Philadelphia Essays (894 words) - NYPD Blue, Andy Bernard

Philadelphia The movie, Philadelphia, was an excellent example of the severe discrimination many people with Aids are exposed to. In this instance the main character, Andy ,was also gay. Unfortunately, in our society, he was faced with a double whammy. The gay iss is controversial enough, but to compound that in the work force with having Aids would be almost unbearable for any person to cope with. Tom Hanks played Andy with a serious need to communicate to the viewers how everyday life, work, emotions and ment well being are affected by this kind of situation. The movie was well cast and thoughtfully portrayed Andy's serious predicament. The theme was very interesting. It made me realize how lucky I am to not have to deal with those kinds of problems. It's really very frightening to realize, as Andy did, that even our legal system can be discriminating. When he started looking for a lawyer, he found many people who did not want to represent him because of his illness. The frustration he felt mus t ha been a real burden. Most people were afraid of him. Even the man who finally represented him was afraid of him. He soon came to understand Andy was no threat to his health or his reputation, but someone he learned from and ended up becoming friends. Andy himself feared his disease even before he was sure he had it. He did not want to go for his blood test. He didn't want to face the reality of having Aids. He really didn't have any choice. After the doctor confirmed his fears and diagnosed him a having Aids, Andy began to deal with the news and the way it was changing his life and how people treated him. His employer was trying to shaft him. He fought for his rights, not knowing what the outcome would be, but knowing this was something he fel he must do. The turning point in the movie for Andy was when he was in the library trying to learn more about Aids. He was asked by the librarian to go to a private room. His lawyer was there and saw this happening, although he was hiding behind a pile of books. guess this is when he realized Andy needed him to help protect his rights. It killed me to think just because someone has an illness people don't understand that they can let their ignorance make them behave in a way they normally wouldn't. To tell yo the truth I can't honestly say I would have acted any different then the librarian did !!! The lawyer took the book Andy was holding out of his hand to show the librarian he was not afraid getting the disease by touching something Andy had touched. An must have felt one hell of a big relief when that happened !!! He finally had someone on his side. I hated the firm Andy worked for. At first they seemed okay, but after they tried shafting Andy, I was really pissed. He worked for them, produced for them, was an asset to their business and then they just blew him off. The blowing him off part wasn as bad as how they tried to do it. They tried to make him look like a loser. They cut down his work, his character, his abilities as an employee. What gives them the right to try and destroy someone's life Especially someone whose life is being d troyed anyway by the disease he has. The illness didn't affect the way he did his job or how well he did it. They were just a bunch of ignorant morons who didn't care about anything other than how having someone with Aids working for them would make t m and their business look..... and in their opinions it could ruin them. So, just fire the guy to cover their own asses. What a bunch of shit !!!! Especially coming from the very institution that was supposed to help protect peoples' rights, lawye rs !! The whole system must have really gotten to Andy. Especially because he was a part of that very same system. I agreed with the verdict of the trial hands

Transportation in Elizabethan England Research Ppr Essays

Transportation in Elizabethan England Research Ppr Essays Transportation in Elizabethan England Research Ppr Paper Transportation in Elizabethan England Research Ppr Paper Woodward Academy Quotation Notebook Spring Semester, Second Quarter Huston T. Collings English 8H-2 March 29, 2010 Collings 1 Transportation is one of the most important parts of society today and even five hundred years ago. In Elizabethan England, travel was very basic, just feet, hooves, and wheels on cobblestone streets (Singman 86). Ships were also very important to travel and colonization, for England is an island nation (Time Life Ed. 132). Many towns were put on navigable rivers just to make travel easier because many people in this time used rivers and oceans for transportation and sometimes delivery of goods (Singman 85). The most important components of transportation in Elizabethan England were land travel, sea travel, and streets. The first, land travel, was not very effective. Usually people had no need to travel, so most travelling was for professional or military reasons; but, during the Elizabethan era, tourism had evolved, and many people started to travel for fun. Most people would just walk on foot to places nearby. Usually if one was traveling by foot, one would only make about 12 miles per day, and this is why people would use horses. Horses could travel up to four times more than walking alone (Singman 89-91). If one saw the average English family traveling by horse, the man would ride on a horse; and the women and children would ride on baby horses (Dodd 142). When people were in a hurry, they would travel by post. To travel by post, people had to rent Collings 2 horses at each post-house set up along their route. If they were traveling alone, they would also have to hire a boy to take the horse back to the last post-house. This was originally meant for royal business only, but many wealthy people liked to ride by post because they could cover up to seven imes more ground than they could with a horse alone (Singman 89). Only the very rich would rent coaches or carts (Dodd 143). This was not a very good means of transportation because the coaches had no springs and made an extremely rough ride with cobblestone streets and unpaved roads (Singman 89). Long rides in coaches were sometimes even described as a â€Å"bone-jarring experience [especially] on rough Elizabethan road ways. †(W agner 306-307) Since the roads outside London were so bad, coaches were mainly used in London for short distances because the ride was so rough (Wagner 306-307). One of the very important parts to land transportation was delivery of goods. This was very important to the economy as well as the well-being of the English people because if they did not receive needed goods, they could not survive. Carts could carry massive volumes of goods, but packhorses could only handle about two hundred pounds (Singman 89). Since the roads were very dangerous from highwaymen and footpads, or robbers on foot, many travelled in bands of men with weapons handy to protect their goods (Dodd 145). Overall, this all shows that land travel was not the best way to travel in Elizabethan England. Collings 3 Next, there was another way to travel for people in Elizabethan England that was much more effective and efficient, sea travel (Dodd 157). In fact, many towns were put on navigable rivers to make travel easier (Singman 85). Although only one fourth of the ships were general merchant and trading ships and the rest were military ships, they still vastly helped England get many exotic goods and more land. Before anyone did any exploration past the surrounding oceans of England, many told myths that one would be swallowed up by a whirlpool if one sailed past the English seas; and, if one made it past that, one would crash on an island infested with demons. Later, some found that these myths were false, but others still believed them (Dodd 157). During this period, affordable bridges had not been invented yet so the only way to get across the larger rivers, like the Thames, one had to ride â€Å"wherries† or boats that carried people across rivers (Singman 90). In medieval and Elizabethan England, there were few ships that the king or queen actually owned. When they needed to move troops across sea or fight wars on water, the king or queen â€Å"collected a navy from port towns that owed [them] ships as part of their feudal service and from merchants who leased [them] their trade vessels† (Wagner 205). Commercial ships of the time would mainly carry a few guns, and war ships were very similar except they were narrower, and some of the larger ones could get much bigger than any commercial ship (Singman 90). Most ships had three masts, but some could have one or two and were made for trade. There were hundreds of names for different ships including pinnaces, Collings 4 barks, and galleons. A merchant ship of about one hundred feet would have exceeded two hundred tons of carrying capacity. Most English ships were built in England, but some were acquired from abroad by purchase, capture, or legal seizure (Friel). Whenever a person had to travel across seas, there were no passenger ships so one would have to rent passage on a cargo ship. All ships were very slow if traveling by sail and would only go about four to six knots (Singman 90-91). Queen Elizabeth changed the boats for warfare and made them platforms for large guns instead of platforms for troops (Wagner 206). Life at sea was very hazardous. A person aboard a ship was always at risk of a pirate attack, a Spanish attack, and disease. Bigger ships were much better at surviving an attack because they had more guns and men. As for diseases, every man was at risk. In a ship, there were cabins for senior officers, and normal sailors had to sleep in tight and bad conditions. In warships there would be hammocks, but this was rare for any other type of ship. Kitchens were deep in the ship, extremely rudimentary, and sometimes known as the unhealthiest part of a ship. They only served salted beef, pork and fish, cheese, pease, a baked vegetable dish made with split yellow peas, spices, and ham or bacon, butter, and hardtack with a mug of beer. Rats were very common on ships even if the ship was kept as clean as it could get. When they died and Collings 5 secreted wastes, they made a horrible smell on board. The kitchen conditions and rats helped diseases spread rapidly (Friel). Overall, if one was willing to take the risks, sea travel proved to be much more effective than all other types of travel of the time. The last and arguably the most important part of travel in the Elizabethan era were streets. They were known as a right for people to go in the queen’s land. England had no national road system, just hopeful injunctions. Many streets were dangerous to travel on because of the highwaymen and footpads that were on the roads ready to attack (Dodd 140-145). Most streets were just gravel or dirt, but some were paved or cobbled. Dirt streets would become a sea of mud when bad storms came and made travel extremely hard. Cobbled and paved roads were very rare and mainly found in London. In 1543, the government wanted the streets to become better; therefore, they forced homeowners to pay for the pavement of the streets on which they lived (Picard 30-31). Many of the streets were narrow and crooked and evolved from footpaths in medieval towns. Some were carefully directed, but most were not wide at all. They became very murky at night, and some were lighted but only because of a homeowners concern, not the government. The street conditions were absolutely horrible, and the only way to get very far was by horse (McMurtry 95-110). On Leicestershire roads, â€Å"‘you enter the deep clays, which are so Collings 6 surprisingly soft, that it is perfectly frightful to travelers. ’†(Williams 2-3) Roads were noisome and tedious to travel on and were often just a foul and noyful slough (Williams 2-3). Streets were very hard to keep in an average condition. The English government left upkeep of roads up to a local parish according to the Act of 1555. Each parish was elected as a volunteer surveyor for a one year term. After the elections, each parish had to work on the roads within his or her area for eight hours a day, four days in a row. Every single owner of land had to fix their carts and keep up with their oxen and horses. Then they had to help the parish and fix up the roads with their own spades, picks, and mattocks, but they were allowed to hire two laborers to help them (Dodd 140). Streets were generally awful and hard to travel on but without them land travel would have been pretty much impossible. Land travel, sea travel, and streets are the most important factors of transportation in Elizabethan England. Even though land transportation was very basic, just feet, hooves, and wheels, it was important to the Elizabethan lifestyle (Singman 86). Sea transportation was even more important because without it and colonization, America would not have been discovered (Time Life Ed 132). Transportation has been in use ever since the first man could walk and has always played a major role in helping society. Collings 7 Dodd, A. H. Life in Elizabethan England. Ruthin: Jones, 1962. Friel, Ian. â€Å"Guns, Gales God. † Vol. 60 Issue 1 historytoday. com/MainArticle. aspx? m=33787. History Today, 2010. McMurtry, Jo. Understanding Shakespeare’s England. Hamden: Archon, 1989. Picard, Liza. Elizabeth’s London. London: St. Martin’s, 2003. Singman, Jeffrey L. The Life and Times of Elizabethan England. Westport: Greenwood, 1995. Time Life Ed. What Life was Like in the Realm of Elizabeth. Alexandria: Time Life, 1998. Wagner, John A. Historical Dictionary of the Elizabethan World. Phoenix: Oryx 1984. Williams, Penry. Life in Tudor England. New York: Capricorn, 1964.

