A Cursory Look at the Fort William Henry Massacre - Free Essay Example

Sample details Pages: 4 Words: 1298 Downloads: 8 Date added: 2019/08/15 Category Literature Essay Level High school Topics: The Last of The Mohicans Essay Did you like this example? A major highlight of the war between Great Britain and France in their respective bid to dominate North American territory originally occupied by the Native Indians is the massacre at Fort William Henry. Although some of the characters and events used by Cooper in his novel the Last of the Mohicans were fictitious, he gave account of the unfortunate massacre in the battle for domination of the Native American territory between Great Britain and France at Fort William Henry in 1757. The author brilliantly succeeded in highlighting the intrigues and betrayals that characterized the battle. Don’t waste time! Our writers will create an original "A Cursory Look at the Fort William Henry Massacre" essay for you Create order The events that led to the unfortunate massacre and the roles played by some actual characters from both the British and French side as narrated in the Coopers novel will be briefly discussed in this essay. A fierce but inconclusive battle at the southern end of Lake George prompted the British to build a fort at that end; called Fort William Henry(Eggington). The name of the fort was symbolic since it was named after a British King to symbolize her authority over the area. Colonel Munro oversaw command of the Fort. Munro was described as a father with two daughters namely Alice and Cora who played important fictional roles in the novel. Under the command of Colonel Munro, Fort William Henry was made up of two thousand soldiers while General Webb had three thousand soldiers under his command at Fort Edward. (Eggington). The occupation of the southern end of Lake George by Great Britain angered the French who viewed it as humiliating since they have for over a hundred years considered the lake as their heritage and therefore were determined to engage Great Britain in a confrontation to regain possession of Lake George. Below is an image of Lake George as shown in Fig.1 The French in a bid to regain possession of Lake George, began a fort at the north end of the lake which they named Fort Carillon but later renamed it Fort Ticonderoga. Under the command of Major General Louis-Joseph de Montcalm, the French comprising of seven thousand troops with the support of Native Indians fought and besieged the British force at Fort William Henry. General Montcalm will be historically remembered mostly for his success at the Fort William Henry(Eggington). The author elaborated the French bombardment of the British forces at Fort William Henry using the support of the Huron tribe led by a fictional character Magua; whose qualities and attributes in the novel could qualify him to be described as the Prince of Darkness. The French struck damaging blows to the British Forces with the support of Magua through deception and intrigues which Magua showed by betraying the trust placed on him to lead the Munro daughters to safety, rather he led them to ambush and held th em captive. Overwhelmed by the presence of French troops which outnumbered the British force in Fort William Henry, Colonel Munro in a desperate bid to survive the imminent attack, sent a message to Fort Edward begging for support and reinforcement which was intercepted by the French troops led by Montcalm(Eggington). Cooper in his novel captured the event by narrating how Munro sent Hawkeye, (a scout who fought alongside the British against the French and her Huron allies) to Fort Edward with a message begging for reinforcement but was intercepted by the French troops who sent him back to Fort William Henry without the letter. Below in Fig.2 is a portrait of the Commander of the French troops, Louis-Joseph de Montcalm The inability of the garrison headed by Colonel Munro at Fort William Henry to receive reinforcement from Fort Edward weakened the troops. The French and their Indian allies laid siege at Fort William Henry for three days. Montcalm succeeded in deceiving General Webb in charge of British forces at Fort Edward through a French deserter to erroneously believe that French army led by General Montcalm were made up of eleven thousand strong men. This deception led to the refusal of General Webb to send reinforcement to Fort William Henry and ultimately resulted to the unfortunate massacre of the British forces in fort William Henry. General Webb will be historically remembered for this action which was viewed by Colonel Munro as a monumental betrayal(Eggington). Although, he was not a major character in The Last of the Mohicans by James Fennimore Cooper, the author highlighted the inability of General Webb to send support to Fort William Henry when it was most needed as one of the hallmar ks of British defeat and massacre at Fort William Henry. General Montcalm capitalized on the weakness of the British forces in Fort William Henry and the support of his Indian allies to negotiate British surrender. General Montcalm in an attempt to convince Colonel Munro on the need to surrender to avoid further loss of lives, showed him refusal letter for the requested reinforcement by General Webb and demanded the surrender by the British forces with the terms that the British soldiers together with their wounded soldiers, women and children to be escorted back to Fort Edward with the condition that British forces withdraw from the war for eighteen months. Unfortunately the acceptance to surrender by Munro who expected the French to keep to their own side of the surrender terms led to the exposure of the troop to the attack by almost 2000 Native Indians which led to the massacre of the British troop including women and children. Cooper described the betrayal of the surrender terms in his novel where Montcalm despite the terms of agreement which includes to safely lead the British back to Fort Edward couldnt restrain her Huron allies led by Magua to attack the British in order to satisfy them on their revenge mission against the British. Magua in the novel the Last of the Mohicans was determined to seek revenge against Colonel Munro for turning him into an alcoholic which made him to initially lose leadership of the Hurons. Alice and Cora with others were taken captive by Magua (Cooper, the Last of the Mohicans). Cooper by so doing exposed the ulterior motive of the Native Indians during the Fort William Henry battle which was to regain their lost spiritual power. The Native Indians believed they lost their spirituality due to the influence of the British. Diversity in the Indian camp made it difficult for the French troop to effect restrain on the part of the Indians, The Native Indians sabotaged the agreement so as to seek revenge and benefit from the spoils of war.Munro will be historically remembered for his inability to defend the troops under his command which led to the massacre. Below in Fig.3 is symbolic image of the massacre at Fort William Henry. In conclusion, the massacre of the British Troops at Fort William Henry was significant in exposing the different war strategies adopted by both Great Britain and France in the battle. Great Britains neglect of the Native Indian forces resulted in the disgrace and defeat of Britain in the battle. However, France capitalized on her trading partnership with the Native Indians, and sometimes offer of inducements to win their loyalty and support to fight and defeat of Britain in the battle. Works Cited Cooper, James, Fennimore, The Last of the Mohicans-a Narrative of 1757 Eggington, Richard. The true story behind The Last of the Mohicans.History In An Hour,24 August 2017,https://www.historyinanhour.com/2017/08/24/true-story-behind-last-mohicans/ Accessed 11 July 2018 www.southwilliamstown.org/2010/06/the-fort-williamhenry-massacre-the-last-mohicans. Accessed 11 July 2018 https://en.wikipedia.org/wiki/The_Last_of_the _Mohicans#Historical_background. Accessed 11 July 2018 https://en.wikipedia/wiki/Louis-joseph_de_Montcalm. Accessed 11 July 2018 https://www.gutenberg.org/files/940/940-h/940-h.htm. Accessed 11 July 2018 https://en.wikipedia.org/wiki/Lake_George_(New_York). Accessed 11 July 2018 www.warfarehistorynetwork.com/daily/military-history/massacre-of-misunderstanding-fort-william-henry-1757. Accessed 11 July 2018

Major Themes Of Us History During Slavery Essay - 1607 Words

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Mandatory Arbitration Workers Of Protection -Myassignmenthelp.Com

Question: Discuss About The Mandatory Arbitration Workers Of Protection? Answer: Introduction Data related to performance appraisal are generally used in making significant decisions related to HR. The system of appraisal has been a common target of legal disputes by the employees engaging bias and unfairness charges (OLeary, 2017). Certain measures are required to be taken to keep the performance management program like performance appraisal as per the relevant laws: Process of Legally Defensible Appraisal: -All decisions related to personnel needs to be based on proper uniform performance system of appraisal. -All the specific standards of performance need to be formally communicated to all the employees. -There needs to exist a formal process of appeal for the tempo to rebut rater judgements. Content of Legally Defensible Appraisal: -Any appraisal content on performance needs to be based on the analysis of job. -Appraisals that are being based on traits needs to be avoided. -Constraints existing on the performance of an employee that are outside the employees control should be prohibited from playing an influential role in the appraisal for ensuring the employee has equal prospect in achieving any given level of performance (Aguinis, 2013). Legally Defensive Raters: -The raters require proper training in knowing the use of an appraisal system. -The raters need to have an opportunity of observing the ratee first hand or in reviewing significant performance products of ratee. Ways of safely addressing employee issues without violating the law: There are number of good systems related to performance appraisal and it is important for the company management to understand the things that suits their company system better than anything else. 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Is Morality Relative - Benedict And Rachels Essays - Ethics

Is Morality Relative? - Benedict And Rachels Is morality relative? Ruth Benedict and James Rachels have opposing views on this conroversial question. Benedict, a foremost American anthropologist who taught at Columbia University (Pojman 370) believes that morality is relative to one's culture and that one's behavior which is deemed moral or immoral is dependent upon cultural norms. Her argument is as such: 1. Different cultures have radically different moral codes 2. There are no objective moral principles i.e. all moral principles are culturally relative Rachels, a professor at the University of Alabama (Pojman 375) disagrees with Benedict and believes that morality is not relative. Furthermore he holds Benedicts Cultural differences argument to be invalid. One who sides with Bendedict would also agree with a quote from her book Patterns of Culture that morality differs in every society and is a convenient term for socially approved habits. This quote seems logical, simply stated it means cultures approve of rituals and beliefs that the entire society shares. Society defines what is moral at a certain point in time. Morality is adaptive and can shange over time, however it is still dependent upon its culture to decide whether it is accepted or not accepted. For example, in the early twentieth century, pre-marital sex was considered a huge sin and looked down upon with disgrace. A person's entire character was jeopordized if they had participated in pre-marital sex. Today however, although pre-marital sex is not considered virtuous, society does not cast aside those who have sex before marriage. It is considered normal as a matter of fact to have several partners before marriage, that is , if you even decide to get married (another topic that has lost importance over time). Certain cultural norms may change over time, however using the same example (pre-marital) some cultures are just radically different. For instance, some African tribes are known to sew a woman's vagina closed when she is young to prevent her from being able to have intercourse before she is married.; If she is not sytill sewn shut on her wedding night, she is cast out and considered a filthy whore. To our culture, this seem entirely too drastic, but to those tribes, this is a ritual that has been practiced throughout their history and is considered a rite of passage when a girl reaches puberty. Benedicts also gives an example to further prove her point that morality and or normality is culturally relative. She gives the example of a man in a Melanesian society who was referred to as silly and simple and definitely crfazy because he liked to share and to help people and do nice things for them. In the United States , these are virtuous qualities. If you are stingy and not helpful you are looked down upon, but in this contrasting society, to share and be helpful is so disgraceful that one is ridiculed for possessing thaose traits or even condemned for them. One who believes that morality is relative could give further example of traits that are despised in one culture but admired in a different culture. History and evolution provide codes of what is accepted in a culture, things such as sorcery, homosexuality, polygamy, male dominance, euthanasia, these things are completely dependant upon its society to define its morality. One who opposes the Cultural Differences Argument would believe that morality is not relative and is shared throughout all cultures. He/she would agree with Rachels, stating that the Cultural Differences Argument is invalid becasuse premis number one, which states that different cultures have radically different moral codes is wrong because the differences are not radical, and there are universal truths. One could point out that all societies have an inate tendency to care for their young and other young in general, or that murder is not accepted in any culture. One could also argue that using the prusit of truth as an example will show that morality is not relative. Instead, universal morality exists, but not all cultres are aware of it. Rachels gives the example that some societies believe thayt the earth is flat, however we bleieve that the earth is round. Rachels uses this to show that the underlying fact is simply that they disagree. He further states

Field study Essays

Field study Essays Field study Essay Field study Essay Episode 7 MY E-WORLD Name of Site Author: Larry Page A ; Sergey Brin. Ph. D Name of Site: Google Posting or Revision Date: March 1997 Organization Represented: GOOGLE. ORG Date of Access: September 16. 2011 Uniform resource locator: hypertext transfer protocol: //www. acronymfinder. com/Music. -Arts. -Physical. -Education-and-Health- ( MAPEH ) . hypertext markup language Brief Description of the Materials in the Website: This web site tells about our class MAPEH ( Music. Humanistic disciplines. Physical Education. A ; Health ) . Therefore this site helps us to do the different acitivities or episodes in this peculiar topic which is FS 3. Evaluation of the Website: Strength Weakness Updated by informationtakes clip for you to happen a specific undertaking because to wide Lots of informationno interaction between the research worker A ; the site Very big informationdoesn’t gives direct information : MY E-WORLD Name of Site Author: Jimmy Wales A ; Larry Sanger Name of Site: WIKIPEDIA Posting or Revision Date: 15 January 2001 Organization Represented: Wikipedia. com Date of Access: September 16. 2011 Uniform resource locator: hypertext transfer protocol: //en. wikipedia. org/wiki/Sports Brief Description of the Materials in the Website: This web site tells about the different athleticss: their history. regulations. ordinances. equipment. punishments A ; etc. Helps pupils to cognize the different athleticss and the information about each athletics. Evaluation of the Website: Strength Weakness Updated by informationtakes clip for you to happen a specific undertaking because to wide Lots of informationno interaction between the research worker A ; the site Very big informationdoesn’t gives direct information Contemplation Charlene Atig I learned a batch of things in this topic. I am lucky to hold the chance to detect a school because through this. I learn how to set student’s attitude and behaviour to manage a peculiar category. Thus. I learn how to actuate each of the pupils harmonizing to their IQ capacity and how to esteem each faith. civilization and beliefs. As a instructor someday. we should be just plenty to our pupils because I know how of import is the function of a instructor to an person every bit good as their instruction. Indeed. I learn a batch in FS3 topic. Ellvine Pia Bonocan In this FS3 Subject. I learned a batch of things sing our field which is MAPEH and how to use it in the hereafter. Through holding an observation. I am now become more and more exposed in my profession as a instructor. I am really grateful because without this. I wouldn’t be able to research and detect the life of being a instructor. Besides. I learned different schemes in learning and how to do the schoolroom go lively instead than to be bored. Through this exposure. I developed the accomplishments in learning and how to manage or pull off a category. This Field survey helped me a batch to cognize more about instruction and to rouse me up that learning is non an easy profession but we are the 1 who are modeling the way of the pupils to go more equipt and be a better citizen in our state. My group mates and I enjoyed so much in detecting a category in a peculiar school and devising and replying the different type of episodes. Those were a really great and helpful tool and experienced for me. Annie Rose Calumpang In this capable Field survey give the pupils a opportunity to see the universe ( its civilizations. diverseness and worlds ) for themselves. As we work as a group. we shared what we are sing with the others. It reinforces old schoolroom lessons and brings a higher degree of realism and believing . In this topic we learn to populate and work with others. back uping each other during group larning activities and besides Interactions from which we can detect your strengths. restrictions. abilities and accomplishments. This topic has gratifying larning experiences. And clip to appreciate the beauty of the universe in which we are involved. Through this topic. I can detect different devices. tools. equipment. activities and instructional stuffs that can back up and ease student’s accomplishments in the acquisition procedure. In this topic I learned a batch of things because I will be exposed to an exciting experiences by detecting different instructional stuffs and larn about their nature and used in the schoolroom but besides for the acquisition about the physical qualities of such stuffs. I can be exposed to different types of pupils but I learned how to adjusts and actuate them. As a whole. it is of import that the acquisition environment is contributing to the acquisition of the pupils because it can promote them to de active during schoolroom activities. Besides when the acquisition environment is contributing pupils feel that they are respected and accepted. Roxanne Dela Cruz Field survey for me is an existent acquisition in which developing instructors can reflect. buttockss. observe. describe. the basicss in the field of learning. It is an of import tool to be familiarize about the usage of the stuffs and would utilize it with creativeness and techniques that can accomplish the involvement of the pupils.

