Old Yeller Essays - Rabies, English-language Films, Films

Old Yeller OLD YELLER This was one of my favorite books during my childhood days. The book is a classic, and Disney later made it into a motion picture. the storys climax develops quickly by telling stories and adventures of a boy named Travis and his old stray yellow dog named Yeller.At the introduction of the book Travis is plowing corn in the garden when an old yellow darts bye and causes the mule to jump. He chases the dog out of the garden and curses at him. Then a few days later the stray dog ate some of the deer meat that was very important for the familys survival. Travis was very angered and threatened to kill the mischievious yellow dog, but his younger brother, Arliss, would not allow this. There are many more adventures that the book tells of Old Yeller throughout the story and I am going to put a heavy emphasis on the three that I enjoyed the most. First of all Travis and his brother Arliss were out in the forest with their mother and were cutting wood. This was going to be used to mend a fence that had broke in the yard. While Arliss was off on his own exploring that day he ran across a small bear cub and began to play with it. Travis yelled at him to turn the cub loose. Arliss could see the mother bear coming, but he was too frightened to turn the cub loose. Travis and his mother ran down the hill to assist Arliss, but they knew that they were going to be too late. All of the sudden Old Yeller came like a flash and attacked the bear from her side. The bear turned quickly to fight the dog off. Travis hoisted Arliss up and threw him to their mother. Travis then began to run and shout at the two fighting animals. The bear tucked its tail and left. Old Yeller had saved the life of Arliss and they were all very appreciative of what Yeller had done. One of the next highlights in the book is when Old Yeller knocks down Rose, the milk cow. Travis and Old Yeller were out in the woods looking for Rose because she had been gone for three days without a trace. Rose had been expecting to give birth at any time and went off by herself to do this. Travis finally located Rose and she had already given birth to the calf. Travis chased after the calf to lift it up. While attempting to do this Rose charged towards him. It was at that time that Travis began to realize what a great dog he really had. Old Yeller dashed and knocked down Rose then as she charged time and again at Yeller the dog tripped her up several times. Later on that day while Travis was milking Rose she kept kicking the milk bucket over and would not allow Travis to milk her. In order to put a stop to this incident Travis called over Old Yeller to keep Rose in line. Old Yeller stood directly in front of Rose and thrashed forward staring at her. The heifer was so frightened that she did not even try to budge. The final adventure of Old Yeller that I would like to portray is very tragic and sad. It begins with Rose contracting a disease called hydrophobia. This is an extremely fatal disease which brings fourth foaming at the mouth of the animal. Rose, the cow, is killed and then burned so that no other animals would eat her and spread the disease. Mama and her daughter Lisbeth were burning the cow when a gray wolf tried to ambush them. Old Yeller came to their rescue like a bolt of lightning and wrestled with the wolf. Both animals were biting and clawing at each other. Travis then retrieved his rifle, took aim, and shot the wolf. The wolf also had hydrophobia so that meant that Old Yeller had the chance of obtaining the sickness as well. After this incident they were forced to lock Old Yeller up in a woodshed for a few weeks while keeping an eye on him to make sure that he did not become ill.

History of Feral Rabbits in Australia

History of Feral Rabbits in Australia Rabbits are an invasive species that has caused immense ecological devastation to the continent of Australia for over 150 years. They procreate with uncontrollable velocity, consume cropland like locusts, and contribute significantly to soil erosion. Although some of the governments rabbit eradication methods have been successful in controlling their spread, the overall rabbit population in Australia is still well beyond sustainable means. History of Rabbits in Australia In 1859, a man named Thomas Austin, a landowner in Winchelsea, Victoria imported 24 wild rabbits from England and released them into the wild for sport hunting. Within a number of years, those 24 rabbits multiplied into millions. By the 1920s, less than 70 years since its introduction, the rabbit population in Australia ballooned to an estimated 10 billion, reproducing at a rate of 18 to 30 per single female rabbit per year. The rabbits started to migrate across Australia at a rate of 80 miles a year. After destroying two million acres of Victorias floral lands, they traversed across the states of New South Wales, South Australia, and Queensland. By 1890, rabbits were spotted all the way in Western Australia. Australia is an ideal location for the prolific rabbit. The winters are mild, so they are able to breed nearly year-round. There is an abundance of land with limited industrial development. Natural low vegetation provides them with shelter and food, and years of geographic isolation has left the continent with no natural predator for this new invasive species. Currently, the rabbit inhabits around 2.5 million square miles of Australia with an estimated population of over 200 million. Feral Australian Rabbits as Ecological Problem Despite its size, much of Australia is arid and not fully fit for agriculture. What fertile soil the continent has is now threatened by the rabbit. Excessive grazing by the rabbit has diminished vegetative cover, allowing wind to erode away top soil. Soil erosion affects revegetation and water absorption. Land with limited top soil can also lead to agricultural run-off and increased salinity. The livestock industry in Australia has been widely affected by the rabbit. As food yields decrease, so does the cattle and sheep population. To compensate, many farmers extend their livestock range and diet, farming a wider expanse of the land and thus further contributing to the problem. The agricultural industry in Australia has lost billions of dollars from the direct and indirect effects of the rabbit infestation. The introduction of the rabbit has also strained the native wildlife of Australia. Rabbits have been blamed for the destruction of the eremophila plant and various species of trees. Because rabbits will feed on seedlings, many trees are never able to reproduce, leading to local extinction. Additionally, due to direct competition for food and habitat, the population of many native animals such as the greater bilby and the pig-footed bandicoot has declined dramatically. Feral Rabbit Control Measures For much of the 19th century, the most common methods of feral rabbit control have been trapping and shooting. But between 1901 and 1907, the Australian government went with a national approach by building three rabbit-proof fences to protect the pastoral lands of Western Australia. The first fence stretched 1,138 miles vertically down the entire western side of the continent, starting from a point near Cape Keravdren in the north and ending in Starvation Harbor in the south. It is considered to be the worlds longest continuous standing fence. The second fence was built roughly parallel to the first, 55 - 100 miles further west, branching off from the original to the southern coast, stretching 724 miles. The final fence extends 160 miles horizontally from the second to the western coast of the country. Despite the enormity of the project, the fence was deemed unsuccessful, since many rabbits traversed over to the protected side during the construction period. Additionally, many have dug their way through the fence, as well. The Australian government also experimented with biological methods to control the feral rabbit population. In 1950, mosquitoes and fleas carrying the myxoma virus were released into the wild. This virus, found in South America, only affects rabbits. The release was highly successful, as an estimated 90-99 percent of the rabbit population in Australia was wiped out. Unfortunately, because mosquitoes and fleas do not typically inhabit arid areas, many of the rabbits living in the continents interior were not affected. A small percentage of the population also developed a natural genetic immunity to the virus and they continued to reproduce. Today, only about 40 percent of rabbits are still susceptible to this disease. To combat the reduced effectiveness of myxoma, flies carrying a rabbit hemorrhagic disease (RHD), was released in Australia in 1995. Unlike myxoma, RHD is able to infiltrate the arid areas. The disease helped reduced rabbit populations by 90 percent in arid zones. However, like myxomatosis, RHD is still limited by geography. Since its host is a fly, this disease has very little impact on the cooler, higher rainfall regions of coastal Australia where flies are less prevalent. Moreover, rabbits are beginning to develop resistance to this disease, as well. Today, many farmers still use conventional means of eradicating rabbits from their land. Although the rabbit population is a fraction of what it was in the early 1920s, it continues to burden the countrys eco- and agricultural systems. They have lived on Australia for over 150-years and until a perfect virus can be found, theyll probably be there for several hundred more. References Australia Government: Department of Sustainability, Environment, Water, Population and Communities (2011, May 27). Feral Animals in Australia. Retrieved from: environment.gov.au/biodiversity/invasive-species/feral-animals-australiaABC Science (2009, April 09). Australias battle with the bunny. Retrieved from: abc.net.au/science/articles/2009/04/08/2538860.htmBroomhall, F.H. The Longest Fence in the World. Carlisle, Western Australia: Hesperian Press, 1991

