Donna Haraway Analysis of Haraway Primate Visions essays

Donna Haraway Analysis of Haraway Primate Visions essays Haraway deconstructs the institution of the museum and reveals the fissures in the ideology of male discourse and the re-presentation of the world from a certain point of view and ideological bias. The museum acts as a form of legitimization and as a reality construct that represents the dominant culture. Through a wide range of interacting images and ideas, Haraway explores the museum as reality creating machine that reflects patriarchal In the analysis of Akeley's life, Haraway presents"polyphony of stories that do not harmonize". (35) The concept of taxidermy serves as a crucial fulcrum in this analysis; "Taxidermy was made into the servant of the real' artificial children, better than life, were born from dead The above statement epitomizes the tone and deconstructive nature of her central theme. This theme is the creation or re-presentation of the real within the ideological format and parameters of those who pretend to create. This is not only a deconstruction of the issues and ambiguities of a taxidermist's life but also a dissection of Western cultural norms and values. Throughout the emphasis is on the fact that nature, science and the museum are technological constructions that are created through ideology and social praxis'. The dioramas are meaning-machines' in that they are productions or creations that reflect a certain ideological viewpoint and structure; and serve to legitimize and perpetuate that world- Haraway states that Akeley's life, ambition and vocation was the production' of a craft for eliciting unambiguous experience of organic perfection'. (39) The words production' and unambiguous' provides the clues to the essence of her understanding of the technology of ideology that manufactures or produces a certainty and a version of reality. ...

Definition and Examples of Sound Change in English

Definition and Examples of Sound Change in English In historical linguistics  and phonology, sound change has been traditionally defined as any appearance of a new phenomenon in the phonetic/phonological structure of a language (Roger Lass in Phonology:  An Introduction to Basic Concepts, 1984). More simply, sound change might be described as any particular  change in the sound system of a language over a period of time. The drama of linguistic change, said  English lexicographer and philologist  Henry C. Wyld, is enacted not in manuscripts or in inscriptions, but in the mouths and minds of men (A Short History of English, 1927).   There are many types of sound change, including the following: Aphesis and ApocopeAssimilation  Dissimilation and HaplologyLexical DiffusionMetanalysisMetathesisPrinciple of Least EffortProthesisSyncope See Examples and Observations below. Also, see: The Great Vowel ShiftGrimms LawIsoglossLanguage ChangeMutationPhonologyPronunciationWord Boundaries Examples and Observations An understanding of sound change is truly important for historical linguistics in general, and this needs to be stressed- it plays an extremely important role in the comparative method and hence also in linguistic reconstruction, in internal reconstruction, in detecting loanwords, and in determining whether languages are related to one another.(Lyle Campbell, Historical Linguistics: An Introduction, 2nd ed. MIT Press, 2004)Pronunciation of SchwaThere is a growing body of evidence that frequently used words quite often get affected early- an observation first made in the 19th century. . . .Consider the words adultery, century, cursory, delivery, desultory, elementary, every, factory, nursery, slavery. If possible, write them down on a piece of paper and ask several friends to read them out loud. Better still, get people to read sentences which include the words. For example: A cursory glance at the newspaper suggests that adultery is on the increase in this century. If you think slave ry has been abolished, go and look at the factory at the end of our road. Every mother will tell you that nursery schools are a mixed blessing. Make a careful note of how the crucial words are pronounced, and see if your results agree with those of a linguist who carried out an investigation of this type.The investigator noted that, according to the dictionary, all words which are spelt with -ary, -ery, -ory or -ury are pronounced somewhat as if they rhymed with furry. The vowel preceding r is a so-called schwa, a short indeterminate sound written phonetically as [É™], and sometimes represented orthographically as er (British English) or uh (American English). In practice the schwa was not always pronounced. It was usually omitted in common words such as ev(e)ry, fact(o)ry, nurs(e)ry, which were pronounced as if they were spelt evry, factry, nursry with two syllables only. In slightly less common words, such as delivery, there was fluctuation. Some people inserted a schwa, others omitted it. A schwa was retained in the least common words, such as desultory, cursory.(Jean Aitchison, Language Change: Progress or Decay? 3rd ed. Cambridge Univ. Press, 2001) Theories of Sound ChangeVarious theories of sound change, some of them proposed a century ago or earlier were current in the [19]70s. There was a longstanding traditional view about sound change being due to speakers modifying their pronunciation either to make it easier- to expend less effort- or to make speech clearer for the sake of the listener. Another one was espoused by Halle (1962) that language change, including sound change, served to improve grammar by making it more cognitively simple to compute. Postal (1968) suggested it was due to speakers desire for novelty, i.e., sounds change for the same reason that hemlines and haircuts change. Lightner (1970) claimed it was to avoid homophonydespite the abundant counter-examples that show homophony as the result of sound change. These are all teleological accounts, that is to say, they assume that the changes are purposeful, i.e., that they [are] motivated by a goal of some sort . . ..(John Ohala, The Listener As a Source of Soun d Change: An Update. The Initiation of Sound Change: Perception, Production, and Social Factors, ed. by Maria-Josep Solà © and Daniel Recasens. John Benjamins, 2012) The Neogrammarian Regularity HypothesisIn the 1870s a group of linguists now generally referred to as the Neogrammarians created a lot of attention, controversy, and excitement with the claim that unlike all other linguistic change, sound change is regular and operates without exceptions.This Neogrammarian or regularity hypothesis led to a great deal of valuable and interesting research. However, as can be expected, such a strong claim did not remain without a good deal of often quite vociferous opposition. . . .[I]t is important to note that the neogrammarian regularity hypothesis has proved to be enormously fruitful, no matter how accurate it may be in fact. For it forces the linguist to look for explanations of apparent irregularity, either by establishing a non-phonetic source or through a better formulation of a given sound change. Either way we learn more about the history of a given language and about the nature of linguistic change than if we subscribe to a view that does not expect regularity in sound change.(Hans Henrich Hock, Principles of Historical Linguistics, 2nd ed. Walter de Gruyter, 1991)

