Friday, December 27, 2019

Can Epidemics Be Avoided - 1024 Words

Can Epidemics be Avoided? Epidemics can happen anywhere and can strike at any time. An epidemic is a spreading of a disease in a community that attacks numerous people. An example of an epidemic today is the recent outbreak of Ebola. Ebola has ravished throughout Africa for about a year and the United States has only had a few cases of it just recently. The United States and other countries have communicated with one another so outbreaks don’t occur and Ebola remains isolated to one country. Two well-known epidemics were the bubonic plague and the parrot fever. Two articles that explore these two epidemics are Barbara Tuchman’s â€Å"This Is the End of the World†: The Black Death and Jill Lepore’s It’s Spreading. Epidemics can be a serious problem but they can be avoided by discovering treatments for the epidemics and by countries communicating with one another. Epidemics can be a serious problem and need to be avoided in order to save millions of l ives. The bubonic plague killed millions of people but no one knows just how many people. Froissart, a historian of the time, estimated that a third of the world had been killed of the plague (Tuchman 598). Parrot fever had less devastating effects on the world but if not treated as well as it was, the fever could have turned into a nationwide epidemic. According to Dr. Charles Armstrong, a pathologist, there was 169 cases nationwide and 33 deaths (Lepore 613). In Tuchman’s article it mentions that in crowded Avignon 400 people diedShow MoreRelatedAnd The Band Played On1723 Words   |  7 Pages And The Band Played On By Randy Shilts And the band played on is a true story published in 1987 that illustrates the AIDS epidemic. The AIDS outbreak started in this book around the 1970’s and is still around in today’s society. Randy Shilts wrote this book in order to show the many errors that occurred and killed while trying to find what this virus was and how it was spread. Many people during this time were affected by this virus especially in New York and San-Francisco, which is where mostRead MoreThe Effects Of Obesity On Society And Government1352 Words   |  6 Pagesstraw or nerve remains is a point at which an issue has been ignored until it can be avoided no more. The average weight of Americans- currently 24 pounds more than it was in 1960- is an issue that has been ignored for long enough and must become a matter that is acknowledged and discussed. Obesity affects both society and government; Therefore, society and government alike are responsible for facilitating this epidemic. In order to fig ht this health crisis, society should educate and encourage individualsRead MoreThe Obesity Epidemic : A Worldwide Healthcare Crisis893 Words   |  4 PagesOver the course of this semester we have stated time and again that the current Obesity epidemic represents a worldwide healthcare crisis. We have explored all the possible triggers of the increasing rise of obesity cases amongst children and adults of both developed and undeveloped countries. Ultimately, the prominent bearers of responsibility are governments, the food industry and the obese patients themselves. The question now is not who to blame, but who to look to for solutions. In this finalRead MoreHuman Immunodeficiency Virus : A Global Health Issue930 Words   |  4 PagesLess commonly, HIV can be given to an infant from their mother during pregnancy or childbirth, through oral sex, by receiving blood transfusions, blood products, organs, or tissue transplants, through contact between broken skin, wounds, or membrane. It is important to note that one cannot be infected by HIV through non-sexual or casual contact (i.e. shaking hands, hugging, touching, closed mouth kissing, sharing toilets, etc.). Unfortunately, those infected with HIV can remain free of anyRead MoreEssay on Rhetorical Analysis: Too Much of a Good Thing1292 Words   |  6 Pageslogos, in an attempt to persuade his audience, anyone raising children or interested in childrens health issues, of how prevalent this epidemic has become and provide them with some solutions as to how they can help prevent childhood obesity. Overall, Cristers argument succeeds and his audience walks away convinced that childhood obesity is, in fact, an epidemic that plagues children in their own country and that they must act immediately themselves to help fight the fight and insure that it doesRead MoreEssay On Server Acute Respiratory Syndrome996 Words   |  4 Pagesunknown to many scientists occurred. The epidemic’s origin was in Guangdong province of southern China in 2002, where the first cases of SARS are recorded. SARS is classed as a global health threat by the World Health Organization and in 2003; an epidemi c killed approximately 774 people in the countries of Canada, Hong Kong, Taiwan, China, Singapore, Thailand and the United Kingdom before it was successfully contained. (Who.int, 2017) This is due to the effective mode of transmission used by the virusRead MoreImportance Of Communication In School1639 Words   |  7 Pagesin class. Every student has been in a situation where they would like help, and with email, this obstacle can be avoided because you can reach the teacher at any time. Teachers will also be knowledgeable about students that are having difficulties in a class if they are contacted. Students are able to use email for effective communication whenever they need help from a teacher. Students can also email each other about assignments or group projects they need to work together on. We used this methodRead MoreThe Epidemic Of The United States1459 Words   |  6 PagesReason for the case: Epidemic Obesity in the United States Summary Of The Case The problem of obesity has reached the epidemic levels in the US. More than 65% of the American adults are classified obese these days. This is a very huge number. Today Americans are plagued by diseases of which 120000 are because of obesity. An obese person in America is likely to incur $1,429 more in medical expenses annually. Approximately $147 billion is spent in added medical expenses per year within the UnitedRead MoreA Research Study On Zika Virus1659 Words   |  7 PagesRecently the Zika Virus has been a big epidemic in various cities.In my research paper I will be focusing on the places it has been too, causing severe cases of birth defects in babies. This caused many governments to clean up their city and take precaution. For example, making sure the sewers were clean and eliminating mosquitoes. But before we get into this topic we must know what Zika is. What is Zika The Zika is a extremely rare disease. it is a flavivirus transmitted by mosquitos, the GenusRead MoreI Had No Shortage Of Overweight People1479 Words   |  6 Pagesup, I had no shortage of overweight people in my life. As a kid, I watched my dad hook up his sleep apnea machine every night before bed because being overweight had caused him such conditions. My uncle has had to walk with a cane because his knees can t bear the weight coming down on them. Since then, my father and his brother have managed their weight and are happy and healthy. However, the majority of people who find themselves in the obese category aren t able to regain their physical health

