Critical analysis of the opening chapters of Waterland Essay Example

Critical analysis of the opening chapters of Waterland Essay Example Critical analysis of the opening chapters of Waterland Essay Critical analysis of the opening chapters of Waterland Essay This conclusion to the books opening paragraph epitomizes the first 4 chapters a seemingly ambiguous idea that bears no real resemblance to anything. However, this is because Graham Swift writes deliberately, and even the strangest subject is actually entirely relevant to both the plot and story. This allows him to develop his novels in his own, unique way (Although numerous parodies of other writers are present in his words; the most apparent example being Thomas Hardy and his descriptive style, where Swift describes the setting for periods of time, relating it to his characters) and fully explore his setting through his words, in this case The Fens. The first four chapters of Waterland do not introduce a plot that has lots of substance, save for the discovery of the body, which belonged to Freddie Parr, and the cutting back on history. However, this is not Swifts aim he attempts to acclimatise the reader to his world (Most evident in the Chapter 3 description About The Fens), thr ough first the introduction of the characters (Sometimes brief, sometimes more developed) and then the region they live in. Swift begins his book writing About the Stars and the Sluice. In this chapter we learn of Tom, Dick and his father, Henry, Crick (As well as Freddy Parr at the climatic end of the chapter). Interestingly enough, it is a humble anecdote that begins the story from Henry Crick, whatever you learn about people, each of them was once a tiny baby sucking his mothers milk This prophetic quote is typical of Henry Crick in the novels opening. He is described as a superstitious man (The theme of superstition and folklore is a recurring one, and is evident throughout the book), a trait that frequently appears during the course of the book. Tom says that his father had a knack for telling stories. Made-up stories, true stories; this is supported by Toms recollection of one midsummer night when his dad said, Do you know what the stars are? His fathers story about the stars strikes a chord with Tom, who admits some of his fathers tales are believable in the first chapter. The stars are referenced indirectly in Chapter 3, when we are told Henry Crick always believed that old Bill Claywas reallya sort of Wise Man. This creates the image of The Wise Men following the Star to Bethlehem, as if to suggest the characters themselves are following their own star (Possibly meaning being led by fate, as the fates of people were said to lie in the stars). We do not even learn what Toms relationship with Dick is in the opening four chapters, such is the vagueness of Swifts style. It is not until later known that Dick is Toms brother, and the irony that surrounds his name (In that Dick has an extremely large penis). In fact, he is only referred to twice, and that is to learn he is four years older than Tom. The mystery around this figure is puzzling, Swift leaving the reader feeling interested and inquisitive about the character. However, we find the main character to be Tom Crick, the narrator of the book. He is an intellectual man, and also a history teacher. We can trace these traits to the first chapter, where Tom explains that, it was my mother who first told me stories, which, she got from books as well as out of head He brings his intellect to his narration, which helps the reader understand the apparent reliance on history to help the story progress, using Latin phrases such as, Ipso facto (Suggesting his knowledge is plentiful and that Lewis shouldnt actually fire him, as hes valuable to the school). Toms only real admission of his own feelings is when he speaks of the cuts of the History Department (Him being one of them), which brings out the frustration and jealousy in him (Acting li ke a sulking child when saying, Its still his ship, as well as the fact that Lewis doesnt say certain things (The rhetoric emphasising his obsession over Lewis apparent negligence). Certainly the characters (In particular Tom), although not explored deep early on, begin to exhibit their complexities by the end of Chapter 4, Swift almost signifying his intent to prolong the full release of their emotions and feelings. Even though the opening four chapters are only 26 pages in length, Swift wastes no time in introducing the main themes of his novel, most notably change, history and evolution. All three can be found in Chapter 3, About The Fens. Tom explains that silt caused them [the shallow, shifting waters of the Wash] to retreat, labelling it an obstacle to water. Whereas the idea of the book is about water never staying the same and constantly changing, silt impedes change, and leaves things as they are. This is both a metaphorical and literal process, as Tom seems bound to his life that he cant escape, pretty much through choice, as if he is his own silt. He cant, and possibly doesnt even want to, change his situation, since his history and heritage means such a lot to him. This is re-emphasized by the process of human siltation; there is the real fight against the silt (Or for in Dicks case, as he works on a dredger), and the metaphorical fight. That is to say, fighting the fears and obstacle s we are faced with, and conquering them, all the while reclaiming the land (Our lives). The theory of change is highlighted by Toms extensive documentary of his family name and ancestry it appears his ancestors were familiar with the change (Especially those in Vermuydens time) and could deal with it, accepting it in their stride. However, Tom cant, or point blank refuses to. Whereas his ancestors ceased to be water people and became land people (Evolving and dealing with the change), Tom doesnt, when it appears he needs to. This is in fact one of the major contextual points of the book the idea of imperialism, colonialism and post-colonialism. The silt acts as the colonizer, and colonizes the land, claiming it from the water. The inhabitants have to co-exist with it, and live by its ruling. When post-colonialism occurs (i.e. the water leaving the land, either through dredging or actual retreat), the colonized take on its way of life, i.e. they try to fight the water as the silt did, and learn to control it. History plays a big part in the novel. Tom, as the narrator, explains his story as well as exhibiting his own knowledge. To the reader, this mix between fact and fiction presents a credible story, but