Case study Example | Topics and Well Written Essays - 1750 words - 1

Case Study Example ters, telecommunication products and a large variety of medical tools and equipment, and lastly, small â€Å"components† ranging from chips to batteries. If the Philips NV is considered with respect to its performance in these four potential domains, it can be stated that the enterprise has done good enough to be ranked among the big names such as the General Electric, Sony, Matsushita and Siemens which are well-known as the global competitors. This is partly evident from the fact that according to results of a survey conducted in the second half of the 1980s, which was about 100 years since the birth of Philips NV, the enterprise had spread so much that its subsidiaries were noticed to be functional in 60 countries worldwide which had offered job opportunities to nearly 300,000 employees from all over the world. (Hill, n.d. cited in Jones and Mathew, 2009, p. 523). However, in spite of the fact that the enterprise had multiplied its business and revenues manifolds since its s tart up to 1990, Philips NV found itself in big trouble in terms of financial losses that amounted to about $ 2.2 billion on a profit of $ 28 billion and declining revenues because of some hardships encountered in the 1980s. It might have happened so because of the dynamic and increasingly competitive nature of the global electronics industry that almost experienced a technological revolution in the period between 1970s and 1980s. World War II spanning from 1939 to 1945 had created many challenges and issues for Philips NV in a number of ways. Philips’ head office was located in Eindhoven in Netherlands. Because of the war, the enterprise had to organize its foreign activities outside its head office in Eindhoven since Netherlands was occupied by Germany during the war. Under such circumstances, the national organizations owned by Philips had no choice but to function on their own. This paved way for these organizations to develop themselves as independent companies each of them having its

Common Law Essay Example | Topics and Well Written Essays - 3750 words

Common Law - Essay Example The existence of a contract is not dependent upon it in being writing thus a contract can be existent if it oral or informal (Atiyah, 2006). The important decision in respect of contract can be said to be Smith v Hughes , wherein the courts laid down the subjective as well as the objective test was laid down so as to determine whether a contract was existent or not. The subjective test deals with the intention of the parties to the contract whereas the objective test looks into what was said by the parties and the intention of such things done (Peel, 2007). As far as an offer is concerned it is defined as willingness by one party who is called an offeror so as to bind itself on stated subject to acceptance by the other party who is known as the offeree. In respect of invitation to treat it has been defined as an inducement to the other to enter into negotiations and have a definite offer at the end thus an invitation to treat can be said to be a party’s readiness to start negotiations thus it cannot be said to be unequivocal thereby not having the intention that is required for an offer.. The main cases that differentiated between an offern and invitation to treat are Gibson v Manchester City Council and Storer v Manchester City Council . In Gibson the courts found an invitation to treat by looking into the correspondence between the parties and because of the fact that the price was left blank. However, in Storer the courts held that there was a contract which existed and the parties had moved beyond negotiations (Mackendrick, 2009). In respect of display of goods in shop the criterion laid down by the courts is that such display is held to be an invitation to treat (Fisher v Bell)4. However, there have been cases where the courts have found display of goods to constitute as an offer but this was due to the different nature of the case (Chapleton v Barry)5. It has been held that the use of word offer would not make the case an offer and thus the criterion needs to be established (Furmston et al, 2007). As far as posts are concerned there is a special rule that had been laid down in the case of Adams v Lindsell6, wherein it was stated valid acceptance takes place where a letter is validly posted The next step after an offer is that of acceptance the requirement which is an unequivocal and unconditional acceptance by the offeree of the terms and conditions of the offeror (Holwell

