Elements of Gothic Literature Essay

Gothic literature was born in 1764 when Horace Walpole published The Castle of Otranto, which is considered to be the first gothic novel ever written. Gothic literature was originally written as a reaction to the age of reason, order, and the politics of eighteenth-century England. Containing anti-Catholic sentiments and mythical aspects, Gothic literature explored the tension between what we fear and what we desire. The stories were usually set in some kind of castle or old building that showed human decay and created an atmosphere of mystery and suspense. Often, one of the main characters would be some sort of damsel in distress, threatened by some man. The words chosen in these novels and short stories were very descriptive, creating overwrought emotion and often, feelings of gloom and horror. Also, within the plot, some sort of ancient prophecy, along with omens and visions, could usually be found. The most important elements to the structure of canonical gothic literature, however, are supernatural and unexplainable events. In The Castle of Otranto, much of the plot surrounds one unexplainable incident: a giant black helmet falls on Prince Conrad, thus killing him. Because of Prince Conrad’s death, Manfred, his father, captures a passing peasant, Theodore, and pursues Isabella, Conrad’s fiancee. Later, it is learned that Jerome (the minister) is Theodore’s father. If the helmet had never fallen on Conrad, Manfred never would have stopped Theodore, and Jerome would never have found his long lost son. Manfred, still believing that Theodore is guilty of dropping the helmet by sorcery, is ready to execute him. At this point in the story, Isabella’s long lost father appears, which halts Theodore’s execution. It is later learned that Isabella’s father found her because a dream he had led him to a monk, who led him to Otranto. The supernatural event here is the dream, which turned out to forecast reality. He accuses Manfred of not being the rightful ruler of Otranto. Eventually, everything is confirmed when the giant version of Alfonso the Good that has been living in the castle (another mysterious incident) breaks through the walls and proclaims Theodore the natural heir of Alfonso and the rightful ruler of Otranto. The Ruins of the Abbey of Fitz-Martin, whose author remains anonymous, also has a similar dependency on a chain of supernatural events. Sir Thomas Fitz-Martin acquires an abbey, which he finds in ruins. He is certain it can be repaired, so he and his people venture inside. Upon exploring the abbey, Fitz-Martin opens a door with difficulty, only to be met with severe shrieks from inside that particular room. Later in the story, the superstition surrounding those screams is explained. Evidently, every night, the ghost of St. Anna can be seen walking up to the altar. She stays there until midnight, and then walks to the south tower. She screams three times, and the ghost of the evil Baron, who possessed the abbey years before, comes. Then, Anna chases him with a â€Å"fire-brand† in one hand and a dead baby in her other arm. The two ghosts eventually come to the Baron’s old room, where â€Å"dismal yells and dying groans† can be heard from. Fiery lights surround the Baron’s old room until the clock that hasn’t been touched in years strikes two, or sometimes three o’clock. This story of supernatural occurrence strikes the curiosity of Rosaline, Sir Thomas Fitz-Martin’s daughter, who then decides to go investigate the south tower. When she does, she finds the torture chamber where they killed St. Anna so many years ago. She is debating whether or not to go in, when she hears a voice commanding her to enter. She feels almost possessed, as the voice tells her to reach inside the coffin. When she does, she pulls something out and takes it with her, fleeing in terror. It is the supernatural phenomenon of this voice that brings in St. Anna’s story, which is written on the papers with which Rosaline fled in terror. The Vampyre by John Polidori casts an interesting slant on the element of supernatural events. The entire story is a supernatural event because Lord Ruthven is a vampire, a supernatural creature. Before this is revealed to the reader, however, there are important unexplainable events that allude to his being a vampire and are of utmost importance to the story. It is the mystery of Lord Ruthven’s appearance that first attracts Aubrey to him, and thus begins the story. Aubrey wants to get to know him better, hopefully to  understand the enigma of his demeanor. They leave on a trip together, and Aubrey notices that Lord Ruthven is extremely charitable. He also notices, though, that Lord Ruthven always gives his money to the scoundrels of society, those who will piddle away the charity pursuing their vices. Then he realizes that all who receive money from Lord Ruthven end up far worse than they were before the charity. Although Aubrey cannot explain this, it intrigues him and makes him wonder if there isn’t a spark of evil in Lord Ruthven. Some time later, Aubrey receives letters from his sister and his guardians. The letter from his sister is very loving, but the letter from his guardians bears only bad and mysterious news. They tell him that his traveling companion is pure evil, that all the women at home that he wooed because of their virtues, have now come forth and shown that they are tainted, and pursue their vices publicly. The people of their town find this unexplainable and very unnerving. He was suspicious of Lord Ruthven’s evil before, but upon reading the letter, Aubrey decides that he must leave Lord Ruthven for the remainder of the trip. Aubrey travels to Greece, where he stays with a kind family and falls in love with their daughter, Ianthe, although he does not act on it. It is here that he learns the legend of the vampire. One day he goes to a place to research, and they tell him to be back before dark because of the vampire. He loses track of time and it is soon dark. He hears a scream and runs toward it. He finds a hut, and picks up a dagger that is inside. However, he is too late. Ianthe was murdered by the vampire. Aubrey falls into a fever and Lord Ruthven returns to him and nurses him back to health. Soon after this, they are attacked by robbers and Lord Ruthven is wounded. He dies, but makes Aubrey promise to him that he will not speak a word of his death. When Aubrey goes back for Lord Ruthven’s body, it is gone, and the robbers tell Aubrey that they had to put it in the moonlight the first night of Lord Ruthven’s death. They go to where they left the corpse, but it has mysteriously disappeared. Aubrey decides that it is time to go home. On his way home, he goes through Lord Ruthven’s things and finds a shaft that matches the dagger he found in the hut exactly. This confirms for Aubrey  that Lord Ruthven is the vampire. When he arrives home, his sister holds a drawing-room. Here, Aubrey is snatched by the arm and told to ‘remember his oath.’ Aubrey is dumbfounded because Lord Ruthven is supposed to be dead, but here he is, pursuing his sister. This drives him into a terrible fever. During this fever, he figures out that his sister is engaged to Lord Ruthven and fears for her. He tries to stop the wedding, but everyone thinks that he is crazy and dismisses him. His sister is killed at the end of the story. The fact that Lord Ruthven is a supernatural creature accounts for all of the supernatural events and the entire story. If he was not a vampire, his demeanor would never have attracted Aubrey initially, and Aubrey never would have gone traveling with Lord Ruthven. Had Aubrey not gone traveling with him, he never would have discovered that Lord Ruthven was a vampire, and gone crazy. If Aubrey had not gone crazy, he would have been able to stop the wedding and save his sister’s life. Supernatural and unexplainable events are crucial to the plot of a gothic story. Often, they act as the backbone of the plot and many of the circumstances and coincidences rest upon them. In The Castle of Otranto, they act as the coincidence drivers as well as supply some of the omens and visions, another element of gothic literature. They bring the real story to the surface in The Ruins of the Abbey of Fitz-Martin, and provide the foundation for the story in The Vampyre. Without the element of supernatural and unexplainable events, much of the canonical gothic literature would not stand on its own.

