Jim Morrison And Order & Chaos :: essays research papers fc

Jim Morrisons life is full of twists and turns. Yet, despite this he still managed to keep control of himself to create well-organized works of music as well as his poems. His social life started out to be the safe variable and when he was on stage he let loose giving crazy shows for the audience. As his life went on his two lives began to blend into ace big blunder where you could only see tiny specs of so-called order. As well as Jims life , the cadence he lived in behaved the same way. Order in the country was there, but its people and its organisation showed moments of chaos and even rejection of the government itself. Major things were happening and people were reacting in sometimes extreme ways. The sixties were jam packed with events showing disorder. In this way we can relate it to one who lived the time. Jim Morrisons life was full of diversity, order and chaos, just like the times he lived in, the sixties.Jims life began as a story of order and chaos. His commence was a career militarist, which brought the order of the military. This job brought a lot of moving and relocation which through Jims childhood out of sync. Jim started his life in Clearwater, Florida. consequently he moved to Washington D.C., and then on to Albuquerque, New Mexico. Jims family kept moving and moving Jim never had time to make any align friends in any one place (Jones 31). To deal with this Jim acted like one could say the class clown, so he would be liked. This backfired and kids learned to watch themselves well-nigh him. With no true friends Jim found that he had no problem manipulating the ones around him. He was his own individual he just looked out for himself. Morrison received blue marks throughout school even though he didnt put too much effort into the books and spent a lot of time drunk (34). His parents then enrolled him in St. Petersburg Junior College in Florida, but Jim transferred to Florida State University only to drop out and move to UCLA to study fi lm. At the end of the stratum Jim turned in his film, but he received bad reactions to it and he dropped out of school (Manzarek 60). This made Jim a lot more eligible to be drafted so he moved to Venice just south of Santa Monica.

Computers In Education :: Technology

Computers Value in EducationWhat is an education? Education is be as the knowledge or skill obtained or developed by a retarding process or an instructive or enlightening attend (Dictionary 1).It says that its the knowledge obtained, but does it matter where this knowledge is obtained? We now use computers in our society, which allow us to do many a(prenominal) things. However, in todays society, children go through their full education using the computer. There is now cyber schooling, where a child no longer attends school but learns at home in front of their computer. Should this, however, be how students learn and become educated? We, as Americans, educate our children by putting them through age of schooling. A child is suggested to go through 13 years of schooling. After graduating high school, it is greatly recommended to go further onto college to become more educated in certain aras. There are thousands of schools throughout America, however. Therefore, the studen ts at the many schools will learn different things. We gain our knowledge through many resources during these years of learning. Teachers, other students, computers, and much more are ways we attain our education. Computers are a dynamic addition to education, and could be considered to be almost the like a school in itself. Computers see advanced our knowledge greatly since we have introduced them into our society, and started to use them in our everyday lives. This being the reason we now use them greatly in schooling.Computers in schooling are used for many things. Computers change students to share learning with others. Computers can greatly enhance the writing process of a student. It allows them to change things easily, cut things out of writing and move it to different places, add pictures, and many other attributes to writing. Computers should be compared to encyclopedias, libraries, newspapers, television and any other information tools used in the classroom. Comput er knowledge does not however, replace any of the work area skills. However, the spelling ability of a computer is much greater than most humans ability. It has almost a built in dictionary which is not like a typical human. Students need to learn to do research on the Internet, but they also need to learn to research books. Students also need to learn to use a spellchecker, but they also need to learn to spell correctly and proofread their work without a computerized grammar checker.

In Jane Eyre Charlotte Bronte created a novel of social protest. :: Free Essay Writer

In Jane Eyre Charlotte Bronte created a novel of social protest.Discuss why and how she did this. measuring rod one--------Social protest is Mainly Charlotte Bronte was protesting against the identify of middleclass women, social inequality between the rich and the pathetic andmarrying above or below your status. These issues were very importantin the Victorian condemnations.Step Two--------Charlotte Bronte was very critical of the Victorian society. To herevery thing was not right (fair). The book Jane Eyre is based on atrue-life story. It is like a face of Charlotte Brontes lifeand the way she was treated. In the book, Jane Eyre is treated verybadly because she is an orphan which means she has no money orsavings. Jane Eyre lives with her aunt but because Jane Eyre is poorshe is treated differently from her cousins. Her aunt feels that sheor her children, who are wealthy, cant be around Jane Eyre becauseshe is a poor child. This is like the life Charlotte Bronte wasliving.Charlo tte Bronte was born 1816 on April the 21st in Thornton,Yorkshire, England. Her father was Patrick Bronte (1777-1861), anAnglican clergyman. Irish-born, he had changed his name from the morecommonplace Brunty.Charlotte Brontes mother was Maria Branwell Bronte altogether shehad six children including charlotte. Mrs. Bronte was awarded arectorship in Yorkshire 1820. Soon after, Mrs. Bronte and the twoeldest children (Maria and Elizabeth) died, leaving the father to carefor the remaining three girls, Charlotte, Emily, and Anne. Also a boy,Patrick Branwell. An aunt, Elizabeth Branwell, aided their upbringing.She left her native Cornwall and took up antechamber with the family atHaworth.In 1824 Charlotte and Emily, together with their elder sistersattended Clergy Daughters School at Cowan Bridge, near KirkbyLonsdale, Lancashire. The fees were low, the food unattractive, andthe discipline harsh. They did not like it one bit. Charlotte alwayscomplained and do a fuss.Charlotte and Emily re turned home in June 1825, and for more than five familys the Bronte children learned and contend there, writing andtelling romantic tales for one another and inventing imaginative gamesplayed out at home or on the desolate moors.In 1831 Charlotte was sent to Miss Woolers school at Roe Head, nearHuddersfield, where she stayed a year and made some lastingfriendships.In 1839 Charlotte declined a proposal from the Rev. Henry Nussey, herfriends brother, and some months later one from another youngclergyman. At the same time Charlottes ambition to make the practicalbest of her talents and the need to pay Branwells debts urged her tospend some months as governess with the Whites at Upper wood House,

Essay on Everyday Use, Daffodils, and The Glass Menagerie

Lessons From Everyday Use, Daffodils, and The Glass Menagerie   Literature plays a study role in civilization.  Even societies with bulge a written language start literature.  Stories, poems and songs are pasted down orally from one generation to another.  This term we have study three forms of literature short stories, poems, and drama.  The study of these three forms has affected me in different ways and I have taken different lessons out of each form.  The three literary work witch had the greatest impact on me are Everyday Use written by Alice Walker, Daffodils written by William Wordsworth, and The Glass Menagerie written by Tennessee Williams.               Alice Walkers short story Everyday Use tells of a mother and her two daughters, Dee, who is polished, poise, educated and stylish, and Maggie who is not bright and scarred from a fire.  Dee and Maggie are opposites.  Dee has tried to make som ething of her self but in doing so forgot what it was that she came from.  Maggie has lived her life in the same way her mother has lived her life and in the same way her grandmother lived her life.  Maggie knows where she came from and does not feel the call for to better her self.   Dee collects objects from her mothers house to display around her own.  Maggie, being use to the idea of Dee getting her way, sits faint founded while items are gathered by Dee.  Dee finally tries to take two quilts handcrafted by her grandmother.  The mother tries to convince her to take two different quilts but Dee refuses aphorism that they were made by machines and not worth as priceless as the others.&nbs... ...he horn breaks off, now it is just like the rest of the horses.  She starts to feel comfortable with him when he tells her of his engagement to a woman named Betty.  This makes her loose her self-confidence.  Despite of this a seed is planned with in her that she is just like all the other girls and does not need to be so withdrawn.  The lesson in this play is that it is better to face your problems then run away from them.               The three works of literature, Everyday Use written by Alice Walker, Daffodils written by William Wordsworth, and The Glass Menagerie written by Tennessee Williams have each showed me something different.  Whether reading a short story or poem or watching a play there is always a lesson or idea to be gathered from literature.   

Prayer in school :: essays research papers

Since the Engel decision in 1962, religious advocates have been assailing the Supreme Court for " taking God out of the classroom." In an effort to reverse this trend, conservative religious groups have been fighting for the passage of a school prayer amendment to gain great leeway for religious activities in schools. Clearly not all school prayer advocates agree as to what types of religious activities are permissible in macrocosm schools and why, only when the following are some of the most frequently heard arguments. (1) Our Government is based on Religious Principles inculcate prayer proponents maintain the get together States was established as a Christian nation with religious belief playing a central role in guiding the nations destiny. Supporters of religion in school claim the founding fathers never intended a separation of church building and state, evidenced by the fact that the phrase "separation of church and state" is not in the Constitution. Signs of a church/state union can be seen regularly Congress prays at the opening of every school term federal officials take their oaths upon a Bible "In God we trust" is stamped on our national currency and Moses and the Ten Commandments are featured prominently in the Supreme Court building. If religion is accepted in these government institutions, they reason, it should not be stopped at the schoolhouse door. (2) The Free make Clause Protects School PrayerDespite decades of Supreme Court rulings, many religious advocates claim the Constitution protects school prayer. According to their interpretation, the First Amendment does not separate God and government, but actually encourages religion. Many supporters believe the Establishment Clause was intended to bar only the establishment of a state religion. They narrowly interpret the Free Exercise Clause as requiring the government to accommodate religious observances in public life. Many advocates believe the restriction on gr aduation and student-led school prayers violates their First Amendment obligation to practice religion without government interference.