also leads to a distortion of fact, as he would perhaps manipulate them to correspond with his own personal story. One of the main links with history is that of fairy tales, i.e. made-up stories. These are referred to numerous times by Tom to his class (Thus merging them with history) and the single-line paragraphs such as Once upon a time' (The classic fairy-tale opening, surreal in that Tom is telling us a fictional fairy-tale). The most extensive use of history, however, is Chapter 3, where Tom explains his family history, especially Jacob Crick (Swift highlighting him as the main ancestor simply through the amount of time spent on describing him), mill-man and apprentice hermit. Swift describes the simplicity of his job, but follows by stressing the skill and dedication needed to th e job (Almost as if Jacob is a reflection of Henry and Toms roots). Waterland is an historical novel and explores the past, presenting an ironic fact, but also fictional, book. This is a clear example of a paradox where Tom and the characters cant live with history, but also cant live without it (This is also the case for the actual story, since there is no apparent place for fact in a fictitious novel, yet the book is not as fluent without it). The form and structure of these chapters is quite telling of the way Swift wanted to communicate his novel. Chapter 1 serves as a perfect introductory chapter it is short (4 pages long) and has longer paragraphs than, for example, Chapter 4 (This is because Swift varies the paragraph lengths to mirror the structure of the novel itself, with some chapters describing an event in his life, another describing his heritage or information on the Fens, etc). By doing this, there is a clear distinction between each chapter about its purpose Chapter 3 has longer paragraphs, and is a longer chapter overall, because it is purely descriptive of the land, of the people and of the ideas that surround them (Evidently Swift uses these opportunities to develop the Fens so that we, the readers, experience, see and feel it as he does). The penultimate paragraph in Chapter 1 acts as a build up to the dramatic end the detailing of the Leems unceasing booty of debris leads into the final paragraph wher e we learn of the discovery of Freddie Parrs body (Indeed this is quite intentional as, at the beginning of the last paragraph, Swift begins, And thus it was). Swift, as mentioned earlier, varies paragraph length, especially when dealing with short, sharp paragraphs, such as, A fairy-tale land, after all, or Hed like it over and done with and out of the way. This gives the words a more powerful impact, illustrating them as being highly significant (Certainly the sentence structure at the end of Chapter 4 aids this, as we can almost feel the shattering effect the situation is having on Tom, his fairy-tale being ruined by reality). Also at the end of Chapter 4, we have the repetition of Were cutting back History, as if to conclude the chapter the read has just read. This provides a cyclic nature to the chapter where the passage begins and ends the same. Tom uses his intelligence as a history teacher to objectively integrate his own opinions into his narration, adopting parentheses at the end of paragraphs, (But since when have you been living, Lew, in the real world?) There is a possible imperialist form to this novel, where Tom appears to be looking down on the children he teaches, as if they (More specifically, Price What matters is the here and now. Not the past.) do not understand history as he does, and that he is in complete control of them. Lastly, Chapter 3 is the first pure historical chapter weve seen. In Chapter 2, Lewis tells Tom, A chance to get on with that book of yoursA History of the Fens. This Chapter is his book, and it flows from Chapter 2, where Tom says, let me tell you About The Fens. Th is reiterates the fact this is a narration a story being told and this makes the book flow better, making it more conversational. Swifts language throughout these opening chapters is very engaging, as it provokes the reader into reading on (most evident with the use of ellipses (), using it where peoples speech begins to trail off, or to suggest what he leaves unsaid (a school is a microcosm, so if the school works well)). Swift uses certain writing techniques that are cleverly integrated into his work, which, combined with specific linguistic style, creates intriguing reading. The audience of Toms narration is not named, but strong hints are made at his class (This makes his ellipses even more prominent, as there is an audience to suggest, and trail off, to). For instance, in Chapter 2, Tom says, You, above all, should know that it is not out of choice that I am leaving you. The direct address suggests that he is talking to people he knows and, considering he began with the single word sentence Children (The accompanying repetition reminding us that they are the future a post-imperialist reference and so Tom wants to pass them his knowledge before he leaves), we can assume it is to his class with relative aplomb. Toms tone during this chapter is caring and knowledgeable, yet also dominant and slightly patronising, yet this is directed more at Price than the whole class, since Price chose to challenge (And thus insult) Toms life. Repetition is a common technique of Swifts, as, in Chapter 3, he repeats the phrase Not to, showing Toms anger at the exclusion of certain facts (Such as the men who cut the throats of King Charless Dutch drainers), as well as Perhaps, questioning what lies ahead in his [Toms] future. Certainly Swifts descriptions are believable, due to the timescale he covers, as well as the fact the dates and statistics give his story more weight (Make more real). Swift is a great user of pace throughout these chapters. He places two short chapters either side of the long, descriptive Chapter 3, as to break up the flow of the piece (As well as the fact the longer paragraphs and chapters decelerate the pace so that the importance of the facts are not ignored). Swift also integrates i magery and symbolism into his work. One of his more distinguishing images is that of the eel (Especially the trapped eel), which represents the situation of Tom caged in a world and life he cant escape from but, dissimilar to the eel, this is partly through choice. So while Swift appears vague and very obscure at times, he does so for a reason. This is a recurrence throughout the first 4 chapters, which do not see a lot of (if any) plot development, but see a lot of theme and character building, the apparent main focus.

