Causes and Consequences of Development of London City, England in Research Paper

Causes and Consequences of Development of London City, England in 1850s - Research Paper Example Europe has been a farming society, and many of the cities in this country are ruled by families of kingdoms. Many of the cities are under British colonization, and many have not yet become independent states (Spielvogel 2011, p. 132). Industrial and French Revolutions steered the expansion of the city. The paper traces the development of London City, England in 1850s and the way it altered the social, economic and political system of the London City, England. Causes that Led to Development of the London City Developed in London City, England can be traced from the period of 1750 to 1850s during the industrial and French Revolution when different changes in agriculture, transportation, social and economic changes took place. Industrial Revolution is among the major causes behind the development of London City. Gordon, Tony and Christine (2007, 56) reveal that Industrial Revolution was the main cause behind varied changes in the agricultural sector, manufacturing industries, transporta tion network system in England. Industrial Revolution led to increased trading activities within the city and outside the neighborhood. Industrialization and expansion for trading activities necessitated increased commercial trading activities. The London City developed as a business centre beginning from the Roman era. London City emerged as a metropolitan for foreigners, but it continued to develop as a government town whose resident authority impressed native British custom. The construction of transport and network communications such as the railway line became the economic stimulus that steered development. The development of the railway line connecting from the courtside to the city contributed to effective development activities in the city. The increased railways stations enabled passengers travel effectively. It also enabled people from the countryside to transport their commodities in the market effectively. The city started developing because of easy and cheap transportat ion of manufactured products and raw materials through rail shipments. This made transportation of commodities especially to large areas to become cheaper because each city has a connecting trunk line. The railway line contributed to increased immigrants into the City of London; contributing to increased population in the city. London City is the powerful financial city, and the ports construction necessitated development. Many investment companies established their headquarters in the city because of the industrialization process. The financial investment activities became the main sources for employment in London. The city exports produced commodities and imports other raw materials such as timber, petroleum and other products (Havinden and Meredith 2002, p. 34). Industries started producing varied commodities such as jewelry and clothes and consumer commodities. This made the city develop faster because it was easy for the people in the City of London to carry out their business activities effectively.2 Many changes took place especially the development of industries; thus, the city started moving from being agricultural to an industrial economy. England is one of the countries, which are well known for being among the agricultural economy in Europe. However, due to the development process, many changes took place because of the industrialization process. These changes had a profound effect in social, economic and political of the London city. The industrial revolution that began during the Great Britain in United Kingdom and spread to the Western Europe and other parts across the globe led to many changes. Havinden

American Education Research Paper Example | Topics and Well Written Essays - 1750 words

American Education - Research Paper Example † The hypothesis tested was the simple answer: â€Å"No. Not at all.† 2. Introduction In the early periods of American History, Christianity formed the main source of knowledge and teaching. Before the emergence of the Private School System, the Church influence was eminent on the American Education System. As per the founding rules and regulations set for the running of the education system, the American Federal Government had no rights of interference in the field of education. However with the passage of time, it was felt necessary that the country must have a centrally established education system (Haugen and Susan, pp43-49).   The Federal Ministry of Interior was responsible for looking after the affairs of education which included all sorts of funding until in 1979 when the Federal Ministry of Education was established formally. After 1979, all the affairs of the education in United States of America are addressed in the Ministry of Education. There is however an exception to some states that they can form and implement policies of their own which aim at benefitting the educational institutions. In United States, besides the government, there are social groups and educational organizations which aid and fund in education sector. The United States’ law protects every citizen’s right of getting education. ... American Education System is however not up to the required mark which would help the countrymen achieve the height and grandeur among the nations of the world. The institutions are educating the students with an aim to fill them with knowledge of theory having no attempt to turn them practical. They must despite try to make them innovators as to make them capable of devising their own methods of success. The obsolete method of memorization of stuff is against the current day requirements of skills. The system has failed to produce inside the student a will to conquer (Diane, pp74-88). Tony Wagner agitates against the American Education System in a calm manner: â€Å"Today knowledge is ubiquitous, constantly changing, growing exponentially†¦. Today knowledge is free. It’s like air, it’s like water. It’s become a commodity†¦. There is no competitive advantage today in knowing more than the person next to you. The world doesn’t care what you know. What the world cares about is what you can do with what you know† (Wagner and Compton, p 56). The schools in United States are unable to produce innovators which mean that American society must suffer from inertia: â€Å"The culture of schooling as we all know is radically at odds with the culture of learning that produces innovators† (Wagner and Compton, p 59). His conclusion was based on the research he conducted during visits of a large number of schools. He was sure that the current system if persisted for long would result in a society devoid of innovators. Many reasons have been deliberated upon by the researchers of the American Education System which hinder innovations. Students are taught to concentrate upon improving their GPA.

