Dialectic Journal of the poems Beowulf, Grendel,...

Sea against sand; they stowed away In the hold of the ship their shining armor... Will the seamen that sailed her sighted the land Shining cliffs and coastwise hills, (p14, ln 74-83) The use of consonance here repeats the sound of the wind. Beowulf and his men are going to go save the Danes. They must cross the sea and the wind acts very favorable and leads them to the way. The s sound imitates the sound of a swift and light wind, not a treacherous gust. Foam on her breast, like a bird she flew; (p 14, ln79) This quote uses personification and smile. The author personifies the ship calling it a she. One refers to ships often as female, but it also gives the ship qualities of tender and nurture. The ship guides them the right†¦show more content†¦He realizes that no one can hurt him. Now that he knows that, he kills more often simply for sport. This turns him from misunderstood to a monster. This also isolates him even further. Not only can he not communicate with anyone, but also now that no one can hurt him, he nothing affects him. He is isolated. The room goes suddenly white, as if struck by lightening. I stare down, amazed. He has torn off my arm at the shoulder! Blood pours down where the limb was. (p172) Grendels tragic downfall of his death by Beowulf is cause by his self-belief. He believes no one can hurt him so he approaches Beowulf instead of running away. If he was aware of Beowulf, and realized that he was not like the other men, and instead of thinking, nothing can hurt him, he might have survived. The Snow Man And have been cold a long time To behold the junipers shagged with ice, The spruces rough in the distant glitter(ln 4-6) Enjambment in the poem sets the mood. The mood is that as of a snowfall, quiet cold, settled and slow. The poem does not need to rush its thoughts into a sentence or a stanza. By separating the thoughts into different lines and stanzas forces the reader to read slowly as that of a snowfall. The reader reads the poem peacefully, which depicts the images of a peaceful snow, covered forest. Of any misery in the sound of the wind In the sound of a few leaves, which is the sound of the land Full of the same wind What is blowing in

Motivating Middle School Boys Free Essays

Motivation of Middle School Boys in Math Class Abstract Middle school is a time of physical, emotional and social change for boys. When students hit middle school, academics tend to take a back seat to all of the new activity in their lives. For boys, middle school is increasingly difficult. We will write a custom essay sample on Motivating Middle School Boys or any similar topic only for you Order Now In addition to the physical and emotional changes, the academic curriculum becomes more challenging and rigid. This does not align with a typical boy’s learning style. Many boys in middle school are struggling through hard times at home. Situations may include challenges such as little to no parental support, poverty, and malnutrition. With all of the possible circumstances disrupting their home lives, it is hard for these boys to concentrate on how to solve an equation in math class. Teachers need to motivate boys by providing relevant, hands-on curriculum. Three ways that teachers can do this is by including family members in the classroom, using friendly competition in the form of games and contests, and by relating mathematical lessons and material to real-life situations and interests that the boys might have. Introduction By seventh grade, most students have had years of poor attendance, little parental support, and many other issues related to poverty. They simply do not see the importance of mathematics in everyday life and how math can lead to better things for them. Males, in particular, want to continue the lifestyle they were raised in; showing little to no effort when it comes to the math classroom. This paper discusses three reasons why mathematics teachers should incorporate meaningful motivation strategies as a tool to motivate middle school males in the mathematics classroom. Including Family in the Classroom One way that teachers can help to motivate boys in the middle school classroom is to include their families in the classroom. The relationship between family and school influences the academic achievement of middle school students. These family relationships and parental involvement mold students’ educational development drastically. Murdock and Miller (2003) refer to family as a major influence in how middle school boys deal with learning, peers, and motivation. They state â€Å"families play the most important role in students’ lives as they transition from elementary school to middle school†. The absence of a parent can play a very important role in the success of a student, so when the student sees that there is a connection between the classroom and their family, they are motivated to succeed. Middle school math teachers should try their best to create a sense of family cohesion and teamwork in the classroom. Teachers can do this by always making sure parents are aware of what is happening in the classroom, keeping the lines of communication open, and even incorporating projects that might need the student to work with a member of their family to complete it. Haim Ginott’s theory of congruent communication states that teachers should always use communication that is harmonious with students’ feelings about situations (Charles, 2008). This can be applied to idea of including families in the classroom because teachers need to keep the lines of communication open not only with their students, but with their students’ families. By taking the time to talk to students about situations arising in the classroom, it will be easy for teachers to communicate with parents about similar situations and the lack of motivation within the classroom. When students know that their families are involved in their academics, they are more inclined to succeed in the classroom. Introduce Competition Next, a second way that teachers can help to motivate middle school boys while in the classroom is to include the use of different games and contests. Most boys respond well to competition with their peers. They will force one another to greater speeds, improved accuracy and higher achievement in the name of winning. Boys thrive on competition, so any type of game or activity that allows them to go against a peer in a competitive manner will motivate them to perform. In the following quote, Conti explains why he believes that competitions in the math classroom can spark an interest in math for boys. â€Å"Mathematics competitions are probably the extracurricular academic programs with the widest participation. The most immediate value of these math contests is obvious – they pique students’ interest in mathematics and encourage them to value intellectual pursuits. Boys love games, and many will turn just about any activity into a contest, or in other words, something to get good at. Math contests thus inspire them to become good at mathematics just like sports encourage physical fitness. Eventually, students put aside the games. By then, hopefully an interest in the underlying activity has developed† (Conti, 2001). Teachers should create competitions by having students race against one another to solve math problems or turning a test review into a basketball game, allowing students to shoot a basket for every correct answer. The teacher could also place students in groups and award points based on certain behaviors and completed tasks. A prize would be awarded to the group with the highest score at the end of the week. Jacob Kounin would agree with this point based on his theory of lesson momentum and withitness. Kounin believes that classroom teachers should be able to do a multitude of things at one time, including presenting motivating and engaging lessons, managing the class, and being aware of the classroom surroundings (Charles, 2008). He states that good teachers keep students from getting bored or otherwise frustrated with lessons. By including competition in the form of games and contests in the classroom, the teacher is able to keep the boys motivated with a lesson while still controlling the needs of the class. When boys know they have a chance to show off their skills by winning something, they will immediately become engaged and motivated to participate. Provide Connections to Real-Life Therefore, a third way that middle school math teachers can motivate boys within the classroom is to connect the material to real-life applications. Students, particularly those who come from backgrounds that undervalue education, will benefit from this strategy. Stein (1993) expressed his belief in real-world connections revolving around math lessons by stating â€Å"Because students often feel that mathematics is the subject least relevant to their daily lives, it is an important arena in which teachers can attempt to incorporate students’ funds of knowledge in the context of culturally relevant mathematics instruction†. For middle school boys, school itself is often the least important factor in their lives. Teachers can tap into their focus by relating topics to important interests in their lives. One way for teachers to do that is to use democratic teaching; a theory of Rudolf Dreikurs. Democratic teaching occurs in a classroom in which the teacher and students work together to make decisions about how the class will function (Charles, 2008). This applies to the idea of connecting math with real-world situations. Students want to know how what they are learning will benefit them in their future lives. By brainstorming different topics and careers that the students are interested in, the teacher can then develop lessons that explain how those interests or careers are affected by mathematics. Teachers should show boys how math affects their everyday lives in areas such as: household maintenance, calculating car mileage, budgeting, making larger purchases (cars and houses), or solving problems that are important to them. Connecting math to future careers can also help to motivate boys in math class. Many unmotivated boys do not realize the importance of math for success in college or the role that math plays in careers that are not overtly math-oriented. Stein also claimed that by using problems that interest and excite the students’ curiosity, students are keen to develop important problem-solving strategies. These strategies can be applied in everyday situations, not just in the mathematics classroom. Conclusion The use of meaningful and male-related motivational strategies in middle school mathematics classrooms are a great way to motivate and help boys succeed. Most boys are very intelligent when it comes to numbers and math, however it may seem â€Å"too cool† to get good grades and to apply yourself. Middle school is where students generally begin to find themselves, and a determined teacher can help to motivate students to choose the right path. A teacher’s responsibility is to make sure they have done everything in their power to help their students succeed. This means reaching out to parents, changing lessons to fit the needs of the unmotivated students in the classroom, and changing your classroom management strategies to help engage and excite the students. With little to no parental support or guidance for many boys in the classroom, a male math teacher may be exactly what these boys need. But will these same strategies work with a female math teacher? References: Charles, C. M. (2008). Twentieth-Century Pioneers in Classroom Discipline. Building Classroom Discipline (Ninth Edition). Boston: Pearson. Conti, R. , Collins, M. A. , Picariello, M. L. (2001). The impact of competition on intrinsic motivation and creativity: Considering gender, gender segregation nd gender role orientation. Personality and Individual Differences, 31(8), 1273- 1289 Grossman, H. (2004). Classroom behavior management for diverse and inclusive schools. (3rd edition). Maryland: Rowman Littlefield. Murdock, T. , Miller, A. (2003). Teachers as Sources of Middle School Students’ Motivational Identity: Variable-Centered and Person-Centered Analytic Approaches. The Elementary School Journal, 103(4), 383-399. Stein, S. L. (1993). Young’s vision. The Mat hematics Teacher, 86, 330-333. How to cite Motivating Middle School Boys, Papers