How to get away with research

How to get away with research Rules to Entitle Research Paper Most of the readers will select an article, paper or a book judging from its title. And no matter what kind of content is hidden behind the heading, if the latter isn’t hackneyed, even the most captivating plot may remain undiscovered. But when it goes about scientific research paper entries, it’s not only title informativeness that matters. There are more important aspects to keep in mind. Make research paper title a self-sustainable one A title isn’t just a logical beginning of the paper. In fact, it’s a paper in itself though in a very concise form. Simply put, research paper heading should reflect the subject and the main purpose of the whole scientific work. If the title, taken separately from the content, doesn’t give an idea about the paper, it won’t attract readers’ attention either. Long or short title? - Make the one required by research paper type Many think that the shorter heading is, the more attractive it looks. Not always. Generally, all titles are divided into three categories: topic or nominal titles, statement or compound and sentence-long headings. Normally, nominal titles, that are the ones consisting of a few words, usually nouns, are the most popular. They are brief and laconic, but provide little information about the paper. Thus, they are more characteristic of an entertaining genre of writing. However, sentence-long titles aren’t peculiar for all research papers either. If, you’ve got an extended psychology research, for instance, then full-sentence heading is the best way to give a reader a focus of your paper. But in the rest of the cases up to 10-word long titles are preferable. Use appropriate language Writing a title for a research paper many limit themselves to a formal tone only. However, there are more â€Å"dos and don’ts† in crafting linguistically-correct heading for a research paper. Here is what you should do, when writing research paper title: Use scientific terms or words that define the nature of the research paper Use words or phrases that invite a reader to have a closer look at your research paper Use proper articles Make all notional words of the title capitalized And here is what can spoil your title and make it incorrect in terms of language use: Misuse of punctuation. While commas and even exclamatory mark are allowed to use in a title, other signs of punctuation such as semicolon and slash are forbidden Use of abbreviations Quotation marks that capture the whole title Remember that title is the first thing read. So, make it powerful using the rules above.

How the media influeces society Research Paper Example | Topics and Well Written Essays - 1500 words

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Bioethics Research Paper Example | Topics and Well Written Essays - 500 words

Bioethics - Research Paper Example This is exciting for scientists because being able to harvest these cells means that there would be ways in which organs and disorders could be fixed. However, the highest concentrations of stem cells are found in developing embryos because they are still growing and developing. There are clearly ethical parameters regarding this due to the sensitivity of the use of unborn embryos and fetuses for scientific research. This stems from the religious and political conservatives that believe that these types of matters are crossing into a domain in which humans should not have direct control over. Even though there is much opposition to stem cell research, I think that it is the future of the evolution of biomedical science. Because stem cells have no pre-existing programming and can be turned into anything, it could eliminate cancer by replacing cancer cells with healthy cells. In addition, they could be used in gene therapy to rewrite damaged code or mutated code. In order to harvest th e cells, I believe scientists should be able to take them from aborted fetuses and adults. In this way, it is not taking away the natural rights of the unborn individual and it is making use of biological material that would otherwise be discarded. Instead, it can be used to save lives.

College and the Workforce Essay Example for Free

College and the Workforce Essay Most people dream about the opportunity to be able to attend college. They dream about what their college campus is going to look like, who their roommate is going to be, what kind of parties they are going to go to, and what they are going to major in. However, when the time comes to begin the college process, there are many people who give up on their dream about going to college for reasons such as; they think they do not need it or because it is too expensive. Even though college is expensive, it prepares you for your future because many careers require a college education and college offers many different opportunities outside of the classroom. The main thing college prepares you for is your future. It helps you be able to choose a career path you want to pursue. Currently, many careers require some sort of higher education. This is why college is so important. Another reason college is important is because choosing a major is a big decision. Moore and Shulock (2011), along with California State University, believe that students will be more successful if they â€Å"require students to declare a major program of study after a certain amount of time or accumulation of credits, and assign students faculty advisors in their declared major programs† (p.18). Countless students change their majors over and over again before they find the right one for them. A student has the opportunity to discover various types of classes to get a feel for what might be the right career path for them before committing himself or herself to a major. However, if a student changes their major frequently throughout their college career, more time and money is added onto their schooling. They do not want to go out into the workforce and jump around from job to job, because they may be looked down upon. In the work environment, they may be  seen as unstable, unreliable, and unable to commit, even if that may not be the case. Another benefit of going to college is that they learn numerous things, even outside of the classroom. They learn how to make new friends, how to get along with people, learn how to socialize in the proper settings, and also learn how to relax, have fun, and enjoy themselves. These are important skills not only to have in their personal lives, but also to have in the workforce. They will always have to meet new people and learn to get along with all types of people in different environments, even if they may not be people they like or agree with. Students have to learn to set aside their personal differences so that they can show their professionalism. It is also important to know how to socialize properly. There are certain situations where using casual conversation in a professional setting could be appropriate, but there are other times they would want to maintain their professionalism. For example, they would not want to greet a new client by saying, â€Å"Hey! What’s up bro?† They need to learn how to differentiate the social situation from the people who are in that social situation. It is also important to relax, have fun, and enjoy yourself. This can be key in the workforce because they want to enjoy the work they are doing, but they do not want it to completely over power your life. They should be able to find the balance of discipline and fun in doing your job. Committing to College Once a person decides to commit to attending college, they need to come up with a personal plan that fits their style of learning. There are many different skills that help them become a master student. Some of these skills include; time-management, organization, communication, and having a positive attitude. Time-management is one of the most effective strategies a person can have. It is important because in order to be a successful student they need to stay on top of their schoolwork, and not procrastinate. Managing their time can also help them in the real world because they are learning to balance out everything that needs to get done. Organization is additionally another central aspect to being successful. They should keep their workspace neat and clean, whether it is a laptop, desk, or just a  notebook. Having a clean space can help a student be more successful. Communication is also a key factor when becoming a master student. It is important to communicate with their peers and their professors. They need to ask questions, speak up if they have concerns, and always take the initiative. It will show that they care about their grades and their success. Finally, it is important to have a positive attitude. It is very easy for things to go wrong, or not the way they want. What they need to remember is that they should keep a positive attitude. Someone who sees the glass as half full is going to enjoy life a lot more then the person who sees the glass as half empty. Cox (2012) said, â€Å"motivated people are happy people† (p.142). Once they set their mind to accomplish something, such as a college degree, they become a happier person because they have goals they are working toward. Conclusion College can be a fun, yet scary step in a person’s life. Even though it may be expensive, college offers the student a chance to explore who they are and who they want to be. College also offers them opportunities and skills that they are able to apply in the professional world. Once a person decides that college is the right decision for them, there are many skills that they are able to develop to help them become a master student. References Cox, B. (2012). College Students, Motivation, and Success. International Journal of Learning Development. 2(3), 139-143. doi:10.5296/ijld.v2i3.1818. Moore, C., Shulock, N., California State University, S. (2011). Sense of Direction: The Importance of Helping Community College Students Select and Enter a Program of Study. Institute For Higher Education Leadership Policy. Retrieved from http://web.b.ebscohost.com.ezproxy.apollolibrary.com/ehost/detail/detail?vid=14sid=81a06a850563430ba39210e85133be18%40sessionmgr112hid=109bdata=JnNpd GU9ZWhvc3QtbGl2ZQ%3d%3d##db=ericAN=ED524216.

Skoda Auto - International Business :: essays research papers

Skoda Auto The story of Skoda is one of struggle and success. Skoda enjoys a century-long history of motor vehicle manufacturing in a small town in the Czech Republic, about sixty kilometers outside the cultural and tourist center of Prague. Despite early achievements, times became much harder during the former socialist era. The physical plant fell into disrepair and quality declined. However, this tale in one of transformation, and Skoda has once again become very successful in a joint venture partnership with the large German manufacturer Volkswagen (Mendenhall and Oddou, 379). At the beginning of 1895 mechanic Và ¡clav Laurin and bookseller Và ¡clav Klement began producing bicycles â€Å"Slavia† in Mlada Boleslav.In the next few years, 1899, the firm Laurin & Klement decided to manufacture also motorcycles, which leaded to success in many international competitions. After first attempt at the turn of the century the firm started to manufacture cars. In 1905, Laurin & Klement introduced their first car, Voiturette A, which became very successful between Czech classical veteran cars. Its production grew so fast that soon L & K overstepped the scope of the family business. Skoda 420 Popular In 1907 the founders implemented the business transaction to joint-stock company. In 1920s, the need for merge with stronger industrial partners was expressed that, in 1925, Laurin and Klement merged with Skoda Plzen (Pilsner). In the following years the modernize manufacturing did not only include cars, but also trucks, buses, air engines, and agriculture machinery. In 1930 the car production in the scope of concern was earned many credits. Creation of Joint Company for Automobile Industry (JCAI) after the world industrial crisis leaded for the success on the international market with new models of Skoda, Skoda 422 and 420 Popular. The World War II had broken this development, which damage the civil program and oriented the production of the war equipment. The JCIA Skoda became the part of German concern Hermann-Goring-Werke and fully did have to orient to the war equipment. Besides the preparation of the various parts of guns, Skoda manufactured also different kinds of terrain vehicles, such as heavy tractors and towing vehicles, tanks, etc. Skoda 1101 After World War II the JCIA was changed to Automobile Factory/National Company (AFNC) Skoda. Skoda started to manufacture new models, Skoda 1101/1102 Tudor, which had got along with the technical success of the prewar years. During the 1950s and 1960s, Skoda again introduced new models, Skoda 1200, Spartak, Octavia, Felicia, as well as Skoda 1000MB.

University Success

Grand Canyon University strives to support student learning by creating an online community. A â€Å"community† feeling inside an online course can help me as well as other students stay motivated. Online classrooms have the same characteristics as a traditional classroom; however, the class instructors direct course materials through a Grand Canyon University online portal. The course instructor presents topic-based questions to the students in the classroom forum that allow collaboration of student and instructor thoughts, debates, and experiences. The online interaction between classmates as well as instructor creates a virtual community where classmates and instructor can rely on each other while helping each other to stay motivated. The online classroom relies on collaboration between students and instructor in order to promote successful learning experiences. Collaboration in an online classroom consists of student responses to the instructor’s questions. As students post their individual thoughts, other students respond to them adding their own perspectives, experiences, and knowledge. Once the conversations volley back and forth thru ought the course’s main forum true collaboration begins. According to the text University Success E2, â€Å"The keys to avoiding isolation are communication, collaboration, and networking† (Grand Canyon University, 2012). It is evident that collaboration in both an online and a traditional classroom is dependent on instruction, participation, as well as feedback and it is most effective when students participate several times a day. It is imperative that students are aware that they are responsible for their own collaboration by participating in interactions with other classmates and the instructor through the class wall, individual forum, e-mail, or chat rooms. A major advantage that comes from effective collaboration is the skills that students gain from being actively involved in the classroom that is necessary for almost every career. My future career as a teacher depends on effective collaboration among my peers and me as it ensures professional development and school improvements. Some students use collaboration to network beyond the classroom. For instance, networking with family, friends, coworkers, Twitter, Facebook, or other discussion forums opens up portals to further collaboration with non-GCU students. Further collaboration expands the students’ minds as well as offers more information or perspectives. Furthermore, networking is beneficial to professionals in any career field because it expands professional knowledge, keeps professionals abreast of new business trends, offers career and personal opportunities, as well as provides business leads.

Powerful people can make others powerless

Have you ever felt useless, unwanted or completely powerless? In many schools this is a frequent occurrence. Many powerful or popular people have the ability to create the Illusion that you are worthless. How would you enjoy the experience of being one of the powerless students. Having to enter the school grounds every day in utter fear. Scurrying your way through the locker bays with the expressed desire of avoiding the possibility of being tormented by the powerful. They can can determine how we feel, owe we think and ultimately who we are.This must be altered. Primarily, day after retched day students either experience or are exposed to some form of bullying. An astonishing number of students are victims of bullying and this is the leading cause of depression in teenagers. According to documenting. Org over 3. 2 million students encounter bullying every year. If bullying was to prevail the victims might begin to perceive the world as a horrible and unforgiving place. Then the only reliable way to escape what seems like torture is to commit a sorrowful act.An act which would tear a family heart apart, seclude. There has been several bullying related suicides In the past year. Furthermore, bullying has spiraled in the 21st century and the many different forms of bullying have escalated. Now there is cyber bullying, the most common and the most cowardly. This is where one can simply hide behind the screen of an electronic device and pepper someone with insults. There is also verbal bullying, physical bullying, estranging and humiliation. Imagine the feeling of being completely humiliated In front of the entire school.Everyone pointing and gingering at you, sharing their crude comments about you to one another. In the olden days you had the privacy of your home and you were safe there. Now in this modern day and age there is no escape, even when you are situated at home, as the internet provides a gateway to your private life to the world. Now picture a world In complete harmony. Where If you were honored with the title of a powerful one, you would harness the ability In a way that would benefit everyone. This would create a much more inviting and nurturing learning environment for fellow peers.No student will have to learn in fear and they will view the world for what it should be. A place filled with enjoyment, love and respect for everyone which would allow students to strive to their full potential no matter who they are. A 12 year old girl once said â€Å"l known I'm only a child, yet I know we're all In the this together and should act as one single world towards one single goal† – Severe Caulis Suzuki Everyone student should enjoy learning. They should enter the school grounds full of excitement and should be eager to learn and also obtain a positive outlook on life.If we were to harness the power In a positive way and combine as one, we could potentially surpass any expectations of where this world could be. As I stat ed In my in that phrase was illusion. An illusion is something that deceives the mind by producing a false or misleading impression of reality. Some people gain power from subjugating others, they should use the power to inspire and influence others. For we were produced for a reason. We were made to change this world. We all contain the power. The power to change the world.

