Perception of Time Essay Example

Perception of Time Essay We often brag about the technological and scientific developments of todays modern society and how we benefit from these advancements. The barriers that were once created because of the diversity in culture were brought down by the modern trend of globalization. Culture is societys main foundation that is deeply rooted in our native land. Culture is a broad term encompassing tradition, ways, and means of leaving, traits and values. Every individual belongs to a certain culture to which he has to fit his activity, values, and attributes. Everyone is raised within the confinements of his or her own culture and brought up by beliefs, traditions, values, and traits which conform to the standards set by the culture that has long been intact in our society. The line of conflict between humans with regards to their culture starts when what is culturally acceptable to us may not be acceptable to others. Even science that we used to think is universal and adheres to generally accepted human principles is predominated with the culture of the people from the western hemisphere (Bartholomew 36). Some behaviors that do not comply with the standards of a certain culture are often remarked as an abnormality or deviance. Thus, even though science applies universal scientific principles, it is never neutral in determining what is deviant or abnormal and what is not (Bartholomew 36). It can never really explain why some cultures do certain practices that are not culturally accepted in other countries. We will write a custom essay sample on Perception of Time specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Perception of Time specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Perception of Time specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We used to separate behaviors and label them as normal, moral and legal. Other traits, practices and rituals that do not fit in what is accepted in our culture are recognized as otherwise. These activities reflect a persons prevailing norms, values, and beliefs that he adheres to at a particular time and place (Bartholomew 36). The psychological aspect that is responsible for the discrepancies in peoples culture and how it affects our perception is cultural relativism. Cultural relativism is a theory of knowledge that is responsible for the persons judgment on what is deemed as acceptable. This judgment is anchored to his or her beliefs, values, and attitudes that are shaped by the culture he or she was accustomed to (Bartholomew 37). Hence, the culture of individuals influences their perception on things around them. They view things according to their existing beliefs and values. Time is also perceived differently in many cultures. Individuals see time differently today than the people in the past used to ages ago. Through the invention of time devices, the people of modern times are able to track time by the hour, by the minute, by the second, and even by the millisecond. Thus, the people’s perception of time molds them and their minds. The ancient people were only aware of the fundamental time—the night and day. They used to determine time by making interpretation of the celestial and heavenly bodies. Through the use of these methods, humans also acquired an understanding of the future. They perceived the future in terms of contingencies of cause and effect relationship. People were able to utilize their environment to develop a perception of time. Their ancient clocks and calendars were the daily motion of the sun and moon, as well as the season changes (Falk n.p). In 1895, H.G. Wells book, The Time Machine, was made available for the public. Wells fiction novel opens to people the possibility of traveling through time. The idea seemed impossible, but well-known Albert Einstein explained that attaining the ability or means to travel to the future or to the past is not improbable (Gott 8). Einstein proposed his theory special relativity in 1905, describing the possibility of time travel based on the description of how time is measured differently by moving and still observers. It is further strengthened by his mathematics professor Hermann Minowski, looking at time mathematically as the fourth dimension (Gott 8). With all the psychological differences explained by cultural relativism, the different perception of time in each culture and society, and the possibility to travel through time, a clear, if not precise, definition of perception of time can be attained. 2.0 Sources Edwin A. Abbot in Flatland: A Romance of Many Dimensions provides an overview of a two-dimensional world and guides his readers through some of the implications of life in two dimensions. Meanwhile, Robert Bartholomew, in his article â€Å"Borderlands: Deviance, Psychiatry and Cultural Relativism,† explores the problem with cultural relativism, basically defined as the principle in which the belief of an individual is analyzed and interpreted in relation to the individuals own culture. Ray Bradbury in â€Å"A Sound of Thunder† warns us that traveling to the past can be dangerous. Antonio Damasio, in his article â€Å"Remembering When† explains the concept of mind time. Dan Falks â€Å"Past, Present, Future PERCEPTIONS OF TIME THROUGH THE AGES† presents differences in perceiving time through different ages. Richard J. Gott, in his book Time Travel in Einsteins Universe: The Physical Possibilities of Travel Through Time, discusses applications of time machine, wherein time travel is possible and how time travel can be explained in terms of physics and quantum mechanics. Dorinne K. Kondo in her article â€Å"On Being a Conceptual Anomaly† presents her experiences as a Japanese American woman. Robert Levine in A Geography of Time: The Temporal Misadventures of a Social Psychologist analyzes what it means to live beyond time or by time event. Richard E. Nisbett in his book The Geography of Thought: How Asians and Westerners Think Differentlyand Why confronts conjectures of well-known philosophers with a different take on human thought influenced by cultural ideologies and principles. The videotaped program Only Human presents few experiments which were created to learn various aspects of human behavior. The book How to Think About Weird Things: Critical Thinking for a New Age by Theodore Schick, Jr. and Lewis Vaughn provides strange assertions and ideas abound in culture to illustrate the rational assessment of any claim. Finally, the videotaped program Time Travel shows that space is curved, time is relative, and time travel is theoretically possible. 3.0 Results People live by the underlying rules and principles in the society where they belong. They adhere to the maxims and dogmas that have long been in existence. They pattern their everyday life according to these unwritten rules that governing the society. To conform to the traditional beliefs and values is to live harmoniously with the other people. People coexist in a society that must adapt and do what is culturally accepted to avoid being ostracized by the general public. 3.1 Perception As mentioned earlier, cultural relativism explains the peoples differences in perception. People’s judgment differs from one another because they pattern things according to their cultural preferences. If something fits their criteria as prescribed by their culture, then it is acceptable for them. Standards set by culture create cultural diversity in the world. According to Richard Nisbett, Westerners and East Asians looked at things differently resulting in dissimilarities in understanding. This is due to the difference in environment, social structures, philosophies, and educational background. In addition, it was discovered that Asian thought is holistic or a functional relationship of parts and the whole. They do not much rely on formal logic or categories. In comparison to the Westerners, people from the west mostly rely on formal logic to understand their behavior. In Dorinne Kondo’s article, â€Å"On Being a Conceptual Anomaly†, she relays her experiences upon conducting a research in Japan. She was raised as an American so she had a difficult time adjusting herself on the ways of living in Japan. This is because the Japanese perceive White people as different and offensive (Kondo 524). During the course of her stay in Japan, she had to learn their traditions, values, and most of all, their practices to be able to cope up with the new environment she was in. There came a point when she saw herself differently, not as the observer on the immersion she was doing but as part of the participants in her research. There is an existing dilemma brought by cultural relativism especially in the field of mental health. Psychiatry is a branch of psychological science that deals with human behavior. Through psychiatry, we are able to find out if we have acquired any psychological disorders. Basis on the diagnoses on such behavioral disorders is human behavior only without in-depth consideration of the underlying social, cultural, and political circumstances that brought up such behavior (Bartholomew 38). Examining closely the behavior of peoples conformity to a group is discovering the power and influence of the majority in a certain society (Only Human n.p) Psychiatry can be considered as the most debatable branch of medicine. There is a necessary clarification on the term mental illness. â€Å"Illness† denotes an impairment or injury on any bodys part. People who were diagnosed with mental illness do not have any injury, but only suffering living difficulties (Bartholomew 38). Based from the ideas discussed by Nisbett and Kondo, an American may experience difficulty adapting to an environment different from his usual environment and therefore may be tagged as mentally ill by the Japanese, or it could be the other way around. This just shows that there is an existing conflict brought about by cultural relativism. Due to the diversity of culture, there is no strong fundamental basis on what is a behavioral disorder. 3.2 Time In a world where time is considered as a necessity while many of us try to squeeze in the tasks that we have to accomplish with the little time that we have, it is fascinating, and at the same time important, to learn how time was viewed and used through the course of human civilization. Across the centuries, humans have looked and treated time differently the way their ancestors used to perceive time. At present, there is an international standard of telling time and it is universal, for every nation adheres to that standard. Due to the rotation of the earth, people experience differences in time—when it is day in the east, it is nighttime in the west. Humans have developed a biological clock or circadian rhythm based on the daily activities and lifestyle of a person. This clock is located in the hypothalamus of ones brain. This is responsible for how a person’s body perceives time. For instance, it is nighttime in his or her biological clock if he or she feels tired and sleepy (Damasio 36). When the region of the brain that is highly important for learning and recalling new information is damaged, a major disturbance occurs in a person’s innate ability to place events in a chronological sequence. This is what happens to amnesiacs or people suffering from amnesia. They lose the ability to estimate the passage of time in different scales (Damasio 36). Amnesia is a permanent damage on the brains hippocampus, a part of the brain essential to memory, and the temporal lobe, a region of the brain that serves as a two-way communication with the rest of the cerebral cortex. Damage in the hippocampus hinders the creation of new memories. Patients with an impaired hippocampus are known to have anterograde amnesia. They are unable to hold factual memories for longer than one minute. On the other hand, the amnesiacs that are unable to retrieve long-term memories are diagnosed with retrograde amnesia, which is characterized by an impaired in temporal lobe (Damasio 36). Amnesiacs do not have awareness of the correct time, which makes it difficult for them to place events in the right chronological order and store new factual memories. This deficiency greatly affects their way of living and their social interaction. The idea of time travel has not escape the imaginative minds of people. In 1895, H.G. Wells published the book The Time Machine, which opened the idea of time travel to the public. The proposition seemed so impossible but the physicist Einstein attempted to explain the possibility of such phenomenon through physics (Gott 8). In 1905, Einstein developed his theory of special relativity and explained how time is measured differently by still and moving objects. Einsteins mathematics professor Hermann Minowski expanded his theory and told that time could be treated mathematically as the universes fourth dimension (Gott 8). If their proposition is correct, their theory would allow humans to travel back in time or go forth to the future. However, Ray Bradbury stated the dangers of time travel to the past and the possible effects to the present once the course of history is altered. Hence, the events that happened in the past cannot be touched for it will greatly affect the current circumstances. 3.3 Perception of Time Time is treated also differently in every culture. The differences in perception of things could be attributed to the cultural relativism aforementioned. Awareness of time is very important to humans. Today, we are paid by the hour and our daily routines are based on time. Our early ancestors utilized everything that can be found in their environment to be able to tell time. They used the daily motions of the moon and sun. Assuming an unconventional movement of the celestial bodies resulted in certain phenomena, they were able to perceive the future through a cause-and-effect relationship (Falk n.p). For example, the Babylonians had their way of foretelling events by means of hepatoscopy, which involves sacrificing a liver. They believed that through this ritual, the gods allow them to foresee the future (Schick and Vaughn 97). Different cultures developed various methods and devices to determine time. For instance, the Romans developed the calendar, which was by Pope Gregory XIII. The perception of time could also be considered necessary in ones cultural requirements. This is evident in the empires established in Latin America. These empires dictated how to regulate time in order to fix civil, agricultural, and religious dates. On the other hand, Muslims, maintain strict daily routine of timely prayers to keep track of time (Falk n.p). Today, we treat time as inanimate, passing in a constant rate. We are all considered as slaves of time. We can never hasten up or slow down the passage of time. However, this was not the case for the Maya, as time is organic for them. According to the Mayas, time can be stretched, shrunk, or even overpowered by human activity. In fact, many cultures perceived time as organic in nature. In these cultures, time was told through human activities and not through the constraints of a clock or a calendar (Falk n.p). 4.0 Discussion In light of the findings provided by the sources, the existence of various traditions, beliefs, and values anchored to their culture has created a disparity in people’s perception. People act in accordance to their culture and society where they live. Behavior and action against the prevailing norms will be perceived by other people as a deviation or as a mental illness. This disparity in perception of right and wrong could be attributed to cultural relativism, or the difference in cultural beliefs and values. Throughout history, people have developed their perception of time. Our ancestors used conventional tools and devices to be able to tell time. Through the use of astrological components, they were able to acquire an understanding of the future events through cause-and-effect relationship by connecting a certain lunar or solar manifestation that resulted in certain events. Perception of time greatly depends on the brain’s functioning. An impairment of certain regions of the brain responsible for holding and storing memories and sequencing events in a chronological order deeply affects an individual’s perception of time. An example of this brain disorder is amnesia. Amnesiacs have an incorrect perception of time due to their ailment. The idea of time travel that seems unworkable was made theoretically possible by Einstein. In his theory of special relativity, he explained that the treating time as the universes fourth dimension can make time travel possible. Still, there are dangers in traveling back to the past because it may alter the course of events and the present situations. There is no universal perception of time. Time is perceived differently in various cultures. Some culture perceive it as inanimate, others treat it as organic that can be controlled by human activity.