60 Writing Topics for Extended Definitions

60 Writing Topics for Extended Definitions Simply put, a definition is a statement of the meaning of a word or phrase. An extended definition goes beyond what can be found in a dictionary,  offering an expanded analysis and illustration  of a concept that might be abstract, controversial, unfamiliar, or frequently misunderstood. Take, for example, writings such as William James Pragmatic Theory of Truth or John Bergers The Meaning of Home. Approaching the Abstract Abstract concepts, including many of the broad terms in the list that follows, need to be brought to earth with an example to relate what they mean to your reader and to get your point or opinion across. You could illustrate the concepts with anecdotes from your personal life or examples from the news or current events, or write an opinion piece.  Theres no single method for  developing  and  organizing  a paragraph or essay by extended definition. The 60 concepts listed here can be defined in various ways and from different points of view. Brainstorming and Prewriting Start with brainstorming your topic. If you work well with lists, write the word at the top of the paper and fill the rest of the page with all the things that the word makes you think of, feel, see, or even smell, without stopping. Its OK to go off on tangents, as you might find a surprising connection that could make a powerful, insightful, or even humorous essay. Alternatively, brainstorm by writing the word in the middle of your paper and connect other related words to it and each other. As you develop your angle, think about the concepts background, features, characteristics, and parts. What is the concepts opposite? What are its effects on you or others? Something in your list or word map will spark a writing idea or theme to use to illustrate the abstract concept, and then its off to the races. If you run into a dead end the first time, go back to your list and pick another idea. Its possible that your first draft turns out to be prewriting and leads to a better idea that can be developed further and can possibly even incorporate the prewriting exercise. Time spent writing is time spent exploring and is never wasted, as sometimes it takes a bit of pursuit to discover the perfect idea. If seeing examples will help spark your essay, take a look at Gifts, by Ralph Waldo Emerson, Gore Vidals Definition of Prettiness, or A Definition of Pantomime, by Julian Barnes. 60 Topic Suggestions Looking for a place to start? Here are 60 words and phrases so broad that writings on them could be infinite: TrustKindnessSexismGumptionRacismSportsmanshipHonorModestySelf-assuranceHumilityDedicationSensitivityPeace of mindRespectAmbitionRight to privacyGenerosityLazinessCharismaCommon senseTeam playerMaturityIntegrityHealthy appetiteFrustrationOptimismSense of humorLiberalConservativeA good (or bad) teacher or professorPhysical fitnessFeminismA happy marriageTrue friendshipCourageCitizenshipSuccessA good (or bad) coachIntelligencePersonalityA good (or bad) roommatePolitical correctnessPeer pressureLeadershipPersistenceResponsibilityHuman rightsSophisticationSelf-respectHeroismThriftSlothVanityPrideBeautyGreedVirtueProgressA good (or bad) bossA good (or bad) parent

Home Health Agency Center Essay Example | Topics and Well Written Essays - 250 words

Home Health Agency Center - Essay Example which help members gain easy access to the information they need. In particular, on clicking Home Health PPS, visitors will gain information on the background of the payment system being implemented by CMS for home health agencies (HHAs). The page also provides general information on the laws and systems currently in place in terms of payment of home health services such as computation of required payments for patients requiring readmission or those visiting HHAs frequently within the 60-day episode. Additionally, the site directs visitors to other sites they can visit for more information on HHAs. There are also downloadable pdf files on regulations currently implemented. Generally, the information the CTMS.gov provides in its website are well explained and useful. They serve as definite guide to home health users as well as relevant agencies. Visitors exploring the site can expect fully comprehensive information on home health programs including history, regulation, duties of providers, etc. By reading from the site, users and service providers alike will gain a good perspective of their rights and duties in connection with home health

Business Transformation of Moevenpick Hotels and Resorts using VRINE, Essay

Business Transformation of Moevenpick Hotels and Resorts using VRINE, CAGE and Corporate Entity (Diversification) Frameworks - Essay Example MÃ ¶venpick Hotels and Resorts AG has focused on expanding into its traditional regions of Europe, Africa, Middle East and Asia. Such diversified presence in various regions of the world therefore indicates that it has been able to successfully expand in different markets. In this paper I will be concentrating on the MÃ ¶venpick Hotels and Resorts AG to seek the possibility of transforming the company using the VRINE model, CAGE as well as Corporate Entity (Diversification) models for better opportunities and higher market share. MÃ ¶venpick Hotels and Resorts AG manages 70 hotels of a total of 17,646 rooms in 24 countries in the market of upscale business hotels, holiday resorts and residences. Business hotels are 57% of the company’s managed hotels; resorts are 32% of the company’s managed hotels and 11% cruises. MÃ ¶venpick Hotels and Resorts AG has five regional offices in; Zurich acting as the corporate office for MÃ ¶venpick Hotels and Resorts AG and managing the region of Europe, Thailand, managing the region of Asia Pacific, United Arab Emirates, managing the region of the Middle East and India, Shanghai, Managing the region of China and Cairo, Managing the region of Africa. It is an analytical framework suggesting that an organization with resources and capabilities which are Valuable, Rare, Inimitable, Non-substitutable and Exploitable will gain a competitive advantage in the market. (Quizlet, 2012). It is however, critical to understand what actually resources and capabilities are and how they can actually provide a firm its overall competitive advantage over other firms in the industry. Barney (Cited in Peng and South-Western, 2008:3) defined the resources as ‘The tangible and intangible assets a firm uses to choose and implement its strategies’ while capability is a firm’s ability to make use of its resources in a highly productive way. (Santiago, 2003) Resources can be either tangible such as land and