Discourse Analysis of Opening Speeches at Shangri La

Discourse Analysis of Opening Speeches at Shangri La INTRODUCTION Rationale Under the growing trend towards globalization, English is known as the most preferable language used in every field of mans life. No one can deny the usefulness of this language in enhancing international communication among individuals, organizations, as well as nations in this fast-changing world. Not surprisingly, English is a tool for countries all over the world to participate fully in the international network. Giving speech play an important role in any kind of forums, especially in summit conferences like Shangri-La Dialogue. A good speech will show the intentions, feelings, emotions, expectation and even the criticism of the speaker to his audiences. Thus, in order to have an effective and successful speech Shangri-La Dialogue, the speakers have to provide clear and relevant messages. In addition, their intellect, understanding, political stance and consistency need to be performed when the speakers give speech. Besides, the speakers attitude also plays an essential part in making the address more effectively, vividly and persuasively. Not only that the goal of persuasion, the messages are more persuasively and powerfully delivered. I realize that there are so many interesting things that need to be studied in speeches used in Shangri-La dialogues. There has been no research so far in Vietnam, to my knowledge, offering a discourse analysis of speeches in Shangri-La dialogues. From these factors, I have decided to choose Adiscourse analysis of opening speeches at Shangri-La dialogues as the topic of my M.A thesis because of its importance and significance. This thesis is carried out with the hope that the research will be a contribution to present linguistic knowledge and provide Vietnamese learners of English, especially students in the press and diplomatic fields with some useful information about the linguistic features of speeches in political forums. Aims and objectives Aims of the study The study aims to investigate the discourse features of opening speeches at Shangri-La dialogues in terms of their discourse topics, cohesive devices and stylistic devices. Objectives This paper is designed to aim at the following objectives: To examine the discourse features of opening speeches used in Shangri-La dialogues in terms of their discourse topics, cohesive devices and stylistic devices. To study the significant effect of discourse features on opening speeches ( the contents of speech, the intention and attitude of the lecturerà ¢Ã¢â€š ¬Ã‚ ¦) To discuss about the results of the findings so that a generalization of the language can be made. To suggest some implications for teaching English to Vietnamese learners especially students of the diplomacy and press fields. Scope of the Study Within a limited scope of an M.A thesis, this research will focus on studying the discourse topics, the cohesive devices and the stylistic devices of opening speeches used in Shangri-La dialogues. Research questions In order to achieve the above mentioned aims and objectives, the research will seek to the answers for the following questions: What are the discourse features of opening speeches at Shangri-La dialogues in terms of their discourse topics? What are the discourse features of opening speeches at Shangri-La dialogues in terms of their cohesive devices? What are the discourse features of opening speeches at Shangri-La dialogues in terms of their stylistic devices? Organization of the study The study is organized into five chapters as follows. Chapter 1, Introduction presents the rationale, the aims and objectives, the research questions to solve, the scope and the organization of the research. Chapter 2, Literature Review and Theoretical Background consists of two parts. The first part is a review of previous studies related to this thesis. The second one is concerned with theoretical concepts of terms : discourse topics, cohesive devices and stylistic devices. Chapter 3, Methods and Procedures concerns itself with the research method, procedure of data collection, description of samples, data analysis and research procedures. Chapter 4, Findings and Discussion