Criminal justice, procedure and human rights Coursework

Criminal justice, procedure and human rights - Coursework Example Of course, these are the extreme limits and the judge imposes sentence based upon the facts of the case. Although by statute there is no distinction drawn between voluntary and involuntary manslaughter, that is to say there is only one crime manslaughter, in general the distinction between the two are commonly acknowledged. There are two major categories that fall within the scope of involuntary manslaughter. These are: Constructive manslaughter assigns guilt to the defendant even though they may not have intended the injury or death of the victim and a reasonable person may not have conceived that the death would result, but the responsibility for the death, none the less, is found in the commission of an illegal "quite unconnected and possibly minor unlawful act" (LAWCOM 237, 1996: p. 13) which resulted in the death. ... Constructive Manslaughter Constructive manslaughter assigns guilt to the defendant even though they may not have intended the injury or death of the victim and a reasonable person may not have conceived that the death would result, but the responsibility for the death, none the less, is found in the commission of an illegal "quite unconnected and possibly minor unlawful act" (LAWCOM 237, 1996: p. 13) which resulted in the death. As found in Creamer1: A man is guilty of involuntary manslaughter when he intends an unlawful act and one likely to do harm to the person and death results which was neither foreseen nor intended. It is the accident of death resulting which makes him guilty of manslaughter as opposed to some lesser offence. In R v Mitchell2, at appeal the court found that several criteria must be met in order to establish that manslaughter due to an unlawful act had been committed. Upon decision the court found that to be convicted the following four conditions need to be met: The defendant committed an illegal act The act was dangerous in that a reasonable and sober person would recognise the inherent danger of act committed The death of the victim resulted from the act The defendant intended to commit the act even though they may not have foreseen the consequence of the death of the defendant In order to understand the criteria of each point required to show cause for a guilty verdict of involuntary manslaughter, it is necessary to review the case law for each of the above points. R v Franklin3 established the precedent that the defendant must have committed an unlawful act in order to be convicted of manslaughter. This was upheld in R. v. Lamb4. In R v Dalby5 the court attempted to establish that the defendant's

Chronic Disease Essay Example for Free

Chronic Disease Essay Chronic disease is an illness. It can be regulated but not cured. It is in most cases a long-lasting medical condition that can have a long-term variation in the body (Prakash, Porwal, Saxena, 2012). There are many cases of chronic disease around the world but in the United States it is the foremost cause of death. Seven out of 10 deaths amid Americans every year are from chronic diseases. One disease that can be severe, depending on the stage is colon cancer. It is also known as colorectal cancer. It grows in the digestive tract, which ultimately can change into a cancerous polyp. A polyp is a benign growth on the body that sometimes becomes malignant (Prakash, Porwal, Saxena, 2012). This means it can spread throughout the body. The colon is complete with three parts, the ascending, transverse, and descending also known as the sigmoid colon. It lies within the large intestine and is directly above the rectum. The sigmoid is to help digest, process, and eliminate food. If someone were to get colon cancer it would start in the sigmoid and if it is not treated early, it can result in losing his or her colon (Prakash, Porwal, Saxena, 2012). There are quite a few risk factors with this disease; the people who have the highest risk to develop colon cancer are 50 or older, the chances increase with age. Gender also plays a big role; they say men have a higher risk than women because they tend to have more occurrences with adenomas or benign tumors in tissue glands. There are also two types of medical conditions that increase chances of acquiring colon cancer; they are ulcerative colitis and Crohn’s. Another name for them is Inflammatory Bowel Disease. They are set off by long-term inflammation. My boyfriend has ulcerative colitis and a friend has crohn’s disease, they have to get regular checkups every six weeks and an infusion. Otherwise they would be sick and probably develop colon cancer. They also get colonoscopies every so often seeing how much of a risk they have. According to Emedicinehealth (2012), â€Å"A colonoscopy is a procedure through which a physician inserts a viewing tube (endoscope) into the rectum for the purpose of inspecting the colon. During a colonoscopy, polyps can be removed, bleeding can be cauterized, and a biopsy can be performed if abnormal areas of the colon are seen† (para.27). To do this procedure they, use an endoscope. It is a medical tool made up of a long tube inserted into the body. It may sound scary to have done or painful, but it could save a life. Some ways to decrease modifiable risk factors for colon cancer are by doing what is best for the body, just like with any other types of disease but there are a few differences. One important thing to do is screening, which is a test for a disease (2002). That way if one does have any polyps it can get removed before becoming cancerous. Another important thing to do is diet, especially if they are obese because obesity is a high risk factor. Fats, alcohol, and too much red meat can also lead to a higher risk. Eating more vegetables, exercising, and maintaining a healthy weight, these are good lifestyle choices, and everyone should keep them in mind. (Davies, Batehup, Thomas, 2011). One thing that lowers the risk of most cancers is staying away from smoking; it is a bad habit for anyone, whether they are sick or not (Daniela, Simona, Imola, 2011). So if one starts to have symptoms such as rectal bleeding, dark stools called melena which is began by bleeding into the bowel, passing of solid waste, gas discomfort, backache, and liquid discharge from the rectum, they should go immediately to see a doctor because those are signs of a tumor in the colon and can lead to severe colon cancer. If someone needs help or support when dealing with colon cancer there are quite a few sources of help that he or she may reach out to. The American Cancer Society, the American Psychosocial Oncology Society (APOS), and Fight Colorectal Cancer.org. These organizations care about people and their needs. Colon cancer is a very serious disease and can be life threatening. So if you or someone you love has cancer make sure to eat healthy, exercise, avoid unhealthy habits, such as smoking and get daily screenings to protect yourselves. Acquiring a polyp or strange bleeding from your rectum can be life threatening, so a screening and a colonoscopy is crucial. ‘Works Cited Continue colonoscopy screening in stable patients, regardless of age. (2002). Geriatrics, 57(1),23.http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=7cc2eb43-5583-4161-b181 f6ccc2c74387%40sessionmgr112vid=3hid=102 Daniela, C., Simona, B., Imola, T., Melania, M., Silvia, S. (2011). Smoking and the

