Rhetorical Analysis of The Shadow Scholar - 2063 Words

Bessette Laura Bessette ENG W131 Spring 2014 Rhetorical Analysis of The Shadow Scholar The prefix pseudo seems to perfectly describe the character of Dave Tomar, known by all as Ed Dante (Dave Tomar is Dantes pseudonym). His article The Shadow Scholar, which appeared in the chronicle review section of _The Chronicle of Higher Education_ on November 12, 2010, stirred controversy and a scare throughout the entire professional world. Doctors, educators, administrators, law officials, and all other professions of importance consequently came under the microscope. Dante has spent the course of a decade as a full-time ghostwriter who is paid to help students cheat as they achieve competency in their chosen fields of study. This†¦show more content†¦Despite the overwhelming and shocking nature of his work, Dante represents himself as a relatable, practical, and down-to-earth sort of individual. All ethical scrutiny aside, he comes across as any other co-worker in your office who works hard, long hours to pay the bills. In defense, he continues that theres the money, the sense that I must capitalize on opportunity. Yet despite this relatable personalization, the superhuman qualities that Dante possesses are no light joke. Dante builds both trust, awe, and anger in his audience - all important aspects which build the foundation of a successful controversy. Within this structure, Dante proceeded to include background information on his previous occurrences as a ghostwriter. These are the points that draw personal credibility to Dante. Shocking accounts of his experiences capture the attention of the reader. Dante quotes that he will cease all human functions but typing, Google until the term has lost all meaning, and drink enough coffee to fuel a revolution in a small Central American country. This is not surprising, as it turns out that Dante occasionally churns out 20 to 40 pages a day. The trust that Dante builds with his experience is built as he progressively describes his daily life, his role in the company, and the companys role in society. Dante showers the reader in unbelievable statistics onShow MoreRelatedInfluential Factors Of The Audience s Understanding1425 Words   |  6 Pagesopinion be tween Kevin J. H. Dettmar and Sarfraz Manzoor on Dead Poets Society is one such example. Dettmar states that: â€Å"Dead Poets Society is a terrible defense of the humanities.† This is because he thinks the film is void of literary criticism or analysis; the only things left are misleading and deeply seductive. On the contrary, Manzoor cites Dead Poets Society as his favorite film that is un-cynical, idealistic, hopeful, and which inspires him when he needed it the most. (His understanding of thisRead More George W. 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We can also see a work of literature as a selfcontainedRead MoreSymbolic Meaning of the Land in Gone with the Wind6993 Words   |  28 PagesReviewÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...4 2.1 Brief Introduction of Margaret Mitchell and Gone with the WindÂ…Â…Â…Â…Â…Â…Â…Â…Â…4 2.2 Previous Researches of Gone with the WindÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….4 2.3 The Views about Sociology of NovelsÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..5 Chapter 3 Narrative Analysis of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...7 3.1 Contextual Meaning of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..7 3.2 Social Emotions of Novels of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…8 3.3 Social Function of Novels of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...Â…..9 3.4 Living CircumstancesRead MoreComparison Between Aristotle and Plato on Mimesis4881 Words   |  20 Pagesa controversial concept starting from the 15th century, is among the oldest terms in literature and artistic theory, and is certainly among the most fundamental. 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What is poetry ? Poetry goes beyond the rhyming of words. The

The Case Of Margaret. Margaret - 788 Words

The Case of Margaret Margaret is a forty-year-old woman, whose husband left her for a younger woman. Margaret has experienced symptoms of shock, rage, and weeping spells. She has been isolating herself in bed because she doesn’t want to deal with anyone or anything. Along with her depressed mood, she has been consuming alcohol in a considerable amount. Margaret’s business has been suffering and she feels like a â€Å"total failure†. Family members concerned grew, which pushed Margaret to meet with a clinical psychologist (Butcher, Hooley, Mineka, 2013). I will form an appropriate diagnosis, rule out disorders, address the potential risks for suicide and homicide, and form recommendations. Forming A Diagnosis After careful consideration, I believe Margaret is suffering from F32.2 Major Depressive Disorder (MDD), severe, single episode, with melancholic features. The Diagnostic criteria for MDD fits with the information given in the case of Margaret. Margaret has a depressed mood most of the day, nearly everyday by subjective report or by observation of others. Margaret has a diminished interest or pleasure in all or almost all activities most of the day, nearly everyday. She experiences psychomotor retardation nearly everyday. It is clear Margaret is suffering from fatigue and loss of energy. She experiences feelings of worthlessness and excessive inappropriate guilt everyday. She reports having diminished ability to think and concentrate nearly everyday. The symptomsShow MoreRelatedA Slave Mothers Fury1148 Words   |  5 PagesA Slave Mother’s Fury: The Story of Margaret Garner In 1793, The United States government issued The Fugitive Slave Act which mandated the return of runaway slaves back to their original slave owners if they were caught. 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Essay on The Pros and Cons of Euthanasia - 1086 Words

Euthanasia, good or bad? In this following article I will be exploring euthanasia in more detail, the different Christian points of view, the strengths and weaknesses of the euthanasia argument and finally my point of view on euthanasia and why I believe this. First of all, what is euthanasia? It is something that not many people think about until they or a friend or family member is put in a position where they might actually have to consider it. Euthanasia, in the dictionary, simply is: the action of ending someone’s life in a painless way. It seems pretty simple but in reality it is a lot more complicated, not only for the people involved but for the society in general as well. Overall there are four different types of†¦show more content†¦One of the most important pieces of scripture a Christian follows is the 10 commandments and one, and in my opinion the most important, commandment is â€Å"Do not commit murder.† (Exodus 20:13) This raises the question, is euthanasia murder? and in many Christian’s view is that if a life is taken away earlier than God planed then it is murder and therefore many Christian’s point of view on euthanasia is that it is wrong. Another quotation that supports what I believe is the general view of many Christians around the world is the idea that God has already planned out our life and knows when the right time to die is. This is shown in the bible saying â€Å"He set the time for birth, and the time for death.† (Ecclesiastes 3:2) and again here: â€Å"your days allotted to me, had all been recorded in your book, before any of them began.† (Psalm 139:16) Both these quotations show, according to the bible, that God has already planned out our life-from the time that we are born to the time of our death. The last Christian point of view is also shown through the bible saying â€Å"You created every part of me, you put me together in my mother’s womb.† (Psalms 139:13) This quotation is saying that God created everything about us and not only is linked with the point of view above saying that God has already planned out our lives but is also linked with the idea that God created us and chose when we were born so he shouldShow MoreRelatedPros And Cons Of Euthanasia915 Words   |  4 Pages Legalizing Euthanasia The issue of legalizing euthanasia is a highly debated, and emotional issue. There are many pros and cons to each side of this debate. One must weigh each side of the issue, and be sure they have complete, and accurate information before deciding whether euthanasia should be legalized or not. It is crucial to make sure people are using the correct definition of euthanasia, which is â€Å"the painless killing of a patient suffering from an incurable and painful disease or in anRead MoreEuthanasia: The Pros and Cons1281 Words   |  6 Pages Euthanasia: The pros Anatomy Durkos Sarah Carter Jan 6, 2013 Over the years there has been a debate on whether euthanasia is a â€Å"humane† form of death. Some believe it isnt humane and others believe euthanasia is personal choice. Euthanasia is legal Australia and in four states in the united states. The legality of euthanasia is based on ethics primarily. I am pro euthanasia for many reasons; Euthanasia is cheaper, it ends the suffering of patients, and self determinism. Read MoreActive Euthanasia Pros and Cons Essay1640 Words   |  7 PagesAbstract Euthanasia is a long debated topic, going back for decades in our country alone. Both sides of the topic have valid points morally and ethically. The Netherlands have had euthanasia laws in effect since 1973. America has very few states with legislation on the books: Oregon enacted in 1997, Washington 2008. Germany experimented with Active Euthanasia in the 1930’s, resulting in one of the most horrendous genocides in the past millennium. No where else do we have a cohort more at riskRead MoreEuthanasia 1044 Words   |  5 Pages Science Paper: Euthanasia An 80-year-old man is rushed to the hospital after complaining of acute pain occurring in his abdomen and back. The patient has a yellow disfigured color suggesting the possibility of jaundice. Doctors discover through premature reports that the 80-year-old man is also suffering from Alzheimer’s disease. After being hospitalized for several days, the family is told that the patient has terminal pancreatic cancer; one of the most painful types of cancer. They are toldRead MoreEuthanasi The Issue Of Euthanasia1427 Words   |  6 Pages Euthanasia: The main purpose of this essay is to focus on the controversy surrounding the issue of euthanasia and analyse the pros and cons arguments regarding euthanasia. This essay will aim to analyse in further details the complexity of the matter regarding euthanasia and will argue the pros and cons of euthanasia and will also debate the major impact that legalising