Submissions and Submittals

Submissions and Submittals Submissions and Submittals Submissions and Submittals By Maeve Maddox Scott asks: Would you comment on the differences in the nouns submittal and submission to denote a document submitted to someone or, perhaps, uploaded to a website? Â  Which is better and under what circumstances? The major sources, Strunk and White, Chicago, for example, dont mention them. Â  I prefer the concrete submittal because the word submission has so many other meanings, but Im having a hard time proving it. The OED has a very meagre entry for the word submittal: The act of submitting. It offers a single example, from an American source dated 1888 that refers to a letter of submittal. Merriam-Webster gives the word the same short shrift: an act of submitting. In legal use submission has four possible meanings: agreement to abide by a decision or to obey an authority reference to the decision or judgement of a (third) party the referring of a matter to arbitration a theory of a case put forward by an advocate And, of course, submission can mean the action of submitting to a conquering power. In its well-established general sense, submission means the act of submitting a matter to a person for decision or consideration. Although absent from the two dictionaries cited above, the word submittal does enjoy a specialized use among architects and construction managers. Answers.com offers these definitions: Submittals in Construction Management are shop drawings, material data, and samples. Product data submittals, samples, and shop drawings are required primarily for the architect and engineer to verify that the correct products will be installed on the project. Architecture: materials such as samples or manufacturers’ data that are submitted to the architect for approval; usually a requirement of the contract documents. The readers objection to the use of submission is that it has so many other meanings. This is not a very strong basis for objection. A great many of the words we use have many meanings. English speakers are used to rolling with the punches. For example, no one is going to misinterpret the meanings of the following sentences: Caesar sought the submission of the Gauls. My novel submission has been accepted by Harper-Collins. Context is all. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Idioms About Numbers3 Types of HeadingsWhile vs. Whilst

Biochemistry of Nutrition Assignment Example | Topics and Well Written Essays - 500 words

Biochemistry of Nutrition - Assignment Example The mechanisms included in DNA tolerance are a replicative bypass of template damage with gap formation and translesion DNA synthesis. This paper attempts to throw light on DNA repair by direct repair mechanisms. The major source of base damage upon exposure to UV radiation at wavelengths near absorption maximum of DNA is the production of photo products such as cyclobutane pyrimidine dimers and 6-4 pyrimidine-pyrimidones. The photoproducts mediate DNA damage by posing serious threats to viability and functional integrity of cells by interfering with vital processes including DNA replication and transcription. The reversal of DNA damage through photoreactivation is a mechanism that involves the repair of photoproducts. The light-dependent process reverses DNA damage through monomerization of cis-syn-cyclobutyl pyrimidine dimers. Furthermore, the trans-syn-cyclobutyl pyrimidine is also repaired through the light-dependent repair process. The process involves the formation of a DNA complex with photoreactivating enzyme. The complex absorbs light (>300nm) which causes the repair of the damaging photoproducts after which the native DNA is restored after the release of photoreactivating enzyme. The depletion of one or more nutrients results in sporulation in Bacillus subtilis. A spore product called thyminyl-thymine adduct is formed when Bacillus subtilis is exposed to UV radiation at ~240nm. The repair of spore photoproduct occurs during early germination and is mediated through the SP-specific repair process. Furthermore, spore photoproducts are also repaired through nucleotide excision repair system. The formation of O6-Methylguanine occurs as a result of damage caused by the presence of alkylating agents such as N-methyl-N-nitrosoguanidine.

