Statistical models and probabilities Essay Example | Topics and Well Written Essays - 500 words

Statistical models and probabilities - Essay Example For every project, a schedule is prepared prior to the commencement of the execution of the work. In order for the schedule to be rational, it is imperative that the time taken by similar activities in the past is reviewed. The activities are assigned durations based on that. However, owing to the emphasis on creativity and innovation in the present age, civil engineers are trying new ways and methods of executing the projects, so past record of duration of a certain activity may not always be there. PERT is a technique of assessing the duration of an activity that has never been executed in the past. Like all other areas, civil engineering has also evolved through research. The conventional techniques for the quantitative and/or qualitative analysis of the data make use of statistical models and probabilities. The data is checked for normality through the measures of kurtosis and skewness. If the data passes the normality test, then parametric tests are applied to evaluate the data further. If the data does not pass the normality test, then nonparametric tests are applied for the further evaluation of the data. Risk management is a very important area of civil engineering. Civil engineers identify the risks at every stage of project starting from the project feasibility studies to the completion and handing over stage. Risk is any uncertain even that has a certain probability of occurrence and an impact. Assessment of risk at the right time not only allows the civil engineers to escape the threat posed by that risk, but also change that into an opportunity. Numerous techniques are employed for the risk assessment including the Monte Carlo simulation. Height of a bridge in a certain area is selected on the basis of the maximum water level seen in the history of floods and precipitation in that area. Different levels of water are assigned different probabilities depending upon the frequency of their

Major Religions Essay Example for Free

Major Religions Essay Religions are among the most influential forces in history, if not the most influential at all. Most historical events that has shaped or helped shaped the world as it is today were founded along religious backgrounds and teachings. From Constantine to the fall of the Roman Empire, from European conquest to the Crusades, and from the condemnation of heretics to religious terrorism, these are events with religious influences that took part in the course of history. Even today, religion plays an important role in people’s actions that affect the society and even influences politics. Religion is so influential in fact that even when science has slowly displaced religious beliefs, it has remained a powerful force in dictating public opinion, compelling political leaders to act according to their standards. Religion’s Role in Society Religion is an important topic in every human civilization. The culture, tradition and beliefs of people are based on religion. The importance of religion in every human civilization, and indeed of the society, could not have been stated more precisely in Charles Taylor’s foreword to Marcel Gauchet’s book entitled The Disenchantment of the World: A Political History of Religion from which he used Durkheim’s ideas. He explained that for Durkheim, religion was the very basis of society—â€Å"a pattern of practices that gives a certain shape to our social imaginary† (as cited in Taylor 1997, x). Gauchet, on the other hand, explained the expansion of religion as an accompanying goal of expanding the state. He wrote: â€Å"wars of expansion could no doubt be justifiably considered one of the greatest spiritual and intellectual forces to have ever operated in history† (Gauchet 1997, 36). This he reasoned by stating that â€Å"religious upheaval is inscribed in the State’s action, contained within its necessities as dictated by the political division. Broadening the State’s influence subjectivizes supernatural forces, which can only further broaden its practical scope for dominion by making it an intermediary for an instituting will that it administers. We see how the dialectic between the visible forces and its invisible guarantor, between the actual and presumed power, slowly draws the religious into history† (1997, 40). Significant Historical Events Influenced by Religion There are quite a number of events influenced by religion that has changed the course of history, but perhaps none as prominent as the establishment of Christianity. Beginning with a small sect of Jewish tradition whose members were persecuted for their beliefs, Christianity has emerged to be the most popular religion around the world today, with adherents comprising up to a third of the world’s population. Christians, during the Roman Empire, were persecuted and blamed whenever it was found convenient to blame them for some problems of the Empire. It was not until Emperor Constantine had converted to Christianity did the religion secure its future. Apparently, Constantine held that his victory from a battle against a rival was due to his vision to fight under the Christian standard—the cross. Christianity continued to be influential in empires succeeding the decline of the Roman Empire. The Byzantine Empire, as a continuation of the Roman Empire, rose through a deep religious faith along the majestic pattern of the Roman State and Hellenism. With Theodosius as emperor, pagan worships and heresies were declared illegal thereby promoting Christianity to all territories of the Empire. Some held that the Byzantine Empire had allowed for the widespread adoption of Christianity to Europe be defending the West from pagan invaders from the East. The Empire also brought a close link between the state and the church in that while the emperor takes the lead, the church set a high standard in its relation to secular powers. â€Å"In the threat of excommunication the western church discovers a powerful weapon for dealing with wayward rulers† (HistoryWorld). By the end of the fifth century AD, kings and popes would wield power from the Italian peninsula in the West while emperors would still rule in the East. Christianity is such an important feature of the Empire that when Jerusalem fell into the hands, first of Persia then of the Muslims, it became an urgent matter of State. As the Byzantine Empire was strengthened by the Christian faith, it faced its greatest threat with another rising religion. Islam, with its expansionist doctrine, had conquered the Persian Empire and has severely crippled the Byzantine Empire that before the launching of the First Crusade Byzantium had become the boundary between the Christian West and the Muslim East. The influence of religion as a powerful force in history is perhaps best exemplified in the Crusades. The fact that the wars the Crusades waged into became a contest between the two most influential religions today proves this point. The size and scale of the Crusades could be attributed to the effectiveness of Pope Urban II call for military support against the infidels who threatened their Christian brothers in the East, promising the immediate remission of sins to all those who die for the cause and stating that â€Å"God wills it. † While the Crusades were ordained by the church, the destruction of its knights, particularly that of the Knights Templar, could be attributed to the interplay between the church and the state, with the church taking on a more passive role. It could be argued that while it was under the Pope (Clement V) who found the Templars as heretics, effectively disbanding them and persecuted them, the fact that Philip IV could not have done it himself without pressuring the church proves that the church extends its influence on public opinion. The state relied on the churchs approval and pressured it to promote its will when necessary to make it seem that the states actions have the blessing of the church. After all, a king of any Christian domain would not be king until ordained by the church. Hence, it is only natural for the king to seek the approval of the church or to make it seem they have its approval for their rule to be acceptable. The interplay between the state and the church