Example Student Teacher Observation Checklist

Example Student Teacher Observation Checklist To prepare yourself for a student teacher role, familiarize yourself with the roles and responsibilities of a student teacher. The experience is rewarding, demanding, and depends on periods of review from other teachers and administrators. These general checklists closely align to ones a student teacher would encounter in the field from college professors and mentoring educators.   Classroom Observation by Cooperating Teacher Here you will find a question or statement followed by specific areas the cooperating teacher will be observing the student teacher on. 1. Is the student teacher prepared? Do they have an organized, detailed lesson plan and all materials needed? 2. Do they have knowledge of the subject matter and a purpose? Can the student teacher answer students questions? Can he/she motivate students to peak their interest in the subject matter? 3. Can the student teacher control students behavior? Keep their attentionInvolve students in the lessonStop lesson when neededAware of individual needsProvide positive reinforcement 4. Does the student teacher stay on topic? Do they follow a logical sequence? 5. Is the student teacher enthusiastic about the lesson they are teaching? Are students excited shown through class participation and behavior?Are the activities appropriate? 6. Does the student teacher have the ability to: Stay on topic?Give directions?Reach objectives?Vary questions?Involve students?Encourage participation and thinking?Summarize lesson? 7. Is the student teacher able to present: Enthusiasm?Details?Flexibility?Speech and grammar? 8. Do students actively participate in class activities and discussions? Are students attentive and interested?Are students cooperative and responsive? 9. How do the students respond to the student teacher? Do they follow directions?Do they display understanding?Are they respectful? 10. Does the teacher communicate effectively? Provide visual aidsTone of voice Areas of Observation by College Supervisor Here you will find several topics that can be observed during a single lesson. 1. General appearance and demeanor Dresses appropriatelyGood posture, animation, and smiles 2. Preparation Provides and follows a lesson planHas knowledge of the materialIs organizedIs creativeProvides teaching aids 3. Attitude towards the classroom Respects studentsListens to studentsEnthusiasticDisplays a sense of humorHas patience and sensitivityHelps students when needed 4. Effectiveness of lessons Motivates through instruction and presentationMeets objectivesStays on topicPaces lessonEncourages class participationCarefully directs and explains expectationsUses effective questioningAbility to summarize the lessonHas a concluding activityCorrelates lesson with other subjects 5. Presenter effectiveness Speaks clearly using proper grammarAvoids using  colloquialisms such as you guys and yeahAttentive to detailsHas confidenceBoard writing is legibleMaintains authority 6. Classroom management and behavior Does not embarrass, use sarcasm, or argue with studentsRemains an adult at all timesDoes not tolerate or dwell on inappropriate behaviorKeeps lesson flowing and knows when to stop or wait Areas of Observation Used in Self-Evaluation This list of questions forms the basis of a self-evaluation process for a student teacher. Are my objectives clear?Did I teach my objective?Is my lesson timed well?Do I remain on one topic too long or too short?Do I use a clear voice?Was I organized?Is my handwriting legible?Do I use proper speech?Do I move around the classroom enough?Did I use a variety of teaching materials?Do I show enthusiasm?Do I have make good eye-contact with the students?Did I explain the lesson effectively?Were my directions clear?Did I show confidence and knowledge of the subject?