Theories On Domestic Violence Causes

Theories On Domestic Violence Causes Previously there has been a lot of work done to determine the causes of domestic violence and their relationship with it. This literature review focuses on the theories related to causes of domestic violence and highlights the key findings of these theories. This literature review is a summary of selected sources which directly or indirectly address domestic violence and its causes. Sources range from academic research papers, other literature reviews, scholarly articles and online books. Work and family have reciprocal relationship with each other and this has been proved by the research and the effects of one are spilled onto other. Occupational spillover effects are best explained by feminist and work-family theories because work and violence are gendered. Research that was done previously has ignored issue of violence when analyzing occupational spillover and has only focused on occupations influencing workers identities health outcomes, renting styles and health outcomes. Relationship is being discovered by researchers between interpersonal conflicts and arguments at work leading to arguments at home. There are few family violence researchers who have focused on occupational characteristics affecting intimate relationships. Occupational violence spillover means that men in physical violent jobs are more likely to cause violence on their partners because they have learnt at work that violence Is a legitimate way to exercise control on their partners. Compensatory masculinity focuses on work-family linkages and according to this, men who are unable to earn satisfactory income level and are dissatisfied in their working environment try to gain satisfaction at home by perpetrating violence at their female partners. It has been found by family violence researchers that men in blue collar, male dominated occupations have higher rates of domestic violence as compared to men having white collar jobs but the issue has not been examined thoroughly. Research has concluded that men in physically violent occupation usually bring their work home in the form of violence and their female partners suffers from occupational spillover. Few work-family researchers have focused on the role of occupational stress in causing domestic violence on intimate partner and are unable to explain the root causes of violence. Research on intimate partner violence has explained the connection between income, education and employment with violence. Marital dependency (Kalmuss Straus, 1990; Straus, Gelles, Steinmetz, 1980) and stress frustration theories (Holtzworth-Munroe, Bates, Smutzler, Sandin, 1997; Riggs, Caulfield, Street, 2000; Straus, 1990; Straus et al.) view income, education, and employment as indicators of access to economic resources. According to Anderson, women face risk of abuse due to power differences rather than sociodemographic position. Traditional status of men along with several sociodemographic factors such as income, education, employment, race and social class increases the risk for women to face intimate partner violence. Marital dependency theory suggests that women are financially, educationally and occupationaly dependent on their male partners which limits their ability to end violent relationships. 1986). Lupri, Grandin, and Brinkerhoff (1994) suggest that because men hol d the majority of high paying positions in society, it follows that they also command higher power in have adverse effects on marital relationships. Rogers and Amato (1997) and Rubin (1994) find that husbands with low level of income are likely to feel more insecure and consequently the couple will experience more marital problems. Socioeconomic differences favouring women are often viewed as uncomfortable and problematic by male partners. According to Jasinski (2001), violence is used by men to construct traditional masculinity and when men are unemployed and unable to financially support their family, they use violence as a mean to regain their masculinity. Researchers have analyzed the impact of mens and womens financial contributon to household income and have concluded that overall poverty increases the risk of violence rather than income disparity between intimate partners. (Anderson, 1997; McCloskey). Moreover, employment is also considered as an important factor causing violence and according to Macmillan Gartner, a woman is more likely to experience violence when she is employed and has a higher job status compared to her husband. Many researchers have also found that women with higher education compared to their partners face greater risk of intimate partner violence than women with lower education (Hornung et al DeKeseredy and Hinch (1991) Family violence and feminist researchers have focused on the role played by socioeconomic factors in causing partner violence but the literature lacks the exact role played by these factors in causing physical and emotional abuse so there is a continuous need to explore the relationship between income, employment and education with partner violence. Empirical analysis of the different forms of intimate partner violence and physical abuse is required to be done. According to feminist theories, men perpetuate violence in order to maintain power and control and family violence researchers have concluded that structural environment plays an important role in causing domestic abuse. It has been found that elements of structural environment such as age, race, cohabition, educational and income resources have a relationship with domestic violence and these same structural elements do not lead to the violence in a similar fashion by men. Previously the role of cultural constructions of gender was ignored by the researchers and in most studies violence perpetrated by men is examined only. Moreover. Gender theorists argue that social constructs create masculinity and femininity and construction of feminine identity is much easier as compared to the construction of masculine identity. (Connell, 1987). Men try to maintain their masculinity by obtaining higher levels of income, more education and greater occupational prestige than women (Gerson, 1993; S egal, 1990). Men with higher educational resources and earning less income are more likely to perpetrate violence on their female partners than with lower educational resources and higher income (Fagot, Leinbach, Hagan, 1986). Men use violence as a mean to maintain and re establish their power and control when they are deprived of material resources in their lives (Goldschneider Waite, 1991). The study conducted by Horning Mcullough concluded that partners hold different expectations regarding decision making and housework when they have different educational levels. The relationship between education and domestic violence should be studied more closely in the research because their relationship has been found inconsistent in the past studies (Lupri et al., 1994). Theories focusing on socioeconomic causes of domestic violence must be integrated with feminist theories to better understand the problem. There is a dire need of future research that should analyze and examine the interrelationship of sociodemographic factors and structures of gender and power. Strong relationship between domestic violence and age,cohabiting status, unemployment and socioeconomic status has been found by sociologists using national survey techniques. A link between stress and domestic assaults has been found by studies (Straus et al., 1980). Gender of victims and perpetrators hold a great importance when examining causes of domestic violence but the literature lacks an analysis of how and why gender matters in spousal violence. Furthermore, past studies of resource the ory has limitations. One limitation is that the data is collected from one partner leading to gendered reporting bias. The literature lacks the emipirical and theoretical analysis of how gender matters in the relationship between resources and violence. Research indicates that domestic violence may arise from feelings of low personal control among men and it negatively influences the personal control of women. According to perpetrator literature, feelings of personal control play a vital role in causing domestic abuse and the characteristics of perpetrator are low self esteem, poor self control and a high need for control. Research has proved that various aspects of social structural environment influences the mens ability to perpetuate violence on women and these aspects are poverty social resources, stress and unemployment. A link has been found between socio structural conditions and domestic violence by the researchers. According to feminist theories, violence is used as an instrumental act by men when they have little control over an element of their environment such as unemployment and fewer resources to maintain or re-establish their sense of control.. According to studies conducted earlier, gender greatly influences personal control and domestic violence. Johnson (1995) suggests that there may be gender differences in motivation to control, physical strength differences that make violence effective, normative acceptability of control, inclination to use violence for control. According to Kirkwood (1993), men uses their personal resources and physical power to exert control on their female partners and if they also have access to more resources, they can use these to exert further control. Research conducted earlier has indicated that relationship between personal control and domestic violence is different for men and women and the experience of abuse is entirely different for men and women. The literature has focused on men regarding control and domestic violence but it has not empirically tested the relationship between personal control and domestic violence The literature is quite broad and vague when examining male control and domestic violence and it suggests that men initiate partner violence because they have little control over their partners and circumstances of their lives. More research should be conducted to find out more relationships among personal control and domestic violence and how the association is different for men and women. Moreover, there is a need of finding out possible gender differences using qualitative research. There are many socioeconomic factors leading to domestic violence but the most important ones are poverty and low income. (Greenfeld et al., 1998; Rennison Welchans,2000, Tjaden Thoennes, 1998). According to interpersonal perspectives, the factors contributing to domestic violence are within the relationship conflict and ineffective conflict resolution increases the risk of violence for women. Family members aid in perpetuating violence on women violence (Hamberger Hastings 1993, Cunningham et al 1998, Healey et al 1998, Eisikovits Edleson 1989, Jewkes 2002). The most widely accepted theory of violence is that some groups in the society encourages the use of violence on women. According to feminist researchers, there are several control tactics used by men to exert power and control on women.