Lives of girls and women by Alice Munro Research Paper

Lives of girls and women by Alice Munro - Research Paper Example Every story reveals more about Del’s experiences from being a young, innocent girl to becoming an adult, living with her family that comprises of her parents, younger brother, and Uncle Benny; the work focuses mainly on issues of girls and women, thus the prominence of female characters and its feminist bias (DeFalco 377). In this analysis, I propose that the repeated crises encountered by Del in Alice Munro’s Lives of girls and women, are partial illusions camouflaging a looming decay, and that everyday life is a grand illusion. Structure Dell narrates the stories from a first person’s point of view, and the whole cycle is structured in eight chapters, each detailing a self-contained tale that espouses additional facts concerning Del’s evolving identity. The cycle opens up with a fundamental retrospective focus on Del’s childhood when she is first awakened to the romance of everyday, surrounded by chaotic and eccentric misfits (Awano 91), the likes of Uncle Benny, whose concept of the world was a distorted reflection of reality. From these early experiences, Del learns to focus on the deeper meanings and details of life rather than merely on the shadows and reflections that individual lives often cast as she sharpens her wits and senses for a future career as a writer (McDonald). Through the subsequent chapters, the writer portrays various models of womanhood that come into constant interaction with Del as she grows up, from Naomi, Del’s best friend who lives up to the expected role of ingenue, wife on one end, and her mother Ada who sometimes speaks for ‘the world’ and on others for what â€Å"the world† fears and despises. Text Analysis In the first chapter, the Flat Roads, Munro establishes a symbolic geography in which she thoroughly contrasts the town of Jubilee, the epitome of society, sociability, and propriety, from the Flats Road, where drunkenness, sexual looseness, dirty language, haphaza rd lives, and content ignorance are the norm of everyday (McDonald). Del, still a child, grapples with the assimilation of Munro’s two countries but is yet to encounter the lurking struggle to belong to both worlds and the subsequent inner conflict due to a split personality. The distinctions between the town of Jubilee â€Å"the world† and the Flat Roads â€Å"the other country† are clear, but Uncle Benny, who represents the â€Å"other country,† espouses both a sense of potential for chaos in the world, and a hope for change through ecstatic faith, unlike the garrisons through the allusion of the ark (Monro 27). The title of the chapter suggests Del’s compromise by unconsciously sharing Uncle Benny’s vision yet not forfeiting the security offered through her mother’s ordered perception. Chapter two, titled Heirs of the Living Body, Del herself confronts the dilemma of Munro’s two countries, the Garrison’s world, repres ented by Del’s two aunts, and Uncle from her father’s side; unlike Uncle Benny, Uncle Craig perceives a reassuring pattern of everyday events. Unlike the disordered setting of the Flat Roads, the garrison world is highly structured that no sense of chaos and potential terror is recognized in Ada’s viewpoint, and Craig’s sisters Elspeth and Grace who are bound in the domestic sphere represent a subtle yet profound aspect of the garrison for they are excellent housekeepers and adept socializers (McDonald). Unlike her mother who embraces directness and

