English Poetry Analysis Speech Essay Example For Students

English Poetry Analysis Speech Essay Robert Frosts Stopping By The Woods On a Snowy Evening, and Edgar Allen Popes Alone all contain the subject of confinement. In spite of the fact that the subject is the equivalent, the sonnets show it in various ways, and express it through various composing styles, language gadgets and idyllic structures. Turn Upward Is a verbally expressed word piece that discussions about societys current fixation on the Internet and web based life, and how they keep individuals from having genuine communications with one another. The subject of disengagement in Look up originates from the social disconnection present when individuals are utilizing electronic gadgets continually rather f genuinely speaking with others. The title of the sonnet is additionally its fundamental message, to turn upward from your telephone and PC, and make every moment count. Gaze Upward Is sent in rhyming couplets, In the structure BABE. In spite of being a straightforward beautiful structure, these rhyming couplets are exceptionally successful in Turks sonnet. They make for a consistent mood, which alongside the effectively comprehended words permits the message to be the primary point of convergence. The tone of Look up is dismal, and urgent, however cheerful also, as it conjures a longing to change in the crowd. The language is casual and utilizes saying, for example, till and knave. This encourages the crowd identify with the sonnet more, as It Is less imposing, which makes them bound to concur with There are numerous language gadgets utilized in Look up that add to its capacity. It is expected to persuade, and utilizes convincing language strategies. One of these is comprehensive language, for example, we and your, as in this line, Give individuals your adoration, dont give them your like. Comprehensive language causes the crowd to feel as though the sonnet Is aimed at them actually, which encourages them to interface genuinely with the words. Redundancy Is utilized In Look up to implement a specific Idea or message In he watchers minds. This can be found in the rehashed utilization of the line, Look up from your telephone, shut down the showcase. Turks sonnet likewise contains similar sounding word usages and likenesses; the previous to add a melodic quality to the words and to draw the crowds consideration, and the last to add to the Imagery of the sonnet. A case of similar sounding word usage Is this line, Youre being gainful and present not saved and hermit. A case of a comparison is this expression, living like robots. Turk is contrasting people with robots, which makes an image of society. Catch 22s are utilized in the sonnet to accentuation social Isolation. A model is the bother, l have 422 companions yet I am forlorn. Turk likewise utilizes clicks, to pass on importance a kid leaving their folks to get free. Turks sonnet targets people groups feelings. It offers to the longing to become hopelessly enamored, and have youngsters, and be cheerful. It sends the message that utilizing less innovation will compare to these things occurring, which isn't really obvious, however viable in moving individuals to tune in to the message. I like this sonnet, and certainly think that its pertinent to my life. At the point when I originally watched Look Up, it made me need to part with every one of my assets and go Join the Amiss or something, which is amusing in light of the fact that without future I could never have seen the video. Robert Frosts Stopping By The Woods On A Snowy Evening is a verse sonnet. On a superficial level it is about a people battle of settling on the decision between remaining for the time being in someone elses woods or proceeding on their Journey, however is regularly deciphered as having a more profound significance. It comprises of four verses of four lines each, and has a rhyming plan of BAOBAB. This example rehashes until the last verse, where the fourth line additionally rhymes with the initial three, and is really indistinguishable from the third. This rhyming method makes a streaming impact, which assists with setting the mind-set of the sonnet. Since the last two lines of Stopping By The Woods interfere with the structure that different sections have set, they stick out and turn into a primary point of convergence. The title is direct, as it depicts the move that is making place. The tone of the sonnet is unsure, exhausted, and attentive, while its mind-set is quiet and despairing. The topic of segregation in Stopping By The Woods is communicated through the physical disengagement of the storyteller from the remainder of society. This can be concluded from expressions, for example, his home is in the town however, he won't see me halting here, and the main different sounds the breadth of simple breeze. Ice utilizes redundancy of the sonnets last line, And miles to go before I rest, to make Stopping By The Woods progressively compelling. This concretes the line in the perusers mind, which prompts further consideration of its importance. Ice additionally utilizes representation. The storyteller gives human-like characteristics to his pony in the lines My little pony must think it eccentric, and He gives his bridle ringers a shake to inquire as to whether there is some error. As a general rule, his ponies goals and considerations would be difficult to know. This exemplification shows the social detachment that the storyteller has encountered, as e has identified with his pony as he would to someone else. This sonnet is my most loved out of the three. Love Poetry EssayTo draw in with each other and investigate someones eyes. Were encircled by youngsters who since they were conceived make universes most noteworthy Dad If you cannot engage a kid without utilizing a cushion When I was a kid Id never be home Id be out with my companions, on our bicycles marry meander Id wear gaps in my mentors and touch up my knees Or fabricate our own clubhouse high up in the trees Now the recreation center is so peaceful it gives me a chill See no kids outside and the swings hanging still Theres no skipping, no hopscotch, no congregation and no steeple Were an age of boneheads, advanced mobile phones and stupid individuals So turn upward from your telephone, shut down the spread Take in your environmental factors, benefit as much as possible from today Just one genuine association is everything it can take To show you the distinction that being there can make Be there at the time as she gives you the look That you recall everlastingly as when love overwhelmed The time she originally held your hand or first kissed your lips The time you initially differ yet at the same time cherished her to bits The time you dont need to tell many what youve Just done Because you need to impart this second to Just this one. The time you sell your PC so you can purchase a ring For the young lady you had always wanted who is presently the genuine article The time you need to begin a family and the second when You first hold your daughter and get the opportunity to experience passionate feelings for again The time she keeps you up at evenings and all you need is rest And the time you wipe away the tears as your infant escapes the home The time your infant young lady comes back with a kid for you to hold And the time he calls you Granddad and causes you to feel genuine old The time you take in all youve made when youre giving life consideration And how youre genuine happy you didnt squander it by looking down at some development The time you hold your wifes hand, plunk down adjacent to her bed. You disclose to her that you love her, lay a kiss upon her head. She at that point murmurs to you discreetly as her heart gives a last beat That shes fortunate she got halted by that lost kid in the road But none of these occasions at any point occurred. You never had any of this When youre excessively bustling looking down, you dont see the odds you miss So turn upward from your telephones, shut down those showcases We have a limited presence, a set number of days Dont squander your life getting trapped in the net since when the end comes, nothings more awful than lament I am liable too of being a piece of this machine this computerized world we are heard however not seen where we type as we talk and read as we visit here we go through hours together without looking So dont yield to a real existence where you follow the publicity Give individuals your affection, dont give them your like Disconnect from the should be heard and characterized Look up from your telephone, shut down the presentation Stop watching this video, live the genuine way. Look Into Notes Isolation is social segregation because of innovation use Alliteration-beneficial and present not held and loner Colloquialism-till Repetition-Look up from your telephone Simile- living like robots Paradox-I have 422 companions yet I am forlorn Tone is dismal, urgent, yet cheerful. Sonnet is unexpected, yet helpful. Halting By The Woods Notes Lyric sonnet Rhyming plan BAOBAB Beautiful symbolism Personification of pony my little pony must think it eccentric Repetition of last line to make it stand apart Isolation is physical, geological disengagement. Vague importance Alone Notes Lyric sonnet with rhyming plan of BABE Mood is serene and despairing Imagery used to set an image Metaphors utilized the cloud that appeared as an evil presence in my view Isolation is feeling alone while around others Lines separate sentences which makes progression Depressing sonnet however makes you think Whose woods these are I think I know. His home is in the town however; He won't see me halting here To watch his woods top off with day off. My little pony must think it strange To stop without a farmhouse close Between the forested areas and solidified lake The darkest night of the year. He gives his bridle ringers a shake To inquire as to whether there is some misstep. The main different sounds the breadth Of simple breeze and fleece drop. The forested areas are flawless, dull and profound, But I have vows to keep, And miles to go before I rest, And miles to go before I rest.

Communication In A Virtual Conference †MyAssignmenthelp.com

Question: Talk about the Communication In A Virtual Conference. Answer: Conversation of the procedure to remunerate the absence of eye to eye correspondence in a virtual gathering Up close and personal association is a tedious procedure and the transportation cost is regularly high. Consequently, virtual correspondence is a financially savvy way, which spares time additionally (Lang, 2016). In any case, giving subtleties of a gathering through the virtual correspondence the absence of up close and personal data can be moderated. Getting ready for a conference An arrangement for a conference requires a fundamental structure to lead the gathering effectively (Getz, 2016). Notwithstanding, an appropriate assessment of the created arrangement is required to comprehend the phases that will be taken in a business. Motivation behind the gathering One of the most significant things of leading a gathering is the reason for the gathering. The principle reason for the gathering was to upgrade the business income age by building up the new estimating technique. Be that as it may, it is significant for every association to discuss unmistakably with their partners in regards to the plan of the gathering to develop their enthusiasm toward this gathering (Chen et al., 2016). The association ought to guarantee that the gathering, which they are going to lead, will be able to satisfy their motivation (Dimitrova, 2016). Be that as it may, on the off chance that the motivation behind the gathering isn't clear, at that point it is hard to pick up progress from such gathering. The virtual gathering is extremely basic today in any gathering. This gathering incorporated the virtual meeting with the worldwide customers and a vis-à-vis association with the interior partner simultaneously. Vision creation is one o the most significant strides of a gathering as each occasion is related with a dream. A dream creation drives the association to gauge the expense of their coming business activity. Scene of the gathering In this investigation, a conference of a retail segment was hung on the eighth September 2017 in the Melbourne. The gathering was held at 12 PM in a business meeting lobby of a notable lodging in Australia that comprise 50 individuals one after another. Time of the gathering and number of members The gathering has been directed on seventh September 2017 from 12 PM to 5 PM. Around 20 people were engaged with this gathering. Term of the gatherings The term of the gathering was 5 hours from 12 PM to 5 PM. A 45 minutes mid-day break was taken from 2 PM to 2.45 PM. Correspondence procedure of the gathering Video gathering has been organized this gathering to speak with the global customers who couldn't go to this gathering. This virtual correspondence has empowered this association to speak with their national and universal customers simultaneously in regards to their new business arranging (Couch, 2017). Aside from this a vis-à-vis correspondence was organized with the interior partners those were available genuinely in this gathering Devices and te chniques to mastermind the gathering This association directed a gathering to upgrade their business income by presenting new estimating procedure. Be that as it may, setting creation is critical for this gathering as most extreme meetings in the lodging require in-house administration for this meeting the board (Eades et al., 2017). This gathering included for the time being convenience for their visitors. Be that as it may, it is significant for the association to build up an away from about the conduction of the gathering. Subsequently, if the members get an away from about the motivation of the gathering then they will assist with achieving this gathering as opposed to worried about this gathering. A few people are associated with a gathering subsequently it is critical to partition the undertaking among the members who are going to this gathering. ID of the assets is critical to build up an arrangement for a gathering as so as to meet the objective legitimate asset assignment is pivotal (Johnson, 2017). Setting the cutoff time ought to be sensible and reachable in this gathering. Nonetheless, during the gathering, the members ought to be guaranteed about their duty and they have to follow everything. In a gathering, it is difficult to legitimize the time, thus, it is critical to catch up the gathering appropriately. The gathering was a conceptualizing meeting so as to manufacture an incredible group to meet the business destinations of the association. The workers have been engaged by the chain of importance in this gathering to include in the dynamic procedure of such gathering. The solace level of the workers and customers was seen by the chain of command in this gathering. Hence, appropriate game plan of their food and drink has embraced for this gathering. In any case, it is significant for each gathering to urge their partners to take an interest and satisfy their obligation (Ghlala, Aouina Said, 2017). The authority of the business ought not hold the gathering as it will be costly and burn through the cash and time. Be that as it may, a few limitations were applied in this gathering to make the partners adequate and to run the gatherings with no deterrent. Centrality of the planning of such gathering The accomplishment of a gathering relies upon the planning of the gathering, in any case, in the event that the readiness of the gathering isn't determined, at that point it is hard to pick up progress from such gathering (Eades et al., 2017). In the present gathering, the readiness was acceptable, notwithstanding, the motivation of the gathering was obvious to the partners that helped them to take an interest in this gathering and to comprehend their obligation appropriately. Job of the two members Two members have assumed the essential job in this gathering. One is the group chief and another is the HR of the association. Notwithstanding, the pioneer has assumed a huge job in urging the workers to partake in this gathering by spurring them (Johnson, 2017). Then again, the HR of the association took all the obligations appropriately to organize the gathering in the best possible way as it was fundamental to bring accomplishment for the gathering. Suggestions Up close and personal correspondence with the universal customer will be useful for this gathering than the virtual correspondence as it will improve the comprehension and connection between the partners. Along these lines, this gathering was about the business income age while conversation over the partners benefits in this gathering will be viable to build up the presentation of the partners. References Lang, A. W. G. (2016). 2016 AACP Council of Deans Interim Business Meeting, February 21, 2016, Tampa, Florida Call to Order.Journal Information,80(10). Dimitrova, N. (2016). REPORT ON THE ANNUAL BUSINESS MEETING.University of California, Berkeley,4, 6. Lounge chair, L. (2017). Ninety-Second Annual Business Meeting.Journal of Parasitology. Eades, K. M., Eades, K. M., Lehman, J., Lehman, J., Green, R., Green, R. (2017). JL Railroad: The Board Meeting.Darden Business Publishing Cases, 1-14. Johnson, C. E. (2017).Meeting the moral difficulties of authority: Casting light or shadow. Sage Publications. Chen, C. Y., Wu, K. W., Lee, J. C. (2016, January). A Meeting-Oriented Process for Streamlining Business Collaboration: A Conceptual Example of Software Development Case. InProceedings of the International Conference on Software Engineering Research and Practice (SERP)(p. 224). The Steering Committee of The World Congress in Computer Science, Computer Engineering and Applied Computing (WorldComp). Getz, K. (2016). June 11, 2016 Business Meeting Minutes.NASIG Newsletter,31(3), 6. Ghlala, R., Aouina, Z. K., Said, L. B. (2017, July). MC-DMN: Meeting MCDM with DMN Involving Multi-standards Decision-Making in Business Process. InInternational Conference on Computational Science and Its Applications(pp. 3-16). Springer, Cham.