Art Renaissance Essay

How is Corbet’s Burial at Ornans an assault on bourgeois values? -He painted a scene that would normally be reserved for something religious and was highly controversial during the time. He took a step that went against the bourgeois values by not caring about the class definitions that were socially acceptable. He painted something that he â€Å"shouldn’t† have, but it brought him instant fame. 2. How do Japanese prints influence the works of Degas? – Degas was influenced by Japanese prints in composition and line. He did not paint women in kimonos in his art. Rather than painting Japanese subjects like his fellow artists he took on Japanese techniques and qualities. 3. What are the impressionists concerned with depicting? Include an example to support this. – Impressionists are concerned with capturing a sense of immediacy in their artwork. Their works are assymetrically balanced. The subject matter is often casual and more everyday life pictures and scenes. William Chadwick shows the play of light and shade on the Griswold side porch â€Å"On the Piazza†. The impressionists unlike other types of artists do not mix their paint colors. They generally use the pure colors to capture their work. Their use of color is also seen in how they depict shadows. Unlike previous artists who used neutral or darker shades like black to paint a shadow, Impressionists used color to show shadows. 4. Who are the Pre-Raphaelite Brotherhood? – The Pre-Raphaelite Brotherhood was a reform movement founded in 1849 by several men to revitalize the arts. They wanted to bring back more classical poses as opposed to the art of their time that was by the Mannerists. They believed Raphael was a corruption to art and the way it was taught. Thus their name of â€Å"Pre-Raphaelite†. 5. What are the aspects used by Cezanne to create Mont Sainte-Victoire? How is this work similar to Impressionism? -He used bright colors and broken brushwork in his painting, not using much definition either. His painting was of modern every day objects, which greatly affects impressionism. It is a little different though than impressionism. Instead of capturing one specific piece of nature and movement, he tries to encompass it as a whole. It is very impressionistic while at the same time different. 6. How does the Tassel House Stairwell show the Art Nouveau organic style? – Art Nouveau is often free flowing and organic. The decoration and architecture takes a new look at classic historical styles. The stairwell is softer in appearance and curves more free flowing than classical straight stairwells. Some say it seems to float as it ascends through the middle of the house. The Tassel House was the first architectural structure done in the Art Nouveau style. 7. What is the pictorialist aesthetic? A group of photographers in the late 19th century and early 20th century who wanted to make their works different from other less experienced photographers. They would manipulate the picture they took and therefore created an image rather than just capturing a moment. They made their photographs their own and gave rise to more aesthetic photos. They wanted photography to be more than just taking pictures of subjects they wanted to show it was a real form of art. Sometimes they would scratch negatives or brush them with a soft brush to blur part of the photo making it more interesting.

Analysis of the Strategic Decision of Apple Inc Essay

Analysis of the Strategic Decision of Apple Inc - Essay Example Hence, this study has strong relevance as well as significance in the field of business research. For this study, Apple Inc. has been chosen as the organization. The reason behind choosing Apple is the recent shift in the leadership of Steve Jobs to Tim Cook. Analyzing the strategic decision making of Apple will also help in clearly understanding the differences in strategic management approach. However to get further deep into the study, a brief synopsis of the chosen company are presented below. Apple: A Brief Synopsis Apple Inc., commonly known as Apple Computers is a US based Multinational Corporation, headquartered at Cupertino, California. The company was incorporated in the year 1976 and was founded by Steve Jobs, Steve Wozniak and Ronald Wayne. The role of Steve Jobs has been instrumental in transforming the company into one of the world’s largest MNCs. Apple is best known for its continuous innovation and trendy products. The company now operates in almost every part of the world and is regarded as the â€Å"home of innovation†. The company is involved in designing, developing and selling consumer electronic goods, personal computers and computer software. The company presently operates with 406 company owned retail stores. Some of the bestsellers of the company include hardware products such as iPhone, iPad, iPod and software packages such as iOS, iTunes and Safari Web browser among others. In the year 2007, the company was renamed by removing the word ‘computer’ from its name thereby making it apparent that the company will focus more on the consumer electronics segment. The major competitors of the company are Samsung Electronics, Nokia, Motorola and LG among others.... The information to be collected for a study is considered as one of the most important factors for satisfying the objectives of the study. Information related to the strategy of the company during the era of Steve Jobs and the current strategy of the company will be collected. This will help in contrasting the strategic management styles of the two leaders. In addition, raw data in the form of responses from the managers of Apple will be also collected so as to get a better understanding of the situation. Furthermore, information related to the strategic decision of Apple will be also gathered. Another aim of the study is to recommend Apple about how they can deal with the challenges of the future. In doing so, it is important to at first identify the potential threats of the company. The information required in this context is the previous performance of the company and the information about its internal environment. The data will be collected again from the managers of the organiza tion. However, the assistance of the secondary sources will be also taken. The important part of a study is the analysis of the data. This stage appears after the collection of data. As mentioned earlier, data will be collected from both primary and secondary sources. The analysis will be done qualitatively. Since the aim is to identify the differences in the strategic decision making process of Steve Jobs and Tim Cook, it is evident that the study does not include any kind of numerical data. Thus, conducting a qualitative research is justified.

Case study Barclays and the LIBOR Scandal Example | Topics and Well Written Essays - 1250 words

Barclays and the LIBOR Scandal - Case Study Example m 2007 to 2009, Barclays was seen to submit rates which were below the presumed cost of borrowing, so as to be able to manage the market’s sensitivity relating to financial feasibility. The company’s goal was to keep submission lower than other competing firms. It was seen that Barclays could make huge sums of profits, even by the slightest manipulation of the LIBOR rates (Rose and Sesia 1). It was quite clear that the bank’s employees had undertaken such activities to earn higher profits and to limit the losses which arise from the derivatives trading. Barclay’s traders were trying to consider their own profit motives and earn dishonest profits. The dishonest LIBOR submissions had led towards dampening market speculations. Although the bank was able to make adequate profits, it could not sustain the manipulation process for long. It can be stated that the benefits of such manipulation was very limited and short-lived. However, the negative impacts of the Barclays LIBOR manipulation were quite extensive. The submitted rates had a wide felt negative impact in the derivatives market. The firm had lost the trust of customers and traders during the crisis period, and had also created negative waves in the media regarding its viability in the market. Post the Barclays scandal, 20 more banks were questioned and vividly examined by regulators. In the whole process of LIBOR manipulation, since interbank rates were manipulated, derivative transactions and banks lending to investors had also been impacted in a negative manner (Monticini and Thornton 345). Bob Diamond, the former CEO of Barclays had blamed a small group of employees for the violation of the LIBOR rates. Bob had denied any personal wrongdoing against the allegations made in respect of rigging the LIBOR and limiting the market and media speculations. Bob also went to the extent of stating that Barclays was more honest in submitting its LIBOR rates as compared to other banks (Surowiecki 25). He also

Macroeconomics and Microeconomics - Auction Theory Essay

Macroeconomics and Microeconomics - Auction Theory - Essay Example The first type of open auctions is called English or ascending bid auctions, where the auction is usually done in real time. In this case, the seller usually sets a low price as the beginning price, after which the price is increased gradually as the bidder offer their prices. The bidders drop out of the auction as their true values are exceeded until the last bidder gets the item at her intrinsic value. The second type of auction is called Dutch or descending bid auctions, where the seller starts the auction at a high price and then gradually drops until the first bidder states the price and takes the item at the stated price (Easley and KleinBerg, 2010). The main area of focus for this paper is sealed bid auctions, which are divided into two types; first-price sealed bid auctions and second-price sealed bid auctions. The first-price sealed bid auction is one where all the buyers submit simultaneous sealed bids to the seller, who opens them and sells the item to the highest bidder a t the stated price (Easley and KleinBerg, 2010). Conversely, second-price sealed bid auctions refer to a case where the buyers submit sealed bids to the seller, who opens them and sells the item to the highest bidder, but at the second highest price. This type of auction is also called Vickrey auctions (Koutsojannis and Sirmakessis, 2009). Informational asymmetry in auctions usually affects the bidding decisions of both the seller and the buyer (Koutsojannis and Sirmakessis, 2009). To describe seller monopoly, consider an auction where the seller attaches a price of x on the item, and the bidder attaches a price of y to the item. In this case, the surplus to the seller and the buyer is...This essay outlines key concepts of the auction theory and stresses the importance of the game theory advances in choosing the right bidding strategy. This paper mainly focuses on first-price and second-price sealed auctions. The types of auctions are usually dispersed between open and sealed auctions, both of which need different types of bidding strategies . The first type of open auctions is called English or ascending bid auctions, where the auction is usually done in real time. The second type of auction is called Dutch or descending bid auctions, where the seller starts the auction at a high price and then gradually drops until the first bidder states the price and takes the item at the stated price The first comparison is between descending bid auctions and first-price auctions, where we know that, in a descending bid auction, the seller lowers the price until the first bidder gets the item at the highest price. Conversely, second-price sealed bid auctions and ascending bid auctions are similar. In the case of first-price sealed bid auctions, the value of the bid affects both the winning fact and how much the winning bidder pays for the item. The game theory setting for this kind of bid is to set up the bidders as players, where a bidder i assigns a value v to the item and bids at a price b. The dominant strategy in the case of second-price sealed bids is a truthful strategy, where the bidder bids the price of her true value as assigned to the item, since deviations from the price does not increase the payoff earned

Supreme Court Case Research Paper Example | Topics and Well Written Essays - 2000 words