Semantics and Theories of Semantics Essay Example for Free

Semantics and Theories of Semantics Essay Semantics is the study of meaning in language. We know that language is used to express meanings which can be understood by others. But meanings exist in our minds and we can express what is in our minds through the spoken and written forms of language (as well as through gestures, action etc. ). The sound patterns of language are studied at the level of phonology and the organisation of words and sentences is studied at the level of morphology and syntax. These are in turn organised in such a way that we can convey meaningful messages or receive and understand messages. ‘How is language organised in order to be meaningful? ’ This is the question we ask and attempt to answer at the level of semantics. Semantics is that level of linguistic analysis where meaning is analysed. It is the most abstract level of linguistic analysis, since we cannot see or observe meaning as we can observe and record sounds. Meaning is related very closely to the human capacity to think logically and to understand. So when we try to analyse meaning, we are trying to analyse our own capacity to think and understand, our own ability to create meaning. Semantics concerns itself with ‘giving a systematic account of the nature of meaning’ (Leech). Difficulties in the Study of Meaning The problem of ‘meaning’ is quite difficult, it is because of its toughness that some linguists went on to the extent of excluding semantics from linguistics. A well-known structuralist made the astonishing statement that ‘linguistic system of a languagedoes not include the semantics. The system is abstract, it is a signaling system, and as soon as we study semantics we are no longer studying language but the semantic system associated with language. The structralists were of the opinion that it is only the form of language which can be studied, and not the abstract functions. Both these are misconceptions. Recently a serious interest has been taken in the various problems of semantics. And semantics is being studied not only by the linguists but also by philosophers, psychologists, scientists, anthropologists and sociologists. Scholars have long puzzled over what words mean or what they represent, or how they are related to reality. They have at times wondered whether words are more real than objects, and they have striven to find the essential meanings of words. It may be interesting to ask whether words do have essential meaning. For example, difficulties may arise in finding out the essential meaning of the word table in water table, dining table, table amendment, and the table of 9. An abstract word like good creates even more problems. Nobody can exactly tell what good really means, and how a speaker of English ever learns to use the word correctly. So the main difficulty is to account facts about essential meanings, multiple meanings, and word conditions. The connotating use of words adds further complications to any theorizations about meaning, particularly their uses in metaphor and poetic language. Above all is the question : where does meaning exist: in the speaker or the listener or in both, or in the context or situation ? Words are in general convenient units to state meaning. But words have meanings by virtue of their employment in sentences, most of which contain more than one word. The meaning of a sentence, though largely dependent on the meaning of its component words taken individually, is also affected by prosodic features. The question whether word may be semantically described or in isolation, is more a matter of degree than of a simple answer yes or no. It is impossible to describe meaning adequately any other way except by saying how words are typically used as part of longer sentences and how these sentences are used. The meanings of sentences and their components are better dealt with in linguistics in turns of how they function than exclusively in terms of what they refer to. Words are tools; they become important by the function they perform, the job they do, the way they are used in certain sentences. In addition to reference and function, scholars have also attached import talkie to popular historical considerations, especially etymology, while studying word-meanings. Undobtedly the meaning of any word is casually the product of continuous changes in its antecedent meanings or uses, and in many cases it is the collective product of generations of cultural history. Dictionaries often deal with this sort of information if it is available, but in so ding they are passing beyond the bounds of synchronic statement to the separate linguistic realm of historical explanation. Different answers have been given to the questions related to meaning. Psychologists have tried to assess the availability of certain kinds of responses to objects, to experiences, and to words themselves. Philosophers have proposed a variety of systems and theories to account for the data that interest them. Communication scientists have developed information theory so that they can use mathematical models to explain exactly what is predictable and what is not predictable when messages are channeled through various kinds of communication networks. From approaches like these a complex array of conceptions of meaning emerges. Lexical and Grammatical Meaning When we talk about meaning, we are talking about the ability of human beings to understand one another when they speak. This ability is to some extent connected with grammar. No one could understand: hat one the but red green on bought tried Rameez. while Rameez tried on the red had but bought the green one causes no difficulties. Yet there are numerous sentences which are perfectly grammatical, but meaningless. The most famous example is Chomsky’s sentence â€Å"Colourless green ideas sleep furiously†. Similar other examples are: * The tree ate the elephant. * The pregnant bachelor gave birth to six girls tomorrow. * The table sneezed. In a sentence such as Did you understand the fundamentals of linguistics? A linguist has to take into account at least two different types of meaning: lexical meaning and grammatical meaning. Full words have some kind of intrinsic meaning. They refer to objects, actions and qualities that can be identified in the external world, such as table, banana, sleep, eat, red. Such words are said to have lexical meaning. Empty words have little or no intrinsic meaning. They exist because of their grammatical function in the sentence. For example, and is used to join items, or indicates alternative, of sometimes indicates possession. These words have grammatical meaning. Grammatical meaning refers mainly to the meaning of grammatical items as did, which, ed. Grammatical meaning may also cover notions such as ‘subject’ and ‘object’, sentence types as ’interrogative’, ‘imperative’ etc. Because of its complexity, grammatical meaning is extremely difficult to study. As yet, no theory of semantics has been able to handle it portly. But the study of lexical items is more manageable. What is Meaning? Philosophers have puzzled over this question for over 2000 years. Their thinking begins from the question of the relationship between words and the objects which words represent. For example, we may ask: What is the meaning of the word ‘cow’? One answer would be that it refers to an animal who has certain properties, that distinguish it from other animals, who are called by other names. Where do these names come from and why does the word ‘cow’ mean only that particular animal and none other? Some thinkers say that there is no essential connection between the word ‘cow’ and the animal indicated by the word, but we have established this connection by convention and thus it continues to be so. Others would say that there are some essential attributes of that animal which we perceive in our minds and our concept of that animal is created for which we create a corresponding word. According to this idea, there is an essential correspondence between the sounds of words and their meanings, e. g. , the word ‘buzz’ reproduces ‘the sound made by a bee’. It is easy to understand this, but not so easy to understand how ‘cow’ can mean’ a four-legged bovine’—there is nothing in the sound of the word ‘cow’ to indicate that, (Children often invent words that illustrate the correspondence between sound and meaning: they may call a cow ‘moo-moo’ because they hear it making that kind of sound. ) The above idea that words in a language correspond to or stand for the actual objects in the world is found in Plato’s dialogue CratyIus. However, it applies only to some words and not to others, for example, words that do not refer to objects, e. g. ‘love’, ‘hate’. This fact gives rise to the view held by later thinkers, that the meaning of a word is not the object it refers to, but the concept of the object that exists in the mind. Moreover, as de Saussure pointed out, the relation between the word (signifier) and the concept (signified) is an arbitrary one, i.e. the word does not resemble the concept. Also, when we try to define the meaning of a word we do so by using other words. So, if We try to explain the meaning of ‘table’ we need to use other words such as ‘four’, ‘legs’, and ‘wood’ and these words in turn can be explained only by means of other words. In their book, The Meaning of Meaning, L. K. Ogden and I. A. Richards made an attempt to define meaning. When we use the word ‘mean’, we use it in different ways. ‘I mean to do this’ is a way of expressing our intention. ‘The red signal means stop’ is a way of indicating what the red signal signifies. Since all language consists of signs, we can say that every word is a sign indicating something—usually a sign indicates other signs. Ogden and Richards give the following list of some definitions of ‘meaning’. Meaning can be any of the following: 1. An intrinsic property of some thing 2. Other words related to that word in a dictionary 3. The connotations of a word (that is discussed below) 4. The thing to which the speaker of that word refers 5. The thing to which the speaker of that word should refer  6. The thing to which the speaker of that word believes himself to be referring 7. The thing to which the hearer of that word believes is being referred to. These definitions refer to many different ways in which meaning is understood. One reason for the range of definitions of meaning is that words (or signs) in a language are of different types. Some signs indicate meaning in a direct manner, e. g. an arrow (?  ®) indicates direction. Some signs are representative of the thing indicated, e. g. onomatopoeic wards such as ‘buzz’. ‘tinkle’ ‘ring’; even ‘cough’. ‘slam’, ‘rustle have onomatopoeic qualities. Some signs do not have any resemblance to the thing they refer to, but as they stand for that thins, they are symbolic. Taking up some of the above definitions of meaning, we can discuss the different aspects of meaning o a word as follows: (i) The logical or denotative meaning. This is the literal meaning of a word indicating the idea or concept to which it refers. concept is a minimal unit of meaning which could be called a ‘sememe’ in the same way as the unit of sound is called a ‘phoneme’ and is like the ‘morpheme h Is structure and organisation. Just as the phoneme /b/ may be defined as a bilatial + voiced + plosive, the word ‘man’ may be defined as a concept consisting of a structure of meaning ‘human + male + adult’ expressed through the basic morphological unit ‘m + ? + n’. All the three qualities are logical attributes of which the concept ‘man’ is made. They are the minimal qualities that the concept must possess in order to be a distinguishable concept, e. g. if any of these changes, the concept too changes. So ‘human + female + adult’ would not be the concept referred to by the word ‘man’, since it is a different concept. (ii) The connotative meaning. This is the additional meaning that a concept carries. It is defined as ‘the communicative value an expression has by virtue of what it refers to over and above its purely conceptual content’ (Leech, 1981). That is, apart from its logical or essential attributes, there is a further meaning attached to a word, which comes from its reference to other things in the real world. In the real world, such a word may be associated with some other features or attributes. For example, the logical or denotative meaning of the word ‘woman’ is the concept, ‘human + female + adult’. To it may be added the concept of ‘weaker sex’ or ‘frailty’. These were the connotations or values associated with the concept of ‘woman’. Thus connotative meaning consists of the attributes associated with a concept. As we know, these associations come into use over a period of time in a particular culture and can change with change in time. While denotative meaning remains stable since it defines the essential attributes of a concept, connotative meaning changes as it is based on associations made to the concept; these associations may change. (iii) The social meaning: This is the meaning that a word or a phrase conveys about the circumstances of its use. That is, the meaning of a word is understood according to the different style and situation in which the word is used, e. g. though the words ‘domicile’, ‘residence’, ‘abode’, ‘home’ all refer to the same thing (i. e. their denotative meaning is the same), each word belongs to a particular situation of use—’domicile’ is used in an official context, ‘residence’ in a formal context, ‘abode’ is a poetic use and ‘home’ is an ordinary use. Where one is used, the other is not seen as appropriate. Social meaning derives from an awareness of the style in which something is written and spoken and of the relationship between speaker and hearer—whether that relationship is formal, official, casual, polite, or friendly. (iv) The thematic meaning: This is the meaning which is communicated by the way in which a speaker or writer organises the message in terms of ordering, focus and emphasis. It is often felt, for example, that an active sentence has a different meaning from its passive equivalent although its conceptual meaning seems to be the same. In the sentences: Mrs. Smith donated the first prize The first prize was donated by Mrs. Smith the thematic meaning is different. In the first sentence it appears that we know who Mrs. Smith is, so the new information on which the emphasis is laid is ‘the first prize’. In the second sentence, however, the emphasis is laid on ‘Mrs. Smith’. It is sometimes difficult to demarcate all these categories of meaning. For example, it may be difficult to distinguish between conceptual meaning and social meaning in the following sentences: He stuck the key in his pocket. He put the key in his pocket. We could argue that these two sentences are conceptually alike, but different in social meaning––the first one adopts a casual or informal style, the second adopts a neutral style. However, we could also say that the two verbs are conceptually different: ‘stuck’ meaning ‘put carelessly and quickly’, which is a more precise meaning than simply ‘put’. Of course, it is a matter of choice which word the speaker wishes to use, a more precise one or a neutral one. Some Terms and Distinctions in Semantics (a) Lexical and grammatical meaning Lexical or word meaning is the meaning of individual lexical items. These are of two types: the open class lexical items, such as nouns, verbs, adjectives and adverbs, and the close class items such as prepositions, conjunctions and deter-miners. The open class items have independent meanings, which are defined in the dictionary. The closed class items have meaning only in relation to other words in a sentence; this is called grammatical meaning, which can be understood from a consideration of the structure of the sentence and its relation with other sentences. For example, in the sentence The tiger killed the elephant’, there are three open class items: tiger, kill, elephant. Out of these, two are nouns and one is a verb. There is one closed class tern— ’the’—which occurs before each noun. It has no independent reference of its own and can have meaning only when placed before the nouns. This distinction may help in understanding ambiguity. Thus, if there is ambiguity in a sentence, this can be a lexical ambiguity or a grammatical ambiguity. For example, in the sentence: I saw him near the bank, there is lexical ambiguity, since the item ‘bank’ can mean (a) the financial institution or (b) the bank of a river. However, in the case of: ‘The parents of the bride and the groom were waiting’ there is grammatical ambiguity as the sentence structure can be interpreted in two ways: (a) the two separate noun phrases being ‘the parents of the bride’, and ‘the groom’; or (b) the single noun phrase ‘the parents’ within which there is the prepositional phrase ‘of the bride and the groom’ containing two nouns. The first type of coordination gives us the meaning that the people who were waiting were the parents of the bride and the groom himself. The second type of coordination gives us the meaning that the people who were waiting were the parents of the bride and the parents of the groom. The meaning of a sentence is the product of both lexical and grammatical meanings. This becomes clear if we compare a pair of sentences such as the following: The dog bit the postman. The postman bit the dog. These two sentences differ in meaning. But the difference in meaning is not due to the difference in the meaning of the lexical items ‘postman’ and ‘dog’, but in the grammatical relationship between the two. In one case  Ã¢â‚¬Ëœdog’ is the subject and ‘postman’ is the object, in the other case the grammatical roles are reversed. There is also the relationship of these nouns with the verb ‘bit’. In the first sentence, the action is performed by the dog, which conforms to our knowledge about dogs, but in the second sentence, the action is performed by the postman which does not match with our knowledge about what postmen do, so there is a sense of incongruity about the second sentence. Only in some exceptional circumstance could we expect it to be comprehensible. (b) Sense and Reference. It has been explained earlier that signs refer to concepts as well as to other signs. A sign is a symbol that indicates a concept. This concept is the reference, which refers in turn to some object in the real world, called the referent. The relationship between linguistic items (e. g. words, sentences) and the non-linguistic world of experience is a relationship of reference. It can be understood by the following diagram given by Ogden and Richards: The objects in the real world are referents, the concept which we have of them in our minds is the reference and the symbol we use to refer to them is the word, or linguistic item. As we have seen, we can explain the meaning of a linguistic item by using other words. The relation of a word with another word is a sense-relation. Therefore, sense is the complex system of relationships that holds between the linguistic items themselves. Sense is concerned with the intra-linguistic relations, i. e. relations within the system of the language itself, such as similarity between words, opposition, inclusion, and pre-supposition. Sense relations include homonymy, polysemy, synonymy and antonymy. Homonyms are different items (lexical items or structure words) with the same phonetic form. They differ only in meaning, e. g. the item ‘ear’ meaning ‘organ of hearing’ is a homonym of the item ‘ear’ meaning ‘a stem of wheat’. Homonymy may be classified as: (a) Homography: a phenomenon of two or more words having the same spellings but different pronunciation or meaning, e. g. lead /led/ = metal; lead/li:d/ = verb. (b) Homophony: a phenomenon of two or more words having the same pronunciation but different meanings or spellings, e. g.sea/see, knew/new, some/ sum, sun/son. It is difficult to distinguish between homonymy and polysemy as in polysemy, the ‘same’ lexical item has different meanings, e. g. ‘bank*’, ‘face*’: Two lexical items can be considered as synonyms if they have the same denotative, connotative and social meaning and can replace each other in all contexts of occurrence. Only then can they be absolutely synonymous. For example, ‘radio’ and ‘wireless’ co-existed for a while as synonyms, being used as alternatives by speakers of British English. But now, ‘wireless’ is not used frequently. What we consider as synonyms in a language are usually near-equivalent items, or descriptive items. For example, ‘lavatory’, ‘toilet’, ‘WC’, ‘washroom’ are descriptive or near-equivalent synonyms in English. Antonyms are lexical items which are different both in form as well as meaning. An antonym of a lexical item conveys the opposite sense, e. g. single-married, good-bad. But this gives rise to questions of what is an opposite or contrasted meaning. For example, the opposite of ‘woman’ could be ‘man’ or girl’ since the denotation of both is different from that of ‘woman’. Thus we need to modify our definition of antonymy. We can say that some items are less compatible than other items. There can be nearness of contrast or remoteness of contrast. Thus ‘man’ or ‘girl’ is contrasted to ‘woman’ but less contrasted than ‘woman’ and ‘tree’. In this sense, ‘woman’ and ‘man’ are related, just as ‘girl’ and ‘boy’ are related, in spite of being contrasted. Other meaning-relations of a similar nature are: mare/stallion, cow/bull, ram/ewe etc. , all based on gender distinctions. Another set of meaning relations can be of age and family relationship: father/son, uncle/nephew, aunt/ niece. In this, too, there are differences in the structures