Younge goodman brown Essay Example For Students

Younge goodman brown Essay In the story Young Goodman Brown a Puritan man confronts and tries to deal with the fact all of the people he thought were god-faring people infact worshiped satin. His Puritanical background was such that he was unable to deal with the possibility of this and he lost his faith and lived an unhappy life. The author, Nathaniel Hawthorne, wrote several stories set during this Puritanical time; showing the religion and people of this time to be intolerable and unforgiving. In this short story Hawthorne shows his dislike of Puritanism through Goodman Brown’s experience with the Devil. Hawthorne begins to show his dislike for Puritanism while Goodman Brown is having his conversation with his traveling companion. Goodman’s remark that he wishes to go no further in this journey, reasoning that his father and other ancestors had not been down this path before. His companion then remarks that in fact he has been down this path with both his father and grandfather when they needed his assistance. The other traveler tells Goodman Brown of the wicked things his ancestors did and how he helped them accomplish them. Goodman finds this hard to believe but the other traveler says he and Goodman’s ancestors were in fact good friends of his. This passage in the story show’s Hawthorns dislike for Puritanism by showing how these supposed highly religious people beat and killed people unlike themselves. This shows how truly intolerant the Puritan religion was. We will write a custom essay on Younge goodman brown specifically for you for only $16.38 $13.9/page Order now Later on in Goodmans journey he beings to see people heading towards the same satanically meeting that he is heading to. These people include the woman that taught him catechism, his minister, a Deacon, many members of his church, elected officials, and his wife. These were all extremely holy people in his eyes and it was a shock to seem them in ceremony celebrating the Devil. As these highly respectable people pass they talk of their enjoyment of tonight’s meeting and some even talk directly to the Devil and speak of wicked things. All these seemly highly religious people seem to be going to worship the most evil thing imaginable to Puritan society. Hawthorne again is showing his dislike for the Puritan religion by showing that many of the most religious people were in fact evil and intolerant and hid behind the mask of religion to do their deeds. After Goodman Brown’s encounter with this satanically meeting he awakes in the middle of the woods alone. His untrust of his own religion and faith become so profound that he refused to worship and celebrate the religion these people practiced. He could not trust anyone, not even his own wife. He then went on to live a life without religion or a peaceful death because his faith was so weakened when he realized most people were not totally un-sinful and infact relished in their sinful ways. The author once again writes of his personal distaste for the Puritan religion in this last passage by having Goodman Brown not be able to pray and listen to the preaching that he believes to be flawed and taught by unfaithful ministers. Young Goodman Brown was written as a historical protest to Puritanism and its affects on the United States culture. Our background originates from these supposedly highly religious people who in fact were often treacherous and harmful from anyone different from themselves. Hawthorn’s personal dislikes of Puritanism leads him to write this tail of these people’s beliefs and their contrasting actions. Bibliography:

Quotes From To the Lighthouse by Virginia Woolf

Quotes From 'To the Lighthouse' by Virginia Woolf To the Lighthouse is one of the most well-known works by Virginia Woolf. Published in 1927, this book is full of quotable lines. Part 1 Chapter VI Who shall blame him? Who will not secretly rejoice when the hero puts his armor off, and halts by the window and gazes at his wife and son, who, very distant at first, gradually come closer and closer, till lips and book and head are clearly before him, though still lovely and unfamiliar from the intensity of his isolation and the waste of ages and the perishing of the stars, and finally putting his pipe in his pocket and bending his magnificent head before her - who will blame him if he does homage to the beauty of the world? Chapter IX Could loving, as people called it, make her and Mrs. Ramsay one? for it was not knowledge but unity that she desired, not inscriptions on tablets, nothing that could be written in any language known to men, but intimacy itself, which is knowledge, she had thought, leaning her head on Mrs. Ramsays knee. Chapter X A light here required a shadow there. There were the eternal problems: suffering; death; the poor. There was always a woman dying of cancer even here. And yet she had said to all these children, You shall go through with it. Chapter XVII It partook...of eternity...there is a coherence in things, a stability; something, she meant, is immune from change, and shines out (she glanced at the window with its ripple of reflected lights) in the face of the flowing, the fleeting, the spectral, like a ruby; so that again tonight she had the feeling she had had once today, already, of peace, of rest. Of such moments, she thought, the thing is made that endures. Chapter XVII She had done the usual trick - been nice. She would never know him. He would never know her. Human relations were all like that, she thought, and the worst (if it had not been for Mr. Bankes) were between men and women. Inevitably these were extremely insincere. Part 2 Chapter III For our penitence deserves a glimpse only; our toil respite only. Chapter XIV She could not say it...as she looked at him she began to smile, for though she had not said a word, he knew, of course, he knew, that she loved him. He could not deny it. And smiling she looked out of the window and said (thinking to herself, Nothing on earth can equal this happiness) - Yes, you were right. Its going to be wet tomorrow. You wont be able to go. And she looked at him smiling. For she had triumphed again. She had not said it: yet he knew. Chapter VIII The Lighthouse was then a silvery, misty-looking tower with a yellow eye, that opened suddenly, and softly in the evening. Now - James looked at the Lighthouse. He could see the white-washed rocks; the tower, stark and straight; he could see that it was barred with black and white; he could see windows in it; he could even see washing spread on the rocks to dry. So that was the Lighthouse, was it? No, the other was also the Lighthouse. For nothing was simply one thing. The other Lighthouse was true too. Part 3 Chapter III What is the meaning of life? That was all - a simple question; one that tended to close in on one with years. The great revelation had never come. The great revelation perhaps never did come. Instead, there were little daily miracles, illuminations, matches struck unexpectedly in the dark; here was one. Chapter V Mrs. Ramsay sat silent. She was glad, Lily thought, to rest in silence, uncommunicative; to rest in the extreme obscurity of human relationships. Who knows what we are, what we feel? Who knows even at the moment of intimacy, This is knowledge? Arent things spoilt then, Mrs. Ramsay may have asked (it seemed to have happened so often, this silence by her side) by saying them? But one only woke people if one knew what one wanted to say to them. And she wanted to say not one thing, but everything. Little words that broke up the thought and dismembered it said nothing. About life, about death; about Mrs. Ramsay - no, she thought, one could say nothing to nobody. Chapter IX She alone spoke the truth; to her alone could he speak it. That was the source of her everlasting attraction for him, perhaps; she was a person to whom one could say what came into ones head.

LIFE EXPERIENCES ESSAY; Essay Example | Topics and Well Written Essays - 500 words

LIFE EXPERIENCES ; - Essay Example That is one of the most important life lessons that I have learned. This experience has informed my application to the college. I have had many obstacles in my life, but I’ve persevered through them. They’ve shaped my personality but not overcome it. I remember how much my parents valued education; that kept the flame of a better life living on within me. Today, I do my best to strive towards excellence with obstacles knocking every day at the door. My mother and father have been a major inspiration in my life. Their stories are the basis to my life and they allow me to know how far they have risen from; they teach me to focus not only on my current state, but to yearn for more. Their stories taught me how to be mature and to realize that no matter how life gets you down, you have to get back up again and fight for your dreams and what you believe in. That is the most important lesson of my life. I do my best to always remember it. Next to my family, pharmacy is the most important thing in my life. I live, breathe, and sleep it. Throughout my education I have worked hard to establish good analytical and critical thinking capability. I have big plans and big dreams which I want to fulfil. I know in my heart I will achieve them. An pharmacy degree would be the first step in accomplishing my goals in my plan. My plan is to get an pharmacy degree to benefit younger pharmacy students and future generations. All we really do in life is pass on our accomplishment to our children in order to make their lives a little bit easier. I would do anything for my parents to make them proud of me, because they have done a lot for me and I really owe them. Part of my plan to make them proud is to earn entry into the pharmacy college. But I am not doing it for them alone, I am also doing it for me and for my future. I believe in my future with all my heart. So much can be accomplished when one

Sydney as an Efficient Department of Health Assignment

Sydney as an Efficient Department of Health - Assignment Example In the past, Sydney had higher unemployment rates in comparison to the national average and other regions of Nova Scotia (LFS December 2014). The ethnic groups that are mostly found in Sydney are mostly French, Canadian, Scottish, English, and Irish. There might also be a visible small population of Chinese, Arabs, and Africans. According to a recent census, 65% of the big population reports to have England as their original motherland and thus English as their mother tongue. The rest of the population that reports having French and another non-official language as their mother tongue are almost equal, 15% and 13%.The Francophone and Acadian are not concentrated in Sydney as they are in other counties such as Richmond, Digby and Halifax. Despite Christianity taking dominance in this population, the practice of Islam, Buddhism, and Judaism is exhibited. In the total population, 75% practice Christianity, 5% practice Judaism, Buddhism, and Islam while the rest 20% have no religious affiliation (Sylvester, 2001). From the 2011 census, the population practices Agriculture though not in large scale. They mostly cultivate vegetables to feed the people that live in Sydney.They build dikes along the tidal marshes so that they can secure salt that they use to cure salt. Fishing is a large contributor the economy of Sydney. This makes it a leader among a majority of fisheries in the Atlantis coast. Due to this, salt and dried fish is the main export commodity to other parts of the world such as Latin America. There is the presence of valuable fish in their markets such as cod and haddock. Crustaceans such as lobsters and scallops are also present. Sydney does not have a large presence in manufacturing industries. It accounts for less than three percentages of the manufacturing sales in Canada. However, the region manufactures wood, plastics, and food. The tourism in the community is relatively active, employing 7200 workers. The sea is a main source of  transport despite the region having other transport services such as railway and road.