could also be seen in the churchs influence in the scientific community. This is best exemplified in discoveries and theories that contradicts Biblical claims. The Copernican system, for example, was condemned because it contradicts the claim of man being the center of Gods creation that Galileo was forced to withdraw his findings even when he had his proof that the earth revolves around the sun. Darwins theory of evolution was also met with hostilities because of its claims against religious beliefs that God created the world in six days. While science has slowly displaced religious claims, religion remains to be influential. Up until this day, there are anti-evolution movements that promotes the creation of man and the world by an intelligent being. Contemporary Religion Influences Frank Lambert (2008, 2), in his book, Religion in American Politics, explained that â€Å"as religion shapes individual character and moral development, it thereby influences public affairs, albeit in an indirect way. † As an example, he stated that â€Å"through moral instruction, religion informs the values, priorities, and decisions of citizens and officeholders as they enter the voting booth and the statehouse† (2008, 2). Religious groups, Lambert continued to explain, also become more directly involved in the political process. â€Å"They lobby Congress to enact or oppose specific legislation, participate in electoral politics on behalf of candidates who support their agendas, and offer the full range of their institutional resources to sympathetic political parties† (Lambert 2008, 2). It is important to note that such connection between the state and religion is not limited to America. Religions around the world continue to exert its influence in political affairs by stirring their adherents and promoting their stands into public opinion. This is especially seen in Christian countries. While religious groups continue to play an important role in political affairs, extremist factions of religious origins assert their influence in a more violent manner. Religious terrorism is perhaps the most dangerous, complex and persistent problem the world has faced. Juergensmeyer held that perpetrators in religious terrorism place â€Å"religious images of divine struggle—cosmic war—in the service of worldly political battle† (as cited in Gary 2001). Religious terrorism is a tactic in political strategy while at the same time evoking a much larger spiritual confrontation. Muslim terrorist, for example, continue to call on the divine doctrine of jihad in the destruction of infidels. Much as it has united the Muslims during the Muslim conquests, it continues to have an appeal for extremists into using violence in promoting their ideals. Note that religious terrorism does not encompass solely on Islam. Throughout the world, violence committed in the name of religion occurs. Conclusion Time and again, we see that the influence of religion in worldly affairs can dictate much of what happens in the course of history. Major battles have indeed been waged in the name of religion in the past. We see this through the Crusades, the Muslim conquests, and the religious wars in the sixteenth century. Stately affairs must have the approval of the church, or every action of the state must seem to have its approval. Even the scientific community is influenced by religion, especially with scientific theories and discoveries contradicting religious claims. Today, religion still has a major influence in political affairs, providing moral instructions to their adherents whose approval political parties must win and pressuring legislation in favor of their moral doctrines. In the guise of spiritual confrontation, religion is also exerting its influence through violent means. Despite the technologies and philosophies that has come in modern age, religion continues to be a powerful influence in dictating the course of history. References Gary, Jay. 2001. Unmasking religious terrorism. http://jaygary. com/terrorism. shtml Gauchet, Marcel. 1997. The Disenchantment of the World: A Political History of Religion. Ed. Oscar Burge. Princeton, NJ: Princeton University Press. HistoryWorld. History of the Byzantine Empire. http://www. historyworld. net/wrldhis/PlainTextHistories. asp? historyid=ac59 Lambert, Frank. 2008. Religion in American Politics: A Short History. Princeton, NJ: Princeton University Press. Taylor, Charles. 1997. Foreword to The Disenchantment of the World: A Political History of Religion by Marcel Gauchet. Princeton, NJ: Princeton University Press.

Language Analysis of Film: Directive Illocutionary Acts

Language Analysis of Film: Directive Illocutionary Acts BY MORTEN TYLDUM ABSTRACT This assignment is entitled A study of Directive Illocutionary Acts in Passengers Movie Script by Morten Tyldum. It is aimed at describing forms and meanings of Jims utterances based on Vandervekens theory by using descriptive method. In the collecting data, I follows three stages. Those are data selection, data collection, and data classification. The selection stage was done by searching the movie script as the data source, the data collection covers collecting the data from Jims utterances in the movie script, and the data classification includes gathering Jims utterances which contain Directive Illocutionary Act. In analyzing the data, I follows several stages. They are: founding categorizing, describing, and qualifying the utterances found in the data. CHAPTER 1 INTRODUCTION Background of the Study Language is used as a means of communication where people use it as a tool to express their ideas and wishes. According to Ramelan (1991: 8), Language can help man to express his ideas and wishes to another such as when he needs some helps, so that close relationship among members of the group can be carried out. All human beings use language to interact with other members of the same speech community. It can be said that language plays an important role as a means of communication. According to Chaer Augustin (2004: 17), Communication is a process by which information is exchanged between individuals through a common system of symbol, sign or behavior. Therefore, language is an important tool in communication process: participant (at least two people or a group), topic (what is talking about), and means of communication (symbol, sign, etc.). Speech acts is the study of the meaning and the function of an utterance. The speech is used to clarify what the speaker does. Austin (1965: 108) in his book How to Do Things with Words, mention three types of speech acts; they are Locutionary Act, Illocutionary Act, and Perlocutionary Act. The Locutionary Act refers to the referential or factual meaning of the sentence: that is the literal meaning of the actual words. When we say,Im hungry, this utterance refers to the condition of the speaker which is hungry with no intention of ordering the hearer to give the speaker some food. The Illocutionary Act refers to the speakers intention in uttering the words (such as a request to close the door, or an offer of something). When we say, its very hot here, the speaker has some intention to order the hearer to open the window or to turn on the air conditioner. The Perlocutionary Act refers to the effect this utterance has on the thoughts or actions of the other person such as someone actually closing the door or helping them to the food. When we say, there is snake next to you! this sentence brings an effect to the hearer like screaming or running. This sentence has perlocutionary effect to the hearer. Movie script is a means of communication for an artist or a script writer to express their ideas. It can be in the form of written language. In spoken language, utterance makes the movie very clear. In addition, the utterance of speech act also describes or tells the viewers what the actors do in the movie. The object of this research is a movie entitled Passengers. I analyze this movie because in a movie I find out many Directive Illocutionary Acts in its script as well as to know the meaning of the utterance used in Illocutionary Act, because movie closer in daily conversation appeals of interview and talk show. 1.2 Statement of the Problem The problem of this study can be stated as follows: What the Directive Illocutionary Acts are found in the Passengers movie script? What are the meanings of the Illocutionary Acts the Passengers movie script? 