Sophocles Oedipus Essay - 1370 Words

Sophocles Oedipus You can Run, but you can’t Hide Sixteenth century play writers often focused on the tragic irony of fate. One such play-writer is Sophacles. In one of his later plays, â€Å"Oedipus†, he writes the tragic story of a man who can’t avoid his pre-destined fate, and that some things just can’t be changed by the people in your life no matter how hard they try. Oedipus, the main character of this tragedy, he is a protagonist ruled by conflict and fate. This is evident in the characters traits and motivations, interactions with others, and the characters language and what others say about him. Destined to kill his father and marry his own mother Oedipus is cursed. When people find out about the curse, Laius, the king of†¦show more content†¦He takes pride in his lifestyle and feels as though it is all his own works. He demonstrates time and time again his undoubtedly remarkable ability to rule the kingdom. Oedipus was always ready to handle the tragedies of his people. Weather it was his inhe rited gift, or adapted wit, Oedipus was always ready to handle any trials his people faced. He was especially arrogant because he felt he has escaped his predestined fate. â€Å"Similarly, fifth century Athenians struggled over many religious issues. As humanism grew in Athens, many citizens, particularly those in leadership positions, saw themselves as increasingly independent of the gods. They questioned whether their lives were results of fate or free will.† He naively believed he had outsmarted Apollo’s curse by running away. This of course added to his ego. Throughout most of the play, Oedipus was happier pretending he was an accomplished man with a successful marriage and picture perfect lifestyle. He chooses to block out inconvenient facts about his past throughout his adulthood. Oedipus is motivated in the beginning of the play by his determination to break the curse of Apollo. He flees his town in hopes of dodging his given fate. This is the first instance in where readers are able to see his over confident ways. Although the curse of murdering your own father and marrying your mother is horrific, only Oedipus would dare to challenge the gods. His motivations as king were to uphold his feelings of superiorityShow MoreRelatedSophocles Oedipus The King1714 Words   |  7 Pagesâ€Å"ideal tragedy† is the play â€Å"Oedipus the King† written by Sophocles. In this play, Sophocles utilizes the concept of tragedy as well the theory of the importance of scenes of recognition and reversal to create a setting, tone, and mood throughout the play. Oedipus, the mythical king of Thebes, goes through a horrendous tragedy which includes moments of recognition and reversal. These moments are key to the fame and appreciation for the play, â€Å"Oedipus the King†. Sophocles’ use of Aristotle’s conceptsRead MoreSophocles Oedipus The King992 Words   |  4 PagesThroughout tragedies in Greek literature, the hero always has one tragic flaw. In Sophocles’ Oedipus the King, Oedipus’ main flaw is his overactive hubris, which in turn clouds his overall judgment. This is evident in the Chorus’ first ode to the city of Thebes as they try to ask the Gods for the banishment of the plague. Their answer does not come from a deity, but from Oedipus himself as he enters the palace and says, â€Å"You have prayed; and you prayers shall be answered with help and release ifRead MoreSophocles Oedipus The King2037 Words   |  9 PagesSophocles’s Oedipus the King features a chorus that sings several odes over the course of the play. In Sophocles’s play, the chorus is composed of old Theban men and represents the population of Thebes as a whole. The chorus recites a parodos, four stasima, and a br ief exodus. Through the choral odes, Sophocles reflects on the events and motifs of the play, including piety and faith in the Gods, the inevitability and the uncertainty of fate, and the dichotomy of right and wrong. After Sophocles establishesRead MoreOedipus the King by Sophocles614 Words   |  2 Pagesâ€Å"Oedipus the King† is a tragic Athenian play written and produced around 425 B.C. by Sophocles; a tragic dramatist, priest, and one of the three great ancient Greek writers whose excellent work has survived the centuries. The play takes place in mythical ancient Greece in a city called Thebes. It’s about a prophecy foretelling the murder of king Laius by his own son, Oedipus (protagonist), and the incestuous marriage between mother (Jocasta) and son (oedipus). The discovery of the truth broughtRead MoreOedipus The King By Sophocles1509 Words   |  7 Pagesman highly esteemed and prosperous who falls into misfortune because of a tragic flaw in the morality of the character: examples, Oedipus and Thyestes (Dodds, 1966, p. 38).† Aristotle’s definition of a tragic hero has lasted the strains of time, because during Aristotle time he was rarely questioned on hi s teachings or practices. The play Oedipus the King by Sophocles changed the way tragic plays where viewed in early Greek times, this allows readers to identify with Oedipus’s moral flaw which createsRead MoreSophocles Oedipus The King884 Words   |  4 PagesKing of Thebes, owner of a family tree that identically resembles Medusa on a bad hair day, and the inspiration for a psychologically-riveting complex, Oedipus, tragic hero of Sophocles’ Oedipus the King, exposes troubling truths about the human condition and, acting as an exemplary precaution for the entirety of humanity, demonstrates how a self-destructive struggle between love, anger, and fate, conveyed through an unorthodox love affair between mother and son (Who gets custody in a divorce?),Read MoreOedipus Rex, Sophocles1252 Words   |  6 PagesOedipus the ideal Tragic Hero Kelli Richards Liberty University Abstract In the play Oedipus Rex, Sophocles portrays Oedipus who is also the main character, as a good- natured, beautiful, noble yet narcissistic person who has a lapse of judgment and fall from power. Throughout the play Oedipus makes a few profound decisions for which he is condemned to plentiful suffering;Read MoreOedipus The King By Sophocles904 Words   |  4 Pages In Sophocles play â€Å"Oedipus the King† a deadly plague has descended upon the kingdom of Thebes, and because of this plague a dark and iniquitous secret begins to unravel itself only to reveal a web of events connecting Oedipus and others as the culprits behind all the havoc ensued. No one is the sole source responsible for the unfortunate events that befall Thebes, as well as the royal family; In fact, those who unknowingly paved the path of destruction were themselves trying to prevent it fromRead MoreOedipus The King, By Sophocles1407 Words   |  6 PagesWhen we think about a tragic play or protagonist, most people would think Shakespeare for his common theme of his plays to end with a tragedy. In Oedipus the King, written by Sophocles, tells the tale of the protagonist Oedipus. Throughout the play, Oedipus searched for his past to discover the reason why his kingdom is plagued with wilting crops and illnesses. In the end, he becomes a tragic protagonist after discove ring his past was related to the previous king’s death. While the search progressedRead MoreOedipus the King by Sophocles1393 Words   |  6 Pages Sophocles’ play, Oedipus the King, has risen many questions concerning the main character and whether or not he acts on free will or if his future is predestined by the gods. I am going to test the theory that although Oedipus believes he is acting on his own free will, he is in fact a victim of the gods. I will analyze several different sources that discuss fate and human agency in Oedipus the King and then proceed to build my original argument on the archaic debate. There has been a great deal

