Islam Religious Institution in New York

The Dead Of Night essays

The Dead Of Night essays "The Dead of Night" by John Marsden possessed very few errors in capturing the reader's attention. Between lacking grammatical error, never "playing a subject out", and keeping the reader attached, this books rating had at least a 7. Although, the story kept me very interested, certain styles the author chose made the events dramatically jump up and down. This was very disturbing, well picked climactic points in the story were uninteresting because of these mistakes. Carefully choosing turning points between events in the end, might have improved and given the reader a better understanding of the book overall. Sometimes "playing the subject out", creates a better affect then constant fluctuation of turning points in the book. John Marsdens style has noticeable similarities in a variety of his books. In this particular one, he used a more serious, first person war type novel. Considering it's a fictional war, John was able to create certain questions in the readers mind. For example, an individual reading might say, "Could this actually happen?". Questions such as those develop a sense of realism in reading the story aside from thinking "It's just a story". All of these factors remained until entering the transitional phase of the book. Once this took place, "The Dead of Night" took a hard fall as far as interest is concerned. Many factors are involved when writing a story, not understanding this is unforgivable. Although, concocting a well planned and thought out fiction/non- fiction story/novel involves limitless devotion. Not being an author personally, It's very hard understanding a writers mentality and or point of view. From my perspective, being the fair reader I am, my direct quote would have to be, "A very catchy beginning, but a shaky ending". ...

Using different teaching strategies to improve the performance of Assignment

Using different teaching strategies to improve the performance of nursing students with different learning styles - Assignment Example Over the past years, the utility derived from matching the learning styles to the appropriate teaching methods has widely been discussed (Bostrà ¶m, 2013). It is believed that in a case where the students are presented with difficult information and new courses, a great change is observed when the individual’s learning style is correctly matched to the teaching strategy (Aina-Popoola, 2014; Luo et.al, 2014). This literature review seeks to establish the different student’s learning styles, the specific challenges facing the facilitators in nursing education as well as the creative teaching strategies that can be integrated in nursing teaching to improve on the learning efficiency. It is hypothesized that the different learning styles and teaching strategies have an effect on nursing student learning. The following literature review from the last five years therefore seeks to demonstrate and support this hypothesis. In a study by Amina and Houaida (2012) that sought to identify the learning styles preferred by the nursing students in Nursing and Technical Institute of Alexandria, 288 nursing students were involved in the study. 169 of the students were from the faculty of nursing while 119 were from the technical nursing institution. Both the comparative and the descriptive research study designs were used in the study. From this study, it was evident that the most prominent learning style preferred by the nursing students in Egypt was kinesthetic style. Further, statistical analysis of the data collected in the study revealed a significant difference between age and the score of the particular nursing courses. It is from these findings that the researcher concluded that there exist a number of learning styles preferred by the nursing students of which can be adequately exploited by the nursing educators in coming up with appropriate techniques and

Three foundational principles and the critical importance of Essay

Three foundational principles and the critical importance of integration - Essay Example Secondly, a company or an individual should manipulate the opportunity so that the task is differentiated from that of the competitors. The purpose has to be well defined and lastly, it is always important to leverage ones capabilities in terms of the resources and assets available while focusing the attention on the desired value of customers. Integration can be viewed as an expansion strategy and it is quite important for future endeavors of any given company whether self-centered, customer-centered or competitor centered. Integration may help curb the probabilities of the focus of a given company becoming single-minded. Integration can also save a lot of company’s time and financial resources through streamlining the operations of a given company or institution. This reduces unnecessary costs gearing the company towards greater profitability and better performance. Albany State University currently having been highly ranked among the well performing public universities in America could gain a lot from the process of integration. For better results in future, I would propose that the university leaders start by first ranking the performance of every faculty against that of the university such that it is easier for the university leaders to easily identify the faculty underperforming and finding the most efficient resource across the university that can readily streamline operations of that particular

Social Learning Theory (one of the communication theories) Assignment

Social Learning Theory (one of the communication theories) - Assignment Example For instance, when the behaviour model displayed violent words and actions towards the Bobo doll, the children did the same. The method involved 36 boys and 36 girls. The children were from 3 to 6 years of age. The first group of participants (24 boys and girls) were made to observe a model who exhibited aggressive actions and words towards the Bobo doll. Meanwhile, the second group of the same population were made to watch a non-aggressive model. Finally, the last group was treated as the control batch and had no exposure to any models. The conclusions indicated that the children who were made to observe an aggressive model tended to exhibit more similarly violent behaviors. Interestingly, gender had a significant influence. If the role model was male, the girls showed more physical aggression. On the other hand, if the role model was female, the girls displayed more verbal hostility. However, there is no significant difference between girls’ and boys’ levels of verbal aggression. In addition, boys emulated role models of the same sex more as compared to girls. Bandura furthered that observational learning involves a live, verbal, or symbolic models. This means that exemplars may be live people or animals, auditory directions, or characters that may be seen in different kinds of media such as movies and books. The process starts with attention which entails interest on the part of the observer. After significant amount of attention is paid to the stimulus, retention ensues. This implies that the learner encodes observed information in his memory. Reproduction then happens when the observed behaviour gets replicated by the learner. Motivation comes into play when the observer experiences reinforcement after the reproduction. A learner may repeat the observed behaviour after a reward. Secondly, an individual’s mental condition is essential. Aside from external rewards, internal reinforcement enhances a person’s motivation to pay atten tion to the model. When one can feel and think satisfied as a result of observing, the social learning will be more successful. Thirdly, observational learning does not always lead to a change in behaviour. Novel knowledge can be earned without palpable alterations in one’s actions. â€Å"Social learning theory began as an attempt by Robert Sears and others to meld psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behaviour, drawing on the clinical richness of the former and the rigor of the latter† (Grusec, 1992, p.776). Though Bandura is most opulently related to this theory, it actually originated from Sears. The history dates back to the time of Sigmund Freud’s psychoanalysis. In 1935, there was a major movement that sought to unify learning and psychoanalytic theories. This resulted to Sears’ focus on socialization as significant aspect of the research. Particularly, he found out that children were being a ffected by the milieu that he encounters day by day. Children adapt the values and attitudes that their parents portray. Bandura agreed with some assertions of Sears but went against some. â€Å"Bandura is clearly the intellectual heir of Sears, influenced by but also reacting against the tradition that Sears represented† (Grusec, 1992, p.776). Together, the two experts utilize learning concepts in explaining how humans develop socially. Sears was more of the

