Grooms Wedding Speech - Damn Statistics -- Wedding Toasts Roasts Spee

Groom's Wedding Speech - Damn Statistics Ladies and gentleman, I have to be honest with you all and admit that I am quite nervous about standing up here and speaking this evening. While I was writing my speech I came across some interesting statistics about what guests are thinking about during a wedding speech. Apparently, twenty percent of you are thinking about getting onto the dance floor and partying the night away. Thirty percent of you are thinking about the marital status of the best man. Ladies, you may be pleased to know that he is single. He's also not very fussy as he showed at the stag party (bachelors party). It turns out that twenty percent of you are thinking about what happened at the stag party (bachelors party). Moving swiftly on. Ten percent of you are thinking about the type of couple that we will make. A rather worrying statistic, from my point of view, is that fifteen percent of you are having romantic thoughts about the person sitting next to you. There are several people here tonight who I would like to thank. I'd like to start by thanking my ...

Essay --

Part A: Describe protein structure, the level of structure and geometry. Include in a description of the significance of structure and how it affects to analysis. Protein Structure Levels There are four levels of protein structure which are separated from one another by the degree of complication in the polypeptide chain. A protein molecule can consist of one or more of the protein structure types. 1- ) Primary Structure is the sequence of a chain of amino acids. Proteins are formed from 20 different amino acids. Amino acid are composed of a carbon (ÃŽ ± carbon) that bond to the hydrogen atom (H), a carboxyl group (-COOH), an amino group (-NH2) and a variable group, or R group. The primary structure is determined during translation. There are two tools uses to determine the primary structure; Edman degradation and mass spectrometry. Primary structure controls the secondary, tertiary and quaternary structures. It is also used to determine the molecular mass and isoelectric point. 2- )Secondary Structure describes the coiling or folding of a protein due to exclusive hydrogen bonding between its backbone amide and carbonyl groups. These secondary structures are held together by hydrogen bonds. There are three types of secondary structures in proteins. a-) Alpha helix (ÃŽ ±-helix) is a spiral arrangement around polypeptide backbone. The inner part of the coil is formed by the backbone of the peptide while the side chains extend outward from the coil. Hydrogen bonds between N-H of one amino acid and the C=O on the 4th amino acid stabilize the helix. b-) Beta pleated the beta sheet involves H bonding between the backbone residues in adjacent chains. The orientation of a beta pleated sheet can occur in two types. The strands may be paralle... ...Da) than grw175 (28 kDa) proving that the above observation is true. b-) Molecular mass of the XÃ ¸D2788 gene product = 56 kDa 1.) Loaded the image of the gel into ImageJ 2.) Labeled the MW ladder lane then other lanes of interest (lane 2 grw175, lane 3 grw19) 3.) A graph representation was then generated 4.) I selected the peaks of MW lane to be used in the molwt.macros program 5.) Based on the calculations that were generated using the molwt macros program I was then able to select the peaks of interest and compute a numerical value for them 6.) ImageJ indicated a peak of 56kda for grw19 positive and a 28kda value in grw175 positive. 7.) Using the numerical values I was able to subtract the grw175 estimated size of 28kda from the size of what is believed to be the fusion protein grw19 56kda 8.) Grw175 = 28kda – fusion protein 56kda to give you a value of = 28kda

Education and Religion Essay

1. Education and Religion were the two major foundations on which Charlemagne fortified his empire. The emperor had a profound love for the knowledge passed down by older civilizations. Specifically, he studied the culture and language of Ancient Greece and Rome, was able to speak Latin as fluently as his native tongue and could understand Greek very well and speak it a little. Under Alcuin he studied theoretics, dialectics and astronomy. He also tried to collect ancient manuscripts wherever they could be acquired which kept the knowledge of the ancients alive. Charlemagne employed religion as a unifying factor in his empire. He sought to convert to Christianity all the countries he had conquered. The Carolingian Empire was mainly agriculture based. He built roads to facilitate travel from one point of his empire to another. He relocated people from densely populated areas of the empire to the sparsely populated areas to even out the rate of production as well as he could and minimize the transport of necessities.. Lending with interest was forbidden. In general, our modern nations are still following Charlemagne’s strategy for agriculture with the focus on infrastructure development in poor countries, especially in Africa. The arbitrary relocation of people is somewhat of a problem. In the Philippines, squatters in the city who had been relocated to the provinces would not stay there since since communal agricultural labor is no longer in practice due to great possibility of land disputes arising from that arrangement. The squatters would have no job in the province and would return to the big city. the conduct of commerce and trade however, Charlemagne made no considerable contribution. Today, religious freedom is advocated globally. However, although not subscribing to the religion of the country you work in is not prohibited, subscribing to it provides a definite advantage. Many Overseas Contract Workers have converted to the religion of their host country to curry favor to its authorities. 2. In 1076, muslims captured Jerusalem on the pretext that the holy stone on which Muhammad prayed was there. But since Jerusalem was also the place where Jesus Christ died, Christian Europe organized campaigns to recapture it from the muslims. There were crusaders however who joined the campaigns for personal gain and riches to be found in the middle east. The crusades had both negative and positive effects. Many lives were killed, treasures were stolen, hatred was born between the Muslim and Christian peoples. On the other hand, Europe gained much by their introduction to the exotic treasures from the middle east like spices, brassware,rugs and silks which helped it boost its trade. Today we still see repercussions of the Crusades in the prolonged conflict between the Israelis and the Palestinians, a conflict which has largely implicated their allies in the modern world. 3. Research reveals 83% of learning is acquired visually and only11% through hearing. divided among the other sense organs. The retention of learning is lowes with purely audio learning, higher with visual learning and highest with audio-visual learning. In other words, learning by sound is really second in rank to learning by vision it did not become so because of the use of audio-visual techniques in education. The reverse is true. Advertisers have resorted to audio-visual devices because learning and retention of information is optimum in that mode.