Production Of Speech Sounds English Language Essay

Production Of Speech Sounds English Language Essay The production of speech sounds involves two essential components: initiating a flow of air in and through the vocal tract; Some method of shaping or articulating the air-stream so as to generate a specific type of sound articulation; A third component, present in most, but not all sounds phonation. Initiation Initiators: lungs in English the only initiator (in other languages also closed glottis or tongue (combined with velar closure). Lungs sponges that can fill in with the air, contained within the rib cage. The expiratory air stream is further processed to bronchi, then to trachea/windpipe and then the larynx  [1]  . The space between the vocal cords/vocal folds is the glottis. Articulation Organs participating in articulation are called articulators (above the larynx): Pharynx  [2]   a tube stretching from above the larynx, its top end is divided into two parts: One part being the back of the mouth; The other part beginning off the way through the nasal cavity. In the production of English sounds it serves mainly as a container of a volume of air that is set into vibration in accordance with the vocal folds vibration  [3]   Oral cavity plays the most important role. It is within the oral cavity that the greatest variety of articulatory motions occurs. The articulatory organs in the mouth: i/ passive the maxilla, the teeth, the alveolar ridge, the hard palate. ii/ active the jaw, the lower lip, the soft palate. The velum/soft palate raised (the airflow cannot escape through the nose) or lowered a (the air passes through the nose). The most active organ in the mouth is the tongue. The tongue: the tip (apex), the blade (dorsum) and the root (radix). The outer end of the mouth is provided with the upper and lower lip. The vibration of the vocal folds inside the larynx/voice box produces the sound of voice and this process is called phonation. The larynx is situated in the neck. It has several parts; its main structure is made of cartilage (material similar to bone but less hard). The larynx consists of four cartilages: 1 cartilago thyreoidea 2 cartilago cricoidea 3 cartilagines arytenoideae 4 epiglottis covering the entrance into the larynx Inside the larynx there are vocal folds (two thick flaps of muscle rather like a pair of lips). At the front the vocal folds are joined together and fixed to the inside of the thyroid cartilage. At the back they are attached to a pair of small cartilages called arytenoid cartilages, so that if the arytenoid cartilages move, the vocal folds will move too. The arytenoid cartilages are attached to the top of the cricoid cartilage but they can move so as to move the vocal folds apart or together. The term glottis is used to refer to the opening between the vocal folds. States of the glottis: 1. Not vibrating: 1) If the vocal folds are closely together and they part after the final phase of articulation Voiceless Plosives 2) If the vocal folds are loosely open, no vibration, no voice is produced Voiceless Fricatives and Affricates are produced. 3) If the vocal folds are held closely only in their front part, the cartilage-like part is set apart Glottal Fricative (the sound /h/) is produced. 2. Vibrating: Further narrowing of the glottis brings it into position for the production of voice. The vocal folds can be held closely together and vibrate. This produces tones /vowels. The vocal folds can be loosely together and their vibration is weak. This produces: Voiced Plosives, Affricates and Fricatives. The number of cycles of opening and closing the glottis per second is referred to as the fundamental frequency of voice (Hz). A single cycle happens in the region of 1/100th second, therefore, the cycle repeats at the rates in the region of between approximately 80-200 cycles per second. This rate is far too rapid for the human ear to be able to distinguish each individual opening /closing of the folds. However, human ear is able to perceive variations in the overall rate of vibration as changes in the pitch of the voice  [4]  . The vibration averages roughly between 200 and 300 times per second in a womans voice and about half that rate in adult men. Acoustic aspect Sound is formed by means of the vibration of air molecules and is transmitted in sound waves in all directions. The voice comes into existence on the basis of vocal folds vibration. The periodic vibration gives rise to tone, whereas aperiodic vibration results in the production of noise. The tone is characterized by three basic qualities: The pitch given by the frequency of the vibrations in cps. The pitch is in direct proportion to the number of cps and in indirect proportion to the cycles period. The intensity is the amount of energy transmitted through the air. It is related to the amplitude of vibration. The intensity is proportionate to the square of the amplitude. The timbre is given by the composition of the tone. Simple tones are non existent because any object vibrates not only as a whole but also in its individual parts. The vocal folds vibrate in such a manner that in addition to the fundamental frequency (a basic vibration over their length) they produce a number of overtones or harmonics which are simple multiples of the fundamental or first harmonic. The combination of these components makes up the acoustic spectrum. A visible recording of speech is produced by computer analysis and it refers to the following dimensions: Time / duration on the horizontal axis, given in ms Frequency on the vertical axis, given in cycles per second Intensity indicated by relative blackness of the markings. The component bands are called formants and are numbered from bottom upwards. It is the first two formants (F1 and F2) that contribute most to the distinctive character of the vowels. From articulatory point of view F1 is correlated with tongue height (the pharyngeal formant), F2 with front-to-back tongue placing (the oral formant). Auditory aspect The perception of a sound is mediated by the brain rather than by ear itself. The ear has three major functions: To collect stimuli To transmit them To analyze them. The upper limit of frequency which can be perceived is maximum 20, 000 cps. The ear is subdivided into the outer ear, the middle ear and the inner ear. The outer ear leads to the ear drum. The middle ear is a small air-filled cavity containing a chain of three tiny bones connected to the ear drum at one end and the inner ear at the other. The main part of the inner ear is the cochlea shaped like a snails shell whose function is to convert sound vibrations into nerve impulses. Speech sounds are perceived in terms of four categories (pitch, loudness, quality and length). The categories are subjective and must not be equated exactly with the related physiological and physical categories. Consonants: Plosives, Fortis Lenis The differences between vowels and consonants are in the way they are produced (vowels voices, consonants noises); vowels fulfill the role of the peak of the syllable whereas consonants fulfill the marginal function.. Classification of consonants see Chart of Consonants (P. Roach, p.62). It is customary to divide consonants into several groups according to several criteria. The most important are: According to their place of articulation According to their manner of articulation A/ Classification according to the manner of articulation: The articulators involved form a closure: /p, t, k/; /b, d, g /. The consonants produced in this way are called Stops/Plosives. The articulators involved form a narrowing (as for /f, v, s, z,  Ã¢â‚¬ ,  Ã¢â‚¬Å¾,  Ã¢â‚¬Å",  Ã… ¡, h/). The consonants produced in this way are called Fricatives. The articulators form a closure combined with a narrowing (as for t Ã¢â‚¬Å", d Ã… ¡). The consonants produced in this way are called Affricates. Plosives As for place of articulation: bilabial, apico-alveolar, velar. Plosives four phases (approach, hold, release, post-release). Distributions All the three plosives in all positions: initial, medial and final. Initial position: CV In /p, t, k/ during the transition to voiced sound the wide-open glottis takes some time to close sufficiently so that the vocal folds can start vibrating, consequently there is a period of voicelessness aspiration (puff of air). Final position: VC The syllables closed by voiceless consonants are considerably shorter than those that are open, or closed by voiced consonants. Fricatives They include /f,  Ã¢â‚¬ , s, v,  Ã¢â‚¬Å¾, z, h/. Manner of articulation: Two organs are brought and held sufficiently close together for the escaping air-stream to produce strong friction. This friction may or may not be accompanied by voice. A/ Place of articulation: /f, v/ labiodental / Ã¢â‚¬ , Ã¢â‚¬Å¾/ dental /s, z/ alveolar / Ã¢â‚¬Å",  Ã… ¡/ palato-alveolar /h/- glottal Length of the preceding sound: The value of the final /f,  Ã¢â‚¬ , s, v,  Ã¢â‚¬Å¾, z/ is determined by the length of the syllable which they close. Dental fricatives: / Ã¢â‚¬ ,  Ã¢â‚¬Å¾/ / Ã¢â‚¬ / spelling: always th distribution: word initial, word medial, word final; word initial clusters, word final clusters / Ã¢â‚¬Å¾/ spelling: always th distribution: word initial, word medial, word final; word initial clusters /d/ does not occur in initial clusters, word final clusters Manner place of articulation: The tip of the tongue makes a light contact with the edge and inner surface of the upper front teeth. With some speakers the tongue-tip may protrude through the teeth. Affricates Affricates are complex consonants, beginning as plosives and ending as fricatives (Roach). Palato-alveolar Affricates /t Ã¢â‚¬Å", d/ /t Ã¢â‚¬Å"/ when final in syllable: effect of reducing the length of the preceding sounds. Nasals Bilabial nasal /m/ Alveolar nasal: / Ã‚ ®/ Velar nasal: / Ã… ½/ (spellings: ng or n followed by a letter indicating a velar consonant: tongue, anxious) distribution: word medial: singer, hanger, anxiety; word medial + g: finger, angle, angry, hunger; word medial + k: anchor, monkey, donkey; word final: sing, wrong, tongue; word final + k: sink, rank; word final syllabic: bacon, taken, organ Roach: rules for the pronunciation of the nk and ng digraphs: in nk the /k/ is always pronounced in ng the following /g/ is pronounced in mono-morphemic words (finger, anger, linger) and in comparatives superlatives of adjectives (younger, the longest) otherwise the /g/ following the / Ã… ½/ is never pronounced!!! Laterals Articulatory features: articulated by means of a partial closure, on one or both sides of which the air-stream is able to escape through the mouth. Only one, alveolar, lateral consonant occurs in E. Within the /l/ phoneme 3 main variants occur: a/ clear /l/, with a relatively front vowel resonance, before vowels and /j/ Roach /i/ resonance b/ voiceless /l/ following accented (aspirated) /p, k/ (less considerable devoicing after /f, s,  Ã¢â‚¬ /, or weakly accented /p, t, k/) c/ dark /l/, with a relatively back vowel resonance, finally after a vowel, before a consonant, and as a syllabic sound following a consonant Roach u resonance Clear /l/ the front of the tongue is raised in the direction of the hard palate at the same time as the tip contact is made. Dark /l/ the front of the tongue somewhat depressed and the back raised in the direction of the soft palate. Approximants /r/ Distribution: word initial (red, raw), word medial, intervocalic (mirror, very), word final /r-link/ (far away, poor old man); in consonantal clusters (price, crow) Manner place of articulation: the tip of the tongue held in a position near to, but not touching, the rear part of the alveolar ridge. Lip position according to the following vowel. BBC /r/ distribution: only before a vowel. /j/ palatal /w/ labio-velar English vowels: short vowels long vowels Vowels are specified in terms of 3 parameters: vertical tongue position (high low; close half-close half-open open) horizontal tongue position (front back) lip-position (unrounded rounded) In accented syllables the so-called long vowels are fully long when they are final or in a syllable closed by a voiced consonant, but they are considerably shortened when they occur in a syllable closed by a voiceless consonant. The same considerable shortening before fortis consonants applies also to the diphthongs. Diphthongs The sequences of vocalic elements included under the term diphthong are those which form a glide within one syllable. They have a 1st element (the starting point) and a 2nd element (the point in the direction of which the glide is made). BBC diphthongs: 1st element is in the general region of / Ã¢â‚¬ °, e, a, ÊÅ  , Ɔ , Æ / 2nd element is in the general region of / Ã¢â‚¬ °, ÊÅ  , Æ / division into closing (direction towards / Ã¢â‚¬ °, ÊÅ  / and centering (direction towards /Æ /. Generalizations referring to all RP diphthongs: 1/ Most of the length and stress associated with the glide is concentrated on the 1st element, the 2nd one is only lightly sounded; in Slovak the ratio between the lengths of the two elements1:1, in English it is approximately 2:1; 2/ They are equivalent in length to long vowels and are subject to the same variations in length; in the reduced forms there is a considerable shortening of the 1st element; 3/ No diphthong occurs before /ņ¹/; Phonetics Phonology Phonetics phonology are the two linguistic sciences investigating the phonic aspect of language communication and its generalization in the minds of the language users. Phonetics investigates the phonic material of speech (the sounds). The speech sounds are analyzed from two aspects; Aspect of the speaker/producer; Hearer/receiver. The former aspect covers the activity of articulatory organs, the latter: the transmission of acoustic entities perceived by the listener and the process of decoding. According to the subject of investigation, phonetics is further subdivided into: i/ genetic/articulatory production of speech sounds ii/ acoustic transmission of sounds, acoustic characteristics of speech sounds iii/ auditory perception of speech sounds Phonology speech sounds from the aspect of their function they fulfill within a linguistic system, how they are organized into systems, how they are utilized in languages and what the relationships among them are. We can divide speech up into segments and we can find great variety in the way these segments are made (their pronunciation