What Really Happened to Kurt Cobain essays

What Really Happened to Kurt Cobain essays What Really Happened to Kurt Cobain? On April 8, 1994, at 8:40am in a quaint and quiet home in Madrona, Washington, Kurt Cobain, lead singer of Nirvana, was found dead with a shotgun wound to his head in the greenhouse above his garage. Also present was a cigar box containing drug paraphernalia, needles, lighters, etc. A suicide note was also discovered. From this scene, it is almost too obvious what happened; at least, that was the conclusion immediately drawn, and eventually made final, by the police. Yet, not everyone was so quick to close the case. Many remained skeptical on the issue. Some pondered the idea that maybe he was murdered, while others wish to leave it as is. I join the millions of people in the world that just dont buy into the suicide theory and that are curious about the details of the case, circumstances surrounding the murder scene, and the people closest to Kurt Cobain that could have been involved in his death. The voice of a generation was dead. Thus was the world ushered into a world without Kurt Cobain. For millions, April 8, 1994 became a day as indelibly branded into their memories as November 22, 1963, August 16, 1977, and December 8, 1980-the deathdates of JFK, Elvis, and John Lennon (Halperin 3,4). Ian Halperin and Max Wallace tragically outline the day America was told another cherished icon had died. For many who did not know of Kurt Cobain, just another musician had emotionally crashed and killed himself. Some people, however, continued to explore other possibilities. Curiosity caught my attention after realizing how many others held the same speculations as I did. To learn more, I gathered several resources to assist me in my study. Although I read each, most of my information comes from four resources. The book Kurt Cobain, Beyond Nirvana: The Legacy of Kurt Cobain, by Hank Harrison (father of Courtney Love, Kurts wife), not only gives an exc...

Familiares que puede pedir un ciudadano americano

Familiares que puede pedir un ciudadano americano Los ciudadanos de los Estados Unidos  pueden solicitar los papeles para la tarjeta de residencia permanente  Ã¢â‚¬â€œgreen card– para algunos de sus  familiares.  Los requisitos de edad, tiempos de demora, posibilidades de ajuste de estatus y de incluir a otros familiares en una à ºnica peticià ³n dependen del grado de la relacià ³n entre el estadounidense que pide los papeles y el extranjero que resulta beneficiado. Sin embargo, cabe destacar que en algunas ocasiones ser ciudadano no da derecho a pedir a un familiar. Esto es asà ­ en los casos en los que han sido previamente condenados por delitos contra menores de contenido sexual (Ley Adam Walsh). Adems, las condenas por secuestro o retencià ³n ilegal tambià ©n imposibilitan solicitar los papeles para un familiar. Familiares inmediatos de ciudadano estadounidense A la hora de pedir los papeles, la ley migratoria establece una diferencia fundamental entre familiares inmediatos de un ciudadano y los que no tienen esa categorà ­a. Su significado es muy distinto de lo que se entiende en lenguaje normal.   Solo y exclusivamente los siguientes son familiares inmediatos de un ciudadano: cà ³nyugeshijos solteros menores de 21 aà ±ospadres y madres Para la ley migratoria de EE.UU. son cà ³nyuges los matrimonios de varà ³n y mujer y tambià ©n los conformados por dos hombres o por dos mujeres. El matrimonio puede haberse celebrado en EE.UU. o en otro paà ­s, lo à ºnico que importa es que sea vlido segà ºn la ley del lugar de celebracià ³n. Asimismo, los cà ³nyuges solo pueden estar casados con una sola persona. Si tuvieron un matrimonio anterior, debe haber finalizado por fallecimiento de uno de los cà ³nyuges, anulacià ³n de matrimonio o divorcio. Si durante el proceso de peticià ³n el cà ³nyuge estadounidense falleciese, el viudo podrà ­a seguir siendo considerado como familiar inmediato y continuar con la tramitacià ³n, siempre que se cumplan ciertos requisito. Tambià ©n son familiares inmediatos de ciudadano los hijos/as biolà ³gicos o adoptados solteros que son menores de 21 aà ±os de edad. En los formularios de Inmigracià ³n se refieren a ellos como child. En algunos casos, los hijos biolà ³gicos podrà ­an ser ciudadanos por propio derecho a pesar de haber nacido en otro paà ­s por lo que se conoce como derecho de sangre. Con respecto a los hijos adoptados, podrà ­an haber adquirido la ciudadanà ­a estadounidense en el momento de la adopcià ³n, dependiendo de las circunstancias del caso. Tambià ©n podrà ­an ser considerados como familiares inmediato de un ciudadano los hijastros. Para este caso adems de ser solteros y menores de 21 aà ±os se exige que el matrimonio entre el ciudadano y el extranjero, que es padre o madre del menor, se hubiera celebrado antes de que dicho menor cumpliese los 18 aà ±os de edad. Si ya hubiera cumplido los 18 en el momento, el ciudadano no lo podr pedir ni como familiar inmediato ni en ninguna otra categorà ­a. La solucià ³n en estos casos es que el cà ³nyuge extranjero adquiera la green card y pida a ese hijo/a soltero. Otra opcià ³n, pero solo vlida si todavà ­a no se ha celebrado el matrimonio, es la visa K de prometido, ya que la derivada K-2 permitirà ­a pedir los papeles para el hijo soltero menor de 21 aà ±os del novio/a extranjero, a pesar de que la boda se celebra despuà ©s de que à ©ste hubiera cumplido los 18 aà ±os de edad. Por à ºltimo, son tambià ©n familiares inmediatos de un ciudadano su padre y su madre y en ciertas circunstancias, padres adoptivos, padrastros y madrastras. Pero para estas peticiones es requisito indispensable que el ciudadano cumpla los 21 aà ±os de edad antes de estar capacitado para hacerlas. Sin embargo, en el caso de un ciudadano estadounidense adulto que fue adoptado en otro paà ­s antes de cumplir los 16 aà ±os de edad y fruto de esa adopcià ³n obtuvo un beneficio migratorio -green card o ciudadanà ­a de EE.UU.-, no puede pedir los papeles para sus padres biolà ³gicos. Adems, un ciudadano solamente puede pedir al cà ³nyuge de su padre o al de su madre solamente si la boda entre ellos se celebrà ³ antes de que el ciudadano hubiera cumplido los 18 aà ±os de edad. Por ejemplo, si el ciudadano estadounidense Juan Garcà ­a tiene 19 aà ±os cuando su pap, Orlando Garcà ­a, se casa con Gloria Fernndez, cuando Juan cumpla los 21 aà ±os de edad podr pedir a su padre, pero no a Gloria. Pros y cons de peticiones de ciudadano a familiares inmediatos En primer lugar, una gran ventaja de las peticiones de ciudadano a familiar inmediato es el tiempo de espera por la tarjeta de residencia que es, simplemente, el que lleve la tramitacià ³n. A diferencia de lo que ocurre en el resto de peticiones por familia, en el caso de las de familiar inmediato no hay là ­mite en el nà ºmero de residencias que se pueden aprobar anualmente por esta causa. En la actualidad la demora puede llevar, aproximadamente, entre 12 y 24 meses. Otra gran ventaja de las peticiones de ciudadano a familiares inmediatos es que pueden ajustar su estatus –es decir, obtener la green card sin salir de EE.UU.- incluso si estn en el paà ­s como indocumentados, siempre y cuando hubieran entrado legalmente a EE.UU. En otras palabras, los que ingresaron cruzando ilegalmente la frontera no pueden ajustar su estatus y tendrà ­an que salir a una entrevista consular, con lo que surgirà ­a el problema del castigo del los tres o de los 10 aà ±os. Por esta razà ³n, se debe consultar con un abogado en el caso de peticiones de ciudadano a cà ³nyuges, padres e hijos mayores de edad de un ciudadano que ingresaron ilegalmente a EE.UU. Finalmente, otra ventaja es la congelacià ³n de la edad para el caso de hijos solteros que cumplen los 21 aà ±os de edad durante la tramitacià ³n de la peticià ³n. Por otro lado, el gran inconveniente de las peticiones de familiar inmediato es que en cada una solo se puede incluir a un familiar y no se admiten beneficiados derivados. Por ejemplo, si el ciudadano Juan Garcà ­a, de 21 aà ±os de edad, quiere pedir a sus padres y a su hermano debe presentar una peticià ³n para el pap y pagar por ella, otra para la mam, y de nuevo realizar un pago completo. Y al hermano debe pedirlo en otra tercera peticià ³n y, adems, no tendr consideracià ³n de familiar inmediato. Es decir, el hermano no puede incluirse ni en la del padre ni en la de la madre. Lo mismo sucede en el caso de que el ciudadano Juan Garcà ­a se casa con Sofà ­a Pà ©rez y Sofà ­a tiene 3 hijos de 12, 11 y 9 aà ±os. Juan puede pedir a su cà ³nyuge y a los tres nià ±os como hijastros, sin necesidad de adoptarlos. Pero debe presentar un total de cuatro peticiones distintas y pagar por cada una de ellas la tarifa correspondiente. Quià ©nes son familiares no inmediatos de ciudadanos Los ciudadanos estadounidenses pueden pedir la tarjeta de residencia permanente tambià ©n para los siguientes familiares: hijos  solteros mayores de 21 aà ±os: categorà ­a F1.hijos casados de cualquier edad: categorà ­a F3hermanos de cualquier edad, solteros y casados: categorà ­a F4. Para que un ciudadano pueda pedir a un hermano, debe haber cumplido ya los 21 aà ±os de edad. Adems, el ciudadano puede pedir no solo a sus hermanos biolà ³gicos, incluidos los medio hermanos, sino tambià ©n a los hermanastros, siempre y cuando el và ­nculo familiar se hubiera establecido antes de cumplir ambos los 18 aà ±os de edad. Asimismo, puede pedir a sus hermanos por adopcià ³n, pero en este caso la adopcià ³n debe haberse producido antes de que ambos cumpliesen los 16 aà ±os de edad. Por otra parte los ciudadanos pueden pedir a los hijos biolà ³gicos, a los adoptados y a los hijastros. En este à ºltimo caso, la relacià ³n familiar tiene que haber nacido antes de que el hijastro cumpliese los 18 aà ±os de edad. Caracterà ­sticas de las peticiones de familiares no inmediatos Es fundamental entender y tener presentes las siguientes circunstancias: En primer lugar, hay un là ­mite anual en el nà ºmero de tarjetas de residencia que se pueden aprobar en cada categorà ­a. Y como el nà ºmero de peticiones es mucho ms grande que el de tarjetas que se pueden dar se produce un gran retraso de aà ±os y, segà ºn las categorà ­as, de dà ©cadas. Adems, es mayor para el caso de nacidos en Mà ©xico que para el resto de Latinoamà ©rica o Espaà ±a. Puede consultarse el boletà ­n de visas que actualiza cada mes el Departamento de Estado. La gran ventaja de las peticiones de ciudadano a familiar no inmediato es que se pueden incluir a varias personas en una misma peticià ³n. Por ejemplo, se pide a un hermano y se aà ±ade a su esposa y a sus hijos solteros menores de 21 aà ±os. Adems, se admite el follow-to-join benefits, para incluir a nuevos familiares de la persona pedida que puedan incorporarse a su familia despuà ©s de presentar la peticià ³n. Por ejemplo, un ciudadano americano pide a una hermana que est soltera. Pasan los aà ±os y cuando llega el momento de la entrevista en el consulado para la green card la hermana est casada y tiene hijos. En ese momento puede pedir que se le extiendan los beneficios al marido y a los nià ±os. No tendr que aplicar con un nuevo formulario I-130 ni pagar por una nueva tarifa de solicitud de dicho formulario, ni habr que esperar a que haya una visa de inmigrante disponible.   Por otro lado, en el caso de familiares no inmediatos no se admite lo que se conoce como congelacià ³n de edad y si una de las personas incluidas como derivadas cumple los 21 aà ±os antes de la entrevista en el consulado no recibir la green card. Por ejemplo, la ciudadana Carolina Vargas pide a su hermano Rogelio Vargas que est casado y tiene un hijo de 16 y una hija de 10. Cuando llega el momento de la entrevista en el consulado, el hijo tiene 22 aà ±os y la nià ±a 16. Ella podr emigrar con sus paps pero el hijo, no. 3 causas por las que no se aprueba la peticià ³n de familiar Ser el familiar de un ciudadano no garantiza la obtencià ³n de la tarjeta de residencia. Es necesario que se cumplan con otros requisitos, como que el solicitante tiene  recursos econà ³micos suficientes para patrocinar. Adems, es necesario que no hay nada en el pasado del familiar para el que se piden los papeles que lo convierta en inadmisible. Esto es, que  no pueda recibir la tarjeta de residencia y estas son 42 causas para ello.  En algunos casos, ser posible solicitar un perdà ³n, tambià ©n conocido como waiver o permiso. En otros la solucià ³n ser dejar pasar el tiempo de castigo, como por ejemplo en los casos de presencia ilegal previa en EE.UU. salvo que se pueda alegar y probar dureza extrema. Finamente, en otros casos ser prcticamente imposible regresar a EE.UU., como cuando ha habido una deportacià ³n por crimen violento o en caso de haber sido agarrado despuà ©s de una deportacià ³n y hay una prohibicià ³n permanente. Sin duda ayuda para familiarizarse con todo el proceso para pedir a un familiar tomar este quiz - conocido en algunos paà ­ses como trivial o test - para verificar que tienes los conocimientos bsicos sobre cà ³mo obtener y conservar la tarjeta de residencia. Puntos Claves: peticià ³n de ciudadano a familiar Familiares inmediatos: padres, madres, hijos solteros menores de 21 aà ±os y cà ³nyuges. Demora entre 12 y 24 meses, aproximadamente.Familiares no inmediatos: hijos solteros mayores de 21 aà ±os, hijos casados de cualquier edad, hermanos. Demoras de aà ±os y, en algunos casos, dà ©cadas. En estas peticiones se puede incluir en la solicitud del familiar pedido a su cà ³nyuge e hijos solteros menores de 21 aà ±os de edad.Causas por las que no se aprueba la green card:No se prueba relacià ³n familiar entre ciudadano y la otra personaEl ciudadano no tiene ingresos y patrimonio suficiente para patrocinarEl familiar pedido es considerado inadmisible. En algunos casos es posible pedir un perdà ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

