out feeling plagued in their own homes and not being able to go out and enjoy the public space within their community (Squires Stephen 2005). It costs around  £36,000 to lock somebody up for a year and prisons are already overcrowded (www.guardian.co.uk) so consequently if the government concentrated more on building and providing more centres were youths could entertain themselves within a controlled environment then many of the offenders would not go off the rails. Hale (2005) claimed that the majority of problems stemmed from boredom and if that could be combated then the chances are it could cause a decline towards Anti-social behaviour overall. Research Papers on ASB - Antisocial BehaviourCapital PunishmentThe Relationship Between Delinquency and Drug UseThree Concepts of PsychodynamicRelationship between Media Coverage and Social andBionic Assembly System: A New Concept of SelfUnreasonable Searches and SeizuresRiordan Manufacturing Production PlanQuebec and CanadaInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in Capital

Shopping Words and Phrases in Spanish

Shopping Words and Phrases in Spanish For many travelers, shopping is one of the most anticipated activities. If you are visiting a Spanish-speaking area and want to shop, whether that means buying souvenirs or going grocery shopping for the day, this list of words and phrases along with a basic knowledge of grammar and everyday vocabulary should make the task easier. General Shopping Terms and Phrases Consider learning basic terms to understand the type of stores you will be shopping at, including their location and hours. These key phrases will help you talk to a  store manager, such as asking them what you want to try on or where the cash register is. Abierto a las 10 - Open at 10 ¿Hay ...?  - Are there ...? Do you have ...?La  caja; el  cajero, la  cajera  - Cash register or place where payments are made; cashierGracias, muchas gracias, mil gracias  - Thank you, thank you very muchNo lo  quiero. No  los  quiero. No la  quiero. No las quiero.  - I dont want it. (Lo  and  los  are used to refer to things with a masculine name,  la  and  las  for things with a feminine name.)Quiero ...,  por  favor.  - I want ..., please.Quisiera  probarlo,  por  favor.  - I would like to try it (on), please.Quisiera ...,  por  favor.  - I would like ..., please.Voy a pensarlo.  - Ill think about it.Por favor  - PleaseSà ³lo querà ­a mirar.  - Im only looking.Vuelvo pronto. Vuelvo ms tarde.  - Ill  come back  soon. Ill come back later. Words and Phrases for Understanding Cost and Value One of the most important parts of shopping is budgeting. Knowing the value of what you are buying is a must when dealing with exchange rates, foreign currency and a new language. Use the following terms to calculate costs. Barato  - CheapCaro,  cara  - ExpensiveComprar  - To buy ¿Cul es el cambio? - What is the exchange rate? ¿Cunto cuesta?  ¿Cunto  cuestan? - How much does it cost? How much do they cost? ¿Cunto vale?  ¿Cunto valen? - How much is it worth? How much are they worth? ¿Cuntos dà ³lares?  ¿Cuntos pesos?  ¿Cuntos euros? - How much (in dollars)? How much (in pesos)? How much (in euros)? ¿Dà ³nde puedo comprar ...? - Where can I buy ...?Descuento  - DiscountEn  oferta,  en  oferta  especial  - On saleRebaja  - Price reductionDe  rebajas  - On sale, at a discountEn venta, a la venta  - For sale, on saleTarjeta de crà ©dito;  ¿Se aceptan tarjetas de crà ©dito?  - Credit card; Are credit cards accepted?Vender, vendedor  - To sell, seller How to Describe the Items You Are Looking for Looking for something specific? Ask an assistant if they have what you are looking for in a specific size, color or material. The more descriptive, the more they will be able to help you.  ¿Hay ... en  otros  colores?  ¿Hay ... en  otras  tallas?  - Do you have ... in other colors? Do you have ... in other sizes?De  buena  calidad  - Good qualityDe mala  calidad  - Poor qualityPequeà ±o, pequeà ±a  - SmallMediano,  mediana  - Medium (in size)Grande  - LargeSon muy bonitos. Son muy  bonitas.  - Theyre very pretty. (Bonitos  is used to refer to things with a masculine name,  bonitas  if the name is feminine.)

The role of Nursing Theory Assignment Example | Topics and Well Written Essays - 500 words

The role of Nursing Theory - Assignment Example The significance of having a clear defined body of theory in nursing consist of improved professional status for nurses, better patient care, guidance for research and education, and enhanced communication between nurses. This is because nursing aims at developing a unique body of knowledge. Chinn and Kramer (2010) add that theory: helps nurses to explain, describe, and predict everyday experiences; aid come up with a criteria to measure the quality of nursing care; improve nursing autonomy; and offer a basis for collecting valid and reliable data in relation to clients’ health status that are crucial for efficient decision-making together with implementation; assist build a common terminology in home health to be used to communicate with other health practitioners. There are various theories of nursing. Burns and Grove (2009) affirm that since the purpose of nursing education is to train competent nurses, it usually relies on theory. The nursing theory plays a very crucial role in drawing attention to the vital elements of nursing, for instance, the concept of home health, patient, and the environment of the patient, as well as the care nurses give. In this regard, in nursing education the nursing theory offers a more general focus for curriculum design. The study of theory by any nursing student is essential since it assist one to comprehend the career they have chosen, its motivation, vibrancy, and fluidity. Moreover, the nursing theory also guides curricular decision making. The relationship between theory and research is undoubted. Nurses require the results of nursing research if they are to offer the best care (Alligood & Tomey, 2009). To that effect, the applicability of the role of theory in nursing research, it provides a framework for generating new ideas and knowledge. According to Burns and Grove (2009), research without theory leads to in discreet information that does not add to the accumulated knowledge of the

Should the outside world intervene to help the victims of violence in Research Paper - 2

