How Langston Hughes exemplifies the African American Essay Example for Free

How Langston Hughes exemplifies the African American Essay Abstract Prejudice is the key feature in the authors theme. He wants to tell away about how people singles out people based on these people appearances, racial background affiliations and social ranking. Harper Lee has done well to show how the stigmatized people are innocent and oblivious of the prejudices against them. It is common knowledge that it’s way off to kill a mocking bird. The mocking bird in Harpers story is Boo Radley. Boo has not indulged in any harmful activities nor hurt anyone across the social Diaspora. However, Boo is looked down upon due to his social rankings and looks. However, Harper is also determined to show that prejudice is not in any way such a big deal in a sidelined person’s life. He shows courage and human dignity. This is well understood from the actions and feelings of Boo Radley. Prejudice, the self and the Character of Boo To Kill a Mockingbird identifies Arthur Radley as a courageous person. He saw evil in people who committed evil; he sought after positive projections in the society and wished better life for everyone. He is a patriotic and wonderful person. We identify perception about him through the children, they though he was evil based on the rumor ‘he struck his parent with scissors and wiped the bloody scissors with his pants which means he attempted murdering them These rumors scare Jem and Scout and make them eye Boo suspiciously. He is a fearful figure but confident. His character shows self assuredness and focus. Boo is mockingbird, he knows it and is keen on projecting himself as a steadfast and good citizen though looked down as an outcast of Maycomb. Boo has courage and hope. He has been locked away in his house just like Tom who was accused of rape (Lee, 195). Similar prejudices befall Boo, he saves Atticus children and no one looks at if it as anything of importance. However Lee advices against this in pg 90 when he says ‘Shoot all the blue jays you want, if u can hit ‘em, but remember it’s a sin to kill a mockingbird’ (Lee 90). Â  Killing a mocking bird is also seen when the sheriff is not honest about the death of Bob Ewell. Ewell was stabbed as Boo tried to save Atticus kids. Boo is not convicted for his good deed since the sheriff declares that Ewell fell on his knife and died. Boo indeed sacrificed himself for Jem and Scout. People in Maycomb make wild allegations about him just because he doest seem fit to be one of them. However, we see perseverance, a lot of tolerance and a focus to remain loyal and committed to do good things in Boo. In spite of this prejudice, he serves and helps people. He is kind and a role model. In the book Lee exemplifies these attributes through Boo wrapping a blanket on Scout (Lee p.46). Â  Boo is also charged with the rape of Mayella Ewell. This is an indication of prejudice, but he doesn’t seem to be in bad terms with his detractors. He is focused on being positive minded. The burning of Maudie’s house is another picturesque that projects the good side of Boo. Boo pities, feels and seeks after doing good rather than watch and laugh as people enjoy ruin Conclusion A mocking bird is more of a social asset rather than a mocking object. We should have a very positive attitude towards people, stop being racist and quit playing apartheid practices. Boo exemplifies exemplary behavior and showcases respect to elders and all other social members without prejudice. We should uphold and force it down to our children and emulate positive attitudes as exemplified by Boo Source Lee Harper (1930)To Kill a Mockingbird

Analysis Of Sentence Structure In Childrens Literature English Language Essay

Analysis Of Sentence Structure In Childrens Literature English Language Essay The Oxford Dictionary offers us two definitions of a sentence. Firstly it is defined as a set of words complete in itself as the expression of a thought, containing or implying a subject and predicate, and conveying a statement, question, exclamation, or command secondly as a piece of writing or speech between two full stops or equivalent pauses often including several grammatical sentences. (Illustrated Oxford Dictionary, 2003) As DuÃ…Â ¡kovà ¡ says, the definition of a sentence can be made on the base of several points of view. We can be considering the content, function, grammar or phonetics. However a sentence comes into existence when the relationship of its items is fully expressed and that falls into the grammatical point of view. (DuÃ…Â ¡kovà ¡, 1988, str. 309) The Simple sentence Types of sentences according to their syntactic structure A simple sentence is a sentence which consists of only one independent clause. Quirk names seven types of simple sentence according to the presence of clause elements. The simplest structure is a structure consisting of a subject (S) and a verb (V or P as predicator), e.g. The Sun is shining. Another type is (S) subject + (V) verb + (O) object, e.g. That lecture bored me. In the third type of a simple sentence, the verb is followed by subject complement (SVCp), e.g. Your dinner seems ready. The fourth structure has its verb followed by an adverbial (SVA), e.g. My office is in the next building. The following structure consists of subject, verb and two objects from which one is direct (Oi) and the second indirect (Od), e.g. I (S) must send (V) my parents (Oi) an anniversary card (Od). In the sixth type of structure the subject and the verb is followed by an object and an object complement (Co), e.g. Most students have found her reasonably useful. The last type of a simple sentence is a structure where the subject and the verb are followed by an object and an adverbial (SVOA), e.g. You can put the dish on the table. (Quirk, 1985, p. 204) Other variations of clause patterns Passive structures Passive structure, together with the active structure, falls into the category of voice. In passive sentences the structure of the clause is reorganized and the information focus changes. The direct object in active structures can become the subject in passive structures, e.g. They regarded roots as peasant food.à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Roots were regarded as peasant food. The subject of the original active structure either disappears of it changes into an adjunct in the passive structure, using by, e.g. Roots were regarded as peasant food by the court. We recognize two kinds of passive, short, which is more common, and long. We talk about short passives when the agent of the action is not given. When the agent is expressed in the passive structure, introduced by by, we deal with the long passive. As mentioned above, the information focus in passive structures is different compared to the active structures. In passive structures the agent is no more in the centre of attention and the main focus is transferred to the action itself. In some cases, the passive structure is a result of speakers direct intention to avoid mentioning the agent. Existential clauses Existential clause is a kind of clause where the position of the subject is taken by the anticipatory subject, so called existential there. Existential clause are structures containing verbs that denote existence, appearance or motion, especially the verb to be. (Biber, 1999, str. 153) The function of existential clauses is simply to express existence of something. Verb Verb Classes There are three classes of verbs: intransitive, transitive (further divided to monotransitive, ditransitive and complex-transitive) and copular verbs. Each class occurs in a certain type of sentence structure. Intransitive verbs There is no other element required with intransitive verbs; these verbs are a part of the S+V structure, e.g. fly, blink, sleepà ¢Ã¢â€š ¬Ã‚ ¦. Transitive verbs Transitive verbs are all verbs that require an object. Monotransitive verbs: one other element (O) is required (SVO structure), e.g. lose, break, find. Ditransitive verbs: two more elements are required (SVOiOd structure), e.g. give, hand, offer. Complex-transitive verbs: an object complement or an adjunct is necessary in the SVO structure, e.g. keep- They keep the house preserved., call- She called her kitten Smudgie., appoint- They appointed him President. Copular verbs Need a subject complement (SVCs) or an adjunct (SVA), e.g. be, feel, smell. Clause Elements Subject The presence of a subject is necessary in all finite clauses with the exception of the imperative clauses. Though not present, the subject is implied in the imperative clauses. There is one more case when the subject is not stated in the clause and it is the case when the ellipsis is used. Ellipsis, one of the figures of speech, is an omission of a word, a subject in our case, because the speaker expects the listener to be able to deduce the missing word from the context of from the previous knowledge, e.g. Thank you.. The most frequent realization of the subject is by nouns or pronouns, but the subject can be also realized by other word classes and then we are talking about syntactic nouns, e.g. The weak (Adj) must be helped.. The subject determines the number and the person of the verb e.g. John speaks Russian very well., the number, person and gender of the reflexive pronouns, e.g. She could not recognize herself in the mirror. The relationship between the subject and the verb is a relationship of mutual influence. In passive clauses the subject becomes the subject complement using by, e.g. John (S) drove us. and We were