Psychological research studies

Psychological research studies It was first believed, according to the empiricists view (e.g. Locke, 1939) that a newborn infants ability to perceive, developed solely through a process of learning via experience. These pinnacle underestimates could have existed due to the extremely difficult nature of assessing what one could consider inaccessible to direct measurements. Contemporary knowledge in this domain has proliferated markedly due to the development of inventive techniques used to measure infants perceptual abilities. These perceptual abilities are considered to form the basis for rapid learning and development (Mehler Dupoux, 1994) and therefore are considered not only fascinating, but of pronounced importance to the study of developmental psychology. This interest is reflected in the numerous methods (e.g. behavioural, psychophsiological, and methods that assess brain responses) applied to infer the abilities of infants to perceive. In the present paper, focus will be dedicated to exploring the various research methods and reference to psychological research studies will be made in order to place the various approaches into a relatable context. The preference method devised by Robert Frantz (1958) is a straightforward technique which involves presenting an infant with two or more stimuli simultaneously, and as the name implies, assessing which was attentionally or perceptually preferred (Houston-Price Nakai, 2004). Early research generally relied on an observer watching the infants face and measuring how long one of the stimuli was looked at; however, present-day research relies on objectively scoring video film of the infants face or recording eye fixation, thereby strengthening accuracy of results (Smith, Cowie Blades, 2007). A variation of this technique was used to evaluate infants responsiveness to pictorial depth cues, in which two objects were placed at equal distances away from the infant. A strong reaching preference was demonstrated under monocular viewing conditions for the object that seemed closer due to pictorial depth cues. As this effect ceased during binocular conditions it was deduced that infants percei ve distance from pictorial cues (Kavsek et al., 2009). Along with this illuminating realization, the preference method has enabled many other intriguing deductions regarding infants perceptual abilities. For example, infants prefer to fixate on emotionally significant (i.e. familiar) stimuli (Burnham Dodd, 1999) as well as visual stimuli that match auditory stimuli (Golinkoff et al., 1987). This matching effect was also investigated and verified by Jeffrey Pickens (1994) through the use of visual preference to one of two television monitors. This method therefore leads to two types of inference; whether discrimination occurred and the salience of the preferred stimuli to infants (Houston-Price Nakai, 2004). The most popular method for measuring infants perceptual abilities is the habituation method, which capitalizes on the simplest form of learning. This technique involves a system in which a repeated stimulus becomes so familiar that initially associated responses cease to occur (habituation). If a new stimulus is presented and can be distinguished from the previous, attention can be renewed (dishabituated) (Shaffer Kipp, 2007). This method is also referred to as the familiarization-novelty procedure as the infants terminated response indicates recognition of a previously experienced stimulus, whereas regained attention indicates a novel stimulus (Bertenthal Longo, 2002). As this method can be applied to a myriad of research questions, it has elicited numerous substantial discoveries. For example, evidence for perceptual colour categories in pre-linguistic infants was obtained through the classical experiment conducted by Bornstein, Kessen and Weisskopf (1976). After habituation to one stimuli (e.g. red1), more attention was focused onto a colour from what an adult would consider a different colour category (i.e. preferred yellow instead of red2), even though the wavelength of the two novel stimuli where equal (Franklin Davies, 2004). Mayo, Nawrot and Nawrot (2009) proved that dihabituation results (obtained through use of the initial stimulus with manipulated depth) can indicate that infants as young as 16 weeks of age may be sensitive to indisputable depth from motion parallax. Conditioning focuses on the postulation that infants will learn to carry out behaviours if they are reinforced, which allows infants control over their environment and reflects understanding of relationships within the world (Smith et al., 2007). For example, Bower (1965) conditioned infants to turn their heads to one side by rewarding them with an adult engaging them in a peek-a-boo game. Once this response was established, the infant only received the reward if the infant turned his/her head when a certain stimulus was present. Discrimination can thereby be detected and in this case, size constancy was observed, as conditioned responses were three times more probable to the same stimuli (i.e. a 30cm cube) regardless of fluctuating retinal image size than to different stimuli (i.e. a 90cm cube) . Kuhl (1983) found that infants are capable of categorizing speech sounds by adopting the conditioning method and using a battery operated toy as a visual reinforcer. High amplitude sucking takes advantage of the fact that infants have good motor control of their sucking behaviour and this fact can be used to determine discrimination as well as likes and dislikes of the infant in question (Werker, Shi, Desjardins, Pegg, Polka Patterson, 1998). The infant is given an adapted pacifier containing electrical circuitry, and once the infants baseline sucking rate is recorded, variations (i.e. harder or faster sucking) trip the circuit thereby activating the reward (e.g. tape recorder)(Shaffer Kipp, 2007). Siqueland and De Lucia (1969) used a projected light as a visual stimulus to condition infants sucking, with strength of sucking directly proportional to the brightness of the visual stimuli. They concluded that at 4 months this relationship could be learned. A habituation version of the high amplitude sucking procedure was used to determine that infants perceive speech in a categorized manner. This was evident by familiarization (habituation) to the first stimuli (e.g. /ba/), followed by an increased sucking rate (dishabituation) in response to a second, novel stimuli (e.g. /pa/), thereby indicating discrimination between the categories had occurred (Eimas et al., 1971). Unobservable responses can also be accessed through measuring evoked potentials and changes in heart rate. With regards to changes in heart rate, it is expected that if an infant is surprised or upset their heart rate will increase, decreasing when focusing or attending. These effects can thus be manipulated through the habituation method to determine discrimination (Smith et al., 2007). Evoked potentials are measured by use of electrodes placed in positions on the scalp that process the presented stimuli. If a stimuli is perceived, it is reflected by a pattern of brain waves (i.e. evoked potentials), with different stimuli producing different patterns of electrical activity (Shaffer Kipp, 2007). Discrimination can therefore be deduced. A study using evoked potentials proved that visual acuity and contrast sensitivity are poor in the neonate, but improve during the first year of life (Atkinson et al., 1974). There is no question regarding the tremendous impact of these experimental methods; however they are not without their limitations. The preference method is praised as it is easy to employ, has a wide scope of application and response demands are minimal, although results can be confounded by familiarization effects prior to the preference procedure (Houston-Price Nakai, 2004). Another issue appears if an infant fails to show preference between the stimuli, as it is unclear whether the infant failed to discriminate or if the stimuli where found equally interesting (Shaffer Kipp, 2007). These effects can to some extent be controlled for by the use of the habituation method, which exploits the familiarization effect. This is a well understood, versatile procedure which is suited to investigations across many age groups (Werker et al., 1998), although data of an individual infant cannot easily be examined and discrimination behaviour is therefore only described with reference to a gro up (Werker Lalonde, 1988). Another probable inadequacy of this method concerns the lack of motivation of infants to show discrimination from a familiar stimulus, due to novelty being the only reward (Werker et al., 1998). Conditioning methods can rectify these problems as they provide reward and are able to provide data on individual subjects and hence able to identify individual differences. This paradigm is also useful in studying developmental changes through implementing experiments at different ages (Werker et al., 1998). The high amplitude sucking method is advantageous as it can measure a newborns (only a few hours old) perceptual ability due to sucking being easily conditioned (Werker et al., 1998). Williams and Golenski (1979) identified the major limitation with this study being that there is often a high drop-out rate due to infants who are fussy or sleepy, which may result in skewed data. Neurological and autonomic understanding has undoubtedly developed from studies involving evoked potentials and heart rate fluctuations; although these studies do little in accessing what differences are significant to the individual infant. All the above discussed paradigms are beneficial in assessing infants perceptual abilities, each having both strengths and weaknesses. As the habituation-dishabituation method is the most popular method of assessing infants perceptual abilities, along with the fact that many methods may be considered a variation of this paradigm, one might be lead to the inference of its superiority. However, over the years the differences between the methods have diminished due to modern research methods encapsulating on positive aspects from the various paradigms (Houston-Price Nakai, 2004). Therefore, with regards to methods in assessing infants perceptual abilities, what seems of most importance is the link between the research question of interest and the appropriate method to answer that question. References: Atkinson, J., Braddick, O., Braddick, F. (1974). Acuity and contrast sensitivity of invant vision. Nature, 247, 403-404. Bornstein, M. H., Kessen, W., Weisskopf, S. (1976). Colour vision and hue categorization in young infants. Journal of experimental psychology: Human perception and performance, 1, 115-129. Bower, T.G.R. (1965). Stimulus variables determining space perception in infants. Science, 149, 88-9. Burnham, D., Dodd, B. (1999). Familiarity and novelty preferences in infants auditory-visual speech perception: problems, factors, and a solution. In C. Rovee-Collier, L. Lipsitt, H. Hayne (Ed.), Advances in Infancy Research, 12, (pp. 170-187). Ablex: Stamford. Eimas, P.D., Siqueland, E.R., Jusczyk, P., Vigorito, J. (1971). Speech perception in infants. Science, 171 (3968), 303-306. Franklin, A., Davies, I. R. L. (2004). New evidence for infant colour categories. British Journal of Developmental Psychology, 22, 347-377. Frantz, R. (1958). Pattern vision in young infants. The Psychological Record, 8, 43-47. Golinkoff, R., Hirsh-Pasek, K., Cauley, K., Gordon, L. (1987). The eyes have it: lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14, 23-45. Houstin-Price, C., Nakai, S. (2004). Theory and Method in Developmental Research: Distinguishing novelty and familiarity effects in infant preference procedures. Infant and Child Development, 13, 341-348. Kavsek, M., Granrud, C. E., Yonas, A. (2009). Infants responsiveness to pictoral depth cues in preferential reaching studies: A meta-analysis. Infant behavior and development, 32, 245 -253. Kuhl, P.K. (1983). Perception of auditory equivalence classes for speech in early infancy. Infant behaviour and Development, 6 (2-3), 263-285. Locke, J. (1939). An essay concerning human understanding. In E. A. Burtt (Ed.), The English Philosophers from Bacon to Mill. New York: Modern Library Longo, M. R., Bertenthal, B.I. (2006). Common coding of observation and execution of action in 9-month-old infants. Infancy, 10 (1), 43-59. Mehler, J., Dupoux, E. (1994). What infants know. The New Cognitive Science of Early Development. Oxford:Blackwell. Nawrot, E., Mayo, S. L., Nawrot, M. (2009). The development of depth perception from motion parallax in infancy. Attention, Perception and Psychophysics, 71 (1), 194-199. Pickens, J. (1994). Perception of Auditory-Visual Distance Relations by 5-month-old infants.Developmental Psychology, 30 (4), 537-544. Shaffer, D. R., Kipp, K. (2007). Developmental Psychology: Childhood Adolescence (8th ed.). Belmont, USA: Nelson Education Ltd. Siqueland, E. R., De Lucia, C. A. (1969). Visual reinforcement of non-nutritive sucking in human infants. Science, 165, 1144-1146. Smith, P. K., Cowie, H., Blades, M. (2003). Understanding Childrens Development (4th ed.). Oxford, England: Blackwell Publishing. Werker, J. F., Lalonde, C. E. (1988). Cross language perception: initial capabilities and developmental change. Developmental psychology. 24 (5): 672 683. Werker, J.F., Shi, R., Desjardins, R., Pegg, J. E., Polka, L., Patterson, M. (1998). Three Methods for testing infant speech perception. In A. Slater (Ed.), Perceptual Development: Visual, Auditory and Speech perception in infancy (pp. 389-418). Hove, UK: Psychology Press Ltd. Williams, L., Golenski, J. (1979). Infant Behavioural State and Speech Sound Discrimination. Child Development, 50, 1243-1246.

