Structure Dependency and Grammar

Structure Dependency and Grammar The linguistic principle that grammatical processes function primarily on structures in sentences, not on single words or sequences of words is termed structure-dependency. Many linguists view structure-dependency as a principle of universal grammar. The Structure Of Language The principle of structure-dependency compels all languages to move parts of the sentence around in accordance with its structure rather than just the sheer order of words. . . .Structure-dependency could not be acquired by children from hearing sentences of the language; rather, it imposes itself on whatever language they encounter, just as in a sense the pitch range of the human ear restricts the sounds we can hear. Children do not have to learn these principles but apply them to any language they hear. (Michael Byram, Routledge Encyclopedia of Language Teaching and Learning. Routledge, 2000)All speakers of English know structure-dependency without having given it a moments thought; they automatically reject *Is Sam is the the cat that black? even if they have never encountered its like before. How do they have this instant response? They would accept many sentences that they have never previously encountered, so it is not just that they have never heard it before. Nor is structure -dependency transparent from the normal language they have encounteredonly by concocting sentences that deliberately breach it can linguists show its very existence. Structure-dependency is, then, a principle of language knowledge built-in to the human mind. It becomes part of any language that is learned, not just of English. Principles and parameters theory claims that an important component of the speakers knowledge of any language such as English is made up of a handful of general language principles such as structure-dependency. (Vivian Cook, Universal Grammar and the Learning and Teaching of Second Languages. Perspectives On Pedagogical Grammar, ed. by Terence Odlin. Cambridge University Press, 1994) Interrogative Structures ​One example of a universal principle is structure-dependency. When a child learns interrogative sentences, it learns to place the finite verb in sentence initial position: (9a.) The doll is pretty(9b.) Is the doll pretty?(10a.) The doll is gone(10b.) Is the doll gone? If children lacked insight into structure-dependency, it should follow that they make errors such as (11b), since they would not know that the doll is pretty is the sentence to be put in the interrogative form: (11a.) The doll that is gone, is pretty.(11b.) *Is the doll that (0) gone, is pretty?(11c.) Is the doll that is gone (0) pretty? But children do not seem to produce incorrect sentences such as (11b), and nativist linguists therefore conclude that insight into structure-dependency must be innate. (Josine A. Lalleman, The State of the Art in Second Language Acquisition Research. Investigating Second Language Acquisition, ed. by Peter Jordens and Josine Lalleman. Mouton de Gruyter, 1996) The Genitive Construction ​The genitive construction in English can . . . help us illustrate the concept of structure- dependency. In (8) we see how the genitive attaches to the noun student: (8) The students essay is very good. If we construct a longer noun phrase, the genitive s will come at the very end, or edge, of the NP, independently of the category of the word: (9) [That young student from Germany]s essay is very good.(10) [The student you were talking to]s essay is very good. The rule that determines the genitives construction is based on the Noun Phrase: s is attached to the edge of the NP. (Mireia Llins et al., Basic Concepts for the Analysis of English Sentences. Universitat Autà ²noma de Barcelona, 2008) Also Known As: syntactic structure-dependency