Are Public Protests in Public Places Effective Ways of Bringing Change Essay

Are Public Protests in Public Places Effective Ways of Bringing Change - Essay Example It was the largest ever seen demonstration in the capital that attracted over 250,000 people and one of the first to have extensive television coverage. The Cairo’s Tahrir Square, which was a protest against the country’s leadership, that is, revolution against former President Hosni Mubarak and his regime. The two events are memorable as they have some similarities and differences depicting the nature of public protests in the past and recent years. The two events being the best examples of public protest, indicating that public protest in public places can be an effective way of bringing change to the people. The atmosphere and conditions that led to the protest of Civil Rights March (Washington DC 1963) started way back in 1950s and 1960s where the civil rights movement in the United States was for political, legal, and social struggle to gain citizenship rights for black Americans and to achieve equality. A racial unrest of civil demonstrations was sparked off by th e police action in Birmingham, Alabama that had media coverage showing how dogs and fire horses were turned against protestors who were still young in their early teens (ABC, 2005). In The Tahrir Square (Cairo 2011) protest, around the year 2005 and 2006 after the re-election of Mubarak opposition started to demand for political changes. The protests were however, started because of a June 2010 incident in which a young man Khaled Said was allegedly beaten by police. This is the same period that there was unrest in Tunisia and protests in Egypt has been linked to this protest too. The high levels of unemployment of black people, the persistence racial segregation, the poor and minimal wages at their jobs, the disenfranchisement of many African Americans, and the slow or lack of any meaningful reforms by earlier protests led to this march of 1963. This led to demands for the passage of a meaningful and comprehensive civil rights legislation, the protection against police brutality on the protestors, and the ending of cultural separation in public schools. Further, it led to enactment of laws that prohibits racial unfairness in public and private hiring, a major program for public-works to provide jobs for the black Americans, a 2 dollar an hour minimum wage, and the call for a self government for the District of Columbia which had a black majority (Anheier, 2004). In the 2011 Egyptian protests, it were mainly for political and legal issues including; the main issue being the end of President Hosni Mubarak’s regime, uncontrolled corruption, lack of freedom of speech and free elections, economical issues including high unemployment, police brutality, food price inflation, state of emergency laws, and low minimum wages. More than 250,000 demonstrators descended upon the nation’s capital to participate in the march of Washington for â€Å"Jobs and Freedom† on August 28, 1963. The protest began with a rally at Washington Monument where several c elebrities and musicians performed and the protests became a collective celebration too. This was one of the largest demonstrations by various civil rights organizations in United States showing their unity in agitation for Jobs and freedom. The participants went from National Mall to the Memorial which was a mile long away. At the Lincoln Memorial, there was a three-hour long program, which included speeches from prominent civil rights and religious leaders. The two outstanding speeches came from came from John Lewis and Martin Luther King, Jr. The march was