Hockey, My Life :: essays research papers

The hockey game that I played three years ago for the championship has been one of the greatest events of my life. That game was one of the best achievements that I have reached in my life. Every single chair in the arena was taken. It was difficult to describe the noise; the cheering fans, couches talking to the players, players chatting to each other, etc. The arena was built to muffle the sound of 1000 people, but that afternoon it was like a sponge that couldn't absorb anymore. Being under so many eyes, brought both fear and motivation to me. This game was unlike other games to me. It was not just regular season game, it seemed like a war for me and I wished to get out of this battlefield with victory. I thrilled to accomplish something so phenomenal as to surpass a record, I was stubborn to be someone unique the "Great One" was. I knew everybody would play their best to win the game and trophy. Once the game started I clenched my hand around the hockey stick and told myself that I have to win this game no matter what happens. The hushing sound made by the skates on the ice was very annoying, but I tried to forget about it and put hundred percent efforts o n my game, my "War". When I got the puck bunch of players I began advancing with extraordinary speed, like a jet. The opponent players were rushing toward me like I was their worst enemy. Even though I was fully "armed" but still it was thrilling to stand there get pinched against the glass like a lemon. Bruises from the last game had already made every part of my body sore; getting his by the deadly puck was enough to take of that matter. But I didn't care I wanted to win and touch that trophy. The feeling of having my hand wrapped around the stick gave me more confidence. I was lucky to make some exemplary moves and this caused the crowd to roar. It seemed the stick was a person that I could rely on. The smell of compact air in the arena and the taste of sweat dropping from my nose to my mouth made me feel a little bit dizzy, it gave me the feeling of being in vacuum. There were less than two minutes left to the end of the game and I could see the victory right before my eyes.

Subalterns

Concept of Subaltern and Subaltern Studies Dr. Abhishek Gopal* ‘Subaltern' originally is a term for subordinates in military hierarchies which is elaborated in the work of Antonio Gramsci to refer to groups who are outside the established structure of political representation. Subaltern was first used in a nonmilitary sense by Marxist Antonio Gramsci. Some believe that he used the term as a synonyms for proletariat, possibly as a codeword in order to get his writings past prison censors, while others believe his usage to be more nuanced and less clear cut (Morton, Stephen).It has also been emphasised that the term â€Å"subaltern† is an allusion to the work of Italian Marxist Antonio Gramsci (1881-1937) which literally, refers to any person or group of inferior rank and station, whether because of race, class, gender, sexual orientation, ethnicity or religion. The term ‘subaltern' is used in post-colonial theory. The exact meaning of the term in current philosophic al and critical usage is disputed. Some thinkers use it in a general sense to refer to marginalized groups and the lower classes – a person rendered without agency by his or her social status (Young, Robert J.C. , 2003). Others such as Gayatri Chakravorty Spivak use it in a more specific sense. She argues that ‘subaltern' is not just a classy word for oppressed, for others, for somebody who's not getting a piece of the pie†¦ In post-colonial terms, everything that has limited or no access to the cultural imperialism is Subaltern – a space of difference. Now who would say that's just the oppressed? The working class is oppressed. It's not subaltern†¦ Many people want to claim subalternity. They are the least interesting and the most dangerous.I mean, just by being a discriminated – against a minority on the university campus, they don't need the word ‘Subaltern†¦ ‘. They should see what the mechanics of discrimination are. They ar e within the hegemonic discourse wanting a piece of the pie and not being allowed, so let them speak, use the hegemonic discourse. They should not call themselves subaltern (de Kock, Leon; 1992 : 29-47). Gayatri Spivak suggests that the subaltern is denied access to both mimetic and political forms of representation. *Ex-Lecturer, Sociology, Govt. Degree College, Jhakhini, Varanasi 2 It may also be pointed that in several essays, Homi Bhabha, a key-thinker within post-colonial thought, emphasizes the importance of social power relations in his working definition of ‘Subaltern' groups as oppressed minority groups whose presence was crucial to the self-definition of the majority group : Subaltern social groups were also in a position to subvert the authority of those who had hegemonic power (Laura Garcia et. al. , 1996, pp. 191-207).It is noteworthy that Bonaventura de Sousa Santos (2002) uses the term ‘Subaltern Cosmopolitanism' extensively in his book. He refers to this in the context of counter-hegemonic practices, movements, resistances and struggles against neoliberal globalization, particularly the struggle against social exclusion. He also uses the term interchangeably with cosmopolitan legality as the diverse normative framework for an ‘equality of differences'. Infact, here, the term subaltern is used to denote marginalized and oppressed people(s) specifically struggling against hegemonic globalization.It may be emphasized that subaltern is a term that commonly refers to the perspective of persons from regions and groups outside the hegemonic power structure. Infact, in the 1970s' the term began to be used as a reference to colonized people in the South-Asian sub-continent. It provided a new perspective on the history of colonized place from the perspective of colonized rather than from the perspective of hegemonic power. In this context, Marxist historians had already begun to view colonial history from the perspective of the proletar iat but this was unsatisfying as it was still a Euro-centric way of viewing the globe.However, Subaltern is now regularly used as a term in history, anthropology, sociology and literature. (Gyan, Prakash, 1994). â€Å"Subaltern studies began in the early 1980s' as an intervention in South-Asian historiography. † While it began as a model for the sub-continent, it quickly developed into a vigorous post-colonial critique. The term subaltern studies group (SSG) or subaltern studies collective (SSC) are a group of South Asian scholars interested in the post-colonial and post-imperial societies of South Asia in particular and the developing world in general.It may be pointed out that the term subaltern studies is sometimes also applied more broadly to others who share many of their views. Infact, their approach is one of history from below, focused more on what happens among 3 the masses at the base levels of society than among the elite. It may be observed that the group associat ed with the subaltern studies arose in the 1980, influenced by the scholarship of Eric Stokes, to attempt to formulate a new narrative of the history of India and South Asia.Undoubtedly, as stated before this narrative strategy most clearly inspired by the writings of Gramsci was explicated in the writings of the ‘mentor' Ranjit Guha, most clearly in his ‘manifesto' in ‘Subaltern studies I' and also in his classic monograph ‘The Elementary Aspects of Peasant Insurgency' although they are, in a sense, on the left, they are very critical of the traditional Marxist narrative of Indian history, in which semi-feudal India was colonized by the British, became politicized, and earned its independence.In particular, they are critical of the focus of this narrative on the political consciousness of elites, who in turn inspire the masses to resistance and rebellion against the British. Instead, they focus on non-elitessubalterns as agents of political and social change . They, infact, have had a particular interest in the discourses and rhetoric of emerging political movements, as against only highly visible actions like demonstrations and uprisings.Thus, from the above discourse it can be observed that the Subaltern studies started in the early 1980 as an intervention in South Asian Historiography and emerged as a model for the subcontinent which quickly developed into a vigorous post-colonial critique. So far as the formation of subaltern studies group is concerned it was founded by Ranjit Guha. It may be pointed out that in more recent times, some former members have become disillusioned with the post-modern turn that the group has taken (notably Sumit Sarkar who left the group).A galaxy of eminent scholars such as Ranjit Guha, David Hardiman, Partha Chatterjee, Dipesh Chakrabarty, Gyan Pandey, Gayatri Chakravorty Spivak, Susie Tharu, Gyan Prakash, Sudipta Kaviraj, Edward Said, David Arnold, Gautam Bhadra, Ajay Skaria, Qadri Ismail, Kamran Asda r Ali, Shail Mayaram, Sumit Sarkar (later dissented), Lata Mani, Aamir Mufti, M. S. S. Pandian, Shahid Amin are associated with Subaltern studies. The subaltern concept has become so prominent now a days that it is being regularly used in various disciplines such as literature, history, anthropology and sociology etc. REFERENCES 1. Morton, Stephen, â€Å"The subaltern : Genealogy of a concept†, in Gayatri Spivak : Ethics. 2. Young, Robert J. C. Postcolonialism : A very short Introduction. New York : Oxford University Press, 2003. 3. de Kock, Leon, â€Å"Interview with Gayatri Chakravorty Spivak : New Nation Writers Conference in South Africa. † A Review of International English Literature. 23 (3) 1992 : 29-47. 4. Bhabha, Homi K. â€Å"Unsatisfied : notes on Vernacular Cosmopolitanism†. Text and Nation : Cross-Disciplinary Essays on Cultural and National Identities. Ed. Laura Garcia – Moreno and Peter C.Pfeiffer. Columbia, SC : Camden House, 1996 : 191-207 . 5. Santos, Boaventura de Sousa (2002). Towards a New Legal Common Sense, 2nd ed. (London : Lexis Nexis Butterworths), particularly, pp. 458-493. 6. Gyan Prakash, â€Å"Subaltern Studies as Postcolonial Criticism†, The American Historical Review, December 1994, Vol. 99, No. 5, 1475-1490, 1476. 7. Chaturvedi, Vinayak, ed. , Mapping Subaltern Studies and the Postcolonial. London and New York, 2000. 8. Ludden, David, ed. , Reading Subaltern Studies. Critical History, Contested Meaning and the Globalization of South Asia, London, 2001.

