Supreme Court Case of Tinker v. Des Moines

The 1969 Supreme Court case of Tinker v. Des Moines found that freedom of speech must be protected in public schools, provided the show of expression or opinion—whether verbal or symbolic—is not disruptive to learning. The Court ruled in favor of Tinker, a 13-year-old girl who wore black armbands to school to protest Americas involvement in the Vietnam War. Fast Facts: Tinker v. Des Moines Case Argued: November 12, 1968Decision Issued:  February 24, 1969Petitioners: John F. Tinker and Christopher EckhardtRespondent: Des Moines Independent Community School DistrictKey Question: Does prohibiting the wearing of armbands as a form of symbolic protest while attending a public school violate students First Amendment rights?Majority Decision: Justices Warren, Douglas, White, Brennan, Stewart, Fortas, and MarshallDissenting: Justices Black and HarlanRuling: Armbands were deemed to represent pure speech and students do not lose their First Amendment rights to freedom of speech when they’re on school property. Facts of the Case In December 1965, Mary Beth Tinker made a plan to wear black armbands to her public school in Des Moines, Iowa, as a protest to the  Vietnam War. School officials learned of the plan and preemptively adopted a rule that prohibited all students from wearing armbands to school and announced to the students that they would be suspended for breaking the rule. On December 16, Mary Beth and more than two dozen other students arrived at their Des Moines high, middle, and elementary schools wearing black armbands. When the students refused to remove the armbands, they were suspended from school.  Eventually, five of the older students were singled out for suspension: Mary Beth and her brother John Tinker, Christopher Eckhardt, Christine Singer, and Bruce Clark. The fathers of the students filed a suit with a U.S. District Court, seeking an injunction that would overturn the schools armband rule. The court ruled against the plaintiffs on the grounds that the armbands might be disruptive. The plaintiffs appealed their case to a U.S. Court of Appeals, where a tie vote allowed the district ruling to stand. Backed by the ACLU, the case was then brought to the Supreme Court. Constitutional Issues The essential question posed by the case was whether the symbolic speech of students in public schools should be protected by the First Amendment. The Court had addressed similar questions in a few previous cases, three of which were cited in the decision. In Schneck v. United States (1919), the Courts decision favored restriction of symbolic speech in the form of anti-war pamphlets that urged citizens to resist the draft. In two later cases, Thornhill v. Alabama in 1940 (about whether an employee may join a picket line) and West Virginia Board of Education v. Barnette in 1943 (whether students may be forced to salute the flag or recite the pledge of allegiance), the Court ruled in favor of First Amendment protection for symbolic speech. The Arguments Attorneys for the students argued that the school district violated the students right of free expression and sought an injunction to prevent the school district from disciplining the students. The school district held that their actions were reasonable ones, made in order to uphold school discipline. The U.S. Court of Appeals for the Eighth Circuit affirmed the decision without opinion. Majority Opinion In  Tinker v. Des Moines,  a vote of 7–2 ruled in favor of Tinker, upholding the right to free speech within a public school. Justice Fortas, writing for the majority opinion, stated that It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate. Because the school could not show evidence of significant disturbance or disruption created by the students wearing of the armbands, the Court saw no reason to restrict their expression of opinion while the students were attending school. The majority also noted that the school prohibited anti-war symbols while it allowed symbols expressing other opinions, a practice the Court considered unconstitutional. Dissenting Opinion Justice Hugo L. Black argued in a dissenting opinion that the First Amendment does not provide the right for anyone to express any opinion at any time. The school district was within its rights to discipline the students, and Black felt that the appearance of the armbands distracted students from their work and hence detracted from the ability of the school officials to perform their duties. In his separate dissent, Justice John M. Harlan argued that school officials should be afforded wide authority to maintain order unless their actions can be proven to stem from a motivation other than a legitimate school interest. The Impact Under the standard set by Tinker v. Des Moines, known as the Tinker Test, student speech may be suppressed if it amounts to a 1) substantial or material disruption or 2) invades the rights of other students. The court said, where there is no finding and no showing that engaging in the forbidden conduct would materially and substantially interfere with the requirements of appropriate discipline in the operation of the school, the prohibition cannot be sustained.   However, three important Supreme Court cases since Tinker v. Des Moines have significantly redefined student free speech since that time: Bethel School District No. 403 v. Fraser (7–2 decision handed down in 1986): In Washington state in 1983, high school student Matthew Fraser delivered a speech nominating a fellow student for student elective office. He delivered it at a voluntary school assembly: Those who declined to attend went to a study hall. During the entire speech, Fraser referred to his candidate in terms of an elaborate, graphic, and explicit sexual metaphor; the students hooted and hollered back. Before he gave it, two of his teachers warned him that the speech was inappropriate and if he gave it he would suffer the consequences. After he delivered it, he was told he would be suspended for three days and his name would be removed from the list of candidates for graduation speaker at the schools commencement exercises.   The Supreme Court ruled for the school district, saying that students are not entitled to the same latitude of free speech as adults, and the constitutional rights of students in a public school are not automatically coextensive with the rights of students in other situations. Further, the judges argued that public schools have the right to determine what words are deemed offensive and therefore prohibited in schools: the determination of what manner of speech in the classroom or in school assembly is inappropriate properly rests with the school board.   Hazelwood School District v. Kuhlmeier (5–3 decision handed down in 1988): In 1983, the school principal of Hazelwood East High School in St. Louis County, Missouri, removed two pages from the student-run newspaper, The Spectrum, saying that the articles were inappropriate. Student Cathy Kuhlmeier and two other former students brought the case to court. Instead of using the public disruption standard, the Supreme Court used a public-forum analysis, saying that the newspaper was not a public forum since it was part of the school curriculum, funded by the district and supervised by a teacher.   By exercising editorial control over the content of student speech, the Court said, the administrators did not infringe the students First Amendment rights, as long as their actions were reasonably related to legitimate pedagogical concerns. Morse v. Frederick (5-4 decision handed down in 2007): In 2002, Juneau, Alaska, high school senior Joseph Frederick and his classmates were allowed to watch the Olympic Torch Relay pass by their school in Juneau, Alaska. It was the school principals Deborah Morses decision to permit staff and students to participate in the Torch Relay as an approved social event or class trip. As the torchbearers and camera crews passed by, Frederick and his fellow students unfurled a 14-foot long banner bearing the phrase BONG HITS 4 JESUS, easily readable by the students on the other side of the street. When Frederick refused to take the banner down, the principal forcibly removed the banner and suspended him for 10 days. The Court found for the principal Morse, saying that a principal may consistent with the First Amendment, restrict student speech at a school event when that speech is reasonably viewed as promoting illegal drug use. Online Activity and Tinker Several lower court cases explicitly referring to Tinker concern online activity of students and cyberbullying, and are making their way through the system, although none have been addressed on the Supreme Court bench to date. In 2012 in Minnesota, a student wrote a Facebook post saying a hall monitor was mean to her and she had to turn over her Facebook password to school administrators in the presence of a sheriffs deputy. In Kansas, a student was suspended for making fun of his schools football team in a Twitter post. In Oregon, 20 students were suspended over a tweet claiming a female teacher flirted with her students.  There have been many other cases in addition to these. A cyber-bullying case in North Carolina—in which a 10th-grade teacher resigned after students created a fake Twitter profile portraying him as a hyper-sexualized drug addict—led to a new law (N.C. Gen. Stat. Ann.  §14-458.1) which criminalizes anyone using a computer to engage in one of several specified prohibited behaviors.  Ã‚   Sources and Further Information Beckstrom, Darryn Cathryn. State Legislation Mandating School Cyberbullying Policies and the Potential Threat to Students Free Speech Rights Vermont Law Review 33 (2008–2009): 283-321. Print.Chemerinsky, Erwin. Students Do Leave Their First Amendment Rights at the Schoolhouse Gates: Whats Left of Tinker? Drake Law Review 48 (2000): 527-49. Print.Goldman, Lee. Student Speech and the First Amendment: A Comprehensive Approach Florida Law Review 63 (2011): 395. Print.Hazelwood School District v. Kuhlmeier Oyez (1988)Johnson, John W. Behind the Scenes in Iowa’s Greatest Case: What Is Not in the Official Record of Tinker V. Des Moines Independent Community School District. Drake Law Review 48 (2000): 527-49. Print.Morse v. Frederick Oyez (2007)Sergi, Joe. Obscenity Case Files: Tinker v. Des Moines Independent Community School District. Comic Book Legal Defense Fund, 2018.  Smith, Jessica. Cyberbullying. North Carolina Criminal Law 2010. Web.Tinker v. Des Moines Independen t Community School District. Oyez (1968).Wheeler, David R. Do Students Still Have Free Speech in School? The Atlantic April 7, 2014. Print.Zande, Karly. When the School Bully Attacks in the Living Room: Using Tinker to Regulate Off-Campus Student Cyberbullying. Barry Law Review 13 (2009): 103-. Print.