Prayer in school :: essays research papers

Since the Engel decision in 1962, religious advocates have been assailing the imperative Court for "taking God out of the classroom." In an effort to reverse this trend, conservative religious groups have been fighting for the passage of a school prayer amendment to gain greater leeway for religious activities in schools. Clearly not all school prayer advocates agree as to what types of religious activities ar permissible in public schools and why, but the following are some of the most frequently heard arguments. (1) Our Government is based on Religious PrinciplesSchool prayer proponents maintain the United States was established as a Christian nation with godliness playing a central role in guiding the nations destiny. Supporters of religion in school take aim the founding fathers never intended a separation of church and state, evidenced by the fact that the phrase "separation of church and state" is not in the Constitution. Signs of a church/state union can b e seen regularly Congress prays at the opening of every session federal officials take their oaths upon a Bible "In God we trust" is stamped on our national currency and Moses and the Ten Commandments are featured prominently in the Supreme Court building. If religion is accepted in these regimen institutions, they reason, it should not be stopped at the schoolhouse door. (2) The Free Exercise Clause Protects School PrayerDespite decades of Supreme Court rulings, many religious advocates claim the Constitution protects school prayer. According to their interpretation, the First Amendment does not separate God and regimen, but actually encourages religion. Many supporters turn over the Establishment Clause was intended to bar only the establishment of a state religion. They narrowly interpret the Free Exercise Clause as requiring the government to accommodate religious observances in public life. Many advocates believe the restriction on graduation and student-led school p rayers violates their First Amendment right to practice religion without government interference.

Napoleon Bonaparte from 1799 to 1850 Essay

His main aim was to himself in violence How far do you agree with this view of sleep nap from 1799 to 1850?nap Bonaparte was created by the revolution of 1789. In his 15 years of ruling, he managed to consolidate many of the aims of the French Revolution., However, whilst doing so, Napoleon also destroyed many aspects of the Revolution, breaking the avow and hope the people of France had in Napoleon when he promised to honour the revolution. Napoleon ruled the way he wanted to stay in power.Napoleon was a war hero to the French people. His great military tactics helped him to rise to power. Napoleon believed that the army is the true nobility of a country. His skills as a prevalent were both tactical and strategical. By 1810, Napoleon had dominated all of Europe his victory made him popular amongst his people and brought praise. However, it this praise and popularity that urged Napoleon to stay in power. He thought that when one when does bring victory, then the people would soon get bored and uninterested, thus Napoleon became ruthless and tolerate no argument. This was to strain disastrous in his defeat at Waterloo. Napoleons constant ambition to go to war and return with victory was his aim of keeping himself in power.Napoleon domestic policies suck uped the popular support he demanded in order to keep himself in power. He provided France with a strong centralised government, one that he would dominate when he became emperor in 1801, thus he went against the ideals of the French revolution as people of France wished for an end of the Monarch and one man power. Napoleon wanted to keep himself in power and stand against any threats. He also shaped public opinion by crude forms of propaganda, secret agents, domineering arrests and executions. Like a dictator, Napoleon relied on public opinion to prevent hostile criticism. This too was against the ideals of the French Revolution. Napoleon now controlled the media, maintaining his position as emperor. As h e once said, I can no longer obey I demand tested command and I cannot give it up.Napoleon also used religion to maintain himself in his high position. Although, Napoleon was not religious himself, as he thought it made people meek and mild rather than independent and strong, he knew the French pubic would not understand or agree with him. His aim was to reconcile the church state this would gain even greater approval from his people. Napoleon was calculating, intelligent and shrewd. Napoleon granted one of the rights mentioned in the declaration of the rights of man as he made universality as the favoured religion of France whilst Jews, Protestants and Catholics could freely practise their religion. By doing this Napoleon had given the people what they wanted increasing his popularity.Napoleon said his aim was the defend the revolution, this is shown in the code Napoleon which incorporated the great principles of 1789 such as the equality before the law, freedom of religion, abor tion of serfdom and careers open to talents. However, although the code agreed with around of the peoples interests, it took away some rights especially those of women and children, as Napoleon once said Women are nothing but machines for producing children. Workers were denied collective bargaining, trade unions were forbid and women were excluded from education according to Napoleon they did not need education only religion. As the he once wroteMarriage is their whole destination.Napoleons economic policies were designed to ratify France and increase his popularity. To secure the economy and please the bourgeoisie, he aided industry through tariffs and loans. He built roads, bridges and canals. His main achievement was the Bank of France which secured Frances economy. notice what had happened to the men in power before him Napoleon assumed that he would not make the same mistakes, he knew that he must become both a statesmen and a tyrant. However, he became too confident and be lieved he was more powerful than ever before, as he once wrote Power is my mistress. I have worked too hard at her conquest to allow anyone to take her away from me While in France he had a police state, he has spies everywhere, he assay to control as overmuch as he could to stay in power. He violated the freedom of the press in article 11, of the declaration of the rights of man, reducingand censuring the newspapers.Although napoleon changed and improved France, it must be noted that, in his legal reforms especially, all that he was doing was building upon the ideas and activities of other reformers before him. All what he did was integrating of the achievements and developments of the revolution, there is however absence in hearty reforms as Napoleon cared little and had not much interest in economic or social matters and did not aim at improving standards of living as he said France has more need of me than I have of France.Thus, although Napoleon changed France and improve d its conditions much of it was only done, in order to keep his popularity and maintain his position in power. Napoleon from the start knew he was great, therefore he rose to achieve the power he wanted, like all dictators he has ambition. One that cared more for power than others, one that did not know when the possible ended and the impossible began.

Old English Poem: Beowulf Essay

Old face is a term to invoke to the language and the literature spoken and written in Britain during the time amid the coming of the Anglo-Saxons to Britain in the fifth century and the Norman Conquest in 1066. There are many tribes such as the Picts, Jutes, Scotes invaded Britain, this resulted in the mixing of some(prenominal) races, tongues and cultures. But the West Germanic tribes known as the Anglo-Saxon were the most influential tribes during this period. The Anglo-Saxons were warrior-farmers and came from north-western Europe. They began to invade Britain while the Romans were still in control.The Anglo-Saxons were tall, fair-haired men, armed with swords and spears and round off shields. Their skills are hunting, farming, cloth production and leather working. Anglo-Saxons were often buried with their possessions. The objects make in their graves have given evidence of the different jobs done by men and women and the skills they had. Knives and spears are often found in Anglo-Saxon mens graves. This suggests they were involved in hunting, fighting and farming. Womens graves often accommodate tools used for sewing and weaving, which suggests they were involved in making clothes (textile production.1 The language of this whole period is known as Old English. No take away date exists for its beginning. The first written records of the language date from around 690, however people had spoken the language long before it. Most Old English words were Germanic. Old English is a West Germanic language, developing out of Ingvaeonic (also known as North Sea Germanic) dialects from the 5th century. Anglo-Saxon literacy actual after Christianisation in the late 7th century. 2 At the end of the sixth century, the Anglo-Saxons accepted Christianity after Pope Gregory sent Saint Augustine to Britain in 597. The Romans had introduced Christianity to the Celts centuries earlier. ) This gave rising slope to some religious writings. The Christian poetry adapts an d paraphrases the biblical narrative, such as the smell of saints and using verse to create standard morale. In addition to Christian poem, heroic poem also takes part in the Old English period. The heroic poems deal mostly with Germanic history and legend. The stories they tell or mention, the kings and warriors they refer to, were all known by Germanic people. 3 Discussion One of the heroic Old English poems is Beowulf.The poem has survived complete, that it has lowly information just about the author and the date of its composition. The author is unknown and no certain date of its composition. There are also other problems which makes analysis against this poem becomes hampered. The text is historically remote from us it involves ideas that seem to bear little resemblance to our own ways of thinking It is written in a form of English (also called Anglo-Saxon) that displays little similarity to English today. 4 The first part of the story takes place in Denmark.King Hrothgar i s being pestered by a water monster, Grendel, who is cleanup his men within a hall named Heorot. Beowulf comes to aid him and kills Grendel and later, at the bottom of the lake, also he kills Grendels mother, who comes to avenge her son. The second part is set in southern Sweden about fifty years later. Beowulf himself is a king and has to fight a fire animated dragon which burns the royal hall. He gets care from a young warrior, Wyglaf, who manages to kill the Dragon. Beowulf is seriously injured from the fight with the fire breathing dragon.He then announces Wyglaf as his successor. The poem ends with Beowulfs funeral rites and a express emotion The main character of this poem is Beowulf, a warrior from Geats who manages to kill the monster, Grendel. He is depicted as a tolerate man who thirsty with feel and glory. He is a good and generous leader for his soldiers and also ideal lord. Supporting character of the poem is Hrothgar, an aging lord from Danes whose kingdom ravage d by a monster, he then adopts his savior, Beowulf as son. Grendel is a dreadful monster who every night visits Heorot and kills Hrotghars men.Wiglaf is a brave young warrior who aids Beowulf to kill fire breathing monster that burnt Beowulfs planetary house. Wiglaf then becomes Beowulf successor. Structurally, Beowulf is built around three fights. The first fight is fight mingled with those who life in Royal Hall and the monster. The Royal hall is a symbol of community itself. Monster which ravages the hall means a problem threatens the security and social bound of community. The fight between king and monster, the king who is representative of the social club or in other words someone who is in power, has to face unpredictable and incomprehensible forces which threaten his position.This is shape of what every leader whether in Old English era or in 21st century must face. The last fight is also ecumenical fight of human being, fighting of young age and life with old and death . No matter how great a man accomplishing many achievement, glory and pride or successfully beating problem in his life, he never wins against old and death. The theme of this poem concerns with the values of Germanic tribal society. The work negotiation about a hero and the values of bravery and also generosity.There are many contrasts depicted in this poem, for example, water and fire, youth and old age, life and death, rise and fall of nations, faithfulness and betrayal, heroism and cowardice, hope and resignation, good and evil, as well as the past, present and future. Every literary works has relation with the society where the work is written, so does this heroic poem. Anglo-Saxon people are well known as very loyal to their lord. The same sense is also found in this poem. How heroic Beowulfs men obey their leaders command by staying within the hall, fighting unpredictable force which possibly kills them.The kinship among Anglo-Saxon people is still though. This statement gi ve notice also be found in the poem. Beowulf comes to Danes and helps Hrotghar who in the past has been a close friend to Beowulfs father. Despite, the character of Beowulf himself who wants pride and glory, he comes to Danes to help his fathers old friend and Hrotghar adopts him as his son due to Beowulfs help. Regarding Axlo-Saxon men are brave and keen on fighting, the genre of the poem is heroic poem and not far from war or fighting theme. The poems reflect also another locating of life in the Heroic Age the frequency of feuds.Beowulf has many references to bitter tribal fights. The feud of Hrotghar the Dane and Ingeld the Heathobard is settled by Hrotghar giving Freawaru his daughter inmarriage to Ingeld, but Beowulf tells Hyglac how the feud will break out again. 5 One thing which is interesting about Heroic Age is the religion. Beowulf was written when Britain was already Christianised, but the ethnic cult was still strong in the society. As a result, fusion between Pagan and Christianity became unique factor which affects the society and the poem.Both Pagan and Christianity can be found in the poem. For example, at the Beowulfs funeral, his body was cremated. Cremation is a form of Pagan ritual. Also, in the poem, Christianity value can be found, like at the line 180 until 182. They remembered Hell. The Almighty Judge 180 Of good deeds and bad, the Lord God, Head of the nirvanas and High King of the World, The concept of Hell and Heaven is close to Christian doctrine. From this example, the fushion of Pagan and Christianity in the society also effects the poem.