How Social Class Can Change The Way People Handle Punishments

In the year 1975 in Albuquerque, New Mexico, Bill Gates was arrested for driving over the speed limit and for driving without a driver s license in his Porsche 911 (Montaldo 2015: 1). It is rumored that Gates later paid his bail with cash from his wallet. It seems that Bill Gates didn’t care that he got pulled over. In January of 2014 Justin Bieber was arrested for driving under the influence and for resisting arrest. Bieber reportedly donated fifty thousand dollars to a youth charity to help as part of a plea deal. Later the drunken driving charges were dropped and Justin went on living his normal life as if nothing had ever happened (Duke 2014: 1). These stories portray how social class can change the way people handle punishments. In this paper, I will review literature found on the topic, view the issue through a sociological perspective, and then present the main argument. Higher class individuals engaged in greater unethical behavior (Dubois, Galinsky, Rucker 2015: 437) There has been a lot of research on this topic. I found multiple sources that helped me better understand the question at hand. In the article â€Å"Social Class, Power, and Selfishness: When and Why Upper and Lower Class Individuals Behave Unethically† written by David Dubois, Adam D. Galinsky, and Derek D. Rucker, I found that the upper class seem more prone to engage in â€Å"unethical, deviant behavior†. There are a multiple of reasons why. Selfishness among those higher in social class increasesShow MoreRelatedThe Legal System Of School1438 Words   |  6 PagesAmerica. These changes include changes in family style and child care, the English Poor Laws, the apprenticeship movement, and the role of the chancery court. (Siegel and Welsh) Changes in family structure made a huge difference with children’s rights. Marriage became based on love and mutual attraction which changed the concepts of marriage. The change in family structure influenced the way children were being treated. Children started to go to school, and become educated. The punishment systems ofRead MoreQuestions On Legal Mobilization And Oral And Anal1455 Words   |  6 Pagesthere were sodomy laws and Bowers v. Hardwick was a case that changed the way we talk about things of this nature. 2. Social closure is when there are boundaries created in order to define who is allowed in a profession. This is important to our class discussion because it helps show why there is differences in who is in the profession. This means that women, minorities, and blacks are all given boundaries of how they can enter the law profession. 3. Legal mobilization means that different advocacyRead MoreThe Issue Of The United States Charter Of Rights And Freedoms1648 Words   |  7 Pagesexecutive levels has been greatly debated amongst policy makers, law enforcers and law abiders in the criminal justice system (CJS). In order to address this issue more thoroughly, and to understand slavery, one must take into account the complex social and cultural realities that do exist (Tierney, 2007). In essence, literature, studies and cases in the past years have surfaced and set precedent into the spotlight of this debate. The actions focusing on racism is where the core originates. InRead MoreChildren With Learning And Developmental Disorders1410 Words   |  6 PagesIgnacio Estrada once said, â€Å"If a child can’t learn the way we teach, may we should teach the way we learn† (Waters 2015). It is crucial for teachers to shape their methods based on how their students learn best. In society today, we make rash assumptions that shape how a student is able to learn for the rest of their lives. For example, we diagnose children with learning and developmental disorders so early that they struggle to overcome their natural tendencies. Instead of continuing to make theseRead MorePhilip Zimbardo s Father Of The Stanford Prison Experiment1168 Words   |  5 Pagesone-on-one social power. Zimbardo’s experiment was focused on institutional power over the individual in groups due to the change of the environment. Zimbardo has written many books about social psychology, which is the study of human behaviors and the social situation. I learned about Zimbardo in my Psychology 100 class. He was born on March 23, 1933, and is still alive to this day. His studies and experiments are what influenced me to go into the field of psychology. Zimbardo is a crucial social psychologistRead MoreCommunity Corrections Is Vital For The Safety Of The Community1733 Words   |  7 Pagessubstantial component of the correctional service system (White and Perrone, 2010). The movement towards community corrections advocates the decarceration of the prisoners and mental health patients and its was influenced by the reconceptualization of social control with the increasing development of community care and control. The main focus is to find a solution to minimise short-term imprisonment and whether alternate corrections have become a success. Cohen (1985) discusses the issue with deviancyRead MoreWuthering Heights by Emily Bronte1290 Words   |  5 PagesRevenge can be defined as â€Å"to avenge (as oneself) usually by retaliating in kind or degree† (â€Å"revenge†) however to Heathcliff it meant more than just to avenge himself he wanted to have everything he felt he rightfully deserved and more. Social class and revenge, are primary themes in the novel Wuthering Heights. Social class plays a considerable part in the lives and loves of the charters in the novel. Revenge is key element in the book, this twisted theme creates the whole plot line. â€Å"ChildrenRead MoreMy Philosophy Of Education Is It Should Be About The Individual928 Words   |  4 PagesMy philosophy of Education is that it should be about the individual. In most of my experiences it has become just doing the same thing for each person, mostly book work, I think learning should be based on the best way a child can learn based on interests. If they become interested in learning they are more able to remember the lessons, whether that be done by using more hands on work or experiments. I believe the role of the teacher is to be an encourager or a mentor. The role of the teacherRead MoreAlice s Adventures, The Bfg, And The Invention Of Hugo Cabret Essay1414 Words   |  6 Pagesthe reader understand that growing up with different backgrounds affects how the character handles their obstacles, determining right from wrong, and judgement of impractical and practical situations. In the novels, Alice’s Adventures in Wonderland and the BFG, each character is lured into a world that could be parallel to reality; this is a fantasy world that puts many challenges to their decisions, however it is the way to prepare them to see life clearly. The main characters, Alice and SophieRead MoreChin Background, Current Situation And Development1285 Words   |  6 Pagesyears of the reform and opening-up 30 years after 1978, China continues to recover, discover, develop and reform the Chinese education. The majority of people believe the Chinese education has many problems which need to change and learn the other countries’ education systems. However, it needs time to adjust the Chinese situation and find a suitable way to reform Chinese education because Chinese history and population are different with other countries. Therefore, it cannot totally deny this education

American and French Revolution free essay sample

The American and French Revolutions are two of the greatest revolutions that occurred in the mid 1700’s through the late 1700’s. The American Revolution was a huge turning point in American history, and the French Revolution was one of the most important events in the history of the world. The American Revolution started in 1775 and ended in 1783. The French revolution started 1789 and ended 1799. The American Revolution and the French Revolution were both caused by unfair taxation and by the Enlightenment ideas, but the American Revolution only wanted a small change in society and unlike the French revolution they wanted their whole society to change. The American and French Revolution were both caused by unfair taxation. The American Revolution began when Britain’s king sent colonists over to the new world to colonize in the first 13 original colonies (â€Å"American Revolution† Int). We will write a custom essay sample on American and French Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By Britain putting taxes on stamps, tea, sugar, and newspapers began the rebellion of Americans against the British people (â€Å"American Revolution† Int). In 1765, the British Parliament made the Stamp Act, which imposed taxes on a wide variety of printed materials (â€Å"American Revolution† Int). The American colonists were outraged over the new tax law, and their protests led to the Stamp Act riots. This was one of the things that the American and French Revolution both had in common. Colonials thought the English could not control colonies far away. People like John Hancock didn’t want to pay taxes on his goods being brought into the docks or sent to England (â€Å"American Revolution† Int). The Boston Tea Party in 1773 was the first significant event, but there were also other important and devastating events such as the Townshend Act in 1768 and Boston Massacre in 1770 (â€Å"American Revolution† Int). The American and French Revolution were both caused by Enlightenment ideas. Enlightenment ideas applied reason to the human world, not just the natural world. The French Revolution was a major European historical turning point that transformed France from a monarchy to a republic. A similarity between the two revolutions were that the development of Enlightenment thought led to increasing criticism of absolute monarchy and an interest in republican ideals. In the French Revolution, Enlightenment ideas attacked the power of the king and the church (â€Å"French Revolution† Int). There was literature by Voltaire, John Locke, and Jean-Jacques Rousseau critiqued the monarchy and the Catholic Church and examined democratic forms of government (â€Å"French Revolution† Int). Enlightenment writings even played a role in the American Revolution in 1776. Many of the revolutionary leaders had studied major writings of the Enlightenment such as Thomas Hobbes, John Locke, Jean-Jacques Rousseau, and the Baron de Montesquieu. The founders gather the concepts of the limited government, the consent of the governed, and separation of powers (â€Å"Causes of the American Revolution† Int). The King wanted a small change in the government in the American Revolution unlike in the French Revolution, them wanting their whole society to change. The colonies in the American Revolution had always been ruled by British nobility (â€Å"Effects of the Revolutionary† Int). The newly formed U. S. would need to set up a new national government (â€Å"Effects of the Revolutionary War). The citizens of the new country didn’t want the national government to be so large and powerful that it became like the English Parliament with a ruling king and they didn’t want a government that would have high taxes like England had done before the revolution (â€Å"Effects of the Revolutionary War† Int). France’s middle class were unsatisfied with having no say in government; the leaders of the revolution were mainly educated professional men; rich, mostly lawyers and doctors. They wanted a more liberal constitutional form of government like the English had. The economy was really bad due to the main fact of the amount of money spent on wars which eventually made taxes increase; the peasants were not happy about this. Members of the Third Estate started demanding changes in government. They wanted men In the Third Estate who held property to have the same rights as opposed to the men in the First and Second Estate and they also wanted the power of the clergy reduced. Due to the popular opinions and fear of revolution, the King made changes to allow the Third Estate greater power. By the Treaty of Paris being signed in Paris, France on September 3, 1783 ended the American Revolutionary War, and gave the colonies their independence from Great Britain. The 13 states were now free to join and become the United States. They could now form their own government and make their own laws. The American Revolution and the French Revolution were both caused by unfair taxation and by the Enlightenment ideas, but the American Revolution only wanted a small change in society and unlike the French revolution they wanted their whole society to change.