discusses the main purpose of conducting this study. It focuses on answering the research questions about the discourse topics, cohesive devices, and stylistic devices of opening speeches used in Shangri-La dialogues. It presents the results and discusses the findings of the study. Chapter 5, Conclusion and Recommendation draws conclusions and suggests some implications basing on the results in previous chapter. LITERATURE REVIEW AND THEORETICAL BACKGROUND Literature Review Discourse Analysis (DA) is a modern linguistic discipline that covers a wide variety of different fields. Discourse analysis examines language in use both written texts of all kinds and spoken data from conversation to highly institutionalized forms of talk. Analysis of discourse looks not only at the basic level of what is said, but takes into consideration the contexts which it is used. Thus, discourse analysis not only study language use beyond the sentence boundar, but also analyze naturally occurring language use. It means that discourse analysis is one of the aspects which attract the interest of many linguists and researchers all over the world. Under the heading of discourse analysis, there have been a lot of studies dealing with a wide range of its subfields such as coherence, cohesion, context, conversation analysis, information structure, speech act theory and theme-rhyme. Up to present, many foreign scholars including Halliday and Hasan [30], Brown and Yule [18], Cook [21 ], Hatch [31], Nunan [33] have made great contributions to the field in different approaches and methods. These publications focused on one or another aspect of discourse analysis theory which gave us an overall picture of theoretical background to examine how language is in use. In Vietnam, many linguists have made great contributions to the study of discourse analysis. Tran Ngoc Them [10] has investigated in detail cohesion in Vietnamese texts with Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t and Văn bà ¡Ã‚ ºÃ‚ £n và   Lià ªn kà ¡Ã‚ ºÃ‚ ¿t trong Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t. Nguyen Duc Dan [4] and Nguyen Thien Giap [5] studied discourse analysis from a pragmatic view. Diep Quang Ban [2] has given an overall view of text and utterance especially above the sentence level. Nguyen Hoa with Nghià ªn cà ¡Ã‚ »Ã‚ ©u dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n và ¡Ã‚ »Ã‚  chà ­nh trà ¡Ã‚ »Ã¢â‚¬ ¹ xà £ hà ¡Ã‚ »Ã¢â€ž ¢i [6] and more recently Nguyen Hoa with Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n phà ª bà ¬nh [8]. Besides, there have been a number of master theses dealing with political speeches including: Le Thi Hoang Van [32] made an investigation into Linguistic Features of Antithesis in Political Speeches in English and Vietnamese. In this research, she investigated argumentation power of antithesis and stylistic features of rhetorical devices in antithesis in English political speeches and Vietnamese political speeches. Pham Khac Thu [36] did a research on Modality Markers Used in Political Speeches by US Presidents. The author investigated a wide range of modal expressions used in all the inaugural speeches of the US presidents. Nguyen Thi Hanh [35] investigated into the structure of Theme Rheme in English and Vietnamese political speeches. The study focuses on the structure of Theme Rheme in English and Vietnamese political speeches in terms of characteristics, semantic and pragmatic aspects. Nguyen Uy Dung [34] carried out an investigation into Stylistic Devices in Political Speeches by US Presidents. The study highlighted the use of Stylistic Devices in political speeches by US Presidents. Most of them studied the discourse or a small aspect of political speeches being well-prepared in written texts by the politicians. All study above gave me a useful brief knowledge about discourse and help me have an overview of language definition, language development and its branches in general, and language characteristics in details as well. Beside that, I also recognized that there are some fields which others theses do not deal with. I, myself, would like to contribute my little more effort into them. To the best of my knowledge, up to now, there is little evidence that any research on discourse analysis of opening speeches in dialogues about political issues has been done. Thus, A discourse analysis of Opening speeches at Shangri-La dialogues would be conducted with the aim of contributing a minor part to the overall picture of this field. Theoretical background The study will make use of a theoretical framework based on these following fundamental concepts. 