Mustafa Kemal Atatürk, Republic of Turkey Founder

Mustafa Kemal Atatà ¼rk, Republic of Turkey Founder Mustafa Kemal Atatà ¼rk (May 19, 1881–November 10, 1938) was a Turkish nationalist and military leader who founded the Republic of Turkey in 1923. Atatà ¼rk served as the countrys first president from 1923 to 1938. He oversaw the passage of numerous reforms that were responsible for transforming Turkey into a modern nation-state. Fast Facts: Mustafa Kemal Atatà ¼rk Known For: Atatà ¼rk was a Turkish nationalist who founded the Republic of Turkey.Also Known As: Mustafa Kemal PashaBorn: May 19, 1881 in Salonica, Ottoman EmpireParents: Ali RÄ ±za Efendi and  Zubeyde HanimDied: November 10, 1938 in Istanbul, TurkeySpouse: Latife Usakligil  (m. 1923–1925)Children: 13 Early Life Mustafa Kemal Atatà ¼rk was born on May 19, 1881, in Salonica, then part of the Ottoman Empire (now Thessaloniki, Greece). His father Ali Riza Efendi may have been ethnically Albanian, though some sources state that his family was made up of nomads from the Konya region of Turkey. Ali Riza Efendi was a minor local official and a timber-seller. Mustafas mother Zubeyde Hanim was a blue-eyed Turkish or possibly Macedonian woman who (unusually for that time) could read and write. Zubeyde Hanim wanted her son to study religion, but Mustafa would grow up with a more secular turn of mind. The couple had six children, but only Mustafa and his sister Makbule Atadan survived to adulthood. Religious and Military Education As a young boy, Mustafa reluctantly attended a religious school. His father later allowed him to transfer to the Semsi Efendi School, a secular private school. When Mustafa was 7, his father died. At the age of 12, Mustafa decided, without consulting his mother, that he would take the entrance exam for a military high school. He then attended the Monastir Military High School and in 1899 enrolled in the Ottoman Military Academy. In January 1905, Mustafa graduated and began his career in the army. Military Career After years of military training, Atatà ¼rk entered the Ottoman Army as a captain. He served in the Fifth Army in Damascus until 1907. He then transferred to Manastir, now known as Bitola, in the Republic of Macedonia. In 1910, he fought to suppress the Albanian uprising in Kosovo. His rising reputation as a military man took off the following year, during the Italo-Turkish War of 1911 to 1912. The Italo-Turkish War arose from a 1902 agreement between Italy and France over dividing Ottoman lands in North Africa. The Ottoman Empire was known at that time as the sick man of Europe, so other European powers were deciding how to share the spoils of its collapse long before the event actually took place. France promised Italy control of Libya, then comprised of three Ottoman provinces, in return for non-interference in Morocco. Italy launched a massive 150,000-man army against Ottoman Libya in September 1911. Atatà ¼rk was one of the Ottoman commanders sent to repel this invasion with only 8,000 regular troops, plus 20,000 local Arab and Bedouin militia members. He was key to the December 1911 Ottoman victory in the Battle of Tobruk, in which 200 Turkish and Arab fighters held off 2,000 Italians and drove them back from the  city of Tobruk. Despite this valiant resistance, Italy overwhelmed the Ottomans. In the October  1912 Treaty of Ouchy, the Ottoman Empire signed away control of the provinces of Tripolitania, Fezzan, and Cyrenaica, which became Italian Libya. Balkan Wars As Ottoman control of the empire eroded, ethnic nationalism spread among the various peoples of the Balkan region. In 1912 and 1913, ethnic conflict broke out twice in the First and Second Balkan Wars. In 1912, the Balkan League (made up of the newly independent Montenegro, Bulgaria, Greece, and Serbia) attacked the Ottoman Empire in order to wrest away control of areas dominated by their respective ethnic groups that were still under Ottoman suzerainty. Through suzerainty, a nation maintains internal autonomy while another nation or region controls foreign policy and international relations. The Ottomans, including Atatà ¼rks troops, lost the First Balkan War. The following year during the Second Balkan War, the Ottomans regained much of the territory of Thrace that had been seized by Bulgaria. This fighting at the frayed edges of the Ottoman Empire was fed by ethnic nationalism. In 1914, a related ethnic and territorial spat between Serbia and the Austro-Hungarian Empire set off a chain reaction that soon involved all of the European powers in what would become World War I. World War I and Gallipoli World War I was a pivotal period in Atatà ¼rks life. The Ottoman Empire joined its allies (Germany and the Austro-Hungarian Empire) to form the Central Powers, fighting against Britain, France, Russia, and Italy. Atatà ¼rk predicted that the Allied Powers would attack the Ottoman Empire at Gallipoli; he commanded the 19th Division of the Fifth Army there. Under Atatà ¼rks leadership, the Turks held off a British and French attempt to advance up the Gallipoli Peninsula, inflicting a key defeat on the Allies. Britain and France sent in a total of 568,000 men over the course of the Gallipoli Campaign, including large numbers of Australians and New Zealanders. Of these, 44,000 were killed and almost 100,000 were wounded. The Ottoman force was smaller, numbering about 315,500 men, of whom about 86,700 were killed and over 164,000 were wounded. The Turks held on to the high ground at Gallipoli, keeping the Allied forces pinned to the beaches. This bloody but successful defensive action formed one of the centerpieces of Turkish nationalism in the years to come, and Atatà ¼rk was at the center of it all. Following the Allied withdrawal from Gallipoli in January 1916, Atatà ¼rk fought successful battles against the Russian Imperial Army in the Caucasus. In March 1917, he received command of the entire Second Army, although their Russian opponents withdrew almost immediately due to the outbreak of the Russian Revolution. The sultan was determined to shore up the Ottoman defenses in Arabia  and prevailed upon Atatà ¼rk to go to Palestine after the British captured Jerusalem in December 1917. He wrote to the government, noting that the situation in Palestine was hopeless, and proposed that a new defensive position be established in Syria. When Constantinople rejected this plan, Atatà ¼rk resigned his post and returned to the capital. As the Central Powers defeat loomed, Atatà ¼rk returned once more to the Arabian Peninsula to supervise an orderly retreat. The Ottoman forces lost the Battle of Megiddo in September 1918. This was the beginning of the end of the Ottoman world. Throughout October and early November, under an armistice with the Allied Powers, Atatà ¼rk organized the withdrawal of the remaining Ottoman forces in the Middle East. He returned to Constantinople on November 13, 1918, to find it occupied by the victorious British and French. The Ottoman Empire was no more. Turkish War of Independence Atatà ¼rk was tasked with reorganizing the tattered Ottoman Army in April 1919  so that it could provide internal security during the transition. Instead, he began to organize the army into a nationalist resistance movement. He issued the Amasya Circular in June of that year, warning that Turkeys independence was in peril. Mustafa Kemal was quite right on that point. The Treaty of Sevres, signed in August 1920, called for the partition of Turkey among France, Britain, Greece, Armenia, the Kurds, and an international force at the Bosporus Strait. Only a small state centered around Ankara would remain in Turkish hands. This plan was completely unacceptable to Atatà ¼rk and his fellow Turkish nationalists. In fact, it meant war. Britain took the lead in dissolving Turkeys parliament and strong-arming the sultan into signing away his remaining rights. In response, Atatà ¼rk called a new national election and had a separate parliament installed, with himself as the speaker. This was known as the Grand National Assembly of Turkey. When the Allied occupation forces tried to partition Turkey as per the Treaty of Sevres, the Grand National Assembly (GNA) put together an army and launched the War of Turkish Independence. Throughout 1921, the GNA army under Atatà ¼rk registered victory after victory against the neighboring powers. By the following autumn, Turkish nationalist troops had pushed the occupying powers out of the Turkish peninsula. Republic of Turkey On July 24, 1923, the GNA and the European powers signed the Treaty of Lausanne, recognizing a fully sovereign Republic of Turkey. As the first elected president of the new Republic, Atatà ¼rk would lead one of the worlds swiftest and most effective modernization campaigns ever. Atatà ¼rk abolished the office of the Muslim Caliphate, which had repercussions for all of Islam. However, no new caliph was appointed elsewhere. Atatà ¼rk also secularized education, encouraging the development of non-religious primary schools for both girls and boys. In 1926, in the most radical reform to date, Atatà ¼rk abolished the Islamic courts and instituted secular civil law throughout Turkey. Women now had equal rights to inherit property and divorce their husbands. The president saw women as an essential part of the workforce if Turkey was to become a wealthy modern nation. Finally, Atatà ¼rk replaced the traditional Arabic script for written Turkish with a new alphabet based on Latin. Death Mustafa Kemal became known as Atatà ¼rk, meaning grandfather or ancestor of the Turks, because of his pivotal role in founding and leading the new, independent state of Turkey. Atatà ¼rk died on November 10, 1938, from cirrhosis of the liver due to excessive alcohol consumption. He was 57 years old. Legacy During his service in the army and his 15 years as president, Atatà ¼rk laid the foundations for the modern Turkish state. While his policies are still debated today, Turkey stands as one of the success stories of the 20th century- due, in large part, to Atatà ¼rks reforms. Sources Gingeras, Ryan. Mustafa Kemal Atatà ¼rk: Heir to an Empire. Oxford University Press, 2016.Mango, Andrew. Atatà ¼rk: The Biography of the Founder of Modern Turkey. Overlook Press, 2002.