driven by John (Cs)., or the agent is omitted. In tag questions, the subject is repeated by a pronoun of the same, person, number and gender, e.g. John is a good teacher, isnt he?. Predicator Predicator is a clause element realized solely by verb. Some grammars do not use the term predicator and call this clause element simply a verb. Predicator may consist of a full verb alone or a full verb accompanied by one or more auxiliary verbs, e.g. Prince Brat knew that he had nothing to fear. He had never been spanked in his life. Predicator is a central element of a clause as it denotes the action do or the state be. Objects There are two types of object, indirect and direct. An object is a sentence element that may be either obligatory or facultative according to the verb. Direct Object Like the indirect object, the direct object is usually a nominal group. When there is no indirect object in the clause, the direct object follows the transitive verb, e.g. He kicked the ball. In complex structures, there may be the anticipatory it in the position of the direct object while the direct object is realized by an infinitive or a subordinate clause, e.g. He found it difficult to tell the truth. He found it sad that she didnt trust him. Indirect Object Is typically realized by a nominal group, e.g. Charles gave Alice a glass of champagne. or by a pronoun. Though very rare, indirect object may be also realized by wh-clause, e.g. Give whoever comes a glass of champagne. It follows only ditransitive verbs. (Biber) Complements A complements is a clausal element that is in relation with either subject (subject complement) or object (object complement). In contrast with the object, the complement cannot be converted into a passive form. Both, subject and object complements are most typically realized by an adjectival group, or by a nominal group. Subject Complement In some grammars (Biber, 1999, str. 126), we can find the subject complement (Cs) under the term subject predicative. The subject complement can be found in SVCs structures, following copular verbs, e.g. This place is beautiful. Object Complement Also called an object predicative (Po) (Biber, 1999, str. 130), the object complement (Co) is a clause element that we can find in structures containing complex transitive verbs (SVOCo). I find this place suitable. As we can see in the example, the object complement relates to the direct object and also usually follows the direct object. (Biber, 1999, str. 130) Adverbials Adverbials are very diverse clause elements. They may be added to any structure and can be found in various positions within the sentence. Adverbials have many semantic roles and may be either optional or obligatory. There are three classes of adverbials named in the Longman Grammar of Spoken and Written English: circumstance, stance and linking adverbials (Biber, 1999, str. 131), these three categories correspond to Quirks adjunct, disjunct and conjunct. (Quirk, 1985) The most common realizations of adverbials are adverbial groups and prepositional phrases. Adjunct We can say that adjuncts add some circumstance information to the structure. They may be elicited by questioning Where, When, How or Why. Most verbs, even the intransitive ones, are often supplemented by an adjunct, giving the circumstance information, e.g. He died of eating some poisonous mushrooms. If there is no adjunct in a structure with an intransitive verb, the understandability of the utterance is dependent on the context (Quirk, 1985, p. 506), e.g. He ate some poisonous mushrooms and he died. Disjunct Disjuncts are not a real part of the structure. As Quirk says, disjuncts have a superior role in the sentence. (Quirk, 1985, p. 613) Most utterances we produce are not objective, they usually express our attitude or opinion about the content of the utterance. A disjunct is the speakers comment on the content of the utterance, e.g. To be frank, it didnt live up to my expectations. Conjunct As well as disjuncts, conjuncts have relatively superordinate position in the sentence. (Quirk, 1985, p. 631) The function of conjunct is to join relatively independent units by means of expressions like: as well, however, instead, firstly and it also includes reaction signals like hmm, aha, well. The relationship between the two units is set from the point of view of the speaker, e.g. His results are not very good, on the other hand he tried hard. Semantic roles of clause elements There are several semantic roles within every clause element, different grammars offer different classifications, so in this text, I am going to name just those that are relevant for the analysis of childrens literature. Participants Every element of a sentence realized by a noun phrase is a participant, e.g. Prince Brat (S) shot Jemmy (Oi) a poisonous look (Od). (Fleishman, 1987, p. 28) Agent, affected, recipient The role of agent is a typical role of a subject in a sentence containing a direct object. (Quirk, 1985, p. 741) The subject-agent is the initiator of the action, e.g. The prince moved his arms and shoulders. (Fleishman, 1987, p. 61) The affected participant role is a role typical for the direct object. The affected participant does not initiate the action, but there is a certain involvement in the action, (Quirk, 1985, p. 741), e.g. Prince Brat tied their powdered wigs to the backs of their oak chairs. (Fleishman, 1987, p. 1) Another participant role is the role of recipient. This role is usual for the indirect objects, but it can also be the role of a subject in passive structures of ditransitive verbs (DuÃ…Â ¡kovà ¡, 1988, str. 398), e.g. He was given a second chance. This participant has a passive, recipient, role in the action.Cutwater, serve them up our finest bread and herring. (Fleishman, 1987, p. 16) Attribute The attribute role is a role usual for both complements, subject and object complement. The complements give us the characterization of the subject or the object, e.g. Billy was a big man, he saw, big and raw as a skinned ox. (Fleishman, 1987, p. 12) It had a very large wet nostrils. Its a pig! said dad. (Hughes, 1992) External causer and instrument roles An external causer is usually some natural force, that unwittingly causes some action to happen (Quirk, 1985, p. 743),e.g. The flood damaged a great part of the village. We talk about the role of an instrument, when the subject or the object are used as tools of some action, e.g. This sharp knife will help you. The role of process The role of process is a role expressed by the verb. There are several subcategories of the role of process. The process of activity, of doing, e.g. Then Grandma and Mum came by to do some shopping. (Hughes, 1992) The process of communication, verbal process, e.g. Alfie asked them whether they were coming to buy something at the shop. Then the mental process of perception, e.g. Inside the tent he could hear Dad breathing. Another kind of mental process is the process of affectivity, e.g. Alfie liked Bonting a lot. There is also the process of cognition, e.g. He remembered that he had put him out to dry after his swim. The role of circumstance Again, there are several subcategories of the role of circumstance, but in this paper, we are going to deal just with three of them which are considered to be the most common, i.e. locative, temporal and the role of manner. Locative Locative circumstance role is a role expressing the position, distance and direction (Biber, 1999, str. 776), e.g. a Common boy was kept in the castle to be punished in his place. (Fleishman, 1987, p. 2) Temporal The role of temporal circumstance can express position in time, duration or frequency (Biber, 1999, str. 777), e.g. It was very late when they arrived home. Manner The last role of circumstance I am going to mention is the role of manner. The circumstance of manner tells us in what way some action was done or in what way something happened, e.g. Of course I can! answered the prince in a stinging voice. (Fleishman, 1987, p. 50) The role of circumstance is most common for adverbials, but it can also be the role of a subject, e.g. The night was dark. Multiple sentence Multiple sentence is a clause consisting of more than one clause. Quirk also makes distinction between two kinds of multiple sentences, the compound and the complex sentence. Compound sentence is a sentence that consists of two or more equal main clauses. Complex sentence is a structure consisting of one main clause that is superordinate, and at least one subordinate clause. (Quirk, 1985, p. 988) Syntactic relationships There are two types of syntactic relationship, the paratactic relationship; the relationship of grammatical equivalence and the hypotactic relationship; the relationship of grammatical nonequivalence. (Quirk, 1985, p. 918) Realisation of syntactic relationships The paratactic relationship may be expressed either by coordinating conjunctions, then we are talking about coordination or it may be expressed without the use of conjunctions and than we are talking about juxtaposition. The hypotactic relationship may be of subordination, using subordinating conjunctions or ,as in the previous case, juxtaposition i.e. without the use of conjunctions. Types of clauses in a hypotactic relationsip Dependent Clauses- Subordinate Clauses Finite clause Finite clause is a clause that contains a finite verb, e.g. Leaves crackled under Jemmys feet as he began to back off. We distinguish four types of finite clauses according to the purpose they serve in the discourse, i.e. what is the speakers intention to make the