ESL Nonreversible Word Pairs or Examples

ESL Nonreversible Word Pairs or Examples Certain words go together like bread and water. Bread and water is an example of a word pair that is always used in that order. In other words, we dont say water and bread. This type of word pair is called nonreversible. In many ways, they are like collocations - words that usually go together. Students can use this list with examples to learn the most common nonreversible word pairs. Teachers can use this resource in class to help students learn these set phrases. Once you are comfortable with these phrases, continue learning set phrases and collocations. Teachers can explore using set phrases in teaching techniques with the lexical approach. Adam and Eve Walking through this beautiful park makes it seem like we are Adam and Eve.Adam and Eve enjoyed a guilt free life before the big mistake that started it all. Bacon and Eggs I love having bacon and eggs for breakfast.Would you like bacon and eggs this morning? Back and Forth We went back and forth on whether to buy the house or not.The messages went back and forth until a decision was made. Bread and Water Its very hard, but not impossible, to live on bread and water.Many movies show prisoners who only receive bread and water. Bride and Groom The bride and groom are very happy today!Look at the lovely bride and handsome groom. Business and Pleasure Many people say that its not a good idea to mix business and pleasure.Have you ever gone a holiday that mixed business and pleasure? Cause and Effect Cause and effect are not always clear.There are certain linking words which show cause and effect. Cream and Sugar I take cream and sugar in my coffee.Would you like cream and sugar in your tea? Crime and Punishment We have been discussing crime and punishment in English class this month.Crime and Punishment is a famous novel by Dostoyevsky. Cup and Saucer Could you pass me the cup and saucer?Lets have some tea. Could you set the table with cups and saucers? Dead or Alive The criminal is wanted dead or alive.The days of the wild west were famous for notices looking for criminals dead or alive. Dish and Chips I had some fish and chips for dinner yesterday.One of the most famous dishes in England is fish and chips. Fun and Games Life is not all fun and games.Did you think school would be all fun and games? Hammer and Nail Use a hammer and nail to put those two boards together.Grab a hammer and nails and help me with this project. Husband and Wife The husband and wife appeared to be on vacation.Did you see the husband and wife staying in room 203? In and Out I have to go to work. Ill be in and out in a flash.Lets go in and out of the store. Knife and Fork Could you put the knives and forks on the table?I need another knife and fork. Ladies and Gentlemen Ladies and gentlemen, its my pleasure to welcome you tonight.Ladies and gentlemen, Id like to introduce you to Bill Hampton. Law and Order Most people desire law and order in their community.Law and order is one of the prime responsibilities of government. Life or Death Many people seem to go about work as if it were a matter of life or death.I feel like this is a life or death situation. Lock and Key Some parents try to keep their teenagers under lock and key.Our jewelry is kept under lock and key. Lost and Found Look for your coat in the lost and found.Where is the lost and found department? Name and Address Please provide your name and address on this form.Could I have your name and address, please? Pen and Pencil Bring pen and pencil to class on Monday.I always make sure I have pen and pencil by the telephone. Pots and Pans I spent three hours washing the pots and pans.We keep our pots and pans in that cupboard. Profit and Loss The profit and loss report will be out on Friday.Could you go over the profit and loss figures for last quarter? Rain or Shine Ill make sure to come rain or shine.Were having a picnic on Saturday - rain or shine. Read and Write Reading and writing are the two most important skills for this course.How old were you when you learned to read and write? Right and / orWrong Can you tell the difference between right and wrong?He doesnt care if it is right or wrong. Rise and Fall The rise and fall of Rome is fascinating.Some people feel that the rise and fall of this country is already behind us. Salt and Pepper Could you pass the salt and pepper?I like salt and pepper on my eggs. Shirt and Tie Be sure to wear a shirt and tie to the interview.Do I need to wear a shirt and tie? Shoes and Socks You cant get into this restaurant without shoes and socks.Put on your shoes and socks and lets go. Soap and Water Wash your hands with soap and water.Youll find soap and water in the bathroom. Sooner or Later Sooner or later well all know the truth.Ill do it sooner or later. Suit and Tie I wore a suit and tie to the party.Thats a nice suit and tie! Supply and Demand The market system runs on supply and demand.The laws of supply and demand decide a products success or failure. Sweet and Sour I love sweet and sour chicken.Would you like sweet and sour Chinese food tonight? Trial and Error Children learn through trial and error.Most business success occurs through trial and error. Up and / orDown Id like you to vote this procedure up or down?Should we go up or down the stairs? War and Peace Life can be difficult in times of war and peace.War and Peace was written by Tolstoy. Wine and Cheese Lets have some wine and cheese this afternoon.They had wine and cheese at the party.