Domestic Violence And Mental Injuries - 1399 Words

Quetext about FAQ contact Domestic violence does not just result in physical injuries but also developmental issues in children that witness the abuse and never receive any type of counseling or therapy and psychological trauma. In the most severe cases death was also a result of domestic violence. With help or assistance the results of domestic violence can last a lifetime. People often think that domestic violence is just physical abuse but that is not always the case. In many of the most severe cases psychological abuse and emotional abuse was just as extreme as the cases that displayed physical violence. Emotional and psychological abuse is just as violent and dangerous to the victim as is any physical abuse is to any†¦show more content†¦As a survivor of domestic violence, they are still at risk for several mental health issues. These mental health issues include, but are not limited to, anxiety, depression, and PTSD. There are not a lot of studies on the impact of domestic violence, but (Symes, Maddoux, McFarlane, Nava, Gilroy, 2014) states, Emerging evidence suggests an intergenerational effect of abuse to the mother on behavioural functioning of the child (p. 2910). There are lasting consequences for children who witness domestic violence whether it’s visibly or audibly. Seeing your mother, father, or guardian being abused has a huge impact on their lives as adults. Some see domestic violence as a cycle. Some children get stuck in a cycle and grow up repeating the actions of the perpetrator. These children tend to have elevated levels of aggression, hostility, depression, anger and some just withdraw from those around them. Some children tend to suffer from boughts of anxiety, develop sleep disorders, and start having nightmares. According to (Young, Lehman, Faherty Sandefer, 2016), because domestic violence can have serious negative consequences for children, it is essential that professionals who serve children receive training to help them better understand t he dynamics of these relationships and how to identify and respond to child victims. (p. 672). According to (Triplett, White, Gainey, 2013), ‘‘A premise is that faith-based groups will be better able to enlist andShow MoreRelatedViolence Against Children and Women702 Words   |  3 Pagesnumerous years, violence against children and women has not only been accepted and tolerated as an ordinary practice, but it has as well been encouraged. Patriarchal societies across the world view children and women as being submissive members of a family while men hold dominant roles. Laws and the society have often promoted a mans rights to manipulate and control his family, even through violence, from the olden days to the present world. 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Dementia Care Free Essays