Should the outside world intervene to help the victims of violence in Syria - Research Paper Example CON: No the outside world should not intervene to help the victims of violence in Syria because: 1. Supporting Syria militarily violates the policy of non-military support 2. Supporting the rebels could lead to militarization of radical rebels within Syrian rebel group 3. Supporting Syria militarily will set a bad precedence, which may prompt the upsurge of rebel groups in many countries. 4. Supporting the Syrian rebels would amount to infringing on the sovereignty of the country. 5. The variation in the support, where some countries support the Syrian government and others support the Rebels may build a rivalry amongst other countries, which is a threat to world peace. The conflict in Syria is among the most deadly in the entire world. Over 70,000 people are dead since peaceful protests turned into a bloody revolution (Foreign Policy, n.p.). Many of these casualties are innocent men, women and children. They are not combatants of any sort but have been victimized by the regime of Ba shar al Assad in an effort to suppress the uprising. As the Syrian conflict drags on, it is becoming increasingly clear that something must be done to end the bloodshed and arrive at an agreement between all of the parties involved in the conflict. Currently the international community and Syrians engaged in the battle are wondering what the best way to end this conflict is. I believe strongly that there are several good reasons the outside world should intervene to help the victims of violence in Syria. The first reason the outside world should intervene in Syria is the fact that innocent lives are being destroyed by a cruel, authoritarianregime. I believe that the free and powerful nations of the world have the duty to help spread the ideals of freedom and justice to all people. Sometimes this requires free nations to support revolutions that are violent and messy from a diplomatic perspective. Many innocent people are dying in Syria at the hands of a dictator (Innocent Victims, n .p.). This alone should be enough reason to get involved. One of the most important things that need to be done is to care for the people displaced to Jordan, Turkey and Iraq (Inside, n.p.). These refugees need to be housed, fed and clothed. This is the humane thing to do. The United States has given more money towards this effort than any other nation on earth. This is commendable, but my feeling is more can be done. I believe that the United States and the powerful nations of Western Europe and Asia that are free and democratic should support the rebels in Syria with advanced training, weapons and military personnel from their own armies (Foreign Policy, n.p.). A second reason for full military engagement in the Syrian uprising centers on the fact, it is the duty of all nations to safeguard human rights, despite no matter where they are being violated. Bashar al Assad does not understand anything other than brute force. His father and grandfather both suppressed uprisings in the p ast with brutal tactics (South, 22). The outside world should intervene to show him that human rights are fundamental, and thus he cannot brutalize his own people, because the world upholds human rights with a high esteem, and it is willing to help. A peaceful and stable Syria is the first step towards this goal (Marcus, n.p.). Another reason that the world should help to end the conflict in Syria by becoming more engaged is the fact that

Transcendental Deduction Essay Example for Free

Transcendental Deduction Essay Kant’s Transcendental Deduction of the categories of the analytic concepts presents an analysis of the mental activities as well as the analysis of knowledge and self.   Kant discussed these mental activities using two sets of terms such as manifold representations and intuition as well as understanding and sensibility (p.76).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representation to him means the various concepts pulling together into unity and can be given in an intuition that is merely sensible.   For Kant, intuition means a perception or knowledge (a priore) or insight.    Kant associated knowledge to intuition and also to perception (p.82).   He said, â€Å"The pure concepts of understanding even when they are applied to a priori intuition provide knowledge only to the extent that these are priori intuition, and through them, the concept of understanding is applied also.   He further noted that â€Å"empirical intuition serves only for the possibility of empirical knowledge. Sensible on the other hand, means either having or demonstrating sound reason and judgment or able to be perceived through the senses.   Synthesis is the result of combination, a process of combining different ideas, influences or objects into a new whole.   In view of transcendental deduction of Kant, the combination of concepts is act of â€Å"active department† of understanding which disguised it from the passive department which he called sensibility.   He concludes this statement that â€Å"all combining is an action of the understanding whether or not we are conscious of it† (p.75).   Kant further discussed the understanding self using another set of terminology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The â€Å"I think† which refers to that something was represented that could not be thought at all; He introduced three bits of terminology in order for us to grasp of the self-awareness (p76), that is expressed in the representation â€Å"I think.†Ã‚   These three bits about self-awareness according to Kant are: (1) the pure self-awareness which presupposed by all thought and intuition; (2) the basic self-awareness which is the self-consciousness that produces the representation of the â€Å"I think;† (3) Transcendental which is the unity of self-awareness. Clarifying the Aim of Transcendental Deduction of the Categories of the Analytical Concepts   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kant’s aim of transcendental deduction is to seek to generalize what he has said about self-awareness to all conceptual thinking.   The author pointed out that what Kant must have meant is that, â€Å"a property combines with other properties† or that a â€Å"representation of a property combines with the representation.†Ã‚   This according to him, Kant infers about analysis is being possible if there has previously been synthesis. In the discussion of analytic concept, Kant used such terms as I, I think, I can, I couldn’t do it.   He said that each of this representation is accompanied with consciousness that when combined with different representation can on finally say â€Å"I can† that means he is now aware of the intended action or he calls it â€Å"self-awareness.   In his discussion of synthesis, he said that it is an act of the mind.   Here, what he meant is act of mentally combining distinct intentional representations. Important Argumentative Elements      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first argumentative element about transcendental deduction is that, our concept about an object is associated with self awareness.   The mind must have representations of that concept to make it pure concept.   In my own interpretation, this representation could be experiences that connect representation of concept, since self has one identity.   Therefore, all other perception must be belonging to one consciousness or attributing to one identity in which the central grip is the self-employed knowledge. In this sense, we can conclude that the self identifies object based on consciousness and awareness.   Usually, the experiences help shape the self’s concept of things.   Kant emphasize that there must be a unity of consciousness and self-awareness which underlies the relations of representations to an object, which makes their objective validity and consequently their status as an item of knowledge (p.78).   What he meant by this is that the unity of self consciousness and the synthetic unity of self awareness are the bases for all uses of the understanding and it has nothing to do with any sensible intuition. Kant also emphasized that â€Å"understanding must related through more understanding to objects of intuition (p.83).   In other words, concepts that are not sensible cannot be transformed to reality and cannot be understood.   An act of the understanding results from self-awareness that leads to thinking something that is necessary condition not only for our identity as experiencing minds, but also for anything that is to be an object of sensible intuition (p.83).   These forms of thought of thoughts must come to have objective reality.   In my idea, Kant is discussing these matters for us to understand how our thoughts are formed and come into reality.   The object is self-awareness and self-consciousness of our actions, thoughts, and words. On of the argumentative elements in Kant’s discussion of deduction of pure concepts of understanding that I find is his statement about the multiplicity of intuition which he labeled synthesis.   He said that it reminds us that we cannot represent to ourselves anything as combined in the object unless we ourselves have previously combined it.   I find this statement somehow contradicting in a sense that synthesis is natural work of the mind which we may not be conscious how it is working. He said synthesis is â€Å"mind self activity† (p.75), and can only be carried out by mind itself.   In this case, it appears that we have no control of this activity.   If what he meant is that we can be aware of all these intuition pure concept and synthesis.   Then, we can guide our thoughts towards right expression of reality.   If this is the case, the expression of self-awareness and self-consciousness would have high effect.   But since this is a mental act, it can only be carried out by the mind itself which we are not conscious.   There I would say that it certainly cannot represent to us anything. Kant presented another interesting discussion of the pure concept and forms of thoughts.   He said that â€Å"pure concept of understanding is related through mere understanding to objects of intuition of any kinds as long as it is sensible† (p.103). Here, Kant relates pure concept of understanding with intuition of any kinds as long as it is sensible regardless of the nature of those objects whether they are corrupt or bad character.   He pointed out that because of this application; the intuition become a form of thoughts convey us information about determinate object.   What quite interesting in this is that, he said that pure concept of understanding is related to intuition which is sensible.   The pure concept to intuition is mere forms of thoughts with no determinate object related to intuition which is sensible. Thus, the discussion centers on how our mental faculties are working in so far as to have self-awareness which must be the basis of all these.   Kant pointed out that there is in us a certain basic form of a priori sensible intuition that depends on our passive faculty representation.   What he meant is that we have intuition of space and time which is also the pure intuition.   But this intuition according to Kant is either pure intuition or empirical intuition.   The pure intuition is about space and time while empirical those sensations that immediately represent to us as real in space and time.   Kant noted that â€Å"thing in space and time are given as perception† (p.82). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kant’s discussion of transcendental deductions was quite very difficult to understand.   But in so far as my understanding is concerned, Kant presented a detailed discussion of how our mental faculties are working towards a formation of thoughts about the self from what he calls manifold representation.   He said that we have basically a priori knowledge yet it needs to be combined to the manifold representations which he calls this combination as synthesis or synthetic unity.   This according to Kant leads to self awareness or self consciousness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kant also discussed pure concept of knowledge which according to him is related to understanding objects of intuition.   Here he discussed that before a concept becomes a thought it has to be identified with intuition of any kinds as long as it is sensible.   In other words, a concept that is identified with sensibility can be concrete and can be grasped.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But what is important in this discussion is the aim of this presentation.   Kant was able to clarify to us how our mental faculties are working towards the making of mere thoughts and concepts to become words and pure concepts of knowledge to express consciousness and awareness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I would say that knowing all these, must help us to be more careful of our self-expression as well as of our attitude in dealing with others.   The transcendental deductions has helped us know our selves, therefore it must help us too in expressing our own selves in the everyday events and circumstances of our lives.