Emily Grierson Living in the Past in William Faulkners A Rose for Emil

Emily Grierson Living in the Past in William Faulkner's A Rose for Emily   Ã‚   In "A Rose for Emily," by William Faulkner, Emily Grierson seems to be living with her father in what people referred to as the old South.   However, most of the story takes place after the Civil War, but Miss Emily is clearly living in the past.   As critic Frederick Thum pointed out, "Many people are able to survive in the present, but give little or no thought to the future, and these people usually live in the past.   Such a mind is the mind of Miss Emily Grierson..."(1).   Miss Emily's comprehension of death, her relationship with the townspeople, and her reaction toward her taxes are clear examples that she is living in the past.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the story, the narrator tells the reader that "our whole town went to her funeral"(336).   The narrator goes on and informs the reader that,   "She was a 'fallen monument...[sig] a tradition, a duty and a care: a sort of hereditary obligation upon this town'"(Pierce 850).   "Miss Emily was referred to as a 'fallen monument' because she was a 'monument' of Southern gentility, and ideal of past values but fallen because she had shown herself susceptible to death (and decay" (Rodriguez 1).   By the time of Emily's death most of the people in her town were younger than she and had never been able to include her in their lives or community activities.   She has stood mainly as a example of an older ideal of Southern womanhood, even though she had grown fat and pale in her later years.   The older and younger generations of townspeople treated Miss Emily differently.   "'The older generation, under the mayoralty of Colonel Sartois, has relieved Miss Emily of her taxes and has sent its children to take... ...licts between them.   Her refusal or inability to move out of this world is reflected in her comprehension of death, her relationship with the townspeople, and her reaction toward her taxes. Works Cited and Consulted Faulkner, William.   "A Rose For Emily" Literature and the Writing Process   Eds. Elizabeth McMahan, Susan X Day, and Robert Funk. 4th Ed.  Upper Saddle River:   Prentince Hall, 1996. Pierce, Constance, "William Faulkner." Critical Survey of Short Fiction Ed. Frank N. MaGill. 7 vols.   Pasadena, California:   Salem Press, 1993: 848-857. Rodriquez,Celia. "An Analysis of 'A Rose for Emily.'" 9 Sept. 1996. 17 Mar. 1998 http://www.cwrl.utexas.edu/daniel/amlit/reader/South?radriquezerose.html Them, Frederick.   "A Rose for Emily:   Confusion of Past and Present." 2 Oct. 1995. 17 Mar.1998 http://sru.ocs.drexel.edu.undergrad/st93mey7/fred/rose.html