Thursday, December 19, 2019

College Is An Exciting Time For Incoming Freshman - 850 Words

College can be an exciting time for incoming freshman, or at least that is what your family tells you. Beginning the journey into college brings a new sense of freedom, new living arrangements, new opportunities and a way to reinvent yourself. On average, 65.9% of high school graduates attend a college or university. (Norris, NYT) The number of jobs created increases daily and right now is the best time to begin a career that suits your interests and abilities, though most of these jobs will require some form of degree. Once you are handed your high school diploma, you have a few options; move on to a college or university, join the work force, or join the armed forces. Those who choose college face one of the most difficult yet rewarding parts of their lives, the transition period. The transition into college affects all college students in one way or another, the community it affects is college campuses, and it affects life due to the stress adjustment into college causes. Transitioning from home life to college life is a very stressful time for most students. Stress, unfortunately, is overlooked when it comes to these students. The first year of college is where students face three main obstacles; academics, college life and adaptation. Above all, academics is the hardest part of adjusting into college. More than likely, college classes are far more demanding than high school classes. In high school, classes were mandatory, teachers were always there for support evenShow MoreRelatedEmmanuel College s Development Of Their Students Spiritual And Intellectual Growth1060 Words   |  5 PagesEmmanuel College Emmanuel College technically started in 1919 as a local learning institute that replaced the previously popular mineral springs health resort. Emmanuel College is dedicated to the development of their students’ spiritual and intellectual growth. Emmanuel College offers a solid liberal arts education in a Christian friendly environment. Their educational values are based the Christian concepts of service, integrity, devotion and community. They strive to create positive experiencesRead MoreGraduation Speech : High School1060 Words   |  5 PagesHigh school is supposed to be the place where you have fun and a time in your life you’re supposed to enjoy. Movies often trick you into believing that high school is an amazing time in your life and there is nothing but parties and fun. In Bring it on, they portrayed the fun and exciting part of high school cheer-leading, however they intentionally leave out the tough times high school students’ face in school and in t heir practices. In other popular movies, such as High School Musical the studentsRead MoreLife Of A College Freshman986 Words   |  4 Pagesthat you must overcome. The life of a college freshman is no different than the life outside of college. By analyzing the main characters in the movies in Back to School (BTS) and Monsters University (MU) we can see the direct effects college has on these students’ lives. The similarities and differences of the movie BTS and MU, reveal stereotypical incoming attitudes, the reasons for attendance, and the lessons learned of closely- connected, college freshman. In the movie MU, one of theRead MoreThe Overwhelming Cost of College856 Words   |  4 PagesThe overwhelming cost of college has caused high school students debating whether to continue pursuing a higher education. Many of these high school students have decided that the price of the accumulated debt is not worth the investment, and end up choosing a full-time employment without a college degree. It is, however, important to invest on knowledge because it edifies and sets a base for the future. To fully comprehend how important it is to invest on higher education, one must be aware of theRead MoreCollege Students : An Exciting Step Into Adulthood1488 Words   |  6 PagesGoing away to college for most students is an exciting step into adulthood because of the freedom and responsibility that comes with it. It also can be a bit overwhelming for those same reasons. In high school most seniors imagine coming to college to make new friends, party and to create endless memorie s. In college it is so easy for time to slip away if it is not scheduled out correctly. Which is one of many reasons that only 40% of college students graduate in four consecutive years (Luckerson)Read MoreThe Year Is Not As Direct And Simple As It Seems1765 Words   |  8 Pagesyear is not as direct and simple as it seems. You must do what you need to in order to endure the freshman year. If you start to fool around in your first year of college, it might turn into a bad habit for the years to come. Therefore, guidelines can help throughout this phase. In order to survive the year, you must absorb some basic rules and try to stick with them for the next four years of college. You have to be equipped to do some work, but also have fun while you re at it. What you learn duringRead MoreEssay On Six School1067 Words   |  5 Pages Six schools. Six is the number of colleges I toured before I stepped foot on Colorado Mesa University’s campus. Six schools I considered calling home for the next four years. The campuses fell within massive desert metropolises, rain hazed cities, negative temperature towns and areas that reeked of farm animals. Six schools, and I never experienced â€Å"the feeling† that everyone mentions when they find their destiny. Six schools, and I never once felt at home. This was until I visited CMU. ColoradoRead MoreThe University Of Nevada Reno s Football Program Essay1316 Words   |  6 PagesThe University of Nevada Reno’s Football program officially started fifty years ago in the October of 1966. At the same time the team was established, Mackay stadium was built which seated only 7,500 people at the time. After numerous amounts of renovations, the stadium now seats 26,000 people and the football games are very loud and exciting. Being a football player and student myself, I get to hear what other people outside the football program perceive of us as around campus when we win, loseRead MoreHigh School Is An Exciting Time Essay1586 Words   |  7 Pagesmiddle school to high school is an exciting time. It is the beginning of the end, their last hurrah before they go off on their own as college students. While students may be ecstatic to experience all that high school has to offer, some parents are apprehensive. They know the next four years will play a vital role in their child’s future. Parents wonder whether their local high school will prepare their child for the difficult transition from high school to college. This type of thinking may lead parentsRead MoreGraduation Speech : High School Seniors2009 Words   |  9 Pagesand sometimes inexperienced, society often views them as naà ¯ve. Ironically, this same society pressures them to make critical life decisions. For instance, the majority of these students must determine whether t o attend college or not. The students who do end up choosing college as their next step in life must then carefully select a major associated with their desired future career. Only a few students lean toward majors that match their passions. However, why do the rest of the students end up

Wednesday, December 11, 2019

1984 And The Truman Show Essay Example For Students

1984 And The Truman Show Essay A utopia is a seemingly perfect world, with happiness, honesty, equality, and peace. Although in the novel, 1984, by George Orwell, and the film The Truman Show, directed by Peter Wier, the readers and viewers are presented with a negative utopian society. A negative utopian society is a perfect world that somewhere has gone wrong. The controllers in the novel and film succeeded in achieving complete control and power, which was their attempt to make the ideal society. Each controller has a different threat, in 1984 it is association while in the film, The Truman Show, it is separation from the outside world. In George Orwells 1984, the ruling body, known as the Inner party, gains complete control over the people in their country. In all the homes, apartments, business offices, and town squares, there are telescreens. The telescreens give the ruling body the ability to invade the peoples privacy, and create fear into their lives. The ruling body of 1984 is afraid of unionization betw een the people and their ideas. They believed that if people got together and talked about their ideas about the parties, they would realize that their way of life had not always been like this, ruled by the Inner Party. The Inner Party controls everything that the people in their society does, thinks, says, and acts. Winston Smith, the main character of this novel, begins to realize that he has thoughts from his past and that the government had not always been so controlling. Winston believes, your worst enemywas your own nervous system. At any moment the tension inside you was liable to translate itself into some visible symptomThe most deadly danger of all was talking in your sleep. There was no way of guarding against that. (Orwell, 56) Winston is always on the search for someone to share his thoughts and hatred of the Inner Party. The government is afraid that if the people got together they would realize that their power is not strong. Their power is fear of the people and the government shows fear to obtain power. OBrien, an Inner Party member asks Winston, how does one man assert his power over another?By making him sufferProgress in our world will progress toward more pain. (Orwell 220) Winston gives into the power of the government in the end, and becomes another afraid citizen of the controlled world. He starts working for the government and becomes ignorant as the other citizens. In Peter Weirs film, The Truman Show, the ruling body directed by Christof, gains complete control over Trumans life since birth. The entire world has watched Truman grow up through the television screen while Truman believes that he is leading a normal life. Truman has no idea that other people are watching is every move, from sleeping, work, and all his personal daily duties. The director is afraid of separation from Truman and the actors that play the daily roles in Trumans life story. Christof is afraid that if one person slips and says something that would make Truman realize that his entire life is fake that he might end up leaving and destroying his television show. The director controls everything that is going to happen in Trumans life, from their actions, arguments, and the feelings. Truman, the main character that the film is about begins to realize that something is wrong in his life. Everything appears the same everyday without change. Look at that sunset, its perfect.(Weir) Trumans world appears perfect to him. Sylvia (Lauren) falls in love with Truman and tells him that it is all just a show. Truman begins to see the little mistakes that happen. A random object falls from the sky and the radio makes up for the object that fell from the stage by saying watch out for falling objects from an airplane. Truman went after his wife with a knife and she said do something. Truman faces his fear of the ocean and takes a boat into the sea and runs into the end of the stage set. He realizes that his life is fake. When he meets the door that he can either exit or stay in his world he says, Im not going to make it, your gonna have to go on without me. (Weir) Truman overcomes the society that has transformed his whole life and takes the chance and enters the real world in search of Lauren. He must now deal with conflict, fear, dishonesty, and separation from people. The outside people all know about his life before and he must start all over and become the person he wants to be. The idea of a perfect utopia has been an idea for many people. The world will never know the true effects of a perfect society. The novel and film show the warning to the readers and viewers of what could happen if anyone attempts to make a perfect society. In 1984, George Orwell says that people can be conquered and changed by a powerful government, which people have to accept. In the film, The Truman Show, the director believes that he can run a persons life but he learns different when Truman overcomes his weakness and leaves the set to enter the rea l world. Orwells society was effective, while Wiers negative utopian film was defeated .uc0b94d32ccefcf2a90cd5643744a124c , .uc0b94d32ccefcf2a90cd5643744a124c .postImageUrl , .uc0b94d32ccefcf2a90cd5643744a124c .centered-text-area { min-height: 80px; position: relative; } .uc0b94d32ccefcf2a90cd5643744a124c , .uc0b94d32ccefcf2a90cd5643744a124c:hover , .uc0b94d32ccefcf2a90cd5643744a124c:visited , .uc0b94d32ccefcf2a90cd5643744a124c:active { border:0!important; } .uc0b94d32ccefcf2a90cd5643744a124c .clearfix:after { content: ""; display: table; clear: both; } .uc0b94d32ccefcf2a90cd5643744a124c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc0b94d32ccefcf2a90cd5643744a124c:active , .uc0b94d32ccefcf2a90cd5643744a124c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc0b94d32ccefcf2a90cd5643744a124c .centered-text-area { width: 100%; position: relative ; } .uc0b94d32ccefcf2a90cd5643744a124c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc0b94d32ccefcf2a90cd5643744a124c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc0b94d32ccefcf2a90cd5643744a124c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc0b94d32ccefcf2a90cd5643744a124c:hover .ctaButton { background-color: #34495E!important; } .uc0b94d32ccefcf2a90cd5643744a124c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc0b94d32ccefcf2a90cd5643744a124c .uc0b94d32ccefcf2a90cd5643744a124c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc0b94d32ccefcf2a90cd5643744a124c:after { content: ""; display: block; clear: both; } READ: My Posse Dont Do Homework Essay