Phony Catcher In The Rye Essay Example For Students

Phony Catcher In The Rye Essay Holden Caulfield is teen angst bull-crap with a pickax. Hes sarcastic,nasty, and completely unlikeable. He also doesnt give a crap. He is everyteenager caught between the crapy little games of high school (youresupposed to kill yourself if the football team loses or something) andthe fear of adulthood (going to get an office job and make a lot of moneylike the rest of the phonies). The greatness in Holden Caulfield is that what he has to say is betterthan a million Celestine Prophecies or anything said by JonathanLivingston Seagull (save for the squawks after you shoot him) or Jesus(save for the apocryphal hey Peter I can see your house from here). Holden Caulfield says that life sucks, everyone is a phony, and youll beinevitably disappointed by everyone that you hold in awe. If you thinkthat this sounds awful, ask yourself one question. When was the last timeyou found any joy in watching Barney or the Care Bears? It isnt just what he says but the way he says it. He goes through life making dead-on observations that completely shoot the kneecaps out fromunder the terminally self-righteous. When a successful mortician tells theschool to follow his example and pray when things go bad, it is HoldenCaulfield who points out that the guy is praying for more people to die. Hes depressed by nuns and annoyed by shallow girlfriends, while in lovewith his platonic friend. Even more interesting is the fact that Caulfields general pissed offattitude and his hormones are inextricably linked. He practically wants tokill his roommate, Stradlatter, because Stradlatter might have screwed agirl he desires. He guiltily admits to making out with phonies, and in amajor confession he confesses to being a virgin. He gets the crap beat outof him by a disgruntled pimp after deciding that he doesnt want a to havesex with a prostitute for the silliest of reasons.(he just found itdisconcerting to see her take her clothes off without fanfare.)The factthat his little brother has just died and that hes being kicked out ofyet another school takes second place to the whole sex question. In otherwords, Holden Caulfield is a guy; stereotype away. What is also interesting is how closely Caulfield captures the attitudeand culture of adolescence. There is the caste system in which Ca ulfieldhates and wishes to be his roommate Stradlatter. Meanwhile zit-encrustedAckley, whom he maybe should feel sympathy for, is an annoying guy thatHolden cant wait to get out of his room. Hes sympathetic to theprinciples daughter, saying that its not her fault what kind of abastard her old man is, and without missing a beat remarks on the factthat she pads her bra. Cruelty and frustration are mixed, but the comedylevel allows you to laugh at your own painful memories. Granted, like many of his fans, Holden Caulfield turns out to be nuts orat least residing in an insane asylum. (Sorry, if you think that thosestupid surprise endings are the best reason to read Salinger.) Yet, inCaulfields insanity, there is a transcendent theme. By being the pissedoff, nasty, cynical insane bastard; Holden Caulfield suggests that it isok to be a crap. Your criticisms of the world are not invalid and nothingyou say or think is so bad that you need to repress it. Ironically, thisis not only something that is essential to survival (especially if you area teenager and desperately trying to maintain your lily-white self image)but is also the key to ultimately becoming a decent caring human being. .u292e984217315067a68c3db1d2466d8e , .u292e984217315067a68c3db1d2466d8e .postImageUrl , .u292e984217315067a68c3db1d2466d8e .centered-text-area { min-height: 80px; position: relative; } .u292e984217315067a68c3db1d2466d8e , .u292e984217315067a68c3db1d2466d8e:hover , .u292e984217315067a68c3db1d2466d8e:visited , .u292e984217315067a68c3db1d2466d8e:active { border:0!important; } .u292e984217315067a68c3db1d2466d8e .clearfix:after { content: ""; display: table; clear: both; } .u292e984217315067a68c3db1d2466d8e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u292e984217315067a68c3db1d2466d8e:active , .u292e984217315067a68c3db1d2466d8e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u292e984217315067a68c3db1d2466d8e .centered-text-area { width: 100%; position: relative ; } .u292e984217315067a68c3db1d2466d8e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u292e984217315067a68c3db1d2466d8e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u292e984217315067a68c3db1d2466d8e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u292e984217315067a68c3db1d2466d8e:hover .ctaButton { background-color: #34495E!important; } .u292e984217315067a68c3db1d2466d8e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u292e984217315067a68c3db1d2466d8e .u292e984217315067a68c3db1d2466d8e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u292e984217315067a68c3db1d2466d8e:after { content: ""; display: block; clear: both; } READ: Type 2 Diabetes EssayKeep your prophets, preachers and shamans. Ill take Holden Caulfield overthem any day. Words/ Pages : 589 / 24

My Assembly Reflection Paper free essay sample

I am glad I spoke at the assembly. At first when I had Michael Pritchard (well- known speaker about bullying) was coming I thought, well it just another speaker (who’s) that’s here to tell us about bullying, something I don’t even do. But when I heard him speak I was moved by his speech. I could not believe that he had the courage to tell us students of the WRHS what we have done wrong. That when it hit me when Mr. Pritchard was calling people down I thought I should tell my story. After my friend John spoke I raised my hand and Mr. Pritchard picked me. I was shaking when I got up there. I said my name then I told my story of how I lost my mother when I was five and how I had a hard time making friends in school and how I was always alone . We will write a custom essay sample on My Assembly Reflection Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I just plainly told people that I sick and tired of being the butt of their jokes. After my speech I got a hug from friend and Michael Pritchard. I feel now I have good respect from people in school . And most of it comes from my dad and my step mom. I also fell since the speech I have more respect from people. Well before I end I would like to thank my dad, step mom Patti , my Grammy and my auntie Kate for there love and support through this . I would also like to thank a few people from school Doctor Mark Dotter for being a really great councilor. Erin the guidance secretary for being a person I can talk to when I just need someone to talk to in school And last but not least, Mr. Mower for cheering me up when I am down and just being a great mentor I can just come and talk to.

The Man Who Was Almost a Man essays

The Man Who Was Almost a Man essays The Man Who Was Almost a Man In The Man Who Was Almost a Man by Richard Wright, the main character Dave expresses his needs to be acknowledged as an adult. Yet he also exhibits his immaturity and the fact that he is not yet an adult and can not handle adult problems. His actions lead him into trouble that proves the fact that he is still an adolescent who can not handle problems of the adult world. The characters around Dave make him feel like he is still a child. His wants to purchase a gun to feel more powerful. In the beginning of this story, Dave talks about how a gun would change the way people acted towards him. He feels that if he owns this power, the men in the fields who work with him will have more respect for him, and his mother will start treating him as an adult. Dave feels as if he is surrounded by people who treat him as a child and he does not like this at all. You aint nothing but a boy. You dont need a gun. This statement said by Joe, is the main reason why Dave tru ly wants a gun, to feel independent. Even though Dave wants to be acknowledged as an adult, his actions are very immature and childlike. The act of cornering his mother for a gun is one good example of immaturity. Dave feels as though he can not ask his dad for the gun for fear of rejection, a perfect example of immaturity. Daves defiance to his mothers rules is another example of immaturity. Daves mother agrees to allow Dave to buy the gun as long as he promises to bring it straight to her. He agrees to this, yet he does not go along with her wish. The next morning, Dave set out to the fields early to shoot his gun. He ends up accidentally killing Mr. Hawkins mule, Jenny. The way Dave goes about dealing with this problem is childish. He panics and decides to lie about what really did happen. He makes up a story which he knows nobody will believe, yet he feels that if everyone does in fact believe him h ...

Tips for Remembering How to Spell Wednesday and Other Tricky Words

Tips for Remembering How to Spell Wednesday and Other Tricky Words Some words are tricky to spell even when you’re an adult, so imagine being a young learner trying to remember all those spelling rules. There are many tricky words in the English language and spelling rules don’t always apply.  The old adage â€Å"rules were made to be broken† is certainly true when it comes to spelling rules. â€Å"I before e except after c† is usually true  Ã¢â‚¬â€œ except for words like weird, heist, and feisty. If your student (or you!) always has a particular word or two that prove challenging, try these tricks, a  mnemonic device, or even a rhyme to help you remember. These tips can help your students remember how to spell commonly confused words like Wednesday, weird, niece, Renaissance, dessert, beautiful, accommodate, separate, and together.   How to Spell Wednesday One of the easiest ways for remembering how to spell Wednesday is to break it down into its individual syllables- Wed nes day. Pronounce it â€Å"Wed NEZ day† in your mind so that you don’t forget the d in the first syllable or the e in the second. Another trick is to use a mnemonic memory device. A mnemonic device is a technique to improve one’s ability to remember something. A common mnemonic trick is to create an acronym with the beginning letter of each word. For example, a mnemonic device for remembering the planets might be, â€Å"My Very Educated Mother Just Served Us Nachos.† This helps us to remember Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Try these mnemonic devices to help you remember how to spell Wednesday or make up one of your own: â€Å"WE Do Not Eat Sandwiches on WednesDAY† or â€Å"WE Do Not Eat Soup DAY.† How to Spell Weird The best way to remember how to spell weird is keeping in mind that it’s  a weird word because it doesn’t follow the â€Å"I before e except after c† rule. If that doesn’t help, try this trick for remembering how to spell it: We are weird.  We is the beginning of weird. How to Spell Niece Niece nicely follows the i before e, except after c rule; but it can still be confusing. Here is a tip to help you remember how to spell niece. My niece is nice.  Ni is the beginning of nice and ni is the beginning of niece. It may also help to remember that niece is spelled like piece, so make up a sentence using those two words to help you remember. Try something like, â€Å"My niece ate a piece of pie.† How to Spell Renaissance One way to remember how to spell renaissance is to think: â€Å"Rena is sance.† This can be particularly helpful if you know someone named Rena. How to Spell Dessert Dessert is tricky because it seems that it would only have one s, making the e a long vowel sound, Similarly, it would seem like desert would need two s’s to avoid the same. These sayings are helpful in remembering which word has one versus two ss. Dessert is twice as good as the desert. Strawberry Shortcake dessert and Sahara desert How to Spell Beautiful One helpful trick is the saying it is important to be a beautiful person inside and out. That way you will remember  beautiful begins with be a. You might also try a mnemonic device such as â€Å"Big Elephants Are Under Trees In Forests Until Light† or make up one of your own. How to Spell Accommodate Remember that accommodate is a big enough word to accommodate two c’s and two m’s. How to Spell Separate Many people misspell separate because of the as and es in the word. An easy way to remember to spell separate is to remember that there is a rat in the middle of the word. How to Spell Together As a young student just learning to spell, a trick to spelling together is by breaking the word down to â€Å"to get her.†