Pablo Neruda

Pablo Neruda was a communist poet. The Chilean won the Nobel Prize in Literature 1971. He wrote The Captain’s Verses in 1952 while he was in exile with his secret lover Matilde Urrutia on the island of Capri. The Captain’s Verses was a collection of his Love Poems that expresses Pablo’s different emotions to his love and the beautiful nature. From the book, we can see how Plabo treasured the time living with Matlide in the adorable exotic place. We can feel his passion, his pain, and his rage. His love poems were permeated with dense patriotism and his homesickness for Chile. Matilde was a singer. Her life was changed after she fell in love with Pablo, the most important person in her life. It would never be easy to stay with a communist. With her faith of love, she had gone through a lot of danger with Pablo and she was also Pablo’s good helper. They had countless sweet and unforgettable moments. Pablo was dead in soon after the military coup of Chile in 1973. They were separated forever since then. The military government treated Maltide as an influential figure in the country because she was the widow of a communist. She had a choice to leave this Chile but she decided to keep on going Pablo’s path and stay in Pablo’s home. Finally, she was able to publish Pablo’s work and write her own memoir. In her memoir, she told her legendary love with Pablo and the struggles she had faced. We can see their love on both Pablo’s poem and Maltide’s memoir. We can see their own perspective in their work. The memoir is a compliment to the poem that everything written by Pablo did happen to Maltide. She gave response and opinion to these experiences. In this essay, I’m going to analyze â€Å"The Soldier’s Love† in The Captain’s Verses from Plabo’s perspective and the view of Maltide’s memoir My Life with PABLO NERUDA. The Soldier’s Love â€Å"was written to Maltide. It is in free verse and there are ten stanzas. The tone of this poem is passionate and it sounds like Pablo is talking to Maltide directly. He used a lot of â€Å"You† to raise the momentum. â€Å"You’ll wear out your shoes/ but you’ll grow on the march/ You have to walk on thorns† (17-19) It sounds powerful and it makes Maltide become confident and dedicated. There are some words that are stressed at the end of the sentence such as â€Å" fire†, â€Å"death†, â€Å"march†, â€Å"blood†, they all stand out in the poem because they accentuate the danger of their future. The poem is well organized: From the second stanza to the fifth stanza, they are all three sentences long. From the sixth to eighth stanza, they are two sentences long. This splits the poem into two parts. The three sentences structure is talking about Maltide’s life before she met Pablo while the two sentences structure is talking about the life she is going to spend with him. The first stanza â€Å"in the midst of war life led you to be the soldier’s love† (1-2) is the introduction. Then the last stanza ends the poem with two equal sentences â€Å" Kiss me again, beloved/ Clean that gun, comrade (21-22) The whole structure of this poem looks very clear. The final stanza is strong to encourage Maltide with their faith of love and the word â€Å"beloved† and â€Å"comrade† shows Pablo’s tremendous passion. Pablo wanted to use this poem to let Maltide understand that her life had come to a turning point and also encourage her to be ready for the challenges coming up in their life. The introduction of the poem indicates that she no longer could enjoy a normal life. In the midst of war life led you to be the soldier’s love† (1-2) Pablo was the soldier fighting for the communist party. Everything would be different when she became a communist’s love. Pablo seemed disapproval of her past because he used â€Å"vagabond† to address her in the poem. He thought Maltide was political ignorant. â€Å"You didn’t know where you were going/ you were the dancing partner/ you had no Party, no country†(9-11) What she had done before was not meaningful at all. She didn’t belong to anyone and anywhere. It was time to abandon her past and fight with him from now on. Now you can’t dance any more/ with your silk dress in the ballroom/ You’ll wear out your shoes/ but you’ll grow on the march† (15-18) Although she couldn’t have the comfortable life like before and she would be suffering a lot, she would learn a different dimension of life joining the fight for the fellow people. The fight of the communist is a long march that it will be full of sufferings. â€Å" You’ll have to walk on thorns/ leaving little drops of blood† (19-20) Maltide should be prepared for any hurt or even death on the way. At last, Pablo encouraged Maltide to be dedicated to their love. Kiss me again, beloved† (21) He urged her to put the focus on their love, then they would not scare any situation coming up. Their faith of love is the best thing to console Maltide and keep her marching. Plabo thought Maltide was ready to fight with him. â€Å"Clean that gun, comrade† (22) She was not only his lover but also his â€Å"comrade†. Maltide was his counterpart who would share any problem with him and fight till the end. In Maltide’s memoir My Life With Pablo Neruda, she retold her terrible experiences that she had never encounter in her life. She had spent an agonizing night on the boat and almost swallowed by the sea. In the hotel, she was treated as a criminal in the hotel. Then she left for Naples with fourteen suitcases. She had been followed by the undercover police from city to city during her journey. Maltide was very angry to these experiences at first. Then Pablo told her about his own experience. She realized everything just happened to her had already occurred on him many times. She got to know why Plabo became a communist. â€Å"He explained how, after his terrible experiences in that civil war, he returned to Chile and kept on fighting, writing about what he had witnessed in Spain. He was already considered the biggest communist of all and figured that â€Å"if protesting and denouncing injustice means being a communist, well alright then,† and he joined the party. He was always a communist, because the suffering of others hut him too much. While he was alive, he put his pen and his life in the service of the people. † (115) After the Maltide learned the reason why Plabo being a communist. She appreciated what he was doing. She admired his passion of helping all the people. Now she could accept being a communist and understand its fight. These experiences deepened Plabo and Maltide’s love because they could know each other even more. However, Pablo’s heart was painful for dragging Maltide into his own sufferings. â€Å" Pablo laughed until he cried as I told him about the Italian police, especially since Pablo had considered me the most politically ignorant woman he ever knew. But I was his love, and from that moment forward, I would take on all that he did and face all the difficulties in his life with him. † (155) Maltide was happy to see Pablo blaming himself for not being able to protect her. They both consider each other very much. Therefore, Maltide made up her mind to dedicate herself to follow Pablo’s path and fight with him together. She didn’t care how dangerous it would be as she was so strong in her love. The poem addressed the changes of Maltide’s life and Pablo encouraged her to take the challenges with their faith of love. In the memoir, Maltide’s talked about her experiences and her own feeling. She started to learn about the adversities of being a soldier’s love. She would stay with Plabo all they way and fight with him. She would use action to respond his poem.