An Analysis of the Movie ( Mystic River ) Assignment

An Analysis of the Movie ( Mystic River ) - Assignment Example The politics concerned with planning in Mystic River is stemmed from planning issues. The freedom of staying in slum community and environment raises the issue of planning in the movie. Furthermore, the freedom in the slum dwelling is not always enjoyed due to higher density demographic, similarly, the high density population causes the community to be too close, physically. The high population in the urban area poses obstruction to planning and other related issues. The communal obstruction in the movie has similar results that usually invoke changes among the communities. The planning politics in the film illustrate positions of public welfare where the personal gains and interest is the main protagonist. The planning politics began with water issues and overall welfare, and the effect of political affairs on the environmental nature. The Boston environment is maximized to suit the desires of the located citizens. Analysis of Mystic River and urban planning involved coordination of time and speed, which is juxtaposed with geography and history. The director of the movie focused on the relation between the cinematic space and urban planning. Since the special categories of the movie based on its topographies, location, site, and settings have changed in the entire movie. The movie integrates that understanding between geography and history without giving one a privilege (Belly, 14). Talking about the limited liability in urban development, is important to note that Lynch discovered the five elements like landmarks, nodes, edges, and paths compared to those that build the image cities (Peterson,119). In the film, the urban dwellers used social contact and personal communication to make personal connection in Boston city. Such networks in the film include the dating agencies, clubs, and public ballrooms. The network served the characters that are desperate and lonely; in addition, they served those that are happy

Of Mice and Men - Importance of Dreams Essay Example for Free

Of Mice and Men Importance of Dreams Essay Dreams are an ingrained part of our lives, and those who strive to achieve them show extraordinary devotion and resolve. The allure of a brighter future, of a better life, can both benefit and harm, as John Steinbecks Of Mice and Men illustrates. Living in a time of pain and loss, the characters in the novella cling to their dreams. However, these dreams are beyond attainment, of no importance for accomplishment, and bring them nothing but regret. This essay will demonstrate how hopes and dreams are unimportant for success and happiness, as they are unachievable and bring only pain. Firstly, the pursuit of dreams is futile, as they cannot be achieved. The dream that the two protagonists, George and Lennie, harbour recurs throughout the novel. Their dream is to one day own their own property and to become self-sufficient, and the realization of this dream becomes more likely as the novel nears its climax. However, the dream shatters with the death of Lennie, devastating George, as George cannot envisage the dream without Lennie. The dreams of the other characters, such as Candy and Crooks, are also shown to be beyond realization. Candy, knowing that he is soon to outlive his usefulness, hopes that he can come and live with George and Lennie and to have the freedom to work or rest as he pleases. However, this also is broken when Lennie dies. The black stable-hand Crooks is the only character that clearly understands the futility of dreams. I seen hundreds of men come by on the road an on the ranches. . . every damn one of ems got a little piece of land in his head. An never a God damn one of em ever gets it. Just like heaven Nobody never gets to heaven, and nobody gets no land.(Crooks, Chapter 4) Crooks dreams of being equal to the other workers, but he understands that he is not considered equal. He briefly joins the dream that George and Lennie have, but withdraws his offer to help on the farm when he accepts that dreams are not possible: the freedom and happiness that they wish for is not found in the world they live in. The impossibility of achieving dreams makes them unimportant; they remain unfulfilled, leaving the holder with nothing. Secondly, when unfulfilled, dreams cause regret and misery. The unfulfilled dream of Curleys wifes has left her discontent, and she lives a lonely life with her inattentive husband. Her dream was to escape from her oppressive mother and become an actor. A show come through, an I met one of the actors. He says I could go with the show. But my ol lady wouldn let meIf Id went, I wouldnt be livin like this, you bet.' (Curleys wife, Chapter 5) Because of her mother, Curleys wife was never able to achieve her dream, just like the other characters, leaving her only with the knowledge that she could have had a better life. Her attitude and manner around the ranch evidences this. Her bitterness and attempts to draw attention from the other men, simply so she can have some companionship, are clear indicators of her dissatisfaction and loneliness. Curleys wife is an example of dreams leaving the holder with regret when unfulfilled, and of how they are not important for success. Lastly, without dreams, people can still be successful and satisfied. The ranchs skinner, Slim, is described as a highly skilled and content man, and as the prince of the ranch. He moved with a majesty only achieved by royalty and master craftsmen his authority was so great that his word was taken on any subject, be it politics or love. (Chapter 2, Of Mice and Men) However, while the other characters have dreams, Slim appears to have none. He never mentions any of his own, but rather supports others with theirs. It is demonstrated that he does not want anything outside of what he has, and that he has not created any plans. Whether it is because he, like Crooks, understands the futility of dreams, or because he is simply satisfied with his place in life, Slim does not possess them, and despite of this, he has the highest status among the workers. He stands as the primary example of how dreams are not required for somebody to be successful. In conclusion, it can be seen that dreams are not important. Not only do dreams leave those who keep them with unhappiness, such as with Curleys wife, but they also cannot be achieved due to the cruel nature of fate, leaving them unfulfilled. These dreams, whether they are fulfilled or not, are shown to be unnecessary for contentment, as evidenced by Slim, the most successful worker. Ultimately, the nature of dreams is best illustrated by the poem from which the novel draws its name. The best laid schemes o mice an men Gang aft agley, An leae us nought but grief an pain For promisd joy. (Robert Burns, To a Mouse) As it has been shown, dreams are not important; they are beyond reach, offer nothing, and bring only unhappiness to those who keep them, whether they are accomplished or not.