International Market Entry Methods

ExportingExporting is the direct sale of goods and / or services in another country. It is possibly the best-known method of entering a foreign market, as well as the lowest risk. It may also be cost-effective as you will not need to invest in production facilities in your chosen country – all goods are still produced in your home country then sent to foreign countries for sale. However, rising transportation costs are likely to increase the cost of exporting in the near future.The majority of costs involved with exporting come from marketing expenses. Usually, you will need the involvement of four parties: your business, an importer, a transport provider and the government of the country of which you wish to export to.LicensingLicensing allows another company in your target country to use your property. The property in question is normally intangible – for example, trademarks, production techniques or patents. The licensee will pay a fee in order to be allowed the righ t to use the property.Licensing requires very little investment and can provide a high return on investment. The licensee will also take care of any manufacturing and marketing costs in the foreign market.FranchisingFranchising is somewhat similar to licensing in that intellectual property rights are sold to a franchisee. However, the rules for how the franchisee carries out business are usually very strict – for example, any processes must be followed, or specific components must be used in manufacturing.Joint ventureA joint venture consists of two companies establishing a jointly-owned business. One of the owners will be a local business (local to the foreign market). The two companies would then provide the new business with a management team and share control of the joint venture.There are several benefits to this type of venture. It allows you the benefit of local knowledge of a foreign market and allows you to share costs. However, there are some issues – there c an be problems with deciding who invests what and how to split profits.Foreign direct investmentForeign direct investment (FDI) is when you directly invest in facilities in a foreign market. It requires a lot of capital to cover costs such as premises, technology and staff. FDI can be done either by establishing a new venture or acquiring an existing company.Wholly owned subsidiaryA wholly owned subsidiary (WOS) is somewhat similar to foreign direct investment in that money goes into a foreign company but instead of money being invested into another company, with a WOS the foreign business is bought outright. It is then up to the owners whether it continues to run as before or they take more control of the WOS.PiggybackingPiggybacking involves two non-competing companies working together to cross-sell the other’s products or services in their home country. Although it is a low-risk method involving little capital, some companies may not be comfortable with this method as it i nvolves a high degree of trust as well as allowing the partner company to take a large degree of control over how your product is marketed abroad.Turnkey projectsA turnkey project refers to a project when clients pay contractors to design and construct new facilities and train personnel. A turnkey project is way for a foreign company to export its process and technology to other countries by building a plant in that country. Industrial companies that specialize in complex production technologies normally use turnkey projects as an entry strategy. One of the major advantages of turnkey projects is the possibility for a company to establish a plant and earn profits in a foreign country especially in which foreign direct investment opportunities are limited and lack of expertise in a specific area exists.Potential disadvantages of a turnkey project for a company include risk of revealing companies secrets to rivals, and takeover of their plant by the host country. Entering a market wit h a turnkey project CAN prove that a company has no long-term interest in the country which can become a disadvantage if the country proves to be the main market for the output of the exported process.

Free Essays on Juvenile Boot Camps

Boot Camps Juvenile Boot Camps: A Bad Alternative Since their beginning in 1983 in Georgia, boot camps have spread to more than half the States and have gained a vast amount of appeal because of policies. Supporters of boot camps believe these camps rehabilitate offenders and curb future criminal behavior, as opposed to jails, which offers no chance of rehabilitation. Florida operates more juvenile boot camps than any other State in the United States. An important aspect of this program is not only the utilization of local resources but also the partnership local and State governments have created to promote community involvement. Boot camps have been shown to have some positive aspects; however, as an alternative, these camps have not proven to be as successful as local and state government anticipated. Boot camp programs are generally designed for young, nonviolent offenders with their first felony conviction. In 1989, the Florida statue pertaining to juvenile justice was revised, authorizing the creation of juvenile boot camps. These camps were to target â€Å"deep-end,† more serious offenders, in contrast to adult boot camps, which are typically designed for first-time, nonviolent offenders (F.S. Chapter 39). However, in 1994, the statue stipulated that eligible juveniles were those who had been committed to the department for any offense that, if committed by an adult, would be a felony, other than a capital felony, a life felony, or a violent felony or the first degree. The statue intended the programs to be an intensive educational, physical training, and rehabilitative program. The State set minimum standards for policies and procedures and serves as the foundation for State oversight of boot camp programs. Rehabilitation and cost are the goals most often pursued by correctional practitioners and policymakers (Parent, 1994). Juvenile boot camps revolve around many objectives: reducing recidivism, cuttin... Free Essays on Juvenile Boot Camps Free Essays on Juvenile Boot Camps Boot Camps Juvenile Boot Camps: A Bad Alternative Since their beginning in 1983 in Georgia, boot camps have spread to more than half the States and have gained a vast amount of appeal because of policies. Supporters of boot camps believe these camps rehabilitate offenders and curb future criminal behavior, as opposed to jails, which offers no chance of rehabilitation. Florida operates more juvenile boot camps than any other State in the United States. An important aspect of this program is not only the utilization of local resources but also the partnership local and State governments have created to promote community involvement. Boot camps have been shown to have some positive aspects; however, as an alternative, these camps have not proven to be as successful as local and state government anticipated. Boot camp programs are generally designed for young, nonviolent offenders with their first felony conviction. In 1989, the Florida statue pertaining to juvenile justice was revised, authorizing the creation of juvenile boot camps. These camps were to target â€Å"deep-end,† more serious offenders, in contrast to adult boot camps, which are typically designed for first-time, nonviolent offenders (F.S. Chapter 39). However, in 1994, the statue stipulated that eligible juveniles were those who had been committed to the department for any offense that, if committed by an adult, would be a felony, other than a capital felony, a life felony, or a violent felony or the first degree. The statue intended the programs to be an intensive educational, physical training, and rehabilitative program. The State set minimum standards for policies and procedures and serves as the foundation for State oversight of boot camp programs. Rehabilitation and cost are the goals most often pursued by correctional practitioners and policymakers (Parent, 1994). Juvenile boot camps revolve around many objectives: reducing recidivism, cuttin...

