Corporate Social Responsibility in International Human Resource Strategy

What causes the 1979 rice revolt in Monrovia, Liberia What are the impacts of this mob This is a circumstances and logical results article - Coursework Example In addition, the negative impacts of the rice riots proceeded for extensive stretch. In particular, the organization had to get down and give the path for new government. As it was opposed by the decision system, every single strengthened exertion were made to discard the organization and in that procedure, the open life was deadened for an extensive stretch for the sake of common war. The expansion and costs of different items additionally expanded impressively (AllAfrica.com, 2005). The individuals confronted trouble in approaching important administrations like wellbeing and training and thus their personal satisfaction endured harshly. Subsequently, keeping these focuses in thought, the current paper is an endeavor to answer the accompanying proposition explanation. The primary purpose behind the beginning of rice revolts in 1979 is the expansion in rice cost by 39%. The Tolbert organization needed to build the rice cost to empower the nearby rice creation and to debilitate the imports of rice from different countries to Liberia (Broderick, 2007). On fourteenth APRIL, 1979, the cost of parboiled rice was climbed from $22 per 100 lb. pack of rice, to $30 which has incensed the overall population seriously as the value ascent of rice influenced their day by day admission and utilization of rice prompting hunger. They couldn’t endure this choice and began leading the shows in Monrovia to which the legislature reacted with guns. This has prompted passing of forty individuals a few others were injured which has fuelled the emergency further and regular folks felt that the administration was mightily controlling them to proceed with the value ascent of rice (Emmanuel, 2008). Also, the President Tolbert even called some outside soldiers from nei ghboring Republic of Guinea for setting up harmony, yet the individuals felt it as another powerful proportion of forcing the inflexible choice taken by the

Project †Work Life Balance and Stress in Women in Academia Essay

Question 1. 1 Conflict> The act of perceiving and managing debates in a judicious, adjusted and compelling way. Strife is a communicated battle between in any event two related gatherings who see inconsistent objectives, alarm assets, and impedance from others in accomplishing their objectives. † 1. 2 Decision-production > Is the decision of the most appropriate method of taking care of an issue or taking care of a circumstance . 1. 3 Communication> Is a methods by which the educator and pupils’ various necessities, emotions and mentalities are passed on to one another so as to build up collaboration and accomplish objectives. 1. 4 Motivation> Is the procedure by methods for which thought processes are given by, among others, a chief or circumstance so as to realize certain activities and along these lines to accomplish certain objectives. 1. 5 Leadership> Leadership comprises of activities that help the gathering to finish its undertakings effectively and keep up powerful working connections among its individuals. Initiative is a lot of aptitudes that anybody can get Question 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When managing student conduct the instructor will intercede and attempt to control the conduct of the understudies. The instructor is principally inspired by the pupils’ finish of assignments and learning execution . Pupils’ support in the study hall circumstance is constrained to tuning in, working and doing. Coming up next are a few focal points of this methodology: ? A few understudies may have a sense of safety in this sort of circumstance. ? Since the instructor sets down fixed standards and methodology, students recognize what is anticipated from them and what they can expect in the homeroom. Coming up next are a few hindrances of this methodology: ? The homeroom environment is portrayed by rivalry, reluctance to cooperate and poor order when understudies are left unaided. ? Inventive reasoning is smothered. ? There is no collaboration. ? Understudies may build up a negative disposition towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A majority rule style of homeroom the board connects with an intuitive educating style. This training style necessitates that educators ought to have a sound information regarding their matter and of human instinct so they can urge their understudies to partake effectively and seriously in instructing and learning exercises. The control of student conduct in the homeroom is together constrained by the understudies and the instructor. As an administration style it requires the educator to keep up a harmony between the assignment perspective and the human part of the study hall circumstance. Educating and learning errands are finished with the pupils’ willing participation and co duty which are the signs of majority rule study hall the board. Coming up next are a few points of interest: ? ? ? Understudies take an interest unquestionably in homeroom exercises. It energizes activity and imagination. The study hall air is loose, yet profitable. ? Understudies feel that they are associated with educating exercises. 2. 2 Five styles of peace making ? Evasion: maintaining a strategic distance from strife is a transient arrangement in light of the fact that the contention won't leave. At times, be that as it may, shirking could be an impermanent measure to quiet feelings. ? Surrendering or obliging: educators who severely need the students to acknowledge them utilize this style. With this style the genuine contrasts are underemphasized. Some of the time educators need to surrender to maintain a strategic distance from threatening vibe in the study hall and to guarantee that the work can complete. ? Control: instructors who need to force their will on students utilize this style. Over the long haul this style is only from time to time powerful, despite the fact that instructors now and again need to rule. ? Bargain or settle: this style is set apart by a quest for bargains and settlement. The instructor will attempt to meet everybody midway and to let the greater part see win. Since a settlement probably won't fulfill everyone, the disappointment could again cause strife at a later stage. ? Coordinate or team up: this style is otherwise called the critical thinking approach. The gatherings collaborate so as to locate an agreeable arrangement. 2. 3 A legitimate harmony between the: task-arranged and the human relations angles, required in each instructing learning circumstance , empowers instructors to make an educating learning circumstance with a positive climate. Keeping up a harmony between the auxiliary (formal) and human relations (casual) viewpoints requires an all encompassing way to deal with study hall the executives. The mix and reconciliation of these two measurements speak to the real structure of the homeroom circumstance, which incorporates all territories of the teacher’s the board task. These examinations uncovered an unmistakable relationship between's study hall climate and student execution of evaluation 9 and grade 10 understudies in 12 auxiliary schools in Ontario as follows: ? Study hall climate impacts student execution. ? In spite of the fact that the individual and social attributes of students are significant factors in their school execution, study hall air is once in a while increasingly significant. ? The psychosocial and scholastic parts of educating are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Factors that relate legitimately to educating learning exercises in the homeroom have an exceptional, novel effect on student execution. Coming up next are the rules for educators to develop inspirational perspectives in their students: ? Put the students in the middle. ? Regard pupils’ suppositions and treat all students deferentially. ? Give students a gathering feeling. ? Help understudies to have a sense of safety in school. ? Ensure that understudies comprehend their assignments. ? Understand that students are kids, not grown-ups. ? Manage singular conduct issues in private meetings with the understudy instead of before the entire class. ? Include understudies in dynamic where suitable. ? Try not to name understudies. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all occasions, politeness and regard for schoolmates and the teacher are normal. 2. Book sacks, attachés, and so on are not permitted around your work area during class. They should stay on the floor close to your seat. 3. You may not utilize mobile phones in class. a. All ringers must be killed. b. You may not instant message, spot or answer calls. c. All headphones, earphones, headsets or some other extra for your mobile phone may not be utilized in class †that implies, far out and not on your head or in your ear. 4. You may not utilize any gadget (for instance, IPod, MP3 player) to tune in to or see music or other programming in class. 5. You will be inquired as to whether you dismiss homeroom strategy. Participation/WITHDRAWAL POLICY 1. Since the course is directed in a class design, your participation is obligatory. 2. You will sign the Attendance Signature sheet toward the start of each class. 3. Your class support focuses might be diminished from on the off chance that you are late in class. 4. You might be pulled back from COS 133 on the off chance that you are missing from 20% of the class. LATE WORK 1. No late work will be acknowledged. MAKE-UP QUIZ POLICY 1. There are no test make-ups. No exceptions. Evaluating POLICY 1. Your evaluation for COS 133 will be founded on the focuses you gather for assignments, tests, and class investment. 2. Your evaluation for COS 133 is determined as follows: Topic 1. Assignments 2. Tests 3. Study hall Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Theme Weight A 94 - 100 1. Assignments 30% A-90 †93 2. Tests 55% B+ 87 †89 3. Study hall Participation 15% B 84 †86 B-80 †83 C+ 77 †79 C 74 †76 C-70 †73 D+ 67 †69 D 64 †66 D-60 †63 F < 60 1. Assignments = 30 Points COS assignments comprise of an assortment of exercises intended to advance a fruitful school involvement with MCC. Your assignments will comprise of perusing course book parts and responding to related exercise questions. Also, you might be utilizing your MCC understudy email to submit Web assignments. Assignments are expected toward the start of the class. Be that as it may, you may present your assignments before the due date. Dispersion of focuses are as per the following: 10 course book assignments (3 focuses each) = 30 focuses 2. Tests = 55 Points Quizzes depend on your section understanding assignments. o You may utilize your course reading to respond to the inquiries. Be that as it may, be solid and steady for a difficult test. o If you are late for class and miss the test, you will get a zero for the test. Circulation of focuses is as per the following: o 11 course reading tests (5 focuses each) = 55 focuses 3. Homeroom Participation = 15 Points Study hall support focuses are earned by practices that exhibit o brief participation for class 3 o undivided attention o positive inclusion in little gathering work o astute commitments during entire class conversations o politeness and regard for colleagues and the teacher Distribution of focuses is as per the following: o 1 point for each week = 15 focuses o You can't acquire homeroom investment focuses on the off chance that you are missing. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the scholarly procedure, it is accepted that scholarly trustworthiness and uprightness are fundamental obligations of any understudy. In any case, employees should acknowledge their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 duty to direct scholarly work and to lead assessment techniques in such a way as not to welcome infringement of scholastic trustworthiness. Such infringement comprise predominantly of cheating and literary theft. For additional insights about MCC’s Academic Honesty strategy in regards to definitions, disciplinary activity, and system for request check the MCC Catalog and Student Handbook or MCC Website. Strategy Statement on Sexual Harassment 1. Monroe Community College endeavors to perceive human poise and thusly doesn't endure inappropriate behavior or some other sort of badgering inside or associated with this inst

Lolita Essay Research Paper My analysis of free essay sample

Lolita Essay, Research Paper My investigation of LolitaIn 1958, Vladimir Nabokov made two of the horrid characters throughout the entire existence of writing: Humbert and Lolita Haze. His narrator # 8217 ; s voice and boss character, Humbert, clarifies the mind boggling story of a grown-up male and his impulse. To put this book off from different books about impulse, Nabokov gives Humbert perchance the most socially inadmissible impulse of all: pedophilia. This Lolita causes a great part of the conflict in the book. Is it accurate to say that she is a guiltless child who is up to speed by a moving edge of # 8220 ; Humbert # 8221 ; that appears to order her life? The answer is one that includes non simply an examination of the content, yet close to an investigation of the setting in which the content is perused. It is this examination of setting that will give another grip to non simply the fundamental mystery plan of Lolita, yet next to the verifiable in scoff that conundrums the book. We will compose a custom paper test on Lolita Essay Research Paper My examination of or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Similarly as with all writing, a significant number of the musings and mystery plan turns that flexibly the thrill to this impossible to miss book are seen under an affectation of the curious coevals that understands it. Ordinarily the way where a book is composed can affect the peruser. The contemplations and mystery plans introduced in his book can be lost in our cutting edge society. From decennary to decennary and coevals to coevals, it permits every contemporary to interpret the essentialness of the book in another and new way. As a significant part of the book rotates around an in the middle of classification family, Nabokov # 8217 ; s book is an immediate examination of the pop human advancement of the 1950 # 8217 ; s. Compound responses from crowd to crowd will always adjustment as the in the middle of class of non just America, however close to the universe, change countenances and profound quality in all nations of life. Nabokov points directly to withstand the individuals who read his book. Not at all like purposes to broil a foundation that is loathed by the majority of review crowds. From moderate 1950 # 8217 ; s to the more postmodern 1990 # 8217 ; s, Lolita has made another sentiment of nauseate toward Humbert # 8217 ; s activities. It hence gets important to break down the way that Nabokov # 8217 ; s novel has been gotten by every contemporary to perceive the inherent biass that are available in our cutting edge society. Pedophilia in any twenty-four hours and age is viewed with disturb. The connection between Humbert and Lolita is no vulnerability an alone 1. In any case, there is some astonishing grounds that Humbert has an obsessional-enthusiastic annoyed with Lolita. The impulse is plainly shown with Humbert # 8217 ; s activities and conduct. Humbert shows fanatical tendencies through his elucidating word pick and his telling character. Impulse is a dangerous subject since it is hard to concoct a solid definition. It is the interest for whol e control, which all the more precisely depicts the full extent of his obsessional movement. Humbert is profoundly instructing. All through the novel, Humbert attempts to order the peruser # 8217 ; s thoughts regarding his account. For case, he perpetually speaks directly to the peruser and endeavors to procure them on his side. In add-on, Humbert controls the healers: # 8220 ; I found there was an endless start of powerful satisfaction in petty with head-shrinkers: adorably taking them on ; neer permitting them see that you know all the quick ones of the exchange ; creating for them lush dreams, # 8230 ; bullying them with hoax # 8220 ; cardinal scenes # 8221 ; # 8230 ; # 8221 ; ( 34 ) . He utilizes affectional words and pictures when he portrays individuals in the novel. His etymological correspondence passes on his impulse for nymphets. This is appeared in the way he ever discusses the bo Dy parts and vesture of nymphets. It appears as though Humbert does non consider Lolita to be a homo by any means. Or maybe, by his depictions of her natural structure parts and vesture, he appears to accept of her as essentially an item. All through Lolita, Humbert defends his impulse to the peruser. In this way, the peruser may do the blunder of accepting that Humbert is sick, that he does non cognize that his activities are off base. This is accurately Humbert # 8217 ; s program. He needs to order the peruser into feeling for him. Lolita is an extremely hard novel to dissect. This seems like an obsessional idea looking to paw its way out of Nabokov # 8217 ; s head. Be that as it may, it is evident that Humbert was suffering from an obsessional bombshell. It is clear essentially in what he talks roughly and how he says it. There are exceptionally hardly any cases in the novel where Humbert is non talking about Lolita or fantasying about holding full oversight over nymphets. Humbert is clearly rather an unsound char acter.Nabokov # 8217 ; s book, by the by, is substantially more than only an account of a pedophile and his impulse. It is other than an analysis of American life. One of my most as often as possible asked requests, is, of class, Nabokov # 8217 ; s individual sexual inclination: would he say he was a pedophile? It appears to be incomprehensible that an individual could make the account out of such a fantastic impulse and, that, the impulse could be unadulterated fiction. Humbert # 8217 ; s etymological correspondence is in excess of a proficient demonstration of impacts. One representation of Humbert # 8217 ; s impulse with Lolita can be found on page 65 in The Annotated Lolita: I realized I had become hopelessly enamored with Lolita everlastingly ; however I other than realized she would non be everlastingly Lolita. She would be thirteen on January 1. In two mature ages or so she would stop being a nymphet and would transform into a # 8220 ; juvenile miss, # 8221 ; thus into a # 82 20 ; school miss # 8221 ; # 8211 ; that frightfulness of detestations. The word # 8220 ; everlastingly # 8221 ; alluded just to my ain energy, to the ever-enduring Lolita as reflected in my blood. The Lolita whose iliac peaks had non yet flared, the Lolita that today I could contact and smell and hear and see, the Lolita of obtrusive voice and the rich earthy colored hair # 8211 ; of the thumps and the spin along the edges and the curl at the dorsum, and the gluey hot cervix, and the disgusting jargon # 8211 ; # 8221 ; revolting, # 8221 ; # 8220 ; super, # 8221 ; # 8220 ; delicious, # 8221 ; # 8220 ; brute, # 8221 ; # 8220 ; trickle # 8221 ; # 8211 ; that Lolita, my Lolita, hapless Catullus would lose everlastingly. So how might I manage the cost of non to see her for two months of summer sleeping disorders? Two entire months out of the two mature ages of her staying nymphage. # 8221 ; The book has such huge numbers of significances. Is it a muffle on the Middle Class in America? Is it about Obsession? Is it about Love, or Lust? There is no individual meaning of craftsmanship. At the point when two individuals take a gander at a similar model, picture or even book they will each get something other than what's expected out of it. No two individuals ever observe very similar things in workmanship. Nabokov s is tricky and rather confounding, and regular of craftsmanship ; everybody can settle on their ain choice. One is left on her ain to reason Nabokov # 8217 ; s expectation. My own sentiments are that Nabokov himself was a survivor of abuse. In his creation, he is so unmistakable thus enthusiastic about Humberts energy for Lolita that it is hard to accept that Humbert is non Nabokov. It is dependent upon the peruser to make up ones brain if Humbert is Nabokov and if Nabokov is truly a pedophile. The subjects of the novel: impulse, inbreeding, and paedophilias were of import occupations in the public arena in this way, and still today. In this manner, it is up to us, the perusers, to interpret the book, only as an intricate and obsessional gem.