PROFESSIONAL ETHICS Research Paper Example | Topics and Well Written Essays - 1500 words

PROFESSIONAL ETHICS - Research Paper Example A person would always be influenced, directly or indirectly, by a system of thought that may is usually universally acceptable. How then did whistle-blowing come about, and how does it affect ethical and moral systems per se? Whistle-blowing is an act wherein a person, normally the employee, is exposed to some grave wrong, illegal work, or unacceptable practice within a company, workplace, or among professionals. Due to the wrong committed, the employee publicly announces the wrong done, thinking of it as the only remaining effective way of helping put a stop to such practice, after all the other means prove to be a failure. In such situation, the person committing the act of exposing the company, or the employee/s thereof, is referred to as whistle-blower/s. As emphasized by McConnell, whistle-blowers expose a past or present wrongdoing that is committed by a company, an organization, or even by a group of medical experts (575). The act of whistle-blowing may be triggered by various reasons, depending on the circumstances of each case, but it all has the same purpose, which is to point an accusatory finger against an organization or company (572) for committing a wrong so grave, that it has to be publicized to the world. As to what degree a wrong done may be considered as worthy of whistle-blowing, that is for the whistle-blowers’ own prerogative. However, despite the fact that it is somehow subjective on the part of the whistle-blower to decide as to whether something is worth exposing, it can be said that the judgment arrived at by the whistle-blower is highly swayed by an ethical system or moral belief that he or she lives by. Benefits A person is generally a moral being. Whatever wrong or evil act a person does is most probably a deviation from the universal precept of what is considered as morally and ethically acceptable for humans. For example, it is morally wrong to kill. Law, jurisprudence, cultural norms, even religion (at least for the theist s), support this general rule. This is a universal moral law that most people would live by. In relation to a whistle-blower’s position, he or she publicly reveals a wrong done by a company or organization, not just because the wrong being done is contrary to acceptable practice within the industry or company mission, or criminal in nature, but more so, because the wrong committed is clearly an inexcusable violation of morally accepted principles. Aside from that, the wicked acts or practices employed produce either mass destruction or negative effects on the affected patients or clients. In this situation, it is irrelevant then if the act or practice is presently being committed or not, what is important is that a grave moral wrong exists that will harm people, whether it concerns a small or huge percentage of the population. Whistle-blowing does not only affect the parties involved, but it has a permanent and long lasting effect on society as well. For instance, whistle-blo wing serves as a reminder to companies and organizations that they cannot always get away with such things. Companies and organizations are always highly encouraged and expected to not just act within the confines of what is considered as acceptable within company regulations and governmental laws, but to act with reverence and respect of universal moral decrees and norms. Also, whistle-blowing incite companies and org

