Screening journals Essay Example | Topics and Well Written Essays - 500 words

Screening journals - Essay Example The song itself has an overall feel of R&B mixed with hip-hop or electronic dance due to the low vocal ranges of the song, the use of a hook and repetitive melody and lyrics, which are not usually heard from songs by Beyoncà ©. However, despite the R&B shell of the song, it delivers a strong, feminist message based on the cultural background of people of color, namely Beyoncà © and featured artist Chimamanda Ngozi Adicihe and their cultural backgrounds as female African-Americans in modern US society. Such ideas are exemplified by the melodic lyrics â€Å"I took some time to live my life/ But don’t think I’m just his little wife† sung by Beyoncà © and a section of the spoken lines by Adicihe: â€Å"But why do we teach girls to aspire to marriage/ And we don’t teach boys the same?†(Knowles, 2013). Based on the context, the lyrics contain the message that female African-Americans are only taught of such things and not allowed to have and live their own aspirations, ideas that are strongly-questioned in the song and are subjects of criticism as well. The video may seem confusing for some due to the combination of new and old elements, with the beginning and endings showing an old talent show clip and the song itself showing a dance club where Beyoncà © dances along with other people, as well as the inclusion of lyrics within the music video itself. However, despite seemingly-contradictory elements of the song, the opening and ending parts of the video are able to convey the message of needs for equality and feminism clearly, as it was seen in the last part that the male Caucasian-American group won by a star over the African-American female group, suggesting the societal bias against races considered to be the minority. These components can be observed and understood fully by viewers if they viewed the video from start to finish, and as such all elements (lyrics, vocal, visuals) are needed to convey

Mergers, acquisitions and strategic alliance Essay

Mergers, acquisitions and strategic alliance - Essay Example However, industry and firm specific factors finally govern the reason and the purpose of the mergers and acquisitions and alliances taking place in the global market place. While much has been studied on the reasons of success and failures of M&A, the strategic reasons behind the mergers, acquisitions and alliances are being looked at in this paper. This paper will not focus on the post-merger success or failure but concentrate on the strategic reasons that prompt firms to enter into M&A and alliances. Mergers and acquisitions (M&A) has been described as ‘among the most important strategic decisions companies ever make’ (cited by Duncan & Mtar, 2006). Acquisitions can be based on strategic decisions like market expansion, product diversification or domain expansion. Thus many use it as a mode of entry into a foreign market where it is difficult to start a wholly owned venture. Hence the decision of M&A depends upon the resource-based view or the transaction cost analysis. Agency theory has also been explained as an M&A strategy. The agency theory contends that manager-controlled industrial firms pursue conglomerate diversification. Managers benefit from the increase in firm size and based on the belief that large firms will seldom fail and the executive compensation is linked to the firm size (Lin, Hung & Li, 2006). The resource-based view suggests that while firms have tangible and intangible resources, the resources do not create value unless they interact with othe r resources. If complimentary resources are not under the ownership control, the firms have difficulty in realizing the full potential of the resources. This becomes an incentive to merge with other firms that have complementary resources. M&A strategy can provide external sources of innovative competencies to protect the core business. As the same time,