Analysis on musical scoring by Hans Zimmer Essay

Investigation on melodic scoring by Hans Zimmer - Essay Example This Investigation on melodic scoring by Hans Zimmer exposition portrays masterful legacy of Hans Zimmer. The primary perfect which Zimmer utilizes in his music is the mix of electronic and instrumental music. The impacts of joining forces with Myers, just as his experience in playing the consoles has prompted the scoring choices for his music and has driven into the consolidated core interest. Zimmer accepts that the utilization of acoustics is one which is key in light of the mind-set it makes. There is an understanding that the electronic sounds and game plans can make an alternate state of mind and set of components that are effectively joined with the music. The fundamental idea which Zimmer remembers before scoring the music is when and where to utilize the particular instrumentation just as how this will mirror the story line and state of mind that originates from the music. Remembering these first at that point permits Zimmer to move into scoring with the correct other option s and courses of action while making a particular way to deal with finding the correct mind-set before starting the way toward scoring. The initial step which is taken with the way toward making a score depends on joint effort with the film makers. Stills, shots and the plot line are sent for thought to crafted by the music craftsman, explicitly so it makes a comprehension of what the characters are about and the state of mind which should be made in explicit segments. On the off chance that it is where music is utilized for explicit characters, at that point the shots are from the make-up and the particular plot line which follows the characters. Notwithstanding, if there are proposals to include music at one point in the plot line, at that point this is separated between the arranger and those chipping away at the set. The previous coordinated effort between the two can make a comprehension of what is required for the music scoring while at the same time starting the way toward de livering the correct tone with the general score (Zimmer, 2009: 1). After this unique advance, there is a way to deal with making a nature of the sounds that are being presented. Zimmer utilizes the way toward taking the sounds and including them into a content, explicitly by

Synthesis Essay Examples

Synthesis Essay Examples Synthesis Essay Synthesis is the act of combining information from more than one source in order to say something new or more complex than the original sources. Synthesis is different from summarizing because the goal is to produce something new-a new main idea-rather than just summarizing the existing texts. When someone writes a synthesis essay, the goal is to bring together information from various sources and use that information to say something specific about the topic. In a synthesis essay, the writer has a new main idea or thesis, and he or she synthesizes information from various sources to support the new main idea or thesis. Examples of Synthesis Essay: Below are excerpts from different public domain sources about the 4th of July. Then, the paragraphs that follow are a synthesis essay of the information. On July 4, 2019, at the National Archives in Washington, DC, 40 candidates from 29 countries took the oath of allegiance to become citizens of the United States. Vice President Mike Pence, Secretary of Transportation Elaine L. Chao, and Archivist of the United States David S. Ferriero spoke during a special naturalization ceremony in the Rotunda in front of the nation's Charters of Freedom-the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. They shared their own families' immigration stories and congratulated the new citizens on becoming Americans. (from: https://www.archives.gov/news/articles/july4-2019-naturalization) This July 4 marks the 242nd anniversary of the adoption of the Declaration of Independence, one of the most celebrated holidays in the United States. The declaration announced the colonies' separation from Britain in 1776, but celebrating Independence Day every year became popular after the War of 1812. In 1870 Congress officially made it a federal holiday. Every year, Americans celebrate what many call the "nation's birthday" with firework shows, parades, and patriotic ceremonies. (from: https://www.usa.gov/features/usagov-s-guide-to-the-fourth-of-july) On July 4, we celebrate our nation's 243rd birthday and the day the Continental Congress adopted the Declaration of Independence in 1776. USCIS marks Independence Day with naturalization ceremonies across the country. This year, we will welcome almost 7,500 new citizens in nearly 110 naturalization ceremonies between July 1 and July 5. A list of highlighted Independence Day-themed ceremonies is below. (from: https://www.uscis.gov/news/news-releases/celebrating-independence-day-2019-naturalization-ceremonies) While many of us celebrate the 4th of July, or Independence Day, with hotdogs, parades, and fireworks; every year, many people who are new to this country celebrate by becoming citizens. It is fitting that the US Citizenship and Immigration Service (USCIS) holds naturalization ceremonies as part of the national Independence Day celebrations. Each year, the United States celebrates Independence Day on July 4th, the anniversary of the adoption of the Declaration of Independence and the birthday of the country. In 2019, the country celebrated its 243rd birthday amid the normal pomp and circumstance of fireworks, parades, and ceremonies. In what has become an annual tradition, USCIS held approximately 110 naturalization ceremonies during the 4th of July week, in which nearly 7,500 immigrants to the country became citizens. On July 4th at the National Archives, 29 different countries were represented as 40 persons took the oath of citizenship. The ceremony was attended by Vice President Mike Pence and other government officials. How fitting that naturalization ceremonies coincide with America's birthday, and that 243 years after the founding fathers declared their independence and pledged an oath to fight for freedom, others can take an oath of citizenship in the United States of America.

My Top 11 SAT Prep Resources, Ranked.

My Top 11 SAT Prep Resources, Ranked. About me: I'm a Harvard Grad, SAT/ACT perfect scorer, and professional SAT test-prep tutor since 2002. Below are my top 11 personal recommendations for SAT prep practice tests, strategy and learning books, online learning programs, videos, and the like:1) Official College Board SATs and PSATs (about 40 total). 2)Khan Academy (free) adaptive online learning program in partnership with the College Board3)Ivy Global series of books (best all-in-one guide for strategy and learning) 4)College Panda series of books (math only)5)Erica Meltzer Series of books (verbal only)6)PWN the SAT website / books (math only)7) A Guide to the Math SAT (math only)8)SAT Quantum videos (math only)9)SuperTutor TV videos 10) UWorld adaptive online learning program11)1600.io videos (explanations to all 8 tests in the Official Guide, mostly free)UPDATE, 7/26/19: Read my simplified list of recommended SAT books on Amazon.com. Unless otherwise noted above, the materials are paid materials. In some cases (SAT Qua ntum, for example), there are free videos as well as paid videos.I have ranked the videos lower than the books because I prefer learning from books and adaptive online learning programs to static videos. In general, I would caution against a video-heavy learning approach, which is tempting due to its ease/convenience, but often leads to low retention as a result of passive learning. Good luck on your SAT and beyond!-Brian

Compare and contrast The Great Gatsby to Bartleby the Scrivener Free Essay Example, 1250 words

Therefore, the green light indicates how Gatsby has spent most part of his life waiting for better things that is money, success and Daisy’s love (Fitzgerald 34). Therefore, the novel’s author uses the green light as a symbol to show Gatsby’s longings and wants. Nevertheless, during the culmination of the novel, Nick says, â€Å"the green light eluded us then, but that’s no matter-tomorrow we will run faster, stretch out arms farther† (Fitzgerald 147). Therefore, by this statement, Nick was trying to connect the green light to every individual in the society because he believed that in life, everyone has something that he is searching for desperately. Therefore, Nick calls it green light because he believes that it result to positive changes within individuals’ life. Similarly, Melvin in the novelBartleby the Scrivener uses varying symbols to explain dissimilar things. For example, towards the conclusion of the novel, the author says that Ba rtleby used to work in the dead-letter office. This information shocks the lawyer, whereby we see him saying â€Å"Dead letters! Does that sound like dead men? † (Melville 78). Therefore, the lawyer believes that the dead letters that Bartleby used to read are the main cause of his depressions that resulted into apathy and emotional detachment. We will write a custom essay sample on Compare and contrast The Great Gatsby to Bartleby the Scrivener or any topic specifically for you Only $17.96 $11.86/pageorder now Consequently, this novel used dead letter to symbolize bad things in life (Melville 56). Both Great Gatsby by Scot Fitzgerald and The Bartleby the Scrivener by Herman Melville are stories, which takes place during the 19th century in New York City. The stories consist of dissimilar characters such as Turkey, Nippers and Nick who play varying roles. The stories have varying themes, for example, Melville uses dissimilar themes such as charity, work ethics, and ruling among others in his piece of work (Melville 32). Similar to the Great Gatsby whereby Fitzgerald uses themes such as class, wealth, social standing among others to bring out dissimilar situations (Fitzgerald 17). In both stories, the authors use symbols to explain different meanings, which highly contribute towards the formation of the main themes in the stories. In both stories, the narrators apply the aspect of narration and metaphors. For example, in Bartleby the Scrivener, Melville exa mines complexities that exist among every character through narration. The same incidence happens in the Great Gatsby when Gatsby was talking about dissimilar characters with their roles. Melville also uses different metaphors in his narration such that the title â€Å"Bartleby the Scrivener† is a metaphor, which shows the many problems that human beings encounter while trying to communicate in the society.

Harriot Stanton Blatch Feminist and Famous Daughter

The Slavery Of The United States Of America - 951 Words

Land, labor and capital become important when economically developing a country. In the attempt to develop America, African Americans and minorities have suffered greatly in finding their identity within their history and equality among those who have discovered their individualities. Slaves were usually Africans who were forced into North and South America. Slaves were built into the constitution and then creating the history of the United States of America. For example, there are three main clauses in the US constitution that pertain to race, which include the three-fifths clause Art. I Sec 2.3, importation clause Art 1 Sec 9.1(how to tax slave trade). Slavery was about the exploitation of labor, it was a way to capture blacks†¦show more content†¦Slaves were not allowed/taught to read and those who did were usually the house slaves and overseers. Nonetheless, Slaves were taught the Bible and were forced to practice Christianity into abandoning anything that uniquely that identified them as being a native of Africa. Unlike most immigrants who come to America for the â€Å"American Dream† of a better life from their homeland country, African Americans are the only race that was unwilling brought to America. However, Native Americans were exploited for their land. Native Americans were forcibly removed from the land in which they were, now known as America. Technically Native Americans had ownership and rights of the land. The Indian Removal Act was a law providing for an exchange of land with the Native Americans residing in any part of the state or territories on the east and for their removal west of the Mississippi river. Native Americans were pushed out of their lands. While traveling to new land many, if not most, American Indians died (trail of tears). Despite limited Indian reservation nations, many tribal histories have been erased. Before slaves became free, the underground railroad helped hundreds of slaves escape from slavery, some plantations rioted, such as the Nat Turner’s Rebellion, and others escaped on their own. The Fugitive Slave Act was a law implementing the return of fugitives and slavesShow MoreRelatedThe Slavery Of The United States Of America Essay1279 Words   |  6 Pages In reaction to the longstanding injustices of slavery in the United States of America, revolutionaries known as abolitionists provided and shared their philosophies and courses of action in order to lead others in joining them to dispose of the enslavement of their fellow man and woman. There were, of course, diverse viewpoints and ideas in how freeing the enslaved would go about and why it was important. 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Various spans of conflict such as Westward Expansion, the Market Revolution, Sectionalism, Mexican American War, the success ion of the southern states and ultimately the failure of the Compromise of 1850 that made compromise between the North and the South unattainable. It was the uncompromising differences amongst the free and slave states over the power of theRead MoreThe Impact Of The 1860 Presidential Election1442 Words   |  6 Pagesthe United States. He was the very first Republican to serve as president, eventually leading the Union to victory during the civil war. Lincoln opposed the idea of the expansion of slavery but acknowledged that he would not interfere with slavery where it existed. Despite this, Southern fears that slavery would soon be abolished by Republicans became a reality after Abraham Lincoln was elected president on November 6th, 1860. The election influenced the secession of numerous Southern states fromRead MoreThe Cornerstone Speech And The Thomas Nast s Cartoon863 Words   |  4 PagesThe American Civil War erupted in 1861 due to the constitutional and ideological differen ces between the Northern and the Southern states. The North advocated for equality and protection of human rights. On the other hand, the South considered the white to be more equal than the blacks. There are two historical documents that bring out the picture of the United States during the 1860s. The documents are the cornerstone speech by Alexander H. Stephens and the editorial cartoon by Thomas Nast that depictRead MoreExperiences Of Slaves During The American Civil War1528 Words   |  7 PagesExperiences of Slaves in America How did the experiences of slaves change from the 1600s to the end of the American Civil War and does it exist today? Introduction: The 1600s were full of events that helped make America what it is today. 1619 was the beginning of a revolutionary time still known as the Reconstruction period. Africans were shipped over to a country they had never been to before, and basically told how to live their lives under the enforcement of American farmers. Some thought thatRead MoreThe Slavery Of The United States1449 Words   |  6 Pages â€Å"Slavery is founded on the selfishness of man’s nature; opposition to it on his love for justice.† This saying by Abraham Lincoln tells us that people are really different when it comes to their beliefs and attitudes. Some are so focused on wealth, which is why they have slaves to work for free, and treated them as properties instead of real human beings. On the other hand, some people were against slavery because it violated the basic human rights like the right to life, liberty, and security.