euthanasia might have on the society, on the medical industry andRead MoreEuthanasia, Mercy Killing, And Euthanasia1101 Words   |  5 Pages Euthanasia, mercy killing, assisted suicide, no matter what you call it, the topic is very controversial. Personally, I would have to agree with the concept. I know that there are people who are completely against it, and there are those that would consider it in certain situations. By covering this topic maybe I can share some light on the pros of euthanasia for those against it. Euthanasia by definition is the act or practice of killing or permitting the death of hopelessly sick or injured individualsRead MoreEuthanasia Persuasive Essay1064 Words   |  5 PagesAn Avoidable Loss Death by choice or euthanasia is a very controversial subject that is typically one-sided. The very concept of death alone is somewhat a taboo, but controlling death itself is another monster. Death by choice or â€Å"euthanasia† should not be legalized because it promotes defeatism, may lead to the strict procedures to become more accessible to people with non-fatal illnesses, could legitimize murder, or pressure the elderly. When an unfortunate illness befalls, people have a tendencyRead MoreShould Euthanasia Be Legal?1387 Words   |  6 Pagesunexpectedly† (Wpadmin). This shows that many people show aversion towards euthanasia and would not want themselves to be euthanized. Euthanasia occurs when someone is suffering from a painful or incurable disease and they prefer to die. It is done by taking them off of life support or not giving them essential supplies to live such as food, medications, oxygen, and more. There are countless debates of whether or not euthanasia should be legal, and whether or not it benefits people. Some countries allowRead MorePros and Cons on Assisted Suicide - Essay1221 Words   |  5 PagesKeri Starkel Pros and cons on assisted suicide Pages 5 What happens to a person when they get so depressed that they are on the verge of suicide? Well the only answer would be to commit it but what if that person cant find the guts to go through it alone. Well then they ask for assistance. This is called assisted suicide. Assisted suicide or in other words euthanasia is the killing by an act of an independent human being for their own benefit. There are many kinds of definitions that one mustRead MoreThe Ups And Downs Of Euthanasia1288 Words   |  6 PagesMi’esha Straughn Dr. Willis 12 October 2017 ENG 101/102 Mini Term The Ups and Downs of Euthanasia Losing a loved one is an experience that no one wants to go through. Moms, dads, aunts, uncles, and the like are all an integral part of life. However, what if one of these loved ones were terminally ill and losing strength day by day? Would one want to watch them suffer, clinging on to the last bit of life that they have, or would he want to help end the suffering in a peaceful manner? These are some

The Epidemic Of Infectious Diseases - 987 Words

This chain of infection develops when each link connects to the other. That means it must links up together in order to be infectious diseases. However, the breaking away of any of the link will mean that, transmission of infection is stopped. On the other hand, breaking of any chain can stop the transmission of infection. The concept (infectious diseases) have been one of the major killers of both living and nonliving things and this term was recently replaced with chronic diseases as well as injuries as primary killers in the United States of America (Scutchfield, 2003). However, the main advances of infectious disease control to date have been the use of food and water protection as well as immunizations. This will be viewed as how it’s transmitted from one person to the other. Recent research shows that, there are three major means by which infections can be transmitted and they include direct transmission, indirect transmission and airborne transmission (Hinman, Wasserheit and Kamb,1995). Direct transmission occurs when the physical contact between an infected person and susceptible person (division of public health, 2011). A typical example is a person with infectious disease like STDs/HIV passes the diseases to the healthy person through sexual contact, blood contact or body fluids. Examples of direct contact include, touching, sexual intercourse, kissing, contact with oral secretions or even body lesions. However, measles and chicken pox are said to be conditionsShow MoreRelatedInfectious Diseases And The Epidemic Essay1273 Words   |  6 PagesInfectious diseases according to the Mariam Webster Dictionary, is â€Å"a disease caused by the entrance into the body of organisms (as bacteria, protozoans, fungi, or viruses) which grow and multiply thereâ € . Infectious diseases has been one of the biggest issues facing mankind since the beginning of time. Particularly due to the fact that we will never truly get rid of infectious diseases as a new one seems to appear every few years. From diseases such as the great plague, the H1N1 influenza and moreRead MoreThe Epidemic Of Infectious Disease911 Words   |  4 Pagespreventing infectious diseases from spreading throughout the human population. However, despite their attempts new and emerging viruses such as HIV/AIDS, Ebola and sudden acute respiratory syndrome (SARS) have continued to develop and cause a drastic impact on society worldwide . As the development of new diseases continues to emerge worldwide there has been an increase in concerns regarding the importance of acquiring new methods to detect and help prevent the spread of infectious diseases. With thisRead MoreThe Epidemic Of Infectious Diseases Essay1549 Words   |  7 PagesFor thousands of years, infectious diseases have had a strong influence over human populations by challenging the immune system to continuously adapt to new virulent strains. With the advantage of reproducing more rapidly than the human immune response, microorganisms that cause even minor infections can prove to be fatal (Parham, 2015). Over time, outbreaks such as ‘The Great Plague’ have threatened to bring an end to society. Without the ability to contain these diseases geographically and provideRead MoreThe Epidemic Of Infectious Disease1710 Words   |  7 PagesThe words â€Å"infectious disease† have been feared by humans from the time they were initially disco vered and this fear continues to persist into the current status of the 21st century. This inherent fear stems from the ability of the tiny, pathogenic microorganisms responsible for these infectious diseases to wipe out thousands, or even millions from the human population. Though some may view infectious disease is an issue of the past, it still wreaks havoc in many of the worlds’ developing nationsRead MoreThe Epidemic Of Infectious Diseases Essay1898 Words   |  8 Pagesdefines infectious diseases as â€Å"diseases caused by pathogenic microorganisms, such as bacteria, viruses, parasites or fungi that can be spread, directly or indirectly from one person to another† (World Health Organization [WHO], n.d.). Infectious diseases have been plaguing humanity since the beginning of time. One can find stories of infectious diseases outbreaks in various history and/or science textbooks, different disease-based websites, and even the Bible. 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Mathematical models allow us to examine the potential impact of these epidemics a well as potential control of the situations. Anderson and May (1992) describe the use of mathematical models, and how they’re advantageous in showing stages of infectious agents within human communities, in order to help interpret epidemiological trends and design control programs. InitiallyRead MorePrevention And Prevention Of Infectious Diseases881 Words   |  4 PagesEliminating Infectious Disease Infectious diseases are viruses, bacteria, or fungi that are transmitted from one another by contact, bodily fluids, or contaminated air, food, or water supply. The diseases make up one-fourth to one-third of worldwide deaths annually and are a major threat to human health. It was believed that vaccines, antibiotics, and public health had effectively eliminated the threat of infectious disease. Because of the belief that infectious diseases were a thing of the pastRead MoreThe Disease Aids And The Us Public Health Department1288 Words   |  6 PagesThe Disease AIDS And The US Public Health Department The disease AIDS stands for Acquired Immunodeficiency Syndrome. The epidemic disease AIDS affected the US in 1981. The disease AIDS is defined according the world health Organization (WHO) ‘’ Acquired immunodeficiency syndrome (AIDS) is a term which applies to the most advanced stages of HIV infection†. An outbreak virus that struck women, men, and children from every single part of world. A known disease of gay men that causedRead MoreMajor Features Of Modern Society1562 Words   |  7 PagesTopic B: New Diseases There are currently many features of modern society that increase ours risk for the development and spread of new infectious diseases, these include such diseases as lymes Disease, West Nile Virus, Staph. Aures (MRSA) and many other new and remerging infectious diseases. In modern society the main issues that are faced include such things as the density of the population, the increased resistance to current antibiotics and antibacterial agent, changing biodiversity, climate

A Pilot Study On Classroom Observation Education Essay Free Essays