“Structural and Semantic Properties of Phraseological Units”

, ?. ?. : â€Å"Structural and semantic properties of phraseological units† IV -48 : . ?. ?. – 2011 Plan Introduction 1. Problems with the definition of phraseological units. The groups of phraseological units according their meaning 2. Ways of forming of phraseological units 3.Semantic structure of phraseological units Conclusions References Introduction Phraseological units, or idioms, as they are called by most western scholars, represent what can probably be described as the most picturesque, colourful and expressive part of the language’s vocabulary. If synonyms can be figuratively referred to as the tints and colours of the vocabulary, then phraseology is a kind of picture gallery in which are collected vivid and amusing sketches of the nation’s customs, traditions and prejudices, recollections of its past history, scraps of folk songs and fairy-tales.Quotations from great poets are preserved here alongside the dubious pearls of philistine wisdom and crude slang witticisms, for phraseology is not only the most colourful but probably the most democratic area of vocabulary and draws its resources mostly from the very depths of popular speech. Our abstract is devoted to the problem of defining the phraseological units and to their structural and semantic features. We try to analyze the works of different scholars, which researched these questions and to systematize their conclusions. Problems with the definition of phraseological units.The groups of phraseological units according their meaning In modern linguistics, there is considerable confusion about the terminology associated with these word-groups. Most Russian and Ukrainian scholars use the term â€Å"phraseological unit†, which was first introduced by Academician V. V. Vinogradov whose contribution to the theory of Russian phraseology cannot be overestimated. The term â€Å"idiom†, widely used by western scholars, has comparativ ely recently found its way into Russian and Ukrainian phraseology but is applied mostly to only a certain type of phraseological unit as it will be clear from further explanations.There are some other terms denoting more or less the same linguistic phenomenon: set-phrases, phrases, fixed word-groups, collocations. The confusion in the terminology reflects insufficiency of positive or wholly reliable criteria by which phraseological units can be distinguished from â€Å"free† word-groups. It should be pointed out at once that the â€Å"freedom† of free word-groups is relative and arbitrary. Nothing is entirely â€Å"free† in speech as its linear relationships are governed, restricted and regulated, on the one hand, by requirements of logic and common sense and, on the other, by the rules of grammar and combinability.One can speak of a black-eyed girl but not of a black-eyed table (unless in a piece of modernistic poetry where anything is possible). Also, to say t he child was glad is quite correct, but a glad child is wrong because in Modern English glad is attributively used only with a very limited number of nouns (e. g. glad news), and names of persons are not among them. Free word-groups are so called not because of any absolute freedom in using them but simply because they are each time built up anew in the speech process where as idioms are used as ready-made units with fixed and constant structures.So we can give the definition of each type of unit given above to use them correctly. First of all, set-phrases imply that the basic criterion of differentiation is stability of the lexical components and grammatical structure of word-groups. The term â€Å"word-equivalent† stresses not only semantic but also functional inseparability of certain word-groups, their aptness to function in speech as single words. A collocation is two or more words that often go together. These combinations just sound â€Å"right† to native Englis h speakers, who use them all the time.On the other hand, other combinations may be unnatural and just sound â€Å"wrong†. Look at these examples: the fast train – the quick train; fast food – quick food The term â€Å"idioms† generally implies that the essential feature of the linguistic units under consideration is idiomaticity or lack of motivation. Uriel Weinreich expresses his view that an idiom is a complex phrase, the meaning of which cannot be derived from the meanings of its elements. He developed a more truthful supposition, claiming that an idiom is a subset of a phraseological unit.Ray Jackendoff and Charles Fillmore offered a fairly broad definition of the idiom, which, in Fillmore’s words, reads as follows: â€Å"†¦an idiomatic expression or construction is something a language user could fail to know while knowing everything else in the language†. Chafe also lists four features of idioms that make them anomalies in the tra ditional language unit paradigm: ? non-compositionality; ? ansformational defectiveness; ? ungrammaticality; ? frequency asymmetry.Generally speaking, the term â€Å"idiom†, both in our country and abroad, is mostly applied to phraseological units with completely transferred meanings, that is, to the ones in which the meaning of the whole unit does not correspond to the current meanings of the components. According to the type of meaning phraseological units may be classified into: (classification given by Ryzhkova) ? Idioms; ? Semi-idioms; ? Phraseomatic units. Idioms are phraseological units with a transferred meaning. They can be completely or partially transferred: red tape.Semi-idioms are phraseological units with two phraseosemantic meanings: terminological and transferred: chain reaction, to lay down the arms. Phraseomatic units are not transferred at all. Their meanings are literal: the begging of the end; pins and needles. As we can see there is no one specific defin ition for such phenomenon as phraseological units. Different scholars make their own suggestions, which are worth to be considered. We’ve outlined the main of them which are necessary to know dealing with this problem in the process of studying of the English language.Ways of forming of phraseological units As we deal with the structure of phraseological units it’s necessary to pay attention to the classification given by A. V. Koonin. He distinguishes the groups of phraseological units according to the way they are formed. Primary ways of forming phraseological units are those when a unit is formed on the basis of a free word-group: a) Most productive in Modern English is the formation of phraseological units by means of transferring the meaning of terminological word-groups, e. . in cosmic technique we can point out the following phrases: â€Å"launching pad† in its terminological meaning is â€Å" †, in its transferred meaning – â€Å" †, â€Å"to link up† – â€Å"?’ † in its transformed meaning it means – â€Å"†. b) A large group of phraseological units was formed from free word-groups by transforming their meaning, e. g. â€Å"granny farm† –  «  », â€Å"Trojan horse† – â€Å"’ †. ) Phraseological units can be formed by means of alliteration, e. g. â€Å"a sad sack† – â€Å" †, â€Å"culture vulture† – â€Å", †, â€Å"fudge and nudge† – â€Å"†. d) They can be formed by means of expressiveness, especially it is characteristic for forming interjections, e. g. â€Å"My aunt! †, â€Å"Hear, hear! † etc e) They can be formed by means of distorting a word group, e. g. â€Å"odds and ends† was formed from â€Å"odd ends†. f) They can be formed by using archaisms, e. g. in brown study† means â€Å"in gloomy meditation† where b oth components preserve their archaic meanings, g) They can be formed by using a sentence in a different sphere of life, e. g. â€Å"that cock won’t fight† can be used as a free word-group when it is used in sports (cock fighting), it becomes a phraseological unit when it is used in everyday life, because it is used metaphorically; h) They can be formed when we use some unreal image, e. g. â€Å"to have butterflies in the stomach† – â€Å"†, â€Å"to have green fingers† – â€Å" † etc. ) i) They can be formed by using expressions of writers or politicians in everyday life, e. g. â€Å"corridors of power† (Snow), â€Å"American dream† (Alby) â€Å"locust years† (Churchil), â€Å"the winds of change† (M? Millan). Secondary ways of forming phraseological units are those when a phraseological unit is formed on the basis of another phraseological unit; they are: a) Conversion, e. g. â€Å"to vote with o ne’s feet† was converted into â€Å"vote with one’s feet†. b) Changing the grammar form, e. g. â€Å"Make hay while the sun shines† is transferred into a verbal phrase – â€Å"to make hay while the sun shines†. ) Analogy, e. g. â€Å"Curiosity killed the cat† was transferred into â€Å"Care killed the cat†. d) Contrast, e. g. â€Å"cold surgery† – â€Å"a planned before operation† was formed by contrasting it with â€Å"acute surgery†; â€Å"thin cat† – â€Å"a poor person† was formed by contrasting it with â€Å"fat cat†. e) Shortening of proverbs or sayings e. g. from the proverb â€Å"You can’t make a silk purse out of a sow’s ear† by means of clipping the middle of it the phraseological unit â€Å"to make a sow’s ear†. f) Borrowing phraseological units from other languages, either as translation loans, e. . â€Å"living spaceâ €  (German), â€Å"to take the bull by the horns† (Latin) or by means of phonetic borrowings â€Å"meche blanche† (French), â€Å"corpse d’elite† (French), â€Å"sotto voce† (Italian) etc. Phonetic borrowings among phraseological units refer to the bookish style and are not used very often. A. V. Koonin distinguishes such types of the phraseological units according the principles given above: 1) Nominative: â€Å"a hard nut to crack†. They are subdivided into: ? Substantive: â€Å"crocodile tears†; ? Adjective: â€Å"as mad as a hatter†; â€Å"as cool as a cucumber†; ?Adverbial: â€Å"by & by†; â€Å"to & fro†; ? Verbal: â€Å"to live like a lord†. 2) Nominative-communicative: â€Å"the ice is broken†; 3) Interjectional & modal – emotions, feelings: â€Å"Oh, my eye! † (= â€Å"Oh, my God! †); â€Å"as sure as eggs is eggs† (â€Å", 2?2†); 4) Communicativ e – proverbs, sayings: â€Å"There is no smoke without fire†. This classification is called structural-semantic one and the phraseological units are grouped depending on the components they are formed by and on the meaning these units express. Semantic structure of phraseological unitsThe semantic structure of phraseological units by professor V. N. Teliya is formed by semantic ultimate constituents called macrocomponents of meaning. There are the following principal macrocomponents in the semantic structure of phraseological units: 1. Denotational (descriptive) macrocomponent contains the information about the objective reality, it is the procedure connected with categorization, i. e. the classification of phenomena of the reality, based on the typical idea about what is denoted by a phraseological unit (about denotatum). 2.Evaluational macrocomponent contains the information about the value of what is denoted by a phraseological unit, i. e. what value the speaker see s in this or that object / phenomenon of reality – the denotatum. The rational evaluation may be: a) positive: a home from home – â€Å"a place or situation where one feels completely happy and at ease†; b) negative: the lion’s den – â€Å"a place of great danger†; c) neutral: in the flesh – â€Å"in bodily form†. 3. Motivational macrocomponent correlates with the notion of the inner form of phraseological unit.The notion â€Å"motivation of a phraseological unit† can be defined as the aptness of â€Å"the literal reading† of a unit to be associated with the denotational and evaluational aspects of meaning. For example, the literal reading of the phraseological unit to have broad shoulders is physical strength of a person. The idea is indicative of a person’s strength becomes the base for transference and forms the meaning of â€Å"being able to bear the full weight of one’s responsibilities†. . Emotive macrocomponent is the contents of subjective modality expressing feeling-relation to what is denoted by a phraseological unit within the range of approval / disapproval, for example, a leading light in something – â€Å"a person who is important in a particular group† (spoken with approval), to lead a cat and dog life – â€Å"used to describe a husband and wife who quarrel furiously with each other most of the time† (spoken with disapproval). . Stylistic macrocomponent points to the communicative register in which a phraseological unit is used and to the social-role relationships between the participants of communication: a) formal: sick at heart – â€Å"very sad†; b) informal: be sick to death – â€Å"to be angry and bored because something unpleasant has been happening for too long†; c) neutral: pass by on the other side – â€Å"to ignore a person who needs help†. 6.Grammatical macrocomponent contains the information about all possible morphological and syntactic changes of a phraseological unit, for instance, to be in deep water = to be in deep waters; to take away smb’s breath = to take smb’s breath away; Achilles’s heel = the heel of Achilles. 