Slash Pine, Southern Yellow Pine Tree Species Overview

Slash Pine, Southern Yellow Pine Tree Species Overview The slash pine tree (Pinus elliottii) is one of four southern yellow pines native to southeastern United States. Slash pine is also called southern pine, yellow slash pine, swamp pine, pitch pine, and Cuban pine. Slash pine, along with longleaf pine, is a commercially important pine tree and one of the most frequently planted timber species in North America. Two varieties are recognized: P. elliottii var. elliottii, the slash pine most frequently encountered, and P. elliottii var. densa, that grows naturally only in the southern half of peninsula Florida and in the Keys. The Slash Pine Tree Range: Slash pine has the smallest native range of the four major southern United States pines (loblolly, shortleaf, longleaf and slash). Slash pine can grow and is often planted throughout the southern United States. The pines native range includes the entire state of Florida and in the southern counties of Mississippi, Alabama, Georgia and South Carolina. Slash Pine Needs Moisture: Slash pine, in its native habitat, is common along streams and the edges of swamps, bays and hammocks of the Florida Everglades. Slash seedlings can not stand wildfire so ample soil moisture and standing water protects young seedlings from destructive fire. Improved fire protection in the South has allowed slash pine to spread to drier sites. The resulting increase in acreage was possible because of slash pines frequent and abundant seed production, rapid early growth, and ability to withstand wildfires after the sapling stage. Identification of Slash Pine: The evergreen slash pine is a medium to large tree that can often grow beyond 80 feet in height. The slash pine crown is cone-shaped during the first few years of growth but rounds and flattens as the tree ages. The tree trunk is usually straight which makes it a desirable forest product. Two to three needles grow per bundle and are about 7 inches long. The cone is just over 5 inches long. Uses of Slash Pine: Because of its rapid growth rate, slash pine has great valuable for tree planting on timber plantations, especially in the southeastern United States. Slash pine supplies a large portion of the resin and turpentine produced in the United States. History suggests that the tree has produced most of the Worlds oleoresin over the last two centuries. Slash pine is cultivated in warm climates worldwide for lumber and paper pulp. The excellent quality of lumber gives slash pine the name hard yellow pine. The pine is only rarely used as an ornamental landscape plant outside the deep South. Damaging Agents that Hurt Slash Pine: The most serious disease of slash pine is fusiform rust. Many trees are killed and others may become too deformed for high value forest products like lumber. Resistance to the disease is inherited, and several programs are underway to breed fusiform resistant strains of slash pine. Annosus root rot is another serious disease of slash pine in thinned stands. It is most damaging on soils where slash seedlings are transplanted and is not a problem in native flatwoods or shallow soils with heavy clay. Infections begin when spores germinate on fresh stumps and spread to adjacent trees through root contact.

Free Essays on A Moment to Remember

A Moment to Remember It was a sharp pain in my shoulder as I was going through hitting drills in football practices. That day everything was going very well. Even though the day was hot, steaming, and exhausting, I was full of energy. As we started the hitting drills, I was trying to impress the coach with everything I had. With me being a sophomore trying to play varsity football, I had to give it my all. The moment in which I remember the most is one that will affect the rest of my life. It was when my shoulder dislocated for the first time in football practice. The pain was agonizing, intense, and very expensive. As I was growing up and becoming interested in football. I played my heart out in every game having the feeling as if I was invincible. Moving up from J.V. to varsity football was an experience in which I was scared of. Wondering if maybe I could perform at the same level in which I always have. In being a leader to the rest of my teammates and also excelling in the classroom. As practice started, I felt anxiety running all through my body, trying not to show it and at the same time it was quite obvious. From that point on I knew this season was going to be horrible. On the day I dislocated my shoulder, there were no warning signs leading up to the intense pain I was about to feel. With me feeling great that day. I felt as if I was invincible to anyone who went up against me. We were doing hitting drills in practice that day. I was going against the starting fullback from the previous football season. I t was a way in which I could prove myself worthy. As we were hitting head up against each other, I was making him look really bad; to the point where he was getting real frustrated with himself. Then as went up against each other for the last time in practice, it happened. My shoulder was knock out of place. I jumped, shouted, and scream all at the same time. The feeling was painful becau... Free Essays on A Moment to Remember Free Essays on A Moment to Remember A Moment to Remember It was a sharp pain in my shoulder as I was going through hitting drills in football practices. That day everything was going very well. Even though the day was hot, steaming, and exhausting, I was full of energy. As we started the hitting drills, I was trying to impress the coach with everything I had. With me being a sophomore trying to play varsity football, I had to give it my all. The moment in which I remember the most is one that will affect the rest of my life. It was when my shoulder dislocated for the first time in football practice. The pain was agonizing, intense, and very expensive. As I was growing up and becoming interested in football. I played my heart out in every game having the feeling as if I was invincible. Moving up from J.V. to varsity football was an experience in which I was scared of. Wondering if maybe I could perform at the same level in which I always have. In being a leader to the rest of my teammates and also excelling in the classroom. As practice started, I felt anxiety running all through my body, trying not to show it and at the same time it was quite obvious. From that point on I knew this season was going to be horrible. On the day I dislocated my shoulder, there were no warning signs leading up to the intense pain I was about to feel. With me feeling great that day. I felt as if I was invincible to anyone who went up against me. We were doing hitting drills in practice that day. I was going against the starting fullback from the previous football season. I t was a way in which I could prove myself worthy. As we were hitting head up against each other, I was making him look really bad; to the point where he was getting real frustrated with himself. Then as went up against each other for the last time in practice, it happened. My shoulder was knock out of place. I jumped, shouted, and scream all at the same time. The feeling was painful becau...

Auditing assignment Essay Example | Topics and Well Written Essays - 500 words

Auditing assignment - Essay Example Given the Current Asset of $178 million and Current Liabilities of $277 million the current ratio of the company is less than one highlighting the weakness in the liquidity position (Forest Enterprises Australia Limited, 2009, p.51-52). Industry players like Great Southern and Timbercorp have already collapsed. The fall of entities in the industry is a factor for the issuance of going concern opinion (Kachor, 2010). The investors of the company have sought legal advice in the matter relating to the repayment of loan by FEA. The company did not make significant financial disclosures to its investors for the fiscal year 2009 and 2010. These being crucial information should have been disclosed to the potential investors; failure to do so is a non-compliance of statutory requirement (Kachor, 2010). In order to lower the debt component the management has planned for an asset sale; and is also in the process of discussion with the financiers regarding financing arrangements and restructuring plans. The company also undertook a successful capital raising program last year (FEA Group of Companies,