Supreme Court Case - Research Paper Example The administrative action taken in this case, which consisted of five steps, is described, after which a stand is made that the court’s action had no effect on any perceived arbitrariness in the administrative agency’s decision. This writer’s opinion was rendered on the appropriateness of the court’s decision, and foreseen future implications on administrative actions are briefly described. On the case of Goldberg v Kelly 1. Offer a brief summary/historical overview of the circumstances in the case, the stakeholders, and the outcome sought by the plaintiff. In this case, the appellants were New York state officials and the Commissioner of Social Services, New York City. The appellees are New York City residents who were receiving financial aid under federally supported Aid to Families with Dependent Children program, and the general Home Relief program of New York State (397 U.S. 256). Plaintiff-appellees allege that their benefits either have been or were about to be terminated by officials without prior notice and hearing. They claim in effect, denial of their constitutional right to be afforded the due process of law, for which they sought the restoration of their welfare benefits pending results of evidentiary hearing where they could present their case (397 U.S. 256-257). Upon conclusion of the administrative procedure and remedies during which time plaintiffs’ welfare benefits were terminated, action was brought by the aggrieved party in the District Court for the Southern District of New York. Defendants argued that pursuant to regulation, a pre-termination review was conducted at the end of which it was decided that termination of benefits was warranted. At this juncture, the benefits were halted, although plaintiffs were afforded the option of requesting for a post-termination â€Å"fair hearing† during which they may appear personally before the decision-maker, adduce their evidence and confront and cross-exam ine the witnesses against them. The rationale behind the discontinuance of welfare benefits after the administrative review and summary adjudication prior to the â€Å"fair hearing† was purportedly to protect the interests of the New York taxpayer, in case the hearing finds the discontinuance to be meritorious (397 U.S. 265). The district court ruled in favor of plaintiffs, that in light of the constitutional mandate, a pre-termination evidentiary hearing is required in order to satisfy the due process requisite under the law (397 U.S. 256-257). The District Court rejected the argument by welfare officials that their conduct of a post-termination â€Å"fair hearing† as well as an informal pre-termination review had adequately complied with the law. The decision of the District Court was withheld on appeal. 2. Explain how the case qualified for judicial review in regards to the ripeness, standing, the exhaustion of administrative remedies, and primary jurisdiction as th ey apply. The doctrine of ripeness is concerned with whether at the time a judicial action is brought, the facts have sufficiently developed such that the injury has occurred or is likely to occur, instead of being remote or contingent. A claim is ripe if the injury upon

Toxic in Homes Essay Example | Topics and Well Written Essays - 250 words

Toxic in Homes - Essay Example The spot remover that supposedly kills bacteria-causing infection such as molds could have effects on the nervous system and could worsen heart ailments and lung conditions. A few dollars spent on diarrhea caused by molds is better than several thousands of dollars spent in treating heart diseases caused by mold-removing chemicals. To top this off, this is not yet looking at those houses located near industrial plants that emit more dangerous chemicals such as arsenic in mines 5 and asbestos in construction sites.   The supposed safeties these chemicals bring in the homes are not worth the risks they cause in the end. People are not without options regarding this matter. Several alternative products could be used and are just as effective while posing fewer dangers. 8 For instance, water-based products are available even in regular stores, and benzyl alcohol is a safer substitute for methylene chloride products.   There is no lack of safer alternatives as they have existed in the market for several years.

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

Prototyping Article Research Paper Example | Topics and Well Written Essays - 750 words

Prototyping Article - Research Paper Example This is followed by creating the system components using the five elements of IS – data, hardware, software, people, and procedures. Once the system components are created the next phase involves implementation of the business process. This is followed by the assessment of results and corelating the outcomes to defined goals and objectives. The people in charge of creating the business process evaluates the system efficacy and the extent to which it meets the pre-defined goals. BPM is basically a management approach designed to meet the evolving needs of the organization and help it re-model the business processes for greater effectiveness. BPM may be functional (focusing on a single business process), cross functional (integrating the functions of two or more departments to create a value chain) or inter-organizational (collaborating business processes of one company with another). Examples of such activities include human resource department, customer relationship management (CRM), and supply chain management (SCM). Discuss some of the key aspects to developing successful process and systems development projects. Managing and developing successful process and systems development projects is a challenging task. ... ence, the entire project must be divided into smaller tasks each of which have distinct deliverables and time schedules defined to ensure effective outcomes. The second factor is estimating the exact time and costs that will be incurred at each stage of the project execution. This helps the management in identifying key resources, approximate time required for development and the cost of the entire project. The third requirement is creating the project plan that helps in defining task dependencies and guides the management in ensuring timely completion of projects and smooth execution of the plan. Adjusting the project completion schedule or cost estimates to client requirements is yet another aspect that needs attention. Clients can trade off with system developers by balancing the three vital requirements of any project – resources, time and cost. This can help reduce time and cost estimates for any project to suit client requirements. The final aspect is actual development phase where there is lot of scope for things going wrong. Managing development challenges is the final requirement to ensure successful process and systems development projects. Prototyping Article Review The article Prototyping is the Shorthand of Design by Tom Kelly (2001), the General Manager at IDEO provides an interesting and self-explanatory analysis of how and what is prototyping. A search on the google for articles on prototyping provided me with this interesting read. It provides the readers with some simple illustrations on the practical applications of prototyping and how it can contribute to developing successful designs and ideas. The article explains the concept of prototyping through practical applications in real life scenarios. What is most interesting about the article is its

Presented Essay Example | Topics and Well Written Essays - 500 words

Presented - Essay Example These territories are considered â€Å"black hole† of finance because of its notoriety of hiding money to escape from taxes. UK Prime Minister David Cameron acknowledged that tax evasion cost governments billions if not trillion of tax revenues. These revenues which could have been used to finance a lot of things from human development to stimulating the economy had been foregone due to tax evasion. For example, the trillions of dollars being channeled in UKs offshore territories could have netted hundreds of millions of dollars had they been legally taxed. They could have been used to finance education in poor countries to break the cycle of poverty, or to inject funds in social services in countries where malnutrition is acute to save lives. It could also be used to finance a budding business to create value, jobs and further revenue for the government. If tax evasion becomes very pervasive, government will lost its source of revenue to fund the performance its many roles and in effect, will become ineffective. Thus, human development will stagnate because positive interventions will not materialize due to the lack of funds. The poor will remain poor or even become poorer and the rich will remain rich and even richer. Tax evasion can be done legally by several means. One of the legal tax avoidance that is often resorted to through the shifting of profits to jurisdictions that do not levy corporate tax which UKs offshore territories are notorious. Taxation serves as an equalizer to take money from those who have it to fund human development. UKs offshore territories defeat this purpose by serving as tax haven for the mega rich which would have been taxed had they been more transparent in their transactions. These explain why it is such an issue when UK Prime Minister David Cameron announced that they will be tackling tax evasion and transparency in the next G8 summit because his country is guilty of providing tax havens both to corporations

The Lord of the Flies Journal Entry Chapter 2 Essay Example for Free

The Lord of the Flies Journal Entry Chapter 2 Essay Day 1 Today’s events have left me thinking a bit. After we got back from exploring the island, Ralph assembled another meeting to spread our new discoveries. We realized everyone would not stop talking at once, so Ralph decided that whoever holds the conch has the right to talk and can only be interrupted by Ralph himself. Great idea at first, until that fat, useless oaf Piggy took it. He wouldn’t stop worrying and whining about getting rescued. Ralph said it himself, his dad’s a navy commander and will probably have us rescued in a few days. I don’t understand why he doesn’t have faith in Ralph like the others. After a while, Ralph brought up the great idea of making a fire in order to signal the rescuers we would be on the island. I knew there was little time to waste just sitting around, so I led the group into the forest to gather firewood. Upon gathering wood, I was the one who came up with the idea of using Fatty’s specs as burning glasses. Still, I had never imagined that keeping a fire burning would be so hard! Later, I humbly offered the choir to maintain the fire in shifts. Everything went well until that swine Piggy decided to speak out again. He kept repeating himself about how building a fire was a bad choice, even though he didn’t contribute squat to anything to begin with. Still, bigger problems arose to overshadow his stupidity. The fire we thought had been put out actually spread and began burning down a chunk of the forest. To top it off, we are now missing a little shrimp with a mulberry-colored scar on his face. I remember him as the one who wouldn’t stop scaring others by talking about the â€Å"beasties in the forest†. Stupid kids always getting themselves into trouble. As the leader of the hunters, I will definitely find him.