Common Redundancies in the English Language

Common Redundancies in the English Language One way to cut the clutter in our writing is to eliminate repetitious expressions. Because we so often see and hear redundancies (such as free gifts and foreign imports), they can be easy to overlook. Therefore, when editing our work, we should be on the lookout for needless repetition and be ready to eliminate expressions that add nothing to whats been said. Now does this mean that repetition must be avoided at all costs, or that good writers never repeat themselves? Certainly not. Careful repetition of key words and sentence structures can help establish clear connections in our writing. In effective rhetorical strategies of repetition, we consider how writers may rely on repetition to emphasize or clarify a central idea. Our concern here is with eliminating needless repetition - redundant expressions that make writing longer, not better. Following are some of the common redundancies in English. In specific contexts, some of these phrases may serve a purpose. More often, however, the phrases weigh down our writing with unnecessary words. We can eliminate the needless repetition in each case by omitting the word or phrase in parentheses. A (absolutely) essential(absolutely) necessary(actual) factsadvance (forward)(advance) planning(advance) preview(advance) reservations(advance) warningadd (an additional)add (up)(added) bonus(affirmative) yes(aid and) abet(all-time) recordalternative (choice)A.M. (in the morning)(and) etc.(anonymous) stranger(annual) anniversary(armed) gunman(artificial) prosthesisascend (up)ask (the question)assemble (together)attach (together)ATM (machine)autobiography (of his or her own life) B bald(-headed)balsa (wood)(basic) fundamentals(basic) necessitiesbest (ever)biography (of hisor herlife)blend (together)(boat) marinabouquet (of flowers)brief (in duration)(brief) moment(brief) summary(burning) embers C cacophony (of sound)cameo (appearance)cancel (out)(careful) scrutinycash (money)cease (and desist)circle (around)circulate (around)classify (into groups)(close) proximity(closed) fistcollaborate (together)combine (together)commute (back and forth)compete (with each other)(completely) annihilate(completely) destroyed(completely) eliminate(completely) engulfed(completely) filled(completely) surround(component) partsconfer (together)connect (together)connect (up)confused (state)consensus (of opinion)(constantly) maintainedcooperate (together)could (possibly)crisis (situation)curative (process)(current) incumbent(current) trend D depreciate (in value)descend (down)(desirable) benefits(different) kindsdisappear (from sight)drop (down)during (the course of)dwindle (down) E each (and every)earlier (in time)eliminate (altogether)emergency (situation)(empty) holeempty (out)(empty) spaceenclosed (herein)(end) resultenter (in)(entirely) eliminateequal (to one another)eradicate (completely)estimated at (about)evolve (over time)(exact) same(exposed) openingextradite (back) F (face) maskfall (down)(favorable) approval(fellow) classmates(fellow) colleaguefew (in number)filled (to capacity)(final) conclusion(final) end(final) outcome(final) ultimatum(first and) foremost(first) conceivedfirst (of all)fly (through the air)follow (after)(foreign) imports(former) graduate(former) veteran(free) gift(from) whence(frozen) ice(frozen) tundrafull (to capacity)(full) satisfactionfuse (together)(future) plans(future) recurrence G gather (together)(general) publicGOP (party)GRE (exam)green [or blue or whatever] (in color)grow (in size) H had done (previously)(harmful) injuries(head) honchoheat (up)HIV (virus)hoist (up)(hollow) tubehurry (up) I (illustrated) drawingincredible (to believe)indicted (on a charge)input (into)integrate (together)integrate (with each other)interdependent (on each other)introduced (a new)introduced (for the first time)(ir)regardlessISBN (number) J join (together)(joint) collaboration K kneel (down)(knowledgeable) experts L lag (behind)later (time)LCD (display)lift (up)(little) baby(live) studio audience(live) witness(local) residentslook (ahead) to the futurelook back (in retrospect) M made (out) of(major) breakthrough(major) featmanually (by hand)may (possibly)meet (together)meet (with each other)(mental) telepathymerge (together)might (possibly)minestrone (soup)mix (together)modern ______ (of today)(mutual) cooperation(mutually) interdependentmutual respect (for each other)(number-one) leader in ________ N nape (of her neck)(native) habitat(natural) instinctnever (before)(new) beginning(new) construction(new) innovation(new) invention(new) recruitnone (at all)nostalgia (for the past)(now) pending O off (of)(old) adage(old) cliche(old) custom(old) proverb(open) trenchopen (up)(oral) conversation(originally) createdoutput (out of)(outside) in the yardoutside (of)(over) exaggerateover (with)(overused) cliche P (pair of) twinspalm (of the hand)(passing) fad(past) experience(past) history(past) memories(past) recordspenetrate (into)period (of time)(personal) friend(personal) opinionpick (and choose)PIN (number)pizza (pie)plan (ahead)plan (in advance)(Please) RSVPplunge (down)(polar) opposites(positive) identificationpostpone (until later)pouring (down) rain(pre)board (as an airplane)(pre)heat(pre)record(private) industry(present) incumbentpresent (time)previously listed (above)proceed (ahead)(proposed) planprotest (against)pursue (after) R raise (up)RAM (memory)reason is (because)reason (why)recur (again)re-elect (for another term)refer (back)reflect (back)(regular) routinerepeat (again)reply (back)retreat (back)revert (back)rise (up)round (in shape) S (safe) haven(safe) sanctuarysame (exact)(sand) dunescrutinize (in detail)self-______ (yourself)separated (apart from each other)(serious) dangershare (together)(sharp) pointshiny (in appearance)shut (down)(single) unitskipped (over)slow (speed)small (size)(small) specksoft (in texture) [or (to the touch)]sole (of the foot)spell out (in detail)spliced (together)start (off) or (out)(still) persists(still) remains(sudden) impulse(sum) totalsurrounded (on all sides) T tall (in height)tall (in stature)(temper) tantrumten (in number)three a.m. (in the morning)(three-way) love triangletime (period)(tiny) bit(total) destruction(true) facts(truly) sinceretuna (fish)(twelve) noon or midnight(two equal) halves U (ultimate) goalundergraduate (student)(underground) subway(unexpected) emergency(unexpected) surprise(unintentional) mistake(universal) panacea(unnamed) anonymousUPC (code)(usual) custom V vacillate (back and forth)(veiled) ambush(very) pregnant(very) uniquevisible (to the eye) W (wall) muralwarn (in advance)weather (conditions)weather (situation)whether (or not)(white) snowwrite (down)

Learning Team Policy Analysis II Paper Essay Example | Topics and Well Written Essays - 500 words

Learning Team Policy Analysis II Paper - Essay Example If the police do not have the duty of arresting the suspects, then offenders cannot be taken through the four policies (Mackenzie 4). There would also be no offenders since the courts would not have any suspects to prosecute. The police policies mainly involve arresting suspects. The suspects can be reported by the public or spotted by the police. The police then go ahead to have statements of wrongdoing by the suspects written down in preparation for the court. This directly affects the court since the prosecutors can only prosecute the suspect according to the statements written down. Sometimes the prosecutors end up complaining about the poor quality of the statement forwarded by the police. The role of the police goes on to affect the correctional facilities, if the suspect becomes convicted of his/her offences at the court. It affects the correctional facilities by having the offender punished according to the offences he/she has been convicted of and their magnitude. Over time, drug related arrests have increased significantly. The reason behind the increase mainly involves the higher rate of testing for drugs. This led to drug related offences being the highest number of arrests made. As a result, most of the correctional facilities have too many offenders (Drakeford and Kristin 13). Due to this problem, prosecutors found it necessary to avoid prosecuting suspects possessing little quantities of drugs. As a result, the correctional officers have recorded less congestion in their facilities. In conclusion, the police play a central role in the criminal justice system. Without the police, the criminal justice system can as well be considered useless. For instance, a judge cannot pass judgement on a suspect without considering the offence that led to the suspect’s arrest. Likewise, a prosecutor cannot prosecute a suspect without considering the offence that led to the suspect’s arrest. The correctional officers then end up administering punishment

CAPTCHA Thesis Proposal Example | Topics and Well Written Essays - 1250 words

CAPTCHA - Thesis Proposal Example This thesis will also give a proposal on the future directions of creating reliable CAPTCHAS. The main of this study is to determine the major visual visula CAPTCHAS being used and how they are created. The anti-segmentation and and anti-recognition techniques that are currently being used to make CAPTCHAS very hard for automated computer attacks and bots to segment the CAPTCHAS. This is intended to eventually help in creation of reliable CAPTCHAS. There is increased insecurity by many web users in maintaining their privacy due to many hackers being able to acquire users personal information details. This study is to impact and increase users confidence in the use of CAPTCHAS as a security tool and to help visual CAPTCHA designers to formulate the best algorithms that will be used in creation of reliable anti-recognition and anti-segmentation techniques. This will eventually make user information and use of CAPTCHAS very secure against automated computer bots. We will perform a deep analysis of the different anti-segmentation techniques that are used to prevent separation of CAPTCHAS characters in order to make a sense from them like collapsing, distortion and noise. We will also study some anti-recognition techniques like collapsing, distortion, waving and using multiple-fonts and sizes. We will be conducting a comparative research based on existing research in this area and concerns over information security. We will collect data and statistics and represent the finding in forms of tables and charts. `This study will be done through analysis and comparisons of previously researches done on the increase of security of CAPTCHAS. This will involve acquiring sample data and statistics relating to anti-segmentation, anti-recognition success rates of various visual CAPTCHAS. Comparing some algorithms used in the design of CAPTCHAS. The data in this study will be mostly acquired from previous researches done on the