2.2.1. Concepts of Discourse 2.2.2. Concepts of Discourse Analysis 2.2.3. Discourse topic a. Topic framework b. Presupposition pools c. Sentential topic and the presupposition pool 2.2.4. Cohesion and Coherence a. Cohesion b. Coherence 2.2.5. Stylistic Devices a. Definition of Stylistic Devices c. Notion of Common Stylistic Devices in speech b. Function of Stylistic Devices 2.2.6. An overview of a speech 3. METHOD AND PROCEDURE Research Design Descriptive method seems to be the most popular tool in doing any linguistic research since linguistics is by nature a descriptive science and the analytic method is typically used to clarify and justify their features. As mentioned above, the aim of this study was to describe and analyze speeches used in Shangri-La dialogues. Descriptive and qualitative methods were used to give a detailed description of their discourse topics, cohesive devices and stylistic devices of speeches used in Shangri-La dialogues. Quantitative information was also collected to show the frequency of the discourse features of speeches used in Shangri-La dialogues along with qualitative information about the discourse features of a speech. Data collection and data analysis Data Collection The data of the study appeared in the form of transcripts of Shangri-La dialogues on the Internet which are based on the criteria defined. They were selected mainly from the following website on August, 2015: https://www.iiss.org/en/events/shangri-s-la-s-dialogue/speeches https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/sld12-43d9 https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2013-c890 http://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2011-4eac https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2010-0a26 https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2009-99ea https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2008-2906 http://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-diaogue-2007-d1ee https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2006-f1a5 https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2014 Data Analysis In this study, more than 14 samples of speeches used in Shangri-La dialogues selected for the analysis are in the form of written texts in the sources provided. After collecting these samples of answer, they are analyzed in terms of their discourse topics, cohesive devices and stylistic devices. All samples are shown in the following table: Order Date of Opening Dialogues Speaker Length 1st 30 May 2003 Lee Kun Yew 41:32 2nd 30 May 2003 Lee Kun Yew 37:26 3rd 4 June 2004 Goh Chok Tong 40:35 4th 3 June 2005 Lee Hsien Loong 32:45 5th 2 June 2006 Lee Hsien Loong 37:12 6th 1 June 2007 Lee Hsien Loong 45:23 7th 30 May 2008 Lee Hsien Loong 28:50 8th 29 May 2009 Kevin Rudd 36:48 9th 4 June 2010 Lee Myung-Bak 43:15 10th 3 June 2011 John Chipman 30:22 11th 1 June 2012 Susilo Bambang Yudhoyono 26:18 12th 31 May 2013 Nguyen Tan Dung 25:00 13th 30 May 2014 John Chipman 50:17 14th 29 May 2015 Lee Hsien Loong 38:16 Research procedures The research was conducted with the procedures as follows: Identifying the research topic to study by reviewing the previous studies thoroughly. Collecting documents related to the research in the library and other sources from the Internet. Collecting samples of speeches used in Shangri-La dialogues from the Internet. Presenting, describing and analyzing the data in order to find out discourse feature of speeches. Suggesting some implications for language users and further research. The study will be carried out following these steps: Time Work Place April-Sept, 2015 Working on proposal literature review Ä aklak Sept-Nov, 2015 Data collection + initial analysis Ä aklak Nov-Dec, 2015 Analysis Ä aklak Jan, 2016 Update literature review Ä aklak Feb-May, 2016 Writing up Ä aklak June, 2016 Completing first draft