Learning English Case Study Example | Topics and Well Written Essays - 750 words

Learning English - Case Study Example Being only a beginner, Jo's listening skill still needs improvement. During conversations, he shows interest yet he often cannot comprehend some of the questions being asked. Some words still required to be repeated over and over again. Often times, choosing simpler and more familiar words aid him to understand and respond more quickly during interviews. Jo's English speaking skills is limited by his narrow vocabulary. His sentences are often comprised of simple words put together as he would speak them in Korean. It should be noted that sentence formation in Korean is very much different than it is n English. During the interview, it is also observed that he is still having troubles in long and short vowel distinctions. As Koreans use rising and falling intonation for emphasis in their conversation, Jo also has the tendency to do this in highlighting his points. Also, he has the habit of pronouncing words which ends in consonant with i so that fish becomes pi-shi (f is not used in Korea) and bus becomes bu-si In general, the interviewee seems to be quite conscious about his skill which limits his answers to short phrases. He should be commended for his aim to perfect his speaking skills yet his biggest problem is on verb and subject agreement as well as correct tense. In terms of reading, Jo's accuracy is still ... His reading comprehension is better than I expected as he can easily answer questions from the article studied. However, it is also noted that he can read some words but still cannot understand them. Using dictionary aids him in understanding deeper and more complicated words. Jo's writing skills considerably improve when he consults his dictionary in order to express his ideas. However, without this aid he tends to use only familiar words which are often inaccurate for the purpose. He can write short simple sentences and interestingly tries to vary sentence structures. Jo's writing style is to build the paragraph by making sure that contents are cohesive and that they contribute to the whole piece. It is notable that he writes his experiences using time as the most important element in structuring his ideas. Jo has a huge problem in using correct tense. In his past tenses, he also needs to learn how to derive the past tense from the present. For example, instead just adding ed to stay to form the past tense, he change y to i and added ed. His grasp of verb and subject agreement is also lacking. Phrases and sentences should also be distinguished as he keeps on writing sentences without complete thought. Enriching his vocabulary with new words will also en able him to write better paragraph with more depth. The things which should be taught to Jo are verb and subject agreement, verb tenses, correct pronunciation of words, and a wider vocabulary. This can be done by reading activities which will enable him to learn new words, correct his pronunciation and intonation, and check his comprehension. I believe that Jo's English skills can be further improved by exposing him to

Economy Essay Example | Topics and Well Written Essays - 1000 words - 1

Economy - Essay Example In addition to that essay also evaluates the differences between consumption of wealth and economic classes using relevant example. On further note the essay analyses the impact of growing inequality on the U.S. macro economy. In order to define the consumption concept in macro economy, it can be asserted that macro economy is considered to be extremely complicated which is observed to influenced by several factors. It assists country to measure and forecast the total productivity of the country. Total productivity of a country suggests the economic status of the country among entire world. It can be evidently asserted that multinationals used to evaluate its business opportunity through the help of macroeconomic concept. Wages and profit is directly and indirectly related with macro economy. The concept gross domestic product is related with wages and profit that has been illustrated below: In accordance with modern economist Lord John Maynard Keynes (2003), income and wages determine the volume of employment in an economy which eventually depends upon the level of effective demand (Keynes 1-14). Consequently, the level of effective demand can be determined through the help of aggregate demand function and aggregate supply function. In case of two sector model, where government, industries and consumers’ are performing its operations, aggregate demand can be segmented in to two components such as consumption expenditure and investment expenditure. Thus, it can be asserted that consumption expenditure is an important component of aggregate demand in an economy (Keynes 1-14). In order to define the concept of consumption function it can be asserted that consumption of a commodity depends upon the level of income. In addition with that it can be evidently asserted that there are many other factors which can influence income. Thus, it can be asserted that from the consumption

