Tuesday, November 26, 2019
Humpty Dumptys Philosophy of Language
Humpty Dumptys Philosophy of Language In Chapter 6 of Through the Looking Glass Alice meets Humpty Dumpty, who she recognizes immediately since she knows about him from the nursery rhyme. Humpty is a bit irritable, but he turns out to have some thought-provoking notions about language, and philosophers of language have been quoting him ever since. Must a Name Have a Meaning? Humpty begins by asking Alice her name and her business:            ‘My name is Alice, but––‘           ‘It’s a stupid name enough!’ Humpty Dumpty interrupted impatiently. ‘What does it mean?’           ‘Must a name mean something?’ Alice asked doubtfully.           ‘Of course it must,’ Humpty Dumpty said with a short laugh: ‘my name means the shape I am–and a good handsome shape it is too. With a name like yours, you might be any shape, almost.’ As in many other respects, the looking glass world, at least as described by Humpty Dumpty, is the inverse of Alice’s everyday world (which is also ours). In the everyday world, names typically have little or no meaning: ‘Alice,’ ‘Emily,’ ‘Jamal,’ ‘Christiano,’ usually do nothing other than denoting an individual. They can certainly have connotations: that’s why there are so many more people called ‘David’ (the heroic king of ancient Israel) than are called ‘Judas’ (the betrayer of Jesus). And we can sometimes infer (though not with perfect certainty) incidental acts about a person from their name: e.g. their sex, their religion (or that of their parents), or their nationality. But names usually tell us little else about their bearers. From the fact that someone is called ‘Grace,’ we can’t infer that they are graceful. Apart from the fact that most proper names are gendered, so parents don’t usually call a boy ‘Josephine’ or a girl ‘William,’ a person can be given pretty much any name from a very long list. General terms, on the other hand, cannot be applied arbitrarily. The word ‘tree’ can’t be applied to an egg; and the word ‘egg’ can’t mean a tree. That is because words like these, unlike proper names, have a definite meaning. But in Humpty Dumpty’s world, things are the other way round. Proper names must have a meaning, while any ordinary word, as he tells Alice later, means whatever he wants it to mean–that is, he can stick them on things the way we stick names on people. Playing Language Games With Humpty Dumpty Humpty delights in riddles and games. And like many other Lewis Carroll characters, he loves to exploit the difference between the way words are conventionally understood and their literal meaning. Here are a couple of examples.       ‘Why do you sit out here all alone?’ said Alice†¦..           ‘Why, because there’s nobody with me!’ cried Humpty Dumpty. ‘Did you think I didn’t know the answer to that?’ The joke here stems from the ambiguity of the ‘Why?’ question. Alice means ‘What causes have brought it about that you sit here alone?’ This is the normal way the question is understood. Possible answers might be that Humpty dislikes people, or that his friends and neighbors have all gone away for the day. But he takes the question in a different sense, as asking something like: under what circumstances would we say that you (or anyone) are alone? Since his answer rests on nothing more than the definition of the word ‘alone,’ it is completely uninformative, which is what makes it funny. A second example needs no analysis.            ‘So here’s a question for you{says Humpty]. How old did you say you were?           Alice made a short calculation, and said ‘Seven years and six months.’           ‘Wrong!’ Humpty Dumpty exclaimed triumphantly. You never said a word like it.’           ‘I thought you meant â€Å"How old are you?†’ Alice explained.           ‘If I’d meant that, I’d have said it,’ said Humpty Dumpty. How Do Words Get Their Meaning? The following exchange between Alice and Humpty Dumpty has been cited countless times by philosophers of language:            ‘†¦and that shows that there are three hundred and sixty-four days when you might get un-birthday presents––‘           ‘Certainly,’ said Alice.           ‘And only one for birthday presents, you know. There’s glory for you!’                 ‘I don’t know what you mean by â€Å"glory†,’ Alice said.           ‘Humpty Dumpty smiled contemptuously. ‘Of course you don’t–till I tell you. I meant â€Å"there’s a nice knock-down argument for you!†’           ‘But â€Å"glory†doesn’t mean â€Å"a nice knock-down argument†, Alice objected.           †˜When I use a word,’ Humpty Dumpty said in rather a scornful tone, ‘it means just what I choose it to mean–neither more nor less.’           ‘The question is,’ said Alice, ‘whether you can make words mean different things–that’s all.’           ‘The question is,’ said Humpty Dumpty, ‘which is to be master–that’s all’ In his Philosophical Investigations (published in 1953), Ludwig Wittgenstein argues against the idea of a â€Å"private language.†Language, he maintains, is essentially social, and words get their meanings from the way they are used by communities of language users. If he is right, and most philosophers think he is, then Humpty’s claim that he can decide for himself what words mean, is wrong. Of course, a small group of people, even just two people, could decide to give words novel meanings. E.g. Two children could invent a code according to which â€Å"sheep†means â€Å"ice cream†and â€Å"fish†means money. But in that case, it is still possible for one of them to misuse a word and for the other speaker to point out the mistake. But if I alone decide what words mean, it becomes impossible to identify mistaken uses. This is Humpty’s situation if words simply mean whatever he wants them to mean. So Alice’s skepticism about Humpty’s ability to decide for himself what words mean is well-founded. But Humpty’s response is interesting. He says it comes down to ‘which is to be master.’ Presumably, he means: are we to master language, or is language to master us? This is a profound and complex question. On the one hand, language is a human creation: we didn’t find it lying around, ready-made. On the other hand, each of us is born into a linguistic world and a linguistic community which, whether we like it or not, provides us with our basic conceptual categories, and shapes the way we perceive the world. Language is certainly a tool that we use for our purposes; but it is also, to use a familiar metaphor, like a house in which we live.