EIGHT CAREGIVING MAXIMS FOR DEALING WITH PERPLEXING BEHAVIOURS ?Don’t try and stop people with dementia from doing something just because it isn’t being done â€Å"properly†. Give them time to do things in their own way at their own pace. ?People with dementia understand far more than they are ever given credit for. We will write a custom essay sample on Dementia Care or any similar topic only for you Order Now Take care what is said in their presence and don’t exclude them from conversations or decisions. Bossiness is Just Not On. It’s very easy to confuse â€Å"caring† with â€Å"controlling† and nothing winds up any one of us more than the sense that someone else is controlling our lives. And if someone can’t find the words to protest, then resistance or aggressive actions will ensue. ?Ask the question, â€Å"Who is it a problem for – us or them? † If it’s us, we should be old and ugly enough to let things ride. Does it really matter that he wants to go to bed with his trousers on, doesn’t want a wash right now, eats mashed potato with his fingers, says there are little green men in the garden? Don’t scold, argue or contradict. Go With the Flow, however bizarre it seems. ?Preserve their autonomy for as long as possible by giving them choice (e. g. in what clothes to wear) and celebrate what they can still do, rather than bemoan what they can’t. ?There is always a reason for agitation – often something or somebody in the environment. Try to spot the cause and change it if possible. ?If they can’t enter our world, we must enter theirs and affirm it. Forget reality orientation – what day is it, where are you, who’s the Prime Minister – who cares? Enjoy fantastic adventures with them in their â€Å"real† world instead. Be prepared to time-travel backwards into their personal history. ?Look behind the illness and reach out to the frightened person still in there who needs to feel secure, respected and cherished. How to cite Dementia Care, Papers

