My Philosophy :: School Education Teaching Essays

My Philosophy I believe that there is not one philosophy of education that fully characterizes my views; however, the one that characterizes my view the most is functionalism. I like functionalism because it stresses an importance of schools to provide an equal opportunity for all children to learn in order to be successful. I agree with the instruction of the class being based on student interest, ability, and needs. As a teacher, I want my classroom to be like a second home. I feel that this may be achieved by allowing student involvement. The students should make choices concerning classroom rules, regulations, and opinions on subject matters in which to be studied. By allowing the students to participate in these important aspects of education, I believe the class will be better behaved. I do not believe that the teacher should make all the decisions without consulting the students. I agree with four theories of Rousseau as follows: 1. We need to set up environment, to create a desire for learning 2. The learning environment is very important 3. Let the children think they are in control, but actually you control the environment 4. Children should be happy A school should have a warm, friendly atmosphere where the students can feel comfortable. To make the environment welcoming and comfortable, I would make the classroom look both curious and fun. The walls would be colorful and have many educational pictures, which would give hints to what will be studied, just to let their imagination run wild. The bookshelf should be large and full. I believe that the students should not be persuaded to particular points of view. Each individual student should be treated as an individual mind. They should be encouraged to have their own view point of views and not be afraid to show their feelings and opinions, and I want my students to be open minded to others feelings and opinions. They should also not be afraid to ask questions. The second philosophy I find compatible is progressivism. I like progressivism because it is based on a democratic society; which means that teachers and students work together. When they work together, every student has the opportunity to learn the same as every other student. As a teacher, one of my goals will be to make learning exciting.

The Motion Picture Association of America (MPAA) vs. P2P Essay

The Motion Picture Association of America (MPAA) vs. P2P It began with the sacking of Napster, and has steadily grown to become an all-out offensive against participants of on-line Peer-2-Peer (P2P) file sharing networks. While the Recording Industry, (RIAA), may have fired the first salvo, the Film Industry, represented by the Motion Picture Association of America, (MPAA), from recently jumping into the litigious fray. On November 16th, 2004, the MPAA announced it would begin launching lawsuits against a select group of P2P users accused of possessing and/or transmitting copyrighted films. These lawsuits, in the same vain as the RIAA’s ongoing legal offensive, are meant to intimidate other P2P users to cease and desist any illegal activities involving movies[1]. From a distance, this recent crack down appears to be not only acceptable, but also morally unquestionable. Upon closer inspection of the issue, it becomes readily apparent that scapgoating P2P networks is not only an unnecessary and ‘unwinable’ battle, (as the RIAA can attest), but also a waste of anti-piracy resource away from real piracy threats. Before any discussion on the actions of MPAA can be broached, it is necessary to deliver a brief historical primer on the intellectual property laws, in particular copyrights. To begin with, a copyright is used to protect creative rather than industrial forms. No formal registration is required to gain protection of a creation. The only requirement is that creation must be expressed, that is, an idea or knowledge in and of itself is not copyrightable, only the expression of the idea.[2] The first form of international intellectual property protection came in 1886 ... ... Accessed on November 16th, 2004 Taylor, Chris. â€Å"Invasion of the Movie Snatchers†. Time Online Edition. November 2004. http://www.time.com/time/insidebiz/article/0,9171,1101041011-709042,00.html . accessed on November 16th, 2004 Jardin, Xeni. â€Å"P2P in the Legal Crosshairs†. WIRED March, 2004. http://www.wired.com/news/digiwood/0,1412,62665,00.html . accessed on November 16th 2004 Dean, Katie. â€Å"Film Piracy Steals the Show†. WIRED. December 2003 http://www.wired.com/news/digiwood/0,1412,61673,00.html . accessed Nov. 16, 2004 [1] MSNBC, November 16th/2004 [2] Attallah, Shade. 2002 [3] Attallah, Shade. 2002 [4] Attallah, Shade. 