Tuesday, December 3, 2019

Struggling Towards Understanding And Awareness Essays -

Struggling Towards Understanding and Awareness As characters transpire through a course of struggles, the traditional author carries them to a point of understanding and awareness. In the novel, Great Expectations, by Charles Dickens, characters are forced to face this struggle and eventually go on to reach their epiphany. However, this realization doesn?t occur until after much devastation and damage has been caused. The eccentric Miss Havisham is one of these characters that is in constant battle with her emotional past. She uses her bitterness against mankind by adopting a young girl and training her to mechanically break the hearts of men. After many years of seclusion at Satis house, she employs Pip to amuse her and train her adopted daughter, Estella. She uses Estella as a form of torture for Pip since she knows very well that Estella?s attractiveness will lure him in and capture her in his heart. Although Estella is completely inaccessible, Pip is still invited over and leaves the Satis house fully tormented. Miss Havisham?s devious ways give her enjoyment when she watches Pip suffer and yearn for a girl he can?t have. Also, when Pip discovers that he is intended for ?great expectations,? she continues to lead him on making him think that she is the secret benefactor. Miss Havisham merely uses Pip as a pawn to play and exploit with in her game of retaliation. Her role as a complete manipula tor helps her seek revenge to all mankind on account of her misfortunes. Miss Havisham?s fortune quickly alters when things don?t go as she has planned. She watches intently as Estella throws herself at Drummle and realizes that she?s the reason that Estella migrates towards a man of low stature like Drummle. Seeing Pip desolate and extremely hurt makes her feel like she betrays someone so undeserving of this kind of torment. Miss Havisham realizes that it?s too late to take back the past and change her meticulous ways. She can only remorse as she does her best to amend the disheveled situation, as she sees that there?s not any course of action that would improve it. She is no longer cynical and hard headed. In a way, to make up for what she has caused, she helps fill Pip?s request to help Herbert Pocket in the Clarriker firm. She sees a new light and understands that her malicious game hurts the people who are closest to her and benefits no one, leaving her without anyone when she passes away. Pip is another character in the novel that learns from his false pride and arrogant ways that he hurts the people that treasure him the most. While attending several visits to Miss Havisham?s house, Pip develops a snobbish superiority over Joe and the rest of his family. The standards at his common house could never live up to the lifestyle that the Havishams endure. He begins to develop a dislike of the ?commonness? of his lower class home. After being informed of his benefactor, Pip quickly leaves Joe to go to London without hesitation and remorse. As the years go on, he often comes back to visit Estella and Miss Havisham, but purposely avoids going back home. After living such a high class lifestyle, he can?t go back and associate with the common people. Even when Joe comes to visit him in his own home, Pip is completely ashamed of having Joe?s company. He even says, ?If I could have kept him away by paying money, I certainly would have paid money.? He is worrisome about what Herb ert and the other towns people will think if they happen to see Pip and Joe together. Then, as he learns that the convict is the benefactor, he becomes embarrassed and highly ungrateful since it isn?t Miss Havisham as anticipated. Pip?s head becomes so clouded by this new high society that he refuses to accept the people in his past. Coinciding with Miss Havisham?s realization, Pip begins to reach maturity and encounters the damage that he implements. He awakens to find that he does have a responsibility to Magwitch for his continuous generosity. While Magwitch is in jail, Pip visits and stays with him every day as he becomes Magwitch?s only companion when he

Wednesday, November 27, 2019

Government In Great Britain, France and Germany free essay sample

Examines political structures, executive and legislative leadership, head of state vs. head of governmnet, parties and Parliament. In the United States, the head of state and the head of government are both embodied in the person of the President, but in many European countries, the two functions are fulfilled by different individuals. The European systems have developed from earlier monarchical structures that evolved through history to the present situation. Great Britain, France, and Germany each have these functions separated and embodied in different individuals, and the way these systems evolved differs as well as does the way the two roles function in each country. The United Kingdom is a constitutional monarchy under a democratic parliamentary regime. The United Kingdom reached its greatest global influence in the Victorian era and then endured the strains of the two world wars without impairment to its political institutions but with a reduction in relative economic