discourse and what is the expected response of his or her audience. Types of finite clauses Nominal Clauses Clauses that represent subject or direct object in the main clause are nominal clauses. This type of clause is introduced either by the subordinator that, or by wh-word, e.g. What youve just said is a total nonsense. Adverbial Clauses Adverbial clauses express the circumstances of the main clause and function as adverbials, they also share the same semantic classification with adverbials, e.g. If they were here, they would like it. Relative Clauses Relative clauses, also called adjectival clauses, function as postmodifiers of the noun phrase, which is called the antecedent. This type of clause is introduce by relative pronouns. Relative clauses may be defining of non-defining (restrictive or non restrictive). Restrictive relative clauses add some information that cannot be omitted without changing the meaning of the clause. Restrictive relative clauses identify the antecedent, e.g. The colours which has been chosen are not appropriate. Nonrestrictive relative clauses supply the clause with some additional information which is not necessary for understanding the main message of the clause, e.g. Jemmy, who was obliged to be close at hand for the daily lessons, reckoned that freedom was now close at hand. Comparative clauses The function of comparative clauses is to compare properties of some feature. According to Quirk (1985), there are three types of comparison, the comparison of equivalence (or of nonequivalence), e.g. Alfies elephant was old, nearly as old as Alfie., of sufficiency, e.g. It was big enough for two people to lie down in., or of excess, e.g. Annie Rose was too little to go camping. Reporting Clauses Reporting clause is a part of a direct speech. It introduces the speaker but it may also introduce the addressee, e.g. Bonting will have to have a new bathing suit, he told mum. , the type of act, e.g. But we cant leave Bonting behind! wailed Alfie. or the mode of the act, e.g. I didnt know Jim Gatting had put his pig in this field, grumbled Dad sleepily. The reporting clause may take the initial, medial and final position in the direct speech. The verb of the reporting clause is most commonly in the past tense form. Comment Clauses Comment clauses express speakers attitude to the content of the sentence, e.g. Tipped us over, as you see. While Biber (1999) compares comment clauses to reporting clauses with the verb in present tense, Quirk (1985) considers comment clauses a kind of disjunct. Types of finite clauses according to their function in utterance Declarative clauses In most cases, this type of clause expresses a statement and its purpose is to give information, e.g. Mum and Grandma were sitting in the garden having a cup of tea. In affirmative declarative clauses, as in the example above, the subject precedes the predicator. In negative declarative clauses, the subject is followed by auxiliary or modal verb, the negative particle and then comes the full verb, e.g. He didnt yelp or bellow. Interrogative clauses By means of interrogative clauses, the speaker wants to elicit some information. There are three main types of interrogative clauses: yes/no questions, wh- questions and alternative questions. Yes/no questions Yes/no questions, first main type interrogative clauses, which may also be called polar questions, is an interrogative to which the expected reaction of the addressee is either affirmation of negation, e.g. The ladies shrieked. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Did the ladies shriek? Compared to declarative clauses, the word order of interrogative clauses is different. In case of the verb to be, the question can be created by means of inversion, e.g. Its called Burrows and company. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Is it called Burrows and company? When the clause contains an auxiliary verb, the auxiliary goes in front of the subject with the full verb following, e.g. The king offered a reward for the whipping boy. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Has the king offered a reward for the whipping boy? When the sentence contains more than one auxiliary verb, the first auxiliary precedes the subject and the other auxiliaries follow the subject together with the full verb, e.g. Our prince has been abducticated. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Has our prince been abducated? The same rule is applied when a modal verb is a part of the verb phrase, e.g. A horse can always find his way home.à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Can a horse always find his way home. When there is no auxiliary verb in the declarative clause, the int errogative is created by means of do, e.g. We dress you up fancy and feed you royal .à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Do we dress you up fancy and feed you royal? Interrogative yes/no clauses may also be negative, e.g. Wasnt it your mother? The speaker usually uses negative questions in order to reassure himself or herself rather than to get some new information. In the structure of negative interrogative yes/no questions the negative particle follows the auxiliary or modal verb and precedes the subject. Question tags Question tags are not fully independent clauses, they are a part of a structure containing another, usually a declarative clause. Question tag is a tool supporting the interaction, using it, the speaker encourages the addressee to respond to the information given in the declarative clause. This type of interrogative consists of an operator and a personal pronoun. The operator of the tag question normally corresponds to the operator of the preceding clause, e.g. You can fend for your own self, cant you! When there is no operator in the declarative clause, the dummy auxiliary do is used to create the tag question, e.g. They own this house, dont they? Question tags may be also added, and they often are, to a clause which is not complete, e.g. The highwayman, are you! Wh-questions Another type of interrogative clauses are wh-questions. When the wh-word is a part of the subject, the word order is the same as in declarative clauses, e.g. Who cooks the dinner? When the wh-word is a part of another clause element, the common word order of interrogative clauses is used, e.g. Why did you do that! One type of interrogative questions are indirect interrogatives. The indirect questions (also reported questions) consist of projecting and projected clause, these are connected by means of whether or if, e.g. The children asked whether the story was true. As well as yes/no questions, the wh- questions may be negative, e.g. Where shouldnt we go? Alternative questions The last main type of interrogative clauses are alternative questions. These clauses are similar to polar interrogative clauses in the structure, but instead of expecting yes or no answers, it offers alternatives, presuming that one of the alternatives is the one to be chosen by the addressee, e.g. Would you like coffee or tea? Alternative interrogatives can also take the form of a combination of wh- question and elliptic alternative question, e.g. What would you like, coffee or tea? Minor types of interrogative clauses There are two more types of interrogatives that are, as to their occurrence, considered minor. These are called exclamatory questions and rhetorical questions. Exclamatory and rhetorical questions both have the typical interrogative structure. Exclamatory questions are usually negative yes/no questions, where the speakers intention is to receive the reaction of an assertion, e.g. Aint I already been whipped twice today! Rhetorical questions do not ask for any answers, they may be negative or positive yes/no questions expecting positive or negative assertion, e.g. Didnt I tell you who I was! Imperative Clauses The function of imperative clauses, some grammars e.g. (Quirk, 1985) use the term directives, is to give directives, i.e. instructions, orders, commands etc. Most typically, there is no subject in imperative clauses directed to 2nd person singular and plural, in fact there is no need of subject in this type of clause, as the addressee of the imperative is usually obvious from the context of the situation, e.g. Fetch the whipping boy! However, in order to make the directive stronger, the personal pronoun you may be used, e.g. You fetch the whipping boy! The subject can be also present in the tag question, e.g. Fetch the whipping boy, will you? When 1st and 3rd person singular and plural are the intended addresses, the imperative may be created by means of let, in this type of structure, the verb let is followed by the subject in objective case (Quirk, 1985, p. 829) e.g. Let me have a word with him! Except for let me, this type of clause is rather archaic. In colloquial English, the contracted form of let us, lets is commonly used, e.g. Lets parley! Imperative clauses may also take the negative form, e.g. And dont try to run away. or Lets not talk about it. Exclamative Clauses The function of this type of clause is to express some emotional impression like surprise, shock or others. According to Quirk (1985), exclamative clauses are only these starting with the wh- element how or what, e.g. What horrible new mischief was this! Bibers definition of the exclamative clauses is, compared to Quirks, more loose as Bibers exclamative clauses include other structures like declaratives, interrogatives or exclamative questions, e.g. Whats keeping you! Non-finite clauses Non-finite clause are clauses containing a non-finite verb, that is to-infinitive, bare infinitive, -ing participle or -ed participle. For example: He was determined never to spring a tear for the prince to gloat over. According to Biber (1999), a verbless clause can also be considered a non-finite clause. Each of the four main types of non-finite clause can take the form of a structure with or without the subject. Non-finite clauses lack modal auxiliaries and they are not marked as to the tense. Non-finite clauses may represent many syntactic roles, e.g. One afternoon, Mum gave Alfie a long cardboard box to play with., in this example the non-finite, to-infinitive, clause functions as an adverbial. The interpretation of the meaning on a non-finite clause is dependent on the main clause. Logico-semantic relationship- Expansion and Projection The advantage of multiple clauses, in contrast with simple clauses, is the ability to express more complex situations. In other words, a multiple clause is more precise in description of the reality as it is a reflection of our cognitive organisation of the situation. The logico-semantic relationships are described in detail in Hallidays An Introduction to Functional Grammar (1994). The following overview of the logico-semantic relationships is based on this publication. 