The Drama of the Clinton Sex Scandal Essay -- Presidency Bill Clinton

The Drama of the Clinton Sex Scandal Rare is a person that crosses the path of the White House without some emotion of envy or awe. This building epitomizes world leadership and unprecedented power. This renowned leadership may be the only association made by certain countries, while in the United States many see an other significance: Watergate, Whitewater, Kennedy's brutal and mysterious assassination, and today, Clinton's "zippergate" scandal. When the President of the United States takes oath, he gives up a part of his life. His private life becomes the public's life, and they feel the right to know what happens behind the Oval Office. Now the Presidency must battle against Newspaper journalists, radio personalities, televised news reports and now, even more menacing: the Internet. Presidents, who are constantly reminded of their power and prestigious rank, become exasperated because they cannot control the news media, even though they can to a large degree set the news agenda. Media has expanded in its presence, becoming widespread on the Internet, perhaps monopolizing the domain, by becoming more powerful and more used than written, televised or radio journalism. The Presidents' inability to control the press exposes their vulnerability and tends to question the actual power they can actually exert. All presidents, at some time or another, became frustrated at what they perceived as unfair treatment by the press, even while acknowledging its vital function in a free society, and many presidents have been a part of a scandal. The current presidential scandal with Monica Lewinsky had swept the Nation overnight. It seems quite impossible to know just how it will all turn out, and unfair to even speculate, but the media certainly seems to think they possess that right. It is obvious that this story has changed the face of journalism, has put online media on the map in a major way, and has made life more difficult for newspapers forever. First, let's take a look at how this story developed and how it acted on the Internet. David Noack of E&P in his article "Web's Big Role in Sex Controversy" does a great job of detailing the twisting path this tale took from rumor to investigation to publication, and how the Internet played a key part. Noack points out in his article that the "Clinton/Lewinsky" scandal has drastically changed online media. He writes:... ...presidential scandal. The media failed to turn up any new evidence and spent weeks broadcasting special reports that were nothing more than speculations. The famous image of Bill Clinton embracing Monica Lewinsky was all too much a subliminal message telling the American people that it is all right to disrespect and dislike the leader of their country. Despite these allegations that are certainly should not be condoned, Bill Clinton was elected twice to run the most powerful country of the World and will continue to do so no matter what. Now every day some new story breaks about a different woman that claims Bill Clinton aggressed them sexually. Bill Clinton can only prove so much to prove his innocence and probably isn't innocent, but nonetheless it doesn't concern the American public since it doesn't concern his ability to perform in the Oval Office. (No pun intended.) Even though being in the spotlight comes with being a world leader, the media don't need to worry about the every move and the secrets from his past. The media needs to inform the public of the Presidents misgivings that could possibly put his capabilities. There are also victims, and what about their rights?