Linguistic Research Essay Example for Free

Linguistic Research Essay When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on â€Å"structure. †) So our story begins with what is colloquially known as the â€Å"two-word stage. † The transition to 2-word utterances has been called â€Å"perhaps, the single most disputed issue in the study of language development† (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous â€Å"over-regularization†Ã¢â‚¬â€which again shows, of course, that children are systematic, not simply copying what they here. Chomsky’s Influence Research on child language was behavioristic in the years that preceded Chomsky’s critique of Skinner, and his publication of Syntactic Structures: â€Å"though there had been precedents for setting problems in the study of child language acquisition at a more abstract, cognitive level by continental scholarsmost notably, Roman Jacobson (e. g. , 1941/1968)much of the research on child language acquisition at midcentury was influenced to a greater or lesser degree by the highly concrete, behaviorist orientation of B. F. Skinner and others. Two events were of major important in the change from behaviorist to cognitive thinking in research on child language. The first was Chomsky’s classic review (1959) of Verbal Behavior, Skinner’s major book-length work on the learning and use of language; the second Handout for Psy 598-02, summer 2001 Packer Two-Word Utterances 2 was the detailed longitudinal study of the acquisition of English by three young children conducted over a 17-month period by Roger Brown and others in the early 1960s (Brown, 1973). † Ritchie, W. C. , Bhatia, T. K. (1999). Child language acquisition: Introduction, foundations, and overview. In W. C. Ritchie T. K. Bhatia (Eds. ), Handbook of child language acquisition, (pp. 3-30). San Diego: Academic Press, p. 3-4 note 2. â€Å"A child who has learned a language has developed an internal representation of a system of rules† (Chomsky, 1965, p. 25). The psychologist’s task, it follows, is to determine what the child’s rules are. â€Å"The linguist constructing a grammar for a language is in effect proposing a hypothesis concerning the internalized system† (Chomsky, 1968, p.23). Up to the 1950s, people simply counted characteristics such as sentence complexity, proportion of grammatical utterances, etc. After Chomsky, the search was on for child grammars, assumed to be universal. Roger Brown’s Research In 1956 Roger Brown heard Chomsky for the first time, speaking at Yale. In 1962 he began a five-year research project on children’s language at Harvard University. The historical significance of Brown’s laboratory at Harvard can hardly be exaggerated. The names of students and colleagues who worked with Brown pop up all the time, to this day, in psycholinguistic research: the list includes Jean Berko Gleason, Ursula Bellugi, David McNeill, Dan Slobin, Courtney Cazden, Richard Cromer, Jill de Villiers, Michael Maratsos, Melissa Bowerman, Eleanor Rosche, Sue Ervin (now Ervin-Tripp), Steven Pinker. Brown set out to write grammars for each of the stages of language development, by looking at the distribution of forms and construction patterns in spontaneous speech. In most cases the data allow for more than one  grammatical description. â€Å"The description to be preferred, of course, is the one that corresponds to the way the speaker’s linguistic knowledge is structured, the one that determines the kinds of novel utterance he can produce or understand, how he constructs their meanings, and what his intuitions are about grammatical well-formedness† (Bowerman, 1988, p. 28) â€Å"Every child processes the speech to which he is exposed so as to induce from it a latent structure. This latent rule structure is so general that a child can spin out its implications all his life long. The discovery of latent structure is the greatest of the processes involved in language acquisition, and the most difficult to understand† (Brown Bellugi, 1964, p. 314) Brown collected samples of spontaneous speech from three children, given the pseudonyms Adam, Eve, and Sarah. The corpus of collected data can be found in the Packer Two-Word Utterances 3 CHILDES archive. Eve was visited from age 18m to 26m, Adam from 27m to 42m, Sarah from 27m to 48m. Dan Slobin described the project: â€Å"We paid close attention to the auxiliary system and to word-order patterns, because these had played a central role in Syntactic Structures. We kept track of sentence types—affirmative, negative, and questions—in which use of auxiliaries and word order would vary. Linguistic growth was assessed in terms of things to be added to childish sentences to make them adult-like: the additions of omitted functors (inflections, prepositions, articles, and the like) and transformational operations. We did not categorize utterances in terms of communicative intent—that is, in terms of semantics or speech acts or extended discourse skills—and so we did not look for growth in terms of additions or enrichment of such abilities. Our central concern was with syntax and morphology, with some later interest in prosody. We worried about such questions as whether child grammar was finite state or transformational, and whether syntactic ‘kernels’ were the first sentence forms to appear in child speech† (Slobin, 1988, p. 11). Mean Length of Utterance This simple measure of syntactic complexity was introduced by Roger Brown. Table 7. Rules for calculating mean length of utterance and upper bound (Brown, 1973, p. 54) 1. Start with the second page of the transcription unless that page involves a recitation of some kind. In this latter case start with the first recitation-free stretch. Count the first100 utterances satisfying the following rules. 2. Only fully transcribed utterances are used; none with blanks. Portions of utterances, entered in parentheses to indicate doubtful transcription, are used. 3. Include all exact utterance repetitions (marked with a plus sign in records). Stuttering is marked as repeated efforts at a single word; count the word once in the most complete form produced. In the few cases where a word is produced for emphasis or the like (no, no, no) count each occurrence. 4. Do not count such fillers as mm or oh, but do count no, yeah, and hi. 5. All compound words (two or more free morphemes), proper names, and ritualized reduplications count as single words. Examples: birthday, rackety-boom, choo-choo, quack-quack, night-night, pocketbook, see saw. Justification is that no evidence that the constituent morphemes function as such for these children. 6. Count as one morpheme all irregular pasts of the verb (got, did, went, saw). Justification is that there is no evidence that the child relates these to present forms. 7.  Count as one morpheme all diminutives (doggie, mommie) because these children at least do not seem to use the suffix productively. Diminutives are the standard forms used by the child. 8. Count as separate morphemes all auxiliaries (is, have, will, can, must, would). Also all catenatives: gonna, wanna, hafta. These latter counted as single morphemes rather than as going to or want to because evidence is that they function so for the children. Count as separate morphemes all inflections, for example, possessive {s}, plural {s}, third person singular {s}, regular past {d}, progressive {ing}. 9. The range count follows the above rules but is always calculated for the total Packer Two-Word Utterances 4 transcription rather than for 100 utterances. The title of Brown’s 1973 book, summarizing of a decade of research (his own and other people’s), was A First Language: The Early Stages. A follow-up was planned, describing the â€Å"later† stages, but never written. What is this book about? â€Å"It is about knowledge; knowledge concerning grammar and the meanings coded by grammar. The book primarily presents evidence that knowledge of the kind described develops in an approximately invariant form in all children, through at different rates. There is also evidence that the primary determinants of the order are the relative semantical and grammatical complexity† (58) Here is an early attempt to write a â€Å"syntactic† grammar of two-word speech, first describing only 89 observed utterances (Table 4), then going â€Å"beyond the obtained sentences to the syntactic classes they suggest (Table 5) (Brown Fraser, 1964, pp. 59, 61): Packer Two-Word Utterances 5 Brown’s Two Main Findings Two main findings are described in A First Language. 1. The â€Å"Semantic Look† of Stage I Speech First, that the organization of early word-combinations cannot be described in purely syntactic terms. Brown and his coworkers quickly had to change direction. Syntactic descriptions didn’t suffice. That’s to say, Stage I constructions couldn’t be satisfactorily explained either as â€Å"telegraphic† speech, or in terms of â€Å"pivot-open† grammar. Telegraphic Speech One of the first ways of characterizing 2-word utterances was to say that they omitted â€Å"function words,† such as articles, auxiliary verbs, inflexions, prepositions, and the copula (is). The words that are spoken tend to be nouns, verbs, and adjectives, and their order tends to resemble the order in what one presumes the adult sentence would be. These characteristics make early utterances sound like telegrams. But inflections are omitted too, and these are free in telegrams. And a few functors such as more, no, you and off are found. More important problems are that this description uses adult categories. And it doesn’t explain the productive character of children’s two-word utterances. Pivot-Open grammars Martin Braine suggested that children have simple rules they use to generate two-word utterances. Each pair of words selects one from a small set of words—called â€Å"pivots†Ã¢â‚¬â€that occur in many utterances, and always in a fixed position (either the first word, or the second). For example, â€Å"Allgone† is a first-position pivot: allgone egg, allgone shoe, but not shoe allgone. A second-position pivot â€Å"off†: shirt off, water off, etc. The choice of the second word is more â€Å"open. † Packer Two-Word Utterances 6 But â€Å"the rules simply do not fit the evidence; pivot words do occur in isolation, pivots occur in combination with one another, sentences longer than two-words are fairly common in I, and there is distributional evidence which indicates that more than two word-classes exist† (Brown, 1973, p. 110). Brown and his colleagues noted that adults â€Å"expand† children’s