4.1. Expansion Halliday (1994) describes expansion as a relationship when the clauses contain different kind of additional information. There are three subcategories of expansion: elaboration, extension and enhancement. Each of these subcategories may be of paratactic or hypotactic relationship. 4.1.1. Paratactic elaboration Exposition Using conjunctive elements such as in other words or that is in a sentence, we make a new statement about the content of the first clause from a different perspective. This kind of elaboration is called exposition. Exemplification Exemplification is another kind of paratactic elaboration, evolving the content of the preceding clause by giving an example, using conjunctive elements such as for instance or for example. Clarification Expressions like in fact or indeed are conjunctive elements that clarify the content of the first clause, therefore this kind of paratactic elaboration is called clarification. 4.1.2. Hypotactic elaboration Hypotactic elaboration is the relationship in non-defining (also non-restrictive clauses). 4.1.3. Paratactic extension- coordination Addition And, also, nor, in addition or furthermore are conjunctive elements putting together two situations in positive, negative or adversative relationship. As we are extending the content of the first clause by adding some information this, kind of paratactic extension is called Addition. Variation When the first clauses content is replaced by the content of the second clause by means of but or instead we talk about variation. Alternation When the first clause is given an alternative to its content by the second clause, using conjunctive elements such as eitherà ¢Ã¢â€š ¬Ã‚ ¦ or and on the other hand, it is the paratactic relationship of alternation. Explanation Explanation, also called specification, is a kind of extension, using conjunctive elements like that is or which means, where the content of the first clause is explained by the second clause. 4.1.4. Hypotactic extension Contrastive dependency When the dependent clause contrasts with the main clause in the case of contrastive dependency, common conjunctive elements for this kind of relationship are while or whereas. Subtractive dependency Subtractive dependency is a relationship of a main and a dependent clause, where the dependent clause subtracts from the main clause by means of expressions such as except that or but for the fact. Using elements like whereas, except that etc. may lead to the impression that the clauses are in a paratactic relationship. We can recognize the kind of relationship by exchanging the position of the clauses, if this exchange functions well, i.e. the rheme sentence is able to become the theme sentence, we can say that the relationship is hypotactic. The additive, adversative, contrastive, or subtractive relationships may be also expressed by non-finite -ing clause, using besides, instead of, without etc. 4.1.5. Paratactic enhancement Paratactic enhancement is a relationship realized by coordination or juxtaposition, being supported by conjunctions e.g. then, still, otherwise; conjunctive combinations e.g. and then, and so, and yet; or by cohesive combinations with and e.g. and in that way, and in this case; that give the information about the circumstances. 4.1.6. Hypotactic enhancement This kind of relationship is realized by adverbial clauses. 4.2. Projection The logico-semantic relationship of projection is the one expressed by direct and indirect speech. Selected titles For the sentence structure analysis, I selected two books of contemporary authors of childrens literature- Sid Fleischmans The Whipping Boy and Shirley Hughes The Big Alfie Out of Doors. Though the titles are relatively recent, both of them are appreciated and well known in the countries of their origin, in case of Sid Fleishmans Whipping Boy even abroad. Sid Fleischman and Shirley Hughes belong to the winners of prestigious awards that are given to the most significant contributors to childrens literature in the United States (Fleischman) and in the United Kingdom (Hughes). The titles chosen for the analysis deliberately differ in the target age group they are intended for. The minimal age distance between the readers of these two books is three years. The purpose is to demonstrate how the complexity of the sentence structures in a childrens book changes with the age of its intended readers. The Whipping Boy The Whipping Boy is a childrens book by American, Brooklyn-born author Sid Fleishman. Sid Fleishman is a very popular and respected author in the field of childrens literature not only in the USA, his works have been translated into fourteen languages. (Fleishman, 1987) The Whipping Boy is a book that mad

Portion Control for Weight Management

Portion Control for Weight Management Netan Bhardwaj Lifestyle, social status and frame of mind all depend on your health thus everybody wants a perfect physical appearance, which may vary based on gender and age, and the way people see it is by attaining an ideal weight. But every challenge comes with obstacles e.g. lack of knowledge, resources and many other factors, due to that fact obesity and weight management have become enormous problem amongst individuals of all ages. To a certain extent minor weight loss can alter ones path of life. Whether it’s living life to the fullest or being overweight holding you down. And everyone that is overweight or obese is always looking for the â€Å"easy way out† to lose weight by not doing any exercise and eating anything they please. So can weight reduction really occur without any medications, surgery, or even extensive exercise? To begin with, people who are obese tend to be uneducated about effects of obesity, nutrition, and portion control. Now knowing about the major risk that obesity brings is a major issue such as 29% of all deaths in Canada are because of obesity, where females are at a higher risk of dying than males, and learning about these risks can be an eye opener for some and life changer for others. Obesity causes or is closely linked with a large number of health conditions like heart disease, stroke, diabetes are just to name a few and as many as 11 types of cancer, including leukemia, colon, breast cancer [WHO. 2014]. Not just that but obesity also comes with social and emotional effects including discrimination, lower wages, lower Quality of life and people being effected by obesity are more likely susceptible to depression. The type of diet you eat can have a major impact on your weight i.e. eating a high energy/calorie dense meal (coffee and a doughnut) can cause overeating whereas eating multiple low energy/calorie meals (juice, a piece of toast, and scrambled eggs) can provide an provide array of healthy choices by incorporating more food consumption but less calorie intake and also it can help with optimum weight management. For instance [Rolls. 2014] compiled three systematic studies on various individuals and this is what was conducted. The first trial involved overweight men and overweight women, they were given isocaloric portions of either high or low dense food to be eaten daily into a reduced energy diet for two months and one year later the group that was given low energy dense soup saw a 50% more reduction then the other control group. The second trial only obese women were tested and they were split into two groups. One grope was counseled to portion control and eat more water rich foods (fruits, vegetables) and the other group was asked to eat limited portions (fats and everything else). After a year the group that was told to eat more water rich foods lost 23% more weight, had a reduction in hunger and felt greater gratification. In the final trial, participants from trial one and trial two were monitored for six months. It was found that individuals who eat a low energy diet lost more than 50% of weight and eat 300grams more than the high energy diet group. From these trial it can be concluded that for weight management to occur simply saying â€Å"eat less† is not the best approach to reducing the amount of intake. Therefore large portions of low energy dense foods can be used strategically to encourage their lower consumption and caloric intake. If people lowered the density of energy in their diet, they can eat pleasurable portions while managing as well as maintaining their body weight [Rolls. 