Gender Differences In Politeness

Gender Differences In Politeness Nowadays the difference between mens and womens use of language is one of the most important research subjects among sociolinguistic scholars as a result of its importance in communication. Understanding the different communication patterns which women and men typically use assists interlocutors to reach to better understanding and finally to achieve effective communication. Numerous studies have been widely and deeply conducted to come to conclusion that women and men are dissimilar in the way of interacting and communicating in terms of minimal responses, turntaking, changing the topic of conversation and self-disclosure. As a noticeable feature in cross-gender communications, politeness has begun to draw a lot of interests from many researchers during the past forty years. Therefore, there has been an upsurge in discussions, seminars, journals and researches in such fields as word choice, syntax and intonation to portray how dissimilarly men and women use politeness strategies. It is a high likelihood that gender differences in polite behavior will lead to failure in cross-sex communication. So as to get effective communication, speakers need to understand verbally politic behavior in different genders well. There is a general agreement that women are more likely to use politeness patterns than men in their speech. Lakoff, one of the most significant pioneers in this issue, distinguishes womens speech from mens speech in these striking features including the use of words related to their interests, empty adjectives, question intonation, hedges, hypercorrect grammar and superpolite forms (1975, p. 53-55). Based on Lakoffs commonsense beliefs and stereotypes about differences in the way of being polite between men and women in daily conversations, Montgomery concludes that womens speech is more polite than mens (1995, p. 151). This claim is supported by a great number of well-known empirical works. There is a substantial body of evidence supporting the view that, in general, womens linguistic behaviour can be broadly characterized as afliliative or cooperative, rather than competitive or control-oriented (Cameron (1985), Kalcik (1975), Smith (1985)) and as interactively facilitative and positive politeness-oriented (Holmes (1984b, 1986), Thorne, Kramarae and Henley (1983)) (as cited in Holmes, 1988, p. 451). In fact, every study makes a marked contribution in building an assumption on the difference between men and womens speech. In order to continue forming a clear sociolinguistic picture of gender differences in communications, this research is dedicated to a Vietnamese social setting. It will provide a profound study of whether female speakers are more polite than male speakers or not in foreign language centers. In this research, some linguistic politeness devices are focused to contribute to better understanding about dissimilarities in polite ways of talking between women and men. Methodology Based on the theoretical study in politeness-related differences between males and females, this project uses the noticeable findings as a data elicitation procedure to investigate the following question: To what extent do the male and female English learners from the foreign language center of Ho Chi Minh Technology University use similar or different politeness devices in daily conversations? Participants In this small-scale research, 50 male and 50 female speakers aged between 18 and 25 from the foreign language center are selected to answer some questions. The selection is carried out through the background questions in the first part of questionnaire given to 100 English learners at the foreign language center. All of chosen participants are native speakers of Vietnamese from different family, social and educational backgrounds. In details, the majority of objects are university students whose level is intermediate. They spend a lot of time studying English because they believe that a good command of English will provide a better chance of getting a good job in the future. Instruments The questionnaire used as the instrument for this project contains 3 opened-ended questions and 3 closed-ended questions. The reason why the questionnaire is used and there is no interview is that they can have more time to think about the answer and give response naturally in English. Most importantly, in this way, they can avoid losing their face when they encounter some confusing situations. First of all, the open-ended questions contain some common scenarios in day-by-day communication, namely making compliments and requests. In particular, every situation requires students to provide two responses in which one is for the same gender and the other is for the different sex. It is widely known that the level of politeness partly depends on many variables including age, social status, and relationship; therefore, two control settings are designed for aforementioned speech acts. Additionally, each part is set up to ask the participants to respond to friends or strangers. All the situations are divided into two main topics. Topic 1: Situation in which participants give a compliment. Topic 2: Situation in which participants ask a person to do a favor. Secondly, in the closed questions participants are asked to rate the level of politeness as well as the frequency of some functions according to their perceptions of using tag-questions and requesting in cross-sex conversations. These multiple-choice questions are created for categorizing and summarizing the results in any meaningful way. Procedures The data were gathered by employing questionnaire used to evaluate the participants politeness performances in their daily conversation. To strengthen the argument, each question asked them to write down their responses in either verbally or nonverbally. There is no time limitation so that they cannot suffer from the time pressure. Presentation and analysis of data After collecting the date, participants are classified into two main categories in terms of gender. One is the male group and the other is the female group. Next, under each group, their performance of politeness is analyzed in line with syntactic structure and lexical items among the same sex or different sex interlocutors. The result is gathered into three major parts, namely using tag-questions, complimenting, and making complaints. Tag questions It is widely acknowledged that the major grammar function of a tag question is seeking agreement from the listeners. Besides, tag questions are considered a kind of polite statement in which it does not force any agreement or belief on the addressees as in Lakoffs pioneering research, she concludes that womens speech sounds much more polite than mens in terms of linguistic forms like tag-questions and requests (p.17-19). Therefore, using tag questions is one of linguistic features which this research is primarily concerned to verify gender differences in politeness. The finding of question about the frequency of using tag-questions reveals that men tend to use more tags questions than women in communication. The number of male speakers who often use tag-questions doubles that of female speakers with 7 and 3 out of 30 respectively. Although the result is completely opposite to the description of womens speech given by Lakoff, one of the most significant pioneers in gender-difference research, that women have a tendency use more tag questions than men (1975, p. 53). However, it matches with Dubois and Crouchs surprising findings that in at least one genuine social context, men did, and women did not, use tag questions both formally and informally. In this context, the claim that tag questions signify an avoidance of commitment, and cause the speaker to give the impression of not being really sure of himself, of looking to the addressee for confirmation, even of having no views of his own, is open to serious doubt (1975, p. 294). A small number of people choose tag questions when interacting with other speakers is that they are not familiar with the structure of tag questions. For them, the grammatical rules are too complicated and various to acquire in a foreign language as it is a new terminology which does not exist in their first language. In fact, Zhang explains that mistakes arising in the process of learning English tag questions are caused by students incomplete application of rules. In order to produce some sentence structures, more than one rule should be used or a rule is used to some different degrees. But learners sometimes fail to understand or apply these rules completely. For example: She hardly plays with you, doesnt she? (does she) I never said she was wrong, didnt I? (did I) The learner knows the agreement rule of forming an English tag question. But when there are some words which denote negative without the word not, the learner has some difficulties in dealing with the whole sentence. Thus he produces the above sentences instead of correct ones. (2010, p. 580) Another reason for low level of frequency in using tag questions is the variation of intonations. In English, the intonation on the tag questions determines the function of the tag. In other words, communicators can change the meaning of a tag question with their pitch of voice. For instance, with rising intonation, tag questions sound like a real question. Notwithstanding, when the intonation falls they sound like a statement which does not require partners to give a real answer. If the tag is spoken with a rising intonation, as in a question, the function of the tag is much closer to that of an interrogative. The speaker indicates that he has made an assumption about the state of affairs but he is not sure as to the validity of that assumption. The listener is requested to indicate whether the assumption is valid. If the tag is spoken with a falling intonation, as in a declarative sentence, the speaker indicates that he has made an assumption and is requiring only confirmation of its validity from the listener (Mills, 1981, p. 643). In addition to the frequency of using tag questions, there is a big gap in the purpose male and female speakers use in daily conversation. The following table presents the result after investigating how similarly men and women use tag question. Function Men Women Expressing uncertainty 54% 30% Facilitative 23% 27% Softening 23% 43% It is clearly seen from the table that male and female interlocutors have completely different purpose in using tag questions. While numerous men use tag questions to signal doubt about what they are asserting and look forward to information confirmation, a large number of women consider them as facilitative devices and softening tools for negative comments. This finding is the same as Holmes summary in her research into tag questions as politeness devices. She identifies that women put more emphasis than men on the polite or affective functions of tags, using facilitative positive politeness devices. Men, on the other hand, use more tags for the expression of uncertainty (1992, p.320). This finding is mainly explained by the most widely-identified difference theory which reveals that men and women use language for different social purposes, having been socialized in different ways from earliest childhood (Edwards, 2009, p. 137). In his large-scale study, he clarifies that womens gossip traditionally focuses on personal relationships, experiences and problems in a generally supportive atmosphere. They consider the world as a network of connections and conversations as negotiations for closeness in which people seek support and reach consensus. Men, on the contrary, are more concerned with factual information, often in a competitive or combative format. They see the world in a hierarchical social order in which they are placed either up or down. For them, life is a contest and a struggle to achieve and maintain their power (Edwards, 2009, p. 137). Compliments In everyday life, there are a large number of speech acts we can use to show positive politeness like greetings, seeking agreements, avoiding disagreements, joking and showing sympathy. Among them, a compliment serves the function of not only positive politeness strategies but also potential face threatening acts (Holmes, 1988, p. 445). The questions four and five are designed with the intention of measuring how many politeness linguistic patterns both male and female speakers use when they pay their friends or a stranger a compliment. Response to friends Response to strangers From the two above bar charts, in general, women are more polite than men in paying and receiving compliments, which matches with Wardhaughs claim that women are reported to use more polite forms and more compliments than men (2010, p. 343). In details, in the scenario in which the participants is required to give a compliment on their same sex friends new clothes, the figure of female speakers choosing to compliment in an extremely polite way is four times more than that of male speakers. The percentage of the former is nearly 80% and the latter is 20%. They use some compliments such as It really looks good on you, doesnt it?, How pretty your dress is and What a pretty blouse youre wearing! as positive politeness devices. Another evidence is that when they compliment on a strangers a pair of shoes, men use less polite compliments than women to either the same sex or the opposite sex partner. The dominance theory is one of most significant explanations of the commonly held belief that women are more polite than men in cross-sex conversations. The relationship between gender-related difference in politeness and power has been investigated for the past a few decades. After OBarr and Atkins (1980) explore the complexity of the aforementioned relationship, they find out that the different language features particularly politeness strategies between males and females are related to the status rather than the sex of the speaker. They indicate that more females use polite linguistic forms than males in everyday interaction because they are more likely to be in lower-status positions (as cited in Kendall Tannen, 2003, p. 549). Thus, in the society women wish to gain higher status; for example social class, occupation, etc. by using more standard language and more polite forms in day-by-day conversations. As a result, they become more aware of the importance of linguistic politen ess in maintaining communication. In a word, higher speaker power will be associated with lower level of politeness. However, it is interesting to find that male participants use as many politeness linguistic strategies as females when they have a cross-sex conversation with both friends and strangers. It means that men tend to compliment more politely to women than to men. In addition to the belief