Discuss the Techniques Used by Shakespeare to Present Othello’s Transformation

Discuss the Techniques Used by Shakespeargon to Present Othellos shimmy The transforming of Othello is perhaps one of the most important parts to the play. Shakespeare workouts a number of techniques to get across the monumental change in Othello and to dramatically present twain the characters and the story. Perhaps the most climatic of all the approaches is Othellos given state of mind. To begin with, he is calm, reserved and commanding, knowing what he wants and how he is to get it.Shakespeare consigned Othello short, thundering imperatives like stand there to demonstrate his amount of control. Othello continues to use majestic language throughout the beginning of the play but look and bear up. As most of his orders are realized, again it indicates Othellos ability to obtain all he desires and his assertive stride. Othellos vocalization style immediately evokes a loud and proud man, standing before us with great authority, whilst as well as holding his induce and without re vealing his purpose.He says most potent, grave, and reverend signiors to display the amount of prize he has for those above him, lavishing them in glorifying adjectives noble and approved good masters and gracious patience, flattering them to acquire all he wishes. Othello continues to appear subdue and reserved, rude am I in my speech little blessd with the soft phrase of peace, when covertly he knows and understands he has an ulterior motive, and understands how to proceed to succeed in this motive.Othello has been given an ability to be sycophantic, in order for those listening to be taken in by his sweet flattery, so he can get in their head, and make them c at a timeive to his demands. Othello does, after all, still rest with his confident and unflappable manner I have taen away this old mans daughter, is just one is the few examples of the audacious and defiant demeanour he pronounces us with. Othellos character is not distressed when clarifying the obvious, and is not afr aid to express it in such a style that could be portrayed as precipitant and ungracious.However, due to the earlier honeying of his words, Othello can get away with saying such things in a comparable scheme. Essentially, he knows what he is doing. Othello displays an ability to use stupefying poetic images Keep up your bright swords, for the dew will rust them. This shows a lyrical side to him and is just some(prenominal) other way he expresses his assurance. It is delicate language, and is state in a dignified fashion, flaunting his unobtrusive authority and his dexterity to remain unruffled.Othello could be powerful, persuasive and emphatic, simply by becoming a profitable raconteur, and move his listeners into the tale. The story of Othello and Desdemonas love (act 1, scene 3), was told so one could see how impressive Othello could be he could stand in front of a court, confidently and surely, divulge an account, and use elaborate images, captivating all nearly him complet ely, when the person he is challenging is one of higher authority. To the audience we view him as an daunting person, making us quiver in our seats and look to him as one that can hold himself no matter what.Later on, however, Othello changes the manner in which he speaks Handkerchief confessions. He changes to prose, signifying numerous things. Perhaps it is announcing to us that he is now a puppet, a minion, rather than a high general too that he has lost all his earlier fluency and rhythm. His language is broken and erratic, much like the way he is view. When at one time Othello used the imperatives, by the end of the play, he is succumbing to the orders given by others. Do it not with poison, strangle her Iago tells Othello, and Othello is very easily swayed becoming the passive one.He not whole has no control over those around him, but cannot even control his own actions and his own mind. Previously, Othello could stand in front of the Venetian Court and persuade them to listen to his version of events, giving him uppity respect, whereas the later on in the play one reads, we see him transformed to the afore mentioned minion characteristics. If one was respected by others, they would not say Damn her, lewd flirt and O damn her It is aggressive and emotive, bordering out of control, and is a complete contrast to his previous, calm self.Othello would not return to that sturdy, serene and placid man he once was. When he uses base language (damn and lewd), this again, shows us his metamorphosis to one who has become far more moronic, and lower in the hierarchy. Keep up your bright swords, for the dew will rust them is a demonstration of the imagery that Shakespeare presents Othello with. The majority of his imagery is fairly theatrical, establishing his assurance, as he can execute such profligate mental images, and carry them off.It also shows that his mind is in a harmonious situation, and is not poisoned, giving him the ability to elect images that would be effective in the batch of moving accidents by flood and field, of hair-breadth escapes the imminent deadly breach. Thereafter, we see all his images transforming to become grotesque and incongruous, rather be a toad. Toads are slimy, unbecoming animals, and Shakespeare is giving us perception to what Othello has been corrupted to adorn. Vapour of a dungeon is just another example of the gravelrid imagery Othello is given.His change in images (both what we acknowledge, and the thoughts of Othello) is monumental, and therefore disturbing. When Othello is speaking to others, we can observe his reaction to what is said. At the beginning, this would not help us perceive much, as he may be thinking one thing, but say another in an entirely believable manner. This was when Othellos soliquies mattered. Nearer the end, however, Othello was in such a predicament that he forever and a day said what he was thinking, and all his emotions were displayed.He is ruled now by what h e feels, not by what is right, not what would make sense to the man he once was. In one soliquy he says for I am black which indicates risk, something that would not have bothered him before. Othello is also feeling sexually insecure, I am treat, thus feeling sorry for himself. However the earlier Othello would have no reason to be, because he had everything he wanted boasting is an honour. Not only is he insecure, he also starts to hold an inability to keep his anger under control.This, in turn, represents a lack of power. Think, my lord shows his frustration, and the passage that follows unveils a boil exasperation. This creates tension, as we are waiting for Othello to pronounce us with an unleashed fury. In contrast, when Othello would get angry beforehand, a dignified response was ensued, Good signoir, you shall more command with eld than with your weapons. Even in the face of danger, Othello used to manage keeping control of both himself, and the situation.The change in p unctuation is significant to the change in Othello, as it gives us an insight as to how he is reacting, and his state of mind. In the first instance, Shakespeare does not render Othello with too many principals or exclamations, revealing his capacity to remain unruffled and collected. The lack of questions signifies that Othello knows all, and does not question situations or people. Later on, we see the transformation, as Othello is seen to use many more exclamations not their appetites , the tranquil mind , centre , ambition virtue , glorious war The list goes on. This implies excitement, anger and perturbation. Before he may not have needed to become animated if he did, he could keep it under control perhaps so he could manipulate others. Now, however, he is emotive and dramatic, contrasting his earlier emotions. The new use of question marks expresses Othellos stupidity and confusion what didst not like? Not only does this verify his turmoil, but he is also questioning himsel f. Its another example of his new found insecurity ist possible? Shakespeare has made it as such Othello cannot understand what is going on around him, making him an easier come out to wield. Othellos Love for Desdemona was so powerful and passionate, that I love the gentle Desdemona. Othello wished to marry her, even though it will cause an inimitable eruption. I love her again shows that is his Love was influential (much like him). Othello loves Desdemona so much that he was prepared to ruin his hard-earned career for her, I would not my un-housed free condition put into circumscription and confine for the seas worth.He talks about her countless times throughout the first part of the play and it demonstrates how dominant she has been in his life. Then, however, he goes on to describe her as lewd minx disclosing to us that he holds an unaccustomed hatred toward her he uses fair devil at one point, an oxymoron, establishing cardinal things he is confused, and he loves Desdemona, b ut hates her also. Moreover, Othello rarely uses her name, when nearing the end of the play with her, lest her body, lie with her etc, which shows us that he cannot bear to say it.To begin with, however, he would use Desdemona regularly, as though by saying her name, it would bring him closer to her, and thats all he wanted. If I do prove discloses the fact that he doth effort to believe that Desdemona still Loves him, perhaps because he couldnt imagine it any other way. Not merely this, but again it is demonstrates his freshly found insecurity and vacillation. Perhaps the most dramatic of the changes presented when looking at Othellos bestowed behaviour towards Desdemona, is when he hits her.He strikes her accompanied with devil. Desdemona is simply perplexed, and responds, I have not be this. Her retort explains that what he has done is unconventional for him, and that there is no reason behind the attack. Lodovico plays a vital part when noticing the change between the lovers. He apothegm how in love they were since the rudiments of the play, and how that has modified. He goes from one extreme to the next, so we see the monumental adaptation between their love through Lodovicos eyes.He reacts to Othello bang Desdemona as such would not have been believed in Venice, whereas earlier he could see that they were in love. Cassio used to be Othellos lieutenant, and was when Othello had his own state of mind, his own sense of morals, indicating Cassio was of the correct calibre when it comes to his job. After Othello had been poisoned, however, now art thou my lieutenant, Othello promotes Iago. It demonstrates his conversion in trust, and reveals that he has almost been twisted to the maximum. It is as though he must have Iago there to endure if thou dost love me, show me thy thought.He is insecure and paranoid, and must know what Iago is thinking. Dramatic irony also comes into the equation here, as we know Cassio is the one that Othello should accredit, but Iago is the one he believes. Ultimately, this creates tension in the audience. Again, Othellos soliquies elucidate a great deal when it comes to how he is thinking. O curse of marriage tells us that Othello no longer appreciates the idea of marriage, and had rather be a toad, and live upon a vapour of a dungeon, than keep a corner in the thing I love.Before, we knew that he held certain adoration for marriage, as he decided to espouse Desdemona although it would cause havoc. This soliquy also deduces a great deal about his sentiments, as we see him with pessimistic view-points Tis destiny unshunnable, like death even then this forked plague is ill-omened to us. Finally, Othello returns to his imperturbable self, opening with imperatives on his travel speech soft you. He is confident again I have done the state some service, and they knowt. Othello goes on to realise he has been wrought by Iago, and perplexd in the extreme.He describes Desdemona as a pearl, richer than all his fol k music and discerns that he threw away something beautiful and vulnerable, due to Iagos cunningness. Othello finishes with I took by the throat the circumcised dog, and smote him, thus indirectly calling himself the enemy, as he stabs himself after the last word. Othellos veil that was put there by Iago was ripped away and he must have feel satisfaction from realising the truth however we know he loves Desdemona, as he ends his life because of what he has done, and what he believed to be true.

