14 Popular Fantasy Tropes (and How to Revitalize Them)

14 Popular Fantasy Tropes (and How to Revitalize Them) 14 Popular Fantasy Tropes - And How to Make Them Feel New Again Dream tropes, similar to some other kind of abstract figure of speech, are repeating pictures, topics, or gadgets that are utilized to the point of being normal shows among its genre.When composing a genreâ such as fantasyâ (with such notable ideas), writers regularly want to ride an almost negligible difference: incorporate an excessive number of tropes and perusers will getâ dã ©j vu; don’t incorporate a solitary clichã © and you hazard losing perusers who have generally expected certain subjects and touchstones from a dream novel.The thing is, shows usually crop up in stories in light of the fact that the majority of them contain some component of all inclusive relatability - and individuals appreciate the natural. Indeed, even the best dream books utilize tropes.So grasp the exercise in careful control by familiarizing yourself with the absolute most famous dream tropes out there, and by figuring out how to forestall your characters, plots, and universes from turning into a total clichã ©. 14 mainstream dream tropes - and how to affect them new once more. Character tropesAt their heart, all accounts are about characters who speak to some part of human instinct - and dream is no special case. Numerous books in thisâ genre featureâ archetypes, which isn't really a terrible thing - insofar as your characters' advancement lines up with the account circular segment and doesn't depend on clichã © pitstops.Tropes: we love to detest them and hate to adore them. What are a portion of your top picks, or most eye-move inciting dream novel shows? Tell us in the remarks underneath!

The Relationship between Extraversion and Need for Achievement

A class study of 170 BBA111 understudies on their extraversion and ‘need for achievement’ scores, a connection investigation was led to attempt to set up the relationship of the two factors. It was distinguished that there was a measurably huge connection of r = 0.39 among ‘extraversion’ and ‘need for achievement’.Advertising We will compose a custom basic composing test on The Relationship among ‘Extraversion’ and ‘Need for Achievement’ explicitly for you for just $16.05 $11/page Learn More The connection isn't just positive yet it is moderate. The relationship shows that an expansion in extraversion prompts an expansion in ‘need for achievement’. It likewise suggests that the extraversion is a significant determinant of ‘need for achievement’. Tosi, Mero and Rizo (2000) depict a quality as a propensity of an individual to react in a given manner †both in their feelings and their practice s and this response must be to some degree stable. Extroversion as among the five very much recognized character characteristics is described by being friendly, confident and proactive/enthusiastic. When discussing extraversion as a character quality, one basically centers around specific attributes some of which incorporate amiability, positive emotionality just as decisiveness (Ulu Tezer, 2010). Considering ‘need for achievement’ as a part of versatile compulsiveness, Ulu Tezer (2010) report that there exist a positive connection among extraversion and versatile hairsplitting. Requirement for accomplishment is seen as the propensity to set up high individual gauges and objectives and it is likewise viewed as accomplishment inspiration (Sharma Malhotra, 2007). Proactivity as a part of ‘need for achievement’ has been refered to by Holman (2003) as being influenced by the character attribute of extraversion. People who exhibit requirement for accomplishment have a moderate individual activity and it is accounted for that extraversion is tolerably identified with individual activity. A connection of r = 0.33 has been recognized among extraversion and individual as announced by Holman (2003). This suggests the present discoveries from the BBA111 students’ overview were pair with different discoveries. In deed, requirement for accomplishment is one of the determinants of extraversion. The idea of outgoing people to be dynamic and agreeable and their vigorous lives makes them to be constrained to act or to accomplish. It has been for example recognized that extraverts are reasonably acceptable in scholarly execution as shown by positive and moderate relationships between's these two variables.Advertising Looking for basic composition on brain science? We should check whether we can support you! Get your first paper with 15% OFF Learn More Extraversion is especially seen as emphatically corresponded with scholastic execution (Chamorr o-Premuzic Furnham, 2005) which is an affirmation that there is a positive connection among extraversion and ‘need for achievement’ since great scholarly execution is without a doubt an accomplishment many might want to have. As much as there exists a positive connection among extraversion and ‘need for execution, note that this relationship isn't as solid as the connection among inner-directedness and requirement for accomplishment. This aides in clarifying why the r = 0.33 in this overview is only a moderate one and can't be considered as solid as it would be with inner-directedness. It has been accounted for that social butterflies don't perform well on ‘need for accomplishment contrasted with thoughtful people (Sharma Malhotra, 2007). Outgoing individuals, who are additionally alluded to as hysterics, show lower level of motivation contrasted with self observers and this makes the hysterics set marginally lower objectives than loners. Truth be told loner s, because of their high inspiration, perform well in numerous territories even in their scholastics since they will in general have long haul objectives. It is along these lines presumed that there is a solid positive connection among's self preoccupation and scholastic accomplishment. The distinction in self observers and outgoing individuals isn't in their knowledge level yet rather in their speed, perseverance just as exactness of performing errands (Sharma Malhotra, 2007). Outgoing people in this manner present as quicker in errands yet have low precision and determination levels. Reference Chamorro-Premuzic, T. what's more, Furnham, A. (2005). Character and Intellectual ability. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Holman, D. (2003). The new work environment: a manual for the human effect of present day working practices. West Sussex, UK: John Wiley Sons, Ltd. Sharma, A. what's more, Malhotra, D. (2007). Character and normal practices. New Delhi: Concept Publishing Company.Advertising We will compose a custom basic composing test on The Relationship among ‘Extraversion’ and ‘Need for Achievement’ explicitly for you for just $16.05 $11/page Learn More Tosi, H. L, Mero, N. P. what's more, Rizzo, J. R. (2000). Overseeing hierarchical conduct (fourth release). Cambridge, MA: Blackwell Publishers Ltd. Ulu, I. P. what's more, Tezer, E. (2010). Versatile and maladaptive hairsplitting, grown-up connection, and huge five character attributes. The Journal of Psychology, 144(4), 327â€340 This basic composition on The Relationship among ‘Extraversion’ and ‘Need for Achievement’ was composed and presented by client Lillian Strong to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Sickle Cell Anemia in Adults Research Paper Example | Topics and Well Written Essays - 1750 words

Sickle Cell Anemia in Adults - Research Paper Example The infection is autosomal passive. The hereditary imperfection is in the HbS quality (Meremikwu, 2009). HbS transformation emerges from a change that substitutes thymine for adenine in the sixth codon of the quality of beta chain, GAG to GTG. This change prompts coding of valine rather than glutamate in the sixth situation of Hb chain. This kind of hemoglobin is known as HbS which polymerizes effectively in specific situations and modifies the morphology of RBCs. Homozygous sickness is the most extreme structure (Meremikwu, 2009). Sickle cell malady is generally regular in people living inâ or beginning from sub-Saharan Africa. It additionally influences people from Caribbean, Meditteranean, Asian and Middle-eastern starting point. Around 60,000 individuals in the US[ and 10,000 in the UK experience the ill effects of the ailment (Meremikwu and Okomo, 2011). Sickle cell ailment (SCD), the most widely recognized acquired blood issue in the United States, is brought about by a chang e in the hemoglobin-beta quality found on chromosome 11 (Parsh, 2013).According to Aljiburi et al (2012), Sickle cell sickness (SCD) is the most well-known acquired blood issue in England.Pathophysiology and Pathogenesisâ â â â The variation from the norm in sickle cell malady lies in the hemoglobin. The particle is transformed and is known as HbS. When deoxygenated, the HbS particles polymerize to frame psuedocrystalline structures called tactoids. These contort the red cell films making them structure a trademark sickle cell appearance. Sickling of cells for the most part happens in districts of microvasculature where blood stream is drowsy. Sickled cells incre