2002 [5] Chris Taylor, TIME Oct. 2004 [6] Taylor, 2004 [7] Xeni Jardin, WIRED, may 2004 [8] Taylor, 2004 [9] Straubhaar, Media Now, 2002 [10] Seradini, Video Age International, 2002 [11] Dean, Wired, 2003 The Motion Picture Association of America (MPAA) vs. P2P Essay The Motion Picture Association of America (MPAA) vs. P2P It began with the sacking of Napster, and has steadily grown to become an all-out offensive against participants of on-line Peer-2-Peer (P2P) file sharing networks. While the Recording Industry, (RIAA), may have fired the first salvo, the Film Industry, represented by the Motion Picture Association of America, (MPAA), from recently jumping into the litigious fray. On November 16th, 2004, the MPAA announced it would begin launching lawsuits against a select group of P2P users accused of possessing and/or transmitting copyrighted films. These lawsuits, in the same vain as the RIAA’s ongoing legal offensive, are meant to intimidate other P2P users to cease and desist any illegal activities involving movies[1]. From a distance, this recent crack down appears to be not only acceptable, but also morally unquestionable. Upon closer inspection of the issue, it becomes readily apparent that scapgoating P2P networks is not only an unnecessary and ‘unwinable’ battle, (as the RIAA can attest), but also a waste of anti-piracy resource away from real piracy threats. Before any discussion on the actions of MPAA can be broached, it is necessary to deliver a brief historical primer on the intellectual property laws, in particular copyrights. To begin with, a copyright is used to protect creative rather than industrial forms. No formal registration is required to gain protection of a creation. The only requirement is that creation must be expressed, that is, an idea or knowledge in and of itself is not copyrightable, only the expression of the idea.[2] The first form of international intellectual property protection came in 1886 ... ... Accessed on November 16th, 2004 Taylor, Chris. â€Å"Invasion of the Movie Snatchers†. Time Online Edition. November 2004. http://www.time.com/time/insidebiz/article/0,9171,1101041011-709042,00.html . accessed on November 16th, 2004 Jardin, Xeni. â€Å"P2P in the Legal Crosshairs†. WIRED March, 2004. http://www.wired.com/news/digiwood/0,1412,62665,00.html . accessed on November 16th 2004 Dean, Katie. â€Å"Film Piracy Steals the Show†. WIRED. December 2003 http://www.wired.com/news/digiwood/0,1412,61673,00.html . accessed Nov. 16, 2004 [1] MSNBC, November 16th/2004 [2] Attallah, Shade. 2002 [3] Attallah, Shade. 2002 [4] Attallah, Shade. 2002 [5] Chris Taylor, TIME Oct. 2004 [6] Taylor, 2004 [7] Xeni Jardin, WIRED, may 2004 [8] Taylor, 2004 [9] Straubhaar, Media Now, 2002 [10] Seradini, Video Age International, 2002 [11] Dean, Wired, 2003

The Count Of Monte Cristo :: essays research papers

The Count of Monte Cristo The Count of Monte Cristo, written by Alexandre Dumas, tells the story of a man, Edmond Dantes, a sailor who goes through being betrayed by his enemies and thrown in to a dark prison cell to planning revenge on his enemies. His behavior and personality changes after spending 14 years in jail for a crime that he didn’t commit. Edmond Dantes was thrown in jail ,after being framed by his enemies, accused of committing treason and being a bonapartist. The story takes place during the Napoleonic Era while the usurper, Napoleon has escaped to his place of exile, the Isle of Elba, located in the Mediterranean Sea. The story of Edmond Dantes starts out as him being a sailor, aboard the Pharaon; he’s soon to become captain of the ship. Monsieur Morrel is the name of the owner of the Pharaon and a great friend of Dantes. He treats Edmond with great respect. There’s also a little special lady in Dantes life, the beautiful and wonderful Mercedes. A dream job and a dream wife, who could possibly want more? His dream soon becomes shattered by three of his enemies, Danglars, Fernand, and Caderousse. As these three people plot against Edmond, he is about to become married to the beautiful Mercedes. On his wedding day, his betrothal feast was interrupted when the police came barging through the door and arrested Edmond Dantes. Dantes was accused of giving a letter to the usurper while the Pharaon stopped on the Isle of Elba and returning a letter from the usurper to the Bonapartist party in Paris. After his arrest, Edmond was interrogated and questioned by the public prosecutor, Monsieur de Villefort. During the interrogation Villefort promised Edmond freedom, but that was before Monsieur de Villefort read the letter from the usurper addressed to Monsieur Noirtier, Villefort’s father. Edmond Dantes was sent to prison. Edmond Dantes imprisonment made a huge impact on his life. He spent 14 years in the dark and quiet Chateau d’If. During those 14 years he met a priest, Abbe Faria, which they met each other through a secret tunnel in which they both have created while in prison. An amazing transformation takes place in Edmond Dantes as he learns about his enemies and a large hidden treasure that contains a large sum of money. Abbe Faria is a very smart man, while in prison he taught Dantes many useful knowledge including the whereabouts of a large treasure located on the Isle of Monte Cristo.