2014]. Also through these trials it can be said that a variety of portion control methods can be applied, eating less high energy meals or eating more low energy foods, for exemplary portion management leading to a lower chance of weight gain. Obesity has become a significant problem, it causes more deaths the being underweight, across many regions of multiple countries. Obesity has become such a high risk factor that even minimal weight loss of 5 to 10% seems to be enough to provide a clinically significant health benefit and reduce the risk of death, cardiovascular diseases, diabetes, and many other [Lagerros. 2013]. But there are limitations to weight loss i.e. physical disabilities, the quality of produce at a supermarket, cultural acceptance (being fat or over weight considered good, shows how healthy you are), neighborhood accessibility (neighborhood around the world tend not to have any sidewalks thus making it difficult for individuals of all ages to be healthy) as well as neighborhood safety (Places where criminal activity is high, People are less likely to leave their residence) and other resources. All these aspects play a tremendous role in weight reduction and or weight management. A study done by [Amanda Reichards et al. 2014] about adults with physical disabilities with a BMI of >25%. So these individuals were randomized into two weight management approaches. One of these was My plate diet (consists of a meal with fruits, vegetables, protein and dairy all in one plate) and the other was Stoplight diet (foods are based on the light consisted in traffic lights such as vegetables/fruits are green, potatoes/ cheese are yellow and fat foods are red) supplemented with portion controlled meals for 6 months. There were 126 enrollees and of those 70% of them completed initial 6 months and 60% of the 70% completed a follow up phase. The Stoplight diet group reduced weight during initial 6 month and lost more weight during the follow up phase whereas the My plate diet group only lost weight during the initial 6 months from the studies done by Amanda Reichards and her colleagues it can be stated that by using portion control, barriers can be overcome for individuals that are overweight and have physical mobility impairments. Consumers are uncovered to many pieces of data such as the media, commercials and promotions. The comparison between two merchandises that are similar in prices or completely buying a product for the first time, â€Å"58% of the consumers said that they used product labels† [Wills et al2009].Furthermore, Canadians believe that labels are the most important way to get nutritional data. â€Å"This source is then shadowed by various forms of media, friends and family, electronic media channels and lastly family physicians or other professionals â€Å"[Willset al.2009]. It is notable that family physicians/medical professionals seem to play such a minimal role in general information. In the past, significant findings have been conducted by researchers to help modern scientist. Lexis, L (2004) conducted multiple studies where 38% of the people’s portions were controlled and the others weren’t. The research shows that 5% of the 38% examined saw a weight reduction from their baseline weight whereas the other control group saw a 5% weight gain from their base line. She also did a study on Elevated waist/hip on men and women this a body mass index (BMI) greater the 27. Being overweight comes at a cost and its â€Å"$656 higher annual medical care costs, and the IV results indicate that obesity raises annual medical costs by $2741 in 2005 dollars.† [Cawley J. 2012]. â€Å"More than 2 in 3 adults are considered to be overweight or obese. More than 0.33% adults are considered to be obese. More than 0.05 adults in North America are considered to have extreme obesity. About 0.33%of children and adolescents from ages 6 to 19 are considered to be overwe ight or obese. More than 16% of children and adolescents from the ages of 6 to 19 are considered to be obese† National Health and Nutrition (2010). â€Å"Obesity can occur one pound at a time. Just like obesity so does prevention. † [National Institutes of Health. 2013] these are just some facts about obesity that can be prevented by portion control. Solutions. Are there any? With so many problem and hardly any solutions. Here are a couple of solutions that can help with implicating portion control, first would be liquid meal replacement (shakes) can be a very useful technique there were small experiments designed to makes many of the studies on the effectiveness of meal replacements were tough to interpret as few were intended to regulate whether meal replacements are closely linked with greater weight reduction than a self-selected consumption of regular foods. They also found that there is a relationship between the intakes of meal replacements in exchange of regular meals in the framework of energy controlled diets and decline in body weight. The second method would be tax increasing and front back trafficking. Increasing the tax on unhealthy food could be a substantial answer to many problems, the Danish government has put a 25% tax on unhealthy foods (sweet based) such as ice cream chocolate and many others and beverages. T hey also banned the use of Trans-fatty acid (increases coronary heart cancer) leading companies to use a different method of production and provide a better fat quality product. There is also Front of Pack traffic light nutrition labeling (this is when the nutritional label is put in the front and the product is labelled as a colour that indicated the type of product which is stated earlier in this paper). There was a randomized-controlled study was conducted to determine different food label formats on consumers’ product choices, the study established that traffic light labels had the most influential on consumers, compared to other methods. Even with time constraint consumers the traffic light labels and logos were more effective and efficient rather than the ordinary label furthermore the likelihood of healthy choices had increased moreover with unlabeled food it is more difficult to classify as whether it’s healthy or unhealthy [Borgmeier and Westenhoefer, 2009]. By making such a major impact, neighboring countries are putting an emphasis on disease deduction methods as well. The third method is Pre-portioned foods it is an alternative approach to liquid meal plan it is a pre-packaged single meal /snack which is bound to reduce weight also temporary studies have found that solid meal substitutes (bars) caused the tendency to feel more full than isocaloric liquid meal substitutes (shakes) [ Tieken et al. 2007]. In an 18-month study conducted by [Wing et al. 1996] where contributors were allocated to one of the four groups: a usual behavioral treatment was given, a behavioral treatment accompanied with financial encouragement for weight reduction, food source, or a combination of food establishment and motivations. The food that was provided to the individuals consisted of pre-portioned conventional foods suitable for five breakfasts and five suppers each week for 18 months. The quantity of weight reduction in the two groups, provided with sufficient food, was significantly superior to the other groups at 6, 12 and 18 months [Wing et al. 1996]. Also in another study, patients were given either a prepackaged, nutritionally complete, organised meal, plan that provided almost all of their diet and the other group was given a macronutrient equivalent usual-care diet. The prepackaged meal was designed to sustain long-term weight loss. This was proven at 1 year when the first group lost 5.8 kilograms while the other group only lost 1.7 kilograms loss [Metz et al. 2000]. A certain study, sought to separate the properties of the portion-controlled diets from other mechanisms of the weight reduction intervention by keeping the additional variables similar across the two study groups. The pre-portioned food group was provided with three starters and one snack daily, which they could substitute with conventional foods by the rules of their program. After 6 months, the pre-portioned food group lost 7.3kg whereas the control group only lost [Foster et al. 2013]. The take away message from these studies is that Portioned food can cause a substantial difference between casual meals in terms of weight reduction thus allowing a greater consumption of food and loss in weight. Another solution is by regulating the advertisements that are shown to adolescents. This will cause children to be less attracted to food which can lead them to gain weight. In Sweden, Norway and Quebec the government has restricted television advertisements for children. More specifically , the Swedish Radio and Television act does not grant commercial television advertisement that is intended to attract or gain the attention of children who are under the age of 12. However, most countries tend not to revise advertisements, to make sure they are meant for children. A comparison of food advertising in 13 countries in different parts of the world, found that children who were watching more than 2 hours would be exposed to between 28 and 84 food advertisements per day [Lagerros. 