With reference to one specific area of the media discuss the ways it may be termed popular culture :: essays papers

Regarding one explicit territory of the media examine the manners in which it might be named mainstream society For this exposition I will examine the well known enlivened TV arrangement ‘The Simpsons’ and saying why I feel that it is a great case of mainstream society writings. The program is twenty brief movement about a family at the base of the social stepping stool, the Simpsons. Rotating around the focal family the show investigates the life of ‘ordinary’ American individuals. The family has five primary individuals; Homer the dad of the family is an industrial laborer at the neighborhood atomic force station. Marge the mother is a housewife who remains at home throughout the day, at that point there are the kids. Bart (an insidious prankster) and Lisa (school smack) are pre-teenagers and in conclusion there is infant Maggy who doesn’t do that much by any stretch of the imagination. Consistently the family get into different and diverting scratches and by and large complete the exercises that a common laborers family are ‘supposed’ to do. The re are numerous variables that could arrange ‘The Simpsons’ as being mainstream society, one of them being its intertexuality. The show utilizes both spoof and pastiche as a source of perspective to other mainstream society messages, for example, Star Wars, Psycho and the James Bond films. The program additionally includes visitor appearances by stars of mainstream society, for example, on-screen characters, sports characters and artists. Not many individuals in these jobs could be classed as instances of high culture. The other central point in ‘The Simpsons’ being named mainstream society is the way that the show is in energized structure. No type of activity has ever been viewed as a commendable bit of culture by scholastics and the individuals who choose what is critical and what isn't. To set up exactly why ‘The Simpsons’ can be named as mainstream society we need to characterize exactly what it is that we mean by the expression ‘popular culture’. To place it in its most straightforward structure mainstream society can be whatever isn’t ordered as high culture. Scholastics and individuals from certain social gatherings look down on anything named mainstream society as stupefied diversion for the general population and something that isn’t deserving of perusing. These individuals assault mainstream society as being foul and reckless, they state its writings are inconsequential socially and that they are just shallow types of amusement.

Growth of the United States Between 1818 and 1860 - 825 Words

Growth of the United States Between 1818 and 1860 (Essay Sample) Content: Insert NamesProfessors NameCourse NameDateGrowth of the United States Between1818 and 1860The development and geographical growth of a nation usually follows a deep political drive by its people to expand. Such a drive may be inspired by a need for freedom, or political and economical power. Driven by the desire for more land and economic motives, Americans saw it best to expand their territory westwards to the Pacific Ocean. This sparked an unprecedented national growth spanning about 40 years. The growth of USA between 1818 and 1860 was impressive and formed the foundation for the countrys economic and political power. A spirit of nationalism swept over America after the 1812 war against the British and Indian alliance. With optimism, the Americans headed west in large numbers in what was later to be called Manifest Destiny. The belief in Americas superiority as a race inspired this great move aimed at spreading civilization and Americas values across the continent. In 1819, the Adams-Onis treaty was signed between Spain and America. Before this event Spain, who had colonized Mexico, had deep internal problems and their control over their colonies was week. Faced with a possibility to lose Florida, Spanish foreign secretary; Onis, had no option but to negotiate with Americas secretary of State through a treaty where America and Spain shared territories (O'Brien 73). Spain retained possession of Texas, California and New Mexico. America, on the other hand gained possession of Oregon.The 1820 Missouri Compromise admitted Missouri as a slave state. Maine was declared a free state. In doing so, America sought to balance the power between free states and slave states in the congress. This law also prohibited slavery in the Louisiana Territory. Later in 1854, the Missouri Compromise was repealed leading to the Kansas-Nebraska Act. The Missouri Compromise was then dismissed three years later by the Supreme Court. In the early 1820s, Americans started migrating into Mexican Texas after the Mexican Government invited them hoping to increase the population of Texas. Soon, Anglo-Americans became the majority and showed preference to their own rules than the Mexican rules such as slavery rules. Texas then declared independence sparking war between America and Mexico. The war ended in 1836 resulting in the annexation of Texas, which was declared the 28th state in 1845. Perhaps one of the most significant events in shaping an American state was the great California gold rush. In 1848, James W. Marshall discovered gold in the American River. News of this discovery spread fast and led to massive influx of immigrants into California from the rest of America and other countries. Californias population increased dramatical... Growth of the United States Between 1818 and 1860 - 825 Words Growth of the United States Between 1818 and 1860 (Essay Sample) Content: Insert NamesProfessors NameCourse NameDateGrowth of the United States Between1818 and 1860The development and geographical growth of a nation usually follows a deep political drive by its people to expand. Such a drive may be inspired by a need for freedom, or political and economical power. Driven by the desire for more land and economic motives, Americans saw it best to expand their territory westwards to the Pacific Ocean. This sparked an unprecedented national growth spanning about 40 years. The growth of USA between 1818 and 1860 was impressive and formed the foundation for the countrys economic and political power. A spirit of nationalism swept over America after the 1812 war against the British and Indian alliance. With optimism, the Americans headed west in large numbers in what was later to be called Manifest Destiny. The belief in Americas superiority as a race inspired this great move aimed at spreading civilization and Americas values across the continent. In 1819, the Adams-Onis treaty was signed between Spain and America. Before this event Spain, who had colonized Mexico, had deep internal problems and their control over their colonies was week. Faced with a possibility to lose Florida, Spanish foreign secretary; Onis, had no option but to negotiate with Americas secretary of State through a treaty where America and Spain shared territories (O'Brien 73). Spain retained possession of Texas, California and New Mexico. America, on the other hand gained possession of Oregon.The 1820 Missouri Compromise admitted Missouri as a slave state. Maine was declared a free state. In doing so, America sought to balance the power between free states and slave states in the congress. This law also prohibited slavery in the Louisiana Territory. Later in 1854, the Missouri Compromise was repealed leading to the Kansas-Nebraska Act. The Missouri Compromise was then dismissed three years later by the Supreme Court. In the early 1820s, Americans started migrating into Mexican Texas after the Mexican Government invited them hoping to increase the population of Texas. Soon, Anglo-Americans became the majority and showed preference to their own rules than the Mexican rules such as slavery rules. Texas then declared independence sparking war between America and Mexico. The war ended in 1836 resulting in the annexation of Texas, which was declared the 28th state in 1845. Perhaps one of the most significant events in shaping an American state was the great California gold rush. In 1848, James W. Marshall discovered gold in the American River. News of this discovery spread fast and led to massive influx of immigrants into California from the rest of America and other countries. Californias population increased dramatical...