The Most Effective Method Of Sex Education - 1239 Words

Tory Waver Scott Macrae Section – 0266 The Most Effective Method of Sex Education INTRODUCTION Sex is a touchy subject and administrators all over the country have spent years trying to figure out the best way to teach their minors about it. Sex education in America is crucial because we are known for our high rates of pregnancies and sexually transmitted infections among teenagers. However, things like religion, morals, and rights are factors that have swayed the education system making it harder to determine the â€Å"right† way to teach sex education. There are two methods of which sex education can be taught - abstinence only or comprehensively. For my ethnography project, I chose to examine the difference in effectiveness between the two forms of sex education. I interviewed individuals from younger and older generation to find out the changes in sex education from the past to now and to determine what factors have led to the reduction of teen pregnancies and STI’s in America, thus helping me find out what methods are more successful. BACKGROUND America, being one of the leading countries for high rates of teen pregnancies and STI’s, has ensured that every state is somehow involved in sex education for students. Each educational institution however, has its own method of carrying out that education meaning that the effects vary virtually across every school. In terms of abstinence-only and comprehensive sex education, both sides argue that their approach isShow MoreRelatedEssay about Teen Pregnancy Prevention 1164 Words   |  5 PagesMany methods can be used to prevent teenage pregnancy and can decrease the birthrate significantly. Doctors and parents play a key role in teen pregnancy preventions. Since teen birthrates are rising, teens have to have access to preventions in order for it to be effective. With having permission from a guardian to engage in preventions, children can prevent themselves from becoming a parent at such a young age. Parents should properly inform their child on the subject of sex and commu nicate withRead MoreSex Education Programs1177 Words   |  5 PagesSex education programs were created to reduce the number of teen pregnancies, sexually transmitted diseases, and HIV/AIDS. For a long time there has been a debate over which sex education method, comprehensive or abstinence only, should be taught to adolescents. Comprehensive sex education is an approach that â€Å"advocates giving teens age-appropriate instruction concerning birth control methods, safe sex, and differing sexual orientations† (Kelly, 2011, p. 153). 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Today, there has been an enormous increase in young girls reaching puberty before the age of seven. Could encouraging sex education in schools decrease the amount of pregnant teens? The purpose of sex education is to educate adolescents of the consequencesRead MoreAbstinence-only vs. Abstinence-plus1607 Words   |  7 PagesThere are many problems facing teenagers these days. None are bigger than the issue of underage sex, and all the issues stemming from it. The number of teenagers becoming sexually active, pregnant, and contracting sexually transmitted diseases are rapidly on the rise. There is no simple fix, or easy solution to this problem . Sex education should begin at home, and extend to include an effective program in schools that reinforce a clear message of abstaining from sexual activity in addition toRead MoreHigh Teen Pregnancy Rate: Comprehensive Sex Education at Fault?1377 Words   |  6 Pagesare many preliminary causes for such a high In Kizzy’s case, the blame is put on the lack of sexual education within her school. She claims that because she did not received adequate information on this subject, she was unaware of what she was getting herself into. The question is: will the opportunity to experience sex education classes make a difference in preventing teen pregnancy? Sexual education, in a broad sense, is a series of courses taken by adolescents throughout their school years in orderRead More Preventing Teenage Pregnancy Essays1195 Words   |  5 Pagesare a lot of things to worry about. The greatest problem associated with teen pregnancy is financial instability. 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Landry, JacquelineRead MoreComprehensive Preparation For A Complete Life1068 Words   |  5 PagesCurrently, there are two forms of education focused on reducing teen pregnancies: abstinence-only education and comprehensive sex education with birth control. However, sex education and birth control are clearly the superior option, due to its effectiveness and the futility of abstinence-only education. Comprehensive sex education with an emphasis on birth control is a much more effective educational tool to prevent teen pregnancy than abstinence-only education. Fortunately, teen pregnancy ratesRead MoreSex Education And Sexual Education884 Words   |  4 Pagesâ€Å"After a while, sex became a reality. It’s a lot harder to abstain when you’re actually in the moment, faced with that decision† (Stevens). Individuals encounter the reality of coming face to face with the temptations of intercourse; over time it becomes harder to sustain from joining the system. Students devour lust, but do not know how to control themselves and sex education provides substantial advice. With this in mind, sex education provides preparedness, answers questions, and creates awareness

Transportation for Urban Design Protocol for Australian Cities

Question: Discuss about theTransportation for Urban Design Protocol for Australian Cities. Answer: Introduction The efficient transportation system has been influencing the modern civilization in a significant way. According to Vergnes, Kerbiriou and Clergeau (2013), the economic development of the country is exclusively depending on the adequate and efficient transportation system. It is notable that the countries are unable to build the prosperity if the there is the lack of well-developed transport or communication system. Hence, it can be inferred that the developed and improved transport system of a country contributes to the economic development parameter. It is noticed that the transport system helps in increasing land values, making more labor mobile, focusing on equalizing prices, and determining the geographic industry distribution (Crane et al. 2016). The study would develop the considerable description of Houten Transport and the Harrington Grove transport of Sydney. The comparison between these transport systems would initiate ideas about the significant use of the effective trans port system. Furthermore, the study would provide the set of recommendation preferable for ensuring the sustainable transport development process. Description of Houten Transport System Houten, a city of Netherlands, has built the entire transportation system by prioritizing the pedestrian and cyclist. It is indeed considered as the Greenfield development with high quality bicycle infrastructure, proper transit access, and application of the effective educational programs for promoting cycling. In the year of 1968, the city council approved such unique ideas for developing the environmental welfare (Eltis.org 2017). This transport system is focusing on developing the green environment by reducing the risks of accidental hazards and minimizing the amount of pollutant materials. The core design feature of this city transport involves the application of the measuring techniques of the traffic calms, narrow roads and separating the bicycle paths from the traffic of the car. The city layout includes two train stations and a ring road surrounds each of the station. The simple design and planning process is environmental friendly. The two town centers are connected with th e other destinations via a 135 km of red asphalt bicycle facilities (Krizek 2017). Any intersection between the auto-through traffic ad cycling facilities is modified with proper concentration and grade-separated treatments. It is to be noted that the traffic light concept is not present in this system. The unique process of maintaining the green development and developing the city transport system are much appreciable. Description of Harrington Transport System in Sydney Harrington Grove is another most significant urbanized transport system in Sydney. The report reflects that the Government of NSW has undertaken the decision of constructing the New South West Rail Link to connect the underground south of the Oran Park. The NSW Minister of Transportation undertook such decisions to improve the urbanized transportation system (Camden.nsw.gov.au 2017). The ministry confirmed that the major aim of making such proposal is to save the Harrington Forest. It is also confirmed that the application of such initiation would not require resumption of the houses. This underground option is quite feasible for the citizens since it would not create any environmental hazards. Harrington Estates, the developer of the Harrington Grove supported such objectives ensured by the state government. The Harrington Transport System has paid attention towards the requirements of improving the urban residents. However, the major concern of the residents that their property or lands would be affected due to the connected roadways (Harringtongrove.com.au 2017). It is assumed that this transportation service would create the significant impact on the residents at Harrington Grove. It is generally focusing on the improvement of the public transport in Sydney. Unique designs of Houten Transport The bike centric culture and design is extensively embraced and admirable. The Houten City consists of over 129 kilometers of cycle paths colored in red and black (Hatfield and Boufous 2016). The path is completely separated from the car traffics. This unique design is contributing to the environment welfare purposes. In fact, the infrastructure costs are not too much high in compare to other transport ways in Netherlands. The focus of such unique design is to promote the safer and convenient cycling transport in Houten. However, there is one challenge can be foreseen due to the lack of sufficient places of parking the bicycles. Houten Transport system is mainly focusing on the development of the urban designs. It is notable that the focus on the urban design is the key to achieve the transport sustainability. However, it is even argued that the location of the housing and road layouts have the high chances of affecting the travel behaviour of the local residents. They would be prioritizing the cyclist priority instead of paying attention to their private cars. Another unique feature is added to the street layout and design (Kenna, Goodman and Stevenson 2017). The network of the streets in Houten connects the north and south ring roads. Each of these layouts is of about one kilometer. In general perspective, it has been noticed that there is the lack of direct connection between the neighborhoods by car. People need to use the ring road in order to get the access to the other neighborhoods. The cyclists receive the major priorities among the residential lives as well. Comparison between these two transport systems The unique ideas and urbanized transport planning applied to the Houten Transport System is much effective for the environment. The cycling ride throughout the cities is reducing the environmental pollution. In fact, these cycling areas are not connected to the car traffic areas. Hence, the risks of the accidental hazards are quite less. In compare to the Houten Transport System, it has been observed that the transport system in Harrington Grove has been creating much impact on the resident house (Howden-Chapman et al. 2015). Even though the initiative was undertaken for developing the residential housing and the lives of the people. However, multiple representations of the concerned issues are presented to the council on behalf of the property owners and developers. The lesser involvement of the target stakeholders is one of the major reasons behind such disagreements (Abc.net.au 2017). The core design feature of this city transport involves the application of the measuring techniqu es of the traffic calms, narrow roads and separating the bicycle paths from the traffic of the car. The affected property owners have their concerns regarding the proposal of the underground rail corridor (Harringtongrove.com.au 2017). The challenges in these two transport systems are quite recognizable. It was implied that prioritizing the cycling rides throughout Houten is creating the impact on the use of cars. Moreover, the lack of sufficient space for cycle parking is also one of the most significant issues faced by the residents of Houten. However, this transport system is focusing on developing the green environment by reducing the risks of accidental hazards and minimizing the amount of pollutant materials. On the other side, the Harrington Transport System has paid attention towards the requirements of improving the urban residents (Mulley and Tsai 2016). However, the major concern of the residents that their property or lands would be affected due to the connected roadways . Hence, the issues with the resident perspectives are different in these different transport based initiatives. Recommendation The ideas obtained from the above study highlights the appreciable transport planning undertaken by Houten Transport systems. Considering such unique approaches and designs, it is essential to provide the suitable recommendation for the Australian transport systems as well. The Australian transport systems require concentrating on the following factors while designing and developing the urban areas. The NSW Transport can align with the NSW Department of Planning and Environment. It would be helpful idea in gathering the adequate knowledge about the South West Growth Centre Structure Plan. The Transport Ministry would derive knowledge about the potential opportunities for transport planning and sustainability if the plan focuses on the environmental and residential welfare. It is important to structure the proper strategy for addressing the potential issues. For example, before the rail line is constructed, there is the significant issue with the higher level of development density. The strategy would determine the orderly rate of the development for mitigating the adverse outcomes of the urban planning. It is necessary to gather the fruitful ideas about the cost benefit process. The development of the structured cost benefit process is necessary prior to develop the transport system. The information is made to available publicly for maintaining the transparency in a significant way. The ideas gathered from the planning and design process of Houten, the Sydney transport Ministry also requires concentrating on the structured planning process. Hence, it is necessary to keep the focus on the environmental welfare process to ensure the sustainable future and efficient urban development. One of the major focuses of this transport planning system is the preservation of the corridor alignment. The council of transport administration in Sydney requires concentrating on the Review of Environmental Factors for gathering the adequate information about the heritage-related matters. Following the sequential steps for structuring the master plan for the stations would be helpful for the council to propose the better transport systems. The urban life would be developed accordingly. Conclusion The study provides the idea about the innovative and unique transportation planning initiated by Houden Transport Systems in Netherland. The unique ideas of developing the cycling rides throughout the city are creating the effective impact on the environment. The focus of such unique design is to promote the safer and convenient cycling transport in Houten. It ensures the less pollution and decreasing the number of the accidental hazards. The core design feature of this city transport involves the application of the measuring techniques of the traffic calms, narrow roads and separating the bicycle paths from the traffic of the car. The lack of sufficient space for cycle parking is also one of the most significant issues faced by the residents of Houten. However, this transport system is focusing on developing the green environment by reducing the risks of accidental hazards and minimizing the amount of pollutant materials. On the other hand, the underground transportation system init iative proposed by the Harrington Grove council is much criticized by the land or property owners. In spite of the positive outcome to be assumed, the landowners are afraid of losing their properties. The study develops the comparison between the Sydney Transport System and the Houden Transport System. In compare to the Houten Transport System, it has been observed that the transport system in Harrington Grove has been creating much impact on the resident house. The Sydney Transport Council requires providing more focus on the urban and environmental development. References Abc.net.au, 2017.South-west Sydney residents and developers shocked by rail plan. [online] ABC News. Available at: https://www.abc.net.au/news/2015-06-16/south-west-sydney-residents-shocked-by-rail-plan/6549026 [Accessed 26 Aug. 2017]. Camden.nsw.gov.au, 2017. [online] Available at: https://www.camden.nsw.gov.au/assets/pdf/Council/PublicationsPlansAndPolicies/2016/15-221510-Letter-to-Camden-Council-Submission-to-South-West-Rail-Link-Extension-Public-Transport-Corridor-Preservation-2015.pdf [Accessed 26 Aug. 2017]. Crane, M., Rissel, C., Greaves, S., Standen, C. and Wen, L.M., 2016. Neighbourhood expectations and engagement with new cycling infrastructure in Sydney, Australia: findings from a mixed method before-and-after study.Journal of Transport Health,3(1), pp.48-60. Eltis.org, 2017.Promoting traffic safety and cycling through urban design in Houten (Netherlands) | Eltis. [online] Eltis.org. Available at: https://www.eltis.org/discover/case-studies/promoting-traffic-safety-and-cycling-through-urban-design-houten-netherlands [Accessed 26 Aug. 2017]. Harringtongrove.com.au, 2017.Location | Harrington Grove. [online] Harringtongrove.com.au. Available at: https://www.harringtongrove.com.au/harrington-grove-nsw-location [Accessed 26 Aug. 2017]. Harringtongrove.com.au, 2017.Proposed rail corridor and Harrington Grove. [online] Harringtongrove.com.au. Available at: https://www.harringtongrove.com.au/news/entry/proposed-rail-corridor-and-harrington-grove [Accessed 26 Aug. 2017]. Hatfield, J. and Boufous, S., 2016. The effect of non-recreational transport cycling on use of other transport modes: A cross-sectional on-line survey.Transportation Research Part A: Policy and Practice,92, pp.220-231. Howden-Chapman, P., Keall, M.D., Conlon, F. and Chapman, R., 2015. Urban interventions: understanding health co-benefits.Urban Design and Planning. Itdp.org, 2017. [online] Available at: https://www.itdp.org/wp-content/uploads/2014/07/22.-092211_ITDP_NED_Desktop_Houten.pdf [Accessed 26 Aug. 2017]. Kenna, T., Goodman, R. and Stevenson, D., 2017. Privatising the suburbs: examining the trends and implications of 20 years of private residential development in Sydney, Australia.Geographical Research. Krizek, K., 2017.Houten (Holland): Heaven or Hollow?. [online] streets.mn. Available at: https://streets.mn/2014/08/07/houten-holland-heaven-or-hollow/ [Accessed 26 Aug. 2017]. Mulley, C. and Tsai, C.H.P., 2016. When and how much does new transport infrastructure add to property values? Evidence from the bus rapid transit system in Sydney, Australia.Transport Policy,51, pp.15-23. Redman, L., Friman, M., Grling, T. and Hartig, T., 2013. Quality attributes of public transport that attract car users: A research review.Transport Policy,25, pp.119-127. Vergnes, A., Kerbiriou, C. and Clergeau, P., 2013. Ecological corridors also operate in an urban matrix: a test case with garden shrews.Urban ecosystems,16(3), pp.511-525.