Sunday, November 24, 2019

Boxing match Essays

Boxing match Essays Boxing match Essay Boxing match Essay Eddies jealousy begins to spiral out of control when he tries to manipulate Rodolfo in the boxing match. Eddie has been making snide comments about Rodolfo being too friendly with Catherine and too casual with his money. Eddie suspiciously invites Rodolfo to box after mentioning going to see a boxing match as a treat. Meanwhile the other family members observe. Sure hes terrific! Look at him go! (Rodolfo lands a blow.) Ats it! Now, watch out, here I come, Danish! (He feints with his left hand and lands with his right, it mildly staggers Rodolfo. Marco rises.) Eddie uses his power as head of the household to humiliate Rodolfo, comparing his strength to Rodolfos femininity; Eddie is trying to show this to the other characters. Eddies motive for the boxing match could have been to show who was boss however Eddie could have just wanted to share an interest with Rodolfo in teaching him how to box. It could have been interpreted as a fight for Catherine in a way that Eddie wants to tell Rodolfo to back off. Marco realises Eddies manipulative behaviour and defends Rodolfo. Marco is face to face with Eddie, a strain tension gripping his eyes and jaw, his neck stiff, the chair raised like a weapon over Eddies head and he transforms what might appear like a glare of warning into a smile of triumph, and Eddies grin vanishes as he absorbs his look. This suggests that Marco is trying to show Eddie that he will defend Rodolfo. This also implies that Eddie may now feel threatened by Marco, he may also feel embarrassed that Marco can do something he cannot, and it may make him feel weak. Miller creates a tense atmosphere without the other characters realising. Eddie has gone to see Alfieri and is trying to find out if there is a law that can stop Rodolfo and Catherines relationship. Alfieri makes a comment about Eddie. His eyes were like tunnels; my first thought was that he had committed a crime, but I soon saw it was only a passion that had moved into his body, like a stranger. This suggests that Alfieri is trying to tell Eddie that he loves Catherine more than he thinks. It could also tell the reader that the overpowering love is the reason for Eddies immediate, pointless dislike and jealousy towards Rodolfo. Eddies feelings shine through when his jealously leads to bizarre behaviour towards Catherine and Rodolfo. Rodolfo is trying to hint and flirt with Catherine, they are alone at home. Not for anything to eat. (Pause) I have nearly three hundred dollars. Catherine? Rodolfo is indicating that he is hungry for her love and that he now has enough money to make a life of their own hoping that she will catch on. The pause indicating that he wants a response, it also creates a tense atmosphere but it may also show Rodolfo is nervous. Catherine wants to become a woman and hints for Rodolfos help. Teach me. (She is weeping) I dont know anything Rodolfo, hold me Catherine is telling Rodolfo that she wants to make love to him. The fact that she is weeping proves that she truly cares about him and may indicate that she has realised she is no longer Eddies little girl. Eddie comes home early and Catherine and Rodolfo both come to the bedroom doorway, Eddie is angered by this. Eddie, Im not gonna be a baby anymore! You he reaches out suddenly, draws her to him and as she strives to free herself he kisses her on the mouth Eddie may be trying to prove his true feelings for Catherine, and he may be trying to make her feel the same. His jealousy has become overpowering and it could be that he couldnt hold it in any longer. He may also be trying to suggest to her that she doesnt love Rodolfo. Miller has created an awkward atmosphere after the kiss and Rodolfo is standing up for Catherine. Rodolfo flies at him in attack. Eddie pins his arms laughing and suddenly kisses him this implies that Eddie may be trying to prove to Catherine that Rodolfo is homosexual so she will choose not to marry him. In the kissing incident Miller suggests that Eddie has completely fallen in love with Catherine and is trying to prove it to her by kissing her. Miller may also be trying to suggest that Eddie is prepared to do anything to sabotage Catherine and Rodolfos relationship; this could become a big disaster further on in the play because Eddie may resort to violence and more bizarre behaviour to prevent the marriage. Miller has made Eddies jealousy and feelings very obvious to the reader; he has also conjured up a very tense atmosphere. Eddie pays a second visit to Alfieri after the traumatic kissing scene. Eddie has asked Alfieri for advice. Let her go and bless her. (A phone booth begins to glow on the opposite side of the stage; a faint, lonely blue. Eddie stands up, jaws clenched.) Someone had to come for her Eddie, sooner or later. This suggests that Alfieri thinks that Eddie should just let Catherine get on with her life; Alfieri may also be trying to tell Eddie that he can never have Catherine. (Eddie starts turning to go and Alfieri rises with new anxiety.) You wont have a friend in the world Eddie! Even those who understand will turn against you, even the ones who feel the same will despise you! Miller has suggested that the betrayal of Marco and Rodolfo is inevitable by this; it tells the reader that Eddie is almost certainly going to call the immigration bureau. This also suggests that Alfieri is trying to persuade Eddie not to call the immigration bureau however Eddie ignores Alfieri. This portrays that Eddie doesnt care if he does not win over the love of Catherine as long as her and Rodolfo do not spend there lives together. Eddies jealousy has become obvious to the reader and the other characters. Beatrice is talking to Eddie before Marcos arrival. You want something else Eddie, and you can never have her! (Eddie, shocked, horrified his fists clenching). This suggests Eddie is powerless to stop his demon, which is his love for his niece. This is the first time Eddie seems to realise his true feelings for Catherine and recognises his own madness as he lunges for Marco. Marco beats Eddie to the ground. Eddie lunges with the knife This proves that Eddie will do anything to get rid of the cousins, it also portrays that he thinks he is stronger and capable of murder. It also implies that this behaviour is a result of Eddie now being powerless to do anything else. Marco grabs his arm, turning the blade inward and pressing it home Eddie is stabbed with his own knife which is in his own hand. He dies ironically in Beatrices arms. Miller used dramatic techniques to make Eddies initial dislike become an overwhelming jealousy. He used stage directions and language to make Eddies jealousy seem as though it was spiralling out of control. Miller used dramatic techniques to build up atmosphere between the characters that the reader can sense through strong stage directions. If the play was to be acted out there would be no room for direction because Miller used the stage directions to fulfil his purpose which was to create images in the readers head.

Thursday, November 21, 2019

America Is Not Over Thesis Example | Topics and Well Written Essays - 2000 words

America Is Not Over - Thesis Example In spite of the apparent benefits of the globalized world, some critics reject opportunities and strengths of globalization. Thesis The viewpoint that "America Is Over' is invented by American enemies and direct global competitors interested in fast decline and breakdown of the super nation; America is not over as it has excellent human capital, strong political and economic system able to resist global economic crisis and inside threats. America is not over as it is follows unique national and international policies which help it to remain profitable and support its citizens, both economically and politically. Positive effects of current economic situation include free trade and integrated economic relations, low barriers to trade and cultural communication, political unity and easy travel, technology transfer and labor turnover. Governments take measures to make their economies more or less attractive to global investors. In addition, nation-states have retained control over education, infrastructure, and, most importantly, population movements. Indeed, immigration control, together with population registration and monitoring, has often been cited as the most notable exception to the general trend towards global integration. Although only 2% of the world's population live outside their country of origin, immigration control has become a central issue in most advanced nations. "It can respect its friends and probe i ts enemies before it tries to shock and awe them. It can rediscover the commonwealth beyond the frenzied individualism that took down Wall Street" (Cohen 2009). Some critics suppose that the events of September 11, 2001 ruined the national identity and self-identification. The series of drastic national security measures that were implemented worldwide as a response to the terrorist attacks of 9/11 reflect political dynamics that run counter to the hyperglobalizers' predictions of a borderless world. Some civil rights advocates even fear that the enormous resurgence of patriotism around the world might enable states to re-impose restrictions on the freedom of movement and assembly. At the same time, the activities of global terrorist networks have revealed the inadequacy of conventional national security structures based on the modern nation-state system, thus forcing national governments to engage in new forms of international cooperation. "Confronted with an act of war on American soil, our old assumptions about conflict between nation-states fell away. Civilization itself, and the international system, had come under attack by a ruthless and radical Islamist enemy" ("The Meaning of 9/11" 2007). In America, economic forms of interdependence are set into motion by political decisions, but these decisions are nonetheless made in particular economic contexts. The economic and political aspects of globalization are profoundly interconnected. There is no question that recent economic developments such as trade liberalization and deregulation have significantly constrained the set of political options open to states, particularly in the

Wednesday, November 20, 2019

Getting to know Bigger Essay Example | Topics and Well Written Essays - 1500 words