Cleft Lip and Palate and its Effect on Speech Essay Example for Free

Cleft Lip and Palate and its Effect on Speech Essay Introduction on Speech and Phonetics   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phonetics and phonology are concerned with speech – with the ways in which human produce and hear speech. Talking and listening to each other are so much part of normal life that they often seem unremarkable. Yet, as in any scientific field, the curious investigator finds rich complexity beneath the surface. Even the simplest of conversations – an exchange of short greetings, for example – presupposes that the speaker and hearer make sense to each other and understand each other. Their ability to communicate in this way depends in turn on proper bodily functioning (of brain, lungs, larynx, ears and so on), on recognizing each other’s pronunciation a bewildering jumble of unpronounceable and unintelligible noise only underlines the extent of our organization and control of talking and listening within particular social and linguistic conventions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Once we make a decision to start with an examination of speech, we can come up to it on a range of steps. At one step, speech is an issue of anatomy and physiology where we can examine the organs of speech such as tongue and larynx and their role in the creation of speech. Taking another perspective, we can focus on the speech sounds produced by these organs – the units that we commonly try to identify by letters such as a ‘b-sound’ or an ‘m-sound’. But speech is transmitted as sound waves themselves. Taking yet another approach, the term ‘sounds’ is a prompt that speech is proposed to be heard or supposed that it is then probable to concentrate on the manner in which a listener understands and process a sound wave (Clark, Yallop, Fletcher, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phonetics is the study of the sounds of natural language. The use of sounds in speech involves three distinct phases: 1) the production of sounds by the speaker, 2) the transmission of sounds between the speaker and the hearer, and 3) the reception of the sounds by the hearer. Each of these phases especially 1) and 3), which clearly involve the human brain, is an extremely complicated process, each needs to be understood if we wish to have full understanding of the workings of human speech, and each requires its own methods of study. The science of phonetics thus consists of three main branches, each devoted to the study of one of the phases of speech.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Articulatory phonetics is the study of the way in which speech sounds are produced or ‘articulated’ by the speaker. It includes a description of the organs of speech, such as the vocal cords, the tongue and the palate, and how they are used to produce sounds. The description of speech in articulatory terms has a long history, going back to ancient times, and is still considered the most useful type of description for language teaching purposes. Acoustic phonetics is the study of the transmission of speech sounds through the air in the form of air waves. Precise studies of the transmission stage of speech rely heavily on electronic equipment which has only been available since the 1930s and 1940s, but in the relatively short space of time since then great strides have been made in our understanding of the transmission of speech sounds. Acoustic phonetics is not as important in pronunciation teaching as articulatory phonetics, but it can be of valuable assistance in certain areas such as the description of vowel sounds or intonations, which are not easily described in articulatory terms. Auditory phonetics, finally, studies the processes in the ear, auditory nerve and brain which lead to the perception of sounds by the hearer (Hall, 2003). Organs of Speech   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first essential for the student of Phonetics is to have a clear idea of the structure and functions of the various parts of the organs of speech. The term organs of speech is used to refer to parts of the body in the larynx and the vocal tract that are involved in the production of speech. It is a misleading term in that it suggests that we have special physical organs for speaking. This is not so: all our so-called ‘organs of speech’ have primary biological functions relating to our respiratory system and the processing of food (Gussenhoven Jacobs, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The organs of speech are all bodily structure composed of a variety of tissue types (such as bone, cartilage and skin) which are specific to their biological (rather than linguistic) function. Bodily organs are generally grouped into systems which have particular functions in the life of the organism. These include the respiratory system, the digestive system, and the reproductive system and so on. While it can be argued that the organs of speech form a system, they do not contribute to life support in the same way as other systems, and they are generally not thought of as performing their primary biological function when they are used in speech production (Clark et al., 2006). Nature of Speech Defects   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Speech is a motor act that requires little concentration once it is learned. The energy source for speech is air. The diaphragm is the primary muscle of respiration and air is inhaled and exhaled through the vocal tract, the diaphragm contracts and flattens; this enlarges the thoracic cavity by displacing the abdominal contents downward and expanding the thoracic volume. The external intercostals assist the diaphragm in increasing the size of the thoracic capacity. If these movements are not coordinated, the supply and control of air may be reduced. Lack of coordination occurs during inhalation when the abdominal muscles contract simultaneously with the diaphragm and push the abdominal contents upward. This upward movement decreases the size of the thoracic cavity, which reduced the amount of air available for the production of speech. Restriction of the air supply may lead to reduced loudness, illogical breath groups, limited pitch range, decreased intelligibility and increased expiratory effort. Respiration for speech should be effortless and coordinated with phonation and resonation. Adduction of the vocal folds in a stream of air produces phonation. During quiet respiration, the vocal folds are abducted to an intermediate position by the poster cricoarytenoid muscles. Changes in the vibration pattern may result in altered voice quality, pitch, and loudness and decreased speech intelligibility Communication is a closed loop system. When individuals speak, others hear them and respond to their speech. In addition, individuals hear themselves speak and monitor their speech production. If speech production does not match the specific intention, then speech os modified. When speakers have a speech disorder, they may compensate for the impaired speech production by changing their respiration, phonation, and articulation. If this compensation is carried out in an effortful way, the compensation may be counterproductive and may worsen the symptoms (Brin, Comella, Jankovic, 2004). Speech Assessments   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Speech assessments proper are established from the age of 4 years and allow objective evaluation to take place over a long period.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The articulation of phonemes is routinely evaluated during sessions of repetition as well as free speech.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speech-language pathologist (SLP) will also evaluate the child’s speech production and some of the aspects of phonology. The SLP will ask the child to say various syllables or words and evaluate the â€Å"correctness† of what the child says. The SLP is trained to listen and compare all aspects of speech to a criterion of correct production. The SLP will comment on the child’s voice quality. Does the child’s voice sound like a typical child’s should at that age? Is it too high-pitched, strained, or too nasal? The SLP will comment on fluency, or the relative ease with which the child talks. Does the child stutter or stammer? The SLP will also perform oral-motor exam. In this exam, the SLP asks the child to do some movements incorporating his tongue, lips, teeth, cheeks, soft palate, and jaw. These movements are checked to see if the child has any weakness or coordination problems with the muscles and structures of the mouth that would influence the child’s ability to produce the speech sounds correctly. The SLP will also do an articulation test. In this test the SLP asks the child to say a group of syllables or words that contain all the sounds of English. The SLP makes a judgment about how correctly the child produced the sound. Sometimes the SLP marks whether the error was an omission (the child did not say the sound at all), a substitution (the child substituted one sound for another; for example the child said â€Å"pish† instead of â€Å"fish†), or a distortion (the child said a sound that was not the correct speech sound and did not sound like another sound). The SLP will list which sounds were produced incorrectly and make suggestions for follow-up therapy (Easterbrooks Estes, 2007). Cleft Lip and Palate   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is the term applied to a fissure in the roof of the mouth (palate) and/or the lip which is present at birth. It is found in varying degrees of severity in about 1 in 700 children. Modern plastic surgery can greatly improve the appearance of the baby and often further cosmetic surgery later will not be necessary. The parent of the child who has cleft lip and/or palate will be given detailed advice specific to his case. In general the team of specialists involved are the pediatrician, plastic surgeon, dentist or orthodontic specialist, and speech therapist (Havard, 1990).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The deficiencies associated with cleft palate depend on the location of the defect in the palate. In the normal palate, the tensor veli palatine and levator palatine muscles within the soft palate insert into an aponeurosis at the midline raphe. In the cleft palate, the muscle fibers follow the medial margin of the cleft and insert into the medial cleft edges and the posterior edge of the lateral bony hard palate. Clefts involving the alveolus can disrupt normal dental development, eruption, and retention.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The subject of normal human facial growth is extremely complex and incompletely understood; and superimposing a cleft defect complicates an already complex process. Many children with clefts will develop collapse of the alveolar arches, midface retrusion, and resultant malocclusion as they approach their teenage years. The underlying cleft deformity itself, as well as the surgical procedures performed to correct the defect, has been implicated as possible contributing causes of these developments. Currently, controversy exists regarding the relationship between surgical procedures and maxillary growth in terms of the sequencing of the surgical procedures, the timing of the cleft repair; whether or not the cleft repair itself has an effect on maxillofacial growth, and the various surgical techniques of lip and palate repair. Of interest, it is common in nonsyndromic older children whose cleft is unrepaired to have relatively normal midfacial projection and occlusion (Bailey, Johnson, Newlands, 2006). The Effects on Speech and Resonance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dental problems in children with cleft lip and palate or craniofacial syndromes can be quite complex. These problems frequently require dental specialists to coordinate treatment with other health care providers in order to properly manage the patient. The specialists involved usually include a pediatric dentist, an orthodontist, an oral maxillofacial surgeon, and a prosthodontist. Together, they monitor and treat problems of the developing dentition, occlusion, and facial growth of the cleft lip/palate patient. As dental professionals reconstruct the oral environment, the speech pathologist leads to a more holistic management of the structural and functional effects of dental and speech abnormalities (Kumme, 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Speech may be difficult to understand and have a muffled nasal quality, the greatest difficulty being in the pronunciation of consonants. This type of inadequate closure leads to the diagnosis of ‘cleft-palate’ speech, even though the palate is anatomically closed. In some cases adenoid tissue helps to close the space, so its removal by surgery or its decrease at the time of adolescence leads to further deterioration of speech. There may be associated, non-specific neurological symptoms (Baird Gordon, 1983). Cleft Palate Repair   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The reasons for cleft palate repair are improved feeding, speech development and protection of the Eustachian tube, and effect on the growth of the middle third of the face. Not enough attention was paid to the hearing in cleft palate patients and, in the earlier years, the speech was also not given important consideration. All the attention was focused on the growth of the middle third of the face but if one misses the hearing and the speech, the damage is irreversible. The timing of cleft palate repair has always been governed by geographical location. In the European Centers, the repair is delayed for considerably longer, even up to six to seven years. In the English speaking countries, the repair is done around one year of age, but why leave these repairs till so late as speech usually develops by seven months? Physiologically, it is better to repair the palate before speech starts developing, so that postoperative edema and scarring settles down, it is then better to operate in the cleft palate at four months. Traditionally, the treatment of cleft lip and palate was to repair the cleft lip and anterior palate (single layer closure) between six to 12 weeks of age and repair the palate at about 18 months (Desai, 1997).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Currently, the majority of surgeons around the world who treat many of these children prefer to operate around 3 months of age for physiological and technical reasons. A 0.25mm error in alignment in a 1-day-old- child will show noticeable 1 to 2mm malalignment by age 1 year. The cleft palate is repaired best at around age 12 months. This is a compromise. Earlier repair may be an advantage for speech, but it is a disadvantage to subsequent facial growth. Late repair has an opposite effect. It is subsequently easier today to correct an underdeveloped midface in the 10% to 20% of patients in whom it may occur, rather than trying to correct bad speech in nearly all patients so treated by late palate closure. Cleft lip and palate need no longer be devastating deformity that it was 30 years ago, if untreated by an experienced team (which needs to see at least 40 new patients a year), the child should be expected to have normal speech, a symmetrical lip with a fine scar, a nose close to normal in appearance, and a full set of well-fitting teeth. To achieve this requires good patient and parent cooperation. In most cases, further surgery will be required by age 5 years to improve the nose shape. The wearing of orthodontic braces is almost inevitable but should be limited to 1 session in early adolescence. With good psychosocial support and good parenting, such children should grow into normal well-adjusted adults. However, if the quality of the surgery is bad and repeated operations are carried out, the speech and hearing are ignored and the teeth are not treated, then a very different psychological outcome will be present. Unfortunately, this still occurs even in the most advanced countries, if children are treated by either inexperienced or inadequately trained people, or without the benefits of a team approach, or where the team does not have a big enough population load to maintain its expertise (Eder, 1995). Surgical Management of the Primary Deformity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lip Adhesion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If the child presents with a very wide cleft lip and a palate, it may be advantageous to â€Å"help† the cleft to become narrower, thereby facilitating the surgical outcome of the cleft lip repair. Most commonly, presurgical orthopedic molding of the wide cleft palate and lip can be accomplished with a process called â€Å"taping.† In taping, a strip of hypoallergenic tape is applied with tension across the cleft and secured to the child’s cheeks. The tape is worn 24 hours a day and reapplied as needed. Taping causes molding of the bony tissues by applying gentle pressure onto the protruding bony portions of the maxilla. This simple technique can be extremely effective in reducing the width of the cleft in a nonsurgical manner. When taping a ineffective or not tolerated by the infant, a lip adhesion can be considered. The goal of a lip adhesion is to surgically convert a complete cleft lip into an incomplete cleft lip, allowing the definitive lip repair to be performed with less tension. The lip adhesion also orthopedically molds and improves the alignment of the underlying maxillary segments before definitive lip repair. Lip adhesion, if indicated, is the initial procedure and it is performed at 2 to 4 weeks of age. Definitive lip repair follows the adhesion at 4-6 months of age, which allows the scar to mature. The following criteria are used to determine if lip adhesion is needed (following failure of the taping technique): Wide, unilateral complete cleft lip and palate where closure with conventional lip repair might produce excessive tension on the incision Symmetric, wide bilateral complete cleft lip with a very protruding premaxilla Introduction of symmetry to an asymmetric bilateral cleft lip A disadvantage of lip adhesion is the introduction of scar tissue, which can occasionally interfere with the definitive lip repair; although not usually a major concern, this has prompted some surgeons to limit its use. Cleft Lip Repair If no medical contraindications exist, and a lip adhesion has not been performed previously, definite lip repair is accomplished at 8 to 12 weeks of age. In the United States most surgeons follow the â€Å"rule of tens†: lip repair is performed when the infant is at least 10 weeks old, weighs 10 pounds, and has hemoglobin of 10 g. Cleft Palate Restoration Historically, the exact timing of surgical closure of the cleft palate has been controversial. The desire to facilitate velopharyngeal competence for adequate speech favors relatively early closure of the palate, whereas the possible negative influence on maxillofacial growth and occlusion favors relatively late closure. Anatomic factors to consider when evaluating the palate include the extent and width of the cleft (between both the alveolar ridge and palatal shelves); position of the maxillary segments; and, in the bilateral cleft, the size, position, and degree of protrusion of the premaxilla and prolabium. In both unilateral and bilateral complete cleft palate, collapse of the lateral maxillary segment can occur following the lip repair. In some cases, preoperative orthopedics can be used to realign the maxillary segments in a more normal position before the palate is repaired. In bilateral cleft, presurgical orthopedic treatment consists of molding the nasoalveolar process with progressively modified splints, and achieving lengthening of the deficient and short columella tissue, leading to an improved nasal appearance with a single stage procedure. Other groups favor techniques that allow for intranasal correction of the deformity and malposition during the lip repair. Although insufficient space exist to describe all the commonly used techniques, the principles of bilateral lip repair are common among them, including creation of the philtrum from the prolabium and midline tubercle from the lateral vermilion. A symmetric, bilateral complete cleft lip and palate with an adequate and moderately protruding prolabium and premaxilla are used as an example. Asymmetric, bilateral cleft lips and those with a rotated premaxilla can be treated with a one or two-stage closure (using the lip adhesion as the first stage). For children with an extremely protruding premaxilla, presurgical orthopedics may be required before definitive lip repair to move the premaxilla posteriorly, either surgically or via molding with appliances or tape (Bailey et al., 2006). Clinical Alert   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Daily use of folic acid before conception decreases the risk for isolated (not associated with another genetic or congenital malformation) cleft lip or palate by up to 25%. Women of childbearing age should be encouraged to take a daily multivitamin containing folic acid until menopause or until they’re no longer fertile (Kumme, 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Use of a contoured speech bulb attached to the posterior of a denture to occlude the nasopharynx helps the child develop intelligible speech when a wide horseshoe defect makes surgery impossible. Special nipples and other feeding devices are available to improve feeding patterns and promote nutrition in infants with a cleft lip or palate (Eder, 1995). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is no comparable series of routine cleft lip repair in newborn within 48 hours over a long period using the same technique; it is extremely difficult to fulfill such requirements as the temptation to alter the technique or timing is so great.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Every now and then, ideas about the treatment and techniques are reported in the literature or at conferences. There was considerable opposition to, and criticism of, our work at every level, nationally as well as internationally.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If one contemplates surgery in the newborn, then a proper team should be assembled. A surgeon should only undertake such a project if he feels it will help the child, not to impress other surgeons. A time will come when there will be fewer surgeons undertaking the treatment of these children in specialized centers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is a safe procedure in the hands of dedicated clinicians and surgeons. Pediatricians and the anesthesiologist should have a final say in the decision for surgery. It is possible to do a formal repair. The scar revision in unilateral cleft is comparable to any other series. In bilateral clefts the plan is to lengthen the columella, repair the orbicularis and narrow the philtrum at the same time at about four or five years of age. It may be worth looking at the technique of palate repair. One has to find a way to achieve repair early on in order to maintain hearing and speech results while achieving excellent maxillary alignment (Desai, 1997). References: Bailey, B. J., Johnson, J. T., Newlands, S. D. (2006). Head Neck Surgeryotolaryngology (4th ed. Vol. 1). Tokyo: Lippincott Williams Wilkins. Baird, H. W., Gordon, E. C. (1983). Neurological Evaluation of Infants and Children. London: Cambridge University Press. Brin, M. F., Comella, C. L., Jankovic, J. J. (2004). Dystonia: Etiology, Clinical Features, and Treatment. New York: Lippincott Williams Wilkins. Clark, J., Yallop, C., Fletcher, J. (2006). An Introduction to Phonetics and Phonology. Victoria, AU: Blackwell Publishing. Desai, S. N. (1997). Neonatal Surgery of the Cleft Lip and Palate. Hongkong: World Scientific. Easterbrooks, S. R., Estes, E. L. (2007). Helping Deaf and Hard of Hearing Students to Use Spoken Language. Thousand Oaks, CA: Sage Publications Inc. Eder, R. A. (1995). Craniofacial Anomalies: Psychological Perspectives. New York: Springer. Gussenhoven, C., Jacobs, H. (1998). Understanding Phonology. London: Oxford University Press US. Hall, C. (2003). Modern German Pronunciation: An Introduction for Speakers of English. New York USA: Manchester University Press. Havard, C. W. H. (1990). Blacks Medical Dictionary. Savage, Maryland: Rowman Littlefield. Kumme, A. W. (2000). Cleft Palate and Craniofacial Anomalies: The Effects on Speech and Resonance. San Diego, Canada: Thomson Delmar Learning.