Environmental Innovation in Packaging Business

Question: Discuss about the Environmental Innovation in Packaging Business. Answer: Introduction: Amcor Limited is a multinational packaging company based out of Australia headquartered in Hawthorn a suburb of Melbourne, Victoria. The company provides rigid as well as flexible packaging solutions to many industries such as food and beverage, tobacco, medical and home and personal care. (Kelly Tan, 2013) Although an Australian company it generates only 6% of its revenues from Australia and NZ while the rest of the revenues come from the other countries of the world, and importantly 32% from the emerging countries as per their website. As of 2016 Amcor is operational in around 40 countries and has manufacturing sites in around 150 places all over the world. (Amcor, 2016) Long term goals and objectives. From the literature available on the internet their website and their annual report the goals of objectives of Amcor have been summed up as follows.(Amcor Limited, 2015) The company wants to work in sync with the end customers and design the packaging in such a way that meets the requirement of the community as well as that of the product that is being packaged. The management of the company plans to make use of the best quality packaging goods and use innovative systems that not only help in reducing environmental hazards but also at the same time ensure the proper safety and durability of the products being packaged.(Verghese Lewis, 2007) The company wants to bring down the numbers in parameters such as the LTIFR and RCFR every year. The LTIFR stands for lost-time injury frequency rates which mean the number of lost time hours in a given period with result to total numbers of hours we have worked in that given period. The management of the company is committed to become the global leaders in their respective industry and also maximization of shareholders wealth is prime most in their set of goals and objectives. Going forward Amcor has plans to enter the market in more geographic locations and therefore consolidate its position as a global leader. As mentioned earlier right now non-cyclical food and beverage industries are the major contributors to the sales of Amcor. In their bid to become global leaders the companys management is identifying for new growth areas and verticals where they can venture into which would not only make them more profitable but also increase their customer base. Stakeholders and Competitors The stakeholders of the company include its 29,000 strong base of employees who are working for the company in the manufacturing units as well as in other functions such as supply chain, logistics, finance and marketing. Another stakeholder group is the shareholders who remain invested in the company. The customers whose continued patronage make Amcor a global leader and also the vendors and suppliers from which Amcor sources its raw materials and other supplies are also a major stakeholder group. Finally, the financial institutions who have financed a portion of fixed assets and working capital can also be considered stake-holders.(Amcor Limited, 2015) The major competitors of the company are as follows Ball Corporation Crown Holdings International Paper Mondi Owens-Illinois Sealed Air Reynolds Group Stora Enso References Amcor. (2016). About Us:Amcor. Retrieved from Amcor: https://www.amcor.com/investor-relations/about-us Amcor Limited. (2015). Annual Report. Melbourne: Amcor. Kelly, R., Tan, G. (2013, August 1). Australia's Amcor to Demerge Packaging Business. Wall Street Journal. Verghese, K., Lewis, H. (2007). Environmental innovation in industrial packaging: a supply chain approach. International Journal of Production reserach, 4381-4401.

Raymond Williams and Marshall McLuhans views regarding the relationship between media technology and culture Essay Example

Raymond Williams and Marshall McLuhans views regarding the relationship between media technology and culture Essay Marshall McLuhan and Raymond Williams have made key contributions to our understanding of media and its relationship to society and culture. McLuhan, in particular, has been an influential thinker on the subject and his ideas continue to be debated to this day. McLuhan’s work laid emphasis on how media is not an exclusive domain, but a space for the intermingling of politics, commerce and culture. One of the founding fathers of the field of media ecology, McLuhan introduced his core ideas in the 1950s and 60s. This was a period of rapid growth in telecommunication technology. The project McLuhan undertook is no less than to explain how â€Å"the nuances and great sweeps of human history are made possible by media of communication–how media determine the thoughts and actions of people and society.† (Strate, 2004) Raymond Williams’ career as a media analyst succeeded that of McLuhan. Consequently, he was able to see the flaws in several of McLuhanâ€⠄¢s theories and rectify them to a large extent. Where Williams differed from his predecessor was on his ability to place media in the larger socio-cultural and economic dimensions rather than merely the technological dimension. This essay will argue that while McLuhan laid out many fundamental concepts governing media studies, it is Williams who offers a more robust and veritable framework of understanding for studying media. Their arguments are weighed in the cases of digital media such as the television and the Internet. And finally, where either scholar’s concepts fall short, the Propaganda Model proposed by Noam Chomsky and Edward Herman is referred to present a more comprehensive understanding of media and its functionality. One of McLuhan’s interesting ideas is that media is much more than the communications technology. It includes all â€Å"human inventions and innovations†. In this view, the constituent components of mass media includes â€Å"the spoken word, roads, numbers, clothing, housing, money, clocks, the automobile, games, and weapons, in addition to the major mass media and communication technologies.† (Driedger Redekop, 1998) Hence, media is effectively an extension of human beings and their perceptory faculties and capabilities. While there is efficiency and expedition in the dissemination of information in this setup, the concerns are the attendant negative consequences. For example, an outcome of this pervasive media space is the numbing of our critical faculties under the overload of information processing. In this cultural order where ‘the medium is the message’, there is danger in media technology’s role in â€Å"how and what we communicat e, how we think, feel, and use our senses, and in our social organization, way of life, and world view.† (Driedger Redekop, 1998) I concur with McLuhan’s apprehensive about the power of media technology in determining and dictating culture. McLuhan further argued that We will write a custom essay sample on Raymond Williams and Marshall McLuhans views regarding the relationship between media technology and culture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Raymond Williams and Marshall McLuhans views regarding the relationship between media technology and culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Raymond Williams and Marshall McLuhans views regarding the relationship between media technology and culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"the sensory organization, and the relationship between sensory organization and the nature of thought were shaped by a person’s direct experience with a medium. He saw television as a high-involvement medium, which leads viewers to crave the same level of involvement in all of their experiences. This was based on his designation of television as a â€Å"cool† medium, drawing on the distinction between â€Å"hot† jazz which was highly structured, and â€Å"cool† jazz, which was more unstructured, generating more listener involvement.† (Driedger Redekop, 1998) It is fair to claim that this theory is now proven to be inaccurate, for television actually only requires passive consumption as opposed to active engagement. Indeed, television has thus acquired the derogatory terms ‘idiot box’ and ‘the tube’. This is one of several instances where McLuhan’s grasp of the nature of a medium was off the mark. But some of his other theories pertaining to media’s influence on culture generally hold true. He first articulated his theories on media in his debut work The Mechanical Bride: Folklore of Industrial Man. First published in 1951, this book focussed on media content as opposed to his later ruminations on the nature of media and the enabling technology. McLuhan identifies ways in which â€Å"popular culture reflects and promotes the attitudes, beliefs, and values of technological society†. (Strate, 2004) In this milieu, human beings are conditioned in certain ways that promote the technocratic so cial order. McLuhan refers to the ‘technological man’, who is a super specialist in his professional field, but is limited in his ability to critically engaging with the system he is a part of. While McLuhan doesn’t fully articulate the repercussions of this limitation, Raymond Williams’ fulfils this scholarly void. He elaborates that the ‘technological woman’ is mass produced as in an assembly line. She is a product of consumption of commodities such as soaps, cosmetics, household appliances, etc. With greater mechanization, some of her traditional roles are shifted to an automatic machine like, say, a washing machine. The vast sweep and penetration of mass media is such that children are especially hostage to its effects. Whereby, technological children grow up feeding on baby formula instead of mother’s breast milk. The resultant unfulfilled neo-natal urge leads them to carry an oral fixation in later life. This manifests in t he form of addictions to cigarettes and alcohol – even Coca-Cola is a source of satiating this fixation. But beyond these physical entrapments that keep them entrenched in the consumerist cycle, the more significant effects are on the faculties of mind. Even McLuhan concurs with Williams on the above point, as he notes: what passes for education is usually technical training that â€Å"will allow them to fit into the machine-like organizations of corporate America. Even in death, we are ruled by technology through the sale of coffins that are weather-resistant.† (Strate, 2004) Through these insights McLuhan introduced the concept of ‘technique’ or ‘technopoly’ that is the dominant method of indoctrination of human beings in modern technological societies. McLuhan and Williams were thus able to foresee the unsavoury and detrimental effects – so far as general human progress is concerned – of the confluence of media technology and consumerism on culture. Of the two, it is Williams who disapproved of these tendencies more vehemently and lamented the abuse of media. He expressed disappointment over the fact that the enabling and emancipating potential of technological media is usurped by business and political interests for perpetuating their own narrow goals. Through the mere fact of exposing this reality, Williams is pitching for critical thinking and corrective remedial action on part of civil society. One of Raymond Williams’ key ideas is how culture â€Å"is a whole way of life, and everyone adopts a certain way of life or wants to have a changed way of life†. (Murray, Roscoe, Morris, Lumby, al-, 2002) This aspiration takes a whole set of connotations in the era of globalization. Under this global economic paradigm, the primary concern is how local or indigenous culture would be impacted by â€Å"the global flows of capital, information, ideology, values, and technology.† (Fengzhen Xie, 2003) Consequently, Williams identifies a general anxiety permeating all cultural discourse. There are fears that globalization might challenge and eventually quell several historically developed local linguistic, ethnic or national cultures. Several social critics, including Williams, have pondered if globalization is synonymous with â€Å"unification or Americanization of the world culture†. (Fengzhen Xie, 2003) Others insist that â€Å"globalization is not nec essarily the story of cultural homogenization or Americanization; instead it encourages and creates cultural diversity and protean difference.† (Fengzhen Xie, 2003) It is important to remember that the process of globalization happened on the back of an equally rapid growth in telecommunication technology. Hence, Williams’ observations on globalization are fully applicable to its iconic technological symbol – the Internet. In the debate surrounding Internet’s effect on indigenous cultures, a third position has emerged â€Å"that attempts to reconcile the global and the local–it argues that globalization is a two-fold process which brings the universalization of particularism and the particularization of universalism at the same time.† (Fengzhen Xie, 2003) Bringing in the viewpoint of Chomsky-Herman to this debate, it is fairly clear that their view of globalization and attendant media consolidation is negative. Chomsky, for example, has ci ted the failure of NAFTA to create prosperity for a majority of Mexicans, thereby exposing its rhetoric as propaganda of half-truths. Coming back to McLuhan, in his later work, ‘The Gutenberg Galaxy: The Making of Typographic Man’, he performs media analysis at the level of ‘system’ or ‘ecology’. Of the various observations and insights offered in the book, many pertain to the role of media (mainly the television) to the formation of culture. He identifies oral communication at the level of tribes as the earliest media developed by human civilization. The invention of the printing press at the beginning of the modern age thus brought a radical shift to the manufacture and assimilation of culture. There is even the contention that it was print technology which precipitated the beginning of the modern age, breaking away from the feudalistic and culturally stagnant medieval times. In this view, the invention of the alphabet is a watershed event in the evolution of human culture. According to McLuhan, the electronic culture (standing for both television and the Internet) is the ‘fourth culture’ which is ‘paradise regained’. Developing from â€Å"the invention of telegraphy to television and the computer, this culture promises to short-circuit that of mechanical print and we regain the conditions of an oral culture in acoustic space. We return to a state of sensory grace; to a culture marked by qualities of simultaneity, indivisibility and sensory plenitude. The haptic or tactile senses again come into play, and McLuhan strives hard to show how television is a tactile medium.† (New Media, p.81) Undertaking the study of the evolution of media in the last five centuries, McLuhan considers the dominant contemporary media forms in great detail and depth. It is in the context of modern electronic media and the conditions of globalization that the term ‘global village’ is introduced. One of McLuhan’s most enduring quotations in this regard is how â€Å"the new electronic interdependence recreates the world in the image of a global village†. (Murray, Roscoe, Morris, Lumby, al-, 2002) There is truth to this view as the stupendous success of Hollywood and other American cultural products across the world prove. But McLuhan’s articulation is incomplete as it does not mention the commercial backbone of the electronic/digital culture. For example, in studying the film industry one can see how there is an â€Å"intersection of political economy and cultural studies†. (Druick, 2004) In the current set up where local cultural sensibilities are challenged by Hollywood, Raymond Williams’ argument rings true. He noted that