Learning as a Process and as a Product Essay

When you ask people what do they think about learning? They only think in the final result. Isn’t to important to comprehend what that really means, and how big and important is the process. It is to simple to analyze what we have been learned before just making us the question If we really remember what we learned? But no everyone think in learning as a process. How do we learned that? If it was difficult? It’s the same learning as a process and as a product? Learning is the end product of some process. But when is learning a product? Learning as a product is when a person knows completely and totally that he/she dominates the knowledge, but also he/she have been qualify to do that â€Å"knowledge† what it means that he/she not just know the theory but also have the experience. The final product of the learning may show the capacity or level of each student and let the teacher know who needs more practice in a specific area. It depends on what they were working on, but it doesn’t mean that they are going to tell you or notice that the student really acquires the knowledge or the skill or if they need a more advanced or lower level to do the activities. Wich it means that learning as a product is the goal that the â€Å"learning process† must have. Learning as a process will be the behavior changes of certain experiences that people have had. Learning as a process goes further than learning as a product, because in one what it matters is the final result, and in another one what it matters is how was it? It’s not the same if I learned something just memorizing without practice. Besides If a learn something with theory and practice my final result it’s going to be better. It’s to important the process in which each person learned, because that will ensure you that you really understand and dominate what people taught you. That’s why everyone should recognize the difference between learning as a product and as a process.

Adventure Tourism Essay

Introduction Adventure tourism is an outdoor leisure activity that generally takes place in an unusual, exotic, remote or wilderness setting, sometimes involving some form of unconventional means of transportation and tending to be associated with low or high levels of physical activity. As the name suggests it entails an element of risk and can range from ‘getting wet’ to ‘getting high’ to ‘getting faster’. An Adventure Tourism business provider can arrange a single adventure or a combination of adventure pursuits for paying tourists. When considering an Adventure Business it is probably more cost effective to concentrate on the aspects that you are good at and have a specialised interest in. Unlike other tourism businesses an Adventure Tourism enterprise will rely heavily on the specialist interest, experience and skills. Therefore, the specialist understanding required for adventure activities, is a critical area of experience for a would-be adventure tourism entrepreneur. Requirements 1. Protection: Some adventure activities (for example quad bike racing) are, by their nature, dangerous and can cause injury, and even loss of life, to persons and damage to property. Any enterprise providing access to such activities must protect themselves against claims for loss or damage caused to persons who partake in the activities provided by the enterprise. While insurance costs may be high, return on investment may still be attractive. Health and safety requirements must be adhered to. 2. Training: The first line of protection is to ensure that owners and staff are properly trained and equipped to provide supervision and guidance to participants in the activities, ensuring that equipment is in excellent condition at all times. Ensure that all participants are properly trained in the use of equipment and in the rules of the activity that they plan to engage in. The rules should be designed to make the activity as safe as possible. 3. Legal Requirements: Before launching any adventure activity, find out what specific legal requirements pertaining to the sport or activity being pursued, must be complied with. This can be obtained from the relevant sport or activity coordinating body also check with your solicitor. 4. Insurance: Consult a reputable insurer or broker on the exposure to risk and, in particular, ensure that adequate public liability is in place. Before hosting groups of visitors or planning a public event, check with an insurance agent about adequacy of liability coverage. Be guided by the insurer in how to structure ones business and ensure to minimize exposure to risk to the maximum extent. 5. Land use zoning: Become familiar with all laws applicable to locating an office; licensing and registration; road transportation permits; public driving permits; regulations and by-laws. Consult with the local council and also a solicitor. 6. Grants: There are several different avenues that may help with funding. LEADER gives capital grants for the development of tourism activities and facilities. They also give marketing grants, which can help promote an adventure tourist venture. Contact your local LEADER company for more information. Planning and Marketing your Adventure Tourism Enterprise In depth market research should be carried out and a detailed business plan prepared before proceeding with such a venture. Your Local Regional Tourist Authority and Failte Ireland are only too willing to help you make the connection with the market place. Effective marketing is a key element in any business enterprise and is an ongoing process. Marketing can be as simple as word-of-mouth referral, or involve an intensive media campaign. Your marketing style and message must be directed to your identified audience. If providing quad bike racing activities for example, you could emphasise the experience of all weather crosscountry driving fun. Network with other tourism and adventure providers such as clay pigeon shooting, rifle target shooting and archery to provide interesting packages for the tourist. Useful web-sites for more information www.sac.ac.uk www.headwater.com www.itsadventuresouthwest.co.uk www.failte-ireland.ie