Distinguishing A Sentence From An Utterance

Distinguishing A Sentence From An Utterance A sentence is a grammatically complete string of words expressing a complete thought. It can be written or spoken. A sentence can include words grouped meaningfully to express a statement, question, exclamation, request or command. It is neither a physical event nor a physical object. Examples: I am a student. The world is my home. An utterance is the use of any piece of language by a particular speaker on a particular situation. It can be in the form of a sequence of sentences, a single clause, a single phrase, or just a single word. Linguists sometimes use utterance to simply refer to a unit of speech under study.Examples: Tina visits her niece and meets a new friend .Tina :Hi. Hello, how are you John. To differentiate utterance and sentence, we usually use quotation mark (à ¢Ã¢â€š ¬Ã‚ ¦.) in written form of utterance. For example, a piece of utterance that is spoken by certain person Im a student. Decide whether each pair of sentences below has the same or different propositional content. If they have the same propositional content, identify the proposition that they both share. a. Can John have some cake? John has some cake same propositional content : John having some cake b. Take out the garbage you will take out the garbage same propositional content: taking out the garbage c. Can you pass the salt The salt shaker is nearly empty different propositional content The characteristics of an utterance are: à ¢Ã¢â€š ¬Ã‚ ¢It is spoken and can be loud or quiet à ¢Ã¢â€š ¬Ã‚ ¢Can be true or false à ¢Ã¢â€š ¬Ã‚ ¢Physical event à ¢Ã¢â€š ¬Ã‚ ¢May be grammatical or not à ¢Ã¢â€š ¬Ã‚ ¢Meaningful or meaningless à ¢Ã¢â€š ¬Ã‚ ¢By specific person (in particular accent) à ¢Ã¢â€š ¬Ã‚ ¢By specific time or on particular occasion à ¢Ã¢â€š ¬Ã‚ ¢A piece of language (a single phrase or even a single word) Explain these terms and concepts and give an example of each: Speech acts : A speech act is an utterance that constitutes some act in addition to the mere act of uttering. It serves a function in communication.. We perform speech acts when we make an apology, greeting, request, complaint, invitation, compliment, etc. A speech act might contain just one word, as in Sorry! or several words or sentences: Im sorry I forgot your birthday. I just dont know how it happened. Examples: Request: Could you open the window, please? Performative utterance : a type of statement we make using the right words, with the right intention, and in the right context in order to perform an action. It is an utterance that peforms an act by the fact of its being uttered under certain circumstances. When a person makes a performative utterance, that person is performing an action .For example, a person can give a name to a new puppy by stating aloud, I name this puppy Rita ; or as when you say I promise, thus performing the act of promising ; or a teacher could assign his class homework by simply stating, I assign you pages 67-68 in Gateway 2 as homework. Constative utterance : Is an utterance which states, reports, or describes facts in the world. It is a statement of facts that can be judged as true or false. Constative utterances are contrasted with performative utterances, which have a similar linguistic structure but do not issue true or false statements about the world. Examples: Shakespeare died in 1956 ; The cat is on the mat. ; or the utterance John is running, which depends for its truth or falsity on whether it is the case that John is running Act of assertion : To assert is to state with force. So if someone makes an assertion, theyre not just trying out an idea they really mean it. An assertion is a speech act in which something is claimed to be true. It refers to the act of affirming or asserting or stating something. An ACT of ASSERTION is carried out when a speaker utters a declarative sentence (which can be either true or false), and undertakes a certain responsibility, or commitment, to the hearer, that a particular state ofaffairs, or situation, exists in the world. Examples: Jenny got an A on the test ; or there is a traffic jam on Hassan I bridge In Sale at 08:00 a.m Performative verb : They are the type of verbs used to make performative utterances. They describe actions carried out by speakers. Examples are: promise, name, bet, agree, swear, declare, order, predict, warn, insist, declare refuse ,etc. 5. For each of the following utterances state one or two purposes that the speaker may have had in mind when uttering them. a The car is dirty. : to complain about the state of the car ; to request from someone to clean the car b Is it right to allow skateboarding on our sidewalks? : to disapprove of skateboarding; to request banning skateboarding c Look at the mess you just made! : to order someone to tidy up the place ; to complain about the mess d Some of the pages have been torn out. : to apologize to someone about the damage ; to complain about the damage. 6. Try to identify the kind(s) of acts mentioned in your answer to question 5 above (such as warning, requesting, ordering, complaining, apologizing, etc.). See the above answers 7. Identify whether the following utterances are performative or constative. If an utterance is performative, describe the act being performed, as well as the act being described. a I order you to pay the bill. : performative : the speaker is performing the act of ordering the listener to pay the bill b I pronounce you man and wife. : performative: used in the course of a marriage ceremony. the act performed is making a couple legally married. c I promise to drop by tomorrow. : performative : the speaker is performing the act of promising to visit. d The minister pronounced them man and wife. : constative e I promised to drop by tomorrow. : constative : the verb should be in the present f I sweep the floor every Tuesday. : constative g I believe you were wrong. : constative 8. Identify which of the following is a performative verb and use it in a sentence as a performative. Use the hereby test to help you make your decision. Think of three additional performative verbs not listed here, and also use them performatively in a sentence. a. declare : performative : I hereby declare war against our enemy. b. warn : performative : I hereby warn you to go inside. c. think : d. promise : performative : I hereby promise to buy you some ice cream. e. write : f. approve (to OK something): performative: I hereby approve the report, so you can send it g. remind : performative : I hereby remind you to turn your cell phones off. h. consider : More performative verbs: Apologize: I apologize for my behaviour Sentence: We hereby sentence you to 10 years in prison Order : I hereby order you to shut up Advise: I advise you to keep up the payments on your car 9. Performative verbs follow certain conventions.What are they? Are there exceptions? Give an example or two of each. Some conventions of performative verbs are: Performative verbs are verbs that describe actions carried out by speakers. They are used in 1st person singular, present (nonprogressive), indicative, active. They can be combined with hereby Exceptions: You are hereby forbidden smoke here (exception, because performative, but with a 2nd person subject) We thank you for your services (exception,because performative but with 1st person plural subject) 10. Identify which of the following utterances are performative. Also identify the utterances which are exceptions to the conventions you mentioned in the answer to the previous question. Explain why they are