Can Good Management Be Taught Hult Blog

Before my MBA, I thought good management meant that my boss treated me well, challenged me, and provided me with feedback throughout the year. I considered my old boss a good manager simply because I liked him and we had things in common. Now, more than halfway through my program at Hult, I realize that good management is all about creating the best environment possible for employees—and trusting them to do their jobs. Here are four important tips that I have come to understand during the course of my MBA, which  good should managers believe in and put into practice. 1. Build Trust In my pre-MBA experience, senior management monitors itself through countless engagement surveys, with a common question being: â€Å"Do you trust senior leadership?† But senior leaders, in order to be effective, also need to be asking, â€Å"Do you trust the employees under you?† Since trust is not something that can be easily measured, it is also not something easily taught. In fact, it comes from experience. Building trust comes from listening to what employees have to say and the willingness to question situations and processes, and if they are not working, rebuilding them. 2. Empower The Hult MBA program has taught me that delegation, and allowing people to manage themselves, is the only way to get things done. Self-regulation is important because it allows employees to figure out how to improve a process or a project. One way to encourage this is by allowing people to work on personal projects—something that firms like Google do. Yet, it is often hard to give people ‘free time’ or allow them to self-regulate when time is precious. But it is essential, because even when companies pay employees well, money is not a big enough motivator—people want to have a sense of purpose in their job. This is why good managers must be willing to pay employees enough to keep money ‘off the table’ while empowering them (and therefore trusting them) to be innovative and develop an intrapreneurial mindset to create solutions. We see how important this in our group work at Hult. Because time and schedules are always tight, we need to constantly divide and delegate work so that the early birds and late owls can make their contributions, and we still make our deadlines. This is especially important when you have people of many cultures and life stages in one meeting room. Good managers will empower employees to self-regulate and get their work done on time. 3. Create a Killer Team I’ve also learned that good managers surround themselves with people that think differently than they do, and who have skills that complement their weaknesses. Now, in a traditional view of management, managers reward the hardest workers on their teams. Yet, I’ve learned this year that it’s important to remember that a team is composed of all types of personalities and styles. For example, individuals who are less outgoing, but work hard to clear roadblocks in the background, can be forgotten among more extroverted personalities when the time comes for promotions. The Hult MBA program has taught me to champion and defend those employees who are doing good, essential work, but are not as as  visible. We see this in our groups while working with the same people in one  module on every subject. The quiet guy who does not say as much during the marketing project can suddenly become your team’s ticket to an A in a finance class. 4. Look At  The Big Picture You can always count on little kids to always ask, ‘why?’ But as adults, we can get so caught up in our busy lives that we forget to stop and ask why we are doing something we’ve always done—again and again. We forget why we expect people to do things a certain way, and that our old, comfortable ways are not always the best ways. There is not one, and only one, correct framework or style that makes a good manager. In fact, it is important to be adaptable after assessing the needs of employees and specific situations. As emerging leaders, we need to always ask ‘why?’ And, we need to listen closely, be flexible, and establish credibility early. This is how we become good managers, and this is how we can help employees succeed. Sarah Lipes is a 2015 MBA candidate at the London Campus. One of her  favorite things about Hult is the international student body and perspectives. Grow your leadership capabilities with an MBA in international business at Hult. To learn more, take a look at our blog Why every leader needs a growth mindset, or give your career a boost with our Masters in International Business. Download a brochure or get in touch today to find out how Hult can help you to learn about the business world, the future, and yourself. Related posts News Building success: Dual Degree students win at USASBE Community How going beyond business at Hult helped me launch my company Admissions Accepted Students Weekend: A weekend to remember Careers Career mapping: How to become an executive in the next 5 years 0 Thought leadership How to prepare for an uncertain future in a world of AI News Is mail a dying form for businesses and marketing? Instagram Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .

Content Analysis Paper On The Poor And The Rich - 2118 Words

Danielle Conaway Content Analysis Paper 3 A) There is a very big gap between the poor and the rich. The middle class is shrinking and now looking more and more like the poor. In the first video they asked 5,000 Americans how they think wealth is distributed in the United States. Of these Americans 92% of them believed that wealth should be equally distributed across the board. The bottom 40% of Americans barely have any of the nation’s wealth and the top 1% have more wealth than people believe the top 20% combined should have. Most of the nation has only 7% of the wealth. An average worker would have to work for a whole month to make what a CEO makes in an hour. Many people at the top end of the wealth have the power to decrease the inequality, but they won’t because that would mean they make a lot less money, and they only care about themselves. America needs to change the distribution of wealth or we will go under as a nation. What happened to equal opportunity for all? Sklar asks us to imagine a country in reverse so that we can see a different aspect of the way the world works. He shows us many facts that are true, but facts that we don’t seem to look at, for example â€Å"Minimum wage buys less than it did in the 1950s†, this is a disgrace, and we are more advanced in technology and still have so many poor people in our country. He tells that the top 10% didn’t always have all the wealth, â€Å"In between 1947 and 1973, the richest 10% got 32% of the nation’s wealth.† He tellsShow MoreRelatedCorrelation Between Rural Poverty And Voting1424 Words   |  6 Pagesmeetings. While the data does not indicate the cause, it indicates that the rural poor attend more community meeting than their wealthier counterparts. Additionally, there is a correlation between rural poverty and contact with an informal leader. Contacting and informal leader as well as attending community meeting qualify as participating in the democra tic process and the data links poverty to voting. The analysis of rural/poverty and its implications on voter turnout can be summarized in twoRead MoreFull System Analysis And Characterization Of. Interactive Smartphone Applications1649 Words   |  7 PagesFull-System Analysis and Characterization of Interactive Smartphone Applications Abstract - In recent times the production of smart phones had increased overall compared to PCs. Due to this rapid growth the mobile system designers and computer architects analyze the characteristics of the interactive applications where people are expecting in this platforms. 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Review of Related Literature of Library System - 1517 Words

Chapter 1 I. Introduction The MPC library is one of the most important sources of information in the education system and the librarian plays a key role in this learning environment. The librarian maintains the book collections of the library as well as other material including: publications, documents and virtual libraries such as audio/video materials. Internet access to virtual sources is also available in the library. All kinds of recorded media are organized by the librarian in an efficient way to assist patrons in locating and obtaining their choice of materials. I. Statement of the Problem After we observe the MPC library, we notice that the library has Lack of books. II. Significance of the study The MPC library should†¦show more content†¦17. Primary sources An original record of events, such as a diary, a newspaper article, a public record, or scientific documentation. 18. Reference A service that helps people find needed information. 19. Reserve materials In academic libraries, materials given a shorter loan period (one-hour, three-hour, overnight, three-day, etc.) for a limited period of time (usually one term or semester) at the request of the instructor, to ensure that all the students enrolled in a course have an opportunity to use them. Items on closed reserve must be used on library premises. 20. Scope In libraries, the range of subjects or fields cover in a catalog, index, abstracting services, bibliographic database, reference work, etc. 21. Secondary sources Materials such as books and journal articles that analyze primary sources. Secondary sources usually provide evaluation or interpretation of data or evidence found in original research or documents such a historical manuscripts or memoirs. 22. Serial Publications such as journals, magazines and newspapers that are generally published multiple times per year, month, or week. Serials usually have number volumes and issues 23. 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The Fall Of The Roman Empire - 987 Words