Prof(ILL)es Series Sarah Warren

Prof(ILL)es Series Sarah Warren This is post 3 of 3 in my Prof(ILL)es Series. If you are interested in learning more about why I’m doing this, check out my introduction piece. Click here if you missed last week’s Prof(ILL)e with Paul Ceneac. You can learn a lot from athletics. There’s a reason why many dedicate their lives to participating, covering, and building businesses around the idea of competition and sport. This is certainly the case for Sarah Warren. Growing up in a motivated, athletic family, Sarah excelled in sports such as speed skating (where she was a Junior U.S. National Team member) and soccer. A talented student as well, Sarah had plenty of options to consider when it came to where she was going to go to college (she mentions the University of Chicago as an early frontrunner). However, when the University of Illinois called to offer a spot on the women’s varsity soccer team it was, in Sarah’s words, “an opportunity [she] couldn’t pass up. These days, Sarah is able to reflect as a senior class captain on the time and effort she’s dedicated to both the team and this university. She’s most proud of her work with the soccer team, both on and off the field. “The connections you make on the team is an opportunity not many get to experience, but it’s one of those that completely changes your life forever.” The soccer experience seems to be a unique one for Sarah: “It’s just one of those things where you’re either all in or not in at all, and when you’re all in you create these bonds and experiences that not only shape your time here but shape your time in the future.” Sarah on the pitch for the orange and blue Not only has Sarah been able to build important bonds, but develop important skills like leadership and time management through the sport. Regarding leadership, she said “I’ve always been the loudest in the room, but being able to lead people has not always come easily to me.” Leadership is often very personal, and takes time to develop your own effective style. Sarah continued, “I’ve always known how I can be led and what motivates me, but that’s not always the same as the person next to me or the person in front of me…learning what I can do to get everyone motivated and on the same page is something I’ve definitely grown and matured into, not only in sports but in everything in life.” Sarah remains extremely involved on campus outside of soccer, too. Sarah is a part of multiple engineering honors societies, vice president for the Illinois Sports Business Conference, a research assistant on campus, and spends many hours on community service and philanthropy. With such a diverse and challenging schedule, Sarah’s insights on time management can be valuable to any college student. “I’ve always really been busy, before even coming to school…it’s always been one of those things where you kind of have to fit things in. It’s just timing, and definitely something you mature into in college. Freshman year I would get six hours of sleep a night, tops, but I wouldn’t say it was necessarily all the work and responsibilities I had. It was just not planning.” Since her freshman year, Sarah learned to utilize the time management resources available in order to allow her to do more meaningful work. In addition, through this more meticulous organizing, she’s been able to find more time to develop meaningful relationships with her friends. “It would say that it’s a necessary [component]. When I am booking time out that’s something that always needs to be there because we are in college and you need to build and foster these relationships…those are the memories you’re going to remember.” An aside: one of the key takeaways I’ve noticed through this series is the importance of finding meaningful personal time and time with friends. It’s been the one thing that’s been universal so far. The 2016-17 ISBC Executive Board at the 3rd annual conference Professionally, Sarah cites her work with the Illinois Sports Business Conference as a major influence, as it gives her access to those in the field she’s interested in. She’s passionate about remaining in athletics as a professional, particularly on the medical side getting involved in orthopedics. For Sarah, changing the outlook of someone’s career is sometimes akin to changing someone’s life. She would know, because look at what sports has given her. Finally, it should come as no surprise that Sarah’s biggest piece of advice to students is to remain involved. It’s incredibly important to put yourself out there and get ready to make mistakes. To any aspiring student-athlete or busy person in general, Sarah serves as a model for balance and focus at the collegiate level. Talk soon. Steven Class of 2019 I’m from New Canaan, Connecticut. I'm studying Management Entrepreneurship in the Gies College of Business and Political Science in the College of Liberal Arts and Sciences.

Case 1 Mystic Monk Essay - 785 Words

1. How strong are the competitive forces confronting lululemon in the market for performance-based yoga and fitness apparel? Do a five-forces analysis to support your answer. High Supplier Power There are a lot of suppliers available in the market that want to produce for lululemon because of the increased value of the company High Buyer Power Other brands offer the same products Low cost switching because other brands offer these items at a lower price Moderate New Entrants Popular athletic brands such as Nike, adidas and Under Armor are specializing in different aspects such as basketball and outdoor sports which are mainly for men thus, it has a different target market and brand identity as opposed to lululemon. Brands†¦show more content†¦They approach community yoga teachers to wear their products so they can test it and recommend it to their students. Besides this, they give them free items and opportunities to deepen their relationships with them. On the whole, being able to focus on one aspect alone helps lululemon to make them standout among the pool of competitors accompanied by their community based strategy. 3. What do you see as the key success factors in the market for performance-based yoga and fitness apparel? -Community Based Marketing -Technological Innovation -Superior Customer Interaction 4. What does a SWOT analysis reveal about the overall attractiveness of lululemon’s situation? Strength -Style/ Comfort -Innovation -The product is designed to sustain 5 years of intended use while maintaining functional -Employee Training -Multiple green initiatives -Brand Identity Weakness -Quality control/supply chain -Loss of customer service with increased scale -Marketing targeted to mostly yoga instructors -High retail price -Weak brand recognition Opportunity -Increase demand in athletic apparel -Serve additional market segments -Fitness craze -Expand into additional geographic markets -Expand product line Threats -Economy -Copy cats -Niche of banking on niche markets -Increased competition from current large players in the market -New Entrants The SWOT analysis shows the strengths, weaknesses, opportunities, and threatsShow MoreRelatedMystic Monks Coffee Memo1632 Words   |  7 PagesCHERYL TRAHMS FROM: SUBJECT: MYSTIC MONKS COFFEE CASE DATE: 11/6/2013 SUMMARY: The Carmelite Monks of Wyoming are interested in expanding their current monastery through the purchase of an $8.9 million ranch to accommodate more monks and provide a larger place to worship the Lord. 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What is his vision for Mystic Monk Coffee? What is the mission of  the Carmelite Monks of Wyoming? Father Daniel Mary established the future direction for Carmelite Monks. He determined clear sense of the future, directions and inspiration for the goal setting. The biggest vision of Father Daniel Mary included expanding the monastery byRead MoreMystic Monk Case Study1184 Words   |  5 Pages1. What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite Monks of Wyoming? A vision is basically the target goal for the company’s future. After reading the Mystic Monk Case, I came to the conclusion that the vision for the company is to earn enough profit to be able to purchase a Ranch called Irma Lake. In the case study, Father Daniel Mary states his vision, â€Å"We beg your prayers, your friendship and your support that this vision, our vision may come to be that MountRead MoreThe Mission Of Mystic Monk Coffee Essay937 Words   |  4 Pages 1. 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They also produce T-shirts, gift cards, CDs featuring the monastery’s Gregorian chants,Read MoreMystic Monk Coffee Case1195 Words   |  5 Pages1.. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite Monks of Wyoming? -Father Daniel Mary established the future direction for Carmelite Monks. He determined clear sense of the future, directions and inspiration for the goal setting. -The biggest vision of Father Daniel Mary included expanding the monastery by acquiring the Irma LakeRead MoreCase Study : Mystic Monk Coffee1228 Words   |  5 PagesCase Study #1: Mystic Monk Coffee Question 1: Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite Monks of Wyoming? Father Daniel Mary has a set clear vision for the direction of the Carmelite Monks. His plans include growth and expansion in productivity, business development, and spirituality. Father Mary has a set goal, and strongly believesRead MoreO Fold2325 Words   |  10 PagesO-fold Innovation Assignment Questions    1. Select which business model Alex should pursue and defend your answer. Alex should pursue is Use a Crawl-Walk-Run Strategy. The advantage to choosing this business model is lowest risk. There is no need for a huge star-up cost, and it fits Alex’s current financial situation. Second advantage of Crawl-Walk-Run strategy is, it gives Alex’s time to do market research for his invention. One of the reason many small business was failure is that they didRead MoreGood Online Guitar Lessons For My Nephew2479 Words   |  10 Pagessome might consider philosophical or spiritual in nature; it s basically an outside-the-box thinking lesson). A mystic can be defined in many ways. Perhaps the definition I would agree with most is, one who intuitively experiences (or strives for) obscure types of knowledge through the practice of various religious methods. Examples of mystical experiences could be 1) A feeling of one-ness with the infinite forces of the universe, 2) Having a sense of timelessness 3) Seeing beyond the

Essay on Third World Development - 2163 Words

Within the last 60 years, Third World development has been a global priority, at the top of virtually every Western agenda. And with the rise of the global population and poverty levels continuing to rise along with it, it is very easy to see why human development is becoming such a topic of focus and discussion among members of the academia. But one question that everyone wants the answer too is, how does Third World development fit into Globalization? Despite apparent compatibility, when closely examined it is clear to see that Globalization actually contradicts Third World development due to the conflict of agendas. Both Globalization and Development hold views concerning market reform, social structure and regulation, which are†¦show more content†¦The lifeblood of these regimes is the dissatisfied citizens, the unimpressed masses who desire revolution and freedom from poverty, which is propogated to have risen out of Capitalist involvement in the Americas. Capitalist ec onomies, on the other hand, believe that it has nothing to do with their involvement and instead sees these stages of development as natural, something that every economy will go through, if they have not already. Despite the appeal, it is untrue to say that every developed nation has gone through stages of development that todays underdeveloped nations are going through. As Andre Gunder Frank puts it â€Å"the now developed countries were never underdeveloped, though they may have been undeveloped† (104). This goes to show that the playing field was not even for all, and that todays developing nations had a headstart in developing. Underdevelopment can also be, and has been, understood as a reflection or product of the economic, social, political and cultural characteristics of said country. Yet with a look at history we see that the underdevelopment of a â€Å"satellite† nation can be traced directly back to the past and current economic relations the nation has held with developed â€Å"metropoles†. This relationship between a metropolitan and satellite countries pertains back to the process and development of the world capitalist system, which benefits its WesternShow MoreRelated Technological Development And The Third World Essay1574 Words   |  7 Pages Technological Development and the Third World TECHNOLOGICAL DEVELOPMENT AND THE THIRD WORLD I wonder if people in Third World countries know that they are considered the quot;Third World?quot; Do they use that term in reference to themselves? Do they have any perception of the comparison, judgment and bias that goes into that statement? Id like to think that they dont. 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With this said, by reducing the poverty level in countries such as Haiti, it is possible to avoid the many disasters that they face. Reducing poverty means that society must accept development. What is development and how can it be achieved? Development is simply to break the barrier between development and underdeveloped nations by process which leads the developing countries to gradually get to the quality of industrialized nations. This happ ens by our ability to imagine, theorize, conceptualizeRead MoreInternational NGOs and the Aid Industry1024 Words   |  4 Pageseliminate third world countries debt, and to help solve trade injustice. The campaign noticed an increase in North American development NGOs, and how all of them were campaigning for social change globally. Issues with social justice and aid depending on international politics are the most significant factors influencing African social, economic, and political life due to the fact that there is colonial ruling. The article talks about how poverty is the main problem facing third world countries,Read MoreThe Third World Debt Crisis1740 Words   |  7 Pagesof now there are many third world countries that are in debt and the one that I am going to be focusing on mostly is Africa. The third world debt crisis has to do with some of the poorest countries around the world that are in deep debts because they are not able to pay back loans that they were given to a while back. It is very hard for them to come up with the money and as time goes on little by little the amount keeps on increasing. This debt started back when first world countries had very largeRead MoreErnst Fritz Schumacher : A Study Of Economics As If People Mattered1301 Words   |  6 PagesErnst Fritz Schumacher was a British economist, born in Germany, who lived and worked during the middle of the 20th century. His work includes the development of full-employment policies during World War 2 and the planning of Britain’s post-war welfare state. He advised Britain’s nationalized coal industry for 20 years and in 1955 he was sent as an economic adviser to Burma with the aim of raising the living standards in the country. His life experiences motivated him to write Small is Beautiful:Read More Child Labor in the Third World Essay1195 Words   |  5 PagesChild Labor in the Third World The problem of child labor has become an ever-increasing concern among many nations. Many of the worst child labor offenses take place in Third World countries. Throughout these nations, children are being forced to work long hours in terrible conditions for little or no money. To fully understand child labor, one needs to address the reasons for supporting and opposing child labor, its effect on underdeveloped countries’ economies and the child laborers, and what

Allegories in Dr. Jekyll and Mr. Hyde Free Essays

Allegories in The Strange Case of Dr. Jekyll and Mr. Hyde The novel The Strange Case of Dr. We will write a custom essay sample on Allegories in Dr. Jekyll and Mr. Hyde or any similar topic only for you Order Now Jekyll and Mr. Hyde has many allegories within. An allegory is a symbol with a deeper meaning. In The Strange Case of Dr. Jekyll and Mr. Hyde, there are many allegories. First, there is the religious allegory of the devil and the lower self as well as the â€Å"hiding† aspect of Hyde. Hyde is also an allegory of human character in general. The city of London, and all of its descriptions written by Robert Lewis Stevenson, is filled with allegories. First, Hyde is a complex allegory because it is arguable what exactly Hyde is supposed to represent. Hyde could be an allegory of the devil himself. Hyde could be a demon inside of Jekyll, sort of like in the Exorcist, that needs to come out but eventually become uncontrollable. Although Dr. Jekyll is described as a nice man who has many friends, but he losses them all when he drinks the potion to become Hyde. Hyde could just be an allegory for a literal part of Dr. Jekyll, which is Stevenson’s statement of saying that every person holds a â€Å"lower self,† that just wait for an opportunity to reveal evil. Also one of the most famous quotes from The Strange Case of Dr. Jekyll and Mr. Hyde, is â€Å"If he shall be Mr. Hide than I shall be Mr. Seek. † This could also mean that Hyde is just a part of Jekyll’s soul that literally hides within. Lastly, Hyde could be an allegory of human character itself. Hyde could be an allegory of the capability that everyone has within. However some people never reveal this capability, but for others, like drug users, it is easier for the evilness to come out. London is also an allegory. Mr. Hyde lives in SoHo, which is described as dark, dingy, and filled with the filth of London, which is why it makes sense that Hyde lives there of all places. SoHo is supposed to represent the capability of evil, and where it is grown. In Victorian England, the poorest of the poor lived in awful slums, some had no choice but to live a life of crime and evil, just to escape their reality. On the other hand, Dr. Jekyll lives in a distinguished and posh neighborhood. This is an allegory for Jekyll’s character, as he is a nice man. However, in Victorian England, many bad things went on behind these closed doors, which is true for Dr. Jekyll. The door in the first chapter is an allegory, as well as all the passageways described, like the one to the laboratory. These passageways and doors are places in-between worlds where most of the events in the novel takes place. The in-between of the worlds is like Dr. Jekyll. He is not a good man, nor is he evil. Jekyll is complex, and struggles with the evil part of his personality. Allegories are abundant in the novel, The Strange Case of Dr. Jekyll and Mr. Hyde. How to cite Allegories in Dr. Jekyll and Mr. Hyde, Papers