exceptions. a Students are asked to keep noise to a minimum. : b You are hereby allowed to enter the vault. : performative : exception (2nd person) c You must enter quietly. : - d We apologize for our mistake. : performative :exception (1st person plural) e I admit that I made a mistake. : performative f The text was written by two authors. : g Wearing hats inside is forbidden. : performative : exception (passive) 11. Why do we talk about utterances being performative (rather than sentences or propositions)? we talk about utterances being performative beacause an utterance is the use of any piece of language by a particular speaker on a particular situation. It can be in the form of a sequence of sentences, a single clause, a single phrase, or just a single word. It can be any vocally produced sound( unlike the sentence which is a grammatically complete string of words expressing a complete thought and which can be written or spoken. ).Moreover, unlike utterances, propositions are active declarative sentences used to describe or constate something, and which thus are true or false. So, Performative utterances are not true or false, instead when something is wrong with them then they are happy or unhappy. The uttering of a performative is, or is part of, the doing of a certain kind of action, the performance of which, again, would not normally be described as just saying or describing something . 12. Explain these terms and concepts and give an example of each: perlocutionary act (perlocution) : A perlocutionary speech act a statement that has some sort of intended or unintended effect. It refers to the interpretation of the message by the hearer or the actual effect of a speech act, such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize something, whether intended or not. For example: the utterance there is something in your shoulder! may cause the listener to panic and to look on his shoulder. The perlocution of this utterance is to cause those emotions and actions. illocutionary act (illocution) : An illocutionary speech act refers to the meaning intended by the speaker. It is the act of doing something by saying something. It refers to the pragmatic illocutionary force of the utterance, thus its intended significance as a socially valid verbal action. Performative utterances fall under illocutionary speech acts. For example: the utterance I swear to give it back next time is used to perform the illocutionary act of promising. Propositional act : A propositional act has usually been characterized simply as the act of expressing a proposition. It is a speech act that a speaker performs when referring or predicating in an utterance. Example : The following utterances all have the same propositional act despite their different illocutionary acts, utterance acts, and perlocutionary acts You go home. Do you go home? Go home! How I wish youd go home! 13. For each of the following situations, identify the act carried out by the utterance (from among asserting, asking, or ordering). a Father to his son: The car is dirty. : ordering or requesting ( could you clean it?) b Irate citizen to the city council: Is it right to allow skateboarding on our sidewalks?: asserting ( its not right) c Mother to small child: Look at the mess you just made! : asserting( you have made a mess) d Student to a friend on a windy day: Some of my papers have blown away.: requesting help e Photographer to a client: Stand right there and say cheese! : ordering or requesting f Student to a teacher: What is the correct answer to question 2? : asking g Student to a teacher: I had trouble with question 2. : requesting ( could you help me?) h Teacher to a student: Question 2 has not yet been answered. : ordering or requesting the answer 14. Identify some of the possible perlocutionary effects of each utterance : a Policeman to a loiterer: Im afraid youll have to move on. : causing the hearer to be embarrassed. b Parent to a child: Its time for bed now.: causing the hearer to be frustrated c Teacher to a student: Youre going to flunk math. : causing the hearer to be annoyed d Doctor to a patient: You have only 3 minutes to live. : causing the hearer to be upset e Auto mechanic to car owner: Ill have to replace the engine. : causing the hearer to be concerned about the charge f Auto mechanic to car owner: Theres nothing wrong with your car, so therell be no charge. : causing the hearer to be pleased g Sales clerk to customer: This coat costs  £900. : causing the hearer to feel disappointed h Official to contest winner: You just won  £5,000,000! : causing the hearer to be excited 15. Identify the illocutionary act performed by uttering each of the following a Could you pass the salt? : requesting b Im afraid the cake didnt turn out too well. : apologizing c What a despicable movie! : dislike d Ive had enough to wait for now. : leavetaking e But there are too many books to read in this class! : complaining f You have written a beautiful critique of the problem. : praising g Hi, how are things going? : greeting 16. Which of the following pairs of illocutions seem to be appropriate sequences? For those which are appropriate, make up a pair of utterances which exemplify them. a offering declining : appropriate sequences Example: A : A cup of tea ? B : No, thanks b praising thanking : appropriate sequences Example: A: You were so great ! B: Thanks c congratulation toasting d congratulation declining : appropriate sequences Example: A: Nice car. Congratulations ! B: Oh, its not mine. e accosting condoling f accusing admitting : appropriate sequences Example: A: No one but you could reveal that secret. B: Yes, but I didnt mean it g leavetaking mocking h deploring agreeing : appropriate sequences Example: A: It was a great loss for us all. B: certainly. 17 Classify the following acts as either illocutionary (I) or perlocutionary (P). a. persuading someone ( P ) f. irritating someone ( P) b. bothering someone ( P ) g. pleasing someone ( P) c .apologizing to someone ( I ) h . protesting to someone ( I ) d. upsetting someone ( P ) i. helping someone ( I ) e. accosting someone ( I ) j. impressing someone ( P ) 18 In pragmatics, is concentrating only on illocutionary acts and perlocutionary acts enough to understand an utterance? Why ? There is no doubt that the Speech Acts theory has a revolutionary contribution to the understanding of utterances. Still, I think that it will not be enough to understand the human language because it is , by nature , highly complex. Many studies talk about the limitations of the Speech Acts theory. John Searle acknowledges some simplifications: I am ignoring more complex types of subject expressions, relational predicate expressions, and molecular propositions. Until we can get clear about the simple cases we are hardly likely to get clear about the more complicated ones. (Searle, Speech Acts, 33.) Some the issues raised is figurative or non-literal meaning: in particular, idiomatic or fixed expressions, metaphor, and metonymy. The study of this kind of meaning has not traditionally been the focus of linguistics. Now, it has become much more important in recent years, partly because semanticists have begun to realize how prevalent it is in everyday language. They have also begun to discover that much, if not all, of its use is not totally haphazard or idiosyncratic, but subject to certain rules and principles that can be discovered and described. I have also read an article about Illocutionary Silencing by Alexander Bird published in Pacific Philosophical Quarterly 83 (2002), but honestly I didnt understand it.

