Hope Leslie Essay

In the novel, Hope Leslie, Catherine Maria Sedgwick uses personal analysis as well as historical information to create an uncannily realistic tale of romance, racial prejudice and religion. Throughout the book, Sedgwick emphasizes relations between the Native American peoples and the European Americans living in Massachusetts in the 1640’s. She is able to do this specifically with the characters of Magawisca, the Native American slave with the will of a lioness, Everell Fletcher, the handsome much wanted white male protagonist, Hope Leslie, a strong headed young woman who symbolizes modernism in the piece and Esther Downing, Hope Leslie’s literary foil. Through the relationships between Everell and each of the three female protagonists, Magawisca, Esther and Hope, Sedgwick stresses that the relations between Native Americans and Americans will never be fully amiable due to religious, societal, natural influences. The first relationship of the three relationships that are mentioned in the writing is that of Everell and Magawisca. Sedgwick uses the mother, Mrs. Fletcher, to introduce this young love between the white boy and his Native American acquaintance in a letter to Mr. Everell while he is away from their home at Bethel. â€Å"The boy doth greatly affect the company of the Pequod girl, Magawisca†, she writes,† He hath taught her how to read† (32). This action between the two children shows Magawisca gradually assimilating into the American society and thus, becoming more Americanized and less â€Å"savage† as literacy is considered a civilized ability. As Magawisca dismisses the basic principles of Puritanism, however, it is clear that there is a definitive divide between the Native American and her new family’s beliefs. As religious tenets are defining features of a person and his or her background, Magawisca can never completely assume the American ways without acknowledging the religion. Thus, the relations between her and Everell will not be able to last due to their difference in. Thus, religious differences create adversities in the relationship and ultimately attribute its failure. Mrs. Fletcher directly highlights the fact that the relationship will inevitably fail when she compares the two adolescents to plants: â€Å"Two young plants that have sprung up in close neighborhood, may be separated while young; but if disjoined after their fibers are all intertwined, one, or perchance both, may perish† (33). This statement implies that nature will undoubtedly separate the Everell and Magawisca in the future and the longer they stay together, the more difficult it will be for each of them to survive when they are torn apart. The emphasis on the fact that nature will tear the Native American and the white boy apart is particularly interesting because towards the end of the book Sedgwick brings up the relation between nature and love when speaking about Everell and Hope. In the later case, however, Sedgwick writes, â€Å"Nature will rejoice in reciprocated love, under whatever adversities it comes† (351). This contradictory statement brings to light the idea that reciprocal love between and American and Native Indian will never last no matter how strong the connection is, yet reciprocal love between two Americans will last no matter how many hardships the couple face. Based on Sedgwick’s blatant double-standards, it is clear that relations between the same races are favored, creating yet another issue between Native American and White relations. As the novel progresses, Everell encounters another relationship except this time with Esther Downing. Though this kinship does not directly involve a Native American counterpart, the future diminishment of this bond is directly based on Native American-white relations specifically concerning Magawisca. When Magawisca is apprehended after meeting with Hope Leslie, she is captured on the grounds that she is â€Å"suspected of being an active agent in brewing the conspiracy forming against [the white people] among the Indian tribes†(245). Therefore she is solely arrested on the basis of suspicion, not proof, and only because of her racial affiliations and the skepticism surrounding the Native American peoples at the time. It is this imprisonment of Magawisca that proceeds to highlight the differences between Everell and Esther and future accentuates the fact that relations between the two races will never be completely peaceful. The reactions both Everell and Esther have towards the situation seem to be the same, however the way each of them handle it show that no matter how much the Americans want to have loyal relations with the Natives it will not work. Once Magawisca is imprisoned Everell tried to enlist the help of Esther to free her however, Esther believes that they â€Å"had not scripture warrant for interfering between the prisoner and the magistrates† (292) implying, that she was too morally and religiously strict to free Magawisca without consent to do so. It wasn’t that Esther disliked Magawisca, in fact, she plainly stated that â€Å"those who love [Everell] need no know this maiden to feel that they would save her life at the expense of their own, if they might do it† (293). The restriction on the loyal and amicable friendship both Esther and Magawisca could share was not hindered by distaste for one another, but instead because of strict religious views and moral conduct. This dissent between Everell’s wishes and Esther’s duty brings about the notion â€Å"that there was a painful discord between them† (293) and they are evidently not compatible. The final relationship, between Everell and Hope, shed a positive light the fact that white relations with Native Americans could in fact be successful. Magawisca’s freedom gave both Everell and Hope a mutual cause to fight for and finally allowed them to express the feelings they had suppressed for so long. She pushed both parties to reveal their true love for each other. â€Å"Ask you own heart, Hope Leslie, if any charm could win your affections from Everell Fletcher? † (350). These lines not only instigated a relationship between two soul mates but also affirmed a very close relationship between Hope and Magawisca. This gesture paralleled what Hope did to Esther when she let Esther have a relationship with Everell even though she loved him. It is evident that Magawisca still has feelings for Everell by her reactions to seeing him: â€Å"An involuntary exclamation burst from her lips; and then shuddering at this exposure of her feelings, she hastily gathered together the moccasins that were strewn over the floor, dropped a pair at Hope’s feet, and darted away† (193). Her burst of emotions and flustered actions prove she had feelings for Everell and by sacrificing those feelings for Hope’s happiness, she is delineating that she is in fact, just as good of a friend to Hope as Hope is to Esther. Thus, the relations between Indians and Americans can in fact occur with the upmost loyalty and respect. Though Hope and Everell’s relationship does indicate that the two races can coexist in harmony, Magawisca still makes it clear that thought the individuals may be on good terms, their society as a whole is not by dutifully stating â€Å"the law of vengeance is written on our hearts†¦ the Indian and the white man can no more mingle, and become one, than day and night† (349). The revengeful nature the Native Americans still associate with the white peoples of Massachusetts still trumps any possible platonic or affable relations between the two races. Thus, societal influence once again hinders harmony. Through each of the three relationships it is evident that good relations between the Indians and the Americans may only exist if the mindset of all parties involved is modernist and accepting of all races. In addition, Sedgwick also determines, with the relationship of Faith, Hope’s sister, and Oneco, Magawisca’s brother, that if one of the lovers in the relationship completely assimilates into the culture of the other, a healthy, loving kinship may blossom. Though Sedgwick does portray Native American people in relatively positive light throughout the novel, through her delineation of forbidden and accepted love, she makes it evident that the cultural and ideological barriers between Americans and the American Indians cannot ever be completely lifted.