that womens self-esteem is lower; hence, their face needs to be protected, females are more nurturant, more emotional, and more sensitive to the needs of others than males (Bern, Eagly, Piliavin and Unger, as cited in Durkin, 1995, p. 456). That is the reason why male participants pay much more attention to their use of words and speak more politely when having a talk with female partners in order to avoid the risk of hurting their feelings. In this case, gender plays an indispensible part in the choice of polite language forms. Requests Most sociolinguists remarkably appreciate the role of indirect requests in building up the politeness in conversation. Ervin and Tripp, for instance, illustrate that it is useful for speakers to use indirect interrogative requests because they give listeners an out by explicitly stating some condition which would make compliance impossible (as cited in Saeed, 2003, p. 234). In terms of requests, from the above data, not only female participants but also male interlocutors prefer using indirect and polite structures so as to reduce the risk of threatening the addressees negative face. Will you please close the door?, Wont you close the door? and I wonder if you could be so kind as to close the window are used by over 60% of men and women when they are required to ask a person to do a favor. The finding is partly against the general agreement that female communicators use more superpolite forms than male ones. This result offers some new insights into how gender influences the way men and women uses politeness strategies. Therefore, a new way of studying the gender difference in politeness-related linguistics is found in the 1990s. Many recent sociolinguists appreciate the social constructivist approach in explaining the variation of politeness behavior between men and women. A social constructivist approach shifts the emphasis to language as a dynamic resource used to construct particular aspects of social identity at different points in an interaction. Social categories are not fixed but are subject to constant change; talk itself actively creates different styles and constructs different social contexts and social identities as it proceeds. (Holmes, 2001, p. 14565) Additionally, in her research, Goodwin view activities rather than society as the relevant unit for the analysis of the data. She concludes that stereotypes about womens speech fall apart when talk is arranged in a range of activities. In order to construct social personae appropriate to the events of the moment, the same individuals articulate talk and gender differently as they move from one activity to another (1990, p. 9). In other words, speakers do not hold the same communication style across a wide range of activities. For example, a woman may choose linguistic forms which can contribute to the construction of a more feminine identity in a romantic date. Nonetheless, in a meeting in the role of a chairwoman, she will linguistically construct a powerful identity. When interacting with her children at home, she may use linguistic devices with the intention of creating a maternal identity. Therefore, the way speakers use structures to construct proper events changes in their comm unication activities. Criteria It can be clearly seen from the table that it is the relationship between the communicators that affects how politely participants speak, not the gender difference. Both men and women claim that they will take the relationship into consideration when they make a request (the figure of the former is 56% and that of the latter is 67%). The closer the relationship is, the more direct their request is. Their answer is supported by Samovar, Porter and McDaniels conclusion in their 2009 work. They find out that the closer the relationship between two persons, the less the power differential between them and smaller the magnitude of imposition the less likely it is that they will employ conversational indirectness (2009, p. 173). The implication in a language classroom All the results of this small-scale study not only confirm the previous findings discovered by numerous celebrated sociolinguists but also reveal some new findings from Vietnamese foreign language classrooms. These interesting findings about the differences in politeness use between male and female learners lead to some implications for the process of language teaching and learning. The first implication centres on the acquisition of tag questions in classrooms. From the survey, a great number of Vietnamese students whose level is intermediate or even advanced hardly use tag questions although they can adequately manipulate the form, usage as well as intonation when they are required to do so. Therefore, as an English teacher, a well-prepared presentation and a lot of intensive exercises and drills should be used in order to get students to apply them to real life situations. Besides the basic rules, some exceptions and complications should be introduced to learners so that they give a correct form of tag questions in no matter what conversation they have. More importantly, educators should help students recognize the importance of this grammar points in communication. Whenever learners know that tag questions are regarded as an extremely useful tool in daily conversations regardless of their complexity in the forms, meanings and intonations, they prefer using tag questions more often. For example, tag questions are not normal questions which are used for asking new information but powerful devices for addressers to confirm certain information, express uncertainty, facilitate and soften negative comments. Last but not least, owing to the complicated system of tag questions, Beardsmore (1970) recommends that the teaching should be undertaken from an easy to more difficult stage. The difficulties come on three levels including form, meaning, and intonation. To achieve a positive use of tags, the teaching should pay more attention to basic patterns and leave some anomalies to the end (p. 18). Another implication for English teaching and learning comes from the new results in complimenting and requesting. It cannot be denied that the gender difference plays an important part in selecting appropriate polite forms; nevertheless, there are other criteria such as age, social status, culture and relationship which communicators should bear in mind before making up their mind to use a certain politeness strategy. Accordingly, in their 1985 book, Tillitt and Bruder advise that in many cultures it is considered inappropriate to compliment babies while in the U.S it is common to say What a cute baby!. Moreover, when you are invited to a dinner in an English family, the host is happy to hear that you appreciate the food. Hence, you should compliment the food no matter how delicious the real food is. However, you do not need to compliment each dish separately. You can give a general compliment which is followed by a s specific one. For example, the meal was delicious, especially the lamb (p. 68). Additionally, based on many ELT researches into communicative approaches, Canale and Swain summarize that communicative competence consists of three components like grammatical competence, sociolinguistic competence and strategic competence. In their well-known work Theoretical Bases of Communicative Approaches, they write: In view of Chomskys (1965) strong claim that competence is to be associated exclusively with knowledge of rules of grammar, both Hymes (1972) and Campbell and Wales (1970) propose a broader notion of competence, that of communicative competence. This notion is intended by them to include not only grammatical competence (or implicit and explicit knowledge of the rules of grammar) but also contextual or sociolinguistic competence (knowledge of the rules of language use). Furthermore, Hymes (1972) explicitly and Campbell and Wales (1970) implicitly adopt the distinction between communicative competence and performance, where this latter notion refers to actual use (as cited in Canale Swain, 1980, p. 4) Therefore, I strongly suggest that the procedure of teaching and learning either compliments or requests consists of three following steps: Teaching and learning some possible patterns used in compliments and requests in line with the scale of politeness (from less polite to more polite and then to superpolite) Teaching and learning sociolinguistic competence of these patterns. Practising these patterns in real life exercise so that learners can get used to the patterns. As a result, they can use these politeness devices naturally. Lets take a clear illustration. Firstly, teachers ought to provide learners with the knowledge of requests especially the importance of indirectness of requests in maintaining politeness. For instance, the function, whom to request, what to request, how to request and how to reply to a request need to be presented in various situations in daily life. Next, social knowledge about how and when to use utterances appropriately should be given for Vietnamese learners to acquire sociolinguistic competence. In this way, they can know when to use some superpolite forms or when to use less formal language. After that, they are given some authentic drills to practice how to give and reply to a request appropriately. Conclusion In summary, this paper gives a view on politeness gender difference between Vietnamese male and female learners. The findings make a positive contribution in portraying the picture of both similarity and difference in the way men and women use polite language. It can be concluded that women are not always more polite than men in Vietnamese context. Many interesting insights; for example, the gender of the listeners is one of crucial factors influencing polite behaviors of the speakers are found in this research. Besides, language educators can know that Vietnamese students see politeness as an effective way to avoid conflicts and to save face in conversations. Lastly, Vietnamese leaners politeness strategies change with the relationship between addressers and addressees. In this case, gender becomes less significant factor affecting the change of interlocutors politeness strategies. Thanks to the result of this paper, language planners can know more about their leaners communicative competence especially in using politeness linguistic devices in the process of language teaching and learning. Gender Differences in Politeness Gender Differences in Politeness From my experience and observation in teaching English in a great number of mixed-gender classes, there is a big gap in the way men and women use a certain language. For example, when both male and female students are asked to discuss one particular topic, men interrupt women more often than women do. The differences lead me to the wonder whether or not there is a correlation between language and gender. In fact, differences in the way men and women use a certain language have been of interest in the study of sociolinguistics. Therefore, there has been an upsurge in discussions, seminars, journals and researches in gender-related differences. A lot of issues such as word choice, syntax and so on have been taken into account so as to portray how dissimilar men and women use a language. Not understanding gender differences when interacting in either formal or informal situations will result in communication breakdowns. In order to communicate effectively, communicators need to make use of some appropriate politeness strategies as speakers always hope to obtain the respect from the counterparts. Hence, based on a great number of theoretical bases and empirical studies, my paper examines gender differences in conversations in in terms of politeness. My review comprises four sections. The first part looks at the definition and the function of politeness. There is an analysis and synthesis of differences in the way men and women use politeness strategies in the second section. From some explanations for these differences in section three, I suggest some implications for teachers to help learners to avoid misunderstanding and misinterpretation in conversations by using politeness techniques in the teaching process. The definition, genres and strategies of politeness A multitude of researches on politeness have been carried out to explore and expand the classic sociolinguistic work of Brown and Levinson (1987), who state that it is important to avoid causing offence in communication by showing deference to other interlocutors. They consider deferential responses as forms of politeness to avoid communication breakdown between individuals (as cited in Meyerhoff, 2006, p. 84). From the above definition, I assume that the focus of politeness is on the hearer. In this way, tactful consideration of other peoples feeling assists to avoid some potential conflicts, to gain better understanding and then to achieve effective communication. Conversely, modern linguists consider politeness as proper social behavior. In ordinary language use, according to Geyer (2008), politeness is associated with civil or well-mannered behavior and with social attributes such as good upbringing, status and formal etiquette. In addition, Watts (2003) adds his idea to validate the current conceptualization of politeness. Politeness is not something we are born with, but something we have to and be socialized into, and of politeness are available (p. 10-11). Accordingly, Holmes suggests that making decisions about what is or is not considered polite in any community involves assessing social relationships along the dimensions of social distance or solidarity and relative power or status (Holmes, 1992, p. 297). In order to be linguistically polite, communicators should choose some proper expressions which show the degree of social distance and the status difference. Based on two aforementioned dimensions, politeness is classified into two different genres. Positive politeness which is solidarity oriented emphasizes shared attitudes and values while negative politeness involves expressing oneself appropriately in terms of social distance and respecting status differences (Holmes, 1992, p.297). In terms of the social significance especially politic behavior, Lakoff (1989) distinguishes three kinds of politeness: (1) polite behavior, which is manifest when interlocutors adhere to politeness rules, whether expected or not; (2) non-polite behavior, amounting to non-conforming with politeness rules where conformity is not expected; and (3) rude behavior, where politeness is not conveyed even though it is expected. (as cited in Kasper, 1990, p.208) It is advisable to use some proper strategies in order to maintain politeness between speakers and listeners in the conversation. Following the above notion of politeness, Brown and Levinson (1987) point out that some