Signifigance Of Disease And Plauge In Hamlet :: essays research papers

In Hamlet by William Shakespeare, poison and disease both plague the state of Denmark. Relations between characters are corrupt, the people are disturbed and people are killed constantly. What the characters do not know is that this corrupt reign of power will end in tragedy. Corrupt minds in Hamlet are provided by Prince Hamlet himself. He portrays an â€Å"antic disposition† in order to gain the advantage inside the castle. Now people in the castle believe that Hamlet is crazy or â€Å"mad† and thinks nothing more of it. Really, Hamlet is just acting this way so that he can spy on other people in the castle. By doing this he finds out who is after him and the identity of the murderer of his father. Polonious is one of the people spying on Hamlet to find the â€Å"source of his madness† and says "That he's mad, 'tis true 'tis pity, And pity 'tis 'tis true" [2.2.97-98]. Hamlet never stops his act and gets his job done. During Hamlets search for revenge, he also sparks the beginning of Ophelia’s demise. This happens because to insure no one knows that Hamlet is acting as if he is crazy, he only tells his most trusted friend Horaito. Ophelia does not know he is only acting for the possible spies, and takes everything Hamlet says seriously. â€Å"Ophelia says I was the more deceived†[III.i.118]. After a while of this, including Hamlet yelling at her, the death of her father Polonious by the hands of Hamlet, Ophelia goes insane. This is very noticeable because she is constantly singing and her appearance is also more ragged and dirty. She does not even notice her own brother, Laertes, when he returns from school. Shortly after this, Ophelia is found, drown in the brook. Hamlet triggers Ophelia’s insanity that then leads to her death. While all of these tragic happenings are occurring relationships are also being torn apart. Hamlets' relations with his mother Gertrude are severed. Hamlet believes his mother is disgusting for marrying his father's brother, two months after his fathers' death. Rightfully so because traditionally then when people were married their families became considered blood related. So this action by his mother was thought to be incestuous and Hamlet did not agree with it at all. Hamlets' relationship with Laertes was also destroyed. During an altercation with his mother Hamlet heard a noise behind a tapestry hanging on the wall.