How non English Native Speaker Translate Slang Texting into Regular English

CHAPTER I. INTRODUCTIONThe subject of this study is slang and how the use of slang can be transferred from a source text in one language to a target text in another language. I have chosen this subject because slang is something in a conversation or similar communicative situation that most people easily recognize as soon as it is uttered, but explaining and defining what slang is and how it functions is an entirely different matter.Consequently, it is interesting to research the use of slang in order to determine if there are any difficulties in transferring slang from one language to another. Slang seems to have suffered social stigma among linguists and lexicographers because it has frequently been associated with overtly impertinent behavior (Adams 2009: 32). However, as it turns out, little research has been conducted into the actual use of slang. In fact, finding sources to explain the function of slang is very difficult.Researching terminology that is attributed to being slang , showed me that slang is more than just words to show impertinent behavior and that there are many social aspects embedded in slang, which in this thesis will be referred to as the use of slang. This study seeks to find out what slang is, how it is used, who uses it and why it is used. The embedded social effect and function of using slang will be researched and discussed in order to show why slang deviates from standard language and why it is used.I have chosen to look at how slang works within a given culture (the USA) because in Denmark, due to an excessive exposure to American television, films and music, we are heavily subjected to American- English language media which may give us a greater consciousness of the English language. From a translation studies’ point of view, slang is interesting because of its connotations in its source culture.Slang seems to be connected to the culture in which it is created, so how are slang words and expressions transferred into another language and culture and does the transfer affect the possibility to maintain the use of slang in the translation? In the world of translation studies, research into the translation of slang seems somewhat limited. The reason may be that slang is largely considered a colloquial phenomenon which reduces the genres of communication in which it can appear. More specifically, slang is most likely to be translated in connection with slang style of teenagers, in the form of texting.CHAPTER II. THEORETICAL FOUNDATIONA. Theory of TranslationThe acknowledgement of translation theory as a scientific discipline is usually attributed to J. S. Holmes. In his statement on the Symposium of Applied Linguistics (Copenhagen, 1972), he insisted on the establishment of translation theory as an independent field of research. The framework of this new scientific discipline was hard to determine because of its complex requirements and because it uses materials and results from many other linguistic disci plines.So, whoever wants to deal with the theory and poetics of translation should pay attention to the special requirements of similar disciplines and should be able to include their work in this new discipline. Because of all this, translation theory was considered an activity of secondary importance that relies on other people's thoughts and knowledge. The result of this was a diminishment of the value of research in this area.However, after years of undeserved treatment, the study of translation theory is gaining the place it should have had from the start. As an object of scientific research, the translation process attracts the attention of many scientific disciplines and methods, especially contrastive analysis. This kind of analysis can be successfully applied in monitoring structures and idioms of one language and comparing them to their semantic counterparts in another language.In this process we can also determine whether one particular phrase exists in only one language, or it is a common expression in several languages. In the final results of this study we can determine most important general and specific language differences. As a systematic scientific approach, with specific methods and goals, contrastive analysis was conceived in the United States in 1930’s, but it gained an important place in language science 40 years later. Of course, general linguistics with its theory and methodology supported this action.It is reasonable to assume that those who deal with translation as a science want linguistics to provide a practical contribution to translation, and to offer an improvement of practical use for those who learn foreign languages. Internal connections between linguistics and translation are quite obvious and convincingly confirmed by the generated models presented by generative grammar. However, although contrastive analysis has left important traces in the study of language, so far it hasn’t shown many important results in s ocial and cultural fields or practical solutions for the benefit of communication.According to contrastive analysis, the written text has a permanent structure, it requires focusing only from the standpoint of etymology and semantics, so it does not allow observation of life situations or events that occur in the language under the influence of the social and cultural environment. If we accept the terms mentioned above according to their original etymological meaning, it is clear that they define translation as the decision to say something to someone somewhere â€Å"over†, where people speak a different language and the message can not be understood without translation, transmission or inversion.To make it simple, translation represents transferring messages from one language to another. Translators often try to highlight the direct connection between translation and language. Professional translators usually insist on translating the semantic components of the text, but som etimes there’s a need for literal translation. Some often criticize the language structures that can be found in under-educated translators’ work. Although professional translators insist on the connection between translation and various fields of modern science, their theories can not offer enough evidence on the true importance of translation.Traditional scientific practice gives the activity of translation a secondary role and leaves it in the shadow of the importance of scientific research. When it comes to the translation process, we can say that a translator transfers information between the two languages. In fact, a translator transfers the contents of the text written in one language – also known as source language – into the expressions in the second language – also called the target language. This type of translation is called inter-language.Given the relationship between source language and target language, there can be  also intra-lan guage and inter-semiotic translation. Inter-language translation is a process in which the linguistic material from one language is transferred using material from some other language. Intra-language translation is the name for replacing one form of language material with another form of that same language. Inter-semiotic translation can be defined as the conversion of characters from the language system structure to another system of signs (for example, converting traffic regulations to traffic symbols).In this case, Translation's status as a mental activity of secondary importance is caused by the thought that in the transfer between two languages, translators are trying to shape other people’s thoughts, not their own. As a form of mental activity, translation represents the transformation of thoughts, feelings