Essay on Walt Whitman and Emily Dickinson - 970 Words

Walt Whitman and Emily Dickinson nbsp; In America’s history, there have been so many writers, but only few are known for changing the course of American literature.nbsp; Two writers that fit this description are Emily Dickinson and Walt Whitman.nbsp; These two poets have different styles of writing but possess the same themes from the social environment that they are surrounded in.nbsp; The poetry reflects these poets’ personality and their own style of writing.nbsp; Whitman had an outgoing personality, while Dickinson had a quiet and reserved approach to writing. nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Walt Whitman, born on May 31st, 1819 is said to be way ahead of his time.nbsp; He had the better of two worlds†¦show more content†¦She worshipped Charles Wadsworth, but only in her dreams did she dare express her love for him.nbsp; nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Whitman’s poems are easy to recognize.nbsp; He has a distinct style that can be identified, just like Edgar Allen Poe.nbsp; One poem that stands out from all the others is â€Å"There Was a Child Went Forth† from Leaves of Grass. This poem is literally about a child who goes forward in life, and absorbs things like the materials in his home, the people surrounding his hometown, and the memories will stay with him forever.nbsp; Whitman depicts this idea of walking away with memories from a childhood by describing all these images and recollections and then states the fact by writing, â€Å"These became part of that child who went forth everyday, and who now goes, and will always go forth every day† (39). nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Dickinson also has a discrete style of writing poetry. She is very quiet and pacified when writing her poems.nbsp; She writes in quick little stanzas and brief thoughts.nbsp; A poem that pops up when talking about Emily Dickinson is â€Å"Success is counted sweetest.†nbsp; This poem tells about how success is so grand to those who have never experienced success.nbsp; She says that in order to achieve success you have you have the most extreme need for it.nbsp; In the poem, she talks about a soldier who is dying and how he was so close, but at the same time, so far awayShow MoreRelatedEssay on Comparing Walt Whitman and Emily Dickinson719 Words   |  3 PagesComparing Walt Whitman and Emily Dickinson The lives of Walt Whitman and Emily Dickinson have many similarities and differences. Here, we will focus on the similarities in their lives in order to bring to attention a correlation between Whitmans poem I Saw in Louisiana a Live-oak Growing and Dickinsons poem # 1510. Both poets wrote during the time of Romanticism, even though Whitman was Dickinsons senior by some eleven years. This however did not influence the way the writing stylesRead MoreEssay Differences Between Walt Whitman and Emily Dickinson3113 Words   |  13 PagesDifferences Between Walt Whitman and Emily Dickinson Walt Whitman and Emily Dickinsons works have numerous differences. Compared to Dickinsons short and seemingly simple poems, Whitmans are long and often complex. Both pioneered their own unique style of writing. Walt Whitman and Emily Dickinson both have been hailed as original and unique artists. They each have distinctive voices that many have attempted to replicate and have been unable to do so. Whitman wrote in epic like proportions; heRead More Dickinson Vs. Whitman Essay1229 Words   |  5 Pages Dickinson vs. Whitman After receiving five years of schooling, Walt Whitman spent four years learning the printing trade; Emily Dickinson returned home after receiving schooling to be with her family and never really had a job. Walt Whitman spent most of his time observing people and New York City. Dickinson rarely left her house and she didnt associate with many people other than her family. In this essay I will be comparing Emily Dickinson and Walt Whitman. Emily Dickinsons life differs greatlyRead MoreAn Inexplicable Nature of the American Identity Essay1242 Words   |  5 