An Argument about Animal Right Essay Example | Topics and Well Written Essays - 1000 words

An Argument about Animal Right - Essay Example So, are vegetarians justified when they underpin the necessity of respect to animal rights? This paper attempts to fathom to what extent these vegetarians can be convincing by summarizing the reasons for which different people eat what they eat and continue to believe in what they believe in this context. Above all, the study seeks to confirm whether animals have their distinct rights as some authors claim. First is Fraser (2000) who says that she decided to become a vegetarian for two simple reasons that: (1) she was broke and (2) she was not and had never thought to become a lesbian. Unlike Walker’s (2004) deep conviction that killing and eating animals is predatory, and too, that it is concrete obstruction of animals’ rights of being, Fraser (2000) portrays that to her, avoiding meat and meat products was self betrayal. Fraser’s (2000) vegetarianism in the first place was volatile and induced to counter particular personal problems. But, as Fraser (2000) argue s, later she became convinced that a human being ought to do what his or her mind thinks safe. At first, Fraser felt no pity for animals as expressed by her retreat to using meat and meat products. However, later, Fraser (2000) sometimes felt that using animals thus was unjustified especially on ‘animals’ part’. ... Singer argues that human beings are ruled and guided by their conscience. Singer (68) and Fraser suggest that if one feels haunted by the mere idea of killing animals in any way, then it will simply be safe to avoid both the act of killing and eating whatever meat and meat products emanating from animal killing. Well, there is no way different minds of different vegetarians could possibly be mistaken for thinking along a similar line of argument. Walker (2004) goes even further to put her shoes in those of a chicken being slaughtered. Most religious beliefs make humans super creatures that must control and rule the earth, but according to Walker’s (2004) position, animals have their distinct rights to exist like any other creature from birth to death. Similarly, Masson (13) suggests animals are distinct entities and have their own jurisdiction but they are overpowered by other creatures, human beings. But one may counter this argument. For example, while domestic animals are n aturally highly prone to predation if left on their own, humans provide them with stiff protection. The question is; who pays for this? Animals must then pay in a way. Masson (14) says this is right but it is mandatory that they should be killed and eaten to insinuate payment and tribute to a particular farmer. But this argument may be said to be killing itself. If the farm animals are left to graze in the wild, they are killed by the wild animals. In this sense, they do not kill themselves either way. Foer (2009) challenges the killing behavior of humans as says that humans are extraneous in this context. From collective concerns of Masson (14) for domestic animals as collective pact, Foer (2009) isolates dogs and calls them ‘man’s best

Project Report 3 Essay Example | Topics and Well Written Essays - 750 words

Project Report 3 - Essay Example It began in December 2007 and lasted 18 months which was the longest recession since World War 2. By observing the U.S Gross Domestic Production (GDP) and the employment data, we can conclude that the current state of the U.S economy is recovering from the recession. The GDP is an important variable because GDP represents the total dollar value of all goods and services which being produced in the period time. The GDP is also related to the real income, employment and industry production. These reasons are why GDP is an important indicator to a country’s economy state. By looking at the Quarter-to-Quarter growth in real GDP graph (Bureau of Economic Analysis) the GDP in the last two quarters of 2008 and the first two quarters of 2009 are negative. Especially the last quarter in 2008, the GDP is down by 9% which means the economy of U.S had dropped 9% in the over the last quarter of 2008. However, from the third quarter of 2009 the GDP had grown back to positive and it stayed p ositive from 2010 to 2012. By using the previous data we can conclude that the recession is over and the U.S economy is recovering now. The other important variable is the employment data. ... mic Analysis), we can easily tell the number of employees dropped from 127,383,000 to 121,078,000 during 2008 to 2009 which means there are about 6,000,000 people lost their job during 2008 to 2009. In 2011, the number of equivalent of employees bounced back to 121,757,000 which is a good sign for U.S economy. There are many factors which can cause the economic recession. The most common reason is the declining in GDP growth and it brings the high unemployment rate, inflation and other economic problems. The latest recession in 2008 is because of the bubble burst in housing price. In 2006 the housing price in U.S peaked too high and the price started falling since 2007. The homeowners and the people who invested in real estate were facing a huge loss. Comparing the current GDP to the GDP before recession, we can realize that the GDP before recession is slightly lower than the current GDP. Therefore, U.S economy is recovered from the recession which was started from 2008. However, by observing the gross domestic investment data (Bureau of Economic Analysis table 5.2.3), the gross domestic investment in 2011 is still lower than 2004 to 2008. We can assume that the U.S economy is not fully recovered because people cannot have that much money to invest comparing to the time before the recession. We compared the recession between 2001 and 2008. These two recessions are interesting because they are really close to us, and most of us should remember how it was, and what was happening at that time. There were few main reasons that why the U.S. economy was slipping into recession in 2001. One of the most memorable reasons was the terrorist attack; the terrorist attack bringing down a $10.2 trillion dollar economy is dramatic. Another main cause of 2001 recession was the crash

Organizational Behavior Essay Example | Topics and Well Written Essays - 1000 words - 4

Organizational Behavior - Essay Example This essay describes the topic of organizational behavior. The researcher discusses the manifestation of the tenets mentioned, that is important as it determines the extent of their dependence on the work regimes within an organization as well as the reliance on getting things done in an effective and efficient way. The different attitudes of the employees, their value systems, personality bases, ethical considerations and cultural variations depict the manner in which an organization is closely knitted. All of these factors, analyzed in the essay play a significant role in harnessing the organization behavior myth, and for the betterment of the organization itself. These pointers highlight the manner in which an organization could achieve success in the shortest possible time. Thus, it also stated by the researcher that different attributes of employees within the organizational settings puts them under all sorts of problems. However, the researcher also states that the need is to r emain proactive as far as work is concerned whilst speaking of the personality issues. These must never be discussed at length within the work settings so as to avoid minor skirmishes every now and so often. Individual attitudes need to remain sound and positive, the values strong, the personality issues steadfast towards work alone, ethical domains to the highest possible standards and the cultural differences remaining just that – cultural differences – all of this would essentially mean success for both the organization itself and employees.