utterances. These expansions don’t seem effective in teaching the child anything new (Cazden, 1965). But they do provide important clues to the researcher. If one assumes that adult expansions are generally accurate interpretations of the child’s utterance, then pivot-open grammars are inadequate because they underestimate the child’s knowledge. (Both would simply be described as O + O. ) For example, Lois Bloom showed that when one attended to context the utterance mommy sock was used by her child in two different ways. The first could be glossed as â€Å"It’s mommy’s sock,† while the second could be glossed â€Å"Mommy is putting on your sock. † A pivot-open grammar would not be able to distinguish these two. From Non-Semantic (Lean) Grammars to Semantic (Rich) Grammars So Brown and his co-workers started instead to describe two-word utterances in semantic terms. They employed a process that Lois Bloom called â€Å"rich interpretation†: using all the contextual information available to infer what the child meant by an utterance. As Lois Bloom said, â€Å"evaluation of the children’s language began with the basic assumption that it was possible to reach the semantics of children’s sentences by considering nonlinguistic information from context and behavior in relation to linguistic performance. This is not to say that the inherent ‘meaning’ or the child’s actual semantic intent was obtainable for any given utterance. The semantic interpretation inherent in an utterance is part of the intuition of the child and cannot be ‘known’ with authority. The only claim that could be made was the evaluation of an utterance in relation to the context in which it occurred provided more information for analyzing intrinsic structure than would a simple distributional analysis of the recorded corpus† (Bloom, 1970, p. 10). The result was the identification of a small set of basic semantic relations that the children’s utterances seems to be expressing. The eight most common of these are summarized in the following table (cf. Brown, p.193-197): â€Å"Major Meanings at Stage I† Two-Word Utterance mommy come; daddy sit drive car; eat grape mommy sock; baby book go park; sit chair cup table; toy floor my teddy; mommy dress Semantic relation expressed agent + action action + object agent + object action + location entity + location possessor + possession Packer Two-Word Utterances 7 box shiny; crayon big dat money; dis telephone entity + attribute demonstrative + entity It seems that children when they first combine words talk about objects: pointing them out, naming them, indicating their location, what they are  like, who owns them, and who is doing things to them. They also talk about actions performed by people, and the objects and locations of these actions. Brown suggested that these are the concepts the child has just finished differentiating in the sensorimotor stage. This kind of semantic characterization of children’s speech continues in current research. For example, the following table is redrawn from Golinkoff Hirsh-Pasek, (1999, p. 151. ) The terminology differs a little, and Recurrence and Disappearance have been added (or at least were not in Brown’s â€Å"top eight†), but other than this the picture is the same. Two-Word Utterance Mommy sock Probable meaning expressed Possessor-possessed or Agent (acting on) an object Recurrence Disappearance or Nonexistence Action on object Agent doing an action Object at location Object and property Naming Possible gloss â€Å"That’s Mommy’s sock† or â€Å"Mommy, put on my sock† â€Å"I want more juice† â€Å"The outside is allgone† (said after front door is closed) â€Å"(Dad) is throwing the toy chicken† â€Å"The car is going† â€Å"The sweater is on the chair† â€Å"The dog is little† â€Å"That is Susan† or â€Å"Her name is Susan†. More juice! Allgone outside Throw chicken Car go Sweater chair Little dog That Susan What Grammar to Write? How to represent the knowledge that underlies children’s utterances viewed in these semantic terms? What kind of grammar can one write? Brown (1973) reviewed several possibilities are concluded that â€Å"No fully explicit grammar proves to be possible† (p. 244). Bloom wrote essentially syntactic grammars, which however included information necessary to give an appropriate semantic interpretation. Schlesinger (assigned reading) wrote a semantic grammar. Antinucci Paresi (optional reading) wrote a grammar that included some pragmatic information too. The following is a grammar for one of the three children Bloom studied: it â€Å"consists of (1) the phrase structure, (2) lexico feature rules, and (3) transformations (Bloom, 1970, pp. 67-68): Packer Two-Word Utterances 8 Packer Two-Word Utterances 9 Criticism of Interpretive Analysis An interesting criticism of these semantic analyses was made by Howe in 1976. Howe noticed a lack of consistency across semantic categorization of two-word utterances by Bloom, Slobin, Schlesinger and Brown, and suggested that the identification of semantic relations actually tells us more about adult interpretation of children’s speech that is does about what the child has in mind. â€Å"Overall, the existence of contradictions between the categories presented in Table 1, the fact that some of the categories are not always mutually exclusive and the fact that it is hard to demonstrate that some of the so-called ‘semantic’ distinctions are more than syntactic alternatives for expressing the same meaning, make it unlikely that Bloom, Brown, Schlesinger and Slobin have produced an adequate categorization of the meanings common to the speech of children at the beginnings of word combination or indeed of adults. [A]ll four writers tacitly assumed that the two-word utterances of young children always express a meaning adults might express using these words and hence their aim was to specify which of the meanings adults might express occur in the first word combinations† (Howe, 1976, p. 34). Howe asserted that (as she later put it) â€Å"there was no evidence that children at the beginning of word combination recognize a world containing agents, locations, and so on† (Howe, 1981, p. 443). It is interesting to read the next rounds of this debate: Bloom, Capatides, Tackeff (1981), Golinkoff (1981), and Howe’s reply (1981). Bloom is witheringly derisive (and seems to miss the point of Howe’s article), Golinkoff is more constructive. Howe accepts Golinkoff’s suggestion that non-linguistic data will show us how a child understands their situation, and she concludes that so far the research shows â€Å"that children do not discover that language encodes roles [played in actions and states of affairs, as distinct from entities involved in actions and states of affairs], until some time after their first word combinations† (451). But I  think there’s a larger point here that I’ll explore in class. Brown’s conclusions about Stage I Brown drew the following conclusions about Stage I: â€Å"The Stage I child operates as if all major sentence constituents were optional, and this does not seem to be because of some absolute ceiling on sentence complexity. In Stage II and after we shall see that he operates, often for long periods, as if grammatical morphemes were optional. Furthermore, the child’s omissions are by no means limited to the relatively lawful omissions which also occur in adult speech. He often leaves out what is linguistically obligatory. This suggests to me that the child expects always to be understood if he produces any appropriate words at all. And in fact we find that he would usually be right in this expectation as long as he speaks at home, in familiar surroundings, and to family members who know his history and inclinations. Stage I speech may then be said to be well adapted to its communicative purpose, well adapted but narrowly adapted. In new surroundings and with less familiar addresses it would  Packer Two-Word Utterances 10 often fail. This suggests that a major dimension of linguistic development is learning to express always and automatically certain things (agent, action, number, tense, and so on) even though these meanings may be in many particular contexts quite redundant. The child who is going to move out into the world, as children do, must learn to make his speech broadly and flexible adaptive† (Brown, 1973, p. 244-245). 2. The Acquisition of Grammatical Morphemes in Stage II  The second major finding that Brown reported in A First Language was that â€Å"a set of little words and inflections begins to appear: a few prepositions, especially in and on, an occasional article, an occasional copula am, is, or are, the plural and possessive inflections on the noun, the progressive, past, and third person present indicative inflections on the verb. All these, like an intricate sort of ivy, begin to grow up between and upon the major construction blocks, the nouns and the verbs, to which Stage I is largely limited† (Brown, 1973, p.  249). Brown found that the 14 of these grammatical morphemes of English that he selected for detailed study were acquired in a fixed and universal order. These are the grammatical morphemes we discussed in an earlier class: affixes like –s, -ed, {PAST}, and small function words like on, in, the. We’ve already noted that these morphemes are omitted from the first word-combinations. Brown studied the way they are gradually added to a child’s speech. This takes place in what he called Stage II. The child begins to explicitly mark notions such as number, specificity, tense, aspect, mood, using the inflections or unbound morphemes. Of course, Brown was studying only three children, but the finding of invariant order has stood up when larger numbers of children have been studied. For example, de Villiers and de Villiers (1973) replicated his finding with a sample of twenty-one children. Brown offered evidence that the order of their acquisition was determined by their linguistic complexity. (That’s to say, the number of features each of them encoded.) (Though he noted too that children differ greatly in their rate of acquisition of these morphemes. ) Order 1. 2/3. 4. 5. 6. 7. 8. 9. 10. Morpheme present progressive prepositions plural irregular past tense possessive copula uncontractible articles regular past tense third-person present tense regular Example singing; playing in the cup; on the floor books; dolls broke; went Mommy’s chair; Susie’s teddy This is my book The teddy; A table walked; played he climbs; Mommy cooks Packer Two-Word Utterances 11 11. 12. 13. 