Pagesthe American identity means. Even when authors such as Walt Whitman, Ralph Waldo Emerson and Emily Dickinson navigate the American identity, their ideas, although similar in many respects, offer various nuances and perspectives on the topic. By investigating the various idiosyncrasies of their language and the focus each emphasizes, the complexities of the American identity can truly be highlighted. In the case of linear movement, Whitman brings forth a distinct perspective of time as he disregardsRead MoreAn Analysis Of Walt Whitman And Emily Dickinson1567 Words   |  7 Pageswith feathers that perches in the soul - and sings the tunes without the words - and never stops at all†? For starters, both are quotes from Walt Whitman and Emily Dickinson, who are considered to be the greatest American poets in history. Whitman, who was born in 1819, wrote many poems and essays heavily influenced by transcendentalist writers, and Dickinson, who was born in 1830, also wrote several poems influenced by them, but was considered more of a Romantic writer. Nonetheless, their poems introducedRead MoreAnalysis Of Emily Dickinson s Song Of Myself1796 Words   |  8 PagesIntroduction: Emily Dickinson (1830-1886) and Walt Whitman (1819-1892) are both considered as founder of the modern American literature. The essay will be focused on an extract of the Chant 33 from the 1881 edition of â€Å"Song of Myself†. In â€Å"Song of Myself† we see that Whitman wants to combine the democracy and the individual but in his 1855 s preface, he advocates simplicity: â€Å"Nothing is better than simplicity.†1 This essay will also analysed the poem 668 extracted from The Complete Poems Of Emily DickinsonRead MoreTranscendentalism, A Powerful Intellectual And Philosophical Movement1781 Words   |  8 Pagesalso become incapable of freely expressing himself. In his essay Self Reliance, Emerson writes, â€Å"Be yourself; no base imitator of another, but your best self. There is something, which you can do better than another. Listen to the inward voice and bravely obey that. Do the things at which you are great, not what you were never made for† (Emer son). Other writers and intellectuals such as Frederick Douglass, Walt Whitman, and Emily Dickinson have adopted Emerson’s views on individuality and have expressedRead MoreTranscendentalism : The And The Movement1027 Words   |  5 Pagesgeneral state of intellectualism. During what years did the movement occur? The Transcendentalist movement occurred during the 1820s, and 1830s. List 5 major authors associated with the movement Ralph Waldo Emerson, Henry David Thoreau, Walt Whitman, Emily Dickinson, Explain what Transcendentalist believed about each of the following topics: Human Nature They were to live independently, all you need is your mind, knowledge is born with. They also believed that an institution isn t necessary, andRead MoreNotes On Self Reliance By Ralph Waldo Emerson Essay1441 Words   |  6 PagesJournal #1: Self- Reliance Self-Reliance is a transcendentalist essay by Ralph Waldo Emerson. The essay was published in 1841 during the transcendentalist movement. It was a way for writers to respond to or protest the general state of intellectualism and even spirituality. He speaks in this essay about ways to avoid conforming and also how each person should follow their own instincts and ideas. Emerson split many of the topics in this essay into different sections. In one of the sections he speaks ofRead MoreNotes On Self Reliance By Ralph Waldo Emerson Essay1508 Words   |  7 PagesJournal #1: Self- Reliance Self-Reliance is a transcendentalist essay by Ralph Waldo Emerson. The essay was published in 1841 during the transcendentalist movement. It was a way for writers to respond to or protest the general state of intellectualism and even spirituality. He speaks in this essay about ways to avoid conforming and also how each person should follow their own instincts and ideas. Emerson split many of the topics in this essay into different sections. In one of the sections he speaks of

The Nature Of Manipulation William Gibson s...