Drinking and Driving: Underage, Military & Binge Drinking

TABLE OF CONTENTS INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 UNDERAGE DRINKING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 MILITARY UNDERGE DRINKING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 BINGE DRINKING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 CONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 RECOMMENDATIONS/SOLUTIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 MILITARY WINGMAN CONCEPT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 ENFORCING THE LAW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 WORKS CITED†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 LIST OF ILLUSTRATIONSReported Drinking Patterns Among Students†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ 6 Table 1 Binge Drinking Prevalence, Frequency, and Intensity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Michael J. Green Professor Paul Rosenberg Writing for Managers 2 March 2013 Drinking and Driving: Underage, Military and Binge Drinking We all know one of the worst decisions we can make as responsible drivers is to get behind the wheel after a night out on the town where we may have had a few too many alcoholic beverages. We may not even be in a condition to make a rational judgment, let alone operate a vehicle.Underage Drinking We all know that underage drinking is when anyone under the legal drinking age of 21 drinks alcohol. Many teens face adult problems at a very young age. Underage drinking is a major problem among teens today. In today society, kids are being pressured into doing things at a very young age. Problem many parents are fa cing in their own life are also posing as problems on their kids. Aside from being illegal, underage drinking can bring about public health problems.According to the National Institute on Alcohol Abuse and Alcoholism underage drinking risks include: â€Å"Death – 5,000 people under the age of 21 die each year from alcohol-related car crashes, homicides, suicides, alcohol poisoning, and other injuries such as falls, burn, and drowning. † (NIAAA) We are not only talking about deaths as well as serious injuries, impaired judgment, increased risk for physical and sexual assault and brain development problems. (NIAAA). As you can see there are serious risks involved with underage drinking.Compare and Contrast Driving in the Winter and Driving in the SummerHow can you recognize the signs of underage drinking? Here are some signs that can help you recognize underage drinking. We’ve all probably seen some of these warning signs at one point in our life. But how much att ention did you really give them. According to the National Institute on Alcohol Abuse and Alcoholism here are some warning signs that can help you recognize underage drinking. Has there been a change in their academic grades or any behavioral problems at school? Has there been a change in who they hang out with?Have they appeared to be less interested in their favorite activity or sporting event? Do they not want to be seen in public or make an appearance at a family function? Can you smell alcohol on their breath or have you found empty or full alcoholic beverages on them or in their room? Do they have slurred speech or muscle coordination problems, such as walking in a straight line? (NIAAA) Again these are just some of the warning signs that can help your recognize that your teenager maybe drinking alcohol.As you can see from the below chart there’s a high percentage of 12th graders, 42% to be exact, that have had an alcoholic beverage in the past month. If you add up all three grades you get a total of 81% of 8th, 10th, and 12th graders that have drank in the past month. I find this to be an alarming rate and we have to do something to decrease these numbers. (L. Johnston) Military Underage Drinking We all know that you only have to be 18 to enter the military or 17 with your parent’s permission.So we can serve our country and die for this country but we can’t have an alcoholic drink, legally, until we are 21. Underage drinking in the military is nothing new. I remember when I first came in the Air Force, even though the legal age to drink was 21, nobody really said or did anything about underage drinking. Man how times have changed! Military members between the ages of 18 and 25 tend to be heavy drinkers, more so than their civilian peers. (Rhem) I’m not surprised or really alarmed by this but did you know that 21% of military members admit to heavily drinking.What I am alarmed by though is this statistic hasn’t been low ered in 20 years. Alcohol abuse costs the Department of Defense over $600 million a year to either treat members or account for lost time at work. The Department of Defense has decided to take a new approach to lower these statistics. According to LtCol Wayne Talcott senior officials like a new approach to preventive maintenance â€Å"You maintain a jet engine so it doesn’t fall out of the sky. † â€Å"We need to begin to look at where there are risks to the human weapon system and how we can build a system that protects our people. (Rhem) The military usually waits till there is a problem with alcohol abuse before doing anything about it. However, recently we have seen an increase in developing new programs or procedures to educate our military members about the severity of alcohol related problems. We just want to get the right message to the right people about making better decisions about their drinking behavior. Under the Uniform Code of Military Justice, Article 111 – Drunken or reckless operations of a vehicle, aircraft, or vessel. General, Manual for Courts-Martial United States) As you can see, the military has its own set of rules that members have to follow. Even though the military laws are similar in nature to civilian laws we are held to a higher standard. Some tools that commanders can use to manage alcohol abusers are: Line of Duty determination; Actions involving security clearance, access to classified information or access to restricted areas; Duty assignment review to determine if the member should continue in current duties; Unfavorable Information File or control roster actions based on alcohol related isconduct or substandard duty performance; Separation under the Uniform Code of Military Justice for document failure to meet standards; and Administrative demotion, withholding of promotion and denial of reenlistment. (General, The Military Commander and the Law) Line of Duty determination is used to determine if the illness, injury, or disease existed prior to service (EPTS) and if the EPTS condition was aggravated by military service.It is used to determine whether or not the illness, injury, or disease, or death occurred while the member was absent from duty and whether or not the illness, injury, disease or death was due to the member’s own misconduct. Once the findings are revealed from the Line of Duty investigation, it may impact the following areas: You may not be eligible for disability retirement and/or severance pay; you may not be entitled to pay and allowances; your current enlistment could be extended to include any period of time that you were unable to perform your duties; you could be denied your veteran benefits or medical benefits.If the line of duty investigation finds you guilty you could lose out on more than you thought. (General, The Military Commander and the Law) As you can see, Commanders have several tools at their disposal to prevent or correct alcohol related incidents. But that doesn’t mean they can prevent all of them. Binge Drinking Binge drinking is the most common pattern of excessive alcohol use in the United States. The National Institute of Alcohol Abuse and Alcoholism defines binge drinking as a pattern of drinking that brings a person’s blood alcohol concentration to . 