whistleblowers :: essays research papers

Because of certain events and media scandals that have surrounded the business community a former forgotten kind of employees has regained importance they are called the whistleblowers. Their importance has reached such tremendous heights that they were named in Time magazine’s 2002 Persons of the year because of their crucial involvement in the Enron case and many others that followed after that. The dictionary definition states that whistleblower as â€Å"One who reveals something covert or informs against another person†. Whistleblowers can get their title no matter what position of the company they occupy as long as they have reliable information any employee can inform of unethical procedures or illegal that the company they are working for might be engaging. There are many cases where whistleblowers have been the key part in the prosecution of CEOs directors, financial consultants, etc. that had been engaging in illegal procedures and that if there have not be because of the whistleblowers aide the authorities would have never even notice those felonies. There are many examples one that is cited on the article is the case of James Alderson a chief financial officer in a small hospital that sued the company that acquired the hospital a large medical company called Quorum Health Group Inc. part of Columbia/HCA Company because he found out that the kept two sets of books for preparing healthcare costs for Medicare patients one that was sent to the Federal government with highly inflated costs and the other one that detailed actual cost of operations. The case started in 1990 and ended until 2003 we also have to consider that in 1990 the business environment did not have the huge concerns that we have today over the management of financial information and there were not many laws to aide whistleblowers in their cause. But since that time new policies and laws have emerged to support whistleblowers and there is a greater focus of executives over ethical issues. By blowing the whistle Alderson knew that he was jeopardizing his career and he did he had to finance the whole case with his checkbook, he lost his job and had

How Fitzgerald Tell the Story in Chapter 1 of the Great Gatsby Essay

Write about some of the ways Fitzgerald tells the story in chapter 1 The chapter begins with Nick Carraway introducing himself as the narrator. Fitzgerald uses a first-person retrospective narrative, therefore we are given Nicks point of view throughout. The chapter begins with Nick remembering his father’s advice that â€Å"all people in this world haven’t had the advantages that [he’s] had† this tells the reader that the main theme of the novel is wealth. The use of the word â€Å"advantages† suggests that Nick comes from a wealthy family. Fitzgerald makes Nick claim that â€Å"I’m inclined to reserve all judgements† yet quickly contradicts this he tells â€Å"the intimate revelations of young men† are â€Å"marred by obvious suppressions†, by Fitzgerald doing this, the audience are given an opinion on Nick, realising he is likely to be an unreliable narrator. However when Nick says â€Å"I’m inclined to reserve all judgements† the reader may also feel that Nick will give a true and honest account of the events and will not be biased against any of the characters. Fitzgerald uses this chapter to set the scene of the novel. Fitzgerald makes it clear through Nick’s narration that the events within the novel have already taken place â€Å"back from the East last autumn†, the reader instantly knows that we will be given an interpretation of the events and they will all be from Nicks point of view. Nick talks about â€Å"Midas and Morgan and Maecenas† all three of these men were renowned for their wealth. Morgan and Maecenas were real men, whereas Midas’s story is a Greek myth. By mentioning both myth and reality in the first chapter Fitzgerald tells the reader that myth and reality will be mixed throughout the novel. Fitzgerald introduces most of the main characters within this chapter as part of the establishment of the text. Gatsby is the first to be introduced excluding Nick, which could suggest that Gatsby is the protagonist of the novel. Later on in the chapter we are introduced to Tom, Daisy and Jordan as Nick goes to a dinner party over at East egg. Fitzgerald has Nick use exaggerations of expressions and body language to create an impression of Tom Buchannan and the others in East egg. Fitzgerald has Nick harshly describe Tom as being â€Å"arrogant† and powerful â€Å"not even the effeminate swank of his riding clothes could hide the enormous power of that body† by using this description Fitzgerald highlights his role as a dominant male, Fitzgerald supports this by the use of direct speech from Tom â€Å"I am stronger and more of a man than you are†, this again shows that Tom believes  he is above everybody else again re-enforcing his arrogance. Fitzgerald uses oxymoron’s to describe the way in which Tom handles Nick â€Å"he turned me around again politely and abruptly† this shows that Nick as a narrator is contradicting himself hence causing the reader to question his narrat ion once again. Throughout the chapter, Nick uses adverbs such as â€Å"accusingly† and â€Å"helplessly† when referring to Daisy, allowing Fitzgerald to give the impression that she is dominated by Tom and that they are living in a patriarchal society. This contrast is displayed by Nick’s use of adverbs such as â€Å"decisively†, â€Å"restlessly† and â€Å"crossly† when retelling Tom’s speech, showing Tom’s power. During the dinner where also introduced to myrtle in a way as her phone call interrupts dinner, we also find out about how Jordan talks about her Tom and his family, â€Å"Tom’s got some woman in new York†, therefore showing she’s not a very trustworthy character. Fitzgerald also uses simile’s to add more emphasis to the point he is making â€Å"compelled me to the room as though he were moving a checker to another square†, this also shows Tom’s power. towards the end of the chapter Nick witnesses Gatsby standing at the end of his lawn, nick describes the way in which Gatsby held out his arms as â€Å"curious† this gives the reader an urge to want to read on and find out what the green light is and what significance it holds in relation to Gatsby. Fitzgerald makes Nick use the word â€Å"vanished† at the end of the chapter which give the chapter a more dramatic end.