When starting my research I wanted to look into what influences I found important in the fall of Rome. After reading the fall of the Roman Empire by Peter Heather I found the relationship between the Britain and Roman Empire filled with several issues that started the fall of Rome in my opinion. I had difficulty in the beginning of my research exploring what dealings in ancient Rome I found problematic for leadership in Britain and culture change that evidence directly affects the fall of Roman control in Britain. After reading many sources from academic journals two books from the library the question kept popping up what process led to the outcome of the fall of Rome in Britain. At first to answer these questions I had to find evidence relating to the connection between roams fall and Britain s essential reason in helping speed up the process. But for my first research paper on this topic I had problems when approaching the essential question and finding support to my thesis. At first locating information on ancient Rome that had to do with British involvement was difficult because of my lack of knowledge and also lack of primary sources on the study of Rome and the British relationship however I only went off of arguments I found interesting brought up in Peter Heather s book and readings I did outside of class book the end of Roman Britain by Michael Jones. These books help me narrow down my topic into something more in depth and show isolated reasons between the fallShow MoreRelatedFall of the Roman Empire1288 Words   |  6 PagesThe Pax Romana was a two hundred year time period where the Romans had peace and prosperity under Augustus. The Roman empire started to decline at the end of the prevail of the last five emperors, Marcus Aurelius in 161-180 A.D. The rulers in the next century had no idea how to deal with the problems the empire was having. There was many reasons to the fall of the Roman Empire but three stood out the most. The preliminary re ason was the economy begins to decline. The alternative reasoning was RomeRead MoreThe Fall Of The Roman Empire1537 Words   |  7 PagesAncient Rome was an empire so dominant, wealthy and economically- stable which came to a dramatic fall in the period of 250AD- 500AD. Ancient Rome faced unexplained unfortunate events which crumbled the Great Empire from the affluent empire to a impoverished society. For centuries historians have timelessly theorised and analysed many debates and research in relation to the Fall of the Roman Empire. What really caused the predominate Roman Empire to fall? Did Rome fall naturally? Was disease, suchRead MoreFall of the Roman Empire758 Words   |  4 PagesTaylor Davino Professor Horsley HIS 126 3 March 2010 The fall of the Roman Empire Political, economic and social aspects were all involved in the fall of the Roman Empire. In 395 A.D., Rome was divided into two empires, with one capital in Rome and the other in Constantinople. 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However, one could argue how oneRead MoreThe Fall Of Ro man Empire1185 Words   |  5 PagesThe Fall of Roman Empire Roman Empire was considered as one of the most influential and dominant Empire in the history that has ever existed. â€Å"The Roman Empire at its zenith in the period of the Principate (roughly, 27 BC to AD 235) covered vast tracts of three continents, Europe, Africa, and Asia† (Garnsey). It was an ancient, modern Empire, and it supported anyone who made discoveries and technological improvements. The Empire was the strongest governing body in the Mediterranean. If the RomanRead MoreThe Fall Of The Roman Empire1440 Words   |  6 PagesSophie Loren Plays a Leading Role in the Fall of the Roman Empire? The reason for the fall of the Roman Empire is a controversial topic under much historical debate. How did such a great empire, known for being one of the largest that lasted over a millennium, fall? The Roman Empire transitioned from a republic to an empire in 31 BCE. Augustus Caesar was the first emperor. He created harmony in Rome, but not in calendars as he added August as the eighth month to follow July, which was named afterRead MoreFall of Roman Empire1175 Words   |  5 PagesThe Fall of the Roman Empire The Ancient Roman empire was one of the most prominent and successful societies of its time period. By the end of their reign, the Romans had conquered almost all of the Mediterranean including parts of present day Europe, Asia, and Africa. Rome was at its strongest during the rule of Augustus Caesar, this time was known as the â€Å"Pax Romana† or Roman peace. It wasn’t until later, when Emperor Trajan took over in about 98 C.E. that the Empire reached its peak. AfterRead MoreThe Fall of the Roman Empire609 Words   |  3 PagesThe Fall of the Roman Empire There are adherents to single factors, but more people think Rome fell because of a combination of such factors as Christianity, and economy, and military problems. Even the rise of Islam is proposed as the reason for Romes fall, by some who think the Fall of Rome happened at Constantinople in the 15th Century. Most people think it occurred during the fifth century, after the western division of the empire. There were several reasons for the fall of the Roman EmpireRead MoreThe Fall Of The Roman Empire1438 Words   |  6 PagesThe Roman Empire was one of the most powerful empires in the history of mankind. In 476 CE Odoacer defeated Romulus Augustus to capture Rome; most historians agree that this was the official end of the Western Roman Empire. There is much debate on how exactly Rome declined and eventually fell. The fall of Rome was a long process that took place over many centuries. There are five main schools of thought on why Rome fell. First, Christianity, offered by Edward Gibbons; He suggests that ChristianityRead MoreThe Fall Of The Roman Empire1495 Words   |  6 PagesFor a long period of time, the debate about the cause of the fall of the Roman Empire has been a popular topic amongst historians. Most of these historians look at the issue from a standpoint that accepts that there were most likely several causes. The main root of the issue is whether or not these causes were internal or external. Some historians even go more in depth and try to hypothesize what the internal or external causes were. In fact, Adrian Goldsworthy and Peter Heather do just this when