Love Using specific artistic examples define Neoclassicism Essay

Love Using specific artistic examples define Neoclassicism - Essay Example To a certain extent, the assertion that neoclassicism was a representation of a reaction against optimistic, energetic, and passionate renaissance view could be true. This view perceived man as a being fundamentally good, with an infinite potential for both spiritual and intellectual growth. However, theorists of neoclassical view considered man as imperfect and inherently sinful, with a limited potential. The renaissance view gave facts from imagination, invention, and experimenting, but was replaced by neoclassical view. This view gave emphasis on order and reason, on common sense, on restraint, and on religious, economic, philosophical, and political conservatism. A famous neoclassical painter Jean-Auguste-Dominique Igres, who lived from 1780 to 1867 made outstanding paintings (154). One of his paintings, The Apotheosis of Homer, which symbolizes the belief of Ingres in a hierarchy of timeless, is a good example since it based its work on classical precedent. Baron Pierre-Narcisse Guerin is also a famous French artist of the neoclassical period who made a painting known as Aurora and Cephalus and appears as shown below. In essence, neoclassicism concentrated on the fact that man was the most accurate subject of art, perceiving art as fundamentally pragmatic. In addition, to the theorists, art was valuable since it was useful, and properly intellectual, but not emotional (198). The main aim of neoclassical was to substitute overall design with the new ideas of symmetry, proportion and the like. In literary forms, they gave emphasis on essays, letters, satire, and such. Though neoclassicism seemed replaced later, it is work noting that artistic movements do not really die. This is evident because aesthetics of neoclassicism reappeared later in the 20th

Organization Innovation Essay Example | Topics and Well Written Essays - 2000 words

Organization Innovation - Essay Example â€Å"Innovation is the specific instrument of entrepreneurship. The act that endows resources with a new capacity to create wealth† Peter DruckerOrganizations today are competing on a global platform and hence must rely on constant 'innovation' to sustain themselves in the fiercely competitive marketplace Innovation is by far one of the most critical tools of competency for firms and has been the key element in steering organizations towards unprecedented success (Jaruzelski & Dehoff, 2010). Technology has played a key role in helping organizations innovate and excel in the contemporary world - a fact which is evident from the meteoric rise of organizations such as Google and a range of social networking sites such as Facebook, Myspace and Twitter among many others.This paper on Organization Innovation, discusses the rise and successes achieved by Facebook Inc., an organization which has become the poster child for most of innovative organizations within the social networking domain in particular and as a pioneer of innovation for a host of other companies in general. It also discusses the various strategies used by the management to attain and maintain a creative advantage; the various external and internal factors affecting innovation, and finally concludes with recommendations which may help in enhancing innovative behavior in the company. Company Background: Overview Facebook is the largest social networking site in the world (NY Times, 2010) with as many as 750 million users, and counting, worldwide as of July 2011 (NY Times, 2011). The company was founded by Mark Zuckerberg, in February 2004 with the sole aim of offering a common platform for social interaction for college students at Harvard. However, through constant innovation, use of exciting new ideas and creativity, the site soon attracted various users which catapulted the company into an overnight sensation. The company's history shows a passion for constant innovation and the same is reaf firmed through its mission, which states that its only aim is "to make the world more open and connected". The popularity of the social networking site, continues to grow which is evident from the billions of dollars earned by way of ad revenues. Facebook is generating profits at a rapid rate. In 2010, Facebook Inc., earned approximately $1.86 billion through advertisements (PC Mag, 2011), a figure which is likely to grow substantially to $4 billion during the year 2011. Furthermore, on the basis of the current trend, it is also estimated that facebook is likely to surpass Google, its strongest competitor in advertising revenues (techcrunch, 2011). Facebook has revolutionized the social media scene, and has posed a threat to its rivals, particularly Google; a position achieved merely on the basis of constant innovation and innovative ideas. Intrapreneurial strategies used to attain and sustain competitive advantage: Intrapreneurship refers to the active involvement of organizational employees in the management of the company. It is a concept which is slightly different than corporate entrepreneruship. According to Hammann (2006), corporate entrepreneurship is defined with regard to the entire organization in question, while intrapreneurship is defined with regard to individual levels (Pinchot, 1987). This notion has been derived from the concept of indpendent entrepreneurship, whereby the employees are encouraged to think independently and create new ideas which add value to the final product. According to Hisrich & Peters (2002) it refers to the process of "creating something new with value by devoting the necessary time and effort, assuming the accompanying financial, psychic, and social risks, and receiving the resulting rewards of monetary and personal satisfaction and independence’. Facebook is a privately owned company, which follows the intrapreneurship style of management within its organizations. It allows and encourages its employees to