The Study of English Reading Strategies for English Majors in Ielts

The Study of English reading strategies for English majors in IELTS English Education Department of College of Foreign Languages Capital Normal University June 2012 Contents I. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 II. Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 4 2. 1 The definition of reading †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2. 2 The definition of English reading strategy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 2. 3 The reading test items in IELTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 2. 4 The English reading strategies in IELTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 III. Research Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 3. 1 Instruments †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. 2 Research Setting and sampling †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 3. 3 Design†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 3. 4 Analyzing Procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 IV. Results and Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 4. 1 Results †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 4. 2 Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦12 V. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 5. 1 Major findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 5. 2 Implications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 5. 3 Limitations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 5. 4 Future studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 VI. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Appendix †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 I. Introduction 1. Background of the research Nowadays, more and more Chinese students choose to study or travel abroad, so English becomes more and more important. International English Language Testing System (IELTS) is an international standardized test of English language proficiency (Wikipedia, 2011). It becomes one of the most popular exams for those who want to go abroad. In IELTS, reading is the most difficult part for many candidates, because in one hour candidates should finish 3 passages and 40 test items. And most candidates have problems either understanding the subject matter or completing all the sections. Keller, 2010) Even English majors, can not do well in the reading test. They usually lose many scores in readi ng test. Almost every examinee wants to improve their standard of reading. Although they try to use some strategies which were taught by their teachers or trainers, they can’t use these strategies effectively. Many scholars (Li, 2010;Luo, 2010;Shen, 2011;Yao, 2011;Tierney, Robert J. 2000; Readence, John E. , Hosenfeld, Carol, 2003) from home and abroad have noticed that the use of English reading strategies are very important and useful for candidates to do the English reading texts in IELTS.They also find that how to use various strategies effectively. For example, skimming is one of the most frequently used strategies in IELTS. â€Å"Skimming refers to reading a paragraph quickly to get an idea of what it is about, without trying to understand its details. † said by Dr Vivek(2009). 2. Significance of the research Although teachers and trainers have introduced many strategies of English reading, most of the students, even English majors who take the exam of IELTS, alw ays make many mistakes in the reading tests. In fact, many scholars (Li, 2010;Luo, 2010;Shen, 2011;Yao, 2011;Tierney, Robert J. 2000; Readence, John E. Hosenfeld, Carol, 2003) or teachers have already concluded various strategies for English reading test. For example, students or examinees should use the strategy â€Å"skimming† to reading a paragraph or a passage quickly to get an idea of what it is about, without trying to understand its details. However, many students, even English majors, just know the meaning of â€Å"skimming†, but cannot apply this strategy correctly and effectively to their reading test. In addition, because the time is limited, examiners do not have time to use the reading strategies he has learnt. Or maybe they haven’t developed the reading skills in his former study.Therefore, research in this area will be of great significance. This research aims to find out English Majors’ condition and the existing problem in using the readi ng strategies in IELTS. For students and examinees, it will help them to understand the basic meaning of each strategy, to form their own reading skills, and to use various strategies effectively in different kinds of reading test items IELTS and to make less mistakes in the test. 3. Hypothesis This study aims at investigating what the reading strategies are, when they should be used and how to use various strategies effectively.It can provide some suggestions of using reading strategies for English majors to take the exam of IELTS. 4. Research questions †¢ What are the English reading strategies in IELTS for English majors? †¢ When various strategies can be used in different reading test items in IELTS? †¢ How to use various strategies in IELTS reading test effectively? II. Literature Review 2. The definition of reading Far from being a â€Å"passive† skill, reading, is in fact, an active process in which readers relate information in the text to what they alr eady known. Knowledge of language allows readers to identify the printed words and sentences.The purposes of good readers are meaningful that they do not decode each letter or each word. Instead, they take in chunks of the text and relate it to what they know. Traditionally, many psychologists and teachers have insisted that reading is nothing more than decoding writing symbols to sounds. (i. e. figuring out what the printed word says). Others traditionally have insisted that reading involves not only decoding from print to sound, but also comprehending the written material. Forrest-Pressley and Waller (1984) felt that reading is not merely a decoding process nor it is solely a comprehension.Reading process is not just a â€Å"decoding plus comprehension† but reading involves even more. It involves at least three types of skills: decoding, comprehension and nature reading strategies (Forrest-Pressley & Brown, 1984; Brown, 1980). Besides, reading traditionally has been conside red as cognitive task. An unfortunate consequence of such a view of reading is that there has been no room for concern for the â€Å"executive control† that is done by a skilled reader. Only recently have several authors (e. g. Baker Brown, 1984; Brown, 1980; Myers & Pairs, 1928) suggested that reading might involve metacognition as well as cognition.Johnson (1983) has attempted to approach the issue of accessing comprehension from a rational point of view. He first considers what reading comprehension is, and then considers what factors influence it and its assessment— including reader and text characteristics. He comes to a definition of reading comprehension: That is reading comprehension is considered to be a complex behavior, which involves conscious and unconscious uses of various strategies, including problem— solving strategies, to build a model of the meaning, which is assumed to have intended.The model is constructed using schematic knowledge structure s and the various systems, which the writer has given (e. g. words, syntax, macrostructure, social information) to generate hypotheses, which are tested using carious logical and pragmatic strategies. Most of this model must be inferred, since text can never be fully explicit and, in general, very little of it is explicit because even the appropriate intentional and extensional meanings of words must be inferred from their context. (1983). 2. The definition of English reading strategyIt would be helpful to review a concise definition of reading strategies, but unfortunately, there is no consensus among researchers. At least, three problems persist. First, it is not clear how to differentiate reading strategies from other processes that might be called thinking, reasoning, perceptual study or motivational strategies. Weinstein and Mayer (1986) defined cognitive strategies as a broad array of actions that help to control behavior, emotions, motivation, communication, attention, and co mprehension.Although each kind of strategies might influence reading, not all researchers would classify them as reading strategies. A second problem concerns the scope strategies— are they global or specific? Levin (1986) argued that strategies include multiple components that must be carefully analyzed, whereas Derry and Murphy (1986) distinguished strategies as general learning plans that are difficult to demarcate when they are embed in complex sequences of behavior or hierarchies of decision. The third problem involves internationality and consciousness, considering these opposing viewpoints. To be a strategy, the means must be employed deliberately, with some awareness, in order to produce or influence the goal. † (Wellman, 1988) â€Å"Also, it is now recognized that strategies function at its best occurs without deliberation. It is more reflexive than voluntary† (Pressley, Forrest-Pressley & Elliot-Faust, 1988) Since the 1970s there has been no shortage of L2 (Second Language Learning) theorists advocating teaching students to use a variety of reading strategies in order to read better.There strategies run argument form the traditionally recognized reading skills of skimming and scanning, contextual guessing or skipping unknown words, tolerating ambiguity, reading for meaning, critical reading and make inferences, to more recently recognized strategies text structure (Block). Researchers in the L1 (First Language Learning) and L2 fields have demonstrated that strategy used is different in proficient readers. More proficient readers use them in different ways. 2. The reading test items in IELTS †¢ TURE/FALSE/NOT GIVEN †¢ SUMMARY †¢ HEADING MUTILPCHIOCE †¢ COMPLETION †¢ SHORT ANSWER †¢ TABLE †¢ MATCHING In our research, we will focus on the two kinds of reading test items in IELTS: TURE/FALSE/NOT GIVEN and MUTILPCHIOCE. In IELTS, these two kinds of test items are used with high frequency. Many of the examinees in IELTS often make mistakes in these two kinds of test items. Therefore, we will carry out research of reading strategies on these two parts and figure out whether English majors use reading strategies to do these two kinds of test items in IELTS. 