Toxic Epidermal Necrolysis Essay Example for Free

Toxic Epidermal Necrolysis Essay Toxic Epidermal Necrolysis can be a life threatening disease, which was first discovered in 1922 by pediatrician A.M. Stevens and S.C. Johnson. Toxic Epidermal Necrolysis, also referred to as TEN disease, is usually a result of a drug reaction. TEN disease is not just limited to any one part of the world or group of people, but reaches all corners of the world. TEN symptoms can start out as a simple cough, headache or a fever. At this point if it is TEN disease the following, symptoms can be a rash turning into blisters across the face and parts of the body. Treatments for those who survive are given in the hospital. At this point, your Doctor will have taken you off any medications that may be causing this infection. The frequency of Toxic Epidermal Necrolysis in the United States is estimated to be between 0.22-1.23 cases per 100,000 people per year. However, in HIV-positive people the rate of the disease increases to one case per thousand per year. Additionally, the rate of infection in Germany and France is reported to be between 1 to 1.9 cases per million people. The worldwide frequency of TEN is 0.4 to 1.3 cases per million annually. Regardless of world location, TEN can affect any age group, but it appears to be more frequent in people age 46 to 63 years old. TEN is more prevalent in the elderly population because they tend to use more medications, thus increasing the rate of infection. On the other hand, unlike the elderly, children tend to contract TEN by infection rather than medication reactions. Furthermore, the blood relatives of those who have been affected by TEN can be at a risk of developing the disorder because heredity is suspected in skin disorders caused by drug reactions. Therefore, blood relatives of the infected person must not use the medication that is thought to be the cause, and they should be cautious when using similar medications. The first step of treatment is to stop taking the medications that can bring on TEN. While this may help prevent further complications, treatment will be painful and take some time. One who is treating a patient with Toxic Epidermal Necrolysis main job is to keep infection down and to set up IVs for fluids and nutrition so that the body has the capability to start the healing process. As stated earlier, treatment may take some time so to keep the patient as comfortable as possible, pain medication such as morphine may be administered. Treatment for Toxic Epidermal Necrolysis is usually done in the ICU, and is referred to more as supportive care, which means the ICU unit tries to create a positive atmosphere for the body to fight and heal its self of this attack. In conclusion, Toxic Epidermal Necrolysis may not be one of the most common diseases out there, but it would behoove one to know the symptoms, such as a rash or blisters appearing or a persistent fever and possible blisters forming in the mouth and eyes. Many confuse this beginning outbreak as the flu. Therefore, if someone you know starts having a reaction that resembles TEN, then one should seek medical help before the body is plagued with an all-out reaction that resembles the blisters of a burn victim.

Consequences Of The Digital Divide Education Essay

Consequences Of The Digital Divide Education Essay The primary concern is exclusion; social and otherwise. Each year, being digitally connected becomes ever more critical to economic, educational, and social advancement. Those without the appropriate tools (in terms of PCs and Internet connectivity) and applicable skills will become increasingly disadvantaged. As ICT becomes ever more pervasive those elements of society without access will be further disenfranchised in terms of: Fewer employment opportunities Restricted access to information and support Increasingly basic facilities such as email, consumer services, financial services, etc. Reasons behind the Digital Divide At the most basic level the digital divide arises where individuals or groups of individuals have no or inadequate access to PCs connected to the Internet. It follows that addressing this problem by providing access should be a constructive measure in terms of reducing the divide. That being said the underlying causes of the divide are in all probability more complex. Research in the USA has identified the following issues: Income differences. There are wide disparities amongst income groups. The better off are far more likely to have PCs and Internet connections than others. Those with income in excess of $75K are 20 times more likely to have Internet access than those at the lowest income level. Education. The better educated are statistically more likely to have and use connected PCs. In particular those with college degrees or higher are ten times more likely to have access. Only 6.6% of people with an elementary school education or less use the Internet. Location. Rural areas relative to cities generally experience lower levels of connectivity. Rural areas in particular lag behind cities in terms of broadband access. Age. People over the age of 50 have been less likely to use PCs and the Internet. Less than 30% of this group were connected in 2000. Those over 50 and in employment are three times more likely to have access than individuals not in employment. Single parent families. Two parent families are more than twice as likely to have Internet access than single families. Further, the oportion in respect of female-headed single families in cities is significantly lower. Disabilities. Although 25% of the able bodied have never used a PC the proportion for the disabled rises to 60%. In general the disabled are half as likely to use PCs and have Internet access. Among those with a disability, people who have impaired vision and problems with manual dexterity have even lower rates of Internet access and are less likely to use a computer regularly than people with hearing and mobility problems. This difference holds in the aggregate, as well as across age groups. Race and ethnic groups. Large gaps exist regarding Internet penetration rates among households of different races