of different languages. In Urdu, for instance, gender distinction or contrast may be marked by a change in the ending of the noun (e. g. /gho:? a:/gho:? i:/ for ‘horse’ and ‘mare’ respectively) or, in some cases, by a different word (e. g. /ga:e/bael/ for ‘cow’ and ‘bull’ respectively). In English, there are usually different words to mark contrast in gender except in a few cases (e. g. elephant, giraffe). The evolution of a complex system of sense relations is dependent on the way in which the objects of the world and the environment are perceived and conceptualized by the people who make that language. For example, Eskimos have many words related in meaning to ‘snow’ because snow in different forms is a part o their environment. In English, there are only two ‘snow’ and ‘ice’, while in Urdu there is only one: ‘baraf’. This reflects the importance that a particular object or phenomena may have for a certain community. Another kind of sense-relationship is hyponymy. Hyponymy is the relation that holds between a more general and more specific lexical item. For example, ‘flower’ is a more general item, and ‘rose’, ‘lily’, etc. are more specific. The more specific item is considered a hyponym of the more general item—’rose’ is a hyponym of ‘flower’. The specific item includes the meaning of the general. When we say ‘rose’, the meaning of ‘flower’ is included in its meaning. ‘Rose’ is also hyponymous to ‘plant’ and ‘living thing’ as these are the most general categories. The combination of words to produce a single unit of meaning is also a part of sense-relations in a language. Compounds are made, which often do not mean the same as the separate words which they consist of. Thus, while ‘black bird’ can be understood to mean ‘a bird which is black’, ‘strawberry’ cannot be understood to mean ‘a berry made of straw’. Similarly, ‘fighter’ can be considered to be a noun made up of the morphemes ‘fight’ + ‘er’, but ‘hammer’ cannot be considered as made up of ‘ham’ + ‘er’. Phrasal verbs and idioms are also a case of such sense relations. The verbs ‘face up to’, ‘see through’, ‘look upon’, etc. have a composite meaning. Collocations such as ‘heavy smoker’ and ‘good singer’ are not mere combinations of heavy + smoker meaning ‘the smoker is heavy’ or ‘good + singer’. They mean ‘one who smokes heavily’ or ‘one who sings well’. The collocated unit has a meaning which is a composite of both that is why we cannot say ‘good smoker’ and ‘heavy singer’. All these sense-relations are peculiar to a language and every language develops its own system of sense-relations. (c) Sentence-meaning and Utterance-meaning A distinction may be drawn between, sentence-meaning and utterance-meaning. This is because a speaker may use a sentence to mean something other than what is normally stated in the sentence itself. As discussed earlier, sentence meaning is a combination of lexical and grammatical meaning. In addition to this, intonation may also affect sentence meaning. For example, ‘I don’t like COFFEE’ means that the speaker does not like coffee, but may like some other drink; ‘I don’t like coffee’ means that the speaker doesn’t like coffee but someone else does. Speakers can use intonation to change the emphasis and thus the meaning of the sentence. Further, a sentence may be used by a speaker to perform some act, such as the act of questioning, warning, promising, threatening, etc. Thus, a sentence such as ‘Its cold in here’ could be used as an order or request to someone to shut the window, even though it is a declarative sentence. Similarly, an interrogative sentence such as ‘Could you shut the door? ’ can be used to perform the act of requesting or commanding rather than that of questioning (The speaker is not asking whether the hearer is able to shut the door, but is requesting the hearer to actually do the action). Usually such use of sentences is so conventional that we do not stop to think of the literal sentence meaning, we respond to the speaker’s act of requesting, etc., which is the utterance meaning. This is the meaning that a sentence has when a speaker utters it to perform some act, in particular appropriate circumstances. (d) Entailment and Presupposition One sentence may entail other sentence—that is, include the meaning of other sentence in its meaning, just as hyponymy includes the meaning of other word. For example, the sentence ‘The earth goes round the sun’ entails (includes) the meaning ‘The earth moves’. A sentence may presuppose other sentences, e. g. the sentence ‘Shamim’s son is named Rahat’ presupposes the sentence ‘Shamim has a son’. Presupposition is the previously known meaning which is implied in the sentence. While entailment is a logical meaning inherent in the sentence, presupposition may depend on the knowledge of the facts, shared by the speaker and the hearer. Theories of Semantics a) Traditional Approach: We have noted earlier that meaning was always a central concern with thinkers. This has been the root of much divergent opinions and definitions of meaning. However, there was little doubt that there are two sides of the issue : symbolic realization, whether in utterance or in writing, and the thing symbolised. Plato’s Cratylus clearly lays down that word is the signifier (in the language) and the signified is the object (in the world). Words are, therefore, names, labels that denote or stand for. Initially, a child learns to know his world, and his language in this manner. He is pointed out the objects and people; names are given to them, and in his mind link or association between the names and the external world is established. Children have always been taught their language in this manner. This is also perhaps the way the earliest thinkers tried to understand the world through linguistic medium. That could be the reason why William Labov was prompted to say, ‘In many ways, the child is a perfect historian of the language’. This simple view of the relationship between name and things is diagrammatically shown below. However, this is an extremely simplistic theory and it would be wrong to say the child simply learns the names of things. Gradually, and simultaneously, he learns to ‘handle the complexities of experience along with the complexities of language’. b) Analytical/Referential Approach: Between the symbol and the object/thing there is an intervening phenomenon which is recognized as ‘the mediation of concepts of the mind’. De Saussure and I. A. Richards and C. K. Ogden are the best-known scholars to hold this view. The Swiss linguist de Saussure postulated the link, a psychological associative bond, between the sound image and the concept. Ogden and Richards viewed this in the shape of a triangle. The linguistic symbol or image, realized as a word or sentence and the referent, the external entities are mediated by thought or reference. There is no direct relation between the sign and the object but ‘our interpretation of any sign is our psychological reaction to it’ (Ogden). The meaning of a word in the most important sense of the word is that part of a total reaction to the word which constitutes the thought about what the word is intended for and what it symbolizes. Thus thought (the reference) constitutes the symbolic or referential meaning of a word (YevgenyBasin : 32-33). Linguistics, in the opinion of de Saussure, operates on the borderland where the elements of sound and thought combine : their combination produces a form, not a substance. When we see an object, a bird, for example, we call it referent; its recollection is its image. It is through this image that the sign is linked to the referent. The symbol is manifested in the phonetic form and the reference is the information the hearer is conveyed. This process thus established, makes meaning a ‘reciprocal’ and reversible relation between name and sense. One can start with the name and arrive at the meaning or one can start with the meaning and arrive at the name/s. The referential or ‘analytical’ approach, as it is also known, tries to avoid the functional domain of language, and seeks rather to understand meaning by identifying its primary components. This approach is the descendant of the ancient philosophical world-view, and carries its limitations. It ignores the relatively different positions at which the speaker and the hearer are situated. Their positions make a reciprocal and reversible relationship between name and sense (Ullmann). This approach also overlooks other psychological, non-physical processes which donot depend upon the linguistic symbol, the reception of the sound waves for recognising the meaning of the object/thing. A word usually has multiple meaning and is also associated with other words. Which of the meanings will be received depends upon the situations. (c) Functional Approach In the year 1953 L. Wittgenstein’s work Philosophical Investigation was published. Around this time Malinowski and J. R. Firth were working to formulate the ‘operational character of scientific concepts like ‘length’, ‘time’ or ‘energy’; they tried to grasp the meaning of a word by observing the uses to which it is put instead of what is said about it. They approached the problem by including all that is relevant in establishing the meaning – the hearers, their commonly shared knowledge and information, external objecs, and events, the contexts of earlier exchange and so on, and not by excluding them. This approach can directly be linked to the concept of the Context of situation being developed by the London group which viewed social processes as significant factor in explaining a speech event. While the referential approach took an idealist position, dealing, as someone said, with ‘meaning in language’, the functional theory or the operational theory took a realistic stand, taking ‘speech’ as it actually occurred. Words are considered tools and whole utterances are considered. Meaning is thus seen to involve a ‘set of multiple and various relations between the utterances’ and its segments and the relevant components of environment’ (Robins). In placing special emphasis on language as a form of behaviour – as something that we perform, the functional approach shares a lot with systemic linguistics. Language is a form a behaviour which is functional, ‘something that we do with a purpose, or more often, in fact, with more than one purpose. It is viewed as a form of functional behaviour which is related to the social situation in which it occurs as something that we do purposefully in a particular social setting’ (Margaret Berry). The systemic organization of a language is sought to be understood through its relations with the social situations of language. According to this theory, meaning is classified into two broad categories, Contextual Meaning and Formal Meaning. Contextual meaning relates a formal item or pattern to an element of situation.