2. The English reading strategies in IELTSSearch reading is the strategy likely to be used by candidates to help them find specific information and answer as quickly and accurately as possible in reading examinations. Search reading is defined by Urqhuart and Weir (1998) as the strategy used to locate and comprehend discrete pieces of information on predetermined topics in order to answer a set of questions or provide data. According to the authors, the readers do not necessarily have to start by reading the whole text to get the gist. Moreover, search reading seems to be compatible at different points with scanning, skimming and ‘careful global reading’ (i. . comprehension of the main ideas in the text). That is, t he first step in search reading involves the process of locating (scanning) the words that are noted in a question and matching them to the same or related information in the text. Skimming is then used to select the specific text that seems important to answer the question. Consequently, the text selected will be read more carefully to find out if it definitely answers the question, which means careful global reading will then take place (by reference to the parts of the text selected and not to the whole text, as discussed above).Search reading is also addressed by other authors such as Dreher (1992), Guthrie and Kirsch (1987), Symons and Specht (1994), as well as Enright et al. (2000) specifically in relation to English language reading examinations. III. Research Methodology 1. Instruments In this research, we will use â€Å"individual interview† and â€Å"think aloud† as our research methods. The main advantage of face-to-face or direct interviews is that the rese archer can adapt the questions as necessary, clarify doubt and ensure that the responses are properly understood, by repeating or rephrasing the questions. Peter,2010) The researcher can also pick up nonverbal cues from the respondent. Any discomfort, stress and problems that the respondent experiences can be detected through frowns, nervous taping and other body language, unconsciously exhibited by any person. We will design several questions related to our topic. A notable advantage of think aloud protocols over individual interviews as a data collection method with respect to information behavior is that they are at least able to elicit data at the time of the experience in question and the accuracy of the material contributed will therefore not be affected by lapses in memory. Manguel, 2008) To investigate whether a search reading strategy is used in reading examinations, a questionnaire asked 40 international postgraduate students who had done IELTS which strategies they used w hen reading text and answering questions in the academic reading task. The questionnaire was composed of a single question, which asked participants to choose the steps they followed and to put them in order (as illustrated in Appendix A). These steps were based on the steps recommended for the IELTS reading module (Jakeman & McDowell, 2001), but three steps were added to extend the scope of the questionnaire.Participants reported that they underlined the key words in the questions (23 participants), scanned the passage to find the key words (23 participants) and read the text around the key word carefully after finding it (30 participants). These results, therefore, suggest that the most common strategy used when reading under time pressure in examinations is compatible with search reading (as described at the beginning of this section). Furthermore, it seems that two distinct aspects of selective processing are involved in search reading: perceptual and conceptual processing of te xt.This distinction is based on Masson's (1982, 1985) characterization of cognitive processes in skimming stories. Applying Masson's theory to English language reading examinations, candidates may look for visual features, i. e. key words, in the text relevant to the question, which is a perceptual process. Having located the pertinent information, they then more carefully read the phrases containing the key words so that the answer can be found, accurately comprehended and extracted to answer the question, which is a conceptual process. 2.Research Setting and Sampling We did our research in Capital Normal University. In this research, we chose three English majors to be the interviewees. First, the three interviewees attended the interview one by one. They were asked some questions about English reading strategies. These might help us researchers know more about the interviewees and their knowledge, opinion and recognition of reading strategies. Then, the three interviewees attende d the think-aloud one by one. We researchers chose one piece of IELTS reading passage for the interviewees to finish.During the test, they were asked some questions about the test items and their feelings about reading test while they were doing the test. The whole passage: Search begins for ‘Earth' beyond solar system (shown in the appendix) 3. Design During the interview, we will ask interviewees to answer some questions about reading strategies, such as their recognition of English reading strategies, the usage of reading strategies, the effect of using reading strategies, etc. During the think-aloud, we will give each of them a piece of IELTS reading passage, and ask them to finish all the exercises after the passage.When they are doing the exercise, we will ask them one or two questions of each test item about English reading strategies. 4. Analyzing Procedures Step 1: Select three English majors from the CNU in different levels. Step 2: The three interviewees will be int erviewed individually. Several questions about reading strategies will be asked. Their answer will be record in a excel file. Step 3: The three students will attend the think-aloud interview one by one. During they do the reading test, several designed questions will be asked. Step 4: Collect their answers and compare with each other. | |When did you begin |Will you use reading |Reading strategies can help|Would you like to |How about your | | |Do you know what is reading|to know reading |strategies during reading |you improve your English in|know more about |reading scores? | | |strategies? |strategies? |texts? Please lay out these|which aspects? |reading strategies? | | | | | |by using frequency. | | | | | |Candidate A | |The first question: replace the original words by using the four choices. | |Question 2 – 5: rereading the text, and then finding out the key sentences and translating. | |The first question: using exclusive method to leave out C and D, and then using sca nning. | |Question 2 – 5: using skimming strategy firstly to find out these statements, and then using scanning strategy to get the right | |answers. From the above table, we can find out exclusive method, skimming and scanning are three reading strategies most frequently used by candidates. Usually, when candidates finish multiple choice questions, they would like to use exclusive method to ignore one or two interferential choices. And then they can choose possible answer from rest two choices, so they have 50% opportunity to get right answer. Question 2 to question 5 are true or false questions. Candidates used skimming to find out where are these sentences in the original text.When they focused on one sentence, they will use scanning to search for certain words to figure out whether the statement is true or false or not given. 4. Discussion The purpose of the study was to investigate the condition of English reading strategies for English majors in IELTS. The findings clea rly suggest that most students have learnt and used the strategies in their reading. For the multiple choice items in the IELTS exam, scanning is the most useful strategy. We can find out the relational part of the key words in the item.The students who have learnt the reading strategies outperformed those who didn’t know the reading strategies in every aspect as shown by their performance during the think-aloud part. (The first student and third student have learnt English reading strategies before, while the second student did not know reading strategies before. So he used longer time finishing the same number items but failed in the exam. ) They showed particular strengths in the IELTS reading section, suggesting that the reading strategies they have been taught really help the students to understand and focus on the test of their reading.It also seems to be the case that skimming should become a natural first step to any kind of reading readers do —- articles, book s, newspapers, and even advertisements or bus schedules( , 1999). In the short answer questions part, skimming is becoming more helpful for examinees. Skimming the text means reading very quickly. Just look at the headings, subheadings and the first lines of each section or paragraph. The examinees need to catch the key points of the test in limited time, so skimming can save up much time than reading the test one word after another.Another reason for the benefits of reading strategies may be that scanning is a search for information which is often some specific information ( , 1997). This supports and adds to the findings of Wang Li (2011), who showed similar results for English reading strategies. In the true/false/not given items, scanning can not be more proper than any other strategies. Scanning a text means looking for a specific piece of information or specific words. Ignore the information that is not relevant to your purpose.Scanning is a useful strategy to apply when the q uestions ask for factual information. This study has taken a step in the direction of justifying the effect of