linguistic strategies need to be realized in language to minimize the risk of losing face. They outline four main super-strategies such as bald on-record, negative politeness, positive politeness, and off-record. Firstly, bald on-record strategies used in situations where the speaker has a close relationship with the addressee are direct and unmitigated. The next strategy is positive politeness one which is often utilized to make the hearer comfortable when communicators know each other rather well including using in-group identity makers, seeking agreement, joking, and raising common ground. In contrast, negative politeness strategies are chosen to avoid imposition on the audience through distancing styles like giving deference, hedging, questioning rather than asserti ng, and apologizing. Lastly, off-record or the indirect strategy explores conversational implicatures by using hints and involving irony. For example, a speaker may use a proverb A penny saved is a penny earned to serve as criticism You are always spending a lot of money instead of a piece of advice You should save money (p. 91- 227). Some politeness variations between men and women Differences in the ways that men and women use politeness language strategies have been one of the most important research subjects in sociolinguistic. Lakoff is one of the most significant scholars of gender-difference research for the past forty years. Her 1975 study into language and womans place plays a key role in launching the issue of gender-related differences in politeness. In her influential research, she concludes that womens speech sounds much more polite than mens sound in terms of linguistic forms like tag-questions and requests (p.17-19). In other words, in conversation females are more likely to use politeness strategies in their speech than males. One aspect of politeness strategies is that the speaker should not impose a viewpoint on other people. Thus a tag-question is a kind of polite statement in that it does not force agreement or belief on the addressees. Using tag-questions is a special linguistic feature of gender differences in politeness. Holmes agrees that in general the women use more tags than the men, as Lakoff predicts. She summarizes her findings in the following table after she carries out a research into a sixty-thousand word corpus containing equal amounts of female and male speech collected in a range of matched contexts. On the contrary, as it is clearly seen in the result that Holmes identifies that men and women do not use tag questions for the same purpose. Women put more emphasis than men on the polite or affective functions of tags, using facilitative positive politeness devices. Men, on the other hand use more tags for the expression of uncertainty (1992, p.320). In fact, women tend to consider tag questions as an indicator of politeness while men use them to express uncertainty in colloquial situations. The different conversational strategies of men and women can be analyzed in terms of compliments to demonstrate that women tend to be more polite than men. Like tag questions, compliments are regarded as exemplary positive politeness strategies as the apparently main function of compliments is to consolidate the solidarity between participants. The remarkable gender difference in politeness is the way women and men use compliments. From the obvious data given by Holmes (1988), it is clearly seen that women give and receive significantly more compliments than men do. Holmes does not only focus on the frequency of complimenting patterns but also the purpose men and women use compliments. Her study finds out that women generally perceive compliments as positively affective speech acts, while men may perceive them differently (Holmes, 1988, p. 451). This claim is supported by many well-known empirical works. There is a substantial body of evidence supporting the view that, in general, womens linguistic behaviour can be broadly characterized as afliliative or cooperative, rather than competitive or control-oriented (Cameron (1985), Kalcik (1975), Smith (1985)) and as interactively facilitative and positive politeness-oriented (Holmes (1984b, 1986), Thorne, Kramarae and Henley (1983)). Linguists describe womens contributions to interaction as other-oriented, and then come to conclusion that women regard compliments as positive politeness devices. Therefore, the assumption that women use more compliments than men is consistent with this orientation. (as cited in Holmes, 1988, p. 451) While many linguistic studies on gender and language agree with the hypothesis concerning that women are more polite than men, there are also some researchers who disagree. Based on the data drawn from voice mail messages in a legal setting, Hobbs argues that the frequency of male speakers negative politeness markers is roughly equal to that of womens whereas men prefers to use more positive politeness techniques than women (Hobbs, 2003, p.243). Hobbs collected 22 informational messages of which 11 were gathered from the males and 11were from the females to analyze the dissimilarities in the way men and women use politeness strategies. The findings indicate that the general claim about women being more polite than men turns out to be incorrect in the legal voice mail messages. Positive politeness strategies such as compliments, joking, claiming reciprocity, etc. were used almost exclusively by male speakers; only one female speaker used any of these strategies. Moreover, positive politeness was used only by attorneys; five of the six male attorneys, as well as the sole female attorney, used positive politeness in their voice mail messages. (Hobbs, 2003, p. 249) The research analysis mainly falls into two kinds of politeness including positive and negative ones. In contrast with positive politeness strategies which are used by the majority of male speakers, the 2003 study of Hobbs reports that men and women use an equal number of negative politeness strategies in their voice mail messages. Such strategies as thanking, taking blame and apologizing, softening the force of requests are frequently used by both male and female lawyers. (p. 252) Why women and men use differ in the way they use politeness strategies The commonly held belief that women are more polite than men in cross-sex conversations has been well documented in range of linguistic features from tag-questions to directives. This assumption enables innumerable scholars to undertake a number of researches to explain why this difference exists. Some researchers argue that innate biological differences account for gender differences in politeness while others place an emphasis differential distribution of power between men and women in society. First of all, dominance perspective is used to interpret gender variations in politeness. After OBarr and Atkins (1980) explore the complexity of the relationship between gender and language concerning with polite strategies, they find out that more females use polite linguistic forms than males in everyday interaction because they are more likely to be in lower-status positions.(as cited in Schiffrin, Deborah Heidi, 2003, p.549) Moreover, Edwards (2009) concurs that most explanations centre on womens allegedly greater status-consciousness. If women in the society are more status-conscious than men, they may wish to gain status by using more standard forms and polite strategies. Therefore, they are more aware of the social significance of linguistic politeness variables to make their speech a sort of surrogate status. If womens and mens speech differs because the status of the genders differs, then it is clear that large social issues of power and subordination are involved. As a subordinate social role implies less freedom of movement, greater insecurity, uncertainty and lack of confidence, womens speech is expected to be more polite than mens speech (p. 134-135). In fact, it is necessary for women to secure their social status linguistically especially through the use of politeness strategies. Thanks to politeness strategies in daily conversations, women avoid straightforward statements as politeness involv es an absence of a strong statement, and womens speech is devised to prevent the expression of strong statements (Lakoff, 1975, p. 19). Another answer to the questions why the way men and women use polite strategies varies is associated with the difference approach. This philosophy is mainly based on gender socialization. According to Edwards (2009), a great number of noticeable analyses of gender differences in speech reveal that womens features especially using greater politeness forms imply more about genuine facilitative and supportive desires than about insecurity and lack of confidence. In other words, men and women may use language for different social purposes, having been socialised in different ways from their early childhood. Women are traditionally expected to focus on personal relationships, experiences and problems in a supportive atmosphere in which networking is a key whereas men are more concerned with factual information often in a combative context. (p. 137) It can be clearly seen that two above theoretical explanations of gender-related differences in politeness are influenced from diverse philosophies. However, Weatherall (2002) discovers the connection of two assumptions by giving an obvious illustration. The interactional styles of women and men as co-operative and competitive, respectively, have also been viewed as reflecting mens powerful social position relative to women. Being polite and co-operative is likely to be most effective at promoting positive interactions for those who hold little power. (p. 80) Although these explanations come from two different strands of thinking, they have the same goal that is why in cross-sex interactions, polite strategies are used by more women than men. However, they are not an explanatory factor for Hobbs finding from his research. His surprising findings are elucidated by the social constructionist approaches. A social constructionist approach shifts the emphasis to language as a dynamic resource used to construct particular aspects of social identity at different points in an interaction. Social categories are not fixed but are subject to constant change; talk itself actively creates different styles and constructs different social contexts and social identities as it proceeds. (Holmes, 2001, p. 14565) For example, a woman may select linguistic forms contributing to the construction of a more feminine identity in a romantic dinner. Nevertheless, in a meeting she will linguistically construct a powerful identity, for she is a chairwoman. When interacting with her children at home, she may use linguistic forms so as to build a maternal identity. Therefore, the way members of a society use structures to construct proper events changes across the communication activities. The implication in a language classroom It is widely acknowledged that understanding the different polite patterns which women and men typically use makes speakers to achieve more effective communication. The fact that interlocutors make fewer attempts to involve politeness in daily conversations because they have been taught not to expect participation!, Stereotyping can have intense negative effects, especially The conception of gender-differentiated politeness use leads to some implications for language teaching and learning. The first implication for foreign and second language classroom centres on social power awareness. As an educator, we had better reduce the role gap between men and women by selecting materials that represent identity groups more equally, by reorganizing classroom interaction so that all students have the opportunity to talk and demonstrate achievement in their everyday conversations regardless of gender (McKay Hornberger, 1996, p. 261). Another implication for teaching focuses on gender difference in stereotype rather than on so-called dominance approach. Because womens interactional style is absolutely different from mens, the interaction between teachers and females students differs from males. While men consider conversations as negotiations to compete women regard as a social network to gain support. It is difference in interactional styles that teachers should take into account when they perform, monitor and conduct one certain activity in class. Due to their opposite viewpoint, teachers had better balance the number of male and female students when they ask students to cooperate to fulfill one task. A group of men is likely to be over-competitive whereas a women group tends to be more supportive. As a result, there will be an imbalance of arguments in a discussion or debate. Last but not least, teachers should design some tasks related to gender-related differences in politeness so that students can acknowledge what kind of polite linguistic form they use in a cross sex communications. It will result in a more effective interaction in their real life. Teachers help students to realize that stereotypes of womens speech cannot stay the same style from one activity to another activity. The question is that how and when male speech and female speech are similar or different depends on the conversational contexts, not gender. Conclusion As a result of womens liberation movements, researches on gender and language in politeness started dramatically in 1970s. During the past several decades, many investigators examine politeness variations between women and men in daily interactions. Based on many well-known studies of gender-specific language, this literature review leaps to the conclusion that women tend to be more polite than men through a range of differences in tag-questions, compliments, etc. Most of these linguistic forms are used by more females than males to maintain politeness in cross-sex conversations. Notwithstanding, there are some oppositions to this belief in sociolinguistics. Many researches into language and gender in term of politeness rely on three distinct approaches including dominance approach, difference approach social constructionist approach to give an explanation for these discrepancies. In summary, I have explored politeness variations between men and women and questioned the validity of the assumption that womens speech is more polite than mens. In an attempt to determine the truth of this statement I have concluded that in daily conversations, politeness is regarded as a social lubricant which helps to create rapport. Knowing the differences in polite behavior between men and women can be very helpful to achieve effective communication as well as to enhance relationship. Therefore, politeness plays an indispensible in todays modern world in which a lot of interactions take place at both personal and business-related level.