14.  third-person present tense irregular auxiliary uncontractible copula contractible auxiliary contractible John has three cookies She was going to school; Do you like me? I’m happy; you are special Mommy’s going shopping Brown examined each utterance is see whether it required any of these morphemes to make it fully grammatical by adult standards, attending to both linguistic and nonlinguistic context. E. g. , when the child points to a book and says that book, Brown inferred that there should have been a copula (‘s or is) and an article (a). Then he checked how many of these obligatory positions for each morpheme were actually filled with the appropriate morphemes at each age. Acquisition—defined as the age at which a morpheme is supplied in 90 percent of its obligatory positions—was remarkably constant across Brown’s three subjects. Why did Brown study these morphemes? Presumably because they are at first omitted. But more importantly, he was trying to test the hypothesis that children are taught grammar by adults. And Brown found that frequency of exposure (in adult speech) was not a predictor. For example, adults used articles more frequently than prepositions, but children acquired these in the opposite order. Brown suggested that linguistic complexity does predict acquisition. The morphemes differ in both semantic complexity (the number of semantic features encoded) and syntactic complexity (the number of rules each requires). For example, the copula verb encodes both number and temporality. These two types of complexity are highly correlated, so they cannot be teased apart, but in either case they predict order of acquisition. The other important change that occurs in Stage II is that, as utterances grow in complexity, the child begins to combine two or more of the basic semantic relations from Stage I: Adam hit ball = agent + action + object = agent + action, plus action + object The Other Stages of Language Acquisition Each of the five stages that Brown distinguished is named for the linguistic process that is the major new development occurring in that stage (â€Å"or for an exceptionally elaborate development of a process at that stage† p. 59). Thus we have: Packer Two-Word Utterances 12. Stage I. Semantic Roles Syntactic Relations. MLU: 1. 0 – 2. 0 agent, patient, instrument, locative etc. expressed (in simple sentences) by linear order, syntactic relations, prepositions or postpositions. Stage II. Grammatical Morphemes the Modulation of Meaning. MLU: 2. 0 – 2. 5 Stage III. Modalities of the Simple Sentence. MLU: 2. 5 Next the child forms transformations of simple declarative sentences: yes-no interrogatives, question request, negation, imperative. During the earlier stages children use intonation to mark different sentence modalities. Now they begin to use morphosemantic devices to mark negatives, questions, and imperatives. Stage IV. Embedding of Sentences One simple sentence will now become used as a grammatical constituent or in a semantic role within another sentence. Stage V. Coordination of Simple Sentences Propositional Relations Sentences are linked together with connector words. Individual Differences Brown also noted some individual differences among Adam, Eve, and Sarah. Two of the children combined V with N, and also used N for possession: eat meat, throw ball, mommy sock. But the child third combined V (or objects of possession) with pronouns: eat it, do this one, my teddy. These two strategies were found by other researchers too. Catherine Nelson called them pronominal nominal strategies (they have also been called â€Å"holistic analytic†; â€Å"expressive referential†), and noted that they could be seen in one-word utterances also: some children tend to produce single-word utterances that are nouns, other children tend to use social or personal words such as hi, bye, and please. Subsequent research has explored the connections between these strategies and later development, cognitive style, and input differences (cf. Shore, 1995. Individual differences in language development, Sage). However, these strategies converge over time. By MLU=2. 5, sentence subjects (agents) are typically pronominal, and predicate objects (patients) are typically nominal. Packer Two-Word Utterances 13 Directions After Brown By the mid-1970s grammar-writing was dying out. Incorrect predictions had discouraged researchers, as had the problem of indeterminacy: the fact that more than one grammar could be written. Interest was growing in other considerations: in the role of semantics; in cognitive precursors to syntax, and to language in general; in mother-child interaction; and in the pragmatic uses to which early speech is put. In the view of some people, linguistic structures and operations became neglected. 1. How Does the Child go from Semantics to Syntax? We’ve seen that Brown’s research found that the grammar of children’s early word combinations was better described in semantic than in syntactic terms. If this is so, how does a child make the transition from a semantic grammar to the adult grammar? Researchers continue to argue about this. Steven Pinker (1984, 1987) suggests that children use semantics to enter the syntactic system of their language. In simple â€Å"basic sentences† the correspondence between things and names maps onto the syntactic category of nouns. Words for physical attributes and changes of state map onto verbs. Semantic agents are almost always the grammatical subjects of sentences. This semantic-syntactic correspondence in early utterances provides a key to abstract syntactic categories of grammar. Paul Bloom has argued that children actually are using syntactic categories from the start, and he cites as evidence for this the fact that children will they place adjectives before nouns but not pronouns: big dog but not: * small she Some linguists have offered a syntactic description of Stage I utterances. They argue that at this stage children merely have a lexicon and a limited set of phrase structure rules in deep-structure. They lack functional categories such as INFL (inflectionals) and COMP (complementizers). No transformations exist at this stage: instead, elements of the deep structure are assigned thematic (i. e. semantic) roles to yield the surfacestructure. And they have proposed that the lack of grammatical subjects in Stage I utterances reflects the default setting of a â€Å"null-subject parameter. † (Since in languages like Italian and Spanish a subject is optional. ) Lois Bloom (1990b) has suggested that children simply have a more limited processing capacity at this age. Sentence subjects are often provided by context, and so can be safely omitted. Dan Slobin has proposed that â€Å"children create grammars in which clearly identifiable surface forms map onto basic semantic categories† (1988, p. 15). Packer Two-Word Utterances 14 For example, locative prepositions—in, on, under—are omitted in early child speech. They are used earlier in languages when they are encoded more saliently—as noun suffixes or as postpositions following nouns. At the same time, there is a common order of emergence across languages: simple topological notions of proximity, containment and support (in, on, under, next to), with locative relations embodying notions of perspective (back, front) always later. Slobin infers that â€Å"conceptual development provides the content for linguistic expression, while linguistic discovery procedures are necessary for working out the mapping of content according to conventions of particular languages† (p. 15). Slobin has looked carefully at the English grammatical morphemes—and their equivalents in other languages—to see how they are used before they are completely acquired (by Brown’s 90% criterion). He finds that children generally use the morphemes systematically, though their use is still â€Å"incomplete† by adult standards. For example, a Russian child applied the accusative inflection only to nouns that â€Å"were objects of direct, physical manipulation, such as ‘give,’ ‘carry,’ ‘put,’ and ‘throw,’ omitting the accusative for less manipulative verbs such as ‘read’ and ‘see. ’† Children will â€Å"organize systems of pronouns and case inflections; but, to begin with, children will organize these various forms to express particular, child-oriented speech functions† (p. 18). They are using the resources of the adult language to mark distinctions that are salient to them. Slobin has also proposed some â€Å"universal language-learning principles. † These are an attempt to explain observed cross-language regularities in order of acquisition. â€Å"According to Slobin, the child has certain concepts, based on cognitive growth, that are expressed through the language system. Using certain principles of acquisition, the child scans the language code to discover the means of comprehension and production† (Owens, 2001, p. 214-215). 1. Pay attention to the ends of words 2. Phonological forms of words can be systematically modified 3. Pay attention to the order of words and morphemes 4. Avoid interruption and rearrangement of linguistic units 5. Underlying semantic relations should be marked overtly and clearly 6. Avoid exceptions 7. The use of grammatical markers should make semantic sense Knowledge of Verb syntax Lois Bloom asserts that learning the argument structure of verbs, and the syntactic differences for different thematic relations is the foundation for acquiring a grammar. Verbs play a central role in further multiword utterances. Opinions differ, however, on how knowledge of verb syntax is acquired. Bloom suggests that the first verbs are those that name actions (do, make, push, eat). Nouns and pronouns take thematic roles (agent, object) in relation to these actions. Bloom says that this implies that children’s â€Å"theories† of objects, space, and causation are important here. Packer Two-Word Utterances 15 A few all-purpose verbs—â€Å"pro-verbs†Ã¢â‚¬â€are used for most early sentences. E. g. , do, go. With these, verb argument structures, verb inflections, and Wh-questions are learned. Subsequently, the child adds the syntax for negation, noun- and verb-inflection, and questions. And then moves on to embedded verb phrases (â€Å"drink [Mommy juice]†) 2. From Semantics to Semantics Language involves a great deal of categorization. â€Å"The forms of language are themselves categories, and these forms are linked to a vast network of categorical distinctions in meaning and discourse function† (Bowerman, 1988, p. 28-29).