English reading strategies for English majors in the IELTS. These reading strategies can not only promote students’ understanding when they do reading exercises, but also improve students’ reading ability. It may be the case that students who do not familiar with the reading strategies may be easily fail the IELTS compared to those who have already learnt and use reading strategies before.It is also not clear whether skimming and scanning are the most useful reading strategies for IELTS, such as note-taking and summary would succeed to the same extent. The approach outlined in this study should be replicated with other students in other classes, as well as at other levels in order to be able to recommend the effect of English reading strategies for IELTS for English majors. V. Conclusion 5. Major findings 1. English reading strategies in IELTS From the whole r esearch, we find that although there are so many reading strategies in reading text, informants use skimming and scanning most frequently.In IELTS reading test, there are 8 types questions — true or false questions, summary, heading, multiple choice, completion, short answer, table and matching, while, scanning and skimming can be used in most kinds of questions. In other words, scanning and skimming are the basic reading strategies in IELTS reading test. 2. The proper way to use various reading strategies in IELTS It is generally believed the first passage is easier than the second and third. Sometimes, however, this doesn't hold true. So, before attempting the passages, informants do an overview to get an idea about the subject matter.Different strategies can be adopted to attempt different passages. These may be skimming and scanning, reading intensively and a hit-and-trial method. In this research, we will just focus on two kinds of reading strategies—-skimming and scanning. The formats of the questions in the IELTS are: multiple choice, gap-fills, short answer questions, matching and true/false/not given. Skimming the text means reading very quickly. Just look at the headings, subheadings and first lines of each section or paragraph. Also notice the key words repeated throughout the text.The main purpose is to understand the gist — the general idea of the text. When you need to give a title of the test, skimming can help you. Also, matching part acquire you to skim the test in a short time. Scanning a text means looking for a specific piece of information or specific words. Ignore the information that is not relevant to your purpose. Scanning is a useful strategy to apply when the questions ask for specific factual information. For example, in the multiple choices, gap-fills, true/false/not given items, scanning can not be more helpful than any other strategies. . Implications As it can be seen in the findings and discussion, English majors do know some English reading strategies while they are doing reading tests. In IELTS, the reading strategies for different kinds of reading test items are various. So this research may help English majors understand more about the English reading strategies for different reading test items in IELTS. They may get higher scores in IELTS after knowing and making full use of the various reading strategies. 5. Limitations In all, the research findings are limited by the very nature of the method used.For example, the interviews are finished only in one university and the interviewees are only three. The data may not be accurately. The study of the English reading strategies and the reading test items in IELTS are limited. We just conduct the research on some of the strategies and two kinds of test items. However, due to the physical condition, time limitation, etc, the limitations cannot be overcome. 5. Further studies In the future, we may focus on the study of the rest kinds of English reading strategies and reading test items.It is believed that reading strategies come to help for students or examinees to take exams. The further studies may be helpful for English majors to do reading tests better in IELTS. VI. References 1. Camboune, B. (2001). Why do some students fail to learn to read? Ockham’s razar and the conditions of learning. The Reading Teacher, 54, (8), 784-786 2. Csaba Csikos and Janos Steklacs, Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students, 2010 3. Davis, M. , & Lyons, S. (2001). Improving reading †¦Reading: ideas from two teachers. Voices from the Middle 8, (4), 51-57. . Dr Vivek. (2009) Tips for Reading, IELTS Section AIPPG, Retrieved from http://www. aippg. com/ielts/reading-tips-ielts. html 5. Dr Vivek. (2009) Tips for the Reading Test, IELTS Section AIPPG, Retrieved from http://www. aippg. com/ielts/strategies%20for%20reading. htm 6. Dreher, M. J. (1992). Searching for information in t extbooks. Journal of Reading, 35 (5), 364–371. Web of Science ® Times Cited: 14 7. Enright, M. K. , Grabe, W. , Koda, K. , Mosenthal, P. , Mulcahy-Ernt, P. & Schedl, M. (2000). TOEFL 2000 reading framework: A working paper. TOEFL Monograph Series Report No. 17.Princeton, NJ: Educational Testing Service. 8. Forrest-Presley and Waller (1984) Metacognition About Reading Is Related to Reading Performance: A comment About Jacobs and Paris Educational Psychologist Volume 24, Issue 2, 1989 9. Guthrie, J. T. & Kirsch, I. S. (1987). Distinctions between reading comprehension and locating information in text. Journal of Educational Psychology, 79 (3), 220–227. CrossRef,Web of Science ® 10. Hosenfeld, Carol A Preliminary Investigation of the Reading Strategies of Successful and No successful Second Language Learners http://eric. ed. gov/ERICWebPortal/search/detailmini. sp? _nfpb=true=EJ162478=no=EJ162478 11. Hurst,C. O. (2000). Guided reading can strengthen comprehension skil ls. Teaching Pre k-8 31, (2) 70-71 12. Jakeman, V. & McDowell, C. (2001). IELTS practice tests plus: Teaching not just testing. Harlow, Essex: Longman. 13. Johnson, P. (2002). Strategies that work: Teaching comprehension to enhance understanding. Instructor, 111 (8), 30-43 14. Keller, J. M. (2010). IELTS Reading Strategies. Tcyonline. Retrieved from http://www. tcyonline. com/betterthink/ielts-reading-test-strategies 15. Macmilland Dictionary ttp://www. macmillandictionary. com/dictionary/british/IELTS 16. Masson, M. E. J. (1982). Cognitive processes in skimming stories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8 (5), 400–417. CrossRef,Web of Science ® 17. Masson, M. E. J. (1985). Rapid reading processes and skills. In G. E. MacKinnon & T. G. Waller (Eds. ), Reading research: Advances in theory and practice, Vol. 4. (pp. 183–230). New York: Academic Press. 18. Symons, S. & Specht, J. A. (1994). Including both time and accuracy in defining text search efficiency. Journal of Reading Behavior, 26 (3), 267–276.Web of Science ® Times Cited: 5 19. Tierney, Robert J. ; Readence, John E. Reading Strategies and Practices: A Compendium. Fifth Edition. http://eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true=ED448405=no=ED448405 20. Urqhuart, S. & Weir, C. (1998). Reading in a second language: Process, product and practice. London: Longman. 21. Wikipedia http://en. wikipedia. org/wiki/IELTS 22. . (2011) , ,Retrieved from http://bj. xdf. cn/publish/portal24/tab16996/info647081. htm 23. [J]. . 010. 10 24. [J]. ( )2010. 9 25. [J]. ( ). 2011. 7 26. [J]. . 2011. 12 †¢ Appendix 1. Individual Interview Questions: 1. Do you what is reading strategies? 2. When do you begin to learn about reading strategies? 3. , , Do you usually use the reading strategies in doing reading tests? What kind of strategies did you use? Please put them in order according to frequency. 4. Do you think reading strategi es do help in your reading test? And how? 5. , What’s your reading score in the extensive reading? 2. The whole passage: Search begins for ‘Earth' beyond solar system Staff and agencies Wednesday December 27, 2006 Guardian Unlimited 1. A European spacecraft took off today to spearhead the search for another â€Å"Earth† among the stars. 2. The Corot space telescope blasted off aboard a Russian Soyuz rocket from the Baikonur cosmodrome in Kazakhstan shortly after 2. 20pm. 3. Corot, short for convection rotation and planetary transits, is the first instrument capable of finding small rocky planets beyond the solar system.Any such planet situated in the right orbit stands a good chance of having liquid water on its surface, and quite possibly life, although a leading scientist involved in the project said it was unlikely to find â€Å"any little green men†. 4. Developed by the French space agency, CNES, and partnered by the European Space Agency (ESA), Austr ia, Belgium, Germany, Brazil and Spain, Corot will monitor around 120,000 stars with its 27cm telescope from a polar orbit 514 miles above the Earth. Over two and a half years, it will focus on five to six different areas of the sky, measuring the brightness of about 10,000 stars every 512 seconds. . â€Å"At the present moment we are hoping to find out more about the nature of planets around stars which are potential habitats. We are looking at habitable planets, not inhabited planets. We are not going to find any little green men,† Professor Ian Roxburgh, an ESA scientist who has been involved with Corot since its inception, told the BBC Radio 4 Today programme. 6. Prof Roxburgh said it was hoped Corot would find â€Å"rocky planets that could develop an atmosphere and, if they are the right distance from their parent star, they could have water†. 7.To search for planets, the telescope will look for the dimming of starlight caused when an object passes in front of a star, known as a â€Å"transit†. Although it will take more sophisticated space telescopes planned in the next 10 years to confirm the presence of an Earth-like planet with oxygen and liquid water, Corot will let scientists know where to point their lenses. 8. Measurements of minute changes in brightness will enable scientists to detect giant Jupiter-like gas planets as well as small rocky ones. It is the rocky planets – that could be no bigger than about twice the size of the Earth – which will cause the most