1.3 Scope of the Study This study is focuses on the Illocutionary Act especially Directive Illocutionary Act in Jims utterances as the first character in the movie Passengers. In analyzing the Directive Illocutionary Act I use theory of Illocutionary Forces by Vanderveken. Objective of the Study The objectives of the study are: To identify Directive Illocutionary Acts in the Passengers movie script. To describe the meanings of utterance in Illocutionary Force found in the Passengers movie script.   CHAPTER II RESEARCH METHOD Research Design Based on the problem analysis, this research uses descriptive research because it is aimed to identify the kinds of speech, especially Directive Speech Act. According to Isaac and Michael (1987: 18), descriptive method is the method purpose is to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately. About this kind of research, Mardalis (1989: 26) says that, descriptive research does not test a hypothesis or use a hypothesis; it merely describes information according to variables that are observed. By using descriptive method, this study identifies the kinds of Illocutionary Act focusing on Directive Speech Act and their functions. This study took the data from the movie script Passengers by Morten Tyldum. Unit of Analysis The unit of analysis of this study is all utterances in Passengers movie script. Source of Data I took the data from the movie script Passengers by Morten Tyldum as the source of the data. The data of this study were taken from the internet website www.dailyscript.com. Technique of Data Collection In the methodology of collecting the data, I used documentation method. Documentation method is looking for the data about things or variables which are in the form of notes, transcription, book, newspaper, magazine, leafs etc. (Arikunto, 2002: 206). I used the movie script to collect the data. In this research, I get the data through some phases. First, I search for the Passengers movie script in the internet. Second, I watch the Passengers movie to comprehend the utterances. Third, I collect the data from the movie script that contains Directive Speech Act. Finally, I select the speakers utterances that contain Directive Speech Act. Technique of Data Analysis The techniques of data analysis are as follows: Finding the Speakers utterances in the form of Directive Illocutionary Act. Categorizing the speakers utterances based on the function of Directive Illocutionary Act such as asking, requesting, begging, and commanding. Describing the meaning in the utterances of Passengers Movie Scripts. Qualifying the utterances that contain directive speech acts. CHAPTER III DATA ANALYSIS The Directive Illocutionary Acts in Jims Utterances There are 16 utterances containing Directive Illocutionary Acts. Those are Asking (6), Commanding (3), Suggesting (2), Requesting (2), Adjuring (1), Begging (1) Forbidding (1). The Directive Illocutionary Acts found in the Passengers Movie Script is presented in the following table: Table 3.1 No. Directive Illocutionary Amount Percentage (%) 1 Asking 6 37,5 % 2 Commanding 3 18,75% 3 Requesting 2 12, 5% 4 Suggesting 2 12,5% 5 Begging 1 6, 25% 6 Adjuring 1 6, 25% 7 Forbidding 1 3, 25% TOTAL 16 100% From the table above, it can be seen that Asking is the most often Directive Illocutionary Act used by Jim. Jim likes to ask someone who is related with his business for the sake of himself. The Meaning of Jims Utterances There are seven Directive Illocutionary Act used by Jim. The following sub chapter describe Directive Illocutionary Act what Jims meant by using those seventh. 3.2.1 Asking There are 6 Asking Directive Illocutionary Acts that are found in Jims utterances. Excerpt. 1 Speech event: Jane is waiting in the spacecratf, making no attempt to hide. Jim: Joost. Jane: Long time, mate. Jim: Hows Alice? Jane: Well, thanks. The Directive Illocutionary Act is asking and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Jane) about condition. The mode of achievement of the utterance is that the hearer (Jane) can give the answer of the speakers (Jim) question. The propositional content of the utterance shows that the speaker (Jim) asks to the hearer (Jane) to answer the Alices condition as the answer of his question. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Jane) can answer his question. The sincerity condition of the utterance is that the speaker (Jim) really hopes that the hearer (Jane) can explain How Alice is condition now. The degree of strength of the utterance shows that the speakers (Jim) seriousness to get the explanation from the hearer (Jane). Excerpt. 2 Jim: Tim must be in college. Jane: Big kids, big problem you know. Jim: Companys doing well? Jane: Cant complain. Eleven wars on the continent, business is brisk. (Looks at him) Speech event: Heard you had a bit of trouble in the bush. The Directive Illocutionary Act is asking and the meanings of the utterance are: The point of Illocution of the utterance is that the speaker (Jim) asks the hearer (Jane) about something (the condition of company). The mode of achievement of the utterance is that the hearer (Jane) can give explanation to the speakers (Jim) question. The propositional content of the utterance shows that the speaker (Jim) asks the hearer (Jane) to explain their companys condition as the answer of his question. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Jane) can answer his question. The sincerity condition of the utterance is that the speaker (Jim) really asks and really hopes the hearer (Jane) to explain the condition of their company. The degree of strength of the utterance shows that Jim just needs the answer from Jane it shows Jims seriousness to get the explanation from Jane. Excerpt. 3 Speech event: When Jim talks with the bartender, suddenly Fawaz approaches him. He is a nervous wreck. Fawaz: Oh, my God, are you all right? Jim: Wheres the farmer? Fawaz: He found a job at a hotel. Spends all his time at the refugee offices. Not exactly the behavior of a man in possession of a priceless stone. The Directive Illocutionary Act is asking and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Fawaz) about something (the existence of someone). The mode of achievement of the utterance is that the hearer (Fawaz) can give the answer of the speakers (Jim) question. The propositional content of the utterance shows that the speaker (Jim) asks to the hearer (Fawaz) to answer the existences of someone as the answer of his question. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Fawaz) can answer his question. The sincerity condition of the utterance is that the speaker (Jim) really hopes that the hearer (Fawaz) can explain where is the farmer now. The degree of strength of the utterance shows that the speakers (Jim) seriousness to get the explanation from the hearer (Fawaz). Excerpt. 4 Speech event: Jim lights a cigarette. Aurora appears and stands quietly beside him. Together they watch the distant explosions. Auora : I didnt actually hurt your feelings? Speech event: He takes a long drag. Exhales. Jim : How long you been in Africa? Auora : Four months. Before that Kosovo. The Directive Illocutionary Act is asking and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Auora) about something (the time that she leaves). The mode of achievement of the utterance is that the hearer (Auora) can give the answer of the speakers (Jim) question. The propositional content of the utterance shows that the speaker (Jim) asks to the hearer (Auora) to answer the time that she leaves as the answer of his question. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Auora) can answer his question. The sincerity condition of the utterance is that the speaker (Jim) really hopes that the hearer (Auora) can answer how long she leaves in Africa. The degree of strength of the utterance shows that the speakers (Jim) seriousness to get the answer from the hearer (Auora). Excerpt. 5 Speech event: Auora is waiting as Jim walks back. Jim: How is he? Auora: They say hell live. The Directive Illocutionary Act is asking and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Auora) about the condition. The mode of achievement of the utterance is that the hearer (Auora) can give the answer of the speakers (Jim) question. The propositional content of the utterance shows that the speaker (Jim) asks to the hearer (Auora) to answer the soldier condition as the answer of his question. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Aurora) can answer his question. The sincerity condition of the utterance is that the speaker (Jim) really hopes that the hearer (Aurora) can explain How is the soldier now. The degree of strength of the utterance shows that the speakers (Jim) seriousness to get the explanation from the hearer (Aurora). Excerpt. 6 Speech event: They have been walking for twelve hours. Jim has to sit. Jim: How much farther- -? Solomon: One day more. Speech event: He kneels before Jim. The Directive Illocutionary Act is asking and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Solomon) about something (the time). The mode of achievement of the utterance is that the hearer (Solomon) can give the answer of the speakers (Jim) question. The propositional content of the utterance shows that the speaker (Jim) asks to the hearer (Solomon) to answer the time that he reached as the answer of his question. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Solomon) can answer his question. The sincerity condition of the utterance is that the speaker (Jim) really hopes that the hearer (Solomon) can answer how much farther the place that their reached. The degree of strength of the utterance shows that the speakers (Jim) seriousness to get the answer from the hearer (Solomon). 3.2.2 Commanding There are 3 Commanding Directive Illocutionary Acts that are found in Jims utterances and here is the analysis Excerpt. 7 Speech event: Three cut down trucks of Rebels SQUEAL into view and begin spraying everything with automatic weapons. Jim: Yes or no? Speech event: A whole life can change with a single syllable. Solomon: Yes. Speech event: A truck comes careening around the corner. Jim pushes Solomon as the wall behind them is stitched with bullets. Jim: Go. Go!! Speech event: They begin to run. The Directive Illocutionary Act is commanding and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Solomon) to do something (to run). The mode of achievement of the utterance is shows that the hearer (Solomon) can give the respond to the speakers (Jim) wants. The propositional content of the utterance shows that the speaker (Jim) is commanding to the hearer (Solomon) for getting what he wants (to run). The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Solomon) can respond his command. The sincerity of condition of the utterance is that the speaker (Jim) really hopes to the hearer (Solomon) can achieve his command. The degree of strength of the utterance is shows the speakers (Jim) seriousness to get respond from the hearer (Solomon). Excerpt. 8 Speech event: Jim seizes the moment sending an OPEN-HAND STRIKE to the throat of his would-be executioner, then grabbing the AK-47, and shooting him before ripping the gun out of his hands. Jim : STAY DOWN!! Speech event: Solomon remains flattened behind the tree stump, head down. The Directive Illocutionary Act is commanding and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Solomon) to do something (to stay down). The mode of achievement of the utterance is shows that the hearer (Solomon) can give the respond to the speakers (Jim) wants. The propositional content of the utterance shows that the speaker (Jim) is commanding to the hearer (Solomon) for getting what he wants. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Solomon) can respond his command. The sincerity of condition of the utterance is that the speaker (Jim) really hopes to the hearer (Solomon) can achieve his command. The degree of strength of the utterance is shows the speakers (Jim) seriousness to get respond from the hearer (Solomon). Excerpt. 9 Speech event: Behind them, the jungle erupts with gunfire Solomon throws Dia to the ground. Jim takes cover four mercenaries are advancing. Jim Return Fire, hitting two. The others hit the ground. Jim : MOVE, MOVE, MOVE!!! Speech event: He shoves Solomon and Dia to their feet. The Directive Illocutionary Act is commanding and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) asks to the hearer (Solomon and Dia) to do something (to Move). The mode of achievement of the utterance is shows that the hearer (Solomon and Dia) can gives the respond to the speakers (Jim) wants (to move). The propositional content of the utterance shows that the speaker (Jim) is commanding to the hearer (Solomon and Dia) for getting what he wants. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Solomon and Dia) can respond his command. The sincerity of condition of the utterance is that the speaker (Jim) really hopes to the hearer (Solomon and Dia) can achieve his command. The degree of strength of the utterance is shows the speakers (Jim) seriousness to get respond from the hearer (Solomon and Dia). 3.2.3 Requesting There are 2 requesting Directive Illocutionary Acts that are found in Jims utterances and here are the analysis: Excerpt. 10 Speech event: Jim has already begun heading toward Aurora. She sees him coming and watches him walk toward her. They meet in the middle of a crowded dance floor. All around them, sweaty bodies are swaying to the African beat. Aurora : I supposed to kiss you or fuck you? I cant remember. Jim : How about you dance with me? Aurora : Should I ask what happened to your face? Speech event: He takes her hand and leads her into the surging crowd. Aurora : I guess not. Speech event: They dance as best they can in the crush. The Directive Illocutionary Act is requesting and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) request to the hearer (Aurora) to do something (to dance together). The mode of achievement of the utterance is that the hearer (Aurora) can gives the speaker (Jim) permission to dance. The propositional content of the utterance shows that the speaker (Jim) request to the hearer (Aurora) to dance together. The preparatory condition of the utterance is that the speaker (Jim) believes that the hearer (Aurora) can meet his request. The sincerity condition of the utterance shows that Jim really hopes that Aurora wants to dance with him. The degree of strength of the utterance show Jims seriousness to asks for Auroras permission. Excerpt. 11 Speech event: Jim smiles Auora: Its a world phone, by the way. Jim: You should get on the plane. Aurora: So should you? Speech event: He smiles and turns away. Aurora: are you going to call me? Jim: soon as Im near a phone. Aurora: Yeah, right. The Directive Illocutionary Act is requesting and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) wants the hearer (Aurora) to do something. The mode of achievement of the utterance is that the hearer (Aurora) can give the speaker (Jim) wants. The propositional content of the utterance shows that the speaker (Jim) asks the hearer (Aurora) to get on the plane. The preparatory condition of the utterance is that Jim believes that Aurora can do his request. The sincerity condition of the utterance shows that Jim really hopes that Aurora will get on the plane. The degree of strength of the utterance shows Jim s seriousness to ask for Aurora to get on the plane. 3.2.4 Suggesting There are 2 Suggesting Directive Illocutionary Acts that are found in Jims utterances and here is the analysis: Excerpt. 12 Speech event: The troop leader takes out knife and cut into the stitches. The goat squeals a little and kicks angrily. From under the goats skin, he takes a dozen small, rough DIAMONDS. The troop leader draws his .45 on Jim. Troop Leader: You are under arrest for smuggling. Jim: Now you listen here, my man. I am a good friend of Minister Somora. He will not be pleased you have interfered with his business. Speech event: Clearly the name of Minister Samora carries some weight. Jim (contd): You know who I am, dont you? What I am? I dont think you want to mess with me. or my friends, eh? (changes his tack) How about I just look the other way and you pocket one or two of those stone. Buy something nice for the wife. Or maybe the mistress, eh? (Re the shepherds) Whos going to tell? Them? Speech event: The shepherds look, uncertain, from Jim to the Soldier. Troop Leader: No. The Directive Illocutionary Act is suggesting and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) suggest to the hearer (Troop Leader) to do something (to do suggestion). The mode of achievement of the utterance is shows that the speaker (Jim) gives the option to refuse or receive to the hearer (Troop Leader) can not achieve the speakers (Jim) wants. The propositional content of the utterance is that the happiness acts to the hearer (Troop Leader). The speakers (Jim) suggest the hearer to pocket the stone and buy something nice for his wife. The preparatory condition of the utterance is shows that the speaker (Jim) believes that the hearer (Troop Leader) can achieve his request. The sincerity of condition of the utterance shows that the speaker (Jim) really hopes to the hearer (Troop Leader) can achieve his request. The degree of strength of the utterance is shows the speakers (Jim) seriousness to the hearer (Troop Leader) in order to receive his suggestion. Excerpt. 