08 grams percent or above.This typically happens when men consume 5 or more drinks, and when women consume 4 or more drinks, in about 2 hours. (Alcoholism) According to national surveys: One in six U. S. adults binge drinks about four times a month, consuming about eight drinks per binge; While binge drinking is more common among young adults aged 18-34 years, binge drinkers aged 65 years and older report binge drinking more often – an average of five to six times a month; Binge drinking is more common among those with household incomes of $75,000 or more than among those with lower incomes; Approximately 92% of U.S. adults who drink excessi vely report binge drinking in the past 30 days; Although college students commonly binge drink, 70% of binge drinking episodes involve adults age 26 years and older; The occurrence of binge drinking among men is twice the occurrence among women; Binge drinkers are 14 times more likely to report alcohol-impaired driving than non-binge drinkers; About 90% of the alcohol consumed by youth under the age of 21 in the United States is in the form of binge drinks and more than half of the alcohol consumed by adults in the United States is in the form of binge drinks. CDC) Frequent binge drinkers can have the most serious health problems. These people are seven to sixteen times more likely, than non-binge drinkers to have missed classes, gotten behind in their school work, engaged in unplanned sexual activity, and not used protection during sexual intercourse, had run-ins with police, damage property, and been injured or hurt. (CDC) As you can see from the above chart binge drinking happens in all age groups, race and ethnicity group’s, educational levels, and in all income levels.Conclusion I’ve talked about several problems that are related to underage, military and binge drinking and driving. Why I talked about all three of these types is that they intertwine with one another. Most if not all of us had a drink before we were 21, I know I did. Does that make it right for the next generation to continue to do so? Who’s to say! We have come a long way since I was under 21 and we still have a long ways to go. I don’t think we will ever completely get rid of underage, military or binge drinking and driving.It’s going to happen! But we can make some recommendations or solutions to educate our kids. Recommendations/Solutions In my opinion there is no right way or wrong way about reducing underage, military or binge drinking and driving. Each state and/or city may have their own way of trying to reduce drinking and driving. But here are s ome examples of what is being proposed and done in the Cheyenne, Wyoming area on Military bases and on College campuses throughout the state.How can we improve the educational processes to educate our youth about the dangers of alcohol? What we do know is that educational programs that only provide information or that focuses on self-esteem or resisting peer pressure haven’t been effective. The Wyoming youth group is proposing a more aggressive approach. Instead of waiting till community colleges and Universities are experiencing binge drinking problems we need to start at the grade school and high school levels. (Group)Here is a detailed list of what the State of Wyoming is recommending at all educational levels: Developing school cultures that promote prevention and intervention policies; Increase state and local funding for prevention education in schools and colleges; work with senior administrators to understand what must be done to reduce underage drinking; make sure co lleges and universities adhere to policy enforcement and changes; ensure constant development and consistent communication with statewide colleges and universities; proper certification for employees serving alcoholic beverages; encourage youth involvement for positive change. Group) Here is what the State of Wyoming is recommending at kindergarten through twelfth grade: See what programs have shown success and share them with other Wyoming schools. Provide education to school employees on how to identify underage drinking and how to handle the situation. Educate youth in making healthy, safe and lawful lifestyle decisions. Have alcohol-free events and activities. You can even go as far as doing random sobriety checks before people leave the event or activity.Educate the youth about the dangers of underage drinking to include brain damage, addictive disorders and legal consequences that can arise from alcohol abuse. Talk with them about how alcohol can impair their performance stand ards in and out of the classroom. Provide education to both the kids and to the parents. Parents need to be able to communicate effectively with their children. Help them acquire necessary skills regarding advertising and promotion of alcohol. Establish support groups for kids when there is drinking in the home.Ask for feedback and/or surveys this will enable all parties to see what is and what isn’t working. (Group) For higher education the State of Wyoming is recommending the following programs: Utilize the best programs found by the National Institute of Alcohol Abuse and Alcoholism. This will help you in developing your own local college programs. The plans should include but are not limited to: screening and intervention strategies; encouraging alcohol free events or activities; limit alcohol related advertisement on campuses; enforcing campus policies and state and local laws; continuous research and program evaluation.Support efforts by colleges and Universities to red uce alcohol use; ask for support and help from senior leadership on college campuses to increase awareness of high-risk alcohol related activities; increase education to first year students, athletes and organizations that promote alcohol related activities; educate your staff, parents, and even alumni and warning signs of alcohol abuse; provide referral information and updates on policies and procedures; provide an anonymous student survey to see if the educational programs are working and underage drinking is decreasing.Now that we have the schools accounted for what about educating our parents. (Group) Here are some things you can do to ensure you provide the necessary education to their parents. Parents are the first line of defense at times and need to intervene when they see a problem. What can we do for the parents? Establish peer groups – social media is a great source to reach out to for assistance and guidance. Provide presentations by parents from parents that have lived through a death or alcohol related incident. Who is held liable for providing alcohol to minors? Provide effective ways for parents to talk to their children about alcohol abuse.Provide pamphlets to parents so they can identify the signs and symptoms of alcohol abuse. Educate the parents on how to host an alcohol free house party for their kid. (Group) These are some of the educational needs that the State of Wyoming is implementing or has implemented throughout the state. As you can see they are not just relying on the schools to intervene. They are making sure parents are involved and how to identify any signs or symptoms their child may be showing from alcohol abuse. I feel that these educational needs can be easily implemented within each and every state. Military Wingman ConceptThe term Wingman stems from a time-honored tradition within our Air Force flying community that essentially says a lead pilot will never lose his/her Wingman. It’s a promise, a pledge, a co mmitment between Airmen who fly. The Air Force has cultivated and instilled this same culture of commitment between all Airmen and Air Force civilians in all career fields and specialties via the Wingman program. Being a Wingman isn’t easy, but all Airmen at all levels of command have a role as Wingmen. How can you transfer this ability of being a wingman from military time honored tradition to a non-military environment?You would think this would be easy, but some people don’t recognize the concept. I’m going to use a sports analogy to help explain the Wingman concept. â€Å"Let’s say we have a highly skilled professional football team. Holes in the line open up an instant before the running back reaches them at full speed, allowing him to achieve a big gain. Pass receivers run complicated pass routes, turning back to look at the quarterback after the ball is already airborne on its way to them. Simultaneously, offensive linemen keep defensive players f rom reaching the quarterback just long enough for him to get the pass off†¦and not a moment longer.Meanwhile, the quarterback, without even looking at or coordinating with his blockers, knows just how long he can hold the ball before he has to get rid of it. And the timing of all this is compressed into less than four seconds. † (Dettmer) As you can see, the wingman concept can be carried over to non-military business situations. But we seldom see this in businesses. Businesses are still comprised of mutual activities that at