A Linguistic Analysis of Obama’s Inaugural Address Essays

A Linguistic Analysis of Obama’s Inaugural Address Essays A Linguistic Analysis of Obama’s Inaugural Address Essay A Linguistic Analysis of Obama’s Inaugural Address Essay I will rearrange some extracts from the speech into stanzas – the structure of writing related to poetry – which I find to have strong links in the address. Referring to theories in linguistics dealing with parallelism, didactic poetry, rhythm and metrics I will try to prove the idea that the speaker uses rhythm as a tool for creating an emotionally agreeable atmosphere and an easily memorized message in his performance. In subchapter 4. 3, the role of parallelism and foregrounding in the complex of the linguistic devices employed in the speech will be analyzed. They are the tools which strengthen or weaken objects in the chosen extract, depending on the goal which the speaker sets up. The subchapter is divided into two sub-subchapters, focused on syntactic and lexical forms of parallelism 4. 3. 1 and the relationship with alliteration 4. 3. 2. Rhetoric will be in focus in chapter 4. 4, particularly, the lexical register which reflects the intention to introduce forthcoming changes in the new administration’s policy. The attention will be drawn to the choice of words related to the innovative projects, which appear to be as presumable as the change of generations. In his speech, Obama cites other famous orators both directly and indirectly. Chapter 4. 5 draws parallels between some points in the address and speeches of Dr Martin Luther King and Rabbi Joachim Prinz. 3 In the inaugural address, as well as in his other speeches, Obama uses elements of preaching, which have already been noticed in mass media and academic studies. Chapter 4. 6 draws attention to the use of words from the Bible, Afro-American traditional sermon and the role of transcendental theme in political rhetoric in the USA. In chapter 5, I will connect the discussed issues on the linguistic devices employed in the speech, which aim to maximize the effectiveness of the delivery of the message. The discussion on this subject will be presented here. Chapter 6 is the conclusion, where the analyzed aspects of various linguistic discourses will be summarized. I will conclude that their combination makes a significant contribution to the success of the speech made in public. 2. Context: the historical, cultural and social circumstances The social and historical context plays a significant role in understanding the message of the speech and analyzing it. The term context is defined as: those parts of a text preceding and following any particular passage, giving it a meaning fuller or more identifiable that if it were read in isolation. The context of any statement may be understood to comprise . . . he biographical, social, cultural, and historical circumstances in which it is made (including the intended audience or reader). (The Oxford Dictionary of Literary Terms, context) In the following chapter I will describe the social and cultural aspects of the context preceding the performing of the Inaugural Address. 4 2. 1 Social and cultural background In November 2008, Barack Obama became the first African American president in the history of the United States. His electoral victory was considered to be a breakthrough in the social and political aspects of the American society. He embodied the dream of millions of his fellow citizens to come true, including Martin Luther King Jr. , with whom Obama is often compared and whose principles he maintains. BBC News stated that â€Å"for many . . . Barack Obama’s presidency will be the culmination of Dr King’s dream† (1). The day before the inauguration, Obama drew attention to the resemblance when he â€Å"helped to decorate a community project in Washington in memory of Dr King† and used his idea for a deeper alikeness by saying that â€Å"we resolve that as we walk, we must walk together. And as we go forward in the work of renewing the promise of this nation, let’s remember King’s lesson – that out separate dreams are really one†. (BBC News, 1) It is remarkable that, besides the fact that Obama is biracial, religion is said not to have played any particular role in his childhood, since his father had no particular influence on him and his mother was â€Å"an agnostic humanist†, while â€Å"the grandparents who helped to raise him were not religious† (F. I. Greenstein, 209). The President represents a large number of the Americans in the sense of his ethnic and social background. Being dark skinned, he was brought up by his white maternal grandparents apart from a few years when he lived and attended primary school in Indonesia. Obama later wrote that, during his youth he experienced â€Å"a variety of cultures in a climate of mutual respect† (Honolulu Star-Bulletin, 2007). Here could be mentioned the role of his wife, Michelle, a genuine representative of the African American population in the electoral campaign, but further discussion of this is beyond the remit of this essay. 5 2. 2. Historical / political context The presidency of an African American person would probably not have been possible a few decades ago; many people claimed that they would never have dreamed that they would see a dark skinned man becoming a president of the United States. Obama realizes this, having said that he is a son of a man who â€Å"less than sixty years ago might not have been served at a local restaurant† (Obama, 5). A new generation has grown up since Martin Luther King Jr. gathered millions of people for peaceful marching to Washington in order to campaign for the identical rights for all races. The political situation is also an important aspect of Obama’s victory. The former president’s administration involved the country in a wearisome war with Iraq, an unpopular war from which the country seems unable to extricate itself. Along with a military mission in Afghanistan, it has cost an enormous amount of money to the tax payers. On top of that, the deep recession in the economy, which started at the time of the election debates and which is said to be the worst one since the Great Depression, in a general understanding, damaged the popularity of the Republicans. A new, â€Å"fresh face† of a relatively young candidate appeared on the political stage at this moment, who â€Å"promise[d] healing† instead of fighting. Not only did he promise changes, but he also spoke a language of young people, which associates with ability, opportunity and making new crucial decisions (Capone, 2972). The candidate, Barack Obama, made a â€Å"meteoric rise to national prominence† (Greenstein, 206). 3. Methodology This essay’s research is qualitative and the speech will be analyzed by employing a number of theoretical approaches in the fields of semantics, pragmatics and rhetorical criticism. The use of various linguistic devices employed in the speech, which contribute to the aim of any 6 speech and, particularly, a public one held by a politician, will be examined. Thus, the aim is to analyze the complexity of the devices in the context and the intertextuality, which means that â€Å"all texts are . . . composed of other (pre-existing) texts . . . held together in a state of constant interaction . . . [hence] all text exist in a state of partiality and inter-dependency with other texts† (A Dictionary of Critical Theory, â€Å"intertextuality†). The format of C-essay does not present the opportunity to examine the whole speech from all possible approaches, hence, I will first analyze some excerpts from it in a framework of singular notions related to the theoretical basis of the above mentioned fields and then I will draw parallels between the notions. Roderick P. Hart’s conceptions on modern rhetorical criticism and Jacob L. Mey’s on pragmatics issues will be widely considered while completing the work on this paper. I will also refer to a study on Barack Obama’s South Carolina speech by A. Capone. The prepared text of President-elect Barack Obama’s Inaugural Address, as provided by the Presidential Inaugural Committee, is in the Appendix and referred to according to its numbered pages. 4. Rhetorical and Linguistic Strategies In his performance, Obama employs a complex of rhetorical and linguistic strategies, which allow the speaker to introduce and deliver the message in favorable context. Analyzing rhetoric, Hart says that â€Å"human history has been written by great persons authoring great orations for social betterment. Often, these great statements have seemed more poetic than pragmatic, as satisfying to the heart as to the head†(4). In order to distinguish a poem from a narrative story or any other type of message, I will try to highlight rhythm by employing a number of linguistic devices including metre and parallelism. Simpson defines metre as â€Å"an organized pattern of strong and weak syllables† and 7 its â€Å"repetition into a regular phrasing across a line of verse† (15). Stanza is a product of correspondence of and â€Å"the length, metrical scheme and rhythmical pattern [of the verse lines] with those of at least one other such group of verse lines in a poem† (The Concise Oxford Companion to English Literature, â€Å"stanza†). An extensive use of pronouns ‘we’, ‘our’ and ‘us’ in combination with a particular lexical register aims to foreground the desired effect of unity and communion the speaker and the audience. 4. 1. The use of personal deixis Deictic expressions, known as deixis, can be interpreted only in the context in which they are used. The word deictic derives from the Greek language and is used for pointing a subject. I will focus on the use of deixis employed in the speech which, I will argue, creates an effect of unity on one side and â€Å"outsiders† on the other. In his analysis of Obama’s electoral speech, Capone indicates that â€Å"a speaker is responsible for the positions or opinions advanced, but need not necessarily be the animator or even the author† (2967). He refers to Goffman for definitions of â€Å"a principal in the legalistic sense†, which involves imposing â€Å"self-identification† as we not I. (2967). By doing so, the speaker â€Å"become[s] a representative of the people† (2967). This pattern of seemingly speaking on behalf of the audience is focused upon in the present chapter. The use of person deixis in the speech, in these circumstances, is worth investigating. Unlike his previous public performances, where Obama aimed to convince the audience that he was the right candidate for the position of a congressman or, later, a president, here he is a victor and addressing his message from a position of Head of State. He, probably, does not need to put his personality in focus any longer, but rather needs the support for his future challenges. In this case the pronoun I, which was used generously in Obama’s previous 8 peeches, emerges only three times in his inaugural address in its beginning: â€Å"I stand here today . . . I thank President Bush . . . Today I say to you . . . â€Å" (Obama 1). The first person pronoun â€Å"I† does not appear any more in the performance. Obama favors the third person plural pronouns we, us and our(s) in the rest of the speech the pronouns which play their significant role in creating a sense of unity of the spe aker with the audience. We, us and our(s) are employed 61, 20 and 65 times respectively and are, probably, the most often used words of the speech. The speaker does not distance himself from the American people; instead, everything the president proclaims further seems to be issued by us – the people of America. According to Capone, â€Å"a political speech is in itself an interpretation of the audience’s feelings and needs† that allow â€Å"the audience to build its own intentionality† while a politician reflexes them (2969) . The above mentioned pronouncements are employed as the inclusive ones throughout the text. The speaker, in this case, is a member of the society to which he speaks. Whether he speaks of the previous achievements or the future plans, the orator claims them to be a commonality, which means that he shares responsibility for everything being said with the audience. As a result, the audience seems to become a co-author of the speech, providing that they approve of it, and they do so by frequent applause. Thus, the president speaks on behalf of the American people: â€Å"On this day we gather . . . we come to proclaim . . †. The addresser has a message to his opponents, and the pronouns they, their, those and some are served as if to indicate a distance between the American people, of whose behalf Obama speaks , and those â€Å"who question the scale of our [the Americans] ambitions† (Obama 3) . The victory in the election, presumably, allows the new president to associate himself with the majority of the nation and to look down at â€Å"the cynics [who] fail to u nderstand [is] that the ground has shifted beneath them† (Obama 3). By carefully chosen pronouns, the speaker foregrounds the Americans, whose ideas he articulates and backgrounds the rest, who â€Å"have 9 forgotten what this country has already done† (Obama 3). Having repeated by then we and our dozens of times and created a panoramic picture of the nation’s achievements, the present state and the future challenges, Obama has little difficulty opposing and disparaging â€Å"those who prefer leisure over work, or seek only the pleasures of riches and fame† ( Obama 2). 4. 2. Rhythm Among the complex of the devices that Obama operates in the speech, I will argue in the following sub-chapter, the rhythm plays a significant role. Rhythm contributes to delivering the message in a most effective and agreeable way. Ancient Greeks used didactic poetry, not as a literary genre but, rather, to give instructions applying to it â€Å"as being more easily remembered than prose† (The Concise Oxford Companion to Classical Literature, â €Å"didactic poetry†). Moreover, poetry brings sentimental feelings which either thrusts disturbing thoughts or stresses them, depending on the context of the text. Words often have double meaning and can be interpreted differently. In poetry one can â€Å"play† with words employing their phonetic features, metaphors and sonic effect. In the following excerpt from the speech, the first line in the first four stanzas (the fourth one, however, has a conjunction â€Å"and†, which neither disturbs the rhythm nor change the meaning) starts with the same phrase â€Å"we will† followed by a verb phrase. The other three lines follow the main idea expressed in the first one. They are similar both rhythmically and metrically. The last stanza is different in the structure and introverted, since â€Å"the thought veers from the main theme and then returns thereto† (Catholic Encyclopedia (1913), â€Å"Parallelism†, 2/4). Instead of starting, it finishes with the same construction â€Å"we will† followed by a verb phrase. In the speech, a vestige of a poem emerges from time to time, both in terms of rhythm and lyrical contexts of the word related to nature (as the Romantic poets would do) for describing 10 practical, moreover, technological purposes. I will try to rearrange an extract into stanzas, where each one (except the last one) consists of four lines and is, therefore, called quatrain (The Concise Oxford, â€Å"stanza†). The last stanza brings a conclusion; and the last verse in the stanza sounds as if it were a final chord in a piece of music: We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together. We will restore science to its rightful place, and wield technology’s wonders to raise health care’s quality and lower its cost. We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools, and colleges and universities to meet the demands of a new age. 11 All this we can do. And all this we will do. (Obama 2) The sun and winds are invoked to symbolise man’s need for the energy necessary to drive the economy. Obama does not speak a ‘dry’ language of economists; he prefers the language of poets. Hart compares an orator – a persuader – with a poet being â€Å"artistically creative. Both work with symbols to breathe life into ideas† and use â€Å"their imaginations to engage their audiences imaginations† (10). The meaning of every sentence rests beyond the bare words – it is metaphorical. Analysing arguments, Hart refers to Toulmin’s work, applying to the term major claims as: a) the broadest, most encompassing, statements made by the speaker, b) lie at the level of abstraction higher than all other statements the speaker makes, c) represent what the speaker hopes will become the â€Å"residual message† in listeners minds (i. . , the main thoughts remembered when the details of the message have been forgotten), and d) are frequently repeated or restated in the message† (Hart 98). In the extract above, every sentence contains a major claim, according to its definition. The message does not consist of specific words having definitive meaning of the work planned; they are, rather, â€Å"the broadest, most encompassing† . What seems to strengthen the message is its rhythmical construction and repetition. Unlike the ‘prosaic’ parts of the speech, where the listener does not need to employ their imagination, the poetical ones require it in order to fill the gap in the meanings between â€Å"the sun and the winds†, which should â€Å"fuel our cars†, or work out the way â€Å"to wield technology’s wonders† (Obama 2). The structures of these stanzas follow the rules of synthetic parallelism, where â€Å"the theme is worked up by the building of thought upon similar thought† (Catholic Encyclopedia (1913), â€Å"Parallelism†, 2/4). These linguistic tools contribute to the speaker’s foregrounding of the idea of forthcoming changes by repeating the same or similar syntactic structures along with the 12 same phrase â€Å"we will†. Lexically, the stanzas also correspond. The theme of building and reconstruction the country’s economy progresses throughout the block with a final ‘chord’ where Obama seems to have changed his pre-presidential slogan â€Å"yes, we can† to â€Å"yes, we will†. 