The Nature of Manipulation William Gibson’s Neuromancer, and The Matrix by The Wachowskis both depict a society in which humans are under constant manipulation by indispensable machines. In Neuromancer, the protagonist Case is indirectly manipulated by a powerful Artificial Intelligence named Wintermute. In The Matrix, majority of the human population lives within a computer simulated world, run by machines. However, both storylines depict the fact that manipulation takes origin within the individual rather than another entity, as both protagonists are frequently manipulated due to flaws in their own character. These character flaws are not individual, rather, they are representative of all humans. Thus, Neuromancer and The Matrix both†¦show more content†¦In both instances, the audience is intentionally lead by false interpretations, as to prove that individuals are constantly being manipulated unbeknownst to them. Neuromancer demonstrates this omnipresence of manipulation, as the audience is controlled by the author himself. Throughout the novel, Gibson’s distinct word choice not only encapsulates the audience, but also forces the novel to be read from a certain perspective. For example, Gibson describes the atmosphere of Ninsei, by saying â€Å"By day, the bars down Ninsei were shuttered and featureless, the neon dead, the holograms inert, waiting, under the poisoned silver sky† (Gibson 7). Gibson could simply have stated that the street was dark, and the sky was cloudy. However, he makes the conscious effort of wording the sentence with metaphors, and analogies in order to convey the cynical perspective from which the audience is to observe the story. The impact of word choice is shown again in The Matrix, as an agent justifies its horrific intentions by saying â€Å"Human beings are a disease, a cancer of this planet. You are a plague, and we are the cure† (The Matrix). The agent is able to rationalize its intent, through the use of euphemisms. Similar to the characters of both the novel and the movie, the audience is manipulated by the author because they are unaware of it. Manipulation is a result of unawareness; individuals who are unaware of their society, are prone to manipulation. InShow MoreRelatedWilliam Gibson s Neuromancer, And The Matrix1834 Words   |  8 PagesWilliam Gibson’s Neuromancer, and The Matrix by The Wachowskis both depict a society in which humans are under constant manipulation by indispensable machines. In Neuromancer, the protagonist Case is indirectly manipulated by a powerful Artificial Intelligence named Wintermute. In The Matrix, majority of the human population lives within a computer simulated world, run by machines. However, both storylines ultimately depict the fact that manipulation takes origin within the individual rather thanRead More Realities Redefined in William Gibsons Neuromancer Essay2645 Words   |  11 PagesRealities Redefined in William Gibsons Neuromancer The ways in which characters communicate and interact with one another are redefined in William Gibson?s Neuromancer. An all-encompassing web of intrigue, the Net enables humans and non-humans to access and to communicate an infinite amount of data across time and space. Medical implants open another door on virtual communications. Non-living entities such as artificial intelligences and the Dixie Flatline construct overcome the physical barriers

Effects of a College Education Free Essays

A college education has numerous impacts on an individual other than just a better education. Individuals who have attended college and graduated tend to be more successful in life than those who didn’t. There have been studies through the years that provide evidence showing that a college education can be very beneficial to a person and have major impacts on their lives. We will write a custom essay sample on Effects of a College Education or any similar topic only for you Order Now The most comprehensive review to date on the question of the impact of college is found in Ernest Pascarella and Patrick Terenzini’s book, How College Affects Students.They used over twenty-six thousand practical studies completed over a period of 50 years in order to what aspects of a person’s life is affected during college. They concluded that an individual’s cognitive skills and intellectual growth; changes of identity, self-concept, and self-esteem; changes in relating to others and the people around them, attitudes and values, moral development, career choice and development, economic benefits, and quality of life after college are all affected while the student attends college.The details concerning cognitive skills and intellectual growth suggest that â€Å"students make statistically significant gains during the college years on a number of dimensions of general cognitive capabilities and skills† (p. 155), including the ability to deal with conce ptual complexity, formal abstract reasoning, critical thinking, the use of evidence and reason to address ill-structured problems, and