UNICEF advertisement concerning the AIDS epidemic Essay

UNICEF advertisement concerning the AIDS epidemic - Essay Example Finally, seeking to understand this advertisement from yet another perspective, the rhetorical approach of logos, demands that the individual focus upon the moment in time it just prior to the advertisement concluding and/or the moments prior to the UNICEF emblem being flashed upon the screen. Within this brief period of time all of the preceding information that has been driven by thoughts and a sense of emotional distress and need for action is juxtaposed with the statement: â€Å"What we see as fiction... Is real in Ethiopia† (Unicef 2007). Such a statement of fact links all of the seemingly disjointed emotionally charged imagery and tax that was presented previously and the advertisement to a definitive and logical conclusion. Whereas it may be hard for the individual to accept the images of orphans, innately poor, struggling to survive in burned out towns with no viable means of support or education as a fictitious rendering of a post-apocalyptic world, this is very much unfortunately the case within many parts of Ethiopia and Eastern Africa that are heavily impacted by the AIDS epidemic. By referencing all of this information and utilizing all three of the previously denoted rhetorical strategies, the director and producer, and indeed all of the people responsible for the production of this ad, effectively integrated with as large a market audience as is possible. As has been denoted through previous levels of research, effectively representing these rhetorical stragegies in the making of a well nuanced case that can be effectively presented to the viewer was the primary goal that the director and producer/writer and composer of this... UNICEF advertisement concerning the AIDS epidemic Firstly, the pathos of the video is clear and apparent from the very first frame of the video; as the viewer is greeted with an expansive cemetery perforated by concentric lines of seemingly endless white crosses. This imagery serves to evoke an emotional response within the reader by accompanying this morbid sight with very slow moving and contemplative, one might even argue depressing, music. A very clear and apparent level of connection is found to exist between those images and sounds that the viewer sees and hears and the subject matter that is being presented. Moreover, by presenting a steady stream of images connecting homelessness, poverty, orphans, and a post-apocalyptic environment, each of these emotionally charged images is capable of invoking a response upon the part of the viewer; a response that the director and producer of this brief advertisement were fully aware could be evoked. By referencing all of this information and utilizing all three of the previously denoted rhetorical strategies, the director and producer, and indeed all of the people responsible for the production of this ad, effectively integrated with as large a market audience as is possible. As has been denoted through previous levels of research, effectively representing these rhetorical stragegies in the making of a well nuanced case that can be effectively presented to the viewer was the primary goal that the director and producer/writer and composer of this piece necessarily intended.

Phrmaceutical Formulation Essay Example | Topics and Well Written Essays - 3000 words

Phrmaceutical Formulation - Essay Example It has a wide range of applications, like, levosalbutamol inhalers have been designed to help in the treatment of asthma. Pulmonary drug delivery can be used to administer a vaccine like in the case of currently inhaled measles vaccine given by nebilizer. (Molema, 2001 pg 16) Also it can be used to give medication to infants and young children who have a small tidal volume and low inspiratory flow rates by the use of a baby mask which normally is attached to spacer. (Perry, 2012 pg 25)It has been used to treat lung cancer by the means of inhaled chemotherapy which has proven to be a logical approach and also it is used on patients who are very ill who cannot withstand any more pain by inhaling opioids such as morphine and fentanyl. (Sigmund, 2009 pg10) Drugs used in pulmonary drug delivery have multi-component powders with mucoactive compounds and anti-asthmatic medicines bound together in a single particle because of the mucus layer covering the airways of the tracheobronchial struc ture. (Friebel, 2010 pg 20)The substances used in the inhalers must dissolve 100% so as not to block the air gaps to avoid suffocation. (Le, 2001 pg 37) Been affected by the rapid change of technology due to great inventions pharmaceutical industries had to do some research to come up with more efficient drug delivery system like drug powder inhalers. (Zeng, 2001 pg 8) Although drug powder inhalers has greatly boosted the pharmaceutical companies there are challenges that are experienced during its formulation like the cohesive ,adhesive property of drug and carrier aggregation, particle size , morphology of the drug and carrier aerosolization performance and powder formulation properties. (Koning, 2001 pg 40)One of the challenges in pharmaceutical industries is to characterize their various physical behaviors; here the concern is mainly focused on the study of the relations relating the properties of the grain to those of the powder bed. (Wang, 2012 pg 44)The goal is thus to be abl e to control, analyze and improve the manufacturing processes of the powder. (Talton, 1999 pg 60) To improve the aerosolization performance of drug powder inhalers, varieties of carrier and carrier types have to be sampled and studied so as to come up with the best, and the drug ratios are prepared by spray-drying so as to improve the efficiency of the drying procedure and the characterized at last. Again to improve aerosolization two critical physical properties which are the particle size and flowability has to be keenly observed where the particle size should be around 5-6   Ã‚ µm and the angle of repose to be within the ranges of 43 °Ã¢â‚¬â€œ52 ° for the flowability to boost the aerosolization. If this is done well the aerosolization performances can be improve greatly. Cohesion forces of particles used in dry powder formulation is a great nuisance to inhalers because it reduces powder flow and hinders accurate metering hence needs to reduce it and this can be achieved by blending the active pharmaceutical ingredient with a larger inert carrier so as to reduce the high cohesion forces that are normally between the micron sized active pharmaceutical ingredient particles. Adhesion forces are also of great concern in dry powder inhalers because if not catered for they make the patient to find it difficult to deliver the drug from the inhaler to his or her system hence it must be overcome or reduced by great magnitude so as to allow liberation of drug from the device with minimal energy from the patient. The particle size is a challenge in drug powder inhalation

Slavery in Bristish America Essay Example for Free

Slavery in Bristish America Essay That was because slavery expanded rapidly while indentured servants had more rights. The spread of tobacco made Chesapeake planters to move from indentured servants to slaves. There were many reasons for this change. Firstly, by law, blacks had many disadvantages. Such as, they could not claim the protection under the English law. Secondly, while indentured servants had fixed terms, blacks’ terms of service never expired. Moreover, children of slaves would also become slaves and their skin color made them much harder to escape to the outside world. They would be enslaved for forever, with extreme small chances of being released, unless they were deported to other areas. Another reason that helped expand slavery was that, blacks had been used to working on fields with all the hard work. They also encountered many diseases and had developed antibodies to resist to them. Therefore, black population were less likely to be defeated by epidemics, while the Indian population’s death rate was very high due to this reason. The second main reason that led to the expansion of slavery in British America was the law. â€Å"As late as 1680, there were only 4500 blacks in the Chesapeake, a little over 5 percent of the region’s population. † (104) Even when the black population was still that small, new law was enacted to improve and status of white servants and further blocked access to freedom for blacks. A Virginia law of 1662 provided that in the case of a child one of whose parents was free and one slave, the status of the offspring followed that of the mother. This provision not only reversed the European practice of defining a child’s status through the father but also made the sexual abuse of slave women profitable for slaveholders, since any children that resulted remained the owner’s property. )† (106) And, â€Å"In 1667, the Virginia House of Burgesses decreed that religious conversion did not release a slave from bondage. (106) Moreover, authorities tried many ways to prevent the growth of free black population by stating that children of black men and white women were illegitimate. Another main reason that led to more freedom for indentured servants and led to the expansion of slavery in British America was the Bacon’s Rebellion of 1676. As a result of this confrontation, the authorities reduced taxes and adopted a stricter Indian policy. Encouraged the growth of former indenture servants by expanding to the West. After the Rebellion, it became more economical to purchase slaves ecause the death rate began to fall. Moreover, the end of a monopoly on the English slave trade opened the door to many other traders to get into this profitable business, shipping more and more slaves to British America. As a result, the black population grew quickly: â€Å"By 1700, blacks constituted more than 10 percent of Virginia’s population. Fifty years later, they made up nearly half. † Eric Foner stated â€Å"While slavery was expanding in British America, so too was freedom† That was because slavery expanded rapidly while indentured servants had more rights.

The revolt of Israel congregation against Aaron and Moises Essay

The pericope that I choose for this reflection paper is Numbers 17:1-13. This pericope is the last in the series of three narratives about the revolt of Israel congregation against the high priest position of Aaron and the leadership of Moses. The first revolt came from Korah. Korah was a member of the tribe of Levi, the same tribe of Aaron (Exodus 6:16-20). Korah’s rebellion is not merely a personal attack on Aaron but also on his appointed-by-God priesthood. The second revolt led by Dathan and Abiram and the 250 other lay leaders defied and rejected the leadership of Moses. These revolted leaders have a very democratic argument, which is the will of the people must have higher authority than the leadership appointed by God. God answers by kill all the leaders and the followers of these two revolted parties. All those events establish the context for the text in Numbers 17:1-13. In this pericope, God instructs Moses to set up one final test in order to show His approval for A aron’s prietshood. This final test is intended to put an end to the people’s questioning and challenging of the authority of both Aaron and Moses. In this final test, Moses is instructed to take a staff from each tribal leader. The name of each leader is written on his staff. Aaron’s name is inscribed on the staff represents for the Levi tribe. Moses puts all these staves in the Tent of Meeting before the Lord. The next morning, Moses comes to the Tent and the staff of Aaron is sprouted, budded, blossomed and produced ripe almonds. There is something interesting in the way the text describes the staff of Aaron. The text does not simply say the staff of Aaron reaches the final stage of the production cycle and has ripe almond fruit on it. The text lists in det... ...ope that Jesus will come back in the same way He was lifted into heaven (Acts 1:11). The message of this pericope for Christian today is very clear that is honoring your spiritual leaders even when they fall short of fulfilling their callings. God gives salvation universally available for all, but God elects some to save and among whom He saves, He calls a few to lead. There are always failures and corruptions waiting to happen in the ministries of whom God calls to lead, that is inevitable. God wants Christian to honor their spiritual leaders not because who they are but because what they do. A true spiritual leader does two main things: preach the Word of God (Hebrews 13:7) and care for the souls of other Christians (Hebrews 13:17). As long as a spiritual leader commits to do these two things, the church as the God’s people ought to submit to his leadership.