or desires, originally designed in one language, into the same kind of thought, feeling or desire in another language.B. Theory of CommunicationThe network is expect ed to process messages regardless of their contents. The perspective of the communication network therefore is different from that of the communicators. Only by operating at a next, that is, receiving interface, can the substance of the message be reconstructed and further processed. This next interface may be a (human) receiver or another differentiation of the network. As the differentiation changes, the message is expected to have another situational meaning (Granovetter 1985).The substance of communication can only be reconstructed if the communication systems are sufficiently complex for packaging the original signal. The original substance of the message, however, remains an assumption at the receiving end and decoding is based on theoretical assumptions. Although this may in practice be taken for granted, all sense of an original communality is recognizable as based on a specific coding, for example, in terms of basic affections. At the level of the social system, the communi cation of information not only transmits, but also translates and potentially transforms the expected information content.The full formalization of the substance of communication in terms of messages expected to contain information was accomplished by Shannon's (1948) mathematical theory of communication. From this perspective, information is content-free and equated with uncertainty; it is formalized in terms of binary digits or bits. When the uncertainty is complete, the system is assumed to be â€Å"dead† in a formal sense. A system can only process information, that is, communicate, as long as the expected information is not complete but contained within a communication. A communication system communicates with other communication systems.The latter provide contexts insofar as they communicate, that is, insofar as these systems are neither completely certain (â€Å"fixed†) nor completely uncertain (â€Å"dead†). Thus, a model of co-variation and remaining va riation in otherwise orthogonal dimensions can be formalized (Leydesdorff 1994). By differentiating the systems suppress the co-variation and tend to become nearly decomposable (Simon 1973). Whereas the covariation between two systems (A and B) is mutually determined, the remaining variation provides a structure over time in the one system (A) that is a latent condition for the coevolving system (B).From the perspective of the latter system (B), the structure (in A) can also be considered as redundancy or failing information. Therefore, structure is latent from this perspective. The covariations provide windows at which the systems share information mutually. The remaining variations are based on the recursive code of the communication over time and remain internal to each of the co-evolving systems. In the case of a dually layered communication medium like human language (see above), the same communication can be nearly decomposable in one dimension while firmly related in another. For example, we may agree despite a deep misunderstanding in terms of the information exchange, while one is also able to disagree about a given meaning when one fully agrees about the underlying exchange. Thus, a two-dimensional communication medium allows for differentiation and integration at the same time. The operation has become complex in itself. With increasing differentiation the system has to improve on its internal operation of integration because of the risk of otherwise falling apart from an excess of differentiation.Keeping this balance under the pressure of increasing uncertainty can be considered as the driving force for developing communicative competences in a communication system. The communicative competences are expected to be differentiated in the case of inter-human communication. Whereas the substance of social communication (i) is packaged, the communicative competencies tend also to become formalized. The social network system, however, remains structurally coupled to human agency in the substantive dimension.As long as one maintains Luhmann's assumption that human agency has to be the substantive carrier of the reflexive translation at the node, the social system cannot be completely virtual. One has to abandon the complete idealization in the historical case since observable reproduction has to be realized as one of the subdynamics of otherwise virtual networks. In this respect, sociology is different from the study of artificial systems. The historical instantiations contain the fingerprints of the social system's reproduction.Institutional dynamics exhibit codifications of communication that have been useful hitherto to the extent that they have been institutionalized. These â€Å"real life† phenomena are part of the social system as are we ourselves, that is, as subdynamics which can be invoked. In other words: human agency is structurally coupled to the social system, but only along one of the two dimensions of inter-huma n communication at each time. The other dimension is the way our communication is processed as a message. Along this dimension, the expectation is that we are only operationally coupled, since operational coupling allows for differentiation.The social system operates in terms of expectations (that is, uncertainties) and expectations concerning expectations (that is, meaningful selections). This differentiation in the communication provides parallel channels in the medium that the network system has available for propelling the communication. Language supports this dual-layeredness in the communication by providing a means of codification of the relation between the message and the information. The interactions among the two layers provide the system with variation that can recursively be selected as meaningful.For example, one is able to play with the meanings and the functions of communications. Furthermoe, one is sometimes able to control some of the selections by improving one's own communicative competences. Although each of us is able to select individually by providing meaning to some information and not to other, the reflections are socially distributed and hence they contain also an update value for the network behind the backs of the participants involved. In each communication, one degree of freedom may be hidden hyperreflexively or it can be made available to the communication, that is, infrareflexively.When the socially distributed reflections can be communicated, they are provided with situational meaning. The latter interaction is expected to interact with the not-yet communicated layer of reflections, and by generating this new variation the system propels itself. On the side of the human agency involved, this configuration provides us with opportunities for building niches within the system or, in Habermas' terminology, with options for improving the quality of life, for example, by fine-tuning communicative competencies to the exigencies of th e communicated culture.C. Theory of Slang LanguageThe definition of slang can be found in literature researching slang. Unlike dictionaries, whose main focus is to provide the general outline of a lexical item, but cannot elaborate on too many aspects due to a restriction on the space available, the specialized literature presented in this paragraph presents more in-depth research on slang and has a different approach to how to define slang.In her book Slang & Sociability in which she researches the use of slang among college students in the USA, English professor Connie Eble presents her own definition of slang: â€Å"Slang is an ever changing set of colloquial words and phrases that