both written and oral communication. Most of these benefits seem to occur during the first two years of college.Research on the net effects, or changes that can be accredited to the college experience itself, rather than other potential influences, of these outcomes suggests that college has a â€Å"net positive influence on diverse measures of critical thinking† (p. 156), reflective judgment, and intellectual flexibility, above the maturity level of individuals who didn’t attend college. Perhaps â€Å"college is the one [experience] that most typically provides an overall environment where the potential for intellectual growth is maximized† (p. 156).Although the may not be dramatic, changes concerning identity, self-concept, and self-esteem during the college years consistently support a significant positive effect, are evident. The evidence tends to support generally linear gains in academic and social self-concepts, as well as â€Å"students’ beliefs about themselves in such areas as the ir popularity in general and with the opposite sex, their leadership abilities, their social self-confidence, and their understanding of others† (p. 203). In addition, they gain in self-esteem.With the caveat that much of the research on the net effects of college on these particular outcomes is too often confounded by age and normal maturation, and absent controls for family background or other relevant characteristics, Pascarella and Terenzini concluded that â€Å"post-secondary educational attainment appears to be related positively to changes in students’ ratings of themselves relative to their peers† (p. 204), in terms of both academic self-concept and social self-concept. Such effects, however, appear to be small, mostly indirect, and interrelated with other characteristics.As far as changes in relating to others and the world around them, Pascarella and Terenzini concluded that, â€Å"students’ relational systems change during the college years,† including increases in â€Å"students’ freedom from the influences of others, †¦ in non-authoritarian thinking and tolerance for other pe ople and their views, in intellectual orientation to problem solving and their own world view in general, in the maturity of their interpersonal relations, in their personal adjustment skills and general sense of psychological well-being, and in their more globally measured levels of maturity and personal development† (p. 57). It is believed that â€Å"the early college years may be somewhat more influential than the later ones† in their effect on these outcomes. The authors also state that â€Å"the weight of evidence therefore fairly clearly supports popular beliefs about the effects of college in helping to reduce students’ authoritarianism, dogmatism, and (perhaps) ethnocentrism and in increasing their intellectual orientation, personal psychological adjustment, and sense of psychological well-being† (p. 259).One of the more ample topics concerning research on the impact of college over the decades has focused on charting changes in the values and attitudes of students in five general areas: (1) cultural, aesthetic, and intellectual; (2) educational and occupational; (3) social and political; (4) religious; and (5) sex and gender roles. Pascarella and Terenzini found that the evidence for change during the college years is both plentiful and consistent, in that â€Å"colleges, as their founders and supporters might hope, appear to have a generally liberating influence on students’ attitudes and values.Without exception, the nature and direction of the observed changes involve greater breadth, expansion, inclusiveness, complexity, and appreciation for the new and different. In all cases, the movement is toward greater individual freedom: artistic and cultural, intellectual, political, social, racial, educational, occupational, personal, and behavioral† (p. 326).The research on the net effects of college support a consistent but modest influence â€Å"above and beyond the characteristics students bring with them to college,† as well as independent of â€Å"changes that have occurred in the larger society† (p. 326) Long considered an important goal of American higher education, the character education and moral development of students has only recently gained the systematic attention of researchers.Evidence to date suggests that â€Å"college is linked with statistically significant increases in the use of principled reasoning to judge moral issues,† and that the college experience itself has a unique positive net influence on such development and may be accentuated differentially, from one institution to another, through the student peer context. Furthermore, the key to within-college effects in fostering moral reasoning may â€Å"lie in providing a range of intellectual, cultural, and social experiences from whic h a range of different students might potentially benefit† (p. 66), such as certain curricular or course interventions.Conditional effects in that regard are, in particular, more