The Rise of Islamism in the 20th Century Essay Example for Free

The Rise of Islamism in the 20th Century Essay Islamism is by now a powerful force. It runs governments in Iran, Sudan, and Afghanistan. It is an important force of opposition in Algeria, Egypt, Turkey, Lebanon, and the Palestinian authority. The paper at hand is going to analyze what conditions and events allowed for the rise of Islamism as an ideology in the later 20th century? The first part is going to introduce the concept of eurocentrism. Following this, Kemalism and its effect on Islamism is going to be discussed. In the last part of the paper post-modernism and Khomeini and their role in the rise of Islamism are highlighted. EUROCENTRISM Eurocentrism can be described as a phenomenon establishing the West as the center of the world by equating it with modernity and as a result make it the destiny of the world to become westernized, since this is equal with being modern. This development is based on the idea that the West knows best (Sayyid, 127). This concept has its historical roots in European colonialism and imperialism. The discourse of eurocentrism is one of the major strands with which the network of western global power is held together (p. 129), since it provides them with a sense of nity and power, which serves as legitimacy for claiming to be the center of the world. Opposition that wants to resist this hegemonic order, can do so only in the terms of that hegemony. This leads to another assumption of eurocentrism: there is nothing outside the Western project. (p. 135) KEMALISM After the post-colonial order and the decline of the Ottoman Empire, the Muslim world was dominated by Kemalist discours es. Influenced by eurocentrism, Kemals vision was to mimic the European way of building and reigning a nation to become like the West and as a result become modern and reach political efficacy (Sayyid 155). This aim to become like the West resulted in major changes in Turkey and other countries being influenced by the Kemalist discourse. Before being abolished by the Kemalist regime, the caliphate constituted the nodal point, around which the Muslim unity and identity was built. At the same time it was the centre of the Muslim political structure, attaching Islam as a master signifier to the state. (p. 57) Abolishing the caliphate separated the link between state and Islam. The goal of Kemalism was to disconnect Islam from the state to be able to establish a hegemonic discourse without having to integrate Islam. Being aware of the fact that the Kemalist government could not neglect Islam altogether, since the possibility of using it to mobilize support still existed, Kemal tried to tie it in into his discourse. Acts like the abolishment of the caliphate and putting all educational institutions under direct state control to avoid Islamic concepts being taught, sought to distance and even exclude Islam from the Kemalist Turkey. (pp. 63-64) The effect of Kemalism on the role of Islam was different than expected. Instead of depoliticize Islam the policies of the Kemalist reactivated it. By removing it from the centre of their construction of political order, they politicized it. Unsettling it and disseminating it into the general culture made it available for reinscription. The rise of Islamism was enabled through the possibility to articulate it into a counter-hegemonic discourse. (pp. 72-73) Additionally, the social crisis, in which the discourse of Kemalism was in, was severe enough to make Kemalism appear unstable and Islamism, because at this time seeming to be the only discourse that was structured in an otherwise unstable environment, could emerge as opposition to Kemalism. It provided Muslim societies with social order and stability. Nevertheless, the existence of Islam alone cannot account for Islamism, since it is not a reflection of the religion, but it becomes a political discourse that makes use of Islam to undermine the Kemalist regime. Islamism makes use of the availability of Islam and increases its availability at the same time. Through this relationship a two-way process evolves in which Islam and Islamism are organized around each other. (p. 2) The most important task for Islamism was to establish Islamism as a counter-hegemonic discourse through the construction of order to be able to rule in opposition to Kemalism. Hence, overall the emergence of Islamism was equally dependent on the availability of Islamism and the erosion of Kemalism. (p. 77) The new hegemony of Islamism was only able to emerge because the old one began to unravel. Reasons for the failure were among others that the project of Kemalism failed to constitute all social rela tions and was not able to make all subjects within the Kemalist regimes fully internalize this discourse. It was not evenly represented in all Muslim societies and was therefore not able to impose it totally. (p. 85) This incompleteness of the discourse resulted in the politicization of Islam, which at the same time was also based on the inability of the Kemalists to make their picture of Islam as the backward, superstitious and traditional discourse seem natural. (p. 86). On top the Kemalist regime had difficulties to suppress existence of an Islamist opposition. All together these factors weakened the Kemalists hold as a hegemonic discourse. The only emergent counter hegemonic discourse readily available to substitute the crumbling anciens regime appeared to be Islamism, despite its uneven presence. (p. 86) POST-MODERNISM Around the 1970s, after the decline of Kemalism, the situation began to change. It became possible to articulate political demands using a vocabulary centered on Islam, without any attempt to associate Islam with the West (Sayyid 155). This period, called post-modernism, constitutes a critique of modernity, which tries to abolish the view of the West and modernity being synonyms. It aimed at breaking the substitutability of the West and modern. Decentring the West meant the weakening of this constructed western identity. If the West ceased to exist as an unified entity, it could not provide the unity to constitute modernity. (p. 110) Post-modernism did not see the West as continuing to be the nodal point of the discourse of modernity and decentred the West. (p. 110) This post-modern mind-set further spurred the emergence of Islamism, since it was only able to exist in a world in which there was suspicion of a western meta-discourse (p. 18). This possibility of rejection of westernization depended on the recognition that there was no historical necessity of the western hegemony; and after two world wars, decolonization and the decline of Kemalism there was enough support for this assumption. Only in a context in which it was possible to disarticulate and re-articulate the relationship between the West and universalism in a way that it was no longer seen as the center and equal to modernity, could Islamism emerge. (p. 128)