Vladimir Lenin And His Rise To Power Essays - Old Bolsheviks

Vladimir Lenin and his Rise to Power Eventually, empires and nations all collapse. The end can be brought about by many causes. Whether through becoming too large for their own good, being ruled by a series of out of touch men, falling behind technologically, having too many enemies, succumbing to civil war, or a combination: no country is safe. The Russia of 1910 was in a tremendously horrible situation. She had all of these problems. Russia would not have existed by 1920 were it not for Vladimir Ilich Lenin, the only man capable of saving the failing nation. Russia in 1910 was a very backwards country. Peasants who lived in absolute poverty made up the vast majority of Russia's population (Haney 19). Russia's version of the feudal system had ended a mere 49 years earlier, but in effect it meant that peasants now owned the meager parcels of land upon which their survival rested. Their ruler, Czar Nicholas II, ruled aloof of his disorganized nation. His government of appointed officials and men in inherited positions did not represent the people (The Tyranny of Stupidity 120). Even though all of Europe had experienced the Industrial Revolution, Russia had precious little machinery. To obtain more advanced machines, the government traded grain to other countries in exchange for machinery, even though it meant that more people would starve (Haney 17). Compound this with the devastation and desperation brought on shortly thereafter by the First World War, and there was no confidence left in the government. Different political factions formed, and none got along (U.S.S.R. 63). Liberal constitutionalists wanted to remove the czar and form a republic; social revolutionists tried to promote a peasant revolution; Marxists promoted a revolution among the proletariat, or urban working class. The people were fed up with Russia's state of affairs and ready for change. Change was presented in the form of Vladimir Lenin, a committed, persuasive visionary with a grand plan. Lenin became hardened in his quest at an early age when his older brother Aleksandr, a revolutionary, was executed in 1887 for plotting to kill then-Czar Alexander III. ?I'll make them pay for this!? he said, ?I swear it!? (Haney 28) By 1888, at the age of 18, he had read Das Kapital by Karl Marx, a book about socialism and the evils of capitalism. A superb speaker, he could hold audiences at rapt attention with his powerful speeches (New Generation). People became convinced of his socialist views. He formed his own political party, the Bolsheviks, a split off of the earlier Marxists. Unlike other parties of his time, Lenin limited membership to a small number of full-time revolutionaries (Haney 41). This dedication and tight organization later proved both useful and effective. From 1897 to 1917, he traveled all over Europe writing propaganda, organizing strikes, and encouraging revolution among the working class, especially in Russia (Lenin, V.I. 191). Lenin knew what he wanted, knew how to get it, and was willing to wait. During World War I, the time was right and Lenin was the man. Czar Nicholas II remained totally focused on winning the war, and did not hesitate before committing more men and supplies to the war effort (Haney 65). But for an already starving country, every train that brought supplies to the front could not also be bringing food to peasants. With public sentiment and even the Czar's own army against him, Nicholas abdicated the throne in March of 1917 (69). A government by soviets (councils) was instated, but did not last long. After that, Alexander Kerensky seized power. In November, Lenin and his Bolsheviks, with help from armed citizens, stopped the revolving door. They took over St. Petersburg (then Petrograd) and later captured Moscow, meeting little resiezce along the way (Jantzen 613). Lenin took over the government and signed a treaty with Germany to take Russia out of the war. Immediately thereafter, civil war broke out between the Communists, called Reds, and the anti-Communists, called Whites, who had help from Western nations (Johnson 43). This help from outside Russia actually helped Lenin, as it drove public sentiment against the Whites. Russian troops, scattered and dispirited, had just been through World War I. Somehow, though, Lenin and his good friend Leon Trotsky organized these troops

Free Essays on Davids Mother

After watching David’s Mother, I believe I now have a more knowledgeable and empathetic perspective of how parents of children with special needs manage their lives. David’s Mother sheds light onto the easily-neglected world of the parent of a child with special needs, and seeing the parental issues involved. Viewing how Sally dealt with the widespread issues that evolve from raising and caring for such a child, really made me wonder whom we should pity. The child, or his/her helpless parent? (Besides for the fact that pity is not the appropriate emotion to express towards these children anyway.) Let’s face it. Sally has it pretty tough. Can you really blame her for getting too immersed in her son’s situation? How would any one of us cope with such a severe prognosis? She loved her son David with all of her heart, down to the core. Who can limit a mother’s love for her child? On the other hand, there is a famous quote, â€Å"The road to Hel l is paved with good intentions.† Although I’m positive that Sally intended only the best for David, that doesn’t mean that she wasn’t completely wrong when it came to knowing what proper care dictates. Sally acted as any mother would, the nurture and compassion that she displayed are innate instincts that even animals possess. Although I was a bit surprised at some of her apparent callousness towards her son at times, it was obvious that she loved him so much, that in her own eyes she wasn’t callous at all. She would sometimes get upset at him for ignoring her, did she really expect him to answer? No, that was just the relationship that they shared; she spoke, and she answered for him. Think what you may, but surely no one has a deeper affection for David than his own mother. After watching this film, I believe that parents have a special connection with their children, especially those with special needs. There is some type of understanding that exists, although it ... Free Essays on David's Mother Free Essays on David's Mother After watching David’s Mother, I believe I now have a more knowledgeable and empathetic perspective of how parents of children with special needs manage their lives. David’s Mother sheds light onto the easily-neglected world of the parent of a child with special needs, and seeing the parental issues involved. Viewing how Sally dealt with the widespread issues that evolve from raising and caring for such a child, really made me wonder whom we should pity. The child, or his/her helpless parent? (Besides for the fact that pity is not the appropriate emotion to express towards these children anyway.) Let’s face it. Sally has it pretty tough. Can you really blame her for getting too immersed in her son’s situation? How would any one of us cope with such a severe prognosis? She loved her son David with all of her heart, down to the core. Who can limit a mother’s love for her child? On the other hand, there is a famous quote, â€Å"The road to Hel l is paved with good intentions.† Although I’m positive that Sally intended only the best for David, that doesn’t mean that she wasn’t completely wrong when it came to knowing what proper care dictates. Sally acted as any mother would, the nurture and compassion that she displayed are innate instincts that even animals possess. Although I was a bit surprised at some of her apparent callousness towards her son at times, it was obvious that she loved him so much, that in her own eyes she wasn’t callous at all. She would sometimes get upset at him for ignoring her, did she really expect him to answer? No, that was just the relationship that they shared; she spoke, and she answered for him. Think what you may, but surely no one has a deeper affection for David than his own mother. After watching this film, I believe that parents have a special connection with their children, especially those with special needs. There is some type of understanding that exists, although it ...

Managing Conflict in Groups

Managing Conflict in Groups Here are 5 steps to solve the problem in a team. Read what conflicts are the most problematic and how to manage them. Interpersonal conflicts in organizational settings is a favorite topic for academic  study  and discussion, and for good reason: in any group, particularly in a work setting where the things people have in common on a  personal  level are likely somewhat limited, there will inevitably be conflict. And that is not exactly a bad thing; conflict can lead to innovation and new ideas, and the organization that runs too smoothly often finds itself becoming stagnant. Too many conflicts, however, can quickly lead to chaos and cause serious harm to the organization and its people if they are not managed properly. Problems Faced by Students at School Managing conflict – preventing it when possible, and resolving it productively when necessary – requires an understanding of the nature  of a conflict, the reasons which caused this conflict and the different forms it can take. The necessary prerequisite to being able to manage conflict is understanding the people involved; positions or demands aired in a dispute or argument among team members are manifestations of different interests – the fundamental needs and perspectives that lead people to take their particular points of view. Assessing the roles of people in groups can provide helpful insights. The type of conflict must also be correctly identified. Task or objective conflicts are conflicts about how to accomplish particular activities or goals. These kinds of conflicts can be seriously disruptive, but in general are easier to resolve than the second type of conflict, the relational conflicts, which are a clash of personalities. Conflicts between people on a personal level can be extremely difficult to manage  because they introduce a number of ethical hazards for the manager, who must be careful to very clearly relate solutions of a personal nature to job objectives, procedures, and requirements. How People React to Conflicts Every person will respond to a conflict with someone else in one of five basic ways: Avoidance Accommodation Competition Compromise Collaboration One thing that is misleading about much of the available literature on team dynamics and conflict management is that there is a common assumption that any person will have just one of these responses. That assumption makes it a bit easier to develop models of conflict resolution in academic research, but in the real world, people are inconsistent; the quiet technician who is quick to be accommodating to someone with a difference of opinion this time may come out swinging the next time a dispute arises. Much of an individual’s response to a conflict depends on the context, so the first objective of the manager/mediator in a dispute is to gather all the facts. Fortunately, the skills required to do this effectively – active listening and balanced communication – are the same ones that help defuse many conflicts before they even start. 5 Steps to Solve the Conflict in Your Team Step 1. As a manager thrusts into the role as a conflict mediator, you should start by asking two basic questions of everyone involved in the conflict: What is the disagreement about? How does this disagreement impact the objectives of the organization? Because it is a dispute, you will likely hear several different answers to both questions. That’s okay at this point, because the goals here are first, to gather the information you need to understand what is happening, and second, to compel the parties to the conflict to think through the problem themselves to clearly and accurately describe their positions. Step 2.  The next step is to gather everyone who has a stake in the outcome of the conflict. That may mean including some who have not spoken up (i.e., those practicing the avoidance strategy), and it may mean firmly telling some who have no real part in the dispute to go mind their own business. Once the people who are important to resolving the conflict are gathered together, clearly explain what successful  resolution of the conflict will be. Consensus, or common agreement among all concerned, is a good goal to aim for, but in reality a unanimous decision is probably unlikely; instead, a compromise representing the â€Å"highest common denominator† – a solution that meets as many of the group members’ interests as possible at the same time – is a more realistic objective. The important thing is to clarify what success will mean before the discussion begins; the team members will then have realistic expectations of the outcome and will be more inclin ed to reconsider and modify their individual positions as the conversation proceeds. Step 3. Once this is done, the next step – notice that the discussion of the actual problem has not even begun yet – is to agree on the way in which the discussion will be conducted. This might sound a bit silly, but it serves a very good purpose and saves time in the long run. It is a natural reaction of people when given the opportunity to take part in designing a process, even one as simple as the conduct of a group discussion, to strive for the process to have a successful or expected outcome. Step 4. In whatever manner the group decides to approach the rest of the discussion, the next stage is to define the problem. This is one part of conflict resolution where unanimity is necessary; quite often, teams will discover that they do not all have the same understanding of the issue they disagree on due to miscommunication or misinterpreted information. Simply clarifying the problem can ease tensions, and may even be a solution in itself; if not, at least it returns the team to a state of â€Å"working together† by providing a common focus. Step 5. The final and most time-consuming phase of the conflict resolution process is gathering and assessing possible solutions. Everyone with a position in the dispute obviously has a solution in mind; otherwise, there would be no conflict. Each of these potential solutions needs to be assessed by the group to answer three basic questions: Which solution is the most advantageous to the organization? Which solution is the most advantageous to the individuals concerned? Which parts of those two solutions (if they are not already the same) are common? The Art of Effective Problem Solving In general, with a perhaps a few minor changes here and there, the best solution to the problem causing the group conflict will be the set of common parts between the organization- and individual-favoring solutions the group is able to develop. Good references on conflict management and resolution: M.A. Rahim, Managing Conflict in Organizations (3rd ed.). Westport, Connecticut: Quorum Books, 2001. H. Fogler and S. LeBlanc, Strategies for Creative Problem Solving (2nd ed.).   Upper Saddle River, NJ: Prentice Hall, 2008

The Reaction of Faculty Staff to Resident`s Feedback on Their Teaching Essay

The Reaction of Faculty Staff to Resident`s Feedback on Their Teaching Performance - Essay Example The abstract is well drafted, and it has outlined the methods used and the main findings. The research would have more information present the research problem clearly. It is not clear from the abstract where the research problem. It has stated the aim of the research paper which is to increase understanding on how the reaction of faculty staff to resident`s feedback on their teaching performance. It would be in helping to include a recommendation in this paper in order to know the next step of action. The paper presents two research objectives that are later structured into research questions. The research objectives that were structured by research questions are: how the faculty staff proceeds on receiving feedback and the factors that influence on their progression (Van der Leeuw 2011, p.2). The objectives seem to look at the progress after the feedback. The aim was to increase understanding in the reaction to feedback. The objectives should be in line with the objective of the study. The inclusion of an objective that explores more on how the nature of the feedback makes the faculty react would help create more insight. The research questions give the direction to be followed during the research process. The research problem is clearly stated, and it gives the rationale for the study, then there is a reliable system in place that provides feedback. The issue is responsiveness of the faculty staff to the feedback. This agrees with the work of Steinert et al. (2006, p. 498) that stated that the change in teaching behaviors after feedback was not frequently researched on. The literature is up to date as most of the references were recently giving information of the recent advances.

