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Saturday, August 31, 2019

Delivering a Persuasive Speech

Delivering a Persuasive Speech Douglas A. Parker August 13, 2001 |  Amazon Products | |Subject(s):   Language Arts/Reading and Public Speaking |Links of Note | |[pic] | |Overview:  Ã‚   Students need to understand that how they say something and how they physically present |Persuasive Essay Topics  form| | | |themselves are just as important as what they say.By understanding the dynamics involved in effective |Curious Castle Classroom. | | | |persuasive speaking, students will improve their overall confidence in communicating. | | | | |Purpose:   The purpose of this lesson is to improve students’ oral persuasion techniques by understanding |Writing the Persuasive | | | |the appropriate speaking skills.The lesson is presented in second person, making it more meaningful as a |EssayCurious Castle | | | |resource for the students, and easier for the teacher to use as a handout. |Classroom | | | |Objectives:  Ã‚   Students will be able to: | | | | |1) Demonstrate the appropriate classroom public speaking and listening skills (e. . , body language, |[pic]   | | | |articulation, listening to be able to identify specific examples of the speaker's coordination of talking |[pic] | | | |and action) that would be necessary to influence or change someone's mind or way of thinking about a | | | | |topic. | | | |2) Define the elements of persuasion. | | | | |3) Recognize the elements of personal credibility. | | | | |4) Develop methods to analyze other students’ speeches. | | | | |5) Understand outlining main ideas. | | | |6) Create a persuasive speech. | | | | |Resources/Materials:  Teacher-prepared topics for persuasive speeches. | | | | |Assessments:  Ã‚  Ã‚   The Class will assess each speaker's performance in terms of voice and body coordination, | | | | |and in terms of persuasiveness.Each class can develop performance assessments such as rubrics to | | | | |facilitate this process. | | | | |Teacher's Anticipatory Set: | | | | |During class discussion, define and explain how people make decisions based on what they see and hear. | | | |Explain that sometimes we have to use skills to convince others about our positions. Have the students | | | | |recall and list their own experiences trying to convince their friends about something, and then ask them | | | | |to share these with the class. | | | |   | | | | |Activities and Procedures:   Delivering a Persuasive Speech   | | | | |   | | | | |The Procedure | | | | |Pick a proposition that not everyone would agree with such as: â€Å"nuclear power plants are superior energy | | | | |sources. †Ã‚   Write a 6 to 8 – minute speech in outline form to persuade the group. | | | | |The Lesson:  Your Voice and Body are Your Best Tools | | | | |You are a natural persuader! You have done it all your life.Every time you enter a conversation, you | | | | |engage in elementary persuasion techniques. It is true, that any time you make a statement of fact, you | | | | |are asserting its validity and assuming that your listener agrees. | | | | |This speech goes further than a normal conversational assertion: now you have to assume that not everyone | | | | |will agree with you from the start, and it is your job to make them see things your way.The goal of this | | | | |speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as you | | | | |do not ask that the listener do anything except to agree with you or to begin to listen to your way of | | | | |thinking. Your message is, of course, very important in this speech, but your voice and body language are | | | | |even more important. Here you will see how your delivery can help. | | | |There are several important aspects of presentation to keep in mind: | | | | |1)  Body language  Ã¢â‚¬â€œ make sure that you have a proper posture. If your shoulders are sagging and your legs | | | | |are crossed, you will not appear as being sincere and peo ple just will not accept your message. | | | | |2)  Articulation  Ã¢â‚¬â€œ articulation means how your total vocal process works. There are several steps to this | | | | |entire process.First, you need air from the lungs, your vocal cords in your larynx must be working, your | | | | |mouth and tongue must be in sync, and you have to make sure that you have got some saliva in your mouth to | | | | |keep things oiled. You should be aware of your physical makeup to be able to understand how you speak. | | | | |3)  Pronunciation  Ã¢â‚¬â€œ pronounce each word. Avoid slang, except to make a point, and do not slur your words. | | | | |Avoid saying, â€Å"you know. | | | | |4)  Pitch  Ã¢â‚¬â€œ pitch refers to the highs and lows of your voice. Whatever you do, avoid a monotone! | | | | |5)  Speed  Ã¢â‚¬â€œ your speed, or pace, is an important variable to control. Between 140-160 words per minute is | | | | |the normal pace for a persuasive speech. Any faster and you may appe ar to be glib; any slower and you | | | | |sound like you are lecturing.If you are not sure about your speed, tape yourself for one minute and then | | | | |replay it and count the number of words you used in the minute! The human ear and brain can compile and | | | | |decode over 400 spoken words per minute, so if you are going too slow your listeners' minds are going to | | | | |start to wander as the brains finds other ways to keep themselves occupied. | | | | |6)  Pauses  Ã¢â‚¬â€œ the pause, or caesura, is a critical persuasive tool. When you want to emphasize a certain | | | | |word, just pause for one second before; this highlights the word.If you really want to punch it, pause | | | | |before and after the word! | | | | |7)  Volume  Ã¢â‚¬â€œ volume is another good tool for persuasive speech, but you should use it with caution. If you | | | | |scream all the way through your speech, people will become accustomed to it and it will lose its | | | | |effectiveness. On the other hand, a few well-timed shouts can liven up the old speech! Try to â€Å"project† | | | | |or throw your voice out over the entire group – speak to the last row. | | | |8)  Quality  Ã¢â‚¬â€œ quality of voice is gauged by the overall impact that your voice has on your listeners. | | | | |Quality of voice is the net caliber of your voice, its character and attributes. Try to keep your vocal | | | | |quality high; it is what separates your voice from everyone else's. | | | | |9)  Variance  Ã¢â‚¬â€œ variance of vocal elements is your most important consideration of all! One of the most | | | | |persuasive speakers in modern history was Winston Churchill.One of his most remarkable qualities was his | | | | |ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears| | | | |to a more rapid pace. People were light-headed after listening to him! Even if you have no desire to run | | | | |for political office, you ca n still use the tools of variance. Change your pitch, volume, and speed at | | | | |least once every 30 seconds, if only for just one word. Never go more than one paragraph without a vocal | | | | |variance.This keeps your group locked into your speech, if for no other reason than it sounds | | | | |interesting! Let the words speak for themselves; reflect their nature through your voice. If you use the | | | | |word â€Å"strangle,† say it with a hint of menace in your voice. If you say the word â€Å"heave,† let the group | | | | |feel the onomatopoeic force behind it. If you say the word â€Å"bulldozer,† make it sound like a titan | | | | |earthmover, not like a baby with a shovel. | | | |The Strategy: Appear Rational | | | | |When you are trying to convince someone of something, you must first establish your credibility, or in | | | | |other words, you must sell yourself before you sell your message. If people feel that you are not being | | | | |reasonable or rational, you do not stand a chance. You must be committed to the ideals and goals of your | | | | |speech and what you are saying. Do not use words such as â€Å"maybe† or â€Å"might†- use positive words such as | | | | |†will† and â€Å"must.    | | | | |You are the authority figure in this speech, so you had better supply enough information to prove your | | | | |points so that you can seem knowledgeable, and you had better know your material cold. People can usually | | | | |spot someone who is trying to â€Å"wing† a speech. You should also appear to be truthful -even when you are | | | | |really stretching a point. If you do not appear to be earnest, even if your message is the 100% truth, | | | | |people will doubt your word and tune out your speech. | | | |Lastly, do not be afraid to show a little emotion – this is not a sterile or static speech. Your body and | | | | |voice must match the tone of your words. If your language i s strong, you must present a physical force to | | | | |go along with your delivery. | | | | |The Comments and Goals | | | | |Self-control? | | | | |You cannot sit back and let your words do all of the talking.You must use your total self to deliver your| | | | |message, and this means that you will have to expose a little of your personality to the group. Your group| | | | |will be supportive. | | | | |The Group Reaction | | | | |The group has two major criteria to consider after each member's speech. First, the delivery. Were the | | | | |speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there | | | | |tension between the body and the voice?Secondly, were you persuaded? Why or why not? Discuss what makes| | | | |a persuasive speech work and how the intangibles effect a positive outcome. | | | | |More Information? | | | | |For more information and help with public speaking, contact:   | | | | |http://capital. net/~bps2/   | |

Friday, August 30, 2019

Muriel Spark’s “The Prime of Miss Jean Brodie”