Extending Conceptual Boundaries Employment - Myassignmenthelp.Com

Question: Discuss about the Extending Conceptual Boundaries Employment. Answer: Introduction The conceptual boundaries at the workplace create the significant impact on the employees. The increasing complexity in the work environment has been excluding the voluntary works from the sociological understanding of the work. The current work culture signifies the implementation of the innovative procedures (Holdsworth and Brewis 2014). The journal article, Work, Employment, and Society discusses the conceptual form of sociology of work in extending the voluntary boundaries. Currently, the assumptions have taken place by developing two different and discreet activities, such as unpaid domestic labour in the private sphere and paid employment in the public sphere (Schulze 2015). The study would present the critical analysis of the research process used in this journal article. The appropriateness or the shortfall of using the research approach and techniques would be analyzed in this study. Core Concept The conceptual analysis of work is currently devalued by the theorists and researchers. It is assumed that the conceptual analysis of work is constituted by two discreet and separate activities, such as unpaid domestic workers in the private sphere and paid employment in the public sphere (Taylor 2003). The economic relations or the gender relation models are conceptualized as two different forms of work that creates the clear understanding among the individuals. The study develops the ideas about the voluntary work environment, which signifies the epistemological problems visible at the workplace. It is necessary to re-conceptualize work before developing the concerns regarding the paid and non-paid working culture. The article specifies the historical construction of the conceptual dichotomy, which exists within the field of sociology of work. Cobb et al. (2014) argued that the work-based theoretical models, such as gender model and economic models are mere concerns associated with the industrial capitals. The complete structure of the work identities and work practices determine the development of the working lives. The conceptual framework is structured to constitute the ideas of the social theorists who show their keen interests in developing innovative working procedures. The conceptual framework describes the individual level that provides the glimpse of different form of labour. In order to express the situational aspects in work practices among the paid employees in public sphere and unpaid employments in the private spheres, the research process has utilized a particular form of methodology. Appropriateness of Using Research Methods (Techniques and Design) The research process is based on the work sociology visible among the people who work in both public sphere and private sphere. In order to derive the ideas about the work practices and culture, the study has followed the mixed method research. In this process, the interviewees have taken participation in the qualitative session (Cousins and Robey 2015). The findings received from their discussions are presented in a form of secondary analysis. Some set of findings are presented in the research study and the further section would establish the critical analysis based on the appropriateness. In this research process, twenty-nine people took the participation in the interview session. The deductive approach is selected in this process to define their perceived values and assumptions regarding the work culture. Among those twenty nine employees, 13 people worked unpaid or paid at the North End Community and Refugee Project, which was located in London. On the other hand, the rest of the employees worked for a Home Counties branch of Care Aid, which is a national health care charity (Barley 2015). The motto of this research is to identify the volunteering environment within the work culture. It is notable that these two organizations belong to different spectrum of the voluntary organizations. The paid and unpaid employees are in the positions ranging from president to office managers. Some of them were from ESOL teacher to care assistant. The questions asked in the interview session were concerned with the work practices and ideologies of the workers while performing their activities at their workplace (Obeidat, Mitchell and Bray 2016). These questions also determined the visible nature of the relationships between the various forms of works in different point of lives. The impact of the gender and class identity is also taken into consideration in this interview session. It has been observed some of the workers work as the full-time paid employees whereas a minimal amount of workers work as the part-time employees. The remaining people in the interview session belong to different groups, such as retired, students, unemployed, or supported by their families. The major focus of this interview was to identify the formal structure process of the voluntary works. In this interview session, the working nature of five individuals in the voluntary work culture was discussed. It has been observed that the people involved with the voluntary works sometimes may feel the sociological influence even if they are paid or unpaid by the institutes or organizations. Blomme, Kodden and Beasley-Suffolk (2015) argued that in todays world, many of the volunteer management are focusing on the similarities between the employees and the volunteers. It depends on the procedures followed by both of the groups to work successfully and achieve the pre-determined goals. However, in this interview session, the experiences of these individuals have been highlighting mostly the issues in their working life. The conceptual ideas about the work are also discussed in this interview session. It is to be argued that the researcher has used the deductive approach in which the hypothetical discussion has been developed. The issues regarding their experiences and work practices have been highlighted in an argumentative way. If the researcher would have used the inductive approach, it would be clearer to define the underlying concept of work. If the voluntary management was accepted in the practical form, it would be noticed that it tends to push the volunteers into uniformity more than the recognition of their potentiality (Brown 2015). The interview session reveals that the voluntary period at the workplace creates the greater influence on their careers. The survey process, on the contrary, reveals the quantitative analysis to understand the dominant perspectives of the people who have been working in the voluntary work environment. Criticism based on the use of the research techniques The descriptive technique is presented in this study to explore the conceptual analysis of the works in the paid and non-paid spheres. The technique is generally highlighting the obstacles faced by the individuals in their career path while working as the volunteer. One of the interviewees revealed the paid and unpaid situations faced while providing the care and support to the terminally ill patients. Charlwood et al. (2014) explained that not every individual would like to work I the volunteer positions they would not be getting paid. The non-exempt employees are usually appointed for employee furlough in which they would be paid for the specific working hours. The explanatory research would have been more relevant in this aspect. The explanatory research reveals both the negative and the positive influence of the associated individuals in the real life scenario. The psychological assumptions are presented in the techniques used by the researcher in this research study. Williams (2 014) revealed that the working lives of the people usually do not end at their retirement period. Many people continue working in the public sphere even as the volunteer. One of the interviewees, Bob, is the example of such individual who did not give up on his works. He involved with a retirement complex to help his wife. The job was unpaid and he was associated with the fundraising activities. Bob was quite devoted to his work even after not receiving the proper wages. The analysis of the responses received from the interviewees determines that work could be conceptualized in more inclusively to understand the complexity level. Therefore, it can be argued that the selection of the different techniques would have revealed the appropriate structure of the work models that define the perceptive values of the employees those who are paid and unpaid. It depends on the procedures followed by both of the groups to work successfully and achieve the pre-determined goals. However, in this i nterview session, the experiences of these individuals have been highlighting mostly the issues in their working life. The conceptual ideas about the work are also discussed in this interview session. Discussion and Analysis It is observed that the social context is mostly highlighted in analyzing the social context of the labour organization. The extent of the unpaid work depends on the subsistence degree, which is separated from the paid employment in a society. Under the Federal Fair Labor Standards Act, the local wage and hour laws are regulated (Adams 2015). Therefore, as per the regulations, the volunteers or the interns are to be involved in both public and private sphere. Under this regulation, the individuals will not be considered as the employees if they are associated with the public service, humanitarian objectives, or any religious purpose. In usual cases, the volunteers serve on a part-time basis and they cannot be appointed in the positions of the permanent employees (Cushen and Thompson 2016). On the other hand, the volunteer cannot permanently take the position of an employee since they do not receive the compensation or any reasonable benefits. The findings obtained from the interview session provide the ideas about the issues with the volunteers. However, apparently, the information lacks the concept clarifications regarding the voluntary works. The economic relations or the gender relation models are conceptualized as two different forms of work that creates the clear understanding among the individuals. The study develops the ideas about the voluntary work environment, which signifies the epistemological problems visible at the workplace. It is necessary to re-conceptualize work before developing the concerns regarding the paid and non-paid working culture (Weiss, Klein, and Grauenhorst 2014). If these workers are not receiving their wages, they would not be considered as the employees. The focus should be based on their working hours and their job roles. It is notable that despite of the negative perception about the volunteering work, people tend to praise them for their good work. The dedication and enthusiasm level is highly appreciated by the institutes that appoint them for any particular event. If the voluntary management was accepted in the practical form, it would be noticed that it tends to push the volunteers into uniformity more than the recognition of their potentiality (Boxall and Macky 2014). The interview session reveals that the voluntary period at the workplace creates the greater influence on their careers. Therefore, it has been recognized that the research technique used in this journal is quite inappropriate. It generally discusses the one side of the voluntary process whereas the positive aspects are also needed to be revealed. The complete structure of the work identities and work practices determine the development of the working lives (Chesley 2014). The conceptual framework is structured to constitute the id eas of the social theorists who show their keen interests in developing innovative working procedures. The application of more appropriate techniques would have been better to explore the concept of work practices in the voluntary field. Conclusion The objective of the journal is to present the voluntary work practices of the employees in the non-paid private sphere and paid public sphere. The paid and unpaid employees are in the positions ranging from president to office managers. Some of them were from ESOL teacher to care assistant. The questions asked in the interview session were concerned with the work practices and ideologies of the workers while performing their activities at their workplace. The interview session reveals that the voluntary period at the workplace creates the greater influence on their careers. Therefore, it has been recognized that the research technique used in this journal is quite inappropriate. It generally discusses the one side of the voluntary process whereas the positive aspects are also needed to be revealed. The complete structure of the work identities and work practices determine the development of the working lives. The involvement of the inductive research assumptions and the evaluation o f the explanatory techniques would have been more appropriate to present the in-depth analysis of the voluntary work practices. References Adams, T.L., 2015. Sociology of professions: international divergences and research directions.Work, employment and society,29(1), pp.154-165. Barley, W.C., 2015. Anticipatory work: how the need to represent knowledge across boundaries shapes work practices within them.Organization Science,26(6), pp.1612-1628. Blomme, R.J., Kodden, B. and Beasley-Suffolk, A., 2015. Leadership theories and the concept of work engagement: Creating a conceptual framework for management implications and research.Journal of Management Organization,21(2), pp.125-144. Boxall, P. and Macky, K., 2014. High-involvement work processes, work intensification and employee well-being.Work, Employment and Society,28(6), pp.963-984. Brown, A.D., 2015. Identities and identity work in organizations.International Journal of Management Reviews,17(1), pp.20-40. Charlwood, A., Forde, C., Grugulis, I., Hardy, K., Kirkpatrick, I., MacKenzie, R. and Stuart, M., 2014. Clear, rigorous and relevant: publishing quantitative research articles in Work, employment and society. Chesley, N., 2014. Information and communication technology use, work intensification and employee strain and distress.Work, employment and society,28(4), pp.589-610. Cobb, C., McCarthy, T., Perkins, A., Bharadwaj, A., Comis, J., Do, B. and Starbird, K., 2014, February. Designing for the deluge: understanding supporting the distributed, collaborative work of crisis volunteers. InProceedings of the 17th ACM conference on Computer supported cooperative work social computing(pp. 888-899). ACM. Cousins, K. and Robey, D., 2015. Managing work-life boundaries with mobile technologies: An interpretive study of mobile work practices.Information Technology People,28(1), pp.34-71. Cushen, J. and Thompson, P., 2016. Financialization and value: why labour and the labour process still matter.Work, employment and society,30(2), pp.352-365. Holdsworth, C. and Brewis, G., 2014. Volunteering, choice and control: a case study of higher education student volunteering.Journal of Youth Studies,17(2), pp.204-219. Obeidat, S.M., Mitchell, R. and Bray, M., 2016. The link between high performance work practices and organizational performance: Empirically validating the conceptualization of HPWP according to the AMO model.Employee Relations,38(4), pp.578-595. Schulze, M., 2015. Vacancies-eyesores or/and (new) chances of identification for communities: How to support initiatives of people and their voluntary work to successfully breath new life into unoccupied buildings.Perspectives on Community Practices: Living and Learning in Community, p.279. Taylor, R. (2003). Extending Conceptual Boundaries: Work, Voluntary Work and Employment.Work, Employment Society: Sage Publication, 18(29), pp.1-22. Weiss, F., Klein, M. and Grauenhorst, T., 2014. The effects of work experience during higher education on labour market entry: learning by doing or an entry ticket?.Work, employment and society,28(5), pp.788-807. Williams, C.C., 2014. Out of the shadows: a classification of economies by the size and character of their informal sector.Work, employment and society,28(5), pp.735-753.