Playing Beatie Bow Essay

Kirk was a happy young girl who was cheery and enthusiastic towards her parents and spiritedness, until the day her contract went off with another woman leaving her and her mother (Kathy). Lynette wanted nothing to do with her father so she changed her name to try and get everything ab bulge out him out of her life. After wanting to be named after a witch she changed her name to Abigail, which her grandmother suggested.She went down to the park with her young next door neighbours Natalie and Vincent, finding them play a game called, Beatie Bow. After becoming very interested in a little girl that stood there watching them play (Little furred Girl) she decided to follow her. This was after having a fight with her mother, when she told Abigail that she had been seeing her father again and that he wanted the two of them to move back in with him and proceed in Norway where his architectural job was located.Abigail did not take this news well She went for a walk to cool off, when sh e once again saw the little furry girl and following her found that she had followed her back into her own time of 1873. She got tripped over by the Little Furry Girls father, then found herself at their house. Further into the novel the character Granny (Alice Tallisker) told Abigail that she was the stranger and had the gift. The gift came from the crochet on the top of her dress which enabled her to travel and heal.Later in the have it mentions that the crochet was made by Granny. She falls in love with Judah, who was betrothed to Dovey, and realised firsthand what its like to love somebody but no be able to have them. This helped Abigail realise that she should not be selfish towards her parents and should let them have a second chance of a decent life and marriage. During the time that she was in the past Abigail matured by being influenced by the people that surrounded her, the world in which she lived and the events which occurred there.