4. 3. Parallelism and foregrounding Parallelism is a product of â€Å"balanced arrangement achieved through repetition of the same syntactic form† (The Oxford Dictionary of Literary Terms, â€Å"parallelism†). Analyzing the text, one can find both syntactic and lexical parallels. Lexical parallelism is an effect of repetition of the same words or certain relationships between words, mostly belonging to the same word group, such as verbs or nouns. Giving examples of parallelism, scholars often refer to poetry and rhetoric. It seems that what they have in common is their appeal to the listener’s emotions rather than pragmatism. Foregrounding is based on â€Å"giving unusual prominence to one element or property of the text† (The Oxford Dictionary of Literary Terms, â€Å"foregrounding†). The devices such as repetition and giving a favorable syntactic position are commonly employed for creating a foreground effect. The background is, hence, a weaker and significantly less important component in the text is used as a tool for stressing foregrounding. I would like to suggest that the following piece of speech consists of lexical parallels. To start with, the nouns ‘strength’ and ‘weakness’ are antonyms; by putting them in the same line the speaker creates the effect of parallelism based on contradiction. He continuously contrasts and contradicts the rights and wrongs in the text until ‘goodness’ eventually prevails over ‘evil’. For we know that our patchwork heritage is strength, not a weakness. 13 We are a nation of Christians and Muslims, Jews and Hindus and non-believers. We are shaped by every language and culture, drawn from every end of this Earth; and because we have tasted the bitter swill of civil war and segregation, and emerged from the dark chapter stronger and united, we cannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself; and that America must play its role in ushering in a new era of peace. (Obama 4) It is interesting that by contradicting and drawing parallels, the speaker achieves the effect of foregrounding. Before pointing out the goal, the speaker explains the reason for it and, hence, prepares the ground for the challenge, which seems achievable afterwards. Lexical and syntactic repetitions strengthen both the background and foreground of the text. Speaking about the diversity of the country, Obama uses the effect of antithesis making contrasts when mentioning the religious groups. The diversity of religions evolves from being simply contrastive, which might in other contexts be interpreted as divisive and, therefore, a problematic issue, to cohesion and solidarity of the purpose. Those elements, which rest on the side of ‘meanness’, fade away under the pressure of ‘goodness’. The following compounds of phrases seem predictable then: â€Å"hatreds – pass . . . tribe – dissolve . . . humanity – reveal† (Obama 4). 14 4. 3. 1Parallelism syntactic and lexical The following extract is an example of both syntactic and lexical parallelism. The sentences begin with and are stressed by a prepositional phrase â€Å"for us†. It is followed by the noun phrase consisting of the pronoun â€Å"they†, which is followed by two verb phrases joined by a conjunction â€Å"and†. The sentences are not alike in the structures. That is to say, although their first verb phrase is intransitive, in the first two sentences, it is post-modified by a noun phrase and a prepositional phrase respectively. In the third sentence, the same prepositional phrase post-modifies the two intransitive verb phrases â€Å"fought† and â€Å"died†. These verbs have related meaning where fighting causes dying. In the second sentence, the phrases â€Å"toiled in sweatshops† and â€Å"plowed the hard earth† are quasi-synonymous as they both mean doing hard work. In addition to the parallelism, the repetition and the heading position of the phrase ‘for us’ produces the effect of foregrounding. The repetition and relationship of the phrases â€Å"they† and â€Å"for us† make the message of the passage more coherent. Everything â€Å"they† did, they did â€Å"for us†. In this case, what â€Å"forebearers† [sic] did, is not signified merely as a list of jobs, but rather as the effort they made for â€Å"a future generation†. The language devices serve as a promoter of the message here. For us, they packed up their few worldly possessions and travelled across oceans in search of a new life. For us, they toiled in sweatshops and settled the West; 15 endured the lash of the whip and plowed the hard earth. For us, they fought and died, in places like Concord and Gettysburg; Normandy and Khe Sanh. (Obama 2) 4. 3. 2. Parallelism and alliteration The Oxford Dictionary of Literary Terms defines the term alliteration as â€Å"the repetition of the same sounds – usually initial consonants of words or of stressed syllables – in any sequence of neighboring words†, remarking that in some poetry â€Å"alliteration rather than rhythm is the chief principle of repetition† (â€Å"alliteration†). The following block of supposed poetry contains both of the devices alliteration and parallelism. The adjectives â€Å"less† and â€Å"last† are not only repeated in the same stanza, but they also start with the same consonant â€Å"l†, consist of a single syllable and have similarity in the meaning. They both related to the tendency to minimize something to an unimportant level. Although the two first stanzas begin with the same pronoun â€Å"our†, they differ in the choice of linguistic tools. The effect of parallelism of the following two stanzas rests upon contradiction. Alliteration is more vaguely expressed in the words starting with consonant â€Å"p† such as â€Å"pat†, â€Å"protecting†, â€Å"putting† and â€Å"passed† in the second stanza, and is absent in the third one. These two stanzas contain verbs and/or verb phrases having opposite meaning; they contradict each other and the parallelism is based on contradiction. Every stanza consists of a single, complex sentence, where intensity is accumulating in the first two lines in stanza 1 and 2 (in the third stanza that is line 1), and accelerating to its climax in the following line 3 and 4 relatively. Calling for action, Obama stresses the last syllables in 16 phrasal verbs verbs of action pick up and dust off. The choice of these multi-word verbs obviously reflects the desire to emphasize the need for action: up and off associate with impulse and movement. The tension is growing from the first to the last verse with the conclusion coming as a final chord: Our minds are no less inventive, our goods and services no less needed than they were last week or last month or last year. Our capacity remains undiminished. But our time of standing pat, of protecting narrow interests and putting off unpleasant decisions – that time has surely passed. Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America. (Obama 2) 4. 4. Rhetoric: lexical chain for the planned changes Hart defines the word lexicon as â€Å"words that are unique to a group or individual and that have specific rhetorical power . . . [;] by using preferred words a speaker can establish the right 17 to address the audience† (156). Considering the fact that rhetoric is a persuasive use of language, Hart is insistent that â€Å"rhetoric is an art . . . [which] creates a story out of nothing, using symbols to bring to life feelings we had forgotten we had, plans we had not yet considered† (7). He continues: â€Å"the story rhetoric tells is always a story with a purpose; it is never told for its own sake† (7). In the following chapter, I will draw attention to some rhetorical techniques which contribute to the delivery of the message. More precisely, they are two of five â€Å"basic moves† as Hart define them: â€Å"(2) the speaker must come to be regarded as a helper rather than an exploiter; (3) the speaker must convince the listener that new choices need to be made† (7). In his address, Obama proclaims that the â€Å"time of standing pat . . . has surely passed† and the nation is to â€Å"begin again the work on remaking America† (2). In order to indicate forthcoming changes in various areas and to stress the novelties planned, he parallels them with ‘a new generation’ and ‘a new age’. He makes a specific lexical chain the choice of vocabulary in order to indicate the expected changes in the society – whose aim is to create the atmosphere of unity and agreement similar to the ideal American family. The theme of ‘unity’ goes throughout the speech, and that is done by a carefully generated lexical chain as well as repetition. The feeling of unity is constructed in the very beginning – in the greeting: â€Å"My fellow citizens†, where the president identifies himself as one belonging to the society, rubbing away the invisible border between the stage and the crowd. The following step is to design the image of the nation as a family, where the ideals and traditions are transmitted from generation to generation- the word which is used quite extensively in the address. Obama creates ‘a solid ground’ for a consensus of the main issues with the Americans from the very beginning by claiming that â€Å"We the People have remained faithful to the ideas of our forebearers [sic], and true to our founding documents† (1). This idea is developed and reused in such a way that it reappears in the very end of the speech, where Obama cites the 8 words of â€Å"our (the Americans) father† â€Å"in the year of America’s birth† calling for unity and commitment. 4. 5. Citing other orators Obama has numerous times been compared with the black American civil rights leader Martin Luther King, and he himself draws attention to such a comparison. The day before the inauguration BBC News reported that â€Å"he reflected that Tues day’s inauguration ceremony would take place on the same mall where many thousands gathered in 1963 to hear Martin Luther King’s lesson â€Å"I have A Dream† speech† (1). In fact, there was another political leader, who made his speech on the same day just before Dr King did the national president of the American Jewish Congress Rabbi Joachim Prinz, whose words Obama cites and whose message he reintroduces. â€Å"The time . . . has come† phrase is excerpted from Dr Prinz’s speech. His thought of â€Å"the time . . . for us to work together, for it is not enough to hope together for it is not enough to pray togetherâ€Å" is edited and reused in Obama’s speech (Prinz, Civil rights). The time has come to reaffirm our enduring spirit† is the phrase which not only resembles Dr Prinz’s but proclaims a new â€Å"reaffirming† cycle in American history. Obama’s style of addressing the audience is also resembles Prinz’s. They both start with a rather formal address, changing then to â€Å"direct address . . . , a feature often found in personal correspondence†, such as Prinz’s â€Å"our fathers taught us†, â€Å"our children, yours and mine†, â€Å"we share† and Obama’s â€Å"our forebearers†, â€Å"our Founding Fathers†, â€Å"men and women and children of every race and every faith†, â€Å"we remain†. 9 4. 6. The elements of preaching According to discourses of cultural criticism, Obama’s rhetorical style may be described as an American one. Hart refers to a number of scholars when stating that â€Å"one of the most distinctive things about American rhetoric is its curious combination of Transcendental and Pragmatic themes† where he continues â€Å"the transcendent strain in discourse gives it an â€Å"elevating† tone, the sort of tone one hears on inauguration day in the United States†(240). On this day, the president might feel inclined to mention â€Å"the words of Scripture†. He avoids favouring one single religion by referring to â€Å"scripture† rather than the Bible, which relates to any religion in the world and, although he cites Bible, the values he mentions are universal: the time has come to set aside childish things. The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that the noble idea, passed from generation to generation: the God-given promise that all are equal, all are free, and all deserve a chance to pursue their full measure of happiness. Obama 2) In that block, one can feel the growing tension, which comes as a climax in poetry and culmination in a traditional, Afro-American sermon. It has elements of Gospel, where rhythm changes its pattern while the main idea is repeated. Obama’s style of public performance has been compared with preaching, particularly that which belongs to â€Å"the tradition of AfroAmerican preaching discourse†. Capone notices th at â€Å"among the characteristics which parallel Obama’s speech style with Afro-American religious traditions is rhythmic structure, sensitivity and ‘elevation’ (2970). 0 Hart argues that the Americans are â€Å"a nation that seems to need a Holy Purpose for doing almost anything† (240). Speaking on politics and business, Obama â€Å"strengthens† his states by referring to the Bible again – â€Å"hatreds shall someday pass . . . the lines of tribe shall soon dissolve . . . our common humanity shall reveal itself â€Å"(4). Transcendental theme supports the pragmatic thoughts, in other words, two themes collaborate so that the message maximizes its efficiency. 5. Conclusion The analysis of Barack Obama’s Inaugural Address suggests that the speech was made by a skilful orator, who employed various linguistic and rhetoric devices for the efficiency of the address. They are tightly linked together and, at times, it is hard to separate one from another as they are often multifunctional. I would like to suggest that the high level of education of the speaker was helpful when setting various tools in collaboration, so that the use of them produced the effect of a desirable message, the one which the audience accepted as if it had come from it self. Learning from Ancient Greeks, President uses didactic poetry: persuading, convincing and easy-to-be-remembered rhythmic style when addressing to a wide audience of the Americans. Didactic poetry rests upon repetition and parallelism, which are the basic tools for creating an easily memorized message. Parallelism is, in turn, a part of a linguistic field of semantics. Focusing on parallelism employed in the speech, I have found that personal pronouns play a significant role in creating a foregrounding effect, which is an aspect of pragmatics. All these devices positively correlate with a rhetorical style, which the orator chose for the speech. The event took place at a historical mall, where some of the most prominent American orators have spoken to large audiences. In his speech, Obama stresses the strong connections between generations which he, as he states, is to endure, and employs other orators words in order to support the statement. 