The low-cost Airline Ryanair Essay Example | Topics and Well Written Essays - 750 words

The low-cost Airline Ryanair - Essay Example In any industry, several forces in conjunction form the success or failure of any firm that operates in it. These forces include those factors, which affect a business from outside its immediate environment, which is the macro environment. Porter’s Five Forces Model makes it easier for one to analyze these various factors in relation to any industry, as it outlines the basic factors, which one should observe to understand a company’s chances for success and market attractiveness. Ryanair, an airline in the transportation industry, forms an interesting choice of company which one can analyze using this model. To start, one needs to have a brief idea about Ryanair. It is a low-cost airline, which is the second largest airline in Europe, and belongs to the transportation sector of the tourism industry. The reason it forms such an interesting choice is that it is one of the largest in the world in terms of international passenger number and the second largest (Amason, 2010) in terms of passenger number. This success of the airline is intriguing, and leads one to wonder whether the success can be explained by the recent deregulations that happened in the aviation industry in Europe in 1997 or whether it is due to the low-cost business model that Ryanair operates under. Either way, it is an intriguing case for anyone interested in studying companies from a business management aspect (Amason, 2010). Porter’s Five Forces Model includes firms, which study the competitive environment of the firm. ... In relation to the competition it faces from other firms, Ryanair competes against several rivals. These include another low-cost Irish airline Aer Lingus, which came into direct competition with Ryanair ever since it switched to a low-cost business model. Other competitors include MyTravelLite and Go (Hoffman, 2007), both of which were at a point in time, in competition with Ryanair, although it was not long before Ryanair was able to beat them due to its low cost strategies. Aer Arann and CityJet are some more examples of competition, which Ryanair faces, while EasyJet is this airline’s largest competitor (Hoffman, 2007). The airline industry is one where no one firm can hold monopoly, because each successful firm has different strategies and different core competencies, which earn them a fair share of market share. In addition, it is a large industry, which automatically means there will be several competitors. As for the power of customers, it is not a strong force in this particular industry. The customers are more or less price takers in the airline industry, as there are dozens of airlines, which cater to customers belonging to each price category. While it is true that these airlines use low-cost strategies due to the customers only, it does not mean that the customers have the power to influence the rates of fares of these airlines. Similarly, the power of suppliers is also not very relevant to this industry. The start-up costs as well as any materials and services the airlines use for their planes or operations make a large proportion of their costs. However, their magnitude is what influences the airline’s decisions, not the wishes or demands of the suppliers, which makes the power

A Tear Between Twins :: Personal Narrative Writing

A Tear Between Twins "Come on guys, we really shouldn't," I begged Shawn, the driver of our group date. "It is so rude of us to drive by and ruin this special moment for Janae and Bryce. We all know why they have gone up to the temple don't we? I mean it is their six month anniversary, and neither of them have had their first kiss yet! Hmmm..???" Even though I truly meant what I was saying, a part of me wanted to ruin this fairytale event in their relationship. Not that I disapproved of Janae and Bryce being together; I guess it was the fact that she was moving a step ahead of me for the first time in our lives. After all, I had a reason for this mean streak--Bryce had stolen my best friend. February 13th, 1979, Janae and I were born in Sunrise Hospital, four minutes apart, to two anxious, ecstatic, and not to mention exhausted parents. Immediately following the birth, the doctor glanced up at my mother and father and announced that they were the proud parents of identical twin girls. My sister Janae was born first weighing a mere four pounds 11 ounces and I swiftly followed, weighing a hefty seven pounds zero ounces (very large for the average twin). The doctor proceeded to tell my mother that identical twins automatically have a special bond that exists between them, and that she was to enjoy the many fun, challenging, yet exciting experiences to come. One of the most challenging experiences to come would be the dreadful day when the two of us would realize that we couldn't be together always. That memorable day we slept together, side by side, in our rectangular clear plastic hospital beds -- determined to be inseparable for the remainder of our lives. Several people are considerably fascinated with twins, but don't quite comprehend exactly what it is like to be one. Actually, being a twin really isn't that different than not being a twin. (Or at least I don't think it is. The truth is that I have never not been one.) I believe, however, there is one advantage to being an identical twin. Identical twins are basically made up of the same ingredients. There is a connection that exists right from birth. In our case, Janae and I have found that we enjoy the same books, the same sports, the same food, we love the rain, and lastly our taste in guys is nearly the same.