positive for those of high levels of cognitive development. Nevertheless, any influence in that direction seems to be long-term and consistent, and may even be linked ultimately to â€Å"a range of principled behaviors, including resisting cheating, social activism, keeping contractual promises, and helping those in need† (p. 367). Individuals may change their career paths or interests while attending college. It is clear that students frequently change their career plans during college,† and that they â€Å"become significantly more mature, knowledgeable, and focused during college in thinking about planning for a career† (pp. 487–488).In terms of net influence, one of the â€Å"most pronounced and unequivocal effects of college on career is its impact on the type of job one obtains† (p. 488), offering an advantage through occupational status and influence. Whether by socialization or certification a college education offers access to better positioned, and potentially more satisfactory, mployment. Study of the economic benefits has also attracted the attention of post-secondary education researchers, especially since this factor â€Å"probably underlies the motivation of many students who choose to attend college rather than enter the work force immediately after high school graduation† (p. 500). In terms of net effects, it appears that a bachelor’s degree â€Å"provides somewhere between a twenty and forty percent advantage in earnings over a high school diploma† and an estimate of financial return on such an investment is â€Å"somewhere between 9. and 10. 9 percent† (p. 529). As I’ve said before, a college education has numerous impacts on an individual other than just a better education. Ernest Pascarella and Patrick Terenzini, while not the first to do so, are two people who have studied research to find the impact of a college education. Their research actually has evidence to support the argument that a college education is a valuable thing. How to cite Effects of a College Education, Papers

Law Enforcement in Canada Essays - Law Enforcement, Gendarmerie

Law Enforcement in Canada Under the Constitution Act of 1867, the federal government has the authority to enact criminal law and procedures, while the enforcement of laws and the administration of justice were delegated to the provinces ( Griffiths, 2013 ). This meant that enforcement of criminal laws are primarily a providential function , so they need to form police agencies . Each of Canada's jurisdictional levels has a police force . Large municipalities are responsible for providing their own police force to enforce federal crimina l codes and municipal bylaws . Providential police agencies enforce criminal codes and statu t es in parts of the providences without a police force. Royal Canadian Mounted Police (RCMP ) is th e law enforcement arm of the federal government . They are entrusted with the enforcement of federal statutes such as drug laws, Indian laws, explosive laws and food and drug laws. All but 3 providences (Quebec, Ontario and Newfoundland and Labrador) contract out their regional law enforcement to the RCMP . This apparently simple three-tiered structure of policing in Canada is dramatically complicated by the practice of "contracting out" police services (Griffiths et al. , 1980). Federal The Royal Canadian Mounted Police was formed in 1920 by the union of the Royal Northwest Mounted Police and the Dominion Police. Since the 1950s , the RCMP assumed provincial policing responsibilities in 7 Canadian prov inces in a cost sharing operation called " contracting out." They mostly operate in sparsely populated or rural areas where there are small amount of people . In some small cities and towns, the RCMP is the only law enforcement agency for miles. In the Yukon and the Northwest territories, the RCMP is the only police force available. Also called the "Mounties," the RCMP has be come the most widely recognized symbol of Canada throughout the world. The exploits and daring of the Mounties were immortalized by Canadian, European, and American authors in the twentieth century in books and motion pictures of the square-jawed, stoic, strong Mountie (Griffiths, 2013). The RCMP provide s f rontline police services on a federal and on both providential and municipal level under the direction of the providential governments. T he y may be the most complex law enforcement organization in the world because they often find it difficult to serv e 2-3 masters at one time (Griffiths et. al, 1980) . Provincial The British North American Act (1867) is a provision that gave Canadian providences the power to police their own territory. O ntario and Quebec are the most populated providences in Canada, so they have their own law enforcement agencies . Newfoundland also has its own police force, but they limit their jurisdiction with in the populated areas; they contract out to the RCMP for rural police services. Providential police agencies have jurisdiction outs ide of large municipal areas or in