Saturday, November 23, 2019
The Root Causes of the American Revolution
The Root Causes of the American Revolution The American Revolution began in 1775 as an open conflict between the United Thirteen Colonies and Great Britain. Many factors played a role in the colonists desires to fight for their independence. Not only did these issues lead to war, but they also shaped the foundation of the United States of America. The Cause of the American Revolution No single event caused the revolution. It was, instead, a series of events that led to the war. Essentially, it began as a disagreement over the way Great Britain governed the colonies and the way the colonies thought they should be treated. Americans felt they deserved all the rights of Englishmen. The British, on the other hand, thought that the colonies were created to be used in ways that best suited the Crown and Parliament. This conflict is embodied in one of the rallying cries of the ​American Revolution: No Taxation Without Representation. Americas Independent Way of Thinking In order to understand what led to the rebellion, its important to look at the mindset of the founding fathers. It should also be noted that this mindset was not that of the majority of colonists: Only about one-third of the colonists supported the rebellion. One-third of the population supported Great Britain, and the other third were neutral. The 18th century is known historically as the age of Enlightenment. It was a period when thinkers, philosophers, statesman, and artists began to question the politics of government, the role of the church, and other fundamental and ethical questions of society as a whole. The period was also known as the Age of Reason, and many colonists followed this new way of thinking. A number of the revolutionary leaders had studied major writings of the Enlightenment including those of Thomas Hobbes, John Locke, Jean-Jacques Rousseau, and the Baron de Montesquieu. From these thinkers, the founders gleaned such new political concepts as the social contract, limited government, the consent of the governed, and the separation of powers. Lockes writings, in particular, struck a chord. His books helped to raise questions about the rights of the governed and the overreach of the British government. They spurred the republican ideology that stood up in opposition to those viewed as tyrants. Men such as Benjamin Franklin and John Adams were also influenced by the teachings of the Puritans and Presbyterians. These teachings included such new radical ideas as the principle that all men are created equal and the belief that a king has no divine rights. Together, these innovative ways of thinking led many in this era to consider it their duty to rebel against laws they viewed as unjust. The Freedoms and Restrictions of Location The geography of the colonies also contributed to the revolution. Their distance from Great Britain naturally created a sense of independence that was hard to overcome. Those willing to colonize the new world generally had a strong independent streak with a profound desire for new opportunities and more freedom. The Proclamation of 1763 played its own role. After the French and Indian War, King George III issued the royal decree that prevented further colonization west of the Appalachian Mountains. The intent was to normalize relations with the Native Americans, many of whom fought with the French. A number of settlers had purchased land in the now forbidden area or had received land grants. The crowns proclamation was largely ignored as settlers moved anyway and the Proclamation Line eventually moved after much lobbying. Despite this concession, the affair left another stain on the relationship between the colonies and Britain. The Control of Government The existence of colonial legislatures meant that the colonies were in many ways independent of the crown. The legislatures were allowed to levy taxes, muster troops, and pass laws. Over time, these powers became rights in the eyes of many colonists. The British government had different ideas and attempted to curtail the powers of these newly elected bodies. There were numerous measures designed to ensure the colonial legislatures did not achieve autonomy, although many had nothing to do with the larger British Empire. In the minds of colonists, they were a matter of local concern. From these small, rebellious legislative bodies that represented the colonists, the future leaders of the United States were born. The Economic Troubles Even though the British believed in mercantilism, Prime Minister Robert Walpole espoused a view of salutary neglect. This system was in place from 1607 through 1763, during which the British were lax on enforcement of external trade relations. Walpole believed this enhanced freedom would stimulate commerce. The French and Indian War led to considerable economic trouble for the British government. Its cost was significant, and the British were determined to make up for the lack of funds. They levied new taxes on the colonists and increased trade regulations. These actions were not well received by the colonists. New taxes were enforced, including the Sugar Act and the Currency Act, both in 1764. The Sugar Act increased already considerable taxes on molasses and restricted certain export goods to Britain alone. The Currency Act prohibited the printing of money in the colonies, making businesses rely more on the crippled British economy. Feeling underrepresented, overtaxed, and unable to engage in free trade, the colonists rallied to the slogan, No Taxation Without Representation. This discontent became very apparent in 1773 with the events that later became known as the Boston Tea Party. The Corruption and Control The British governments presence became increasingly more visible in the years leading to the revolution. British officials and soldiers were given more control over the colonists and this led to widespread corruption. Among the most glaring of these issues were the Writs of Assistance. These were general search warrants that gave British soldiers the right to search and seize any property they deemed to be smuggled or illegal goods. Designed to assist the British in enforcing trade laws, these documents allowed British soldiers to enter, search, and seize warehouses, private homes, and ships whenever necessary. However, many abused the power. In 1761, the Boston lawyer James Otis fought for the constitutional rights of the colonists in this matter but lost. The defeat only inflamed the level of defiance and ultimately led to the Fourth Amendment in the U.S. Constitution. The Third Amendment was also inspired by the overreach of the British government. Forcing colonists to house British soldiers in their homes infuriated the population. It was inconvenient and costly to the colonists, and many also found it a traumatic experience after events like the Boston Massacre in 1770. The Criminal Justice System Trade and commerce were overly controlled, the British army made its presence known, and the local colonial government was limited by a power far across the Atlantic Ocean. If these affronts to the colonists dignity were not enough to ignite the fires of rebellion, American colonists also had to endure a corrupt justice system. Political protests became a regular occurrence as these realities set in. In 1769, Alexander McDougall was imprisoned for libel when his work To the Betrayed Inhabitants of the City and Colony of New York was published. His imprisonment and the Boston Massacre were just two infamous examples of the measures the British took to crack down on protesters. After six British soldiers were acquitted and two dishonorably discharged for the Boston Massacre- ironically enough, defended by John Adams- the British government changed the rules. From then on, officers accused of any offense in the colonies would be sent to England for trial. This meant that fewer witnesses would be on hand to give their accounts of events and it led to even fewer convictions. To make matters even worse, jury trials were replaced with verdicts and punishments handed down directly by colonial judges. Over time, the colonial authorities lost power over this as well because the judges were known to be chosen, paid, and supervised by the British government. The right to a fair trial by a jury of their peers was no longer possible for many colonists. Grievances That Led to Revolution and the Constitution All of these grievances that colonists had with the British government led to the events of the American Revolution. And many of these grievances directly affected what the founding fathers wrote into the U.S. Constitution. These constitutional rights and principles reflect the hopes of the framers that the new American government would not subject their citizens to the same loss of freedoms that the colonists had experienced under Britains rule.
Thursday, November 21, 2019
It security Case Study Example | Topics and Well Written Essays - 750 words
It security - Case Study Example It largely depends on IT infrastructural resources and assets for the completion of its transactions and operations. The average users of the system include the IT administrators and the staff, most of which posses above average computer literacy. The staff basically requires a computer running on a UNIX platform networked to the company’s server especially those located at the satellite offices across the country. Security policy is the most crucial element of a company’s security program given that it entails all the rules and procedures that must be adhered in order to ensure information security; the integrity, confidentiality and availability of data 1. It is the policy of DechTech Solutions that information, in all forms, is protected from unauthorized modification, destruction or disclosure in order to ensure the integrity, confidentiality and availability of data to all the employees and the and other users. The Chief Information Officer (CIO) alongside the Information Security Officer (ISO) has the primary responsibility for the policy implementation and assuring compliance. They work closely with owners, user management and custodians in development and implementation of the security policies of DechTech Solutions. Their responsibilities include; the provision of basic support for users and systems, ensuring that DechTech Solutions security procedures, policies and standards are in place and are adhered to, the provision of advice to owners in the identification and classification of computer resources, performing security audits, advising system development owners in the implementation of security controls, providing employee security education and providing regular reports DechTech oversight committee on information security. Information owner, the manager responsible for the creation of information and is usually the primary user1, is responsible for authorizing access and assigning
Tuesday, November 19, 2019
World Trade Organization Essay Example | Topics and Well Written Essays - 500 words
World Trade Organization - Essay Example As an business community organization, its main focus is set upon creating a uniform set of trade rules between nations that will ensure a smooth, efficient, trustworthy, and assured business transaction among member nations. As an advocate of free and global trade, WTO gives consumers the opportunity to have a greater market for demand and choice of various products as imported from various nation suppliers. The end result, as the organization envisions it, is supposed to be a more balanced, prosperous, peaceful, and accountable economic world. Balance and accountability in the economic world... That statement carries a tremendous weight in the WTO. As such, the organization also functions as a dispute settler among its member countries in relation to their trade agreements. To quote: Trade friction is channelled into the WTO's dispute settlement process where the focus is on interpreting agreements and commitments, and how to ensure that countries' trade policies conform with them.