Urbanization in third world countries Essay Example For Students

Urbanization in third world countries Essay Urbanization and its effect on third world living conditionsUrbanization is the spreading of cities into less populated agricultural areas. Most people would not think that this is necessarily a problem. They would say that it is good that the developing countries were becoming more developed. With urbanization comes factories and more jobs, so the people can make more money and be happier. Right? The problem is that these people must sacrifice their traditional lifestyles, for this new Urbanism(the way of life, attitudes, values, and patterns of behavior fostered by urban settings Knox 234). A lot of these people dont choose this lifestyle- they are forced into it. Because there is a growing demand for natural resources in the core countries, the semi periphery and periphery countries (where many of the resources are) get exploited. The civilized world enters the other countries, buys land from the government and then forces the people who are on that land off of it. These people th en move to the cities because they have nowhere else to go. Once they get to the city they are lucky to find a job. Sometimes these jobs pay as little as 80 American dollars a year and can barely support a family. As a result many turn to crime or prostitution to make ends meet. Our worst poverty is generally better than the average people in these third world cities. We will write a custom essay on Urbanization in third world countries specifically for you for only $16.38 $13.9/page Order now The people in these cities lack not only those things that are necessary to sustain life- such as food, clean water and adequate sewage. But they also lack those things that we consider to be essential to life such as electricity, running water, and education, forget any of the things that we just have to enjoy, like cars clothes candy drugs television and entertainment. Eventually large slums develop around or inside of the cities, in these slums; large groups of poor and uneducated people end up living together in poverty. The World Bank met in 1999 to address these problems; in their report they write Hundreds of millions of urban poor in the developing and transitional world have few options but to live in squalid, unsafe environments where they face multiple threats to their health and security. Slums and squatter settlements lack the most basic infrastructure and services. Their populations are marginalized and largely disenfranchised. They are exposed to disease, crime and vul nerable to natural disasters. Slums and squatter settlements are growing at alarming rates, projected to double in 25 years So it is projected that the amount of people living in these slums will double, as it stand right now there are a billion poor people in the world, 750,000,000 of which live in urban areas, 750 million people living without adequate shelter and basic services (UN habitat, pg 1) So just how bad are these areas? To quote the World Bank meeting again Slums are neglected parts of cities where housing and living conditions are appallingly poor. Slums range from high density, squalid central city tenements to spontaneous squatter settlements without legal recognition or rights, sprawling at the edge of cities. Some are more than fifty years old, some are land invasions underway. Some have various namesthey do not have:* Basic municipal services-water, sanitation, waste collection, storm drainage, street lighting, paved footpaths, or roads for emergency access* School s and clinics within easy reach, or safe areas for children to play*Places for the community to meet and socializeIt also went on to say that they are only getting worse. Urbanization causes this poverty. Previous to urbanization these peoples were fine, they might have lived under conditions that we deemed poor but they still survived and could provide for the families that they made. Seems to me that whats really going on is that the core countries need resources. We need oil so we can drive, we need coal so we can have nice warm houses, and we need a lot of different things. We need cheap clothes and cheap food and cheaper everything. So we exploit these countries resources, whether it is manpower or some natural resource that they possess and we think we need. We do not end up having to see the negative repercussions of these actions. We complain when things are too expensive but that is about all we have to complain about. If some people have a lot then others have to have a little. Everyone cannot have all of the supposed niceties of life. But if the developed world is going to cause these problems they need to work to fix these problems. This i s what the World Bank meeting was all about, upgrading slums. All of these people have money they can sit around and talk all day about the problems of poverty; they can make action plans to be implemented. But where will the money come from? Their pockets. I doubt it. They expect the countries that they are exploiting to somehow come up with the money to implement these wonderful programs that they have set up. Their plan consists of slum upgrading which means this-Slum upgrading consists of physical, social, economic, and organizational and environmental improvements undertaken cooperatively and locally among citizens, community groups, businesses and local authorities. Actions typically include:*Installing or improving basic infrastructure, e.g. water reticulation, sanitation/waste collection, and rehabilitation of circulation, storm drainage and flood prevention, electricity, security lighting, and public telephones*Removal or mitigation of environmental hazards*Providing incent ives for community management and maintenance*Constructing or rehabilitating community facilities such as nurseries, health posts, community open space*Regulating size of tenureSo basically they propose to fix all of the problems that they state at an earlier time in the report. But they require local governments to pay for the majority of the cost. If areas are so poor that the majority of the people in them can barely find food; where will the money come from?Ive concluded that poverty in urban settings is largely due to the pressure from core countries that is put on the periphery and semi-periphery countries to give up their resources. If they dont give in to Pressure from the core countries then they are called radical nationalists (from class discussion) they are stripped of all of their power by a far superior military then theirs, governments are replaced by better more core friendly people (examples- the Belgian Congo in the 1960s, Panama and Teddy Roosevelt). In order to m ake the people in third world countries something more than low-wage slave labor, something must change. I believe that the problem is forced urbanization. If the core countries were not so worried about the precious resources in the less developed countries they would not deem it necessary to force people off of it. If people were not forced off the land, into the city, the cities would grow at a natural rate. When Urbanization occurs at a natural rate (the United States) Poverty is present but not as magnified. .u7f9524ed962e6188e9bc6b9fee6a0c6d , .u7f9524ed962e6188e9bc6b9fee6a0c6d .postImageUrl , .u7f9524ed962e6188e9bc6b9fee6a0c6d .centered-text-area { min-height: 80px; position: relative; } .u7f9524ed962e6188e9bc6b9fee6a0c6d , .u7f9524ed962e6188e9bc6b9fee6a0c6d:hover , .u7f9524ed962e6188e9bc6b9fee6a0c6d:visited , .u7f9524ed962e6188e9bc6b9fee6a0c6d:active { border:0!important; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .clearfix:after { content: ""; display: table; clear: both; } .u7f9524ed962e6188e9bc6b9fee6a0c6d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7f9524ed962e6188e9bc6b9fee6a0c6d:active , .u7f9524ed962e6188e9bc6b9fee6a0c6d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .centered-text-area { width: 100%; position: relative ; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7f9524ed962e6188e9bc6b9fee6a0c6d:hover .ctaButton { background-color: #34495E!important; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7f9524ed962e6188e9bc6b9fee6a0c6d .u7f9524ed962e6188e9bc6b9fee6a0c6d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7f9524ed962e6188e9bc6b9fee6a0c6d:after { content: ""; display: block; clear: both; } READ: Lord of the Flies Argumentative EssayTruth is that these problems cannot be fixed by anyone. If there are people that have a lot then there are going to be people who have a little. These rules are written in the very laws of nature. The governing powers (companies, world bank, tri-lateral commission) think that if they can just raise these people up to a little bit higher living standards than they will be o.k. But the more you give people, the more they want, its just human nature. Bibliography1.World Bank Group. cities alliance for cities without slums, action plan for moving and upgrading slums. Annual meeting.1999 No authors were given2. United nations human settlemen ts program. urbanization, facts and figures New York, 6-8 of june 20013. another united nations human settlement report, no author no dateWords/ Pages : 1,286 / 24

How to communicate with students through technology

How to communicate with students through technology Your students are on devices all day long, constantly texting, scrolling through social media, and checking email between classes (and sometimes during class). While many schools have technology policies and some teachers ban devices in their classroom, some are embracing tech to reach this generation in key ways: as teaching tools within the classroom, through multimodal assignments, and through communication beyond the classroom. Tech is increasingly being used in the classroom as a learning tool- even as the assignment itself. Your students are learning how to build personal websites and sophisticated presentations using software like Google Slides, Prezi, or Canva; students today are increasingly more likely to upload a file rather than print an assignment on paper.Consequently, teachers writing notes on the margins of an assignment in red ink is becoming a thing of the past. Whether it’s a way to reach the eyes that are overly invested in their screens or simply to find t he most functional way to give feedback on various types of media, there are several ways to use tech as a communication tool in and beyond the classroom.But first let’s be clear about what not to do: no texting students or communicating via social media apps. Although you want to reach students, communicating with tech they primarily use with friends or family muddies the effectiveness of your messaging, and potentially communicates a lack of seriousness to some students. It also interferes with your own ability to set proper boundaries between you and your students, as well as between your work life and your home life. It’s not about being the cool techy teacher. It’s about finding tools that suit your needs and meeting your students where they are.Go PaperlessThe paperless classroom can be a way to not only stop the spread of germs, but also make turning in an assignment as easy as clicking a button. Wouldn’t it also be great to give students feedback just as easily? Using the comments features on Microsoft Word or platforms like Google Docs can be great for providing feedback to students who can reexamine the assignment in the same way they created it: on screen.This isn’t just about convenience; electronic feedback lets you make changes directly to their document, allowing them to get a sense of what the finished revision would look like without the need to decode your handwriting. Google Docs can also be a great way to communicate to students engaged in group work and allow easy communication among multiple users.Going paperless can be more easily facilitated when your school uses LMS (Learning Management Systems) like Canvas or D2L, but there are a number of Google products like Google Sites that can allow teachers seeking out a user-friendly platform to provide online syllabi, updates, and assignments that students can access quickly.Voice VideoWe so often gear the classroom towards reaching auditory, visual, and kin esthetic learners to reinforce the multiple ways students receive messages, but some teachers rarely mix it up in their feedback- which is often written. Providing feedback on documents using voice annotations features that exist in programs like Microsoft Word or creating voiceovers on video-recorded presentations with programs like Screenflow can be a great way to reach students who are auditory learners. It’s also a way to engage students who get to hear the real voice of the teacher and read impressions and detect enthusiasm that can get lost in written feedback.The great thing about tech is that it allows more types of communication and creative ways to engage students- but it also is a two-way street. Various apps that allow you or your students to develop video with some flair like Filmora or Animoto can be a dynamic way to engage class material for everyone.Interactive TechIn the classroom, communicating course content can be made more interactive by creating lessons where technology use is required through platforms like Blendspace (which can incorporate a YouTube video, Power Points, images and documents). You can engage students with interactive games like Kahoot- a quick multiple-choice quiz game the entire class plays on their phones or computer. Or you can engage student feedback through interactive polls like Poll Everywhere or Micropoll.By inviting students specifically to use the devices they are so familiar with, you can help facilitate the learning process and get your students excited to learn.

Use Avogadros Number to Convert Molecules to Grams

Use Avogadros Number to Convert Molecules to Grams Avogadros number is the number of items in one mole. The number is experimentally determined based on measuring the number of atoms in precisely 12 grams of the carbon-12 isotope, giving a value of approximately  6.022 x 1023. You can use Avogadros number in conjunction with atomic mass to convert a number of atoms or molecules into the number of grams. For molecules, you add together the atomic masses of all the atoms in the compound to get the number of grams per mole. Then you use Avogadros number to set up a relationship between the number of molecules and mass. Heres an example problem that shows the steps: Avogadros Number Example Problem Question: Calculate the mass in grams of 2.5 x 109 H2O molecules. Solution: Step 1 - Determine the mass of 1 mole of H2O To obtain the mass of 1 mole of water, look up the atomic masses for hydrogen and oxygen from the Periodic Table. There are two hydrogen atoms and one oxygen for every H2O molecule, so the mass of H2O is: mass of H2O 2 (mass of H) mass of Omass of H2O 2 ( 1.01 g ) 16.00 gmass of H2O 2.02 g 16.00 gmass of H2O 18.02 g Step 2 - Determine the mass of 2.5 x 109 H2O molecules One mole of H2O is 6.022 x 1023 molecules of H2O (Avogadros number). This relation is then used to convert a number of H2O molecules to grams by the ratio: mass of X molecules of H2O / X molecules mass of a mole of H2O molecules / 6.022 x 1023 molecules Solve for the mass of X molecules of H2O mass of X molecules of H2O ( mass of a mole H2O  · X molecules of H2O ) / 6.022 x 1023 H2O molecules mass of 2.5 x 109 molecules of H2O ( 18.02 g  · 2.5 x 109) / 6.022 x 1023 H2O moleculesmass of 2.5 x 109 molecules of H2O ( 4.5 x 1010) / 6.022 x 1023 H2O moleculesmass of 2.5 x 109 molecules of H2O 7.5 x 10-14 g. Answer The mass of 2.5 x 109 molecules of H2O is 7.5 x 10-14 g. Helpful Tips for Converting Molecules to Grams The key to success for this type of problem is paying attention to the subscripts in a chemical formula. For example, in this problem, there were two atoms of hydrogen and one atom of oxygen. If youre getting the incorrect answer for this type of problem, the usual cause is having the number of atoms wrong. Another common problem is not watching your significant figures, which can throw off your answer in the last decimal place.