Fate Playing a Role :: English Literature Essays

Fate Playing a Role The Way Fate Plays a Role in the Characters of Shakespeare’s Romeo and Juliet and Macbeth There are many definitions for the word fate. The definition of the word fate in the New Webster’s Dictionary is a power that supposedly predetermines events. Also fate means something that is unavoidable. It is meant to happen and cannot be changed. According to Shalvia, the tragic story of Romeo and Juliet has a sense of cruel fate in it. (510). In Shakespeare's Macbeth and Romeo and Juliet, fate plays an important role in the lives of many of the characters in the story. One site of fate in Romeo and Juliet is when Romeo finds out that Rosaline has sworn never to marry. This hurts Romeo a lot and he suffers. Then Romeo is told to go to the Capulet’s house for a party by a clown. Many times in the play the two families have to confront each other in situations. Their first encounter that is seen in the play is after the prince has come to stop the chaos on the streets after being told of the quarrels going between the two families. The two families pay for their quarreling at the end of the story. (Shakespeare â€Å"Romeo and Juliet† 31) Even though the families are fighting, Romeo happens to be invited to the party at the house of the enemy. This is nothing but pure fate. Benvolio tells Romeo to find a different girl and forget Rosaline. Benvolio tells Romeo this to convince him to go to the party: At this same ancient feast of Capulet’s sups the fair Rosaline, whom thou so loves, with all the admired beauties of Verona. Go there and with unattainted eye compare her face with some that I show, and I will make thee think thy swan a crow. (Shakespeare â€Å"Romeo and Juliet† 46) In the quote Benvolio is trying to tell Romeo that there will be other beautiful girls at the party that he can compare their looks with Rosaline’s and he says that Romeo will realize there are better girls than Rosaline in the world. Romeo ends up going to the party and seeing Juliet, which is also fated. Romeo could have fallen in love with any girl at the party. But would the other girl have died for him and made the story meaningful like it is.