The Writers of the Beat Generation and their Role in Rebellion and Research Paper

The Writers of the Beat Generation and their Role in Rebellion and Reflection - Research Paper Example This research paper describes the Beat Generation, that was a period in American history where writers broke through the barriers of censorship, and were able to present views that explored the taboos of the time and helped to spur on a revolution. The purpose of this essay is to look at the revolutionary nature of the Beat Generation, particularly the writers from this period in American history, and consider the way in which these writers presented views that were controversial. In addition, the researcher of this paper considers the ways that the writers spurred on rebellion within their environment, which had previously been subject to high levels of censorship. The approach of the researcher to examining this topic consists of multiple aspects presented. This capstone essay also considers the ways in which the Beat Generation succeeded, and where it failed. The first aspect will be to examine literature and research that has been done on this time period to consider the way in w hich the writing and behavior of the Beat Generation would have been understood within its context. The second component is examining the literature itself, and also responses to this literature within peer-reviewed papers. All information gathered will be directly related to the thesis in an attempt to provide strong support for the argument. One approach that may be taken is to consider a few specific authors from this period and to consider the way that their work contributed the rebellion and revolution in this period. Thesis Statement: The Beat Generation was a period in American history where writers broke through the barriers of censorship, and were able to present views that explored the taboos of the time and helped to spur on a revolution. Preliminary Annotated Bibliography Arthur, Jason. Allen Ginsberg’s Biographical Gestures. Texas Studies in Literature and Language. (2010). 52.2, 227-446. Print. This journal article is an interesting examination of the biography published by Allen Ginsberg in 2006, who is one of the most well-known Beat Generation. The author discusses in detail the approaches that Ginsberg takes in crafting his biography, and what is interesting about these approaches. This article provides a useful examination into the way a prominent Beat Generation writer is perceived both by himself and by an outside observer a significant time after his generation has passed. Huddleston, Diane M. The Beat Generation: They Were Hipsters Not Beatnicks. Department of History semi nar paper. Western Oregon University, 2012. Web. This capstone paper considers the ways in which the Beat Generation succeeded, and where it failed. The author considers the motives of this generation and how their intent was misunderstood by the society around them. One important aspect about this piece of literature is it considers the way that the Beat Generation and its impacts progressed through San Francisco, providing detailed information about critical events during this time. Lagaron, Elizabeth M. â€Å"Blessed are the Pure of Heart† Variations on Magical Realism in the Beat Generation: Pathways to Critique and Resistance. Dissertation. University of Kansas, 2009. Web. This dissertation provides an in-depth examination of various aspects of the Beat Generation, including literary works, and considers how magical realism was applied through their work. The author focuses on three key writers from the Beat Generation, Diane di Prima, Elise Cowen and Jack Kerouac. The a uthor also considers the influence of this on the social realities that the authors faced, something that is highly relevant to this paper. Peters, Nancy J. The Beat Generation and San Francisco’s Culture of Dissent. In, Reclaiming San Francisco: History, Politics, Culture. James Brook, Chris Carlsson, Nancy J. Peters eds. 1998. San Francisco, CA: City Lights Books. Print. This article considers the impact that the Beat Generation had on a specific area of the United States. Peters examines the way in which San Francisco’s culture led to the prevalence of such dissent, and likewise considers the way that the Beat Culture shaped San Francisco. The article also discusses specific pieces of literature that appeared within the period, and chronicles some of the important events. Pokharel,

Vietman War :: essays research papers

From the 1880s until World War II (1939-1945), France governed Vietnam as part of French Indochina. (Indochina also included Cambodia and Laos, and was ruled by the emperor Bao Dai). During this time, the nations of Indochina fought for their sovereignty. In 1940, the Japanese troops invaded and occupied French Indochina, (causing the United States to step in and demand Japan to leave). In December of that year, Vietnamese nationalists established the League for the Independence of Vietnam, (or Viet Minh), â€Å"using the turmoil of the war as an opportunity for resistance to French colonial rule† (Nixon, 24). When Japan would not cooperate, the U.S. and Viet Minh formed an alliance against them. The U.S. sent in militia, and the Viet Minh began guerrilla warfare. The Viet Minh troops rescued downed U.S. pilots, located Japanese prison camps, helped U.S. prisoners to escape, and provided valuable intelligence to the Office of Strategic Services (OSS), the forerunner of the Ce ntral Intelligence Agency (CIA). Ho Chi Minh, the principal leader of the Viet Minh, was even made a special OSS agent. Eventually, the Japanese signed their formal surrender (on September 2, 1945), and Ho Chi Minh used the occasion to declare the independence of Vietnam, which he called the Democratic Republic of Vietnam (DRV). However, although Emperor Bao Dai resigned the throne, the French refused to acknowledge Vietnam’s independence, and later that year drove the Viet Minh into the north of the country. Ho Chi Minh wrote over eight letters to Truman (while he was president) asking him for the U.S support. However, after the Cold War, the United States and Truman feared support of communism in any form. The United States and Truman therefore condemned Ho Chi Minh as an agent of international Communism and offered to assist the French in recapturing Vietnam. â€Å"In 1946 United States warships ferried elite French troops to Vietnam where they quickly regained control of the major cities, including Hanoi, Haiphong, Hue, and Saigon (now Ho Chi Minh City), while the Viet Minh controlled the countryside† (Ebert 38). (Although the Viet Minh had only 2000 troops at first, the recruiting increased after the arrival of French troops, and by the late 1940s, the Viet Minh had hundreds of thousands of soldiers). In 1949 the French set up a government to rival Ho Chi Minh’s, installing Bao Dai as head of state. In May 1954 the Viet Minh mounted a massive assault on the French fortress at Dien Bien, in Northwestern Vietnam.

Knowledge is Everlasting Essay Essay

One may ask, â€Å"What is knowledge?† I understand Knowledge to be the intellectual ability of being able to understand the events in the world based on principles learn from one’s experiences. Once Knowledge is truly gained, can it be lost? I believe that if one is truly knowledgeable about something it is rather impossible that such knowledge can merely vaporize into thin air. Many people claim that they have indeed â€Å"lost knowledge†but sadly all they lost was information they memorized. Conversely, knowledge involves the careful observation of events, reasoning as to how and why these observations occur, and also learning through experiencing. Furthermore, I have come to recognize the eternal quality of knowledge based on biological facts, and also during my own daily experiences. From a biological point of view, the permanency of knowledge has been proven to be true, through the realization of the brain’s vast characteristics such as memory cells. When an individual learns something for the first time, this information gets stored by memory cells in the brain. Then the next time the individual is encountered with a situation involving or requiring such knowledge, for its interpretation, the brain accesses the stored datafrom the memory cells. This data it had gained from prior experiences. For example, the scenario of the first time one peels an orange. Individuals were not created with the instructions of how to peel an orange imprinted in their DNA. Rather, it must be learned from experience. Therefore,the first step in peeling an orange is gathering information from a source about the necessary method of success.After which, one acquires the apparatus (the knife and orange) and sinks the blade into the peel slightly, so the blade goes just beneath the surface. Then gently glides the blade through the peel to reveal the white layer underneath. After removing all the peel, the orange is sliced into two halves revealing the pulp. Of course, on the first try one might make mistakes and not peel the orange so perfectly. However, upon each ot her trial of peeling an orange one’s technique become more  mastered.Soon,a point is reached where it is possible to peel an orange without thinking how to do it. Clearly, knowledge is always permanently stored in the brain’s memory cells for future use. Additionally, knowledge also becomes magnified each time it is applied and verified in different situations. Often time, true knowledge gets confused with its close relative, memorizing. The fact stands that memorizing and being knowledgeable about something are two completely different concepts. Speaking from my own experiences, studying for an exam is a typical example where memorizing and obtaining knowledge interact closely and may become intertwined. For instance, during the course of studying for an exam there are some definitions of theories that I merely memorized. The result was that I forgot them after the exam since all I did was replicate the definitions on the exam paper. Still, there were some cases in which I had gained knowledge of things I still remember. This was because, I read about the concepts in greater detail beyond their definition and actually understood the concepts and applied them to real life situations. The misperception of memorizations for knowledge is very common among people and so they tend to misinterpret the principle of knowledgeable, thereby failing to see the permanent nature of knowledge relative to the temporary and limited character of memorizing. I believe rather than dying, knowledge grows with experience and constantly metamorphosis into an even higher level of knowledge. It is intensely evident that knowledge is perpetual. Moreover, knowledge is limitless as it goes beyond mere memorizing of data and events, towards developing an understanding of the observations made during life’s experiences. My belief is reflected in the common rhyme I was taught in school, â€Å"silver and gold may vanish away, but a good education will never decay†. Thus, the lifetime of knowledge is so vast and unlimited that it is given higher value above even the most precious minerals on Earth, such as silver and gold.Wouldn’t you agree that the truly most valuable trea sure known to mankind is knowledge? Works Cited Quindel, Emilie. â€Å"our local history.† 02 December 2012. WordPress. 10 September 2013 .

Battle of Yorktown Essay - 1401 Words

Cadet Flake 11-18-2014 Battle Analysis ROTC Siege of Yorktown The Revolutionary War was a dreadful war leaving almost 70,000 U.S. and British soldiers dead or wounded. The war lasted eight years with America, France, Spain, and the Dutch on one side and Great Britain on the other. On October 19, 1781 the last major land battle took place, the Battle of Yorktown. Similar to other battles in the Revolutionary War, the Americans were fighting for independence from the British and as threats from them kept increasing, the situation did not get any better. George Washington is recognized to having inspired the victory achieved over the British forces. The tactics, skills, courage and the collaboration George Washington sought with the†¦show more content†¦The actually fighting started in 1775 in Massachusetts when British soldiers were ordered to confiscate arsenal being stored there. Leading up the battle of Yorktown, in February, 1781, Major General Marquis de Lafayette was ordered to take his Continental troops to Virginia. About a month later General Cornwallis and his army had entered Virginia believing that if the American forces had resistance, he would have victory against the Americans and the French. Later that year in August on 1-2, 1781 Cornwallis and his army set up at Gloucester point, hoping to use it as a base for supply and weapons. Couple of weeks later, Washington heard about the base and sent a large army to destroy Cornwallis base. A month later on September 14, 1781, French General Rochambeau and General Washington arrived, and sent 400 French soldiers and 400 American soldiers to storm the British redoubt. On October 19, 1781, being taken under heavy from the Americans and the French, Major General Cornwallis realized that he was short of troops and decided to escape Yorktown before surrendering. Making the move to escape, a sudden sto rm from the Americans and French ruined his evacuation plan and Cornwallis was forced to surrender, due to the lack troops and supplies. On October 19, 1781, the British troops under Cornwallis surrendered to Washington’s combined forces, thus ending the major battle in the American Revolution. After the surrender of the British, all their troops were sentShow MoreRelatedBattle Of Yorktown : Battle For Yorktown1403 Words   |  6 PagesBattle of Yorktown 1 Running Header: Battle of Yorktown Pearson Elizabeth The Battle of Yorktown Battle of Yorktown 2 One of the most important battles of the Revolutionary War took place on September 28, 1781, in Yorktown, Virginia. The Siege of Yorktown was the last battle in the war against Great Britain. Fought between General George Washington with French aid from General Comte de Rochambeau. With a fleet of over 17,000 French and Continental men against General Lord Charles CornwallisRead MoreThe Battle of Yorktown1284 Words   |  5 Pages The Battle of Yorktown was the decisive battle of the American Revolutionary War. The French and American forces laid siege upon the British forces at Yorktown, Virginia and eventually forced the surrender of nearly one-third of the total number of British troops in America. This battle showed that massive loss of life is not the only factor that will determine the victor, as there were a relatively low number of casualties taken by both sides. Instead, it was an aggregate of economic, socialRead MoreThe Battle of Yorktown688 Words   |  3 PagesThe Battle of Yorktown or better known as the Siege of Yorktown was the final battle in the American Revolution. The battle took place in Yorktown, Virginia in 1781. The battle lasted from September 28th 1781 and October 19th 1781. The American and French forces were lead by George Washington, Comte de Rochambeau, and Comte de Grasse. The conflict was caused due to many events like the Boston Massacre and The Boston Tea Party but was re inforced by how the British were treating the people of AmericaRead MoreThe Battle of Yorktown Essay1121 Words   |  5 Pagesfreedom and independence. Each battle that happened during the Revolutionary War had its own significance and contributions to the independence of the colonies. Many brave men laid their lives in pursuit of the dream of independence from British control. One particular battle paved the way for that independence to become a reality. That battle is known as the Battle of Yorktown. The Battle of Yorktown took place in what we know today as Virginia. It was a decisive battle that turned the table duringRead MoreThe Battle Of Siege Of Yorktown1646 Words   |  7 PagesSeptember 5th, 1781, a French Naval Fleet inhabited the lower Chesapeake Bay, which was a major advantage to the continental army. The siege of Yorktown, was the last major battle against the British army under General Cornwallis, resulting in the inevitable surrender and American independence. The re was a great deal of coordination prior to the actual engagement consequently leading to this outcome. The total number of soldiers consisted of 17,600 American and French soldiers, under the commandRead MoreBattle of Yorktown Analysis2211 Words   |  9 PagesBattle of Yorktown During the American Revolution, the Americans and French (Franco-American coalition) fought the British at the Battle of Yorktown also known as â€Å"The Siege of Yorktown†. The Americans and the French fielded a combined force of roughly 16,000 soldiers to defeat the British force estimated at 7,000 soldiers. American General George Washington and French Lieutenant General de Rochambeau led the American and French soldiers. The British commanding officer was Major General Lord CornwallisRead MoreEssay on The Battle of Yorktown952 Words   |  4 PagesThe battle at Yorktown, Virginia in 1781 is most famously known as the â€Å" battle that ended the Revolutionary War.† While this is true, there is still much that can be learned from the principles applied, that still has relevance today. General George Washington, along with his allied French commanders, Lieutenant General Jean-Baptiste Ponton de Rochambeau and Rear Admiral Sir Thomas Graves, they exquisitely displa yed how a execute siege operations. This battle also displayed a great example of howRead MoreEssay on The Battle of Yorktown3027 Words   |  13 Pages The Battle of Yorktown was a major turning point in the Revolutionary War and led to the creation of the United States of America. After six grueling years of war the end of the war was near. Six months before the morale of the continental army was at the lowest point of the war. Congress was bankrupt due to rampant inflation caused by the mass production of continental dollars. The continental army was being trounced in the south by the British who had regained South Carolina and Georgia. AlsoRead MoreThe Battle Of Yorktown : A Great Indication1664 Words   |  7 Pagessuccessful during military mission battles. The Battle of Yorktown provides a great example of how working with other nations and being their allies can help us to overcome issues within our own units, batteries, and higher echelon. With further analysis of the Battle of Yorktown, it is also apparent that the strategic usage of artillery played a major role in its success and that its utilization was more than just about operating cannons and howitzers. The Battle of Yorktown possesses a lot of artilleryRead MoreThe Battle Of Yorktown By William Faulkner1569 Words   |  7 PagesBattle of Yorktown A Striking Start You are galloping full speed at full speed like it is the last day of your life, you ride into the city of Yorktown fiercely, then your rider wants you to go faster, you are galloping faster than you have ever run, as fast as a speeding bullet. The wind is slapping your face as hard as a hammer, you finally run into the sea of smoke, muskets, and bayonets. The person riding you violently thrusts his mighty sword, and swiftly fires his French pistol. Cannonballs