Greece vs Saudi Arabia Essay Example | Topics and Well Written Essays - 2000 words

Greece vs Saudi Arabia - Essay Example tion of the country.1 The country has a huge workforce that is comprised of foreign nationals who work alongside the Saudi nationals and it has been estimated that this number of foreigners increased from 4,563,000 in the year 1985 to a total of 5,300,000 in the year 1990.2 The country is a kingdom and before the year 1932, the Arabs were divided into different geographical regions such as the Nejd, Hejaz and Al Hasa regions and it was Ibn Saud who conquered the various dis-united regions ad declared himself the king of the United Saudi Arabia in the year 1932. 3 The petroleum deposits that have taken Saudi Arabia to the heights of its current prosperity were discovered in the year 1936. Most of the population belongs to a strict sect of Islam known as the Wahhabis. The cultural and social conditions of the country seem to be much talked about, yet still veiled mystery as the people are extremely conservative and follow the Sharia (Islamic Law) with strict adherence. A very big reason that the Saudi workforce comprises of so large a number of foreign residents is the fact that until the last decade there were very few places where Saudi national could obtain higher education in their own country. Due to this reason, the country has a huge workforce which comprises of foreign nationals. Recently, in the last decade or so, the government has started spending huge amounts of money on developing its own national workforce, which is an avenue which was always neglected previously. The oil that the country produces plays a huge role in its economy. Statistics confirm that the budget revenue is derived mainly out of oil sales and it accounts for 80% of the over all budget. It also makes up a large chunk of the country’s GDP at a contribution of nearly 45 %. It can easily be said that with 90% of the its earnings coming out of oil export, Saudi Arabia is an economy which is highly dependent on its natural resources. Although the current falling prices of oil and the

Integrated Information Technology and Early Childhood Education Research Paper

Integrated Information Technology and Early Childhood Education - Research Paper Example An important finding from the study is that integrated information technology can have both negative as well as positive impacts on the above mentioned factors, therefore, the tools need to be used with the right balance. Additionally, empirical and quantitative studies related to the impact of integrated information technology on early childhood and factors such as education, family atmosphere, parenting style and the relationship between the parents and children are still in their nascent stages. Introduction It is often said that children of today belong to the 'Technology Generation' (Jukes and Dosaj, 2006) or the digital natives (Presnsky, 2005). Information technology becomes a part of their life even when they are very young and has a deep influence during the growth years. Over the past decade, the use of integrated information technology continues to increase in early childhood education. During the initial years, both parents as well as teachers were concerned whether using instruments of integrated information technology would be beneficial or harmful to the children (Prensky, 2005). However, the advantages offered by Information technology in education is immense and cannot be ignored. Traditionally, using information technology meant just the use of computers. ... This study takes a look at how integrated information technology can have a major impact on early childhood education, especially from parenting and character education perspectives. In doing so, the study looks at how the instruments of integrated information technology co-related with early childhood education, parenting styles, effectiveness on children's learning, character development, parent-children relationship and family atmosphere. Literature Review and Proposition Development 1. Integrated Information Technology and Early Childhood Education With advancements in information technology, a number of instruments are used to aid learning in children, even those who are in pre-school and kindergarten stages (Donald et al,. 2012). Modern day classrooms for early children are equipped with devices such as computers, cameras, multimedia equipment, voice recorders, conferencing instruments, Internet connection and so on. All these instruments are also integrated with each other to form one cohesive medium of integrated information technology (Presensky, 2006). While there was considerable skepticism on whether integrated information technology should be used for early childhood education, over the past few years, integrated information technology has become an integral part of early childhood education. Additionally, as the world is becoming increasingly technology dependent, it is also necessary that such technology is integrated with their learning process from an early age. One reason as to why early childhood education is effective through information technology is that the human brain is able to relate more to the visual images, 3-d videos, communication tools

Psychology for Law Enforcement Essay Example for Free

Psychology for Law Enforcement Essay 1. Describe the standard policy regarding confidentiality for a police psychologist. Be sure to address handling records, being a counselor versus evaluator, and your role during critical incident debriefing. Different legal foundations have set standards regarding the standard of confidentiality for every police psychologist. Psychological services for the police have considerably grown providing a number of clinical and occupational functions. They include operational support services, training, research and counseling services. However, handling confidentiality matters have grown recently and an evaluation between counseling roles and evaluation abilities. By and large, the police psychologist is an evaluator and therefore at liberty in making independent and fair assessments. He/should should prove high levels of confidentiality in records concerning work fitness. This is to imply that a police psychologist should be professionally sound in matters of handling records. Any disclosure of the records pertaining physical fitness can only be done during times of necessity. The evaluation process should avoid discrimination or unfair justice to the assessed. Like an evaluator, he should posit high morals concerning fair assessment of the fitness to work by the police officers. This is presumed important because the assessment regarding work fitness is what shows whether an officer can perform or not. They should maintain highest caution in protecting the confidential information that is stored in various media forms and the regulation for such disclosures should be within the limits of the law. Above been record keepers, police psychologists should obtain adequate permission before recording any images or voices from individuals with whom they are giving services. The confidential information that is obtained from the people is only useful for professional or scientific purposes allied to the concerned persons. Police psychologists are also counselors. They should offer counseling services to client who has various social problems such as family matters, unfitness for work and other issues. Like a counselor however, he is supposed to ensure confidentiality in all matters under concern for a particular person under the counseling service. Conceptually, a police psychologist should have the professionalism for addressing critical incident debriefing. This should involve encounters that relate to urgent matters. In the debriefing process, he should be professionally tactful to avoid arousing discomfort, instability of the mind, stress, shock and social inadequacies to the person he is offering the service. Critical incidence debriefing should therefore be structured in a manner that is comfortable to the client and which should not destabilize the state of the client’s mental stability. 2. What elements in an assessment are required to ensure reliability in a pre-employment screening? How do these factors predict performance? Evaluations by psychologists for pre-employment test for physical fitness have grown to be subject of extreme importance. This has been a concern that arises from police violations and misconduct from the civil rights. The pre-employment evaluations have been described as a tool for evaluating a police physical fitness in his/her duty. However, this growing demand for pre-employment and comprehensive psychological evaluation has stood in conflict with values about disability and privacy accommodating issues. Pre-employment evaluation has been argued as a cornerstone factor towards guiding the safety of the public. This is because only officers who are physically fit for the profession are the one offered with employment at the expense of those who show no substantial qualifications into their physical fitness. Physical fitness for the police officers is a growing requirement from state of the modern police departments which are allied to various law and order provision that does not hesitate physically fit and able professionals. Elsewhere, since the selection, hiring and training process of the police officers is a highly costing exercise, it would rationally be uneconomical to incorporate officers who have no substantial qualification in to the profession.   Ã‚  When these officers have consecutive personal crisis that come along their way such as family and marital problems, depression and stress, divorce, memory lapses and accidents, their physical insufficiencies may have negative influences in their functionalities. They are paused with various risks and stress factors that often keep them astray from their work. Officer’s physical fitness remains a mandatory factor in their service delivery. However, impaired officers have showed higher chances of identification while at demanding situations, have high probabilities of removal from their working positions and have more referrals for treatments. However, this evaluation should not violate the individual’s psychological requirement and perhaps violating their privacy. Therefore, some physical complications should be addressed in specific organizational development and management techniques. Various police agencies use contract and in-house services in conducting this fitness evaluation. In the process, they involve in psychology counseling in evaluating possible psychological stigma that may be held by the evaluation. It is therefore of great substance for evaluation of physical fitness in response to fitness for work. 3.   Ethical issues in fitness for duty evaluation. The psychological test for fitness of work in the police department is a compliment of various ethical issues. At one level, every information whether collected through tapes or images should be done at the request of the individual in service. No forced sourcing of information for record purposes should be from forced attribute of the individual in the evaluation. Either, every information obtained from the evaluation process should be used solely for research work in an adequate area of concern or coined towards an issue related to the police professionalism. The collected information should not be for personal use by the evaluator. Either, it demands professionalism that personal information retrieved in the evaluation process of fitness for duty should be treated with a lot of confidentiality. No personal information should be retrieved, disclosed or magnified for any public use unless for the interest of the sake of professional good which includes the individual him/herself. (h ttp://www.danielrybicki.com/wfstud3b.htm) Inquiry for the evaluation should be guided by fundamental limitations of the requirement of the disclosures of the confidential information. The counselor/investigator should not be inquisitive of confidential information which is of no substance to the profession. The psychologist should ensure the most minimal levels of intrusion into privacy as possible. Oral and written reports should only include the information that is relative for the need for which the inquiry was constituted. In any external consultation with his/her colleagues the psychologist should ensure that the no disclosure of confidential information with which it can easily lead to client disclosure unless with a prior authority of this client. The psychologist should take all the reasonable steps in minimizing and correcting misrepresentation or misuse of the professionalism. He/she should avoid any unfair discrimination that comes up against the respondents. He should not act in a manner of denying the respondent possible chance of promotion to the SWAT team. His/her mode of conduct of the evaluation should not have conflicted with the law and regulations. His evaluation process should be guided by the requirements of law and professionalism. 4. Lopez’s process of counseling bears various ethical concerns. It should concur with the provision of the Equal Employment Opportunity Commission. At one level, homosexuality should be understood as a social matter and not surgical. It is a situation which affects the social and psychological attitudes of Lopez. The feeling of homosexuality may mean aspects of depression and tress which is complimentary psychological attributes associated which her sexual situation. Generally, this psychological depression may be a factor towards the rationale for been physically unfit for the work. However since homosexuality is among the many senses of disability, the provisions of Equal Employment Opportunity Commission would require that she still continue in her capacity. One important factor/attribute that she should embrace is personal acceptance of her situation. Since this is not a surgical problem but social issue, unfitness for job would only occur due to the levels of depression and low self-esteem which comes as a result of low self evaluation. Personal acceptance would give her strength and therefore restore her fitness for work.