and ethnic origins. Further, large gaps remain when measured against the National average for Internet penetration. Differences in income and education do not fully account for this facet of the digital divide. Estimates of what Internet access rates for this group would be had they had income and education levels in line with the Nation as a whole show that these two factors account for approximately 50% of the differences. Additional Factors Home access To the extent that the digital divide is a function of PC and Internet access it is appropriate to question the qualitative aspects of access. Internet kiosks for example may provide cheap Internet access and whilst appropriate for certain tasks they arguably provide a less satisfactory experience for other Web activities. The real question therefore becomes whether the type of access provided lends itself to the full range of activities available to connected users. It is possible that the divide will not be bridged unless home access becomes fully available. To the extent that this is impracticable an alternative would be to provide common access points capable of providing an appropriate experience. Broadband The digital divide is not just a function of access; speed of access is also important or is likely to become so. Until recently for most users the speed of access has been limited to traditional modems. Although modem technology has increased significantly over the last ten years and is now capable of offering data throughput of up to 56K bits per second that speed is a small fraction of what is likely to be required in the next few years. Unless this factor is recognised there is a danger that the current digital divide could be reduced merely to find that it re-opens due to a vast difference in speed available to some but not all users. In short the digital divide of the (not too distant) future may be one of access speed. Closing the Gap As indicated above, measures to provide appropriate access are likely to have a beneficial impact. Indeed US data from August 2000 claims that schools, libraries, and other public access points continue to serve those groups that do not have home access. The use of those facilities however is not uniform and they are more likely to be used by some groups than other. Equally given the complex nature of the underlying problems it is unlikely that improved access will of itself provide the whole answer. With respect to the UK it would be inappropriate to assume that the same underlying factors creating the divide in North America obtain albeit that there are likely to be strong similarities. Research is necessary (if it has not already been undertaken) to identify the true causes. Once identified targeted action can be taken by addressing the detailed needs of specific groups in particular locations. If, following research, home access was found to be significant element of the divide new strategies would need to be formulated to address that requirement. For example cut-down or recycled PCs could be offered in conjunction with community based Internet access lines. The infrastructual reasons for the lact of effective ICT in less econmically developed countries is the fact that there is a lack of secondary euquipment, suitable electric power, and training. This therefore leads to people not being as experienced in the technology they are using. Also, they depend alot on Multinational Corporations meaning they have to wait for the money then just using the money straight off. Also, it is much easier to purchase as you are buying a physcial package rather than downloading the package. Also, if you dont have internet access, this will be very useful. Also, microcomputers and personal computers have become very popular in terms of ICT because of the reduction in price. Computer-aid projects havnt been so successful. Extensive under-ultilization of equipment and major computer based projects have failed. It hasnt been as successfull in the majority of countries when it should only be the minority. These projects have failed because of the lack of secondary equipment, suitable electric power and training. Also, the governments of the countries involved havnt set up any strategic buying plans so everything comes in bluk or too little software comes meaning more or less people need training. Also, there is a lack of avaiable resources to maintain the ICT. Identified computer skills that are lack are; systems analysis, programming, maintainace, consulting, operational levels from basic use to management. The lack of buisness skills which are identified as a major problem is the fact that buisness are buying software which no one is trained in. They need to plan which software to buy, and whether their staff are trained in this area of ICT. Also, the employees have a lack of skills to begin with meaning they cant use the software.

Analysis of Modality in Language

Analysis of Modality in Language Student: VÕ TH THU NGÂN 1. Rationale: The more developing social is, the more multiform language research is. There are many things to read between the lines of the meaning of words or sentences when using them for communication in the real life. Modality is an issue which maybe makes learners to have difficulties in studying a language. Besides it is an interesting topic for language researchers. Why is it interesting? In this assignment, I would like to put my focus on the sights of modality in language to have the answer for that above question. 2. Aims of the study The study is aimed at: Indentifying specific kinds of modality in language, special in English Help learner to have the general picture in language. 3. Scope of the study Because of my limited time and knowledge, I would like to put my focus on modality in languages within common sentences in the real life. I will give a general introduction about modality and concentrate on the analysis of the figure sentences in some English sentences which will be compared to Vietnamese ones. 4. Research methods and data collection: 4.1. Research design: In this study, the quantitative methods will be used to classify and analyze data to find out the modality in English and Vietnamese sentences. In addition, descriptive method is used to give a detailed description of modality in English sentences. And finally, comparative method is used to figure out some similaraties and differences between English and Vietnamese sentences. 