The Impact of Music on the Mind, Body and Spirit Essay -- Exploratory

The Impact of Music on the Mind, Body and Spirit Music is fun. The very mention of the word seems to stir emotions that are exciting and interesting. The mind shifts to recall memories that have long passed, moments that could presently be experienced, or future events that will hold a place in one's heart and mind. In everything, there is sound. Where there is sound, there can be music. Where there is music, activities are taking place with implications affecting one's path in life. In an elementary schoolroom, kindergardeners are learning the ABC song to go home and sing to their parents. Later, these kids are learning to not step on their date's feet on a gym floor at their first school dance. Years later, a team is preparing with exhilarating sounds to clash with their rivals. As this class of students is graduating, they reminisce during their class song. These events will shape their lives with the things they have learned along the way. I am a music fan and a supporter of learning, and, with this project, I learned that both had a connection. As a report, this paper tells of the ways having music in one's life benefits mentally, physically, and emotionally. The power of music stimulates brain growth in the uterus and during the early years of childhood. Also, it positively affects emotional awareness and attitudes from before birth and onward. One can build a comprehension of the world by the provision of patterns given by music. The ability to crawl, walk, and run is developed with more ease. Additionally, the use of sound improves language arts, which vocabulary and expressiveness. "As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links... ...thin You. Simon & Schuster, Inc. New York 1985 p.186 Leviton, Richard. Brain Builders! West Nyack, NY: Parker Publishing Company, Inc. MENC staff. "Music Education Facts and Figures." Music Education Facts and Figures. December27,2003.[online]Available:http://www.menc.org/information/advocate/facts.html Nqnet. "Welcome to Instep Online." Accelerated Learning-Music to Help You Learn. December 19, 2003.[online]Available:www.nqnet.com/accelerated_learning.html Ortiz, John M. Nurturing Your Child with Music. Hillsboro, OR: Beyond Words Publishing, Inc. Schoen, Max. The Psychology of Music. The Ronald Press Company. New York 1940 p.91 Vos, Jeannette. "Parenting for K-6 Children." Music for Education. December 27, 2003. [online] Available: childparenting.about.com Weinberger, Norman M. "The Music in Our Minds." Educational Leadership Nov. 1998:36-39

Animals Are Better in Zoos

Imagine a powerful tiger drooling through the savanna lands trying to sneak up and attack it’s unsuspecting pray. Tigers are known to be ruthless kings of the wild, but have you ever asked yourself if tigers are better off in captivity or if they are better off in the wild? In other words keeping tigers in zoos is a form of animal cruelty. Animal cruelty can be defined as physical abuse, mental abuse and the quality or condition of being cruel. Over the years many controversial issues have emerged, â€Å"In the wild, tigers live for approximately 14 to 18 years, while in captivity they can live over 19 years†(Satchell).Yes it might be true but tigers in zoos are affected by extreme boredom, lack of appropriate exercise and poor quality of food. In zoos, not only are tigers fed processes meat, â€Å"often still frozen† that is loaded with many preservatives. This is done according to zoos, because its both easy to store and easy to feed. This procedure not only do es it hurt the tigers digestive system but also lacks nutrition and its effectiveness. In zoos tigers are treated like prisoners locked up in cages that only measure in square feet.For example, tigers in the wild typically spend ten hours of the day hunting and â€Å"†¦ monitoring their territory†(San Diego Zoo). However they are unable to perform these activities in zoos and are forced to replace there typical physical activity by pacing through their cages in order to release their energy. As Mckenna from BBC news would say, â€Å"Zoos send the message that it’s acceptable to maintain wild animals in captivity, and this contributes to animal cruelty at roadside zoos and circuses†¦Ã¢â‚¬ (Satchell)Those who support animal rights believe and understand that the harm caused by zoos outweighs the benefits that the facilities may provide. For example, tigers in zoos are anesthetized annually, their teeth are checked, blood is drawn from them and x-rays are take n. â€Å"This procedure may sound like a good practice†¦Ã¢â‚¬ (PETA), but anesthesia is really bad on â€Å"exotic cats†. In zoos â€Å" the big attraction is baby tigers so tigers are bred to death†¦Ã¢â‚¬ (PETA) but if the tiger is not allowed to breed then they put them on birth controls that cause cancer over the years.According to PETA zoo babies are great but what happens when babies grow up? According to PETA, zoos often sell or put tigers to sleep who no longer attract visitors, and those who are sold become laboratories for experiments. Ultimately animals and visitors are the ones who pay the price when we have zoos. One perfect example, is Tatiana the Siberian tiger who escaped her substandard enclosure at the San Francisco Zoo in 2007 and was shot to death after she killed one person and injured two others.A PETA investigation of numerous zoos across the country also revealed that tigers in zoos â€Å"Spend much of their time pacing walking in tight c ircle swaying or rolling their heads and showing other sighs of psychological distress†(PETA) Yes tigers and animals suffer more than neglect and stress in zoos. Yes protecting species from extinction sounds good but zoos officials usually favor exotic or popular animals like tigers and lions who draw more crowds and neglect less popular species.In other word zoos claim to educate people and preserve species but they frequently falls short. In reality there is no evidence that zoos are the most effective place for animals such as tiger to be in and yes all zoos can be compared to all. So next time you see a tiger locked up in a zoo think of animal cruelty because you would not like to be locked up in a prison. In other words zoos teach people that it is acceptable to keep animals in captivity, bored, cramped, lonely and far from their natural homes.