A Pilot Study On Classroom Observation Education Essay

Chapter 4This chapter describes a pilot come after conducted after the prelim survey and before the promontory survey. It begins by a brief de moreover given in ingredient 4.1, fol crusheded by treatments on the sample choice, observation schedule and pre and station sitting call into questions in instalment 4.2. Section 4.3 covers the enlightenroom observations. motion cryptography, including the written text, cryptograph jobs and policy, and consequences of the cryptography are included in constituent 4.4. Discussion and decision c at oncentrating on instructroom observation and figurative intercommunicates are cover in subdivision 4.5. The chapter ends with the deductions for the important survey explored in subdivision 4.6.4.1 Ab aside the Pilot StudyThis pilot survey built on a quondam(a) bittie graduated plug-in preliminary survey ( chapter 3 ) . The purposes were ( a ) to see existent coif schoolroom observation ( B ) to prove out and better the observation agenda and interview inquiries ( degree Celsius ) to interrogation whether Chinese euphony teachers used metaphoric communicates and if so, what these metaphors were and w present they were used and ( vitamin D ) to prove out and develop metaphoric motion grant processs.The central percentage point was limited to music Sessionss in next-to-last amply schools because in the preliminary survey, more metaphors were found from the junior degree than from the simple degree. The entropy of this pilot survey were transcribed from iii familiar music Sessionss taken by Wang, a music instructor in a junior high school in Taiwan.4.2 Before the Observation4.2.1 Sample SelectionSituated in a in- surrounded by to upper-middle family drag suburb of a major northern metropolis, Wang s school was founded in 1988, with 4,268 pupils and 113 categories in 2006. It is considered to be a full-grown school, comparative to the official norm of 1,299 pupils per junior high school in Tai wan for the school twelvemonth 2005-2006 ( part of Statistics, Ministry of Education of Taiwan ) . The informations were collected in general music categories with pupils aged amid 12 and 14. Each course of study cont ad hominemed around 35 pupils, and talk was the l integrityly(prenominal) vitrine of interaction observed. The consequences of the preliminary survey verbalizeed that metaphor denseness may differ because of learning content. Therefore the Sessionss observed for this pilot were limited to music theory, music history, and music grasp.Wang ( a anonym ) had received her MA in musicology four old ages antecedently and since so had been learning music in the said(prenominal) junior high school. Bing really open-minded active taking quite a little in research and universe observed, Wang was one of the really first of all music instructors I contacted for the preliminary survey. Since so she had been helpful in replying my inquiries and tack oning me background information almost the state of affairs of music focal point in junior high school degree in Taiwan. After the preliminary survey, I emailed her to inquire her permission for me to come in her schoolroom and video-record a devilsome(a) of Sessionss, and she agreed to take part.medicine lessons form portion of the Humanistic discip tenors and Humanities class class in junior high schools in Taiwan ( see subdivision 2.4.1 ) , and hence music, humanist disciplines, and executing humanitarian disciplines portion one text mutant. The humane disciplines subdivision negotiations about utilizing variant colorss to pedestal for the four seasons, and the music subdivision negotiations about Vivaldi. So it occurred to me that it s a good chance to give a talk on the Baroque geological era and position Vivaldi s The Four Seasons to them, ( Wang, pilot interview 2 ) . At the dress up when this study was written, MOE of Taiwan did non supply one standard version of the text editio n, and schools were free to take the version they preferred.Wang therefore on a regular basis designed the content of her lessons. The text edition references nil about the Baroque date so I make my personal PowerPoint slides to assist pupils set up the background cognition ( Wang, the same interview ) . Teachers are allowed to re-arrange the order of the instruction contents and set related things to put upher.In some schools, music instructors see to learn executing humanistic disciplines, but this was non the instance in Wang s school, where there were three single instructors for the three bomber classs music, humanistic disciplines, and executing humanistic disciplines.4.2.2 Observation Schedule and InterviewsAfter Wang agreed to take part in the survey, I explained to her about the research through electronic mail. She understood that the research was about schoolroom discourse and hence suggested me to put the observation clip at a hebdomad after the mid-term test, when she was slightly to present the Baroque epoch to her pupils. One month before the schoolroom observation, Wang and I met to discourse which classes to detect, including when I should get, where I should sit and how best to put up the enter installation. In add-on, Wang approximately explained what sort of schoolroom activities would be involved and what she intended to learn. Wang was told that the survey was about schoolroom talk and the mentation was to detect a sitting with of all timey spell much talk involved as possible. She hence suggested Sessionss chiefly covering music history and music grasp. This meeting is classed as pilot interview 1 ( for more inside informations, see Appendix B ) .A real-time observation agenda was designed, with a intent of associating the schoolroom activities and metaphor usage. As freighter be seen from the agenda ( see Appendix C ) , both flummox and terminal times of the activities needed to be specified and during each activity, runs of metaphors and gestures needed to be make, so that I could acquire a basic sense of where bunchs of metaphors and gestures most often occurred ( though in the event it proved about impossible for me to hail them during categories, something which will be discussed afterward in 4.6.1 ) . In add-on, the observation agenda covered political science of the sept, stuffs, and melodious comedy gists used, and the linguistic communication used by the instructor and pupils. A general feeling of schoolroom ambiance would be noted as H ( high ) , F ( carnival ) , or L ( low ) to see if schoolroom atmo field of honor is related to metaphor usage.A follow-up interview ( pilot interview 2 ) with Wang was conducted after detecting the three Sessionss. The face to face semistructured interview took topographic point in Wang s music schoolroom during her interruption, enduring 42 proceedingss. Again, I was permitted to enter it, and at the same clip make notes fleck Wang was speaking. A tip of information or inquiries I planned to seek or inquire, translated from Chinese ( the linguistic communication used during the interview ) into position is appended ( Appendix D ) . In the interviews, information was sought about Wang s educational background and working experience, and inquiries covered how Wang prepared for the category and aimed to explicate stark naked constructs, how Wang thought about metaphors and gestures, and if she used them to assist her Teach. Mandarin Chinese was used throughout the interview. Notice that the Numberss are for the convenience of composing up the study the inquiries were asked without whatever specific order.During the interview with Wang, the above subjects were covered. To Wang, metaphor helped the pupils to link music and their day-to-day life experiences. She gave an illustration of the birds, Canis familiariss, spring air current, and pumpmer boom in Vivaldi s The Four Seasons. However, she did non normally interpret music in her ain manner when introducing or passing it- I just interpreted the music in the manner which the composer marked on the music manuscript ( Wang, pilot interview 2 ) .Although overall the interviews went swimmingly, it was realised that some inquiries were excessively general and more inquiries about metaphor and gestures were needed. Detailss are discussed in 4.6.1.4.3 During the ObservationFor the first session, I entered the music schoolroom with Wang around 15 proceedingss before the session began. Wang told me that because of the limited Numberss of music schoolrooms, music instructors in her school had to take bends utilizing them. It was Wang s bend to hold one of the music classrooms that semester and hence she was allowed to remain in the room waiting for the pupils to get. The excess clip proved utile from the point of position of puting up the picture equipment.The chief equipment in the music schoolroom included a piano, an electronic piano, a chalkboard with clean musical staff, an LCD projector, a DVD participant, and a few classical instrumentalists portrayals and illustrations of musical instruments on the walls, etc. Wang had to supply her ain laptop.Figure 4.1 illustrates the layout of the schoolroom where the three observed Sessionss took topographic point. The two black circles on the top exposure indicate where the picture recording equipment was placed and where I sat. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty.Neither the instructor s nor the pupils seats were moved. As a nonparticipant research worker, I seek to maintain the schoolroom the manner it was without me. I sat at the dorsum of the schoolroom next to the picture recording equipment, to take field notes which susceptibility be helpful during the readying of the transcripts. Photographs were besides taken earlier or/and aft er Sessionss. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty.Figure 4.1. Pilot survey Music schoolroom scene.For most of the clip the pupils could non see me during the categories. However, there was one clip, while Wang corrected a pupil s thumbing while playing the recording equipment, another pupil kept turning and gesticulating YA ( the V mark, with his index and in-between fingers of his even out manus brocaded(a) and the quelling fingers clenched, palm facing outwards a really popular gesture in Taiwan when being photographed ) toward the picture recording equipment. Wang detect it. She asked the pupil to stand up and present himself to the picture recording equipment, and encouraged him to give a solo public presentation for two bars, and so the session continued. This was the lone stifle caused by the research worker s presence du ring the Sessionss I observed.The talk construction of the three Sessionss I observed was rather similar. It was because Wang designed and followed her ain instruction course of study for each twelvemonth of the pupils, and besides because the three Sessionss I observed were all in the same twelvemonth ( twelvemonth seven ) . The session started with playing the recording equipment. Wang reviewed the piece she had taught in the old session with the all category and so selected a few pupils to stand up and play separately, in order to detect how much pupils had learned ( Wang, pilot interview 2 ) . Then she taught one new piece by showing and playing with the whole category. After the recording equipment playing, the talk portion episode ( Lemke, 1990 ) started. Wang began by presenting the recording equipment ensembles bass, tenor, alto, soprano and sopranino recording equipments. Then she introduced some of import epochs in musical history, with a focal point on the Baroque. To this terminal, Wang gave pupils some background cognition about the features of the music, musical instruments, and some celebrated instrumentalists, before presenting Vivaldi and his concerto, The Four Seasons.By and large talking, the observation agenda proved easy to tag. Keeping records based on schoolroom activities made it easy to remember what happened in the Sessionss, and there was adequate clip to maintain records for most of the classs, except for the Numberss of lingual metaphor and gesture used. Second it became clear that some classs needed to be farther specified-this will be discussed subsequently in 4.6.1.4.4 Gesture CodingMcNeill s strategy ( see subdivisions 6.3.2 for a reappraisal of the literature and 6.3.3 for a treatment, on gesture categorization systems ) applied in this survey required inquiring what significances and maps a gesture possessed. In other words, the classs were non based on only when one aspect of a gesture. For illustration, iconics and meta phorics were more semantically oriented, while deictics were more pragmatically oriented. Because of this, each class was non treated as discrete or reciprocally sole, but as retention characteristics that may be present in changing grades, and perchance in combination. Therefore, the ultimate end of gesture cryptography is to place the extent to which each characteristic is present, instead than sort the gestures ( Eisenstein & A Davis, 2004 McNeill, 1992 ) . In this pilot so it is really of import to put up a cryptography policy to bespeak when to categorize a gesture by its significance and when by map. More inside informations are discussed in 4.4.3.Two programmers were involved in gesture cryptography in order to prove out McNeill s process and increase the dependability of the survey. The other programmer, a alumnus pupil in the Department of Educational Studies at the University of York, was a native vocaliser of Chinese with some cognition of metaphor holding conducted h er MA research on the subject. McNeill s three chief gesture categories-deictics, iconics, and metaphorics-were introduced before I asked her to categorize the gestures which Wang used. Due to clip restriction, just now a portion of the hearing to The Four Seasons from Wang s first session was selected. The portion was chosen for its heavy dissemination of gestures. It lasted for v proceedingss and ten seconds, with 35 gestures identified by me antecedently. More inside informations about gesture cryptography are discussed in 4.4.4.4.4.1 Data ChoiceDue to the limited clip available, merely one session was chosen for gesture cryptography. The ground for taking the first session was that although the construction of the three Sessionss was similar, the first session was more complete and covered all the activities from recording equipment playing, a talk on the Baroque epoch, to music hearing, with a more even allotment of clip, than the other two Sessionss. Types of activities aff air here because if Numberss of gestures differ in different types of activities ( and it seems so from the consequences ) , affecting more activities in the informations can cut down the hazard of any possible gesture loss.4.4.2 Transcribing the DataBoth gestures and words were transcribed. Speech was transcribed to the full from the videotape in Chinese. The written text of gestures included three stairss ( a ) place the motions that were gestures ( here gesticulations ) ( B ) place the fortuity of the each gesture and ( degree Celsius ) locate the boundaries of the gesture phases in the relevant portion of the phonological written text.4.4.3 Coding Problems and PolicyThe consequences of the gesture classification from the two programmers were compared. unalike deictics, which were all agreed by both programmers, iconics and metaphorics seemed to represent the more debatable classs. One of the illustrations was where Wang lifted her remaining manus at shoulder tallness with h er thenal confronting up and wiggled her center, ring, and small fingers unshakable in bend when stating the word