Cotton Came to Harlem

Chester Himes Cotton Comes to Harlem was a great work of art, a detective novel of the American blaxploitation era in which the characters would be considered flamboyantly â€Å"super black† individuals. In the days where everyone was a ‘soul brother’ and ‘jive turkey’, or ‘bad mamma jamma’. The case to be solved in the book surrounded the accidental â€Å"delivery† of a bale of cotton to a neighborhood in Harlem, New York, far too set in the north for there to have ever been raw, unprocessed cotton there.The bale of cotton is used to steal nearly one hundred thousand dollars swindled from the Harlem constituency of a dirty, underhanded, slick talking preacher and after the bale is stuffed with the money and misplaced it is found by a beggar and then chased throughout the tale. Although there was a ridiculous amount of racism present in this work there was also some fairly hidden aspects of racial solidarity.Whereas all of the whit e police officers and detectives were racists against and clearly suspicious of Detectives â€Å"Coffin† and â€Å"Gravedigger† their immediate supervisor, the Sergeant whose name escapes me, was immensely supportive and understanding. He realized the situation that their department was dealing with and how important it was for Coffin and Gravedigger to be the ones to handle it, asserting that it was just their type of justice that was needed in such an instance and that they had a very particular way of going about the duties of their position.What is like the most controversial portion of this work is the underlying discussion of the Back to Africa Movement and the theme of African American solidarity (my second favorite part). I was extremely impressed with the attention that Himes gave to distinguishing the importance of finding and returning the money that was stolen because it was the hard-earned money of impoverished African Americans who had given all that they had and more; literally their last dollars or penny, to this preacher with a silver tongue because they felt he was the person to lead them to the â€Å"promised land†.They believed in this man and put a lot of stock in his words and alleged beliefs. He gave them hope and a vision that they felt they could have faith in. The Back to Africa Movement is an unfortunate dilemma which caught my attention having done some research on and not being a fan of Marcus Garvey for having turned out to be quite similar to the pastor in this tale. An immeasurably flawed being of great charisma in search of every dime he could get. I was disappointed in the â€Å"selling of a dream† but very pleased with the way in which Himes formed, developed and presented this character.The thing that I by far loved most about this book was the fact that it was a bale of cotton full of money. It could have been anything on this earth, a steal bucket sealed shut, a large suitcase or locked box but it wasn’t, it was a bale of cotton – the same soft and beautiful substance that kept African Americans oppressed for so many years working on plantations to harvest it. I thought the symbolism in the young lady dancing; celebrating what it meant was absolutely beautiful. It meant the overcoming of subjugation and inferiority.This longstanding symbol of oppression had turned into a symbol of hope, not for an entire race but at least for the impoverished community where it had been â€Å"lost†. I would guess that not many people saw the significance in Himes using a bale of cotton, or the fact that he was the one to write the book at all, but I did. Chester Himes was born in 1909, right after the turn of the century, soon after the abolition of slavery and right there during peak sharecropping times. I felt like cotton was something that had a stronghold on so many people for so long.Working in cotton fields was among African Americans greatest struggles, if not t he greatest of African American struggles. Cotton throughout history has signified African American oppression, but when cotton came to Harlem, it signified hope and financial freedom. I didn’t like the movie when I saw it years ago, but I am now glad that I was able to read the book. I thought it was great ad I would definitely recommended it to anyone who is interested in the underlying aspects of the African American struggle being celebrated as they are overcome.