4.2. Data Collection: This research is restricted to language. Data for this research are collected from different types of sentences taken from the grammar books( in English or Vietnamese) or in the real life. The data is likely to provide a detailed description of how modality is used in different sentences. 4. 3 Design of the study The study covers the following 5 chapters: Chapter 1 Introduction- provides the rationale, the aims and objectives, the research question, the scope of the study and the organization of the study. Chapter 2 Literature Review and Theoretical Background- gives literature review and theoretical background where a review of previous studies related to the thesis is carried out and the theoretical background of the study is provided. Chapter 3 Methodology- describes the methods and procedures of the study. It also deals with the design of the research, data collection, data analysis and the reliability and validity of the study. Chapter 4 Finding and Discussion- presents the findings and discussions, which concentrates on grammar structure to show two types of modality. Chapter 5 Conclusions and Implications- includes the summary of the major findings of the study and the implications for the meaning of the sentences which consist of modality. 2.1 Modality There are some views on modality. It can be defined particularly which based on from which points of views people understand the term. According to Frawley and Charles (1992)modality is a semantic phenomenon, expressing the attitude and state of knowledge about a proposition while Bybee (1985)defined as modality is what the speaker is doing with the whole proposition and Halliday (1985) presented modality means the speakers judgment of the probabilities, the obligations or so on, involving in what he/she is saying. Modality, according to Palmer (1986), is defined as semantic information associated with the speakers attitude or opinion about what is said. He gave the point of the fact that modality concerns the factual status of proposition. Besides, it maybe consists of mood: Further it is very important to speak of mood only if the attitude of mind is shown in the form of the verb: mood thus is a syntactic, not a notional category (Jaspers). In another hand, modality are sorts of a semantic issue because it presents the attitude of the speaker or theory about the fact of status of a proposition; however, mood is a grammatical phenomenon within this theory or attitude is showed morphologically. Learners can see clearly in opposite forms of words in English. According to Searle (1969), in his research he shows a structure of the sides of modality to discuss. For instance, he decorates assertive within terms of the belief of the speaker or commitment to the fact of proposition. He agreed that directives and commissives are related to deontic modality while expressive, assertive and declaratives have the relationship with epistemic modality. There are two views in a common thinking when it is said or spoken out from the speaker or writer: the propositional content and the non-propositional content which expresses the speaker attitude and opinion toward the content of proposition(Hoa, 2004). The main carriers of modality are a set of auxiliary verbs called modals: will, would, can, could, may, might, shall, should, must and ought to. Modality is encoded in various other expressions, too: possibly, probably, have (got) to, need to and be able to. For examples, a. You must apologize. ( obligation) b. You can come in now. (permission) c. Shes not able to see you until Tuesday. (feasibility) 2.2 Types of modality The different language researchers had tried to give the ways with the different types of modality in order to arrange them into the different categories. However, this way is only a small group of classification of modalitys meaning without the general partition of the largest meaning of modality. According Nguyen Van Hiep, he provided 3 types of modality in Mà ¡Ã‚ »Ã¢â€ž ¢t sà ¡Ã‚ »Ã¢â‚¬Ëœ phà ¡Ã‚ ºÃ‚ ¡m trà ¹ tà ¬nh thà ¡i trong ngà ´n ngà ¡Ã‚ »Ã‚ ¯: alethic, deontic and epistemic which are mentioned by many researchers. However, in some studies, most of researchers told about deontic and epistemic were popular. They share 2 sides: subjectivity and non-factuality (Hoa, 2004). So, this study also focuses on these types of modality. Epistemic Nguyen Hoa (2004)indicates the degree of commitment by the speaker to what he/ she says.It means that Epistemic, which is derived from the Greek word meaning understanding or knowledge, refers to the type of modality that indicates the degree of commitment by the speaker to what he says. Palmer (1986) also suggests that epistemic modality should relate to modal system to indicate the degree of commitment the extent to which the truth of proposition is possible. We can see this degree in two sentences: John may be in the office. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ here explains foruncertainly/a possible conclusion of speakerin the speculative sentence (a) through using the modal verb may. John must be in the office. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢In the deductive sentence (b), this degree here is the only possible conclusion of speaker which is showed in the word must. By two examples above, it is not difficult to indicate the degree of the commitment when speaker says. Furthermore, Palmer also provides that epistemic can be described as possibility-based. It is interested in belief, knowledge or truth, etc and consists of no element of with. According to Palmer, there are two kinds of epistemic commitment such as judgement and evidential. About judgement, the creator relates to possibility and necessity and the judgements appear to be more subjective because the commitment comes from the speaker knowledge or belief. We look at two below sentences together. Here: She is likely to be late. (English) Cà ³ là ¡Ã‚ ºÃ‚ ½ già ¡Ã‚ »Ã‚  nà  y tà  u Ä‘Ã £ chà ¡Ã‚ ºÃ‚ ¡y. (Vietnamese) likely and cà ³ là ¡Ã‚ ºÃ‚ ½ are two words used to describe the commitment of speaker. He think that she (a) maybe goes to late and maybe basing on the time the train run away (b). He believes that and that is his thinking in his mind. So, it seems likely more subjective not sure, not exactly for listener. If judgement concerns of subjective, evidential relates to objectively. It is encoded the ground on which a speaker makes an overtly qualified assertion and represents a proposition more objectively. Ex:They say the match has been called off. Nghe nà ³i hà ¡Ã‚ ºÃ‚ ¯n Ä‘Ã £ bà ¡Ã‚ »Ã‚  trà ¡Ã‚ »Ã¢â‚¬Ëœn. It is clear that speaker has a particular evident to give out his word. By using the third speaker, his word has the higher belief. Therefore, when speaker does not ensure the truth of what he/she says, he often chose one of four to say what he is thinking: What speaker surmises What speaker reasons What speaker is reported by another What speaker is felt by his/ her sense We can interpret these ideas by using some sentences with: I think thatà ¢Ã¢â€š ¬Ã‚ ¦ They say thatà ¢Ã¢â€š ¬Ã‚ ¦ It seemsà ¢Ã¢â€š ¬Ã‚ ¦ As a resultà ¢Ã¢â€š ¬Ã‚ ¦ Givà ³n thinks that epistemic modality is built by evident and thinking ability. Here, we can say more about proposition which is not clear because it is used to show a statement which is a current affair, foreground or background. For instance, They say the match has been called off. The math-called off- in the first listening, listener perhaps think that there is no subjective in this word. Specially, the speaker does not show any commitments in his word but only gives the problem by evident they say. It seems that subjective modality does not appear here. However, this is also seen a type of commitment because giving the evident is a commitment which has degree-indirect commitment. In short, epistemic modality gives the status of the speaker for the truth what he says which is based on evidences of judgments he takes. Deontic Deontic is also a type of modality which is the dimension of: obligation, permission, prohibition, etc. Ex: You mustnt do it its against the law. Bà ¡Ã‚ »Ã¢â‚¬ ¡nh nhà ¢n cà ¡Ã‚ ºÃ‚ §n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c yà ªn tÄ ©nh. Through these examples here, we can see that deontic can be characterized as necessity-based or obligation-based. According to Nguyen Hoa, it is concerned with action and contains an element of will. In the sentence, for instance, you mustnt do it its against the law, it wants to say the obligation of the action: dont do it is necessary because if you do it, you will break the rules. Obligation and different degree of obligation can be express by other verbs of adjectives as well. In English, speaker can say need to/ ought to/ have to/ should/ can/ must/etc while in Vietnamese, speaker can use bà ¡Ã‚ ºÃ‚ ¯t buà ¡Ã‚ »Ã¢â€ž ¢c, phà ¡Ã‚ ºÃ‚ £i, cà ³ thà ¡Ã‚ »Ã†â€™, cà ¡Ã‚ ºÃ‚ §n, hà ¡Ã‚ »Ã‚ ©aà ¢Ã¢â€š ¬Ã‚ ¦ You must complete your homework before you go to school. Con phà ¡Ã‚ ºÃ‚ £i là  m xong bà  i tà ¡Ã‚ ºÃ‚ ­p và ¡Ã‚ »Ã‚  nhà   rà ¡Ã‚ »Ã¢â‚¬Å"i mà ¡Ã‚ »Ã¢â‚¬ ºi Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c Ä‘i chÆ ¡i nhà ©. According to Nguyen Hoa, there will have many grammatical types of deontic modality. The first type consists of imperatives and directives where we try to get people to do things. To illustrate, we have seen two examples: Ex: You ought to leave now.(1) Nà ³ phà ¡Ã‚ ºÃ‚ £i Ä‘i ngà ¡Ã‚ »Ã‚ § sà ¡Ã‚ »Ã¢â‚¬ ºm. (2) Both of them mean getting listener to do action leave (1) and go to bed (2). Subjects must be compulsory, not deny or postpone the given request. Another type is commissives where commit ourselves to do things which surface as declaratives since they concerned with action. Ex: I will give you a hand.(3) Tà ´i hà ¡Ã‚ »Ã‚ ©asà ¡Ã‚ ºÃ‚ ½ cà ³ mà ¡Ã‚ ºÃ‚ ·t Ä‘Ã ºng già ¡Ã‚ »Ã‚ .(4) These sentences here present the undertaking of the speaker. However, speaker cannot do the action in the future while (1) and (2) speaker obligates this action. By explaining the above, epistemic modality is interested in the truth, the belief of knowledge. In contrast, deontic modality is interested in the action. For example: You should do your homework. You must do your homework. In these examples, the participants are urges as expressed by the subjects of the sentences, to changing degrees, to form an action. CHAPTER III: METHODOLOGY 3.1. RESEARCH DESIGN The study was given out with the qualitative and quantitative approaches so as to response its aims and objectives. The research design is planned to carry out such important things as: Describing and comparing the collected data for finding out the types of modality. Finding out the showing types of modality through the point of grammar structures in languages. 3.2. RESEARCH METHODS In order to get the aims and objectives of the study, the descriptive and contrastive methods are used in connection with the qualitative and quantitative approaches. The descriptive method describes the types of modality in languages. Besides, the comparative methods is used to find out the similarities as well as the differences in both of types. 3.3. DESCRIPTION OF SAMPLES In this study, about some sentences in English and in Vietnamese) were collected from English and Vietnamese from the real life, books. 3.4. DATA COLLECTION To meet the demands of the aims and objectives, samples of modality in English and Vietnamese were collected. All of these samples were gathered from a lot of words on different documental collections. 3.5. DATA ANALYSIS Data analysis is considered to be a very important part to point out the modality consists of the following steps: Describing qualitatively and quantitatively the data collected. Using sentences to analyze the linguistic features of modality Comparing and finding out the similarities and differences between the epistemic modality and deontic modality 3.6. RESEARCH PROCEDURE The study procedures were carried out as follows: Reviewing the previous studies thoroughly and identifying the research scope. Collecting sentences from the real life, books. Picking out some sentences explanation in English languages. Comparing and pointing out the similarities and differences in types of modality. 