21 In an attempt to cover the most important values of the American people, Obama appeals to those which rest upon family and religion. He cites the Bible but quite carefully and, having pointed out the diversity of religions represented in the country, applies his words to universal, ‘transcendental truth’. He also creates an emotional atmosphere of a nation as a family, which suggests unity and support, the desire for a better future and a readiness for working hard on it for the next generation’s sake. The lexical register along with the foregrounding help to fulfill the task in a favorable view. The newly elected president needs his people’s support for the forthcoming reforms, which he has planned to carry out. The unity of the Americans, in order to receive their advanced approval, seems to be the aim of the President’s address to the nation. His speech is persuasive, but hardly aggressive. By using linguistic techniques, which have been employed by a number of the nation’s â€Å"Fathers† and which have proved to be successful and appreciated both by the audience present and forthcoming generations, Obama announces his address to his people in a favorable way. That is to say, the extensive use of pronouns ‘we’ and ‘our’ in combinations with the lexical chain discussed above, affects the speech in such a way that the audience, to some extent, might almost be considered to be participants in it and the President performs as a representative of the people. The various linguistic and rhetorical devices suggest that the orator articulates the ideas of the audience and that as a president, he represents the interests of his people. 22 . A Dictionary of Critical Theory by Ian Buchanan. Oxford University Press, 2010. Oxford Reference Online. Oxford University Press. Hogskolan I Halmstad. Web. 30 Mar. 2011 Akmajian, Adrian, et al. Linguistics: An Introduction to Language and Communication. 5th ed. The USA: Massachusetts Institute of Technology, 2001. Print. Bazzanella, Carla. †Redundancy, repetition, and intensity in discourse. † Language Sciences 33 (2011): 243-254. Web. 03 Feb. 2011. BBC News, â€Å"Obama honours Martin Luther King†, BBC. BBC News, 20 Jan 2009 Web. 29 Mar 2011. Capone, Alessandro. â€Å"Barack Obama’s South Carolina Speech† Journal of Pragmatics. 42 (2010): 2964-2977. Web. Greenstein, Fred I. The Presidential Difference. 3rd ed. Princeton and Oxford: Princeton University Press, 2009. Print. Hart, P. Roderick. Modern Rhetorical Criticism. Upper Saddle River: AllynBacon A Pearson Education Company, 1997. Print. Lash, Scott. Another Modernity. 1998. Oxford: Blackwell Publishers Ltd, 1999. Print. Leanne, Shel. Say It Like Obama: The Power of Speaking with Purpose and Vision. USA: RR Donnelley, 2009. Print. Mey, Jacob L. Pragmatics: An Introduction. 1993. Oxford: Blackwell Publishers Ltd, 2002. Print. Obama, Barack. †Bararack Obama’s Inaugural Address†. The Inaugural Address, Washington, The Capitol, 20 Jan. The Washington Post. The Washington Post, 20 Jan. 2009. Web. 10 May 2011. Oxford Dictionary of English, Ed. Angus Stevenson. Oxford University Press, 2007. Oxford Reference Online. Oxford University Press. Hogskolan I Halmstad. Web. 17 Feb. 2011 23 Prinz, Joachim. â€Å"I speak to you as an American Jew†, Web. 4 Apr 2011. http://joachimprinz. com/civilrights. htm/. â€Å"Punahou left lasting impression on Obama. † The Associated Press. Honolulu Star-Bulletin. 2007. Web. 11 Apr 2011. http://archive. starbulletin. com. Simpson, Paul. Stylistics: A resource book for students. London and New York: Routledge, 2002. Print. Tenbrink, Thora. â€Å"Reference frames of space and time in language. † Journal of Pragmatics. 43. 3 (2011) : 704-722. Web. 18 Mar. 2011. . The Concise Oxford Companion to Classical Literature. Ed. M. C. Howatson and Ian Chilvers. Oxford University Press, 1996. Oxford Reference Online. Oxford University Press. Hogskolan I Halmstad. Web. 18 Feb. 2011 . The Concise Oxford Companion to Englishl Literature. Ed. Margaret Drabble and Jenny Stringer. Oxford University Press, 2007. Oxford Reference Online. Oxford University Press. Hogskolan I Halmstad. Web. 17 Feb. 2011 . The Oxford Dictionary of Literary Terms. Chris Baldick. Oxford University Press, 2008. Oxford Reference Online. Oxford University Press. Hogskolan I Halmstad. Web. 22Feb. 2011. 24 Appendix Obamas Inaugural Address Remarks as Prepared for Delivery January 20, 2009 My fellow citizens: I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors. I thank President Bush for his service to our nation, as well as the generosity and cooperation he has shown throughout this transition. Forty-four Americans have now taken the presidential oath. The words have been spoken during rising tides of prosperity and the still waters of peace. Yet, every so often the oath is taken amidst gathering clouds and raging storms. At these moments, America has carried on not simply because of the skill or vision of those in high office, but because We the People have remained faithful to the ideals of our forbearers, and true to our founding documents. So it has been. So it must be with this generation of Americans. That we are in the midst of crisis is now well understood. Our nation is at war, against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age. Homes have been lost; jobs shed; businesses shuttered. Our health care is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet. These are the indicators of crisis, subject to data and statistics. Less measurable but no less profound is a sapping of confidence across our land a nagging fear that Americas decline is inevitable, and that the next generation must lower its sights. Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America they will be met. On this day, we gather because we have chosen hope over fear, unity of purpose over conflict and discord. 1 On this day, we come to proclaim an end to the petty grievances and false promises, the recriminations and worn out dogmas, that for far too long have strangled our politics. We remain a young nation, but in the words of Scripture, the time has come to set aside childish things. The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that all are equal, all are free, and all deserve a chance to pursue their full measure of happiness. In reaffirming the greatness of our nation, we understand that greatness is never a given. It must be earned. Our journey has never been one of short-cuts or settling for less. It has not been the path for the faint-hearted for those who prefer leisure over work, or seek only the pleasures of riches and fame. Rather, it has been the risktakers, the doers, the makers of things some celebrated but more often men and women obscure in their labor, who have carried us up the long, rugged path towards prosperity and freedom. For us, they packed up their few worldly possessions and traveled across oceans in search of a new life. For us, they toiled in sweatshops and settled the West; endured the lash of the whip and plowed the hard earth. For us, they fought and died, in places like Concord and Gettysburg; Normandy and Khe Sahn. Time and again these men and women struggled and sacrificed and worked till their hands were raw so that we might live a better life. They saw America as bigger than the sum of our individual ambitions; greater than all the differences of birth or wealth or faction. This is the journey we continue today. We remain the most prosperous, powerful nation on Earth. Our workers are no less productive than when this crisis began. Our minds are no less inventive, our goods and services no less needed than they were last week or last month or last year. Our capacity remains undiminished. But our time of standing pat, of protecting narrow interests and putting off unpleasant decisions that time has surely passed. Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America. For everywhere we look, there is work to be done. The state of the economy calls for action, bold and swift, and we will act not only to create new jobs, but to lay a new foundation for growth. We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together. We will restore science to its rightful place, and wield technologys wonders to raise health cares quality and lower its cost. We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools and colleges and universities to meet the demands of a new age. All this we can do. And all this we will do. 2 Now, there are some who question the scale of our ambitions who suggest that our system cannot tolerate too many big plans. Their memories are short. For they have forgotten what this country has already done; what free men and women can achieve when imagination is joined to common purpose, and necessity to courage. What the cynics fail to understand is that the ground has shifted beneath them that the stale political arguments that have consumed us for so long no longer apply. The question we ask today is not whether our government is too big or too small, but whether it works whether it helps families find jobs at a decent wage, care they can afford, a retirement that is dignified. Where the answer is yes, we intend to move forward. Where the answer is no, programs will end. And those of us who manage the publics dollars will be held to account to spend wisely, reform bad habits, and do our business in the light of day because only then can we restore the vital trust between a people and their government. Nor is the question before us whether the market is a force for good or ill. Its power to generate wealth and expand freedom is unmatched, but this crisis has reminded us that without a watchful eye, the market can spin out of control and that a nation cannot prosper long when it favors only the prosperous. The success of our economy has always depended not just on the size of our Gross Domestic Product, but on the reach of our prosperity; on our ability to extend opportunity to every willing heart not out of charity, but because it is the surest route to our common good. As for our common defense, we reject as false the choice between our safety and our ideals. Our Founding Fathers, faced with perils we can scarcely imagine, drafted a charter to assure the rule of law and the rights of man, a charter expanded by the blood of generations. Those ideals still light the world, and we will not give them up for expediences sake. And so to all other peoples and governments who are watching today, from the grandest capitals to the small village where my father was born: know that America is a friend of each nation and every man, woman, and child who seeks a future of peace and dignity, and that we are ready to lead once more. Recall that earlier generations faced down fascism and communism not just with missiles and tanks, but with sturdy alliances and enduring convictions. They understood that our power alone cannot protect us, nor does it entitle us to do as we please. Instead, they knew that our power grows through its prudent use; our security emanates from the justness of our cause, the force of our example, the tempering qualities of humility and restraint. We are the keepers of this legacy. Guided by these principles once more, we can meet those new threats that demand even greater effort even greater cooperation and understanding between nations. We will begin to responsibly leave Iraq to its people, and forge a hard-earned peace in Afghanistan. With old friends and former foes, we will work tirelessly to lessen the nuclear threat, and roll back the specter of a warming planet. We will not apologize for our way of life, nor will we waver in its defense, and for those who seek to advance their aims by inducing terror and slaughtering innocents, we say to you now that our spirit is stronger and cannot be broken; you cannot outlast us, and we will defeat you. 3 For we know that our patchwork heritage is a strength, not a weakness. We are a nation of Christians and Muslims, Jews and Hindus and non-believers. We are shaped by every language and culture, drawn from every end of this Earth; and because we have tasted the bitter swill of civil war and segregation, and emerged from that dark chapter stronger and more united, we cannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself; and that America must play its role in ushering in a new era of peace. To the Muslim world, we seek a new way forward, based on mutual interest and mutual respect. To those leaders around the globe who seek to sow conflict, or blame their societys ills on the West know that your people will judge you on what you can build, not what you destroy. To those who cling to power through corruption and deceit and the silencing of dissent, know that you are on the wrong side of history; but that we will extend a hand if you are willing to unclench your fist. To the people of poor nations, we pledge to work alongside you to make your farms flourish and let clean waters flow; to nourish starved bodies and feed hungry minds. And to those nations like ours that enjoy relative plenty, we say we can no longer afford indifference to suffering outside our borders; nor can we consume the worlds resources without regard to effect. For the world has changed, and we must change with it. As we consider the road that unfolds before us, we remember with humble gratitude those brave Americans who, at this very hour, patrol far-off deserts and distant mountains. They have something to tell us today, just as the fallen heroes who lie in Arlington whisper through the ages. We honor them not only because they are guardians of our liberty, but because they embody the spirit of service; a willingness to find meaning in something greater than themselves. And yet, at this moment a moment that will define a generation it is precisely this spirit that must inhabit us all. For as much as government can do and must do, it is ultimately the faith and determination of the American people upon which this nation relies. It is the kindness to take in a stranger when the levees break, the selflessness of workers who would rather cut their hours than see a friend lose their job which sees us through our darkest hours. It is the firefighters courage to storm a stairway filled with smoke, but also a parents willingness to nurture a child, that finally decides our fate. Our challenges may be new. The instruments with which we meet them may be new. But those values upon which our success depends hard work and honesty, courage and fair play, tolerance and curiosity, loyalty and patriotism these things are old. These things are true. They have been the quiet force of progress throughout our history. What is demanded then is a return to these truths. What is required of us now is a new era of responsibility a recognition, on the part of every American, that we have duties to ourselves, our nation, and the world, duties that we do not grudgingly accept but rather seize gladly, firm in the knowledge that there is nothing so satisfying to the spirit, so defining of our character, than giving our all to a difficult task. This is the price and the promise of citizenship. This is the source of our confidence the knowledge that God calls on us to shape an uncertain destiny. 4 This is the meaning of our liberty and our creed why men and women and children of every race and every faith can join in celebration across this magnificent mall, and why a man whose father less than sixty years ago might not have been served at a local restaurant can now stand before you to take a most sacred oath. So let us mark this day with remembrance, of who we are and how far we have traveled. In the year of Americas birth, in the coldest of months, a small band of patriots huddled by dying campfires on the shores of an icy river. The capital was abandoned. The enemy was advancing. The snow was stained with blood. At a moment when the outcome of our revolution was most in doubt, the father of our nation ordered these words be read to the people: Let it be told to the future world that in the depth of winter, when nothing but hope and virtue could survive that the city and the country, alarmed at one common danger, came forth to meet [it]. America. In the face of our common dangers, in this winter of our hardship, let us remember these timeless words. With hope and virtue, let us brave once more the icy currents, and endure what storms may come. Let it be said by our childrens children that when we were tested we refused to let this journey end, that we did not turn back nor did we falter; and with eyes fixed on the horizon and Gods grace upon us, we carried forth that grea t gift of freedom and delivered it safely to future generations. 5