Cross Layered Approach for Network Selection

Cross Layered Approach for Network Selection A Cross Layered Approach for Network Selection in Heterogeneous Wireless Networks M. Deva Priya, Dr. M. L Valarmathi, D.Prithviraj Abstract: Service delivery in a heterogeneous wireless network environment requires the selection of an optimal access network. Selection of a non-optimal network can result in undesirable effects such as higher costs or poor service experience. Consequently, network selection techniques play a vital role in ensuring quality of service in heterogeneous networks. Network selection in such an environment is influenced by several factors, with different relative importance, the access network selection problem is usually looked at from the aspect of multi-criteria analysis. The proposed mechanism is based on a modified Multi-Criteria Decision Making (MCDM) steps to assist the Mobile Subscriber Stations (MSSs) in selecting the top candidate network dynamically. The performance analysis reveals that this network selection scheme yields a better results in selecting the better network. Keywords: MCDM, Analytic Hierarchy Process (AHP), WiMAX–Wi-Fi Scenario Introduction: The 4th Generation (4G) wireless networks aims at integrating various heterogeneous wireless access networks such as GPRS, 3G, Wi-Fi, WiMAX over an Internet Protocol (IP) backbone. With the integration of different access networks, wider ranges and higher Quality of Service (QoS) can be provided to the users. The next generation wireless networks have been designed to provide support for multimedia services with different traffic characteristics, different QoS guarantees and to satisfy different types of service level agreements (SLAs) for an increasing number of mobile users. The integration of different wireless network technologies is required to provide a â€Å"seamless† interoperability, integration and convergence among the heterogeneous technologies. Several heterogeneous wireless networks that consist of Worldwide Interoperability for Microwave Access (WiMAX) and Wireless Fidelity (Wi-Fi) networks have started to be operated. IEEE 802.16 WiMAX: WiMAX, a broadband wireless technology, developed by the WiMAX Forum [IEEE standard] is based on the 802.16 standard. The main objective is to provide high speed data transfers over the air. It has a frequency range of about 2-11 GHz for Non-Line-of- Sight and 10-66 GHz for Line of Sight. The signal range for Line of Sight and Non Line of Sight are 30 miles and 5 miles respectively. There are two types of WiMAX, say Fixed and Mobile WiMAX. WiMAX supports different types of traffics like Best Effort (BE), Unsolicited Grant Service (UGS), nrtPS (Non- Extended Real-Time Polling Service), rtPS (Extended Real-Time Polling Service) and ertPS (Extended Real-Time Polling Service). It is a technology for next generation with potential applications such as cellular backhaul, hotspot, VoIP mobiles and broadband connection etc. Itis a standard based wireless technology that provides internet access and multimedia services at very high speed to the end user. IEEE 802.11 Wi-Fi: WLAN (or WiFi) is an open-standard technology that enables wireless connectivity between equipments and local area networks. Public access WLAN services are designed to deliver LAN services over short distances. Coverage extends over a 50 to 150 meter radius of the access point. Connection speeds range from 1.6 Mbps, which is comparable to fixed DSL transmission speed, to 11 Mbps [Part 11 -1]. New standards promise to increase speeds to 54 Mbps. Today’s WLANs run in the unlicensed 2.4 GHz and 5 GHz radio spectrums [Part 11 2]. The 2.4 GHz frequency is already crowded—it has been allocated for several purposes besides WLAN service. The 5 GHz spectrum is a much larger bandwidth, providing higher speeds, greater reliability, and better throughput [Part 11 3]. Handover Process: When a Mobile Subscriber Station (MSS) moving in an overlapping area, continuous service must be need so the technique â€Å"HANDOVER† is done. The handover technique is mainly used to redirect the mobile user’s service network from current network to a new network or one base station (BS) to another BS or one access point (AP) to another AP with same technology or among different technologies to reduce the processing delay in the overlapping area. Handover technique has the two types, Horizontal Handover and Vertical Handover. The homogenous wireless network performs horizontal handover, if there are two BSs using the same access technology, in current system called horizontal handover. This type of mechanism use signal strength measurements for surrounding BSs to trigger and to perform the handover decision. In heterogeneous wireless networks, the MSS or BS will be equipped with multiple network interfaces to reach different wireless networks. When an emerging mix of overlapping heterogeneous wireless networks deployed, vertical handover is used among the networks using different access technologies. Handover technique has the four phases: Handover Initiation, System discovery, Handover decision, Handoff execution. Handoff Initiation phase: The handover process was modified by some criteria value like signal strength, link quality etc. System discovery phase: It is used to decide which mobile user discovers its neighbour network and exchanges information about Quality of Service (QOS) offered by these networks. Handover Decision phase: This phase compares the neighbour network QOS and the mobile users QOS with this QOS decision maker makes the decision to which network the mobile user has to direct the connection. Handoff Execution phase: This phase is responsible for establishing the connection and release the connections and as well as the invocation of security service. The scope of our work is mainly in handover decision phase, as mentioned in the decision phase; decision makers must choose the best network from available networks. Multi – Criteria Decision Making: Handover decision problem deals with making selection among limited number of candidate networks from various service providers and technologies with respect to different criteria. Network selection schemes can be categorized in to two kinds: Fuzzy Logic based schemes and multiple criteria decision making (MCDM) based schemes. Three different approaches for the decision of the optimal access network selection are as follows: the network centric, the user centric and the collaborative approaches [Hwang, C. L, Meriem, K]. In network centric approach, the decision for the access network selection is made at the network side with goal to optimize the network operator’s benefit. The majority of network centric approaches are using game theory in order to select the network that will optimize the network operator’s profit. In the user centric approach, the decision is taken at the user terminal based only on the minimization of the user’s cost without considering the n etwork load balancing or other users. The selection of the access network is determined by using utility or cost or profit functions or by applying MCDM methods. The selection of an access network depends on several parameters with different relative importance such as the network and application characteristics, user preferences, service and cost etc., the access network selection problem can be solved by applying different MCDM algorithms. In the collaborative approach, the decision for the access network selection is made at the profits of both users and network operator. Multiple criteria decision making deals with the problem of selecting an alternative from a set of alternatives which are categorized in terms of their attributes. Generally there are two processes in MCDM techniques: (1) Weighting and (2) Ranking. Most popular classical MADM algorithms are SAW, TOPSIS, AHP, and GRA. In Simple Additive Weighting (SAW), overall score of a candidate network is determined by weighting sum of all the attribute values. In Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), the chosen candidate network is one which is closest to ideal solution and farthest from the worst case solution. Analytical hierarchical Process (AHP) decomposes the network selection problem in to several sub-problems and assigns a weight value for each sub-problem. Grey Relational Analysis (GRA) is then used to rank the candidate networks and selects the one with highest ranking. Related Work A novel optimization utility is presented [Pervaiz, Haris, Qiang Ni, and Charilaos C. Zarakovitis] to incorporate the quality-of-service (QoS) dynamics of the available networks along with heterogeneous attributes of each user. The joint network and user selection is modelled by an evolutionary game theoretical approach and replicator dynamics is solved to seek an optimal stable solution by combining both self-control of users’ preferences and self-adjustment of networks’ parameters, our study innovates over related efforts. This paper [Mehbodniya, Abolfazl, Faisal Kaleem, Kang K. Yen, and Fumiyuki Adachi] presents a novel approach for the design and implementation of a multi-criteria vertical handoff decision algorithm for heterogeneous wireless networks based on the fuzzy extension of the Techniques for Order Preference by Similarity to Ideal Solution (TOPSIS) which is used to prioritize all the available networks within the coverage of the mobile user and to achieve seamless mobility while maximizing end-users satisfaction. A network selection mechanism based on two multi attribute decision making (MADM) methods namely multiple analytic hierarchy process (M-AHP) and grey relational analysis (GRA) method is proposed [Lahby, Mohamed, and Abdellah Adib]. The M-AHP is used to weigh each criterion and GRA is used to rank the alternatives. This paper [Rao, K. R., Zoran S. Bojkovic, and Bojan M. Bakmaz] provides a survey on fundamental aspects of network selection process and deals with network selection concept as a perspective approach to the always best connected and served paradigm in heterogeneous wireless environment. A cross-layer architectural framework for network and channel selection in a Heterogeneous Cognitive Wireless Network (HCWN) [Haldar, Kuheli Louha, Chittabrata Ghosh, and Dharma P. Agrawal] is proposed. A novel probabilistic model for channel classification based on its adjacent channels’ occupancy within the spectrum of an operating network is also introduced. Further, a modified Hungarian algorithm is implemented for channel and network selection among secondary users. A two-step vertical handoff decision algorithm [Liu, Chao, Yong Sun, Peng Yang, Zhen Liu, Haijun Zhang, and Xiangming Wen] based on dynamic weight compensation is proposed. It also adopts the filtering mechanism to reduce the system cost and improves the conventional algorithm by dynamic weight compensation and consistency adjustment. A speed-adaptive system discovery scheme [Yang, Peng, Yong Sun, Chao Liu, Wei Li, and Xiangming Wen] before vertical handoff decision, which effectively improves the update rate of the candidate networks set is introduced. Then a vertical handoff decision algorithm based on fuzzy logic with a pre-handoff decision method which reduces unnecessary handoffs, balancing the whole network resources and decreasing the probability of call blocking and dropping. A context-aware service adaptation mechanism [Chang, Jie, and Junde Song] under ubiquitous network relying on user-to-object, space-time interaction patterns which helps perform service adaptation is presented. Similar Users-based Service Adaptation algorithm (SUSA) is proposed, by combining entropy theory and fuzzy Analytic Hierarchy Process algorithm (FAHP). This approach adopts a suitably defined utility function [Pervaiz, Haris, and Qiang Ni], which at the same time takes into account the users importance for the considered attributes and the quality offered for these attributes by the available networks. The dynamics of network selection in cooperative wireless networks is modeled using an evolutionary game theory where an evolutionary equilibrium is sought as a solution to this game. A bandwidth allocation algorithm is proposed [Fei, Wenchao, Hui Tian, and Rongrong Lian] for Constant Bit Rate (CBR) and Variable Bit Rate (VBR) services depending on utility fairness among different networks and the fairness between new arrival and ongoing services. A utility function is introduced whose parameters are determined by the modified multi-state Analytic Hierarchy Process (AHP) which adapts to different load levels according to dynamic thresholds. A novel load balancing algorithm based on analytic hierarchy process (AHP) is proposed [Song, Qingyang, Jianhua Zhuang, and Rui Wen], which helps the heterogeneous WLAN/UMTS network to provide better service to high-priority users without decreasing system revenue. A novel selection policy [Sasaki, Misato, Akira Yamaguchi, Yuichi Imagaki, Kosuke Yamazaki, and Toshinori Suzuki] for a communication system in heterogeneous wireless networks, which applies the Analytic Hierarchy Process (AHP) algorithm by taking into account the mobility of the user terminals is proposed. An intelligent context-aware solution based on advanced decision approaches like fuzzy logic and analytic hierarchy processes that considers both users and services requirements is proposed in [Zekri, Mariem, Badii Jouaber, and Djamal Zeghlache]. REFERENCES: IEEE Std 802.16-2009. IEEE standard for local and metropolitan area networks. Part 16: Air interface for broadband wireless access systems; 2009. Part 11: Wireless LAN Medium Access Control (MAC) and Physical Layer (PHY) Specification, IEEE 802.11 WG, Aug. 1999. Part 11: Wireless LAN Medium Access Control (MAC) and Physical Layer (PHY) Specification: High-Speed Physical Layer Extension in the 2.4 GHz Band, IEEE 802.11b WG, Sept. 1999. Part 11: Wireless LAN Medium Access Control (MAC) and Physical Layer (PHY) Specification: High-Speed Physical Layer in the 5 GHz Band, IEEE 802.11a WG, Sept. 1999. Hwang, C. L., Yoon, K. (1981). Multiple attribute decision making: Methods and applications. In A state of the art survey. New York: Springer. Meriem, K., Brigitte, K., Guy, P. (2008). An overview of vertical handover decision strategies in heterogeneous wireless networks. Elsevier, Journal of Computer, Communication, 37(10). Pervaiz, Haris, Qiang Ni, and Charilaos C. Zarakovitis. User adaptive QoS aware selection method for cooperative heterogeneous wireless systems: A dynamic contextual approach.Future Generation Computer Systems(2014). Mehbodniya, Abolfazl, Faisal Kaleem, Kang K. Yen, and Fumiyuki Adachi. A novel wireless network access selection scheme for heterogeneous multimedia traffic. InConsumer Communications and Networking Conference (CCNC), 2013 IEEE, pp. 485-489. IEEE, 2013. Lahby, Mohamed, and Abdellah Adib. Network selection mechanism by using M-AHP/GRA for heterogeneous networks. InWireless and Mobile Networking Conference (WMNC), 2013 6th Joint IFIP, pp. 1-6. IEEE, 2013. Rao, K. R., Zoran S. Bojkovic, and Bojan M. Bakmaz. Network selection in heterogeneous environment: A step toward always best connected and served. InTelecommunication in Modern Satellite, Cable and Broadcasting Services (TELSIKS), 2013 11th International Conference on, vol. 1, pp. 83-92. IEEE, 2013. Haldar, Kuheli Louha, Chittabrata Ghosh, and Dharma P. Agrawal. Dynamic spectrum access and network selection in heterogeneous cognitive wireless networks.Pervasive and Mobile Computing9, no. 4 (2013): 484-497. Liu, Chao, Yong Sun, Peng Yang, Zhen Liu, Haijun Zhang, and Xiangming Wen. A two-step vertical handoff decision algorithm based on dynamic weight compensation. InCommunications Workshops (ICC), 2013 IEEE International Conference on, pp. 1031-1035. IEEE, 2013. Yang, Peng, Yong Sun, Chao Liu, Wei Li, and Xiangming Wen. A novel fuzzy logic based vertical handoff decision algorithm for heterogeneous wireless networks. InWireless Personal Multimedia Communications (WPMC), 2013 16th International Symposium on, pp. 1-5. IEEE, 2013. Chang, Jie, and Junde Song. Research on Context-Awareness Service Adaptation Mechanism in IMS under Ubiquitous Network. InVehicular Technology Conference (VTC Spring), 2012 IEEE 75th, pp. 1-5. IEEE, 2012. Pervaiz, Haris, and Qiang Ni. User Preferences-Adaptive Dynamic Network Selection Approach in Cooperating Wireless Networks: A Game Theoretic Perspective. InTrust, Security and Privacy in Computing and Communications (TrustCom), 2012 IEEE 11th International Conference on, pp. 1609-1616. IEEE, 2012. Fei, Wenchao, Hui Tian, and Rongrong Lian. Utility-Based Dynamic Multi-Service Bandwidth Allocation in Heterogeneous Wireless Networks. In Vehicular Technology Conference (VTC Spring), 2012 IEEE 75th, pp. 1-5. IEEE, 2012. Song, Qingyang, Jianhua Zhuang, and Rui Wen. Load Balancing in WLAN/UMTS Integrated Systems Using Analytic Hierarchy Process. InRecent Advances in Computer Science and Information Engineering, pp. 457-464. Springer Berlin Heidelberg, 2012. Sasaki, Misato, Akira Yamaguchi, Yuichi Imagaki, Kosuke Yamazaki, and Toshinori Suzuki. Novel Communication System Selection Applying the AHP Algorithm in Heterogeneous Wireless Networks. InWireless Communications and Applications, pp. 241-249. Springer Berlin Heidelberg, 2012. Zekri, Mariem, Badii Jouaber, and Djamal Zeghlache. Context aware vertical handover decision making in heterogeneous wireless networks. InLocal Computer Networks (LCN), 2010 IEEE 35th Conference on, pp. 764-768. IEEE, 2010.

Buffy the Vampire Slayer :: Television TV Show Essays

Buffy the Vampire Slayer In the fickle world of TV the complexity and richness of BUFFY THE VAMPIRE SLAYER (US, UPN) the mysterious fable turns on fantastic depiction of the supernatural. Vampire extermination and demon pursuit by teenagers has kept it alive for six seasons. Our allegiance to BUFFY depends on a remarkable emotional involvement with very young but very strong characters. So its meaning, the rhythm of the BUFFYmyth, the speed with which its world turns are a product of our involvement in its characters, people presumably like us. The ground rules of this continuing fable are variations on those of movies, especially of the Horror Picture. But BUFFY finds ways to change or make exception to the rules. There is something else new: the variation of length of story elements in narrative design: the flexibility of story rhythm. BUFFY is firmly based in time determined installments (as is all TV narrative. But characters change, develop, are dynamic. And this is a complicated narrative: the central line of vampire destruction depends on metaphors that hang together to make up an allegory. BUFFY THE VAMPIRE SLAYER first showed up as a little noticed B film (1991) written by Joss Whedon. He is a third generation comedy writer who had written for ROSEANNE and the movies. Whedon sold the WB network the idea of BUFFY as a TV series and he became executive producer (he was frequently the writer and director as well). He put together the team of writers, producers, and directors, and a solid cast to do BUFFY. The auteur of the series is surely Whedon. It is now in its seventh season on TV (I 1997, II 1998~, III l999~ IV 2000, V 2001, VI 2002, VII 2003), a cult classic. Buffy is a beautiful high school student (in the movie a cheerleader but by the opening of the TV series, an ex-cheerleader who tries out for the Sunnydale High School squad but gets too busy and leaves it behind). What distracts her from high school is the need to insure the well being of Sunnydale, California, a community confused by undead neighbors who come up through an untended Hellmouth. For many BUFFY is more of an addiction than a series, but an addiction unlike Beverly Hills 90210 in its early years (which it resembles only the way it straddles high school and college years). Yes, as in 90210, groups of viewers may gather to watch BUFFY together this is a similar continuing enthusiasm.