3.7. RELIABILITY AND VALIDITY In terms of reliability, the data are collected from in the circumstances in the real life( ensure about grammar) and collected from the books with the name of author, the time, the place of publication where the quotation comes from. It means that the quality of the data is reliable. Besides, the findings and conclusions in the study are taken from the analysis of frequency of samples and proofs concerned without any prejudices and presuppositions. For this reason, the objectivity of the study is assured. All collected sentences in this thesis could be representative. In addition, the analyses in the study have always been conducted in the light of theoretical background to ensure the quality of the study. 3.8. CONCLUDING In short, such parts as research design, data collection and data analysis are mentioned in detail in this chapter. Moreover, research procedures as well as reliability and validity are also presented specifically. Thus, the discussion of findings in chapter 4 could be described and compared scientifically thanks to the careful and reasonable preparation of this chapter. CHAPTER 4: FINDING AND DISCUSSION Showing types of modality in performing sentences How do epistemic modality and deontic modality represent in systems of sentence meaning. It is used to form strong expression or to evoke the mind of the words. In contrast, in the term of grammar to create a sentence, there are various different points of grammatical theory. So, this study will present some points of view where modality is shown in grammar system to perform a sentence with complete meaning about epistemic or deontic modality. 4.1 Personal modality According to Quirks classification, there is another subcomponent of the interpersonal related to those features involving the speakers own contribution to the representational meaning of the sentence. 4.1.1 Form modality markers According to Nguyen Hoa, the speaker can participate by offering his comment on the form f what he is saying, defining in some way under what condition he is speaking. For examples: Nà ³i thà ¡Ã‚ ºÃ‚ ³ng, cà ´ à ¡Ã‚ ºÃ‚ ¥y là   ngÆ °Ãƒ ¡Ã‚ »Ã‚ i à ­ch kà ¡Ã‚ »Ã¢â‚¬ °. (1) Frankly, Im tired. (2) In these Vietnamese and English sentences, speaker has a personal attitude for a person who both speaker and listener know to give comment (1). In the second example, similarity speaker also shows his own attitude. We can see that epistemic modality in this sentence because it shows the speakers belief with the truth in the sentence. We have modal adverbs to make the form-modality markers : frankly, confidentially, generally, honestly, candidlyà ¢Ã¢â€š ¬Ã‚ ¦ Ex: Personally, I dont like your plan. 4.1.2 Content-modality markers Nguyen Hoa also explains more about this issue. He says that the speaker can give comment on the extent to which he believes that what he is saying is true. For example: To our surprise, he arrived home late. (Nguyen Hoa, 2004, p.181) In this example, speaker expresses his attitude on the extent to our surprise to which he is saying. Here only has our it means the limited field in someone (consist of speaker and listeners staying in this time) In the content- modality markers, it is divided into two types and each type has some words to indicate modality more easily. The first type is the degree of belief: Ex: Surely, he can solve his problem by himself. (I am sure thatà ¢Ã¢â€š ¬Ã‚ ¦) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Express primarily a subjective view on the truth of what he is saying is truth: certainly, admittedly, surely, undeniably, undoubtedly, unquestionably. Ex: Clearly, he can solve his problem by himself. ( Its clear to me thatà ¢Ã¢â€š ¬Ã‚ ¦) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Markers of degree of convictions as open to objective evidence: clearly, evidently, obviously, plainly. Ex: Technically, he can solve his problem by himself. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Markers of reality or lack of reality in what is said: actually, officially, technically, theoretically. The second type is comment other than on the truth value of what is said. Without necessary implication that the judgement applies to the subject of the sentence or indeed to the speaker. Ex: Hopefully, John returned home yesterday. -> John was hopeful in doing so -> That someone else was hopeful as a result of Johns action. Other markers: annoyingly, curiously, funnily enough, happily, hopefully, luckily, naturally, surprisingly With an implication that the judgement applies to the subject of the sentence. Ex: Wisely, John returned home yesterday. -> The speaker considers the action as wise and he also considers John wise for doing the action. Other markers: wrongly, rightly. 4.2 Modal lexical verbs Palmer (1986, p. 183) considered: in some languages such as English for one, there exist some modal lexical verbs with complement clauses which can be used performatively to indicate the attitudes and opinions of the speaker. mostly verbs with a 1st subject. For instances: I believe that he will become a good student. (epistemic) That he will become a good student in the sentence is the object of the main verb believe. This verb expresses the thinking of the speaker. So, this sentence creates the epistemic modality. It is the same the above example, we has another sentence: I request you to clean your room immediately. (deontic) It is interested that the form of this sentence is the same the form of the above sentence. You to clean your room immediately is the objective of the main verb of the sentence request. However, this sentence here brings the deontic modality because it has the actions concentration. 