Discovering How to Write a Gun Essay

Discovering How to Write a Gun EssayThere are many different types of essays on this topic, but there are only a few common questions that writers frequently ask about essay topics and when they're asked. One of the most common questions is how to write a gun essay. Gun writers should be aware of all of the possible problems and writing tips that can help them do just that. There is no more reason to worry about this type of essay, because the essay topics can range from anything.Some people go through life without ever considering the need for a great set of guns. They carry the gun in their car and when they travel in traffic. The list of guns is almost limitless. There are guns that are used as tools or weapons. Some of the most common kinds of guns are baseball bats, crowbars, and hammers.Gun essay topics don't have to be as complicated as one would think. The gun writing guide available on the Internet will show you some examples of the styles of writing on various subjects. Whe ther you are writing about the history of the gun or the history of its use in a particular location, the best way to start is to learn a little about it. You will discover a very vast variety of subjects, you can cover and will learn more about the gun than you ever could imagine.You will find the various topics about the gun by checking the Internet and reading the many articles and blog posts written about this subject. There are many different articles, essays, and books available to tell the story of the gun. Many of these topics will touch on politics, society, and even the role of the Second Amendment right in America. If you are unfamiliar with the gun, it is important to learn about it before writing about it.No matter what topic you choose to write about, there is always a way to make it interesting. The best way to do this is to think of a setting or scene that is going to be interesting to the reader. With the use of creative thinking, the gun will be able to serve the p urpose for which it was intended.There are different topics that can be covered and can help to make the essay, or speech, more interesting. Topics that are involved with sports, history, and technology are popular. There are many other types of subjects to be considered, however. Before writing an essay, students should always look at the internet and study other pieces of writing to find out the types of topics that are available to be written about.It is also helpful to try to analyze the subject and look at the concept behind the topic. This is especially true if there is a problem with the understanding of the topic that is presented. The essay writing guide that you have read will help you understand the important points, but it is still a good idea to search for ideas on how to write a gun essay.There are a few factors to consider when writing an essay. The first is to research and find the proper topic for the essay. After you have chosen the topic, it is necessary to organi ze and write a well thought out essay on the topic.

Talking About Times of the Day in Spanish

Talking About Times of the Day in Spanish Although you sometimes need to be precise when talking about times  in Spanish,  often an approximation will do. Thus, at the most basic, we can talk about la maà ±ana (morning), la tarde (afternoon or evening), and la noche (night). Here, roughly in ascending order, are some other common words or phrases for times of the day, including the prepositions that are often used with them. Times up to and Through Noon por la maà ±ana temprano - in early morning.  Correr por la maà ±ana temprano puede ser una excelente opcià ³n.  (Running in the early morning can be an excellent choice.) Note that here temprano functions as an adverb. It isnt an adjective, in which case the feminine form temprana would have to be used.al amanecer - at dawn.  ¿Por quà © cantan los gallos al amanecer?  (Why do roosters crow at dawn?)de madrugada - at dawn. Un terremoto de 5,6 grados de magnitud sacude de madrugada.  (An earthquake of magnitude 5.6 shook at dawn.)en las primeras horas del dà ­a - in the early daylight hours. En las primeras horas del dà ­a los rayos del Sol se reciben muy oblicuos. (In the first hours of daylight the suns rays are at an oblique angle.)a la hora de desayunar - at breakfast time. El error ms comà ºn que cometen las personas a la hora de desayunar es comer los alimentos tà ­picos para el desayuno, de los cuales estn altamente procesados y cargados de azà ºcar. (Th e most common mistake people make at breakfast time is to eat typical breakfast food, which is highly processed and loaded with sugar.) por la maà ±ana - in the morning. Somos un poco ms altos por la maà ±ana que por la noche.  (Were a little bit taller in the morning than late in the day.)a media maà ±ana - in midmorning. A media maà ±ana estar restituido el servicio elà ©ctrico en zona norte.  (Electrical service will be restored in the north zone in midmorning.)a mediodà ­a, al mediodà ­a - at noon, in the middle of the day. El euro sube hasta 1,25 dà ³lares a mediodà ­a. (The euro climbed to $1.25 at noon.)a la hora de almorzar - at lunchtime. El restaurante nuevo es una muy buena alternativa a la hora de almorzar en el centro de Santiago. (The new restaurant is a good alternative for lunchtime in downtown Santiago.)a la hora de comer  - at mealtime, at lunchtime. Las batallas con los ms pequeà ±os a la hora de comer pueden ser un estrà ©s para toda la familia.  (Battles with the littlest ones at mealtime can be stressful for the entire family.) Times for the Remainder of the Day a la hora de merienda, en la merienda - at tea time, in midafternoon A la hora de merienda prueba estas deliciosas barras de chocolate.  (Try these delicious chocolate bars in the afternoon.)de dà ­a - in the daytime. Durante los seis meses de dà ­a en el polo, el Sol se mueve continuamente cerca del horizonte.  (During the six months of daytime at the pole, the sun moves continually near the horizon.)durante el dà ­a - in the daytime.  ¿Quà © frutas debo comer durante el dà ­a para tener energà ­a?  (What fruits should I eat during the day in order to have energy?)por la tarde, a la tarde  - in the afternoon or evening. Una siesta por la tarde podrà ­a mejorar su inteligencia.  (A rest in the afternoon could improve your intelligence.)al anochecer - at dusk. Cinco planetas sern visibles al anochecer.  (Five planets will be visible at dusk.)al atardecer - at dusk.  Navegar por el Tajo al atardecer es una de las experiencias ms romnticas que se pueden disf rutar en Lisboa. (Boating the Tajo at dusk is one of the most romantic experiences you can enjoy in Lisbon.) a la hora de cenar - at dinnertime. No busques la tranquilidad a la hora de cenar.  (Dont look for quiet at dinnertime.)por la noche, por las noches - at night, in late evening. Despertarse por la noche no es considerado un problema para todas las familias del mundo. (Waking up at night isnt considered a problem for every family.)de noche - at night, in the late evening.  Soy de las que va a eventos sociales, sobre todo de noche.  (I am one of those who goes to social events, especially at night.)a la medianoche - at midnight. Al llegar a Nueva York a la medianoche, voy a viajar a Washington.  (After arriving at New York at midnight, Im going to travel to Washington.)

Privacy and Security Essay Example | Topics and Well Written Essays - 1000 words

Privacy and Security - Essay Example The leaked documents revealed operational details of a global surveillance apparatus run by the NSA and other members of the Five Eyes alliance, along with numerous commercial and international partners.[3]The public and government officials are divided on the rightness and legality of these programs, but President Barack Obama defends their constitutionality, urgency, and effectiveness as he believes in the tradeoffs between security and privacy. Other commentators claim that privacy should not be traded off in any way for better security. It is argued that the need for security is not threatening Americans’ right to privacy because the state is balancing them in the best way possible. The need for security is paramount, however, and should override privacy concerns because it only preserves public safety by reasonable authority, surveillance, and approval of Congress, some politicians, and courts. The need for security is not threatening Americans’ right to privacy because the state is doing its best to balance both interests. First, President Obama himself assured the public that it is not listening into every call that Americans make. Wiretapping and listening to other data can be considered as a â€Å"search† that can breach the Fourth Amendment, but this is not what the government is doing. Instead, the government is only studying data trends. Lara Jakes and Darlene Superville report on the specific procedures of the government, clarifying that the program does not include listening into calls, but only monitoring the origin and duration of calls. This means that the government is not fully breaching privacy rights. The article no longer explained though how data trends and call location can identify suspicious activities. Jakes and Superville add that if there are specific numbers that are perceived as suspicious of terrorist intentions, intelligence offici als â€Å"must return to court to get approval† before

Enterprise and business development Essay Example | Topics and Well Written Essays - 500 words

Enterprise and business development - Essay Example Firestarter considers the supplier dynamics and aims at positioning itself in a position of relative advantage in a bid to maintain or increase its customer base. Supplier will become powerful if they are few and there is a heavy need for them to facilitate the main processes (Porter, 2008). The buyer power is a consideration that the competitive players in the food industry consider. The buyers have the ability to drive the prices down thus influencing the ability of firms such as Firestarter to dictate pricing terms. The number of buyers in the specific market ventured by Firestarter and other listed competitors, the switching cost of a buyer and importance of that buyer to the enterprise influence the model of strategic planning on pricing so as to keep at bay with the competition. Firestarter may be able to dictate prices if the cost of switching to the other suppliers is high and the presence of few powerful buyers. The capabilities of the competitors in this context, KFC, Costa, Dunkin Donuts, Starbucks and Muzz Buzz form a competition rivalry. It is through differentiation of products and services more than the other that one individual farm can achieve an advantage. For the case of Firestarter, offering a variety of products that are differentiated at better prices will make it have an edge over the competitors in the niche by achieving market attractiveness to the consumers in the U.K. Entering a new market poses threat especially in the event of high costs and time in entering the market (Porter, 2008). To be protected against compromising of a favorable competitive position, enterprises such as Firestarter ought to have economies of scale in the market and have protection of their innovations in products and services. This is a key consideration to be employed by Firestarter to protect itself from new entrants such as Muzz Buzz. Maintaining of durable and solid barriers to entry such as a strong and loyal base of consumers,

Advantages and Disadvantages of tables computers for traveling Essay

Advantages and Disadvantages of tables computers for traveling salespeople - Essay Example The main aim of this paper is to provide a detailed analysis of the growing use of tablet computers by sales people. The paper would also contain a clear view of the various advantages and disadvantages of the tablet computers that can help salespeople to decide whether to choose tablet computers over other portable devices available in the market. The segments of tablet computers are considered to be one of the growing markets amid other electronic gadgets available in the business market. The main reason behind the growing preference of tablet computers over personal computers (PC’s) and laptops is their superiority in terms of convenience and features when compared to other hand held devices. It is worth mentioning that today’s youth also considers tablet as their first choice over mobile phones as they get larger screens and also provides additional advantages like high battery backup, full screen access and also provides the facility of calling over the laptop. The adaption of tablet PC by salesperson can be widely viewed due to their enhanced features and usability. The prime reason behind adapting tablet computers by salesperson it that, it not only provides them the advantage of carrying it anywhere but also helps in securing the data and helps business organization to keep a track of their sales. It also provides them with the facility to connect to any of their colleagues sitting anywhere. The ability to run programs, managing schedules, contacts can also be considered as an additional feature of tablet computers over laptops and other hand held devices. Though there has been continuous debate amid technological critics about the adaption of tablet computers by salespeople. ... The main aim of this paper is to provide a detailed analysis of the growing use of tablet computers by sales people. The paper would also contain a clear view of the various advantages and disadvantages of the tablet computers that can help salespeople to decide whether to choose tablet computers over other portable devices available in the market. Discussion The segments of tablet computers are considered to be one of the growing markets amid other electronic gadgets available in the business market. The main reason behind the growing preference of tablet computers over personal computers (PC’s) and laptops is their superiority in terms of convenience and features when compared to other hand held devices. It is worth mentioning that today’s youth also considers tablet as their first choice over mobile phones as they get larger screens and also provides additional advantages like high battery backup, full screen access and also provides the facility of calling over the laptop. The adaption of tablet PC by salesperson can be widely viewed due to their enhanced features and usability. The prime reason behind adapting tablet computers by salesperson it that, it not only provides them the advantage of carrying it anywhere but also helps in securing the data and helps business organization to keep a track of their sales. It also provides them with the facility to connect to any of their colleagues sitting anywhere. The ability to run programs, managing schedules, contacts can also be considered as an additional feature of tablet computers over laptops and other hand held devices. Though there has been continuous debate amid technological critics about the adaption of tablet computers by salespeople. Furthermore, it has been viewed that business persons

American Government Essay :: essays research papers

John Locke and Jean Jacques Rousseau both have similar views on man's nature, authority and freedom. Those views are that all men are essentially equal and that each individual has the right to life, liberty, and property. They believe that these rights are given by God, and thus natural. They also believe that reason is a God-given and religious liberty, and right to freedom of speech. The differences are that Locke believed that when people gave up their rights they gave up there freedom to be safe. Rousseau believed that when people gave up their rights to the government they weren't giving up freedom, just exchanging it for security. Rousseau is more on the liberal side of the spectrum while Locke is on the conservative side. The basic differences between conservative and liberal are many. Liberals are more innovative and open to reform as opposing the conservatives being more set in their ways and to doing things in tradition. Liberals are more optimistic and are more supportive towards socialistic ideas. Conservatives are pessimistic and are more supportive of the individualistic ideas. A major political issue is welfare. The Conservatives feel the people should make money on there own and without the help of the people Locke would fall more into this category as opposed to Rousseau who would be more supportive of welfare because he is one that says if it helps the individual then it will help us all. Gun control is another major current event that has two strong views. The liberal view being that guns should be off the streets and locked up and out of the hands of everyday people. Rousseau would fall more under the liberal views like above because he is supportive of the protection of the people. The conservative view point on gun control is that every person has the right to own a gun and I would consider myself more of a liberal for instance in the situation of abortion I am pro-choice as a opposed to the conservative that views more towards pro-life.