Sunday, November 17, 2019
My Antonia by Willa Cather Essay Example for Free
My Antonia by Willa Cather Essay Based on the novel, Jim Burden’s observation of Antonia and even the way he looks at her and interacts with her, it seems clear that he loved Antonia. He did not pursue her, however. Jim spent his childhood in his grandfather’s house in the prairie and spent a lot of time with Antonia. Eventually, in the second book, he spends more time with Antonia and also with the girls working in town. It is at this time that he notices the sexuality of Antonia. Hence, his descriptions of Antonia, and later of Lena, become charged with sexuality. Jim Burden’s relationship with Antonia remained platonic first, because Antonia put emphasis on the four years difference they had and looked down at Jim as her junior. Hence, Jim felt that Antonia looked down on him as a child. When he turned his attention to Lena Lingard, she decided to toy with the young man’s feelings. Antonia had to intervene to prevent Jim from being heartbroken. The relationship between Antonia and Jim remained platonic, at least on the surface. Jim did not see through the defenses set up by Antonia to prevent their being linked romantically together. But since Jim turned his attention to Lena, Antonia felt that she should protect the emotions of Jim. Jim and Antonia are connected with the threads of childhood and of the friendship of growing up together. But Jim, being an orphan and a man, has to study and pursue his dreams for himself. His education and the very act of pursuing his dreams stand in the way between him and Antonia. Years later when he goes back and finds Antonia with her husband and her ten children, he feels affectionate to them yet he adds a wistful longing by saying that Antonia and he â€Å"possessed together the precious, the incommunicable past. †In the end, that was what they shared together. Works Cited Cather, Willa. My Antonia. New York: Houghton Mifflin Company, 1954.
Thursday, November 14, 2019
Gays, Lesbians, Bisexuals and the Media - Lesbians on TV :: Media Argumentative Persuasive Argument
Lesbians on TV: Illusion of Progress            When television first appeared back in the 1940's, times were very different. What we would consider completely normal today would have seemed quite taboo just a few decades ago. For example, in 1953, Lucille Ball was not allowed to say the word "pregnant" while she was expecting baby Ricky and it wasn't until the 1960's show Bewitched, that we saw a married couple actually sharing the same bed. Considering how conservative the television networks were back then, it is not hard to deduce that something as controversial as homosexuality would be far from discussed or portrayed at any level. It was only in 1973 that television premiered its first homosexual character. Over the next three decades the emergence of gay and lesbian characters in television has increased and decreased as the times have changed. Due to the resurgence of conservatism that came back in the early 1980's, homosexual topics were again reduc ed to a minimum. Since that time though, as many people can see, there has been a rise of gay and lesbian characters on television. One might think after a first glance at the previous sentence that there has been progress among gay and lesbian communities to have a fair representation in the media.  However, if one looks hard at the circumstances surrounding their portrayal, many people may start to believe that if there has been any progress then it has been quite minimal. In the 1990's there has been what is called a "normalized movement"(Warner 41). This so-called movement has permeated into all aspects of the Gay and Lesbian movement's agenda. It has become increasingly clear in the realms of the media such as television, movies and magazines. The major objective for the proponents of this movement is to make the homosexual seem "normal." This would be done by not focusing on the sexual nature of the homosexual. Since their sexual behavior is considered deviant by society, any outward expression of it will be looked down upon. So, it has been the goal of some leaders of the movement as well as those who control the media outlets to separate the identity and sexuality of the homosexual as far as possible.
Tuesday, November 12, 2019
In what ways where the lives of people living at home affected by World War One? Essay
World War one began in 1914 when Great Britain declared war on Germany, this war was different to all previous wars for several reasons; it was the first war, which involved so many nations, and also where people at home were affected very greatly indeed. The war affected everyone, not just the soldiers, for the first civilians were killed or injured by German Zeppelins, which were able to fly over to Britain and actually drop bombs on the country. Propaganda was used greatly to influence the way that British people thought about the enemy and it was this key factor, which kept the British people against the Germans. Despite all the negative aspects and outcomes of the war, governments knew that to stand a chance of winning the war they had to invest more money into improving technology and the war was responsible for many technological and medical advances, these advances include the mass-production of the wireless and the discovery of penicillin. As a result of the conflict and the majority of men going off to fight, the role of women improved dramatically, from being the typical housewife and being subject and expected of a very domestic lifestyle, they found that during the war they had to take over the men’s roles, which involved them going out to work in factories and producing munitions. Throughout this essay I am going to look at various areas, as to how and what extent the people on the home front were affected by the war. Section A is very useful as it delivers various sources, secondary and primary and tells in detail the initial impact of the war 1914/1915. Source A1 clearly tells us that WW1 was the first war to affect Britain at home and this is very valid, the source also tells us about the severe increase in political control, the government passing the Defence Of the Realm Act (DORA) in August 1914 which increased the government’s control over the population, to get the most out of the people for the war effort. There was systematic and indeed, deliberate propaganda to influence people to help in the war effort by broadcasting (in cases) mindless nationalism, and this propaganda utilized children a lot to appeal to the people and showed that the Germans soldiers were not doing their job and they enjoyed killing, this infuriated the public and so almost everyone was up for war against Germany. Along with these large scale impacts were minor and social impacts including the cancellation of Bank Holidays and Bonfire Night. This source is secondary evidence, from a British History textbook; it will be well researched and contains factual information rather than speculation based on opinion. Source A2 is a very famous recruiting poster, which was issued in 1914, so therefore it is a primary source, and its purpose was to provoke a response – join the army. The key signifier/central image of the poster is an image of Lord Kitchener and in bold letters at the top of the page it says â€Å"BRITONS†, this is to display loyalty, nationalism and indeed, patriotism. The content of the source is stern and commanding, which instructs the British people to â€Å"do their duty†. At this time it was voluntary, rather than compulsory to join the army, whereas later the government made it compulsory to sign up. Source A2 (ii) delivers a blunt message towards men who didn’t want to participate in the war effort by going off to fight in the trenches. It blatantly displays a man being questioned by his children, and uses the children to appeal to the conscience of British men to make them feel cowardly and disloyal. The government used this type of psychological propaganda to influence people’s thoughts and minds and this created a large impact on their lives. This source is linked to A3 in terms of content, source A3 is a statement which puts psychological pressure on men from parents, peers and in fact, everyone. It states that the consequences would be more severe if they were to stay at home. It shows the effect of propaganda and its enormous impact on people’s lives. Source A4 is a photograph taken outside Southwark Town Hall, December 1915. It is linked to propaganda, and indeed, could be a form of propaganda in itself – as it is a photograph, it could also be set up, everyone seems happy, optimistic and enthusiastic, and this could create pressure on the men from a social aspect despite the fact that all the enthusiasm could only be superficial. The different hats in the photograph represent different social background – the flat hats represent working class and the bowling hats represent middle class, the photo shows