speakers use to establish or reinforce social identity or cohesiveness in society at large† (Eble 1996: 11). Eble’s definition differs significantly from the definitions presented in the dictionaries. While she agrees that slang is colloquial, Eble’s definition highlights the socia l aspects of slang which the dictionaries either ignore or do not find relevant to explain.According to Eble, slang thus seems to serve a purpose which is the establishment of social identity for the speaker and the people with whom they are interacting. Michael Adams agrees and says that slang serves to fill the following purposes: to identify members of a group, to change the level of discourse in the direction of informality, and to oppose established authority (Adams 2009: 16). Adams’ and Eble definitions show that slang is not just a set of words/phrases used by particular groups, but that it is something that are used by people to establish groups.The difference between these two notions is that slang can be used by anyone with the aim of wanting to establish group identity and to oppose established authority. Eble mentions Dumas and Lighter who proposes four identifying criteria for slang (Dumas & Lighter 1978 14-16 in Eble 1996: 11-12): 1. Its presence will markedly l ower, at least for the moment, the dignity of formal or serious speech or writing. 2. Its use implies the user’s familiarity either with the referent or with that less statusful or less responsible class of people who have such familiarity and use the term.3. It is a tabooed term in ordinary discourse with persons of higher social status or greater responsibility. 4. It is used in place of the well-known conventional synonym, especially in order (a) to protect the user from the discomfort caused by the conventional item or (b) to protect the user from the discomfort or annoyance of further elaboration. Dumas & Lighter say that when something fits at least two of the criteria, a linguistically sensitive audience will react to it in a certain way.This way, which cannot be measured, is the ultimate identifying characteristic of true slang. This shows that the use of slang is a negotiation between the speaker and the listener, because the speaker wants to convey something with th e use of slang which the listener must acknowledge. Adams acknowledges this and says that it is not a word itself that makes something slang, but rather the extrinsic feature of its use adapted by speakers to very precise human social and aesthetic needs and aspirations (Adams 2009: 48).Thus, the four criteria show that slang goes far beyond just being a lexical item. Moreover, all four criteria seem to focus on the social implications of using slang and the consciousness of shared knowledge between speaker and other participants. Dumas & Lighter imply that slang is used to change the level of formality from formal and serious speech towards informality, which also was what was suggested in the dictionary definitions and by Adams and Eble The objective of using sets of slang words and expressions is to achieve something on a social level.The speaker uses slang in order to achieve social dynamics with the people to whom he/she is speaking and slang outlines social space, and attitude s towards slang helps identify and construct social groups and identity. (Adams 2009:57). This means that when you use slang, you expose yourself, your ideas and your attitude as to how you want to perceive the people with whom you are interacting, and how you want these people to perceive you, while you rely on the people with whom you are speaking to be able to infer what you mean.From this follows that slang is not a language as such as implied in some of the dictionary  definitions mentioned in the previous paragraph, but rather a set of words and expressions in a given language used to create group dynamics, because slang is used within a given language to establish a difference between standard language and slang. The difference is not so much in the words themselves, but in the intended effect of using the words. The switch from standard language to slang implies informal settings and helps determining group dynamics. In the words of Eble, people use slang â€Å"when they want to be creative, clear 2 A form of e. g. English which does not include evident non-standard usage of the language† (Hamaida 2007: 3).Translating the use of slang – A study of microstrategies in subtitling with a view to researching the transfer of the use of slang from source text to target text with I Love You, Man as empirical example, including a study of the function of slang and acceptable to a select group† (Eble 1998: 19). In addition, slang is ephemeral. Slang changes constantly and it is the constant notion of what to use and what not to use that creates group identity. Eble says that â€Å"sharing and maintaining a constantly changing in-group vocabulary aids group solidarity and serves to include and exclude members† (Eble 1998: 119).The members are those who understand not only the word said by a slang user, but also know what the intention of using the word is. In this way, slang operates like fashion: You always need to keep up with the l atest trends and if you do not, you are not as fashionable as other slang users are, and you must know how to respond to slang and to show whether you are ‘in-crowd’ or ‘out-crowd’ (Ibid: 121). What still needs to be explained is what makes a given word appear slang to listeners.As we saw above, Lighter and Dumas suggested that a slang term is taboo when used around people that do not belong to your group and that slang is a synonym to a conventional word in the standard language used to avoid having to protect the user of the word from discomfort from having to elaborate on the word or to use the real word. This tells us that slang has an effect on both speaker and listener, and that slang is not applicable in all settings. Adams mentions that slang is â€Å"casual, racy, vivid, irreverent, and playful elements [that] rebels against the standard (whether mildy, wildly or in between)† (Adams 2009: 9).The attributes suggested by Adams proposes that sl ang can be mild and casual in its appearance just as it can be racy and irreverent. Essentially, Adams believes that slang is used to rebel against standard language, but that the reasons for doing so does not have to be to show bad behaviour or obvious irreverence. As we saw in the dictionary definitions above, slang seems to be listed as being not polite and offensive, but Adams believes that slang can just as well be playful and a joking way of rebelling against standard language to mark the difference between e.g. parents and children (in-crowd versus out-crowd), but the children do not necessarily have wicked intentions with the use of slang.Rather, slang is used to create a social line between children and parents/adults (Ibid: 32). Of course, context comes into play when we think of slang. Adams mentions that slang is not slang until someone recognises it to be slang (Adams 2009: 62). This means that listeners must be able to recognise the speaker’s intent to break wit h established linguistic convention and to determine that what they are hearing is slang.CHAPTER V. CONCLUSIONThe term of using slang texting commonly can be learning trough chat with someone aboard. From the research result, we could see that student A who is often having chat with someone abroad can translate the text source appropriately. While student B is unfamiliar with slang texting, it is because student B rarely having chat with someone abroad. Knowing slang language is good for people who want to be an active English speaker. By mastering slang language, so we can take easily to communicate with the English native speaker.