Ä aklak July, 2016 Updating first draft Ä aklak July, 2016 Finishing writing MA thesis Ä aklak Aug, 2016 Presenting MA thesis Ä aklak Reliability and Validity In terms of reliability, the source selected to be analyzed is derived from the Internet in English. Regarding validity, this study meets all required criteria. In order to answer the two formulated research questions, the observation and investigation techniques have been chosen to be the main instruments for data collection. The samples are taken from famous English political speeches by a large number of prominent representatives of each nation. REFERENCES In Vietnamese [1] Dià ¡Ã‚ »Ã¢â‚¬ ¡p Quang Ban (1999), Văn bà ¡Ã‚ ºÃ‚ £n và   lià ªn kà ¡Ã‚ ºÃ‚ ¿t trong tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, NXB Già ¡o dà ¡Ã‚ »Ã‚ ¥c, Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [2] Dià ¡Ã‚ »Ã¢â‚¬ ¡p Quang Ban (2003), Giao tià ¡Ã‚ ºÃ‚ ¿p, văn bà ¡Ã‚ ºÃ‚ £n, mà ¡Ã‚ ºÃ‚ ¡ch là ¡Ã‚ ºÃ‚ ¡c, lià ªn kà ¡Ã‚ ºÃ‚ ¿t, NXB Khoa hà ¡Ã‚ »Ã‚ c Xà £ hà ¡Ã‚ »Ã¢â€ž ¢i. [3] Dià ¡Ã‚ »Ã¢â‚¬ ¡p Quang Ban (2009), Giao tià ¡Ã‚ ºÃ‚ ¿p, dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n và   cà ¡Ã‚ ºÃ‚ ¥u tà ¡Ã‚ ºÃ‚ ¡o cà ¡Ã‚ »Ã‚ §a văn bà ¡Ã‚ ºÃ‚ £n, Nxb Già ¡o dà ¡Ã‚ »Ã‚ ¥c. [4] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Ä Ãƒ ¡Ã‚ »Ã‚ ©c Dà ¢n (1998), Ngà ¡Ã‚ »Ã‚ ¯ dà ¡Ã‚ »Ã‚ ¥ng hà ¡Ã‚ »Ã‚ c, Nxb Già ¡o dà ¡Ã‚ »Ã‚ ¥c, Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [5] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Thià ¡Ã‚ »Ã¢â‚¬ ¡n Già ¡p (2000), Dà ¡Ã‚ »Ã‚ ¥ng hà ¡Ã‚ »Ã‚ c Vià ¡Ã‚ »Ã¢â‚¬ ¡t ngà ¡Ã‚ »Ã‚ ¯, Nxb Ä Ãƒ ¡Ã‚ ºÃ‚ ¡i hà ¡Ã‚ »Ã‚ c Quà ¡Ã‚ »Ã¢â‚¬Ëœc gia Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [6] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hoà   (1999), Nghià ªn cà ¡Ã‚ »Ã‚ ©u dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n và ¡Ã‚ »Ã‚  chà ­nh trà ¡Ã‚ »Ã¢â‚¬ ¹ xà £ hà ¡Ã‚ »Ã¢â€ž ¢i trà ªn tÆ ° lià ¡Ã‚ »Ã¢â‚¬ ¡u bà ¡o chà ­ tià ¡Ã‚ ºÃ‚ ¿ng Anh và   tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t hià ¡Ã‚ »Ã¢â‚¬ ¡n Ä‘Ã ¡Ã‚ ºÃ‚ ¡i, Luà ¡Ã‚ ºÃ‚ ­n à ¡n tià ¡Ã‚ ºÃ‚ ¿n sà ¡Ã‚ »Ã‚ ¹ Ngà ¡Ã‚ »Ã‚ ¯ văn. [7] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hà ²a (2003), Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n: Mà ¡Ã‚ »Ã¢â€ž ¢t sà ¡Ã‚ »Ã¢â‚¬Ëœ và ¡Ã‚ ºÃ‚ ¥n Ä‘Ã ¡Ã‚ »Ã‚  là ½ luà ¡Ã‚ ºÃ‚ ­n và   phÆ °Ãƒâ€ Ã‚ ¡ng phà ¡p, Nxb Ä HQG Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [8] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hoà   (2006), Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n phà ª bà ¬nh, Nxb Ä Ãƒ ¡Ã‚ ºÃ‚ ¡i hà ¡Ã‚ »Ã‚ c Quà ¡Ã‚ »Ã¢â‚¬Ëœc gia Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [9] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hà ²a (2008), Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n: Mà ¡Ã‚ »Ã¢â€ž ¢t sà ¡Ã‚ »Ã¢â‚¬Ëœ và ¡Ã‚ ºÃ‚ ¥n Ä‘Ã ¡Ã‚ »Ã‚  là ½ luà ¡Ã‚ ºÃ‚ ­n và   phÆ °Ãƒâ€ Ã‚ ¡ng phà ¡p, Nxb Ä Ãƒ ¡Ã‚ ºÃ‚ ¡i hà ¡Ã‚ »Ã‚ c Quà ¡Ã‚ »Ã¢â‚¬Ëœc gia Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [10] Trà ¡Ã‚ ºÃ‚ §n Ngà ¡Ã‚ »Ã‚ c Thà ªm (1998), Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, NXB Già ¡o dà ¡Ã‚ »Ã‚ ¥c. [11] Trà ¡Ã‚ ºÃ‚ §n Ngà ¡Ã‚ »Ã‚ c Thà ªm (1985), Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i: NXB KHXH. [12] Trà ¡Ã‚ ºÃ‚ §n Ngà ¡Ã‚ »Ã‚ c Thà ªm (2000), Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, NXB GiaÃÅ' o duÃÅ' £c. In English [13] Algeo, J., Pyles, T., Wadsworth, T. (2005), The Origins and Development of the English Language, Heinle. [14] Austin, J.L. (1955), How to do things with words, Oxford University Press. [15] Beaugrand, R. and Dresser, W. (1981), Introduction to Text Linguistics, London / New York: Longman. [58] Pham Khac Thu (2010), An Investigation into Modality Markers Used in Political Speeches by US Presidents, MA Thesis, The University of Danang. [16] Biber, D., Conrad, S. Leech, G. (2002), Longman student grammar of spoken and written English, (3rd Ed.) England: Pearson Education Limited. [17] Borsley, R. (1999) Syntactic Theory, Second Edition, Arnold, A Member of the Hodder Headline Group [18] Brown, G. and Yule, G. (1983), Discourse Analysis, Cambridge University Press. [19] Cambridge Advanced Learners Dictionary, Fourth Edition, Cambridge University