definite unity between the classes, they are all merged together and creates an idea of confederacy within society itself. However this could again be superficiality. This section clearly shows that support for the war is very great; the section barely mentions opposition, which is demonstrated in source A6. This shows clearly that there is opposition to the war, although this opposition is a great minority. The source tells of one group of opposition, the â€Å"Women’s International League†. As time went on, this group increased in size. Most were upper class and middle class. They provided peaceful demonstrations by publishing pamphlets and leaflets, and held meetings to try to persuade other women to support them. This is secondary evidence, which has been compiled for a history textbook, so it has obviously been researched very thoroughly and is, therefore, going to be very reliable. Section A shows the initial impacts of the war and shows that the degree of impact was very great especially in the short term and shows that support for the war is very great, however it also tells us that as the war dragged on more and more people began to oppose the war. The section shows a great amount of psychological pressure that was put on the soldiers and the tightening of control over the country that the government had, and how its use of propaganda was able to win over and effectively indoctrinate the minds of the populace. Section B is very revealing, and it displays key and significant impacts towards Britain featuring propaganda, which influenced the way people felt towards the Germans. This section is very important in terms of the impact of the war on people, for example, food rationing and the great medical and technological exaltations. Source B1 (i) clearly shows that coal mining was very important, the government set up a railway committee, which controlled and organised all the country’s railways – coal was needed to run the trains and to effectively run the war, therefore, the government ensured that coal miners did not go out to fight the war and they were told that mining coal was as important as fighting. Source B1 (ii) blatantly demonstrates the effect the U-boat activity had on British citizens – the fact that there was an increase in U-boat activity meant that British supply ships were sunk very often, thus there were great food shortages, which led to food rationing. The people at home had to be fed and the soldiers fighting abroad had to be fed too, this left the government in a bit of a predicament. Food rationing began in 1917 so people had just about enough to eat, this food rationing was brought about by the government to allow them to control the amount of food eaten by the people at home so that if vessels containing food were sunk then it would not have a very great impact on British people at home. The government controlled the price of food such as bread and potatoes. Due to this food rationing, national health was generally not as good. B1 (iii) is clear and shows how the war led to great medical and technological advances. As doctors and surgeons had to treat thousands of injured men, they had to try out new ideas and techniques; penicillin was discovered by Alexander Fleming, which solved the problem of infection of deep wounds. Due to the war, technicians developed planes to fly faster, further and higher, and were also equipped with weaponry to fight. By the time the war was over, aircraft were the epitome of the times technology and hundreds of young men were able to fly planes. Chemicals were used greatly during the war for creating poison gas and high explosives; these techniques were then used in peacetime for medicine, photography and various other useful establishments. Corporations such as Marconi prospered after the war because of during the conflict they had to produce thousands of wirelesses for the forces and after the war there was great demand for the devices. The war led many medical and technological advances, which is quite ironic considering the nature of the conflict, and these advances were positive, i.e. cures for illnesses and new ways to store blood. A very great impact on peacetime Britain and a long-term impact in terms of medicine and most areas. The source is an extract from â€Å"Modern World History†textbook; therefore it is reliable, as it has been researched thoroughly, although it only shows positive aspects of the war. Source B2is an extract from â€Å"Modern World History†, a textbook that has been researched thoroughly and is reliable. The source clearly demonstrates the impact of propaganda and how it influenced the minds of the British people and portrayed a negative view of the Germans. Many people believed this government propaganda, and as a result Germans living in Britain faced discrimination. Impact was very great in business sectors and many shopkeepers refused to sell German products, the same ideas were present in cafes and restaurants, and the fact that The Royal Family changed their name from a German name to an English name shows how profound and great the impact of anti-German hysteria was. Nationalistic mobs attacked and ransacked shops owned by Germans in some of the major cities in Britain; only a few of the rioters were arrested and those that did were very lightly punished, this shows that the authorities turned a blind eye towards this extreme right wing nationalism. Germans living in Britain were taken away and put into camps until the war was over, for their safety, apparently. The second part of B2 is a photograph that clearly shows anti-German feelings. It shows a mass of people attacking a German shop and this photograph alone shows that the government’s propaganda has worked. Source B3 is secondary evidence written by Robert Roberts, he tells us about better conditions for children as a result of war. He states that by late 1916 children looked better fed, this could be ensued by the fact that there were numerous technological and medical advances during the war. However food shortages were very real and it seems quite hard to comprehend how slum children were becoming better nourished – this could be down to the rationing, giving them a chance to actually have more than they normally have. The source is questionable towards its reliability; the source is secondary, published in 1971. Source B4 (ii) is a political source and shows that the Labour Party benefited in 1916 when Lloyd George formed his war cabinet – they stressed at the same time that labour had no responsibility for the pre-war diplomacy that had led them to the war. Labour prospered because of the war. The same cannot be said for the Liberal Party – many principles of liberalism had to be abandoned such as free trade and voluntary military service. And the public image was damaged by the split between Lloyd George and his followers and the followers of Asquith, which resulted from Lloyd George’s appointment as Prime Minister. The source is secondary evidence derived from the book â€Å"A History Of Wales†1993 – the source is retrospective, although may not be perfectly accurate and correct. Overall section B is very revealing as it shows the impact the war had on health and medicine – the discovery of penicillin was a significant aspect which solved many problems, the government’s increase in control, such as propaganda and food rationing which influenced the way British people thought and acted. There were many political changes, such as the appointment of Lloyd George as Prime Minister and there was many technological advances i.e. the advancement of aircraft. Section C is helpful because it shows the changing roles of women and work and reveals the impact of the war on women in the short term and long term. Source C1 shows the importance of women on the home front; prior to the war women had been campaigning to get the vote. When the war began, they stopped their protests. Women were needed to support the men and keep their spirits up – they handed out white feathers to the men to encourage them to go out and fight. As most men were in France, fighting in trenches, businesses found themselves short of a solid workforce, so the women took over the jobs, which had been left behind by the men. Some women took over their husband’s jobs, such as grave digging and blacksmiths, whilst others took over jobs directly linked to the war, such as ambulance driving and nursing – many even worked at the front, although far more went to work in banks, offices, and especially, factories where they produced munitions to aid the soldiers and ensure that the troops had a constant supply of weaponry and ammunition. In many cases, women did jobs that had never been done by a women before 1914, this increased women’s confidence and independence significantly. Source C2 is very important in terms of its contents, it states that women played a decisive role in the war effort, the women have been greatly affected by the war, as they are doing