The film and novel pairing I have chosen is Muriel Spark's ‘The Prime of Miss Jean Brodie'. I have chosen this because of the large number of references made in the text that can be compared to occurrences that were happening in that period, and that have happened in Sparks own life. Spark was born in Edinburgh in 1918. She was educated at ‘James Gillespie's Girls School', which was in Edinburgh also. After finishing school, she left Edinburgh and moved to Africa where she met her husband. Spark then moved back to England, after divorcing her husband Oswald. Shortly after the war she became involved in the literary circles of London. She was then kicked out because she was described as â€Å"too adventurous†. She was interested in poetry and in 1952 her first book, a book of poetry, was published. Then, in 1961, ‘The Prime of Miss Jean Brodie' was published. In the novel ‘The Prime of Miss Jean Brodie' the plot involves a young, slightly eccentric in her thinking, complex schoolteacher at an Edinburgh girls' school, ‘Marcia Blaine'. The text is set between the periods of World War I and World War II. Brodie's teaching methods include giving ‘her girls' self-indulgent lessons on ‘life'. These lessons involve teaching about love, art and politics. Her aim is to produce a generation of ‘Jean Brodies' who experiment with sex and society. This can be reinforced by Brodie's quotation † Give me a girl at an impressionable age and she will be mine for life.† But, as the plot thickens we see Jean Brodie becoming romantically involved with two of the male teachers. With bemused horror she finds herself fighting to keep her job, or otherwise face destruction (this can be related to Muriel Spark getting kicked out of the London Literary Circles). Brodie believes that she can always count on her ‘favourite pupils' for support, but as the girls are no longer swayed by Jean Brodie, she begins to learn about love and life herself. The reason I chose this ‘pairing' in conjunction with the question is that within this novel I can see an exceptional amount of comparisons and issues referring to the period in question outside of the book, and to occurrences within Muriel Spark's life. For example, the novel is set in the 1930's. This was a patriarchal period where men dominated. Also many men had died in the war, so there was less choice and the men were more sort after. But, it is not obvious that men dominated in this period because the text is written from a women's point of view; a spinster at that. But we can see a high interest in the infamous male ‘art teacher' who both Sandy and Brodie lust after. There were images of fascism within this period of time too, with the rise of world leaders such as Benito Mussolini. We see this in the book as it reflects post-war life and brings up political issues. It also warns about the dangers of fascism. Fascism is defined as â€Å"a tendency toward strong autocratic or dictatorial control †¦ by forcible suppression of opposition.† In the novel we see Jean Brodie almost taking on a fascistic role and fascist ideology by dictating to her girls her opinions on life and what she thinks is right and wrong. † She is the absolute creed of right and wrong † She expects them to take on board the ‘Brodie ideology'. And comparable to individuals conforming to their leader in a fascist environment, in the beginning we see the girls practising all that Brodie preaches. Also, the girls have an unquestionable loyalty to Brodie, as do individuals to their leaders in their own fascist, tyrannical societies. Within her favourite pupil sect we see her searching for her â€Å"crà ¯Ã‚ ¿Ã‚ ½me de la crà ¯Ã‚ ¿Ã‚ ½me† in a way which fascist leaders searched for their strong, pure race e.g. Adolph Hitler searched for his pure Aryan supremacy, and stopped at nothing to achieve it. She aspired to be seen as a leader, and this can be backed up by the showing of the Mussolini screen showing to her pupils in the classroom. However, this only occurred in the video of ‘The Prime of Miss Jean Brodie' and not the actual text in novel form. So, in relation to themes of the period, I think fascism is a very good example because we see the rise of many fascist leaders post World War I and pre World War II, which was when it was set. Also, we see Jean Brodie fall from power, like many of the fascist leaders did. This suggests that the author, Spark, is against fascism. She portrays the fascist ideology as not ending happily. It is hardly surprising that she takes this point of view because Muriel Sparks father was a Jewish engineer during World War II, when Hitler was in control, and Hitler was an anti-Semitist. Muriel Spark's resentment for fascist leaders is shown in the character of Brodie. She rises and she falls. Also in the text, we see her as having a very middle class attitude. Referring to the period in which the novel was set I can see a strong relationship between her attitude and the attitude of those within the ‘Bloomsbury Set'.The Bloomsbury Set was the name given to a literary group that made the Bloomsbury area of London their centre of activities from 1904 to World War II. If we consider the actual names firstly, we see very strong similarities to the name of ‘The Bloomsbury Set' and ‘The Brodie Set' which is our first clue. One of the main members was a woman can Virginia Stephen Woolf who was interested in defining qualities specific to the female mind, a bit like Brodie. Woolf was also interested in things of the natural world, such as rocks and plants, because of their solitude and self-sufficiency; we see that Miss Jean Brodie possesses both characteristics. They were known as a social clique. There were a few Cambridge graduates and they would assemble on a weeknight for drinks and conversation. Members were committed to a rejection of taboos of Victorianism on religious, artistic, social and sexual matters. They remained a tight knit group for many years. The group were involved in many tangled relationships within the set. By the 1920s their reputation as a cultural circle was established. Their mannerisms were parodied and ‘Bloomsbury' became a connotation for snobbish, snotty, inward-looking or narrow-minded behaviour. The group were of high popular interest amongst scholars. Like those of the Bloomsbury set, Brodie as a character has the notion that she is better than everybody else. This is typical of ‘her class'. This is typical English middle class philosophy. It seems like Spark is poking fun at this attitude. It is like Spark uses Jean Brodie as a metaphor for the English middle class society with her snobbish aestheticism and her tight knit group (her favourite pupils) as her main characteristics. Spark is poking fun at this. Also, a major contributory clue to this theory is that Spark was a secretary to a poetry society within the London Literary Circles and was kicked out for being â€Å"too adventurous†. Her view of the middle class ideology, the ‘Bloomsbury Set', and alike is expressed in her text and the views themselves act like revenge against those of that class. In relation to Spark herself we see many similarities between the novel ‘The Prime of Miss Jean Brodie' and Muriel Spark's own life. Muriel Spark attended a school for girls just like the girls attending ‘Marcia Blaine School'. Spark describes her days at her school happy as do the Brodie Set, † The first years with Miss Brodie, sitting, listening to all those stories and opinions which had nothing to do with the ordinary world, had been the happiest time of her life†¦Ã¢â‚¬  (Pg 15) . Muriel Spark, like Brodie, had a great love for the arts. â€Å"Art and religion first; then philosophy; lastly science. That is the order of the great subjects of life, that is their order of importance.†(Pg 25) In the Prime of Miss Jean Brodie, Spark models Brodie on one of her ex-teachers, Miss Kay. Miss Kay loved the arts, and she too admired Mussolini and hung a picture of him on her wall. Miss Kay like Miss Brodie would describe her exotic travels to her class. Also many of the extra-curricular activities that we see Miss Brodie doing with her set were also done with Miss Kay's students and used in the book. Miss Kay took the girls to the theatre and concerts. Miss Kay, like Brodie, feared that the pupils were not receiving enough of a cultured background from their parents. Both Kay and Brodie wanted a hold over the pupils. It is interesting to see also that a ‘Miss Brodie' used to read to Spark as a young child. Another striking similarity to actual event and fictitious plot is that Spark had a young friend who died quite suddenly and tragically, much like the death of Mary in the book. Muriel Spark has successfully blended in facts from the time the novel is set and facts and experiences from her own life into a very creative and expressive novel. She is clever in the way she has made them all blend together and we get an insight into the author's own life for a change instead of just reading a straight forward novel. Through the novel we can understand her beliefs and comprehend her opinions. In answering the question ‘ how successful is the author in articulating the themes of the time into the novel?' I would say very successful. With fascism, the Bloomsbury set, and Sparks own experiences we see a vast array of political issues, questioning of society and an insight into the authors past. We could call this a political novel, but in a curious way.

Thursday, August 29, 2019

Physiological Reason Behind Texting and Driving

But a few days later that same student, while driving, would hear their hone chime and reach for it without second guessing their actions. Humanity is attached to technology, mainly cell phones because of their vast capabilities which lead people not to think about the ramifications cell phones could create, particularly when they are used while driving. People who refrain from cellophane use while driving usually ask: â€Å"Why would someone text and drive if they knew the numberless consequences it could cause? â€Å".Believe it or not a majority of the population, especially teenagers have a psychological need to use their cell phones. Human beings have not Just a desire, UT an uncontrollable need to socialize with other people. When people communicate with others they find a sense of self-identification, while also getting a sensation of acceptance, and recognition. Even the Supreme Court has recognized that in today's society testing has become an important way of self-identif ication; which is how one person pictures themselves with someone else.The mind yearns for relationships with other people, and people nowadays maintain steady contact with their friends and family through technology. Humanity is willing to go too certain extent to talk to people due to their need to associate with others. One of these common extents includes multitasking such as: watching television and testing, doing chores and testing, and even driving and testing. Another psychological need of the human brain consists of the yearning to feel wanted and belonged. By receiving Just one text message, a person consciously or even unknowingly feels these two sensations.They begin to feel wanted and belonged because their mind realizes another person wants to engage in a conversation with them. Many teens have what official identified as problematic phone use which known to be caused by several psychological variables. A study conducted by Adrian Bianca and James G. Phillips proved th at one's self-esteem, neurotics, age, and gender are determining factors in the amount of time one spends on their cell phone (Bianca, Adrian, and James G. Philips). All of these factors are different for each person which is why some people abstain from testing and driving, and others do not.In a different study by three doctors it is proven that there are three indulgences earned from testing, and these gratifications leads to addiction (Young and Connected). The three indulgences are: self, social, and security. These indulgences lead to what doctors refer to as a behavioral addiction to testing. Doctors also say an addiction to technology is not easy to overcome. This addicting behavior gives anyone the ability to communicate practically instantly with another, giving them a sense of belonging. A majority of the population admits to going to a certain extent to talk to friends and family by simply testing and driving.A sense of belonging or fitting in emits positive, addicting f eelings that many people wish for. This identifies why some people, mainly teenagers, find it difficult to immediately stop testing and driving. Testing brings emotional benefits that indicate a psychological need to text, no matter the situation. More people should come to the realization of the myriad consequences testing and driving could cause. The most well-known consequence of testing at the wheel is car accidents. Also, the primary consequence of testing and driving is getting in an accident.The United States Department of Transportation proved that testing and driving makes the driver twenty times more likely to get into a car accident (Federal Ban on Testing for Commercial Truck Drivers). The chances of getting in a crash increase dramatically when a driver uses their phone due to the fact that the human brain cannot completely focus on two different things simultaneously. Testing and driving not only puts the driver's life in danger but the passengers' lives as well. If a driver gets into an accident due to testing and driving they could easily kill or injure another person typically resulting in a Jail sentence.If a driver gets into an accident that was their fault and ended up hurting or injuring someone they would feel pure guilt, an amount of guilt that no one should have to deal with. Right alongside the guilt the driver would get a sense of regret. In the back of their headed the accident would always linger and they would begin to think: â€Å"The text wasn't that important, if only I waited until I got home, I wouldn't have hurt another human being. † The large amount of regret could even cause psychological problems that would take time to erase.Along with the probability of accidents, and the psychological effects, testing and driving is also against the law. Only seven states in America have no restrictions on testing and driving while the other forty-three have various laws regarding the subject. Some laws ban all cell phone use, a nd others ban it for children under the GE of eighteen. If a driver breaks a law concerning cell phone use the driver could be fined or even get license suspension. Drivers should refrain from testing and driving due to the innumerable consequences it could lead to.The chance of someone growing up to text and drive is determined by their parents driving habits, other drivers, and their age level. Without even knowing it, parents easily influence what kind of drivers their kids are going to be. If a child constantly sees their parent on their cell phone while they drive the child will begin to think it must be okay to text and drive because their parents do. Two thirds of high school children say their parent or parents text while they drive, thus meaning, these children will most likely text and drive. Another factor that influences a driver's habits includes other driver's behaviors.When teens first start driving and see other drivers being careless by testing while driving, they d eem it acceptable. By seeing strangers, and even friends text and drive a beginner driver starts to think that the act of testing and driving has no ramifications. Seventy one percent of drivers text and drive end up unknowingly influencing others drivers (WAIF). Teens typically text ND drive more than older people due to their high level of self-confidence. In this generation, teenagers typically believe they are invincible. Therefore teens believe they can handle testing and driving.Truthfully the human brain cannot focus on two things at once, but the stubborn teenagers of this generation refuse to believe in the incapability of multitasking. There are many organizations and inspirational speakers that are country wide trying to reach out towards teenagers to engrave the possible consequences of testing and driving into their minds. A major organization is Stop the texts. Stop the wrecks funded by Ad Council. They have collaborated with the office of State Attorney Generals and t he National High and the National Highway Traffic Administration to gain more power and have a more profound effect on people.Their campaign includes Public Service Advertising on the radio, television, and social media platforms. On their website they have tips and tactics on how to change the negative behavior of testing and driving. A website, funded by the government, known as D! Striation takes the motto â€Å"One text or call could wreck it all. † The United States Department of Transportation has banned testing and cell phone usage for immemorial drivers and encourages states to make laws against cell phone usage while driving. The website does an effective Job of informing their audience about the epidemic, how to get involved, and how to keep the roadways safe.Since we do live in the twenty-first century there are solutions to technology, with technology. A well-known app is Phonograph, which disables the ability to text while traveling over ten miles per hour. This application can also notify parents or another adult when the device is traveling at an unsafe speed. Testing and driving has become a well- now problem and people are trying to find ways to prevent it, but even where there are solutions there has to be a person willing to make a change in their behavior.Humanity's technological advances have so many good qualities that people do not want to realize its downfalls. Cell phone usage while driving is caused by the psychological benefits of testing, and the influence of other drivers. Drivers around the world should be more aware of the consequences testing and driving causes, and how much trauma an accident can produce. Humanity should realize there is a time and place for testing, and driving does not happen to be one of them.