2013]. Weight management/reduction has been a major problem for decades now. Obesity is something that is increasingly on the rise today and will continue to rise unless we do something about it, food is being pushed on television all the time. Corrupting minds to eat calorie dense food but there is a way to fix that by informing people of how bad it really is and encouraging people to live a health-enhancing lifestyle. The solution is as simple as eating a portioned diet and making it a lifelong diet. Some fat is essential for the body. It uses it for various implications such as heat, padding, insulation, and stored energy. Eating healthy and keeping active is all a part of a lifelong daily routine No diet should be promoted as being a temporary eating plan, but rather a permanent plan for healthy eating and living. References Borgmeier I., Westenhoefer J. (2009)Impact of different food label formats on healthiness evaluation and food choice of consumers: a randomized-controlled study.BMC Public Health9: 184. Cawley, J., Meyerhoefer, C. (2012). The medical care costs of obesity: An instrumental variables approach. J Health Econ. Ello-Martin, J., H Ledikwe, J., Rolls, B. (2005). The Influence of Food Portion Size and Energy Density on Energy Intake: Implications for Weight Management. Foster GD, Wadden TA, Lagrotte CA, Vander Veur SS, Hesson LA, Homko CJ, et al.(2013) A randomized comparison of a commercially available portion-controlled weight-loss intervention with a diabetes self-management education program,Nutr Diabetes, 3:e63. Lagerros, Y., Rà ¶ssner, S. (2013). Obesity management: What brings success? Therap Adv Gastroenterol, 6(1), 77–88. Rolls, B. (2012). Dietary strategies for weight management. Nestlà © Nutrition Institute Workshop (2012), 73, 37-48. Rolls, B. (2014). What is the role of portion control in weight management? International Journal of Obesity (2005). Metz JA, Stern JS, Kris-Etherton P, Reusser ME, Morris CD, Hatton DC, et al.(2000) A randomized trial of improved weight loss with a prepared meal plan in overweight and obese patients: impact on cardiovascular risk reduction, Arch Intern Med, 160:2150–2158 National Institues of Health. (2012). Overweight and Obesity Statistics. Weight-control  Information Network. Reichard, A., D. Saunders, M., R. Saunders, R., Ptomey, L. (2014). A comparison of two weight management programs for adults with mobility impairments, Disability and Health Journal. Tieken SM, Leidy HJ, Stull AJ, Mattes RD, Schuster RA, Campbell WW. (2007). Effects of solid versus liquid meal-replacement products of similar energy content on hunger, satiety, and appetite-regulating hormones in older adults,Horm Metab Res, 39:389–394 Wing RR, Jeffery RW, Burton LR, Thorson C, Nissinoff KS, Baxter JE. (1996). Food provision vs structured meal plans in the behavioral treatment of obesity.Int J Obes Relat Metab Disord.;20:56–62 Wills J., Schmidt D., Pillo-Blocka F., Cairns G. (2009)Exploring global consumer attitudes toward nutrition information on food labels.Nutr Rev67(Suppl. 1): S102–S106Frenk, D. (2012, May 1). Obesity Consequences. Retrieved October 22, 2014, from http://www.hsph.harvard.edu/obesity-prevention-source/obesity-consequences/ Obesity and overweight. (2014, August 1). Retrieved October 22, 2014, from http://www.who.int/mediacentre/factsheets/fs311/en/ Statistics Heart and Stroke Foundation of Canada. (n.d.). Retrieved November 24, 2014, from http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3483991/k.34A8/Statistics.htm

Free College Essays - Symbolism in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter Symbolism The Scarlet Letter is a book of much symbolism.   One of the most complex and misunderstood symbols in the book is Pearl, the daughter of Hester Prynne.   Pearl, throughout the story, develops into a dynamic symbol -   one that is always changing.   In the following essay, I will explore some of the symbolism which Pearl came to represent throughout the novel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Scarlet Letter, Hester, for her sins, received a scarlet letter, "A" which she had to wear upon her chest.   This was the Puritan way of treating her as a criminal, for the crime of adultery.   The Puritan treatment continued, because as Hester would walk through the streets, she would be looked down upon as if she were some sort of demon from Hell, that committed a terrible crime.   This would give her much mental anguish and grief.   On the other hand, God's treatment of Hester for her sin was quite different than just a physical token: he gave Hester the punishment of a very unique child which she named Pearl.   This punishment handed down from God was a constant mental and physical reminder to Hester of what she had done wrong, and she could not escape it.   In this aspect, Pearl symbolized God's way of punishing Hester for adultery.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The way Hester's life was ruined for so long was the ultimate price that Hester paid for Pearl.   With Pearl, Hester's life was one almost never filled with joy, but instead a constant nagging.   Pearl would harass her mother over the scarlet "A" which she wore.   Pearl would also make her own "A" to wear, and sometimes she played games with her mother's, trying to hit it with rocks.   When Hester would go into the town with Pearl, the other children would make fun of her, and Pearl would yell and throw dirt at them.   So, in this case, Pearl symbolized the decimation of Hester's life and mental state.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although Hester had so much trouble with Pearl, she still felt that Pearl was her treasure.   Pearl was really the only thing that Hester had in life, and if Pearl wasn't in Hester's life, Hester would almost surely have committed suicide.   Once and a while, Pearl would bring joy to Hester's life, and that helped her to keep on living.   Pearl really symbolized a rose to her mother, at some times she could be bright and vibrant, and really love her mother, but at other times, she could be wilting.

Game Theory (strategic Thinking In Everyday Life) :: essays research papers

Game Theory (Strategic Thinking in Everyday Life) Have you ever been faced with having to live with a decision you made knowing that had you taken the time to analyze the outcomes you may have made a more intelligible choice? Most likely the answer to that question was "yes". After all that is more - or - less is what life is about, a series of choices and the outcomes we are faced to live with as a result of our decisions. Well your probably asking yourself "What does this obvious statement have to do with me?". I'll begin by telling you it has everything to do with you and everything to do with any situation you may confront from this day forward. After - all life is but a game and it is our goal to win. The fundamentals of the "Game Theory will provide us with the basic tools we need to succeed at this game. What is Game Theory? Simply put, it is the study of rational behavior in situations requiring interdependence. Wow! That seems like a pretty heavy statement. Actually it is pretty straight - forward. What is meant by "rational behavior or interdependance?" Rational behavior in game theory is the assumption that moral critique aside, the players in the game will act in a way which provides them with the greatest benefits.. Interdependence is the idea that what one player does will directly affect the other and vice -versa. By players I am talking about any two interdependant variables, whether they be people, countries, animals etc. Game theorist take apart a situation involving two players and systematically analyze their objectives and their potential outcomes. In doing so they are able to create models which replicate the basic motives each player has and diagram the outcomes.. Game theory is something that to some extent all of us have experience in. Game Theory (strategic Thinking In Everyday Life) :: essays research papers Game Theory (Strategic Thinking in Everyday Life) Have you ever been faced with having to live with a decision you made knowing that had you taken the time to analyze the outcomes you may have made a more intelligible choice? Most likely the answer to that question was "yes". After all that is more - or - less is what life is about, a series of choices and the outcomes we are faced to live with as a result of our decisions. Well your probably asking yourself "What does this obvious statement have to do with me?". I'll begin by telling you it has everything to do with you and everything to do with any situation you may confront from this day forward. After - all life is but a game and it is our goal to win. The fundamentals of the "Game Theory will provide us with the basic tools we need to succeed at this game. What is Game Theory? Simply put, it is the study of rational behavior in situations requiring interdependence. Wow! That seems like a pretty heavy statement. Actually it is pretty straight - forward. What is meant by "rational behavior or interdependance?" Rational behavior in game theory is the assumption that moral critique aside, the players in the game will act in a way which provides them with the greatest benefits.. Interdependence is the idea that what one player does will directly affect the other and vice -versa. By players I am talking about any two interdependant variables, whether they be people, countries, animals etc. Game theorist take apart a situation involving two players and systematically analyze their objectives and their potential outcomes. In doing so they are able to create models which replicate the basic motives each player has and diagram the outcomes.. Game theory is something that to some extent all of us have experience in.