Getting to know Bigger - Essay Example s vanishing on her darling, a Communist; he tries to gather a payment from her guardians; after the body is discovered he kills his Negro paramour to keep her from deceiving him to the police. The one day from now he is caught on the snow-secured top of a South Side dwelling, while a crowd wails in the road below. Bigger is a character made to show us the issue of racism that was then present in America. The situation of the racial groups, the condition they went through, and their feelings their tough situations have been shown through the character of Bigger Thomas. Bigger, he demonstrates, had been prepared from the earliest starting point to be a terrible resident. He had been taught American beliefs of life, in the schools, in the magazines, in the modest film houses, yet had been precluded any methods from claiming accomplishing them. All that he needed to have or do was held for the whites. "I simply cant get accustomed to it," he lets one know of his poolroom pals. "I vow to God I cant†¦ Every time I contemplate it I feel like some persons jabbing a super hot iron down my throat. His every day presence is smudged with apprehension of white individuals, dread of life itself, and disgrace at the way his family exists. In spite of the fact that we know hes picked up another employment, even the new occupation offers little trust for a superior life. His family will keep on lying in the same rodent plagued one-room condo and battle to put sustenance on the table, a reality that fills Bigger with a miserable feeling of his own weakness. The Daltons, the well off white family that utilizes him, recommend that Bigger has an open door to increase an instruction through night school while he lives and works for them. In spite of the fact that this is an open door that few blacks at the time are offered, the Daltons liberality is moderated – actually, demolished – by their racism. Bigger realizes that the well off white family possesses the condo in which

Sunday, November 17, 2019

Chinese investment in the extractive sectors in Africa (methods, Research Paper

Chinese investment in the extractive sectors in Africa (methods, profitability, and deal flow) - Research Paper Example ate resources through support to African governments on one side and the empowerment of Chinese mining and exploration companies working in Africa (Rotberg 152). The Chinese government maintains close ties with African governments on the political, economic, human resource and security development of these nations (Dubosse 70). Politically, the country sends high level delegations to meet leaders on the African continent and by this, they maintain strong ties with high-level Chinese government units. Economically, China promotes trade , investment and the development of infrastructure on the continent for the mutual benefits of China and Africa. Human Resource Development is done in the form of scholarship for some selected Africans to study in China and other parts of the world and also through grants and scholarships for African students. In terms of peace and security, China provides support for various national militaries and also contribute immensely to peacekeeping operations o n the continent. Collectively, these strategies and systems allow Chinese businesses to get contracts in the energy and mining sectors of various African countries. The China-Africa Development Fund The China-Africa Development Fund (CADF) was officially launched in June 2007 as a branch of the China Development Bank to act as an investment facilitation vehicle for the Chinese expansion to Africa (CADF Website). According to the official website of the CADF, the equity fund is to provide loans and funds to Chinese businesses operating in Africa and since its inception, it has supported more extractive drives than any other sector. Every loan or funds released by the CADF must have a good justification as being beneficial to the State and it is guaranteed by the Chinese government (Taylor... The author of the essay "Chinese investment in the extractive sectors in Africa" begins with that Sino-African relations were taken to a different level in 2006 when the government of China announced a wide range of co-operation activities between China and Africa including political, economic, education, culture, health as well as military co-operations (Meine 184). The main document of the 2006 China-Africa Co-operation conference attended by 46 African leaders stated that â€Å"peace and development remain the main theams of our time†. It therefore took the initiative to support African economies to attain this end. The government promised to do this by supporting local African nations in their development projects. This is complemented by support to Chinese enterprises to trade in Africa and provide preferencial loans and buyers’ credits to these traders. In the end the author concludes that Chinese influence is growing in Africa, particularly the mining sector because China uses political, economic, cultural and military aid to create a symbiotic relationship for African countries and Chinese-African enterprises. This makes African nations willing recipients of Chinese investors. Chinese businesses are also supported by the China-Africa Development Fund which is a tool for the support of the Chinese expansion to Africa. China has major deal with Central and Southern African countries with copper deposits as well as other petroleum exporting countries. This contributes a lot of money to the Chinese economy.