jobs which they had never done before the war started. People were also unsure of the future role of women after the war. The source is part of a speech made by Herbert Asquith in the House of Commons in 1917, when he was Prime Minister; in this speech he is clearly saying that women deserve the vote, whereas before the war he had been against women gaining the vote, a great reversal of opinion. Because the Prime Minister had changed his opinion, women received the vote in 1918; it was the war that was a crucial turning point for women to finally gain political equality. Source C3 shows social changes in the lives of women. The attitudes and behaviour of women changed significantly, this change was in towns and cities mostly. These changes were inflicted by an increase in confidence and independence; they began to go out to the theatre and they were affected by fashions. There was a great change from the fundamental lifestyle they’d previously been following. The source is from a report in the Daily Mail – primary evidence. It can be linked with source C8 that clearly shows that women faced many social and sexual changes as a result of World War One. There was a kind of revolution in the lifestyles of women, they began smoking in public and going to pubs with other female friends. They also began to buy their own drinks, which had been uncommon before the war. Source C8 is very reliable as it has been thoroughly researched and published by Louise Black – a very renowned historian. Source C4 is a selection of extracts from various history textbooks and, therefore, is likely to be quite reliable. David Evans tells us that women underwent many social changes and traditional areas of work for women changed. There were also changes in what was expected of women – whereas before the war it was often considered unbecoming for a woman to work, during the war it was considered unpatriotic for them not to. Sarah Davies states that the war was a key point in women gaining independence, which is a valid interpretation and women broke through the barriers, which had confined them to their homes. Dudley Woodget clearly points out that one of the most revolutionary changes of the war was the participation of women in the war effort – upper class women took part in the war effort and did their patriotic duty. These sources are all quite accurate and offer valid interpretations that are reliable. Source C5 is a poster issued by the government during the war, however no date is given. The source is clearly propaganda trying to encourage women to take part in the war effort, and make munitions. The woman is the central image on the poster and she is wearing a uniform, which indicates she is important, in the background there is a soldier waving approval, this shows that women would gain respect and it would entice them to take part. Source C7 is clear in its intentions that explain and perhaps even exaggerates the â€Å"revolution†. The war revolutionized the industrial position of women – they had to take part in the war effort. The source also shows that men’s attitudes towards women’s abilities changed dramatically, and people were made aware of the intelligence and abilities of women. Overall, section C is very informative and displays clearly how the attitudes of women and indeed, towards women changed. There were great changes socially and politically. The war gave women the opportunity to use their abilities and be noticed by society, and obtain equality as citizens. In Britain they obtained the vote in 1918 for women over 30, this was however still not equal with men, who were able to vote at 21. Section D provides a lot of information on the deeper, more profound effects of the war, such as women gaining the vote and the economic impacts of the war. Source D1 (ii) is primary evidence and is a report from the â€Å"Daily Sketch†(December 1917) it is a report about women over 30 gaining the vote, so, therefore, benefiting. This source shows that political and public opinion had changed dramatically. Hypothetically, before the war women would not have gained the vote. The majority, which proved â€Å"surprisingly big†, shows this immense change in opinion. Source D2 shows the long term, deeper, more profound impacts of the war; the death of nearly 750,000 British service men. Most of these deaths were young men aged between 18 and 25. These deaths were tragedies for their families. The long-term effects included children growing up without fathers and widows growing old without husbands. The men who died or were severely injured and left disabled could have grown up to become talented professionals e.g. doctors and mechanics. This generation of men is often referred to as the â€Å"lost generation†, which shows how deep the impact really was. Source D4 shows the economic impact, a general change in the outlook of the economy. Domestic servants were hard to come by – their number had halved during the war. D5 shows the psychological impact of the war on the next generation. It clearly tells of how the dead would never return and the entire nation, and indeed most of the world would have to live with that. It highlights the feelings of those left behind and how they were affected. The source is remembered by Vera Brittain, who worked as a VAD in France, the source is useful because it shows the feelings of those who stayed behind and lost people they knew. Source D7 is very useful. It shows, how in the latter stages of the war, people began to realise the actual amount of casualties and the horrifying conditions the soldiers faced. The disillusionment of patriotism and romantic hero-worship of the early years and given way to the reality. The source is from the Scottish Record Office and is a trustworthy and accurate description of the latter stages of the war. Source D8 shows how newspapers responded to the end of the war – patriotism is shown and the front page is composed entirely of pictures. Flags are present, showing nationalism. This is primary evidence – November 12, 1918. Overall section D is very useful as it shows the long-term effects and indeed, the psychological effects and lasting impact that the war had on those who lost people they knew and on the next generation. It is clear to see that the war had a great impact on the lives of the people at home. This impact was spread across several areas. Some of these effects were on women – they gained independence and were the closest they had ever been to political equality with men, as they gained the right to vote. The lives of the British people on the home front were affected greatly by the food rationing and the use of propaganda influenced the way the people acted and thought towards German people, Germans living in Britain became the victims of discrimination and their establishments (such as shops and houses) were ransacked. To say the least, the greatest impact of the war was the loss of thousands of men and this impact not only affected the people on the frontline and the home front but it would effect countless generations afterwards.
Saturday, November 9, 2019
Child Psychology Services (Part 3) Essay
Explain different types of bullying and the potential effects on children and young people. Bullying and the fear of bullying are major worries for many children and young people. The victims of bullying are usually different in some way from the bully; the differences may be as simple as a different physical characteristic or being seen as a ‘swot’. Bullying can be specific. The basis for the bullying can be one or more of the following forms: – Physical (pushing, kicking hitting, pinching and other forms of violence or threats). – Verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing). – Emotional (including not speaking to and excluding someone, tormenting ridicule, humiliation). – Cyber-bullying (the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else). Bullying can be carried out by one person against another, or by groups of people ‘ganging up’ on a person. Bullying is not always delivered as a personal face -to- face attack, but can also be delivered through technology. Potential effects of bullying can be; – Threatened or attempted suicide. – Depression. – Running away. – Low self esteem. – Isolation. – Shyness. – Poor academic achievement. There are many reasons and possibilities as to why people bully, most of the time it’s because the victim is different in some way. Below are some of the differences why someone might be bullied: – appearance (e.g. hair colour or style, height). – Race. – Religion. – Nationality. – Sexual orientation. – Being jealous. Both males and females are capable of carrying out a vicious attack such as bullying on others. Some bullies only do it to uphold their reputation and look ‘hard’. Many bullies only bully others out of jealousy and many of the people who have been bullied go on to do great things with their life, like some famous people who have been bullied. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place. All schools are required by law to have anti-bulling policies in place but these vary in how they are worded and the subsequent actions that need to be taken. Schools must also have policies to encourage good behaviour and respect for others on the part for others on the part of pupils. The Department for Education is clear that no form of bullying should be tolerated. Bullying should be taken very seriously; it is not a normal part of growing up and it can ruin lives. The current anti-bulling guidance for schools, Safe to learn: embedding anti-bulling work in schools, was launched in September 2007. Explain how to support a child or young person and/or their family when bullying is suspected or alleged. When dealing with someone who is being bullied it is important to remember that they will be very upset although they may not show it on the outside. If they have managed to get up the courage to talk to you then they need to know you will take the problem seriously. In the case of an older child, it is a good idea to ask them to write down exactly what happened and who was there so that you can speak to other people. The more information you have, the better you will be able to deal with the problem and the faster you can sort out exactly what happened. Reassure the victim that you will be back in touch with them as soon as you have completed your investigation and that if there are any more problems in the meantime they must let you know immediately. Supporting the family Parents can find it very hard to know how to help their child if they are being bullied. Some parents will have to cope with the news that it is their child who is a bully. You need to know how to support parents in both these cases. Listen to parents; let them explain how they are feeling. Direct them to useful information so that they can start to think how to support their child. Explain how to support children and young people’s self-confidence and self-esteem. Children and young people who are: – Assertive. – Self-confident. – Self-aware. – Have high self-esteem. Are less likely to be vulnerable to abuse. A child who has high self-esteem will do better in many aspects of development. Self esteem can be supported by: – Giving lots of praise and encouragement. – Encouraging independence and choice, with many opportunities to try things out. – Teaching children how to be assertive (this means having their own needs met but still respecting those of others). – Encouraging cooperation, respect and tolerance between children, and giving a positive example yourself. Analyse the importance of supporting resilience in children and young people Resilience is the ability to deal with the ups and down of life and is based on self-esteem. The more resilient a child is the more they will be able to deal with life as they grow and develop into adulthood. Many factors can positively affect a child’s resilience: – Secure early attachment. – Confidence of being loved by family and friends. – Good sense of self-identity. – Ability to act independently. – Confidence to try new things. Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety. The important thing for all children to remember is that they should never feel uncomfortable about someone they are with or something being done to them. Children and young people need support to be able to keep them safe. It is important to be available to talk with children about any concerns they may have. If they are upset by a reported case of abuse, then you should be as reassuring as possible. You should stress that almost all children lead safe and happy lives and only very few adults want to hurt children in any way. Using correct anatomical language, at a level appropriate to the child, is important when you are talking about bodies. Simple, age-appropriate sessions, linked to other activities, on how the human body works help children to understand what their bodies can do and raise awareness of what is normal and what is not. Sessions on ‘body maintenance’ should be an integral part of children’s education, not just to warn them of the danger of misus e. The Keep safe Code produced by Kidscape is an effective way of getting across the message about personal safety to young children. Older children need more detailed information such as: – Lessons on normal sexual function, related to adult behaviour (relevant to your setting’s policy. – Information about misuse of their bodies, through smoking, alcohol and illegal drugs. – The risks of HIV and other sexually transmitted infections (Chlamydia, herpes, gonorrhoea, etc.). Help from other organisations Organisations such as Kidscape, Childeline and the NSPCC can help with information and guidance on these topics. It is important to use them properly and be sure that information is accurate and used to their best effect. Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety. Children and young people need to be empowered to keep themselves safe. Children will always push boundaries and take risks – that is how we all learn. Your role is to manage those risks without taking away their independence. When they are empowered, and can make their own choices, they are able to do things alone and without supervision.
Thursday, November 7, 2019
Second Chances to Make a Sure Thing Essays
Second Chances to Make a Sure Thing Essays Second Chances to Make a Sure Thing Essay Second Chances to Make a Sure Thing Essay Essay Topic: Sure Thing The symbolism of the bell signifying a fresh start, a true chance to have a clean slate and create your own destiny, was brilliant in my eyes. One of my favorite lines in the play was definitely when Bill said, You have to hit these things at the right moment or its no good (1121). Sure Thing by David Ives The Play Sure Thing from David Ives examines the endless variations of boy meet girl and the ensuing pick up lines. The central theme throughout the play displays a few varieties of a possible conversation that end with a ringing bell that symbolizes a fresh start and a second chance to make a good impression. The swift conversations begin in a coffee house with the two main and only characters are Bill and Betty. From the beginning till the end of the play one can see a series of pick up lines, from a man to a woman sitting in a coffee shop reading. The lines start out short and rapid with an equivalent short response from the woman. Similar to a boxing match, two people on a date consistently bounce around calculated prose between each other, trying to figure out the opponents â€Å"weaknesses. This notion manifests itself in literature in such works as David Ives play Sure Thing, a piece employing rapid-fire lines between a guy and a girl getting to know each other. However, this theme is not always prevalent in positive dialogue, as in Tennessee Williams A Street Car Named Desire, Blanche and Stanley do not go on a date or enjoy any romantic dialogue, but fight each other for supremacy of the house and Stellas affection. Although a boxing rhythm is being imposed on Sure Thing, the per sistent fighting between Stanley and Blanche in A Street Car Named Desire can be interpreted to have a similar rhythm. Although these two texts are seemingly opposite in mood and plot, the â€Å" boxing rhythm†bridges this chasm through the rhythm of the dialogue between these characters. In Ives’ Sure Thing, a guy, Bill, and a girl, Betty, â€Å"duke it out†in an attempt to get to know each other and, ultimately, fall for each other. In order to do this, they deliver quick one-liners between each other, similar to the spasmodic jabs of a boxing match. Of course, there is no observable or salient evidence of boxing within the text, but the rhythm of the dialogue can be inferred to mimic the motions of a boxing match. The dialogue is quick, decisive and succinct, similar to the jabs and steps a boxer uses in a fight. There are several questions repeated as well, as the guy or girl has, in effect, stopped the rhythm and said the wrong thing. For instance, in one vignette Betty asks Bill about his love life and the dialogue is punctuated by the sound of a â€Å"bell†which further reinforces the boxing theme: Bill: That’s a very nice offer, but†¦ Betty: Uh-huh. Girlfriend? Bill: Two, actually. One of them’s pregnant, and Stephanie- (Bell). Betty: Girlfriend? Bill: No, I don’t have a girlfriend. Not if you mean the castrating bitch I dumped last night. (Bell). (Ives 13) In this excerpt, the dialogue is quick and succinct, like the punches thrown in a boxing match. This couple takes â€Å"jabs†at each other through discourse instead of physical punching. Every time a round is over, the bell rings, illustrating a dead-end for the dialogue between the Bill and Betty. Theses â€Å"rounds†are prevalent in A Street Car Named Desire between Stanley and Blanche, despite not being a couple or mutually interested in each other. With the apartment serving as the backdrop for this