Wednesday, August 28, 2019

To an Athlete Dying Young by A. F. Housman (Poetry) Research Paper

To an Athlete Dying Young by A. F. Housman (Poetry) - Research Paper Example speaker congratulates the young and eminent athlete for dying at a young and prime age rather than dying at old age when one and all his or her achievements are forgotten. In the first line of the poem â€Å"To an Athlete Dying Young†, the author Housman tries to illustrate the great accomplishment of the young athlete who brought proud to his people by winning a race. This great achievement of winning a race was so dear to the people of his town that they carried him shoulder high, praising him as they pass through the market to his home (Housman, 1-3). The significance of his achievement is also seen in the manner in which everybody both young and old cheered the young hero in the second, third and fourth line in the first stanza of the poem. The cheering of the hero as he passes through the crowd is also witnessed in the manner in which the former United states president JF Kennedy got cheered and applauded during his tour of campaign. Owing to what he had achieved so far, although being a young president of 46 years for the people of America, the president received accolades in both republican and democratic states. The young athlete because of the pride and accomplishment he brought to his people earned him fame and love by his people and this can also be compared to the love and fame the young John .F. Kennedy enjoyed from the people during his tenure as the president of the United States of America. President Kennedy became famous and a darling to many American families owing to the great achievements he accomplished in both domestic policies and foreign policy achievements (Jim Jarris, pg 17). For instance, with respect to domestic achievement, President Kennedy promoted domestic programs and policies that encourage the federal funding of education, economic aid to rural areas, comprehensive medical care for the elderly American in the society and federal intervention to stop the recession of the moment. The president also signed orders and policies

Tuesday, August 27, 2019

The Book of job Essay Example | Topics and Well Written Essays - 1000 words

The Book of job - Essay Example ’s friends, Eliphaz, the Temanite, begins his counsel by asserting the idea that the innocent are free from suffering while the wicked face constant affliction. Eliphaz reinforces his opinion by presenting a vision he had in the past. Reprimanding Job, Eliphaz commands Jobs to ask for God to forgive him, while reminding Job of the potential benefits that would accrue to him if he repented (4.1–5.22). However, Job defends his remarks by referring to all his agonies and reaffirms his longing for death. Accusing his friends as a â€Å"deceitful brook,† Job challenges them to identify where he has sinned, and then proceeds to complain to God, asking him numerous questions (6.1–7.21). The second friend of Job, Bildad, the Shuhite, comes into the scene rebuking Job for his strong altercation. Bildad emphasizes that God acts justly, by claiming that Job’s sons perished out of their own wrongdoings. He recommends purity to Job so that Job can receive God’s Blessings. Bildad further argues that the wicked have no God’s support whereas the blameless shall forever remain in God’s grip. According to Bildad, God would restore the laughter and rejoice that had deserted Job, upon repentance (8.1–22). In his counsel, Bildad reassures Job that â€Å"God will not cast away a perfect man, neither will he help the evil doers† (8.20). After Bildad’s counsel, Job concurs with him, but his main worry is what it takes for a person to be righteous before God owing to his wisdom and power. To this point, Job continues with his complaint citing God’s inaccessibility and holds that God annihilates the wicked and the blameless equa lly. Job laments about the absence of a mediator as his main reason to reach God, and lets out more questions to God (9.1–10.22). Job’s persistent complaint brings in his third friend, Zophar, the Naamathite, who rebukes Job for his harsh and strong words. He says that Job has faced less agony than he deserves, and should seek ways of casting

Contrast the textbook chapter one with primary source Essay

Contrast the textbook chapter one with primary source - Essay Example Later he joined his brother and worked as a chart maker. In the second half of the 15 century, Portugal was the epicenter of the great western for the explorerers and those who were adventuring (Blum, Edward, Elizabeth Cobbs Hoffman & JonGejerd) The two materials have a number of similarities. They have issues in common on the challenges America went through till 1877.They both share issues on politics, culture and social trends that took place during exploration and colonialism. In both materials, Portugal is given prominence because it was the epicenter of exploration which led to colonialism. Even Christopher Columbus, who played a pivotal role in colonialism, though he came from Spain, used Portugal so much in his work. Both materials explain about the Aztecs and Tenochttila.The Aztec, were pre-Columbian high culture in the value of Mexico that was conquered by the Spaniards in 1519-1521.The Tenochtitlan, was the biggest capital city of the Aztecs that was destroyed by the Corte s (Blum,Edward, Elizabeth Cobbs Hoffman &JonGejerd) The authors of the two books were focused on the specific period that the world was undergoing some changes due to explorations and colonialism, and the battles. On colonialism in South America, chapter one of this book delves deep into the issues for instance, different terms are used to vividly give a description of different places and activities that were taking place. For example, Tierra del Fuego, which was the region at the southern tip of south America. Amerind, the forerunner of the biggest languages that were spoken by Indians in the Americas. Clovis

Monday, August 26, 2019

African American Religion Hoodoo Essay Example | Topics and Well Written Essays - 500 words

African American Religion Hoodoo - Essay Example Although most of its adherents are black, contrary to popular opinion, it has always been practiced by both whites and blacks in America. Other regionally popular names for hoodoo in the black community include "con-juration," "conjure," "witchcraft," "rootwork," and "tricking." The hoodoo tradition places emphasis on personal magical power and thus it lacks strong links to any spe-cific form of theology and can be adapted to any one of several forms of outward reli-gious worship. Although an individual practitioner may take on students, hoodoo is not an obviously hierarchical system. Teachings and rituals are handed down from a one practitioner to another, but there are no priests or priestesses and no division be-tween initiates and laity (Haskins, 1978, p. 13, 124). Like the folk magic of many other cultures, hoodoo attributes magical properties to herbs, roots, minerals (especially the lodestone), animal parts, and the personal pos-sessions and bodily effluvia of people. The African origins of hoodoo can clearly be seen in such non-European magical customs as jinxing, hot footing, foot track magic, crossing, and crossroads magic, in which are embedded remnants of the folkloric be-liefs of various African tribes.

Sunday, August 25, 2019

Design Process and Appraisal Essay Example | Topics and Well Written Essays - 2000 words

Design Process and Appraisal - Essay Example Materials: The original bridge was constructed from granite stones but the in the second bridge latest technology at that time was used and concrete beams and slabs were used along with concrete piers for the construction. Along with the reinforced concrete the architectural work is done by grey Cornish granite and Portland Stone. Opinion about the design The use of reinforced concrete beams under the footways and the road supported by slabs is a very good design by strength point of view but if we consider the aesthetics and the building heritage of London the original design of the bridge should have been preserved by using arches. This would also have eliminated the need of the cantilevers which are present now. The design calls for supporting beams only at the outside edges, which is actually a very good feature as it lets light enter the underside of the bridge which makes it very pleasant for the river traffic. To guard against the possibility of subsidence from scour the piers are given jacks which can be used to level the structure. The architecture of the bridge is also important and in order to preserve the building architecture of London various stones, mainly the Portland stone has been used in cladding. Millennium Bridge Type of Bridge: Steel Suspension Bridge Purpose: To facilitate pedestrians crossing river Thames in London Age: 9 years Dimensions: The width of the bridge is 4 meters (13 ft) and the total length is 325 meters (1066 ft). It can support 5000 people on it at a time. Materials: The Millennium Bridge is mainly constructed of steel with steel cables and steel armatures. The transverse arms are also made of steel while the deck of the bridge is made of aluminum as it is a very light metal and the use of aluminum in the deck has reduced the load on the armatures and cables. Opinion about the design The design of the millennium bridge is basically steel suspension design which initially posed some problems and the bridge was ultimately cl osed just after 2 days of its 1st opening due the intense vibrations due to resonance. But the corrections were made later during a period of 2 years. The use of aluminum deck is the best feature of the design in my opinion because since it is a pedestrian bridge the strength of the deck is not an issue here so in order to make the design cost efficient and sustainable the loads on the cables and armature have been lessened by the use of aluminum in the deck which is a very light material as compared to steel or concrete. Moreover while designing a bridge entirely of metallic structure proper considerations should be given to the design as the modifications are very difficult and costly in nature as the case of the millennium bridge tells in which the bridge was closed for 2 years and an additional cost of 5 million pounds was spent on the modifications. Tower Bridge Type of Bridge: Bascule and suspension bridge Purpose: Tower Bridge is basically a road bridge for usual traffic Age: 116 years 7 months Dimensions: The total length is 286.5 meters. The two side-spans are suspension bridges, each 270Â  feet (82Â  m) long. The pedestrian walkways are 143Â  feet (44Â  m) above the river at high tide. Materials: The towers are made of steel whi