times require a team effort to complete a project or task. Some of it may be due to the fact at the end of the day you get to go home and you don’t have to rely on them to save your life.The Wingman concept is simple and easy to implement into your work area, no matter where you work. To be a good Wingman all you have to do is take care of yourself and those around you. Some ways you could do this is when you are out with your buddies and they ’ve had a little too much to drink, you step up and tell them they’ve had enough. You don’t let your wingman get behind the wheel of a car after they’ve had anything to drink. It’s not about being their friend; it’s about saving their life or someone else’s life. In the end it comes down to making the Wingman concept a way of life, and not just a slogan.Enforcing the Law How can you control drunk driving? It requires four board strategies: Deterrence; Treatment; Information and education; and Prevention. I’m going to provide solutions on how we can implement all four and decrease or control drunk driving. What is deterrence and how can that control drunk driving? Deterrence is simple! However, it may not be all that simple to pass new laws that prohibit drunk driving. Deterrence is also enforcing existing laws and holding those that broke the law accountable. It’s basically like, striking fear into them if they do decide to drink and drive.A good example of this is the zero tolerance law. Not all states have this but some do. It’s a law that applies to anyone under the age of 21 that gets caught for drinking and driving. How embarrassed would you be if you got caught for drinking and driving and lost your driver licenses? If you were still in high school, most likely the whole school would know about it. This alone could be a deterrent for some, but maybe not for all. (Hedlund and McCartt) Treatment is about getting the help you need when you need it. Alcohol is a drug and if left untreated can cause serious damage to your health and to others around you.However, treatment sometimes only happens once you have been arrested or caught. The most difficult thing is to self-identify and get the help you need before it’s too late. Changing individual’s behavior is not easy. However, if you can assess all offenders equally and then assign them a treatment program that is appropriate f or their needs. (Hedlund and McCartt) Information and education by itself doesn’t decrease drinking and driving and has little or no effect on reducing it either. However, combined with deterrence and prevention programs it goes a long way.Educating the public on drinking and driving laws has proven very effective in reducing drinking and driving. For example those states that have â€Å"Zero Tolerance† laws in place 85% of drivers were not aware that the blood alcohol content for minors was different than for those that are over 21. With a little information and education in those states they reduced drinking and driving crashes by 30%. It has been proven that a little education can go a long ways. (Hedlund and McCartt) With prevention we have control over a few things. We can enforce the policies that are in place or create new one law’s.We have already established the legal age to drink alcohol is 21. By increasing the legal age from 18 to 21 this was an atte mpt to reduce underage drinking. We can regulate the places and time when you can purchase alcohol. You have to have a liquor license to sale or distribute alcoholic beverages. Some states also regulate on the day and time you can purchase alcohol. For example some states don’t allow you to purchase alcohol on Sunday before noon or not at all, and most states don’t allow the sale of alcohol after 2 a. m. We can also regulate the taxes on alcoholic beverages.For example the amount of taxes for alcoholic beverages in the State of Wyoming hasn’t increased since 1935. (Group) Prevention programs can make a difference, but even small measures are better than nothing at all. Programs like training bartenders or servers to know when they should stop serving to the customer have proved beneficial. In the end though, the best strategy for progress is through improved deterrence, with assistance from the other three strategies. Works Cited Alcoholism, National Institute o f Alcohol Abuse and. â€Å"NIAAA council approves definition of binge drinking. NIAAA Newsletter (2004): 3. CDC. â€Å"Vital signs: binge drinking prevalence, frequency, and intensity among adults – U. S. 2010. † MMWR Morb Mortal Weekly Report (2012; 61 (1)): 9-14. Dettmer, William. â€Å"The Wingman Concept. † 2006. The Wingman Concept. 2 Mar 2013. General, Judge Advocate. â€Å"Manual for Courts-Martial United States. † General, Judge Advocate. Manual for Courts-Martial United States. Maxwell AFB: The Judge Advocate General School, 2012. IV51 – IV53. General, Judge Advocate. â€Å"The Military Commander and the Law. † General, Judge Advocate. The Military Commander and the Law.Maxwell AFB: The Judge Advocate General School, 2012. 215-223. Group, Cody Youth. â€Å"Wyoming Cares. † Jan 2012. http://www. wyocare. org/items/get_pdf/1416%20%20problems%20and%20solution%20document. 2 Mar 2013. Hedlund, James H. and Anne T. McCartt. Drunk Driving: Seeking Additional Solutions. Traffic Safety. Washington D. C. : Preusser Research Group, Inc, 2002. L. Johnston. â€Å"Centruy Council. † Dec 2012. Centery Council. 2 March 2013. NIAAA. National Institute on Alchohol Abuse and Alcoholism. 2013. 2 March 2013. Rhem, SSgt Kathleen T. â€Å"Alcohol Abuse Costs DoD Dearly. † U. S. Military (2000): 1.

The Difference between Language and Dialect

Language and Dialect : : : 2007? : : : : 2008/01/08 Abstract: This paper aims to probe into the study of language and dialect in the field of sociolinguistics. Part 1 is a general introduction to the issues being covered in the paper. Part 2 centers on the analysis of certain criteria that probably could be applied as to differentiate a language from a dialect. Part 3 and Part 4 introduce two distinguished kinds of dialects, namely, regional dialect and social dialect respectively through detailed examples.Part 5 investigates the different aspects of register which is closely related to the study of language and dialect. Part 6 is the conclusion. Key words: variety; regional dialect; social dialect; register Contents 1. Introduction 2. Criteria for differentiating a language from a dialect 2. 1 Variety and â€Å"mutual intelligibility† 2. 2 Other criteria (including Bell’s seven aspects in languages differentiation) 3. Regional dialect 3. 1 Definition and ch aracteristics of regional dialects 3. 2 Reasons for the appearance of regional dialects . Social dialects 4. 1 Social dialects in relation to age differences 4. 2 Social dialects in relation to sex differences 4. 3 Social dialects in relation to difference of social class membership 5. An introduction to register (field, mode and tenor) 5. 1 The field of discourse 5. 2 The mode of discourse 5. 3 The tenor of discourse 6. Conclusion 1. Introduction In sociolinguistics, language is considered as an abstract notion that is embodied in the form of dialects. It’s not clear-cut to distinguish a language from a dialect of a language. Mutual intelligibility† seems to be an ideal criterion in terms of telling a language from a dialect of a language, however, we can certainly find some cases that counter-argue this principle. Hence some other criteria should be applied as supplements to distinguish between a language and a dialect, among which, Bell’s seven principles for discussing different languages are of great inspiration. The varieties of dialects are differentiated according to the places in which they are used, the different social factors that affect their uses, and functions and styles they have when accommodating different situations in language communication.Accordingly, sociolinguists label these dialects as regional, social, and functional dialect respectively. This paper will touch upon the discussion of the different varieties of language in relation to the users, social factors and environment. 2. Criteria for differentiating a language from a dialect 2 . 