â€Å"fight†, Stanley and Blanche box it out while the rest of the characters are sometimes relegated to spectators throughout the story. Similar to Sure Thing, there is no tangible â€Å"boxing ring†or anything having to do with boxing. Instead, Williams injects this rhythm within the dialogue between these characters, creating a stylistic counterpoint of aggression, violence and adultery. In fact, Stanley and Blanche drive the Streetcar Named Desire through the play, dishing out vitriol, lust and suspicion at each other. Blanche is a glamorized though disillusioned woman. She creates fabrications and chimeras of a grandiose life around her to supplant her actual circumstances. Stanley is the epitome of machismo, interested in only the basic pleasures, which are parallel to what a simple animal enjoys. Stella, Stanley’s wife, is the mediator between Blanche and Stanley, though she ultimately fails in preventing these two from verbal or, later, physical violence. Essentially, Blanche instigates the â€Å"fight†by entering the apartment and trying to usurp Stanley’s reign, which is partly comprised of Stella’s love and attention. Without even seeing Stanley, Stella immediately sizes him up and subscribes to the idea that the Polish areâ€Å" not so-high-brow†(23). There is a dialogue between Stanley and Stella about Stanley, stating: Stella: Stanley is Polish, you know. Blanche: Oh, yes. They’re something like Irish, aren’t they? †¦Only not so-highbrow? †¦Is he so-different? Stella: Yes. A different species†¦He’s on the road a good deal. Blanche: Oh. Travels? Stella: Yes. Blanche: Good. I mean-isn’t it? (Williams 23-25) Blanche already throws a â€Å"low punch†at Stanley’s credibility without him even knowing. She is even more motivated by the fact that he travels sometimes, which could give her many opportunities to sulk to Stella about her problems and slowly disintegrate Stanley’s control of the apartment. Throughout the play, she continues to harp on Stanleys qualities, for instance, pointing out that she has not â€Å"noticed the stamp of genius even on Stanleys forehead†(Williams 50). However, Blanche has suffered a loss of wealth and of dignity, all the more reason why she would look for comfort in her â€Å"precious little sister†, who is given the task of maintaining peace between the two. Before Stanley is due to meet Blanche, Stella becomes a â€Å"referee†, asking her husband to â€Å"Try to understand her and be nice to her†¦and admire her dress and tell her she’s looking wonderful. That’s important to Blanche, its her little weakness†(Williams 33). Like any good referee in a boxing match, Stella can anticipate harmful friction between Stanley and Blanche, so she has prepared several â€Å"rules†for Stanley to follow. She has already told Blanche to view Stanley as he is and to not contrast him to other men. Since the rules have been told to each fighter, what remains to be seen in the play are the actual punches thrown between these two passionate characters. In the first match between these two, Stanley confronts Blanche about the documents of her lost estate, Belle Reve. However, Stanley starts by noticing the expensive furs that are in Blanche’s suitcase: Stanley: It looks like you raided some stylish shops in Paris†¦What does it cost for a string of fur-pieces like that? Blanche: Why, those were a tribute from an admirer of mine! †¦Oh, in my youth I excited some admiration. But look at me now!.. I was fishing for a compliment Stanley. Stanley: I don’t go for that stuff†¦Some men are took in by this Hollywood glamour stuff and some men are not. Blanche: You’re simple, straightforward and honest, a little bit on the primitive side I should think. (Williams 38-40) Stanley begins to interrogate Blanche about her assets but Blanche counters with shifting the focus onto his primitive side. She delves into his personal life, scrutinizing every piece for something to hold against him. Blanche wins this round because she avoids talking about Belle Reve, circumventing the issue by changing the focus several times from Stanley to her lost love. In focusing through the imposed â€Å"boxing†lens used in Sure Thing, an innovative perspective can be formed. The boxing rhythm is evident through the dialogue, as Blanche and Stanley swing one-liners back and forth at each other, which are tantamount to the small jabs thrown at the start of a fight. In this case, the â€Å"bell†that breaks up the fight is a combination of the sultry blues piano outside and Stanley leaking out the news that Stella is having a baby. The second round, though brief, illustrates who dominates the apartment and Stellas love. While Stanley is playing cards with his friends, Blanche decides to turn on a radio. Stanley angrily turns it off, but Blanche has the audacity to turn it back on. Similar to an boxing match already a few rounds in, both fighters go back and forth at each other until one of them is able to break the repetitive chain of â€Å"punches†and take a different approach. Stanley chucks the radio out the window, and charges after Stella. Blanche is defenseless as she is shocked at this display of â€Å"lunacy†. Stanley defeats Blanche in this round because he dictates the rhythm of the house through controlling the radio. In the same instance, he takes control of the match between himself and Stella, reminding Blanche who rules the apartment. Any pleasure that Blanche could have enjoyed in the apartment is thrown out the window along with the â€Å"radio†, the only other piece of evidence of an outside world in the apartment. Blanche has a penchant for music, so when Stanley discards the radio and slightly damages it, he is also inadvertently â€Å"knocking out†Blanches hope for an invigorating, or at the very least peaceful, stay at the apartment. Blanche bemoans her sisters submissiveness to Stanley and tries to entice her sister to leave Stanley, stating: Blanche: Weve got to get hold of some money, thats the way out. Blanche: Stella, I cant live with him! You can, hes your husband. But how could I stay here with him, after last night, with just those curtains between us? Stella: Blanche, you saw him at his worst last night. Blanche: On the contrary, I saw him at his best! What such a man has to offer is animal force and he gave a wonderful exhibition of that! But the only way to live with such a man is to- go to bed with him! And thats your job not mine! I have to plan for us both, to get us bothout! Stella: You take it for granted that I am in something that I want to get out of. Williams 68-69) Blanche assumes that how she feels about Stanley is tantamount to how Stella feels. Although Blanches arguably has good intentions since she loves her sister Stella, Blanche has only lived in the apartment for a day and does not take into consideration that Stella enjoys her life with Stanley. Blanche cannot believe that the â€Å"referee†is allowing this display to go on, of which Blanche did no t expect to encounter when she entered â€Å"the ring†. As a boxer, Blanche feels that she is â€Å"against the ropes†in the boxing ring, which is Stanleys apartment. She has nowhere to run and is trapped within the confines of an apartment, which entertains drunken rages and violent fighting, all of which are orchestrated by Stanley. The final round between these two passionate â€Å"boxers†comes when Stanley and Blanche are left alone in the apartment, as the opportunity to privately â€Å"duke it out†rises when Stella is about to have the baby. Since these â€Å"boxers†are beginning to understand what instigates the other, Stanley goes right for Blanches weakness, which are the web of lies and illusion she spins around herself and the apartment: Stanley: As a matter of fact there wasnt no wire at all! Blanche: Oh, oh! Stanley: There isnt no millionaire! And Mitch didnt come back with roses cause I know where he is- Blanche: Oh! Stanley: There isnt a goddamn thing but imagination! Blanche: Oh! Stanley: And lies and conceit and tricks! (Williams 127) Stanley gives blow after blow to Blanche, while her only defense is an â€Å"oh†. Stanley has reached up and dragged Blanche down from the skies of disillusionment and shaken her back down on the very grounds of reality from which she recoils. As illustrated, Blanche consistently dreams out alternative lives she feels she could have had or may still have the potential to live out. This emotion is similar to the rapid-fire dialogue in Sure Thing, which Williams employs to hasten the emotions between the two principal â€Å"boxers†. The blue piano sneaks into the dialogue to provide an ironic romantic quality to this dispute, as throughout the play it romanticizes certain scenes but arguably serves as a device for escalating passion. With the â€Å"blue piano†playing softly in the background, Stanley decides that Blanche would not â€Å"be bad tointerfere with †(Williams 129) and Stella is raped by reality, as Stanley takes control of her and the illusions in the house, dispelling the lies through