Discuss the view that Tony Lumpkin is nothing more than a comic country bumpkin

Traditionally the pastoral genre celebrates the virtues of simple, unsophisticated life far from the city or court, in which the population is stereotyped as unintelligent and fatuitous. Tony is characterised as jovial and carefree through language and form. He is uninhibited and is interested in ‘fun going forward’ without being diverted by any sense of commitment, ‘mother, I cannot stay’, which mirrors the unpredictability of nature and country. Through characterisation, Goldsmith uses Tony’s character as a symbol for the simple, idyllic country life where drinking, enjoyment and singing are paramount. Although Goldsmith challenges this stereotype of the rural population through the character of Tony throughout She Stoops to Conquer and subsequently illuminates the theme of opinion vs. reality. Goldsmith’s nominalisation of Tony Lumpkin initially presents his character as stereotypic of a simple country dweller. ‘Lumpkin’ could be a subtle indication of Tony’s figure. Lump’ suggests that Tony is a stout man, which reflects his uninhibited lifestyle lead in the country; relaxing and singing songs in the Three Pigeons, ‘toroddle, toroddle, toroll’. This mirrors Third Century idealised pastoral life in which shepherds and shepherdesses enjoyed a life of blissful ease, thus presenting Tony as an unsophisticated character who lacks the refinement of a man of the town ‘br ed a scholar’. Moreover, Lumpkin is similar to the word ‘bumpkin’ which is a derogatory term for a simple rustic, further implying Tony’s lack of grace. Goldsmith enhances this depiction of Tony’s carefree lifestyle through the setting of the alehouse. ‘Several shabby fellows’ are identified in this setting which reflects the lower social class facet of society which Tony associates with, the adjective ‘shabby’ suggests that this is a relatively impoverished group of local country dwellers who, like Tony, are content with drinking ‘punch’ and smoking ‘tobacco’. The song sung in said alehouse by Tony perpetuates the fact that he lives the unprosperous life of a country bumpkin. The words ‘nonsense’ and ‘learning’ are juxtaposed in the lyrics to show Tony is uninterested in education, and furthermore that he is a lazy and unambitious character; which is how country folk are presented to behave in the pastoral genre. Nonetheless, Goldsmith establishes Tony’s character as much more than this, as he is able to deceive the town folk into believing Hardcastle’s home is ‘an inn. ’ Tony’s deception is also rather profound as he diverts Marlow and Hastings from the ‘long, dark, boggy’ road which they intended to travel. The numerous adjectives listed shows Tony as a rather manipulative character with more intelligence than was first shown, which is an anti-pastoral presentation of Tony considering country folk were thought to be kind and welcoming. Through this Goldsmith challenges the stereotypes of the country, as Tony, a supposed country bumpkin is able to mislead the town folk with supposed ‘excellent understanding’. This farce encompasses the themes of appearances and stereotypes into the plot and undermines the simplicity of Tony’s character. Goldsmith parallels Tony with the servants and doric characters like Diggory, which the country hosts. The poor grammar of Diggory, ‘parfectly unpossible’, shows his low levels of intellect; supposedly as a result of rustic life. Goldsmith uses Tony’s language and dialect to show his similarly plain and simple life in the country. Goldsmith incorporates malapropisms into Tony’s speech which shows his limited intellect. He frequently confuses ‘genius’ with ‘genus’, which creates a humorous irony since the very word he is using incorrectly, he has used to describe himself, shown through the personal pronoun ‘my genus. ’ This creates comedy as well as reflecting to the audience Tony’s simplicity. Furthermore, Goldsmith utilises the word ‘ecod’ in Tony’s speech, which was 18th century jargon used to express mild surprise, meaning ‘oh God. ’ However Tony’s speech often encompasses this word even in situations which are not surprising or exciting, this suggests that Tony’s life in the country is lacking vivacity and therefore he must find excitement in the most sullen situations, which seldom occupy the life of a ‘bumpkin’. However, Tony often provides witty remarks which entertain the audience but also contradict the interpretation that Tony is just a ‘bumpkin. When acting as witness for the theft of Mrs Hardcastle’s ‘bobs’, Tony says ‘I’ll say I saw them taken out with my own eyes’, which is comically ironic since he ‘got them’ himself and therefore actually did see them ‘taken out’. The dramatic irony of the situation relays to the audience the c omedy and wit of Tony’s conversation. Contrarily, Mrs Hardcastle remains ignorant to the whole ruse, contrasting Tony’s aptitude for the situation, which presents him as superior and separate from the ignorance of the other country dwellers. Goldsmith embellishes this subtle superior presentation of Tony through the utilisation of stage directions. At the alehouse Tony is seated ‘a little higher than the rest’, which presents him as having relative authority over the other ‘fellows’. Furthermore, his song creates a harmony within the group and unites the men, which Goldsmith shows through the unanimous ‘hurrah’ said by ‘omnes’; Latin for ‘all’. Both devices present Tony as a figure resembling a shepherd, protective of his flock. Despite the pastoral connotations this presentation of Tony shows him to have relative power and authority, separating him from the other doric characters and thus suggesting he is more than a comic country bumpkin. Alternatively, Vicki Janik describes Tony as â€Å"the most ignorant of the country bumpkins†. Through Mrs Hardcastle, Goldsmith reveals that Tony isn’t well educated, ‘I don’t think a boy wants much learning. ’ Tony’s lack of education and structure in life; indulged by his doting mother, has resulted in his ‘consumptive figure’ and his occasional lack of awareness. Goldsmith highlights Tony’s flawed character through Mrs Hardcastle’s deception of ‘concealing (his) age’ so that he may not claim his inheritance. In fact it is revealed Tony has been of age for ‘three months’, the absurdity of the situation ameliorates the comedy as well as augmenting the stupidity of Tony’s character, since he cannot even track his own age; complimenting Janik’s criticism. Moreover, considering that in Georgian England, most country dwellers were uneducated; Tony is clearly an accurate stereotype of a bumpkin. Tony’s lack of education, ‘the ale-house and the stable are the only schools he’ll ever go to’, also reflect Tony’s limited horizons which means he’s confined to his country life without hope of improvement; this is shown through Goldsmith’s use of ‘only’. Tony’s small scope of existence illuminates the simplicity of his life and that of a bumpkin. However, Goldsmith shows that Tony does have some degree of awareness of his situation, as he asks his mother ‘let me have my fortin’, demonstrating that Tony is not contented with his current finance and wishes to pursue his inheritance. This drama is recurring throughout the play which shows Tony’s determination to become financially independent and ‘be made a fool of no longer’ since currently he is only able to go to ‘the alehouse so often’ because he has ‘a key to every drawer’ of his ‘mother’s bureau’. This suggests that Tony is not merely a country bumpkin since he demonstrates a certain greed more commonly associated with the town with their ‘vanity and affectation’, therefore not all the qualities of his character conform to the stereotype of a country bumpkin. Goldsmith uses a cyclical structure to further highlight how Tony is trapped in his unambitious, mundane life. In the final lines of the play, Goldsmith identifies that Tony is ‘his own man again’, the use of the word ‘again’ reflects the lack of development in Tony’s character, nothing has improved in his country life; which could indicate the stability and continuity of the uncorrupted country or alternatively it could illuminate Tony’s lack of ambition for self-improvement to embellish his simple nature. This presentation of Tony as a simple, undeveloped character reaches a climax at the end of the play as Goldsmith contrasts Tony from the country and Marlow from the town. Through stage directions, ‘joining their hands’, Goldsmith shows that Marlow has been able to overcome his ‘trembling’ when talking to ladies of high society, through his romance with Kate, whereas Tony, as afore mentioned, remains the same suggesting he is a country bumpkin unable to develop due to his indulged rural existence. Nonetheless, Goldsmith presents Tony’s character as having a level of moral complexity through his relationship with his cousin, Constance. Tony refers to Constance as cousin Con, the shortened version of her name acts as endearment and the indication to the familial relationship shows how Tony is caring and ‘a good natured creature at bottom’. Furthermore, Tony helps his cousin retrieve her jewels; which are her ‘fortune’, so she may leave with Hastings. Tony quickly agrees to ‘clap a pair of horses to (their) chaise’, in aid. This generosity demonstrated through the plot to retrieve Constance’s jewels implies that Tony’s character may be more complex than originally believed to be. Similarly, Tony clarifies that he ‘want(s) no nearer relationship’ with his cousin and therefore Tony’s acceptance to ‘assist’ Hastings and his proposal to ‘whip (Constance) off to France’ can be interpreted as a selfish, anti-pastoral act to be rid of Constance. The rural population are seen to be welcoming and sympathetic, rather than narcissistic and under-handed which is how Goldsmith characterises Tony through the nature of this plot, which suggests that Tony is in fact the complete polar opposite of a country bumpkin. Despite the comedic trait of Tony’s character being indisputable, seeing as he is usually at the heart of the farce in this play. Throughout She Stoops to Conquer, Goldsmith clearly opposes the stereotypes of the country folk through the character of Tony Lumpkin. Initially, Tony is seemingly rather plain and peaceful; mimetic of the country, but his character develops throughout the play into a more complicated personality, so much more than a country bumpkin.