Critically discuss whether birth control is good or bad Essay

Critically discuss whether birth control is good or bad - Essay Example The figure below indicates the projected growth rate for the global population. These growth rates have prompted government officials to consider the importance of birth control measures. For many countries, these control measures have already been put in place. The controversy with these measures relate to political, social, and economic considerations for various countries (Worldometers, 2012). This paper will now consider the controversy using various perspectives, including scientific analysis to determine whether or not birth control is good or bad. This paper is being undertaken in order to establish a basis for making decisions on the issue, for policy-makers and for the citizens of the world. Body In general, birth control or contraception is a means of preventing or avoiding pregnancy via artificial methods including the use of condoms and birth control pills or through the use of natural methods like abstinence (Crossway, 2012). The more common and more effective methods in clude: condoms, diaphragm, pills, chemical patches, intrauterine devices, surgical sterilization, and in some extreme cases, surgical abortion. Traditionally, most Christian religions have condemned artificial contraception because they believe that it is against the will of God and that it has potentially moral implications on the unborn foetus (Crossway, 2012). In later years, many of these religions have shifted in their position, accepting some artificial means of contraception as essential methods needed in population control (Crossway, 2012). To date, the Roman Catholic Church still condemns the artificial methods of contraception because they believe that these methods bring harm to the female body and that these methods are tantamount to the killing of an unborn child. Deciding whether or not birth control is good or bad is based on various considerations, mostly in relation to the actual effect of contraception on the body as well as its social and political implications. F irst and foremost, the natural methods of contraception are relatively good, mostly because they work well in preventing pregnancies and they do not impact negatively on the female body (Crossway, 2012). They are also reversible, free, and safe methods of contraception. These methods also do not require surgery, chemicals or other drugs. They can also be used with other methods of contraception. The issue of planning and discipline are the most important hurdles which couples often face with this method because they may not always be disciplined in avoiding intercourse during fertile periods; moreover, their plans in avoiding pregnancy may be subject to human error (Borgman, 2005). Nevertheless, despite these issues, natural forms of birth control are relatively beneficial for couples. Artificial birth control methods however are more controversial because of their moral and medical implications (Borgman, 2005). In general, these forms of contraception are very much effective in pre venting pregnancies; and in the end, they help accomplish the primary goal of controlling the population. One of these artificial methods of contraception is the hormone-based birth control. This hormone-based birth control can cause side-effects on the woman, including headache and nausea (Borgman, 2005). However, for some women, switching brands of birth control can help relieve

Summary of Deconstructing America Essay Example | Topics and Well Written Essays - 500 words

Summary of Deconstructing America - Essay Example It is a nation without moorings, with no common heritage, no common language, and nothing to bind as a nation or as a cohesive cultural and social force. Respect for diversity is good, when it does not reach the extremes. There must be something tangible that holds American people together. Americans must develop the capacity to foresee the common good, not what is good from the viewpoints of Democrats and Republicans, according to Buchanan. With the increasing diversity, America has become the â€Å"melting pot.† Buchanan forecasts a deteriorating social order and demise of the identity of the country in due course. â€Å"Melting pot,† is on the verge of becoming myth, and forces of diversity can cause problems within the nation and tear the nation apart, according to Buchanan. He does not like of diversity. According to him, more diversity means, inviting dangers to the unity and integrity of the country. This is in complete contrast to the popular viewpoint that diversity is very important to America as it gives the opportunity to learn from each other. Religion, color and ethnicity are not the compartmentalizing forces. With imaginative and purposeful administration and by honest implementation of the laws, they can as well be the forces of unity and love between the communities. No immigrant will try to deconstruct the nation, as no one is interested in working against one’s own interest. Bucha nan believes firmly that diversity will destroy America. He does not favor the state identity and advocates that national identity must supersede it for the survival of the country. He strongly indicts those who take pride in asserting that America is a multicultural, multiracial, multiethnic, multilingual nation and therefore she is great. Buchanan argues, â€Å"Our day of reckoning is at hand. Time to mind our own business. Time to lay down the burden and come home. Time to put America first.†(263) He has no hesitation

Catcher in the Rye by J.D. Salinger Research Paper

Catcher in the Rye by J.D. Salinger - Research Paper Example Salinger paid a great attention to the factors of personality formation. The novel â€Å"The Catcher in the Rye† is considered to be Bible for many generations. Nowadays this work can seem even to be naive but at the previous century it was sensation which caused a great wave of different emotions and was officially censored. Very often reading a book the readers try to guess the content from the very beginning judging from the title. Some authors give the mysterious titles to their works in order do some kind of riddle. Into the title of his novel Salinger placed the whole philosophy, symbolism which was an integral part of the novel. This gives an excellent opportunity to the reader to interpret the novel in their own manner and discourse. The main point of this novel is that everyone can see themselves in this work. The features of the main character are sincere and impress with their honest depicting. Though it should be mentioned that this novel is not about a lazy young man who is so simple and easy from the first sight but the author calls the reader o look deep inside the complicated mechanism if Holden’s soul. The character is opening step by step, every page of the novel helps to understand the character. Salinger wants to tell everything about his hero. The psychological portrait of Salinger’s hero is contradictory and complex. The behavior of Holden often makes an impression of a painful start. He is not just shy, touchy, and sometimes not polite, like almost everyone is prone to introspection, teenager of so-called introverted type. As it is evident from the confessions of the hero of the novel, and from the details Holden is childish for his age â€Å"unwillingness to resemble the adults in Holden's first emotionally more than consciously, feeling ahead of his mind and he's ready to be finished in one fell swoop with their offenders among which not everyone deserve a severe sentence†. However, on the other hand the youn g minimalism of Holden Caulfield is understandable thirst for justice and transparency in human relations. The fact that most depresses Holden and what he judges is quite "grown-up" is the feeling of hopelessness, impending doom of all his attempts to arrange his life in this world. Peering into the future, he sees nothing, except the gray routine that has become the lot of the vast majority of his countrymen. Salinger's hero fails to interest Sally enough, however, who does not really believe in life in the hut by the stream (Slawenski, 2011). Formulaic Hollywood movies with the triumph of virtue and indispensable quirks in the final scenes cause attack of revulsion in Holden’s mind. Holden lives in the cruel soulless world, which like a machine tends either to break their victim, or reshape them into their own image. Holden is endowed with "absolute moral hearing" - he immediately discerns hypocrisy, and his hypersensitivity is a special kind of radar that catches it, and t hen quietly passes by other history of American literature. This is his youthful impatience and attracts the readers' hearts. Not surprisingly, Holden eagerly looking for at least some outlet craves human warmth, involvement and understanding. So the question arises, what he wants, as he thinks in about the future, the question is even more important because we know very well