Phonetics as a Branch of Linguistics

GLOSSARY Academic style – also scientific style, a style of speech used in lectures, scientific discussions, conferences, etc Accent – 1) type of pronunciation, that is the way sounds, stress, rhythm and intonation are used in the given language community. 2) see stress. Accommodation – modifications of consonants under the influence of the neighbouring vowels and vice versa. Acoustic Phonetics – science which deals with the physical property of sounds.Affricates – noise consonants produced with a complete obstruction which is slowly released and the air stream escapes from the mouth with some friction. Allophones – variants of a phoneme, usually occur in different positions in the word, cannot contrast with each other and are not used to differentiate the meaning. Alveolar – sounds produced with the tip of the tongue against the upper teeth (alveolar) ridge. American English – the national variant of the English language spoke n in the USA.Amplitude – the distance to which the air particles are displaced from their position of rest by the application of some external force. Apical – sounds articulated with the tip of the tongue. Applied Phonetics – a branch of phonetics used for practical purposes in speech therapy and logopedia. Articulatory Phonetics – also Physiological Phonetics, a branch of phonetics which is concerned with the study of speech sounds as regards their production by the human speech organs. Ascending head – a type of head in which syllables form an ascending sequence.Assimilation – The modification of a consonant by a neighbouring consonant in the speech chain. Auditory Phonetics – a branch of phonetics which is concerned with the way our auditory mechanism works to process speech information, also Perceptual Phonetics. Back vowels – vowels formed with the tongue in the back part of the mouth. Back-advanced vowels – vowels formed with the tongue in the back-advanced position in the mouth. Back-lingual – see velar. BBC English – the accent used on BBC radio and TV channels, is considered a standard English spoken in Great Britain, also Received Pronunciation.Bilabial – sounds produced when both lips are active. Bilingualism – the command of 2 different languages by a person. British English – the national variant of the English language spoken in Great Britain. Broad transcription – also phonemic transcription, provides special symbols for all the phonemes of a language. Broad variations – a subclass of the vertical positions of the tongue which in this case is placed slightly lower in the mouth cavity. Cacuminal – sounds articulated with the tip of the tongue curled back.Central vowels – sounds articulated when the front part of the tongue is raised towards the back part of the hard palate. Checked vowels – short stressed vowels fol lowed by strong voiceless consonants. Checkness – a vowel property which depends on the character of articulatory transition from a vowel to a consonant Close vowels – sounds articulated when the tongue is raised high towards the hard palate. Closed syllable – a syllable which ends in a consonant. Coda – one or more phonemes that follow the syllabic phoneme.Communicative centre – a word or a group of words which conveys the most important point of communication in the sentence or the utterance. Commutation test – the procedure of substituting a sound for another sound in the same phonetic environment with the aim of establishing the phonemic system of a language Comparative Phonetics – a branch of phonetics which studies the correlation between the phonetic systems of two or more languages Consonant – a sound made with air stream that meets an obstruction in the mouth or nasal cavities.Conversational style – also convers ational style, a style of speech used in everyday communication. Declamatory style – a style of speech used in stage speech, recitations, etc. Delimitation – segmentation of speech into phrases and intonation groups. Dental – sounds produced with the blade of the tongue against the upper teeth Descending head – a type of head in which syllables form an descending sequence Descriptive Phonetics – a branch of phonetics that studies the phonetic structure of one language only in its static form, synchronically.Devoicing – a process that results in a voiced consonant being pronounced as voiceless. Dialect – a variety of language which differs from others in vocabulary, grammar and pronunciation. Diglossia – a phenomenon when an individual may speak RP in one situation a native local accent in other situations. Dynamic stress – force accent based mainly on the expiratory effect. Diphthong – a vowel which consists of tw o elements, strong (a nucleus) and weak – (a glide).Diphthongoid – a vowel articulated when the change in the tongue position is fairly weak, in this case the articulated vowel is not pure, but it still consists of one element. Direct methods – methods of phonetic investigation which consist in observing the movements and positions of one's own or other people's organs of speech in pronouncing various speech sounds, as well as in analysing one's own kinaesthetic sensations during the articulation of speech sounds and in comparing them with the resultant auditory impressions. Discourse – a larger context in which sentences occur.Dorsal – sounds produced when the blade of the tongue is active. Duration – the quantity of time during which the same vibratory motion, the same patterns of vibration are maintained. Elision – complete loss of sounds, both vowels and consonants, often observed in spoken English. Enclitic – unstressed wo rds or syllables which refer to the preceding stressed word or syllable. Estuary English – a variety of modified regional speech, a mixture of non-regional and local south-eastern English pronunciation and intonation. Estuary English speakers place themselves â€Å"between Cockney and the Queen†.Experimental Phonetics – a branch of phonetics which deals with research work carried out with the help of different technical devices for measurements and for instrumental analysis Extra-linguistic factors – non-linguistic factors, such as the purpose of utterance, participants and setting or scene of speaking, which result in phonostylistic varieties. Familiar style – see conversational style. Forelingual – sounds articulated with the front part of the tongue Fortis consonants – voiceless consonants pronounced with strong muscular tension and strong expiratory effect.Free variants – variants of a single phoneme which occur in a langua ge but the speakers are inconsistent in the way they use them, as for example in the case of the Russian words â€Å"/ †. Free vowel – a weak vowel followed by a weak (lenis) voiced consonant or by no consonant at all. Frequency – a number of vibrations per second. Fricative – constrictive noise consonants articulated when the air escapes with friction through the narrowing formed by speech organs. Front vowels – vowels in the production of which the body of the tongue is in the front part of the mouth cavity and the front of the tongue is raised.Front-retracted vowels – vowels produced with the body of the tongue in the front but retracted position in the mouth cavity. Functional Phonetics – see phonology. General American – the national standard of the English language spoken in the USA. General Phonetics – a branch of phonetics that studies all the sound-producing possibilities of the human speech apparatus and the wa ys they are used for purposes of human communication by means of language. Glide – the second weak element of English diphthongs. Glottal – sounds articulated in the glottis.Glottal stop – a sound heard when the glottis opens suddenly and produces an explosion resembling a short cough. Glottis – the opening between the vocal cords, through which the air passes. Hard palate – the roof of the mouth. Head – part of the intonation group, contains stressed syllables preceding the nucleus with the intervening unstressed syllables. Hesitation pause – silent or filled pause mainly used in spontaneous speech to gain time to think over what to say next. Historical Phonetics – a branch of phonetics that studies the phonetic structure of a language in its historical development, diachronically.Idiolect – individual speech of members of the same language community Informational style – a style of speech used by radio and telev ision announcers conveying information or in various official situations. Instrumental methods – methods of phonetic investigation based upon registering or computing machines and technical devices Intensity – a property of a sound produced by the amplitude of vibrations. Interdental – sounds articulated with the tip of the tongue projected between the teeth. International Phonetic Alphabet – a set of symbols adopted by theInternational Phonetic Association as a universal system for the transcription of speech sounds. Intonation – pitch (or melody) variations used to convey meaning. See also prosody Intonation group – an actualized syntagm. Intonation pattern – pitch movements together with loudness and the tempo of speech extending over an intonation group. Intonation style – a complex of interrelated intonational means which is used in a social situation and serves a definite aim of communication. Intonogramme – the pi cture of the sound wave of a syllable, word or an utterance received with the help of intonograph.Intonograph – a technical device which gives pictures of sound waves of syllables, words and utterances. Kinetic – relating to motion. Labial – sounds articulated by the lips. Labiodental – sounds articulated with the lower lip against the edge of the upper teeth Laryngoscope – a special device which helps to observe the vocal cords, epiglottis and the glottis. Larynx – part of the vocal tract containing the vocal cords. Lateral – sounds produced when the sides of the tongue are active. Lateral plosion – sudden release of air which escapes along the sides of the tongue.Lax – historically short vowels in the articulation of which muscular tension of speech organs is weak. Lenis consonants – voiced consonants pronounced with weak muscular tension. Lip rounding – a position of the lips when their corners are broug ht toward one another so that the mouth opening is reduced. Loudness – the intensity of sound is produced by the amplitude of vibrations. Manner of articulation – one of the principles of consonant classifications which is connected with the type of obstruction to the air stream.Maximum onsets principle – Medio-lingual – sounds produced with the front part of the tongue raised high to the hard palate Minimal pair – a pair of words or morphemes which are differentiated by one sound only in the same position. Modifications of sounds – positional and combinatory changes of sounds in connected speech. Monophthong – a vowel articulated when the tongue position is stable, in this case the articulated vowel is pure, it consists of one element. Mouth cavity – the cavity between the teeth and the pharynx. Narrow transcription also phonetic transcription, provides special symbols for all the allophones of the same phoneme Narrow variatio ns – a subclass of the vertical positions of the tongue which in this case is raised slightly higher in the mouth cavity Nasal consonants – sounds articulated when the soft palate is lowered and the air stream goes out through the nose. Nasal Cavity – the cavity inside the nose which is separated from the mouth cavity with the soft palate and the uvula. Nasal plosion – sudden release of air by lowering the soft palate so that the air escapes through the nose.National variants – the language of a nation, the standard of its form, the language of its nation’s literature. Neutral vowel – a mid central vowel, also schwa. Neutralisation – the loss of qualitative and quantitative characteristics of vowels in unstressed positions. Noise consonants – consonants in the production of which noise prevails over voice, the air stream passes through a narrowing and produces audible friction (compare with sonorants). Normative Phonetic s – see Practical Phonetics. Notation – another term for transcription.Nuclear tone – a significant change of pitch direction on the last strongly accented syllable in an intonation pattern. In general nuclear tones may be falling, rising and level or a combination of these movements. Nucleus – 1) the last strongly accented syllable in an intonation pattern; 2) the most prominent part of a diphthong; 3) the centre of a syllable, usually a vowel. Obstructer mechanism – a group of speech organs which form obstructions during articulation of consonants, it includes tongue, lips, hard and soft palate and teeth.Occlusive – sounds produced when a complete obstruction to the air stream is formed. Onset – sounds that precede the nucleus of a syllable. Open syllable – a syllable which ends in a vowel. Open vowels – vowels produced when the tongue is in the low part of the mouth cavity. Opposition – see phonetic oppositions . Oral consonants – sounds articulated when the soft palate is raised and the air stream goes out through the mouth. Organs of speech – the human organs which together with biological functions take part in sound production.Palatal – sounds produced with the front part of the tongue raised high to the hard palate. Palatalisation – softening of consonants due to the raised position of the middle part of the tongue towards the hard palate. Palato-alveolar – sounds made with the tip or the blade of the tongue against the teeth ridge and the front part of the tongue raised towards the hard palate, thus having two places of articulation (two foci). Paralinguistics – a branch of linguistics which is concerned with non-verbal means of communication. Perceptual Phonetics – see Auditory Phonetics.Pharynx – the part of the throat which connects the larynx to the upper part of the vocal tract. Phonation – voicing, the vibration of the vocal cords. Phone – a sound realised in speech and which bears some individual, stylistic and social characteristics of the speaker. Phoneme – the smallest further indivisible language unit that exists in the speech of all the members of a given language community as such speech sounds which are capable of distinguishing one word of the same language or one grammatical form of a word from another grammatical form of the same word.Phonemic transcription – see broad transcription. Phonetic mistakes – pronunciation mistakes made when an allophone of some phoneme is replaced by an allophone of a different phoneme. Phonetic oppositions – comparison of sounds, words and morphemes in order to single out their minimal distinctive features. Phonetic transcription – see narrow transcription. Phonetics – a branch of linguistics which is concerned with the human noises by which the thought is actualized. Phonetics analyses the nature of thes e sounds, their combinations and their functions in relation to the meaning.Phonological analysis – analysis whose aim is to determine which differences of sounds are phonemic/non-phonemic and to find the inventory of the phonemes of this or that language Phonological mistakes – pronunciation mistakes made when an allophone of the phoneme is replaced by another allophone of the same phoneme; in this case the meaning of the word is affected. Phonology – also Functional Phonetics, a branch of phonetics that is concerned with the social functions of different phonetic phenomena.Phonosemantics – a branch of psycholinguistics that studies the relations between the sound structure of a word and its meaning. Phonostylistics – a branch of phonetics that studies the way phonetic means of the language function in various oral realizations of the language. Phonotactics – the study of the possible phoneme combinations of a language. Physiological Phonet ics – see Articulatory Phonetics. Pitch – the auditory characteristic of a sound, it corresponds to the fundamental frequency (the rate of vibrations of the vocal cords). Pitch level – a particular height of pitch.Pitch range – the interval between two pitch levels or two differently pitched syllables or parts of a syllable. Place of articulation – the place in the vocal tract where the air stream is obstructed. Plosives – consonants produced when the air stream is completely stopped for a short time, also stops. Post-alveolar – sounds articulated with the tip or the blade of the tongue against the back part of the teeth ridge Power mechanism – a group of speech organs which supplies energy for sound production, it includes lungs, diaphragm, windpipe, bronchi.Practical Phonetics – a branch of phonetics which teaches how to pronounce sounds correctly and what intonation to use to convey this or that meaning or emotion. It is called Normative Phonetics because teaches the â€Å"norm† of English pronunciation. Pragmalinguistics – a branch of linguistics that studies what linguistic means and ways of influence on a hearer to choose in order to bring about certain effects in the process of communication. Pragmaphonetics – a branch of Pragmalinguistics whose domain is to analyse the functioning and speech effects of the sound system of a language.Pre-head – the unstressed syllables which precede the first stressed syllable of the head. Primary stress – the strongest stress compared with the other stresses in a word. Principal allophone – allophones which do not undergo any significant changes in the chain of speech. Proclitic – unstressed words or syllables which refer to the following stressed word or syllable Prosody – a complex unity formed by significant variations of pitch, tempo, loudness and timbre. Psycholinguistics – a branch of ling uistics which covers an extremely broad rea, from acoustic phonetics to language pathology, and includes such problems as acquisition of language by children, memory, attention, speech perception, second-language acquisition and so on. Publicistic style – a style of speech used in public discussions on political, judicial or economic topics, sermons, parliamentary debates Qualitative – connected with the spectral characteristics of a sound. Quantitative – referring to the length of a sound. Received Pronunciation (RP) – the national standard of the English language spoken in Great Britain. Reduced vowel – a weakened vowel.Reduction – weakening (either qualitative or quantitative) of vowels in unstressed positions. Resonator mechanism – a group of speech organs which can change their shape and volume, thus forming the spectral component of the sound, it includes nasal and mouth cavities. Rhyme Rhythm – recurrence of stressed syl lables at more or less equal intervals of time in speech. Rhythmic group – a speech segment which contains a stressed syllable and a number of unstressed ones. The most frequent type of an English rhythmic group includes 2-4 syllables, one of which is stressed.Rounded – a sound articulated with added lip rounding. Schwa – see neutral vowel. Scientific style – see academic style. Secondary allophones – allophones which undergo some predictable changes in different phonetic context. Secondary stress – a less strong stress than the primary one, usually precedes the primary stress in a word. Segmental Phonetics – a division of phonetics which is concerned with individual sounds (â€Å"segments† of speech) Segmentation – division of speech into phrases and intonation groups. Semantic centre – see communicative centre.Sentence stress – the greater degree of prominence given to certain words in an utterance. Socio linguistics – a branch of linguistics that studies the way the language interacts with society. Soft palate – the back, soft part of the hard palate. Sonorants – consonants in the production of which noise prevails over voice, the air stream passes through a narrowing and produces audible friction (compare with sonorants). Sonority – a degree of loudness relative to that of other sounds with the same length, stress and pitch.Special Phonetics – a branch of phonetics which is concerned with the study of the phonetic structure of one language only. Spectrogram – a picture of the spectrum of sounds, their frequency, intensity and time. Spectrograph – a device which carries out the spectral analysis of speech. Stops – see plosives Stress – a greater degree of