International Crime

Throughout the term we have encompassed an array of information pertaining to international criminal justice practices. The examination of past, present, and future trends facing global justice systems has led us to embark on research and topics for many different countries. This paper will cover the topics of social phenomenon, social behavior, legal traditions of contemporary society, Interpol and Europol, and what is forthcoming for future trends in international criminal justice practices.The difference in studying crime as a social phenomenon and in studying crime as a social behavior is that crime as a social phenomenon deals with the crime itself and crime as a social behavior deals with the person committing the crime. The person committing the crime tells the social behavior of the individual as well as the environmental status. The phenomenon deals with the crime itself not who committees it. â€Å"Comparative criminological thoughts do affect social phenomenon through soc ial behavior individuals place on others† (Reichel, 2008). The comparative criminological ideas help with the study of different criminal element through domestic, international, and transnational crime. These concepts, theories, and ideologies help researchers to come up with different methods to help for resolving the issue of social disorder. Criminal behavior helps contrive summaries on the issue of social phenomenon on transnational to international crime; furthermore, â€Å"crime as a form through social behavior does as a social phenomenon through different identities through patterns and summaries in countries worldwide† (Reichel, 2008). A great example of a social phenomenon would be the twitter phenomenon The recent announcement that social-networking phenomenon Twitter â€Å"has agreed to settle FTC charges that Twitter engaged in inadequate privacy and information-security practices illustrates some simple mistakes social media and other online companies can make† (ftc. gov). The crime that was committed by twitter was the releasing of information pertaining to an individual’s sense of privacy. In order to understand the magnitude of the social phenomenon on a more global scale we can look at myspace, twitter, linkedin, and facebook as resources. These social networks gather information from clients in order for individual companies to keep track of their consumers and are also used as informational portals for blogging, networking, and file sharing. With young people being able to watch satellite television or the Internet to see the pro-democracy uprisings in other countries, and could communicate with activists across social networks that the secret police have difficulty controlling, governments across the region have reason to fear of contagion. One recent example of the power of social phenomenon was the revolution that began in Egypt on the 25th of January 2011. â€Å"The protest consisted of street demonstrations, acts of civil disobedience, riots, marches, rallies, acts of civil disobedience, riots, labor strikes, and violent clashes throughout Egypt as part of a longer-term campaign of civil resistance† (law. com). Millions of protesters from a variety of social economic backgrounds and religions demanded the overthrow of the Egyptian President Hosni Mubarak, along with an end to corruption and police repression, and democratic reforms of the political system. On the 11th of February, Mubarak resigned from office as a result of determined popular protest. These spiraling events were the end result of a facebook group who attracted 80,000 attendees. This goes to show how powerful social phenomenon’s were, can be, and will be in the future. Nigeria utilizes these social phenomenons for criminal purposes to gain access to important information like American birthdates, social security numbers and other vital information. The majority of the information gathered from these countries usually is gathered from social networks. Because lately Nigeria has been one of the top countries that has been listed in the forefront of the news for scams that have cost many individuals across the world money a closer look have been taken to prohibit these types of cybercrimes. Crimes people place among others throughout any organizations and society does affect the social and psychological motives on the person. The issues of international crimes help to explain the social and psychological motives throughout the globe. The images of social behavior help improve both theoretical and psychological motives that created individuals organizations to help to prevent violence throughout society. According to Reichel the comparative criminology does focus through social and psychological behaviors through community. The future of these cybercrimes is uncertain; furthermore, the more technology seems to increase the more technical and savvy criminals become. When considering the legal traditions of contemporary society a person would have to take into consideration many different attributes to determine the legal traditions. With reference to my personal opinion the three primary legal traditions are Common law, Religious law, and Contemporary law. â€Å"An argument can be made that a fourth tradition, socialist, exists on its own right but can also be considered and argued to be a part of civil law† (Reichel, 2008). Common law had its basis formed in Western Europe whereas civil law had its foundation in Roman times (Reichel, 2008). An apparent difference between civil and common law was the existence of common law in its relation to civil law. Common law was based on religious decisions from the Christian Church (Reichel, 2008). Islamic law has its foundation in a divine source but also incorporates the use of reasoning as well as â€Å"reasoning by analogy† (Reichel, 2008). Religious laws would be considered are religious law these are laws with that hold ethical, and moral standing. A great example is Hindu, Islamic, and etc. which rule by the basis on religion and old law. In simple religion and custom are laws. Contemporary law means the present and prevailing law. This states that laws will be referred to laws that are already in place in order to obtain a mutual consensus throughout the court system. The difference between legal systems and legal traditions is that legal systems are comprised of â€Å"legal institutions, procedures and rules† (Reichel, 2008). Legal traditions deal with the culture and historical attitudes of a society regarding law and how it should be applied (Reichel, 2008). â€Å"Common law had its basis formed in Western Europe whereas civil law had its foundation in Roman times† (Reichel, 2008). An apparent difference that I read between civil and common law was the existence of canon law in its relation to civil law. â€Å"Common law was based on religious decisions from the Christian Church† (Reichel, 2008). Islamic law has its foundation in a divine source but also incorporates the use of reasoning as well as â€Å"reasoning by analogy† (Reichel, 2008). In lament terminology common laws help to develop a better democratic form of governments; that helps prevent any acts of individual’s violation of his or her rights. Therefore, traditional laws help to develop a stronger republic to help protect an individual’s rights and liberties throughout modern world. Religious laws help to determine the action that came from the churches and how their ideological approach does help to improve society. Interpol in short stands for International Criminal Policing Organization. Its sole purpose is to oversee internationally crime trends and crack down international wrong doing. Interpol plays a major roll on the international scene in regards to policing because it’s the world’s largest international police organization. It encompasses approximately 188 countries globally and was created in 1923. â€Å"Interpol aims to facilitate international police co-operation even where diplomatic relations do not exist between particular countries. Action is taken within the limits of existing laws in different countries and in the spirit of the Universal Declaration of Human Rights. Interpol’s constitution prohibits any intervention or activities of a political, military, religious or racial character† (inter. int). Europol in short stands for â€Å"European Law Enforcement Agency which aims at improving the effectiveness and co–operation of the competent authorities in the Member States in preventing and combating terrorism, unlawful drug trafficking and other serious forms of organized crime† (euro. ur). Europol is the law enforcement agency of the European Union. Our aim is to help achieve a safer Europe by supporting the law enforcement agencies of European Union member states in their fight against international serious crime and terrorism. More than 620 staff at Europol headquarters in The Hague, the Netherlands work closely with law enforcement agencies in the 27 European Union member states and in other non-EU partner states such as Australia, Canada, the USA and Norway† (euro. eur). These two different but very similar methods of trying to police in an effort to prevent and stop crime I feel is very beneficial globally. These two organizations contribute very greatly with regards to international policing. One focuses on European countries while the other focuses on international countries. Sharing vital statistics, crime trends, and data is the Achilles heel for both organizations. They both rely on information sharing with local agencies to produce productive results. For the prevention of international crimes both play major and important rolls with information and data sharing. This is a great system in place because now there isn’t really any criminal that can abscond from justice. Interpol /Europol concentrate on three broad categories of international criminal activity. â€Å"Both contributes to providing information terrorism and crimes against people and property, including crimes against children, trafficking in human beings, illegal immigration, automobile theft, and art theft; economic, financial, and computer crimes, including banking fraud, money laundering, corruption, and counterfeiting; and illegal drugs and criminal organizations, including organized crime† (inter. nt). Interpol’s everyday operations are managed by a General Secretariat under the direction of a secretary general, who is appointed for a five-year term by the General Assembly. Interpol was reorganized in 2001 following the September 11 attacks on the United States. The new post of executive director for police services was created to oversee several director ates, including those for regional and national police services, specialized crimes, and operational police support. In conclusion, the international criminal system does have its ups and downs. Based on the readings and discussions up to this point, it becomes very apparent that the futures of international criminal activities are uncertain. â€Å"There’s no question that terrorism, the growth of multicultural populations, massive migration, upheavals in age-composition demographics, technological developments, and globalization over the next three or more decades will affect the world’s criminal justice systems† (ojp. gov). The research predicts that global trends will play a significant role in how criminal justice is delivered throughout the world. This can be because of the dramatic growth in the number of foreign born Americans and suggests that increasing diversity in populations will have a significant impact not only in the United States but worldwide. Such growth has the potential for disharmony; furthermore, in South Africa, for example, the court system now recognizes eleven official languages. â€Å"As a result, lawyers may speak one language, the judge another, and the defendant, a third. Often, the only two people in the courtroom speaking the same language are the victim and defendant with the judge, prosecutor, and defense lawyer relying on interpreters† (ojp. gov). The lack of similarities extends beyond language to social norms and expectations can prove a huge problem for the future of international criminal justice. Ultimately, the priority over the next couple of decades should be to develop policies and technologies that will help policymakers, decision makers, and citizens establish a criminal justice system that is fair, equitable, and respectful.Reference http://www.ftc.gov/opa/2010/06/twitter.shtm http://www.interpol.int/public/icpo/default.asp http://www.ojp.usdoj.gov/nij/journals/255/2040.html