A Corpus-Based Analysis of Mixed Code in Hong Kong Speech

2012 International Conference on Asian Language Processing A Corpus-based Analysis of Mixed Code in Hong Kong Speech John Lee Halliday Centre for Intelligent Applications of Language Studies Department of Chinese, Translation and Linguistics City University of Hong Kong [email  protected] edu. hk Abstract—We present a corpus-based analysis of the use of mixed code in Hong Kong speech. From transcriptions of Cantonese television programs, we identify English words embedded within Cantonese utterances, and investigate the motivations for such code-switching.Among the many motivations observed in previous research, we found that four alone account for more than 95% of the use of English words in our speech data across genres, genders, and age groups. We performed analyses over more than 60 hours of transcribed speech, resulting in one of the largest empirical studies to-date on this linguistic phenomenon. Keywords-code-mixing; English; corpus linguistics. code-switching; Canton ese; II. PREVIOUS RESEARCH I. INTRODUCTIONWhile Cantonese is the mother tongue for the vast majority of the people in Hong Kong, English is also spoken by 43% of the population [1], reflecting the city’s heritage as a British colony. A well-known feature of the speech in Hong Kong is code-switching, i. e. , â€Å"the juxtaposition of passages of speech belonging to two different grammatical systems or sub-systems, within the same exchange† [2]. Specifically, in the case of Hong Kong, the two grammatical systems are Cantonese and English.The former serves as the ‘matrix language’, and the latter as the ‘embedded language’, resulting in Cantonese sentences with English segments such as (example taken from [3]): canteen heoi3 canteen jam2 caa4 ‘let’s go to the canteen for lunch’ Here, the English segment contains only one word (‘canteen’), but in general, it can be a whole clause. We will use the general term â₠¬Ëœcode-switching’ rather than the more specific term ‘code-mixing’, which refers to switching below the clause level, even though most English segments in our corpus indeed contain only one or two words (see Table 3).There is already a large body of literature devoted to the study of Cantonese-English code-switching from the theoretical linguistic point of view [3,4,5]. This paper investigates the motivations behind the use of mixed code, on the basis of a large dataset of speech transcribed from television programs. In Section II, we outline previous research on the motivations of code-switching, and discuss how our investigation complements theirs. In Section III, we describe our methodology for corpus construction, in particular the design of the taxonomy of code-switching motivations.In Section IV, we present an analysis of these motivations according to genre, gender and age. The first major framework for classifying codeswitching motivations in Hong Kong c onsists of two categories: ‘expedient’ and ‘orientational’ [6]. Central to this framework is the distinction between words in ‘high Cantonese’ and ‘low Cantonese’. In everyday conversations, a speaker sometimes cannot find any word from ‘low Cantonese’ to describe an object, institution or idea (e. g. , ‘application form’). Using a word from ‘high Cantonese’ (e. g. , biu2 gaak3), however, would sound too formal and therefore stylistically inappropriate.In expedient mixing, the speaker resorts to an English word; the mixing is pragmatically motivated. In contrast, orientational mixing is socially motivated. The speaker chooses to use English (e. g. , ‘barbecue’) despite the availability of equivalent words from both ‘low Cantonese’ (e. g. , siu2 je5 sik6) and ‘high Cantonese’ (e. g. , siu1 haau1), since he perceives the subject matter to be inherently more ‘western’. This dichotomy has been criticized as overly simplistic, because of the ambiguity in defining lexical and stylistic equivalents among ‘low Cantonese’, ‘high Cantonese’, and English.Instead, a four-way taxonomy is proposed: euphemism, specificity, bilingual punning, and the principle of economy [7]. This taxonomy is then further extended, in a study of code-switching in text media [8], to include quotations, doubling, identity marking, and interjection. These categories will be explained in detail in Section III. While these classification systems are comprehensive and well grounded, they do not per se convey any sense of the relative importance or distribution of the various motivations.Our goal is, first, to empirically verify the coverage of these classification systems on a large dataset of transcribed speech; and, second, to give quantitative answers to questions such as: Which kinds of motivations are the most prominent? Does t he range of motivations differ according to the speech genre, or to the speaker’s gender or age? We now turn our attention to the methodology for constructing and annotating a speech corpus for these research purposes. III. DATA A. Source Material Our corpus is constructed from television programs broadcast in Hong Kong within the last four years by Television Broadcasts Limited (TVB).The programs belong to a variety of genres, including two drama series, three current-affairs shows, a news program, and a talk show. The news program, TVB News at Six-Thirty, carries the most formal register, containing mostly pre-planned 165 978-0-7695-4886-9/12 $26. 00  © 2012 IEEE DOI 10. 1109/IALP. 2012. 10 speech by the anchor. The current-affairs shows, Tuesday Report, Sunday Report and Hong Kong Connection, are serious in tone but contain spontaneous discussions. The talk show, My Sweets, is about food and drink.It also contains spontaneous discussions, but the topics tend to be lighte r. Although pre-planned, the speech in both drama series, Moonlight Resonance and Yes Sir, Sorry Sir, is arguably the least formal in register, designed to reflect natural speech in everyday life. Details of these TV programs are presented in Table 1. Table 1: Television programs that serve as the source material of our corpus. Genre Program Length Current Tuesday Report ( ), 135 episodes affairs ), X 20 minutes Sunday Report ( Hong Kong Connection ( ) Talk 24 episodes My Sweets ( ) show X 30 minutesEuphemism: When a Cantonese word explicitly mentions something that the speaker finds embarrassing, s/he might opt for an English word that contains no such mention. For example, to avoid the female body part hung1 ‘breast’ in the word hung1 wai4 ‘bra’, the speaker might prefer to use the English ‘bra’ (all examples are taken from [7]): bra tau3 bra gaak3 gaak3 ‘A princess whose bra is visible’ Specificity: â€Å"Sometimes an English e xpression is preferred because its meaning is more general or specific compared with its near-synonymous counterparts,† [7] in either low or high Cantonese.For example, the verb ‘to book’ means ‘to make a reservation for which no money or deposit is required’, which is more specific than its closest equivalent in Cantonese, deng6 ‘to make a reservation’. It is often used in sentences such as: book ngo5 soeng2 book saam1 dim2 ‘I want to book 3 o’clock’ Principle of Economy: â€Å"An English expression may also be preferred because it is shorter and thus requires less linguistic effort compared with its Chinese/Cantonese equivalent. † [7] While the word ‘check-in’ has two syllables, its Cantonese equivalent baan6 lei5 dang1 gei1 sau2 zuk6 ‘check-in [on a plane]’ has six.The principle of economy is thus likely the reason behind mixed code such as: check-in nei5 check-in zo2 mei6 aa3 Ã¢â‚¬Ë œHave you checked in already? ’ The taxonomy in [8] builds on the one in [7], further enriching it with categories2 below: Quotation: When citing text or someone else’s speech, one often prefers to use the original code to avoid having to perform translation. An example is direct speech: â€Å"What do you think? † jau5 go3 pang4 jau5 man6 ngo5 what do you think ‘A friend asked me, â€Å"What do you think? ’ Doubling: Originally named ‘Emphasis or avoidance of repetition’ [8], it will be referred to as ‘Doubling’ [9] here to make it explicit, as this category refers to English words that are embedded alongside Cantonese words that have the same or nearly the same meaning. The purpose is to emphasize the idea or to avoid repetitions. In the following sentence, it serves as an emphasis: 2 News Drama TVB News at Six-Thirty ( ) Moonlight Resonance ( ), Yes Sir, Sorry Sir ( Sir Sir) 5 episodes X 20 minutes 4 episodes X 45 minute s B.Data Processing From the television programs listed in Table 1, all code-mixed utterances were transcribed, preserving the original languages, either Cantonese or English. Following standard practice, loan words are not considered to be mixed code; in our context, all English words (e. g. , ‘taxi’) that have been adapted into Cantonese phonology (e. g. , dik1 si2) were excluded. The TV captions corresponding to each of these utterances are also recorded as part of the corpus. These captions are in standard Chinese, rather than Cantonese.Furthermore, alignments between the Chinese word(s) in the caption and the English word(s) in the utterance are annotated. This information will be used in the classification of motivations. Finally, two kinds of metadata about the speaker are recorded: gender (male or female) and age group (teenager or adult). C. Taxonomy of Code-Switching Motivations Our goal is to quantitatively characterize the motivations behind code-switching; to this end, each English segment in the Cantonese sentences in our corpus is to be labeled with a motivation. Due to time constraint, this classification was performed only on the currentaffairs and talk shows.The ‘expedient’ vs. ‘orientational’ classification system is too coarse for our purpose. Instead, we adopted the taxonomy in [7,8] as our starting point, then introduced some new categories to accommodate our data. The categories in [7] are1: 1 A fourth category, ‘bilingual punning’, is excluded from our taxonomy. As may be expected, punning is rarer in speech, and is indeed not found in our corpus. Among these categories is ‘identity marking’, for mixed code that marks â€Å"social characteristics such as social status, education status, occupation, as well as regional affiliation. [8] We found it difficult to objectively identify this motivation, and excluded it from our taxonomy. 166 Very good very good m4 co3 aa1 Ã¢â‚¬Ë œVery good, very good! ’ Interjection: English interjections may be inserted into the Cantonese sentence. For example: Anyway anyway nei5 hou2 sai1 lei6 ak1 ‘Anyway, you are awesome! ’ A significant amount of mixed code in our corpus, however, still does not fit into any of the above categories. Most fall under one of two reasons, ‘Personal Name’ and ‘Register’.We therefore added them to our taxonomy: Register: This is roughly equivalent to the ‘expedient’ category in [6], but will be referred to as ‘Register’ in this paper to make the motivation explicit. Sometimes, the speaker cannot find any equivalent ‘low Cantonese’ word, but feels awkward to use a more formal ‘high Cantonese’ word (e. g. , paai1 deoi3 ‘party’). As a result, s/he resorts to an English equivalent instead. For example, party hoi1 ci2 laa1 ngo5 dei6 go3 party ‘Our party is starting’ Personal Name: It is common practice among Hong Kong people to adopt an English name.Although this phenomenon may be considered ‘orientational’ codemixing in terms of the ‘western’ perception [6], it is given its own category, because it is very specific and accounts for a substantial amount of our data. A typical example is: Teresa, Teresa ngo5 dei6 zing2 dak1 leng3 m4 leng3 ‘Teresa, did we make it nicely? ’ D. Annotation Procedure We thus have a total of eight categories in our taxonomy of code-switching motivations. Five of these categories – namely, ‘euphemism’, ‘quotation’, ‘doubling’, ‘interjection’, and ‘personal name’ – can usually be unambiguously discerned.The annotator, however, has often found it difficult to distinguish between ‘specificity’, ‘register’, and ‘principle of economy’. To maintain consistency, we adopted the fol lowing procedure. When an English segment does not fit into any of the five â€Å"easy† categories, the annotator is to decide whether it has the same meaning as the Chinese word in the caption to which it is aligned. If it is deemed not to have the same meaning, then it is assigned ‘specificity’. If it is equivalent in meaning, and the annotator cannot think of any equivalent in ‘low Cantonese’, then it is labeled ‘register’.Lastly, if there is a ‘low Cantonese’ equivalent, but its number of syllables is larger than that of the English segment, then the motivation is ‘principle of economy’. IV. ANALYSIS English segments in Cantonese speech (section A), then discuss the distribution of the categories of motivations, both overall and with respect to genres, genders, and age groups (section B). A. Density and Length of English Segments It is well known that English words are sprinkled rather liberally in the Canto nese speech in Hong Kong. We measure how the frequency of English segments varies across different genres.As shown in Table 2, the frequency correlates with the register of the genre (see Section III. A). In the drama series, the most colloquial genre, one and a half English words are uttered per minute on average. The talk show occupies second place, and the current affairs shows have slightly less frequent English words. In the news program, where the speech is preplanned, the anchor did not utter any English word. Table 2: The total number of Cantonese sentences containing English segments, and the total number of English words transcribed. The last column shows how often an English word is uttered.Program genre Drama Talk show Current affairs News # sent with English 219 487 1495 0 # English words 259 625 1995 0 Frequency (words/min) 1. 4 0. 87 0. 74 0 Second, we measure the length of the English segments. Table 3 shows that the vast majority of English segments contain no more than two words. Across all genres, more than 80% of the English segments consist of only one English word. This figure is comparable to the 81. 4% for text data reported in [8]. Table 3: Proportion of English segments with only one (e. g. , â€Å"canteen†) or two words (e. g. , â€Å"thank you†).Program genre Drama Current affairs Talk show One-word 85% 85% 81% Two-word 11% 11% 17% This section presents some preliminary analyses on this corpus. We first consider the frequency and length of B. Motivations for the use of mixed code A plethora of motivations have been posited for the use of mixed code in Hong Kong (see Section II). Applying our proposed classification system (see Section III. C) on our corpus of transcribed speech, we aim now to discern the relative prevalence of the various kinds of codeswitching motivations. Table 4 shows the distribution of these motivations in the current-affairs and the talk shows.Four dominant motivations – chiefly ‘reg ister’, but also ‘personal name’, ‘principle of economy’, and ‘specificity’ – are attributed to more than 95% of the English segments. This trend is the same across genres (current-affairs and talk shows), genders (see Table 6), and age groups (see Table 5). All other categories, including quotations, euphemism, doubling, and interjection, are relatively infrequent. Genres. Among the four dominant motivations, ‘register’ – the use of appropriately informal words – is the most frequent motivation in both the current-affairs and 167 talk shows.Its proportion, however, is significantly more marked (47. 4%) in the talk show than in current affairs (36. 4%), reflecting the more informal nature of the former. Table 4: Distribution of code-switching motivations, contrasted between genres. Motivation Current affairs Talk show Register 36. 4% 47. 4% Personal Name 26. 8% 24. 5% Principle of economy 19. 0% 17. 6% S pecificity 13. 2% 8. 2% Quotation 2. 1% 1. 0% Doubling 1. 4% 0. 4% Interjection 0. 9% 1. 0% Euphemism 0. 3% 0% Age groups. Table 5 contrasts the distributions of code-switching motivations between adults and teenagers in the current-affairs shows 3 .As mentioned above, the four major motivations remain constant. However, teenagers are much more likely than adults to use English words to achieve more informal register (52. 4% vs. 35. 1%). They also tend more to opt for English to save effort (23. 8% vs. 18. 6%). Somewhat surprisingly at first glance, teenagers address others in English names less often than adults (2. 4% vs. 28. 8%); it turns out that in the conversations in our corpus, teenagers often prefer to address adults with the more formal Chinese names, likely out of respect.Table 5: Distribution of code-switching motivations, contrasted between age groups. Motivation Adults Teenagers Register 35. 1% 52. 4% Personal Name 28. 8% 2. 4% Principle of economy 18. 6% 23. 8% Specif icity 13. 1% 14. 3% Quotation 1. 9% 4. 0% Doubling 1. 3% 2. 4% Interjection 0. 9% 0% Euphemism 0. 3% 0. 8% use English names to address others (32. 9% vs. 18. 9%); men, on the other hand, more frequently use English words to reduce effort (22. 9% vs. 14. 8%). V. CONCLUSIONS We have described the construction of a corpus of Cantonese-English mixed code, based on speech transcribed from television programs in Hong Kong.Drawn from more than 60 hours of speech, this corpus is among the largest of its type. A novel feature of the corpus is the annotation of the motivation behind each code-mixed utterance. Having proposed a classification system for these motivations, we applied it on our corpus, and reported differences in the use of mixed code between genres, genders and age groups. A key finding is that four main motivations – ‘register’, ‘personal name’, ‘principle of economy’, and ‘specificity’ — account for more than 95% of the embedded English segments.ACKNOWLEDGMENT This project was partially funded by a Small-Scale Research Grant from the Department of Chinese, Translation and Linguistics at City University of Hong Kong. We thank Man Chong Mak and Hiu Yan Wong for compiling the corpus and performing annotation. REFERENCES [1] K. H. Y. Chen, â€Å"The Social Distinctiveness of Two Code-mixing Styles in Hong Kong,† in Proceedings of the 4th International Symposium on Bilingualism, MA: Cascadilla Press, 2005, pp. 527541. J. Gumperz, â€Å"The sociolinguistic significance of conversational code-switching,† in RELC Journal 8(2), 1977, pp. 1—34. J.Gibbons, â€Å"Code-mixing and koineizing in the speech of students at the university of Hong Kong†, in Anthropological Linguistics 21(3), 1979, pp. 113—123. B. H. -S. Chan, â€Å"How does Cantonese-English code-mixing work? †, in Language in Hong Kong at Century’s End, M. C. Pennington (ed. ), 1998, pp. 19 1—216, Hong Kong: Hong Kong University Press. D. C. S. Li, â€Å"Linguistic convergence: Impact of English on Hong Kong Cantonese,† in Asian Englishes 2(1), 1999, pp. 5—36. K. K. Luke, â€Å"Why two languages might be better than one: motivations of language mixing in Hong Kong†, in Language in Hong Kong at Century’s End, M.C. Pennington (ed. ), 1998, pp. 145—159, Hong Kong: Hong Kong University Press. D. C. S. Li, â€Å"Cantonese-English code-switching research in Hong Kong: a Y2K review,† in World Englishes 19(3), 2000, pp. 305— 322. H. Cao, â€Å"Development of a Cantonese-English code-mixing speech recognition system,† PhD dissertation, Chinese University of Hong Kong, 2011. R. Appel and P. Muysken, Language contact and bilingualism. London: Arnold, 1987. [2] [3] [4] [5] [6] Table 6: Distribution of code-switching motivations, contrasted between genders.Motivation Female Male Register 37. 5% 40. 7% Personal Name 32. 9% 18. 9% Principle of economy 14. 8% 22. 9% Specificity 10. 9% 13. 2% Quotation 1. 9% 1. 7% Doubling 1. 1% 1. 3% Interjection 0. 7% 1. 1% Euphemism 0. 3% 0. 2% Genders. Finally, we investigate whether codeswitching motivations are biased according to gender. Aggregating statistics from both the current-affairs and talk shows, Table 6 compares the motivations of males and those of females. Females are shown to be more likely to 3 [7] [8] [9] The speakers in the talk show are predominantly adults. 168