1 Variety and â€Å"mutual intelligibility† In order to further the discussion of the difference between a language and a dialect, let’s first of all center on an important term in the field of sociolinguistics—variety. Then what is the definition of a variety? R. A.Hudson, a famous linguist, defines a variety of language as a set of linguistic items with simila r social distribution (1980:24). According to this definition, we can call any of the following items â€Å"varieties of language†: English, French, Chinese, London English, or the language used by a particular person, etc. It will be seen from this list that the general notion â€Å"variety† includes examples of what would normally be called languages, dialects and registers (a term meaning roughly â€Å"style†). Now we know that both â€Å"a language† and â€Å"a dialect of a language† are kind of variety.Then why do we call some varieties different languages and others different dialects of the same language? Many sociolinguists agree that a dialect is one of most problematic terms to give a general definition to. Some proposed that language exists in the form of dialect. What, then, is a dialect? What are the criteria for distinguishing between a language and a dialect of a language? Linguists start with the assumption that all human beings spe ak their own idiolects. Similar idiolects make up a particular dialect, and similar dialects make up a particular language.This statement in some sense presupposes that all the idiolects of a dialect and all the dialects of a language are mutually intelligible (Wang,1992:11). However, we can easily find cases to counter-argue this thesis if the principle of mutual intelligible serve as the only criterion for differentiating a language from a dialect. Take for example, the Scandinavian languages (including Norwegian, Swedish and Danish). Speakers of these three languages can, with little effort, understand and communicate with one another. These languages are mutually intelligible.According to the principle of â€Å"mutual intelligibility†, they are different dialects. But the fact is that they are usually assumed to be different languages. If we turn our attention to China, we will find that speakers of Cantonese and Mandarin will tell you that they speak the same language. P eople speaking Cantonese and people speaking Mandarin are not mutually intelligible at all, yet they almost certainly insist that they speak different dialects of the same language—Chinese, not different languages, for to the Chinese a shared writing system and a powerful social and cultural tradition form essential parts of our definition of language.So for these and other reasons, then, we cannot use the test of â€Å"mutual intelligibility† to differentiate between dialect and language. The fact is that there is no very clear distinction between the terms dialect and language. These two concepts are, as a matter of fact, ambiguous. The above two cases mentioned tell us that different languages are sometimes mutually intelligible and that dialects of the same language are sometimes not mutually intelligible at all. 2. 2 Other criteria (including Bell’s seven aspects in language differentiation) So apart from â€Å"mutual intelligibility†, we also need o ther supplementary criteria.Some sociolinguists have some accounts of differentiating a language from a dialect. One of them is based on the existence of a standard language or of a written form shared by a set of speakers. If two or more groups who differ in speech but regard the same form of speech as a standard, or if they share the common written form, they tend to be regarded as speaking different dialects rather than different languages, whatever degree of mutual intelligibility, like different dialects across China.On the contrary, the Scandinavian languages like Norwegian, Swedish and Danish are considered different languages because they have distinct, codified, standardized forms, with their own grammar books and literatures, which correspond to three separate nation states. Another account is made in terms of size and prestige. That means a language is larger than a dialect, so that a language can contain more dialects. For example, the Chinese language has seven dialects : Northern, Wu, Xiang, Gan, Min, Yue, and Kejia dialects.In addition, they also think that the term language implies social prestige, for it is written as well as spoken, but dialectal varieties are generally not used in formal writing, thus is not comparable with more socially valuable language. A famous linguist Bell (1976:147-57) has listed seven criteria that may be useful in discussing different kinds of languages. According to Bell, these criteria, namely, standardization, vitality, historicity, autonomy, reduction, mixture and de facto norms, may be used to distinguish certain languages from others. ) Standardization refers to the process by which a language has been codified in some way. That process usually involves the development of such things as grammars, dictionaries and possibly a literature, etc. Once a language is standardized it becomes possible to teach it in a deliberate manner. According to these criteria, both English and French are quite obviously standardized , Italian somewhat less so, and the variety known as Black English not at all. 2) Vitality, the second of Bell’s seven criteria, refers to the existence of a living community of speakers.This criterion can be especially used to distinguish languages that are â€Å"alive† from those that are â€Å"dead†. For example, Latin is dead in the sense that no one speaks it as native language; it exists only in a written form frozen in time, pronounced rather than spoken, and studied rather than used. Yet we should note that a language can remain a considerable force even after it is dead, that is, even after it is no longer spoken as anyone’s first language and exists almost exclusively in one or more written forms, knowledge of which is acquired only through formal education.Classical Greek and Latin still have considerable prestige in the Western world, and speakers of many modern languages continue to draw on them in a variety of ways. 3) Historicity refers to the fact that a particular group of people finds a sense of identity through using a particular language: it belongs to them. Social, political, religious, or ethnic ties may also be important for the group, but the bond provided by a common language may prove to be the strongest tie of all. Historicity can be long-standing.For example, the speakers of Chinese, the different varieties of colloquial Chinese make much of a common linguistic ancestry. 4) Autonomy is an interesting concept because it is really one of feeling. A language must be felt by its speakers to be different from other languages. However, this is a very subjective criterion. For example, some speakers of Black English maintain that their language is not a variety of English, but is a separate language in its own right. In contrast, speakers of Cantonese and Mandarin are not autonomous languages but are just two dialects of Chinese. ) Reduction refers to the fact that a particular variety may be regarded as a sub-v ariety rather than as an independent entity. Sometimes the reduction is in the kinds of opportunities afforded to users of the variety. For example, there may be a reduction of resources, that is, the variety may lack a writing system, etc. 6) Mixture refers to feelings speakers have about the â€Å"purity† of the variety they speak. This criterion appears to be more important to speakers of some languages than of others, e. g. more important to speakers of French and German than to speakers of English. ) De facto norms refers to the feeling that many speakers have that there are both â€Å"good† speakers and â€Å"poor† speakers, and that the good speakers represent the norms of proper usage. If we apply the above criteria to the different variation and change in the world, we will see that not every variety we may want to call a language has the same status as every other variety. English is a language, but so are Latin, Ukrainian and Chinese. Each satisfies a different sub-set of criteria from the above list. Although there are mportant differences among them, we would be loath to deny that any one of them is a language. They are all equals as languages, but that does not necessarily mean that all languages are equal. 3. Regional dialects 3. 