4.3 Modality in subordinate clause All English learners know that subordinate clause consists of nominal clause, adverbial clause and adjectival clause. How do we indicate modality in subordinate clause? We have example below: I believe that she did the right thing. The verb believe is a lexical verb, and it expresses belief. The clause that she did the right thing is a subordinate clause and shows the belief about what. It presents the belief more than the action or it is the epistemic modality. By this explanation, the subordinate clause presents the proposition whereas the main lexical verb indicates modality. DISCUSSION How to distinguish between epistemic modality and deontic modality in modal words? English is a language which is rather rich in modal words, especially modal verbs such as:may, might, will, would, should, must, ought to, need, can, could. These verbs have a number of meanings, for example, the verb MUST can express both epistemic and deontic modality: a. Heaven must be at work now. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ must expresses a strong commitment on the part of the speaker to the truth of the proposition. (Heaven is at work.) b. You must finish your homework before going to bed. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢It is about an obligation on the part of the person denoted by you, the statement is about action to be accomplished. (You do your homework.) For modal verbs in the past, deontic modality also is also expressed in the past action. For instance: You should have gone to the meeting yesterday (Hiep (2007),cited on Lyons, p.824) Deontic modality is presented in the appreciation with the action in the past. In this utterance, speaker does not obligate listener to go to the yesterday meeting, he only confirms that in the point before the present time, listener was in the circumstance which listener had to go to the meeting. Therefore, we did the action which was a confirmation. In which general, we can admit the distinguishing between epistemic modality and deontic modality which is based on three 3 items: necessary, ability and reality. This chapter gives a conclusion for this study. First, the issues given in this assignment are discussed. Second, the recommendations and suggestions for further study are made. In general, it is quite difficult to understand fully and profoundly those types because they relate to the grammar feature, ways to use different languages in the real life. The difficulty in learning a language is to understand the meaning of it exactly because the meaning of a word is diversified when it is used to form a sentence. English is a language spoken in many countries and modality shown is multiform. This is based on the purpose of the user. This study indicates the interesting point of modality in language, especially in English and Vietnamese a little. By illustration, language learners can understand more about researching with the sides of meaning related to two types of modality. All what have been referred to in this paper come from the limited understanding and ability. It is, however, hoped that this study will be a small contribution to figure out the interesting significance of the modality of the present international language and a reference to those who are interested in learning and researching language. Bybee, J. (1985). Morphology. Armsterdam: Benjamins. Frawley, Charles, C. (1992). Linguistic semantics. Hillsdale, NJ: Laurence Erlbaum Associates. Hiep, N. V. (2007). Mot so pham tru tinh thai trong ngong ngu. Tap chi Ngon Ngu. Hoa, N. (2004). Understanding English Semantics. Ha Noi: Nxb. Ä HQG Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. Palmer, F. R. (1986). Mood and Modality. Cambridge: CPU. Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge and New York: CPU.

Colonialism Changed the Role of the Victorian Male Essay -- British Hi

Colonialism Changed the Role of the Victorian Male One of the most famous slogans of the age of global colonization was: "The sun never sets on the British Empire." As recently as 1940, world maps showed large areas colored pink, representing regions dominated by the British. Much of Africa was pink, along with India, Malaya, Hong Kong, and other scattered territories in Asia and the Americas. The existence of an empire on which the sun never set helped instill in the individual British citizen tremendous pride, and the need to become personally a devoted imperialist. For more than 100 years, the fact that Britain was an empire had changed the British man’s life, and had instilled in him the fact that he was superior to most other peoples especially those of other colors and backgrounds. This was also the period when it was felt that it was the "white man’s burden" to take care of all those countries whose inhabitants were less worthy than the white Anglo-Saxon. This way of thinking was called Social Darwinism. This was an age when even though England, in some respects, tried to act "fatherly" towards some of the countries it had seized, it still felt a strong amount of racism towards the people of those countries. In 1849, General Wolsely wrote from the Gold Coast, "The Africans are like monkeys. They are a good-for-nothing race." In 1849 Thomas Carlyle pronounced Europeans wiser than Africans and said inferior races must obey the superior. It was an idea that by 1900 most English men and women held, one that fit the paternalism of the governing classes and the prejudice of the lower classes. The Empire had created a nation of imperialists. The commercial spirit has always existed in human society. What was peculi... ...ed better sanitation, light, water, and power. More jobs opened up in the pursuit of these needs. As the century ended, national loyalty reached fever pitch in Britain as it did in France and Germany, and its favorite mode of expression was imperialism. It touched all classes, every religious faith, all political parties. This aggressive stance was motivated by many things; racism, greed, and the belief that it was up to the white man to rule the world. My essay has tried to prove that the colonization process within Great Britain, during the Victorian age (1815-1914), greatly changed the roles of men, as well as everyone else within that country’s walls. By changing the way people were educated, how they lived, what their dreams and aspirations were, government policy, and job openings in Britain and abroad, all helped to change the role of the Victorian male.