WWI-Comparison of German+French Soldiers experienc Essays

WWI-Comparison of German+French Soldiers experienc Essays WWI-Comparison of German+French Soldiers experiences History WWI-Comparison of German+French Soldiers experiences The first World War was a horrible experience for all sides involved. No one was immune to the effects of this global conflict and each country was affected in various ways. However, one area of relative comparison can be noted in the experiences of the French and German soldiers. In gaining a better understanding of the French experience, Wilfred Owen's Dulce et Decorum Est was particularly useful. Regarding the German soldier's experience, various selections from Erice Maria Remarque's All Quiet on the Western Front proved to be a valuable source of insight. A analysis of the above mentioned sources, one can note various similarities between the German and French armies during World War I in the areas of trench warfare, ill-fated troops, and military technology. Trench warfare was totally unbiased. The trench did not discriminate between cultures. This "new warfare" was unlike anything the world had seen before, millions of people died during a war that was supposed to be over in time for the holidays. Each side entrenched themselves in makeshift bunkers that attempted to provide protection from the incoming shells and brave soldiers. After receiving an order to overtake the enemies bunker, soldiers trounced their way through the land between the opposing armies that was referred to as "no man's land." The direness of the war was exemplified in a quotation taken from Remarque's All Quiet on the Western Front, "Attacks alternate with counter-attacks and slowly the dead pile up in the field of craters between the trenches. We are able to bring in most of the wounded that do not lie too far off. But many have long to wait and we listen to them dying." (382) After years of this trench warfare, corpses of both German and French soldiers began to pile up and soldiers and civilians began to realize the futility of trench warfare. However, it was many years before any major thrusts were made along the Western front. As soldiers past away, recruits were ushered to the front to replenish the dead and crippled. These recruits were typically not well prepared for the rigors of war and were very often mowed down due to their stupidity. Both the French and Germans were guilty of sending ill-prepared youths to the front under the guise that "It is sweet and fitting to die for one's country." (380) Owen's Dulce et Decorum Est is a prime example of this "false optimism" created by the military machine in France to recruit eager new troops to die a hero's death on the front lines. Remarque also alluded to the fact incompetent young recruits were sentence to death. In reference to the young recruits Remarque stated, "It brings a lump into the throat to see how they go over, and run and fall. A man would like to spank them, they are so stupid, and to take them by the arm and lead them away from here where they have no business to be." (383) Millions of French and German soldiers, both young and old lost their lives during this world-wide struggle for survival. It is not necessary for one to go through an intense amount of abstraction in order to note similarities in the weaponry each side employed during the first World War. "Bombardment, barrage, curtain-fire, mines, gas, tanks, machine-guns, hand grenades" were all weapons that served the same purpose. (383) It did not matter if these weapons were in the hands of German or French soldiers, they all indiscriminately dealt death to the opposition. Gas was a particularly horrid creation. It would seeming spring out of the ground without much notice and if one did not seek the security of a gas mask, dreams would be smothered "under a green sea" and as one solider stated (in reference to those who were caught up in the pungent clouds of death) "He plunges at me, guttering, choking, drowning." (380) Typical sights for soldiers on any given day were "men without mouths, without jaws, without faces; we find one man who has held the artery of his arm in his teeth for two hours in order not to bleed to death. (384) The destructive weapons of war contributed to the massive amount of death neither the French nor German army could escape. Both the accounts looked at in this inquiry unveil a mass of similarities between German and French soldiers during the First World War. Based on Remarque's firsthand encounters with trench warfare in World War I and Owen's vivid descriptions

Analysis Of The Movie Blade Runner Film Studies Essay

Analysis Of The Movie Blade Runner Film Studies Essay The Blade Runner is a science fiction movie that was directed by Ridley Scott in 1982. The movie was written by David Peoples and Hampton Fancher, and was based on Do Androids Dream of Electric Sheep?† a novel that was authored by Philip K. Dick. The film depicts a 2019 dystopian Los Angeles, a period that is characterized by the construction of genetically modified organic robots that are referred to as â€Å"replicants.† Tyrell manufactured the robots and other big corporations around the world were physically indistinguishable from adult human beings. The replicants are banned and are only used for menial and dangerous works in the off-world colonies. Special police operatives referred to as â€Å"Blade Runners† hunt down the replicants who defy the ban. The film rapidly became a typical sect, with a great following of devoted fans (Hills, 2005). However, as with all sect classics, the movie has had countless critics, and the majority of these critics have gen erated incredibly similar criticism of the movie. They dismissed it as a good-loooking movie formed on the flimsiest of tales, a conquest of creation plan over substance. This statement even though incredibly vital and intrepid is not wholly without matter, with lots of plot turns and variations in the course, the themes are time and again difficult to track, as is the character conversation and the universal run of the plot which can irritate a lot of people and as a result, result in such awful critisism. When talking about this statement, one must assess a number of main scenes in the movie itself, make an analysis of both the story creation design and its content, and form a close reference to both. The first scene of key significance to both the story and the creation design is the prospect in which the observer first gets to know about Racheal. One gets to know about Rachael in the narrative as a Tyrell’s secretary, and a new outline of replicant, which is more or less human. However, she afterward becomes deckards love concern, which is relatively a satirical concurrence due to the reality that it is deckards occupation as a blade runner to execute replicants. Nevertheless the conversation is complex, and presumes too much of the watcher, in the logic, that it presumed that the watcher identifies more with the new globe than is told in actual facts.What is relatively astonishing, are the visuals in this scene which arrest the eye of the watcher easily. There is filming of the movie is done from a distant end of the room, in the evening. This looks out of the base to the ceiling removable window, of more or less prehistoric looking scenery, with pyramids and other prehistoric kind of buildings. The room itself has a distinct sentiment of the Mediterranean. It is in complete dissimilarity to the feeling of architecture of the movie, which has typically been that of grey dull buildings and dark uninviting streets. This is used to indicate the tremen dous disparity in riches amid tyrell, and the rest of the globe. This scene is occupied with classic narrative, although it is frequently difficult to understand the knowledge that is expected by the watcher. The visuals of the scene are exceptional, it is a good-looking backdrop and a visually striking scene, which as well distracts the sight from the character conversation, and creates difficulty to understand the slight scheme particulars in the scene (Sammon & Paul, 1997). In general, this scene is geared in the direction of the creation design side of the movie, and needs to utilize extra time on the story side.

The Four Noble Truths of Buddha Essay Example | Topics and Well Written Essays - 500 words

The Four Noble Truths of Buddha - Essay Example 2. The Second Noble Truth is the Arising or Cause of Suffering ( Sanskrit – Samudaya): This Truth narrates that we continuously remain in searching outside around us to make ourselves happy without considering the degree of success because we never remain satisfied. Buddha taught that this hunger grows out of our ignorance because we try to grab one thing after another to make ourselves secure. We become frustrated when the worldly things do not deliver to our expectations. 3. The Third Noble Truth is Cessation (End) of Suffering (Sanskrit – Nirodha): Buddha taught that we may get freedom from these sufferings and may be made to cease if we keep away from the world. It is self-control to fade away the sufferings and Dhukka will be eliminated. 4. The Fourth Noble Truth is The Path Leading to the Cession of Sufferings (Sanskrit – Marga): Buddha gave us the path to cease the suffering. It is eightfold path i.e. right view, right intention, right speech, right action, right livelihood, right effort, right mindfulness, and right concentration. More simply it is divided into three main disciplines viz wisdom, ethical conduct and mental discipline (The Four Noble Truths and Buddha’s Four Noble Truths) Hinduism is the religion of Hindu. It is possibly the oldest religion known to man with no identifiable beginning and began in the forests of India. It is worship oriented for powers of nature and is considered as a nature religion. It is compounded with all forms of belief and worship with characteristics of other faiths too. Hinduism is an international religion and followers are found in many countries.  