Friday, November 15, 2019

Interrupts and interrupt applications

Interrupts and interrupt applications 8086 Interrupts And Interrupt Applications Introduction: Microprocessors are computers built on single IC. There can be more ICs also used for this. Most microprocessors allow normal program execution to be interrupted by some external signal or by a special instruction in the program. In response to an interrupt the microprocessor stops executing its current program and calls a procedure which sevices the interrupt. An IRET instruction at the end of the interrupt service procedure returns execution to the interrupted program. 8086 Interrupts And Interrupt Responses: An 8086 interrupt can come from any one of three sources. One source is an external signal applied to the non-maskable interrupt (NMI) input pin or to the interrupt input pin. An interrupt caused by a signal    applied to one of these inputs is referred to as a hardware interrupt. A second source of an interrupt is execution of the interrupt instruction. This is referred to as a software interrupt. The third source of an interrupt is some error condition produced in the 8086 by the execution of an instruction. An example of this is the divide by zero interrupt. If you attempt to divide an operand by zero, the 8086 will automatically interrupt the currently executing program. At the end of each instruction cycle, the 8086 checks to see if any interrupts have been requested. If an interrupt has been requested, the 8086 responds to the interrupt by stepping through the following series of major actions: 1) It decrements the stack pointer by 2 and pushes the flag register on the stack. 2) It disables the 8086 INTR interrupt input by clearing the interrupt flag in the flag register. 3) It resets the trap flag in the flag register. 4) It decrements the stack pointer by 2 and pushes the current code segment register contents on the stack. 5) It decrements the stack pointer again by 2 and pushes the current instruction pointer contents on the stack. 8086 Interrupt Types: The preceding sections used the type 0 interrupts an example of how the 8086 interrupts function. It has hardware caused NMI interrupt, the software interrupts produced by the INT instruction, and the hardware interrupt produced by applying a signal to the INTR input pin. DIVIDE-BY-ZERO INTERRUPT-TYPE 0: The 8086 will automatically do a type 0 interrupt if the result of a DIV operation or an IDIV operation is too large to fit in the destination register. For   a type 0 interrupt, the 8086 pushes the flag register on the stack, resets IF and TF and pushes the return addresses on the stack. SINGLE STEP INTERRUPT-TYPE 1: The use of single step feature found in some monitor programs and debugger programs. When you tell a system to single step, it will execute one instruction and stop. If they are correct we can tell a system to single step, it will execute one instruction and stop. We can then examine the contents of registers and memory locations. In other words, when in single step mode a system will stop after it executes each instruction and wait for further direction from you. The 8086 trap flag and type 1 interrupt response make it quite easy to implement a single step feature direction. NONMASKABLE INTERRUPT-TYPE 2: The 8086 will automatically do a type 2 interrupt response when it receives a low to high transition on its NMI pin. When it does a type 2 interrupt, the 8086 will push the flags on the stack, reset TF and IF, and push the CS value and the IP value for the next instruction on the stack. It will then get the CS value for the start of the type 2 interrupt service procedure from address 0000AH and the IP value for the start of the procedure from address 00008H. BREAKPOINT INTERRUPT-TYPE 3: The type 3 interrupt is produced by execution of the INT3 instruction. The main use of the type 3 interrupt is to implement a breakpoint function in a system. When we insert a breakpoint, the system executes the instructions up to the breakpoint and then goes to the breakpoint procedure. Unlike the single step which stops execution after each instruction, the breakpoint feature executes all the instructions up to the inserted breakpoint and then stops execution. OVERFLOW INTERRUPT-TYPE4: The 8086 overflow flag will be set if the signed result of an arithmetic operation on two signed numbers is too large to be represented in the destination register or memory location. For example, if you add the 8 bit signed number 01101100 and the 8 bit signed number 010111101, the result will be 10111101. This would be the correct result if we were adding unsigned binary numbers, but it is not the correct signed result. SOFTWARE INTERRUPTS-TYPE O THROUGH 255: The 8086 INT instruction can be used to cause the 8086 to do any one of the 256 possible interrupt types. The desired interrupt type is specified as part of the instruction. The instruction INT32, for example will cause the 8086 to do a type 32 interrupt response. The 8086 will push the flag register on the stack, reset TF and IF, and push the CS and IP values of the next instruction on the stack. INTR INTERRUPTS-TYPES 0 THROUGH 255: The 8086 INTR input allows some external signal to interrupt execution of a program. Unlike the NMI input, however, INTR can be masked so that it cannot cause an interrupt. If the interrupt flag is cleared, then the INTR input is disabled. IF can be cleared at any time with CLEAR instruction. PRIORITY OF 8086 INTERRUPTS: If two or more interrupts occur at the same time   then the highest priority interrupt will be serviced first, and then the next highest priority interrupt will be serviced. As a example suppose that the INTR input is enabled, the 8086 receives an INTR signal during the execution of a divide instruction, and the divide operation produces a divide by zero interrupt. Since the internal interrupts-such as divide error, INT, and INTO have higher priority than INTR the 8086 will do a divide error interrupt response first. Hardware Interrupt Applications: Simple Interrupt Data Input: One of the most common uses of interrupts is to relieve a CPU of the burden of polling. To refresh your memory polling works as follows. The strobe or data ready signal from some external device is connected to an input port line on the microcomputer. The microcomputer uses a program loop to read and test this port line over and over until the data ready signal is found to be asserted. The microcomputer then exits the polling loop and reads in the data from the external device. The disadvantage of polled input or output is that while the microcomputer is polling the strobe or data ready signal, it cannot easily be doing other tasks. I n this case the data ready or strobe signal is connected to an interrupt input on the microcomputer. The microcomputer then goes about doing its other tasks until it is interrupted by a data ready signal from the external device. An interrupt service procedure can read in or send out the desired data in a few microseconds and return execution to the int errupted program. The input and output operation then uses only a small percentage of the microprocessors time. Counting Applications: As a simple example of the use of an interrupt input for counting , suppose that we are using an 8086 to control a printed circuit board making machine in our computerized electronics factory. Further suppose that we want to detect each finished board as it comes out of the machine and to keep a count with the number of boards fed in. This way we can determine if any boards were lost in the machine. To do this count on an interrupt basis, all we have to do is to detect when a board passes out of the machine and send an interrupt signal to an interrupt input on the 8086. The interrupt service procedure for that input can simply increment the board count stored in a named memory location. To detect a board coming out of the machine, we use an infrared LED, a photoresistor and two conditioning gates. The LED is positioned over the track where the boards come out, and the photoresistor is positioned below the track. When no board is between the LED and the photoresistor, the light from t he LED will strike the photoresistor and turn it on. The collector of the photoresistor will then be low, as will the NMI input on the 8086. When a board passes between the LED and photoresistor, the light will not reach the photoresistor and turn it on. The collector of the photoresistor will then be low, as will the NMI input on the 8086. Timing Applications: In this it is shown that how delay loop could be used to set the time between microcomputer operations. In   the example there, we used a delay loop to take in data samples at 1 ms intervals. The obvious disadvantage of a delay loop is that while the microcomputer is stuck in the delay loop, it cannot easily be doing other useful work. In many cases a delay loop would be a waste of the microcomputers valuable time, so we use an interrupt approach. Suppose for example, that in our 8086 controlled printed circuit board making machine we need to check the ph of a solution approximately every 4 min. If we used a delay loop to count off the 4 min, either the 8086 wouldnt be able to do much else or what points in the program to go check the ph. 8254 Software-Programmable Timer/Counter: Because of many tasks that they can be used for in microcomputer systems, programmable timer/counters are very important for you to learn about. As you read through following sections, pay particular attention to the applications of this device in systems and the general procedures for initializing a programmable device such as 8254. Basic 8253 And 8254 Operation: The intel 8253 and 8254 each contain three 16 bit counters which can be programmed to operate in several different modes. The major differences are as follows: 1) The maximum input clock frequency for the 8253 is 2.6 MHz, the maximum clock frequency for the 8254 is 8MHz. 2) The 8254 has a read back feature which allows you to latch the count in all the counters and the status of the counter at any point. The 8253 does not have this read back feature. The big advantage of these counters, however, is that you can load a count in them, start them and stop them with instructions in your program. Such a device is said to be software programmable. 8259a Priority Interrupt Controller: In a small system, for example, we might read ASCII characters in from a keyboard on an interrupt basis; count interrupts from timer to produce a real time clock of second, minutes and hours and detect several emergency or job done conditions on an interrupt basis. Each of these interrupt applications requires a separate interrupt input. If we are working with an 8086 , we have problem here because the 8086 has only two interrupt inputs, NMI and INTR. If we save NMI for a power failure interrupt, this leaves only one input for all the other applications. For applications where we have interrupts from multiple sources, we use an external device called a priority interrupt controller. Software Interrupt Applications: The software interrupt instruction INT N can be used to test any type of interrupt procedure. For example to test a type 64 interrupt procedure without the need for external hardware, we can execute the instruction INT 64. Another important use of software interrupts is to call Basic Input Output System, or BIOS, procedures in an IBM PC-type computer. These procedures in the system ROMS perform specific input or output functions, such as reading a character from the keyboard, writing some characters to the CRT, or reading some information from a disk. To call one of these procedures, you load any required parameters in some specified registers and execute an INT N instruction. N in this case is the interrupt type which vectors to the desired procedure. Suppose that, as part of an assembly language program that you are writing to run on an IBM PC type computer, you want to send some characters to the printer. The header for the INT 17H procedure from the IBM PC BIOS listing. The DX, AH, and AL registers are used to pass the required parameters to the procedure. The procedure is used for two different operations: initializing the printer port and sending a character to the printer. The operation performe d by the procedure is determined by the number passed to the procedure in the AH register. AH=1 means initialize the printer port, AH=0 means print the characters in AL, and AH=2 means read the printer status and returned in AH. If an attempt to print a character was not successful for some reason, such as the printer not being turned on, not being selected, or being busy, 01 is returned in AH. The main advantage of calling procedures with software interrupts is that you dont need to worry about the absolute address where the procedure actually resides or about trying to link the procedure into your program. So at last every microcomputer system uses a variety of interrupts and this is all about 8086 interrupts and applications. Conclusion: Microprocessors are computers built on single IC. There can be more ICs also used for this. Most microprocessors allow normal program execution to be interrupted by some external signal or by a special instruction in the program. In response to an interrupt the microprocessor stops executing its current program and calls a procedure which sevices the interrupt. An IRET instruction at the end of the interrupt service procedure returns execution to the interrupted program. An 8086 interrupt can come from any one of three sources. One source is an external signal applied to the non-maskable interrupt (NMI) input pin or to the interrupt input pin. An interrupt caused by a signal  Ã‚   applied to one of these inputs is referred to as a hardware interrupt. A second source of an interrupt is execution of the interrupt instruction. This is referred to as a   software interrupt. The third source of an interrupt is some error condition produced in the 8086 by the execution of an instructio n. An example of this is the divide by zero interrupt. If you attempt to divide an operand by zero, the 8086 will automatically interrupt the currently executing program. At the end of each instruction cycle, the 8086 checks to see if any interrupts have been requested. One of the most common uses of interrupts is to relieve a CPU of the burden of polling. To refresh your memory polling works as follows. The strobe or data ready signal from some external device is connected to an input port line on the microcomputer. The microcomputer uses a program loop to read and test this port line over and over until the data ready signal is found to be asserted. The software interrupt instruction INT N can be used to test any type of interrupt procedure. For example to test a type 64 interrupt procedure without the need for external hardware, we can execute the instruction INT 64. So at last we conclude that every microcomputer system uses a variety of interrupts and this is all about 8086 int errupts and applications. References: 1) DOUGLAS V.HALL, â€Å"microprocessors and interfacing† TaMcGRaw-Hill edition 2) www.wikipedia.com 3) www.google.com