prominence which is caused by loudness, pitch, the length of a syllable and the vowel quality. Stress-timed languages – in these languages stressed syllables ten d to occur at relatively regular intervals irrespectively of the number of unstressed syllables separating them.Strong vowel – the full form of a vowel in the stressed position. Stylistic modifications – sound changes which happen under the influence of extra-linguistics factors. Subsidiary allophone – see secondary allophone. Suprasegmental Phonetics – a division of phonetics whose domain is larger units of connected speech: syllables, words, phrases and texts Syllable – a sound sequence, consisting of a centre which has little or no obstruction to airflow and which sounds comparatively loud; before and after this centre there will be greater obstruction to airflow and less loud sound.Syllable-timed languages – in these languages all syllables, whether stressed or unstressed, tend to occur at regular time-intervals and the time between stressed syllables will be shorter or longer depending on the number of unstressed syllables separating th em. Syntagm – a group of words which is semantically and syntactically complete. Tail – any syllables between the nucleus and the end of the utterance. Tamber – the same as timbre. Tempo – the rate of the utterance and pausation. Tense – historically long vowels in the articulation of which muscular tension of speech organs is great.Terminal tone – the nucleus and the tail of the utterance. Tertiary stress – a less strong stress than the primary one, usually follows the primary stress in a word. Theoretical Phonetics – a branch of phonetics which is mainly concerned with the functioning of phonetic units in the language. It discusses the problems of phonetics in academic terms and gives a scientific approach to the phonetic theory. Timbre – voice quality. Tone languages – the meaning of words in these languages depends on the variations of voice pitch in relation to neighbouring syllables.Tongue – the most movable and flexible speech organ. Transcription – the system of symbols to represent speech in written form. Unstressed – bearing no stress. Utterance – a spoken sentence or a phrase. Uvula – the end of the soft palate. Velar – consonants produced with the back part of the tongue raised towards the soft palate Vibrator mechanism – a group of speech organs which vibrate while the air passes through, thus producing voice, it includes larynx, vocal cords, glottis. Vocal cords – two soft folds in the larynx which can be brought together and apart, thus producing voice.Voice quality – timbre. Voiced consonants – sounds produced when the vocal cords are brought together and vibrate. Voiceless consonants – sounds produced when the vocal cords are brought together and vibrate. Vowel – a sound in the production of which no obstructions are made. Weak form – the unstressed form of a sound or a word. Windpipe – trachea or air passage. Word stress – a greater degree of prominence on one of the syllables in a word. I. PHONETICS AS A BRANCH OF LINGUISTICS. BRANCHES OF PHONETICS. METHODS OF INVESTIGATION 1. 1 IntroductionKnowledge of the structure of sound system and its articulatory and acoustic characteristics is very important in teaching and learning foreign languages. The teacher has to know the starting point from which to begin teaching; he must be able to point out the differences between the pupil’s mother tongue and the language to be learnt. He should be able to choose adequate training exercises. That’s why it is vital to know, at least, the basic principles of this science. The term â€Å"phonetics† comes from the Greek words meaning â€Å"sound or matters pertaining to voice†. What does phonetics study?It is concerned with the human noises by which the thought is actualized (that is the oral aspect of speech communication). However phon etics takes the content level into consideration too. Only meaningful sound sequences are regarded as speech and phonetics is concerned only with such sounds which are carriers of organized information of a language. Phonetics analyses the nature of these sounds, their combinations and their functions in relation to the meaning. No kind of linguistic study can be carried out without constant consideration of the material on the expression level.Consequently, phonetics is important in the study of a language. An understanding of it is a basis for any adequate understanding of the structure or functioning of a language. It follows from this that phonetics is a basic branch – many would say the most fundamental branch of linguistics, because it gives a language a definite form. The vocabulary and grammar of a language can function only when the language has a phonetic form. So grammar and vocabulary depend on phonetics, they cannot exist outside of phonetics, because all lexical and grammar phenomena are expressed phonetically.Neither linguistic theory nor linguistic description can do without phonetics and is complete without it. Phonetics, being a branch of linguistics, occupies a peculiar position. On the one hand it serves as a means of expressing grammatical and lexical phenomena. On the other hand it has laws of its own which are independent of grammar and vocabulary. Besides it is closely connected with a number of other sciences, such as physics, biology, physiology, psychology etc. The more phonetics develops the more various branches of science become involved in the field of phonetic investigation.Phonetics is not a new science. It was known to the ancient Greeks and to the ancient Hindus. The scientists of that time were concerned with speech sounds only. It may be said that the orthography of all written languages which use alphabets developed in the course of a very detailed phonetic analysis. Nevertheless, phonetics as an independent science began to develop only in the 19th century, before that it used to be a part of grammar. There has been considerable progress and growth in the 20th century. New concepts, methods of investigation, new theories and schools have been developed.Not only has the sphere of investigation in phonetics become wider, but several new branches of phonetics have also arisen. So our further point will be made on the branches and divisions of phonetics. 1. 2 Branches and Divisions of Phonetics Everyone who starts learning a foreign language first of all is introduced into practical or normative phonetics. It studies the material form of phonetic phenomena in relation to meaning. It teaches how to pronounce sounds correctly and what intonation to use to convey this or that meaning or emotion. It is called normative because we are to teach the â€Å"norm† of English pronunciation.Theoretical phonetics is mainly concerned with the functioning of phonetic units in the language. It discusses t he problems of phonetics in academic terms and gives a scientific approach to the phonetic theory. Other two important branches of phonetics are special and general phonetics. Special phonetics may be subdivided into descriptive and historical. Special descriptive phonetics is concerned with the study of the phonetic structure of one language only in its static form, synchronically and the domain of special historical phonetics is the phonetic structure of a language in its historical development, diachronically.Historical phonetics is part of the history of a language. Its aim is to trace and establish the successive changes in the phonetic system of a given language at different stages of its historical development. It is very important for the study of the modern phonetic system because without a historical approach it is impossible to understand how this modern phonetic system has developed and what further changes it is likely to undergo.General phonetics studies all the sound- producing possibilities of the human speech apparatus and the ways they are used for purposes of human communication by means of language, it finds out what types of speech sounds exist in various languages of the world, how they are produced and what role they play in forming and expressing thoughts; it also determines the nature, types and role of other phonetic means, such as word stress and intonation.General phonetics is based on the material which the special phonetics of a great number of languages provides; it also uses data of other sciences: physics, biology, psychology, speech pathology, etc. So it makes a number of general conclusions concerning the complex nature of speech sounds, analyses phonetic phenomena from different points of view and formulates phonetic theories. On the one hand general phonetics is based on the data of special phonetics; on the other hand it provides valuable theoretical material which enables us to understand and to interpret correctly differe nt phonetic phenomena of concrete languages.Another important division is into phonology and phonetics. According to the conception of the Prague Linguistic School phonetics and phonology are two independent branches of science, phonetics is a biological science which is concerned with the physical and physiological characteristics of speech sounds, and phonology is a linguistic science which is concerned with the social functions of different phonetic phenomena. Another term for this branch is functional phonetics. The father of Phonology is Prince Nicholas Trubetskoi.His work â€Å"Fundementals of Phonology† separates phonetics and phonology, saying that they are not related and that phonetics is not part of linguistics, but a biological science that deals only with the physiological aspect of speech sounds. Nevertheless it doesn't seem logical to separate function from phonetic forms, thus excluding phonetics from the linguistic sciences. So nowadays most phoneticians cons ider both phonetics and phonology part of linguistics. Phonetics itself is subdivided into 3 sub branches, each dealing with special aspects of sounds, their production by a speaker and perception by a listener.Phonetic processing starts on a neurophonetic level, in the brain of a speaker, where the formation of the concept takes place. The human brain controls the behaviour of the articulatory (or speech) organs and makes them move in a particular way. The branch of phonetics which is concerned with the study of speech sounds as regards their production by the human speech organs is called articulatory (physiological) phonetics. In other words it deals with the way human organs join to produce sounds.Articulatory basis of a language is a set of articulation tendencies characteristic for a particular language community, so articulatory gesturing is culturally specific and not universal. Different articulations produce different acoustic effects, or different speech sounds. Consequen tly, speech sounds have a second aspect, a physical or, more exactly, an acoustic one, which constitutes the domain of acoustic phonetics. Acoustic phonetics involves knowledge of physics as it deals with the physical property of sounds. Any sound is a pressure disturbance transmitted through an elastic medium.When articulatory gesturing starts it causes disturbance (a sound wave) in the medium, which is transmitted from one particle of the medium to another and is reproduced as a sound wave travels from the source to the listener. Perceptual or auditory phonetics is concerned with the way our auditory mechanism works to process speech information. There is a boundary line between reception (which doesn't involve understanding) and perception (which involves decoding and understanding). Phonetic perception is a product of sensation and interpretation of speech elements which take place in a human brain.Phonetics is also divided into two major components: segmental phonetics, which i s concerned with individual sounds (â€Å"segments† of speech) and suprasegmental phonetics whose domain is larger units of connected speech: syllables, words, phrases and texts. There are a number of other divisions of phonetics. We may speak about comparative phonetics whose aims are to study the correlation between the phonetic systems of two or more languages and find out the correspondences between speech sounds and intonation structures.Its data are extremely useful in teaching and learning a foreign language as they show differences and similarities of the phonetic systems of two or more languages and predict possible difficulties for the learners. It should be mentioned that the most difficult phonetic phenomena are those absent in the mother tongue. For example, the sounds [? -? ] cause a lot of difficulties for the Russian students of English, as there are no sounds with similar articulations in the Russian language.On the other hand the most stable and persistent p ronunciation mistakes are made in those phenomena which are similar in the two languages but not exactly the same. For example, falling intonation. In English it goes to the very bottom of the voice, while in Russian it is not so steep and it does not reach the same low note as in English. The data of applied phonetics are essential for practical purposes in speech therapy and logopedia. It helps to correct speech defects and to teach deaf-mutes (or people who do not speak as a result of an accident or some disease) to speak.Experimental phonetics deals with research work which is carried out with the help of different technical devices, machines for measurements and for instrumental analysis. Phonetics as a whole and all of its branches have not come into being all at once: they developed gradually, and their development was closely connected with and determined by the development of other branches of linguistics and other sciences. 1. 3. Phonetics and Social Sciences So our furthe r point should be made in connection with the relationship between phonetics and social sciences. Language is not an isolated phenomenon; it is a part of society.No branch of linguistics can be studied without taking into consideration at least the study of other aspects of society. In the past two decades we have seen the development of quite distinct interdisciplinary subjects, such as sociolinguistics (and sociophonetics correspondingly), psycholinguistics, mathematical linguistics and others. As their titles suggest, they are studied from two points of view and thus require knowledge of both. Sociophonetics studies the ways in which pronunciation functions in society. It is interested in the ways in which phonetic structures vary in response to different social functions.Society here is used in its broadest sense, it includes such phenomena as nationality, regional and social groups, age, gender, different situations of speaking – talking to equals, superiors, on the â₠¬Å"job†, when we are trying to persuade, inform, agree and so on. The aim of sociophonetics is to correlate phonetic variations with situational factors. It’s obvious that these data are vital for language learners who are to observe social norms and to accommodate to different situations they find themselves in. One more example of interdisciplinary overlap is the relation of linguistics to psychology.Psycholinguistics covers an extremely broad area, from acoustic phonetics to language pathology, and includes such problems as acquisition of language by children, memory, attention, speech perception, second-language acquisition and so on. Phonosemantics studies the relations between the sound structure of a word and its meaning. There is some data proving that the sounds that constitute a word have their own â€Å"inner† meaning, which causes certain associations in the listener’s mind. For example, close vowels produce the effect of â€Å"smallness†, and voiceless consonants sound more â€Å"unpleasant† and â€Å"rude† than their voiced counterparts, etc.Some sounds are associated with certain colours. These data may be helpful in teaching, for example, â€Å"tying† together the sound structure of a word and its meaning, thus facilitating the process of memorising new words. Scientists have always been interested how children acquire their own language without being taught. They hope that these data might be useful in teaching grown-up people a foreign language, too. Pragmalinguistics is a comparatively new science, which studies what linguistic means and ways of influence on a hearer to choose in order to bring about certain effects in the process of communication.Correspondently the domain of pragmaphonetics is to analyse the functioning and speech effects of the sound system of a language. Phonetics is closely connected with a number of other sciences such as physics (or rather acoustics), mathematics, biology, physiology and others. The more phonetics develops the more various branches of science become involved in the field of phonetic investigation. Phonetics has become important in a number of technological fields connected with communication.Phoneticians work alongside the communication engineers in devising and perfecting machines that can understand, that is respond to human speech, or machines for reading aloud the printed page and vice versa, converting speech directly into printed words on paper. Although scientists are still dissatisfied with the quality of synthesized speech, these data are applied in security systems, answering machines and for other technical purposes. 1. 4. Methods of Phonetic Investigation Methods applied in investigating the sound matter of the language have changed greatly with the development of technology and computer science.From the beginning of phonetics the phonetician has relied mainly on what he could feel of his own speech and on what h e could hear both of his own and the informant’s speech. Such methods are called direct and consist in observing the movements and positions of one's own or other people's organs of speech in pronouncing various speech sounds, as well as in analysing one's own kinaesthetic sensations (muscle tense) during the articulation of speech sounds and in comparing them with the resultant auditory impressions.Investigation by means of this method can be effective only if the persons employing it have been specially trained and have acquired considerable skills in associating the qualities of the perceived sound with the nature of the articulations producing it. Instrumental methods were introduced into phonetics in the last century to supplement the impressions deriving from the human senses. These methods are based upon registering or computing machines and technical devices, such as spectrograph, intonograph, x-ray photography and cinematography, laryngoscope and some others.The intr oduction of machines for measurements and for instrumental analysis into phonetics has resulted in their use for detailed study of many of the phenomena which are present in the sound wave or in the articulatory process at any given moment. These techniques can be very useful both for discovering in detail how English speakers produce their speech sounds, and for demonstrating to learners of English their pronunciation. Computers can provide additional pronunciation training, displaying useful information on the screen and being a powerful visual aid for effective phonetic practice.One more advantage of the modern experimental study of speech is the enormous amount of varied spoken speech data stored on computers. It facilitates the process of looking for cross-language differences and similarities. The data obtained from instrumental analysis supplement and verify those obtained by means of direct observation, thus making the research results more detailed and precise. II. THE ARTI CULATORY CHARACTERISTIC OF THE ENGLISH SPEECH SOUNDS 2. 