Saturday, August 24, 2019

Issues in Purchasing and Supply Management Essay

Issues in Purchasing and Supply Management - Essay Example The supply chain ranges from raw material extraction or raw ideas origination through a variety of stages to the final sale or delivery to the final client, whether products or services. It is argued that it can also involve the discarding of the waste related to consumer goods. It has been demonstrated that it incorporates a good number of main success aspects that involve a clear procurement scheme, operative control systems, as well as the establishment of proficiency. Thus, supply chain management characterizes and reflects a holistic method to the functioning of an organization. This calls for careful evaluation of all aspects of supply, as they directly affect the operations of an organization. This is clearly demonstrated through the analysis of the case study on Deere& Company. An efficiently operating supply chain can deteriorate over time as the organization adds more goods, suppliers, introduces new clients, or enacts new replenishment schemes or mainly scales in quantity. To demonstrate this issue of stock chain management, Deere & Company, a manufacturer and a dealer of a complete line of agriculture tools, and a wide range of building and forestry equipment and commercial and consumer gear, had yearly sales of over ten million dollars with operations in more than one hundred and fifty nations. The organization had to create a wide-ranging structure for evaluating supply chain procedures and performance to determine issues and ascertain improvement chances. This proven structure permits the company`s customers to get an extremely wealthy and actionable assessment of the prospects for restructuring their supply chain and bring it into line with their business goals in a short time set. In order for the company to achieve its goals or objectives, it was vital that it captures the interests of the stakeholders in order to reduce or avoid  losing out its performance. It was noted that the company`s margin had reduced significantly. For instance, the sales income and margin for the past three consecutive years had reduced gradually. Therefore, the budgeted selling cost for the present year was founded on the requirement to match the amount fixed by a key rival.

Friday, August 23, 2019

Leadership and Management Essay Example | Topics and Well Written Essays - 1500 words - 2

Leadership and Management - Essay Example Secondly issues of gender equality and gender abuse have taken place in the company which has caused the staff to show their disregard towards the other employees. Along with these cases of racial discrimination has also been reported in the company. Thirdly, the new team leader had been keeping the employees on their toes and the team members are not happy with the way she is ordering the employees at odd hours of the day. Key role players The Key role players in Malin Global are Hugo Friennes, the CEO of the company, Marina Guedeline, the head of the London Operations, Geraldine Highmore, who was newly recruited by Marina for a period of two year for looking after the administrative infrastructure of Marina Global, and Li Piung Ho who has been appointed as the team leader. All of these four people have some significance in the decision making of the company as well as in the day to day activities. Leadership Styles of the key stakeholders In the case of Malin Global the different p eople in the various positions have exhibited different style of leadership. First of all Hugo Friennes has shown a Delegative Leadership style. This is because at the time when he had decided to shift to New York he had entrusted the duty of the London office with the new employee Marina Guedeline. The CEO did not interfere into the activities of the London office when such problems arose. Therefore it is an example of delegation of the duties. On the other hand Marina has exhibited a participative leadership style (Porter and Lawler, 1968, p. 71). The London head, Marina had to handle various adverse situations in which she had always tried to discuss the issues with the concerned employees. Marina has shared the responsibility, control and decision making with the employees with whom she has been working (Bradley and Frederic, 1997, p. 337). She had not imposed any decision on the others and has tried to personally address the problems of the employees. However, Geraldine Highmor e and Li Piung Ho both have demonstrated authoritative behaviour. Geraldine has been looked upon as someone who is extremely outdated and who imposed her decisions on the others. This was the perception of the younger employees. On the other hand Li was perceived as an annoying team leader who would always call up the team members for getting the work done even when the employees would be out of office or on a holiday. This kind of work culture that Li was injecting into the organisation was also not acceptable (Carver and Scheier, 2001, p. 460). The most acceptable style out of these was the participative or the Democratic type of leadership. This is because all the employees could communicate their problems to the participative leader rather than the remaining ones. While the CEO and the Head of London Operations have shown a Transformational style, the Team lead and the Administration manager showed a Transactional style in which the employees had to accept the authority of the l eader. The authoritative attitude was not acceptable to the organisation where mostly the young people work. So a more collaborative attitude towards the employees would be appropriate for handling the different issues arising. The top management has to look into all the issues and not keep it only to one manager to handle it. Marina has shown a supportive style of management getting the employees more involved

Thursday, August 22, 2019

African American Athletes Essay Example for Free

African American Athletes Essay American student athletes have always faced stereotypes in and out of the classroom, being seen as self-segregating or dumb jocks that really wouldnt be at school if it werent for their athletic ability. Although these stereotypes are applied to both white and black athletes, African American students, especially men, feel it more than their white counterparts. African Americans are already, for the most part, seen as intellectually inferior, so when they are seen in an academic environment they are automatically judged. If they didnt get into school just for being black, they got into school for being a black athlete. Excuses are made as to why African American student athletes and pro athletes dominate in the world of sports in general. From the time the black athlete stepped into the sports arena and began to compete with whites, white people have been looking for an explanation. In his article Sailes looks into the myths and stereotypes surrounding African American athletes, most of which have been created by whites. In loosely replicated the experiment that Sailes conducted with his students and in doing so I found that the stereotypes he discusses do exist and many people strongly believe in some of the myths. I interviewed both male and female athletes and non-athletes alike and surprisingly most of their answers to my questions were the same. I asked them all the same five questions; 1. Do you think African Americans dominate in sports? 2. Which Sports? 3. Are there certain positions they are better at? 4. Why? 5. Is their demeanor on the field or court different than that of a white athlete? and 6. Have you heard any myths about why black athletes are better? Interviewee #1, A white female on the basketball team at Gettysburg College felt that black athletes were better at all sports and in all positions, but particularly in basketball and football. She has learned from experience that black athletes are more loud and aggressive. It was her belief that African Americans are better at sports because of genetics. She also said that it could be because historically they have done hard labor and had menial jobs, so their physical condition has evolved. The one myth she has heard is that African Americans have an extra bone in their leg which makes them capable of jumping higher and running faster. Interviewee # 2, an African American football player stated that blacks are better at all sports, but especially football, in such positions as cornerback, running back, and wide receiver. When asked why he felt that this is true his answer was because were just nasty like that. In regards to myths he recalled one of his high school classmates expressing to him that the reason blacks were better was because they still had some monkey left in them. Interviewee # 3, a white college graduate, non-athlete articulated that blacks are better at any sport they try but not in any positions that require brain power or thought. He said that they are not usually good quarterbacks because they arent smart enough. When I asked him why, his response was, because they are dumb Ns. He believes that they become athletes because they have no other options to get a job or get rich, unless they can rap. He also stated that the reason they can run so fast is because they are used to running from the cops. Interviewee # 4, A white male who is a former athlete said that he believes that African Americans are superior in all sports except for lacrosse and hockey, and that the reason for this is because they are much more expensive to start up and maintain- as opposed to soccer/football/basketball where all you need is a ball really. He thinks black people on the whole start out life economically feeble compared to whites and believes in the myth that they have been evolved into more muscular and stronger people because of the process of natural selection during slavery where the slave owners bought the biggest and strongest, and theyre offspring are the ones that created the people that are dominating in sports now. My last interviewee was a female African American basketball player who felt that African Americans dominate in football and basketball because it is the only sport they want to play so they strive for it. She also said that blacks are more aggressive because it means more to them. In the majority of my interviews the participants mentioned what Sailes referred to as the Mandingo Theory, in which the physical superiority of African Americans is attributed to the selection and so called breeding process along with the manual labor performed during the days of slavery. The psychological and dumb jock theories were also articulated in the answers I received from the white students for they all said at some point or another during the interview that African Americans are intellectually inferior and all they have going for them is sports, and even in the world of sports there are positions that they are mentally incapable of occupying. The one thing that I believe all the participants agreed on both black and white is that African Americans are somehow genetically different. I was really taken aback by my findings. Even though I have learned throughout this semester that people are more racist than I ever thought they were, I didnt realize that this racism is existent in literally everything. Im not really into sports and do not pay attention to them, so I had no idea that people felt this way about African American athletes. So, it seems as though African Americans are battling this war on racism on yet another front.