7. Gender macrocomponent may be expressed explicitly, i. e. determined by the structure and / or semantics of a phraseological unit, and in that case it points out to the class of objects denoted by the phraseological unit: men, women, people (both men and women).For instance, compare the phraseological units every Tom, Dick and Harry meaning â€Å"every or any man† and every Tom, Dick and Sheila which denotes â€Å"every or any man and woman†. Gender macrocomponent may be expressed implicitly and then it denotes the initial (or historical) reference of a phraseological unit, for example, to wash one’s dirty linen in public – â€Å"discuss or argue about one’s personal affairs in public†. The implicit presence of the gender macrocomponent in this phraseological unit is conditioned by the idea about traditional women’s work (cf. with Ukrainian: ? ).The implicit gender macrocomponent is defined within the range of three conceptual spheres: masculine, feminine, intergender. Compare, for instance, the implicitly expressed intergender macrocomponent in to feel like royalty meaning â€Å"to feel like a member of the Royal Family, to feel majestic† and its counterparts, i. e. phraseological units with explicitly expressed gender macrocomponent, to feel like a queen and to feel like a king. So the semantic structure of phraseological unit is a complex formation with different denotative, significant and connotative aspects of meaning.The denotative aspect of phraseological meaning is the word subject named by this unit 1) relation between a lexical unit and an extralanguage subject or phenomena, 2) subject denotation; the significant aspect is a phraseological unit concept; a reflection of certain object concept in human consciousness; the connotative aspect is emotionally-expressive side and stylistic colouring of phraseological unit; additional word content, its stylistic colouring that superpose upon the main word meaning and convey emotionally-expressive and estimative attitude of the speaker to the denoted object.Correlation of these aspects in different types of phraseological units is different. One of the aspects may prevail and it causes certain influence of a phraseological unit on the communicative process. In comparative phraseological units significant and connotative aspects predominate. The communicative contribution of phraseological units of this type is fixed with the help of certain object determination, in which they carry pragmatic characteristic defined by emotionally-expressive factor of their meaning. Conclusions Phraseological units are very specific part of any language.It should be noted, however , that no proper scientific investigation of English phraseology has been attempted until quite recently. English and American linguists as a rule confine themselves to collecting various words, word-groups and sentences presenting some interest either from the point of view of origin, style, usage, or some other feature peculiar to them. These units are habitually described as idioms, but no attempt has been made to investigate these idioms as a separate class of linguistic units or a specific class of word-groups. We systematized the observations of A. V. Koonin, V. N. Teliya, G.Antrushyna connected with the structural and semantic properties of the phraseological units. Using their works we defined several classifications according the ways of forming and according semantic structure. For example, the types of the phraseological units distinguished by A. V. Koonin: 1) Nominative (with subgroups); 2) Nominative-communicative; 3) Interjectional & modal; 4) Communicative. All classi fications mentioned above exist simultaneously and describes the main features of the phraseological units: 1) Integrity (or transference) of meaning: means that none of the idiom components is eparately associated with any referents of objective reality, and the meaning of the whole unit cannot be deduced from the meanings of its components; 2) Stability (lexical and grammatical) means that no lexical substitution is possible in an idiom in comparison with free or variable word-combinations (with an exception of some cases when such substitutions are made by the author intentionally). The experiments conducted in the 1990s showed that the meaning of an idiom is not exactly identical to its literal paraphrase given in the dictionary entry.That is why we may speak about lexical flexibility of many units if they are used in a creative manner. Lexical stability is usually accompanied by grammatical stability which prohibits any grammatical changes; 3) Separability means that the struct ure of an idiom is not something indivisible, certain modifications are possible within certain boundaries. Here we meet with the so-called lexical and grammatical variants. To illustrate this point we shall give some examples: â€Å"as hungry as a wolf (as a hunter)†, â€Å"as safe as a house (houses)†. 4) Expressivity and emotiveness means that idioms are also characterized by stylistic colouring.In other words, they evoke emotions or add expressiveness. On the whole phraseological units, even if they present a certain pattern, do not generate new phrases. They are unique. Interlanguage comparison, the aim of which is the exposure of phraseological conformities, forms the basis of a number of theoretical and applied trends of modern linguistic research, including the theory and practice of phraseography. But the question of determining the factors of interlanguage phraseological conformities as the main concept and the criterion of choosing phraseological equivalents and analogues as the aspect concepts is still at issue.The analysis of special literature during the last decades shows that the majority of linguists consider the coincidence of semantic structure, grammatical (or syntactical) organization and componential (lexeme) structure the main criteria in defining the types of interlanguage phraseological conformities / disparities with the undoubted primacy of semantic structure. References 1. ?. ?. / ?. ?. – ?. , 1963. – 208 ?. 2. ?. ?. : . / ?. ?. , ?. ?. , ?. ?. – ?. , 1999. – 288 ?. 3. ?. ?. : . - ? . . / ?. ?. – ?. : . , 1986. – 295 ?. 4. . . . / [ ?. ?. ]. – ?. : - , 2006. – 784?. 5. ?. ?. ? / ?. ?. // . ? . – ?. , 1977. – ?. 140 – 161. 6. ?. ?. : - ? . . / ?. ?. , ?. ?. , ?. ?. , ?. ?. – ?. : . , 1979. – 169 ?. 7. ?. ?. : . . - ? - . . / ?. ?. – ?. : , 1989. – 126 ?. 8. ?. ?. - / ?. ?. – ?. : – , 2005. – 1210 ?. 9. ?. ?. /   ?. ?. – ?. : , 1972. – 288 ?. 10. Arnold I. V. The English Word / Arnold I. V. – M. : , 1986. – 296 ?.