James Joyce :: essays papers

James Joyce In the Portrait of the Artist as a Young Man, James Joyce creates a deeply personal and emotional portrait to every man. Joyce’s main character, Stephen Dedalus, encounters universal feelings of detachment, guilt, and awakening. Rather than stepping back and remembering the characteristics of infancy and childhood from and adult perspective, Joyce uses the language the infant was enveloped in. Joyce also uses baby Stephen’s viewpoint to reproduce features of infancy. In Joyce’s first chapter, crucial characteristics of Stephen’s individuality are established. Stephen’s first memory as a child begins with storytelling. â€Å"Once upon a time and a very good time it was there was a moocow coming down along the road and this moocow that was coming down along the road met a nicens little boy named tuckoo†¦Ã¢â‚¬  (Portrait, 7). From the start, Stephen’s lines are riddled with poetic sound and rhythm. Joyce demonstrates Stephen’s control over words with the baby’s first stream of consciousness. As Stephen’s thoughts continue, Joyce inflects the baby’s relationship to each of his parents through imagery. â€Å"His father looked at him through a glass. His father had a hairy face† (Portrait, 7). The glass that the father uses to look at baby Stephen is the very glass that keeps the father and son separate throughout the novel. Although the glass should aid Mr. Dedalus to see Stephen more clearly, closer up, the glass limits the father’s mind and perceptions. As Stephen grows older, the two literally view each other through the beer glass raised above Mr. Dedalus’s chin. Similarly, his father’s hairy face visibly separates the two. Mr. Dedalus exemplifies the standard man, one who loves sports, drink and women. Stephen’s enjoyment of words and lack of facial hair help him later understand how foreign and different he is from his father. Despite the lack of affection between Stephen and his father, Stephen shares a fondness for his mother. â€Å"His mother had a nicer smell than his father. She played on the piano†¦he danced† (Portrait, 7). When Stephen wet the bed she even â€Å"put on the oil-sheet. That had a queer smell† (Portrait, 7). Because of the affinity Stephen developed for his mother as an infant, the queer smell of urine brings Stephen comfort. This comforting, childhood association is attributed to the Freudian theory developed prior to the novel.

Dementia Care Essay

Dementia is a common condition that affects about 800,000 people in the UK. Your risk of developing dementia increases as you get older, and the condition usually occurs in people over the age of 65. Dementia is a syndrome associated with an ongoing decline of the brain and its abilities. This includes problems with: memory loss thinking speed mental agility language understanding judgment People with dementia can lose interest in their usual activities, and have problems controlling their emotions. They may also find social situations challenging, lose interest in socializing, and aspects of their personality may change. A person with dementia may lose empathy (understanding and compassion), they may see or hear things that other people do not (hallucinations), or they may make false claims or statements. As dementia affects a person’s mental abilities, they may find planning and organizing difficult. Being independent may also become a problem. A person with dementia will therefore usually need help from friends or relatives, including help with decision making. Most types of dementia can’t be cured, but if it is detected early there are ways to slow it down and maintain mental function. Dementia is a collection of symptoms including memory loss, personality change, and impaired intellectual functions resulting from disease or trauma to the brain. These changes are not part of normal aging and are severe enough to impact daily living, independence, and relationships. There will likely be noticeable decline in communication, learning, remembering, and problem solving. These changes may occur quickly or very slowly over time. Common signs and symptoms of dementia include: Memory loss Impaired judgment Difficulties with abstract thinking Faulty reasoning Inappropriate behaviour Loss of communication skills Disorientation to time and place Gait, motor, and balance problems Neglect of personal care and safety Hallucinations, paranoia, agitation Types of dementia: There are many types of dementia some of them are: Alzheimer’s disease: it is the most common disease cause of dementia and affects around 496.000 people in UK. Alzheimer’s disease, first described by the German neurologist Alois Alzheimer, is a physical disease affecting the brain. During the course of the disease, protein ‘plaques’ and ‘tangles’ develop in the structure of the brain, leading to the death of brain cells. People with Alzheimer’s also have a shortage of some important chemicals in their brain. These chemicals are involved with the transmission of messages within the brain. Alzheimer’s is a progressive disease, which means that gradually, over time, more parts of the brain are damaged. As this happens, the symptoms become more severe. Vascular dementia: Vascular dementia is the second most common form of dementia after Alzheimer’s disease. It is caused by problems in the supply of blood to the brain. Vascular dementia affects different people in different ways and the speed of the progression varies from person to person. Typically, the symptoms of vascular dementia begin suddenly, for example after a stroke. Vascular dementia often follows a ‘stepped’ progression, with symptoms remaining at a constant level for a time and then suddenly deteriorating. Some symptoms may be similar to those of other types of dementia, such as Alzheimer’s disease. However, people with vascular dementia may particularly experience: problems with speed of thinking, concentration and communication depression and anxiety accompanying the dementia  symptoms of stroke, such as physical weakness or paralysis   memory problems (although this may not be the first symptom) seizures   Periods of severe confusion. Also there are different types of vascular dementia. The difference between these types depends on what has caused the damage in the brain, and which part of the brain has been damaged. Dementia with lewy bodies (DLB): this type of dementia shares symptoms with both Alzheimer’s and Parkinson’s disease. DLB it’s often mistakenly diagnosed as some other conditions. Lewy bodies, named after the doctor who first identified them, are tiny deposits of protein in nerve cells. Researchers don’t have a full understanding of why Lewy bodies appear in the brain, or how they contribute to dementia. However, their presence is linked to low levels of important chemical messengers and to a loss of connections between nerve cells. Over time, there is progressive death of nerve cells and loss of brain tissue. Lewy bodies are the underlying cause of several progressive diseases affecting the brain and nervous system, notably DLB and Parkinson’s disease. The symptoms a person experiences will depend on where the Lewy bodies are in the brain. Lewy bodies at the base of the brain are closely linked to problems with movement (motor symptoms). These are the main feature of Parkinson’s disease. Lewy bodies in the outer layers of the brain are linked to problems with mental abilities (cognitive symptoms), which are characteristic of DLB. Movement problems and changes in mental abilities can occur together. About one third of people diagnosed with Parkinson’s disease eventually develop dementia. Similarly, at least two thirds of people with DLB develop movement problems at some point. The symptoms of DLB and Parkinson’s disease dementia become more similar as the conditions progress. Together they are referred to as Lewy body dementias. P2: Outline possible effects of dementia on an individual’s health and quality of life. As dementia progresses, memory loss and difficulties with communication often become very severe. In the later stages, the person is likely to neglect their own health and require constant care and attention. Intellectual effects: People with advanced dementia may not recognise close family and friends; they may not remember where they live or know where they are. They may find it impossible to understand simple pieces of information carry out basic tasks or follow instructions. Physical effects: Some forms of dementia don’t get worse over time. But Alzheimer’s and many other dementias do worsen, and they include physical changes that can have an impact on an individual’s health. It is not uncommon for people in the later phases of  dementia to move in a stiff or jerky manner. Especially with Alzheimer’s, stiff, jerky movements just tend to happen as the dementia progresses. People who suffer from dementia also tend to become physically unable to control their body functions, reminding them to go to the bathroom once every two hours can help. Some people may eventually be unable to walk and may become bedbound. People with vascular dementia may also experience stroke-like symptoms, including muscle weakness or paralysis on one side of their body. Language: Communication problems; It is common for people with dementia to have increasing difficulty speaking and they may eventually lose the ability to speak altogether. It is important to keep trying to communicate with them and to recognise and use other, non-verbal means of communication, such as expression, touch and gestures. Social effects: people who suffer from dementia may become less sensitive to other people’s emotions, perhaps making them seem cold and unfeeling. They also tend to lose interest in activities such as socialising with others. As the illness progresses you’ll have to start discussions in order to get the person to make conversation. This is common. Their ability to process information gets progressively weaker and their responses can become delayed. Eating, appetite and loss of weight: Loss of appetite and weight loss are common in the later stages of dementia. It’s important that people with dementia get help at mealtimes to ensure they eat enough. Many people have trouble eating or swallowing and this can lead to choking, chest infections and other problems. Economic impacts: Dementia has significant social and economic implications in terms of direct medical costs, direct social costs and the costs of informal care. Impact on families and caregivers Dementia is overwhelming for the families of affected people and for their caregivers. Physical, emotional and economic pressures can cause great stress to families and caregivers, and support is required from the health, social, financial and legal systems. M1: Asses possible effects of different types of dementia on individuals and their families. Caring for a person with dementia can be challenging. The  needs of the person may often come before your own and this can mean that you struggle to manage everything. There are positive aspects of caring, such as learning new skills, building on existing ones, strengthening relationships and supporting someone who is important to you. However, it can also be both physically and mentally exhausting. It affects all aspects of your life and can lead to increased isolation, stress, conflicting emotions and sometimes depression. Carers also have their own physical and mental health needs, which can be overlooked when caring for a person with dementia. It is important for carers look after them so that they do not become unwell and can continue to support the person they care for. Some of the feeling carers/family often develop while looking after a person with dementia are: Guilt It’s very common to feel guilty for the way the person with dementia was treated in the past, guilty at feeling embarrassed by their odd behaviour, guilty for lost tempers or guilty for not wanting the responsibility of caring for a person with dementia. If the person with dementia goes into hospital or residential care you may feel guilty that you have not kept him at home for longer, even though everything that could be done has been done. It is common to feel guilty about past promises such as â€Å"I’ll always look after you,† when this cannot be met. Grief and loss If someone close develops dementia, the people who were around them are faced with the loss of the person they used to know and the loss of a relationship. People caring for partners may experience grief at the loss of the future that they had planned to share together. Anger It is natural to feel frustrated and angry—angry at having to be a caregiver, angry with others who do not seem to be helping out, angry at the person with dementia for her difficult behaviours. Sometimes people feel like shaking, pushing or hitting the person with dementia. Feelings of distress, frustration, guilt, exhaustion and annoyance are quite normal. However, if the care giver feels like this he/she should talk to a doctor or a member of their society. Children and teenagers are also affected by the fact that someone from their family e.g. grandmother develops dementia. Children often  experience a wide range of emotions when a parent or grandparent has Alzheimer’s disease. Younger children may be fearful that they will get the disease or that they did something to cause it. Sometimes the younger members of the family do not get all the attention they need because of so much focus on the person who has dementia. They can end up feeling left out. As children do not know or recognize the illness they may feel confused at the person’s behaviour towards them and can also feel sad because the person with dementia does not longer recognize them. Children may feel fearful because of an unexplained bad behaviour from the person with the illness and this can affects them emotionally. Teenagers may become resentful if they must take on more responsibilities or feel embarrassed that their parent or grandparent is â€Å"different.† College-bound children may be reluctant to leave home.