municipalities that do not have their own police force; overall authority of all the King's Highways and the waterways . They also enforce pro vidential regulatory policies like liquor laws and aid smaller police agencies in criminal investigations (Griffiths et. al, 1980). Municipal Municipal police forces constitute the largest body of police in Canada, comprising about 55% of the total personnel in Canada and they handle the most crime (Griffiths et. al, 1980). Municipal police forces provide services to the most densely populated areas, usual ly urban areas above 50,000 people. Urban areas like Montreal and Toronto have their own police forces which enforce all forms of laws. They enforce criminal codes, municipal bylaws, providential statues and some federal statutes like the Narcotics Control Act. Some municipalities have chosen to not form a police force and have providential police agencies to police their territories ; others contract out to the Royal Canadian Mounted Police. First Nations communities have their own municipal policing, as set out in the federal government's First Nations Policing Policy, which manages various types of arrangements, including self-administered policing and the use of dedi cated officers from existing police services such as the RCMP ( Goudge , Beare , Dupont , Duxbury, Huey , 2014 ) . Private Canada also has a number of police agencies that are hired and

Burmese Python Snake Facts

Burmese Python Snake Facts The Burmese python (Python bivittatus) is the third-largest species of snake in the world. Although native to tropical southern Asia, the beautifully patterned, docile snakes are popular throughout the world as pets. Fast Facts: Burmese Python Scientific Name: Python bivittatusCommon Name: Burmese pythonBasic Animal Group: ReptileSize: 12 feetWeight: 15-165 poundsDiet: CarnivoreLifespan: 20 yearsHabitat: Tropical rainforests of southern Asia; invasive in FloridaPopulation: Unknown; rare in the wildConservation Status: Vulnerable Description The wild form of the snake has black-bordered brown blotches on a lighter brown background. Captive-bred species come in other colors and patterns, including albino, green, labyrinth, and granite morphs. Albino Burmese Python. Stuart Dee / Getty Images Wild pythons average 3.7 m (12.2 ft), but specimens exceeding 4 m (13 ft) are not uncommon. Rarely, snakes attain lengths between 5 and 6 meters in length. Females are slightly larger than males, but much thicker and heavier. Recorded weights of mature females range from 14 to 75 kg (30 to 165 lb), while weights of males range from 7 to 15 kg (15 to 33 lb). Dwarf forms of the snake occur in some parts of its range and in captivity. Habitat and Distribution Burmese pythons live in tropical regions of southern Asia, always near a permanent source of water. While they are excellent climbers with prehensile tails, they may be found in grasslands and marshes as well as woodlands and jungles. The species is invasive in the southeastern United States. Burmese python range in Asia. Termininja   Diet Like other terrestrial snakes, burmese pythons are carnivores that feed mainly on mammals and birds. The snake is a constrictor that captures and kills prey by biting it and holding it with its rear-pointing teeth, wrapping its coils around prey, contracting its muscles, and suffocating the animal. Prey size depends on snake size. A young python may eat rodents, while a mature specimen can take livestock, adult deer, and alligators. Burmese pythons dont hunt humans, but they have caused some deaths. Burmese pythons adapt their physiology to prey availability. The snakes are opportunistic and will eat whenever prey is offered. Obesity is common in captive specimens. When fasting, the snake has a normal heart volume, reduced stomach volume and acidity, and reduced intestinal mass. Once prey is ingested, the ventricle of the snakes heart increases 40% in mass to aid digestion, its intestines gain mass, and its stomach enlarges and produces more acid. The Burmese python is an apex predator that doesnt face many threats by other animals. Hatchlings may be preyed upon by birds of prey and other carnivores. In Florida, Burmese pythons, depending on their size, may be preyed upon by alligators and crocodiles. Behavior Burmese pythons are primarily nocturnal. Younger, smaller snakes are equally comfortable in trees or on the ground, while larger, more massive snakes prefer the rainforest floor. Most of the snakes time is spent hidden in underbrush. The snakes can stay underwater up to 30 minutes and are excellent swimmers. In cold weather, the snake may brumate in a tree. Brumation is a period of motionlessness and low metabolism, but it isnt the same as true hibernation. Reproduction and Offspring Mating occurs in early spring. Females lay clutch of 12 to 36 eggs in March or April. They incubate the eggs until they hatch by wrapping around them and twitching their muscles to release heat. The female leaves the eggs once they hatch. A