Child Rearing in the Us and Colombia Essay

Early care-giving is a major factor for a child to feel secure to explore the world around them (Carbonell, Alzate, Bustamente & Quiceno , 2002). How different is this early care-giving between two cultures such as the United States and Colombia? This is a look at the differences and similiaries of raising girls, both born in 1988, in Colombia and the United States. Both girls were raised in nuclear families, with one older sibling, close enough in age to be a major part of each girl’s daily life. One was raised in Colombia, although she moved to the United States at the age of eleven, while the other was raised completely in the United States. Both parents of each girl were interviewed as well as the girl herself. The basic stepping stones, the times that parents love to videotape, the â€Å"baby’s first† moments all seem to happen relatively similarly in both girls. Self-reported by Paulina, was that she walked around the age of ten months. Similarly, Jane walked at the age of ten months. Both were somewhat delayed in speech, enough so to be taken to doctors. In each case, the parents were told that the child would speak if the family stopped following the non-verbal directions from the child. Paulina’s first words were â€Å"eso,† Spanish for â€Å"that,† and â€Å"Ma. † Jane’s first word was â€Å"Ah-yah† which was meant to be â€Å"Alex,† her brother’s name. Paulina stood alone at the age of eight months (personal communication with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Hispanics tend to mollify children and be more lenient (Figueroa-Moseley, Ramey, Keltner & Lanzi, 2006). Hispanic parents tend to try to calm their child rather than work towards developmental goals, which tend to be more valued in the United States. Neither girl was punished in the form of â€Å"grounding,† but both were warned with simple looks from their parents, such as glaring and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was â€Å"smacked,† and Jane was occasionally spanked. Jane would be sent to her room or made to sit in a chair as in a â€Å"Time Out,† however Paulina never experienced a â€Å"Time Out† and recollects that such a thing was not common in Colombia. Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was respectful. Questions were welcomed by both families, but the girls were expected to know the time and place in which to ask questions. Each girl was also allowed to pick out her own clothes, which has been shown to be good for children, as children see it is important for them to make some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001). Paulina’s mother tried to teach her what matched, but eventually gave up trying when it, although Colombian mothers tend to worry about the outward appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Jane’s mother replied, â€Å"Anything that didn’t match,† although she, too, tried to teach her daughter matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasized in both situations. As respect was emphasized from child to adult, so was it shown from adult to child. Both children were kept informed of what was happening in the family. Children were expected to be a part of dinner conversation and were allowed to participate in the adults’ lives. Also, both children were given reasoning behind decisions and had things explained? â€Å"because I said so† was used only when the situation would be later explained, and the consequences of an action were described rather than a mere â€Å"don’t do it. † Chores were a part of each girl’s life as well. Both were expected to do what was asked of them to help around the house– dusting, vacuuming, clearing the table, etc. Jane was expected to help with dinner, which included getting food from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, â€Å"I was part of the family and therefore I was expected to work in the house without any sort of reward (personal communication, April 10, 2007). † Colombia tends to be a collective society that looks to the benefit of the group, rather than the individual (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment’ because it was for the greater good of the family, being part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be much more emphasized in Hispanic cultures (Carbonell et al, 2002). A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, bad food habits are put into place. Sugary foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace fresh fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often need meals to be â€Å"just right. † Children have very determined ideas for what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food â€Å"required† is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family every night, generally at eight o’clock, as is customary in Colombia. Her mother did most of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her father did other household things. On weekends, most meals were eaten together. Breakfast was generally around ten o’clock in the morning and lunch was around three o’clock in the afternoon. Very few times, her father would cook, although he cooks more now that they live in the United States. Food was as healthy and fresh as possible. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well, often around seven o’clock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of school. Jane’s mother did most of the cooking, and the children were expected to help. Snacks were often dry cereal like Cheerios, apples, crackers, or cheese. Paulina started learning numbers and how to read and write at the age of four, when she went to preschool. The debate of how children should be taught to read can be broken into two sides; phonetics and whole language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006). Jane also attended a preschool at the age of four, but it was not as much structured, formal schooling. Both were taken to a part-day day-care or nursery school for the opportunity to socialize with other children. While at nursery school, Paulina was mostly made to play with toys. Jane attended a Co-op nursery school at a Unitarian Universalist church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and participate in the nursery school experience. Stations were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on large sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Jane’s parents thought it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life. Jane was occasionally, but not often spoken to in â€Å"Baby Talk,† while Paulina was never spoken to in â€Å"Baby Talk,† as her parents thought speaking to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls realize that because their parents were stricter when they were young, that as the girls grew older; their parents didn’t need to be as strict. Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States. Developmentally, the children seem to be similar, and most of the parenting is more alike than different. References Ardila-Rey, A. & Killen, M. (2001). Middle class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The Developing Person: Through Childhood and Adolescence (7th ed. ). New York: Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , & Lanzi, R. (2006). Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. & Rueda-Riedle, A. (2002). The importance of social context in cross-cultural comparisions: First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , & Quiceno, J. (2002). Maternal Caregiving and Infant Security in Two Cultures. Developmental Psychology, 38 (1), 67-78.