Clinical Nursing Essay

Introduction Nurses utilize multiple theories daily to care for patients and their families, though these theories range from grand, to situation-specific, to mid-range the nurse tends to focuses on which theory will provide the best care to his/her patient. Perhaps in my opinion mid-range theories with their growing frequency of use are best suited for nursing in the 21st century. Mid-range theories are said to be middle rather than ordinary but they are specific enough to evaluate observed situations (McCurry, Revell, &Roy, 2009). There are multiple reasons why mid-range theories offer some of the most up to date information when it comes to the care of our patients and families, but let’s just break it down to three; interpersonal relations, family, and health promotion. The middle range theories of these three examples will provide a set of assumptions and/or predictions from specific situations confirmed by research (Nolan & Grant, 1991). Interpersonal relations First, Hildegard Peplau’s Theory of Interpersonal Relations has influenced patient care in the 21st century worldwide. What is so crucial and probably most significant with this mid-range theory is its focus on human issues and its value of future generations (Barker, 1998). Nurses utilize this theory to treat each patient as an individual realizing that each person and their situation are unique. By applying this knowledge to each patient the nurse is able to develop a therapeutic relationship, which will promote the planning and implementation of nursing care. For nursing care to be successful they must view the nurse/patient relationship as a partnership being aware both are working together for a common goal (Barker, 1998). Also, interpersonal relations are used in all areas of nursing, which is why it is so important for the future of nursing, because without these relationships we would not be effective in our profession. These relationships are needed to expand our know ledge of each patient and their situation. By establishing trust the patients are encouraged to express themselves openly and honestly. Therefore the relationship built bridges barriers that may have hindered the patient outcome. Family Second, Hildegard Peplau’s mid-range theory of family systems has revolutionized the nursing approach in which families are incorporated into decision makers. Currently, families are viewed as the most influenecial person when it comes to the care of their loved one, meaning not only are nurses to build a therapeutic relationship and trust with the patient but with their family as well (Forchuck & Dorsay, 1995). This theory molds nurses into advocates for the family unit, which in turn influences the patient’s quality of life. These relationships with families are crucial when it comes to care, for example, if a patient was unable to provide the nurse with health history or tell them when they are in pain the family is able to be the eyes, ears and speech of their loved one. This action improves the care for the patient and nurses need the families as much as the patient needs the nurse. This is one of the reason’s why this theory works in the 21st century even w ith all the technology in the world, we as nurses still need the human interaction to open our eyes to the patient/family dynamic. Family system nursing is both the individual and the family simultaneously instead of just merely family nursing where the nurse takes care of the patient within the context of the family (Forchuck & Dorsay, 1995). This practice focuses on the interactions and relationships made between the nurse, individual and family. In order for this theory to be successful the nurse must be aware of the range of choices and downfalls associated with family system nursing. Also it is necessary to build on these relationships to provide creative personal choice and consistent flow of care for the patient to enhanced achievable goals. This engagement of nursing with family systems opens the door for problem solving of patient situations, which implements structure in the nurse/individual/family relationship (Forchuck & Dorsay, 1995). Health promotion Third, is the promotion and maintenance of health by utilizing Nola Pender’s Health Promotion Model. Health promoting behavior is enhanced through nursing practice, which enhances the patient’s overall well being. This mid-range theory is important today because it guides a supportive and educative system in health promotion in a patient who needs teaching and  demonstration in performing self-care. By applying this method the nurse is able to identify patient’s health promoting behavior’s such as, health importance, self-efficacy, perceived control of health and perceived health status to find any gaps and/or barriers to their health promoting behavior (Simmons, 1990). By promoting health the nurse seeks to care for the individual by developing these behaviors of healthy living, which sets the stage for the individuals to gain knowledge to care for themselves. This applies to all nurses who actively promote healthy living by becoming an active influence in developing healthy living behaviors through education and guidance. Conclusion These middle range theories set the groundwork for research. Each are utilized daily in clinical practice to provide the best patient care. The rationale for considering the middle range theories is an important factor when considering a care plan, which requires the use of the nursing process. These theories follow the nursing process and help guide our responses to promote, educate, integrate and build relationships with these individuals and their families with the same common goal of promoting health. These authors point out how the nursing profession is influential in the care of other and how their actions influence health beliefs. These middle range theories build on other theories, which is why they are so important in nursing practice today. These theories can be used in different areas of nursing as well as using multiple theories in one area of nursing such as mental health. Also, middle range theories have identified multiple interventions for health related issues throug h simple research (McCurry et al., 2009). Nurses like myself have adopted these theories and incorporate them into daily practice to increase my own understanding of my patient and their situations and this is why I chose middle range theories. References Barker, P. (1998). The future of the Theory of Interpersonal Relations? A personal reflection on Peplau’s legacy. Journal of Psychiatric and Mental Health Nursing, 5, 213-220. doi:10.1046/j.1365-2850.1998.00128.x Forchuk, C. & Dorsay, J. (1995). Hildegard Peplau meets family systems nursing: innovation in theory-based practice. Journal of Advanced Nursing, 21, 110-115. doi:10.1046/j.1365-2648.1995.21010110.x McCurry, M. & Roy, C. (2009). Knowledge for the good of the individual and society: linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11, 42-52. doi:10.1111/j.1466769X.2009.00423.x Nolan, M. & Grant, G. (1992). Mid-range theory building and the nursing theory-practice gap: a respite care case study. Journal of Advanced Nursing, 17, 217-223. doi:10.1111/j.1365-2648.1992.tb01876.x Simmons, S. (1990). The Health-Promoting Self-Care System Model: directions for nursing research and practice. Journal of Advanced Nursing, 15, 1162-1166. doi:10.1111/j.1365-2646.1990.tb01708.x