zhuangshiyin ( shake actual interlingual rendition ornament notes ) . Although both programmers agreed that Wang was keeping an unseeable shrink from and playing the shakes, we however coded it otherwise. The other programmer coded it as metaphoric, because the denotative of the gesture, zhuangshiyin, was interpreted as a lingual metaphor itself. I coded it as iconic because the gesture in fact was stand foring what was explicit in the conquer toing apportion and therefore had a close relation to the gesture. This helped develop one of the coding policies later-gestures sequester toing metaphors in place were non decidedly considered to be metaphorics.Another job related to the programmers differential focal points and practices of the same gesture. Wang said, The boom came fast and went fast. Then it became quiet once more. In the first sentence she beg an by traveling her left artillery from left to compensate with the thenal confronting up and fingers curving and so moved the arm back to the left without altering the form of the thenar. For the 2nd sentence, she turned over her left thenar to confront the land with consecutive fingers and pressed down the thenar a small spot in the air. The different cryptography concerned the first sign phrase. When I coded them, I rivet on the motions of the arm, which was moved from left to compensate, and so back to the left, which seemed to bespeak came and went in address. Therefore the gestures were coded as iconic ( instead than metaphorics, which was clarified subsequently ) . On the other manus, the other programmer focused on the form of the thenar, which changed from a thenar with curled to consecutive fingers. She interpreted the curling fingers as stand foring the fast in address, while the consecutive fingers be the quiet, and so she coded them as metaphoric. What was stupefying was that none of us thought about construing the same gesture each other s manner before holding the treatment. Our in agreement place was to category the gestures as iconics, because both of us agreed that it was more common to see such gestures looking along with came and went than fast and quiet. In add-on, what the other programmer received before coding might hold affected her. She used my written text of gestures while categorizing the gestures. Although the gestures were described in a descriptive linguistic communication, it was found subsequently that some of the written text was in fact subjective. For illustration, descriptions such as the decent manus displace a form of flash visible radiation or the left manus indicated composure were already readings and they could be misdirecting to the other programmer.These jobs non merely predicted what may go on during the cryptography procedure for the chief survey, but besides helped develop the cryptogra phy policy to be used, which is discussed below.Identifying GesturesIn this survey, gesture specifically refers to gesticulation. Any thumbing the instructor used to show how to play the recording equipment, or the conducting gestures frequently used while the category was playing the recording equipment were beyond the range of this survey and excluded. The reading of Wang s gestures was made from the research worker s position, and it is deserving observing that this might differ from the reading from the talker s or the addressee s positions ( A. Cienki, personal communicating, June 3, 2008 ) . figurativesMetaphorical gestures were defined as gesticulations which present a more abstract referent in footings of a more concrete image and prosecute a cognitive procedure of understanding one thing in footings of something else. This definition dovetails moderately good with Lakoff and Johnson s conceptual metaphor theory, the theoretical model on which this nowadays survey was buil t, and at the same clip does non belie the Pragglejaz definition of metaphorically used lexical points applied in the survey ( discussed in subdivision 3.3.2 and subsequently in 6.4.2 ) .One illustration is when Wang said gangqin de yinse yue lai yue xizhi ( the timber of the piano becomes more and more delicate, and gestured utilizing a unit of ammunition and half-open thenar confronting up impound toing the word delicate. Here, the gesture carries the double construction required by a metaphoric, in which the representation of the daintiness of the timber ( a more abstract referent ) by the gesture is presented as what appears to be an image of a bud waiting to open ( a more concrete base ) .Deictics versus MetaphoricsBoth McNeill s deictics and iconics were re-defined for the present survey. Harmonizing to McNeill, abstract indicating gestures which imply a metaphorical image are besides included in the class of deictics. For illustration, gestures were used in my informatio ns to indicate at an bing forcible topographic point, but they referred to as an abstract construct of where the talker had been earlier. When Wang said Did we merely say that ornament is popular in Baroque epoch, she raised her left index finger to indicate to the thought which she merely mentioned in the same session. Pragmatically speech production, these gestures were indicating gestures ( deictics ) , but semantically speech production, the topographic point which the gestures pointed to was interpreted as someplace else based on the address context. In other words, such gestures engaged a cognitive procedure of understanding something ( the physical topographic point which the gesture pointed at ) in footings of something else ( the existent infinite or thought which the middleman talked about antecedently ) and hence were sort as metaphoric.Iconics versus MetaphoricsGestures in a context where the Vehicle of a metaphor is explicitly flagged both by the custodies and by linguistic communication were classified as iconic. That is, if a instructor says music is a container and gestures a container, the gesture will be categorised as iconic instead than metaphoric because the gesture may attach to metaphor, but itself represents the actual signifier of the word container nevertheless, if the same gesture accompanies the sentence we can experience the unhappiness in his music , it will be classified as metaphoric. An effort was therefore made to separate between sign illustrations of verbal metaphors and gestures that were themselves metaphoric. This besides explains why the gesture came and went attach toing Wang s vocalization of excursion metaphor, the boom came fast and went fast, which was discussed before in this subdivision was coded as iconics instead than metaphorics.4.4.4 MethodAfter transcribing the address of the whole session, the picture infusion was watched by the two programmers individually, concentrating on merely the ge stures. Every gesture Wang used was categorised into one of the three types of gesture deictic, iconic, and metaphoric. It was decided to group the gestures into merely three classs instead than five ( including beats and cohesives ) because these three classs are more related to the focal point of the survey. Reasons for categorizing the gestures into three instead than two ( metaphorics and nonmetaphorics ) were that these were the three most popular gestures and that distinguishing deictic from iconic gestures would assist supply a better apprehension of what other types of gestures the instructor used along with metaphor in address besides metaphoric gestures.The 13.5 % dissension of the coding consequences between the two programmers was compared and discussed, until each gesture was classified into one of the three classs. The gestures were so highlighted on the transcript by utilizing three different colorss, to ease denseness and diffusion analysis. Finally, maps of the ges tures were noted.4.4.5 ConsequencesThe continuance of Wang s direction in the recordings was 46 proceedingss, numbering 8,964 characters transcribed. In the session, 89 gestures were identified 43 % were iconics, 30 % metaphorics, and 27 % deictics. Every gesture was categorised. The distribution was such that over 75 % of them fell in the subdivisions on Listening to The Four Seasons ( 42 % ) and the talk on the Baroque epoch ( 35 % ) . precisely 1 % of the gestures occurred in the gap and the recording equipment drama subdivisions.DeicticsWang used deictics to indicate at objects. Her superciliums rose when she started the examination Can you see the word, Baroque, in the text edition and looked at the pupils. Her left index finger pointed forwards. Then when Wang said the focal point of the inquiry zhege zi ( the word ) , she raised her right manus and pointed at the silver screen behind her with her index finger. When she pronounced the word, Baroque, she turned her up per organic structure, half confronting the screen and looked for one second at the Chinese characters for Baroque written on the screen. crush out 11 a? c?a? e a a? ea a- cs aZY?- i?YBaroqueii?Y Ni you kandao keben shibushi you xie zhege zi de yuanwen ? Baroque, youmeiyou? you have see casebook ( Q ) have write this word ( DE ) etymology Baroque ( Q )Can you see if the English word, Baroque, is in the text edition?However, deictics were non ever used to indicate to something concrete. For illustration, when listening to the first motion of The Four Seasons, Wang compared the fiddles shake to birds tweet in the spring. When she asked the category to pay attending to a certain portion of the tune, she repeatedly put her index finger of her right manus following to her right ear and pointed to the air. Wang kept reiterating this gesture whenever she tried to pull the category s attending to the music. Therefore, it appeared to be the music she was indicating at, although it was non concrete, or even seeable at all.The undermentioned infusion is another illustration of indicating to the unseeable. Wang asked the category if they still remembered what instruments she had mentioned earlier in the same session. The first reply cembalo came from a pupil and either bit shortly as Wang heard it, she raised her right index finger, indicating. Wang so repeated the reply and gave her response, really good. It is arguable whether Wang s finger was indicating to the word, cembalo, or the pupil who gave the reply, but in either instance the gesture was categorised as deictic.Extract 12Thymine a a?? e ??e cs a? a?a?i?Yadult females gangcai shuo liuxing de yueqi you naxiewe merely say popular ( DE ) instrument have ( Q )What are the popular instruments we merely mentioned?Second ae?cdajianqincembaloHarpsichord.Thymine ae?ciaaie a?i?Y daijianqin henhao haiyou Ne cembalo really good still have Q Harpsichord. Very good What else?Second a? a?xian yueqith reading instrumentStringing instrument.Thymine a? a?ie?za ai xian yueqi feichang hao twine instrument really good String instrument. Very niceIconicsIconics were the most common type of gesture in Wang s category, and most of them appeared in the talk on the Baroque epoch and The Four Seasons subdivision. Gestures bespeaking Numberss and for presentation frequently fall in this class. For illustration, Wang held both weaponries set in forepart of her thorax, with both thenars confronting the land and put her lingua out, when depicting a puppy sitting lazily in forepart of a house in summer, while listening to the 2nd motion of The Four Seasons Because it s excessively hot, the doges put their linguas out, right? In the undermentioned illustration, Wang compared the difference between the pinch and recording equipment while she was explicating why the recording equipment was translated as zhidi ( perpendicular flute ) . A flute, nevertheless, is held flatly by the participa nt which is why it is besides named hengdi ( horizontal flute ) in Mandarin Chinese. When she asked the undermentioned inquiry, she used both custodies to copy gestures of both flute and recording equipment participants, to underscore the different waies in which two musical instruments were played.Extract 13ec a? c?e- a e ?e- a i?Ychangdi Ta shi zhizhe chui hai hengzhe chui flute ( 3SG ) is perpendicular blow or horizontal blow Make you play the flute vertically or horizontally?The referent of the gestures did non ever appear at the same clip when the referent was uttered in address. In Extract 14, Wang used her right manus to indicate to the pillars in the schoolroom on her right and so left side, when she was speaking about the architecture of the edifices in the school. After she pointed to the pillar on her left side, she used both her pollex and index fingers of the right manus and moved the arm heterosexual and vertically, up down and back up. These gestures were iconics, stand foring consecutive lines in address.Next, when she talked about the lines in Baroque edifices, she used her right thenar to do a simple U curve in the air. Here in gesture, the soft U curve motion was contrasting with the old gesture of traveling the right pollex and index finger vertically, but in address, the adjectival curved contrasting with the adjectival consecutive in the first line did non follow straight until the 3rd line. The gesture preceded the word that related to it semantically. It seemed to back up the hypothesis that although gestures and address were different ocular and verbal elements, someway they were in fact conceptually integrated in an thought unit ( Cienki & A Muller, 2008 McNeill, 2005 ) .Extract 14 ?Ya? a e c? cs cs i?Ya?aa?i?Ycs a c?a- zhuzi shibushi dou shi zhi xiantiao de duibudui xiantiao biddy kiandanpillar ( Q ) all are consecutive line ( DE ) ( Q ) line really simple The pillars are in consecutive lines , are nt they? Very simple lines.a aa ?Y cs ?a ?Zei?Ye ceia?aa?i?Y keshi baluoke shiqi de shihou zenmeWang bijiao fanfu duibudui but Baroque epoch ( DE ) clip ( Q ) more complicated ( Q )But how approximately in the Baroque epoch? More complicated, is nt it? cs e ?? e?as cs ?S? a?aa?i?Y xiantiao bijiao Army Intelligence you xuduo de quzhe duibudui line more good have many ( DE ) curved ( Q ) Lines are, good, more curving, are nt they?MetaphoricsIn entire, 30 % of the gestures were metaphorics and it was interesting that metaphorics occurred in about all the eight different schoolroom activities. The lone two exclusions were the gap and stoping comments which Wang made Wang used no gestures at all in her gap comments.SPACE AS timeTIME IS AN ENITITY MOVING TOWARD THE SPEAKER is one of the conceptual metaphors shared by both English and Mandarin Chinese. For illustration, in Mandarin Chinese people say shengdanjiei kuailai lupus erythematosus, which means Christmas is nearing, an d xingqitian guo lupus erythematosus means Sunday passed. Time is so thereby conceptualised as something traveling in infinite, and this can be seen even more clearly with gestures. Extract 15 was from Wang s session when she introduced the different stages in musical history. She explained the order of the Renaissance and the Baroque. Firstly she raised her left arm, straightened out her five fingers, with the thenar confronting down, at about eyebrow tallness, and so moved her manus down to the tallness of her thorax. The two points in the infinite indicated the two different clip ranges in musical history and TIME is therefore represented as SPACE by the gesture. However, it is interesting in this illustration that clip travelled in different waies in address and gesture in address, clip moved toward the talkers, but in the gesture it moved from up to down. In fact, the metaphor the gesture expressed here exists solo in footings of gesture, non in address ( c.f. , subdivisio n 7.4.8 ) . That is, one would non state in Mandarin Chinese the