It is difficult for the reader Essay

This Boy’s Life, set in America in the 1950’s, is a compelling memoir by Tobias Wolff, whom recreates the frustrations and cruelties faced throughout his adolescence, as he fights for identity and self-respect. During this period of time, America underwent major changes in the political and economic spheres, which in turn were responsible for its social makeover. Society in this time was geared toward family; marriage and children being part of the national agenda. The 1950’s was also an age of male dominance, where even if women worked, their assumed proper place was at home. Throughout the memoir, the protagonist, young Jack Wolff, makes it difficult for the reader to feel much affection towards him, as his actions prove to be troublesome and unruly. However, as the memoir progresses, Jacks struggle reveal the reasons for his actions which sequentially shape his character, providing the readers with understanding and sympathy towards his inexorable situation. The fraudulent lies and deceitful ways of Jack can be frustrating upon the reader; though we come to realise that he does this in order to be accepted by the people around him. Jack also engages in fights  and unfaithfully betrays his best friend Arthur, although it becomes evident that he only does this in order to gain Dwight’s approval of him. The lack of a real father figure in Jack’s life has a profound impact on him and his desperate attempt to develop his identity, which further supports the readers’ emotions of sympathy towards him. Jack lies relentlessly in order to escape the grim circumstances of his childhood. His life is fuelled with emotional neglect and verbal abuse; Dwight, his indignant step father, being the foremost cause. He desires of transforming himself into the person that he truly  wants to be; an image he believes will help him to belong and to be happy. The lies he tells are a constant source of comfort for him, as he relies on them to provide stability and hope in his otherwise unstable life. â€Å"I couldn’t help but try to introduce new versions of myself as my interests changed, and as other versions failed to persuade†, demonstrates an essential part of Jack’s character, as he lies in order to fit in. His identity would change with the different people he met, in order to meet their expectations of him and to obtain their acceptance. This  greatly contributes to the sympathy felt for Jack, as he renders the reality that he finds so difficult to accept as a young boy. Among many other lies throughout the memoir, Jack has the intention of creating a new identity for himself. â€Å"It was truth known only to me, but I believed in it more than I believed in the facts arrayed against it. I believed that in some sense not factually verifiable I was a straight-A student†. At this point, Jack takes his re-creation of identity to a new level. Jack is completely aware of what he is doing, although he does not stop. His incessant lies and then believing that they are the actual truth continuously reoccur throughout the memoir. This serves to show his insecurity of who he was, and his imprudent belief that he had the ability to become something better than what he was. Jacks fabricated attempts to re-create â€Å"new versions† of himself, reveal his instinctive lying nature, thus contributing to the annoyance the readers occasionally feel towards him. However, it becomes clear that Jack is confused; he wants to belong. This misperception, and yearn to fit in explicates why feelings of sympathy by the readers towards Jack are inevitable. Jack is forced to live with his violent stepfather Dwight. Dwight cruelly exercises authority over Jack, in order to create a sense of dominance over him â€Å"Dwight would dump a pile of nuts on the floor of the utility room and put me to work with a knife and pair of pliers until he judged that I’d done enough for the night†. Because of this, Jack is determined to prove to Dwight, himself and the reader that he is not the person Dwight defines him as. Jack is not hurt by Dwight’s accusations that he is a thief and liar because â€Å"I did not see myself that way†. However, when Dwight calls Jack a sissy, Jack thinks of Arthur, who is his best  friend and the biggest â€Å"sissy† in school, and remembers how the word sparked the fight between him and Arthur. Dwight treated Jack differently for a few days; with certain deference – â€Å"Dwight took the calls and explained that the papers had been ruined in a fight, adding that his boy Jack hung a real shiner on the Gayle kid. † This was the only time he expressed a genuine interest in Jack that bordered on admiration, rather than disgust. Dwight was always associated with hatred and negativity, but because of this certain deference after he fought, Jack felt a certain connection to him as a father figure. He felt as though he finally impressed Dwight, and even felt loved because of Dwight’s respect towards him. This discloses that Dwight’s actions had significant influence over Jack, as he continued to engage in these violent fights, in order to demonstrate his masculinity to Dwight. Jacks violent nature is driven by his belief that he has to prove his masculinity to Dwight. This attests annoyance within the reader; as Jack claims he â€Å"defined myself in opposition to him†, he ironically shares the traits of Dwight, such as violence and his desire to be regarded as powerful and masculine. However, Dwight’s deference towards Jack after he fought contrastingly draws sympathy for Jack from the readers, as it reveals his desire to belong; his desire to be loved. Jack’s friendship with Arthur plays a significant role in the re-creation of his identity. Arthur was recognised as a â€Å"notorious sissy†, and because of this Jack worried of the social implications it would consequently have on him by being friends with Arthur. â€Å"To put myself in the clear I habitually mocked Arthur, always behind his back, imitating his speech and way of walking, even betraying his secrets†, demonstrates Jacks desperation to acquire acceptance  from others, even if it meant denying a part of himself- a friendship- that actually made him happy at times â€Å"but I had withheld my friendship, because I was afraid of what it would cost me†. Jacks betrayal of Arthur imparts anger in the reader, as he attempts to impress people who are not his real friends. However his confused identity and lack of self-confidence justify his disloyal actions, particularly because of the circumstances he was faced with at such a young age. Parental neglect plays an important role throughout the memoir. This is first evident in  the text when Jack says â€Å"after all, he was in Connecticut and we were in Utah†, signifying the substantial physical and emotional distance between his birth father and himself. Fathers play an important role in their child’s upbringing and development. Due to this lacking in Jacks life, the responsibilities of growing up prove to be difficult for him, evident through his confused identity and troublesome ways. Furthermore, Rosemary’s ex-husband Roy plays a significant role in shaping the way Jack thinks and reasons, particularly from such a young and susceptible age. â€Å"I thought Roy was what a man should be†, reveals Jack’s naivety at  such a young age; as Roy, abusive and indignant, was in fact the complete opposite of â€Å"what a man should be†. Wolff is once again faced with a man, Dwight, who abuses him and sets a terrible example for him. His violent nature plays a major part in Jack’s development, which ultimately forms his identity. Dwight’s actions have such an influence that â€Å"Jack† writes about Dwight’s voice being ever-present in his head and own voice, even as an adult; even as a father. â€Å"I hear his voice in my own when I speak to my children in anger†. The sympathy felt by the readers for Jack is inevitable, as his brutal childhood is left with him for the rest of  his life. Although Jack makes it difficult for the reader to feel much affection towards him on some occasions, the abusive, neglectful and violent experiences he is confronted with at such a young and vulnerable age conveys a sense of understanding, which in turn rouse feelings of sympathy towards young Wolff. Jack lies constantly; whenever he is presented with the opportunity to. This frustrates the reader is some instances. Generally though, reasons for this are understandable, such as his confused identity due to the violent and emotionally unstable life he lives. The violent fights he associates himself with, and the betrayal of his  Ã¢â‚¬Å"best-friend† Arthur, leave the readers in a position to question whether his motives can be justifiable. However, these fights and betrayal are a reflection of his desire to be accepted by others, and the masculine, powerful man Dwight’s expects him to be. The lack of a real father figure largely affects Jack and all aspects of his character, from his deceitful ways, to his violent involvement in fights. Because of this, compassion and sympathy prevails over the occasional frustration felt towards Jack by the readers. In supposition, Jack is a helpless child seeking a happy life; an identity he is truly happy with.