The ocean at the end of the lane

There are several characters in the novel The Ocean at the End of the Lane. The characters in the book The Ocean at the End of the Lane are Little Hempstead and an UN-named protagonist. The UN-named protagonist is a seven years old boy and is the character that tells the story, on a first person point of view. † I was seven years old, no longer a little child, but I was wetting myself with fear, like a baby, and there was nothing I could do about it, while Ursula Monotone hung in the air above me and watched, dispassionately† (Caiman 75).The second main character is Little Hempstead; she is a twelve ears old girl and is the one who â€Å"invited† The UN-named protagonist to this magical world. For instance she is the one who brought the protagonist to the Hempstead farm and that is where he got the magic worm stuck to his feet. One can see how the principal characters of this novel are the UN-named protagonist and Little. Throughout Neil Gasman's book there has bee n a few settings revealed. Two settings that are in the novel are Sussex, England and the Hempstead Farm. One of the settings is Ileitis's farm because almost the entire volume takes place there.For instance it is where the climax occurred and where most of the symbolic events happened. The main setting is Sussex, England that is where the story takes place. â€Å"l drove along winding Sussex country roads I only half remembered† (Caiman 13). In this quote the character is forty-three years old and is going back to his homeland because the entire story is technically a flashback. To conclude one can see how the main settings are Sussex and the Hempstead Farm. Many element of figurative language have been demonstrated to the readers in this novel. Figurative examples in the story are personification and metaphor.Personification was used in the book because when Little and the protagonist were against the supernatural they gave human characteristics to the weather. â€Å"The g round hit my stomach, and the wind knocked out of me†(Caiman 125). Many metaphors where used throughout the book mostly when Little and the protagonist were fighting with Ursula. â€Å"She was the storm, she was the lighting she was the adult world with all it power and all it's secrets† (Caiman 76). Conclusively the readers can see how some element f figurative language in the book are metaphors and personification.The book has had many symbols presented to us. Symbols proven to the readers during the book were the pond and the Hempstead Farm. The Hempstead farm is one of the symbols because it represents the magical world and how this entire book revolves around it. For instance Ursula Monotone, she is the main conflict in the novel and she was originally being held in the Hempstead farm. Until the protagonist came and she was able to get inside him. Finally the main symbol is the pond, the pond is what permits tie to stay alive as she sacrificed herself for the prota gonist the pond gave her power to relive.Little says the pond is really an ocean and the protagonist understands why because at the end it is revealed that the lake is an ocean of all the knowledge in the world and represents knowledge and can do everything. â€Å"And it wasn't a pond. It was an ocean. Little Hemlock's ocean† (Caiman 17). â€Å"L knew that when was in the ocean, and knew everything. I understood it all† (Caiman 1 16). To finalize the audience can see how two significant symbols of this novel are the pond and the Hempstead Farm.