High School Drop Out Rates

High School Drop Out Rates Essay The nation's dropout crises have become severe over the past ten years. Big city high schools have less than 50% of freshmen graduate. (8) The problem has taken a back seat to a national focus on early childhood and elementary programs. Recent studies have found the dropout rate rising in large cities. Among minority groups, the dropout rate is the highest. The causes of the growing problem range from teen pregnancy to depression. The effect of the drop out rate is financially devastating on the individuals who dropout. Programs are being used to help decrease the tendencies for student to dropout.The national dropout rate has become common for teenagers. Dropout intervention programs have little effect from keeping teens from dropping out. According to the Boston herald website: But combating dropout rates requires new approaches since one group of researcher found that the 20 primary dropout prevention programs administered by the U. S. department o f education made little difference in keeping teens in school. The city' has gradually increase during the past four years, with roughly 900 student-mostly black and Hispanic- leaving the system each year. (1) This problem has been gradually increasing because schools have focused on basis math, literally skills and early childhood education for raising overall test scores. The dropout problem has been virtually forgotten. According to Jay Smink, Director of the National Dropout Prevention Center at Clemson University: â€Å"The sad part is, no one is seriously looking at the issue, and the sadder part is they're not putting the resources needed to improve the graduation rate,†(2) Largest Group of Drop-outs Hispanics are the largest group of dropout rates at 30-35%.This is 2. 5 times higher than the Africans-Americans dropout rate and 3. 5 % time the rate of whites. The study show the reason for the higher rate among Hispanics is poor teacher preparation, lower expectations, and overcrowded facilities. Another reason is a language barrier. Few teachers know enough Spanish to teach Hispanics. Other reasons are cultural related. Many Hispanic youth cite reasons for dropping out that are common to all youth who drop out. These reasons are they are failing, bored and/or having to work to support a family.Most Hispanics tend to believe that the public schools disrespect Hispanic culture, neglect the language problem, and set academic standards below the national norm. Poverty is wide spread among Hispanics. (6) Many children do not get an early start at school by attending pre-school; therefore, these children are at a disadvantage from the start. Their parents cannot read so these children miss being read to which is a necessary part of early development. In addition, peer pressure is an extremely strong influence on Hispanic youth. According to the Augusta Chronicle.

Overall delivery of service Essay

My role helps to contribute to the overall delivery of the service provided because I can help to provide the best quality care to individuals, I can help them to make sure that they know everything that they need to know whilst they are in hospital and also communicate effectively to make sure that they are always comfortable with their care. This helps with other individuals who are working with me because when everybody is working in this way the service runs more smoothly and everybody is on the same page therefore the patients feel cared for and valued. While working alongside the nurses and other staff I can help to make sure that everybody is getting the best care and when this is maintained through every shift it helps to keep the standards high and also eliminate problems. With attending college and work regularly together this helps to understand everything better because other members of staff know that I am capable of carrying everything out effectively and to the correct standards therefore this also helps to contribute towards the standard of the service. I could influence the quality of the service provided by following best practice within my work role because I would be following procedures and doing everything correctly which ensures that there are no problems and everything runs to a high standard. If everything is done correctly those who I am working with and those who come on shift afterwards this makes the job easier for them and doesn’t make their work load to large, this makes the service run more smoothly because everybody is working together and combines together correctly to ensure that the standards are correct. If I don’t carry out the requirements of my job role then this would be passed on to the shift afterwards which would affect their routine and have a knock on affect by knocking things out of alignment because they would be carrying on my work when they have their own jobs to do and this could cause this to then knock onto the next shift because everything would be working out of sync. This could also endanger a patient or distress them because tasks aren’t getting done at the correct time or to the correct standard. It could also cause conflicts between myself and the patients or myself and other staff. If I did not carry out my jobs this could cause other staff to have a too heavy workload that they are not capable of which would then end in them not carrying out the best quality of care that they can provide.