The Universal Declaration of Human Rights - 1131 Words

Human rights are moral principles that set out specific standards of human behavior, and are normally ensured as lawful rights in both national and global law. They are acknowledged to be inalienable, since anybody is characteristically qualified for it essentially on the grounds that they are individuals. Whatever our nationality, sex, shade, religion, dialect, or ethnic source is, we are all just as qualified for our rights without separation or discrimination. All human rights are resolute and interdependent, whether they are civil and political rights, or economic, social and cultural rights. The change of one right encourages headway of the others. Also, the hardship of one right unfavorably influences the others. While choosing which rights are human rights, it is conceivable to make either excessively little or excessively of worldwide records. At the point when a right is on the authority records of human rights, that settles its status as a human right. The Universal Declaration of Human Rights was requisitioned in 1946 and was drafted following two years by the Commission of Human Rights. We have 30 simple human rights, as stated by the Universal Declaration of Human Rights, incited by the United Countries in 1948 to give a worldwide understanding of how to treat people. The 1948 Statement is unquestionably the most broadly acknowledged meaning of human rights, incorporating civil and political, as well as economic, cultural and social rights, some of which haveShow MoreRelatedThe Universal Declaration Of Human Rights1728 Words   |  7 Pagespeople. Culture can impede progress and leave women, minorities and other sub-sects of a society without the basic human rights that they deserve. Clinging too close to culture can be dangerous. The Foundations of a Universal Declaration The Universal Declaration of Human Rights (UDHR) was drafted shortly after the United Nations was established in 1945. The aim of the Declaration was to ensure that an atrocity such as the mass killings of Jews and other minorities in Nazi Germany would never happenRead MoreThe Universal Declaration Of Human Rights Essay1368 Words   |  6 Pages The Universal Declaration of Human rights was adopted in the UN general assembly by the 10th December 1948. This is the first time that the world recognized that everyone had the right to enjoy freedom of speech, freedom of religion and freedom from fear and want, and many other rights. International human rights come along way; before there was no rights. The idea of having rights that led to the development of international human rights takes time. There are benchmarks developments in internationalRead MoreThe Universal Declaration Of Human Rights Essay1276 Words   |  6 PagesA human right is an ethical choice and moral belief belon ging to all humans regardless of traits, status, location, color, gender, or belief system. Making the connection to a universal law, the United Nations Rights High Commissioner explains these rights are, â€Å"guaranteed by law† and protected as â€Å"fundamental freedoms† (OHCHR, 2016). The Cambridge Dictionary defines privilege as â€Å"an advantage that only one person or group of people has† listing examples such as having a high social position or wealthRead MoreUniversal Declaration Of Human Rights1263 Words   |  6 PagesAccording to the Universal Declaration of Human Rights, a doctrine created to ensure a mutual standard of treatment amongst all humans, every person deserves an equal set of life standards. According to Article 18 of this 30 Article document, â€Å"everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teachingRead MoreThe Universal Declaration Of Human Rights892 Words   |  4 PagesHuman rigths is an essential component of a tolerant and individually satisfied society. They are created to defend people’s dignity, equality and liberty. However, for thousands of years people lived with no garanteed rights, until 1948, when United Nations adopted the Universal Declaration of Human Rights. But is the Universal Declaration of Human Rigths really universal to all states and humans living in them? I am going to argue if Human Rights should or should not be unically adapted to differentRead MoreThe Universal Declaration Of Human Rights875 Words   |  4 PagesI feel that the Universal Declaration of Human Rights (UDHR) does have a western bias. Many people look to US for guidance, but not many other nations copy our way of life. States can sign treaties, but they cannot be reassured that the other nation will keep its word. The US and the UN should maybe not be engaging in promoting western society, but they should be engaging in promoting the protection of human rights. The UN UDHR fought for minimal rights in 1948 by identifying three types of generationsRead MoreThe Universal Declaration Of Human Rights1417 Words   |  6 PagesImplemented in 1948, the Universal Declaration of Human Rights (UDHR) delineates the basic rights and freedoms entitled to all humans. 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Even so, human rights violations occur on an almost daily basis in countries around the world. The term seems to be at the forefront of contemporary political discourses, with its meaning at most times remaining unclear. In theory, human rights

Fitzgeralds Satire on the American Dream in the Great Gatsby free essay sample

In order to support this message, Fitzgerald presents the original aspects of the American Dream along with its modern face to show that the once impervious dream is now lost forever to the American people. This world takes a look at the fact that the rich and powerful were able to get away with whatever they want and simple ideals were forgotten. As the average American in the 1920s became more captivated with wealth and everyday luxuries, some began satirizing the hypocrisy and greed they observed. Fitzgerald conveys these observations with the general hopelessness of the book. Gatsby is one who is most hopeful to the American Dream, he embodies the belief in it, but he soon finds out that the very wealth and recognition that he so coveted was what caused the destruction all his beliefs. F. Scott Fitzgerald credits the destruction of the American Dream to wealth, privilege, and the lack of humanity that those aspects create. We will write a custom essay sample on Fitzgeralds Satire on the American Dream in the Great Gatsby or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Money is clearly identified as the main culprit in the dreams death. It becomes easily entangled with hope and success and replacing their positions in the American Dream with materialism. This is shown through Gatsbys use of illegal practices and underground connections to make money. His lavish parties, huge mansion, and giant collection of clothing all represent his corruption. His use of status and privilege is demonstrated when his traffic violation is ignored by the police officer. But the worst qualities of the dreams modern face are evident in Tom and Daisy Buchanan, who live without any hopes or regrets because the foundation of their character is money and wealth. Nick describes the Buchanans as â€Å"careless people† who can retreat back into their money. Through the tragic story of Jay Gatsby and his failed attempt to reach his dream, F. Scott Fitzgerald also describes the tragic death of American values. The characters in The Great Gatsby are mere examples of Fitzgeralds message- the old American dream and all of its pure ideals have been replaced with money, greed, and materialism. Nick Carraway conveys this message as an outsider, an honest man from the mid-west who witnessed the whole affair as an observer. Fitzgerald shows us the life and death of the old American Dream. Fitzgeralds Satire on the American Dream in the Great Gatsby free essay sample In order to support this message, Fitzgerald presents the original aspects of the American Dream along with its modern face to show that the once impervious dream is now lost forever to the American people. This world takes a look at the fact that the rich and powerful were able to get away with whatever they want and simple ideals were forgotten. As the average American in the 1920s became more captivated with wealth and everyday luxuries, some began satirizing the hypocrisy and greed they observed. Fitzgerald conveys these observations with the general hopelessness of the book. Gatsby is one who is most hopeful to the American Dream, he embodies the belief in it, but he soon finds out that the very wealth and recognition that he so coveted was what caused the destruction all his beliefs. F. Scott Fitzgerald credits the destruction of the American Dream to wealth, privilege, and the lack of humanity that those aspects create. We will write a custom essay sample on Fitzgeralds Satire on the American Dream in the Great Gatsby or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Money is clearly identified as the main culprit in the dreams death. It becomes easily entangled with hope and success and replacing their positions in the American Dream with materialism. This is shown through Gatsbys use of illegal practices and underground connections to make money. His lavish parties, huge mansion, and giant collection of clothing all represent his corruption. His use of status and privilege is demonstrated when his traffic violation is ignored by the police officer. But the worst qualities of the dreams modern face are evident in Tom and Daisy Buchanan, who live without any hopes or regrets because the foundation of their character is money and wealth. Nick describes the Buchanans as â€Å"careless people† who can retreat back into their money. Through the tragic story of Jay Gatsby and his failed attempt to reach his dream, F. Scott Fitzgerald also describes the tragic death of American values. The characters in The Great Gatsby are mere examples of Fitzgeralds message- the old American dream and all of its pure ideals have been replaced with money, greed, and materialism. Nick Carraway conveys this message as an outsider, an honest man from the mid-west who witnessed the whole affair as an observer. Fitzgerald shows us the life and death of the old American Dream.