Student Non Violent Coordinating Committee - 1412 Words

Young people throughout history have been drawn to social movements. These social movements often included marches and non-violent protesting, but not all of them included violence at the hands of police or nights where sleep is impossible because of fear. The young people involved in Freedom Summer in 1964 would change the course of history, but not without significant sacrifices. Freedom Summer or the Mississippi Summer Project was the brainchild of the Student Non-Violent Coordinating Committee or SNCC. The project had four main goals, to expand African American voter registration, to organize a legally constituted â€Å"Freedom Democratic Party† that will challenge the whites-only Mississippi Democratic Party, to establish â€Å"freedom schools† and to open community centers where legal and medical assistance were available. In order to achieve these goals SNCC specifically recruited 800 white students under the age of 21. â€Å"Most of the volunteers were white st udents who had participated in civil rights activities in the North†¦The fact that the volunteers were expected to forgo summer jobs, to pay for their own transportation, and to provide their own bond money in the event of arrest ensured that affluent students predominated.† These students joined the already solid African American activist core in the South. The African American staff members who worked with the white volunteers often felt ambivalent about the need for white people to be hurt during the movement to getShow MoreRelatedThe Student Non-Violent Coordinating Committee (SNCC)1699 Words   |  7 Pagesthe other activists and groups who helped move the Civil Rights movement forward, including the Student Non-Violent Coordinating Committee, an organization created by southern black youth. Though King’s actions were powerful tools in the push for racial equality, his efforts were only a part of the overall impetus driving the United States towards equality . The Student Non-Violent Coordinating Committee (â€Å"SNCC†) led activism in a community based, long-term protest fashion. At the same time the SouthernRead MoreInterpretations Of The Civil Rights Movement1415 Words   |  6 Pagesseven years of her life. For Diane, her grandmother served a dual purpose. On one hand, grandmother Bolton helped instill in Diane a healthy sense of self-confidence that would ultimately help propel her into the leadership of the Student Non-Violent Coordinating Committee through her constant affirmation of Diane and her intellectual abilities. On the other hand, however, her grandmother also re-enforced problematic notions of race and blackness as lesser than—which complicated her existence as aRead MoreThe Civil Rights Movement in Mississippi, Louisiana, and Alabama.1635 Words   |  7 Pages During the late 1960s black power began to arise and take a sudden increase. The Black Panthers and the Students for a Democratic Society began to organize ghetto dwellers into a revolutionary army to overthrow capitalism and to put an end to Jim Crow and the harsh situations that came with it. (source 5) At Cornell University in Ithaca, New York, several African American students took there armed automatic weapons and completely took over a dining hall. Bottle-garbed soldiers tear gassedRead MoreHow Far Was Peaceful Protest Responsible for the Successes of the Civil Rights Movement Int He Years of 1955-64?1324 Words   |  6 Pagesthrough racial inequality between whites and blacks. Black campaigns such as Student non-violent coordinating committee, felt that the civil rights movement was too slow and hence needed something to boost them up in order to succeed what they first rose up for, which was desegregation and equality for all. King was a highly charismatic and a gifted orator who helped promote non-violent tactics. His first use of this ‘non-violent theory’ was shown through the sit-ins and hence positively influenced aRead MoreI Have A Dream Speech1508 Words   |  7 Pagesnineteen-sixty, four freshman students at North Carolina Agricultural and Technical coll ege, organized a sit in, or refused to leave the lunch counter as a form of protest, until their demands of service were met (History-Civil Rights Movement). This movement quickly spread across the South. They sought to end segregation on lunch counters. In April of that same year, another new organization was founded, named the SNCC, or Student Non-Violent Coordinating Committee (History-Civil Rights Movement)Read MoreSuccess and Failure of the Civil Rights Movement Essay1580 Words   |  7 Pages nonviolence, and civil disobedience. Thanks to the SCLC, sit-ins and boycotts became popular during this time, adding to the movement’s accomplishments. The effective nature of the sit-in was shown during 1960 when a group of four black college students sat down at a Woolworth’s lunch counter in hopes of being served. While they were not served the first time they commenced their sit-in, they were not forced to leave the establishment; their lack of response to the heckling and ill-treatment theyRead MoreThe African American Struggle for Civil Rights in the 1960s760 Words   |  3 Pagesthis influential movement. In the beginning of the movement there was a focus on nonviolence, and the non-violent techniques began to pay off in the early 1960s. As the time progressed the struggle for African Americans during the civil rights in the United States. Towards the ending of the period hope was lost when major civil rights activists were assassinated. In the early 1960s non-violent techniques began to pay off with sit-ins, marches and other forms of protest. For example, on May 4thRead MoreUnderstanding The Origins Of Black Resistance1501 Words   |  7 Pagesera. Whereas historian Jacquelyn Dowd Hall has urged historians to look to Reconstruction to understand the origins of black resistance, Cobb begins even earlier with the emergence of American slavery. As a former member of SNCC (Student Nonviolent Coordinating Committee), Cobb uses both his own experiences to highlight the complex relationship between nonviolent activism and armed self-defense at the grassroots. Although Cobb does not consider his book a memoir, the inclusion of his personal memoriesRead MorePresentation Speech : Prelude Of The Civil Rights Movement 1950s1211 Words   |  5 PagesAnd also saw the rise of Martin Luther King Jr, as a national leader in the civil rights movement, who was behind the planning and execution of the boycott. Another important event was the Greensboro sit-ins in 1960. This non-violent protest was led by four young black students who became known as the â€Å"Greensboro Four† who were inspired by Dr. King’s ideas. They went to a segregated Woolworth’s lunch counter in Greensboro, North Carolina, and stayed seated even when they weren’t served, day in andRead MoreAnalysis Of Bloody Lowndes1569 Words   |  7 PagesCounty, during the1960’s. He examines different activist groups, the leaders within those groups, and their impact/ role played on the Civil Rights Movement as a whole. Some of groups mentioned throughout the book included, the Student Non-Violent Coordinating Committee (SNCC), the Lowndes County Freedom Organization (LCFO) and the Black Panther Party. According to Jefferies, all helped to fight oppression in the area and contributed to the success of the movement. He specifically centers the book

Analysis Of The Two Poems By Langston Hughes - 1294 Words

Racism is Omnipresent Regardless of Your Station in Life The two poems by Langston Hughes â€Å"Theme for English B† and â€Å" I, Too† both identify racism that permeates all stations of life. In both texts, Hughes represents the two speakers as African Americans and identifies how one tries to elevate himself through education and the other individual remains trapped at a lower station. In the poem â€Å"Theme for English B† skin colour and all that it represents emerges when the speaker searches for his identity as well as what is the truth about his abilities. The speaker expresses his view in how he deals with his white counterparts (the instructor). â€Å"I, Too† centers on the idea of racial oppression, looking at how whites do not recognize blacks as equals and how this affects the individual. Yet the texts attempt to show the basic human similarities between African Americans and white people despite their perceived differences and societal segreg ation. The two speakers within the poems struggle with their own self-worth in relation to their colour. The similarity between the two speakers is that they approach their issues confident in their capabilities and futures. The two speakers differ in that they appear to have different stations in life; servitude versus achieving higher education, yet both struggle with self-worth. In â€Å"Theme for English B† education has been obtained yet the speaker still faces discrimination. The speaker takes his studies very seriously, especially sinceShow MoreRelatedAnalysis Of The Poem The Weary Blues Essay1299 Words   |  6 Pagesone of many Langston Hughes’s poetry during the Harlem Renaissance. The Harlem Renaissance is a time in American history, in the cities where African Americans were concentrated like Harlem, many master pieces of art, music and literature were created. Blues was much enjoyed during the period; people listened to it and loved it. In the poem of T he Weary Blues, people alive through music, and the strong power of music supported the suffering of the black people in that time period. The poem describesRead MoreThe Importance of Determination Essay687 Words   |  3 Pagesthat stand in their way. â€Å"Mother to Son† by Langston Hughes and â€Å"Still I Rise† by Maya Angelou are two different works written by two different authors yet they both convey the same message. Together, the two authors stress the significance of pushing harder when faced with conflicts rather than simply giving up. Using figurative language and repetition, Langston Hughes and Maya Angelou effectively emphasize this message in both of their poems. In both poems, both authors attempt to convince the readerRead MoreAnalysis Of The Literary Work Let America Be America Again By Langston Hughes1324 Words   |  6 PagesTara Lesko English 102 Historical analysis of the literary work â€Å"Let America be America Again† by Langston Hughes Man has always been interested in analyzing issues in the history of the world. People tend to appreciate it when grand historical events are described in works of literature. Consequently, writers and poets, try to capture every single step of societal and personal experiences in their works. One of such writers is Langston Hughes whose poem â€Å"Let America be America Again† speaksRead MoreLangston Hughes Theme For English B845 Words   |  4 PagesIn â€Å"Theme for English B† Langston Hughes dramatizes race and self-identity. Hughes is struggling to relate himself to his teacher and everyone around him, so he starts off by telling readers about his background such as his age and where he has lived. â€Å"I am twenty-two, colored, born in Winston- Salem† (2). Through the first stanza of the poem we know that Hughes is living through a time where race is a big issue and not too many African American adolescents are in school like he is. He is learning Read MoreLiterary Analysis Of Langston Hughes961 Words   |  4 PagesComing Quick (A Literary Analysis of Langston Hughes’ Poems) The nineteenth and twentieth centuries were impressive times for the growing of several different cultures. One of the main cultures that grew through those time periods was that of the black community. Those with darker skin color were pushed to their limits and they were still able to persevere. One writer in particular truly made a influence not only on his culture but on the rest of America, too. Langston Hughes was an astonishing influenceRead MoreThe Characteristics Of Jazz And Blues Langston Hughes s The Weary Blues 1521 Words   |  7 PagesThe Characteristics of Jazz and Blues in Langston Hughes’s The Weary Blues While I was reading Langston Hughes’s poems, I have noticed his outstanding accomplishment in his blending creation of Negro musical characteristics and poetry. And The Weary Blues is his peaked piece of a combination of both jazz and blues. The poem reflected American African’s living situation during the Harlem Renaissance, it sufficiently revealed the cultural charm of Negros and Hughes’s fully affirms of his national dignityRead MoreLangston Hughes ´ Memories in His Poems Essay834 Words   |  4 PagesHarlem Renaissance, Langston Hughes was an inspirational poet who highlighted many aspects of the urban life of African-Americans through reflections of his own life and experiences. As a writer, a poet and a prominent activist of the civil rights movement, Langston Hughes was a man that was not only inspired by the world around him but used such inspiration to motivate others. Being that he was also one of the most influential writers during the Harlem Renaissance, Hughes held poetry demonstrationsRead MoreI, Too explication891 Words   |  4 PagesAn explication of â€Å"I, Too† by Langston Hughes An analysis of Langston Hughes’ poem â€Å"I, Too† in the book The Norton Introduction to Literature (1021), shows that the author used distinct word choice and imagery to write a timeless poem about ignorance and bigotry that can be applied to any group of oppressed people, while at the same time he conveyed a strong sense of hope that at some future time, all will be welcome at the table. The opening line of â€Å"I, Too,† â€Å"I, too sing America† (1) speaksRead MoreJames Langston Hughes And Countee Cullen934 Words   |  4 Pages James Langston Hughes and Countee Cullen were prominent poets. These poets were at the time of the Harlem Renaissance during the 20th century. Hughes and Cullen wrote for others to understand the stories of African-Americans living in the United State. These men had differences in their writing, but one mutual objective. James Langston Hughes was born in Joplin, Missouri on February 1, 1902. Hughes began writing poetry when he lived in Lincoln, Illinois. The Weary Blues was his first book of poetryRead MoreLangston Hughes Essay797 Words   |  4 PagesLangston Hughes Langston Hughes is regarded as one of the most eloquent of American poets to have sung the wounds of political injustice. While some of his poetry can be classified as non-racial most of it can be categorized as literature of protest. Hughes background and personal beliefs were quite influential in his writing and it is reflected in his tremendous discontent for the white mans world. Three of his works that that display this feeling and similar theme include The Negro