Pacificus & Helvidius Debates Essay

This was written on Notepad then converted into a Word Document. The purpose of this document is to be supplemental to reading the Pacificus & Helvidius Debates, this was written side by side while reading the debates, therefore, if this is the first time you are reading the Pacificus and Helvidius Debates these notes will provide more of a curse then a blessing. Pacificus I: The objections which people are raising against the proclamation of neutrality have been done in bitterness and in critical language, which to me demonstrates that their views were concern with matters that exceed the free discussion of an important public measure. They discuss weakening the confidence of the people in the President†¦ My reflection describes the motives connected with the proclamation which will be used to recommend endeavors by proper explanation of the subject at hand. These explanations at least should be satisfactory to those people who may not have the opportunity for investigating the subject themselves and those people who want to perceive that proclamation is not inconsistent with the constitution. The objections to the proclamation are: The proclamation had no authority. It is contrary to our treaties with France. It is contrary to the gratitude owed to France for helping the U.S. secure victory in the Revolution. That is was out of time and unnecessary. The proclamation was designed to make it known to the belligerents of Europe and the citizens of the U.S. that the U.S. is at Peace with all those at war and that under no treaty to become associated in that war. It also warns all those with the government’s jurisdiction to abstain from acts that contravene the proclamation. This proclamation does not declare that the U.S. will not abide to the conditions of treaties of the belligerents, because they can be up held without committing the U.S. into war. This does not mean the U.S. will not make distinctions about the present war powers as illustrated in articles 17 and 22 of the Treaty of Alliance, because in doing so does not render the U.S. to associate in the war. Even the furnishing of determinate succors with ships or troops to a Power at War due to treaties that have no reference to the war is still consistent with neutrality. However, no favors should be done to either side. The proclamation does exclude engagement in the 11th article of Treaty of Alliance, because the 11th article does not apply to the U.S. in this case. Now let’s discuss whether or not the President acted within his proper sphere or is out of bounds in his actions. First, it is not to be disputed that the management of foreign affair is confided to the U.S. government. Second, it could little be disputed that it beyond the right of the government to issue a proclamation of neutrality. The ability to make such proclamations is important to counties whose interest lies in the preservation of peace. The real question at hand is what department of government is the proper one to make a declaration of neutrality when it is proper. Someone of a correct understands must see that is do not pertain to either the legislative or judicial branches of government. The legislative branch is not the organ of foreign relations. Therefore, it is not the organ of government which is to pronounce the condition of the nation in regards to foreign powers. It is even more obvious that the Judiciary branch does not possess this power. This department decides on litigation in cases, it does interpret treaties, however, only in cases. It does not pronounce the external political relations of treaties between governments. Therefore the power belongs to the executive, when proper. In cases in which the judiciary is not competent, that is in cases between governments. This power is charged with the execution of the laws, of which treaties form a part. This condition is so obvious and consistent with general theory and is undoubtedly just, unless doubt can be deduced from the Constitution. In the following I will see if that doubt is to be found in the constitution. Article 1 state that â€Å"the executive power shall be vested in a President of the U.S.† It also continues and states that the President is the commander in chief of the army and navy of the U.S. and the Militias of the states when called into the service of the U.S., as well as, that the President has the power by and with the advice of the senate to make treaties and that it is his duty to receive ambassadors and ministers to take care that the laws be faithfully executed. It is not consistent with the rules of â€Å"sound construction† to consider the Constitution’s enumeration of the President’s particular authorities is degrading from the more comprehensive grant given to him in the general clause than what has been restricted to him. Due to the difficulty of making a complete and perfect specification of all of the Executive’s authority. There is broad construction of the president’s power in the Constitution. The differences are in the expression, for example â€Å"All legislative powers herein granted shall be vested in the Congress of the U.S.† however the difference is â€Å"The Executive Power shall be vested in a President of the U.S.† The Executive Power leaves the rest to flow from the general grant of that power. The doctrine of the constitution in context of the Executive Power is that the Executive Power is only restricted in the qualifications which are expressed in it. But is free elsewhere. The issuing of a proclamation of neutrality is merely an Executive Act. The is no condition in the constitution which inhibits him. It may be observed that the foregoing inference is just if the power of declaring war had not been vested in the Legislature, but that this power naturally includes the right of judging whether the nation is under obligations to make war or not. Even though it is true that it is right of the legislature to declare war also includes the right of judging whether the US is under obligations to make War or not, it does not exclude the president to the same power. If it is the power of the Legislature to make war, then it is the duty of the executive to preserve peace until war is declared, which requires the executive to interpret treaties. There is nothing inconsistent with government which excludes the President from making a proclamation of neutrality. It is both his right and duty to enforce the laws of the Nation. The proclamation of neutrality is a statement to the U.S. people with regard to the Powers at war and makes it know that the law of neutrality is to be enforced. In doing this, the proclamation is stating a secret law. It is the power of the executive to interpret the articles of our treaties and judges the bounds of those treaties. As the organ of foreign affair the executive can consequentially affect the exercise of the Legislative war making power. The President cannot control that power except by veto. The legislature still remains free to perform its own duties in accord to its own sense of them; however, the executive actions could affect them. Therefore it is the case that because treaties are made by the President and Senate together, their activity may be suspended by the President alone. The legislator’s powers are to be constructed strictly. Although the legislature alone can declare war, and transfer the nation for peace to war, it is the executive’s power to do whatever else the laws of nations require for cooperation. In this distribution of powers the wisdom of the constitution is manifested. It is the province and duty of the executive to preserve peace. Only the legislature can interrupt those blessings. Although it is advisable to interpret the authority of the Executive on this broad and comprehensive ground, it is not absolutely necessary to do so in this case. The clause of the constitution which makes it the President’s duty to â€Å"take care that the laws be faithfully executed† might alone be relied on. The U.S.’s treaties and laws must be interpreted by the executive for execution. It is his due to proclaim the neutrality of the nation. Some view the proclamation as the enacting of some new law, but that is wrong. It only is a statement of fact in regard to the existing state of the nation, and informs the citizens of what the laws previously established require of them in the U.S. and warns them that these laws will be put into execution against their breakers.