13 Speech event: Jim and Aurora has been talked about himself. Aurora : Somehow I dont take you as the UNICEF type. Speech event: Jim just smiles. Aurora (contd): I was going to say soldier-of- fortune but its such a clichà ©. Jim: How about hired gun. People seem to like that one. Aurora: Diamonds? Jim: what if I told you I was a missionary. Aurora: (Laugh) For Dewente? Jim: Its not just rude to ask those kinds of questions, Ms. Bowen, its also dangerous. Aurora: Ill take my chances.(leans closer) Sotell me about blood diamonds. Speech event: And then, suddenly, Jim gets it. His face turns to stone. The Directive Illocutionary Act is suggesting and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) suggest to the hearer (Aurora) about something. The mode of achievement of the utterance is shows that the speaker (Jim) gives the option to refuse or receive to the hearer (Aurora) can not achieve the speakers (Jim) wants. The propositional content of the utterance shows that the speakers (Jim) suggest the hearer (Aurora) to doing what he wants. The preparatory condition of the utterance is shows that the speaker (Jim) believes that the hearer (Aurora) can achieve his request. The sincerity of condition of the utterance shows that the speaker (Jim) really hopes to the hearer (Aurora) can achieve his request. The degree of strength of the utterance is shows the speakers (Jim) seriousness to the hearer (Aurora) in order to receive his suggestion. 3.2.5 Begging There are 1 Begging Directive Illocutionary Acts that are found in Jims utterances and here is the analysis: Excerpt. 14 Speech event: Looks over at Solomon who has his arm protectively around Dia. The boy looks like the same innocent child he once was. Jim: Take your boy home. Speech event: Solomon looks back at him, tears in his eyes. He nods. In deep and simple gratitude. Jim nods back. Then Jim: Help me. Speech event: He struggles to pick up the machine gun. Solomon puts it into his hands. Jim: Put the strapover my shoulder. Speech event: Solomon helps secure it in place. The Directive Illocutionary Act is Begging and the meanings of the utterance are: The point of illocution of the utterance is that the speaker (Jim) begs the hearer (Solomon) to do something (to take his boy). The mode of achievement of the utterance is shows that the speaker (Jim) wants the hearer (Solomon) to take his boy home. The propositional content of the utterance shows that the speaker (Jim) is begging to the hearer (Solomon) for getting what he wants. The preparatory condition of the utterance is shows that the speaker (Jim) is begging to the hearer (Solomon) as the effect of his need. The sincerity condition of the utterance shows that the speaker (Jim) is sincere in begging to the hearer (Solomon) because the speaker (Jim) really wants something to the hearer. The degree of strength of the utterance is increasing the speaker (Jim) shows that he really means it in begging to the hearer. 3.2.6 Adjuring There are 1 Adjuring Directive Illocutionary Acts that are found in Jims utterances and here is the analysis: Excerpt. 15 Speech event: The sound of gunfire ECOMOG troops have seen something in the tree-line and have begun exchanging fire. Jim : Hurry it up, folks! Unless you want to end up the same way! Speech event: Solomon cant move, just stares at the boy and mother. The Directive Illocutionary Act is Adjuring and the meanings of the utte Development of the Christian Personality: Theories Development of the Christian Personality: Theories Christian Personality Development: From the Womb to the Tomb Michelle L. Stelly Abstract Research done using various peer-reviewed journal articles, a theory of personality based on Christianity is proposed. Research has shown that all development, including personality, is influenced even prior to conception based on how the future mother takes care of herself prior to implantation. It is necessary for expectant mothers to keep their stress, anxiety and depression at a minimum not just for their own health but the future mental health of their unborn child. It is the parent(s) duty to nurture all facets of the child all the way through adolescence, as prescribed by the Bible. Physical health is equally as important to personality development as mental healthcare. People have times in life when they have an apparent shift in their personality and this is all a part of development. Many have speculated about why one person grew up to one way while another became another. Empirical studies of moral personality development will be continuous to show how using an integrative structure for examining personality can readily unite Christianity and psychology. Keywords: development, infant, mother, Bible, parents Christian Personality Development: From the Womb to the Tomb Personality develops over an entire lifespan and when done according to God’s plan life is much more enjoyable. Canonical correlation analysis showed that â€Å"more religious individuals are healthier in general, which might be supported at least circumstantially by the results reported here. It makes good sense that if people have both a spiritual and a natural essence that these dimensions would be interactive† (Simpson, Newman Fuqua, 2007). Integrating psychology with biblical studies, much like done at Liberty University, will provide guidance of God’s people according to His Word in developing healthy personalities. Foundations of Personality According to Feist, Feist, and Roberts (2013), there are differing definitions of personality and each is dependent upon the theorist’s part of the world, religious experiences, and many from their time as psychotherapists (pp. 3-4). In general, personality can be defined as â€Å"a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a person’s behavior (Roberts Mroczek, 2008)† (Feist, Feist Roberts, 2013, p. 4). In a few ways we are all the same. We all have the same personal inclinations and share a basic nature of being. We all have physical bodies and personalities and we all have thoughts and feelings. Personality is made up of various traits and each arrangement is unalike for every individual. It comes from within the person and usually remains unchanged throughout life. Nature versus Nurture Nature and nurture are both important but not interchangeable. Biology plays a huge role in personality development. Nature is the first influence on personality development as it begins in a person’s DNA. Nurture takes place after birth and is impacted by a person’s environment. Hans J. Eysenck noted three findings as evidence that personality is 75% hereditary and 25% a result of environmental influences (Feist, Feist Roberts, 2013, p. 411). Eysenck noted that research done by Robert R. McCrae and Juri Allik regarding â€Å"the five-factor model of personality across cultures† done in 2002 showed nearly identical personality traits among persons in difference parts of the world such as Uganda, Russia, and Japan (Feist, Feist Roberts, 2013, p. 411). Another piece of evidence from Eysenck’s own 1990 study that showed a â€Å"higher concordance between identical twins than between same-gender fraternal twins reared together† which suggests that heredity plays a dominant role in determining personality differences (Feist, Feist Roberts, 2013, p. 411). Personality develops from birth on. There are certain aspects of human behavior that come from human nature. Humans