Contrast of the Modern American and British House :: essays papers

Contrast of the Modern American and British House Modern American and British houses may appear similar from the outside, just as an American may appear similar to an Englishman. One cannot judge a house by its faà §ade, however, and beneath the surface, two altogether different design paradigms exist. The American house is a sprawling retreat that is designed for comfortable living. Compact and efficient, the British house embodies a conservative lifestyle. The two also differ in the amenities they offer. The modern American house overflows with built-in features; the modern British house is sparse in comparison. They are even constructed with dissimilar materials and techniques. Although modern American and British houses can appear similar, they differ significantly in the amenities they offer, their size, and in the way they are constructed. The modern British house typically has fewer amenities than that of its American counterpart. In the bedroom, walk-in closets organize the American's ensemble and accommodate his shoe collection. Conversely, the Englishman uses a pine wardrobe, possibly a family heirloom, which moves with him from home to home. In the American bathroom, a shower is a standard feature that is quite uncommon in the British home. When one is installed, the British shower is a point of significant difference as well. The pressurized American shower is powerful, and leaves one with a feeling of invigoration. The gravity fed British shower, however, is hardly capable of developing enough power to leave one with a feeling of satisfaction. In the modern American kitchen, one is certain to find a dishwasher. In the British kitchen, a dishwasher is the exception, not the rule. Americans also consider most kitchen appliances to be a part of the house. The Englishman holds a different view. It is not unusual for him to take the stove, refrigerator, or even the kitchen cupboards when moving to a new home. The modern British house lacks many amenities that Americans consider basic. It also offers less living space than the modern American house. The grand American house is designed for comfort, whereas the conservative British house is designed for efficiency. These contrasting design approaches yield houses that differ immensely in the amount of living space they offer. American houses have "mud" rooms, laundry rooms, dining rooms, formal living rooms, and family rooms. British houses converge and integrate these functional areas into their common rooms. The hall, or the "reception," is the "mud room." The kitchen is the laundry room and the dining area. Contrast of the Modern American and British House :: essays papers Contrast of the Modern American and British House Modern American and British houses may appear similar from the outside, just as an American may appear similar to an Englishman. One cannot judge a house by its faà §ade, however, and beneath the surface, two altogether different design paradigms exist. The American house is a sprawling retreat that is designed for comfortable living. Compact and efficient, the British house embodies a conservative lifestyle. The two also differ in the amenities they offer. The modern American house overflows with built-in features; the modern British house is sparse in comparison. They are even constructed with dissimilar materials and techniques. Although modern American and British houses can appear similar, they differ significantly in the amenities they offer, their size, and in the way they are constructed. The modern British house typically has fewer amenities than that of its American counterpart. In the bedroom, walk-in closets organize the American's ensemble and accommodate his shoe collection. Conversely, the Englishman uses a pine wardrobe, possibly a family heirloom, which moves with him from home to home. In the American bathroom, a shower is a standard feature that is quite uncommon in the British home. When one is installed, the British shower is a point of significant difference as well. The pressurized American shower is powerful, and leaves one with a feeling of invigoration. The gravity fed British shower, however, is hardly capable of developing enough power to leave one with a feeling of satisfaction. In the modern American kitchen, one is certain to find a dishwasher. In the British kitchen, a dishwasher is the exception, not the rule. Americans also consider most kitchen appliances to be a part of the house. The Englishman holds a different view. It is not unusual for him to take the stove, refrigerator, or even the kitchen cupboards when moving to a new home. The modern British house lacks many amenities that Americans consider basic. It also offers less living space than the modern American house. The grand American house is designed for comfort, whereas the conservative British house is designed for efficiency. These contrasting design approaches yield houses that differ immensely in the amount of living space they offer. American houses have "mud" rooms, laundry rooms, dining rooms, formal living rooms, and family rooms. British houses converge and integrate these functional areas into their common rooms. The hall, or the "reception," is the "mud room." The kitchen is the laundry room and the dining area.