Paradoxes in Politics a Book in Review essays

Paradoxes in Politics a Book in Review essays The book, which was chosen for this review, is Paradoxes in Politics written by Steven J. Brams. The book Paradox and Politics is an introduction to the nonobvious in political science. When speaking about the book Paradoxes in Politics, John A. Ferejohn, an associate professor of political science at the California Institute of Technology said, ... a first-rate piece of work... And insightful introduction to a mathematical reasoning in politics... the book reads well, is provocative and constitutes a convincing case for the use of mathematical models and thinking about a wide range of political issues. Published by The Free Press, a division of the Macmillan Publishing Co. in New York City. The book was first copyrighted in 1976. Steven J. Brams also known for his other 15 books including Game Theory and Politics. Dr. Brams is also the publisher of over one hundred other papers on the subject of politics the first of which was published in 1966. Steven J. Brams was born in Concord New Hampshire in 1940. Steven received his bachelor's degree in Politics Economics and Science in 1962 from the Massachusetts Institute of Technology, after which he received his Ph.D. in Political Science 1966 at Northwestern. Dr. Brams now resides with his wife and two children in New York City N.Y. where he teaches at the New York University in the Department of politics. Paradox and Politics is divided into eight chapters the first being the Paradox of Second Best, followed by Paradox of Voting, Election Paradoxes, Paradox of Cooperation, Paradox of Inducement, the Alabama Paradox, Three Paradoxes of Power and concluding with a Paradox of Prediction. These eight chapters examine several significant problems in political science whose commonly accepted answers are often contradicted by a more careful investigation. The Author relates paradoxes to actual cases and data, from voting in committees to arms races in interna...

-CER - French Spelling Change Verbs Examples

s Verbs that end in -cer, like lancer, have a spelling change before endings that begin with the hard vowels a or o. Because c followed by a or o would make a hard c sound (like in cold), the c has to change to à § (c with a cedilla) to keep the c soft (as in cell).In the present tense and the imperative, this c à § spelling change is found only in the nous conjugation: lanà §ons. It is needed in the present participle, lanà §ant, but not the past participle, lancà ©. And it occurs in the following tenses/moods: Imperfect - singular conjugations plus the third person pluralPassà © simple - all conjugations except the third person pluralImperfect subjunctive - all conjugations There is no spelling change in the conditional, future, or subjunctive.The table below summarizes just the spelling change conjugations, or you can see lancer conjugated in all tenses.All verbs that end in -cer undergo this spelling change, including  Ã‚  Ã‚  annoncer  Ã‚  Ã‚  to announce  Ã‚  Ã‚  avancer  Ã‚  Ã‚  to advance  Ã‚  Ã‚  commencer  Ã‚  Ã‚  to begin  Ã‚  Ã‚  dà ©noncer  Ã‚  Ã‚  to denounce  Ã‚  Ã‚  divorcer  Ã‚  Ã‚  to divorce  Ã‚  Ã‚  effacer  Ã‚  Ã‚  to erase  Ã‚  Ã‚  lancer  Ã‚  Ã‚  to throw  Ã‚  Ã‚  menacer  Ã‚  Ã‚  to threaten  Ã‚  Ã‚  placer  Ã‚  Ã‚  to put  Ã‚  Ã‚  prononcer  Ã‚  Ã‚  to pronounce  Ã‚  Ã‚  remplacer  Ã‚  Ã‚  to replace  Ã‚  Ã‚  renoncer  Ã‚  Ã‚  to renounce Present Imperfect Pass simple Imperfect subjunctive Participles je lance lanais lanai lanasse tu lances lanais lanas lanasses Present il lance lanait lana lant lanant nous lanons lancions lanmes lanassions vous lancez lanciez lantes lanassiez Past ils lancent lanaient lancrent lanassent lanc

Globalization of Heaalthcare Research Paper Example | Topics and Well Written Essays - 750 words

Globalization of Heaalthcare - Research Paper Example This practice is relatively uncommon at the time but within a short time this practice will develop to global standards. Following are the reasons behind the globalization of healthcare. Some countries are known for their doctors and the technological advancements they have made in the field of medical and health care. That is why these countries have high medical costs due to their skilled and well known staff. Under developed countries are working hard towards development and which is why they offer better services. Goodwill among Different Countries: globalization of healthcare promotes goodwill and understanding among different countries. Globalization is any kind of exchange of goods and services between countries with the sole purpose of efficiency and better results. Outsourcing of services is one of the benefits for the developing countries that they are able to adopt standards, processes along with the language of the developed countries. Outsourcing of medical services can also influence the economic benefits because the developed countries will thrive when individuals from developed countries will travel to their countries in order to seek medical help. IMPROVES PRODUCTION OF GOOD AND SERVICES: globalization of health provides a platform to improve their production of goods and services of countries by sharing their expertise and international cooperation. Globalization also influence the technology and help create educated and internet savvy consumers. Different countries come together and they promote their new technological advancements which help under developed countries to exhilarate. healthcare globalization can stifle development: globalization is one of the reasons for the downfall in growth in many countries. It imposes negative advent effects on the growth of under developed countries in the field of health care. There are two