Tuesday, November 12, 2019

Research on Work-Family Balance Essay

Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace.(Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford &Garrod 1981; Van Dijk&Kintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker& Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy & Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy & Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John & Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.

Sunday, November 10, 2019

The Balding, Toothless, Castaway †with Wings

Marquez's A Very Old Man with Enormous Wings revolves on the genre of magic realism, where the unnatural events and characters are interspersed with the daily activities of human life.The story presents the two main topics of interest – the old and withering winged man and the small community around it. Magical characters are of a natural thing when it comes to this genre and the response of the people around it implies a subtle reality where the realms of magic and the real world meet halfway.The story does not present a clear moral perspective or lesson in the end. Rather, it only presents a straightforward storytelling style designed to give the reader an opportunity to think of different subjective possibilities. There are no genuine expressions of shock or exclaim over the appearances of these characters. In this case, the angel appears as though it is a part of their reality wherein it is viewed as something ordinary.The characters in the story view the angel as divine, even in his pathetic physical state. However, after the town priest carefully examined the angel, they have deduced that he was an impostor, for he did not know the language of God.   Although angels are closely associated with Christian teachings, the divinity of the angel in the story is concentrated more on the magical rather than the religious aspect.The angel—a decrepit old man with half-plucked wings infected with parasites—may be related to the struggles that the human soul experiences in the eventuality of submission from the burden of mortal problems. The angel symbolizes decay and the slow death of the soul as he tries to relieve all his burdens.There are several notions on the symbolisms of the angel and its wings. First, as a general figure without cultural or religious basis, the angel may be regarded as simply a man with wings coming from some shipwreck across the sea.However, the story made no mention of the origins of the man, nor the reasons why he h as wings attached naturally to his body. As Pelayo and Elisinda observed, it was a toothless, balding old man that could have been easily mistaken as someone from a foreign country. But the wings make the character all the more mysterious. Thus, upon their consultation from their neighbor who knew the â€Å"workings of life,† the latter immediately responded that it was an angel sent to claim their sick child's life (Marquez 388).The experience of the townspeople with the angel also implies the contextual definition and nature of the community. They immediately impose in their consciousness that it is in fact an angel and quickly resort to several propositions in order to use this divine entity for the benefit of the human race.The simplest of the proposals is to make the angel as mayor of the world. The more radical ones suggest that he be made either as a five-star general in order to win all wars or as a genetically perfect parental source in order to make all human beings wise and conquer the universe. These reactions are the natural impulse of man to associate divinity on earth as a universal solution to mortal problems.This divinity is a structured action that delimits the capacity of human act as incompetent and incapable compared to the powers of the divine. Human beings, upon the proper circumstances, will willingly submit themselves to a higher order or a divine power in order to take over and create a perfect society.These propositions also deal with human freedom, where the townspeople entrusts their problems to divine solution. Although the divine effects were in a sense magical and comical (blind man who, instead of regaining vision, grows extra teeth), the townspeople did not view the angel's abilities as a proper divine capability because of the lack to completely heal people.