Becker Muscular Dystrophy Medical Genetics Health And Social Care Essay

Muscular dystrophy is a familial upset that bit by bit weakens the organic structure ‘s musculuss. It is caused by incorrect or losing familial information that prevents the organic structure from doing the proteins needed to keep healthy musculuss. There are different types of muscular dystrophies that consequence different musculuss and consequences in different grades of musculus failing. But specifically two types are of import: Duchenne muscular dystrophy Becker muscular dystrophy. Duchenne muscular dystrophy: Duchenne muscular dystrophy ( DMD ) is a terrible recessionary X-linked signifier of muscular dystrophy characterized by rapid patterned advance of musculus devolution. It is normally seen in males ( 1 in 3500 ) . Females are largely bearers, specifically do non demo any symptoms. The upset is caused by mutant in DMD cistron, located in human chromosome Xp21. DMD may ensue from m-RNA that contain out-of-frame displacement ( omissions, interpolations or splicing site mutants ) .This cistron codifications for Dystrophin protein, an of import structural constituent of musculus tissue. Dystrophin is responsible for linking the cytoskeleton of each musculus fibres to the underlying basal lamina through a protein complex incorporating many fractional monetary units. Symptom: The chief symptom of DMD is a progressive neuromuscular upset, is muscle failing associated with musculus blowing with the voluntary musculuss being affected, particularly pelvic and calf musculuss. Awkward mode of walking, running or stepping Frequent falls Fatigue Skeletal malformations ( scoliosis ) Increased lumbar hollow-back, taking to shortening of hip-flexor musculuss Pseudohypertophy of the calf musculuss Cardiacmyopathy is common Grower ‘s mark is seen in people who has terrible damage of lower appendages. DUCHENNE MUSCULAR DYSTROPHY ( DMD ) is a familial disease in which the musculus of a patient ( male child ) suffers progressive harm, due to miss of dystrophin protein. It is a long unwellness in which the musculuss of a patient become bit by bit weaker and it later effects indispensable mechanism ( respiratory system, nervous system, bosom etc ) of the organic structure taking finally to decease of the DMD patient during early Twentiess ( 15 + year. )Diagnosis:Deoxyribonucleic acid trials Prenatal trials Muscle biopsy Deoxyribonucleic acid trials: The musculus -specific isoform of the dystrophin cistron is composed of 79exons, and DNA testing and analysis can normally place the specific type of mutant of the coding DNAs that are affected.DNA trial confirms the diagnosing in most instances. Prenatal trials: If one or both parents are bearers so there is a opportunity of inheriting to the following coevals, for this there are some antenatal trials. At 11-14 hebdomads of gestation chorionic villous sampling, at 15 hebdomads amniocentesis, at 18 hebdomads foetal blood sampling is done. Muscle biopsy: A little sample of musculus tissue is taken with a scalpel and a dye is applied that reveals the presence of dystrophin. Creatine kinase ( CPK-MM ) degrees will be high in blood watercourse. Familial testing can uncover familial mistakes in Xp21 cistron.Treatment:Corticosteroids such as Pediapred and deflazacort addition strength and energy of musculuss. Beta -2 agonists besides increase musculus strength Physical therapy is helpful to keep strength, flexibleness, and map Orthpaedic contraptions ( such as braces and wheelchairs ) may better mobility and self-care Stem cell replacing. Case survey: An 18-month-old male child was referred for neuromuscular rating and intervention following a visit with the household ‘s community baby doctor. Earlier lab work had revealed a Creatine Kinase ( CK ) degree of over 15,000 – consistent with neuromuscular disease. The male child ‘s female parent reported a household history of Duchenne Muscular Dystrophy ( DMD ) on her side. She has older kids, including another male child who is unaffected. Evaluation by a brain doctor, including a musculus biopsy, indicated the presence of DMD. The male child was referred to a paediatric rehabilitation medical specialty doctor for farther rating. Physical scrutiny showed the kid ‘s musculus tone was decreased, and he had pseudohypertrophy ( enlargement ) of his calf musculuss. He had full scope of gesture in his weaponries and legs, and was walking by himself. His female parent reported that he began walking at about 14 months of age. Although he moved reasonably good from sitting to standing, he did utilize a modified Gowers manoeuvre ( forcing up with his custodies on his articulatio genuss and legs, with his underside up, to accomplish a standing place ) . This is typical with Duchenne dystrophinopathy, bespeaking lower appendage failing around the hips and articulatio genuss. Neck musculus and upper appendage strength was satisfactory. The kid ‘s cognitive map appeared to be normal, and he was synergistic. His female parent reported that he participates good in age-appropriate activities with his equals. However, she did notice that he tired more easy than other kids his age. These findings are characteristic for DMD at an early age. The doctors discussed the kid ‘s hereafter with his parents, including possible intervention options as his disease progresses. Those options include assistive devices ( such as braces and mobility devices ) , physical and occupational therapy appraisals and intervention, and drug therapy. A familial counsellor interviewed the household and arranged for molecular familial testing to see if the kid has a cistron omission associated with DMD. Familial testing can assist nail the exact nature of DMD, every bit good as aid place if other household members could be affected. Referrals were besides made to societal services, to assist both the kid and his household place their strengths and demands within their community. As portion of the intervention program, the doctors recommended that the kid return to the neuromuscular clinic every six to twelve months for re-evaluation and necessary intercessions as he grows and develops. Timely intercessions, to assist forestall or decelerate complications related to DMD, will assist the kid maintain the best possible quality of life and might increase length of service. The male child was scheduled to undergo baseline testing of his strength, scope of gesture and functional ability by one of the healers the following clip he returns to clinic. Baseline proving can assist set up current map, every bit good as quantify the demand for and effectivity of specific interventions. Future baseline testing by cardiology and pulmonology services can besides assist the determination devising procedure.BECKER MUSCULAR DYSTROPHY:Becker muscular dystrophy is similar to Duchenne muscular dystrophy, but is less common and progresses more easy. This affects about 1 in 30,000 male childs than in females. This is a familial X-linked disease characterized by the change of the distrophin cistron merchandise, a structural protein of import for keeping unity of skeletal and cardiac musculus cell cytoskeleton. Changes are normally due to inframe omissions or point mutants of the distrophin cistron, which is located on the chromosome Xp211. The skeletal musculus in this patient besides showed about all of the histological characteristics of Becker muscular dystrophy, including mortification, regeneration, endomysial fibrosis, dividing fibres and unnatural fluctuation in fiber size. Cardiac failure is the most common cause of decease in Becker muscular dystrophy patients. It is postulated that impaired myocardium leads to an increased work load on the left ventricle, leads to go forth ventricular expansion and mitral valve distension. This patient had terrible myocardiopathy with left and right ventricular expansion and mitral and tricuspid valve distension. Pulmonary vascular thickener suggests the presence of left bosom failure with subsequent development of pneumonic high blood pressure taking to right ventricular distension and possible right bosom failure.Symptoms:Many childs with muscular dystrophy can follow normal form of development during first few old ages of life. But in clip the symptoms began to look. A kid with MD may get down to falter, toddle, hold trouble in traveling upstairs, and a toe walk. A kid may get down to fight to acquire up from sitting place or hold difficult clip in forcing things like waggon. Childs with MD develops enlarged calf musculus ( pseudohypertrophy ) as musculus tissue is replaced by fat. Frequent falls Trouble in running, hopping, leaping Loss of musculus mass Breathing jobs Congestive bosom failure Loss of balance and coordination, wearinessTrials:CPK blood trial Electromyography ( EMG ) nervus proving Muscle biopsy or familial blood trial Diagnosis: The trials to find what type of MD is involved and to govern out other diseases that could do the job. These might include a blood trial to step degrees of serum creatine kinase, an enzyme that ‘s released into the blood stream, when musculus fibres are deteriorating. Elevated degrees indicate that something is doing musculus harm. The physician besides may make a blood trial to look into the Deoxyribonucleic acid for cistron abnormalcies or a musculus biopsy to look for forms of impairment and unnatural degrees of dystrophin, a protein that helps muscle cells maintain their form and length. There are several major signifiers of muscular dystrophy, which can impact the musculuss to changing grades. In some instances, MD starts doing musculus jobs in babyhood ; in others, symptoms do n't look until maturity. There is no remedy for MD. Doctors are working on bettering musculus and joint map and decelerating musculus impairment so that those with MD can populate as actively and independently as possible. Treatment: There is no known remedy for Becker muscular dystrophy. The end of intervention is to command symptoms to maximise the life of the affected individual. Doctors prescribe steroids to assist maintain a patient walking for every bit long as possible. Activity is encouraged. Inactivity ( such as bed remainder ) can do the musculus disease worse. Physical therapy may be helpful to keep musculus strength. Orthopedic contraptions such as braces and wheelchairs may better mobility and self-care. Familial guidance may be recommended. Daughters of a adult male with Becker muscular dystrophy may transport the faulty cistron and could go through it onto their boies.Examples:( dual heterozygote ) : Becker muscular dystrophy and X-linked colour sightlessness Jonathan, a 10-year-old male child, has Becker muscular dystrophy and colour sightlessness. His female parent, Mary, has normal colour vision, but her two brothers and maternal uncle have red-green colour sightlessness. Based on her household history, Mary is an obligate heterozygote, or bearer, of the X-linked cistron mutant for colour sightlessness. Molecular proving confirms that she besides carries a omission in one of her X-linked DMD cistrons, which accounts for the Becker muscular dystrophy in her boy. Though the two conditions are unrelated, Mary is known to be heterozygous at two separate venues on the X chromosome and is hence a dual heterozygote.Case survey:A 28 twelvemonth old adult male was admitted for haemoptysis, dyspnoea, febrility, icinesss, sickness, emesis, and icterus. At age 12 old ages, he was noted to hold scoliosis, and he described trouble running. Additional clinical findings at the clip of his first rating were enlarged calf musculuss, atrophic thoracic mu sculuss, elevated creatine phosphokinase degrees, every bit good as an unnatural EMG and musculus microscopy. The patient was was non followed for his status between the ages of 12 and 24 old ages. At the age of 24 old ages, echocardiography showed a badly dilated left ventricle with terrible planetary hypokinesis, mild atrial expansion, possible mural apical thrombus, and a little pericardiac gush. The patient was placed on Vasotec and Lanoxin. Repeat echocardiogram at the age of 27 old ages showed similar findings, and the patient was placed on Coumadin anticoagulation to forestall cardiac mural thrombi and emboli. Four months prior to his concluding admittance, he was hospitalized briefly for pneumonia and left ventricular bosom failure with pneumonic congestion. Given his deteriorating cardiac position, the patient was later placed on the cardiac organ transplant list two hebdomads prior to admittance. Past medical history revealed that his younger brother was diagnosed at age 14 old ages with dilated myocardiopathy that resulted in decease three hebdomads following the oncoming of terrible acute congestive bosom failure. Two other siblings and his parents are free of bosom disease. When admitted, the patient had haemoptysis, dyspnoea, febrility, icinesss, sickness, emesis, and icterus. His international normalized ratio on admittance was 6.6, and his white blood cell count was 16,400/uL. A chest X ray showed a mass-like consolidation of the right lower lobe of lung. He continued to hold episodes of haemoptysis, elevated white blood cell counts and elevated international normalized ratios asking Vitamin K therapy. Five yearss after admittance, the patient noted chest firing following bronchioloalveolar lavage. Shortly thenceforth, he was found to be asystolic without respirations. Cardiopulmonary resuscitation failed, and the patient died. The necropsy was limited to the thorax.