Wednesday, August 21, 2019

Valentine And Sonet Poems Essay Example for Free

Valentine And Sonet Poems Essay Same theme different historical context: The poem, Valentine, written by Carol Ann Duffy and the Sonnet XLIII, written by Elizabeth Barret Browning are both written by women and are based on the same theme, which is describing love for someone, but they are written with different historical context. Valentine is written in quite a modern way, with some very modern references, for instance by describing love as An Onion instead of a red rose or a satin heart, these are modern references which perhaps would not have been used many years ago. Whereas Sonnet XLIII is a more traditional poem, which appears to have a more romantic theme, no one would ever have thought of comparing love to such a smelly item as an onion many years ago. The Browning poem appears to have some intense descriptions of how someone is loved, for instance, I love thee to the depth and breadth and height my soul can reach This appears to be showing intense passion and love, trying to relate it to such extremes of where a soul can reach. In Duffys poem, she talks more freely about love and is comparing love to an onion. She says, I give you an onion, its fierce kiss will stay on your lips, possessive and faithful; This shows that real love can leave its mark on your lips like how the taste of an onion does. This appears to be a really bizarre thing to compare love to, it is also a really unusual way of thinking, and I think that this shows how views and values of love have changed over the century. Over a century ago, love would have been described in more traditional ways such as quoting feelings in the poem, as Browning does, for instance she writes: I love thee to the level of every days most quiet need, by sun and candlelight The actual wording of Sonnet XLIII shows a more traditional language also by using words such as thee and phrases such as in my old griefs these words and phrases are not normally used in modern language now. STAGE ONE manner of the poem-relationships of poet to the reader The Valentine poem by Duffy appears to be a more informal and relaxed style of relaying the thoughts of love and it appears that the writer is trying to establish a more thoughtful way for the reader to think of love. By quoting something as unusual as an onion, which would not normally be associated with love in any particular way, it makes the reader really perhaps look at an onion in a different light, noticing that it does have an inner beauty, beyond the ugly brown skin, she quotes I give you an onion, it is a moon wrapped in a brown paper, and it promises light.. This is making to reference beauty being more than skin deep. The Sonnet XLIII by Browning is a much more structured poem and is more formal. It is not comparing love to a physical object; it describes the feeling of how much love the writer is feeling and also to what extent. The poet is trying to describe her innermost feelings to the reader and also trying to describe the extent of her love by using emotions, she writes I love thee freely.. and I love the purely.. and also a phrase beginning In my old griefs, these are personal feelings and not based on an object like the Valentine poem. Tone and atmosphere The Valentine poem has a most unusual tone to it. It is quirky in the sense that it uses a most unusual item to be associated with love. It is unique in itself for that same reason and for the way it breaks down the parts of an onion and relates that to how love can feel, it says Here. It will blind you with tears That is showing how strong the sensation of love can be and relating it to the power of an onion being able to make you cry. This poem does not try to be sensational in any way, but in its own right is sensational because it makes you think about something, which is so opposite to love and yet also as powerful as love in its own way. It says Its fierce kiss will stay on your lips forever This poem does not use the clichà ¯Ã‚ ¿Ã‚ ½s often associated with love and this makes the poem quite unique, when you think of a love poem many people would generally think of hearts and roses amongst many other things, but not an onion! It says, Its scent will cling to your fingers, cling to your knife This is showing the intensity of love and it can sometimes take over, being quite clingy. Brownings Sonnet on the other hand is a traditional love poem, it describes feelings to the reader, it says I love thee purely, as they turn from praise. I love thee with the passion put to use The poem appears to have a desperate need to show how deep the writers love is, it seems to try to stretch to many extremes to describe this and even wants the love to get better after death, it says, Smiles, tears of all my life and, if God choose, I shall but love thee better after death. This is a more clichà ¯Ã‚ ¿Ã‚ ½d love poem, in the sense that it uses the niceties in life to describe love, it says I love thee to the level of every days most quiet need, by sun and candlelight it is also clichà ¯Ã‚ ¿Ã‚ ½d as it uses general emotions associated with love such as smiles and tears. STAGE 2 poetic devices In Valentine, there was clever use of an onion as an extended metaphor . The onion was compared to love in many ways, it suggested that there was a moon under the brown skin of the onion, this was making the reader thinking maybe of something beautiful lying under ugly clothing. It said that the onion would blind you with tears again this was showing and relating to how powerful an onion secretly could be and that the power of love could be as strong. It said that the fierce kiss of an onion would stay on your lips, possessive and faithful, just like the power of love can be. It also said that the scent of the onion would cling to your fingers and knife, again this shows how powerful love can be and not easy to shake off once there. It said it is the moon wrapped in brown paper, it promises light like the careful undressing of love By this the writer meant that on the outside the onion appears ordinary and quite thick skinned, but as the layers of the outer skins are peeled off, bit by bit the layers get thinner and you begin to see the inner brightness and beauty of the onion, this is trying to show that inside us all there is an inner beauty no matter if the outside is a bit tatty, you sometimes just have to peel back the layers to find it that inner beauty. The imagery that she is using here is quite a romantic type, peaceful and loving. She relates to the onions layers descending in size its platinum hoops shrink to a wedding ring Again I think here she is referring to the silvery skin inside the onion and eventually finding the right layer which is comfortable as a wedding ring this is just finding the right level inside each other that we are comfortable with. In Sonnet XLIII, Browning uses imagination and emotion as her imagery. She refers to the Sun and candlelight instead of saying day and night, quite a romantic way of writing it. She states that she loves freely, purely and with passion, these are all very emotional and deep internal feelings. She states I love thee each time to make each sentence a personal one and directed independently to the reader. Browning makes references to religion by referring to her lost saints, referring to loved ones who have passed away and also she says If God choose, I shall but love thee better after death This refers to the fact that she believes in God and the powers he has and the way he can influence your life and the fact that she believes in an afterlife and that God also can influence what happens there too! I believe that her religion gives her great strength and great beliefs and encouragement and this is shown by how she writes I love thee to the depth and breadth and height my soul can reach, when feeling out of sight. For the ends of being and ideal grace I love thee to the level of every days most quiet need, by sun and candle-light There are different structures between the two poems, which reveal the different views of the poets themselves. Duffys verse has a very irregular structure for a love poem, it does have some shape and she refers to the normal things associated with love poems, but she tries to show a different side to love by comparing it to something quite absurd. I think this shows that her thoughts on love are that no one should be judged and that love should be how each individual feels it should be. Also the fact that she compares love to an onion shows that she looks at things not just on the surface, but more deeply and sees inner beauty where you would least expect it. Brownings poem on the other hand is a structured poem, which would be typical of a Victorian woman. It shows a serious side to this woman and perhaps reflects the strict idealistic way of Victorian times. It is very thoughtful and deep and emotional which perhaps shows that this woman is a romantic in the true sense that she values the idealistic way that a relationship should be.

Tuesday, August 20, 2019

Anti-inflammatory Function of Gut Macrophages

Anti-inflammatory Function of Gut Macrophages Colonic mucosa is a very peculiar immunological site daily exposed to a huge amount of harmless antigens. It is important for the immune system to be able to recognize this innocuous antigens from pathogens. Among all the immune cells, CX3CR1+ macrophages exploit this critical role. In this commentary on our recent publication on Immunobiology (Non-redundant role of the chemokine receptor CX3CR1 in the anti-inflammatory function of gut macrophages(1)we want to highlight the crucial and unique role of these macrophages in order to maintain homeostasis and avoid the rise of aberrant inflammation and tissue damage. The intestine is an exclusive tissue able to maintain balance between the immune system activation and the tolerance against the very huge amount of harmless antigens that are in contact with the intestinal lumen, including food antigens and microflora. It is fundamental for our health that our immune system is able to respond with a robust and appropriate response to potential dangerous antigens; but the same reaction against harmless antigens, like commensal bacteria or dietary proteins, could be very dangerous and could give rise to allergies or chronic inflammation that, in the end, can lead to tissue damage or cancer development. Many immune cells participate to the maintenance of the homeostasis in gut, with the role of understanding how an antigen is a potential danger for the organism and being silenced in response to commensal bacteria and food antigens. This complex landscape includes T and B lymphocytes, natural killer cells, innate lymphoid cells, eosinophils and mononuclear phagocytes: dendritic cells and macrophages. Among the latter, monocyte-derived macrophages, expressing the CX3CR1 receptor, constitute the most abundant population (2). The manuscript by Marelli et al., is focused on the role of CX3CR1+ macrophages in both steady state and acute colitis. In the last few years intensive research has been performed in order to clarify the role of these immune cells in the maintenance of homeostasis, but still, contrasting results have been reported regarding their role in the control of inflammatory response in the intestine (3,4). Considering this confused landscape, our paper aimed to clarify the role of CX3CR1+ cells in the development of acute colitis. By using mice lacking the receptor (CX3CR1GFP/GFP mice) we demonstrated that the absence of CX3CR1 on gut macrophages leads to a more severe degree of DSS-induced colitis, higher colon infiltration of inflammatory macrophages and Th17 lymphocytes and higher expression of inflammatory cytokines. Macrophages in the intestinal mucosa are considered mononuclear phagocytes that originate from a common myeloid progenitor which can differentiate also into dendritic cells (5). In contrast to others resident macrophages, they are continuously replenished from blood stream Ly6C+ monocytes, independently from the CX3CR1 receptor (6). This issue caused considerable misunderstanding in the past, generating the belief that these cells were dendritic cells (7,8). However, today it is recognized that Ly6Chi monocytes are recruited in the mucosa and there, in few days, they differentiate in mature macrophages, progressively loosing Ly6C and starting to express typical markers, such as F4/80, CD64, MHCII and CX3CR1 (6). As highlighted before, different authors investigated the role of CX3CR1+ gut macrophages with controversial outcomes. CX3CR1+ macrophages are supposed to maintain homeostasis in the gut (9). In accordance with this concept, our data revealed an exacerbated intestinal inflammation with a huge accumulation of macrophages in CX3CR1-KO mice. As reported also by different authors, (3,10) the natural consequence of the accumulation of macrophages is an increased production of cytokines, and hence a higher recruitment of immune cells in the colon, in particular T lymphocytes of the Th17 subset. On the contrary, other authors (4) suggested that the lack of the receptor impairs macrophages accumulation in the lamina propria. Moreover they suggested that the engagement of the receptor by its unique ligand (Fracktalkine/CX3CL1) resulted in an intensification of iNOS production, an inflammatory enzyme. Our data, instead, clearly demonstrate that the absence of the receptor increases the level of iNOS and of many other pro-inflammatory cytokines. This is a tissue-specific competence of the intestine, being colon ic resident macrophages an exemption from the rules. Indeed, in other tissues, the expression of CX3CR1 receptor is associated with a pro-inflammatory phenotype (11,12). In support of our data it is important to underline that, in the gut, CX3CR1 macrophages are fundamental to bring antigens and present them to DC in order to establish oral tolerance. When this mechanism is missing due to the lack of the receptor, the immune system is activated and this results in an acute inflammatory response (8). We have shown in Marelli et al. that if the CX3CR1 receptor is lacking, the ability of these cells to control inflammation is lost. Of note, CX3CR1-KO macrophages try counter-balance this aberrant situation by producing more IL-10, a major immune-suppressive and anti-inflammatory cytokine. In spite of this increase, IL-10 is not sufficient to control the inflammatory disease and mice have an exacerbated colitis. Overall, with our study we wanted to propose a definitive protective and anti-inflammatory role of CX3CR1+ macrophages during the processes of acute colitis; this concept may shed light also on the role of these cells in other pathological conditions of the gut associated with persistent inflammation. Our study established that macrophages expressing the functional CX3CR1 receptor have a non-redundant role in the control of aberrant intestinal inflammation, a harmful condition that may lead to tissue injury. CX3CR1 receptor expressed on intestinal macrophages is able to control colitis, avoiding the rise of aberrant inflammation. When the receptor is missing, the balance in the gut is broken, leading these cells to produce a huge amount of cytokines. Feeling the higher level of inflammation, CX3CR1 macrophages attempt to limit it by producing more IL-10, however this is not sufficient and the result is a higher accumulation of inflammatory Th17 lymphocytes and increased tissue injury.