string(161) " feeling of schoolroom ambiance would be noted as H \( high \) , F \( carnival \) , or L \( low \) to see if schoolroom atmosphere is related to metaphor usage\." Chapter 4 This chapter describes a pilot survey conducted after the preliminary survey and before the chief survey. It begins by a brief debut given in subdivision 4.1, followed by treatments on the sample choice, observation agenda and pre and station session interviews in subdivision 4. We will write a custom essay sample on A Pilot Study On Classroom Observation Education Essay or any similar topic only for you Order Now 2. Section 4.3 covers the schoolroom observations. Gesture cryptography, including the written text, coding jobs and policy, and consequences of the cryptography are included in subdivision 4.4. Discussion and decision concentrating on schoolroom observation and metaphoric gestures are covered in subdivision 4.5. The chapter ends with the deductions for the chief survey explored in subdivision 4.6. 4.1 About the Pilot Study This pilot survey built on a old little graduated table preliminary survey ( chapter 3 ) . The purposes were: ( a ) to see existent clip schoolroom observation ; ( B ) to prove out and better the observation agenda and interview inquiries ; ( degree Celsius ) to research whether Chinese music instructors used metaphoric gestures and if so, what these metaphors were and where they were used ; and ( vitamin D ) to prove out and develop metaphoric gesture designation processs. The focal point was limited to music Sessionss in junior high schools because in the preliminary survey, more metaphors were found from the junior degree than from the simple degree. The information of this pilot survey were transcribed from three general music Sessionss taken by Wang, a music instructor in a junior high school in Taiwan. 4.2 Before the Observation 4.2.1 Sample Selection Situated in a in-between to upper-middle category suburb of a major northern metropolis, Wang ‘s school was founded in 1988, with 4,268 pupils and 113 categories in 2006. It is considered to be a large school, comparative to the official norm of 1,299 pupils per junior high school in Taiwan for the school twelvemonth 2005-2006 ( Department of Statistics, Ministry of Education of Taiwan ) . The informations were collected in general music categories with pupils aged between 12 and 14. Each category contained around 35 pupils, and talk was the lone type of interaction observed. The consequences of the preliminary survey showed that metaphor denseness may differ because of learning content. Therefore the Sessionss observed for this pilot were limited to music theory, music history, and music grasp. Wang ( a anonym ) had received her MA in musicology four old ages antecedently and since so had been learning music in the same junior high school. Bing really open-minded about taking portion in research and being observed, Wang was one of the really first music instructors I contacted for the preliminary survey. Since so she had been helpful in replying my inquiries and supplying me background information about the state of affairs of music instruction in junior high school degree in Taiwan. After the preliminary survey, I emailed her to inquire her permission for me to come in her schoolroom and video-record a twosome of Sessionss, and she agreed to take part. Music lessons form portion of the Humanistic disciplines and Humanities class class in junior high schools in Taiwan ( see subdivision 2.4.1 ) , and hence music, humanistic disciplines, and executing humanistic disciplines portion one text edition. â€Å" The humanistic disciplines subdivision negotiations about utilizing different colorss to stand for the four seasons, and the music subdivision negotiations about Vivaldi. So it occurred to me that it ‘s a good chance to give a talk on the Baroque epoch and present Vivaldi ‘s The Four Seasons to them, † ( Wang, pilot interview 2 ) . At the clip when this study was written, MOE of Taiwan did non supply one â€Å" standard † version of the text edition, and schools were free to take the version they preferred. Wang therefore on a regular basis designed the content of her lessons. â€Å" The text edition references nil about the Baroque epoch so I make my ain PowerPoint slides to assist pupils set up the background cognition † ( Wang, the same interview ) . Teachers are allowed to re-arrange the order of the instruction contents and set related things together. In some schools, music instructors have to learn executing humanistic disciplines, but this was non the instance in Wang ‘s school, where there were three single instructors for the three bomber classs: music, humanistic disciplines, and executing humanistic disciplines. 4.2.2 Observation Schedule and Interviews After Wang agreed to take part in the survey, I explained to her about the research through electronic mail. She understood that the research was about schoolroom discourse and hence suggested me to put the observation clip at a hebdomad after the mid-term test, when she was approximately to present the Baroque epoch to her pupils. One month before the schoolroom observation, Wang and I met to discourse which classes to detect, including when I should get, where I should sit and how best to put up the recording installation. In add-on, Wang approximately explained what sort of schoolroom activities would be involved and what she intended to learn. Wang was told that the survey was about schoolroom talk and the thought was to detect a session with every bit much talk involved as possible. She hence suggested Sessionss chiefly covering music history and music grasp. This meeting is classed as pilot interview 1 ( for more inside informations, see Appendix B ) . A real-time observation agenda was designed, with a intent of associating the schoolroom activities and metaphor usage. As can be seen from the agenda ( see Appendix C ) , both start and terminal times of the activities needed to be specified and during each activity, runs of metaphors and gestures needed to be made, so that I could acquire a basic sense of where bunchs of metaphors and gestures most frequently occurred ( though in the event it proved about impossible for me to number them during categories, something which will be discussed subsequently in 4.6.1 ) . In add-on, the observation agenda covered: administration of the category, stuffs, and musical instruments used, and the linguistic communication used by the instructor and pupils. A general feeling of schoolroom ambiance would be noted as H ( high ) , F ( carnival ) , or L ( low ) to see if schoolroom atmosphere is related to metaphor usage. You read "A Pilot Study On Classroom Observation Education Essay" in category " Essay examples" A follow-up interview ( pilot interview 2 ) with Wang was conducted after detecting the three Sessionss. The face-to-face semistructured interview took topographic point in Wang ‘s music schoolroom during her interruption, enduring 42 proceedingss. Again, I was permitted to enter it, and at the same clip made notes while Wang was speaking. A list of information or inquiries I planned to seek or inquire, translated from Chinese ( the linguistic communication used during the interview ) into English is appended ( Appendix D ) . In the interviews, information was sought about Wang ‘s educational background and working experience, and inquiries covered how Wang prepared for the category and aimed to explicate new constructs, how Wang thought about metaphors and gestures, and if she used them to assist her Teach. Mandarin Chinese was used throughout the interview. Notice that the Numberss are for the convenience of composing up the study ; the inquiries were asked without any specific order. During the interview with Wang, the above subjects were covered. To Wang, metaphor helped the pupils to link music and their day-to-day life experiences. She gave an illustration of the birds, Canis familiariss, spring air current, and summer boom in Vivaldi ‘s The Four Seasons. However, she did non normally interpret music in her ain manner when introducing or depicting it- † I merely interpreted the music in the manner which the composer marked on the music manuscript † ( Wang, pilot interview 2 ) . Although overall the interviews went swimmingly, it was realised that some inquiries were excessively general and more inquiries about metaphor and gestures were needed. Detailss are discussed in 4.6.1. 4.3 During the Observation For the first session, I entered the music schoolroom with Wang around 15 proceedingss before the session began. Wang told me that because of the limited Numberss of music schoolrooms, music instructors in her school had to take bends utilizing them. It was Wang ‘s bend to hold one of the music classrooms that semester and hence she was allowed to remain in the room waiting for the pupils to get. The excess clip proved utile from the point of position of puting up the picture equipment. The chief equipment in the music schoolroom included a piano, an electronic piano, a chalkboard with clean musical staff, an LCD projector, a DVD participant, and a few classical instrumentalists ‘ portrayals and illustrations of musical instruments on the walls, etc. Wang had to supply her ain laptop. Figure 4.1 illustrates the layout of the schoolroom where the three observed Sessionss took topographic point. The two black circles on the top exposure indicate where the picture recording equipment was placed and where I sat. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty. Neither the instructor ‘s nor the pupils ‘ seats were moved. As a nonparticipant research worker, I tried to maintain the schoolroom the manner it was without me. I sat at the dorsum of the schoolroom next to the picture recording equipment, to take field notes which might be helpful during the readying of the transcripts. Photographs were besides taken earlier or/and after Sessionss. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty. Figure 4.1. Pilot survey: Music schoolroom scene. For most of the clip the pupils could non see me during the categories. However, there was one clip, while Wang corrected a pupil ‘s thumbing while playing the recording equipment, another pupil kept turning and gesticulating â€Å" YA † ( the V mark, with his index and in-between fingers of his right manus raised and the staying fingers clenched, palm facing outwards ; a really popular gesture in Taiwan when being photographed ) toward the picture recording equipment. Wang noticed it. She asked the pupil to stand up and present himself to the picture recording equipment, and encouraged him to give a solo public presentation for two bars, and so the session continued. This was the lone break caused by the research worker ‘s presence during the Sessionss I observed. The talk construction of the three Sessionss I observed was rather similar. It was because Wang designed and followed her ain instruction course of study for each twelvemonth of the pupils, and besides because the three Sessionss I observed were all in the same twelvemonth ( twelvemonth seven ) . The session started with playing the recording equipment. Wang reviewed the piece she had taught in the old session with the whole category and so selected a few pupils to stand up and play separately, in order to detect how much pupils had learned ( Wang, pilot interview 2 ) . Then she taught one new piece by showing and playing with the whole category. After the recording equipment playing, the talk portion â€Å" episode † ( Lemke, 1990 ) started. Wang began by presenting the recording equipment ensembles: bass, tenor, alto, soprano and sopranino recording equipments. Then she introduced some of import epochs in musical history, with a focal point on the Baroque. To this terminal, Wang gave pupils some background cognition about the features of the music, musical instruments, and some celebrated instrumentalists, before presenting Vivaldi and his concerto, The Four Seasons. By and large talking, the observation agenda proved easy to tag. Keeping records based on schoolroom activities made it easy to remember what happened in the Sessionss, and there was adequate clip to maintain records for most of the classs, except for the Numberss of lingual metaphor and gesture used. Second it became clear that some classs needed to be farther specified-this will be discussed subsequently in 4.6.1. 