Human Equality as an Impossible Ideal in Animal Farm :: Animal Farm Essays

How do the events in Animal Farm show human equality to be an impossible ideal, not a practical reality? One of the main themes of the book is the effect of power on leaders and how it leads to corruption, propaganda and most of all inequality, and in this book, inequality is shown through out and there are many different examples of it. The main event in the beginning of the book is old major’s speech, where he starts it by mentioning how unequal human are to the animals and how they don’t do any work as they are the leaders of all creatures. He implied that the other animals should get rid of man so that his dream can be fulfilled and create a society where all animals are created equal. Just as Old major dies, the pigs create â€Å"Animalism† and the seven commandments under the intention of equality, even as they have just automatically chose themselves as leaders of the revolution and the other animals. The rebellion wasn’t really led by the pigs; it occurred when the animals got mad after a long day without food, the pigs unequally became leaders without actually taking a huge part in it. After Mr. Jones is kicked out and the animals’ hope of an equal society rose, they started working hard while the pigs didn’t do any work under the excuse of the need of supervision. Another example of the inequality of the pigs is after the apple harvest where they took it for themselves claiming that they need fuel while the other animals are the ones who need it as they work harder. During the successful defensive fight against Mr. Jones, all the animals fight equally, Snowball and boxer did an excellent job, except napoleon who didn’t turn up for the fight. Napoleon is becoming increasingly corrupt and unjust. After the effective speech by snowball which made snowball more popular and was going to divert the votes to him, Napoleon â€Å"uttered a high-pitched whimper† and the dogs chased snowball of the farm, which confirmed the untrustworthiness of napoleon. And subsequently the inequality began to increase at a more severe rate. The animals gradually become like slaves doing napoleon’s plans and doing whatever he likes, moreover they are forced to work on Sundays but Napoleon rests like he does all over the week. Yet he starts trading and starts progressively breaking the commandments. What is more, he horrifies the hens after their refusal of giving the pigs their eggs for money by cutting the food supply on them and starving them until 9 of them died, so that they agree on giving the

Khaled Hosseini Essay

A single event can shape the rest of a lifetime. Redemption is a way that makes up for the cause of the guilt. The Kite Runner is very much a â€Å"novel of redemption. † The main character, Amir, has to find a way to redeem himself after having betrayed Hassan. Sanaubar, likewise, must find redemption. Baba resolves his past guilty by doing good deeds First, Amir redeems himself by steps into courage and rescues the son of his brother Hassan Redemption is the act of saying or being saved from sin, error or evil, which the main character Amir seems to need the most. Amir lives with the guilt he has built up over the years because of one incident from his childhood. Amir’s father’s words still echo through his head â€Å"A boy who won’t stand up for himself becomes a man who can’t stand up to anything. † Pg (24). Although Amir destroyed the lives of many people, and he has had more than one opportunity to redeem himself of his guilt, he is not the selfish little boy he once was. Before Amir can go on the road to redemption, Amir must realize that he can’t go back and change what he has done as a child, and he must find inner peace. Although if it was not for Amir’s actions as a child, Sohrab never would have needed to be saved in the first place but by saving Sohrab, the last piece of Hassan’s life, does make a difference. From the moment he chose to turn his back on Hassan, there were many chances where â€Å"There’s a way to be good again† (238). For all his wrongdoings, but he chose not to take any of these. Sohrab was his last and only chance for redemption. â€Å"I have a wife in America, a home, a career and a family†. But how could I pack up and go back home when my actions may have cost Hassan a chance at those very same things? And what Rahim Khan revealed to me changed things. Made me see how my entire life, long before the winter of 1975, dating back to when that singing Hazara woman was still nursing me, had been a cycle of lies betrayals and secrets† (238). Amir finally became the man who stood up for himself and his sins. Throughout his childhood, Amir looked for his father’s affection and he never could get it. His father had said â€Å"I’m telling you, Rahim, there is something missing in that boy (24). Amir’s father would have been proud of him at this very moment because that was all he had wanted from him. The guilt that was built over the years was finally put to rest at the safety of Sohrab. In Afghanistan when Amir stood up for Sohrab and Assef aggressively beat him up, Amir had said â€Å"My body was broken just how badly I wouldn’t find out until later but I felt healed. Healed at last. I laughed. † (289) which showed Amir had come to terms with what he had done as a child and was finally felt relieved. Although he was getting beat up, it did not matter anymore, he just wished he had stood up to Assef years ago, and maybe he would have earned his redemption in that alley. Second, In the novel Baba Seeks redemption by treating Hassan well and always remembering his birthday. Amir and Baba were planting tulips, when Amir had asked Baba if he’d ever consider getting new servants And Baba said ‘’Hassan’s not going anywhere, he’d barked. He’s staying right here with us, where he belongs. This is his home and we’re his family. He had wept, wept, when Ali announced he and Hassan were leaving us. † (237).