The Cucible Essay Example For Students

The Cucible Essay Pandemonium runs rampant, and suppressed children cry out witch. Scenes such as these from Arthur Miller’s play The Crucible, provides a fictional depiction of the infamous 1692 Salem, Massachusetts, witch trials. During the play, the entire community suffers from the mass hysteria that starts with a few young girls dancing in the woods. When the girls are inflicted with abnormal illnesses and problems, the community assumes that witchcraft is involved. After many accusations, trials, and executions, the community’s hysteria finally ends. Certain characters fight their own internal battles against the backdrop of an entire community in pandemonium. Miller uses three characters who clearly manifest this internal battle. First, Mary Warren’s whole personality turns upside down when she is torn between telling the truth and surviving the trials. John Proctor is the next who is forced to contemplate a choice between the importance of his family and his own name. The third, Reverend Hale, battles with himself about whether or not to carry out his job requirements or to do what he knows is right. All three characters face difficult choices that are eating away at each one’s conscience. Should they do what they believe is right, or what will help them survive the witch trials? Each character and situation is unique, beginning with Mary Warren. Inner turmoil plagues a girl named Mary Warren, house servant to the Proctors, throughout the play. When Mary first appears in the beginning of the hysteria, the reader perceives her to be a very shy girl who will never speak her mind. She is afraid to stand up to Abigail and tell the truth about what really happens in the woods the night Reverend Parris catches them dancing. What happens in the woods is more than just dancing, though. Abigail makes life threats against all the girls involved in the dancing, scaring Mary Warren. This submissive characteristic also shows itself when John Proctor comes to Reverend Parris’s house to tell Mary to go home and have no part in all this nonsense. As before, she is afraid to speak her mind to John Proctor and responds to his orders with â€Å"I’m just going home† (21), implying to the reader that she is doing what he wishes because she is afraid to speak her mind. As the play continues and as Abigail influences her, Mary begins to break this self-restricting mold and does what she wants in regard to the Proctors and herself. Mary Warren, along with many other girls, becomes enthralled in the hype of getting all the attention from the community and exercising power through initiating and obstinately continuing these â€Å"witch trials.† When John Proctor finally shows that when people like Rebecca Nurse and Elizabeth Proctor, who are the saintliest of people, stand accused of practicing witchcraft that something must be wrong, it affects Mary’s role. When John questions Mary after her day as an official of the court, she tells him â€Å"she Goody Osborne tried to kill me many times† (57). After saying this, Mary then realizes that her whole outlook on life bases on injustice and faces a difficult decision. This proves true when she begins sobbing and cries out in guilt, â€Å"Goody Osburn- will hang!† (56). Reluctantly, she must decide how she can extricate herself from Abigail and all her friends, not to mention her new feelings of confidence. Mary decides to speak out against Abigail and the others for their false accusations after John Proctor threatens her. Yet, as Mary does this heroic act of overcoming her old reality, Abigail pretends that Mary is also a witch, ironically using the same spasms of fits that Mary uses during the trials to convict so many others (108). Mary now faces yet another grueling internal conflict. Should she do what she knows is right and probably die for it or return to her old ways? Mary finally succumbs to Abigail’s hypnosis and accuses John Proctor of forcing her to lie. Clearly, the battle that Mary Warren faces from the very beginning is enormous. She must deal with the decision of life and death. She has the choice to tell the truth and die, or to lie and live. 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Philosophy of language Speech act theory