1 Definition and characteristics of regional dialects As we travel throughout a wide geographical area in which a language is spoken, and particularly if that language has been spoken in that area for many hundreds of years, we are almost certain to notice differences in pronunciation, in the choices and forms of words, and in syntax.Such distinctive varieties are usually called regional dialects of the language. Regional dialect is named in accordance with their geographical distributions, so that Chinese Northern dialect is associated with the northern areas of China; Yue dialect is the main speech variety in Guangdong Province; and Xiang dialect is chiefly spoken by the inhabitants living in Huna n, etc. Regional dialects seem to be based on the different geographical locations in which each is the main means of daily communication.In regional dialects, vocabulary and syntax may also vary from one another, sometimes causing mutual unintelligibility. For example, Chinese speakers call the word â€Å"corn† differently in different regions, in Northeast China, people say â€Å" †; in Sichuan, it’s called â€Å" †; in Fujian, people say â€Å" †; and in South China’s Guangdong Province, people call it â€Å" †. The use of varied syntactic patterns in regional dialects is confusing as well, let’s study the following examples: In Cantonese In Mandarin , , From the above differences, we can observe that in Mandarin, adverb precedes verb or adjective, while in Cantonese, some adverbs are behind verb or adjective. 3. 2 Reasons for the appearance of regional dialects So what’re the reasons for the appearance of regio nal dialects? Firstly, Geographical barriers like mountain ranges, big rivers or other natural factors usually cause great transportation problems for people living in an out-of-way place. This is especially true of areas where economy is very backward.As a result, regional dialects appear when language with its own characteristics develops. Geographical isolation is one of the important factors for language variations within a country as well as across continents. Secondly, sociolinguistics also regards regional dialects as the result of historical changes in society. For example, many centuries ago, British settlers brought their native language—English to North America. After a few centuries, English in the two continents has developed into different regional dialects with their own characteristics in pronunciation, spelling, vocabulary, etc.The same explanation can also be applicable to the case of Australian English, Indian English, Canadian English. Historical events li ke immigration and colonization have spread English into every corner of the world and split it into many different regional dialects. 4. Social dialects We know that human being are living in stratified social communities, and the way we use language reflects our differences in age, social status, social class, sex and profession, etc. All these become very crucial factors in determining in the relationship between different speech features and speakers’ social background (Wardhaugh, 1986:46) 4. Social dialects in relation to age differences Talking about age differences, we know youth frequently use vernacular words or slang forms and deletion of past tense marker—ed in the sentence like â€Å"My Dad cook for me yesterday. The tendency to make particular use or deletion of certain linguistic features marks their group membership when they tend not to conform to the social norms. But when teenagers grow old enough to enter the work force they gradually use more stand ard forms as they’re required to do so.The variety of children’s language is characterized by simplicity and lack of variation in style; and the variety used by young people is most responsible to the changing society and marked with vitality and solidarity; while in old people’s speech, one can find many old-fashioned linguistic features that are no longer used by the younger generation. 4. 2 Social dialects in relation to sex differences Many sociolinguists have observed that there is evidence of gender differences in language use.And such gender-related differences can be categorized into two kinds, one is sex-exclusive speech forms used by women or men only; the other one is sex-preferential forms which both sexes use but with one sex showing greater preference for them than the other. For the first type we can find an example in Japanese language, there are men-only pronouns: â€Å"I† and â€Å"you† for casual speech which women cannot use. For the case of second type, it seems that women’s speech style tends to be more polite, uncertain, and indirect.For example, female speakers are more likely to use some words like lovely, sweet, adorable, please, it’s very kind of you, etc. Women usually out-perform men in their choice of correct or standard speech form; while men tend to use a more non-standard vernacular style. Women used to be discriminated and regarded as inferior to men, whereas men had been more prestigious, authoritative and dominant in social affaires. However, with the increasing consciousness of the inequality imposed upon women, some feminists advocate to use neutral terms.As a result, now more and more English-speaking people insist on using words like chairperson, police officer, salesclerk and so on instead of the old and sex-based terms like chairman, policeman and saleman. 4. 3 Social dialects in relation to differences of social class membership The term social class implies different groups of people who can be differentiated in terms of social prestige, wealth, and education, and language users’ social relationship with other speakers is revealed in the ways they use the language.There are some criteria for social-class identification, like educational background, professional training, and occupation. The linguistic differences that indicate the social membership of different speakers are also manifest in vocabulary and grammar parts of the language they speak. For example, non-upper-class speakers often use multiple negations like, a young black American may say, â€Å"We ain’t had no trouble about none of us pulling out no knife†. 5. An introduction to register M. A. K.Halliday (1978:33) generalized the social context of language use in terms of three factors: the filed, this includes both professional and non-professional, or technical and non-technical social activities; the mode, which refers to the vehicle and channel of communicati on; or the way language is organized to deliver information, for example, written or oral style of speech; and tenor, which refers to the relationship between the participants and the intention of the speaker in the exchange of message and meaning with other speakers. 5. The field of discourse Language varies not only among people with different socio-economic status, but also among those with different trade and profession. A field or trade usually has its own terms of expression: a doctor learns to â€Å"talk doctor†, a lawyer learns to â€Å"talk lawyer†, and a priest learns to â€Å"talk priest†. This kind of professional or technical speech or writing is commonly referred to as jargon, it usually occurs among people sharing mutual interests or in-group knowledge which is usually inaccessible to a non-specialist.The jargon is used when the language user wants to convey the information of his special field with exactness and economy to his co-workers. Now wit h the rapid development and application of modern science and technology, some jargon vocabulary has gradually been introduced into general language and used by people in their everyday life, such as penicillin, fax, network, clone, etc. 5. 2 The mode of discourse Language is either spoken or written. With different channels of transmission, either by sound or by written symbols, the spoken and written styles of language manifest distinctive features respectively.Colloquial style, also called vernacular style, is used in the home, with close friends, between people from the same ethnic group for everyday communication. When people have a face-to-face conversation, their mutual interest or concern in certain topics, and their common background knowledge usually help reduce the load of task in their exchanging information with other participants; in addition, the participants can make use of their pronunciation, intonation, pitch, body gesture etc to convey their ideas. As a result, t he colloquial style of language can be succinct and concise without causing misunderstanding.In addition, there is a universal application of hesitation fillers such as er, mm, um, or well, you know, sort of, I mean etc. in the colloquial style of language users to help the speaker gain more time to think about what he says or to void the interruption of the flow of speech. Written style is another kind of mode of discourse. Compared with colloquial style, it is typical of formality. And written style can be further divided into styles of science, art, politics and business respectively. Each of them has developed its own features in the special register of language use.The mode of discourse, to an extent, more or less decides what kind of message, tone, and cohesive device must be chosen for the communication. It interacts with the field of discourse as well as the relationship between the speaker and the addressee to provide a background or context in which a particular style of l anguage can be most appropriately used. 5. 