A Pilot Study On Classroom Observation Education Essay

Chapter 4This chapter describes a pilot survey conducted after the preliminary survey and before the chief survey. It begins by a brief debut given in subdivision 4.1, followed by treatments on the sample choice, observation agenda and pre and station session interviews in subdivision 4.2. Section 4.3 covers the schoolroom observations. Gesture cryptography, including the written text, coding jobs and policy, and consequences of the cryptography are included in subdivision 4.4. Discussion and decision concentrating on schoolroom observation and metaphoric gestures are covered in subdivision 4.5. The chapter ends with the deductions for the chief survey explored in subdivision 4.6.4.1 About the Pilot StudyThis pilot survey built on a old little graduated table preliminary survey ( chapter 3 ) . The purposes were: ( a ) to see existent clip schoolroom observation ; ( B ) to prove out and better the observation agenda and interview inquiries ; ( degree Celsius ) to research whether Chin ese music instructors used metaphoric gestures and if so, what these metaphors were and where they were used ; and ( vitamin D ) to prove out and develop metaphoric gesture designation processs. The focal point was limited to music Sessionss in junior high schools because in the preliminary survey, more metaphors were found from the junior degree than from the simple degree. The information of this pilot survey were transcribed from three general music Sessionss taken by Wang, a music instructor in a junior high school in Taiwan.4.2 Before the Observation4.2.1 Sample SelectionSituated in a in-between to upper-middle category suburb of a major northern metropolis, Wang ‘s school was founded in 1988, with 4,268 pupils and 113 categories in 2006. It is considered to be a large school, comparative to the official norm of 1,299 pupils per junior high school in Taiwan for the school twelvemonth 2005-2006 ( Department of Statistics, Ministry of Education of Taiwan ) . The informations were collected in general music categories with pupils aged between 12 and 14. Each category contained around 35 pupils, and talk was the lone type of interaction observed. The consequences of t he preliminary survey showed that metaphor denseness may differ because of learning content. Therefore the Sessionss observed for this pilot were limited to music theory, music history, and music grasp. Wang ( a anonym ) had received her MA in musicology four old ages antecedently and since so had been learning music in the same junior high school. Bing really open-minded about taking portion in research and being observed, Wang was one of the really first music instructors I contacted for the preliminary survey. Since so she had been helpful in replying my inquiries and supplying me background information about the state of affairs of music instruction in junior high school degree in Taiwan. After the preliminary survey, I emailed her to inquire her permission for me to come in her schoolroom and video-record a twosome of Sessionss, and she agreed to take part. Music lessons form portion of the Humanistic disciplines and Humanities class class in junior high schools in Taiwan ( see subdivision 2.4.1 ) , and hence music, humanistic disciplines, and executing humanistic disciplines portion one text edition. â€Å" The humanistic disciplines subdivision negotiations about utilizing different colorss to stand for the four seasons, and the music subdivision negotiations about Vivaldi. So it occurred to me that it ‘s a good chance to give a talk on the Baroque epoch and present Vivaldi ‘s The Four Seasons to them, † ( Wang, pilot interview 2 ) . At the clip when this study was written, MOE of Taiwan did non supply one â€Å" standard † version of the text edition, and schools were free to take the version they preferred. Wang therefore on a regular basis designed the content of her lessons. â€Å" The text edition references nil about the Baroque epoch so I make my ain PowerPoint slides to assist pupils set up the background cognition † ( Wang, the same interview ) . Teachers are allowed to re-arrange the order of the instruction contents and set related things together. In some schools, music instructors have to learn executing humanistic disciplines, but this was non the instance in Wang ‘s school, where there were three single instructors for the three bomber classs: music, humanistic disciplines, and executing humanistic disciplines.4.2.2 Observation Schedule and InterviewsAfter Wang agreed to take part in the survey, I explained to her about the research through electronic mail. She understood that the research was about schoolroom discourse and hence suggested me to put the observation clip at a hebdomad after the mid-term test, when she was approximately to present the Baroque epoch to her pupils. One month before the schoolroom observation, Wang and I met to discourse which classes to detect, including when I should get, where I should sit and how best to put up the recording installation. In add-on, Wang approximately explained what sort of schoolroom activities would be involved and what she intended to learn. Wang was told that the s urvey was about schoolroom talk and the thought was to detect a session with every bit much talk involved as possible. She hence suggested Sessionss chiefly covering music history and music grasp. This meeting is classed as pilot interview 1 ( for more inside informations, see Appendix B ) . A real-time observation agenda was designed, with a intent of associating the schoolroom activities and metaphor usage. As can be seen from the agenda ( see Appendix C ) , both start and terminal times of the activities needed to be specified and during each activity, runs of metaphors and gestures needed to be made, so that I could acquire a basic sense of where bunchs of metaphors and gestures most frequently occurred ( though in the event it proved about impossible for me to number them during categories, something which will be discussed subsequently in 4.6.1 ) . In add-on, the observation agenda covered: administration of the category, stuffs, and musical instruments used, and the linguistic communication used by the instructor and pupils. A general feeling of schoolroom ambiance would be noted as H ( high ) , F ( carnival ) , or L ( low ) to see if schoolroom atmosphere is related to metaphor usage. A follow-up interview ( pilot interview 2 ) with Wang was conducted after detecting the three Sessionss. The face-to-face semistructured interview took topographic point in Wang ‘s music schoolroom during her interruption, enduring 42 proceedingss. Again, I was permitted to enter it, and at the same clip made notes while Wang was speaking. A list of information or inquiries I planned to seek or inquire, translated from Chinese ( the linguistic communication used during the interview ) into English is appended ( Appendix D ) . In the interviews, information was sought about Wang ‘s educational background and working experience, and inquiries covered how Wang prepared for the category and aimed to explicate new constructs, how Wang thought about metaphors and gestures, and if she used them to assist her Teach. Mandarin Chinese was used throughout the interview. Notice that the Numberss are for the convenience of composing up the study ; the inquiries were asked without any specific order. During the interview with Wang, the above subjects were covered. To Wang, metaphor helped the pupils to link music and their day-to-day life experiences. She gave an illustration of the birds, Canis familiariss, spring air current, and summer boom in Vivaldi ‘s The Four Seasons. However, she did non normally interpret music in her ain manner when introducing or depicting it- † I merely interpreted the music in the manner which the composer marked on the music manuscript † ( Wang, pilot interview 2 ) . Although overall the interviews went swimmingly, it was realised that some inquiries were excessively general and more inquiries about metaphor and gestures were needed. Detailss are discussed in 4.6.1.4.3 During the ObservationFor the first session, I entered the music schoolroom with Wang around 15 proceedingss before the session began. Wang told me that because of the limited Numberss of music schoolrooms, music instructors in her school had to take bends utilizing them. It was Wang ‘s bend to hold one of the music classrooms that semester and hence she was allowed to remain in the room waiting for the pupils to get. The excess clip proved utile from the point of position of puting up the picture equipment. The chief equipment in the music schoolroom included a piano, an electronic piano, a chalkboard with clean musical staff, an LCD projector, a DVD participant, and a few classical instrumentalists ‘ portrayals and illustrations of musical instruments on the walls, etc. Wang had to supply her ain laptop. Figure 4.1 illustrates the layout of the schoolroom where the three observed Sessionss took topographic point. The two black circles on the top exposure indicate where the picture recording equipment was placed and where I sat. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty. Neither the instructor ‘s nor the pupils ‘ seats were moved. As a nonparticipant research worker, I tried to maintain the schoolroom the manner it was without me. I sat at the dorsum of the schoolroom next to the picture recording equipment, to take field notes which might be helpful during the readying of the transcripts. Photographs were besides taken earlier or/and after Sessionss. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty.Figure 4.1. Pilot survey: Music schoolroom scene.For most of the clip the pupils could non see me during the categories. However, there was one clip, while Wang corrected a pupil ‘s thumbing while playing the recording equipment, another pupil kept turning and gesticulating â€Å" YA † ( the V mark, with his index and in-between fingers of his right manus raised and the staying fingers clenched, palm facing outwards ; a really popular gesture in Taiwan when being photographed ) toward the picture recording equipment. Wang noticed it. She asked the pupil to stand up and present himself to the picture recording equipment, and encouraged him to give a solo public presentation for two bars, and so the session continued. This was the lone break caused by the research worker ‘s presence during the Sessionss I observed. The talk construction of the three Sessionss I observed was rather similar. It was because Wang designed and followed her ain instruction course of study for each twelvemonth of the pupils, and besides because the three Sessionss I observed were all in the same twelvemonth ( twelvemonth seven ) . The session started with playing the recording equipment. Wang reviewed the piece she had taught in the old session with the whole category and so selected a few pupils to stand up and play separately, in order to detect how much pupils had learned ( Wang, pilot interview 2 ) . Then she taught one new piece by showing and playing with the whole category. After the recording equipment playing, the talk portion â€Å" episode † ( Lemke, 1990 ) started. Wang began by presenting the recording equipment ensembles: bass, tenor, alto, soprano and sopranino recording equipments. Then she introduced some of import epochs in musical history, with a focal point on the Baroque. To this terminal, Wang gave pupils some background cognition about the features of the music, musical instruments, and some celebrated instrumentalists, before presenting Vivaldi and his concerto, The Four Seasons. By and large talking, the observation agenda proved easy to tag. Keeping records based on schoolroom activities made it easy to remember what happened in the Sessionss, and there was adequate clip to maintain records for most of the classs, except for the Numberss of lingual metaphor and gesture used. Second it became clear that some classs needed to be farther specified-this will be discussed subsequently in 4.6.1.4.4 Gesture CodingMcNeill ‘s strategy ( see subdivisions 6.3.2 for a reappraisal of the literature and 6.3.3 for a treatment, on gesture categorization systems ) applied in this survey required inquiring what significances and maps a gesture possessed. In other words, the classs were non based on merely one aspect of a gesture. For illustration, iconics and metaphorics were more semantically oriented, while deictics were more pragmatically oriented. Because of this, each class was non treated as discrete or reciprocally sole, but as holding characteristics that may b e present in changing grades, and perchance in combination. Therefore, the ultimate end of gesture cryptography is to place the extent to which each characteristic is present, instead than sort the gestures ( Eisenstein & A ; Davis, 2004 ; McNeill, 1992 ) . In this pilot so it is really of import to put up a cryptography policy to bespeak when to categorize a gesture by its significance and when by map. More inside informations are discussed in 4.4.3. Two programmers were involved in gesture cryptography in order to prove out McNeill ‘s process and increase the dependability of the survey. The other programmer, a alumnus pupil in the Department of Educational Studies at the University of York, was a native talker of Chinese with some cognition of metaphor holding conducted her MA research on the subject. McNeill ‘s three chief gesture categories-deictics, iconics, and metaphorics-were introduced before I asked her to categorize the gestures which Wang used. Due to clip restriction, merely a portion of the hearing to The Four Seasons from Wang ‘s first session was selected. The portion was chosen for its heavy distribution of gestures. It lasted for five proceedingss and ten seconds, with 35 gestures identified by me antecedently. More inside informations about gesture cryptography are discussed in 4.4.4.4.4.1 Data ChoiceDue to the limited clip available, merely one session was chosen for gesture cryptography. The ground for taking the first session was that although the construction of the three Sessionss was similar, the first session was more complete and covered all the activities from recording equipment playing, a talk on the Baroque epoch, to music hearing, with a more even allotment of clip, than the other two Sessionss. Types of activities affair here because if Numberss of gestures differ in different types of activities ( and it seems so from the consequences ) , affecting more activities in the informations can cut down the hazard of any possible gesture loss.4.4.2 Transcribing the DataBoth gestures and address were transcribed. Speech was transcribed to the full from the videotape in Chinese. The written text of gestures included three stairss: ( a ) place the motions that were gestures ( here gesticulations ) ; ( B ) place the shot of the each gesture ; and ( degree Celsius ) locate the boundaries of the gesture phases in the relevant portion of the phonological written text.4. 