Abstract Speech acts are the basis on which day to day communications amongst humans is founded. It was however not until the mid 20th century that proper studies were carried out on this topic (Sosa Villanueva 2006). Over the years there have been heated debates and discussions on the topic particularly under the influence of the works philosophers such as J.L Austin and John Searle. The theory of speech acts has since then come to achieve importance in other fields aside from philosophy (Platts 1989).Advertising We will write a custom essay sample on Philosophy of language: Speech act theory specifically for you for only $16.05 $11/page Learn More The speech act theory has come to be recognized as very important in everyday life and particularly after the revelation by scholars that these speech acts do much more than describing reality. Studies that have taken place over the years since the speech act theory was proposed have come to distinguish the p hilosophy of language as an entity different from other philosophies (Platts 1989). An understanding of the speech act theory has also come to establish some basic structuring for the field of linguistics. This structure includes some various aspects used to describe reality. This essay seeks to elaborate on the concept of the speech act theory. To this end, an analysis of the works of the original proponents of the theory shall be provided. This shall basically summarize the works of John Searle and J.L. Austin. A further analysis of the theory shall be presented under the guide of the works of modern day philosophers. Introduction Speech acts are a set of actions that are performed through uttering of sounds with an aim of conveying a particular meaning; meanings which are characteristically linked to that combination of sounds. It is a well known fact that when an individual speaks, he/se wants to pass across a particular meaning and that whatever that individual says, or the set of sounds that come from his/her mouth already have an associated meaning. According to proponents of this theory, in order for one to have an understanding of a particular language, he/she must first comprehend the intention of the speakers of the said language when they use a particular combination of sounds. This theory is based on the simple premise that speech is an act in itself. The various combinations of sounds (speech) used to convey a particular meaning are not merely used to designate but they are self standing actions. J.L Austin’s study on speech acts J.L. Austin is one of the key proponents of the speech act theory and most of his work on the topic was published in 1978 after his death by his students in a book known as how to do things with words. Though this publication cannot be fully taken as Austin’s work it is a general representation of his views and there is a chance that his opinions would not have differed much had he published the book himsel f. According to Austin utterance was an act in itself. According to Austin (1978) there are two major distinctions of speech acts viz: constatives and perfomatives.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Constatives are those utterances that tend to present reality as it is and can therefore be described as either true or false. Perfomatives on the other hand are described as either felicitous or infelicitous. Austin however comes to the agreement that a majority of statements are basically perfomative. This basically means that most people when speaking they are participating in one form of action or other. According to Austin, â€Å"Performing a locutionary act †¦ is roughly equivalent to uttering a certain sentence with a certain sense and reference, which is again equivalent to meaning in the traditional sense. Second, we said that we also perform illocutionary acts such as infor ming, ordering, warning, undertaking, etc., i.e. utterances which have a certain conventional force. Thirdly, we may also perform perlocutionary acts: what we bring about or achieve by saying something, such as convincing, persuading, deterring and even, say, surprising or misleading† (1978). According to Austin, the action that the speaker is involved is in essence, forming some realities that can only make sense when placed within the context of a particular society. For example, when one uses a definite perfomative sentence such as â€Å"I declare him the president† in the case of an election vote tallying in which the individual is confirming which contestant won the seat, he/she is in essence modeling an instance of social reality. That is, in this particular context, a leadership figure. J.L. Austin came up with three major characteristics or features of utterances which start with the basic structuring or words and conclude with the impact of those words on the a udience being targeted. These were locutionary acts, illocutionanary acts and perlocutionary acts. Locutionary acts are basically normal sentences that are aimed at conveying a particular meaning while illocutionary acts are those statements that carry some characteristic of force (such as warning and ordering). Perlocutionary acts are the end results of utterances i.e what is achieved as a consequence of saying something. These perlocutionary acts include persuasion and surprising. The major focus of Austin’s study was on illocutionary acts. This is because statements in this category clearly explaining the concept of performance as an aspect of speech. For instance a statement like â€Å"Don’t drink and drive† possesses the forceful nature of a warning. The same statement can be framed in such a way that it is a definite perfomative act, for example â€Å"The president is warning you, don’t drink and drive.† The person being addressed may hear th e utterance and receive it as a warning, then the person can be said to have been warned. This does not however mean that the person will behave in a way that will correspond to the warning. This therefore means that illocutionary acts such as the statement shown above can not be classified on a true/false basis. Austin in his studies insisted that individuals should understand that while analyzing a sentence, the focus should not be on the sentence itself but rather on how it is uttered.Advertising We will write a custom essay sample on Philosophy of language: Speech act theory specifically for you for only $16.05 $11/page Learn More His maintenance that any utterance should be considered a performance act basically depended on the premise that analyzing a sentence or its constitutent words (locutionary acts) without placing them in the proper social context ended up explaining the net effect of the communication (illocutionary act) insufficiently (Sos a Villanueva 2006). This disregard of social context also greatly compromises the explanation of the effect of the utterance on the target audience (perlocutionary acts) Austin and other scholars of the speech-act theory have always strived to explain their ideas by use of what can be described as imaginary examples. In their arguments the social context of a statement is ignored in order to make literal point. Later, the same social context is added to the utterance in a way basic statements appear very complicated. In order to illustrate how utterances (perfomances) operate Austin summarized the illocutionary act as F(p). In this particular expression, F is the force behind the illocutionary act and p is proposition that the utterance is making John Searle and speech acts John Searle is one of the major philosophers who did an extensive study the speech act theory following its inception by J.L. Austin. He majorly focused his work around studies on illocutionary, locutionary and p erlocutionary acts. His findings suggested that an illocutionary act is said to have happened whenever someone talks or writes to another person (Searle, 1989). According to him illuctionary acts form the basis of all linguistic communication. He also agreed that an illocutionary act has to be intentional in its underlying nature. This basically means that a person has to have a reason for speaking and would not make an utterance if he/she did not intend to achieve something out of the action (Tsohatazidis 2007). The person being addressed also has a major part to play if the illocutionary act is said to have achieved its purpose. This hearer should be able to understand the intention of the speaker’s utterance by picking meaning from an already established way of decoding utterances (Searle, 1989). This is what is referred to as a perlocutionary effect. For example, an individual may say something like â€Å"Drive the car† with the intention that the hearer will recei ve this communication as a command and also that t hearer will respond by driving the car. However, according to Searle’s findings a speech act may end up affecting the hearer in a different way from the initial intention of the speaker. For instance, the speaker may say â€Å"Drive the car,† and the hearer may choose not to perform the action commanded and instead make his/her response by saying â€Å"I don’t feel like driving, you drive it yourself.†Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This according to Searle reveals that illocutionary acts are inherently intentional and is the basis on which meaning is founded. Perlocutionary depending on the circumstances in which they present may either be intentional or unintentional. This stand by Searle has in recent times been the subjects of debate. Individuals who do not support this stand have argued that it is the perlocutionary act that actually defines the intentions of the speaker. Though language can be used in uncountable ways, Searle in his literature proposes that there just a few things that can be accomplished by use of language. In the F(p) basic structuring of illocutionary acts, the propositional aspect of an utterance can take very many forms (Searle, 1989).. However Searle’s contention comes in the number of forces behind an illocutionary act. Searle suggests that the number of verbs that describe the eventual effect of the illocutionary act on the hearer limits the number of forces behind illocuti onary acts (McDowell 1980). In order to ensure that the argument on the forces behind the illocutionary acts is not merely based on the verbs associated with the act, Searle brings about the concept of the illocutionary point. The illocutionary point according to Searle is what the speaker when he/she performs an illocutionary act. This presents in the form of a verb aimed at describing the action that the sentence is involved in. this is basically the same as a schema that had been set earlier by Searle’s predecessor, J.L Austin (Tsohatazidis 2007). Searle in his studies on speech acts proposed the classification of illutionary points into five different categories, Viz.: Assertives, Directives, Commissives, Expressives and Declaratives (Searle, 1989). Assertives. These are the kind of utterances that can either be judged as true or false. This because statements in such categories are mainly intendended to describe how things are in the physical world. Directives. These ar e utterances that intended at making the hearer respond in the same way that the particular statements are proposing. Commissives. These are utterances that demand that the hearer makes a commitment to the action being proposed by the speaker. Expressives. These are utterances that basically define how sincere the illocutionary act is. Declaratives: These are utterances that are intended at making changes to the world. They achieve this by defining the world as having undergone some changes. From the above classifications, Searle concluded that when an individual is speaking or writing, he/she can be said to be doing one or a number of the following actions: â€Å"Asserting, directing, commiserating, expressing or declaring† (McDowell 1980). Searle also declared that the force behind an illocutionary act comes about as a result of the speaker’s intentions. It is only when the hearer derives meaning from the illocutionary point/force that communication can be said to h ave taken place. Foundation of the speech act theory The best way to analyze the features that form the foundation of the speech act theory is to make a comparison between it and other theories that are presented in the philosophy of language. This part of the essays shall take into consideration the