differs from speaker to speaker; even the same speaker never pronounces the same segment in the same way. But there is an abstract set of units as the basis of our speech; otherwise we would not be able to understand other speakers of the same language, communication among people would be impossible. These units are called phonemes, and the complete set of these units is called the phonemic system of the language. The phonemes themselves are abstract (the sound patterns stored in our mental grammar), we do not produce phonemes, we produce sounds or phones. Phonemes are the minimal sequential contrastive units of the phonology of languages, (Catford). contrastive: phonemes are contrastive in the sense that they are the bits of sound that distinguish one word from another: bit , pit: solely by the contrast between the initial consonants /p/ /b/ the two words are distinguished. The bits of sound manifesting these contrasts are phonemes. minimal: phonemes are minimal units, because if you take a stretch of speech and chop it up into a sequence of phonological units, the shortest stretch of speech sounds that functions as a contrastive unit in the buildup of the phonological forms of words is the phoneme. The phonological structure of English, like that of other languages, can be described as a hierarchy of units. The largest, or most inclusive, unit in English is the intonation contour or tone-group: Jane was here yesterday. We can chop up each tone-unit into smaller units, namely into successive rhythmic units, or feet: (the fact that these feet are contrastive, meaning differentiating units, is demonstrated by the fact that we could divide the utterance into feet differently, and this would convey a slightly different meaning). Next, we can divide each foot into still smaller chunks, namely into a sequence of syllables. Finally, we can divide up each syllable into a sequence of still smaller units and here it is necessary for us to go into phonetic transcription: At this point we can do no further chopping. We have reached the lowest rank in the phonological hierarchy, the smallest sequential; or linear units phonemes. There are no smaller meaning-differentiating units. Sequential: following in sequence. Phoneme an abstract unit operating on the level language as a system. Symbols Transcription Types of Transcription 1/i/ Phonological transcription, phonemic transcription: The choice of symbols is limited to one symbol per one phoneme. 2/ Phonetic transcription: Very detailed, each single realization of a sound is recorded. The Syllable Human beings cannot produce a sound smaller than a syllable. The syllable seems to be the essential unit of speech segmentation and speech recognition. J. Lavers definition of the phonological syllable is as follows: The syllable is a complex unit, made up of nuclear and marginal elements. Nuclear elements are vowels, and marginal elements are consonants. A/ Languages differ in syllable types: The minimum syllable V (I, Oh); CV (consonantal beginning an onset): (e.g. me) open syllable; VC (consonantal end a coda): (e.g. am) closed syllable; Some syllables have both onset and coda: (e.g. him). The most common type of syllable among the languages of the world is CV. CVC is also common among the languages of the world. English syllables: a wide variety of syllable types, both open and closed. B/ Languages also differ on constraints on the segments which can occur at the beginning or end of a syllable. No syllable in E can begin with /ņ¹/; /Ê’/ and /ÊÅ  / are rare. Almost any consonant can occur in syllable-final position, except for /h/, /j/, /w/, /r/ (only in rhotic accents). Syllable types in E: Beginning: a vowel (see the constraints above), one, two or three consonants. Ending: a vowel, one, two, three or four consonants. Syllable structures in English: Beginning: a vowel zero onset (/ÊÅ  / rare); a consonant except for /ņ¹/, /Ê’/ having an onset; two or more consonants a consonant cluster. C/ Initial two-consonant clusters: i/ pre-initial /s/ is followed by one of about 10 initial consonants (p, t, k; f; m, n; l; w, j, r); with /l, r, w, j/ a two-way analysis is possible (e.g.: slow, sky, swim); ii/ initial (p, t, k; b, d, g; f, ÆÅ ¸, s, h, v; m, n; l) followed by a post-initial /l, r, w, j/ (e.g. proud, queen, friend). D/ Initial three-consonant clusters: There is a clear relationship between the two groups: /s/ is the pre-initial /p, t, k/ are initial and /l, r, w, j/ are post-initial (e.g. split, square, strike). E/ Final consonant clusters: No final consonant means that there is no coda, i.e. it is an open syllable. One consonant means that the syllable is closed. Any consonant except for /h/, /w/, /j/, /r/ can occur in syllable-final position. F/ Two-consonant clusters: i/ pre-final (m, n, ņ¹, l, s) is followed by a final (e.g. bend, bench ask); ii/ a final consonant is followed by a post-final /s, z, t, d, ÆÅ ¸/ (e.g. fifth. asks, robbed). The post-final consonant often corresponds to a separate morpheme. Pronunciation: the release of the first plosive of a plosive + plosive cluster is usually produced without plosion and is therefore practically inaudible. G/ Final three-consonant clusters: i/ pre-final + final + post-final: (e.g. helped, twelfth); ii/ final + post-final 1 + post-final 2 (e.g. fifths, next); H/ Final four-consonant clusters: i/ pre-final + final + post-final 1 + post-final 2 (e.g. twelfths); ii/ final + post-final 1 + post-final 2 + post-final 3 (e.g. sixths). The syllable: onset + rhyme / peak + coda Difficulties encountered by foreign learners: Unknown consonant clusters: usually two strategies are applied: i/ vowels between the consonants are inserted; ii/ one of the consonants is deleted. That is simplification of the syllable structure of the E word by making it conform to the pattern of the native languages of the learners. Deletion exists in E but these deletions do not occur randomly. Stress in English The syllable or syllables which stand out from the the other szllable or szllables of a word are said to be stressed, to receive the stress. Gimson: a stressed syllable the one upon which there is relatively great breath effort and muscular energy. As for perception the stressed syllables are perceived to be more prominent because they are louder, longer, pronounced on the pitch different from that of the other syllables and they contain a vowel sound differing in its quality from neighboring vowels. The most powerful effect is produced by pitch, the length comes second, loudness and quality of the vowel sounds is less important. Types of stress: (Kenworthy): Three levels of stress: primary, secondary, tertiary are heard in long E words: i/ when said in isolation; ii/ the word is in a position in a sentence where it is very strongly stressed; iii/ full vowels are used. Placement of stress: English stress is: A/ Variable, i.e. the main stress is not tied to any particular syllable (in Slovak it has delimitative function, i.e. denotes word boundaries; in E it has distinctive function, i.e. it differentiates the meanings of words); B/ Fixed, i.e. the main stress always falls on a particular syllable in any given word; C/ Mobile, i.e. having become familiar with one form of a word, learners will assume that the stress stays on the same syllable in other forms of the word (or they will assume that prefixes and suffixes make no difference to the placement of the stress) but this is not the case of the E language (e.g. photography photographer photograph; advertising advertiser advertisement; librarianship librarian library). Word Stress Rules When considering the stress placement several factors should be taken into account: the structure of the word (whether the word in question is a simple or complex); the grammatical category of the word (noun, adjective or verb) the number of the syllables in the word; the phonological structure of the syllables. 1. The structure of the word: Simple word not consisting of more than one grammatical unit morpheme (although this is sometimes difficult to decide); Complex words two major types: i/ words made from a basic stem word with the addition of an affix (derived words) affixes: two sorts: prefixes and suffixes. They have three possible effects on word stress: the affix itself receives the primary stress (i.e. -ee, ese); the affix will not influence the placement of stress, (i.e. -ing the word will be stressed just as if the affix was not there); The stress remains on the stem, not on the affix, but it is shifted to different syllable (i.e. magnet magnetic). ii/ compound words made of two (or occasionally more) independent E words. There is no clear dividing line between two-word compounds and pairs of words that simply happen to occur together quite frequently. Spelling inconsistency: solid (one word, e.g. sunflower); words separated by a hyphen (e.g. fruit-cake, whistle-blower, cabinet-maker); two words separated by a space (e.g. coffee table, tax inspector, weather forecast). Word stress rules 2. The number of the syllables syllable structure TWO-SYLLABLE WORDS Verbs: Oo 60%. If the second syllable contains a long vowel/diphthong, or if it ends with more than one consonant the second syllable is stressed (e.g. apply, attract, achieve). If the final syllable contains a short vowel and one/no consonant or the diphthong / Ã¢â€š ¬Ã‚ Ã¢â‚¬ ¢/ the first syllable is stressed (e.g. enter, open, follow). Adjectives: follow the verbs (e.g. lovely, even, hollow, divine, correct). Nouns: Oo 90%. If the second syllable contains a short vowel, the stress will usually come on the first syllable. (e.g. table, sofa, picture). Otherwise it will be on the second syllable (e.g. estate, balloon). Adverbs, Prepositions: behave like verbs and adjectives (e.g. evenly, correctly). THREE-SYLLABLE WORDS Verbs: oOo, ooO. If the last syllable contains a short vowel and ends with not more than one consonant that syllable will be unstressed and the stress will be placed on the preceding/penultimate syllable (e.g. encounter, determine). If the last syllable contains a long vowel/diphthong, or ends with more than one consonant, that final syllable will be stressed (e.g. entertain, resurrect). Nouns: Ooo, oOo. If the final syllable contains a short vowel and the middle syllable contains a short vowel and ends with no more than one consonant, both final and middle syllables will be unstressed and the first syllable will get the stress (e.g. library). If the final consonant contains a short vowel or /Éâ„ ¢u/, it is unstressed if the middle syllable contains a long vowel/diphthong, or it ends with more than one consonant, the middle syllable will be stressed (e.g. potato, mimosa, disaster). Adjectives: follow the nouns (e.g. derelict, insolent). DERIVED WORDS Prefixes stress rules governed by the same rules as in words without prefixes. Suffixes: carrying stress themselves (e.g. -ee, -ese, -eer, -ette); not affecting the stress placement (e.g. -able, -al, -ful, -less); influencing the stress in the stem (e.g. -ive, -ic, -ion, -ious); stress on the penultimate syllable (e.g. words ending in -phy (e.g. photography); -cy (e.g. democracy); -ty (e.g. reliability); -gy (e.g. prodigy); -al (e.g. critical). COMPOUNDS Nouns: Two noun elements: the first element stressed (e.g. typewriter, suitcase, sunflower). Adjectives: Adjective + -ed: the second element is stressed (e.g. bad-tempered); first element a number: the second element is stressed (e.g. first-class, five-finger, three-wheeler) Adverbs, Verbs: usually final stressed (e.g. ill-treat, down-stream, North-East, half-timbered). Note: What a beautiful black bird! Look at that big blackbird! Stress tending to go on syllables containing a long vowel/diphthong and /or ending with more than one consonant. 3. The grammatical category of the word nouns, adjectives, verbs. Compounds nouns usually stressed on the first element (e.g. summertime, grandfather, silverware, schoolteacher, bathtub). When the second element is a polysyllabic word it retains its stress pattern, but when speaking more rapidly, the stress of the second element may be lost (the secondary stress, e.g. trade exhibition). Some compound nouns late stress exceptions: Late stress: First element material, ingredient the second element is made of (e.g. plastic cup, turkey sandwich, cherry pie). Compounds containing juice, cake take an early stress!!! (e.g. fruit juice, fruit cake, lemon juice). Names of squares and roads thoroughfares (roads for public traffic, e.g. Walnut Avenue, Cambridge Crescent, Belgrade Square, Oxford Drive). Those containing street, however, have an early stress (e.g. Baker Street). The first element identifies a place or a time (e.g. town hall, kitchen window, summer holiday, London transport, April showers). Sentence Stress In sequences (sentence, clause, discourse) not all the words are equally important, which in E is shown by means of sentence stress and sentence focus. Why is it important? As listeners, it is essential that we are able to spot points of importance in the stream of speech; As speakers, we must highlight points in our messages, or E listeners will have difficulty in interpreting what they hear, in deciding how it relates to what has just been said and predicting what the speaker is possibly leading up to. Thus sentence stress and sentence focus are vital for intelligibility. The placement of sentence stress is closely related to the function the word fulfills within a sentence. According to their function the words in E are divided into: Content words/lexical words; Grammar words/function words/structure words. The former bear the lexical meaning while the latter are structural markers, denoting grammatical categories and syntactic relations. The classes appear to have physiological and neurological validity. Some brain damaged persons have greater difficulty in using, understanding or reading content words and structure words (e.g. in inn; which witch). Content words normally carry the most of information. They generally have in connected speech the qualitative pattern of their isolate form and therefore retain some measure of qualitative prominence even when no pitch prominence is associated with them and when they are relatively unstressed. Structure words do not carry so much information. They do not have a dictionary meaning in the way we normally expect nouns, verbs, adjectives, adverbs to have. All structure words