Conventional Wisdom and American Elections essay

Conventional Wisdom and American Elections essay Conventional Wisdom and American Elections essay Conventional Wisdom and American Elections essayThe Electoral College, established by the US Constitution (Article II, Section1), consists of a group of 538 electors who participate in presidential elections. The Electoral College works in the following way: each state should have the same number of electors and the members of the US Congress. There are 538 votes totally. The candidate, who is able to win the majority of votes, will become the president. Electoral College votes play an important role in the strategy of electoral campaign. It is not required to win the popular vote in each of 50 states in order to win the presidential elections because a candidate for the presidency can win elections by winning the majority of votes in 11 states, which â€Å"have the largest number of electoral college votes† (Baumgartner Francia, 2008, p. 167).Some of the main pros and cons in the debate about whether to keep or abolish the current Electoral College process can be explained b y different approaches to winning the presidency. The opponents state that Electoral College is undemocratic in its nature because there are some flaws in this institution. According to Longley, these flaws include â€Å"the faithless elector, the winner-take-all system, the constant two electoral votes, the uncertainty of the winner wining, and the contingency procedure† (qtd. in Rose, 1994, p. 199).  One proposal to change how the system works without formally abolishing it can be explained by changes in the winner’s victory, which should not be exaggerated. Electoral College could work through direct vote. In this case it should not be abolished. Many supporters state that the Electoral College guarantees a popular vote election that can provide â€Å"one person-one vote† election. The Electoral College’s underlying rationale has direct relation to contemporary America. This institution has worked effectively and should not be modified as it protects the smaller states. I consider that Electoral College has a strong impact on presidential leadership capacity.   Without this institution, a candidate to the presidency could run solely in the densely populated states and win the victory in the elections, completely ignoring the opinion of the less populated rural states.