have natural instincts to find nutritional sustenance, seek out love and affection, and ask for help with the things they cannot do for themselves. From birth until the beginning of school age, which varies from child to child but is usually around age four or five, caretakers may notice certain behavioral traits which may mimic a personality type but essentially no permanent type has yet been established. Starting around age five until around age eleven people begin to develop the dominant personality traits begin to form and it becomes apparent as to how the child learns, such as if they are auditory or visual learners and if they work well in groups on solitary. From around age twelve or thirteen, when they are entering adolescence, traits that support the dominant feature begin to appear: how they make decisions, what they value in life, and their perception of things. Starting around age twenty, adults start to learn how their personality traits fit in with the rest of the world. This becomes very apparent when peers become coworkers rather than fellow students. For some people, sometime between the ages of 35 and 50, people may hit what is called a â€Å"mid-life crisis† because they begin to see facets of their life that they did not develop and feel a strong desire to satisfy these. After around age 50, the personality is more disciplined that those of younger stages and this is usually due to life experiences. The Unconscious. Carl Jung stated â€Å"There are certain events of which we have not consciously taken note; they have remained, so to speak, below the threshold of conscious. They have happened, but they have been absorbed subliminally† (Mlodinow, 2012, p.5). Influences that we are not consciously cognizant of influence our actions. Dream content has been shown to be a reflection of people’s view on religion. Disagreeing with the normal thought that Christianity and science â€Å"inevitably conflict with each other, dreaming offers an area of potential religion–science convergence† (Bulkeley, 2009). View of Self. â€Å"Different aspects of the self emerge in different periods of the lifespan† (Klimstra, 2012). However, once new aspects of the self emerge, existing aspects do not finish growing. Therefore, it is important to consider several aspects of the self. Neuroscientists have performed studies using human brain mapping and have concluded that â€Å"People who endorse individualistic cultural values showed greater MPFC [medial prefrontal cortex] activation to general self-descriptions, whereas people who endorse collectivistic cultural values showed greater MPFC activation to contextual self-descriptions† (Chiao, Harada, Komeda, Li, Mano, Saito, Parrish, Sadato, Iidaka 2009). Personality types. The personality can be assessed using the Myers-Brigs Personality Type Indicator (based on the theories of Carl Jung). According to this instrument, there sixteen personality types made up of four criteria. (E)xtraversion versus (I)ntraverson give a clue of if the person is focused on the outside world or only their inner circles. How they process information by either by way of the five senses (S)ensing or if they look for patterns ntuition. People make decisions by either (T)hinking or by (F)eeling. Finally, the test also measures how people prefer to live in the outside world, structured which is called (J)udging or more flexible, (P)erceiving. An example of personality type would be INFJ who is described as Seek meaning and connection in ideas, relationships, and material possessions. Want to understand what motivates people and are insightful about others. Conscientious and committed to their firm values. Develop a clear vision about how best to serve the common good. Organized and decisive in implementing their vision (Briggs-Myers, 2013). Progression of Personality Although more research is needed, there has been a link found between depressive as well as anxiety disorders in the mother prior to conception and the onset of depressive disorders and more severe anxiety disorders (Martini, et al., 2013). Progression is expected to flow in a basic manner, beginning in infancy, and personality development progresses based on modeling of caregiver’s examples. By the time the person reaches school age, people begin to progress to the next stage of internalizing all they absorbed in early childhood. Progression to maturity is exhibited by awareness of not only the self but of others and how the two work together. Life has progresses to a deeper meaning. Once a person reaches the last stage of personality progression, development slows down and people become more passive. Dementia is something people fear because it represents personality changes, even at a mild stage, and this change is intimidating, especially to the elderly experiencing it. Motivation People are striving to accomplish self efficacy as a result of their behavior. They decide what they should strive for based upon what will allow for them to satisfy their basic needs for love and acceptance and this can often be caused by how they are taught to internalize as well as environmental factors such as a desire to move out of an impoverished neighborhood. A person is motivated by desiring a sense of security and a lack of pain. â€Å"Motivation at work is not always conditioned by external environment. However, it is more governed by internal worldones own orientation† (Sengupta, 2011). Classroom activity has been shown to have an impact on motivation as well. Students are motivated either by making the best grades possible or doing enough just to not fail. Self-motivation is probably the strongest form of motivation and this is seen in school aged children. People are motivated by control and whether they realize it or not by challenges. Curiosity is a huge motivator as well. Maturation. Maturity happens primarily in adolescence when a child develops a sense of self separate from their parental unit. There are differences between genders as to when this happens and overall girls mature earlier than boys (Klimstra, Hale, III, Raajimakers, Branje Meeus, 2009). Brain mapping had proven useful in this as well. â€Å"Early prefrontal cortex damage has been associated with developmental deficits in social adaptation, moral behavior, and empathy that alter the maturation of social cognition and social emotions† (Eslinger, Robinson-Long, Realmuto, Moll, deOlivera-Souza, Tovar-Moll, Wang, Yang, 2009). Situations that were ambiguously moral activated considerably more prefrontal lobe activity than did routine moral situations, suggesting the biological nature of personality maturation. The frontal polar stimulation does not change with age and the findings further endorse a substantial role for the medial prefrontal cortex in maturation of the moral decision making process. Personality develops greater maturity as the person ages but self-distinction decreases with age. Biblical Integration Many psychological viewpoints say that man cannot change his personality makeup because it is inbred through evolution. Christians know that personality can change because when they become saved they become a new being. The Holy Spirit is able to defy science and creates a Christian personality that exudes holiness, peace, and happiness. Christians have an advantage in personality development because when they see something not progressing to their liking, they can go to the scriptures to learn to deal with their sinfulness. While the Biblical canon does not go precisely into how each family unit is handled, it does give basic rules that empower one to discover what God expects of his followers. One such rule is prescribed in Luke 2:51, â€Å"And he went down with them, and came to Nazareth, and was subject unto them: but his mother kept all these sayings in her heart† (King James Version). The guideline in this section shows that folks are given the power to coordinate, guide, and instruct and their kids by God. If Jesus allowed himself to be guided and heeded the words of his earthly mother and father, then children today need to allow theirs to do the same because this is to be as He was, and that is what people should strive for. There is the issue of original sin where the sin of Adam and Even is passed on to even the current generation as their offspring. Before the