Wassily Kandinsky

Wassily Kandinsky could have been the premier abstract artist of the 20th century is a world at war had no twice interfered with his artistic career and destroyed three of his early works. Kandinsky was born in Russia in 1866 and soon moved to Germany where he worked with the Bauhaus School of expressionist painters integrating art in architecture and design (â€Å"Artcyclopedia†).   He also founded the Der Blaue Reiter, a group of artists attempting to express and define spirituality through art (â€Å"Artcyclopedia†)   Kandinsky believed that music and art should be integrated as a well as a means of defining the influence of the soul on the outer world. To that end, he began his series called Composition and had completed 7 of them before the beginning of World War II. Tragically, the first three canvases in the series were destroyed during the war.   While Kandinsky could not have planned for the destruction of his work, the loss of the first three Composition pieces helps complete the series as an allegory for his life, the ultimate tribute to a man who believe art should be spiritual.At the only time in recent history when the entire collection, with full-size black and white photos of the lost three holding their place, was displayed, reviewer Mark harden called Kandinsky one of he most original and influential artists of the 20th century. â€Å"His â€Å"inner necessity† to express his emotional perceptions led to the development of an abstract style of painting that was based on the non-representational properties of color and form. Kandinsky's compositions were the culmination of his efforts to create a â€Å"pure painting† that would provide the same emotional power as a musical composition.The exhibition â€Å"Kandinsky: Compositions†, organized by Magdalena Dabrowski and on display at the Los Angeles County Art Museum until September 3, 1995, presents these monumental works together for the first and possib ly last time and provides an opportunity to witness the creative process of Kandinsky† (Harden, 1995). The loss of the first three works and the attempt at representing them in the show left the viewer with a great sense of loss, Harden wrote, but perhaps more interesting is the fact they were lost at sometime near the artist’s death in 1944. That they were destroyed in Germany during the war as some much of his life had been as well simply adds an ironic twist to the entire project.The other twist on the Composition   series is that the final painting is the only one of the series done on a black background. In 1911, when he was working on Composition IV and V, Kandinsky is quoted as saying, â€Å"(Black) is like the silence of the body after death, the close of life.†Ã‚   (Harden, 1995)   He painted Composition X on a black background just five years before his death, when Germany was once again disrupting the world and taking the world back to war.By 1911, Kandinsky was already a world-renowned painter and known for his desire to incorporate spirituality into his art but as tension rose in Europe, he returned to his native Moscow where he remained until 1921. Compositions VI and VII would be completed in 1913 and then he did not return to the series until a decade late.   (Geggenheim, 2007). â€Å"Composition VII is the pinnacle of Kandinsky's pre-World War One artistic achievement. The creation of this work involved over thirty preparatory drawings, watercolors and oil studies. Each of these is included in the exhibition, documenting the deliberate creative process used by Kandinsky in his compositions. Amazingly, once he had completed the preparatory work, Kandinsky executed the actual painting of Composition VII in less than four days.† (Harden, 1995).Composition VII may have also been intended to be his finale in the series as art scholars â€Å"through Kandinsky's writings and study of the less abstract preparatory wor ks, have determined that Composition VII combines the themes of The Resurrection, The Last Judgment, The Deluge and The Garden of Love in an operatic outburst of pure painting† (Harden, 1995). Because Kandinsky had such a strong belief in the use of abstraction to present underlying themes with symbols and it is likely that he had intended this wrapping up of religious themes to be his final work in the series (Long, 1975).   Then, he began his self-imposed exile to his native land and stayed there until it appeared Germany was a haven again for thought and progress.In 1922, he joined Bauhaus and in 1923, painted Compositions VIII, like all the works in the series it was highly representational of his emotions and mental state at the time of its painting. â€Å"Composition VIII reflects the influence of Suprematism and Constructivism absorbed by Kandinsky while in Russia prior to his return to Germany to teach at the Bauhaus. Here, Kandinsky has moved from color to form as the dominating compositional element. Contrasting forms now provide the dynamic balance of the work; the large circle in the upper left plays against the network of precise lines in the right portion of the canvas.† (Harden, 1975)   This work also is more bright and less chaotic than his final pre-war effort, possible indicative of a more upbeat and spiritual peaceful time. Kandinsky was making progress in his work, developing with the group at Bauhaus and gaining additional international acclaim. His first solo show in New York coincided with this work (Guggenheim, 2007).Perhaps this perceived happiness and his involvement in other pursuits is why it would be another 10 years before Kandinsky added another painting to the Compositions series. He gained citizenship in Germany in 1928 and seemed contented in his new homeland until 1933 when Bauhaus was one of the early casualties of the Nazi government. He then moved to France where his Composition IX was definitely influence d by the surrealists gaining popularity there (Harden, 1995). After Composition IX was completed in 1936, Europe once again became an ugly place to live and in 1937, 57 of Kandinsky’s works were seized by the Nazi government.(Guggenheim, 2007). Some, like the first three Composition pieces, were destroyed.Two years later, in 1939, Kandinsky completed the series, breaking from all the previous works and creating his work on a field of black. Given his earlier statements about the color and the loss of his other works, it is no doubt a reflection of the very pain in Kandinsky’s soul brought on by the second World War. â€Å"The outstanding characteristic of Composition X is obviously the stark, black ground. The colors and forms appear particularly sharp against the black background. The brilliance of the colored shapes brings to mind the cutouts done by Matisse over a decade later.The movement of the forms is distinctly upward and outward from both sides of a central a xis running through the book-like form near the top of the canvas. This movement enhances the evocation of hot-air balloon forms rising into an infinite space. The round form between the book shape and the brown balloon shape has a lunar feel to it that even conveys a feeling of literal â€Å"outer space†. Kandinsky had always expressed a strong dislike for the color black and it is significant that he chose it as the dominating color of his last major artistic statement.† (Harden, 1995).Ultimately, the reviewer is right and the final Composition is kandinsky’s statement about his loss and the world at war. â€Å"For Kandinsky, if that objective element of a painting were taken away, the building blocks of the composition would reveal themselves to cause a feeling of repose and tranquil repetition, of well-balanced parts.† (Dabrowski, 1995).  Ã‚   The artist spent a lifetime telling the world that he disliked the color black and that his work was all abo ut the symbolism and the meaning behind the painting itself.   It makes perfect sense then that his final major work would be about death itself and the life that has been interposed over it. Whether Kandinsky knew that Compositions X would be among his final works is not clear.What is clear is that death too is symbolic of loss and pain, emotions that the highly spiritual Kadinsky could not help but feel when his work was captured by the Nazi regime. Perhaps more so than even the usual artist, Kandinsky was tied to his art, deeply and emotional. That they were an expression of his belief system and his very soul make the loss of the first three Compositions even more tragic.Sadly, World War II was a horrible time for the great works, with many works of art lost forever to the savages of war. The difference in Kandinsky’s work, as opposed to other great masters, is that the artist was still alive and he was able to present one last finale, to express the pain and rage and t he destruction and to show that life, even without art, must sometimes go on.WORKS CITEDDabrowski, Magdelena. â€Å"Kandinsky:Compositions† Museum of Modern art: New York, 1995.â€Å"Geggenheim Museum†, http://www.guggenheimcollection.org/site/artist_bio_71.html, November 14, 2007Harden, Mark. â€Å"Kandinsky: Compositions† http://www.glyphs.com/art/kandinsky/, November 14, 2007.Long, Rose-Carol Washton. â€Å"Kandinsky's Abstract Style: The Veiling of Apocalyptic Folk Imagery†,Art Journal > Vol. 34, No. 3 (Spring, 1975), pp. 217-228 Stable URL: http://links.jstor.org/sici?sici=0004-3249%28197521%2934%3A3%3C217%3AKASTVO%3E2.0.CO%3B2-4 , November 14, 2007.â€Å"Wassily Kandinsky† November 14, 2007.