How War Affects the Economy Essay

Countries that have experienced periods of war have had their economies mostly affected negatively. Considering war and the economic history, it is evidence that war has influenced the economic history across the world for centuries. This influence is both negative and positive. In most cases, those who win during wars have ended up getting their economic institutions and trade patterns in shape. Wars have also led to technological development, increased workforce among others (Goldstein, par. 1). However, the negative impacts of war outweigh the positive impact in terms of waste of money and resources on war, destruction of human capital, trade, resources available and labor management. Wars have also led to loss of many lives thus reducing the population which greatly contributes to economic growth at large (Goldstein, par. 1 – 2). Where possible, wars should be avoided by all means, no matter how appealing the positive impacts might seem to be, since in return they are expensive, destructive and disruptive thus greatly affecting the economies of many nations negatively. The negative impacts of war During wars, the economies of the third world countries are the ones which often get affected to a larger extent. Winning in war is determined by how powerful a nation is. More powerful and stronger nations are better placed and able to represent their interests than others. For example, The United States of America being the super power wields incredible power and influence. Before any country engages itself into war, it should consider its strength and influence and also who they are fighting with (Wade par 1-2). Some of the negative impacts of war include the following; War Causes Increased Inflation Rate According to Goldstein (par 4), waging war requires three things; ‘money, money and money’. In short, waging war requires a lot of money and therefore many nations have ended up printing a lot of currencies to finance war forgetting that the printing of more money fuels inflation. Inflation always acts as an indirect tax on a national economy. For instance, during the first and second world wars, there was the industrial warfare that in return created inflationary pressures across large economies. The governments mobilized very many societies for war which led to conscripting labor, building up prices in markets for natural resources and industrial goods, diverting of capital and technology from civilian to military applications among others (Goldstein, par. 4), During the World War I, there were numerous inflations as participants broke from the gold standard to issuing of currencies freely. This led to increased inflation, a thing that was experienced even during the US Civil War, First and Second World Wars, Vietnam War among others. War induces inflation which is strongest in war zones but also to neutral countries, causing disruption and scarcity of resources, for example the US during the World War II. In addition, as war continues in the present day, inflation continues to increase driving the currency to worthlessness. The cost of war during World War I was almost $ 40 billion in addition to 85 years of inflation. This expenditure in figures would be closer to $1100 billion in the modern terms (Goldstein, par 2-5). War Leads To Increased Government Debts  Some nations borrow money for war and what happens is that they end up in a lot of debts for the government. War related debts always drive many states to bankruptcy. An example of such a nation is Spain in 1557 & 1596 when there was war (Goldstein, par. 5). Capital Depletion Many wars create zones of intense capital as well as destruction. This destruction happens in farms, factories and cities and cause reduced economic output which in return causes famine and plagues, for example during the 30years’ war that happened between 1618 and 1648. During this time, one third of the population was killed in Germany as the mercenaries plundered civilians with the latter becoming mercenaries so as to try to survive. In addition, the First World War reduced production by nearly half and starved hundreds of thousands of Germans to death. These led to more than a decade of lower Soviet output. Also, during World War I in 1918, influenza epidemic killed millions of people thus reducing the work force (Goldstein 2003, par8-9). Some other 407,000 Americans lost their lives during the Second World War and this led to decrease in human cost or labor which would have otherwise contributed to the economic growth of America (Henderson, par. 7). In Germany, there was a massive loss of lives which amounted to 1. 7 million young men and 4. 3 millions of them being wounded during the First World War. The total casualties were thus adding up to 7 million though this also included some prisoners and also those listed as missing. The Germany economy suffered terribly during this war and its industrial output fell by over 40% between 1914 and 1918. This was because many of the working men had been killed in war and so the machinery was run by ill trained people at the end of the war. In addition, the workforce was not physically fit to work very hard as a result of the food shortage that was being experienced in Germany then. Estimates show that 35% of all trade was usually organized illegally on the black market and the economy suffered from shortages of raw materials (School of History, par 2). War Impact On Domestic Economy Wars bring about impact on the domestic economy too. This happens through reduction of the level of capital stock as well as its growth. There is usually capital flight which dramatically leads to reduced private investments. In addition, the political economy models show worsened government’s fiscal balance which results from the internal conflicts that ends up affecting the aggregate domestic economy (Imai and Weinstein, par. 1). Economically, many activities are enhanced into conduct of war through the act of the government shifting the expenditure from output to war. Politically, there is evidence of weaker incentives which help maintain the fiscal balance. This is attributed to a shorter time horizon and weaker accountability of an electoral constituency. The result of all these shows that the driving forces can be attributed to the negative effects of civic war on the economic growth which is a decrease in domestic investment and especially the private investments (Imai and Weinstein, par. 1). War Is Expensive A lot of resources are normally used to wage war and this definitely leads to a minus in the economic growth of any nation. When a government spends a minimum of 2% of its GDP on its military on average, its economy is affected as well. Therefore, no matter where the finances or resources for funding comes from (payment of taxes or debts) , the resources used in war should be used to do other constructive things in order to raise the economic growth such as, paying more wages to workers to motivate them, construction of roads, large scale farming among others. Most governments ends up using a pool of finances to buy tanks, trucks, fuel, clothing, parachutes, bullets, guns, airplanes among other equipments of war. They also hire laborers to do the job that is, hiring more military personnel which is still expensive (Henderson, par. 3-4). All the capital and labor used to do the above produces output and labor that would otherwise have been used to develop the country’s economy. The cost of all that is used in war is called opportunity cost which means the value of the highest valued opportunity foregone. Thus, the opportunity cost of the resources used in war is the value of the resources that would otherwise have been used by the government on other things other than war (Henderson, par3-4). For example, during the Second World War, the US government spent more than 7% of GDP (Gross Domestic Product), on war. In addition, there was a peak of the United States government spending a large portion of its (GNP) Gross National Product on war in 1944. This government spent about 38% of the GNP on war while as much of the capital and labor used in this war would have been used to produce things like automobiles for domestic economy or even exports among other things. In short, there would have been no rationing of meat, tires, nylons eggs, butter and sugar and the standard measure of prosperity would have been much more prosperous (Henderson 2006, par 4). On the other side, the cost of war in Germany during World War I was estimated to be US$ 40 billion; this was a lot of finances all being put to war (School of History, 2004, par4 ). Also, during World War 1and World War II, consumer spending is said to have increased a lot though it was still less than the long-term growth rate. The increase in output that was experienced during World War II considerably reflected the massive rise in military spending. At the climax of this war, the US government spending had taken up over 40% of the GNP whereas the Korean War spending was more moderate with the government spending a maximum of about 20% of the GNP (Ohanian 13). Another example showing the costliness of war is the Iraq war. According to some approximations made, Iraq and some other Middle East countries are assumed to spend significantly on defense. This is represented by an increase in defense spending by OPEC (Organization of Petroleum Exporting Countries) which is a clear indication that the economic growth of these countries is affected (McKibbin and Stoeckel 2). The Iraq war is possibly costly to the economy of the world. However the costliness is dependent on how long the war lasts and also the compounding effect of many different factors. The main economic effects include higher budgetary cost, rising oil prices and the greater uncertainty of things, leading to negative effects on economic growth. For example, the United States can experience a knock-on effect if Japan is unfavorably affected by war with Iraq. In such a case, the rise in oil prices is likely to change the prices of other energy sources like coal and natural gas (McKibbin & Stoeckel 1). In addition, when the prices of oil rise, Japan experiences high risk in terms of economic effects than either Europe or United States since it depends mainly on imported oil. Australia is also not left out since it is also affected negatively when the oil prices rise despite the fact that it exports coal and gas in large amounts. The longer the period a war takes, the more there is prolonged and uncertainty of the cost of oil (McKibbin and Stoeckel, 5). The war in Afghanistan also led to estimated loss of US $ 2-3 billions to the economy of Pakistan in 2001. This caused effects such as loss in revenue, decreased exports, reduced foreign investment as well as a slow down in private investments (Nisar, par. 18). War Leads To Increased Tax Rate The tax rate is usually increased in many nations during war so as to be able to finance the whole process of war. For example, there was increased tax during the Korean War so as to help finance the war. The capital tax rose to nearly 63% in average, the highest tax rate of capital income that has ever been heard in the history of the United States and it was sufficient to finance the Korean War efforts. Moreover, during the Second World War, the labor tax rose to about 19% with the capital tax rates ranging to an average of 60% compared to the time prior to the war, whereby the average marginal tax rate on capital was about 45% and the average marginal labor tax rate was just 9%. This high tax rate generated significant revenues and at the same time, the revenue was not enough to finance the war spending (Ohanian 13). All the above listed effects show how destructive and expensive war is to the economy of any nation. The Positive Effects Of War On The Economy The positive effects of war are not as many as the negative effects and no matter how attractive they might be the negative consequences still stand conspicuously. Some of the positive effects include the following; War Leads To Development Of Infrastructures And Technology Sometimes war creates a chance for infrastructural development like roads and thus clearing away the outdated ones. This gives way to the rebuilding of the economy world wide thus leading to long-term benefits. Technological development also rises as a result of war though not always. For example, after the two world wars, French production is said to have grown faster after 1950 than before 1914. Also the layouts of European railroad networks were strappingly influenced by the strategic military consideration. This was evident after Germany used railroads effectively to conquer French forces especially in 1870 to 1871(Goldstein, par 12-13). According to Tassava (par. 1-32) there has always been scientific and technological innovations that comes as result of war. These innovations were the key aspects in the American war effort as well as important economic factor in the Allies’ victory. During war, there is usually development of weapons among other tools of war. The American experience after the Second World War was impressive because of the scientific and technological change which positively affected almost every aspect of the war economy. There was also the Manhattan project which was meant to creating atomic weapons. However, this project was often hidden from the public view because of the wartime secrecy. The U. S. army and several private contractors gave direction to scientists, engineers and workers to build a nationwide complex of laboratories and also plants that would manufacture atomic fuel. They also gave direction to fabricate the atomic weapons. For example the laboratories at Chicago and California-Berkeley universities, the uranium processing complexes at Oak Ridge, Tennessee, Hanford, Washington among others (Tassava, par. 32). Another innovation that arose during war time is the building of ships. This was the third example of innovation’s importance to the war economy. The fighting fronts in Africa, Europe and Asia that had their plans allied in World War II were totally dependent on the movement of war material produced in the United States. Hundred merchant shipyards in the U. S produced 5,777 ships at a cost of about $13 billion between 1939 and 1945. The technology of building ship later became a low-technology compared to the atomic-bomb project and the aerospace industry a sector that was amazingly successful (Tassava, par. 35).

Flamin Country Joe essays

Flamin Country Joe essays In 1992, an antiwar activist, Country Joe, violated a Georgia statute by acting out a skit that urged people to refuse to fight in the Persian Gulf war, overthrow the government and form a socialist regime. He then burned a military uniform in opposition to the war, and was arrested for his actions. This paper will examine the Georgia statute that Country Joe violated and address the constitutionality of that law. The Georgia statute under which Country Joe was arrested made it a crime to wear the uniform of the armed forces of the United States in any way that brings discredit upon that armed force. Further, the uniform may not be used in any way that advocates the overthrow of the government of the United States by force. Further, the uniform may not be defaced, mutilated or treated in a contemptuous manner. The question in this case is not whether Country Joe violated the Georgia statute, but whether the law is constitutional. Following the standards set forth in Texas v. Johnson, we must first establish that Country Joes actions constituted expressive conduct. Next, if his conduct was expressive, we must decide whether the state statute is related to suppression of free speech. If the statute is not related to expression, then the less stringent standard announced in United States v. OBrien, which regulates noncommunicative conduct, controls. If it is related to expression, then the regulation is outside of the OBrien test and we must decide whether this interest justifies Country Joes conviction under a more demanding standard. First, in deciding whether Country Joes conduct was expressive, we must ask if an intent to convey a particularized message was present, and [whether] the likelihood was great that the message would be understood by those who viewed it. Given the fact that Country Joe is a known antiwar activist, it is apparent that he intended to convey ...