Busniess in China Research Paper Example | Topics and Well Written Essays - 1500 words

Busniess in China - Research Paper Example By 2009 it was holding the largest foreign currency reserves amounting to $2 trillion and was also the largest holder of US treasury bonds (Tse, 2009). It has also become a world leader in international trade with import export forming 60% of its GDP (Tse, 2009). 1.3 billion Population of the country represents a huge market potential which no company can afford to ignore. Economy Based on the development level, the country is divided into three economic regions which are eastern, middle and western regions (Ma and Li, 2004). Eastern region is most advanced with good infrastructure, advanced cities, good management and administration (Ma and Li, 2004). Special economic zones have been setup by the government in this region to provide better development opportunities. The middle region is not as well developed as the Eastern. However, it has well developed industry and is the main region which produces grain, edible oils and cotton (Ma and Li, 2004). The Western region is still underd eveloped but has huge development potential for trade because it is the passage to other countries (Ma and Li 2004). Industry forms 46.8% of the GDP and industrial production growth rate stood at 11% as per 2010 estimates (cia.gov, 2011). Culture Because of the country’s socialist background, its culture is highly influenced by this ideology. The Chinese put a great emphasis on relationships than transactions and power distance in an organization (secureonlineorder.net, n. d). The Confucian philosophy which they follow focuses on collectivism rather than individualism. They believe in what they call â€Å"Guanxi† that refers to a â€Å"network of relationships among groups that cooperate and support one another† (secureonlineorder.net, n. d). This is considered as legally valid and not bribery and is indicative of personal closeness through exchanging of gifts and frequent contacts with retailers, suppliers, local government officials and banks. Chinese are not too keen to focus on detail and technical expertise with their leader’s autocratic behavior being accepted in return for security and harmony. Their communication is also less verbal and more through body language. They are never direct at saying â€Å"no† to things and rather express it through facial expressions and other roundabout ways (legacee.com, n. d). They feel that business relationships are the foundation of businesses and not any written agreements. Language problem is a barrier to exchange of ideas with the western organizations. Analysis of findings Facility location After having analyzed the economy and culture of China we need to first look at the location of the new facility. As seen earlier, Eastern China is the most developed area hence; there would be stiff competition for resources there. The Western area is now the new focus area for the government hence the new facility should be located there. The region accounts for 71% of China’s total land area and 29% of China’s total population with ready availability of labor force (Tan, 2010). Facility cost here is 50% less than the Eastern region while warehousing, construction and office lease is as low as one third to three quarter of the cost (Reinhardt, 2005). Thus providing facilities to the employees like housing will not be a major issue with respect to cost or availability in any of the Western towns or cities. There will be some problems as infrastructure and communications network are not as well developed

Islamic Banking and the Financial Crisis Essay Example | Topics and Well Written Essays - 3000 words

Islamic Banking and the Financial Crisis - Essay Example The following verses of the Quran illustrate Islamic prohibitions on riba or usury: â€Å"And for practicing usury, which was forbidden, and for consuming the people’s money illicitly, We have prepared for the disbelievers among them painful retribution.† Al-Nisa 4:161 â€Å"Those who charge usury are in the same position as those controlled by the devil’s influence. This is because they claim that usury is the same as commerce. However, God permits commerce and prohibits usury.† Al-Baqarah 2:275 â€Å"The usury that is practiced to increase some people’s wealth does not gain anything at God. ... Background and Key Concepts of Islamic Banking Holden (2007) states that riba was a pre-Islamic practice that required that when a borrower could not repay a loan owed to another by a specified date, the amount of the loan increased in lieu of an extension in the repayment date. However, such an arrangement presented a problem because borrowers who could not repay a loan were in danger of owing huge sums in perpetuity to lenders. Thus, those that turned to moneylenders in an informal barter economy of the pre-Islamic era at times of famine, disasters or crop failure were in danger of entrapment in a vicious cycle of indebtedness, poverty and deprivation that could result in perpetual slavery for those that could not repay their loans. High risks associated with entrapment in a vicious cycle of indebtedness did not encourage risk-taking in commerce, and this was not beneficial for the society. It is important to note that the concept of a limited liability company in the United Kingdo m had evolved due to a societal need for managing better business risks for the betterment of the society and Islamic response for risk management related to the removal of the concept of riba from society. Holden (2007) goes further to suggest that the Quran prohibits profiting from idle money, and a prohibition exists for the practice of riba in Islam. In addition, Islamic law or the Shariah prohibits transactions that carry substantial risk or uncertainty at the time of inception, such as gambling or other forms of risk that present a potential for exploitation. Prohibition under the Shariah also extends to transactions that involve immorality,