3 The tenor of discourse Speakers usually talk differently to people who have a different background and relationship to them, which is an important factor in determining the appropriate style of speaking in communication.For example, when you telling your friend that you like his new coat, you may say, â€Å"Hey, cool coat, I like it! † When telling the same thing to your boss, probably, you may say, â€Å"You look smart in your new coat today† Actually this is a matter of choosing your variety or code. And this choice of the right style in talking is based on the social distance between speakers. The better you know someone or the more familiar with him or her you are, the more casual and relaxed style you use; otherwise you may use a more formal utterance in conveying your ideas.Some typical examples about the tenor of discourse are motherese, teacher talk and foreign talk. Motherese refers to when a mother talks to her lit tle child, it is sensible of her not to talk in the same way as she does to an adult. Usually they will make use of some adjustments including special pitch, intonation, dictions, etc which is more acceptable for children. The use of motherese shows that the age of the addressee may affect the speaker’s style. The type of language style teachers use in language classrooms is called teacher talk.For example, teachers may use simpler utterance with low-level students; they use a more standard pronunciation and a more formal intonation. In addition, teachers usually will have a special favor in direction tutorial questions such as â€Å"Is the cup on the table? † and confirmation checks such as â€Å"Understand†? The teacher-student relationship largely determines the use of teacher-talk style to make sure the smooth process of formal proceedings in classrooms. Foreign talk is similar to teacher talk as well as motherese in that all use high frequency vocabulary, a nd all adopt shorter sentences with simple grammar.Yet the foreign talk is likely to be influenced by more variables such as the topic of conversation, the age of the participants, and the language proficiency of the learners. Hence foreign talk is comparatively more dynamic than the other two in various situations. The choice of appropriate form is influenced by the personal relationship between the participants: the higher degree of familiarity between them, the lower formality in language style they use; on the contrary, the lower degree of familiarity, the higher formality in style. . Conclusion To sum up, languages and dialects are a crucial part in the area of sociolinguistics, which is mainly concerned about the relation between linguistics and society. And the terms language and dialect are kind of ambiguous, thus it’s hard to draw a definite line between the two. Instead of making an absolute conclusion, it’s wiser and more recommendable to analyze the issues in question from a more objective point of view. And the paper adheres to this basic principle from the beginning till the end.Finally because the society is changing form time to time, so is the language, it’s better to leave space for the further discussion and exploration relating to the above topics being covered in this paper. References: 1. Bell, R. T. Sociolinguistics: Goals, Approaches and Problem. London: Batsford, 1976. 2. Coulmas, Florian. The Handbook of Sociolinguistics. Beijing: Foreign Language and Teaching Press, 2001. 3. Halliday, M. A. Language as Social Semiotic. London: Arnold, 1978. 4. Hudson, R. A.Sociolinguistics. Cambridge: Cambridge UP, 1980. 5. Wang Dechun. Yuyanxue Gailun (An introduction to linguistics) Shanghai: Shanghai Foreign Teaching Press, 1997. 6. Wang Dexing. Shehuiyuyanxue Daolun (An introduction to sociolinguistics). Beijing: Beijing Foreign Languages Institute Press, 1992. 7. Wardhaugh, Ronald. An Introduction to Sociolinguistics. Oxford : Basil Blackwell, 1986. 8. Zhu Wanjin. Shehuiyuyanxue Gailun (Sociolinguistics: an introduction). Changsha: Hunan Education Press, 1992.

The Advent of the Renaissance

To what extent is the term â€Å"Renaissance† a valid concept for a distinct period in early modern European history? Prior to the 14th century, the Middle Ages revolved around the basic understanding of the Bible. Middle to lower class citizens relied heavily on the teachings of the priest's and blindly followed their ways of living. The church discouraged any new concepts and believed that life on Earth was simply a preparation for the after life.The Renaissance, ranging from the 14th to 16th entries, became a distinct period in European history due to the increase in trade, influence of art and the artist, and the growing phenomenon of individual thinking, as this will lead to future exploration and economic advances. Italy, the epicenter of Renaissance culture, was able to advance their society through a growth in economic stability. As ships and trade routes began to advance technologically, the Italian merchant class also grew.Italian merchants and sailors would import g oods from all over Europe, such as wool from England, and ship them o other countries. The risks of such endeavors were high, but the end profit was even higher. This new industry not only stabilized the Italian economy, but it eventually led to the development of the Urban Nobility class, who strongly contributed to the Renaissance efforts. During the Renaissance, the influence of art and the artist grew extensively. Artists in the Middle Ages worked strictly on religious pieces for the church and many struggled to make a reasonable living.Art during the Renaissance was in high demand. Every rich and powerful family used works of art as a way to flaunt their wealth and demonstrate their lavish lifestyle. The technique of dark and light was added to show depth and dimension. Artists also began to use realism, painting more realistic faces and bodies, as this was a newly accepted style. Some of the highly influential Renaissance artists include Michelangelo, Leonardo dad Vinci, Rapha el, and Ghetto. Their works were not only revolutionary for their time, but they continue to be inspirations for the modern day artist.Through the invention of the printing press, revolutionary thinkers were able to communicate their theories to the mass population, an opportunity that was never accessible prior to the Renaissance. Three main proprietary concepts were developed in this time. The ideas of humanism, individualism, and secularism dominated the Renaissance culture like never before. Humanists emerged with a newfound interest in the classics. They studied these works in order to discover more about human nature.Individualists prioritize the potential of the human being. They believed that everyone should have to opportunity to be the best they can possibly be. Secularism was the basic concern with the material world, as opposed to the spiritual world. These ideas strongly opposed the teachings of the church, yet they continued to spread rapidly and strongly. Coming out o f a banal period in western culture, the Renaissance brought on countless revolutionary thinkers that worked to open the eyes of their peers and make an impact on society.The Renaissance was an explosion of revolutionary ideas that spread all across Europe. For the first time in centuries, artists, merchants, writers, and philosophers alike were able to express themselves in an amazing way. Many of the greatest minds that we often look back to for inspiration originated from the Renaissance era. Their ideas made a lasting impact on culture, then and now. The Renaissance would not have been such a distinct period if not for the combined efforts of every possible industry and art form.