Psychodynamic Perspective Essay

There are various different approaches in contemporary approaches. An approach is a perspective that involves assumptions about human behaviour, the way they function, which aspects of them are worthy of study and what research methods are appropriate for undertaking this study. There may be several different theories within an approach, but they all share these common assumptions. You may be wonder why there are so many different psychology perspectives and whether one approach is correct and others wrong. Most psychologists would agree that no one perspective is correct, although in the past, in the early days of psychology, the behaviourist would have said their perspective was the only truly scientific one. Each perspective has its strengths and weakness and brings something different to our understanding of human behaviour. For this reason, it is important that psychology does have different perspectives to the understanding and study of human and animal behaviour. There are few clear explanations of common misbehaviour among secondary school students aged 16-19 years of age in terms of psychological theories. These explanations from the earlier psychologists able to make us understand more about gang violence that is increasing in amount nowadays. 3.0 PSYCHODYNAMIC PERSPECTIVE 3.1 DEFINITION Psychodynamic referred to as an approach to psychology that emphasises systematic study of the psychological forces that underlie human behaviour, feelings and emotions and how they might relate to early experience. It is especially interested in the dynamic relations between conscious motivation and unconscious motivation. It is also used by some to refer specifically to the psychoanalytical approach developed by Sigmund Freud (1856–1939) and his followers, although such use becomes confusing, because some of those followers, in particular, John Bowlby opposed the founding principles of Freud’s theory, forming opposing factions. Bowlby’s attachment theory, still described as ‘psychodynamic’ in approach, is widely considered to be the basis of most current research and to have put the field formerly known as psychoanalysis on a more scientifically based,  experimentally testable, footing. The words psychodynamic and psychoanalytic are often confused. Remember that Freud’s theories were psychoanalytic, whereas the term ‘psychodynamic’ refers to both his theories and those of his followers. Freud’s psychoanalysis is both a theory and a therapy. Sigmund Freud developed a collection of theories which have formed the basis of the psychodynamic approach to psychology. His theories are clinically derived for example based on what his patients told him during therapy. The psychodynamic therapist would usually be treating the patient for depression or anxiety related disorders. Psychodynamic psychology ignores the trappings of science and instead focuses on trying to get ‘inside the head’ of individuals in order to make sense of their relationships, experiences and how they see the world. The psychodynamic approach includes all the theories in psychology that see human functioning based upon the interaction of drives and forces within the person, particularly unconscious and between the different structures of the personality. Freud’s psychoanalysis was the original psychodynamic theory, but the psychodynamic approach as a whole includes all theories that were based on his ideas, e.g. Jung (1964), Adler (1927) and Erikson (1950). 3.2 PSYCHODYNAMIC PERSPECTIVE ASSUMPTIONS Behaviour and feelings are powerfully affected by unconscious motives. Behaviour and feelings as adults (including psychological problems) are rooted in our childhood experiences. All behaviour has a cause (usually unconscious), even slips of the tongue. Therefore all behaviour is determined. Parts of the unconscious mind (the id and superego) are in constant conflict with the conscious part of the mind (the ego). Personality is shaped as the drives are modified by different conflicts at different times in childhood (during psychosexual development). The unconscious is one of the most powerful effects on behaviour and emotion No behaviour is without cause and is therefore determined. Childhood experiences greatly affect emotions and behaviour as adults. The  id, ego and super-ego make up personality  The drives behind behaviour are a) The lift instinct and sex drive b) Death instinct and aggressive drive. Various conflicts throughout childhood development shape overall personality. The psychodynamic perspective asserts that in childhood certain incidents may occur that produce behaviours in adulthood. As children, defence mechanisms are utilized, then as adults behaviours manifest as a result. Examples of defence mechanisms that may be used include: Repression Denial Reaction formation Sublimation Projection Displacement Regression Fantasy Some examples of behaviours and their explanations using psychodynamic perspective include: Obsessive hand washing could be linked to a trauma in childhood that now causes this behaviour Nail-biting may be caused by an anxiety inducing childhood event A childhood event that caused fear in an open space may trigger agoraphobia in an adult Hoarding behaviours could be a result of childhood trauma Number aversion can be an obsessive behaviour perhaps initiated by an incident in childhood development Rituals of nervousness such as completing a task a certain number of times (such as opening and closing a cabinet) could be linked to a childhood situation Skin picking is a compulsion that would be linked to a developmental trauma Another compulsive behaviour is hair plucking Compulsively counting footsteps could be linked to an incident in childhood.  Any irrational behaviours can be blamed on childhood instances of trauma or development Neurotic behaviours can be linked to childhood development issues or interruptions Sexual compulsions or related sexual behavioural issues are linked at the sexual development stage using the psychodynamic perspective. 3.3 HISTORY OF THE PSYCHODYNAMIC PERSPECTIVE Anna O a patient of Dr. Joseph Breuer, who is Freud’s mentor and friend, from 1800 to 1882 suffered from hysteria. In 1895 Breuer and his assistant, Sigmund Freud, wrote a book, Studies on Hysteria. In it they explained their theory that says every hysteria is the result of a traumatic experience, one that cannot be integrated into the person’s understanding of the world. The publication establishes Freud as â€Å"the father of psychoanalysis.