Press [20] Coates, J. (1983), The Semantics of Modal Auxiliaries, London/Canberra: Croom Helm. [21] Cook, G. (1989), Discourse, Oxford University Press, Oxford. [22] Crystal, D. (1992), Introducing Linguistics, Penguin, Harlow. [23] Dontcheva-Navrà ¡tilova, O. (2005), Grammatical Structures in English: Meaning in Context, Brno: Masaryk University. [25] Erhman, M. (1966), The meanings of the modals in present-day American English, The Hague:Mouton Co. [26] Galperin, I.R. (1977), Stylistics, Moscow: Higher School [27] Gee, P. (1999), An Introduction to Discourse Analysis: Theory and Method, London, Routledge [28] Gee, P., Green, J. (1998), Discourse analysis, learning, and social practice: A methodological study, Review of Research in Education. [29] Goffman, E. (1981), Forms of talk, Philadelphia: University of Pennsylvania Press. [30] Halliday, M.A.K., Hasan, R. (1976), Cohesion in English, London: Longman. [31] Hatch, E. (1992), Discourse and Language Education, Cambridge University Press. [32] Le Thi Hoang Van (2008), An Investigation into Linguistic Features of Antithesis in Political Speeches in English and Vietnamese, MA Thesis, The University of Danang. [33] Nunan, D. (1993), Introducing Discourse Analysis, Penguin Group. [34] Nguyen Uy Dung (2010), An Investigation into Stylistic Devices in Political Speeches by US Presidents, MA Thesis, The University of Danang. [35] Nguyen Thi Hanh (2012) , An investigation into the structure of Theme Rheme in English and Vietnamese political speeches, MA Thesis, The University of Danang. [36] Pham Khac Thu (2010), An Investigation into Modality Markers Used in Political Speeches by US Presidents, MA Thesis, The University of Danang. [37] Widdowson, H.G. (1978), Teaching English as Communication, Oxford. [38] Widdowson, H.G. (1994), Linguistics, Oxford University Press. [39] Wright, L. Hope Jonathan (1996), Stylistics-A Practical Course Book, Routledge. [40] Yule, G. (1996), Pragmatics, Oxford University Press. [41] Yule, G. (1997), The study of language, Cambridge University Press. [42] Yule, G. (2006), Oxford practice Grammar Advanced with Answers, Oxford: Oxford University Press. Websites [43] https://www.iiss.org/en/events/shangri-s-la-s-dialogue/speeches [44] https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/sld12-43d9 [45]https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la dialogue-2013-c890 [46]http://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2011-4eac [47]https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2010-0a26 [48]https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2009-99ea [49]https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2008-2906 [50]http://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la diaogue-2007-d1ee [51]https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la dialogue-2006-f1a5

Bob Dylan and Media Distribution Channels :: Media Delivery Music Musician

Bob Dylan and the Media Throughout most of Bob Dylan's career as a musician, radio was the main form of media that was used to convey his message to the public. From the first album in the early 1960's to the 1990's, radio was and still is the main way in which the public receives his lyrics. It also remains to be the way Dylan is able to communicate his messages to us. My question is; How have the outlets of information changed through the years, and which method of the media is more effective? Is one better than the other for the purposes of relaying Dylan's messages to the public? Bob Dylan is famous for his straight forward and bold lyrics. Since the beginning of his long career as an artist, people of the United States and all across the world have not only listened to his musical talent but respected his ideas as a leader. Bob Dylan, like so many other musicians of his day, got his start on the radio. This was a way for musicians to relay messages to the rest of society. This gave people all across the world a feeling of belonging. It provided a basis for people to share common interests with others across the world. Music concerts was another way of passing Dylan's messages to the public. A typical concert performed by Dylan included fifty thousand people in an arena, and another fifty thousand