The Political Career of Daniel Webster Essay -- Biography Biographies

The Political Career of Daniel Webster Daniel Webster contributed a large potion of the Civil War. To begin, he was born in Salisbury, New Hampshire on January 18, 1782. His parents were farmers so many people didn't know what to expect of him. Even though his parents were farmers, he still graduated from Dartmouth College in 1801. After he learned to be a lawyer, Daniel Webster opened a legal practice in Portsmouth, New Hampshire in 1807. Webster quickly became an experienced and very good lawyer and a Federalist party leader. In 1812, Webster was elected to the U.S. House of Representatives because of his opposition to the War of 1812, which had crippled New England's shipping trade. After two more terms in the House, Webster decided to leave the Congress and move to Boston in 1816. Over the next 6 years, Webster won major constitutional cases in front of the Supreme Court making him almost famous. Some of his most notable cases were Dartmouth College v. Woodward, Gibbons v. Ogden, and McCulloch v. Maryland. He made himself the nations leading lawyer and an outstanding skilled public speaker or an orator. In 1823, Webster was returned to Congress from Boston, and in 1827 he was elected senator from Massachusetts. New circumstances let Daniel Webster become a champion of American nationalism. With the Federalist Party dead, he joined the National Republican party, he joined with Westerner Henry Clay and then endorsing federal aid for roads in the West. In 1828, since Massachusettses had shifted the economic interest from shipping to manufacturing, Webster decided to back the high-tariff bill of that year to help the small new manufacturing businesses grow. Angry souther... ...sue of expansion of slavery. Webster opposed the expansion but feared even more the separation of the union over the dispute of the expansion of slavery. In a powerful speech on March 7, 1850, he supported the Compromise of 1850, lowering southern threats of separation but urging northern support for a stronger law for the recovery of fugitive slaves. Webster was again named secretary of state in July 1850 by President Millard Fillmore and supervised the strict enforcement of the Fugitive Slave Act. Webster's stand on the Act divided the Whig party, but it helped preserve the Union and keep it together for a little while after until the Civil War started. BIBLIOGRAPHY 1. Prodigy - Grolier Electronic Publishing, 1990, W-section 2. Daniel Webster - John Melvin, Copyright 1976, Bonhill Publishing 3. Civil War Heros - American Books, 1979, p.244-247

Monday, August 19, 2019

Narrative Essay: I am Japanese American :: Personal Narrative Essays

I am Japanese American    I am glad I am Japanese American, even though I feel JA men are some of America's best kept secrets. There is a story of a vertically challenged man who was in the midst of some tall men. One of the taller men said to him, "You must feel pretty small right now." The man replied, "Yes, I feel like a dime in the midst of a bunch of nickels."    Being a JA male is not easy in America. We get no respect, it seems. Often, the image of the JA male is the nerd, the quiet invisible man, or somehow one devoid of sexuality. JA women have been elevated by American society to a somewhat higher level of acceptance, or so it seems from the mainstream media.    I noticed recently that there are more JA (or Asian American) men doing the news on TV; Rob Fukuzaki and others on local news are a welcome sight because it seems we Asian men have joined the rest of society at least in terms of representation on the news (although pioneers like Ken Kashiwahara and Sam Chu Lin helped give early visibility for Asian men on camera).    My parents experienced the Depression years in America; my father having arrived in this country in 1920, and my mother coming to join him in 1932. They experienced being forced into concentration camps, then having to start over again after the war, facing social discrimination and then overcoming it to a large extent through hard work, economic success and good citizenship. They taught me values like working hard, being faithful to your family, the importance of a good name and being honorable, the importance of community and supporting community groups, remembering your ancestors and your cultural heritage, respecting your elders and your parents, and many other important values and virtues that help me to be a man of substance and strength. And yes, I can say it, I am a man of substance and strength, perhaps even a dime among a lot of nickels. A part of my JA upbringing also taught me to be reserved and modest, unassuming and uncomplaining. And even though I picked up a trace of racist attitudes from my parents--that Japanese are superior to other people, and that others, especially African American, Mexican and Pilipinos, were inferior. But still, I was dominated by a sense of being inferior myself to the general society around me.

Sunday, August 18, 2019

Robinson Crusoe :: essays research papers

Robinson was a young man of 18 and had a dream to be a sailor. He asked his father for permission. His father thought that he should stay home and take over the family business or study law. Robinson asked his father again to let him have just one sail. His father disapproved once more. One afternoon a shipped sailed in from the harbor. The captain of the ship was one of Crusoe’s friend’s, father. The captain invited Crusoe on a voyage to the English coast and he couldn’t resist. Crusoe ran away. He was very seasick. Soon after he set off on his second voyage. Here he would travel to the coast of Africa. He learned how to trade with the natives. On one of his voyages he was ship wrecked and picked up by another boat. The captain owned a plantation. Soon after this Crusoe bought his own plantation. When other plantation owners needed slaves to work their farms they asked Crusoe to sail to Africa. Crusoe agreed and set sail. On the way there they ran into many stor ms. Three men were killed very soon. The twelfth day was a hard one. The biggest storm hit. Its waves were giant. The ship was in very bad shape and Crusoe had to abandon it. He and the other sailors loaded into the small boat and paddled to land. All of the sudden a titanic wave crashed onto the boat. It drowned everyone but Crusoe. He was lucky to be alive. When he got the strength to walk again he found himself a safe place to sleep for the night, which was between to limbs a big tree. When he awoke the next morning he went he decided to salvage some stuff from the boat. There were so many things on the ship he had to build a raft to carry them back to land. He found carpentry tools, artillery, clothes, nails, and food. When he was on his way back a current started to pull him away from the place were he had landed. It was a creek. It pulled him to a perfect spot to unload his stuff. Crusoe found a great place to build a fort were he could see if any ships came and to protect him from any other sorts wild of beasts. Soon he learned that he should keep a calendar. He stood up a post in the sand.

Saturday, August 17, 2019

Intermittent Fasting Essay

Intermittent Fasting (or IF) takes that time and increases it. Some versions follow a one day on one day off protocol, others will have you fast 24 hours twice a week, and another popular version is fasting every day for 16 hours, while eating 8 (SST. Pierre and Braid 1-2). Most nutritionist and health experts say that the key to a healthy diet is many small meals throughout the day. There is very little, if any, research proving that to be true. In fact, recent studies have shown just the opposite to be true. That IF, decreasing the amount of time you spend eating, has improved health and lead to fat and eight loss.The most important part of any diet is how it improves overall health. IF has been shown in multiple studies to help decrease the risk of type 2 diabetes, control seizures, improve insulin sensitivity, and has even shown improved memory and reduced the risk of stroke in studies done on rats. A lot of the studies on the health aspects of IF have been done on rats. This is where most studies get started before moving on the primates then humans. In a university study conducted led by Voiceless, it was found that rats placed n an alternate day fasting group for 30 days showed better recollection on finding their way through a maze (2).They were shown the way out and were able to find their way our faster on repeat attempts. This shows how their memory was improved following the fasting diet. It also reduced inflammation in the brain. In another study done on rats, it was found that an IF diet reduced the risk of stroke (Fan et la. 5). Testing has not only been done on animals though. Although a small sample size was used (6 children suffering from seizures), a study found the 4 out of the 6 children when put n a 2 half day fast a week for 2 months, had a reduction in the amount of seizures, while one of them only had a reduction on the fasting days (Hartman 2).Based on the small size and lacking a control group, it can be said for sure the IF reduces t he effects of seizures, but it is definitely worth looking into. Another important aspect in one's diet is how it affects weight and fat loss. It is well known that calorie restriction is on the only rock solid way to lose weight. Calories ingested have to be less than calories spent through exercise, daily activity, etc. The problem with calorie restriction is that one has to count the calories they are eating by measuring and weighing food. Unless they have a nutritionist or chef preparing their food, it is likely that they will overestimate their calories. By using IF, it is not necessary to weigh and measure food, but by cutting down the allotted time to eat it is much more likely that less food will be eaten. In a study comparing IF, UDF (alternate day fasting), and calorie restriction, it was found that all three groups lost weight, visible fat, and reduced insulin (Baryon's et la 8). The eight/fat loss was greater in the calorie restriction group, but the IF and UDF were not far behind.For the average American that doesn't have the time to weigh and measure foods or unable to afford a personal chef, IF is an excellent choice. In conclusion, IF is a good diet to try if one wants to lose weight and improve health. There have been enough studies that show it is a good method, and It is more practical than counting calories. Imagine an early ancestor trekking through the woods for two days on an empty stomach tracking a heard of deer. Humans Were born to fast. Works Cited Baryon's, Adrienne, Howdy, Kristin, InterTAN Terry, and Aviary, Skirts.

Friday, August 16, 2019

English and Vietnamese Adjective Phrases.