Using French Verbs with Prepositions

Using French Verbs with Prepositions In English, many verbs require a certain preposition in order for the meaning of the verb to be complete, such as to look at, to take care of, etc. The same is true in French, but unfortunately, the prepositions required for French verbs are often not the same as the ones required by their English counterparts. In addition, some verbs that require a preposition in English dont take one in French, and vice versa. De  and  Ã‚  are by far the most common French prepositions for verbs. Because there are so many, these are divided into those that are followed by an infinitive and those that are followed by an indirect object.    infinitive   indirect objectde   infinitivede   indirect object Some verbs have a different meaning depending on whether they are followed by  Ã‚  or  de, while other verbs require both prepositions:  Ã‚  and/or  de The expressions  cest  and  il est  have their own rules about which preposition follows:  cest  /  il est   prepositions. Note:  There are also constructions with no verb   Ã‚  or  de   infinitive, a structure known as  passive infinitive. While  Ã‚  and  de  are the most common prepositions required after verbs, there are others as well: contredansenparpoursurvers And finally, a number of French verbs dont require a preposition whereas their English equivalents do: no preposition   infinitiveno preposition   direct object Some French learners find it helpful to memorize lists of verbs by the prepositions they require, as provided above, while others prefer a master list of  alphabetized verbs.

Characters on the road Assignment Example | Topics and Well Written Essays - 250 words

Characters on the road - Assignment Example In my opinion, the director of the film brought about the disbandment and related it to success to show that in most instances, the crowd is bound to fail as compared to the minority. At the beginning of the search, Martin is hopeful the search will bear fruits, but as their progress, hope starts diminishing an analogy of human behavior in relation to the challenges they face. Edwards is portrayed as unsympathetic character, and this portrayed by the songs during his act. Martha has a featureless silhouette, which brings contrast between her interior behavior and what people her to be, and color is used to highlight this attribute. Interior shots are used to give the audience the preferred Ethan’s appearance considering human have varying faces. At the beginning, Ethan character of being a racist is shown; however, with time, the character of being seductive and even interacting with children is highlighted. These alterations in Ethan, show people have the ability to change their characters and behaviors. The director of the film, searches highlights a society, whose movements are conservative, and there are traces of disharmony. The film captures different angles such as geographical and temporally angles. Ethan and Martin show how some individuals are unable to stick at one locate, considering that life without progress is unsatisfying. Later in the film, Ethan is shown as a knowledgeable and with an attractive

Catholic View of the Death Penalty Research Paper

Catholic View of the Death Penalty - Research Paper Example In 1992, the church approved the first universal catechism. According to Pope John Paul II, the text was a complete exposition of catholic doctrine. This would enable everyone to understand what the church believes, celebrates, lives and prays (Daly, Doody, and Paffenroth, pp. 50). However, the publication was revised within a short time and particularly the section dealing with the death penalty. The first section of the death penalty was based on the traditional catholic principle, which gave the death penalty a moral definition. It gave the public authority the right and duty to punish offenders with the gravity of the crime which included the death penalty. This was to redress the disorder and damage caused by the crime. However, it proposed bloodless means as a way of defending human lives against aggressors and provide public safety (Hodgkinson and Schabas, pp 97). The public authority was supposed to use bloodless means to conform to human dignity of the offender. This was the earlier catholic teaching permitting capital punishments to defend life and maintain public order. The use of bloodless means was preferred in line with Christian calling to show mercy instead of vengeance. When the catechism publication was revised in 1997, the purpose of capital punishment had been removed. The notion of capital punishment as deterrence to other capital crimes was also reduced. Prior to this release, the pope had issued a letter about human life that addressed several moral issues regarding defending human life. This letter revealed capital offender as human beings who deserved humanity and condemned death penalty. This letter had an impact on Vatican commissioners overseeing the revisions. The catechism was supposed to be a teaching guide that upholds morals to about 1.1 billion Catholics around the world. The argument of the death penalty as a protection of public order was scrubbed and justified with the defense of human life against aggressors. Death penalty could only be used to protect the society from capital criminals (Owens, Carlson, and Elshtain, pp. 60). The document provided a restricted application of the death penalty and the cases requiring execution were very few or nonexistent. This issue was given a broader discussion of legitimate defense and human morality. The public authority had to respect personal and social rights of the criminal. Criminals were also provided with the opportunity to regain their freedom by including remedies for both the offender and the criminals. The church had considered introducing morality on the death penalty before the first catechism publication. Biblical convictions about good and evil, sin and redemption, justice and mercy acted as the basis for shifting the view of the death penalty. According to the bible, life is a precious gift from God and human beings were created in God’s image. Jesus was crucified between two capital criminals as a way of redeeming human beings. Individuals who deny the dignity of fellow humans required dignity as a gift from God rather than something earned through behavior. However, the Law of Moses in the Old Testament prescribes death for about thirty six offenses (Campbell, pp. 15). Early Catholic Christians used this justification to punish capital offenders by convicting them to death. Biblical excerpts such as a limb for limb, tooth for tooth, and eye

Impact of an Education on the Economy of the States Essay

Impact of an Education on the Economy of the States - Essay Example Economists measure the prosperity of a country depending on the number of the educated populace because success is dependent on the education of a state. The educated populace in a country sets the pace for development that students who are still in schools need to follow. They set standards that students should meet so that the state obtains a high-quality education. Through this, most state result to have a productive population. This is evident in countries that are economic power yet they lack natural resources like gold, copper, or oil. The educated populaces in a state act as trendsetters in developing skills and knowledge through educating the rest of the population on the importance of education. This is evident in recent days because it has seen an expansion of sectors concerned with education. The number of schools and universities has significantly increased due to the influence of the educated populace. The educated peoples act as teachers and lecturers in classes that deal with technology advances. Education is possible to contribute to technology change and capabilities in countries industry. From a study, it was clear that educational level and skills of workers relates to the rate of technical change of a firm in a positive way. It will encourage an increase in education level and prosperity of a country (Bourguignon, Elkana and Pleskovic 21). Education in many countries has paved the way for innovation in various sectors. Innovation in research, training, and different areas is inclined to improve by having good and quality education. It will persuade many people to pursue an education in many countries. Innovation in health, agriculture, and the technology sector has encouraged students to continue their ambitions to become productive people in the society driven by their interest in having a prosperous country.