Negative Intensification in Mass Media Discourse Free Essays

MINISTRY OF EDUCATION, SCIENCE, YOUTH AND SPORTS OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV ENGLISH DEPARTMENT NEGATIVE INTENSIFICATION IN MASS MEDIA DISCOURSE COURSE PAPER PRESENTED BY __________________ Anastasia Hayevska a fourth year student of the English department SUPERVISED BY _________________ O. V. Tatarovska a lecturer of the English department Lviv 2012 Theme: NEGATIVE INTENSIFICATION IN MASS MEDIA DISCOURSE CONTENTS 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‚¬ ¦. We will write a custom essay sample on Negative Intensification in Mass Media Discourse or any similar topic only for you Order Now . 3 Chapter 1. Negation in English†¦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‚¬ ¦6 Chapter 2. The Notion of Intensification. Negative Intensification†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 2. 1. A typological perspective 2. 2. Types 2. 3. A typology of intensifiers Chapter 3. Negative Intensification in media discourse†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 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‚¬ ¦ 29 Summery†¦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‚¬ ¦.. 30 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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦31 Introduction At the beginning of the XXI century the existence of the process of medialization in the living space of society is quite a natural fact. According to this theory, medialization is a global and intensive process of influence of media on public consciousness, leading to â€Å"internal colonization†, â€Å"fragmentation† of mental conceptions of people. The conclusions of scientists that the role of media in the modern world is extremely large and the ability of the media discourse to influence the outlook of the recipients is quite powerful are very important. The language of press, which reflects the complex social processes, materialize not only personal but also public consciousness, primarily affects the development of public opinion, helps in the formation of a certain type of â€Å"social person†. Periodicals, promoting political, scientific and other thoughts in Britain, raise the aesthetic tastes through the publication of works of art, consolidate the idea of diversity of English literary language and facilitate the development of language and cultural environment. The language of media reflects the main trends of development of English. Recently, researchers draw attention to different levels of linguistic units in the media, particularly their use and functioning in newspaper language. The subject of interest is mostly units of lexical and phraseological levels. However, little attention is paid to headlines, though it is the main element that detects specific journalistic (newspaper) identity, in particular the need to give maximum information using minimum language material, tends to save the language units but with the maximum of semantic content, the combination of informational content, brevity of emotional and expressive colour. Title primarily reflects the linguistic phenomena of our time and, in some measure, generalize them. Learning the English Negation is very important because its structure is used in every day conversation. The more you practice the subject, the closer you get to mastering the English language. But first we need to know what the role of Negation is in the structure of the grammar in English. English negation is the process that turns an affirmative statement (I am happy) into its opposite denial (I am not happy). Here are some examples: †¢ he is not here †¢ that is not my book †¢ do not enter As you can see from the example above, the structure of the Negation in English has a logical pattern. Locate the Negation above and see how it works with the rest of the sentence in English. Negation and negative expressions have a very important role in English; therefore they need very special attention. Topicality of research is determined by several factors: first, by increasing of the role of newspaper language in society and the importance of social and linguistic influence on the formation of values; secondly, by the reflection of modern newspaper language trends and phenomena that are bright shown in the last decade in colloquial language; and thirdly, the lack of basic research on figurative means of intensification in grammar and language in general. The Object of the course paper is linguistic means used in media to enhance their perlocutionary effectiveness and the reasons of using negative intensification in language. The subject of the course paper is the units of lexical, phraseological and syntactic level as means of intensification in newspaper speech. The aim of the course paper is to explore the basic means of intensification of expression in newspaper text, to develop the theme of negation in the English language and concentrate on the ways of negative intensification. The tasks of the course paper: to dwell on the grammar topic of negation, its importance and history; †¢ to develop the theme of intensification and the usage of negative intensifiers in grammar structures and language; †¢ to explore the most vivid language trends and phenomena in lexical-grammatical level; †¢ to outline the examples of the utilizing of the intensifications in mass media discourse. The practical value of the course paper is to highlight the importance of negation in English grammar and the vivid usage of all kind of intensification both in conversational language and the language of media discourse. Chapter 1. Negation in English For several years, negation has been one of the most extensively discussed topics in generative grammar, and the subject of a great deal of important work. Klima’s 1964 paper â€Å"Negation in English†, for example, is surely one of the most careful and complete syntactic analyses ever attempted. More recently, the scope semantics of negation has been extensively discussed in number of papers by R. Jackendoff, K. Iakoff, P. Carden and others. Although significant insights have been presented in those works, no attempt has been made at formulating a unified theory of negation. Negation is an important category of speech, as it is one of the basic mental operations. The versatility of negation is caused by the desire of man to differentiate the aspects of reality and the reflection of this process in speech. The problem of negation is one of the main categories in philosophy and logic. The term â€Å"negation† in philosophy was introduced by Hegel, but he put idealistic sense in this term. He believed that the basis of the negation is the development of ideas, opinions. Negation is like a real analog to logical, imaginary objection (antithesis), while seen as mandatory time that repeat many times in any process where there is a change of phase, period, stage of change in an object. In terms of formal logic negation is a logical operation, standing in opposition to the true judgment untrue, to the false judgment unerring one, pointing to the discrepancy between the subject and the predicate generator addition to this class. In other words, negation – is not a direct reflection of reality and its ties but the way of our knowledge, based on the contrast with the original positive facts. Being a universal category of language with a complex and multidimensional semantics and diverse arsenal of expression, negation gets a different interpretation in the light of each aspect of linguistics. Negation is the element of the sentence meaning, which indicates that the connection that is established between the components of the sentence, according to the speaker actually does not exist or that the affirmative sentence is rejected as alse by the speaker. In most cases the negative expression can be observed in the situation, when appropriate affirmative statement was made before or included in the total presumption of speakers. Negation is one of the inherent to all languages of the world semantically unresolved categories that is not identifiable through simple semantic elements. Syntactic aspect of the p roblem of negation has always been the main in research practice, and it sometimes even leads to assertions that the negation is the category, which is inherent only for sentence. For example, V. V Lebedev [6; p. 9] expresses the opinion that â€Å"the minimal linguistic unit, which operates within a negation, is a predicative construction†. This position reflects a narrow understanding of this linguistic phenomenon and is not coordinated with the existence of negative linguistic forms of non predicative character. From the formal point of view negation can be expressed by negative words (in Russian, â€Å"†), a negative prefix (German â€Å"unbekannt†); negative form of individual parts of speech: verb (English â€Å"I don’t want† – analytical negative form, Arabs, letters, â€Å"lam yaktub†), pronouns (in Russian, â€Å"† of Iraq. he dialogue. â€Å"lahhad†) and others. Negation can be formally unexpressed component of meaning (in Ukrainian â€Å"† which means â€Å" †) or what is meant – formally unexpressed component of sentence meaning (in Ukrainian â€Å" ! â€Å"). Thus, negation is not just a theme in linguists. The term â€Å"negation† is widely used in other sciences such as logic or philosophy that shows the diversity of this concept. In natural language, there are (at least) two kinds of negation: a weak negation expressing non-truth (in the sense of â€Å"she doesn’t like snow† or â€Å"he doesn’t trust you†), and a strong negation expressing explicit falsity (in the sense of â€Å"she dislikes snow† or â€Å"he distrusts you†). Notice that the classical logic law of the excluded middle holds only for the weak negation (either â€Å"she likes snow† or â€Å"she doesn’t like snow†), but not for the strong negation: it does not hold that â€Å"he trusts you† or â€Å"he distrusts you†; he may be neutral and neither trust nor distrust you. When we speak about negation we sometimes can use intensification to provide additional content to the sentence and intensify its importance. Intensification like a linguistic expression of exaggeration or derogation is not limited only by the category of adjective or adverb. Intensification can be expressed in different ways and can envelope not only particular parts of the sentence, but the whole sentence. In standard written English, when two negatives are used in one sentence, the negatives are understood to cancel one another and produce a weakened affirmative. However, in many dialects, the second negative is employed as an intensifier and should be understood as strengthening the negation rather than removing it. In Standard English, two negatives are understood to resolve to a positive. This rule was observed as early as 1762, when Bishop Robert Lowth wrote A Short Introduction to English Grammar with Critical Notes. For instance, â€Å"I do not disagree† could mean â€Å"I certainly agree†. Further statements may be necessary to resolve which particular meaning was intended [7]. Because of this ambiguity, double negatives are frequently employed when making back-handed compliments. The phrase â€Å"Mr. Jones was not incompetent† will seldom mean â€Å"Mr. Jones was very competent† since the speaker would have found a more flattering way to say so. Instead, some kind of problem is implied, though Mr. Jones possesses basic competence at his tasks. A double negative occurs when two forms of negation are used in the same sentence. Multiple negation is the more general term referring to the occurrence of more than one negative in a clause. In most logics and some languages, double negatives cancel one another and produce an affirmative sense; in other languages, doubled negatives intensify the negation. Languages where multiple negatives intensify each other are said to have negative concord. Portuguese, French, Persian, and Spanish are examples of negative-concord languages, while Latin and German do not have negative concord. Standard English lacks negative concord, but it was normal in Old English and Middle English, and some modern dialects do have it (e. . African American Vernacular English and Cockney), although its usage in English is often stigmatized. Languages without negative concord typically have negative polarity items that are used in place of additional negatives when another negating word already occurs. Examples are â€Å"ever†, â€Å"anything† and â€Å"anyone† in the sentence â€Å"I haven’t ever owed anything to anyone† (cf. â€Å"I haven’t never owed not hing to no one† in negative-concord dialects of English, and â€Å"Nunca devi nada a ninguem† in Portuguese, lit. Never have I owed nothing to no one†). Note that negative polarity can be triggered not only by direct negatives such as â€Å"not† or â€Å"never†, but by words such as â€Å"doubt† or â€Å"hardly† (â€Å"I doubt he has ever owed anything to anyone† or â€Å"He has hardly ever owed anything to anyone†) [4; p. 32]. Discussing English grammar, the term â€Å"double negative† is often though not universally applied to the non-standard use of a second negative as an intensifier to a negation. Although they are uncommon in written English, double negatives are employed as a normal part of the grammar of Southern American English, African American Vernacular English, and most British regional dialects, particularly the East London and East Anglian dialects. Dialects which use double negatives do so consistently and follow a different set of descriptive linguistic rules (situation needed). Because of their non-standard nature, such double negatives are often employed in literature and the performing art as part of characterization, particularly to establish a speaker’s lower-class or uneducated status. In the film Mary Poppins, the chimney sweep Bert employs a double negative when he says, â€Å"If you don’t want to go nowhere†¦ † Another is used by the bandits in the â€Å"Stinking Badges† scene of John Huston’s The Treasure of the Sierra Madre: â€Å"Badges? We ain’t got no badges. We don’t need no badges! † More recently, the British television show EastEnders has received some publicity over the Estuary accent of character Dot Branning, who speaks with double and triple negatives (â€Å"I ain’t never heard of no license. â€Å"). In the Harry Enfield sketch â€Å"Mr Cholmondley-Warner’s Guide to the Working-Class†, a stereotypical Cockney employs a septuple-negative: â€Å"Inside toilet? I ain’t never not heard of one of them nor I ain’t nor nothing. † In music, double negatives can be employed to similar effect (as in Pink Floyd’s â€Å"Another Brick in the Wall†, in which schoolchildren chant â€Å"We don’t need no education / We don’t need no thought control†) or used to establish a frank and informal tone (as in The Rolling Stones’ â€Å"(I Can’t Get No) Satisfaction. â€Å"). Historically, Chaucer made extensive use of double, triple, and even quadruple negatives in his Canterbury Tales. About the Friar, he writes â€Å"Ther nas no man no wher so vertuous† (â€Å"There never was no man nowhere so virtuous†). About the Knight, â€Å"He nevere yet no vileynye ne sayde / In all his lyf unto no maner wight† (â€Å"He never yet no vileness didn’t say / In all his life to no manner of man†). Following the battle of Marston Moor, Oliver Cromwell quoted his nephew’s dying words in a letter to the boy’s father Valentine Walton: â€Å"A little after, he said one thing lay upon his spirit. I asked him what it was. He told me it was that God had not suffered him to be no more the executioner of His enemies. † Although this particular letter has often been reprinted, it is frequently changed to read â€Å"not †¦ any† instead. Many languages, including all living Germanic languages, French, Welsh and some Berber and Arabic dialects, have gone through a process known as Jespersen’s cycle, where an original negative particle is replaced by another, passing through a intermediate stage employing two particles (e. . Old French jeo ne dis Modern Standard French je ne dis pas Modern Colloquial French je dis pas â€Å"I don’t say†). In many cases the original sense of the new negative particle is not negative per se (thus in French pas â€Å"step†, originally â€Å"not a step† = â€Å"not a bit†), but in Germanic languages such as English and German the intermediate stage was a case of double negation, as the current negatives not and nicht in these languages originally meant â€Å"nothing†: e. g. Old English ic ne seah â€Å"I didn’t see† Middle English I ne saugh nawiht, lit. â€Å"I didn’t see nothing† Early Modern English I saw not. A similar development to a circumfix from double negation can be seen in non-Indo-European languages, too: for example, in Maltese, kiel â€Å"he ate† is negated as