Personal Narrative Adults Negative View of Teenagers :: Papers

Personal Narrative Adult's Negative View of Teenagers There is a significant difference of opinion about teenagers today that comes from teenagers themselves and the adult population. A good majority of the young people today view themselves as relatively responsible people. A lot of them are inquisitive and are eager to learn new things. Many are committed to a drug-free lifestyle, and there are a lot of students who achieve very high grades. Most adults' view on teen behavior is very different. Of course, there is a percentage of youth that is very immature, lazy, unorganized, disrespectful, and careless, etc. (The list could go on and on.); but, unfortunately, it is the bad qualities that stay in the minds of many adults and elders. There are few teenagers today who will openly admit to their bad habits or behaviors. Maybe they can’t keep a clean room, or maybe they have a very difficult time remembering to do their homework every night. It may even be possible for them to spel things inkirectly. I am a strong believer in the fact that doing your best is all that matters, yet teens must also be aware of the fact that â€Å"good enough† isn’t. Everyone makes mistakes, but you’re judged many times on how few mistakes you actually make. I’m sure that nobody would go to a job interview ready to tell the boss of the company: â€Å"Well, let’s face it. I’m not very productive, and I rather be watching The Simpsons right now.† Who really is willing to tell someone about his or her personal flaws? In reality, it takes someone to offer a â€Å"wake up call† sometimes to make us aware of when we’re not doing something correctly. Today’s teens need to be criticized, but they also need to be encouraged when they are doing something right as well. They need to be told when they could be a little more responsible, and they could use some advice occasionally on how to manage their time. Equally as important, I think a teenager needs to be told when they solve a problem correctly or produce an excellent piece of work. Encouragement will only bring about repetition; and, maybe after being told that they’ve done something right, today’s teens will be able to much more easily say: â€Å"I’m responsible.† It is disappointing to come across such an abyss between the viewpoints of elders and teenagers on teen habits.

Film Editing and William Bell

Crabbe by William Bell ENG4C For:Mr. Hawkins Due: Monday December 17th 2012 I was very surprised when I began to read the novel Crabbe by William Bell, the theme of the book was very clear and delivered a distinct message. We cannot run away from our problems, we cannot run nor hide, for our dreams, mistakes and daily lives will always find a way to catch up to us. It was rather shocking to me how much I could relate to the novel, I once had the same mind set as the protagonist†¦ I was unhappy with whom I was, and began to believe that it was the fault of everyone around me.Throughout this summative task, I will deliver a plot summary about the novel itself, I will reflect on what I have learned after reading Crabbe and finally I will relate the novel to a personal experience. Franklin Crabbe, an eight-teen year old boy lived the life everyone dreamed of, he was raised in a very wealthy household, his father being a lawyer offered to provide him with everything he needed to prog ress in life as a successful young man. Franklin was intelligent, with a mind like no other. However, every family has their secrets. Franklin developed a drinking problem; he drank Silent Sam, a Vodka baring no scent to it.Franklin seemed to be a bright young man; he was supposed to attend University to become a lawyer just like his father. Throughout the years Franklin’s parents refused to allow him to make his own decisions. They chose his courses, they planned his future and they determined his career path for him. Franklin began to feel like he was useless, like his life had no meaning, due to the pressure he was put in by his family and those around him Franklin decided to escape the stresses of his everyday life, he decided to run away from home, to the woods and never look back.He wanted to be just like everyone else, he wanted to make his own decisions, he chose to run away to prove to everyone he was capable of living on his own. Upon running away, Franklin encounte rs numerous challenges and adventures, which shaped the way he viewed life. Unfortunately Franklin got attacked by a bear, causing him to fall down a waterfall, luckily for him a woman named Mary saved him from drowning. Mary, a married University student is also traveling through the woods, running away from her problems.Due to the injuries Franklin received, he spent the next few weeks in Mary’s care. She taught him the basics to being one with nature, she taught him how to use a compass, read a map and most importantly how to hunt. Throughout the weeks of being together, Mary taught Franklin how to successfully live on his own. With winter just around the corner, Mary and Franklin decide to part and go their separate ways. Franklin became very confused in the matter; throughout the weeks of being with Mary he developed an endless love for her.Trying to find out more about Mary’s past and why she decided to run to the woods, he started reading her journals, journals which he promised never to open. While reading, Franklin discovers that Mary murdered her husband and has a warrant for her arrest. Scared, he finds his way out of the forest. An ongoing vehicle stopped and picked up Franklin, when the driver noticed how badly Franklin’s fingers were frozen he rushed him to the clinic as soon as possible. At the clinic Franklin finds out the doctors must amputate his fingers; otherwise his whole hand might become infected.When he was admitted into the clinic, Franklin Crabbe refused to give the doctors his real name, after the long days that followed he gave in and proclaimed his identity; the doctors immediately contacted his parents. Franklin was devastated to see how much pain he brought to his family, eventually he broke down and explained to his parents why he felt like running away, he admitted to being unhappy and feeling useless. Sympathetic, his parents brought him home and they avoided any further talk about the woods. The emotional novel, Crabbe by William Bell taught me to always face my problems face on.It showed me that hiding from my fears is never the right option. In life we are constantly faced with obstacles that make us feel hopeless, where we feel like we don’t have anybody and we bottle up our emotions inside, thinking that they will dissolve. There are many times you feel alone, with no one to turn to causing us to feel empty and alone. The novel taught me to never give up on myself, when facing a problem it is best to do it with someone by your side, a family member or a friend. When life throws challenges your way, it is best to tackle them as they come instead of letting them pile up.Reading this novel I learned that there is always a better day, things will always be okay if you have faith in yourself. While reading a novel I began having flash backs to multiple challenges I faced, although not as extreme as those Franklin experienced, one stuck out to me. Earlier this year a very close friend and I got into a dispute. Neither of us knew the reason we were arguing but instead of talking and resolving our issues as friends we decided to run away from the conflict and not speak to each other.We have spent months avoiding each other, afraid of saying how we truly felt. After months of turning the other way when encountering each other in the halls I knew that we had been running away from our problems for too long. I didn’t know how to properly deal with the situation so I just stopped, I stopped avoiding him and I never tried to speak to him. The problem between us isn’t resolved, but after reading this novel, I might just give it another try and face my fears.William Bell is truly an exceptional writer; we tore at my heart strings and made me relate the novel Crabbe to my own life. While reading the novel, I was able to learn a lot when it comes to facing my problems. As I have reached the end of my summative, I really hope I was able to do the book s ome justice. When I began this process, I did not know where to start, but once I got into it the words just began to flow perfectly. The plot of the story taught me many valuable lessons, lessons that I will consider when encountering problems later on in life.