4.4 Gesture Coding McNeill ‘s strategy ( see subdivisions 6.3.2 for a reappraisal of the literature and 6.3.3 for a treatment, on gesture categorization systems ) applied in this survey required inquiring what significances and maps a gesture possessed. In other words, the classs were non based on merely one aspect of a gesture. For illustration, iconics and metaphorics were more semantically oriented, while deictics were more pragmatically oriented. Because of this, each class was non treated as discrete or reciprocally sole, but as holding characteristics that may be present in changing grades, and perchance in combination. Therefore, the ultimate end of gesture cryptography is to place the extent to which each characteristic is present, instead than sort the gestures ( Eisenstein A ; Davis, 2004 ; McNeill, 1992 ) . In this pilot so it is really of import to put up a cryptography policy to bespeak when to categorize a gesture by its significance and when by map. More inside informations are di scussed in 4.4.3. Two programmers were involved in gesture cryptography in order to prove out McNeill ‘s process and increase the dependability of the survey. The other programmer, a alumnus pupil in the Department of Educational Studies at the University of York, was a native talker of Chinese with some cognition of metaphor holding conducted her MA research on the subject. McNeill ‘s three chief gesture categories-deictics, iconics, and metaphorics-were introduced before I asked her to categorize the gestures which Wang used. Due to clip restriction, merely a portion of the hearing to The Four Seasons from Wang ‘s first session was selected. The portion was chosen for its heavy distribution of gestures. It lasted for five proceedingss and ten seconds, with 35 gestures identified by me antecedently. More inside informations about gesture cryptography are discussed in 4.4.4. 4.4.1 Data Choice Due to the limited clip available, merely one session was chosen for gesture cryptography. The ground for taking the first session was that although the construction of the three Sessionss was similar, the first session was more complete and covered all the activities from recording equipment playing, a talk on the Baroque epoch, to music hearing, with a more even allotment of clip, than the other two Sessionss. Types of activities affair here because if Numberss of gestures differ in different types of activities ( and it seems so from the consequences ) , affecting more activities in the informations can cut down the hazard of any possible gesture loss. 4.4.2 Transcribing the Data Both gestures and address were transcribed. Speech was transcribed to the full from the videotape in Chinese. The written text of gestures included three stairss: ( a ) place the motions that were gestures ( here gesticulations ) ; ( B ) place the shot of the each gesture ; and ( degree Celsius ) locate the boundaries of the gesture phases in the relevant portion of the phonological written text. 4.4.3 Coding Problems and Policy The consequences of the gesture classification from the two programmers were compared. Unlike deictics, which were all agreed by both programmers, iconics and metaphorics seemed to represent the more debatable classs. One of the illustrations was where Wang lifted her left manus at shoulder tallness with her thenar confronting up and wiggled her center, ring, and small fingers fast in bend when stating the word zhuangshiyin ( â€Å" shake † ; actual interlingual rendition: â€Å" ornament notes † ) . Although both programmers agreed that Wang was keeping an unseeable fiddle and playing the shakes, we however coded it otherwise. The other programmer coded it as metaphoric, because the referent of the gesture, zhuangshiyin, was interpreted as a lingual metaphor itself. I coded it as iconic because the gesture in fact was stand foring what was explicit in the attach toing address and therefore had a close relation to the gesture. This helped develop one of the coding polic ies later-gestures attach toing metaphors in address were non decidedly considered to be metaphorics. Another job related to the programmers ‘ differential focal points and readings of the same gesture. Wang said, â€Å" The boom came fast and went fast. Then it became quiet once more. † In the first sentence she began by traveling her left arm from left to compensate with the thenar confronting up and fingers curving and so moved the arm back to the left without altering the form of the thenar. For the 2nd sentence, she turned over her left thenar to confront the land with consecutive fingers and pressed down the thenar a small spot in the air. The different cryptography concerned the first sign phrase. When I coded them, I focused on the motions of the arm, which was moved from left to compensate, and so back to the left, which seemed to bespeak â€Å" came † and â€Å" went † in address. Therefore the gestures were coded as iconic ( instead than metaphorics, which was clarified subsequently ) . On the other manus, the other programmer focused on the form of the thenar, which changed from a thenar with curled to consecutive fingers. She interpreted the curling fingers as stand foring the â€Å" fast † in address, while the consecutive fingers represented the â€Å" quiet, † and so she coded them as metaphoric. What was stupefying was that none of us thought about construing the same gesture each other ‘s manner before holding the treatment. Our in agreement place was to category the gestures as iconics, because both of us agreed that it was more common to see such gestures looking along with â€Å" came † and â€Å" went † than â€Å" fast † and â€Å" quiet. † In add-on, what the other programmer received before coding might hold affected her. She used my written text of gestures while categorizing the gestures. Although the gestures were described in a descriptive linguistic communication, it was found subsequently that some of the written text was in fact subjective. For illustration, descriptions such as â€Å" the right manus drew a form of flash visible radiation † or â€Å" the left manus indicated composure † were already readings and they could be misdirecting to the other programmer. These jobs non merely predicted what may go on during the cryptography procedure for the chief survey, but besides helped develop the cryptography policy to be used, which is discussed below. Identifying Gestures In this survey, â€Å" gesture † specifically refers to gesticulation. Any thumbing the instructor used to show how to play the recording equipment, or the conducting gestures frequently used while the category was playing the recording equipment were beyond the range of this survey and excluded. The reading of Wang ‘s gestures was made from the research worker ‘s position, and it is deserving observing that this might differ from the reading from the talker ‘s or the addressee ‘s positions ( A. Cienki, personal communicating, June 3, 2008 ) . Metaphorics Metaphorical gestures were defined as gesticulations which present a more abstract referent in footings of a more concrete image and prosecute a cognitive procedure of understanding one thing in footings of something else. This definition dovetails moderately good with Lakoff and Johnson ‘s conceptual metaphor theory, the theoretical model on which this nowadays survey was built, and at the same clip does non belie the Pragglejaz definition of metaphorically used lexical points applied in the survey ( discussed in subdivision 3.3.2 and subsequently in 6.4.2 ) . One illustration is when Wang said gangqin de yinse yue lai yue xizhi ( â€Å" the timber of the piano becomes more and more delicate, † and gestured utilizing a unit of ammunition and half-open thenar confronting up attach toing the word â€Å" delicate. † Here, the gesture carries the double construction required by a metaphoric, in which the representation of the daintiness of the timber ( a more abstract referent ) by the gesture is presented as what appears to be an image of a bud waiting to open ( a more concrete base ) . Deictics versus Metaphorics Both McNeill ‘s deictics and iconics were re-defined for the present survey. Harmonizing to McNeill, abstract indicating gestures which imply a metaphorical image are besides included in the class of deictics. For illustration, gestures were used in my informations to indicate at an bing physical topographic point, but they referred to as an abstract construct of where the talker had been earlier. When Wang said â€Å" Did we merely say that ornament is popular in Baroque epoch, † she raised her left index finger to indicate to the â€Å" thought † which she merely mentioned in the same session. Pragmatically speech production, these gestures were indicating gestures ( deictics ) , but semantically speech production, the topographic point which the gestures pointed to was interpreted as someplace else based on the address context. In other words, such gestures engaged a cognitive procedure of understanding something ( the physical topographic point which the gestu re pointed at ) in footings of something else ( the existent infinite or thought which the middleman talked about antecedently ) and hence were classified as metaphoric. Iconics versus Metaphorics Gestures in a context where the Vehicle of a metaphor is explicitly flagged both by the custodies and by linguistic communication were classified as iconic. That is, if a instructor says â€Å" music is a container † and gestures a container, the gesture will be categorised as iconic instead than metaphoric because the gesture may attach to metaphor, but itself represents the actual signifier of the word â€Å" container † ; nevertheless, if the same gesture accompanies the sentence â€Å" we can experience the unhappiness in his music † , it will be classified as metaphoric. An effort was therefore made to separate between sign illustrations of verbal metaphors and gestures that were themselves metaphoric. This besides explains why the gesture â€Å" came † and â€Å" went † attach toing Wang ‘s vocalization of journey metaphor, â€Å" the boom came fast and went fast, † which was discussed before in this subdivision was coded as iconi cs instead than metaphorics. 