Introducing the Content Credits System

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Transformational Grammar (TG) Definition and Examples

Transformational Grammar (TG) Definition and Examples Transformational grammar is a theory of grammar that accounts for the constructions of a language by linguistic transformations and phrase structures. Also known as  transformational-generative grammar or T-G or TGG. Following the publication of Noam Chomskys book Syntactic Structures in 1957, transformational grammar dominated the field of linguistics for the next few decades. The era of Transformational-Generative Grammar, as it is called, signifies a sharp break with the linguistic tradition of the first half of the [twentieth] century both in Europe and America because, having as its principal objective the formulation of a finite set of basic and transformational rules that explain how the native speaker of a language can generate and comprehend all its possible grammatical sentences, it focuses mostly on syntax and not on phonology or morphology, as structuralism does (Encyclopedia of Linguistics,  2005). Observations The new linguistics, which began in 1957 with the publication of Noam Chomskys Syntactic Structures, deserves the label revolutionary. After 1957, the study of grammar would no longer be limited to what is said and how it is interpreted. In fact, the word grammar itself took on a new meaning. The new linguistics defined grammar as our innate, subconscious ability to generate language, an internal system of rules that constitutes our human language capacity. The goal of the new linguistics was to describe this internal grammar.Unlike the structuralists, whose goal was to examine the sentences we actually speak and to describe their systemic nature, the transformationalists wanted to unlock the secrets of language: to build a model of our internal rules, a model that would produce all of the grammatical- and no ungrammatical- sentences. (M. Kolln and R. Funk, Understanding English Grammar. Allyn and Bacon, 1998)[F]rom the word go, it has often been clear that Transformational Grammar w as the best available theory of language structure, while lacking any clear grasp of what distinctive claims the theory made about human language. (Geoffrey Sampson, Empirical Linguistics. Continuum, 2001) Surface Structures and Deep Structures When it comes to syntax, [Noam] Chomsky is famous for proposing that beneath every sentence in the mind of a speaker is an invisible, inaudible deep structure, the interface to the mental lexicon. The deep structure is converted by transformational rules into a surface structure that corresponds more closely to what is pronounced and heard. The rationale is that certain constructions, if they were listed in the mind as surface structures, would have to be multiplied out in thousands of redundant variations that would have to have been learned one by one, whereas if the constructions were listed as deep structures, they would be simple, few in number, and economically learned. (Steven Pinker, Words and Rules. Basic Books, 1999) Transformational Grammar and the Teaching of Writing Though it is certainly true, as many writers have pointed out, that sentence-combining exercises existed before the advent of transformational grammar, it should be evident that the transformational concept of embedding gave sentence combining a theoretical foundation upon which to build. By the time Chomsky and his followers moved away from this concept, sentence combining had enough momentum to sustain itself. (Ronald F. Lunsford, Modern Grammar and Basic Writers. Research in Basic Writing: A Bibliographic Sourcebook, ed. by Michael G. Moran and Martin J. Jacobi. Greenwood Press, 1990) The Transformation of Transformational Grammar Chomsky initially justified replacing phrase-structure grammar by arguing that it was awkward, complex, and incapable of providing adequate accounts of language. Transformational grammar offered a simple and elegant way to understand language, and it offered new insights into the underlying psychological mechanisms.As the grammar matured, however, it lost its simplicity and much of its elegance. In addition, transformational grammar has been plagued by Chomskys ambivalence and ambiguity regarding meaning. . . . Chomsky continued to tinker with transformational grammar, changing the theories and making it more abstract and in many respects more complex, until all but those with specialized training in linguistics were befuddled. . . .[T]he tinkering failed to solve most of the problems because Chomsky refused to abandon the idea of deep structure, which is at the heart of T-G grammar but which also underlies nearly all of its problems. Such complaints have fueled the paradigm shift to cognitive grammar. (James D. Williams, The Teachers Grammar Book. Lawrence Erlbaum, 1999) In the years since transformational grammar was formulated, it has gone through a number of changes. In the most recent version, Chomsky (1995) has eliminated many of the transformational rules in previous versions of the grammar and replaced them with broader rules, such as a rule that moves one constituent from one location to another. It was just this kind of rule on which the trace studies were based. Although newer versions of the theory differ in several respects from the original, at a deeper level they share the idea that syntactic structure is at the heart of our linguistic knowledge. However, this view has been controversial within linguistics. (David W. Carroll, Psychology of Language, 5th ed. Thomson Wadsworth, 2008)