ma kielx â€Å"he didn’t eat†, where the verb is preceded by a negative particle ma- â€Å"not† and followed by the particle -x, which was originally a shortened form of xejn â€Å"nothing† – thus, â€Å"he didn’t eat nothing†[5]. Negation in language can be transmitted by various means – negative words, negative prefix, and negative forms of the verb (which is not actually Ukrainian), or may not have a single expression, as a component of meaning (â€Å"† = â€Å" † â€Å"to refuse† = â€Å"not to accept†). That is, a word without a negative prefix can be regarded as the word of a negative value, for example, lack (= have not), fail (= not succeed); but we can say also that succeed – a negative line to fail. These words have implicit negation. Implicitness is a phenomenon that is characterized by expression of some elements by not formal means. It manifests itself at all levels of language. With the help of implicitness the language units are provided with additional depth and layering. Implicit negation is contextual language category. The implicit negation can be indentified through the analysis of the semantics of that language, or other units. The peculiarity of implicit negation, like any other implicit category, consists of asymmetry, in other words of inconsistency of plan the content and plan of expression. Chapter 2. The Notion of Intensification. Negative Intensification Broadly speaking, manifestations of intensification in the English grammatical system have been traditionally associated with the adjective and adverb categories, not so commonly with other word-classes. This may be justified on two main accounts: i) most of these are functionally susceptible of being easily modified by other elements and, secondly, (ii) they can be considered, in semantic terms, as open lexical items which can have a strengthening or weakening effect. In spite of this, it is necessary to point out that intensification as â€Å"the linguistic expression of exaggeration and depreciation† (Bolinger) does not restrict itself to this; words other than adjectives and adverbs may express and receive intensification, and this linguistic process may have under its scope not only a single constituent of the clause, but also the whole of it. Thus, certain wh-words, what and how, can function as intensifying determiners adverbs in exclamations †¢ What nice music is she playing! How well he managed! Intensification is type of amplification in which an idea is emphasized or a feeling heightened through restatement, expansion, detailed illustration, or other device. 1. A typological perspective †¢ Expressions like Latin ipse/a, English him-/her-self (X-self), Russian sam/-a, Italian stesso/-a, Mandarin ziji, Spanish mismo/-a, Fr. lui-/elle-meme, Japanese zisin, zitai, etc. There is no established categorical label (â€Å"emphat ic reflexives†, â€Å"emphatics†; â€Å"emphasizers†, â€Å"emphatic pronouns†; â€Å"appositive/adverbial reflexives†; â€Å"limiting adjectives†; â€Å"identity pronouns†; â€Å"focus particles†, â€Å"intensifiers†) ( In English and many other languages there is no formal distinction between reflexive markers and intensifiers; there is only a difference in distribution: (1)a. John was clearly protecting himself. b. Fred hates himself. c. She poured herself another cup of tea. (2)a. Writers themselves, rather than their works, should be vetted for their sense of social responsibility.. . â€Å"All things must change†, says Father Ferguson. â€Å"Sin itself must change. † c. Ardery herself had wanted the case. ( Languages seem to have several intensifiers (English: X-self, by X-self, in X-self, own, of his own accord, personally, in person, etc. Italian: stesso, proprio, in persona, in prima persona, in se, per se, etc. ), which may differ in their syntax and in their interpretation; ( Identification across languages is easiest on the basis of prosodic and semantic criteria: – (i) focused and stressed; – (ii) evoking alternatives – (iii) used as adjuncts (rarely as arguments) (iv) etymology: derived from expressions denoting body parts, truth, possession, local notions; ‘persona’; ‘precision of reference’, ‘return/again’; ‘alone’, downwards’, etc. ) 2. Types (3)(a)the adnominal use Writers themselves, rather than their works, should be examined for their sense of social responsibility. (b)the adverbial exclusive use (( ‘alone’/’without help’) Mrs. Dalloway wanted to buy the flowers herself. (c)the adverbial inclusive use (( ‘too’) If he’s busy breaking the rules himself, he could hardly demand that they do otherwise. (d)the attributive use John wants to be together with people of his own age. (4)Early Modern English (OED, s. v. self) He forbad the often attempting of warres agaynst ones self party or enemies. (1585 T. Washington tr. Nicholay’s Voy. IV, xxxi. 153 b) (5)Turkish (Munevver Ozkurt, p. c. ) (a)mudur-unkendi-sibizim-lekonusacak(adnominal) director-genint-3. possus-withwill. talk ‘The director himself will talk to us. ’ (b)kendioda-m(attributive) introom-1poss ‘my own room’ (6)Latin Ipsius ante oculos ‘before his very eyes’ We can also distinguish tree types of intensifiers: 1. intensifiers express contrast . intensifiers are generally focused and thus evoke alternatives to the value given 3. intensifiers denote an identity function According to the other theory, the division of intensifiers can be interpreted in different way. Major types of intensifiers – five major types defined on the basis of morpho-syntactic properties – implicational connection s can be described in terms of these types – areal clustering intensifiers – parasitic+ parasitic + adjectival– adjectival – nominal+ nominal – relational + relational invariantadjectivalprepositionalpronominalrelational There are a lot of different classifications of intensifiers developed by different scholars but this variant attracted my attention because of its complexity and diversity. This classification shows all the controversial aspects of the theme of intensification and gives us the most detailed division. 1. 3. A typology of intensifiers Parasitic intensifiers have the formal make-up of major lexical classes like adjectives, relational nouns and pronouns (a) adjectival intensifiers (Europe) Swedish (Holmes Hinchliffe 1994: 146) [Barn-etsjalv-t]saingenting child-artint-indef. neut. sgsaidnothing The child itself said nothing’ (b) relational nouns as intensifiers (Africa, Middle East, Mesoamerica, Finno-Ugric; head-marking languages) (Turkish (Munevver Ozkurt, p. c. ) mudur-un kendi-si bizim-le konusacak director-gen int-poss. 3sg us-with will. talk ‘The director himself will talk to us. ’ (c) pronoun-like intensifiers (South Asia, French, English, Basque) Incorporate pronominal forms; inflect for person, number, gender; typically identical to reflexive markers; typically follow their head noun; French J’ai rencontre le President lui-meme. ‘I met the President himself. (d) Invariant intensifiers (most common type) Few, if any, sortal restrictions, highly grammaticalized; no areal clustering; Yiddish (A. Albright, p. c. ) der direktor aleyn vet undz ufnemen art director int will us welcome ‘The director himself will welcome us. ’ (e) Intensifiers as prepositional phrases Yoruba A o ri kadinali funraar We not see cardinal INT. POSS. 3SG ‘We did not see the cardinal himself. ’ (Lit. for his body). We can intensify the effect of a verb by using an adverb that intensifies the meaning and particularly the emotional content. The use of the intensifier can subtly suggest to the other person what emotions they should feel. In the same way, we can also use adverbs to attenuate and reduce the natural emotional content of a verb: †¢ That is very interesting. (basic intensifier) †¢ That is very, very interesting. (repetition to increase effect) †¢ That is extremely interesting. (suggests extreme response) †¢ That is amazingly interesting. (suggests being amazed) †¢ That is scarily interesting. (suggests being scared) †¢ That is quite interesting. (reducing intensity) †¢ That is a bit interesting. reducing intensity) The basic intensifier is ‘very’ and can be used with many verbs. Other intensifiers often have the same meaning as ‘very’ but use different forms Intensifiers include: very, really, extremely, remarkably, fantastically, etc. Intensifiers often subtly suggest to the other person what to feel. By naming emotions within the adverb, the other person has to consider this emotion and hence begins to feel it. As the adverb is not the subject, object or verb, it is not as noticed and hence such suggestions may slip past conscious (or even subconscious) filters. Just as intensifiers increase emotion, the same effect can be done in reverse, where the natural level of emotion implied by a verb may be reduced. This can be done deliberately to cool down a situation. It also can appear in floppy language, where you are seeking to avoid saying anything that upsets the other person and hence end up making very weak statements that have a very low chance of changing anybody’s mind [1; p. 67]. There is a curious pattern of intensification that uses negative words to intensify positive verbs. These words include: awfully, dreadfully, fearfully, terribly, ridiculously, insanely, disgustingly, hideously, etc. Thus, for example: †¢ She is dreadfully beautiful. †¢ What an insanely good idea! What in effect is happening here is that many strong emotions are negative, so using them in a positive context borrows that intensity of emotion whilst the contextual cues show that the real meaning is positive. An additional effect is that combining negative and positive words in the same sentence creates confusion, which itself is also adds to the emotion. A curious fact about this usage is that it is particularly popular with upper-class British people: †¢ What a ridiculously interesting thing! Sometimes intensification is done deliberately but with the opposite intent. This use of sarcasm may be done against another person or used in a more ironic sense about the situation. †¢ Oh, very clever! (actually meaning rather stupid) The intensification of negation is occurred by using word that means â€Å"trifle† (not a bit, not a jot, not a scrap, etc.. ), or by an adverb, meaning â€Å"ever† (John-Eng. na ne with a = Goth. nand aiws†, German â€Å"nie†; English â€Å"never† sometimes loses its temporal meaning and coincides with the value of not). Finally, for intensification a word that means â€Å"nothing† can be added: Lat. â€Å"non†, Eng. â€Å"not† (weak form of â€Å"nought†) or German â€Å"nicht†; In comparison with English â€Å"I ne seye not† there is a double negation [11]. It is known that the topic of negative intensification was not studied much, but we affirm that intensification can cover the whole sentence and its parts. Let’s look on the following examples: †¢ The last few years it’s ot worth and because I can’t breathe through my nose at all during the summer uhm that brings on the asthma. †¢ She decided herself as ‘completely hopeless with my hands’. It is clear that in the first example prepositional phrase at all acts as intensifier to emphasize that the speaker can not breathe through the nose. Here this sentence the intensification is achieved by means of adverb – intensifier completely, which intensify the adjective hopeless. Negative intensification of the parts of the sentence has the same scheme. It is used mostly with negative adjectives, which are formed with the help of negative prefixes (a-, un-, dis-, non-, in-, im-, il-, ir-). These words in turn are modified by other adverbs or adjectives. We can draw a conclusion that negative intensification on sentence level and on level of its parts has only a slight difference. The negative intensification in English language can be achieved in five different ways: 1. the use of expressions with negative stress; 2. the recurrence of adverb never and its combination never ever; 3. not (even)a one as a variant of fraction no; 4. he use of certain lexical items in combination with a limited group of verbs; 5. the use of a number of negative idiomatic expressions. The expressions with negative stress can be grouped in such a way: at all, a bit, in the least, in the slightest, in any way. All this expressions are characterized by: 1. they are used in a negative context, or at least not – affirmative, we mean direct and indirect questions, and comparative conditional sentence, the words that are morphologically negative or negatively oriented, imperative sentences with nonspecific meaning and infinitive constructions with too. . they comply with certain lexical units; 3. they act like adverbs in conditional sentences; 4. they are used in a sentence abstractedly, this sentence is the answer to previous question; 5. they stand in the middle of a sentence or at the end (final position prevails over the median). The most popular expression is at all. Palacios Martinez found 28 examples: 20 in oral texts and 8 in written form. The sentence with at all is a negative intensifier for the previous sentence, which is negative too. It is a characteristic feature of oral style: †¢ But the hospital had told me that the child wouldn’t live So I’d not prepared myself I’d not got anything at all. The next expression is a bit that is also used for intensification of negative sentence. In this case it is the answer to the question. †¢ What’s your normal handwriting like Is it anything like †¦. tell you what Not a bit. But it isn’t a general rule. It can act as adverbial modifier within the clause. In such case we add not to the predicate, but not to a bit. †¢ You haven’t changed a bit. It didn’t hurt a bit when my tooth was pulled out. In the slightest is also used as adverb – attribute in order to intensify the negative sentence. Not is always linked to the verb. We can find this phrase in oral speech and in most cases it is the answer to the previous sentence. †¢ â€Å"Do you mind? † â€Å"Not a slightest†. Quite common is the fact that such structures can be found in compound sentences with the negative key members of the sentence with verbs that denote mental procedure, opinion, perception, intention and desire (think, know, believe, want, seem, appear). Such cases we call transported negation. In fact, the negation is related to the clause, but is transferred to the main sentence because of pragmatic considerations. However, the transference does not change the value of a sentence [10]. †¢ I don’t think there is the slightest possibility for one very obvious reason quite apart. No way is quite a different case because it can stand at the beginning of the sentence when we are using the inversion. It is done in order to strengthen the intensification that cannot be done with normal word order. The modal verbs will and would stand after no way in order to express impossible assumption. †¢ No way will I go working for that man. †¢ No way would I do that. Quite common is the use of no way as the answer to the question. Such use is characteristic for some varieties of English, particularly American. In fact, this expression is a concise form of expressing strong negation. Sometimes it can express incredulity or surprise of the speaker. †¢ So we are seeing Bay City Rollers word Ah two – or – three words I saw a picture of myself yesterday in an album with uhm sitting up in bad next to my Bay City Rollers poster No way. To conclude this section, it is necessary to point out that apart from the four lexical constructions just examined, there are some others that can also be categorized under this first heading since they share all or most of the features which are characteristic of them. Among them we can mention the following: by no means (with its variants not by any means and by no manner of means), under no circumstances, absolutely not and certainly not. The first two are usually fronted bringing about inversion subject-verb, while the other two are more commonly used in answer to a question in order to deny something or to express strong disagreement. †¢ It is by no means certain that this is what he did. †¢ Under the circumstances whatsoever will I support Mr. Baldwin. †¢ ‘Does this affect your attitude to your work, in any way? ’ – ‘Absolutely not’. †¢ ‘Had you forgotten? ’ – ‘Certainly not†. The repetition of adverb never with such phrases as in (all) my life, in a million years, for a million pounds is used to intensify the negative sentence. We can also add ever to never in order to intensify a negative quality of speech act. This phrase is very popular in colloquial language. †¢ Things will never ever be the same again. †¢ Never lecture with animals or children and never ever try to do chemistry experiments live. Ever can be also used with nothing, nobody, and none in order to convey emphatical meaning. We can also find