Implementing a Client-to-client Communication System

Implementing a Client-to-client Communication System Abstract Due to people, behaviour over the social networking and peer-peer needs for the online chatting and sharing the information, file etc, Chat Applications had acquired great importance and there is abundant increase in the development of these applications. Therefore, in this Conference Chat Application Project we are going to develop a chat application to implement client-to-client communication using client server architecture for the group talk of the clients and additional feature of sending the personal messages using keyword and another keyword to leave the group talk. This is java based chat application, where we are going to implement server socket programming in which we have to create the server by creating the server socket in which client request for the connection for further communication. Server socket allows the maximum number of connections. To add new users/sockets in parallel when server is running, we have to create a thread class Server Thread and array lists for s toring the clients information. This Application is developed by using Net Beans (8.0.1). The output of this application enables the clients to join in a group talk, which is already running and allows client to send the personal messages simultaneously. 1. Introduction Conference Chat Application enables the users/clients to exchange the information among all clients or to the specified client in the group. This Application requires Transfer Control Protocol (TCP) to establish the connection between two sockets for the communication. There are two programs, Server side program and client side program. Server will receive the request from the client, establishes the connection, and send the messages sent by the client to all other clients except the sender itself. Before connection, clients user name is needed which immediately after connection will be send to the server using Print Writer, server will save this client, and a message thread will start for this client, which we implemented on the client side as myThread Class. Each client has its own message thread so this thread data will be read/received from server and displayed to client using buffered reader. 1.1Problem Statement Most of the chat Applications need email address to enter the group talk; username will be more flexible instead of email address. Chat Applications does not have personal messaging option in the group chat. Personal messaging in the group chat increases efficiency. 1.2 Research Question How to develop a chat application using Client Server Architecture? How can we send personal messages in a group chat simultaneously? How to add clients in the chat using user name instead of email address? 1.3 Objectives To develop a Chat Application and to implement Client-to-Client communication using Client-Server Architecture. To add Additional feature of sending personal messages in a group using a keyword and to leave the group with another keyword. 2. Literature Review/Previous Work On March 9th 1998 the first version of Yahoo messenger was launched.it supports various operating systems. It is chatting application said to be rapid messaging client. It used to support various operating sytems.Yahoo uses transfer control Protocol for the communication but its header is supported by its own application format.it supports messaging, voice calls and video calling. Microsoft company created MSN which was formerly known as Windows Live Messenger is an instant messaging client application.it supports various operating systems like Windows etc.., MSN basic functions are pc to phone calls, messaging and game application. Client and server programing is performed over Transfer Control Protocol (TCP) in MSN. In MSN client uses various port numbers to request the server for the establishment of the connection, the server uses the port 80 to reply to the client requests, and it only replies to the clients whose port numbers are less than 1024. For the transport layer protocol, it uses Hyper Text Transfer protocol. MSN also supports file sharing and uses Session Initiation protocol for messaging and Transfer Control Protocol for file sharing. 3. Approach/ Methodology The Methodology we use in this project is Joint Application Development (JAD). It is used for any development process initially used to design computer-based system. End user or client is involve in the development process of an application. Many companies accept Joint Application Development methodology. Data processing industry was developed by JAD. Joint Application Development minimizes errors and produces the faster output, as client is involved in the whole development process the user will acquire great satisfaction. It eliminates the delays, output can obtain in short span of time, and it is cost effective. Transfer control protocol is used by socket to provide communication between computers. On one end of the communication, client creates a socket and tries to connect the socket to server. The server represent server socket object, which denotes port number for the communication. The server appeal accept() method of server socket class. This method will wait until client connects to given port of the server. Transfer control protocol is two-way communication protocol. Therefore, data is exchanged between clients at the same time 4. Results/experiments/Discussion The anticipated results of the project are To create and execute client side program. To create and execute server side program. To execute the server thread for multiple connections. The output of this application enables the clients to join in a group talk, which is already running and allows client to send the personal messages simultaneously. 5. Significance of Study This Application is useful for the peer-to-peer communication Any company can make benefit of this conference chat application which enables group talk as well as personal chat. Faculty and students can make use of this application to discuss about the subjects. The customer service representatives to communicate with the customers can use this Application. 6. Future Works We have many social networking sites like WhatsApp messenger, Facebook messenger, Instagram etc.., which do not have a feature called personal texting in a group chatting. Therefore, this feature will be useful for many mobile chat applications. Conference Chat Application does not have automatic joining of the clients; clients are added manually to the group. This feature can be added to the further development of this application. 7. Conclusion We are going to develop chat application and implement client-to-client communication using Client Server architecture We are going to add Additional feature of sending personal messages in a group using a keyword and to leave the group with another keyword. 8. References 1. Dennis, Alan R., Hayes, Glenda S., Daniels, Robert M. Jr. Business process modeling with group support systems. Journal of Management Information Systems. 115-142. 1999 spring. OSMC Consulting Services. Services. http://www.osmc-web.com/services.htm last update time Unknown. Accessed Nov. 14, 1999. Abhijit A.Sawant, Dr. B. B. Meshram/International Journal of Engineering Research and Applications(IJERA) vol 3, Issue 1,January-February 2013,pp Network programming in java using socket Veletsianos, G. 2012. Higher education scholars participation and practices on Twitter. Journal of Computer Assisted Learning, Vol. 28, No. 4, pp 336-349. Veletsianos, G. and Kimmons, R. 2016. Scholars in an increasingly open and digital world: How do education professors and students use Twitter? The Internet and Higher Education, Vol. 30, pp 1-10. Schiller, S. Z., 2016. CHAT for chat: Mediated learning in online chat virtual reference service. Retrieved July 15, 2016, from Web site: http://dx.doi.org/10.1016/j.chb.2016.06.053. Open Source Chat Servers in Java http://java-source.net/open-source/chat-servers