Statistics Essay Example | Topics and Well Written Essays - 1000 words - 1

Statistics - Essay Example if electronics’ price was measured in pounds). Since we have the same units for all the goods, we should use the ratio of aggregate prices. (c) Since we have fixed number of observations (random sample size is 16) the sample distribution is binomial. The Central Limit Theorem allows us to use approximate binomial distribution with the normal distribution when operating with large values of N. We can approximate binomial distribution with the normal distribution assuming that the whole number of steel coils is much larger than 16 (then the finite population correction will be close to one). (b)Confidence intervals give us the information that we can say with 90% of accuracy that the change between proportion is between 0.003 and 0.059. From this we can conclude that the proportion has slightly increased. (c) Sampling error can impact on the results of this study. There may be serious differences from sample to sample because the sampling technique used was simple random sampling. Additionally, non-response error can also influence the results of the study, since not all the drivers within the sample will admit using the cell phone. If we are to assume that all the drivers answer honestly then this error will not influence the results. (ii) If the null hypothesis is not true, then we can state that the productivity of exercisers is higher on average than that of non-exercisers. However reasons of this difference are not clear and require additional research. (b) Cluster sampling is about clusters, into which the whole population is divided. After that all units within the selected clusters are measured. Like cluster sampling stratified sampling also implies the division of the population into subgroups. However in stratified sampling they do not overlap and simple random sampling is implemented within each strata (subgroups). Due to dividing into subgroups every important strata is presented in the final sample. Additionally cluster

The humpty dumpty falls scale Essay Example | Topics and Well Written Essays - 1000 words

The humpty dumpty falls scale - Essay Example This paper critically analyses the paper ‘The Humpty Dumpty Falls Scale: A Case–Control Study’ which reports the findings of the aforementioned research study and a critique of the various components of this paper is presented in the discussion that follows. Research Problem/Purpose or Question Hypothesis   The authors have clearly stated the purpose of the study as being an assessment of the efficacy of the newly developed Humpty Dumpty Falls Scale (HDFS) in predicting the risk of falls in pediatric hospitalized patients, in a separate section entitled ‘purpose’ (Hill-Rodriguez, et al., 2009). Moreover, in the same section, the choice of the study design, i.e. case control study has been justified and the authors have explicitly mentioned that the research question was to elucidate whether the risk of falls predicted by the screening tool in question was in conjunction with the actual risk of falls. This gives the readers a clear picture of the aim s and objectives of this study and the rationale behind the conduction of this study. Review of Literature   An adequate review of the existing literature has been provided. The authors have quoted statistics to emphasize the magnitude of the burden that the problem in question poses. As pointed out by the authors, there is ample literature on the issue of falls occurring in the elderly population, but there is a paucity of existing data on the pediatric population in this regard (Hill-Rodriguez, et al., 2009). The importance of the development and implementation of screening and preventive strategies in the pediatric population is underscored by authors in this section. Moreover, the authors have also identified the gaps in the existing literature and have thus provided the rationale of conducting this study in order to build upon the existing research findings and fill in the gaps which were identified. Theoretical/Conceptual Framework   No theoretical or conceptual framework for this study has been provided by the authors. However, the study design is such that it does not warrant the need for a theoretical/conceptual framework. Research Design   The study design employed in this study was a matched case control design (Hill-Rodriguez, et al., 2009). The cases and controls were matched in various regards such as This design is best suited for the research question identified by the authors, as case-control studies have been found to be a suitable study design to evaluate the effectiveness and usefulness of screening tools (Rothman, Greenland, & Lash, 2008). Sampling Method/Data Collection   The data was collected from five different in-patient and two ICU pediatric units from a single center. (Hill-Rodriguez, et al., 2009) The sampling method is not mentioned clearly but it can be extrapolated from the given information that purposive convenient sampling methodology was employed. Although no specific inclusion criteria or cut-offs for age are mentio ned, the exclusion criteria are defined and presented in the paper by the authors. The data collection tool used was the Humpty Dumpty Falls Scale (HDFS), which consisted of seven different assessment items. This tool was designed after input from various skilled and expert nurses and other medical personnel (Hill-Rodriguez,

The topic is life cycle impact assessment and the area of the topic is Case Study