this vulgar act. Blanches dreams and faculties are â€Å"knocked out†by Stanleys animalistic desires and fervor for reality. Between these two texts, a â€Å"boxing rhythm†can be construed and used as a lens to dissect the two principle relationships from each piece. In Sure Thing, this rhythm is tossed with finesse between two people who ultimately go on a date. However, in A Street Car Named Desire, diametrically opposed events occur, as Stanley and Blanche’s rhythm escalates the aggression between the two of them. The jabs become more calculated and result in a rape, which leaves Stanley seemingly the winner of the match. Nonetheless, while Blanche does go away to a mental institution, Stanley is left with a beleaguered wife, suspicious neighbors, poor living conditions, a baby, and no one to come and save him. The Purpose of the Bells in Sure Thing by David Uploaded by sls465 on Apr 18, 2007 The Purpose of the Bells in Sure Thing by David Ives David Ives’ Sure Thing is a play in which comedy and fantasy is combined to entertain the reader in a way never done before. A typical, everyday conversation between two strangers is taken to new possibilities through a neat device that Ives has concocted. It is through this stroke of genius that gives the reader a sense of fantasy and comedy all at once. By use of a bell, Ives reroutes his characters conversations so that they can be played over and necessary changes may be made. It is this thought of a bell, which takes the characters â€Å"back in time†, that makes this play what it is. Imagine being able to go back in time whilst in the middle of a conversation in order to make a correction in something that was said. Now think of the power that one could obtain by simply changing their response to a statement posed. The outcome would be that of enjoyment from both sides. There would be no arguments and nobody’s feelings would get hurt. Now lets get back to real life. Ives takes this otherwise common place, and makes it funny and satirical by throwing bells into the mix. These bells, during the occurrence of the characters conversation, represent a wrong answer, if you will. They refer to a statement that was made that might have turned the other person â€Å"off†, and, after a bell sounds (Bell. ), the characters are back into their conversation as if nothing has happened. So what is being said about the characters by the constant ringing of the bell? If the characters in the play represent your everyday boy and girl, then this play might be warning people to not go out and try to find love any time soon. The constant ringing of the bells is funny in a satirical way. It is pretty much stating, in a sense, that people are too picky. If this play was set in real life, then the two people in that cafe would have never got past the first five minutes of their conversation. It is pointing out the fact that in this day and age there are so many variables that can be the deciding
Tuesday, November 5, 2019
Shopping in English Vocabulary
Shopping in English Vocabulary Use polite questions when shopping or helping a customer in a shop. Polite questions are asked with could, may, and would. You can also ask for advice in shops using should. Shopping for a Sweater Shop assistant: May I help you?Customer: Yes, Im looking for a sweater. Shop assistant: What size are you?Customer: Im an extra large. Shop assistant: Would you like a plain sweater or something else?​Customer: Im looking for a plain blue sweater. Shop assistant: How about this one?Customer: Yes, thats nice. Could I try it on? Shop assistant: Certainly, the changing rooms are over there.Customer: Thank you. (goes into a changing room to try on the sweater) Shop assistant: How does it fit?Customer: Its too large. Do you have a large? Shop assistant: Yes, here you are. Would you like to try it on to see if it fits?Customer: No thats Okay. Thank you. Ill take it. Im also looking for some nice slacks. Shop assistant: Great. We have some very nice wool slacks over here. Would you like to take a look?Customer: Yes, thanks for your help. Shop assistant: What are your measurements?Customer: Im a 38 waist and a 32 inseam. Shop assistant: What do you think about these?Customer: Theyre nice, but Id prefer cotton trousers if you have them. Shop assistant: Certainly, our summer slacks collection is over here. How about these?Customer: Yes, I like those. Do you have them in grey as well? Shop assistant: Yes, heres a pair. You said you the measurements are 38 by 32, didnt you?Customer: Yes, thats correct. Ill go try them on. Shop assistant: Let me know if you need any help.​Customer: Thank you. (comes back) These are great. So, that makes one sweater and a pair of grey slacks. Shop assistant: ​OK, how would you like to pay?Customer: Do you take credit cards? Shop assistant: Yes, we do. Visa, Master Card, and American Express.Customer: OK, heres my Visa. Shop assistant: Thank you. Have a nice day!Customer: Thank you, goodbye. Key Vocabulary Phrases Could / May I help you?Could I try it (them) on?How does it fit?How would you like to pay?Im looking for...Id prefer... Words Changing roomsSize - extra small, small, medium, large, extra large - Used with standard measurementsMeasurements - used with specific measurements for trousers, suits, etc. Shop assistant/store clerkTrousers/Slacks/PantsWaist Inseam Credit cards Quiz Provide the missing word to fill in the gaps to complete this conversation with a store clerk. Store clerk: Hello, _____ I help you find anything?​Customer: Yes, Im looking _____ a blouse and some matching trousers. Store clerk: Great. What _____ would you like?Customer: Im _____ for a white blouse and black trousers. Theyre for an important job interview. Store clerk: Okay. Please follow me to the business apparel section.Customer: Thanks for your help. Store clerk: Its my pleasure. Do you see anything you like?​Customer: Yes, that blouse looks nice. Store clerk: What _____ are you?​Customer: Im a small. Now, lets take a look at the pants. Store clerk: These are nice. Would you like to _____ them on?Customer: Do you have anything else? Store clerk: Yes, we also have these trousers.Customer: I like those, Ill try those _____ . Store clerk: What are your _____ ?Customer: I have a 26 waist and 32 inseam. Store clerk: Heres a pair. Would you like to try them on?Customer: Yes, wheres the _____ ? Store clerk: You can try them on over there.Customer: Thank you. (tries the clothing on, walks out of the changing room to show the store clerk) What do you think? Store clerk: You look fantastic! Im sure youll get that job!Customer: Thanks! Ill take them. Store clerk: Would you like to _____ by cash or by credit card?Customer: _____ , please. Heres my visa card. Store clerk: Thank you. That will be $145. Answers May/could/canForColorSizeTryOnMeasurementsChanging roomPayCredit card
Sunday, November 3, 2019
Employee Health Insurance Plans Assignment Example | Topics and Well Written Essays - 750 words
Employee Health Insurance Plans - Assignment Example The first factor that was considered is the issue of price and the financial implications that each of the four plans would have on both the company and the employees. Of all the four plans, Empire health plan was the cheapest in the individual category at $ 4,217. The family package for Empire health plan was relatively expensive compared to Metroplus although the difference was insignificant (Morrisey, 2008). Regardless, the main emphasis was put on the individual plan cost because employees had the right to opt out of the family plan. For maximum benefits and to attract the backing of the employees, Empire health plan was considered the ideal plan in this front. Another factor that was important in coming up with the decision was the performance measure of each of the four health plans. In particular, aspects to do with adult health and children care were considered and analyzed against state averages. In this aspect, Empire still stood out beating the other three health plans by a big margin. Empire had better scores in all the measures of adult health except in managing medications where it came in second. For instance, in managing cardiovascular conditions empire was the only plan that had all the measures at par with the statewide averages. Aetna on the other hand, had lesser averages in controlling high blood pressure and cholesterol management. The same was true for Oxford and Metroplus health plans. Empire excelled in the other performance measures as well. For example, in managing preventive care, it had the best averages in all the measures. Despite having lesser than statewide average score in adult BMI assessment, its score was relatively better than all the others. The same trend was reflected in the other variables such as managing acute illnesses, respiratory conditions and diabetes. All these variables are important considerations in both female and male adult employees and
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