PART A: INTRODUCTION 1. Rationale. Nowadays, English is the most widely used in the world and plays an important role together with the development of society and technologies. English is not only the effective means of communication but also show its progressive effects in many aspects of life. Practically, study on the similarities and differences between the two languages and cultures English and Vietnamese has been one of my concerns. It is clear that there are many differences between the two languages of as those in grammar, lexicology, translation, phonetic and so on.However there still exist plenty of similarities and differences between English and Vietnamese that can be demonstrated contrastive analysis. When choosing the subject for the assignment, I put much attention to adjective phrases because this field may make me confused. I hope that this study help me as well as other learners will understand adjective phrases in English and Vietnamese thoroughly. 2. Aims of the s tudy. My research aims at. : + Giving theoretical background of English and Vietnamese adjective phrases. Analyzing of the word order in English adjective with Vietnamese equivalence + Presenting some difficulties faced by Vietnamese learners of English in adjective phrases and 3. Scope of the study. During the study process, I have been attracted by adjective phrases. Because of time allowance and knowledge, I cannot cover all its constructions, functions, etc. but only focus on orders, and I introduce some similarities and differences of adjective phrases between English and Vietnamese for the research. PART B: DEVELOPMENT I. Literature Review I. 1.Definition of Adjective phrase : I. 1. 1. English Adjective phrase According to Quirk et al. (57) and Greenbaunm (32), an adjective phrase is a phrase with an adjective such as big or happy as its head. Within the adjectives phrase, the adjective may be pre-modified (too careful) or post-modified (afraid of ghost ) or both of premodifed and post modified (too cold to swim, extremely afraid of ghost). The structure of the typical adjective phrase is shown at the following figure. The parenthesis indicate the optional elements. [pic] Eg. I am tired head The room is full of smoke ead postmod. The bus is very slow to set off premod. head postmod. I. 1. 1. Vietnamese Adjective phrase According to Di? p Quang Ban (5) and Nguy? n Tai C? n (10), a Vietnamese adjective phrase is a phrase in which there is an adjective as a head. For example: t? t, v? n r? t t? t, r? t t? t, t? t qua. Like English adjectives, Vietnamese adjectives have the ability to combine with modifiers which are divided into two parts: modifiers preceding the head are called premodifiers, whereas those following the head are called premodifiers.In Vietnamese adjective phrases, some modifiers can appear both before and after the head. eg. xinh qua, qua xinh, c? c k? t? t, t? t c? c k?. Like the structure of noun phrases and verb phrases, the full constru ction of an adjective phrase consists of three components : a head, premodifier, and postmodifer and the short construction may consist of one component (a head) or two components (a head and premodifier or a head and postmodifier). The structure of the typical Vietnamese adjective phrase is in the following figure: premodifier(s) + head + postmodifier(s) I. 2.Adjective phrases and their orders I. 2. 1. Word order through syntactic functions of English adjective phrases According to Greenbaum (32) Adjective functions have two main functions: premodifier of a noun (attributive function) and subject predicative(subject predicative function). Eg. : – premodifier of a noun (attributive function): My cat is a very curious cat. – Subject predicative(subject predicative function). : My sister is very pretty Besides, There are some other functions of adjective phrase: – Object predicative function: They are going to paint their house pink Postmodifier of a pronoun : Sha ll we go to somewhere cool? – Postmodifier of a noun I don’t mean to make my wife sad – Nominal adjective: You should confuse the Chinese and the Japanese – Complement of a preposition he did not come back home till late last night. a. Word order in attribute function: – When they come before nouns, they occur in the following order: a (adjective) + b (noun) Eg. : Barack Obama is a extremely strict president a + b As the example shows, adjective phrases used in premodification are usually either one word phrase. When they come after nouns, they occur in the following order: b (noun) + a (adjective) Eg. : I am thirteen years old b + a Anyone intelligent can apply for the job b + a Barack Obama was the president elect. b + a b. Word order in predicative function In adjective phrase, an adjective not only occurs in attributive position, it can also appear in predicative position as subject complement after linking verbs like be, seem, appear, especial ly the verbs of sense taste, look, smell, etc. There is a copular relationship between subject and subject complement.The word order can be formalized as: a (subject) + b (linking verb) + c (adjective) Eg: The cake tastes sweet a + b + c Your perfume smells musky a + b + c That music sounds beautiful a + b + c She seems innocent a + b + c I. 2. 2. Word order through Syntactic functions of Vietnamese Adjective phrases a. Word order in Attributive function In Vietnamese adjective phrases, adjective in the attributive function often follow the noun they modify according to the order: a (noun) + b (adjective) (noun) + b (modifier) + c (adjective) a (noun) + c (adjective) + b (modifier) Eg. : Lan da nau c? a co ? y v? n cu? n hut toi = Her brown skin still attracts me Do la bu? i sang mai th? t d? p = That is a very nice early morning M? t chi? c vay l? a Ha Dong th? t d? p a + c + b + d M? t chi? c vay c? a Ha Dong b? ng l? a th? t d? p a + b + c + d M? t chi? c vay l? a th? t d? p c? a Ha Dong a + c + d + b M? t chi? c vay th? t d? p b? ng l? a c? Ha Dong a + d + c + b b. Word order in Predicative Function In Vietnamese adjective phrases, adjectives can directly function as predicative like verbs and the order can be formalised as : a (subject) + b (adjective) Eg. : B? phim th? t hay = The film was very interesting a + b When Vietnamese adjectives are in the predicative function, they can combine with the criteria of verbs. These are : + aspect-time maker: da, s? , t? ng, con, chua, etc. a (subject) + b (aspect-time maker) + c (head) Eg. : Co ngu? i toc da b? c pho + b + c II. Contrastive analysis of the word order in English adjective with Vietnamese equivalence It is obvious that both English and Vietnamese are analytical languages but they belong to different linguistic typologies. English is an inflectional and analytical language, whereas Vietnamese is a typical isolating and non-inflectional language. Therefore, apart from the similarities which do not caus e difficulties for learners, there are many differences between English and Vietnamese adjective phrases and their orders which can cause a variety of problems (errors and confusion) for learners.So, I will go deeply into the differences only and I think comparison might be the best way to identify the differences in the word order in English and Vietnamese adjective phrases. The following comparison will focus on the differences in : 1. Word order through syntactic functions of adjective phrases 2. Word order in premodification of adjective phrases 3. Word order through basic degrees of comparison II. 1. Word order through syntactic functions of adjective phrases In terms of main syntactic functions, most English and Vietnamese adjectives can be used both attributively and predicatively.When adjective function attributively, they attribute to a quality or characteristic to what is denoted noun they modify. However, there are differences in the word order in the English and Vietname se adjective phrases through their syntactic functions. II. 1. 1. Word order in Attributive function |he is a very generous man |Anh ? y la m? t ngu? i hao phong | |Premod. + N |N + postmod. | |English is a rather difficult subject |Ti? ng Anh la m? t mon h? c kha kho |Premod. + N |N + postmod | From the above examples, it can be seen that both English and Vietnamese adjective functions as attribute of nouns, i. e. in attributive function, and they do not vary in form to agree with nouns. However, in the attributive function, English adjectives are used as premodifier of the noun, i. e. they come before the noun and appear between the determiner and the head of the noun phrase, whereas Vietnamese adjectives share the same character in that they often function as postmodifier, i. . they come after the noun. This is an important difference between the two languages. II. 1. 2Word order in predicative function The following examples show the difference in the word order of adjective ph rases in predicative function. Eg. : |Lan is very pretty and intelligent |Lan r? t xinh d? p va thong minh | |intensive V. Adj. + Adj. |Adj. + Adj. | |I don’t like living in the house because it is so |Toi khong thich s? ng trong ngoi nha do vi no b? n th? i va t? tam | |dirty and dark |Adj. + Adj. | |intensive V. Adj. + Adj. | | Apart from the attributive function, both English and Vietnamese adjectives can also be used predicatively. However, in English, when adjectives function as predicate they are used after an intensive verb â€Å"be†. Unlike English adjectives, Vietnamese adjectives play the predicative role directly without the linking verb â€Å"be†, i. e. in this function, Vietnamese adjectives are used to complete a sentence without any verbs or verb phrase.On the contrary, English adjectives can never function as verbs. In a sentence, they must follow a verb or a verb phrase. Moreover, when we translate from English into Vietnamese, we often meet a great number of disyllabic adjectives in Vietnamese. For example: xinh – xinh x? n (beautiful) kho – kho khan (difficult) ch? m – ch? m ch? p (slow) g? n – g? n gang (tidy) Generally, these disyllabic adjectives are formed from monosyllabic adjectives. Whether using monosyllabic or disyllabic depends on the habit of the Vietnamese Eg. : It is clear that he is quite slow Ro rang r? ng anh ? y kha ch? ch? p The weather makes me feel tired Th? i ti? t lam cho toi c? m th? y m? t m? i Furthermore, almost all Vietnamese monosyllabic adjectives can be used repeatedly to diminish the characteristics or levels. And these are typical features of Vietnamese adjectives which we do not find in English, for example; I felt cold (Toi c? m th? y lanh l? nh). Unlike English adjectives, in Vietnamese, some adjectives can combine with nouns â€Å" adjective + noun† to form the group of state adjectives to express the state of the characteristics. For example: My mo ther is a very careful and helpful womanM? c? a toi la m? t ngu? i ph? n? c? n th? n va nhi? t tinh These group of words have metaphoric meaning and can function as predicate and attribute. Here are some groups of words which are frequently used: nong tinh(hot-tempered), d? tinh(easy-going), t? t b? ng(knid-hearted), sang d? (clever), dung c? m (brave), etc. However, when the order of the groups of words is inverted, the metaphoric meaning disappears. Besides, in Vietnamese, the structure: â€Å"ma + adjectives† is used to strongly express the objection to an opinion, a remark just made by the speaker.This structure is only applied the peers or inferiors Eg. : Is Nam really friendly? Anh Nam ma than thi? n a? Generally, in languages, the positive sentences have the positive meaning, but in Vietnamese, when â€Å"ma† precedes adjectives in the sentence, the sentence has the negative meaning. The sentence â€Å"Anh Nam ma than thi? n a? † (Is Nam really friendly? ) means â€Å" Nam is not friendly† Another feature of Vietnamese adjectives which does not exist in English. That is, adjectives that precede â€Å"ra, len, di l? i† to form compound words or the group of words turn into verbs or have the character of verbs.In Vietnamese, the pattern: â€Å" adjectives + ra/len/ di/l? i† is used to express the development of character, state of things or people. When these words combine with adjectives, they often imply the presupposition and have the opposite content, for example when we say: â€Å" Lan d? o nay trong xinh ra†. It implies that Lan is more beautiful than before. In Vietnamese, the sense of positive uses the pattern: â€Å" adjective + ra/len†. In English, this structure is expressed by Intensive verb + adjective with the comparative meaning. |The earth is becoming warmer |Trai d? t dang nong d? len | |Vintensive + Adj |Adj + len | II. 1. 