The topic is life cycle impact assessment and the area of the topic is environmental impact assessment - Case Study Example This effect occur at all stages of a life cycle of a product. From the time a material is extracted from the source through to the processing, manufacturing, transportation, and finally recycling or disposal stage. This effect may be direct, involving emissions such as those produced by automobiles usage, or indirect involving impact of water ways from electricity production used during the manufacturing. One of the methodologies commonly used is life cycle assessment (LCA), which both involves direct and indict effect of processes and products. LCA has been confirmed to be useful in making consistent and objective environmental assessments. This concept has been broadened by the Society of Environmental Toxicology and Chemistry to include the environmental impact and improvement phases, and the inventory. Studies have demonstrated the use Life Cycle impact Assessment (LCA) methods to analyse potential impact of various process on the environment. Lithium (Li-ion) batteries, often used in hybrid and electric vehicles to power plug-in have shown some promise of â€Å"fuelling† these hybrid and electric vehicles and help reduce emitting of greenhouse gas. However, there are some few notable areas in these Li-ion batteries that need to be improved in order to reduce possible public health and environmental impact. This is according to the â€Å"cradle to grave† study, which was conducted by the Abt Associates for the United States Environmental Protection Agency (EPA). The study, which was conducted through a partnership involving the U.S. Department of Energy, EPA, academicians, and Li-ion battery industry, was the first LCA (Life circle assessment) to collect and use data given by Li-ion battery manufacturers, recyclers and suppliers. The main purpose was identifying materials and processes within the life cycle of Lion battery that could largely contribute impacts on environmental

The Movie Catch Me If You Can Film Studies Essay

The Movie Catch Me If You Can Film Studies Essay A confidence artist is somebody who exploits a person in order to obtain something of value for free or next to nothing. The first known con man was in England in 1849 when an American would ask strangers if they had the confidence to give him their watches, he would then run away with the object. Con artists usually have clever schemes, and have devised scams to rob victims as quickly and easily as possible. A very important factor for the artist is to gain the confidence of the victim, which was something Frank Abagnale did very well. By wearing the pilots uniform he received respect and admiration from those around him, after all, why would a pilot be scamming? Slide 2 Book Quote A Quote from the Book: Frank W. Abagnale, alias Frank Williams, Robert Conrad, Frank Adams, and Robert Monjo, was one of the most daring con men, forgers, impostors, and escape artists in history. In his brief but notorious criminal career, Abagnale donned a pilots uniform and co-piloted a Pan Am jet, masqueraded as the supervising resident of a hospital, practiced law without a license, passed himself off as a college sociology professor, and cashed over $2.5 million in forged checks, all before he was twenty-one. Known by the police of twenty-six countries and all fifty states as The Skywayman, Abagnale lived a lavish life on the fly until the law caught up with him. Now recognized as the nations leading authority on financial foul play, Abagnale is a charming rogue whose hilarious, stranger-than-fiction international escapades and ingenious escapes including one from an airplane make Catch Me If You Can an irresistible tale of deceit. From the back cover of the book Catch Me If You Can The movie Catch Me If You Can is very loosely based on the novel. There are several differences which make the two works very unalike. The movie shuffles around the events of the novel and even adds some cons which Frank never performed, like posing as a French teacher. The film also puts more emphasis on the FBI who are chasing Frank while the novel portrays Frank as almost unstoppable until he is finally caught in France. Slide 3 Forgery Quotes The Real Story: Frank conned his way into getting a pilots uniform and forged a FAA document, and he was still only 17. He deadheaded all over America while illegally withdrawing money from hundreds of banks. Frank was using a fake name of Frank Williams, and after a bit, he decided to settle down, and bought a flat in Atlanta. There he met a doctor, and was temporarily hired as a pediatrician, still without completing high school. Frank stayed there for almost a year, before someone else came to claim the job. He then flew to the southern part of the U.S., and became an official lawyer, with a fake diploma from Harvard, and passed the bar exam on his third and final try. He left after 9 months and became a university professor specializing in sociology in Utah, where he taught summer classes. While posing as a professional, Frank never cashed a fake check. Franks criminal career was set into motion at the age of 16 when his parents divorced. While living with his successful father, he found out that his dad did a lot of drinking. This partly caused Abagnales decision to hang around the wrong kids, and one day he got in trouble for stealing a car. Frank Sr. bailed out his mischievous son, and when Frank turned 16, his father bought him a car. This car, an old Ford, led Frank to his ultimate downfall; his love for promiscuous women. Frank needed money because being with women was expensive, and by using a gas card he scammed his father of $3,400, which was valued at much more during the 1960s than it is today. After traveling the States for a little longer and storing conned cash in safe boxes, Frank went to Europe, and started paperhanging there as well. He came up with a fake airline crew, and toured for a summer, while exploiting banks. After bring caught Frank rotted in a French prison for 6 months before being transferred to a Swedish jail. Frank was eventually deported to the States, where he escaped, only to be caught months later. SLIDE 4 Movie Clip The Themes behind the Story: Broken Homes The most important theme in Catch Me If You Can is how a troubled childhood can drastically affect ones life. Franks parents divorced when he was 14 years old, leaving Frank to decide if he would like to live with either his mother or his father. He chose the latter because of two reasons, the first because he was more fond of his father, and the second because his other brothers had elected to live with his mom. Because of Franks broken family, he felt like he had to do something drastic to attract attention and draw his parents back together. Frank started hanging around with some loose-end kids from his neighborhood, and quickly became a juvenile delinquent by swiping candy and sneaking into movies. Little did he know he was on the fast track to become one of the most recognized con artists around the world. Identity As Frank struggles with coping with living alone while on the run from both his family and the police, he also struggles to find who he truly is. Posing as different professionals and using different names, Frank finds it difficult lying to those who are close to him and who he has built relationships with. Franks low point of struggling to find his identity was when he told Rosalie, the woman he was engaged to, that he was not actually an airplane pilot but a con artist. The next day when Frank went to visit his wife-to-be, a FBI car was in the driveway and Frank quickly had to take a flight across the country, never to see Rosalie again. Addiction While trying to find his own identity, Frank develops an addiction for charming beautiful women. Frank started conning money so he was able to take women out on dates and buy them nice gifts, and as he became more dependent on his addiction he brought his crime to the next level. Most of Franks success depended on his lady friends because he would spend nights at their houses will he was on the run, even years after he had last been in touch with him. Franks addiction pushed him further and further down the path of crime until there was no return, and even then is pushed him a step further making him the most wanted con artist in the world. The Realities of the Situation: This movie was set in the 1960s, when technology was still very basic. This allowed Frank to pass his fake checks much more easily, and allowing him more time to escape authorities. It also provided Frank with the ability to create fake diplomas and not be caught, since there were not any easily accessible computerized records of who had graduated from certain places. Also, he could create a fake passport, but now that is extremely difficult, especially after the increased security since the 9-11 attack. At this day in age, it would take much more than some glue-on numbers and a photocopier to create the documents necessary to perform Franks crimes. Slide 5 Story Pictures A Bit More on What Actually Happened: Frank Abagnale Junior was raised in Bronxville, New York by his family. When Frank ran away, he traveled all over the U.S.A. posing as a Pan Am. Pilot and passing bad checks. He visited cities such as Los Angeles, Boston, Denver, Chicago, Miami, and Washington, as well as many others, eventually becoming a wanted criminal in all 50 States. Frank became a doctor when he felt it unsafe to continue being a pilot, and moved to a resort, River Bend, in Atlanta, Georgia, where he resided for approximately a year. Once a replacement doctor was found, he relocated to the capital of a southern state, posing as a lawyer graduated from Harvard. When a real Harvard graduate started poking around into Franks Harvard experience, he fled and toured the western states before settling down in Ohio. Here, Abagnale became a sociology teacher at a University for a semester. When his teaching time was up, Frank flew to California, and he went back to his paperhanging tricks. Abagnale got caught up with a woman in San Fransisco, and was there for a while, until confessing who he was, and fleeing and touring the western states. He kept traveling America before going to Mexico, and obtaining a fake passport there, which allowed him to travel out of the country. Frank traveled over to Europe, and visited countries such as England, Italy and France. He was eventually caught in France, after settling down in Montpelier. He was thrown into a crammed, black, 4x4x4 cubicle for 6 months, before being transferred into a nicer Swedish prison for an additional 6 months. He was transferred back to the U.S.A. where he escaped from his plane, and managed to evade the FBI for multiple months, before being captured. Slide 6 The Real Frank The Real Frank Abagnale: Frank was born on April 27, 1948 in Bronxville, New York to Paulette and Frank Abagnale Senior. They divorced when Frank was 14, and Frank was the only child of 4 who was taken into custody by his father. Franks father used Frank to try to reunite their family, but after the hearing, Frank Jr. ran away, never to see his father again. Frank became a world class criminal, posing as a pilot, pediatrician, lawyer, and sociology teacher. He continued running from police, and kept cashing bad checks. Frank eventually became wanted in 26 different countries and all 50 States. He was eventually caught after years of running, and rotted in a French prison for 6 months. He was then transferred to a Swedish jail, and released to an American prison, where he spent another 4 years. He was released on patrol in Texas, and after several failed jobs (such as grocer and cook) due to background checks, he decided to try and help banks prevent crooks from paperhanging them. One year after becoming legitimate, Frank married a woman named Kelly, and they now have 3 sons, Scott, Chris, and Sean. Frank teaches at the FBI Academy, and owns Abagnale and Associates. He is a legitimate millionaire, and approximately 14,000 institutes currently use Franks fraud-prevention methods. Franks has written 3 other books in addition to Catch Me If You Can. He has appeared on numerous television shows, and as of spring, 2011, and he now has a musical about his life.