Early American Aircraft Development and World War I

Early American Aircraft Development and World War I While human warfare dates back to at least the 15th Century when the Battle of Megiddo  (15th century BC) was fought between Egyptian forces and a group of Canaanite vassal states led by the king of  Kadesh, air combat is barely more than a century old.  The Wright brothers made the first flight in history in 1903 and in 1911 aircraft were first used for warfare by Italy using planes to bomb Libyan tribesmen.  In World War I, aerial warfare would play a major for both sides with dogfights first taking place in 1914 and by 1918 the British and German were making widespread use of bombers to attacking each others cities. By the end of World War I, more than 65,000 airplanes had been built. The Wright Brothers at Kitty Hawk On December 17, 1903, Orville and Wilbur Wright piloted first powered airplane flights in history over the windy beaches of Kitty Hawk, North Carolina.  The Wright brothers made four flights that day; with Orville taking the first flight that lasted a mere twelve seconds and traversed 120 feet.  Wilbur piloted the longest flight which covered 852 feet and lasted 59 seconds.  They choose Kitty Hawk due to the constant winds of the Outer Banks that helped to lift their aircraft off the ground. Aeronautical Division Created On August 1, 1907, the United States established the Aeronautical Division of the Office of the Chief Signal Caller.  This group was placed in â€Å"charge of all matters pertaining to military ballooning, air machines, and all kindred subjects.† The  Wright brothers  made the initial test flights in August 1908 of what they hoped would become the Armys first airplane, the Wright Flyer. This had been built to military specifications.  In order to be awarded a military contract for their aircraft, the Wright brothers had to prove that their planes were able to carry passengers. First Military Casualty   On September 8 and 10, 1908, Orville conducted exhibition flights and carried two different Army officers for a plane ride.  On September 17th Orville made his third flight carrying Lieutenant Thomas E. Selfridge, who became the very first U.S. military personnel to be a casualty from an airplane crash. In front of a crowd of 2,000 spectators, Lt. Selfridge was flying with Orville Wright when the right propeller broke causing the craft to lose thrust and go into a nosedive. Orville turned off the engine and was able to an altitude of about 75 feet, but the Flyer still hit the ground nose-first. Both Orville and Selfridge were thrown forward with Selfridge striking a wooden upright of the framework causing a fractured skull which led to his death a few hours later. In addition, Orville suffered several severe injuries which included a broken left thigh, several broken ribs, and a damaged hip. Orville spent seven weeks in a hospital recuperating. While Wright was wearing a cap, Selfridge was not wearing any headgear but had Selfridge had been wearing any type of helmet, he more than likely would have survived the crash. Due to Selfridges death, the U.S. Army required their early pilots to wear heavy headgear which was reminiscent of football helmets from that era. On August 2, 1909, the Army chose a revamped Wright Flyer which had undergone much more testing as the first powered fixed-wing aircraft.  On May 26, 1909, Lieutenants Frank P. Lahm and Benjamin D. Foulois had become the first U.S. serviceman to qualify as Army pilots.   Aero Squadron Formed The 1st Aero Squadron, also known as the 1st Reconnaissance Squadron, was formed on March 5, 1913, and it remains as America’s oldest flying unit.  President William Taft ordered the unit organized due to increasing tensions between the U.S. and Mexico.  At its’ origin, the 1st Squadron had 9 airplanes with 6 pilots and approximately 50 enlisted men. On March 19, 1916, General John J. Pershing ordered the 1st Aero Squadron to report to Mexico and therefore the first U.S. aviation unit to participate in military action.  On April 7, 1916, Lt. Foulois became the very first American pilot to be captured even though he was only held for a day. Their experience in Mexico taught both the Army and the U.S. Government a very valuable lesson. The Squadron’s main weakness was that it had too few airplanes to properly conduct a military operation.  World War I was teaching the importance of each squadron having 36 total airplanes: 12 operational, 12 for replacements, and 12 more in reserve of 12. The 1st Aero Squadron consisted of only 8 airplanes with minimal spare parts. In April 1916 with only 2 airplanes in the flyable condition in the 1st Aero Squadron, the Army requested a $500,000 appropriation from Congress to purchase 12 new airplanes – the Curtiss R-2’s that were equipped with Lewis guns, automatic cameras, bombs, and radios After much delay, the Army did receive 12 Curtiss R-2s but they were practical for the Mexican climate and required alterations which took until August 22, 1916, to get 6 planes into the air. As a result of their mission, the 1st Squadron was able to General Pershing with the first aerial review conducted by a U.S. air unit. US Aircraft in World War I When the United States entered World War I on April 6, 1917, the countries aircraft industry was mediocre in comparison to Great Britain, Germany, and France, each of which had been involved in the war from the onset and had learned firsthand about the strengths and weaknesses of combat-ready aircraft.  This was true even though there had been more than ample funding provided by the U.S. Congress around the start of the war.   On July 18, 1914, the U.S. Congress replaced the Aeronautical Division with the Aviation Section of the Signal Corps.  In 1918, the Aviation Section then became the  Army Air Service.  It would not be until September 18, 1947, that the United States Air Force was formed as a separate branch of the U.S. military  under the National Security Act of  1947. Although the U.S. never reached the same degree of aviation production experienced by their European counter-parts countries during World War I, starting in 1920 numerous changes were made that resulted in the Air Force becoming a major military organization in time to help the United States prevail in World War II.

Abstract Is a Deceptive Form of Explanation for Pictures Painted

How His Emotional World Influences His Paintings? Abstract is a deceptive form of explanation for the pictures painted by Zao Wou-ki, it would be perfect to say that the images painted by Zao Wou-ki hovers between abstract and nature. Zao,s maximum painting is based on the representation of the Chinese landscape. The career of Zao Wou-ki is definite by way through which Zao reinterpreted Eastern rudiments from 16 th hundred century of Yuan Dynasty and Sung landscape paintings[1]. Zao intermingled the natural essences these works in combination with the Western oil paints. The prints and paintings of an artist have apparently avoided schema of forms from a landscape, expressing in a way of abstract emotion of the reflections, colors, land harmony, energy, sky, sea and earth. In an International auction Zao received the highest price for his work in the month of April 2013, due its beautiful and splendid use of blue oil painting of the imaginary landscape. He was one of the most traditional Chinese painter in the 20 th century and 21 st century. The painting sold for nearly around USD 4 million at Hong Kong in the month of April, 2013. Though the blue colour was one of the favourite colours used by Zao Wou-Ki, his blue paintings are very famous, and the paintings are also very rare. The famous painter used this blue colour to signify llakes and river in his paintings. Zao Wou-Ki passed away after three days of his best sale. In current period of time, the demand of Zao's lithographs and art in the secondary and primary market is to increasing among collectors irrespective or East or West. Zao Wou-Ki paintings is about the worldly and emotional experiences in which Zao himself is concerned. The world Zao summons up is not entirely detached or different from him. For this cause, Zao's paintings most of the time be read in dual directions, either as an environment of evocation macrocosmic of experience or as expressions of a sincerely personal topography. The last measurement is an abstract aspect about which modern painters in West incline to be different, perhaps dreading the charge of a romanticism of carrier grade[2]. The obligation to the abstract paintings monitored his stay in U.S, where Zou encountered expressionism of abstracts first-hand at the peak of his career. Grasped by it to promise himself physically more to the landscape. Zou worked on a painting in an apparent gestural performance and was careful in constructing fact comparison with the first wife's pictures. Until around 1972 he explored the several possibilities of his tactic, in painting which were latter done a larger scale. On the one side, Zou pushed his previous mood to the final effect of drama, nearly as if looking to encourage himself which it could grip his attention forever. But alongside he has taken the ink painting once more[3]. He had educated to grasp the Chinese brush in his childhood with tremendous achievement and with a certain recurrent influence on his training of oil painting. [1] Russell, Heather. 2013. "Nature And The Art Of Zao Wou-Ki". Art World. https://news.artnet.com/art-world/nature-and-the-art-of-zao-wou-ki-49681. [2] Hay, Jonathan. 2003. "Zao Wao-Ki". https://www.nyu.edu/gsas/dept/fineart/people/faculty/hay_PDFs/contemporary/Zao-Wou-ki.pdf. [3] Hay, Jonathan. 2003. "Zao Wao-Ki". https://www.nyu.edu/gsas/dept/fineart/people/faculty/hay_PDFs/contemporary/Zao-Wou-ki.pdf.

UK Crime Rate Indicators Essay Example | Topics and Well Written Essays - 2250 words

UK Crime Rate Indicators - Essay Example The current paper will look into these issues and finally draw conclusions with certain issues that should be incorporated to improve their quality and acceptance. The United Kingdom offers an open society where people of different ethnic origins and nationalities are living together and are contributing to the overall country's economic and social setup. The society itself including the government aims to provide an environment where conformity and balance among cultural and social values can be achieved. However, with economic and social challenges arising disparities and evil emerges. This is important to understand as the crimes in the country are soaring and the authorities attempt to tackle the staggering crime levels. The current paper will discuss the current crime situation in the country as presented by Home Office in its yearly statistical bulletin. The yearly bulletin derives its data and subsequent analysis from two resources that include firstly, reporting from police stations across the country and secondly from British Crime Survey. ... The current paper will look into these issues and finally draw conclusions with certain issues that should be incorporated to improve their quality and acceptance. The crime levels in the United Kingdom are considered to be at higher level as compared to other countries including United States, Australia, Middle East and few other European countries. The UK is listed among Ireland, Estonia, Denmark and Netherland which have crime victim rates at 30% higher than the European average. The survey carried out by Gallup Europe for UN crime prevention agency has marked the capital city of London as the "crime capital of Europe" with 32% of the resident admitting that they have been victim of 10 categories of offences ranging from assault to sexual harassment. Furthermore, the U.K. is estimated to have the highest burglary rate, hate crimes and risk of thefts from car compared to European counterparts (Guardian, 2007). But all this is presented differently by the government of the U.K and claims are made through its Crime Statistical Bulletin that crimes in the U.K. are reducing. Crime Statistical Bulletin is published every year which incorporates st atistics and analysis of crimes under different defined categories. Through this report the U.K.'s Home Office attempts to measure and analyse crime statistics in view of estimating crime trends and reviewing its achievement in lieu of crime reduction and its impact on the individuals and society as all. The bulletin draws its statistics from two resources which include reporting from police records and an independent British Crime Survey (Home Office, 2008). The police records consist of figures collected and reported by regional police stations. These consolidated records on monthly