4.3 Coding Problems and PolicyThe consequences of the gesture classification from the two programmers were compared. Unlike deictics, which were all agreed by both programmers, iconics and metaphorics seemed to represent the more debatable classs. One of the illustrations was where Wang lifted her left manus at shoulder tallness with her thenar confronting up and wiggled her center, ring, and small fingers fast in bend when stating the word zhuangshiyin ( â€Å" shake † ; actual interlingual rendition: â€Å" ornament notes † ) . Although both programmers agreed that Wang was keeping an unseeable fiddle and playing the shakes, we however coded it otherwise. The other programmer coded it as metaphoric, because the referent of the gesture, zhuangshiyin, was interpreted as a lingual metaphor itself. I coded it as iconic because the gesture in fact was stand foring what was explicit in the attach toing address and therefore had a close relation to the gesture. This helped develop one of the coding policies later-gestures attach toing metaphors in address were non decidedly considered to be metaphorics. Another job related to the programmers ‘ differential focal points and readings of the same gesture. Wang said, â€Å" The boom came fast and went fast. Then it became quiet once more. † In the first sentence she began by traveling her left arm from left to compensate with the thenar confronting up and fingers curving and so moved the arm back to the left without altering the form of the thenar. For the 2nd sentence, she turned over her left thenar to confront the land with consecutive fingers and pressed down the thenar a small spot in the air. The different cryptography concerned the first sign phrase. When I coded them, I focused on the motions of the arm, which was moved from left to compensate, and so back to the left, which seemed to bespeak â€Å" came † and â€Å" went † in address. Therefore the gestures were coded as iconic ( instead than metaphorics, which was clarified subsequently ) . On the other manus, the other programmer focused on the form of the thenar, which changed from a thenar with curled to consecutive fingers. She interpreted the curling fingers as stand foring the â€Å" fast † in address, while the consecutive fingers represented the â€Å" quiet, † and so she coded them as metaphoric. What was stupefying was that none of us thought about construing the same gesture each other ‘s manner before holding the treatment. Our in agreement place was to category the gestures as iconics, because both of us agreed that it was more common to see such gestures looking along with â€Å" came † and â€Å" went † than â€Å" fast † and â€Å" quiet. † In add-on, what the other programmer received before coding might hold affected her. She used my written text of gestures while categorizing the gestures. Although the gestures were described in a descriptive linguistic communication, it was found subsequently that some of the written text was in fact subjective. For illustration, descriptions such as â€Å" the right manus drew a form of flash visible radiation † or â€Å" the left manus indicated composure † were already readings and they could be misdirecting to the other programmer. These jobs non merely predicted what may go on during the cryptography procedure for the chief survey, but besides helped develop the cryptography policy to be used, which is discussed below. Identifying Gestures In this survey, â€Å" gesture † specifically refers to gesticulation. Any thumbing the instructor used to show how to play the recording equipment, or the conducting gestures frequently used while the category was playing the recording equipment were beyond the range of this survey and excluded. The reading of Wang ‘s gestures was made from the research worker ‘s position, and it is deserving observing that this might differ from the reading from the talker ‘s or the addressee ‘s positions ( A. Cienki, personal communicating, June 3, 2008 ) . Metaphorics Metaphorical gestures were defined as gesticulations which present a more abstract referent in footings of a more concrete image and prosecute a cognitive procedure of understanding one thing in footings of something else. This definition dovetails moderately good with Lakoff and Johnson ‘s conceptual metaphor theory, the theoretical model on which this nowadays survey was built, and at the same clip does non belie the Pragglejaz definition of metaphorically used lexical points applied in the survey ( discussed in subdivision 3.3.2 and subsequently in 6.4.2 ) . One illustration is when Wang said gangqin de yinse yue lai yue xizhi ( â€Å" the timber of the piano becomes more and more delicate, † and gestured utilizing a unit of ammunition and half-open thenar confronting up attach toing the word â€Å" delicate. † Here, the gesture carries the double construction required by a metaphoric, in which the representation of the daintiness of the timber ( a more abstract referent ) by the gesture is presented as what appears to be an image of a bud waiting to open ( a more concrete base ) . Deictics versus Metaphorics Both McNeill ‘s deictics and iconics were re-defined for the present survey. Harmonizing to McNeill, abstract indicating gestures which imply a metaphorical image are besides included in the class of deictics. For illustration, gestures were used in my informations to indicate at an bing physical topographic point, but they referred to as an abstract construct of where the talker had been earlier. When Wang said â€Å" Did we merely say that ornament is popular in Baroque epoch, † she raised her left index finger to indicate to the â€Å" thought † which she merely mentioned in the same session. Pragmatically speech production, these gestures were indicating gestures ( deictics ) , but semantically speech production, the topographic point which the gestures pointed to was interpreted as someplace else based on the address context. In other words, such gestures engaged a cognitive procedure of understanding something ( the physical topographic point which the gestu re pointed at ) in footings of something else ( the existent infinite or thought which the middleman talked about antecedently ) and hence were classified as metaphoric. Iconics versus Metaphorics Gestures in a context where the Vehicle of a metaphor is explicitly flagged both by the custodies and by linguistic communication were classified as iconic. That is, if a instructor says â€Å" music is a container † and gestures a container, the gesture will be categorised as iconic instead than metaphoric because the gesture may attach to metaphor, but itself represents the actual signifier of the word â€Å" container † ; nevertheless, if the same gesture accompanies the sentence â€Å" we can experience the unhappiness in his music † , it will be classified as metaphoric. An effort was therefore made to separate between sign illustrations of verbal metaphors and gestures that were themselves metaphoric. This besides explains why the gesture â€Å" came † and â€Å" went † attach toing Wang ‘s vocalization of journey metaphor, â€Å" the boom came fast and went fast, † which was discussed before in this subdivision was coded as iconi cs instead than metaphorics.4.4.4 MethodAfter transcribing the address of the whole session, the picture infusion was watched by the two programmers individually, concentrating on merely the gestures. Every gesture Wang used was categorised into one of the three types of gesture: deictic, iconic, and metaphoric. It was decided to group the gestures into merely three classs instead than five ( including beats and cohesives ) because these three classs are more related to the focal point of the survey. Reasons for categorizing the gestures into three instead than two ( metaphorics and nonmetaphorics ) were that these were the three most popular gestures and that distinguishing deictic from iconic gestures would assist supply a better apprehension of what other types of gestures the instructor used along with metaphor in address besides metaphoric gestures. The 13.5 % dissension of the coding consequences between the two programmers was compared and discussed, until each gesture was classified into one of the three classs. The gestures were so highlighted on the transcript by utilizing three different colorss, to ease denseness and distribution analysis. Finally, maps of the gestures were noted.4.4.5 ConsequencesThe continuance of Wang ‘s direction in the recordings was 46 proceedingss, numbering 8,964 characters transcribed. In the session, 89 gestures were identified ; 43 % were iconics, 30 % metaphorics, and 27 % deictics. Every gesture was categorised. The distribution was such that over 75 % of them fell in the subdivisions on Listening to The Four Seasons ( 42 % ) and the talk on the Baroque epoch ( 35 % ) . Merely 1 % of the gestures occurred in the gap and the recording equipment drama subdivisions. Deictics Wang used deictics to indicate at objects. Her superciliums rose when she started the inquiry â€Å" Can you see the word, Baroque, in the text edition † and looked at the pupils. Her left index finger pointed forwards. Then when Wang said the focal point of the inquiry zhege zi ( â€Å" the word † ) , she raised her right manus and pointed at the screen behind her with her index finger. When she pronounced the word, â€Å" Baroque, † she turned her upper organic structure, half confronting the screen and looked for one second at the Chinese characters for â€Å" Baroque † written on the screen. Extract 11 [ a? †° c?†¹a? ° e ¬ ] a [ †° a? « eˆâ„ ¢aˆâ€ ¹ a ­- cs„ aZY?-†¡ ] i?YBaroquei†°Ã¢â‚¬â„¢Ã¢â‚¬ °i?Y [ Ni you kandao keben ] shibushi [ you xie zhege zi de yuanwen ] ? Baroque, youmeiyou? [ you have see casebook ] ( Q ) [ have write this word ( DE ) etymology ] Baroque ( Q ) Can you see if the English word, Baroque, is in the text edition? However, deictics were non ever used to indicate to something concrete. For illustration, when listening to the first motion of The Four Seasons, Wang compared the fiddles ‘ shake to birds tweet in the spring. When she asked the category to pay attending to a certain portion of the tune, she repeatedly put her index finger of her right manus following to her right ear and pointed to the air. Wang kept reiterating this gesture whenever she tried to pull the category ‘s attending to the music. Therefore, it appeared to be the music she was indicating at, although it was non concrete, or even seeable at all. The undermentioned infusion is another illustration of indicating to the unseeable. Wang asked the category if they still remembered what instruments she had mentioned earlier in the same session. The first reply â€Å" cembalo † came from a pupil and every bit shortly as Wang heard it, she raised her right index finger, indicating. Wang so repeated the reply and gave her response, â€Å" really good. † It is arguable whether Wang ‘s finger was indicating to the word, â€Å" cembalo, † or the pupil who gave the reply, but in either instance the gesture was categorised as deictic. Extract 12 Thymine: ‘aˆ‘ a†°Ã¢â‚¬ º?†°? e ? µ?e cs„ ‚aâ„ ¢? †° aâ€Å"?a?†ºi?Y adult females gangcai shuo liuxing de yueqi you naxie we merely say popular ( DE ) instrument have ( Q ) What are the popular instruments we merely mentioned? Second: a ¤Ã‚ §e? µc dajianqin cembalo Harpsichord. Thymine: [ ] a ¤Ã‚ §e? µciaaie‚„†° a‘?i?Y [ ] daijianqin henhao haiyou Ne [ ] cembalo really good still have Q [ ] Harpsichord. Very good! What else? Second: a? ¦ ‚aâ„ ¢? xian yueqi threading instrument Stringing instrument. Thymine: [ ] a? ¦ ‚aâ„ ¢?ie?za ai [ ] xian yueqi feichang hao [ ] twine instrument really good [ ] String instrument. Very nice! Iconics Iconics were the most common type of gesture in Wang ‘s category, and most of them appeared in the talk on the Baroque epoch and The Four Seasons subdivision. Gestures bespeaking Numberss and for presentation frequently fall in this class. For illustration, Wang held both weaponries set in forepart of her thorax, with both thenars confronting the land and put her lingua out, when depicting a puppy sitting lazily in forepart of a house in summer, while listening to the 2nd motion of The Four Seasons: â€Å" Because it ‘s excessively hot, the doges put their linguas out, right? † In the undermentioned illustration, Wang compared the difference between the flute and recording equipment while she was explicating why the recording equipment was translated as zhidi ( â€Å" perpendicular flute † ) . A flute, nevertheless, is held horizontally by the participant which is why it is besides named hengdi ( â€Å" horizontal flute † ) in Mandarin Chinese. When she asked the undermentioned inquiry, she used both custodies to copy gestures of both flute and recording equipment participants, to underscore the different waies in which two musical instruments were played. Extract 13 e†¢Ã‚ ·c ¬Ã¢â‚¬ º a ®? [ c†º?e‘- a ] e‚„ [ ? ©Ã‚ «e‘- a ] i?Y changdi Ta shi [ zhizhe chui ] hai [ hengzhe chui ] flute ( 3SG ) is [ perpendicular blow ] or [ horizontal blow ] Make you play the flute vertically or horizontally? The referent of the gestures did non ever appear at the same clip when the referent was uttered in address. In Extract 14, Wang used her right manus to indicate to the pillars in the schoolroom on her right and so left side, when she was speaking about the architecture of the edifices in the school. After she pointed to the pillar on her left side, she used both her pollex and index fingers of the right manus and moved the arm heterosexual and vertically, up down and back up. These gestures were iconics, stand foring â€Å" consecutive lines † in address. Next, when she talked about the lines in Baroque edifices, she used her right thenar to do a simple â€Å" U † curve in the air. Here in gesture, the soft â€Å" U † curve motion was contrasting with the old gesture of traveling the right pollex and index finger vertically, but in address, the adjectival â€Å" curved † contrasting with the adjectival â€Å" consecutive † in the first line did non follow straight until the 3rd line. The gesture preceded the word that related to it semantically. It seemed to back up the hypothesis that although gestures and address were different ocular and verbal elements, someway they were in fact conceptually integrated in an thought unit ( Cienki & A ; Muller, 2008 ; McNeill, 2005 ) . Extract 14 [ ?Y ±a ­? a ] [ e c†º? c ·s cs„ ] i?Ya °?aa °?i?Yc ·s a c °?a- ® [ zhuzi shibushi ] [ dou shi zhi xiantiao de ] duibudui xiantiao biddy kiandan pillar ( Q ) all are consecutive line ( DE ) ( Q ) line really simple [ The pillars are ] [ in consecutive lines ] , are n't they? Very simple lines. a a ·Ã¢â‚¬ ºa†¦Ã¢â‚¬ ¹ ?â„ ¢Ã¢â‚¬Å¡Y cs„ ?â„ ¢Ã¢â‚¬Å¡aˆâ„ ¢ [ ?ˆZei?Y†e ce ¤Ã¢â‚¬ ¡ia °?aa °?i?Y ] keshi baluoke shiqi de shihou [ zenmeWang bijiao fanfu duibudui ] but Baroque epoch ( DE ) clip ( Q ) more complicated ( Q ) But how approximately in the Baroque epoch? More complicated, is n't it? [ c ·s †e ? ¬? ] †° e? ±a ¤s cs„ ?†ºS? a °?aa °?i?Y [ xiantiao bijiao Army Intelligence ] you xuduo de quzhe duibudui [ line more good ] have many ( DE ) curved ( Q ) [ Lines are, good, ] more curving, are n't they? Metaphorics In entire, 30 % of the gestures were metaphorics and it was interesting that metaphorics occurred in about all the eight different schoolroom activities. The lone two exclusions were the gap and stoping comments which Wang made ; Wang used no gestures at all in her gap comments. SPACE AS TIME TIME IS AN ENITITY MOVING TOWARD THE SPEAKER is one of the conceptual metaphors shared by both English and Mandarin Chinese. For illustration, in Mandarin Chinese people say shengdanjiei kuailai lupus erythematosus, which means â€Å" Christmas is nearing, † and xingqitian guo lupus erythematosus means â€Å" Sunday passed. † Time is so thereby conceptualised as something traveling in infinite, and this can be seen even more clearly with gestures. Extract 15 was from Wang ‘s session when she introduced the different periods in musical history. She explained the order of the Renaissance and the Baroque. Firstly she raised her left arm, straightened out her five fingers, with the thenar confronting down, at about eyebrow tallness, and so moved her manus down to the tallness of her thorax. The two points in the infinite indicated the two different clip ranges in musical history and TIME is therefore represented as SPACE by the gesture. However, it is interesting in t his illustration that clip travelled in different waies in address and gesture ; in address, clip moved toward the talkers, but in the gesture it moved from up to down. In fact, the metaphor the gesture expressed here exists entirely in footings of gesture, non in address ( c.f. , subdivision 7.4.8 ) . That is, one would non state in Mandarin Chinese â€Å" the Baroque is at the underside of the Renaissance † to intend the same thing. Extract 15 -†¡e-?a? ©e [ e?Za?