† By 1896, Freud had found the key to his own system, naming it psychoanalysis. In it he had replaced hypnosis with â€Å"free association.† In 1900, Freud published his first major work, The Interpretation of Dreams, which established the importance of psychoanalytical movement. In 1902, Freud founded the Psychological Wednesday Society, later transformed into the Vienna Psychoanalytic Society. As the organization grew, Freud established an inner circle of devoted followers, the so-called â€Å"Committee†. Freud and his colleagues came to Massachusetts in 1909 to lecture on their new methods of understanding mental illness. Those in attendance included some of the country’s most important intellectual figures, such as William James, Franz Boas, and Adolf Meyer. In the years following the visit to the United States, the International Psychoanalytic Association was founded. Freud designated Carl Jung as his successor to lead the Association, and chapters were created in major cities in Europe and elsewhere. Regular meetings or congresses were held to discuss the theory, therapy, and cultural applications of the new discipline. Jung’s study on schizophrenia, The Psychology of Dementia Praecox, led him into collaboration with Sigmund Freud. Jung’s close collaboration with Freud lasted until 1913. Jung had become increasingly critical of Freud’s exclusively sexual definition of libido and incest. The publication of Jung’s Wandlungen und Symbole der  Libido, known in English as The Psychology of the Unconscious, ted to a final break. Following his emergence from this period of crisis, Jung developed his own theories systematically under the name of Analytical Psychology. Jung’s concepts of the collective unconscious led him to explore religion in the East and West, myths, alchemy and later flying saucers. Anna Freud, Freud’s daughter, became a major force in British psychology, specializing in the application of psychoanalysis to children. Among her best known work is The Ego and the Mechanism of Defence (1936). 3.4 PSYCHODYNAMIC STRENGTH AND LIMITATIONS STRENGTHS LIMITATIONS Made the case study method popular in psychology Defence mechanisms Free association Projective Tests (TAT, Rorschach) Highlighted the importance of childhood Case studies are subjective and cannot generalize results Unscientific (lacks empirical support) Too deterministic (little free-will) Biased sample Ignores meditational processes (e.g. thinking, memory) Rejects free will Difficult to prove wrong 3.5 PSYCHODYNAMIC PERSPECTIVE CRITICISMS The greatest criticism of the psychodynamic approach is that it is unscientific in its analysis of human behaviour. Many of the concepts central to Freud’s theories are subjective and as much impossible to scientifically test. For example, how is it possible to scientifically study concepts like the unconscious mind or the tripartite personality? In this respect, the psychodynamic perspective is difficult to prove wrong as the theories cannot be empirically investigated. Furthermore, most of the evidence for psychodynamic theories is taken from Freud’s case studies, e.g. Little Hans, Anna O. The main problem here is that the case studies are based on studying one person in detail and with reference to Freud the individuals in question are most often middle aged women from Vienna for instance his patients. This makes generalizations to the wider population difficult. The humanistic approach makes the criticism that the psychodynamic perspective is too deterministic that it is leaving little room for the idea of personal agency. 3.6 PSYCHODYNAMIC THEORY OF GANG VIOLENCE The psychodynamic theory places its emphasis on the notion that one of the main causes of gang violence is children’s abnormal personalities that were created and developed in earlier life. Since then these â€Å"unconscious mental processes† have been controlling the adolescents’ criminal behaviour. The Id is the drive for immediate gratification and can explain gang violence acts. The ego is the realization of real life and helps control the Id. Superego develops through interactions with parents and other responsible adults and develops the conscience of moral rules. This psychodynamic approach states that traumatic experiences during early childhood can prevent the ego and superego from developing properly, therefore leaving the Id with greater power (Champion, 2004). According to psychodynamic theory, whose basis is the pioneering work of the Austrian physician Sigmund Freud, law violations are a product of an abnormal personality structure formed early in life and which thereafter controls human behaviour choices. Unconscious motivations for behaviour come from the Id’s action in response to two primal needs-sex and aggression. Human behaviour is often marked by symbolic actions that reflect hidden feelings about these needs. For example, stealing a car may reflect a person’s unconscious need for shelter and mobility to escape from hostile enemies or perhaps an urge to enter a closed, dark, womblike structure that reflects the earliest memories (sex). All three segments of the personality operate simultaneously. The Id dictates needs and desires, the superego counteracts the Id by fostering the feelings of morality and righteousness and the ego evaluates the reality of a position between these two extremes. If these two components are properly balanced, the individual can lead a normal life. If one aspect of the personality becomes dominant at the expense of the others, the individual exhibits abnormal personality traits. A number of psychologists and psychiatrists expanded upon Freud’s original model to explain the onset of gang violence among adolescents. Erik Erikson speculated that many adolescents experience a life crisis in which they feel emotional, impulsive and uncertain of their role and purpose. He coined the phrase identity crisis to denote this period of inner turmoil and confusion. Erikson’s approach might characterize the behaviour of youthful drug abusers as an expansion of confusion over their place in society, their inability to direct behaviour towards useful outlets and perhaps their dependency on others to offer them solutions to their problems. Psychoanalyst, August Aichorn, found in his classic work that social stress alone could not produce such an emotional state. He