Hitlers Reasoning for his War on Jews Night by Elie Wiesel

Adolf Hitler, most widely known as the orchestrator of the Holocaust during World War II committed genocide across the nation, but his reasons for this mass murdering come down to one point; jealousy. As a young man Hitler had a yearning to succeed at anything he set his mind on, and being rejected by art academy’s and living as a homeless man for a part of his life began his envy for others who had succeeded, unlike himself. While Hitler was volunteering for the German army in World War I, he was temporarily blinded due to a gas attack and during this period he claimed to have received his calling, â€Å"He was to liberate Germany and make it free from what he saw as the ever-present source of decay within German racial purity; the Jew† (Dufner 15). From his point of view Jews were all he could see, and it disgusted him, so in order for him to fulfill what he believed he was meant to do, he must rid of Jews across Germany. The novel Night by Elie Wiesel and Adolf Hitl er are both complex and unimaginable, but they both express belief and their own knowledge of the same situation but from different point of views. Adolf Hitler, urged by his self-hatred began his own plan for the extermination of Jews and even as far as world domination. Like most people, the horrible feeling of failure sparked an urge in Hitler to have great success. For example, when Hitler was young, he aspired to be an artist and auditioned for many academies but was unfortunately denied access to all heShow MoreRelatedGenocide Throughout History Essay2576 Words   |  11 Pagesall time was committed by the Nazis against the Jews during World War II. After the Holocaust occurred, the nations of the world vowed to prevent another genocide. However, ethnic 2 cleansing and genocides still occur today in places like Bosnia and Kosovo. The portrayal of genocide in Elie Wiesels Night demonstrates the Nazis goal of annihilation, which parallels the goal of the Serbs in Kosovo. The Holocaust in Germany during World War II was one of the most horrific moments in humanRead MoreAnalysis Of The Hunger Games 2484 Words   |  10 Pagesthe victim this concept continues to be document in literature and the media. In short summation, The Hunger Games novel is a dystopian themed novel about a country called Panem who rose from the ashes of natural destruction. Cataclysmic events and wars have formed the nation, but these events have sadly birthed a nation at fault. Divided into twelve districts, the Capitol of Panem maintains its hold on these areas by forcing a reaping of one boy and one girl, called Tributes, to compete in a nationallyRead MoreThe World s Most Dangerous Leaders1601 Words   |  7 Pagesafter childhood,but not as a kid.To figure out who is the worst we may go over who does what,when they did that and how. Throughout Adolf,Josef,and Benito’s Lives to become such a person that evil does not just come about or randomly,there has to be reasonings why a human being would be so angry and insane. Well maybe there is,in the beginnings of their early lives in childhood and early adulthood events and happenings that made them grow up to be some of the worst people ever in history. Growing up you