Heuristics and Biased Essay

Daniel Kahneman along side of Amos Tversky revolutionized research on human judgment. They conceptualized the idea of the â€Å"heuristics and biases† program – that judgment under uncertainty Often rests on a limited number of simplifying heuristics rather than extensive algorithmic processing. Gigerenzer criticized Kehneman and Tverskys research stating that humans are capable of processing more complex algorithms than what Kehneman and Tversky were giving homage to. Thus a debate of what the cognitive capacity is and the deviations between normative models and actual human reasoning has been called into question by casting doubt on the appropriateness of the normative models used to evaluate performance, a form of the â€Å"reject-the-norm† strategy. It has been noted the Panglossians, exclusively used the reject the-norm-application strategy to eliminate gaps between descriptive models of performance and normative models. When this type of critique is employed, the normative model that is suggested as a substitute for the one traditionally used in the heuristics and biases literature is one that coincides perfectly with the descriptive model of the subjects’ performance, thus preserving a view of human reasoning and rationale as ideal. Gigerenzer urged that the cognitively capacity is in fact more than this. Gigerenzer urged that there is sufficient evidence for the existence of two types of processing in Human reasoning, decision making, and social cognition. One type fast, automatic, effortless, and non-conscious, the other slow, controlled, effortful, and conscious, which may deliver different and sometimes conflicting results. More recently, some cognitive psychologists have proposed ambitious theories of cognitive architecture, according to which humans possess two distinct reasoning systems, almost two Minds, known as System 1 and System 2. A composite characterization of the two systems runs as follows. System 1thinking, one relies heavily on a number of heuristics (cognitive maneuvers), key situational characteristics, readily associated ideas, and vivid memories to arrive quickly and confidently at a judgment. System 1: thinking is particularly helpful in familiar situations when time is short and immediate action is required. System 2 is more recent, and its processes are slow, controlled, effortful, conscious, serial, shaped by culture and formal tuition, demanding of working Memory and related to general intelligence. It is reasoning based on what we have learned through careful analysis, evaluation, explanation, and elf-correction. This is the system which values intellectual honesty, analytically anticipating what happens next, maturity of judgment, fair-mindedness, elimination of biases, and truth-seeking In addition, it is often claimed that the two systems employ different procedures and serve different goals, with System 1 being highly contextualized, associative, heuristic, and directed to goals that serve the reproductive interests of our genes, and System 2 being decontextualized, rule-governed, analytic, and serving our goals as individuals. This is a very strong hypothesis, and theorists are already recognizing that it requires substantial qualification and complication. Gigerenzer is not denying that normatives appropriate for simple case judgments exist, but rather expostulates that the existence and the nature of such normative have been imperiously assumed by the heuristics and biases literature. Gigerenzer argues that some of the biases identified by Kahneman and Tversky are unstable, in the sense that for example in some cases their magnitude can be considerably reduced by asking questions in terms of frequencies rather than in terms of probabilities. Second, on a methodological level, Gigerenzer argues that, because Kahneman and Tversky’s heuristics are formulated by means of vague, theoretical terms like representativeness, the appeal to these heuristics as generators of biases has limited explanatory power; Gigerenzer advocates instead an increasing emphasis on investigating the cognitive processes that underlie judgment under uncertainty. Third, on a normative level, Gigerenzer argues that it may be inappropriate to characterize some of the biases identified by Kahneman and Tversky as â€Å"errors† or â€Å"fallacies†. Gigerenzer’s reason for objecting to the use of the term â€Å"bias† Gigerenzer argues that Kahneman and Tversky may be comparing the performance of the participants in their experiments with incorrect normatives. Many critics have insisted that in fact it is Kahneman & Tversky, not their subjects, who have failed to grasp the logic of the problem. Or that if a â€Å"fallacy† is involved; it is probably more attributable to the researchers than to the subjects. When ordinary people reject the answers given by normative theories, they may do so out of ignorance and lack of expertise, or they may be signaling the fact that the normative theory is inadequate.