Catcher In The Rye: Everybodys A Phony :: essays research papers

Everybody’s A Phony J. D. Salinger’s novel, The Catcher in the Rye, is a very well known piece of the twentieth century. It’s a story about a seventeen-year-old boy, Holden Caufield, who experiences some interesting things and people upon his being expelled from Pencey Prep. School. From having breakfast with a couple of nuns on a bus, to spending an evening with a far from seraphic prostitute, Holden handles each situation the best way he can. However, most of the people Holden encounters, he deems innately phony; Holden thinks almost everyone is a phony. Holden discusses how phony his headmaster at Elkton Hills, Mr. Haas, was when he was there: [Mr. Haas] was the phoniest bastard I ever met in my life . . .. On Sundays, for instance, old Haas went around shaking hands with everybody’s parents when they drove up to school. He’d be charming as hell and all. Except if some boy had little old funny-looking parents. . . . I mean if a boy’s mother was sort of fat or corny-looking or something, and if somebody’s father was one of those guys that wear those suits with big shoulders and corny black-and-white shoes, then old Haas would just shake hands with them and give half and hour with somebody else’s parents (13-14). To Holden, it was blatantly clear that Mr. Haas was just putting on act to please the parents who showed up. He thought that everyone should be himself and not wear stupid facades.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Holden Caulfield lived in the Ossenburger Memorial Wing in his dormitory. That hall was only for juniors and seniors. The dorms were named after this person named Ossenburger who also went to Pencey Prep. School a long time ago. After Ossenburger got out of Pencey, he made a lot of money in the undertaking business, and he gave a pittance to the school. That pittance is why the hall was named after him. Then the next morning, Ossenburger gave a speech to the students of Pencey Prep. about how he was never ashamed when he was in some kind of trouble, but he would get right down on his knees and pray to God, and that you should always talk to God wherever you are. Ossenburger said to think of God as your friend. Caulfield got a kick out of this speech thinking how he could â€Å"Just see this phony bastard .