4.4.4 Method After transcribing the address of the whole session, the picture infusion was watched by the two programmers individually, concentrating on merely the gestures. Every gesture Wang used was categorised into one of the three types of gesture: deictic, iconic, and metaphoric. It was decided to group the gestures into merely three classs instead than five ( including beats and cohesives ) because these three classs are more related to the focal point of the survey. Reasons for categorizing the gestures into three instead than two ( metaphorics and nonmetaphorics ) were that these were the three most popular gestures and that distinguishing deictic from iconic gestures would assist supply a better apprehension of what other types of gestures the instructor used along with metaphor in address besides metaphoric gestures. The 13.5 % dissension of the coding consequences between the two programmers was compared and discussed, until each gesture was classified into one of the three classs. The gestures were so highlighted on the transcript by utilizing three different colorss, to ease denseness and distribution analysis. Finally, maps of the gestures were noted. 4.4.5 Consequences The continuance of Wang ‘s direction in the recordings was 46 proceedingss, numbering 8,964 characters transcribed. In the session, 89 gestures were identified ; 43 % were iconics, 30 % metaphorics, and 27 % deictics. Every gesture was categorised. The distribution was such that over 75 % of them fell in the subdivisions on Listening to The Four Seasons ( 42 % ) and the talk on the Baroque epoch ( 35 % ) . Merely 1 % of the gestures occurred in the gap and the recording equipment drama subdivisions. Deictics Wang used deictics to indicate at objects. Her superciliums rose when she started the inquiry â€Å" Can you see the word, Baroque, in the text edition † and looked at the pupils. Her left index finger pointed forwards. Then when Wang said the focal point of the inquiry zhege zi ( â€Å" the word † ) , she raised her right manus and pointed at the screen behind her with her index finger. When she pronounced the word, â€Å" Baroque, † she turned her upper organic structure, half confronting the screen and looked for one second at the Chinese characters for â€Å" Baroque † written on the screen. Extract 11 [ a? †° c?†¹a? ° e ¬ ] a [ †° a? « eˆâ„ ¢aˆâ€ ¹ a ­- cs„ aZY?-†¡ ] i?YBaroquei†°Ã¢â‚¬â„¢Ã¢â‚¬ °i?Y [ Ni you kandao keben ] shibushi [ you xie zhege zi de yuanwen ] ? Baroque, youmeiyou? [ you have see casebook ] ( Q ) [ have write this word ( DE ) etymology ] Baroque ( Q ) Can you see if the English word, Baroque, is in the text edition? However, deictics were non ever used to indicate to something concrete. For illustration, when listening to the first motion of The Four Seasons, Wang compared the fiddles ‘ shake to birds tweet in the spring. When she asked the category to pay attending to a certain portion of the tune, she repeatedly put her index finger of her right manus following to her right ear and pointed to the air. Wang kept reiterating this gesture whenever she tried to pull the category ‘s attending to the music. Therefore, it appeared to be the music she was indicating at, although it was non concrete, or even seeable at all. The undermentioned infusion is another illustration of indicating to the unseeable. Wang asked the category if they still remembered what instruments she had mentioned earlier in the same session. The first reply â€Å" cembalo † came from a pupil and every bit shortly as Wang heard it, she raised her right index finger, indicating. Wang so repeated the reply and gave her response, â€Å" really good. † It is arguable whether Wang ‘s finger was indicating to the word, â€Å" cembalo, † or the pupil who gave the reply, but in either instance the gesture was categorised as deictic. Extract 12 Thymine: ‘aˆ‘ a†°Ã¢â‚¬ º?†°? e ? µ?e cs„ ‚aâ„ ¢? †° aâ€Å"?a?†ºi?Y adult females gangcai shuo liuxing de yueqi you naxie we merely say popular ( DE ) instrument have ( Q ) What are the popular instruments we merely mentioned? Second: a ¤Ã‚ §e? µc dajianqin cembalo Harpsichord. Thymine: [ ] a ¤Ã‚ §e? µciaaie‚„†° a‘?i?Y [ ] daijianqin henhao haiyou Ne [ ] cembalo really good still have Q [ ] Harpsichord. Very good! What else? Second: a? ¦ ‚aâ„ ¢? xian yueqi threading instrument Stringing instrument. Thymine: [ ] a? ¦ ‚aâ„ ¢?ie?za ai [ ] xian yueqi feichang hao [ ] twine instrument really good [ ] String instrument. Very nice! Iconics Iconics were the most common type of gesture in Wang ‘s category, and most of them appeared in the talk on the Baroque epoch and The Four Seasons subdivision. Gestures bespeaking Numberss and for presentation frequently fall in this class. For illustration, Wang held both weaponries set in forepart of her thorax, with both thenars confronting the land and put her lingua out, when depicting a puppy sitting lazily in forepart of a house in summer, while listening to the 2nd motion of The Four Seasons: â€Å" Because it ‘s excessively hot, the doges put their linguas out, right? † In the undermentioned illustration, Wang compared the difference between the flute and recording equipment while she was explicating why the recording equipment was translated as zhidi ( â€Å" perpendicular flute † ) . A flute, nevertheless, is held horizontally by the participant which is why it is besides named hengdi ( â€Å" horizontal flute † ) in Mandarin Chinese. When she asked the undermentioned inquiry, she used both custodies to copy gestures of both flute and recording equipment participants, to underscore the different waies in which two musical instruments were played. Extract 13 e†¢Ã‚ ·c ¬Ã¢â‚¬ º a ®? [ c†º?e‘- a ] e‚„ [ ? ©Ã‚ «e‘- a ] i?Y changdi Ta shi [ zhizhe chui ] hai [ hengzhe chui ] flute ( 3SG ) is [ perpendicular blow ] or [ horizontal blow ] Make you play the flute vertically or horizontally? The referent of the gestures did non ever appear at the same clip when the referent was uttered in address. In Extract 14, Wang used her right manus to indicate to the pillars in the schoolroom on her right and so left side, when she was speaking about the architecture of the edifices in the school. After she pointed to the pillar on her left side, she used both her pollex and index fingers of the right manus and moved the arm heterosexual and vertically, up down and back up. These gestures were iconics, stand foring â€Å" consecutive lines † in address. Next, when she talked about the lines in Baroque edifices, she used her right thenar to do a simple â€Å" U † curve in the air. Here in gesture, the soft â€Å" U † curve motion was contrasting with the old gesture of traveling the right pollex and index finger vertically, but in address, the adjectival â€Å" curved † contrasting with the adjectival â€Å" consecutive † in the first line did non follow straight until the 3rd line. The gesture preceded the word that related to it semantically. It seemed to back up the hypothesis that although gestures and address were different ocular and verbal elements, someway they were in fact conceptually integrated in an thought unit ( Cienki A ; Muller, 2008 ; McNeill, 2005 ) . Extract 14 [ ?Y ±a ­? a ] [ e c†º? c ·s cs„ ] i?Ya °?aa °?i?Yc ·s a c °?a- ® [ zhuzi shibushi ] [ dou shi zhi xiantiao de ] duibudui xiantiao biddy kiandan pillar ( Q ) all are consecutive line ( DE ) ( Q ) line really simple [ The pillars are ] [ in consecutive lines ] , are n’t they? Very simple lines. a a ·Ã¢â‚¬ ºa†¦Ã¢â‚¬ ¹ ?â„ ¢Ã¢â‚¬Å¡Y cs„ ?â„ ¢Ã¢â‚¬Å¡aˆâ„ ¢ [ ?ˆZei?Y†e ce ¤Ã¢â‚¬ ¡ia °?aa °?i?Y ] keshi baluoke shiqi de shihou [ zenmeWang bijiao fanfu duibudui ] but Baroque epoch ( DE ) clip ( Q ) more complicated ( Q ) But how approximately in the Baroque epoch? More complicated, is n’t it? [ c ·s †e ? ¬? ] †° e? ±a ¤s cs„ ?†ºS? a °?aa °?i?Y [ xiantiao bijiao Army Intelligence ] you xuduo de quzhe duibudui [ line more good ] have many ( DE ) curved ( Q ) [ Lines are, good, ] more curving, are n’t they? Metaphorics In entire, 30 % of the gestures were metaphorics and it was interesting that metaphorics occurred in about all the eight different schoolroom activities. The lone two exclusions were the gap and stoping comments which Wang made ; Wang used no gestures at all in her gap comments. SPACE AS TIME TIME IS AN ENITITY MOVING TOWARD THE SPEAKER is one of the conceptual metaphors shared by both English and Mandarin Chinese. For illustration, in Mandarin Chinese people say shengdanjiei kuailai lupus erythematosus, which means â€Å" Christmas is nearing, † and xingqitian guo lupus erythematosus means â€Å" Sunday passed. † Time is so thereby conceptualised as something traveling in infinite, and this can be seen even more clearly with gestures. Extract 15 was from Wang ‘s session when she introduced the different periods in musical history. She explained the order of the Renaissance and the Baroque. Firstly she raised her left arm, straightened out her five fingers, with the thenar confronting down, at about eyebrow tallness, and so moved her manus down to the tallness of her thorax. The two points in the infinite indicated the two different clip ranges in musical history and TIME is therefore represented as SPACE by the gesture. However, it is interesting in t his illustration that clip travelled in different waies in address and gesture ; in address, clip moved toward the talkers, but in the gesture it moved from up to down. In fact, the metaphor the gesture expressed here exists entirely in footings of gesture, non in address ( c.f. , subdivision 7.4.8 ) . That is, one would non state in Mandarin Chinese â€Å" the Baroque is at the underside of the Renaissance † to intend the same thing. Extract 15 -†¡e-?a? ©e [ e?Za?†  ?†°? a ·Ã¢â‚¬ ºa†¦Ã¢â‚¬ ¹ ] wenyifuxing [ guolai cai shi baluoke ] Renaissance [ come yet is Baroque ] The Baroque comes after the Renaissance. SPACE IS IMPORTANCE Another conceptual metaphor suggested by the gestures is SPACE ( UP ) AS IMPORTANCE. This has a really close relation with the common conceptual metaphor in address: SIZE ( BIG ) AS IMPORTANCE. In Mandarin Chinese, district attorney ( â€Å" large † ) can be used as an adjectival to depict something of import. In Extract 16, Wang told the category that there were some of import periods in musical history. When she said that â€Å" there are some of import and large periods, † she lifted up her left arm with her unfastened thenar confronting down, so traveling increasingly downwards, stopped at different highs. Alternatively of ranking the periods from large to little by gestures, she ranked them from up to down. It was another illustration of different metaphors being used in address and co-speech gestures. Extract 16 eY‚ ? ­Ã‚ ·a a?S cs„ a?† Y a-† †° aaˆâ€ ¹ [ e†¡?e ¦?cs„ a ¤Ã‚ §cs„ ?