whatever and whatsoever that are used with similar aim. †¢ Nobody ever went there. †¢ There is no scientific evidence to support such a view. Such expressions as not (even) a not (even) a single are the emphatic alternative to countable part no. Their meaning is that there is nothing previously mentioned. They are combined with a great number of nouns, in fact in communication; they tend to use these lexical units: scrap, hair, word, jot, thing, trace, crumb, ounce, iota, shred, sign, speck, etc. †¢ There is no food in the cupboard, not a scrap. †¢ She didn’t say a single word. †¢ I don’t feel one iota of guilt. †¢ I couldn’t do a single thing about it. Most of them are especially common in informal and familiar contexts. However, there are so many phrases of this nature that no list could hope to be exhaustive. The main ones are at least included in the following: not budge an inch with the meaning of to refuse to change their mind or compromise; not sleep a wink to get a wink of sleep, that is, to sleep very little; not drink ouch a drop, referring to the fact that no alcohol has been or is going to be drunk; not lift or raise a finger to do something, meaning that you make no attempt to help someone; not see know or meet a (living) soul, when someone goes to a certain place and they do not see or know anybody; not move a muscle, that is, to keep absolutely still; not bat an eye or eyelid, in other words, not to show any sign of surprise or concern [10; p. 8]. These colorful expressions are used in English in order to intensify and emphasize the negative language. The purpose of intensification is an attempt to reach the listener (reader) that is why the negative intensification is often used in mass media discourse. Chapter 3. Negative Intensification in media discourse Talking about mass media, we should discuss on the hole the effects of mass media on society. The media virus of the 21st century will influence your opinions, it will eventually begin to tell you what clothes to wear, how to style your hair, how you should look, who you should like and etc. Mass media has the overwhelming impact on our lives. Press, television, radio prescribes us how to live. The birth of the newspapers industry brought a new concept of social awareness down to the average working-class family. Technological advances and decreasing paper prices not only helped the newspaper industry flourish but appear other forms of print such as books and magazines. Unfortunately, it was a bitter when the â€Å"necessary evil† of television was introduced to the whole world. It was succeeded in turning many families into a bunch of overweight couch potatoes. The introduction of the Internet completely revolutionized the ways in which we do business. These days you can get practically anything off the Internet. However, mass media plays a big role in our life and affects us more than we think. TV, radio, press reflect the present day life. Every year the influence of mass media is becoming greater and greater. The amount we spend immersing in mass media is not only going to shape who we are as persons, but it will eventually sever our connection to the real world. To have a major impact on society and compete with TV, for example, titles and names of newspapers have to attract the attention of individuals with the help of a variety of ways: they can be loudly, pathos, contradictory, thought – provoking. Often for such purposes different kinds of intensification are used: the play of words, abbreviation, alliteration, rhymes, assonance, exclamations, parody, repetition and others. Often in mass media we can find quotes from poetry or phraseological units. Poetic language and folklore are characterized by syntactic structures with a value of inducement modality. In journalistic these features of artistic style are used, â€Å" †¦ † (Lesja Ukrainka) – the words of V. Sosyuri, â€Å" ?, †¦Ã¢â‚¬ ¦ † – poetry of Taras Shevchenko, whose poetic language is characterized by inducement sentence modality, â€Å" – !  ». It is obvious that intensification is used in advertising in order to attract people’s attention and make then buy the product. The language of advertising is unconscious. Direct appeal to conscience of a consumer is not only in advertisements of industrial goods. Advertising of goods â€Å"inserts† images of products in subconscious of people and creates their characters, images. Speaking about negative intensification in mass media we can say that this topic wasn’t studied properly and needs more attention, while negation in titles, headlines and names of programmes is very popular, while it catches reader’s attention and makes them interested. In my opinion, the most popular piece of information among the readers of a local newspaper will be the article with the title â€Å"Don’t ever read me†. Frankly speaking, the 87% of people would definitely read the article. While exploring the theme of negative intensification in mass media discourse, I looked through some newspapers to find the use of negative intensification in the headlines or newspaper articles. These are some examples, which can be used to show the importance of negative intensification in mass media: 1. HOW OFTEN DO YOU HEAR YOURSELF SAYING: â€Å"NO, I HAVEN’T READ IT: I’VE BEEN MEANING TO! † [Independent Observer] 2. THOUSANDS HAVE THIS PRICELESS GIFT — BUT NEVER DISCOVER IT! (â€Å"What ‘priceless gift’? Why is it ‘priceless’? If ‘thousands’ have it, perhaps I should have it too. † The â€Å"undiscovered† angle has great attraction. Legions of people are convinced that they possess talents and abilities which others have never discovered. Consequently, their world is unfortunately inclined to underrate or misjudge them. ) [Daily Star] 3. DOES YOUR CHILD EVER EMBARRASS YOU? – NEVER EVER! Direct, challenging, a common circumstance. Brings up a flood or recollections. How can such unpleasant experiences be avoided in the future? Based upon a strong selfish appeal. Parents, are first, in dividuals; second, parents. The kind of reflection that children cast upon the prestige and self-esteem of their parents is a useful copy angle to remember. ) [Independent Observer] 4. YOU NEVER SAW SUCH LETTERS AS HARRY AND I GOT ABOUT OUR PEARS (Friendly, human, disarmingly ingenuous, refreshingly non-†advertisy† in language. And, of course, the reference to â€Å"such letters. †) [Daily Express] 5. â€Å"LAST FRIDAY†¦WAS I SCARED! —MY BOSS DIDN’T ALMOST FIRED ME! (A human narrative people wanted to read because it did — or could — â€Å"happen to me. †) [Daily Star] 6. No ‘signal of peace’ from Syria (The Syrian government has given no â€Å"signal of peace† but could still change its military posture before a deadline, envoy Kofi Annan says). [BBC News] 7. ‘Norway shooter Anders Breivik ‘regrets not going further’ (Right-wing extremist Anders Breivik, who has admitted killing 77 pe ople during a politically-motivated murder spree in Norway last summer, has been declared sane and fit to stand trial and will probably take the stand to say he wishes he had killed even more people. ) [News 4 The World] 8. U. S. warns N. Korea: Rocket launch means no food aid AT ALL! The White House bluntly warned North Korea on Tuesday that going ahead with a long-range rocket launch would mean an end to planned American food aid to the secretive and starvation-plagued country. â€Å"It’s impossible to imagine†). [BBC News] 9. Comedian Jon Lovitz says anti-Semitic prank no laughing matter at all. (Comedian Jon Lovitz is known for making people laugh, but he has expressed outrage at an anti-Semitic high school prank involving maple syrup. ) [Daily Star] 10. I’m NOT NEVER TONGUE-TIED AT A PARTY (Pinpoints the myriads of self-conscious, inferiority-complexed wallflowers. â€Å"That’s me! I want to read this ad; maybe it tells me exactly what to do about i t. As you go along, you will notice how many of these headlines are interrogative ones. They ask a question to which people want to read the answer. They excite curiosity and interest in the body matter which follows. They hit home — cut through verbose indirectness. The best ones are challenges, which are difficult to ignore, cannot be dismissed with a quick no or yes and without further reading, are pertinent and relevant to the reader. Note how many of the ones included here measure up to these specifications. ) [Daily Express] 11. She has even taken court orders to prevent him coming anywhere near her. [The Sun, June 14, 1994]. 12. When a club XV player, I hardly saw any trouble. [ The Daily Mirror, June 10, 1994] 13. I will never see my kids’ faces again’: Tears of mother blinded by boyfriend who GOUGED both of her eyes out (Tina Nash was subjected to ‘sickening’ 12-hour assault while her two children were in home. She was also left with a brok en nose and jaw in an attack described as ‘the most harrowing’ police had seen the 32-year-old said the worst thing was not being able to see her children. She had suffered abuse at Shane Jenkin’s hands before but had helped him get out of jail. Mother of two said she hoped her attacker was not ‘buzzing’ at the thought he was the last person she saw Jenkin had ‘Outlaw’ tattooed on his arm and was serving a five-year ban from pubs in the area for drunken violence) [The Daily Mirror] 14. I didn’t get a chance to tell him I love him’: Heartbreak of family as 8-year-old collapses and dies walking to Little League game (An eight-year-old boy suddenly collapsed and died just minutes before his Little League baseball game in Las Vegas. Spencer Melvin was walking to the baseball field with his father Bob and brother Samuel, who were his coaches, when he suddenly fell to the ground. Despite desperate attempts by his father, who begg ed Spencer to ‘stay with us’ and ‘hang on’ as he fought to revive him, the little boy tragically passed away) [The Daily Mirror]. 15. Kill my wife? Absolutely not! I’d take her back tomorrow: Super-rich Tory donor talks to Mail over claims he wanted to kill his ex. At first it seemed nothing more than a sorry tale of a spurned husband seeking revenge on the wife who left him, when steel tycoon Bill Ives admitted on Tuesday he had accepted a police caution for harassing Pearl Adams, a shop assistant, with unwanted phone calls. ) [Daily Express]. 16. Obama does NOT qualify for Buffett tax: Documents show President did not earn enough to be hit with planned 30% tax for millionaires (Declining book sales have meant that President Barack Obama’s income has dropped so much that he no longer qualifies for the tax raising ‘Buffett Rule’ he has been so eager to tout. In tax returns released by the White House, Obama and his wife Michelle r eported income of $789,674 last year, about half of it from Obama’s book royalties. It was the lowest salary for the Obamas since 2004, when he wrote his best-selling memoir, ‘Dreams From My Father’. ) [News 4 The World]. 17. Zimmerman did NOT use racial slur against Trayvon Martin, prosecutors now say (Despite what some people think they heard, prosecutors say George Zimmerman did not utter a racial slur in his call to 911 on the night he shot Trayvon Martin. ) [BBC News] The interesting fact that you can notice in these headlines is another way of negative intensification. It is used only in written language and its idea is to highlight the negation in any possible way: to stress, to emphasize, to accentuate or to write it in capital letters as in the example: â€Å"Zimmerman did NOT use racial slur against Trayvon Martin, prosecutors now say†. In such a way the reader’s attention is focused on NOT that intensify the negation. As you can see from examples the most frequently used negative intensifiers are: never, ever, at all, in any way and some others. Thus, syntactic and pragmatic features of negative structures in modern English writing give us reasons to affirm that: †¢ frequency and number of negative structures are not significantly different in mass media discourse, but in the language of journalism as opposed to the language of science, negation does not only performs the function of denying proposal, but also expresses the other speech acts: the refusal, an indication, vigorous intention; †¢ writing style as well as oral language has its own characteristics for using negation too. They depend on the purpose of communication, the relationship between reader and writer and style; †¢ concerning the distribution of NOT and NO, NOT is more frequently used on journalism, than in scientific style. All these conclusions confirm the idea that the language of mass media discourse has more in common with oral speech then with scientific style. Conclusions With the analysis of these colourful emphatic negative expression s, this preliminary account of the resources used by modem English to intensify and emphasize negative speech acts is completed. Something that appeared to be simple and straight forward at the beginning turned out to be more attractive and interesting than was originally expected. In spite of this, by no means should this be considered as a conclusive study. lt is just an introductory survey which will have to be developed in further pieces of research. lt is essential that new and larger samples of data be collected as well as more time and attention devoted to each method of negative intensification. The complexity of negation, its importance in the language system and its connections with disciplines such as Logic, Psychology, Sociology and even Mathematics demand an urgent need for supplementary research in the area. No doubt, this will contribute to clarify new features and aspects of the English polarity system which has been traditionally left aside or examined in purely abstract terms without getting deeper into the actual use of the language. Negative intensification is one of the most interesting categories in grammar. Many scientific papers are devoted to the aspect of negation and intensification. The first mention we can find in the writings of E. Klima, O. Esperson, E. Shendels, V. Bondarenko, V. Komissarov, R. Jacobson and other famous scientists. General history of negative constructions in many languages is characterized by a kind of fluctuations. When the only thing that is left after negation is proclitic structure or even a sound, it is too weak, and there is a need to intensify it by adding some additional words. This word in turn can be understood as an element of expressing negation, and can undergo the same process as the original word. In this way, there is constant alternation of weakening and strengthening; a phenomenon in combination with further tendency of putting negation in the beginning of a sentence, where it may well be omitted, lead to unique effects that can be traced in the example of English language. Summary , ? ? . . : , , ? , , , , ? . , , , . , , , , . ? ? ? , ? , . ? ? ’ ? , ? . ? ?. ?. , ?. ? , ?. ?. , ?. ?. , ?. ?. -. , , (?. ?. , ?. ?. , ?. ?. , ?. ?. , ?. ?. , A. M. , ?. ?. ). , ? , , ? - ? . ? , ? , . , ? ? ? ? . References 1. Boling er, D. : Degree Words. The Hague, Paris, Mouton. 1972 2. Erman, B.. ‘Just wear a wig innit! ’ From identifying and proposition-oriented to intensifying and speaker-oriented: grammaticalization in progress. In T. Haukioja (ed. ) Papers from the 16th Scandinavian Conference of linguistics. University of Turku: Department of Finnish and General Linguistics. 1998 3. Givon, T. : English Grammar. Amsterdam and Philadelphia, John Benjamins. 1993 4. Horn L. Some aspects of negation. – Stanford, California: Stanford University Press, 1978 5. Jespersen, O. : Negation in English and other Languages. Copenhagen, A. F. Host. 1917 6. Kosarev, V. A. Features of function of negation in interrogative sentence, – intercollege. Sat Scientific. Proceedings. – Leningrad: Science, 1986 – 18. 7. Lebedev, V. V. Negative sentences and questions of syntax. M. Progress, 1989 – 160 p. 8. Lowth, R. A short introduction to English grammar : With critical notes. Philadelphia: : Printed by R. Aitken, no. 22, Market Street. 1799. 9. Milroy, L. Language and social networks. Oxford: Blackwell. 1980 10. Paducheva E. V. , Rakhilina E. V. : Predicting Co-Occurrence Restrictions By Using Semantic Classifications In The Lexicon. COLING 1990: 231-236 11. Palacious Martinez I. Negative Intensification in modern English. – A. Coruna: A. Coruna University Press, 1995. 12. Paslavska A. Denial as language universals: principles, parameters of operation. – Lviv Ivan Franko National University. John Frank, 2005. – 289 p. 13. Schendels, E. Deutsche grammatik / E. Schendels. – M. : Vysheishaya shkola, 1979 – 397p. 14. Tottie, G. : Negation in English Speech and Writing. A Study in Variation. London, Academic Press Ltd. 1991 How to cite Negative Intensification in Mass Media Discourse, Essay examples