My Beliefs and Values

‘My Beliefs, Values, and Clinical Gestalt with Individual’s and Systems’ Paper Ariele Henderson University of Phoenix CERTIFICATE OF ORIGINALITY: I  certify that  the attached  paper,  which was  produced for  the class identified above, is my original work and has not previously been submitted by me or by anyone else for any class. I further declare that I have cited all sources from which I used  language, ideas and information,  whether quoted  verbatim or paraphrased, and that any and all assistance of any kind, which I received while producing this paper, has been acknowledged in the References section. This paper includes no  trademarked material, logos, or images from the Internet, which I do not have written permission to include. I further agree that my name typed  on the line below is intended to have, and shall have the same validity as my handwritten signature. Student's  signature (name typed here is equivalent to a signature):   _________Ariele Henderson__________________ ___ ‘My Beliefs, Values, and Clinical Gestalt with Individual’s and Systems’ Paper When it comes to being a human services worker there are many needed attributes. A human service worker’s beliefs, values and clinical gestalt play very important role in how they treat and assist clients. Human service workers strive to put their clients at ease, and to help them meet their needs. Through the text exercises and classrooms discussions I have learned that there are many things that I need to work on in order to ensure that I will be an effective and productive social worker. In the exercise â€Å"Clients I might find hard to accept† I learned that it is not for me to agree or disagree with their beliefs, but it is for me to try to see things through their eyes in order to assist them properly. The goal of every human service professional is to help those in need. To do these human service professionals must not push their beliefs or values onto their clients. I will come across clients that come from different backgrounds, environments, and who different beliefs and values. None the less they are human and should be treated as such. One must keep an open mind when working with clients. When doing so clients will feel respected, confident, and comfortable. Human service professionals must learn, and grow from past experiences. A Human service professional’s repose should be calm, exhibit reliability and confidence. Clinical repose is an area that I need to work on. I need to be able to ensure that I can remain calm, regardless of what is occurring around me, or in my personal life. Large societal and system contexts, lead to immediate contexts. It is always good to know where a problem comes from, in order to find a solution that will be beneficial. Dillon & Murphy (2003) states: The clinician's anchored and relaxed presence acts as an island of calm and allows the client to stay self-focused without being distracted by the clinician's needs or anxieties. This repose is central to supportive presence. It provides a clear but unobtrusive holding environment for the work and the relationship. Clients come to know that they can count on the clinician to remain centered and steady regardless of events and developments. Even in the face of the unexpected, clinicians try to remain as calm and reliable as possible (p. 1). My personal and professional assumptions about clinical helping and their relationships to my beliefs, values, past experiences, familiar and cultural background are: that in clinical helping one must see value for the lives, health, and well being of others. In clinical helping one can learn from past experiences, from an individual’s cultural background, and maybe by even changing one’s values after learning and forming a connection with clients. Before this course I was under the impression that my beliefs, and values have no place in the human services field, I thought that leaving them out would be best for my clients, I have learned otherwise. I have come to the realization that one’s values and beliefs are what make them an excellent human services worker. Human service professionals have a genuine concern for other people. When seeking employment in the human services field, future employees look for agencies that share their beliefs and values. I would find it very difficult to work with staff members who do not try to the best of their ability to help clients due to differences in values, beliefs, backgrounds, or preconceived ideas. The National Association of Social Workers (2009) states that an ethical principal for social workers is that: Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible self-determination. Social workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession (p. 1). Insights that I have gained about the strengths, I have are that my strengths in listening, and open my mind to the views of my clients are needed strengths, and will be beneficial to me and my clients. There are some areas in which I have determined that I need to work on further. I need to be more aware of the gestures that I am making, and my facial expressions, so that my clients will feel comfortable, and place their trust in me. I also need to find a way to use my values and beliefs to assist clients, but not to form my opinions, or influence decisions. Dillon & Murphy (2003) acknowledges that: Individual values are cherished beliefs that develop in the context of family and sociocultural influences. Clinicians may value anything from personal autonomy to personal hygiene and can find themselves dismayed or offended by clients who do not share their value systems. As clinicians, we need to be aware of our values and how they influence our responses to clients in ways that may leave them feeling unaccepted. Clinicians must be dedicated to being nonjudgmental—unconditionally accepting people for who they are without necessarily accepting all their behaviors. The clinician's nonjudgmental stance leaves clients free to confide openly and honestly without fear of rejection, shaming, or reprisal. As we work with clients and are exposed to diverse situations and beliefs, we often find that our values are challenged and changed. A side benefit of clinical work is that our lenses are inevitably widened so that we both see and appreciate more of the world beyond our own. We ourselves stretch and grow through exposure to differences (p. 1). Human service professionals must be able to put their feelings aside in order to serve the client. It is our ethical responsibility to not let our beliefs and values get in the way of our decision making. It is up to the social workers to ensure that their clients feel comfortable, respected, and that they have confidence in them as a change agent. I believe that I have a lot to learn, and a lot of areas that I need to work on, but with practice and awareness I will go far. Reference Dillon & Murphy (2003) Interviewing in Action: Relationship, Process, and Change. Retrieved December 14, 2009, from e-books chapter 4 University of Phoenix National Association of Social Workers (2009) Code of Ethics of the National Association of Social Workers. Retrieved December 14, 2009, from www. socialworkers. org/pubs/Code/code. asp Rankin (n. d. ) Motivational Interviewing in Human Services. Retrieved December 14, 2009, from http://www. media. ncrtm. org/presentations/ARCA_50/ppt/rankin. ppt

House of the Risin Sun essays

House of the Risin Sun essays In order to understand the song House of the Risin Sun we need first to have a short look at Bob Dylan and his music. Bob Dylan was born in 1941 in Minnesota. He was a regular child and he became interested in music only while being in high school, when he learned to play piano and guitar. From these basic musical skills, Dylan constantly acquiring new knowledge and experience in music has grown to be the master of folk music in the period of rock expansion. It is a big achievement to successfully promote old country in such a period of time, when rock dominated. Many people loved his music. Therefore, there should be something special in his songs, which firmly stand out from many other different folk songs. It was suggested that folk was constantly dying and became less popular with each year. However, Dylan managed to prove opposite. Bob Dylans song House of the Risin Sun is from his second album The Freewheelin. Critics suggest that this one was much better than his first album, and is still considered to be one of Dylans best albums. This album is basically the collection of different folk songs that were changed by Dylan. What then made him so popular, well, people still do not know. When I have listened through his album, I just wanted to turn it off. His songs are very simple and dull. They are also very boring. The songs of this album are mainly folk of a very poor quality, which is basically one of the most primitive forms of music I have ever heard. Well, song House of the Risin Sun is considered to be the best one out this second album. The author of this song is unknown and Bob Dylan just has changed some words in it. People who like folk say that this song is simply good (cannot argue about that, since I do not like folk and I know cases when really primitive songs can be touching and may sound very well). This song is considered to be rock classic. Dylan si...