Ansel Adams Term Paper Example | Topics and Well Written Essays - 2000 words

Ansel Adams - Term Paper Example At the same time, he provided ample importance to experimentation in the field of photography. Thesis statement: Ansel Easton Adams’ contributions to the context of photography prove that he made use of the same as a medium to communicate with the viewers and to express his views on nature, and his works are symbolic of the amalgamation of photography, environmental awareness, and music under a single roof. Biographical information Adams was born in the year 1902, in California. Adams’ father (Charles Hitchcock Adams) was a businessman (say, lumber business), who worked with his father (Adams’s grandfather). But Charles Hitchcock Adams was not interested in business because he was interested in Astronomy. In addition, Adams’ father was deeply influenced by Ralph Waldo Emerson’s naturalism. His mother, Olive Bray Adams was a homemaker. During his childhood, Adams was hyperactive and it prevented him from being the part of traditional schooling. So, A dams completed his school education by private tuitions. Besides, this de-schooling deeply influenced his later life as a nature photographer. Later, he joined Mrs. Kate M. Wilkins Private School to complete his education. One can see that Adams’ photographs represent his deep relationship with nature which was deeply indebted to his father’s influence upon him. ... Gradually, Adams began to participate in art exhibitions and exhibited his works. In the year 1928, he married a young lady named as Virginia Best, who later became the owner of Best's Studio. One can see that his career as a photographer is deeply influenced by music. Besides, Adams was interested in experimental photography. In the year 1933, he was able to open a gallery, specially prepared to exhibit his creative works in photography. This initiative was helpful to establish himself as a professional photographer. Adams passed away in the year 1984. Important works Some of the important works by Ansel Adams, like Rose and Driftwood, Clearing Winter Storm, Moonrise, and The Tetons and the Snake River are discussed here. As pointed out, Adams’ works are renowned for the close relationship with nature. He tried his level best to portray the secrets of nature, through the eyes of a naturalist. The photograph named as Rose and Driftwood (see appendix-1), 1932, which was capture d by him in San Francisco is the rare combination of animate and inanimate objects in nature. For instance, the rose represents the animate objects and the rosewood represents the inanimate objects in nature. Besides, this photograph is symbolic of his decision to give up his career as a musician. At the same time, this photograph reveals Adams’ awareness on the wise usage of natural light in photography. In addition, the similarity between the petals of the rose flower and the pattern on the driftwood is noteworthy. The photograph named as Clearing Winter Storm (see appendix-2) was captured by Adams in the year 1940. One can see that this photograph was taken at Yosemite National Park. Adams waited for a long time to capture this photograph because and

Behaviour in Organisation Essay Example | Topics and Well Written Essays - 1500 words

Behaviour in Organisation - Essay Example The change in organizational behavior has been multi-faceted and dynamic and the most defining transformation has taken place in the workplace, pertaining to major components like Globalization, Motivation, Technological developments and Workplace Values and Ethics. These changes have occurred in keeping up with the changing social, political, economic and structural aspect of the society. The paper will now discuss the above stated factors in detail and how they affect behavior of employees. Globalization During the late 1990s, a miracle called Globalization occurred. It led to an â€Å"integration of economies and societies through cross border flow of goods, services, capital, ideas, information, technologies and people† (Mcshane, 2008, p.10) and brought in the free market regime. Globalization had led to an increase in the centralization of control over business organizations and a decentralization of the performance of work. At any rate the exploring and capturing new tra de routes and maintaining control over the territory from the headquarters of one’s kingdom is a practice that was prevalent in older times as well. Globalization has re-established the same process, more effectively by using latest technological advancements. Three main trends have been observed in the development of organizational behavior. Firstly, the scope of business has been internationalized. Organizations have expanded beyond the geographical boundaries of the home countries and assumed the title of ‘Global Capitalist Corporations’. As the small size of the market was a barrier to trade due to inadequacy of demand, spanning of organizations across the globe has proved to be lucrative. For example, Switzerland’s Nestle and the Netherlands’s Heineken have both entered the global arena. Till the last decade, only big organizations could invade selective foreign markets but by the beginning of this century, globalization has aided even small an d medium firms in engage in regular buying and selling in the international market. Secondly, organizations are attempting to apply cost-effective methods of production. Thus, there has been a great emphasis on reducing labor costs. Cheap labor from developing countries of Latin America and Asia are in high demand and the level of outsourcing has risen rapidly. And, finally, exposure to the international markets is making the organizations more competitive as lagging behind in sales and profits are not an option. Chevron and Exxon increased their shares in the international markets to compete with international competitors like BP and Royal Dutch Shell. (Griffin and Moorhead, 2008, 32) All in all the changes brought about by globalization, in organizational behavior has been positive. Technological developments The transformation from industrial to information age has brought about some basic changes in the workplace. There is a need for constant innovation, decentralization of deci sion making process, dejobbing of the labor force (home based business and both temporary/part time and full time jobs), reducing the size of work units, ‘demassification’ (flexible ways of manufacturing and several options), change from â€Å"institutional help to self-help† leading to personality development. A knowledge economy and network based structure has taken the place of bureaucratic

Isolation and Investigation of Catalase Lab Report

Isolation and Investigation of Catalase - Lab Report Example The enzymes are also applicable in various fields like medical applications and industrial applications. This report seeks to examine the effects of pH, temperature on the action of catalase enzyme. The change in pH is the degree in which an environment changes either from acidity to alkalinity or from alkalinity to acidity. When the environment becomes so acidic, it may completely inhibit enzymes from facilitating the reactions. The change in pH has an impact on the repulsive forced and the attractive forces and may completely change the shape and the size of the active sites such that the substrate molecules may fail to fit (Siow, 2009). This inhibits the chemical changes from taking place. The basic groups such as the nitrogen are protonated in an acidic condition and they are deprotonated in an environment that is basic and makes alterations in the electrical attractions that exists between the polar components. Catalase enzyme has an optimum pH value that it operates, beyond which it is inhibited. (Enger, Ross & Bailey, 2012).   When catalase is added to the hydrogen peroxide, a reaction occurs producing oxygen gas. The experiment seeks to investigate the temperature effect on the enzymatic actions by measuring the level of oxygen produced within a given period of time (Vetiska, 2004).   It is noted that enzymes work best between pH values ranging from 7 to 10 as illustrated in the table above. The rate of reaction increases as the pH increases from 5 to 7, which is a neutral point. As the pH continues to increase from 10 to 12, the rate of reaction starts to decrease and the volume of foam produced decreases. It was seen that as the ph changes from the optimum to alkaline range, the catalase enzymes lose the hydrogen ions (Crofts, 2013).  Independent variable is the temperature of the environment, dependable variables is the catalase enzyme, and Constant variables are the time used and the amount of catalase used. The