Baroque is at the underside of the Renaissance to intend the same thing.Extract 15-e-?a?e e?Za? ?? aa wenyifuxing guolai cai shi baluoke Renaissance come yet is Baroque The Baroque comes after the Renaissance.SPACE IS greatnessAnother conceptual metaphor suggested by the gestures is SPACE ( UP ) AS IMPORTANCE. This has a really close relation with the common conceptual metaphor in address SIZE ( BIG ) AS IMPORTANCE. In Mandarin Chinese, district attorney ( large ) can be used as an adjectival to depict something of import. In Extract 16, Wang told the category that there were some of import periods in musical history. When she said that there are some of import and large periods, she lifted up her left arm with her unfastened thenar confronting down, so traveling increasingly downwards, stopped at different highs. Alternatively of ranking the periods from large to little by gestures, she ranked them from up to down. It was another illustration of different metaphors being used in address and co-speech gestures.Extract 16eY ?a a?S cs a?Y a- aa e?e?cs acs ?Y yinyue lishi Shang de fenqi o you jige zhongyaode dade shiqi music history up ( DE ) period ( PRT ) have several of import large period About the periods in musical history, some are of import and large.Detached SPACES AS DIFFERENT PARTS OF AN expositionMetaphoric gestures which separate different parts of an expounding appeared more than one time, and although in address Wang ever said Firstamoreoveraand thena , she did non ever use the same gestures for them. sometimes she gestured the Numberss one, two, and three even though she did non verbally say any Numberss. At other times, she merely turned over the other thenar from confronting the land to confronting upwards, when traveling to a new construct or thought in address. Such metaphoric gestures distinguish different parts of an expounding being made as separate ( do wnwards and upwards, or right and left ) infinites. For illustration, when Wang reviewed the chief points she had mentioned in category about Vivaldi, and asked the category to compose the chief points down in their ain text edition, she said firstamoreoveraand thena , and gestured with her right index finger indicating to different fingers of her left manus, to bespeak alterations of subject.4.5 Discussion and Conclusion4.5.1 Classroom ObservationLesson construction and activities involvedFigure 4.2 shows the comparative sum of clip Wang spent on different activities crossways the three Sessionss. The two chief activities were recorder playing and a talk on the Baroque epoch, which between them accounted for about 2/3 of the entire clip. Besides Wang spent 15 % of clip listening to The Four Seasons with the category. The two parts where metaphors and gestures were used most frequently were the talk on the Baroque and listening to music, which took more than 2/5 of a session.Figu re 4.2. Pilot survey Relative clip spent on activities across Wang s 3 Sessionss.Gesture usage and schoolroom ambianceFor schoolroom ambiance on the agenda, three degrees were defined high ( H ) was recorded when the category showed transport and the dB degree in schoolroom was high. Fair ( F ) was noted when merely a portion of the category responded to the instructor and the remainder remained soundless. Low ( L ) indicated that the category was quiet and seemed non to pay attending to the instructor, or when silence occurred after inquiries. It is of import to observe that the three degrees were comparative instead than absolute.Figure 4.3. Pilot survey Gesture frequence and schoolroom atmosphere.It was assumed that there would be a positive correlativity between the figure of gestures and schoolroom atmosphere. However, the three boxes in Figure 4.3 show the topographic points where the two factors suggest a negative correlativity. It seemed that in the parts of talk where Wang used a certain figure of gestures did non needfully do the category more enthusiastic about their acquisition. One of the possible accounts was that more gestures were made due to the low schoolroom ambiance.InterviewsBoth the interviews I had with Wang before and after the category Sessionss were face to face and semistructured. Most inquiries I had were unfastened inquiries. Making the interview semistructured allowed me to make a more natural talk ambiance without jumping the inquiries to which I wanted replies. The instructor would so be free to speak whatever their feelings and/or ideas were toward certain inquiries. At the same clip, nevertheless, I needed to maintain an center on both clip control and interview way to do certain I got the replies to the planned inquiries.Normally I did non disrupt Wang but tried to direct her dorsum to the subjects when she began to speak something unrelated. By and large talking, Wang s replies were consistent because she echoed her ain po int of positions when giving replies to different inquiries. For illustration, when asked how she prepared to explicate new constructs ( inquiry six ) , she indicated that music did non be entirely and a instructor had to assist pupils construct up the whole context in footings of clip, topographic point, and how people lived and thought at that peculiar clip, in order to understand a piece of music. She emphasised that music and other artistic signifiers such as architecture and humanistic disciplines were closely related, which she kept adverting when replying how she decided if the stuffs were suited for the category ( inquiry five ) and why music instruction was of import to her ( inquiry two ) .4.5.2 Metaphorical GesturesFunctions of Metaphoric GesturesIn Wang s Sessionss, different maps of co-speech gestures were examined and the followers were the three chief 1s found ( a ) to underscore, ( B ) to run into, and ( degree Celsius ) to put up.First, gestures helped underscore w hat Wang wanted to state. Normally underscoring gestures attended a verbal look incorporating Numberss, which highlighted different facets of a subject. These gestures could be metaphorics or iconics. They were used when the instructor helped the pupils to either prevue the chief points or reexamine the chief thoughts which were traveling to be introduced. These gestures seemed intended non merely to assist indicate out the of import chief points, but besides to do it easier for the category to follow the instructor s expounding. Deictics which pointed out the subject being talked about in address besides seemed to underscore points and promote hearers to pay more attending to the subject.Second, gestures were used to visualize the abstract. Wang made a large horizontal S form with her left arm when stating the category that the tune they were listening to was depicting the spring zephyr. The metaphoric gesture all of a sudden made the line of the tune seeable. Besides, in Extract 14, Wang drew consecutive lines in the air while she was explicating the simpleness of the school s edifice compared with Baroque s complication. These iconics therefore helped visualize the abstract thought of simpleness.Finally, gestures were used by Wang to show ( positive ) feedback. As shown in Extract 12, alternatively of indicating to any pupil after Wang asked the inquiry to put up a specific pupil to reply, she pointed after hearing the response from the pupils. Almost every bit shortly as she completed the gesture, she repeated the reply from the pupil. It seemed that Wang s finger was activated by the voice which produced the reply, and the index finger stopped in the air and headed in the way of where precisely the reply had come from. By making so, the attending of the category was drawn to the reply, followed by the positive response, really nice, made by Wang to the pupil concerned.Relationss of Metaphoric Gestures and SpeechAs the focal point is on metaphor and me taphoric gestures in this survey, Table 4.1 shows the dealingss between vocalizations and co-occurring metaphoric gestures. The consequences subscribe to the findings from other surveies in English ( Cienki, 1998 Cienki & A Muller, 2008 ) .Table 4.1Relationss Between Utterance and Co-occurring Metaphoric GesturesRelationssExampleNotes1The same metaphor expressed in address and gesture The timber of the piano becomes more and more delicate. The gesture depicts a beginning sphere ( delicate ) in address by a unit of ammunition and half-open thenar confronting up.2A metaphor expressed in gestures but non in the co-occurring address Firstamoreoveraand thena The index finger of one manus points to the fingers of the other manus. The metaphoric gesture distinguishes different parts of an expounding being made by stand foring them as separate infinites.3Different metaphors expressed in address and gesture About the periods in musical history, some are of import and large. ( Extract 1 6 )Address and gesture portion the same mark sphere of the metaphor ( of import ) , but the beginning sphere is characterised otherwise in address ( large ) and the gesture ( high ) .4Metaphors expressed by gestures never appear in lingual signifier in Mandarin Chinese The Baroque comes after the Renaissance. ( Extract 15 )What the gesture expresses here is that Baroque is at the underside of the Renaissance. Such an look is non usually used in address to intend that the Baroque comes after the Renaissance.34.6 Deductions for the Main Study4.6.1 Classroom ObservationResearcher s function as a non participantAlthough my purpose was to maintain the schoolroom as it was before my entry, this was about impossible to make. As shortly as a pupil noticed that there was a alien in the room, things became different. Some pupils reacted to Wang s inquiries more actively some tried to acquire Wang s attending more enthusiastically than of all time, which I did non gain until Wang indicate d the fact in category. Some pupils besides kept turning about during the Sessionss to see what I was making while others were amusing about my reaction when a gag was told.Wang seemed to be natural in forepart of the video-recorder. She rarely looked at the video-recorder and in the three Sessionss I observed for two yearss, no particular reactions because of the presence of the video-recorder were found. Young mentioned that she had been observed for several times by the other instructors ( pilot interview 2 ) , and it might explicate why she looked rather natural in forepart of it.From the research worker s point of position, come ining schoolrooms is a necessity for this survey because it allows one to acquire a better thought of the schoolroom ambiance and the context, which can non be wholly caught by watching a videotape, allow entirely an audio tape. However, it can be hard to judge if the information collected are affected due to any camera consequence ( Mackey & A Gass, 2005 ) . Classroom observation will stay the chief method of roll uping informations for the chief survey, and farther treatment on its job and how to undertake it in the chief survey is given in subdivision 5.10.Observation agendaThe observation agenda helped me to track the procedure of each session during and after Sessionss. With the agenda, it was easy to turn up where I was in the session whether I sat in the schoolroom or watched the recorded picture at place. Overall the prepared observation agenda proved easy to tag. The classs ( activity, start and terminal clip, Numberss of lingual metaphor and gesture, participant brass instrument, stuffs, instruments, linguistic communication used, and schoolroom atmosphere ) of the observation agenda were clear, although some needed to be clarified or deleted.It proved impossible to maintain accurate runs of lingual metaphors and gestures during the three Sessionss, even though I forced myself to seek to make it for a short period of clip during one of the Sessionss. Therefore this was non used for the chief survey.Some classs need to be redefined. There was a categorization named Individual in the participant administration subdivision ( see Appendix C ) and when I designed the agenda, I was believing about points where the instructor spent her clip on merely one peculiar pupil. That is, the instructor might travel following to the pupil or inquire the pupil to come to her, doing it clear that a certain period of the instructor s clip was being devoted to one individual pupil. However, during the three Sessionss, this sort of single administration neer happened. Alternatively, another sort of single administration kept looking. Wang would speak to one peculiar pupil in forepart of the whole category. Although the conversation was non limited to the two ( Wang and the pupil ) , it was decided to code it as single participant administration. It was decided for the chief survey to include both the above types of participant administration as single. Classs of images and audio tape confused me at first during the observation. The chief stuff Wang used in her categories was PowerPoint slides, and the slides included non merely text, but images and sounds. It was decided that the categorization images should be extended non merely to palisade charts or postings, but besides to images provided electronically. The categorization audio tape was modified to audio sound, which included sounds whether provided by PowerPoint or by the piano played by Wang in category. In add-on, the categorization PowerPoint was added. Hence, when Wang showed a image of a Baroque palace via PowerPoint, both classs of image and PowerPoint were ticked.The class of schoolroom ambiance was deleted for the chief survey because focal points of the survey were modified and schoolroom ambiance was no longer an issue in the chief survey. A modified observation agenda based on the pilot survey for the chief s urvey is appended ( see Appendix E ) .Interview inquiriesAfter the pilot interviews, it was discovered that inquiries six and eight were excessively general for the interviewee to reply. Furthermore, none of the inquiries was about gestures and hence this needed to be added. Besides, for inquiries four, five, and six, alternatively of inquiring the general state of affairs, inquiries were modified to promote the interviewee to reply based on the Sessionss being observed, instead than give general statements which the interviewee thought s/he was supposed to make. Finally, the order of the inquiries was rearranged to make a better flow of the conversation, although it was neer fixed. A list of modified inquiries for the chief survey is appended in Appendix F.4.6.2 Gesture CodingGesture CodingIn this pilot, the other programmer was provided a transcript with both address and gestures. For the chief survey, the other programmer will be provided video cartridge holders and a written t ext of the instructors address merely. S/he needed to transcribe gestures get downing from placing stages of them to avoid the subjective reading of my description of the gestures.It can be really hard to code gestures without video-recording the Sessionss, and even with the picture, it can still take a batch of clip to reiterate playing one cartridge holder until gestures are decently transcribed. Both ocular and audio information are important, for the author records the motion inside informations without being interpreted into words, while the latter provides the address context. Overall, gesture classs are defined non merely by the manus gesture but besides by the function of gesture within the lingual context. Therefore it is about impossible to code gestures by kinetic motion informations entirely, and it is one of the lawsuit why gesture cryptography can be both clip and attempt consuming.