person accepts Jesus Christ as their savior, it is much easier to fall into this sinful nature. Once salvation is received, there is no excuse because the person was to have changed. This affects personality because it creates the trait of hypocrisy. While people are still flesh and blood and cannot be perfect, the Bible gives a clear example of a model for personality development: Jesus Christ. It is crucial that parents involve their children in activities that glorify God. Youth have the right to need sensible direction from their parent(s) and that unit is called upon to nurture their kids. That is, to have their backs, to raise them correctly, in the chastening and admonition of the Lord as stated in Ephesians 6:4 (American Standard Version). That is to mean that parents are be imitators of God in the reprimanding or guidance given to children. It is rebuking or disciplining based upon affection and care that forms the personality once the child is out of the womb. Before then, a parent must keep the word close to them to bless the family unit even before it is conceptualized. Conclusion Personality development starts with the mother. Her mental state before and during her pregnancy and create certain personality traits within her child. Once the child is born, it is the parents God given right and duty to nurture that child in a way that is fitting to God’s path. The home situation, the parental interaction as well as the relationship the child has with the family’s church plays a role in the nurture portion of personality while the traits one picks up during personality development and self-actualization becomes their nature. When a child reaches school age they begin to separate themselves with their parents in that they develop their own identity. It is important that they still have a strong relationship with God because He is the only one that can keep an eye on them all day, every day. When a person reaches the age to move out of their family home and embark on life’s adventures, they are still developing. They are learning just how strong their legs are for them to stand on. It is important for parents not to pick them up every time the fall so that they learn to rely on Jesus. Even until death, the human personality is still evolving. People become more set in their ways as they get older and often grow to dislike the youth and the world around them. The only time the personality stops growing is when the person becomes a nonbeing, be it through disability, coma, or death. Only with such a sturdy footing can buoy the load of the weight of personality development. Without the Bible as a foundation, the edifice would simply breakdown. Through it all, it is imperative there is a strong foundation based on God’s principles. References Briggs-Myers, I. (2013). Retrieved from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.asp Bulkeley, K. (2009). The religious content of dreams: A new scientific foundation. Pastoral Psychology, 58(2), 93-106. doi: 10.1007/s11089-008-0180-8 Chiao, J. Y., Harada, T., Komeda, H., Li, Z., Mano, Y., Saito, D., Parrish, T. B., Sadato, N., Iidaka, T. (2009). Neural basis of individualistic and collectivistic views of self. Human Brain Mapping, 30(9), 2813-2820. doi: 10.1002/hbm.20707 Eslinger, P., Robinson-Long, M., Realmuto, J., Moll, J., deOliveira-Souza, R., Tovar-Moll, F., Wang, J., Yang, Q. (2009). Developmental frontal lobe imaging in moral judgment: Arthur Bentons enduring influence 60 years later. Journal of Clinical and Experimental Neuropsychology, 31(2), 158-169. doi:10.1080/13803390802298064 Feist, J., Feist, G. J., Roberts, T. (2013). Theories of personality. (8 ed.). New York, NY: McGraw-Hill. Klimstra, T. A., Hale, III, W. W., Raajimakers, Q. A. W., Branje, S. J. T., Meeus, W. H. J. (2009). Maturation of personality in adolescence. Journal of Personality and Social Psychology, 96(4), 898-912. doi: 10.1037/a0014746 Klimstra, T. (2013). Adolescent Personality Development and Identity Formation. Child Development Perspectives, 7(2), 80-84.doi:10.1111/cdep.2013.7.issue-2 Martini, J., Wittich, J., Petzoldt, J., Winkel, S., Einsle, F., Siegert, J., Hofler, M., Beesdo-Baum, K., Wittchen, Hans-Ulrich. (2013). Maternal anxiety disorders prior to conception, psychopathology during pregnancy and early infants’ development: a prospective-longitudinal study. Archives of Women, 16(6), 549-560. doi: 10.1007/s00737-013-0376-5 Mlodinow, L. (2012). Subliminal: How your unconscious mind rules your behavior. (p. 5). New York, NY: Random House, Inc. Simpson, D. B., Newman, J. L., Fuqua, D. R. (2007). Spirituality and personality: Accumulating evidence. Journal of Psychology and Christianity, 26(1), 33-44. Retrieved from http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url=http://search.proquest.com.ezproxy.liberty.edu:2048/docview/237251151?accountid=12085 Sengupta, S. S. (2011). Growth in human motivation: beyond Maslow. Indian Journal of Industrial Relations. , 41(1), 102. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE|A349721391v=2.1u=vic_libertyit=rp=AONEsw=wasid=f413eec1040eb2a4fb3beb04b1bf01a5

Personal Writing: Fickle Fisherman :: essays research papers

Personal Writing: Fickle Fisherman It was an early Saturday morning, about 6:00am. I was Awake and dressed ready to fish! I had been preparing for the fishing derby for about 1 month and was ready to win. I got to the lake at about 6:30 and started to fish. As the day progressed more and more people showed up. Before noon there was no place to sit around the lake and people couldn't fish. Lines were being crossed and people were getting kind of mad. Beside me was an old, hardened looking man who i just ignored.Then finially i had a bite! I looked at the line and instantly jerked back the rod and reeled as hard as i could. I fought the fish for 5 or 10 min and netted it up. Not a bad catch, it was only a catfish but it was fair sized.But the guy beside me didn't seem to think so he looked at it and gave a little laugh and kept on fishing. I really didn't know what to think, was he laughing at something i didn't see or was there something wrong with my fish? I just disregarded it and continued fishing. Then as i was getting bored and drowsey I heard a yelp and the old man shot up. He had a bite! As he was fighting it he started talking and telling me how to catch a REAL fish not the guppy in my bucket. As he talked and talked the fish got closer and closer and he netted it up and took a look. The fish was about half the size of mine but it was a carp not a catfish. I gave a little laugh and continued and he tried to explain...."well you see boy, a carp is a hell of alot harder to hook than a catfish. Carp don't just eat everything they see, they're very selective. So if I were you I wouldn't laugh to hard just yet". I wasn't to sure if the information was legit but i really doubted it so I just went on with my fishing. It was getting close to weigh-on time so i had to get a better fish. Then the out of all the things that could happen, the old guy gets a fish on his line, and it was a big one! He fought the monster and got it to shore and as he was netting it he fell in the lake. Not in the deep part, only waist deep but I

The Goose Fish