Gabriels Epiphany in The Dead by James Joyce Essay -- Joyce Dead Es

Gabriel's Epiphany in The Dead by James Joyce   Ã‚  Ã‚  Ã‚  Many people in society feel alienated from the world and separated from their fellow man while others may try to find meaning where none exists.   In James Joyce's "The Dead," Gabriel Conroy faces these problems and questions his own identity due to a series of internal attacks and external factors that lead him to an epiphany about his relation to the world; this epiphany grants him a new beginning.   The progression in Gabriel from one who feels disconnected to one who has hope parallels Joyce's changing view of Ireland from finding it to be a place of inaction to one where again hope and beauty thrive.   Ã‚  Ã‚  Ã‚  Ã‚  In "The Dead" Gabriel Conroy and his wife attend a party thrown annually by two of Gabriel ¹s aunts.   The set of external circumstances at this party focuses attention on the futility and meaninglessness of Gabriel ¹s life.   The conversation at the party is mostly about people who have died and how they seemed to have been forgotten by the party guests (Magalaner 223).   This subject affects Gabriel, making him consider how his accomplishments will survive his own demise.   The definitive lack of anything meaningful in the discussion at the party also disturbs Gabriel.   Joyce demonstrates the "failure of politics, religion, and art to provide any meaningful outlet for the impulses that glimmer through the party" (Werner, 58).   Even the man playing the piano is producing "pretentious sound without substance" (Walzl 236).   Gabriel ¹s surrounding environment forces him to continually attempt to make sense of his own actions.   Ã‚  Ã‚  Ã‚  Ã‚  During his aunts ¹ party, Gabriel also sees his own incapacity for action.   This party happens every year, but instead of viewing it as "traditio... ..., 1988.   23-38. Joyce, James.   "The Dead."   The Norton Anthology of English Literature.   Ed. M. H. Abrams.   New York:   Norton, 1996.   2345-2373.    Magalaner, Marvin, and Richard M. Kain.   Joyce:   The Man, the Word, the Reputation.   1956. Rpt. in Short Story Criticism.   Ed.   Shiela Fitzgerald.   Vol. 3.   Detriot:   Gale, 1989.   216-224.    Tate, Allen.   "Three Commentaries:   Poe, James, and Joyce."   The Sawnee Review Vol LVIII (1950):   1-15. Rpt. in Short Story Criticism.   Ed.   Shiela Fitzgerald.   Vol. 3.   Detriot:   Gale, 1989.   203-204.    Walzl, Florence L.   "Gabriel and Michael:   The conclusion of ?The Dead. ¹"   James Joyce Quarterly Vol 4 (1966):   17-31. Rpt. in Short Story Criticism.   Ed.   Shiela Fitzgerald.   Vol. 3.   Detriot:   Gale, 1989.   233-239. Werner, Craig Hansen.   Dubliners:   A Pluralistic World.   Boston:   Twayne Publishers, 1988.   56-72. Gabriel's Epiphany in The Dead by James Joyce Essay -- Joyce Dead Es Gabriel's Epiphany in The Dead by James Joyce   Ã‚  Ã‚  Ã‚  Many people in society feel alienated from the world and separated from their fellow man while others may try to find meaning where none exists.   In James Joyce's "The Dead," Gabriel Conroy faces these problems and questions his own identity due to a series of internal attacks and external factors that lead him to an epiphany about his relation to the world; this epiphany grants him a new beginning.   The progression in Gabriel from one who feels disconnected to one who has hope parallels Joyce's changing view of Ireland from finding it to be a place of inaction to one where again hope and beauty thrive.   Ã‚  Ã‚  Ã‚  Ã‚  In "The Dead" Gabriel Conroy and his wife attend a party thrown annually by two of Gabriel ¹s aunts.   The set of external circumstances at this party focuses attention on the futility and meaninglessness of Gabriel ¹s life.   The conversation at the party is mostly about people who have died and how they seemed to have been forgotten by the party guests (Magalaner 223).   This subject affects Gabriel, making him consider how his accomplishments will survive his own demise.   The definitive lack of anything meaningful in the discussion at the party also disturbs Gabriel.   Joyce demonstrates the "failure of politics, religion, and art to provide any meaningful outlet for the impulses that glimmer through the party" (Werner, 58).   Even the man playing the piano is producing "pretentious sound without substance" (Walzl 236).   Gabriel ¹s surrounding environment forces him to continually attempt to make sense of his own actions.   Ã‚  Ã‚  Ã‚  Ã‚  During his aunts ¹ party, Gabriel also sees his own incapacity for action.   This party happens every year, but instead of viewing it as "traditio... ..., 1988.   23-38. Joyce, James.   "The Dead."   The Norton Anthology of English Literature.   Ed. M. H. Abrams.   New York:   Norton, 1996.   2345-2373.    Magalaner, Marvin, and Richard M. Kain.   Joyce:   The Man, the Word, the Reputation.   1956. Rpt. in Short Story Criticism.   Ed.   Shiela Fitzgerald.   Vol. 3.   Detriot:   Gale, 1989.   216-224.    Tate, Allen.   "Three Commentaries:   Poe, James, and Joyce."   The Sawnee Review Vol LVIII (1950):   1-15. Rpt. in Short Story Criticism.   Ed.   Shiela Fitzgerald.   Vol. 3.   Detriot:   Gale, 1989.   203-204.    Walzl, Florence L.   "Gabriel and Michael:   The conclusion of ?The Dead. ¹"   James Joyce Quarterly Vol 4 (1966):   17-31. Rpt. in Short Story Criticism.   Ed.   Shiela Fitzgerald.   Vol. 3.   Detriot:   Gale, 1989.   233-239. Werner, Craig Hansen.   Dubliners:   A Pluralistic World.   Boston:   Twayne Publishers, 1988.   56-72.

Immigration and Discrimination :: Race Racism Prejudice

  Ã‚  Ã‚  Ã‚  Ã‚  During the late 1800’s and into the 1900’s many people immigrated to the United States from Europe and Asia in hope of finding prosperity, and a better life than the one they were leading in their old homes. Another reason was the sudden industrialization of Europe. (The transformation from small, agriculture-based societies to manufacturing economies was so rapid and sweeping that it became known as the Industrial Revolution.) With all this occurring so quickly many people decided to come to America, but when they arrived here they didn’t get what they expected. More than 12 million people immigrated through Ellis Island between 1892 and 1924, the peak years of the port. They came to America hoping to find the â€Å"promise land† but from their journey till when they first arrived in America wasn’t so promising. Nearly all of the immigrants faced a terrible trip to the U.S., such as sitting in steerage, not receiving a lot of food or proper medical attention, and being crammed together in a very small area. Along with the bad conditions, the immigrants also faced many prejudices and hardships as they arrived.   Ã‚  Ã‚  Ã‚  Ã‚  Upon arriving in Ellis Island, the immigrants were given a physical examination to see whether or not they were fit to live in the United States. In 1891, Congress created the INS, or Immigration and Naturalization Service to administer federal laws dealing with admission, exclusion, and deportation of aliens. The overwhelming majority of immigrants, regardless of ethnicity, were subjected to discrimination. They were not given the same opportunities as native born Americans even if they were equally qualified for certain jobs.   Ã‚  Ã‚  Ã‚  Ã‚  Ellis Island though, wasn’t nearly as bad as its counterpart on the west coast, Angel Island. Generally on Ellis Island, immigrants were processed within hours or days, but on Angel Island it took weeks or even months. It soon turned into a detention center and because of its proximity towards Asia it consisted mostly of Asians, predominantly of Chinese descent.   Ã‚  Ã‚  Ã‚  Ã‚   Many laws and acts were passed over the course of several years when the immigrants started filtering in more and more in order to limit the amount of people that came from various countries. Quotas were set for the number of people coming to the U.S. from a certain country and a quota was set for the total number of people that entered America. People were scared for their jobs and didn’t want any more people here to take over the land. Immigration and Discrimination :: Race Racism Prejudice   Ã‚  Ã‚  Ã‚  Ã‚  During the late 1800’s and into the 1900’s many people immigrated to the United States from Europe and Asia in hope of finding prosperity, and a better life than the one they were leading in their old homes. Another reason was the sudden industrialization of Europe. (The transformation from small, agriculture-based societies to manufacturing economies was so rapid and sweeping that it became known as the Industrial Revolution.) With all this occurring so quickly many people decided to come to America, but when they arrived here they didn’t get what they expected. More than 12 million people immigrated through Ellis Island between 1892 and 1924, the peak years of the port. They came to America hoping to find the â€Å"promise land† but from their journey till when they first arrived in America wasn’t so promising. Nearly all of the immigrants faced a terrible trip to the U.S., such as sitting in steerage, not receiving a lot of food or proper medical attention, and being crammed together in a very small area. Along with the bad conditions, the immigrants also faced many prejudices and hardships as they arrived.   Ã‚  Ã‚  Ã‚  Ã‚  Upon arriving in Ellis Island, the immigrants were given a physical examination to see whether or not they were fit to live in the United States. In 1891, Congress created the INS, or Immigration and Naturalization Service to administer federal laws dealing with admission, exclusion, and deportation of aliens. The overwhelming majority of immigrants, regardless of ethnicity, were subjected to discrimination. They were not given the same opportunities as native born Americans even if they were equally qualified for certain jobs.   Ã‚  Ã‚  Ã‚  Ã‚  Ellis Island though, wasn’t nearly as bad as its counterpart on the west coast, Angel Island. Generally on Ellis Island, immigrants were processed within hours or days, but on Angel Island it took weeks or even months. It soon turned into a detention center and because of its proximity towards Asia it consisted mostly of Asians, predominantly of Chinese descent.   Ã‚  Ã‚  Ã‚  Ã‚   Many laws and acts were passed over the course of several years when the immigrants started filtering in more and more in order to limit the amount of people that came from various countries. Quotas were set for the number of people coming to the U.S. from a certain country and a quota was set for the total number of people that entered America. People were scared for their jobs and didn’t want any more people here to take over the land.