outside of the gates. For the lucky ones, those which were able to enter the concert (either by paying or sneaking in), the concerts are a way which everyone is able to receive the desired message at precisely the same time. Another positive idea about concerts is; by watching someone whom they have been listening to for years, people get a sense of hope, inspiration, and the face behind the name. The third source of media that Dylan used to communicate his thoughts and music ability, was through albums. Over the course of Dylan's long career, he has released more than 40 albums. Starting in the 1960's and ending in the 1990's, when the compact disc was introduced and gained popularity. An album is a way of playing back individual songs, simply by releasing the needle on whatever song you would like played. As albums became more and more popular, Dylan was now able to convey his message to a wider variety of people.

Of Mice and Men Emotions

In the following essay I will be writing about and exploring what emotions Steinbeck conveys in his novella ‘of mice and men’. The novella was the second of Steinbeck’s ‘dustbowl’ trilogy. These books were based on Steinbeck’s own first hand experience against the back drop of depression-era America where he became concerned with the exploitation of migrant workers and exposing the institutionalized prejudices ( racism, ageism and sexism) of the migrant workers themselves, hence the trilogy.The novella shows an effective state of consciousness in which joy, fear, sorrow and hate is experienced as distinguished from cognitive and volitional state of consciousness. The main theme/ emotion that are conveyed are loneliness. Steinbeck uses many different linguistic language techniques to depict this. These include: adverbs, speech verbs, imperative verbs, adjectives, abstract nouns, rhetorical questions and many more. However the opening of the nove lla displays a bond of friendship and mutual understanding shown by George and lennie.Steinbeck writes â€Å"he pulled his hat down a little more over his eyes the way George’s hat was. † Our immediate interpretation is that Lennie looks up to George as a role model, the quote â€Å"way George’s hat was† infers that Lennie looks up to George as someone who can guide him and teach him much like a younger brother’s attitude would be towards an older sibling. Steinbeck writes â€Å"Lennie looked timidly over to him. â€Å"George? † â€Å"Yeah, what ya want? † â€Å"Where we goin’ George? †Ã¢â‚¬ ¦ â€Å"So you forgot that already did you? † this implies that without George, Lennie would be hopeless and would get no where because he would always be lost. When Lennie says â€Å"where we goin’† he sounds slightly worried, this will be because he knows that George will get angry at him because he is constan tly having to remind him on the objective. The word â€Å"already† suggests that Lennie is always forgetting things and George is getting more and more fed up. The adverb â€Å"timidly† implies that George often gets angry with Lennie and now Lennie has learnt to approach him differently when he is angry so he won’t get as upset.This implies their friendship is strong as they know how to approach each other showing an almost brotherly relationship. This also depicts Georges frustration and anger towards lennie however, unlike other migrant workers at the time, it does not come from the face the he is lonely and isolated but because of the fact the he someone there for him that he can talk to. George says â€Å"where the hell would you go? † the fact that this question is rhetorical shows that George knows that it’s an empty threat.However the taboo language â€Å"hell† gives the impression that George is slightly apprehensive and not entirel y convinced. This shows the worry and compassion that he has for lennie, and also showing that not only can lennie not cope without George but George cannot cope without lennie. Steinbeck’s purpose was to show George and Lennie’s bond of friendship and how unlike other migrant workers, their negative emotions does not stem from the fact that they are lonely and isolated but the fact there is a companionship and the sense of a bond between them, showing how strong their bond of friendship really is.