Turn-Taking Definition in Conversation Analysis

Turn-Taking Definition in Conversation Analysis In conversation analysis, turn-taking is a term for the manner in which orderly conversation normally takes place. A basic understanding can come right from the term itself: Its the notion that people in a conversation take turns in speaking. When studied by sociologists, however, the analysis goes deeper, into topics such as how people know when its their turn to speak, how much overlap there is between speakers, when its OK to have overlap, and how to consider regional or gender differences. The underlying principles of turn-taking were first described by sociologists Harvey Sacks, Emanuel A. Schegloff, and Gail Jefferson in A Simplest Systematics for the Organization of Turn-Taking for Conversation in the journal  Language, in the December 1974 issue. Competitive vs. Cooperative Overlap Much of the research in turn-taking has looked into competitive versus cooperative overlap in conversations, such as how that affects the balance of power of those in the conversation and how much rapport the speakers have. For example, in competitive overlap, researchers might look at how one person dominates a conversation or how a listener might take some power back with different ways of interrupting.  Ã‚   In cooperative overlap, a listener might ask for clarification on a point or add to the conversation with further examples that support the speakers point. These kinds of overlaps help move the conversation forward and aid in communicating the full meaning to all who are listening. Or overlaps might be more benign and just show that the listener understands, such as by saying Uh-huh. Overlap like this also moves the speaker forward. Cultural differences and formal or informal settings can change whats acceptable in a particular group dynamic.  Ã‚   Examples and Observations Television programs, books, and films present some fine examples of turn-taking. Christine Cagney: Im being quiet now. That means its your turn to talk.Mary Beth Lacey:  Im trying to think of what to say.(Cagney Lacey, 1982) Once a topic is chosen and a conversation initiated, then matters of conversational turn-taking arise. Knowing when it is acceptable or obligatory to take a turn in conversation is essential to the cooperative development of discourse. This knowledge involves such factors as knowing how to recognize appropriate turn-exchange points and knowing how long the pauses between turns should be. It is also important to know how (and if) one may talk while someone else is talking- that is if the conversational overlap is allowed. Since not all conversations follow all the rules for turn-taking, it is also necessary to know how to repair a conversation that has been thrown off course by undesired overlap or a misunderstood comment. Cultural differences in matters of turn-taking can lead to conversational breakdown, misinterpretation of intentions, and interpersonal intergroup conflict. (Walt Wolfram and Natalie Schilling-Estes, American English: Dialects and Variation. Wiley-Blackwell, 2006) The Wolf: Youre Jimmie, right? This is your house?Jimmie: Sure is.The Wolf: Im Winston Wolfe. I solve problems.Jimmie: Good, we got one.The Wolf: So I heard. May I come in?Jimmie: Uh, yeah, please do.(Pulp Fiction, 1994) Turn-Taking and Parliamentary Procedure The rules regarding turn-taking in formal situations can differ markedly than between people who are speaking casually together. Absolutely fundamental to following parliamentary procedure is knowing when and how to speak in your correct turn. Business in deliberative societies cannot be conducted when the members are interrupting each other and when they are speaking out of turn on unrelated subjects. Etiquette calls interrupting someone else rude behavior and unfitting for people in refined society. [Emily] Posts book of etiquette goes beyond this to describe the importance of listening and responding to the correct topic as being part of good manners when participating in any form of conversation. By waiting your turn to speak and avoiding interrupting another person, you not only show your desire to work together with the other members of your society, you also show respect for your fellow members. (Rita Cook, The Complete Guide to Roberts Rules of Order Made Easy. Atlantic Publishing, 2008) Interrupting vs. Interjecting Sometimes butting in while someone is talking may not be considered as interrupting, but only interjecting. To be sure, a debate is as much about performance and rhetoric (and snappy one-liners) as it is about meaningful dialogue. But our ideas about conversation inevitably shape how we perceive the debates. This means, for example, that what seems an interruption to one viewer might be merely an interjection to another. Conversation is an exchange of turns, and having a turn means having a right to hold the floor until you have finished what you want to say. So interrupting is not a violation if it doesn’t steal the floor. If your uncle is telling a long story at dinner, you may cut in to ask him to pass the salt. Most (but not all) people would say you aren’t really interrupting; you just asked for a temporary pause. (Deborah Tannen, Would You Please Let Me Finish ... The New York Times, Oct. 17, 2012)