â„ ¢Ã¢â‚¬Å¡Y ] yinyue lishi Shang de fenqi o you jige [ zhongyaode dade shiqi ] music history up ( DE ) period ( PRT ) have several [ of import large period ] About the periods in musical history, some are of import and large. Detached SPACES AS DIFFERENT PARTS OF AN EXPOSITION Metaphoric gestures which separate different parts of an expounding appeared more than one time, and although in address Wang ever said â€Å" FirstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ , † she did non ever use the same gestures for them. Sometimes she gestured the Numberss â€Å" one, † â€Å" two, † and â€Å" three † even though she did non verbally say any Numberss. At other times, she merely turned over the other thenar from confronting the land to confronting upwards, when traveling to a new construct or thought in address. Such metaphoric gestures distinguish different parts of an expounding being made as separate ( downwards and upwards, or right and left ) infinites. For illustration, when Wang reviewed the chief points she had mentioned in category about Vivaldi, and asked the category to compose the chief points down in their ain text edition, she said â€Å" firstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ , † and gestured wi th her right index finger indicating to different fingers of her left manus, to bespeak alterations of subject. 4.5 Discussion and Conclusion 4.5.1 Classroom Observation Lesson construction and activities involved Figure 4.2 shows the comparative sum of clip Wang spent on different activities across the three Sessionss. The two chief activities were recorder playing and a talk on the Baroque epoch, which between them accounted for about 2/3 of the entire clip. Besides Wang spent 15 % of clip listening to The Four Seasons with the category. The two parts where metaphors and gestures were used most frequently were the talk on the Baroque and listening to music, which took more than 2/5 of a session. Figure 4.2. Pilot survey: Relative clip spent on activities across Wang ‘s 3 Sessionss. Gesture usage and schoolroom ambiance For schoolroom ambiance on the agenda, three degrees were defined: high ( H ) was recorded when the category showed enthusiasm and the dB degree in schoolroom was high. Fair ( F ) was noted when merely a portion of the category responded to the instructor and the remainder remained soundless. Low ( L ) indicated that the category was quiet and seemed non to pay attending to the instructor, or when silence occurred after inquiries. It is of import to observe that the three degrees were comparative instead than absolute. Figure 4.3. Pilot survey: Gesture frequence and schoolroom atmosphere. It was assumed that there would be a positive correlativity between the figure of gestures and schoolroom atmosphere. However, the three boxes in Figure 4.3 show the topographic points where the two factors suggest a negative correlativity. It seemed that in the parts of talk where Wang used a certain figure of gestures did non needfully do the category more enthusiastic about their acquisition. One of the possible accounts was that more gestures were made due to the low schoolroom ambiance. Interviews Both the interviews I had with Wang before and after the category Sessionss were face to face and semistructured. Most inquiries I had were unfastened inquiries. Making the interview semistructured allowed me to make a more natural talk ambiance without jumping the inquiries to which I wanted replies. The instructor would so be free to speak whatever their feelings and/or ideas were toward certain inquiries. At the same clip, nevertheless, I needed to maintain an oculus on both clip control and interview way to do certain I got the replies to the planned inquiries. Normally I did non disrupt Wang but tried to direct her dorsum to the subjects when she began to speak something unrelated. By and large talking, Wang ‘s replies were consistent because she echoed her ain point of positions when giving replies to different inquiries. For illustration, when asked how she prepared to explicate new constructs ( inquiry six ) , she indicated that music did non be entirely and a instructor had to assist pupils construct up the whole context in footings of clip, topographic point, and how people lived and thought at that peculiar clip, in order to understand a piece of music. She emphasised that music and other artistic signifiers such as architecture and humanistic disciplines were closely related, which she kept adverting when replying how she decided if the stuffs were suited for the category ( inquiry five ) and why music instruction was of import to her ( inquiry two ) . 4.5.2 Metaphorical Gestures Functions of Metaphoric Gestures In Wang ‘s Sessionss, different maps of co-speech gestures were examined and the followers were the three chief 1s found: ( a ) to underscore, ( B ) to visualize, and ( degree Celsius ) to put up. First, gestures helped underscore what Wang wanted to state. Normally underscoring gestures accompanied a verbal look incorporating Numberss, which highlighted different facets of a subject. These gestures could be metaphorics or iconics. They were used when the instructor helped the pupils to either prevue the chief points or reexamine the chief thoughts which were traveling to be introduced. These gestures seemed intended non merely to assist indicate out the of import chief points, but besides to do it easier for the category to follow the instructor ‘s expounding. Deictics which pointed out the subject being talked about in address besides seemed to underscore points and promote hearers to pay more attending to the subject. Second, gestures were used to visualize the abstract. Wang made a large horizontal â€Å" S † form with her left arm when stating the category that the tune they were listening to was depicting the spring zephyr. The metaphoric gesture all of a sudden made the line of the tune seeable. Besides, in Extract 14, Wang drew consecutive lines in the air while she was explicating the simpleness of the school ‘s edifice compared with Baroque ‘s complication. These iconics therefore helped visualize the abstract thought of simpleness. Finally, gestures were used by Wang to show ( positive ) feedback. As shown in Extract 12, alternatively of indicating to any pupil after Wang asked the inquiry to put up a specific pupil to reply, she pointed after hearing the response from the pupils. Almost every bit shortly as she completed the gesture, she repeated the reply from the pupil. It seemed that Wang ‘s finger was activated by the voice which produced the reply, and the index finger stopped in the air and headed in the way of where precisely the reply had come from. By making so, the attending of the category was drawn to the reply, followed by the positive response, â€Å" really nice, † made by Wang to the pupil concerned. Relationss of Metaphoric Gestures and Speech As the focal point is on metaphor and metaphoric gestures in this survey, Table 4.1 shows the dealingss between vocalizations and co-occurring metaphoric gestures. The consequences support the findings from other surveies in English ( Cienki, 1998 ; Cienki A ; Muller, 2008 ) . Table 4.1 Relationss Between Utterance and Co-occurring Metaphoric Gestures Relationss Example Notes 1 The same metaphor expressed in address and gesture â€Å" The timber of the piano becomes more and more delicate. † The gesture depicts a beginning sphere ( â€Å" delicate † ) in address by a unit of ammunition and half-open thenar confronting up. 2 A metaphor expressed in gestures but non in the co-occurring address â€Å" FirstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ † The index finger of one manus points to the fingers of the other manus. The metaphoric gesture distinguishes different parts of an expounding being made by stand foring them as separate infinites. 3 Different metaphors expressed in address and gesture â€Å" About the periods in musical history, some are of import and large. † ( Extract 16 ) Address and gesture portion the same mark sphere of the metaphor ( of import ) , but the beginning sphere is characterised otherwise in address ( large ) and the gesture ( high ) . 4 Metaphors expressed by gestures ne’er appear in lingual signifier in Mandarin Chinese â€Å" The Baroque comes after the Renaissance. † ( Extract 15 ) What the gesture expresses here is that â€Å" Baroque is at the underside of the Renaissance. † Such an look is non usually used in address to intend that the Baroque comes after the Renaissance. 34.6 Deductions for the Main Study 4.6.1 Classroom Observation Researcher ‘s function as a non participant Although my purpose was to maintain the schoolroom as it was before my entry, this was about impossible to make. As shortly as a pupil noticed that there was a alien in the room, things became different. Some pupils reacted to Wang ‘s inquiries more actively ; some tried to acquire Wang ‘s attending more enthusiastically than of all time, which I did non gain until Wang indicated the fact in category. Some pupils besides kept turning about during the Sessionss to see what I was making while others were funny about my reaction when a gag was told. Wang seemed to be natural in forepart of the video-recorder. She rarely looked at the video-recorder and in the three Sessionss I observed for two yearss, no particular reactions because of the presence of the video-recorder were found. Young mentioned that she had been observed for several times by the other instructors ( pilot interview 2 ) , and it might explicate why she looked rather natural in forepart of it. From the research worker ‘s point of position, come ining schoolrooms is a necessity for this survey because it allows one to acquire a better thought of the schoolroom ambiance and the context, which can non be wholly caught by watching a videotape, allow entirely an audio tape. However, it can be hard to judge if the information collected are affected due to any camera consequence ( Mackey A ; Gass, 2005 ) . Classroom observation will stay the chief method of roll uping informations for the chief survey, and farther treatment on its job and how to undertake it in the chief survey is given in subdivision 5.10. Observation agenda The observation agenda helped me to track the procedure of each session during and after Sessionss. With the agenda, it was easy to turn up where I was in the session whether I sat in the schoolroom or watched the recorded picture at place. Overall the prepared observation agenda proved easy to tag. The classs ( activity, start and terminal clip, Numberss of lingual metaphor and gesture, participant administration, stuffs, instruments, linguistic communication used, and schoolroom atmosphere ) of the observation agenda were clear, although some needed to be clarified or deleted. It proved impossible to maintain accurate runs of lingual metaphors and gestures during the three Sessionss, even though I forced myself to seek to make it for a short period