Biography of Adam Smith, Founding Father of Economics

Biography of Adam Smith, Founding Father of Economics Adam Smith (June 16, 1723–July 17, 1790) was a Scottish philosopher who today is considered to be the father of economics. His seminal work, The Wealth of Nations, published in 1776, influenced generations of politicians, leaders, and thinkers, including Alexander Hamilton, who looked to Smiths theories when, as secretary of the treasury, he fashioned the economic system of the United States. Fast Facts: Adam Smith Known For: Father of economicsBorn: June 16, 1723 in Fife, ScotlandParents: Adam Smith, Margaret DouglasDied: July 17, 1790 in Edinburgh, ScotlandEducation: University of Glasgow, Balliol College, OxfordPublished Works: The Theory of Moral Sentiments (1759), The Wealth of Nations (1776)Notable Quote: Every individual†¦ neither intends to promote the public interest, nor knows how much he is promoting it†¦he intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention. Early Years and Education Smith was born in 1723 in Kirkcaldy, Scotland, where his widowed mother raised him. At age 14, as was the usual practice, he entered the University of Glasgow on a scholarship. He later attended Balliol College at Oxford, graduating with extensive knowledge of European literature. He returned home and delivered a series of well-received lectures at Glasgow University, which appointed him first as the chair of logic in 1751 and then chair of moral philosophy in 1752. Founding Father of Economics Smith is often described as the founding father of economics. A great deal of what is now considered standard belief about the theory about markets was developed by Smith. He explained his theories in Theory of Moral Sentiments, published in 1759. In 1776, he published his masterpiece, An Inquiry into the Nature and Causes of the Wealth of Nations, which today is generally called The Wealth of Nations. In Theory of Moral Sentiments, Smith developed the foundation for a general system of morals. It is a very important text in the history of moral and political thought. It provides the ethical, philosophical, psychological, and methodological underpinnings to Smiths later works. ​ In this work, Smith stated that man was self-interested and self-commanded. Individual freedom, according to Smith, is rooted in self-reliance, the ability of an individual to pursue his self-interest while commanding himself based on the principles of natural law. The Wealth of Nations The Wealth of Nations is actually a five-book series and considered to be the first modern work in the field of economics. Using very detailed examples, Smith attempted to reveal the nature and cause of a nations prosperity. Through his examination, he developed a critique of the economic system. Most commonly known are Smiths critique of mercantilism and his concept of the invisible  hand, which guides economic activity. In explaining this theory, Smith stated that wealthy individuals are: ...led by an  invisible hand  to make nearly the same distribution of the necessaries of life, which would have been made, had the earth been divided into equal portions among all its inhabitants, and thus without intending it, without knowing it, advance the interest of the society. What led Smith to this remarkable conclusion was his recognition that wealthy people dont live in a vacuum: they need to pay (and thus feed) the individuals who grow their food, manufacture their household items, and toil as their servants. Simply put, they cant keep all the money for themselves. Smiths arguments are still used and cited today in debates. Not everyone agrees with Smiths ideas. Many see Smith as an advocate of ruthless individualism. Regardless of how Smiths ideas are viewed, The Wealth of Nations is considered to be, and is arguably, the most important book on the subject ever published. Without a doubt, it is the most seminal text in the field of free-market capitalism. Later Years and Death After living in both France and London for a time, Smith returned to Scotland in 1778 when he was appointed the commissioner of customs for Edinburgh. Smith died on July 17, 1790, in Edinburgh and was buried in the Canongate churchyard. Legacy Smiths work had a profound effect on the American  founding fathers  and the nations economic system. Instead of founding the United States on the idea of mercantilism and creating a culture of  high tariffs  to protect local interests, many key leaders, including  James Madison  and Hamilton, espoused the ideas of free trade and limited government intervention. In fact, Hamilton, in his Report on Manufacturers espoused a number of theories first stated by Smith. These theories stressed the need to cultivate the extensive land that was available in America to create a wealth of capital through labor, distrust of inherited titles and nobility, and the establishment of a military to protect the land against foreign intrusions. Sources â€Å"Adam Smith.†Ã‚  Econlib.Brett, Sarah, and Oxford University Press. â€Å"Adam Smith (1723-90).†Ã‚  Oxford University Press | Online Resource Centre.Founders Online. Alexander Hamiltons Final Version of the Report on the Subject of the Manufactures.  National Archives and Records Administration, National Archives and Records Administration.