Dead Metaphor Definition and Examples

Dead Metaphor Definition and Examples A dead metaphor is traditionally defined as a  figure of speech that has lost its force and imaginative effectiveness through frequent use. Also known as a  frozen metaphor or a historical metaphor. Contrast with creative metaphor. Over the past several decades, cognitive linguists have criticized the dead metaphor theory- the view that a conventional metaphor is dead and no longer influences thought: The mistake derives from a basic confusion: it assumes that those things in our cognition that are most alive and most active are those that are conscious. On the contrary, those that are most alive and most deeply entrenched, efficient, and powerful are those that are so automatic as to be unconscious and effortless. (G. Lakoff and M. Turner, Philosophy in the Flesh. Basic Books, 1989) As  I.A. Richards said back in 1936: This favorite old distinction between dead and living metaphors (itself a two-fold metaphor) needs a drastic re-examination (The Philosophy of Rhetoric) Examples and Observations Kansas City is oven hot, dead metaphor or no dead metaphor. (Zadie Smith, On the Road: American Writers and Their Hair, July 2001)An example of a dead metaphor would be the body of an essay. In this example, body was initially an expression that drew on the metaphorical image of human anatomy applied to the subject matter in question. As a dead metaphor, body of an essay literally means the main part of an essay, and no longer suggests anything new that might be suggested by an anatomical referent. In that sense, body of an essay is no longer a metaphor, but merely a literal statement of fact, or a dead metaphor. (Michael P. Marks, The Prison as Metaphor. Peter Lang, 2004)Many venerable metaphors have been literalized into everyday items of language: a clock has a face (unlike human or animal face), and on that face are hands (unlike biological hands); only in terms of clocks can hands be located on a face. . . . The deadness of a metaphor and its status as a clichà © are relative m atters. Hearing for the first time that life is no bed of roses, someone might be swept away by its aptness and vigor. (Tom McArthur, Oxford Companion to the English Language. Oxford University Press, 1992) [A] so-called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use. (Max Black, More About Metaphor. Metaphor and Thought, 2nd ed., ed. by Andrew Ortony. Cambridge University Press, 1993) It's Alive! The dead metaphor account misses an important point: namely, that what is deeply entrenched, hardly noticed, and thus effortlessly used is most active in our thought. The metaphors . . . may be highly conventional and effortlessly used, but this does not mean that they have lost their vigor in thought and that they are dead. On the contrary, they are alive in the most important sense- they govern our thought- they are metaphors we live by. (Zoltn Kà ¶vecses, Metaphor: A Practical Introduction. Oxford University Press, 2002) Two Kinds of Death The expression dead metaphor- itself metaphorical- can be understood in at least two ways. On the one hand, a dead metaphor may be like a dead issue or a dead parrot; dead issues are not issues, dead parrots, as we all know, are not parrots. On this construal, a dead metaphor is simply not a metaphor. On the other hand, a dead metaphor may be more like a dead key on a piano; dead keys are still keys, albeit weak or dull, and so perhaps a dead metaphor, even if it lacks vivacity, is metaphor nonetheless. (Samuel Guttenplan, Objects of Metaphor. Oxford University Press, 2005) The Etymological Fallacy To suggest that words always carry with them something of what may have been an original metaphoric sense is not only a form of etymological fallacy; it is a remnant of that proper meaning superstition which I.A. Richards so effectively critiques. Because a term is used which was originally metaphorical, that is, which came from one domain of experience to define another, one cannot conclude that it necessarily continues to bring with it the associations which it had in that other domain. If it is a truly dead metaphor, it will not. (Gregory W. Dawes, The Body in Question: Metaphor and Meaning in the Interpretation of Ephesians 5:21-33. Brill, 1998)

Set of Codes and Ethics in the Profession Assignment

Set of Codes and Ethics in the Profession - Assignment Example There is also a notion that ethics evolve over time with respect to the problems that professionals face and with the establishment of ethics there is a promotion of confidence in the profession. In its Code of Ethics the American College of Nurse-Midwives it is states that â€Å"midwives support and maintain the integrity of the profession of midwifery and thus contribute to a profession worthy of being considered by society as a public good† (Midwife). Ethics can also help to solve any price stated ethical or moral dilemma that one might face (Husted and Husted, 2008). As a professional in the field of midwifery there have been moments where there is a certain ethical/legal situation that one comes across and does not know how to deal with (Frith and Draper, 2004). At times patients divulge certain facts about their lives and health that, they wish others not to know and expect that they be kept a secret from others. Such facts may well be of such a nature that it becomes di fficult not to discuss them with others for the fear of the safety of the patient. A situation similar to what I was confronted with when a 28 year old Russian woman in her twelfth week of pregnancy came for her booking appointment. A registered midwife was supervising the booking which I was doing at that particular time. was Once the booking had begun the midwife told me that she had to step out of the room for some time and told me to carry on with my work. Once the midwife had left the room the woman who had come in started to disclose to me that she was a victim of domestic abuse at the hands of the man who was now her ex. The woman had told me this information in confidence and requested that I keep it as such and not tell anyone else what she had told me, especially not the midwife. She even requested that I not make a note of it anywhere in the documents. I tried to make her understand that though I would keep the conversation between us a secret, I still needed to inform my superior of the facts upon which she begged me not to. I was in the process of asking her questions about whether she felt safe when the midwife returned to the room and the conversation ceased and I resumed the booking. During the time the woman remained in the room I said nothing to the midwife about the disclosure of domestic violence that the woman had made. Once the woman took her leave I told the midwife what the woman had told me upon which she said to leave the matter the way it was for now. I had concerns about the situation the woman was in and it seemed to me that there should have been a referral and support given to her. I was trying to support the woman into getting herself some support and perhaps break free from the violence that she was in. by telling my supervising midwife I was hoping that something would be done to help the situation the young woman was living in or she would be shown other routes that would help her cause. Nothing was done for her who made it d ifficult for me as I had thought otherwise. It is not clear what the consequences of the decision to sit by and do nothing were that day but they may not have been well received.  

Planning and Implementation of Mega-urban Projects Essay

Planning and Implementation of Mega-urban Projects - Essay Example Another aspect of these mega urban projects is the fact that the built environment needs to be based on the social systems and structures in such a way that the economy, culture, and social factors become evident through the arrangement of the landscape. This is what Soja describes as the â€Å"socio-spatial dialectics† These four major factors come together to define the capitalist and socio-spatial elements of a given mega urban project. This is because these indicators provide the basis for evaluating urban development project. This paper examines three urban mega projects in the United Kingdom, Germany, and South Korea. The paper examines the key elements of these three project in relation to the concepts and ideas of urban megaprojects. In arriving at this end, the paper will compare differences and similarities between the base projects. In this process, the paper will examine the trends in urban megaprojects. Liverpool ONE is a major urban development project that was conducted to boost the competitiveness of one of the UK's cities. It involved a total of about  £1 billion in expenditure and it sought to redevelop 42 acres of Liverpool into a retail-oriented zone (Grosvenor, 2007). The project was completed in 2008 and it made that zone of Liverpool one of the top five retail centers in the UK. The Potsdamer Platz in Germany is one of the key areas of Berlin and lies just a kilometer away from the famous Brandenburg Gate and has the German Parliament [Reichstag] just over twenty kilometers away (Weitz, 2007). This makes the region a very sensitive cultural and public section of Germany. The area came under intense Allied bombardment during World War II and it became a buffer zone during the Soviet Occupation (Weitz, 2007). However, after German reunification in the late 1980s, the Potsdamer Platz has gone through a lot of change processes.