hatchling uses its egg tooth to break free of its shell and may remain with the egg until after molting before venturing out to hunt. Burmese pythons live about 20 years. There is evidence Burmese pythons, unlike most reptiles, can reproduce asexually via parthenogenesis. One captive female, isolated from males, produced viable eggs for five years. A genetic analysis confirmed the offspring were genetically identical to their mother. Conservation Status The IUCN lists the Burmese python as vulnerable within its range. All of the large pythons face challenges because they are killed to make leather, used in folk medicine, eaten as food, and captured for the pet trade. To a lesser extent, habitat destruction affects the snakes, too. While the Burmese python occupies a large range, its population has continued to decline. Invasive Species in Florida Meanwhile, the snakes population growth in Florida poses a significant threat to other wildlife. The Burmese python gained a foothold in the United States when Hurricane Andrew destroyed a python breeding facility in 1992. The escaped snakes spread into the Everglades. The release or escape of pet snakes has contributed to the problem. As of 2007, Burmese pythons were found in Mississippi and throughout much of Florida. Where the snakes are well-established, populations of foxes, rabbits, raccoons, opossums, white-tailed deer, panthers, coyotes, and birds are seriously depressed or have disappeared. Pythons compete with the American alligator and also prey upon it. Pets and livestock in affected regions are at risk, as well. Florida sponsors hunting contests; regulates the importation, breeding, and sale of reptiles; and works to raise public awareness of invasive species. However, Burmese pythons remain a problem in the southeastern United States. Sources Campden-Main SM.  A Field Guide to the Snakes of South Vietnam. Washington, District of Columbia. pp. 8-9, 1970.Mazzotti, F. J., Rochford, M., Vinci, J., Jeffery, B. M., Eckles, J. K., Dove, C., Sommers, K. P. Implications of the 2013 Python Challenge ® for Ecology and Management of Python molorus bivittatus (Burmese python) in Florida.  Southeastern Naturalist,  15(sp8), 63-74, 2016.Stuart, B.; Nguyen, T.Q.; Thy, N.; Grismer, L.; Chan-Ard, T.; Iskandar, D.; Golynsky, E. Lau, M.W.N. Python bivittatus. The IUCN Red List of Threatened Species. IUCN. 2012: e.T193451A2237271. doi:10.2305/IUCN.UK.2012-1.RLTS.T193451A2237271.enWalters, T. M., Mazzotti, F. J., Fitz, H. C. Habitat Selection by the Invasive Species Burmese Python in Southern Florida.  Journal of Herpetology,  50(1), 50-56, 2016.Van Mierop, LHS and S.M. Barnard. Observations on the reproduction of Python molurus bivittatus (Reptilia, Serpentes, Boidae). Journal of Herpetology. 10: 333–340, 1976. doi:10.23 07/1563071

Definition and Examples of Language Planning

Definition and Examples of Language Planning The term language planning refers to measures taken by official agencies to influence the use of one or more languages in a particular speech community. American linguist Joshua Fishman has defined language planning as the authoritative allocation of resources to the attainment of language status and corpus goals, whether in connection with new functions that are aspired to or in connection with old functions that need to be discharged more adequately (1987). Four major types of language planning are status planning (about the social standing of a language), corpus planning (the structure of a language), language-in-education planning (learning), and prestige planning (image). Language planning may occur at the macro-level (the state) or the micro-level (the community). See Examples and Observations below. CodificationEnglish-Only MovementLanguage AcquisitionLanguage ChangeLanguage DeathLanguage StandardizationLanguage VarietyLinguicismLinguistic EcologyLinguistic ImperialismSociolinguistics Examples and Observations Language planning and policy arise out of sociopolitical situations where, for example, speakers of various languages compete for resources or where a particular linguistic minority is denied access to basic rights. One example is the U.S. Court Interpreters Act of 1978, which provides an interpreter to any victim, witness, or a defendant whose native language is not English. Another is the Voting Rights Act of 1975, which provides for bilingual ballots in areas where more than 5 percent of the population speak a language other than English...The French AcademyThe classical example of language planning in the context of state-into-nationality processes is that of the French Academy. Founded in 1635i.e., at a time well in advance of the major impact of industrialization and urbanizationthe Academy, nevertheless, came after the political frontiers of France had long since approximated their current limits. Nevertheless, sociocultural integration was still far from attained at that time , as witnessed by the facts that in 1644 the ladies of Marseilles Society were unable to communicate