The Bad Old Days - The Dead

The Bad Old Days - The Dead From the Hoax: England is old and small and the local folks started running out of places to bury people. So they would dig up coffins and would take the bones to a bone-house and reuse the grave. When reopening these coffins, 1 out of 25 coffins was found to have scratch marks on the inside and they realized they had been burying people alive. So they thought they would tie a string on the wrist of the corpse, lead it through the coffin and up through the ground and tie it to a bell. Someone would have to sit out in the graveyard all night the graveyard shift) to listen for the bell; thus, someone could be saved by the bell or was considered a dead ringer. The Facts: England was not so old and small that new cemeteries could not be established, but crowded graveyards did exist, due to the Christian tradition of burying the dead in the consecrated grounds of Churchyards. Some towns managed to arrange for cemeteries outside the municipal boundaries, but Church property was not subjected to secular law and the practice continued throughout the Middle Ages. There were no bone houses in England, but there were charnel houses. These were consecrated buildings for the storage of bones, usually uncovered in the course of digging new graves. If these bones had been buried in coffins in the first place a fairly uncommon practice among all but the wealthy the coffins had long since fallen apart. Some charnel houses were set up during the plague when the cemetery was overwhelmed by the number of bodies to be buried, and the corpses in previous graves were removed to make room to bury the freshly dead. It wasnt until the 18th century that the nefarious practice of secretly removing the bones from a grave to make room for new coffins took place. Church sextons would quietly dispose of the bones in nearby pits. The coffins were usually so decayed that if scratch-marks had ever been made inside them they would not be distinguishable in the rotted wood. The gravediggers would often appropriate the hardware (handles, plates, and nails) of decayed coffins to sell for waste metal.1 The matter was resolved in the mid-nineteenth century when London succeeded in passing a law that closed the churchyards and put heavy restrictions on burial within the city limits, and most cities and towns across Great Britain soon followed its lead. At no time during the Middle Ages was there a prevalent fear that people were getting buried alive, and in no known instance did anyone rig up a bell-pull to notify the living. Most medieval people were smart enough to distinguish a living person from a dead one. Throughout history, there has been the occasional case of someone getting buried alive, but by no means was this as frequent as the hoax would have you believe. The common phrases used in the last portion of the hoax have absolutely nothing to do with premature burial, and each has its origin in a different source. According to the Merriam-Webster dictionary, the phrase graveyard shift dates to the early 20th century. It may have its source in the night shift on nautical vessels, which was called graveyard watch for its quiet loneliness. Saved by the bell originates from the sport of boxing, in which a fighter is saved from further punishment or from a ten-count when the bell signifies that the round is over. (But the next round is another story.) A ringer is slang for an imposter. It was used in cheating at horse races, when an unscrupulous trainer would substitute a fast horse, or ringer, for a nag with a bad racing record. This sporting association continues in the modern use of the term ringer for a professional athlete playing in an amateur game. But a human can also be a ringer in the sense of a person who closely resembles someone else, like the professional entertainers who impersonate celebrities such as Dolly Parton and Cher. A dead ringer is simply someone who is extremely close in appearance to another, in the same way as someone who is dead wrong is as wrong as he can possibly be. Once again, if you have an alternative origin for one of these phrases, please feel free to post it on our bulletin board, and be sure to bring your sources! Note 1. cemetery  Encyclopà ¦dia Britannicabritannica.com/eb/article?eu22388[Accessed April 9, 2002].

Healthcare Management Research Paper Example | Topics and Well Written Essays - 1000 words

Healthcare Management - Research Paper Example One should believe that a change in the thinking ideologies of people is something that must be made apparent in the present times. Health manpower would do a lot of good within the market because this is needed from a human perspective. It would set things rights because health is always a priority for individuals and more so within a society which wants to create the most righteous buzz about its inmates and indeed the processes. Recruiting the best available manpower within the healthcare regimes would mean that something or the other is being done properly and for the welfare of the people at large. It will also set the basis of finding the exact ways and means through which health related standards will see the light of the day (Mintz, 2004). What is even more significant is how well the health manpower would set the ball rolling for the good things to follow within the healthcare realms, and it would thus set the basis for enacting new measures and discerning novel ways to reach out to the needy and the suffering on a proactive level (Sorell, 1998). When the discussion of health manpower is done, the role of health education within the market realms would also seem like a necessity. Health education is necessary because it resolves all the predicaments that are attached with healthcare and how people find a way to keep their health standards high at all times. These discussions are relevant because they speak of the problems which engulf the lives of the people and thus are very quintessential if seen within the correct settings. The health education shall always improve within the market because it has to, without any prejudice or malice against its development and growth over a period of time. When the health personnel are available, the issue of health manpower becomes easy to tackle. It takes care of the demand and recruitment of health professionals that are skilled enough to take care of the issues which encircle the lives of the patients on