†  ?†°? a ·Ã¢â‚¬ ºa†¦Ã¢â‚¬ ¹ ] wenyifuxing [ guolai cai shi baluoke ] Renaissance [ come yet is Baroque ] The Baroque comes after the Renaissance. SPACE IS IMPORTANCE Another conceptual metaphor suggested by the gestures is SPACE ( UP ) AS IMPORTANCE. This has a really close relation with the common conceptual metaphor in address: SIZE ( BIG ) AS IMPORTANCE. In Mandarin Chinese, district attorney ( â€Å" large † ) can be used as an adjectival to depict something of import. In Extract 16, Wang told the category that there were some of import periods in musical history. When she said that â€Å" there are some of import and large periods, † she lifted up her left arm with her unfastened thenar confronting down, so traveling increasingly downwards, stopped at different highs. Alternatively of ranking the periods from large to little by gestures, she ranked them from up to down. It was another illustration of different metaphors being used in address and co-speech gestures. Extract 16 eY‚ ? ­Ã‚ ·a a?S cs„ a?† Y a-† †° aaˆâ€ ¹ [ e†¡?e ¦?cs„ a ¤Ã‚ §cs„ ?â„ ¢Ã¢â‚¬Å¡Y ] yinyue lishi Shang de fenqi o you jige [ zhongyaode dade shiqi ] music history up ( DE ) period ( PRT ) have several [ of import large period ] About the periods in musical history, some are of import and large. Detached SPACES AS DIFFERENT PARTS OF AN EXPOSITION Metaphoric gestures which separate different parts of an expounding appeared more than one time, and although in address Wang ever said â€Å" FirstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ , † she did non ever use the same gestures for them. Sometimes she gestured the Numberss â€Å" one, † â€Å" two, † and â€Å" three † even though she did non verbally say any Numberss. At other times, she merely turned over the other thenar from confronting the land to confronting upwards, when traveling to a new construct or thought in address. Such metaphoric gestures distinguish different parts of an expounding being made as separate ( downwards and upwards, or right and left ) infinites. For illustration, when Wang reviewed the chief points she had mentioned in category about Vivaldi, and asked the category to compose the chief points down in their ain text edition, she said â€Å" firstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ , † and gestured wi th her right index finger indicating to different fingers of her left manus, to bespeak alterations of subject.4.5 Discussion and Conclusion4.5.1 Classroom ObservationLesson construction and activities involved Figure 4.2 shows the comparative sum of clip Wang spent on different activities across the three Sessionss. The two chief activities were recorder playing and a talk on the Baroque epoch, which between them accounted for about 2/3 of the entire clip. Besides Wang spent 15 % of clip listening to The Four Seasons with the category. The two parts where metaphors and gestures were used most frequently were the talk on the Baroque and listening to music, which took more than 2/5 of a session.Figure 4.2. Pilot survey: Relative clip spent on activities across Wang ‘s 3 Sessionss.Gesture usage and schoolroom ambiance For schoolroom ambiance on the agenda, three degrees were defined: high ( H ) was recorded when the category showed enthusiasm and the dB degree in schoolroom was high. Fair ( F ) was noted when merely a portion of the category responded to the instructor and the remainder remained soundless. Low ( L ) indicated that the category was quiet and seemed non to pay attending to the instructor, or when silence occurred after inquiries. It is of import to observe that the three degrees were comparative instead than absolute.Figure 4.3. Pilot survey: Gesture frequence and schoolroom atmosphere.It was assumed that there would be a positive correlativity between the figure of gestures and schoolroom atmosphere. However, the three boxes in Figure 4.3 show the topographic points where the two factors suggest a negative correlativity. It seemed that in the parts of talk where Wang used a certain figure of gestures did non needfully do the category more enthusiastic about their acquisition. One o f the possible accounts was that more gestures were made due to the low schoolroom ambiance. Interviews Both the interviews I had with Wang before and after the category Sessionss were face to face and semistructured. Most inquiries I had were unfastened inquiries. Making the interview semistructured allowed me to make a more natural talk ambiance without jumping the inquiries to which I wanted replies. The instructor would so be free to speak whatever their feelings and/or ideas were toward certain inquiries. At the same clip, nevertheless, I needed to maintain an oculus on both clip control and interview way to do certain I got the replies to the planned inquiries. Normally I did non disrupt Wang but tried to direct her dorsum to the subjects when she began to speak something unrelated. By and large talking, Wang ‘s replies were consistent because she echoed her ain point of positions when giving replies to different inquiries. For illustration, when asked how she prepared to explicate new constructs ( inquiry six ) , she indicated that music did non be entirely and a instructor had to assist pupils construct up the whole context in footings of clip, topographic point, and how people lived and thought at that peculiar clip, in order to understand a piece of music. She emphasised that music and other artistic signifiers such as architecture and humanistic disciplines were closely related, which she kept adverting when replying how she decided if the stuffs were suited for the category ( inquiry five ) and why music instruction was of import to her ( inquiry two ) .4.5.2 Metaphorical GesturesFunctions of Metaphoric Gestures In Wang ‘s Sessionss, different maps of co-speech gestures were examined and the followers were the three chief 1s found: ( a ) to underscore, ( B ) to visualize, and ( degree Celsius ) to put up. First, gestures helped underscore what Wang wanted to state. Normally underscoring gestures accompanied a verbal look incorporating Numberss, which highlighted different facets of a subject. These gestures could be metaphorics or iconics. They were used when the instructor helped the pupils to either prevue the chief points or reexamine the chief thoughts which were traveling to be introduced. These gestures seemed intended non merely to assist indicate out the of import chief points, but besides to do it easier for the category to follow the instructor ‘s expounding. Deictics which pointed out the subject being talked about in address besides seemed to underscore points and promote hearers to pay more attending to the subject. Second, gestures were used to visualize the abstract. Wang made a large horizontal â€Å" S † form with her left arm when stating the category that the tune they were listening to was depicting the spring zephyr. The metaphoric gesture all of a sudden made the line of the tune seeable. Besides, in Extract 14, Wang drew consecutive lines in the air while she was explicating the simpleness of the school ‘s edifice compared with Baroque ‘s complication. These iconics therefore helped visualize the abstract thought of simpleness. Finally, gestures were used by Wang to show ( positive ) feedback. As shown in Extract 12, alternatively of indicating to any pupil after Wang asked the inquiry to put up a specific pupil to reply, she pointed after hearing the response from the pupils. Almost every bit shortly as she completed the gesture, she repeated the reply from the pupil. It seemed that Wang ‘s finger was activated by the voice which produced the reply, and the index finger stopped in the air and headed in the way of where precisely the reply had come from. By making so, the attending of the category was drawn to the reply, followed by the positive response, â€Å" really nice, † made by Wang to the pupil concerned. Relationss of Metaphoric Gestures and Speech As the focal point is on metaphor and metaphoric gestures in this survey, Table 4.1 shows the dealingss between vocalizations and co-occurring metaphoric gestures. The consequences support the findings from other surveies in English ( Cienki, 1998 ; Cienki & A ; Muller, 2008 ) .Table 4.1Relationss Between Utterance and Co-occurring Metaphoric GesturesRelationss Example Notes 1 The same metaphor expressed in address and gesture â€Å" The timber of the piano becomes more and more delicate. † The gesture depicts a beginning sphere ( â€Å" delicate † ) in address by a unit of ammunition and half-open thenar confronting up. 2 A metaphor expressed in gestures but non in the co-occurring address â€Å" FirstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ † The index finger of one manus points to the fingers of the other manus. The metaphoric gesture distinguishes different parts of an expounding being made by stand foring them as separate infinites. 3 Different metaphors expressed in address and gesture â€Å" About the periods in musical history, some are of import and large. † ( Extract 16 ) Address and gesture portion the same mark sphere of the metaphor ( of import ) , but the beginning sphere is characterised otherwise in address ( large ) and the gesture ( high ) . 4 Metaphors expressed by gestures ne'er appear in lingual signifier in Mandarin Chinese â€Å" The Baroque comes after the Renaissance. † ( Extract 15 ) What the gesture expresses here is that â€Å" Baroque is at the underside of the Renaissance. † Such an look is non usually used in address to intend that the Baroque comes after the Renaissance.34.6 Deductions for the Main Study4.6.1 Classroom ObservationResearcher ‘s function as a non participant Although my purpose was to maintain the schoolroom as it was before my entry, this was about impossible to make. As shortly as a pupil noticed that there was a alien in the room, things became different. Some pupils reacted to Wang ‘s inquiries more actively ; some tried to acquire Wang ‘s attending more enthusiastically than of all time, which I did non gain until Wang indicated the fact in category. Some pupils besides kept turning about during the Sessionss to see what I was making while others were funny about my reaction when a gag was told. Wang seemed to be natural in forepart of the video-recorder. She rarely looked at the video-recorder and in the three Sessionss I observed for two yearss, no particular reactions because of the presence of the video-recorder were found. Young mentioned that she had been observed for several times by the other instructors ( pilot interview 2 ) , and it might explicate why she looked rather natural in forepart of it. From the research worker ‘s point of position, come ining schoolrooms is a necessity for this survey because it allows one to acquire a better thought of the schoolroom ambiance and the context, which can non be wholly caught by watching a videotape, allow entirely an audio tape. However, it can be hard to judge if the information collected are affected due to any camera consequence ( Mackey & A ; Gass, 2005 ) . Classroom observation will stay the chief method of roll uping informations for the chief survey, and farther treatment on its job and how to undertake it in the chief survey is given in subdivision 5.10. Observation agenda The observation agenda helped me to track the procedure of each session during and after Sessionss. With the agenda, it was easy to turn up where I was in the session whether I sat in the schoolroom or watched the recorded picture at place. Overall the prepared observation agenda proved easy to tag. The classs ( activity, start and terminal clip, Numberss of lingual metaphor and gesture, participant administration, stuffs, instruments, linguistic communication used, and schoolroom atmosphere ) of the observation agenda were clear, although some needed to be clarified or deleted. It proved impossible to maintain accurate runs of lingual metaphors and gestures during the three Sessionss, even though I forced myself to seek to make it for a short period of clip during one of the Sessionss. Therefore this was non used for the chief survey. Some classs need to be redefined. There was a categorization named â€Å" Individual † in the participant administration subdivision ( see Appendix C ) and when I designed the agenda, I was believing about points where the instructor spent her clip on merely one peculiar pupil. That is, the instructor might travel following to the pupil or inquire the pupil to come to her, doing it clear that a certain period of the instructor ‘s clip was being devoted to one individual pupil. However, during the three Sessionss, this sort of single administration ne'er happened. Alternatively, another sort of single administration kept looking. Wang would speak to one peculiar pupil in forepart of the whole category. Although the conversation was non limited to the two ( Wang and the pupil ) , it was decided to code it as â€Å" single † participant administration. It was decided for the chief survey to include both the above types of participant administration as â€Å" single. † Classs of images and audio tape confused me at first during the observation. The chief stuff Wang used in her categories was PowerPoint slides, and the slides included non merely text, but images and sounds. It was decided that the categorization â€Å" images † should be extended non merely to palisade charts or postings, but besides to images provided electronically. The categorization â€Å" audio tape † was modified to â€Å" audio sound, † which included sounds whether provided by PowerPoint or by the piano played by Wang in category. In add-on, the categorization â€Å" PowerPoint † was added. Hence, when Wang showed a image of a Baroque palace via PowerPoint, both classs of â€Å" image † and â€Å" PowerPoint † were ticked. The class of â€Å" schoolroom ambiance † was deleted for the chief survey because focal points of the survey were modified and schoolroom ambiance was no longer an issue in the chief survey. A modified observation agenda based on the pilot survey for the chief survey is appended ( see Appendix E ) . Interview inquiries After the pilot interviews, it was discovered that inquiries six and eight were excessively general for the interviewee to reply. Furthermore, none of the inquiries was about gestures and hence this needed to be added. Besides, for inquiries four, five, and six, alternatively of inquiring the general state of affairs, inquiries were modified to promote the interviewee to reply based on the Sessionss being observed, instead than give general statements which the interviewee thought s/he â€Å" was supposed to make. † Finally, the order of the inquiries was rearranged to make a better flow of the conversation, although it was ne'er fixed. A list of modified inquiries for the chief survey is appended in Appendix F.4.6.2 Gesture CodingGesture Coding In this pilot, the other programmer was provided a transcript with both address and gestures. For the chief survey, the other programmer will be provided video cartridge holders and a written text of the instructors ‘ address merely. S/he needed to transcribe gestures get downing from placing stages of them to avoid the subjective reading of my description of the gestures. It can be really hard to code gestures without video-recording the Sessionss, and even with the picture, it can still take a batch of clip to reiterate playing one cartridge holder until gestures are decently transcribed. Both ocular and audio information are important, for the former records the motion inside informations without being interpreted into words, while the latter provides the address context. Overall, gesture classs are defined non merely by the manus gesture but besides by the function of gesture within the lingual context. Therefore it is about impossible to code gestures by kinetic motion informations entirely, and it is one of the grounds why gesture cryptography can be both clip and attempt consuming.