Robin Hood Film Analysis Essay Example

Robin Hood Film Analysis Essay Example Robin Hood Film Analysis Paper Robin Hood Film Analysis Paper The genre of this movie is adventure/action. An adventure movie involves an exciting story with new experiences and exotic locales. For this movie it is the Nottingham Forest. These films are intended to appeal mainly to men, forming vital heroic views. The structure is signifying as it travels through, conquests, explorations, and creation of empires, struggles and situations that confront the main characters, actual historical figures or protagonists. Action and adventure movie have tremendous crossover potential as film genres. It has deep impact, physical stunts, battles and weapons. Act I, is used to introduce the characters. Robin Hood is introduced as a prisoner in Jerusalem as he went out there for a conquest. His fellow friend Azeem is also introduced alongside him. As Robin Hood breaks out of the prison with the brother of Marina and Azeem, the brother of Marina gets killed. Azeem and Robin get back to England and make their way to Nottingham, on the way to his castle he finds a situation where a boy is being chased by a couple of men. As being a hero that he is he goes and helps the boy and confronts the men. He evolves into trouble; this results into him meeting the Sheriffs cousin who was leading the men that were chasing the boy. Robin introduces himself very formally and tells him that it is his land as the Sheriffs cousin assumed that it was theirs. After this encounter Robinas gets back to his castle where he finds his dad hung and killed. This is the end of Act 1. Act ii, soon after he found out about his fathers death. He finds his fathers loyal servant who is blind. Robin hood, Azeem and the servant make their way to Marinas castle. Once they are there, Robin Hood starts his romantic impact on Marina.Short after, the Sheriff turns up with his men to get Robin Hood. This is when he flees into the forest. To elude Gisborns military, Locksley makes his way to the evidently haunted Sherwood Forest, where he comes across ghosts and is faced with outlaws. Robin finds out the truth when he finds the population of the Forest. Not astonishingly, this leads to another fight. Will Scarlett mocks him, while John Little challenges him to a quarterstaff duel. Robin wins and gains the admiration of John and the others, and he starts to outline them into a official band to challenge the Sheriffs right. Robin encounters the sheriff after a church service one day, where he gets himself into yet another mishap and leaves the sheriff with an injured face. After he gives authority to hassle the peasants, which then will build more tension for the refuges for the forest. Also more conflicts will evolve for Robin. However, he uses this period to motivate the others to stand up and speak their own rite. As Marina returns from Sherwood Forest to her Castle she was asked by Robin Hood to write a letter to the king of England, as she was the cousin of the king. To notify him of the evil plan that The Sheriff of Nottingham had planned. Once she had done th at she informed the priest that she needed to get this letter to France as soon as possible. AS the priest was under influence of the Sheriff, he tricked Marina of believing that he will make sure the letter gets to the king. The Sheriff then goes to the castle and kidnaps Marina and takes her back to his castle. They let the servant of Robin Hood go intentionally in order for him to lead them to the way of their hide out. Eventually, he gets to the hide out, and they are under attack. Many of the men are captured, and are taken back to the castle of the Sheriff as prisoners. You see the shadow of Robin Hood riding on top of the hill. John Little and Robin Hood are talking about the people who were captured as John Littles son was also taken away. Suddenly, you see Robin Hoods younger brother coming back after being prisoned by the Sheriff, telling him that he was only let go as he was going to kill Robin himself. Act iii, starts as soon as they start planning on how to set the people free because they find out that they are all going to be hung. They get back to the castle, fight and make a stand. They defend themselves and fight the military of the Sheriffs command. While Robin and his fellows are attacking his castle, the Sheriff is very eager to marry Marina so he can accomplish his evil plans of becoming the king of England. Robin Hood and Azeem sneak into hew private area of the castle and Robin fights the Sheriff. Azeem is fighting the evil witch. Robin Hood kills the sheriff, Azeem kills the witch .At the end, Robin Hood gets married to Marina in Sherwood Forest and the king of England comes to their wedding. The main goal of Robin Hood is to avenge his fathers death. There are also other goals he achieve which were not intended. Love, which he finds and gets married to at the end of the story. Furthermore the peace he brings to the people of Nottingham. His goals are the main themes of the story itself. It is in fact his motifs, which bring together the flaws in the story. The Sheriffs main goal is to become the king of England for any prize. He is willing to kill anyone and anything to become the ruler. He even stabs his own cousin, as he was not able to capture Robin Hood. He is willing to marry Marina who he hardly knows and through her wants to rule the country. He is evil, insidious and very precise of his actions. Azeems goal is to repay Robin Hood because he saved his life by releasing him from prison in Jerusalem. He did not act as a servant to Robin more of a friend as it was his goal to help him to avenge his father death. Peoples of Sherwood Forest, their goal was to live in freedom and peace. They did have their peace in the forest however not the money or the food to live happy and healthy. When Robin comes into their lives their goals get bigger because they are actually in a hide out but it widens into a little town, it develops into their own place of living. Robins brothers goal is to be better than Robin. He finds him guilty of the things that happen. He does not tell Robin up until he end of the movie that he is his brother. He feels that Robin made a big mistake by leaving to Jerusalem for his conquest. His goal was changed because he actually found happiness and having a brother like Robin and them living happily together. The Story of Robin Hood is a linear structure. It always follows a precise pattern, which leads onto one event after another. There are no flash backs or reminders which cut the story and take it back a step. It is all in one go and precise, this makes it linear. A long time back, a riot broke out between the Turks. Richard the Lionheart led the great crusade to retrieve the holy land from them. A lot of the young men who supported his decision and went with him never came back home. The movie starts off near Jerusalem in an awful prison where Robin of Locksley is near enough to show the English his power. Locksley is able to escape along with another prisoner, a guy called Azeem. They both head back to their homeland England. On his advent, he finds out the bad news that the enemies heave slain his father and his land is confiscated by the evil Sheriff of Nottingham. Robin is out for revenge for his fathers death. The Sheriff of Nottingham kills Robin Hoods father. However Robin Hood does not find out until he comes back home to England, this makes it Consequential. After Robin Hood found out that his father is dead he goes to Marina .You can feel that a very strong chemistry builds up between the two and when Marina comes to the hide out of the Robin Hood in Sherwood Forest, both of them get even closer. From this point you dont just feel but you see a strong bond generated which could be called Love. At the Robin Hood goes to the Sheriffs castle to free the captured Marina the person he loves and after he frees her they kiss passionately. This evolves into the last scene of them getting married. This is a long term effect as it very slowly builds up and the cause is right at the end, therefore this is consequential. The Sheriff attacks the hide out of Robin Hood. Shortly after Robin Hood and his fellows decide to attack the Sheriff and free their beloved ones. This is consecutive.

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