identify latent delinquencies which means youths whose troubled family leads them to seek immediate gratification without consideration of right and wrong or the feelings of others. In its most extreme form, gang violence may be viewed as a form of psychosis that prevents delinquent youths from appreciating the feelings of their victims or controlling their own impulsive needs for gratification. Psychodynamic theory holds that youth involvement in gang violence is a result of unresolved mental anguish and internal conflict. Some children, especially those who have been abused or mistreated, might experience unconscious feelings associated with resentment, fear and hatred. If this conflict cannot be settled, the children may regress to a state in which they become Id dominated. This regression may be considered responsible for a great number of mental diseases, from neuroses to psychoses, and in many cases it may be related to criminal behaviour. Adolescents in gangs are Id-dominated people who suffer from the inability to control impulsive drives. Just because they suffered unhappy experiences in childhood or had families who could not  provide proper love and care, causing them to suffer from weak or damaged egos that make them unable to cope with conventional society. Adolescent antisocial behaviour is a consequence of feeling unable to cope with feelings of oppression. Involvement in gang violence actually allows youths to strive by producing positive psychic results, helping them to feel free and independent, giving them possibility of excitement and the chance to use their skills and imagination; providing the promise of positive gain, allowing them to blame others for their predicament (for example, the police) and giving them a chance to rationalize their own sense of failure. The psychodynamic approach places a heavy emphasis on the family’s role. Gangs frequently come from families in which parents unable to provide the controls that allow children to develop the personal tools they need to cope with the world. If neglectful parents fail to develop a child’s superego adequately, the child’s Id may become the predominant personality force, the absence of a strong superego results in an inability to distinguish clearly between right and wrong. In fact, some psychodynamic view gangs as motivated by an unconscious urge to be punished. These children feel unloved, assume the reason must be their own inadequacy, hence they deserve punishment. Later, the youth may demand immediate gratification, lack of compassion and sensitivity for the needs of others, disassociate feelings, act aggressively and impulsively and demonstrate other psychotic symptoms. According to the psychodynamic approach, gang violence is a function of unconscious mental instability and turmoil. People who have lost control and are dominated by their Id are known as psychotics, thus causing their behaviour be marked by hallucinations and inappropriate responses. Megargee’s ‘overcontrolled’ violent offender Megargee (1966) documented a series of cases of gang violence carried out by people who were regarded as passive and harmless. For instance, an 11 year-old boy who stabbed his brother 34 times with a steak knife was described as polite and softly spoken with no history of aggression. Megargee argued that such cases represent a distinct sub-group of violent offender criminological psychology. Psychodynamic theories of offending Aidan Sammons whose shared characteristic is an apparent inability to express their anger in normal ways and who eventually ‘explode’ and release all their anger and aggression at once, often in response to a seemingly trivial provocation. Freudian formulations like Megargee’s are unfashionable nowadays and more research attention is given to the majority of violent offenders, whose problem is generally a lack of inhibition of their anger, rather than too much inhibition. Nonetheless, there is evidence that a subset of violent offenders follow the pattern described by Megargee. For example, Blackburn (1971) found that people convicted of extremely violent assaults tended to have fewer previous convictions and scored lower on measures of hostility than those convicted of moderately violent assaults. However, the existence of such a group does not in itself show that Megargee was correct about the underlying mechanisms responsible.

TV NEWS PAPER INSTRUCTIONS Term Example | Topics and Well Written Essays - 750 words

TV NEWS INSTRUCTIONS - Term Paper Example Now†¦This, as used on television and radio, is a suggestion that the new idea has nothing to do with the original idea that existed. A newscaster usually tries to shift individual’s attention from the original thing. Postman has been passionate in explaining how the newscasters have been deviating from the context, this he explains in the metaphor, no particular object is attacked, he uses other objects like the television as the metaphor in explaining some thoughts. The thought of deviating from the main context is explained giving a self-evident explanation (Postman, pp 112-167). For example, the story about a childs murder appeared in the news, this was only explained in only forty five seconds than the newscaster says "And now†¦this when introducing segment on a local brake sale, these two different stories aired next to each other can be seen as insulting the first story, although it has now been peoples  expectation when receiving the news. The metaphor has been used to describe the common discourse of the television age. When watching a story in a television, a lot of commercial brakes are in between the stories; these are used to lessen the reflection on particular experiences (Kenney, pp67-119). Changing channels also means getting different stimuli; this shortens the time used to reflect on what meaning the stimuli has on peoples lives. In his comparison of the culture of Now†¦This, to forms like schizophrenia, Postmans implication was that individuals have no cohesive identity in such a world, alternatively, we have a collection of unrelated experiences, non-directional, since the information is void of context (Postman, pp 112-167). Practical implications to the dangers of common discussion to the television age include the dangers it will pose on children. The children are introduced to multitasking while neglecting being attentive, multitasking will at its best while attention will be at its worst.