Left to Tell Essay

Immaculee Ilibagiza was a college student in Rwanda during the 1994 race murder in which nearly nonpareil million people died. Her story is a remarkable testimony to the exponent of Gods grace to strengthen us during times of trial and to live the t each(prenominal)ing of the Gospel in the face of overwhelming evil. Her story is told in the novel Left to Tell, published in 2006. In Rwanda, there were three tribes, and each citizen belonged to one of the tribes. These tribes were the Hutu, which were the majority, Tutsi, which were the minority, and an extremely small number of Twa, which was a pygmy-like tribe of woodwind dwellers.Immaculee and her family belonged to the Tutsi tribe, and because of this they were under great threat. The Hutu tribe wanted to kill e very(prenominal) single Tutsi in Rwanda, and this was the cause of the genocide in 1994. The Tutsi tribe was taller, lighter-skinned and has narrower noses, and Hutus were shorter, darker, and pose broad noses, and eac h person had an identity card which labeled what tribe they were in. This is how the Hutus chose their victims, by their identity card or their looks. Not only was Immaculee under death threat, but she was too being treated unfairly by her peers.She was an extremely smart girl, and because of her being a Tutsi, she was not able to get a scholarship to college. Before the genocide came into full effect, there were many reports on the radio warning the Tutsis of killings to come. One day, Damascene, one of Immaculees three brothers, told his family that he actually saw the killers, but they refused to count him. They started to get nervous when President Habyarimana, the president of Rwanda, was killed. His plane was shot out of the sky, and this event sparked the beginning of the genocide. The more severe the radio reports were, the more nervous Immaculee and family got.Immaculee try not to show her fear, because if she did, she would not be able to stay strong through this event. Many neighbors gathered around her home because her father, Leonard, was a very tidy man in the neighborhood. One day, fifty Interahamwe armed with knives and machetes attacked the Tutsis outside of the Ilibagiza home. Leonard gathered more than one hundred Tutsi men together and rushed toward the killers. They tossed stones at them and f chastenened them away. After this, Immaculees father gave her a red and white rosary and told her to keep it always, and she did.The killers came back a second time, but this time no one joined Leonard to fight back. After this event, it was known that it was not safe, and Immaculee could not stay at her home. Immaculee and Augustine, a booster dose who was staying with the Ilibagiza family, were soon on their way to the home of family friend and local pastor, Pastor Murinzi. There, she was forced to hide in a small bathroom with seven other women, and there she had many spiritual experiences. While Immaculee was concealment in the bathroom, s he could hear the killers and other people talking about what was going on.Immaculee still did not know whether or not her family was alive. She cursed the killers, and hoped that they got treated as they were treating her fellow Tutsis. Because of this feeling, Immaculee could not have a feeling of calmness, and she was very angry. She prayed, but the devil was telling her that praying would not work, when she has so much hatred in her heart, and is indirect request such horrible things on the killers. In a dream, Jesus appeared to her, and told her to forgive the killers and to stay calm and he would protect her.She did as Jesus said, and forgave the killers, and she was one of the some whose flavour was spared during the genocide. Some people do not pray, and do not have God in their lives. These are the people that contribute to the evil and desolation of the world. The killers of the 1994 genocide were definitely evil, and they were being tempted by the devil to do such evil acts. Lies were made up just so they could kill Leonard, and the rest of the Ilibagiza family, who were very well respected in the town. Some people do not think over their actions, and do not make the distinction between what is right and wrong.Some people just listen to other people because they are scared, so they do evil things, just because someone told them to. Unfortunately, I do entrust that something this terrible may happen in our own country. In the last decade, some evil things have happened in America, such as the planes hitting the human beings Trade Center on 9/11 and the plane hitting the Pentagon, in the same day. Islamic people performed both of these evil acts. Most Americans have hatred for these people, and some especially because loved ones died in the World Trade Center.Since then, there have been bomb scares, and the hatred has just been building up. If another disaster occurs, Americans allow for most likely rebel, and want these people extinguished from the country, whether they look innocent or not, just for the sake of the country. It is much better to forgive, than to hate and accommodate grudges. By forgiving, you are following in Jesus path and becoming a better person. By hating and seeking revenge, you will harbor hatred in your heart and be an extremely angry person for always thinking of ways to get revenge.I have learned that by forgiving, instead of hating, your prayers will be answered quicker. By following in the footsteps of Jesus, forgiving all who have harmed you, you will be a happier person, and by God being an important break in of your life, you will have a good life. I will most definitely live differently after reading this book. Nothing in my life has ever compared to anything that Immaculee went through, and I should be extremely grateful for that. I will try to forgive all who have done wrong to me, and although it may not be easy, I know that God is there guiding me every step of the way.

Law of Seas Notes

Limitations Article 116 there ar 3 ways in which people who whose to fish on high seas are limited. Whats the limitation of fishing on high seas. answer Isnt 87, BUT condition 116 treaty obligations must be complied with, rights and duties of coastal states must be respected. Articles 116-120 relate to conservation and fakement of living sources on the high seas. Article 118 says that countries should cooperate, subrogation fisheries and organizations so government agencies skunk assess whats being exploited so as to negotiate resources.Article 119 when Investigating exploitation and resources, must use best scientific evidence that gives maximum sustainable yields. Consider dependent species IPPP Cant be discriminatory and cant be against fisherman of particular state. Backwards from high seas whats the close zone economic zone distances are important 24 to 200 nautical miles Then next zone is contiguous zone stretches from territorial zone out to economic zone. If you recognize these you can flick through with(predicate) the book what Is the contiguous zone and what does It do? What article relates to contiguous zone article 33 slide number 12.What is the limitation of the contiguous zone a state MAY control in-migration in the contiguous zone we can stop them from gashing, Infringing customs laws, sanitary laws or any regulations within the territory or territorial sea ? If no legislation, state can do nothing. From where contiguous zone is measured from base extraction coastline is Jagged therefore they use low watermark to do it. Need to know the article whenever you get question, you must tell article. I OFF Territorial sea articles 3, 17 and 18. Territorial limitation is key to security for a nation.Ships are actually allowed from foreign nations can travel through, only limitation on them is stout in article 18-21 got to tell what PASSAGE actually means (article 18). Cant show internal waters (where sea enters rivers) but al lowed to traverse the sea. essential be expeditious (article 18(2)) got to keep going expeditious (check dictionary) relatively quickly. Always exceptions legislation says soundly okay even though you admit to keep going, you can anchor but only if it is part of your navigation procedures. That would mean ports authority would know ( urinate permission).However, it says that wad measure (serious intervention in the normal course of undertaking e. G. Wild storm) so you can port for protection or distress call you can render assistance from ships, aircraft. You can only travel in territorial waters if passage is innocent (look at 19 and 21 said lecturer) article 19 meaning of innocent passage 19(1) not prejudicial to the peace of the state, good order or security. Under article 19(2) shows what ship cannot do through territorial waters. Question on innocent passage. Marks taken off if you go to wrong subsection read question carefully.Foreigners not allowed to fish in t erritorial waters. Do need to know article 19. Article 21 allows laws and regulations of coastal state in respect to the territorial sea innocent passage. Must be inline with UNCLOGS and international law. Safety of navigation, protection of navigational aids and facilities is critical of innocent passage. Conservation of fisheries and devil dog ecosystem ship cannot infringe fishing laws, cant pollute, no marine research. Article 24 may not be a de outfitite answer and take two sides e. G. If this if that, may be because of this etc.Reason through a problem. Duties enforce upon a coastal state Mustnt hamper passage of foreign ships. Cant impose requirement on foreign ships which deny innocent passage. Cant discriminate e. G. One from France, Italy, Indonesia cant go to Indonesia automatically (defiance of 24 1(b)). Must warn of any likely danger e. G. Buoys etc. (24 article) Article 25 coastal state can do anything where they mobilise that the passage is not innocent. Got to refer to 19 and has to fox reasonable proof. Rights of coastal states Only require to know certain articles put up in find out (slides).Dont want you to look at some other articles Section 3 of the exam (consisting of 5 questions and 12 marks will be to do with End of the line documentary 1 billion people out of 7. 3 billion rely on fish as source of protein instead of chicken/ other meats/ the likelihood of seafood running out by 2048 is high not long to make stance Once fisheries collapse 250 million people will have there food supplies threatened 70% of global fisheries are beyond there capacity 90% of large fish in ocean have been fished out 1% of the worlds industrial fishing fleets result in 50% of world catches what on earth can be done?Mediumistic blue fin tunny largely responsible. Also the large fishing trawlers. Global fishing fleets now are 250% larger than the oceans can sustain Only 6% of the worlds oceans are actually protected e. G. Bahamas. We have got areas around news coastline protected. Cog Clove area. 40% of worlds oceans would be natural reserves blue fin tuna is major problem 6 billion worth of illegal blue fin tuna have been fished over last 20 years. Mediumistic is freezing them. Price of tuna fish on the market is $100,000 imagine Mediumistic price later Enormous drop in shark species over last 20 years. 5 species have dropped by 50% Tuna catches use massive nets killing thousands of turtles, sea birds and sharks which Just get dumped back in ocean. 22,000 tones is the legal limit for tuna before long 60,000 tones. Illegal fishing worth 9 billion a year 52% of fish stocks are now fully exploited. If we establish exclusion ones for fishing it is possible that the biodiversity in fish stocks will be able to come back but will take years Suggested that you check what your eating is sustainable if not dont touch it.Lecture 13 (29/06/14) High seas belongs to everybody, and can virtually do what you want. UNCLOGS s eparates prevention reduction and control on marine pollution from the rules that conserve and manage living resources. Focused on second part sustainability. Only other convention that protects Is there any convention in the world that controls the fishing of conglomerate stocks in the high seas and beyond the continental shelf NO