1. The Anatomo-mechanical Aspect of Sound Production Speech is impossible without the speech mechanism.So now our attention will be focused on the articulatory aspect of speech sounds. Speech sounds are acoustic effects of the articulatory movements and positions of the human speech organs. The immediate source of speech sounds is the human speech mechanism developed and perfected in the process of the historical development of man. The organs of speech are the object of linguistic investigation mainly from the point of view of the functions they perform in speech production. So before analysing the linguistic function of phonetic units we need to know how the speech mechanism acts in producing oral speech.According to their main sound-producing functions the speech organs can be roughly divided into the following four groups: the power mechanism (lungs, diaphragm, windpipe, bronchi), the vibrator mechanism (larynx, vocal cords , glottis), the resonator mechanism (nasal and mouth cavities) and the obstructer mechanism (tongue, lips, hard and soft palate, teeth). From the lungs through the wind-pipe the air-stream passes to the larynx, containing the vocal cords. The opening between the vocal cords, through which the air passes, is called the glottis. The linguistic function of the vocal cords onsists in providing the source of energy necessary for speech production. When the vocal cords are kept wide apart (i. e. the glottis is open) the air passes between the cords and the result is non-phonic breath. Then the vocal cords may be drawn together tightly, so that air cannot pass between them. The sudden opening of the glottis produces an explosion resembling a short cough; this sound is called the glottal stop. It often occurs in English when it reinforces or even replaces the sounds [p], [t], [k] or even when it precedes the energetic articulation of vowel sounds.The most important role of the vocal cords i s their participation in the production of voice. The effect of voice is achieved when the vocal cords are brought loosely together, creating an obstacle to the air stream; when the air pressure becomes very strong the air forces its way between the vocal cords thus making the, vibrate. When, as is usual, these vibrations are regular, they produce vocal tone, or voice, whose pitch depends on the frequency of vibrations. We are able to vary the speed of vibration of our vocal cords and thus to change the pitch.Conscious variations of pitch are responsible for intonation. We are also able to modify the size of the puff of the air which escapes at each vibration, thus changing the amplitude of the vibration, which corresponds to the loudness of the sound heard by a listener. The air-stream, having passed through the vocal cords, is now subject to further modification, according to the shape of the pharynx, mouth and nasal cavities. The direction in which the air-stream will follow from the pharynx depends on the position of the soft palate.When it is lowered, the pharynx opens into the nasal cavity. When it is risen, the air-stream comes to the mouth cavity. As in the mouth cavity a lot of movable speech organs are situated it can easily change its shape, thus forming the majority of speech sounds. The movable (or active) speech organs, situated in the mouth cavity are: the tongue, the soft palate with the uvula, the lips and the lower jaw. Of all the movable organs within the mouth cavity the tongue is the most flexible and active.For convenience, the surface of the tongue or divided into several parts: the most flexible part of the tongue, which normally lies opposite the teeth ridge, is called the blade, the tip of the tongue being its extreme point. The part of the tongue next to the blade is called the front of the tongue. Then come the back and the root of the tongue. The tongue being the most active speech organ in the mouth cavity, the main principles of the majority of articulatory classifications of vowels are based on the movements and positions of the tongue. 2. 2. The system of English VowelsThe movements of the body of the tongue provide a convenient articulatory basis for classifying vowels according to two principles: 1) horizontal and 2) vertical movements of the tongue. According to the horizontal movement five classes of English vowels are distinguished. They are: 1) front [i:], [e], [e? ], [ ], [? ] 2) front-retracted [? ], [ ] 3) central [? ], [? :], [? ], [ ], [a? ], [a? ] 4) back [? ], [? :], [u:], [a:], [ ] 5) back-advanced [? ], [ ] Not all phoneticians single out the classes of front-retracted and back-advanced vowels. So both [i:] and [? vowels are classed as front, and both [u:] and [? ] – as back. The point is that the vowels in these two pairs differ in quality which is partially due to the raised part of the tongue. So in this case a more detailed classification seems to be a more precise one, since it adequately reflects the articulatory distinctions actually present in the language. Now let's view another articulatory characteristic of vowels, which is based on the vertical movement of the tongue. The way phoneticians of different schools approach this aspect is also slightly different.Some scholars distinguish three classes of vowels: high (or close), mid and low (or open) vowels. But to mark all significant changes in vowel quality it is not enough to single out these three groups of vowels. For instance, both English vowels [i:] and [? ] belong to the group of close vowels, but when the vowel [? ] is articulated the front of the tongue is not so high in the mouth as it is in the case of the vowel [i:]. Russian phoneticians made the classification more detailed distinguishing two subclasses in each class: broad and narrow variations of the 3 vertical positions of the tongue.Thus the following 6 groups of vowels are distinguished: 1) close a) narrow [i:], [u:] b) broad [? ], [? ], [ ], [ ] 2) mid a) narrow [e], [? :], [? ], [e? ], [ ] b) broad [? ], [? ] 3) open a) narrow [ ], [? :], [ ] b) broad [? ], [a? ], [a? ], [? ], [a:]. In addition to the above-mentioned principle of the classification of vowels phoneticians suggest five other criteria: 1) stability of articulation 2) lip position 3) character of the vowel end 4) length 5) tenseness The stability of articulation specifies the actual position of the articulating organ in the process of the articulation.There are two possible variants: a) the tongue position is stable, in this case the articulated vowel is pure, it consists of one element and is called a monophthong; and b) the tongue position changes, in this case a vowel consists of two elements, the first one is strong, it is a nucleus, the second element is very weak – it is a glide. There exists a third variety, when the change in the tongue position is fairly weak, in this case the articulated vowel is not pure, but it still consists of one element, such vowels are called diphthongoids.So according to this principle the English vowels are subdivided into: a) monophthongs [? ], [? ], [e], [? :], [? ], [? ], [? :], [? ], [? ], [a:] b) diphthongs [ ], [ ], [e? ], [ ], [ ], [a? ], [a? ], [ ] c) diphthongoids [i:], [u:] Some phoneticians, however, do not share this way of thinking and do not distinguish diphthongoids. But for the learners of English it is important to know this differentiation as it is useful for teaching purposes. Besides in modern English the tendency for diphthongization is becoming gradually stronger. Another feature of English vowels is lip rounding.Traditionally three lip positions are distinguished: spread, neutral and rounded. In English lip rounding is not relevant phonologically (it means that no two words can be distinguished on its basis). Our next point should be made about another characteristic of English vowels. It's checkness. The quality of all English monophthongs in the stressed pos ition is strongly affected by the following consonant. If a stressed vowel is followed by a strong (fortis) voiceless consonant it is cut off by it. In this case the end of the vowel is strong and the vowel is called checked.If a vowel is followed by a weak (lenis) voiced consonant or by no consonant at all the end of it is weak. In this case the vowel is called free. Now it should be useful to consider another articulatory characteristic of English vowels, that is their length or quantity. The English monophthongs are traditionally divided into short [? ], [e], [? ], [? ], [? ], [? ], [? ] and long ones [i:], [a:], [? :], [? :], [u:]. It should be noted that vowel length or quantity has for a long time been the point of disagreement among phoneticians. The problem is whether variations in quantity are meaningful (relevant) or not.Let's look at the pairs of words: [b? d – bi:d], [s? t – si:t]. Are they distinguished from one another by the opposition of different lengt h (that's the approach of D. Jones, an outstanding British phonetician) or is the difference in quality (or in other words the position of the active organ of speech) decisive here? Most Russian phoneticians are in favour of the second conception. They state that a feature can be systemic if it does not depend on the context. As to the length of English vowels, it varies and depends on a lot of factors, the first being phonetic context.The shortest are vowels followed by voiceless consonants and the longest are in free position. For example in â€Å"meat† [i:] is half as long as the [i:] in â€Å"me†, but may approximately have the same duration as the [? ] in â€Å"mid†. But still these words â€Å"mid† and â€Å"meat† are perceived as different words because the vowels are different in quality. So no matter what time is required for the articulation of these vowels, the main distinctive feature is quality, not quantity. As for tenseness we shall only mention that special instrumental analysis shows that historically long vowels are tense, and historically short ones are lax.To sum it up we may conclude that among all the articulatory features of English vowels only two are relevant: the stability of articulation and tongue position. 2. 3. The System of English Consonants Before passing on to the classification of English consonants the difference between consonants and vowels should be considered. Acoustically consonants are noises, not musical tones like vowels. From the articulatory point of view the difference is due to the work of speech organs. In case of consonants various obstructions are made. As to the classification of English consonants there are few ways of seeing the situation.One of them is the classification according to the type of obstacle. On this ground two large classes of consonants are distinguished: 1) occlusive, which are produced when a complete obstruction is formed: [t, d, p, b, k, g], [m, n, ? ]; 2) constrictive, which are produced when an incomplete obstruction is formed: [s, z, f, v, O, ? , ? , ? , h], [w, r, l, j]. Each of the 2 classes is subdivided into noise consonants (these are those in the production of which noise prevails over tone) and sonorants (in the production of which tone component prevails).Noise occlusive consonants are called stops because the air stream is completely stopped at some point of articulation and then released with an explosion, that is why they are also called plosives: [t, d, p, b, k, g]. Constrictive noise consonants are called fricatives, because the air escapes through the narrowing with friction: [s, z, f, v, O, ? , ? , ? , h]. Occlusive-constrictive consonants or affricates are noise consonants produced with a complete obstruction which is slowly released and the air stream escapes from the mouth with some friction. There are only two affricates in English: [? ,? . Other phoneticians suggest that the first and basic principle of clas sification should be the degree of noise. So consonants are divided first into noise consonants and sonorants and then each group is divided into smaller groups. Another very important principle is the place of articulation. According to this principle English consonants are classed into labial, lingual and glottal. I. Labial consonants in their turn are subdivided into a) bilabial (produced when both lips are active) [w, m, p, b]; b) labio-dental (articulated with the lower lip against the edge of the upper teeth) [f, v]. II.Among the class of lingual consonants three subclasses are distinguished: a) forelingual; b) medio-lingual; c) back-lingual. Forelingual consonants are also of three kinds: 1) apical (articulated with the tip of the tongue) [t, d, s, z, O, ? , ? , ? , ? , ? , n, l]. 2) dorsal (produced when the blade of the tongue is active). There are no dorsal consonants in English. In Russian these are the sounds [?, ?, ?, ?, ?, ?, ?, ?]. 3) cacuminal (articulated with the t ip of the tongue curled back). There is only one cacuminal consonant in English – [r]. According to the place of obstruction forelingual consonants may be: – interdental, rticulated with the tip of the tongue projected between the teeth: [O, ? ]; – dental, produced with the blade of the tongue against the upper teeth: the Russian [?, ?, ?, ?, ?, ?]; – alveolar, produced with the tip of the tongue against the upper teeth ridge: [t, d, s, z, n, l]; – post-alveolar, articulated with the tip or the blade of the tongue against the back part of the teeth ridge: [r]; – palato-alveolar, made with the tip or the blade of the tongue against the teeth ridge and the front part of the tongue raised towards the hard palate, thus having two places of articulation (two foci): [? ? , ? , ? ]. b) mediolingual consonants are produced with the front part of the tongue raised high to the hard palate, so they are always palatal: [j]. c) backlingual consonants are also called velar, because they are produced with the back part of the tongue raised towards the soft palate: [k, g, ? ]. III. The glottal consonant [h] is articulated in the glottis. There are no glottal consonants in Russian. One more articulatory characteristic which should be mentioned is the position of the soft palate.According to this principle consonants may be oral and nasal. There are only three nasal consonants in English, which require the lowered position of the soft palate: [m, n, ]. The rest of the consonants are oral because in their production the soft palate is raised and the air escapes through the mouth. Our next point will be made in connection with another sound property, that is voice-voiceless characteristic. When the vocal cords are brought together and vibrate we hear voice and the consonants are voiced: [b, d, g, v, z, ? , ? , ? . When the vocal cords are apart and do not vibrate we hear only noise and the consonants are voiceless: [p, t, k, f, s, O, ? , ? ]. It should be noted that the difference between such pairs as [p, b], [t, d] and so on is based not only on the absence or presence of the voice component, as voiced consonants are not fully voiced in all word positions, in word final position, for example, they are partially devoiced. There's also energy difference. All voiced consonants are weak or lenis and all voiceless consonants are strong or fortis.Summing it up, it should be mentioned that the most important articulatory features, which could serve as a criterion for grouping consonants into functionally similar classes, are: type of obstruction; place of articulation and the active organ of speech; force of articulation. The rest of the characteristics are considered to be irrelevant, as they are of no importance from the phonological point of view, but they provide necessary and useful information for teaching purposes. It is for this reason that they are normally included into the classification. III.THE ACOUSTIC AND AUDITORY ASPECTS OF THE ENGLISH SPEECH SOUNDS The auditory aspect of any sound is inseparable from its acoustic aspect and acoustic phonetics is closely connected with auditory phonetics and both may, therefore, be considered together. Objectively sound is a physical phenomenon, a kind of moving energy generated by some vibrating body. Subjectively sound is our perception of the vibrations of the air next to our ear-drum. People can perceive not all vibrations of the air but only when they occur at the rate of sixteen to twenty thousand times per second.Sounds may be periodical and non-periodical. If the vibrations of a physical body (vocal cords in our case) are rhythmical, the sound waves are periodical. The auditory impression of such periodical waves is a musical tone or a speech tone. If the wave is non-periodical, it is perceived as noise. Sound has a number of physical properties which all exist and manifest themselves simultaneously. They can be singled out from the others o nly for purposes of analysis. The first of these properties is frequency which is a number of vibrations per second.Our perception of the frequency is the pitch of the sound. The greater the frequency, the higher the pitch and vice versa. The frequency depends on certain physical properties of the vibrator, such as its mass, length and tension. The greater the mass of the vibrator, the slower its vibrations and the lower the pitch. The longer the vibrator, the slower the vibrations and the lower the frequency and the pitch. Here the difference between men and women and adults and children voices lies. Men's and adults' voices are lower than women's and children's are, because their vocal cords are thicker and longer.Tension depends on the elasticity of the vocal cords. The vocal cords of elderly people are not as elastic as the vocal cords of younger people, children especially, so their voices sound rather low. As the tension increases – the frequency increases and the pitch rises. The second physical property of sound is intensity, changes in which are perceived as variations in the loudness of sound. The intensity of sound is produced by the amplitude of vibrations (that is by the distance to which the air particles are displaced from their position of rest by the application of some external force).Intensity is measured in decibels. The intensity and frequency of sound are closely interdependent. The same amount of energy will produce either greater amplitude with a lower frequency or a higher frequency with smaller amplitude. Therefore if you increase the frequency without increasing the amount of energy you will shorten the amplitude and therefore reduce the intensity, that is produce a less loud sound. People are able to produce vowel sounds of various qualities or timbres. This is achieved through the action of the resonator mechanism.So the production and differentiation of vowels is based on the acoustic phenomenon that is called resonance. So unds coming from different resonators travel different lengths (distances) or have different carrying power. The distance is proportional to the volume of the resonator and the size of its orifice. Any sound has a certain duration or length. In other words it can exist and move only in time. The duration or length of a sound is the quantity of time during which the same vibratory motion, the same patterns of vibration are maintained. For this reason, the duration of a sound is often referred to as is quantity.The duration is measured in millisecond. We perceive the variations in duration as tempo or speed of utterance. In speech there are not definite boundaries between different speech sounds. So it’s very difficult to measure the length of separate sounds. In addition it should be mentioned that along with various articulatory classifications of speech sounds, there exist acoustic descriptions and classifications. The chief drawback of articulatory classifications is that t hey don’t describe and define all shades of typologically identical speech sounds, especially vowels.Besides, one and the same speech sound can be pronounced by different people with slightly different positions and movements of their speech organs. Acoustic classifications seem to overcome these difficulties as they are more detailed and accurate. The first acoustic classification was based on spectrographic analysis. It was worked out by Roman Jakobson, C. G. M. Fant and M. Halle. However, acoustic classification, though more precise, are not practically applied in teaching. The acoustic features of speech sounds can not be seen directly or felt.But there are some other fields of the application of acoustic phonetics: speech synthesis, health service, security systems, etc. IV. THE FUNCTIONAL ASPECT OF SPEECH SOUNDS 4. 1 Phoneme and Allophones Phoneticians not only describe and classify the material form of phonetic units. They are also interested in the way in which sound phenomena function in a particular language and what part they play in communication. The branch of phonetics that studies the linguistic function of consonant and vowel sounds, syllabic structures, word accent and prosodic features is called phonology.Unlike phonetics itself, whose domain is articulatory and acoustic features, phono