As I Lay Dying: The Love Of Family :: essays research papers

Ah, love. Love is so often a theme in many a well-read novel. In the story, As I Lay Dying, one very important underlying theme is not simply love, but the power to love. Some of the characters have this ability; some can only talk about it. Perhaps more than anyone, Addie and Jewel have this power- one which Jewel, by saving his mother twice, merges with his power to act. As the Bible would have it, he does "not love in word, neither in tongue; but in deed and in truth" (1 John 3:18). Jewel, Addie's son by Whitfield, is 18 years old. Like Pearl, the product of Hester Prynne's adulterous affair in Nathaniel Hawthorne's novel The Scarlet Letter, Jewel's name is a symbol of the value his mother places on him. The favoritism that Addie showed him is responsible for the antagonism between him and Darl. Jewel personifies Addie's preference for experience over words. He is always in motion. He expresses himself best through actions. When he verbalizes his love for Addie- in his single monologue- he does so with a violent fantasy about hurling down stones on outsiders. Elsewhere, he expresses his love for her through deeds, not words. While Addie lies dying on her corn-shuck mattress, Darl convinces Jewel to take a trip with him to pick up a load of lumber. Darl knows that Jewel is Addie's favorite child. The trip for lumber is a contrivance- Darl's way of keeping Jewel from his mother's bedside when she dies. A wheel breaks on the wagon, and before Darl and Jewel can replace it, bring the wagon home, and load Addie's body onto it for the trip to Jefferson, three days have passed. By this time, heavy rains have flooded the Yoknapatawpha River and washed out all the bridges that cross it. The river is vicious, and the Bundrens' mules drown. The wagon tips over, and. Jewel, on horseback, manages to keep the wagon and its load from drifting downstream, saving his mother’s decomposing body. When the family finally makes it through the ordeal, they spend the night at the Gillespies' farm. Darl sets fire to the barn where Addie's body is stored in an effort to spare his mother. However, Jewel once again saves her coffin with a heroic act.