of clip during one of the Sessionss. Therefore this was non used for the chief survey. Some classs need to be redefined. There was a categorization named â€Å" Individual † in the participant administration subdivision ( see Appendix C ) and when I designed the agenda, I was believing about points where the instructor spent her clip on merely one peculiar pupil. That is, the instructor might travel following to the pupil or inquire the pupil to come to her, doing it clear that a certain period of the instructor ‘s clip was being devoted to one individual pupil. However, during the three Sessionss, this sort of single administration ne’er happened. Alternatively, another sort of single administration kept looking. Wang would speak to one peculiar pupil in forepart of the whole category. Although the conversation was non limited to the two ( Wang and the pupil ) , it was decided to code it as â€Å" single † participant administration. It was decided for the chief survey to include both the above types of participant administration as â€Å" single. † Classs of images and audio tape confused me at first during the observation. The chief stuff Wang used in her categories was PowerPoint slides, and the slides included non merely text, but images and sounds. It was decided that the categorization â€Å" images † should be extended non merely to palisade charts or postings, but besides to images provided electronically. The categorization â€Å" audio tape † was modified to â€Å" audio sound, † which included sounds whether provided by PowerPoint or by the piano played by Wang in category. In add-on, the categorization â€Å" PowerPoint † was added. Hence, when Wang showed a image of a Baroque palace via PowerPoint, both classs of â€Å" image † and â€Å" PowerPoint † were ticked. The class of â€Å" schoolroom ambiance † was deleted for the chief survey because focal points of the survey were modified and schoolroom ambiance was no longer an issue in the chief survey. A modified observation agenda based on the pilot survey for the chief survey is appended ( see Appendix E ) . Interview inquiries After the pilot interviews, it was discovered that inquiries six and eight were excessively general for the interviewee to reply. Furthermore, none of the inquiries was about gestures and hence this needed to be added. Besides, for inquiries four, five, and six, alternatively of inquiring the general state of affairs, inquiries were modified to promote the interviewee to reply based on the Sessionss being observed, instead than give general statements which the interviewee thought s/he â€Å" was supposed to make. † Finally, the order of the inquiries was rearranged to make a better flow of the conversation, although it was ne’er fixed. A list of modified inquiries for the chief survey is appended in Appendix F. 4.6.2 Gesture Coding Gesture Coding In this pilot, the other programmer was provided a transcript with both address and gestures. For the chief survey, the other programmer will be provided video cartridge holders and a written text of the instructors ‘ address merely. S/he needed to transcribe gestures get downing from placing stages of them to avoid the subjective reading of my description of the gestures. It can be really hard to code gestures without video-recording the Sessionss, and even with the picture, it can still take a batch of clip to reiterate playing one cartridge holder until gestures are decently transcribed. Both ocular and audio information are important, for the former records the motion inside informations without being interpreted into words, while the latter provides the address context. Overall, gesture classs are defined non merely by the manus gesture but besides by the function of gesture within the lingual context. Therefore it is about impossible to code gestures by kinetic motion informations entirely, and it is one of the grounds why gesture cryptography can be both clip and attempt consuming. How to cite A Pilot Study On Classroom Observation Education Essay, Essays

Introduction of Management Situational Leadership Theory Case Study

Question: 1. The case mentions that Jackson exhibited directive leadership. There are two theories in Chapter 11 that include this type - Hersey Blanchard's Situational Leadership and House's Path-Goal theory. Which one best typifies Jackson's style and why. 2. The case emphasizes Jackson's strong concern for ethical behavior. How do you think his ethical practices help Barrett-Jackson compete against the much bigger eBay and other auction sites? 3. To what extent do you think being a socially responsible organization helps a firm like Barrett-Jackson stay successful, especially since they take away part of their profits and donate them to charitable orgabnizations? Answer: 1. Situational leadership is the degree of control to which the superior can manage and influence the results of the efforts of the group. The features that persuade managers comprise leader-worker relationships, which are the assurance to workers, which encompass in their leaders; task configuration, what is the attribute of the task; and the authority of their position, which is the official power and sway of managers. Hersey and Blanchard recommend the guidance approaches based on worker traits. Professor House formulates the path-goal leadership theory. It indicates that the leader must perform to attain elevated confidence and efficiency in a specified circumstance. The strategy points to an attention on supporting workers to crave for the accurate path or objective (Salehzadeh et al). The situational guidance model provides detailed propositions on how managers should acclimatize to diverse state of affairs. Firstly, they should prioritize the hazards. Secondly, they should evaluate worker expertise and inspiration. Thirdly, they should settle on the leadership technique guiding, training, helping or scrutinizing that best suits the circumstances. Managers may have to utilize a permutation of these approaches to tackle several members of the group. The path-goal theory proposes that managers judge their workers' expertise before allocating duties, influence workers of their skills to carry out the allotted responsibilities and recompense those who go beyond anticipations (Alanazi et al). The features of both strategies are mainly to acquire organizational growth. For Barrett-Jackson, path goal strategy fits the best as it assess workers capability before assigning the tasks, which forces them to complete stipulated responsibilities and is awarded for better perfor mance. 2. The company has fixed the norm for the bidding business in offering an moral operation procedure, which provides the consumers superior poise and safety. Craig Jackson persists to sustain the moral principles of the industry, which was accorded from his parents. The family of him highlighted a burly wisdom of trade ethics, which put apart Barrett-Jackson from the majority of its entrants. The auction industry, according the version of the President, will separate themselves and perform activities in an ethical means to guarantee that the collection the right norms for their consumers. These actions have been established in their business ethnicity from the very commencement of the industry. The industry endeavors to guarantee that all biddings are unbiased (de Poel et al). Barrett-Jackson performs to avert fake auctions from non-existing purchasers intended to elevate the expense, over and above owners auctioning on their personal vehicles if the cost is very little. Barrett-Jacks on considers that being translucent is vital for providing outstanding consumer overhaul. To evade contentment with its moral business operations, Barrett-Jackson constantly evaluates and modifies its industry strategies and even employed a main inspection firm to accomplish a pressure-free investigation of its business operations. The industry owns the title of worlds most ethical industry and companies that accept this reputation perform commerce in an ethical way by representing actual and continual moral management within their industries. This is a gigantic achievement as an industry in the auction commerce has made its spot on the list for the very first time (Ferrell, Odies and Fraedrich). 3. Barrett-Jackson is regarded for its noteworthy offerings to society associations and charitable trusts. The powerful auction house has produced approximately $33.1 million for several charitable trusts through the United States of America yet. It also puts aside all delivery expenses and transaction costs on any vehicle sold for generous causes. Several foundations like Hendrick Marrow, Darrell Gwynn Foundation, Susan G. Komen have got benefit from the transaction of a car at a Barrett-Jackson bidding and the humanitarian activities of its consumers. The company produced over $4.2 million for 20 nationwide with regional charitable trusts to carry on its custom of aiding back to the society (Pride). Craig Jackson set up the Barrett-Jackson Cancer Research Fund at the Translational Genomics Research Institute in 2010. At the most current bidding in Scottsdale held in January, the company gained over $250,000 for Translational Genomics for cancer research through the selling of a uni que 1993 Chevrolet Corvette Coupe and personalized contributions. A car-collector devotee to be traded at the 40th centenary auction contributed the vehicle. Barrett-Jackson looks for to be a communally accountable enterprise by helping the regional societies and philanthropies. To achieve this objective, the industry tributes various establishments and foundations at its bidding reveals and then contributes a part of its profits to numerous receivers in the regional society. As Barrett-Jacksonis a socially responsible auction company, it stays successful and it eradicates the chance of fraud. Providing aids adds value to the reputation and standing of the organization (Hubbard, Timothy and Paarsch). References Salehzadeh, Reza, et al. "Proposing a new approach for evaluating the situational leadership theory based on the Kano model: The case of university students."International Journal of Public Leadership11.1 (2015): 4-20. Alanazi, Talal Ratyana, Bandar Khalaf Alharthey, and Amran Rasli. "Overview of path-goal leadership theory."Sains Humanika64.2 (2013). de Poel, Frouke M., Janka I. Stoker, and Karen I. Van der Zee. "Leadership and organizational tenure diversity as determinants of project team effectiveness."Group Organization Management39.5 (2014): 532-560. Ferrell, Odies C., and John Fraedrich.Business ethics: Ethical decision making cases. Nelson Education, 2016. Pride, William.Marketing 2014. Cengage Learning, 2013. Hubbard, Timothy P., and Harry J. Paarsch.Auctions. Mit Press, 2016.