with Mlle. de Scudà ©ry in French; that in 1660 Racine had to use Spanish and Italian to make himself understood in Uzà ¨s; and that even as late as 1789 half of the population of the South did not understand French. Contemporary Language PlanningA good deal of language planning after the Second World War was undertaken by emerging nations that arose out of the end of colonial empires. These nations faced decisions as to what language(s) to designate as an official for use in the political and social arena. Such language planning was often closely aligned with the desire of new nations to symbolize their newfound identity by giving official status to the indigenous language(s) (Kaplan, 1990, p. 4). Today, however, language planning has a somewhat different function. A global economy, growing poverty in some nations of the world, and wars with their resulting refugee population have resulted in great linguistic diversity in many countries. Thus, language planning issues today often revolve around attempts to balance the language diversity that exists within a nations borders caused by immigration rather than by colonization.Language Planning and Linguistic ImperialismBritish policies in Africa and Asia have aimed at strengthening English rather than promoting multilingualism, which is the social reality. Underlying British ELT has been key tenetsmonolingualism, the native speaker as the ideal teacher, the earlier the better etc.which [are] fundamentally false. They underpin linguistic imperialism. Sources Kristin Denham and Anne Lobeck,  Linguistics for Everyone: An Introduction. Wadsworth, 2010 Joshua A. Fishman, The Impact of Nationalism on Language Planning, 1971. Rpt. in  Language in Sociocultural Change: Essays by Joshua A. Fishman. Stanford University Press, 1972 Sandra Lee McKay,  Agendas For Second Language Literacy. Cambridge University Press, 1993 Robert Phillipson, Linguistic Imperialism Alive and Kicking.  The Guardian, March 13, 2012

Read Devil in a Blue Dress by Walter Mosley and compare the advantages Essay

Read Devil in a Blue Dress by Walter Mosley and compare the advantages and disadvantages of first person point of view to point - Essay Example 2. Devil in a Blue Dress by Walter Mosley Every work of fiction is an amalgamation of fiction and reality where reality acts as a source of inspiration for the writer to enter the realm of fiction and twist the harsh veracity of life into a less brutal and bearable depiction of this world. â€Å"Devil in a Blue Dress† is a novel about the tale of Easy Rawlins who is a black American and is a self-made detective by profession. After fighting in World War 2 the protagonist of the novel settles in segregated Los Angeles and he is shown to be an individual who is haunted by his memories of the trauma of the war although he is fiercely proud of his home and overall achievement in life. The novel portrays the corrupt human existence and the degeneration that is gradually engulfing human beings and is turning them into robots that are channelized to attain monetary security, the more the better. The novel is narrated in first person narration which presents the readers with a myopic view of the whole situation i.e. the narrator Easy is the guide for the readers to understand the whole situation. ... This explanation about Albright might be true yet the readers do not have any evidence about this piece of information to be true or false because it is Easy’s personal point of view rather than an objective fact. However it cannot be denied that this form of narrative style establishes a close relation between the protagonist and the reader as it gives a chance for the audience to closely examine the protagonist’s actions and understand him well, as compared to rest of the characters who are introduced and described by the protagonist rather than an unbiased portrayal of every other character in the novel. The reader’s perception of Easy’s character can also be figuratively interpreted as the situation of majority of his fellow black men in real life i.e. his character is easily relatable to the hardships and problems that were faced by most of the American Blacks during and after World War 2 as it is stated in the novel, â€Å"I always tried to speak pr oper English in my life, the kind of English they taught in school, but I found over the years that I could only truly express myself in the natural, 'uneducated' dialect of my upbringing† (Mosley 10). It is such a common and heartfelt problem that has been faced by most of the Black Americans which not only makes such descriptions autobiographical but also help in forming a close bonding between the reader and the protagonist as Mosley rather than depicting farfetched or intangible ideas focusses on the mundane daily life of a black man and the problems he faced while growing up as well as an adult. At another place in the text it is stated, â€Å"A job in a factory is an awful lot like working on a plantation in the South. The bosses see all the