Attention Getter Essay

Nowadays, many tragic accidents happen everywhere and this situation is alarming. Rate of accidents keep on increasing from day to day not just in the cities but also in rural areas. All of these accidents have made many people lost their families and loved ones. It is very pitiful when we get news about accidents which happen every day from newspapers. This shows that many people suffer when accidents happen to their family or relatives. Greetings: Good morning everyone. My name is Apollo Thesis statement: Today i would like to give a speech about the causes of happen road accidents. Summative Overview: Here are some causes of the road accidents happen such as: drink and drive, using cell phone while driving and teenage drivers. Benefit: It we know the causes of road accidents we can become more responsible and more careful to avoid road accidents/ those causes are reminds us to be more responsible to not only ourselves also the passenger in our car. Point 1: Drink and drive First of the causes is drinking and driving is the leading cause of car accidents. Driving while intoxication is dangerous, because drinking increases your inhibitions and self-confidence but lowers your driving performance and your ability to focus. In other words, alcohol impairs the decision-making ability of the brain. For example, when people get drunk, they do not even think they are drunk. They may feel like they can do anything. But they cannot. Many accidents occur because of drinking. These accidents involve mostly one car, but other people are killed by drunk drivers. People have to be educated about drinking and driving, so they do not kill themselves or innocent people on the road. Point 2: Using cell phone while driving The second point is using cell phones while driving is also a cause for car accidents. When a cell phone is used while driving, it distracts the attention of the driver, leading to car accidents. While using a cell phone  many people tend to miss the traffic signals, not really concentrating on driving. The process of dialing or answering the phone can make them lose control of the vehicle as well. Even though the driver is looking at the road, he or she can easily get distracted by the conversation. This can result in fatal accidents. Point 3: Teenage drivers Another cause of road accidents on the road is teenage drivers. Some teenagers cause fatal accidents, because of immaturity and lack of experience. Teenagers are very impulsive. Although not intending to hurt anyone, they sometimes drive very aggressively. It is not difficult to find teenagers driving with one hand on the steering wheel, seat pushed back, and with loud music playing. In traffic they go wild, trying to seek attention. They underestimate the risk of what they are doing. All these acts result is serious consequences on the road. Many accidents of young drivers result from their own mistakes. It will cause a psychological shadow in their future. Conclusion Re-thesis statement + summative overview: As conclusion, all this ways which are drink and drive, using cell phone while driving and teenage drivers are the causes of road accidents by avoid those causes we decrease the road accidents in our country and make a good image for the tourist who come to our country Benefit: We can learn to become more responsible to our passage it will help decrease the number of road accidents happen. By the way decrease the road accidents we can save more people . Clincher: By avoid road accidents we are not only saving our own life we also saving other people life too. Life is a gamble. You can get hurt, but people die in plane crashes, lose their arms and legs in car accidents; people die every day. Same with fighters: some die, some get hurt, some go on. You just don’t  let yourself believe it will happen to you!

Medical Experiments of the Holocaust

Medical Experiments of the Holocaust Kaitlin Holocaust in History January 6, 2013 Many brutal atrocities were committed during the Holocaust by the Nazi party against anyone they viewed as â€Å"unpure†. This included the Jews, Gypsies, homosexuals, Afro-Germans, Slavs, communists, the handicapped, and the mentally disabled. These groups were targeted, stripped away of their rights and citizenship, and then sent to concentration camps. Some of these camps were death camps; created for the sole purpose to annihilate these groups of people, mainly the Jews. At these camps, the prisoners were tortured, starved, brutally killed, and experimented on.In this research paper, I am going to discuss some of the medical experiments that were done to the prisoners by Nazi doctors. According to Education†¦A Legacy Forum, some of these experiments are freezing/hypothermia, high altitude tests, testing of the chemical sulfanilamide, seawater experiments, phosgene gas testing, genetic te sting, and the experimentation on twins. These experiments, no matter which one, were cruel and inhumane. Nazi doctors would experiment on prisoners without caring about the welfare of their patient. All restrictions were gone, and these doctors could do whatever they wanted.Many of these prisoners endured pain, and agony, to further the Nazi doctor’s research. The goals of these experiments were to promote the German race, â€Å"in the name of science†. ( Education†¦ A Legacy Forum, Josef Mengele, The Experiments) The freezing experiments were conducted to determine the most effective means for the Germans to avoid hypothermia while fighting on the Russian Front. For as many as five hours, doctors either put prisoners in large vats of ice water, or they would be strapped down on stretchers, and placed outside in the freezing weather naked.While these people were suffering with the pain of their bodies slowly freezing, the doctors would measure the changes in thei r body temperature, heart rate, and other factors. When a prisoner’s body temperature reached 80 °F, the doctors would use different methods of rewarming them. These included sleeping bags, scalding baths, internal irrigation (blistering hot water would be irrigated into the prisoner’s stomach), and the doctors would even force naked women to copulate with the near frozen prisoner. These resuscitation experiments were usually just as painful and deadly as the freezing experiments. The Experiments) In order to find the best way to save German pilots when they were forced to eject from their fighter planes at high altitude, they conducted experiments in which prisoners would be placed in chambers with a low pressure atmosphere. This was to simulate the altitudes, as high as 70,000 feet. The doctors monitored the prisoner’s physical and