What killed audiolingualism

Audiologists is one of the nine 20th century language teaching approaches which was based on contrastive analysis about behaviorism and structuralism, and was created as a reaction to the reading approach that was lacking of emphasis on oral- aural skills. The results of this approach, dialogues approach, were generally regarded a great success. The small groups of learners and high motivation were the caveats that undoubtedly contributed to the success of the approach.However, successful as it was, Audiologists reached its end in the sass and is no longer seed today. There are some reasons as to why this approach collapsed. The first reason was the emergence of error analysis that makes audiologists received attacks from many linguists. Chomsky attack on behaviorism view on which audiologists is based is very well-known. He also proposed that people have innate system- generally known as Universal Grammar- within them that provides them with ability to construct their own grammar.T he error in audiologists was also viewed not as something to be avoided. Error Is a good thing through which learners' mind is shown. There was another attack as well saying this approach, especially in the late sass, failed to follow the learners' needs In a way that the learners needed advanced academic skills more than they need oral skill because of the university requirement for enrollment at U.S and British (grab, 1991). That audiologists banned students from using Al because It will Interfere with their LA acquisition also received critics because some linguists viewed Al not as a hindrance, but as an important resource In decision making In writing Another reason that killed audiologists Is the negligence of the caveat that audiologists be taught In small class with highly motivated students.This negligence occurred because of several reasons; people's amazement toward how successful audiologists was that they Implemented It anywhere hoping to get the same success, and the b oredom that students felt due to the monotonousness for using drilling so often that they lose their motivation. This monotonousness was one thing that led Harmer (1991) to suggest that It not be used too frequently and too long. It Is human nature to get ordered and It Is Inevitable.In Dalton, the level of emergency also became the significant factor In a way that former learners with dialogues method viewed LA as an urgent need. Some needed It for World War 2, some-especially those who lived In one place with two language-needed It to be mediating language because It was the only way to communicate. However, LA learning today Is not because It Is urgently needed. Most of the time, It Is Just learned because It Is In the curriculum. However, despite all reasons mentioned above, It Is not that Audiologists Is a bad teaching approach.The alma of this paper, and also the alma of learning language teaching approach, Is not to Judge any approach. There Is no such thing called the best o r the worst method. Audiologists Itself Is not a bad approach since, at some point In history, It has been very successful. Thus, Audiologists, Just Like any other approaches, Is not for us to discredit. The task for all language teachers Is to find the method that Is most suitable and most effective for the learners. What killed audiologists By realization also viewed not as something to be avoided.Error is a good thing through which especially in the late sass, failed to follow the learners' needs in a way that the audiologists banned students from using Al because it will interfere with their LA but as an important resource in decision making in writing Another reason that killed audiologists is the negligence of the caveat that audiologists be taught in several reasons; people's amazement toward how successful audiologists was that they implemented it anywhere hoping to get the same success, and the boredom suggest that it not be used too frequently and too long.It is human natu re to get bored and it is inevitable. In addition, the level of emergency also became the significant factor in a way that former learners with dialogues method viewed LA as an urgent need. Some needed it for World War 2, some-especially those who lived in one place with two language-needed it to be mediating language because it was the only way to communicate. However, LA learning today is not because it is urgently needed. Most of the time, it is Just learned because it is in the curriculum.However, despite all reasons mentioned above, it is not that Audiologists is a bad teaching approach. The aim of this paper, and also the aim of learning language teaching approach, is not to Judge any approach. There is no such thing called the best or the worst method. Audiologists itself is not a bad approach since, at some point in history, it has been very successful. Thus, Audiologists, Just like any other approaches, is not for us to discredit. The task for all language teachers is to fi nd the method that is most suitable and most effective for the learners.