The Beauty of Asl free essay sample

The Beauty of American Sign Language One ordinary day, as I watched television slumped on my couch, I received a phone call from my dearest cousin. She was utterly excited about some free sign language classes they were offering at a community center that day, and so she invited me along. It was the greatest choice I ever made! As I came out that community center, I had a new profound passion towards American Sign Language. In learning about the deaf culture, it brought me to a new understanding about the people in it. Through readings and the lessons, I have learned that being deaf has both its hardships and its blessing. The beauty of the language inspires me to learn more and more every day about it. In the early 1800s when American Sign Language was first brought about in the United States, being deaf was considered shameful and defective. We will write a custom essay sample on The Beauty of Asl or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The first school for the deaf was called The American Asylum for the instruction of the Deaf and Dumb. During that time, the word â€Å"dumb† was an acceptable term to use. There are many other terms that are unacceptable to the deaf, such as : deaf-mute, mute, hearing handicapped, disabled, dummie etc. Deaf people are just as intelligent as hearing people. Even in todays day and age some people still use these terms. Another common assumption of the hearing is that all deaf people can or should read lips, this is not so- lip reading is very difficult to master. Verbalization is also expected from the deaf by the hearing, this is also very difficult for the deaf because most deaf people have never heard their own voice and cannot know if their intonation, pitch and volume are used correctly. Another misconception about the deaf is that different from the hearing, most hearing people mean well, but speak to the deaf as if they are mentally challenged, this is why a deaf person may walk away or give a disapproving look. The hearing world often believes that all deaf people are deaf from birth, this is not always the case. A childhood illness could have affected the persons hearing, adult deafness also occurs, this is the most difficult for the person to deal with in some cases depression sets in and suicide becomes the result. An adult that goes deaf feels they can lose alot; friends, a job, a marriage. I have watched three movies about the deaf culture, each has helped me to understand the Deaf World a little better. The first movie I watched was Mr. Hollands Opus, which was about a musician whose son was born deaf. This was very upsetting to the musician because his son would never be able to hear the music that was so important to him. As a result father and son drifted and never really had the connection that a father and son should have until the father realized that his son wasnt so different after all. I could relate to this movie because the one thing I think deaf people are missing out on is the beauty of music. Music is such an important part of my life that I would dread to have a life without it. The movie Love is Never Silent consisted of a hearing child left alone with deaf parents when her younger hearing brother dies. This movie shows how she was her parents sole link to the hearing world. It also showed how her parents were looked at by the hearing world and how they looked at the hearing world. They had a certain distrust for the hearing. The daughter was ashamed to have deaf parents and to sign in front of hearing people because she didnt want to be different. Her parents had control over her life and she would nit allow herself a life because of them. The mother and daughter wind up resenting each other and fighting. In the end the mother realizes that the way they clung to her was wrong and an understanding was reached and love was once again flowing between them. This showed what kind of hardships deaf people face not only in the outside world but inside themselves. The movie A Bridge to Silence was about the opposite- a deaf child with hearing parents. The mother blamed herself for her daughters deafness due to a case of spinal meningitis the daughter had contracted as a child. The mother never fully accepts the daughter and it shows the heartache of a deaf girl growing up trying to have her mother accept her for who and what she is. The daughter was married to a deaf man and had a hearing child which the mother tried to take away. In the end we learn that the mother wanted a second chance at a healthy child, and she eventually comes to terms with her daughters deafness and mends the relationship. In the book For Hearing People Only we read about deaf children with hearing parents, a hearing parent is less likely to accept a deaf child for a fear of imperfection, while deaf parents will accept both a hearing and deaf child in the sane way because they do not fear that the child is imperfect they just love it. In the book Deaf in America (Voices from a Culture) through stories told by deaf people we see certain aspects of their lives that we wouldnt otherwise understand. A story from the first chapter struck me not strange but purely coincidental. Sam Supella tells his story of a hearing friend who thought there was something wrong with him. (p. 15) Sam grew up in a deaf house hold while his friend grew up in a hearing house hold, he thought that her family was strange because they communicated with their mouths while his family communicated with their hands. This struck me coincidental because we all do the same thing when someone does things in a different way than we do. This just shows us that we are all the same, hearing or deaf ,we all have the same type of ideals and thoughts about different things. What makes people so curious about ASL? The language in itself is absolutely beautiful. The fluent a hand motions, the finger spelling and the facial expressions are mesmerizing. When a person does not understand ASL they sit and stare, wondering what the people who are signing are talking about and how they do that. In class when I watched you sign a song I was amazed at how graceful and beautiful it looked. Being a new signer I found this captivating and I knew I had to learn how to sign fluently. In classes where there are interpreters for the deaf I find myself watching them trying to pick up some new signs. Another beautiful part of this language is that it is quiet, you could speak to someone from across a crowded room and never even utter a word. When people speak about learning how to sign, they are only going on what they see outside from deaf classmates, movies, etc. The language is very difficult to grasp, it is in fact a language with its own syntax. In the movie Bridge to Silence we see plays done by the deaf and as an observer it looks even better than a dance and it even seems more rhythmic than music. An in-class experience we had was when Walter a deaf man came to visit. He explained many things about himself in sign, and moved his lips to help us understand better. He told us about his family and how he and his wife feel differently about the hearing. She would rather not partake in activities with the hearing while he doesnt really care. I could write a book on both of the aspects I have chosen but I feel it is very important to get across my feelings about ASL, deaf people and the culture. The reason I chose ASL as my language is because it intrigued me, it looked interesting and different. I have also come to a greater understanding of cultures as a whole from this one class alone. I can imagine all the embarrassment deaf people must have felt throughout history in this world. The majority always feels it is superior to the minority therefore what the minority does is viewed as wrong or weird. In conclusion to this paper I feel that the problems we encounter as hearing people are not so different than the problems deaf people encounter. The prejudices we encounter are different though. While people could be prejudiced against us for our religion, color, race etc. we are prejudiced against the deaf for not hearing or speaking. Throughout the years we have evolved somewhat into human beings with a little more compassion for other people. I do agree that deaf people should never have had to endure the ridicule and humiliation for just being themselves, nor should they have been hidden away in asylums or sterilized because they shouldnt breedthe majority of deaf children come from hearing parents then and now. The treatment of deaf people throughout the generations has caused the consequences we now talk about. As for the misconception that deaf people are different, our forefathers have caused that and people have just followed along generation after generation. I also feel that ASL is a beautiful language and should be given as a choice in language requirements in all grade levels. This language that was brought to us over 150 years ago could sustain and still be useful today for within our own country unlike Italian, French or German. It has some kind of magic that makes us want to learn and speak it when we do not have to. The fluent and rhythmic motions are mesmerizing and captivating and anyone with the means to learn it should. Bibliography Bahan, Ben. Hoffmeister, Robert. Lane, Harlan. A Journey into the Deaf World. USA: Dawn Sign Press. Humphries, Tom. Padden, Carol. Deaf in America (Voices from a Culture). Massachusetts: Harvard University Press. Levitan, Linda. Moore, Matthew. S. For Hearing People Only. New York: Deaf Life Press. Science Essays