3. Word order in premodification of adjective phrases In th is section, we will discuss and analyse the differences in the word order in premodification of English and Vietnamese adjective phrases in detail through translation Eg. : |I am very glad to meet you |Toi r? t vui m? ng du? c g? p anh | |Intensi. + Adj |Intensi. Adj | |The tigers are very big and savage |Nh? ng con h? ?y to l? n va hung d? l? m | |Intensi. + Adj + adj |Adj + adj+ Intensi. | |She is very nervous before each exam |Co ? y da qua lo l? ng tru? c m? i k? thi | |Intensifier + Adj |Intensi. + Adj | |I am very remorseful and disappointed |Toi th? an h? n va th? t v? ng qua | |Intensifier + Adj + Adj |Adj + adj+ Intensi | Through the above examples, it should be noted both English and Vietnamese adjectives serve as the head of adjective phrases. Adjective phrases may contain only an adjective as the head, or two components; the head and premodifier or the head and postmodifier. Both English and Vietnamese adjectives are premodified chiefly by adverbs. Generally, premodi fiers are intensifiers.In English, they are very, extremely, rather, a bit, quite, etc. and in Vietnamese, they are r? t, r? t la, qua, th? t, c? c k? , hoi, etc. However, there are some differences in the order of the adverbs denoting degrees in the two languages. In English, these adverbs are followed by adjectives while in Vietnamese, they can occur both before and after adjectives. For instance, in Vietnamese, the adverbs : â€Å"r? t, qua, l? m† are used to indicate the highest degree of the personal or non-personal characteristics and they are the same meaning but different in usage.All of them can be translated as â€Å"very† besides, â€Å"qua, l? m† may be translated as â€Å"too† and â€Å"so† in English. These examples also show that the word order of adverbs of degree â€Å"very† in English and â€Å" r? t† â€Å" r? t la† in Vietnamese is the same, i. e. they occur before adjectives. However, â€Å"very† and â€Å"r? t† are often used in written language, whereas â€Å"r? t la† is often used in spoken language. But when â€Å"very† is used as â€Å" l? m’ or â€Å" qua†, the word order us absolutely different. â€Å"L? m† in Vietnamese must be preceded by adjectives and it is often used in spoken language.Contrary to â€Å"l? m†, the word â€Å"qua† may occur before or after adjectivels in spoken language to express an exclamation. Also â€Å"c? c k? , tuy? t, th? t† may occur before or after adjectives. However, the words â€Å" qua, c? c k? , tuy? t, th? t† often appear after adjectives, therefore, when they are used before adjectives, they are often used with the meaning of emphasis or assessment. Unlike English adjectives, Vietnamese adjectives can play the predicative role directly, so they can combine with the aspect-time criteria of the verbs such as da, dang, s? , v? n,c? con and it is a typical feature of V ietnamese. This combination expresses the relation between the characteristics and time. These characteristics are based on the sense of native speakers and they exist like the form of the state. In short, modifiers: da, dang, s? , v? n, c? , con not only express grammatical meaning but also the purpose of the statement and the relation between a speaker and reality. In Vietnamese, in certain situations of the sentence, these meanings will be distinguished. Eg. : |They were very successful |H? a r? t thanh cong | |Vintens. + Intensi. + Adj |time-maker + intens. + adj | |Our country is different now |D? t nu? c c? a chung ta da khac xua | |Vintens.. + Adj |time-maker + adj | |After the wedding, She is very happy |Sau l? cu? i, co ? dang r? t h? nh phuc | |Vintens. + Intensi. + Adj |time-maker + adj | |I hope that you will be comfortable |Toi hy v? ng la b? n s? c? m th? y tho? i mai | |Aux. + Vintens.. + Adj |time-maker + adj | |My wife was still angry |V? toi v? n con gi? | |Vinten s.. + Adv + adj |time-maker + adj | From these, we can see a very remarkable structural difference: In English, aspect-time categories are indicated by the forms of the verbs, whereas do not Vietnamese do not have the category of time and the meaning of the time is indicate by supporting words: da, dang, s? , v? n, c? , v? n con. In Vietnamese, the predicative function is expressed by the structures: â€Å"da/dang/s? /v? n/c? con/v? n c? /con c? + adjective†, but in English this function is expressed by different structures â€Å" intensive verb(past) + adjective† â€Å" intensive verb(present) + adjective†, â€Å"auxiliary + present participle+ adjective† â€Å" auxiliary + be + adjective†, â€Å" intensive verb + still + adjective†. II. 1. 4 Word order through basic degree of comparison Most adjectives in English and Vietnamese can take comparison. These are gradable adjectives and they have three degrees of comparison: – same degre e – higher degree – lower degree a. The â€Å"same degree† comparisonIn both English and Vietnamese, when we say two things or persons are equal, we use the adjective in the same degree. In english, we use the structure : as + adj + as, whereas in Vietnamese, we use some modifiers: â€Å"nhu†, â€Å"b? ng†, â€Å"tuong t? † after adjectives in the structure: adj + nhu/b? ng/tuong t?. For example: |My wife is not as beautiful as yours |V? toi khong xinh b? ng v? anh | |My house is as small as your office |Nha c? a toi ch? b? ng van phong c? anh thoi | |Nobody can understand me as much as my mother |Khong ai co th? hi? u toi nhu m? c? | b. The higher degree comparison In order to indicate the difference in the word order in the degrees of comparison. First I would give here some examples and their translation into Vietnamese. |Hanoi is much more beautiful than Hanoi was |Ha N? i ngay nay d? p hon nhi? u Ha N? i tru? c kia | |Health and happin ess are more important than money |S? c kho? va h? nh phuc quan tr? ng hon ti? n b? | |One of the worst diseases which mankind have is cancer |M? t trong nh? ng can b? nh nguy hi? m nh? t ma loai ngu? i ph? i ch? u la ung | | |thu | These examples show that in the higher degree of comparison, English adjectives change their forms. They are indicated by the inflection â€Å"er† or the premodifier â€Å"more† in the comparitive degrees of comparison. We also add the inflection â€Å"est† or the premodifier â€Å" most† to show the superlative degree.We have some specific rules when using â€Å"er†, â€Å"est†, â€Å"more† and â€Å"most†. In contrast, in Vietnamese, in both comparative and superlative degrees, modifiers always come after the adjective they modify and adjectives do not change their form in both cases c. The lower degree of comparison When we want to say a person or a thing has less of a quality then the other, w e use the comparison of the lower degree. In the lower degree, English adjectives take the modifier â€Å"less†¦.. then? or can be negated from the equality degree and the lowest degree can be denoted by adding the modifier â€Å" the least†.In the lower degree, on the other hand, Vietnamese adjectives take the modifier ‘kem hon† or negative words ‘khong b? ng† â€Å" Khong du? c nhu† and the lowest degree can be expressed by the words â€Å"kem nh? t† â€Å"it nh? t†. For example: |The film was less interesting than I expected |B? phim nay khong hay nhu toi mong d? i | |less + adj + than |khong + adj nhu | |This city is not as dangerous as others |thanh ph? nay khong nguy hi? nhu cac thanh ph? khac | |not + as + adj + as | | In Vietnamese, the relation between these modifiers is very complicated. For instance, we may consider â€Å"b? ng† opposite to â€Å"kem† and ‘ khong b? ng† may replaced by â⠂¬Å"kem†. The word ‘hon† may have the similar meaning as â€Å"b? ng† when it combines with â€Å"khong† (khong hon). For example: Khong co gi quy hon d? c l? p t? do (Nothing is more precious than independence and freedom) Di? m c? a anh ? y khong hon di? m toiDue to the complete semantics of these modifiers we do not have grammatical category relating to the meaning of degrees of comparison of Vietnamese adjectives. In short, in this chapter, we have discussed the major issues relating to the differences in the form, the word order through the syntactic function, the word order in premodification and basic degrees of comparison of English and Vietnamese adjectives. We can say the word order in Vietnamese phrases is much more complicated then that in English adjective phrases because in Vietnamese adjective phrases, more modifiers can occur both before and after the head adjective phrases.The striking difference between the English and Vietnamese adj ective phrases is in the word order through the attributive and predicative functions. Moreover, Vietnamese adjectives may appear with the modifiers showing aspect-time criteria of verbs which we do not find in English. Besides, in English. we clearly distinguish parts of speech: adjectives and adverbs with words denoting manner while in Vietnamese we have only one: adjectives. II. 2. Some students’ common mistakes in using adjective phrases English and Vietnamese are quite different languages, so it is impossible to avoid mistake when learners use adjective phrases.The following mistakes can be the most common ones: + Learners often put adjectives in the wrong order because of the influence of their mother tongue. As you know both English and Vietnamese adjectives are used to modify nouns, but English adjectives often precede the nouns they modify, whereas Vietnamese adjectives often follow the nouns they modify. That is the reason why Vietnamese learners use adjectives inco rrectly. + Vietnamese learners often confuse between adjectives which have the â€Å"-ed† and â€Å"-ing† : worried/worrying, excited/exciting, etc.They do not know when they have to use â€Å"-ed† adjectives, when they must use â€Å"-ing† ones. For example : a boring film† or â€Å"a bored film† PART C: CONCLUSION This study has analysed, compared the word order in English and Vietnamese adjective phrases. It has analysed the similarities and differences in the arrangement of the words in adjective phrases between two languages based on the basic grammatical structures. By examining the description and comparison of the word order in English adjective phrases with Vietnamese equivalents, this study has shown there are both similarities and differences in the two languages.The most typical similarity is in the structure premodifier + Adj + postmodifier shared by the two languages where the head of the adjective phrases is in the centre of th e phrase and around it there may be modifiers: premodifier and postmodifier, but they are optional. The basic differences in the word order in English and Vietnamese adjective phrases are likely to cause many problems in understanding, expressing ideas and translation. So much attention should be paid to the differences in teaching adjective phrases to Vietnamese learners. ——-The end——- REFERENCES 1. Aarts. F. & Aart,J. , (1982) English syntactic structures. Oxford: Pergamon Press 2. Alexander,L. G. (1992). Longman English Grammar. Essex:Longman 3. Ban, Diep Quang (1998) Ng? Phap ti? ng Vi? t. Ha N? i : Nha xu? t b? n Giao d? c 4. Fisiak,J. (1981) Contrastive analysis and language teacher. Oxford: Oxford Pergamon Institute of English 5. M? nh, Tr? n H? u. (2000). A guide to University grammar of English. Ha N? i: D? i h? c M?. 6. Quirk,R et al. (1973). A University Grammar of English. Essex: Longman ——————— – ADJECTIVE PHRA SE Pre-modifier(s) Adjective Postmodifier (s)