psychological responses as they slowly and painfully succumbed to their demise. Afterwards, the doctors would dissect the prison er’s brain, sometimes while they were still alive, to show the formation of small air bubbles in the brain’s blood vessels.As many as two hundred patients were tested on, and around eighty died on the spot. The rest were then executed in the gas chambers. (The Experiments, Josef Mengele and The Medical Experiments) The experiments to test the effectiveness of sulfanilamide and other drugs against infection for the purpose of helping the German Army were performed since many front line soldiers suffered from persistent and deadly gangrene. Doctors would inflict battlefield-like wounds in prisoners. They would then rub glass, wood, metal, and bacteria into the wound, resulting in infection.Blood vessels were tied with a tourniquet to simulate what would actually happen to an actual war wound on the front lines. Since the infection would become so deadly, many prisoners died. Others endured serious injury and agony. (Josef Mengele and The Medical Experiments, Remember. or g, The Experiments) Seawater experiments were conducted to find out how to make seawater drinkable. Dr. Hans Eppinger, and other doctors, at the concentration camp located in Dachau conducted these experiments. They forced about ninety Gypsies to drink seawater only, while being deprived of food.Obviously since the salt content of the water causes the body to retain more salt, and lose more water, which is why seawater is undrinkable, these experiments caused serious bodily injury, major dehydration, and an enormous amounts of pain and suffering. The Gypsies were so dehydrated and so desperate for water, they reportedly â€Å"licked the floored after they had been mopped just to get a drop of fresh water. † (The Experiments, Remember. org) Experiments were conducted to find an antidote to phosgene, a toxic gas use as a weapon during World-War I.At Fort Ney near Strasbourg, France, Nazi doctors exposed roughly 52 concentration camp prisoners to the phosgene gas. This gas cause d extreme irritation to the prisoners’ lungs. Many of the prisoners suffered pulmonary edema after the exposure. Four died as a result of the experiments. (The Experiments) Josef Mengele, a Nazi doctor stationed at Auschwitz, was called the â€Å"Angel of Death†. Many times he would be the one who was in charge of â€Å"selection†. He had the power to decide the fate of the prisoner; he had the power of life and death over them. He was in charge of the many experiments conducted at Auschwitz.The experiments he is most known for are genetic experiments, and the experimentations on twins. (Josef Mengele) Many of those who were experimented on were children. They were kept separate from the other inmates. They were called Mengele’s children. Some of the younger children would call Dr. Mengele, Uncle Mengele, since he would offer them sweets. Mengele’s children usually have certain privileges, such as being able to keep their hair for the first few day s of the examinations, a small amount of extra food, and being spared from the beatings of the guards.However, even being treated slightly better, the excruciating pain and death from the experiments were inevitable. (Josef Mengele) The most important goal of the Nazis was to create the master race of the Aryans. They were to have blonde hair, blue eyes, and have pure German blood. Mengele was determined to find out the secret to creating this â€Å"perfect† Aryan race. He would apply eye drops, or inject chemicals into the children’s eyes in an attempt to change brown eyes to the preferred blue. Most of the time, the excruciating pain would leave the children blind for a day or more, and then return to normal.But at least one child would become permanently blind. Mengele would apply dyes to children’s scalps to see if the color can be controlled. Often times this would burn the scalp of the children. Blood test were taken and transfused in order to see which bl ood types mixed, and which blood types didn’t. (Josef Mengele, Josef Mengele and Experimentation on Human Twins at Auschwitz) Josef Mengele was fascinated with twins. He believed that twins held the key to unlocking the genetics to the Aryan race. When twins would arrive to the camp, the SS would yell out â€Å"Twins, twins! An Eva Mozes, a twin survivor from the camp recalls her experience â€Å"As I clutched my mother’s hand, an SS man hurried by shouting, ‘Twins, twins! ’ he stopped to look at us. Miriam and I looked very much alike. We were wearing similar clothes. ‘Are they twins? ’ he asked my mother. ‘Is that good? ’ replied my mother. He nodded yes. ‘They are twins,’ she said. † Twins were kept in separate barracks from the others in the camp. Sometimes they were given special treatment. Unfortunately, this treatment was short-lived. Of the three thousand twins who entered the camp, only two hundred su rvived to see the end of the war.They received blood tests on a daily basis, had surgeries performed without anesthesia, had transfusions from one twin to the other. One set of Gypsy twins were sewn to each other’s back. (Josef Mengele) One twin recalls the death of his brother. â€Å"Dr. Mengele had always been more interested in Tibi. I am not sure why—perhaps because he was the older twin. Mengele made several operations on Tibi. One surgery on his spine left my brother paralyzed. He could not walk anymore. Then they took out his sexual organs. After the fourth operation, I did not see Tibi anymore.I cannot tell you how I felt. It is impossible to put into words how I felt. They had taken away my father, my mother, my two older brothers– and now, my twin† Mengele performed autopsies on twins who died from the experiments. (Josef Mengele, Josef Mengele and Experimentation on Human Twins at Auschwitz, Children of the Flames; Dr, Josef Mengele and the Unt old Story of the Twins of Auschwitz) The medical experiments performed during the Holocaust are examples of why the welfare of humans is the top priority of experiments in science today.No human being should have to experience any pain in order to further the research of science. Hopefully, future generations will look back and never ever treat people lower than animals for their own gain. Citations Grabowski, John F. â€Å"Experiments in Terror. † Josef Mengele. Farmington Hills: Lucent Books, 2004. Print. Lagnado, Lucette M. Children of the Flames. Penguin Group (USA) Incorporated. 1996. Print. â€Å"Medical Experiments of the Holocaust and Nazi Medicine† Remember. org. N. p. Web. 20 Dec. 2012 Tyson, Peter. â€Å"The Experiments. † NOVA Online. N. p. Oct. 2000. Web. 20 Dec. 2012