In the first stanza, two lovers and their actions are visualized and beautified. For example, the speaker describes thrill and romance of their love by using poetic expressions such as â€Å"For them by the swift tide of blood/That silently they took at flood,/And for a little time they prized/Themselves impressed. â€Å". Then, In the second stanza, There is a turn with the appearance of a goose fish (â€Å"The goose fish turning up, though dead/His hugely grinning head†). At the same time, air of the poem changes. (â€Å"Then, as if shaken by stage-fright†) The goose fish and its tenderness strongly contrast with sweet atmosphere two lovers created before.As the author of the textbook says, Their sudden discovery of the fish, a rude shock, Injects a grotesque, almost macabre, not Into the poem. The goose fish plays a key role In revealing and symbolizing the couple's love. After sudden appearance of the goose fish, the narrator portrays how two lovers respond to it. They are â€Å"Embarrassed in each other's sight†¦ As though the world had found them out† From these lines, It is inferred that the couple, so passionate and eager that they feel ‘impressed' to e together, is having illicit, secret relationship.Although they feel a sense of guilt for a moment, they think about its meaning and decide to take the fish as an emblem of their love. (â€Å"He might mean failure or success. /But took it for an emblem of/ Their sudden, new and guilty love/To be observed by, when they kissed/That rigid optimist. â€Å"). Just like relationship of the couple, the goose fish stands for ambiguity. Their affair Is Illicit, so they feel embarrassment, guilt, and shame. But at the same time, It makes them feel pleasure, whether It's sexual or emotional. Similarly, the fish's presence doesn't give clear meaning to them.It's rather mysterious. (It was a wide and moony grin/Together peaceful and obscene:/They knew not what he would express†¦ He might mean failure or success). It could be a friend, a comedian, an optimist, an emblem, or a patriarch. The moon' also makes frequent appearances and gives a sort of consistency. In the first stanza, the moon creates a romantic atmosphere, in which main focus is two lovers. (On the long shore, lit by the moon/To show them properly alone. ) In the second stanza, the moon also sheds light on the goose fish, giving strong impact to the scene. Beneath the moon's bony light†¦ The goose fish turning up, though deadheads hugely grinning head. ) Also, according to the text book, the moon makes indirect appearance in the third stanza, too. (The moon's light comes to seem fragile – â€Å"china† – as It exposes the fish directly; the moon's role as lookout and protector seems abandoned, or at least endangered. And In the last stanza, the moon went down to disappear', marking the end of the poem. The Goose Fish By emergency than what it is in real life. ‘T he goose Fish' is a fairly typical case of the kind.Using visual images and strong contrast, the speaker articulates his interpretations. In following paragraphs three points, how the narrator used irony and strong contrast, what the goose fish means and represents, and how the moon involves in the poem, they took at flooding for a little time they prized/Themselves impressed. â€Å". Then, injects a grotesque, almost macabre, not into the poem. The goose fish plays a key role in revealing and symbolizing the couple's love. After sudden appearance of the Their affair is illicit, so they feel embarrassment, guilt, and shame.But at the same mime, It makes them feel pleasure, whether it's sexual or emotional. Similarly, the fish's presence doesn't give clear meaning to them. It's rather mysterious. (It was a wide and moony grin/Together peaceful and obscene;/They knew not what he would optimist, an emblem, or a patriarch. ‘The moon' also makes frequent appearances goose fish tur ning up, though dead,/His hugely grinning head. ) Also, according to the light comes to seem fragile – â€Å"china† – as it exposes the fish directly; the moon's role as lookout and protector seems abandoned, or at least endangered. ). And in the last

10 Types of Hyphenation Errors

10 Types of Hyphenation Errors 10 Types of Hyphenation Errors 10 Types of Hyphenation Errors By Mark Nichol I’ve written more than once about hyphens, including this previous post, but it remains a troublesome topic, so I’ll approach it from this direction, too: the categories of hyphenation errors. 1. Omitting Hyphens in Phrasal Adjectives Some phrasal adjectives (including â€Å"civil rights,† â€Å"stock market,† and â€Å"high school†) don’t require hyphenation when they appear before a noun; they’re so well entrenched in the language that no risk of ambiguity exists, and their status is enshrined by inclusion in dictionaries. But when two words team together to describe a noun, they’re usually hyphenated. (Leave them open after a noun, however.) If you can’t find them in your well-thumbed dictionary, attach them and don’t hesitate to link more than two words: â€Å"The company instituted a pay-as-you-go plan.† 2. Adding Hyphens to Compound Words Compound words come in three forms: open (â€Å"sand dollar†), hyphenated (sand-blind), and closed (sandbag). As you see from these examples, compounds including the same particular word are not necessarily treated the same; compounding is a random process related to usage. (Popular treatment of long-hyphenated compounds changes so rapidly that dictionaries change them in new editions to reflect prevailing usage; pigeonhole formerly pigeon-hole is just one example.) 3. Adding Hyphens to Prefixes Prefixes, on the other hand, are almost always closed up to the root word. Exceptions include when the root word is a proper name (pre-Christian) and when the prefix ends and the root word begins with an i (anti-inflammatory). Note, however, that this is not true in the case of e (preempt). Another exception is words beginning with c preceded by co-, because to many people, terms like co-chair look awkward without a hyphen. 4. Omitting Hyphens from Potential Homographs Sometimes, prefixed words that would otherwise be closed up retain a hyphen to distinguish them from otherwise identical-looking words, such as re-cover as opposed to recover and re-creation as distinct from recreation. 5. Omitting Hyphens in Verb Phrases Compound verbs, those consisting of more than one word, are hyphenated (test-drive) or closed (troubleshoot); the dictionary will let you know which form to employ. Note, however, the difference in nearly identical-looking compound verbs and open compound nouns: â€Å"I’m going to test-drive it tomorrow,† but â€Å"I’m going to take it on a test drive tomorrow.† Also, consider the subtle difference between gerunds formed from a hyphenated compound verb that are followed, or not followed, by an object: â€Å"I was spot-checking the report when I found a serious error,† but â€Å"I’m going to do a little spot checking.† 6. Adding Hyphens to Adverbial Phrases Adverbs are not attached to adjectives when they team up to modify a noun: â€Å"The slowly melting ice rendered the river crossing a perilous enterprise.† However, the presence of an adverb does not negate the need for a hyphen in a phrasal adjective that follows it: â€Å"Hers was an eloquently sharp-tongued response.† 7. Adding Hyphens to Prepositional Phrases Phrases telling the reader to do something in which the first word is a verb and the second is a preposition are not hyphenated: â€Å"Sign in at the registration table.† (The phrase is hyphenated, however, when it modifies a noun: â€Å"Go to the sign-in table.†) 8. Adding or Omitting Hyphens When Referring to Ages or Physical Dimensions When a person is identified by their age with the phrase â€Å"seven-year-old,† for example, the phrase is hyphenated whether it modifies child, boy, girl, and so on or the noun is implied. (Note that two hyphens are necessary and that, for the spelled-out form of a two-digit number, three are required: â€Å"twenty-seven-year-old.†) However, the constituent words are unattached when the phrase follows the noun: â€Å"The child is seven years old. By the same rules, words describing an object’s physical dimensions are similarly linked: â€Å"Cut the eight-foot-long board in half.† Note, again, that all the words describing the length of the board are attached: If the final hyphen is incorrectly omitted, the reference to a board that is eight feet long is erroneously changed to describe a long board with eight feet. 9. Omitting Letter Spaces When Using Hyphens When you see a hyphen followed by a letter space, don’t assume the space is an error. â€Å"The assignment is a 2,000- to 5,000-word essay† is correct; word has been omitted after the first number because it is implied by its presence after the second number. (This usage is called suspensive hyphenation.) 10. Confusing Hyphens and Dashes Many publications, for the sake of simplicity or because the producers don’t know any better, use single hyphens in place of em dashes or double hyphens (the less aesthetically pleasing alternative that is frequently employed online). But they look stubby and ugly, and this crime against aesthetics is compounded when letter spaces around them are omitted, producing abominations such as â€Å"The key-and this is important-is to keep stirring constantly.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Has vs. HadOne Fell SwoopWood vs. Wooden