relations between speech acts and aspects like semantics, grammar and meaning. Any act that is presented by observable behavior takes place with an underlying intention. When a speaker says â€Å"you will go to school next week†, generally leaves the person being addressed wondering whether the utterance should be regarded as an order or as a prediction. This statement does not clearly describe the force behind it and hence the unexplained questions. There may be many theories may strive to explain the meaning behind the statement above, it is clear that the speakers intention was to state that the addressee will go to school in the following week (McDowell 1980). If someone asks what the force of the wording in sentence will essentially be seeking to know whether the statement should be received as an order or as a prediction (Michael 2007). He/She (addressee) would therefore not be particularly asking the speaker to add more explanations to the content of the statement. However whether the statement intended to issue an order or make a prediction will only be determined by some details within the statement that were not elaborated. From this proposal, the speaker may have meant either of these two things: 1) â€Å"I predict that you will go to school next week† or 2) I command you to go to school next week. In order to avoid contradictions arising as a result of an individual saying one thing while in essence he/she means another would require the understanding that for a single speech act to occur, a number of different utterances have to be made. Force and content as independent aspects Generally, a proposition on its own is not enough to elicit a particular response from the addressee. For example, by just suggesting that coal is black cannot be regarded as a comprehensive speech act. This is because for a speech act to be seen to have occurred, an illocutionary force has to be included alongside the proposition. This illocutionary force may present in the form of a command, an inquiry, an assertion, and so on (Kriptke 1980). It is by the nature or this illocutionary force that individuals can point out the unifying element in the following three statements, â€Å"You are driving the car†, â€Å"Are you driving the car?†, and â€Å"Drive the car!† The common factor amongst all the three sentences is the fact that the car is being to driven, with the first statement being an assertion, the second being an inquiry and the third being a command. It can also be said that the components of a communicative act will basically dictate the force of the particular act. That is why when someone says â€Å"you wi ll go to school nest week† it is impossible to find out the force behind the statement. However, the relationship between force and the components of a statement can be seen to be symbiotic in the sense that the force of an utterance can also determine the content of the statement (McDowell 1980). The is the basic distinguishing factor between speech act theory and other theories is that speech act theory analyzes statements in terms of two constituent components, viz., content and force. Speech acts and the existence of things/ideas Speech acts have to be distinguished from acts of speech. This is because an individual can perform a speech act such as making an inquiry without necessarily having to make an utterance (Michael 2007). For instance, a shrugging of shoulders can easily be used to mean that the individual is not aware of what is being asked. In the same way, one can make an utterance without it being a considered a speech act. For example, when one is testing a mic rophone, he/she can speak into the equipment without intending for anyone to respond to the message. In general, it is agreeable that in some instances, things can be made to be by simply saying that they should be (Michael 2007). It is physically impossible to say that a person can lose weight by simply saying it. However an individual can promise to buy someone a present by simply making the statement, â€Å"I promise to buy you a present.† The same can be used when religious leaders consolidate marriages, where it is common to here pastors and church ministers say, â€Å"I hereby declare you man and wife.† Such types of speech acts can actually happen without the speaker saying that he/she is performing the act. Components of illocutionary force Searle and Vanderveken (1985) strived to clearly distinguish between illocutionary forces that are used by the speakers of a particular language from all the illocutionary forces possible. In their publication, Searle and Va nderveken identified seven features that can be used to differentiate illocutionary forces. These are explained below: Illocutionary point. This is the basic intention of the speaker by the performance of a particular speech act. For example, the basic intention of a question is to invoke a person to respond in a suitable way. Strength of the illocutionary point. Two illocutionary acts may basically be trying to make the same point (Warnock 1989). However, the strength of the illocutionary force behind the two statements is what will be used to set the two apart. For example when someone requests an explanation and when he/she insists that an explanation be given, both statements will be aimed at getting the person being addressed to offer the explanation. However, insisting is stronger than requesting. Achievement mode. Various illocutionary points of a speech act have different special ways in which they are achieved. For instance, when one testifies that a certain service is the best and when he/she asserts the same, both utterances will be aimed at making a description of the service (Warnock 1989). However, testifying asserts the speaker has been a witness to the quality of service, while asserting does not necessarily require that he/she be a witness. The same can be said of ordering and requesting in the sense that both are intended at getting the person being addressed to do something only that when making an order the speaker has to be in an authoritative position (Kriptke 1980). Contents of the proposition. In some instances, illocutionary statements can only make sense provided the propositional composition of the statement is well accounted for (Recanati 1987). For example an individual can make a promise about something provided it happens in the future and it is within his/her control (Michael 2007). This essentially means that the person cannot promise something that has already happened. Preparatory conditions. This is the sum total of all the factors that must be taken into consideration for the speech act to be seen to have effectively taken place (Recanati 1987). These conditions however mostly depend on the social status of all the parties involved in the performance of the interlocution act. For instance, an individual cannot appoint a person unless he/she already has been given the power to do so by the institution in which he/she is in (Kriptke 1980). Conditions of sincerity. A majority of speech acts are a mainly performed with intention of expressing a particular chain of events in the psychology of the speakers. For instance, a question will express inquiry and an apology illustrates regret (Recanati 1987). A speech act is said to be sincere only if the speaker and his/her speech act are in the same level of psychological conditions. Strength of the conditions of sincerity. When analyzed from a certain viewpoint, two speech acts may be seen to be exactly the same (Recanati 1987). However, they may be seen to be different when viewed in terms of their psychological states. When a person makes a request and when he/she implores, both actions can be said to illustrate some element of desire (Warnock 1989). However, imploring tends to suggest a stronger level of desire for the particular need than a request. According to Searle and Vanderveken, all illocutionary forces can be analyzed based on the above seven aspects. Two illocutionary forces will be seen to be identical if they have the same levels of the seven values discussed above. Grammatical mood and force The relationship between the content of a speech act and the force behind the illocution can be described as symbiotic in the sense that one influences the other. However, some extraneous factors such as the grammatical mood can also be seen to influence the force of the utterance (Michael 2007). The statement â€Å"you will go to school tomorrow† is at basic level in the indicative mood grammatically. However, this grammatical mood cannot determine the force of the statement. This also applies to other moods. If someone hears another person say â€Å"drive the car†, he/she cannot immediately tell whether the person is issuing a command or just making an assertion. If the statement happens to be an assertion, then the speaker will have used the imperative mood. The same relationship can be seen with the interrogative mood. For instance, when a person hears another say â€Å"which visitors are coming†, he/she cannot immediately know whether the speaker has asked a question or whether it is just a statement. The speaker may have been saying â€Å"Patricia is wondering which visitors are coming.† Force conventionalism According to studies conducted by some philosophers in order for a speech act to happen, some form of convention will have to be applied (Warnock 1989). For instance for the statement â€Å"I promise to take you out for lunch† to regarded as a promise, all the words u sed in the statement must be in tandem with their conventional implications. There should also be an already established convention that establishes that when used in a particular way this set of words constitutes a promise (Warnock 1989). Conclusion Since J.L Austin did studies on the speech act theory in 1962, various philosophers have followed on his findings and even gone ahead to broaden the discussions on the subject. Most of the professionals in this school of thought have unanimously support the original findings by Austin that all forms of utterances are essentially independent actions in themselves. Another conclusion that has been agreed upon by a majority of modern day philosophers is that communication cannot occur if all the components of a speech act are not availed which implies that the speech act itself does not take place. In conclusion, it is worth noting that since the inclusion of the speech act theory in the field of philosophy has come to over the years chang e the definition of communicative practices as were hitherto known. The inclusion of propositional content and illocutionary forces into the study has served to not only enable sentences bear meaning but also provide explanations as to why statements that seem inherently alike may be defined as different. This essay has analyzed the speech act theory in detail. A summary of the work of J.L Austin has been provided followed by a summary of the work of his successor John Searle. A further review of the major concepts of the speech act theory has been presented based around literature by later-day philosophy scholars. The theory of speech acts is in itself a wide field of study in itself and could only be briefly detailed in this essay. Reference List Austin, J.L. 1978. Logic and language. Oxford: Blackwell Kriptke, A.S. 1980. Naming and necessity. Cambridge: Harvard University Press McDowell, J. 1980. Meaning, communication, and knowledge. Cambridge: Harvard University Press. Michael, M. 2007. An Introduction to the Philosophy of language. Cambridge: Cambridge University Press. Platts, M. 1979. Ways of Meaning: an introduction to a philosophy of language. London: Routledge and Kegan Paul. Recanati, F. 1987. Meaning and Force: The Pragmatics of Performative Utterances. Cambridge: Cambridge University Press Searle, R.J. 1969. Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press. Searle, R.J. Vanderveken. 1985. Foundations of Illocutionary Logic. CUP Archive. Sosa, E. Villanueva, E. 2006. Philosophy of Language. Boston MA: Blackwell Tsohatazidis, S. 2007. John Searle’s philosophy of language. Cambridge: Cambridge University Press. Warnock, G.J. 1989. J.L. Austin: Arguments of the philosophers history workshop  series. United Kingdom: Taylor Francis This essay on Philosophy of language: Speech act theory was written and submitted by user Bo B. to help you with your own studies. 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