Friday, November 8, 2019

Exploring Types Of Child Abuse Social Work Essays

Exploring Types Of Child Abuse Social Work Essays Exploring Types Of Child Abuse Social Work Essay Exploring Types Of Child Abuse Social Work Essay Child maltreatment is a societal phenomenon that takes topographic point for a long clip but it received serious consideration in wellness scientific discipline since 1946 when Caffey, who was a radiotherapist, reported the frequent association of chronic subdural haematoma and multiple breaks of long castanetss in kids. Caffey was non certain about the existent cause of the hurts he described and in 1961 Kempe offered the phrase battered kid in order to depict kids who have been deliberately injured by their parents. The societal phenomenon of kid maltreatment attracted besides the attending of mass media for the first clip in 1963 and in 1967 when the District of Columbia passed Torahs necessitating the coverage of kid maltreatment. In Geneve, in 1976 the first International Congress of Child Abuse was held and between 1973 and 1980 over 800 publications about the societal issue of child maltreatment appeared in wellness scientific disciplines literature. In order to understand t he job, in 1986, the National Center of Child Abuse of the United States Department of Human Services estimated that about 1,5 million kids in the U.S. expirienced any sort of maltreatment and 1000 kids died that twelvemonth as a consequence of kid maltreatment. There are three chief types of kid maltreatment ; the physical disregard, the physical maltreatment, the sexual maltreatment and the emotional type of maltreatment. Any of these types of maltreatment is really harmful for a child.In this text we will analyze these three chief types of maltreatment. The first type of physical maltreatment is physical disregard. In physical disregard that parent or the health professional does non run into the basic demands of a kid such as its demand for nutrient, shelter or vesture which is the most basic signifier of disregard. Accept these signifiers of disregard there are many other signifiers. The parents may non obtain preventative medical or dental attention for their kid, such as everyday physical scrutinies and inoculations. Besides parents may detain the medical attention for an unwellness of their kid that put the kid at hazard of experiensing a more terrible unwellness or even decease. Parents may besides go forth a immature kid unattended, or they may go forth a kid in the attention of a individual who is known to be opprobrious. Parents may besides demo indifference for their kid s public presentation in school undertakings or their kid s attending in school. The symptoms of neglect vary depending partially on the maltreatment or nature and continuance of the disregard, on the kid, and on the fortunes. Normally physically ignored kids may look dirty, undernourished or they may miss of appropriate vesture. Thay may non go to ever in school and they may be found go forthing with siblings or entirely without any sort of supervising from an grownup. In kid with physical disregard it has been observed that their physical and cognitive development is non appropriate for their age. Another symptom for these kids is that thay may decease due to exposure or famishment. Disregard may non be recognized for old ages. A ignored kid is normally identified by societal workers or wellness attention practicians during rating of an unrelated issue, such as an unwellness, a behavioural job or an hurt. Doctors may place that the kid s physical or mental development is non at a normal degree or has missed many assignments or inoculations. Teachers may place a ignored kid due to the frequence of unexplained absences from school. If disregard is suspected, the physician have to look into for infections, anaemia, and lead toxic condition, which are common unwellnesss among ignored kids. Another type of kid maltreatment is physical maltreatment. This type of maltreatment is defined by physically harming or non handling good to a kid, by inordinate physical penalty. Children of any age are vulnerable to be physically abused but yearlings and babies seem to be more vulnerable because physical maltreatment is the figure one cause of really serious caput hurts in babies. On the other manus in yearlings there is a great possibility to hold abdorminal hurts due to physical maltreatment which can be fatal. Physical maltreatment ( including homiside ) is one of the 10 most common causes of decease in kids. In most of the instances the kid s parents are perpentrators of the maltreatment and in most instances the kids that are physically abused are born in sigle parent households or in households with fiscal job. Physical maltreatment is contributed due to household emphasis. Family emphasis is caused many times due to unemployment, ongoing household force, societal isolation from household members or friends and frequent moves to another place. Children who have particular demands such as physical or mental disablements and kids who are hard such as overactive, cranky or demanding are more vulnerable to be physically abused. Physical maltreatment can be caused besides due to a crisis or other emphasiss. A decease in the household, a subject job or the loss of a occupation can do a crisis. Common marks of physical maltreatment are Burnss, contusions, scrapings or wales. These Markss can frequently hold the form or the object that the kids have been abused, for case a belt. Scald or coffin nail Burnss may be seeable on the legs or weaponries. Other terrible hurts may non be seeable but present such as in encephalon, eyes, oral cavity and other internal variety meats. It is possible for kids who have experienced physical maltreatment to hold Markss of old hurts which have healed such as broken castanetss. Disfigurement may besides be present because of heavy hurts. In babies it is possible to see the jolted babe syndrome. This syndrome is cause by throwing a babe or by agitating it violently. Babies with this syndrome may look to be kiping profoundly without holding any seeable Markss or hurts. They may look to kip profoundly because of swelling and encephalon harm which may hold as a consequence hemorrhage between the skull and the encephalon of the babe. Babies may bes ides hold shed blooding at the dorsum of the oculus in the retina. For kids who have been abused for a long period they may be in a regular base irritable, fearful, dying, down and act in suicidal, violent and condemnable ways. Physical maltreatment is really hard to be diagnosed. Physical maltreatment can be suspected in an baby who is non walking by holding serious hurts and contusions. Physical maltreatment can be suspected besides in an older kid or a yearling by holding contusions in specific countries such as natess, trunk or the dorsum of the legs. For kids that learn to walk contusions are tupical in cadaverous countries such as articulatio genuss, brow, shins, cubituss and mentum. Maltreatment can besides be diagnosed when parents do non look to be concerned about an obvious hurt of the kid or when the seem to cognize a small of their kid s wellness status. Parents that are loath to depict how an hurt accured to their friends or to the physician there is a great possibility to physically mistreat their kid as good. If a physician is fishy physical maltreatment, he obtains accurate exposures and drawings of the hurt. Sometimes in order to look for old hurts X raies are taken and if a kid is less tha n two old ages old, in order to chech for breaks X raies of all castanetss are taken. A different sort of kid maltreatment is the sexual maltreatment. Sexual maltreatment is defined by any action with a kid or an baby that is for the sexual satisfaction of a significantly older kid or an grownup. Sexual maltreatment includes touching a kid with sexual purpose but without holding incursion ( this is a different phenomenon which is called molestation ) , perforating the kid s vagina, anus, or oral cavity, utilizing a kid in the production of erotica and demoing erotica or exposing the genitalias to a kid. Sexual drama does non included in sexual maltreatment. In sexual drama there are kids who have age difference less than four old ages and touch or position each others genitalias without any coercion or force. By the age of 18 about 8 to 10 % of male childs and 2 to 25 % of misss have experience some sort of sexual maltreatment. The most sexual perpentators are good known by the kid and it is normally a female parent s fellow, a measure father or an uncle. Female perpe ntators are non so common. There are certain state of affairss that the hazard of sexual maltreatment is increased such as holding a health professional who is altering sex spouses in a regular footing or alteration health professionals really frequently, holding a member of the household which in the yesteryear has been sexually abused, holding a household member being associated with a pack, holding low self-esteem or being socially isolated. In kids that have been sexually abused there are certain symptoms which are common. One of the most common symptoms is disconnected cahnge in behaviour. Some of these kids may develop sleep upsets and phobic disorders and may go withdrawn or aggressive. Sexually abused kids may besides move in some sort of sexual ways inappropriate for their age and kids who were abused by a household member or a parent may hold conflicted feelings. These kids may experience emotionally near to the perpentator, yet betrayed. Injuries may ensue of a sexual maltreatment. Children may hold cryings, shed blooding or contusions in countries around the rectum, oral cavity or genitalias. Injuries in the rectal and venereal country may ensue sitting and walking troubles. In female victims may hold a vaginal discharge. A sexually familial disease may be present such as chlamydial infection, gonorrhoea and sometimes even human immunodeficiency virus infection ( HIV ) . Sexual maltreatment is diagnosed normally due to a informant s or kid s history for the incident. On the other manus most kids are loath to speak about that sort of incident and sexual maltreatment is recognised by marks such as highly different behaviour, even unnatural. If a kid has be sexually abused around 72 hours ago, it is able for the physicians to roll up grounds that are linked with sexual contact such as organic structure fluids, hair samples from the venereal country and swabs and exposure of any seeable hurts are taken. In some comunities there are specific physicians who are trained exceptional to measure these state of affairss. The concluding of the chief types of kid maltreatment is the emotional maltreatment. Emotional maltreatment is defined by utilizing Acts of the Apostless or words to phychologically maltreat a kid. A kid that is emotionally abused is experiencing that it is unloved, flawed, in danger, worthless or valuable merely when they meet another individual s demands. Emotional maltreatment includes working, rejecting, pretermiting, terrorising and insulating. Exploiting agencies promoting condemnable behaviour or pervert, such as mistreating drugs or intoxicant or perpetrating offenses. Rejecting agencies minimizing the kid s achievements and abilities. Emotionally pretermiting a kid means non interacting with the kid and ignoring, the kid is non given neither love and nor attending. In order to happen the emotional maltreatment phenomenon it must be a long period of clip that the phenomenon really occurs. Emotionally abused kids symptoms are the same in most instances every bit good. Childs who are emotionally abused tend to be dying and insecure about their fond regards with others because they have non had their demands met predictably or systematically for a long period. Babies that are emotionally abused seem to be uninterested or unemotional for their milieus. These babies may look like they are holding some sort of physical dissorder or mental deceleration. Children that experience emotional maltreatment may be slow to develop address and linguistic communication accomplishments or may miss societal accomplishments. Childs who are exploited may mistreat intoxicant or drugs or even commit offenses. Childs who are terrorized may look highly dying to delight grownups, withdrawn and fearful, distrustful and unassertive. highly dying to delight grownups. Childs who are isolated may hold trouble organizing normal relationships and be awkward in societal state of affairss. Older kids m ay non execute good when they attend to school or may even non attend school at all. Emotional maltreatment in most instances is diagnosed during the rating of another job that is taken under consideration, such as behavioural jobs and bad public presentation in school activities. Children who are emotionally abused are investigated for marks of sexual and physical maltreatment. The kid maltreatment is a assorted job because therapy is a really long and hard process in order to obtain the optimum consequence. All healers agree that bar is the most effectual intervention. Childs who were victims are in large hazard of going maltreaters to the following coevals. In this population bar is the first purpose. It is necessary to learn them how to be good parents and pull off their emphasis to forestall that sort of incidents. Finally we can assist these kids by developing the societal support for these victims in order to travel back to a healthy and safe household environment.