KAISER Surname Meaning and Family History

KAISER Surname Meaning and Family History The Kaiser surname means king or ruler, from the Middle High German keiser, meaning emperor. Originating from the Latin name Caesar, this name was often given to individuals who played the part of King in local plays and pageants year after year - a popular pastime during the middle ages. The name may also have been given to one with a kingly appearance or manner. The phrase The Kaiser is considered synonymous with the Kaiser emperors of the Austrian Empire (1804–1835)- Franz I, Ferdinand I, Franz Joseph I, and Karl I- and emperors of the German empire (1871–1918)- Wilhelm I, Friedrich III and Wilhelm II. Surname Origin:  German Alternate Surname Spellings:  KEISER, KEYSER, KISER, KYSER, KIZER, KYZER Famous People with the KAISER Surname Henry J. Kaiser  - American industrialistFrederik Kaiser  - Dutch astronomerReinhard Keiser -  Ã‚  German composer Where is the KAISER Surname Most Common? According to surname distribution from Forebears, the  Kaiser surname is most common in Liechtenstein ranking as the countrys 25th most common surname. It is also popular in Germany (ranked 30th), Austria (50th) and Switzerland (89th).  WorldNames PublicProfiler  indicates the surname is especially common in the Ostschweiz region of Switzerland, particularly in Sankt Gallen. It is also prevalent throughout southern Germany, especially in the regions of Baden-Wà ¼rttemberg, Hessen and Rheinland-Pfalz. Surname maps from Verwandt.de  indicate the  Kaiser last name is most common in southwestern Germany and western Germany, especially in the counties or cities of Waldshut, Esslingen, Cologne, Offenbach, Stuttgard and Hochsauerlandkreis.   Genealogy Resources for the Surname KAISER Meanings of Common German SurnamesUncover the meaning of your German last name with this free guide to the meanings and origins of common German surnames. Kaiser Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Kaiser  family crest or coat of arms for the Kaiser surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. The Kaiser DNA ProjectIndividuals with the  Kaiser surname, or variants such as Kizer, Kiser, Kyser, Kyzer, Keyser, or Keiser, are invited to join this DNA Project to work together to find their common heritage through DNA testing and sharing of information.  The website includes information on the project, the research done to date, and instructions on how to participate. KAISER  Family Genealogy ForumThis free message board is focused on descendants of Kaiser  ancestors around the world. FamilySearch - KAISER  GenealogyExplore over 1.3  million results from digitized  historical records and lineage-linked family trees related to the Kaiser surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. KAISER Surname Mailing ListFree mailing list for researchers of the Kaiser surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - KAISER Genealogy Family HistoryExplore free databases and genealogy links for the last name Kaiser. GeneaNet - Kaiser  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Kaiser surname, with a concentration on records and families from France and other European countries. The Kaiser Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Kaiser surname from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

American civil war Essay

American civil war Essay American civil war Essay The American Civil War was a fought within the United States between the North and the South starting from 1861 and ending in 1865. This war was one of the most negative events in American history, yet it helped shape the character of the American individual today. The causes of Civil War can be traced back to tensions that were created early in colonial era. Mainly, the war between the two regions was caused by social, political and economic differences between the South and the North, but it is important to understand that slavery was the root of cause of these differences. Socially, the North and the South were built on different standards. The South was a slave-based community, and people were depended on slaves and accustomed to this way of life. South plantation owners had slaves working for them, and those who could not afford to own slaves would work on their own farm. The North had more immigrants settling in its areas, where labor was needed. Therefore it had a more industr ialized society where most people worked in factories. The Northerners opposed to Slavery as an institution in the South, as the Confederate States were the only region in the world that still legalized the ownership of slaves. This angered the Southerners and threatened their way of life. By time, economic differences also developed between the two regions. The Southern states were depended on agriculture rather than industrialization. After the Cotton Gin was invented, it increased the need for slaves and made cotton the chief crop of the South. The South was able to produce most worlds’ supply of cotton. This increased the South's dependence on the plantation system and its vital component, slavery. However, the North was prospering industrially. The North depended on factories and industrialized businesses. In addition, many of the new immigrants settled north, while very few settled south. This allowed the North to grow industrially, while making the South more hostile t owards them. Southern economy opposed high taxes, as manufacturing was limited. But the Northern states accepted high taxes to protect its products from cheap foreign competition. Another major problem that occurred was the competition between the North and South for more land. The expansion of America due to the lands obtained from the Louisiana Purchase and with the Mexican war, it caused the issue of whether new states would become free or slavery. This decision was important not only for the individual state making the decision but for the country as a whole. In December of 1818, a bill was placed into the hands of congressman to allow Missouri to be admitted as an independent state of the United State. The bill wanted Missouri to be permitted to have slaves. The Northern representatives did not want Missouri to have any slaves. They wanted a free state and any slaves located in the territory of Missouri to be freed. However, the Southern representatives wanted the state to ret ain their right to have slaves. The on-going debate progressed for the next two years until the creation of Missouri Compromise of 1820, which Missouri enter the union as a slave state, and Maine enter as a free state. Also, no territory above the 30-36 parallel

Case study Research Paper Example | Topics and Well Written Essays - 1000 words

Case study - Research Paper Example As discussed earlier, the main objective of the marketing plan for Vitro and nitron is the acquisition of new customers for this innovative product and generating more revenues from the existing customers. The acquisition of new customers can be done mainly by Advertising and sales promotion strategies whereas generating more revenues from existing customers is possible through generating more returns on investments for its retail customers, implementing proper strategies, reaching out the customers in a way that all the latest news about the new product should reach them at the earliest so that they can gain maximum by buying the product. Apple should maintain its focus on operational efficiency and customer intimacy. As discussed earlier, the target markets for the company would be all the organizations that currently use vitro or some other technology for holding meetings and presentations. As per the demographics, the product will be launched firstly all over the US as a test market to see it response. Based on the response the company can also adjust the price and features of the product suiting to the needs of various demographics. If the product launch becomes a success on US, its next target market would be Asia, specifically countries like India and China as these have high growth potential. Another industry that would be targeted for the promotion of the product apart from the companies is small and big educational organizations. Over the years, the tools and methodologies in the educational industry have transformed and no more manual system of education is followed. Every class has a projector for teaching the students through presentations and live seminar. This would also act as anot her target market for the launch of the product as popularity in the education sector could act as a further gateway to service industry. The company will position its product as a high end

Paraphrase Paper Essay Example | Topics and Well Written Essays - 1000 words

Paraphrase Paper - Essay Example Modern industrial society, as primarily represented by the United States of America and countries in Western Europe, place undue primacy to the superficial over the substantial. This is nowhere truer than with respect to the Public Relations industry’s constant barrage of illusory imagery and ego-stroking message in the form of advertisements. This is a pitiable state of affairs, as the current standards of civilization are poorer compared to a century past. This essay will argue that Jenni Russell’s point of view holds valid and that it is imperative that our standard of civility improves at the earliest. Russell’s criticism against the capitalist-consumer culture is backed by fact. In this economic paradigm, people are stripped of their higher identities to be equated to units of consumption. By being recognized for their ability to consume products, they themselves turn into commodities. In many ways the bloodshed and human loss witnessed in geopolitical confl icts is a symptom of this fundamental flaw in the global economic order. Though Russell doesn’t go to the extent of linking the two phenomena, the connection is obvious to the discerning reader. The anecdotal evidence for commonplace hostility that Russell presents is experienced by all of us. We’ve all been in situations explained by her, whether it is an unpleasant exchange with a billing clerk or being the victim of an insecure boss in office. This accessible and verifiable reference to real-life situations makes Russell’s arguments quite strong. Further, what makes the author’s arguments hold ground is the background research and supportive evidence. For example, she notes, â€Å"Last month new scientific research demonstrated that the brain reacts to a social snub in just the same way as it does to a physical injury. In effect, by our thoughtless and self-protective behavior, we are going through our days delivering small social injuries to one anot her, each one of which is felt as acutely as physical pain.† (Russell, 211) A serious negative consequence of a capitalist consumerist culture is its tendency to alienate individuals from their own true selves. Most people go through their workdays in a numb routine as a result of not strongly relating to their work. Things they are most passionate about, such as music, dance, literature, etc get relegated to the background as they are preoccupied with the inevitable task of putting bread on the table. A kind of identity crisis develops as individuals are kept away from their most absorbing passions. Moreover, the uniformity and conformity required by the office environment further dents their individual thoughts, feelings and aspirations. Hence, mass production and economies of scale, which are cornerstones of capitalist industry, lead to severe loss in human capital. Moreover, the gains of capitalist industry have been unequally shared, leading to great disparities between t he haves and have-nots. Russell correctly observes how the sharpening class divide is at the root of social friction: â€Å"Those with the least money and the least authority are made continually aware of others’ contempt. The wealthier you are, the more protected you are from the consequences. Prosperous people can largely pay others to be nice to them, yet, they too practice and suffer from the new selfishness.†