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Marriage Essay Example | Topics and Well Written Essays - 750 words

Marriage - Essay Example For instance, after marriage all the property and inheritance of the woman went to her husband and she used to be completely dependent and vulnerable to him. There were reforms that took place in the 1960s, for instance the women started being able to work and participate in the household income. Single mothers were not frowned upon and neither were spinsters. Child support was assured and property was divided equally. It was in the late nineteenth and early twentieth centuries when major social and legal changes occurred, and therefore we will talk about this period in relation to marriage and matrimony laws and rights. Before the 20th century marriage had deep roots in religion, law as well as interdependence between men and women. Although marriage was not a platform where both men and women stood equally, they were dependent on each other. They could not live without each other without having to face problems. For instance, women needed men to get them the basic necessities to survive, while men needed women to bear and rear their children, take care of the household and family. Often a widower could be found looking for a new wife right after his former one died. This interdependence definitely did not mean equality of men and women. In fact, it was the other way round and marriage was based on patriarchal laws where, at the time of their marriage ceremony, women had to vow to always obey their husbands. The property laws stated that a wife’s â€Å"legal identity was obliterated at marriage and she was entirely under the power and control of her husband† (Chambers 3). There was no way that a married woman could have any kind of property or even have control of the salary she might be getting if allowed to work. Therefore, marriage meant â€Å"civil death† for women (Chambers 3), and they were absolutely dependent on their husbands for everything. The cruel part was that the husbands could spend their wives’ inheritance and money on anything at all, which included keeping mistresses and hiring prostitutes. It was in the late 19th century that in some parts of the world, for instance in Canada, laws were passed that allowed women to own their property as well as the personal savings or earnings they got from any work they did. However, considering that most women, especially of middle and lower class, did not have much of property these laws did not really make much difference, and the judges were reluctant to apply them anyway. In fact, it was not just the women’s property and inheritance that the husbands got control over. The men also co ntrolled their wives’ bodies after marriage. They could force them into sex or childbirth against their wishes, and the women had to oblige them. This also meant that in case there was some kind of an offence against a woman it was only her husband that could prosecute, if he wished to. Women were always at the mercy of their husbands. Apart from their money and bodies, women also did not have any right over their children. Their husbands could take their children anywhere at all and the women could not say or do anything about it. Their ownership lay with their fathers who could keep and raise them wherever they wanted, without giving any reason. In fact, they could practically do anything with them; sell them, trade them, make them work and take the money. Such was the case during the late 19th century. The early 20th century saw feminist groups rising up against this practice too like they were protesting against the property, suffrage and other rights. Birth rate started to decline due to maternal instincts. Due to this and the feminist groups’