The Sound Systems Of Language English Language Essay

The Sound Systems Of Language English Language Essay Phonology is one of the core fields that compose the discipline of linguistics, which is defined as the scientific study of language structure. One way to understand what the subject matter of phonology is, to contrast it with other fields within linguistics. A very brief explanation is that phonology is the study of sound structure in language, which is different from the study of sentence structure (syntax) or word structure (morphology), or how languages change over time (historical linguistics). A common characterization of the different between phonetics and phonology is that phonetics deals with actual physical sounds as they are manifested in human speech, and concentrates on acoustic waveforms, formant values, measurements of duration measured in milliseconds, of amplitude and frequency, or in the physical principles underlying the production of sounds. On the other hand, phonology is an abstract cognitive system dealing with rules in a mental grammar: principles of subconscious thought as they relate to language sound. CONCERNS OF PHONOLOGY: The most important to appreciate at this moment is that the sound which phonology is concerned with is symbolic sounds- there are cognitive abstractions which represent but are not the same as physical sounds THE SOUNDS OF A LANGUAGE: One expect of phonology considers what the sounds of a language are. We would want to take note in a description of the phonology of English that we lack a particular vowel that exists in German in words like schon beautiful, a vowel which is also found. In French (Spelled eu, as in jeune Young) or Norwegian (beer). Similarly, the consonant spelled the in English thing, path does exist in English as well as in Icelandic where it is spelled with the letter p, or Modern Greek where it is spelled with O, or Saami where it is spelled ) but his sound doesnt occur in German or French and it is not used in Latin American Spanish, although it does occur in continental Spanish in words such as cerveza beer, where by the spelling conventions of Spanish, the letters c and z represent the same sound as the one spelled the (in English) RULES FOR COMBINING SOUNDS: Another aspect of language sound which is phonological analysis would take account of is that in any given language, certain combinations of sounds are allowed, but other combinations are systematically impossible. The fact that English has the words brick, break, bridge, bread is a clear indication that there is no restriction against having words begin with the consonant sequence br; besides these words one can think of many more words beginning with br such as bribe, brow and so on. Similarly, there are many words which begin with bl, such as blue, blatant, blast, blend, blink, showing that there is no rule against words beginning with bl. It is also a fact that there is no words blink in English, even though the similar words blink, brick do exit. The nonexistence of blick is English is accidental, the exclusion from English of many other imaginable but nonexistent words is based on a principled restriction of the languages. VARATIONS IN PRONOUNCIAITON In addition to providing an account of possible versus impossible words in a language, a phonological analysis will explain other general patterns in the pronunciation of words. For example, there is a very general rule of English phonology which dictates that the plural suffix on nouns will be pronounced as (iz), represented in spelling as es, when the preceding consonant is one of the certain set of consonants including (S) spelled (sh) as in bushes, (c) (spelled as ch) as in churches, and (j) (spelled j, ge, dge) as in cages, bridge. This pattern of pronunciation is not limited to the plural, so despite the difference in spelling, the possessive suffix s2 is also subject to the same rules of pronunciation: thus, plural bushes is pronounced as same as the possessive bushs and plural churches is pronounced same as the possessive churchs. This is the sense in which phonology is about the sound of the language. From the phonological perspective, a sound is a specific unit which combin es with other such specific units and which represent physical sounds. PHONETICS Phonetics is about the concrete, instrumentally measurable physical properties and production of these cognitive speech sounds. The two basic aspects of speech sounds as there are studied in phonetics, namely acoustics which is the study of the properties of the physical sounds wave that we hear, and articulation, which is the study of how to modify the shape of vocal tract, thereby producing a certain acoustic output(sound) ACOUSTICS A sound is a complex pattern of rapid variation in air pressure, travelling from a sound source and striking the ear, which causes a series of neural signals to be received in the brain: this is true of speech, music and random noices. WAVEFORMS A concrete way to visually represent a sound is with an acoustic waveform. A number of computer programs allow one to record sounds into a file and display the results on the screen. This means one can visually inspect a representation of the physical pattern of the variation in air pressure since we are interested in the part which makes this two words sound different, we might get a clearer picture of the physical difference by expanding the scale and looking just at a part of the vowel. Vowels are periodic, which means that the pattern of their wave form repeats over time. A portion of the vowels from the middle of the words seed and Sid, involving around 30 milliseconds (ms) of each of the words. We can indeed see that there is a pattern which is repeated. Though there are visible differences between the waveforms, the basis for distinguishing these vowels remain unclear. SOUND SPECTRA: All sound waves are definably, namely in terms of three properties that characterize a sine wave familiar from trigonometry, namely frequency measure in cycles per second also known as Hertz (Hz), amplitude measure in decibels and phase measured in the angular measure radians. These characteristics suffice to define any sine wave, which is the analytic basis of sounds. The property phase, which describe how far into the infinite cycle of repetition a particular sine wave is, turns out to be unimportant for the study of speech sounds, so it can be ignored. Simple sine waves (termed pure tones when speaking of sounds) made up of a single frequency are not commonly encountered in the real worlds, but can be created by a tuning fork or by electronic equipment. Speech sounds (indeed all sounds) are complex wave forms which are virtually impossible to describe with intuitive description of what they look like. Fortunately, complex wave can be mathematically relate to a series of simple waves which have different amplitudes at different frequencies, so that we can say that complex wave from is build from asset of simple waves. Inaccuracy in spectral data has three main sources. Half of the information in the original signal, phase, has been discarded. Frequency information is only approximate and its related to how much speech is analyzed. Finally, a spectrum assumes that sound properties are constant during the period being analyzed. If too large a piece of speech is taking for analysis, a misrepresentative blending of a continuously changing signal results. SPECTROGRAM: The spectrogram shows both frequency and amplitude properties as they change over time, by adding a third dimension of information to the display. A spectrogram can be made by a mechanical spectrograph, which uses an adjustable filter to select different frequency ranges and display the changes in amplitude at each frequency ranges; or, it can be created by a computer program, which use fouler analysis to determine these component amplitudes. A spectrogram is a reasonably informative accurate display of properties of sound. It is less accurate than the spectrum at a single point. Spectrograms are created either by special machinery or specials computer programs, which are not always available. It is therefore quite impractical and also unnecessary to base the scientific study of languages sound systems exclusively on spectrograms. CONCLUSION: Phonetics and phonology both study language sounds. Phonology examines language sound as a mental unit, and encapsulated symbolically for example as (ae) or (g) and focus on how these unit function in grammars. Phonetics examines how symbolic sounds are manifested as a continuous physical object. The conversion from physically continues event to symbolic representation requires focusing on the information that is important, which is possible because not all physical properties of speech sounds are cognitively important. One of the goals of phonology is than to discover exactly what these cognately important properties are how they function in expressing Regularities about languages. CHAPTER TWO PHONETIC TRANSCRIPTIONS PREVIEW: This chapter gives an overview of phonetic transcriptions. It: Gives the important transcriptional symbols Introduces the two major schemes of phonetic transcriptions Present the main articulators classification of sounds Surveys the main variations in phonetic properties exploited by the languages Further develops the relevance of phonetics for the study of phonology INTRODUCTION: In phonetic transcription, speech is represented a small set of symbols with a standard interpretation. This chapter looks at the different systems for phonetic transcription. They are two major schemes, the informal American schemes used in especially North America, sometime known as APA (American Phonetic Alphabet), and the IPA (International Phonetic Alphabet) promulgated by the international Phonetics association. VOWELS: The first division in speech sound is made between vowels and consonants. Symbols for vowels will be considered first because they are fewer vowels than consonant. Some dialects English make no distinction in the pronunciation of the words cot and caught; even among speakers who distinguish the pronunciation of cot and caught, the precise pronunciation of the two vowels differs considerable. An important point is that the transcriptional symbols are approximations representing a range of similar values, and that symbols do not always have absolute universal phonetic values. CONSONANT: There are many more consonant than vowels, English only has a fraction of the full range of possible consonants, so illustration of many of these symbols involve more extensive consideration of languages other than English. Consonants symbols are treat as the place of articulation where the major constriction occurs as one axis, and treating properties such as voicing, being a continuant, or nasality as the other axis. Eleven places of articulation for consonants are usually recognized: bilabial, labiodentals, dental, alveolar, alveopalatal, retroflex, palatal, velar, uvular, pharyngeal and laryngeal, and arrangement which proceeds from the furthest forward to furthest back points of the vocal tract. MANNER OF ARTICULATION: largely independent of the place where a consonant constriction is formed, the manner in which the constriction is formed can be manipulated in various ways. If a constriction is formed which completely blocks the flow of air, the resulting sound, such as t, is called a stop? A consonant can be produced by forming a narrow constriction which still allows air to pass through the vocal tract, resulting in noise in at the constriction, and such consonants, for example s and v are called fricatives. A combination of complete constriction followed by a period of partial constriction is termed an affricate. SYLLABICITY A phonetic property of consonants that may be transcribed is whether the consonant is syllabic. There is a phonetic difference between the n of American English cotton and that of con: the n of cotton is syllabi, where as the n of con is no syllabic. A syllabic consonant is indicated by placing a vertical tick under the consonant, so cotton is transcript (Ka? n) and con is transcribed (Kan). The main phonetic correlate of the distinction between syllabic and no syllabic consonant is duration, where syllabic consonants are generally longer than their no syllabic counterparts. Especially in tone languages, syllabic consonants can have distinctive tone. SYMMENTRY IN CONSONANTS The symmetrical universal table consonants were we to list all the consonants found in human languages. In some instances, the gap reflects physiological impossibility, such as the fact that one cannot produce a nasal pharyngeal, analogous to velar nasal but at a pharyngeal place of articulation. A nasal involves making a complete obstruction at a given point of articulation and also requires air to flow through the velum. In order to make a pharyngeal nasal, it would be necessary to make a complete constriction at the pharynx. But since the pharynx lies below the velum, no air can flow through the nasal passages if the pharynx is totally constricted. However a nasalized pharyngeal continuant, i.e. the consonant produced with simultaneous nasal airflow, would not be a physical impossibility, since that consonant doesnt not require complete constriction of the pharynx. In other cases the gap indicates that no such sound has been found, but there is no immutable physical reason for suc h a sound not to exist. Thus bilabial affricated not seem to be attested, nor to plain no affricated alvepalatal stops, nor do nasalized pharyngeal fricatives. Similarly, while pharyngeal zed consonant exist and rounded consonants exist, there are apparently no cased of consonants which are both rounded and pharyngeal zed, though such segments are not logically impossible. These lacunae may be an indication of a deeper constraint on sound systems however; it is also possible that these segments do exist in some languages which have not been studied yet, since there are many languages in the world which remain uninvestigated. PLACE OF ARTICULATION The place of articulation of consonants is divided into primarily place of articulation something that every consonant has and secondary place of articulation-something some consonants may add to primary place of articulation. LINGUAL CONSONANTS: The tip or blade of the tongue is the active articulators in the production of many consonants, including dental, alveolar, alveopalatal, retroflex and palatal consonants. These consonants form constrictions involving the tongue and an appropriate place on the teeth, or hard or soft palates. The contract is with the teeth in the case of dentals, on the hard palate behind the teeth in the case of alveolar, behind the alveolar ridge in the case of alveopalatals and retroflex consonants, and with the blade of the tongue at the boundary between the hard and soft palate in the case of palatals. In many traditional organization in segments, retroflex consonants are classified as a separate place of articulation from alveolar and alveopalatals. This traditional concept of place of articulation combines properties with both active articulators and a passive articulator- the target towards which an active articulator moves. What unifies that various kinds of retroflex consonants across langua ges is not the specific location of the constriction on the hard palate, but rather the manner in which just the tongue tip approaches the palate. SECONDARY ARTICULATIONS: Consonants may have more than one point of constriction: generally, one of these constrictions is the major (most radical) constriction and other constrictions are less radical more vowels like in nature. CONCLUSION: Phonology views speech sounds symbolically, knowledge of the system of symbols for representing speech is a prerequisite to doing a phonological analysis. It is also vital to know the phonetic parameters for describing the sounds of human languages which have been presented here. The main characteristic of vowels involve fronting of the tongue (front, central and back), rounding, and vowel height (high, mid and low, with tense and lax variant of high and mid vowels. Other properties of vowels include stress, tone and the phonation types creaky and breathy voice. Primary consonantal places of articulation include bilabial, labiodentals, alveolar, alveopalatal, retroflex, palatal, velar, uvular, pharyngeal and laryngeal. These may be supplemented by vowel like secondary articulations including palatalization, valorization, and pharyngealization and rounding. Consonant may be produced with a number of constrictions and release types, and is stops. Fricatives or nasals and stop consonant s may be unreleased or released, the later type allowing plain versus affricate release. Differences in the laryngeal component for consonants include voicing and aspiration. And the distinction between ejectives and implosives. Vowels and consonant may also exploit differences in nasalization and length.