Pamela Colman Smith Biography

Pamela Colman Smith Biography Pamela Colman Smith is perhaps best known for her design of the iconic Rider Waite Tarot cards, the deck that many  new Tarot readers choose to learn the ropes on. Smith was an unconventional, bohemian artist who traveled the world and rubbed elbows with people like Bram Stoker and William Butler Yeats. Fast Facts: Pamela Colman Smith Full Name: Pamela Colman SmithParents: Charles Edward Smith and Corinne ColmanBorn: February 16, 1878 in Pimlico, London, EnglandDied: September 18, 1951 in Bude, Cornwall, EnglandKnown For: Designed artwork for Rider Waite Smith cards, illustrated works by Stoker and Yeats, wrote and illustrated her own books. Early Years Pamela Colman Smith (1878-1951) was born in London, but she spent her childhood in Manchester and Jamaica with her parents. Smith was biracial; her mother was Jamaican and her father was a white American. As a teenager, Smith- nicknamed Pixie- attended art school in New York City, at  the Pratt Institute. After her mother passed away in 1896, Smith left Pratt without graduating to join a traveling theater group and lead the nomadic life of a troubadour. In addition to working onstage, Smith developed a reputation as a skilled costume and set designer. During the early part of the twentieth century, this was an unusual occupation for a young, single woman. She was also active in the women’s suffrage movement around the turn of the century. Pamela Colman Smith, the creator of the RWS Tarot deck, around 1912. Public domain / Wikimedia Commons Little is known about her romantic life, although Smith never married or had children. It’s certainly possible that she preferred women; scholars have speculated about her relationships with housemate Nora Lake, as well as Smith’s close friend, actress Edith Craig, who was definitely a lesbian. Smith surrounded herself with creative, intelligent people who valued her passion for art and her exotic appearance as well as her free spirit. Artistic Career Smith developed a stylized look that soon put her in high demand as an illustrator, and some of her most popular drawings were utilized in works by  Bram Stoker  and  William Butler Yeats. In addition, she wrote and illustrated her own books, including a collection of Jamaican folktales called Annancy Stories. According to Dianca London Potts, Smith became known for her miniature theatrical pieces inspired by Jamaican folklore and her illustrations, which helped her create a name for herself within artist circles in New York and abroad. She became a sought after illustrator and buzzworthy figure within her community. In 1907, photographer and art promoter Alfred Stieglitz gave Smith exhibition space for a collection of her paintings. She was the first painter to have her work exhibited in his gallery, as he primarily focused on the new art form of photography. Artwork by Pamela Colman Smith, 1913. Russian Ballet,  Bobbs-Merrill Co, New York, via Wikimedia Commons Her early work with William Butler Yeats- she illustrated a book of his verses- would prove to be the catalyst for some changes in Smith’s life. In 1901, he introduced her to his friends in the  Hermetic Order of the Golden Dawn. At some point in her Golden Dawn experience, she met the poet and mystic Edward Waite. Around 1909, Waite commissioned Smith to do the artwork for a new Tarot deck he was interested in creating. Waite wanted to see a Tarot deck in which every card was illustrated- which was something completely new. Up until this point,  throughout the history of Tarot, decks primarily had illustrations only on  the Major Arcana, and sometimes the court cards. The only known example of a fully illustrated deck up until this point was the  Sola Busca  deck, commissioned by a wealthy Milanese family in the 1490s. Waite suggested Smith use  Sola Busca  for her inspiration, and there are many similarities in the symbolism between the two decks. Smith was the first artist to use characters as representative images in the lower cards. Rather than just showing a group of cups, coins, wands or swords, Smith worked human beings into the mix and created a rich tapestry of occult symbolism that set the gold standard for modern Tarot decks. Her original images were created using Smiths preferred medium of gouache, a type of opaque watercolor mixed with natural pigments and a binding agent, and often found in advertising illustrations. The resulting collection of 78 cards was published by Rider and Sons, and sold for a whopping six shillings as the first mass market Tarot deck. Thanks to the publisher and Edward Waite, the deck became known commercially as the Rider Waite deck, although in some circles it is now referred to as the Waite Smith deck, or even Rider Waite Smith, as credit to the artist. Two years after creating her iconic Tarot images, Smith converted to Catholicism, and a decade or so later, she used money from an inheritance to open a home for priests in Cornwall, England. Although she continued to produce illustrations, including several for the war effort during World War II, Smith didnt make much money from her work, and never earned royalties from her Tarot images. Although her artwork was popular, she never gained mass commercial success, and she died penniless in Cornwall in September 1951. Afterwards, her personal effects- including unsold artwork- were auctioned off to settle outstanding debt. Sources Alfred Stieglitz and Pamela Colman Smith, pcs2051.tripod.com/stieglitz_archive.htm.Kaplan, Stuart R., et al.  Pamela Colman Smith: the Untold Story. U.S. Games Systems, Inc., 2018.Potts, Dianca L. â€Å"Who Was Pamela Colman Smith? The Mystic Woman behind the Rider-Waite Tarot Deck - The Lily.†Ã‚  Https://Www.thelily.com, The Lily, 26 July 2018, www.thelily.com/who-was-pamela-colman-smith-the-mystic-woman-behind-the-rider-waite-tarot-deck/.Ramgopal, Lakshmi. â€Å"Demystifying Pamela Colman Smith.†Ã‚  Shondaland, Shondaland, 6 July 2018, www.shondaland.com/inspire/books/a21940524/demystifying-pamela-colman-smith/.

Theories and ideologies #3 Essay Example | Topics and Well Written Essays - 750 words

Theories and ideologies #3 - Essay Example The changes in both Marxism and anarchism are aimed to better the society if adopted. Capitalism has for long been the evil wheel spinning the society and has resulted to production of immense inequality both politically and socially. Capitalism leads to an economic mode of production that sees the rich continue becoming richer and the poor become poorer. The leaders of capitalism pay low wages to the laborers just enough to keep them alive but not to engage in other profit making activities that can compete with them. Meanwhile, they continue making a lot of profit and expanding their own economic empires. With economic power comes political power and hence the rich also hold and control the political power. Communism brings equality to all both economically, socially and politically. Everyone has what is necessary and even the surplus is subdivided among the people. Political power is equally shared and controlled by the people. Social classification is unknown in this society and the common theme is communal ownership hence peace prevails1. A society without individual ownership or a singular form of leadership is the ideal society. People are at liberty to own join property and be in control of the organizations and authority. There is no government to coerce people and neither is their political governance to control the people2. Humanity is at liberty to exercise their rights and aid each other as they wish. Social inequality is unknown as every property possible is shared among the people and no one owns anything. Without personal property, leadership and authority, peace prevails among the people as there is no cause for conflict. Social and economic issues are handled by the whole community in general and hence no place for political ideologies. Workers are in control of the industries and each industry is an independent entity meaning no one has control over it as an individual but rather it is a community property