Differences Between Male and Female Gang Members

Differences Between Male and Female Gang Members Eric Diehlmann   Gangs are not a new phenomenon in American society. As early as the late 1700 gangs emerged on the East Coast because of immigration and poverty (Howell Moore 2010). These early gangs helped people to feed their families and build a sense of belonging in a new country. Nowadays not much has changed individuals still join gangs to make money and feel like they belong. These gangs have kept crime alive in the cities where they exist and make it hard for law enforcement to keep crime rates low. In this paper, we will delve into the history of gangs, the activities of the gangs, and the differences between male and female gang members when it comes to membership and the victimization they experience in a gang. In the late 18th century the United States was established as an independent country and cities in the first states were experiencing the beginnings of gangs. These gangs were not seasoned criminals but youth fighting over local territory. In the 1820s organized gangs started to emerge after large scale immigration to the United States and the subsequent poverty and overcrowding that followed. Most of these gangs were initially white (Irish, Italian, German, etc.) but as Latinos and Blacks started to move to the cities in the 1950s the gangs became more racially diverse. The second period of gang growth also saw in increase in Poles, Italians and Jews in the cities which strengthened the gangs of the corresponding ethnicities. By the 1950s youth gangs have disappeared and a migration of Blacks and Latinos came into the city which sparked interracial tensions. White gangs violently resisted racial integration which led Black and Latino gangs to form as protection groups. Some modern-d ay gangs have their roots in penitentiaries where they were formed for protection from other inmates. In the Midwest gangs began similarly to the east where most gangs were white. Most notably Chicago which saw racial tensions between the white, black, and Latino gangs in the 1950s. Due to these tensions the proliferation of Latino and Black gangs occurred (Diamond 2005). As for gangs in the West the first were Latino due to the high Mexican population there. Like the East the first gangs were formed by groups of boys. As time passed these groups of boys became seasoned criminals recruiting others to join for protection and family. The cultural and physical marginalization of the Latino population helped to strengthen the developing gangs in the West where the Latino population was the majority (Howell Moore 2010). The difference between Latino gangs in the west compared to the Latino gangs in the East is that is gangs in the East arose from social disorganization stemming from the influx of immigrants coming through Ellis Island, whereas in the West the gangs arose from ethnic history and an alienation of the Latino culture. The major gangs that we take into consideration are MS 13, Trinitarios, The Aryan Brotherhood, The Bloods, and the Crips. MS-13 is a Latin street gang that has its origins in the poor neighborhoods of Los Angeles in the 1980s and in El Salvador. They span from Central America through Mexico and the United States all the way up to Canada. Their strongest presence is in Washington DC, California, and New York (Adams Pizarro). They originated in Southern California to protect each other from the violence caused by the Mexican Mafia. After time, they formed an alliance with the Mexican Mafia in 1993 which made them an official Southern California gang. To join the gang you have to be of Latin decent and go through an initiation process which involves a thirteen second beating from three older members or if you are female you have the option to be sexed in by having sex with thirteen members of the gang. Each prospective member is also required to do a trial period where they participate in gang activities. MS-13 is most notably known for their weapon of choice a machete, a number of violent acts committed by the gang are done with a machete. MS-13 is split up into cliques that vary in their own structure with larger cliques having a more military style hierarchy and smaller ones having designated leaders called shot callers. All gang members are required to follow the thirteen rules of conduct which include always obeying a superior member order to not saying mierda due the fact that thats what the rival gang the Eighteenth Street Gang calls them. In addition to the thirteen rules they must bring in profit, prove their toughness, and kill on command. Another famous Latin gang are the Trinitarios they were formed in 1989 by inmates in the Rikers Island Correction Facility and was composed of mostly Dominican inmates who sought protection. When the members were released they set up shop in the Washington Heights area of New York City and they are considered one of the fastest growing gangs on the Northeast. The requirements to be in the Trinitarios are that you must be of Dominican decent or affiliation as well as killing somebody or getting stabbed. The leaders from each regional chapter meet up once a year and other than that they all operate independently there are two main leaders but their identities are unknown. They have no alliances with other Latin gangs declare themselves rivals of those gangs. The Aryan Brotherhood is a prison gang that operates both in and out of prison. The gang formed in 1964 in San Quentin prison as a response to newly desegregated prisons, the founders were Irish bikers who sought protection in prison. The requirement to join the Brotherhood is that they must kill another person in a eye drawing fashion or kill a person of another race. Although they dont have as many members compared to other prison gangs the Aryan Brotherhood makes up for it in pure violence and disregard for authority. For example, a member of the Aryan Brotherhood killing a shot caller of a rival gang in the middle of a crowded prison yard with no concern of the repercussions. The Aryan Brotherhood have certain core values like white supremacy and adorn themselves in Nazi symbols like the swastika and SS patches or tattoos, this gang is also known to work with other gangs of varyi ng races which goes to show that making money comes before their racism. The Bloods arose in the early 1970s in response to the Crips gang becoming a powerful gang terrorizing neighborhoods in Los Angeles. There were other African American that arose in response to the Crips and over time these red gangs banded together to form the Bloods. Later on in the 1970s the Bloods and Crips began to divide up into neighborhoods in the Los Angeles area fervently protecting their territory. As time passed and their membership grew the Bloods are spread throughout the country both in states and their respective prison population. The requirements to be in the Bloods are that you must be African American, as well as survive a beat in by elder members of the gang and commit a crime or murder a member of a rival gang. The Crips arose in the late 1960s on high school campuses throughout to Los Angeles area. These groups were later organized into subsets that had their own leaders and hierarchies. T he initiation process for being a Crip is essentially the same for being a Blood, you must get beat in and kill a rival gang member or commit another crime. Now that we have a good background on the history of gangs and the different groups we will go over the types of crimes these gangs commit. The crimes of these gangs are all similar in a sense they are known for drug trafficking, murder, and human trafficking. If we look deeper we can see what makes each gangs crimes unique to them. To start off the MS-13 more specifically deals in drug distribution, murder, rape, prostitution, robbery, home invasions, immigration offenses, kidnapping, carjacking, and vandalism. All the following crimes are usually carried out as violently as possible where violence is necessary. A crime that sets them apart from the other gangs are immigration offenses, since MS-13 is a gang that requires El Salvadorian heritage many of the members go through Mexico to the U.S. where other gang members can get them into the U.S. illegally. The Trinitarios commit similar crimes to MS-13 except for immigration offenses. Since this is originally a prison gang a decent amount of the offenses may happen in penitentiaries. The Aryan Brotherhood commits crimes like the MS-13 and Trinitarios with the exception of racketeering, arms trafficking, inmate prostitution and some dog fighting. They are known specifically for distributing crystal methamphetamine. For the most part crimes happen in the prison system although they also have members that are not incarcerated that commit crimes and smuggle in money into the prison to give to other members. The Brotherhood also make themselves available as hitmen for hire for the right price. The Brotherhood mostly focuses on seriously organized crime activities which sets them apart from most gangs where the thing that they are about most is territory and not making money. The Bloods and Crips Gang activities are like the MS-13 and Trinitarios. Both gangs made large amounts of money during the crack-cocaine epidemic in Los Angeles and routinely rob and murder innocent people or rival gang members. When most people think of a gang member they often think of male members but there are many female gang members as well. Although they only account for usually 11% of gang member ship according to a study conducted by the Office of Juvenile Justice and Delinquency Prevention. Since females in gangs are a small minority of the total gang membership we will look at what gangs females are predominantly in. Female gang members can be separated into 3 types, mixed membership gangs where members can be male or female, auxiliary gangs, where a group of females works with a male dominated gang and finally female only gangs. Per the study Gender Dynamics in Youth Gangs: A Comparison of Males and Females Accounts by Jody Miller and Rod K. Brunson they found that females most likely found themselves associated with mixed gangs or auxiliary gangs. When a female is in a gang they are found to assume one of two roles the tomboy or the sex object. The tomboy role is like the male members role in th e gang but is not usually accepted due to the male members viewing it as outside of the normal female behavior. The sex object role is obvious, the male members use a female for sexual purposes as well as using them to entrap male rival gang members and conceal weapons or drugs. In both roles, the females wanted to have the respect of their male peers. There were interesting observances of how a female presence would deter violent acts even in all male gangs. One of the all-male gang members explains Girls keep people from doin things and he goes on to tell a story about how a girl that he used to talk to hid his gun from him an attempt to stop him from getting vengeance on a rival gang member that shot his partner. Miller and Brunson g on to summarize this by stating Young womens presence gave these young men an excuse for avoiding violence, even though they depicted girls as only good for sex.. When looking at the activities that girls in gangs commit one member explains that his fellow member Tia mostly sold drugs and partied with the other members but did not participate in activities that included violence like drive bys and other confrontations with rival gangs. If a girl was involved on a violent act it was fighting another rival female member. When all the members were asked how they protected other members most of the subjects responded that guns were the primary source of protection. It was noted that girls just said guns while boys listed the types of firearms given to the members. A major difference between boys and girls when it came to weapons was that when the girls were asked what kind of weapons girls carried on them 70 percent stated they carried knives or similar instruments while 26 percent carried guns. As for inter-gang relationships between boys and girls it seems that in mixed gangs members for the most part had a sexual relationship with the other opposite sex members since dating can cause unwanted drama and fighting within the gang. As for all male gangs, they will have similar relationships with girls that hang out with the gang where they are only viewed as sex objects. The most apparent example of this sexual exploitation is seen when the initiation process of sexing in is used on new female recruits. If a female member is sexed in usually they do not receive any respect within the gang and are only viewed as sex objects. It was noted that if a female did associate with a mixed gender gang instead of a all-male gang they were afforded protect ion and some status within the gang. There are differences between how female and male members are attacked by other rival gangs. Male and female members both acknowledged that it is easier for males to be targeted by rivals than females mostly because females are allowed to wear whatever colors they want and are not assumed to be in a gang. There was a specific danger for female gang members, being kidnapped and sexually assaulted or beaten by rival gang members to make a point. For the most part females did not agree that they experienced the same amount of dangers that males face being in a gang. It is noted that both male and females agreed that once a violent situation came around the females are not included or they leave the scene. From the interviews with the gang members on their views on gender specific victimization all accounts had the idea that boys were more likely to experience lethal violence and girls were more likely to experience sexual violence. In summary, we can see that gangs have a rich culture in the United States dating back to when the first immigrants settled here. Although the gangs vary by ethnicity it seems that people join gangs for protection, to have some semblance of a family, or to make a living. The crimes of these gangs can vary but all of them commit violent crimes and sell drugs other illegal substances. As far as gender is concerned it is shown that females make up a small amount of membership in gangs and they usually do not participate in violent life threatening acts but they help distribute drugs and lure rival gang members. Just because female gang members arent involved in violent crimes does not mean that that are at less of a risk of danger. Females are at risk of being kidnapped and sexually or physically assaulted by rival gang members to make a point whereas male gang members are at risk of life threatening altercations with rival gang members. Works Cited: Adams, Jennifer J., and Jesenia M. Pizarro.MS-13 Gang Profile(2009): n. pag.MS-13 Gang Profile. Journal of Gang Research, Summer 2009. Web. 1 Mar. 2017. Aryan Brotherhood.Aryan Brotherhood. Southern Poverty Law Center, n.d. Web. 01 Mar. 2011 Diamond, Andrew J. Gangs.Gangs. Chicago Historical Society, 2005. Web. 01 Mar. 2017. Dun, J. (n.d.). Los Angeles Crips and Bloods: Past and Present. Retrieved March 02, 2017, fromhttps://web.stanford.edu/class/e297c/poverty_prejudice/gangcolor/lacrips.htm Howell, James C., and John P. Moore. The History of Street Gangs in the United States: Their Origins and Transformations.History of Street Gangs in The United States(2010): n. pag.History of Street Gangs in The United States. U.S. Department of Justice, May 2010. Web. 1 Mar. 2017. Miller, Jody, and Rod K. Brunson. Gender Dynamics in Youth Gangs: A Comparison of Males and Females Accounts.Justice Quarterly17.3 (2000): 419-48. Web. Olmstead, Scott.Organization Data Sheet: Los Trinitarios Author: Scott Olmstead Review: Phil Williams A. When the Organization Was Formed + Brief History(n.d.): n. pag.Los Trinitarios. Pittsburgh University, May 2012. Web. 1 Mar. 2017. Survey Results: Gang Member Demographics, Sex.Survey Results: Gang Member Demographics, Sex. Office of Juvenile Justice and Delinquency Prevention, 1996. Web. 13 Mar. 2017.

Characters, Setting, and Conflicts in A Tale of Two Cities Essay

Characters, Setting, and Conflicts in A Tale of Two Cities      Ã‚  Ã‚   In the novel, A Tale of Two Cities, Charles Dickens utilizes the characters, setting, conflicts, and other literary devices to convey the tone and establish an attitude about human beings and society.    Dickens connects this novel with the French Revolution. Many of his descriptions refer back to the Revolution and help convey the tone of depression. Dickens saw "similarities between the forces that led to the Revolution and the oppression and unrest occurring in England during his time" (Cliff notes). "Although he supported the idea of people rising up against tyranny, the violence that characterized the French Revolution disturbed him" (Cliff notes). Dickens was drawn to a play, The Frozen Deep, written by Wilkie Collins in which he acted. In this play, two men competed for one woman, like in A Tale of Two Cities, when Charles Darnay and Sidney Carton compete against each other for Lucie Manette. Dickens makes clear the characters in this novel through their actions rather than dialogue, which make this novel different from the rest. Dickens' social ideas in this novel are quite simple. He feels the French Revolution was inevitable because the aristocracy oppressed the being "of the poor, driving them to revolt" (Cliff notes). In A Tale of Two Cities Dickens attempts to show his readers the dangers of a possible revolution (Cliff notes). He relies on his descriptive skills to convey the significance of revolution and resurrection in the novel. In addition, he portrays the horror of mob violence throughout the novel, leaving the readers with images of waves of people crashing through the battered gates of the Bastille, for exampl... ... Dr. Manette and he is returned to sanity. Sydney Carton's life changes from despair to honor. Because of the great change in Carton, Darnay's life is spared. The power of love and determination is clearly demonstrated by the resurrection of Dr. Alexander Manette, Sydney Carton, and Charles Darnay.       Sources Cited and Consulted:    Collins, Irene. "Charles Dickens and the French Revolution." Literature and History 1.1 (1990): 40-57.      Dickens, Charles.   A Tale of Two Cities. 1859. New York:   Bantam, 1983.    Gross, John. "A Tale of Two Cities." Dickens and the Twentieth Century. Ed. John Gross and Gabriel Pearson. London: Routledge & Kegan Paul, 1962. 187-97.    Kalil, Marie. Cliffs notes on Charles Dickens' A Tale of Two Cities.   Cliff Notes Inc,   June 2000    http://www.sparknotes.com/lit/twocities/