Critically discuss whether birth control is good or bad Essay

Critically discuss whether birth control is good or bad - Essay Example The figure below indicates the projected growth rate for the global population. These growth rates have prompted government officials to consider the importance of birth control measures. For many countries, these control measures have already been put in place. The controversy with these measures relate to political, social, and economic considerations for various countries (Worldometers, 2012). This paper will now consider the controversy using various perspectives, including scientific analysis to determine whether or not birth control is good or bad. This paper is being undertaken in order to establish a basis for making decisions on the issue, for policy-makers and for the citizens of the world. Body In general, birth control or contraception is a means of preventing or avoiding pregnancy via artificial methods including the use of condoms and birth control pills or through the use of natural methods like abstinence (Crossway, 2012). The more common and more effective methods in clude: condoms, diaphragm, pills, chemical patches, intrauterine devices, surgical sterilization, and in some extreme cases, surgical abortion. Traditionally, most Christian religions have condemned artificial contraception because they believe that it is against the will of God and that it has potentially moral implications on the unborn foetus (Crossway, 2012). In later years, many of these religions have shifted in their position, accepting some artificial means of contraception as essential methods needed in population control (Crossway, 2012). To date, the Roman Catholic Church still condemns the artificial methods of contraception because they believe that these methods bring harm to the female body and that these methods are tantamount to the killing of an unborn child. Deciding whether or not birth control is good or bad is based on various considerations, mostly in relation to the actual effect of contraception on the body as well as its social and political implications. F irst and foremost, the natural methods of contraception are relatively good, mostly because they work well in preventing pregnancies and they do not impact negatively on the female body (Crossway, 2012). They are also reversible, free, and safe methods of contraception. These methods also do not require surgery, chemicals or other drugs. They can also be used with other methods of contraception. The issue of planning and discipline are the most important hurdles which couples often face with this method because they may not always be disciplined in avoiding intercourse during fertile periods; moreover, their plans in avoiding pregnancy may be subject to human error (Borgman, 2005). Nevertheless, despite these issues, natural forms of birth control are relatively beneficial for couples. Artificial birth control methods however are more controversial because of their moral and medical implications (Borgman, 2005). In general, these forms of contraception are very much effective in pre venting pregnancies; and in the end, they help accomplish the primary goal of controlling the population. One of these artificial methods of contraception is the hormone-based birth control. This hormone-based birth control can cause side-effects on the woman, including headache and nausea (Borgman, 2005). However, for some women, switching brands of birth control can help relieve

Catcher in the Rye by J.D. Salinger Research Paper

Catcher in the Rye by J.D. Salinger - Research Paper Example Salinger paid a great attention to the factors of personality formation. The novel â€Å"The Catcher in the Rye† is considered to be Bible for many generations. Nowadays this work can seem even to be naive but at the previous century it was sensation which caused a great wave of different emotions and was officially censored. Very often reading a book the readers try to guess the content from the very beginning judging from the title. Some authors give the mysterious titles to their works in order do some kind of riddle. Into the title of his novel Salinger placed the whole philosophy, symbolism which was an integral part of the novel. This gives an excellent opportunity to the reader to interpret the novel in their own manner and discourse. The main point of this novel is that everyone can see themselves in this work. The features of the main character are sincere and impress with their honest depicting. Though it should be mentioned that this novel is not about a lazy young man who is so simple and easy from the first sight but the author calls the reader o look deep inside the complicated mechanism if Holden’s soul. The character is opening step by step, every page of the novel helps to understand the character. Salinger wants to tell everything about his hero. The psychological portrait of Salinger’s hero is contradictory and complex. The behavior of Holden often makes an impression of a painful start. He is not just shy, touchy, and sometimes not polite, like almost everyone is prone to introspection, teenager of so-called introverted type. As it is evident from the confessions of the hero of the novel, and from the details Holden is childish for his age â€Å"unwillingness to resemble the adults in Holden's first emotionally more than consciously, feeling ahead of his mind and he's ready to be finished in one fell swoop with their offenders among which not everyone deserve a severe sentence†. However, on the other hand the youn g minimalism of Holden Caulfield is understandable thirst for justice and transparency in human relations. The fact that most depresses Holden and what he judges is quite "grown-up" is the feeling of hopelessness, impending doom of all his attempts to arrange his life in this world. Peering into the future, he sees nothing, except the gray routine that has become the lot of the vast majority of his countrymen. Salinger's hero fails to interest Sally enough, however, who does not really believe in life in the hut by the stream (Slawenski, 2011). Formulaic Hollywood movies with the triumph of virtue and indispensable quirks in the final scenes cause attack of revulsion in Holden’s mind. Holden lives in the cruel soulless world, which like a machine tends either to break their victim, or reshape them into their own image. Holden is endowed with "absolute moral hearing" - he immediately discerns hypocrisy, and his hypersensitivity is a special kind of radar that catches it, and t hen quietly passes by other history of American literature. This is his youthful impatience and attracts the readers' hearts. Not surprisingly, Holden eagerly looking for at least some outlet craves human warmth, involvement and understanding. So the question arises, what he wants, as he thinks in about the future, the question is even more important because we know very well

Personality Assessment Instruments Essay Example for Free

Personality Assessment Instruments Essay Personality Assessment instruments are comprised of theories and techniques to measure an individual’s personality traits. The traditional psychoanalytical theories provide a framework for understanding negative behavior as well as concepts that predict future behavioral outcomes. Because of the possibility of predictive personality traits, career counselors and organizations have used personality assessment instruments to screen possible employers for qualification. In addition, personality assessment instrument have also been used to detect disordered personalities or other unresolved issues that cause negative behavior patterns in an individual. In this paper I will discuss three Personality Assessment Instruments widely used in measuring an individual’s personality; Myer-Briggs Type Indicator, Rorschach Inkblot Test and self help books. I will discuss the validity, comprehensiveness, applicability and cultural utility of these personality assessments in also examine the strengths and weaknesses of why some work and some do not. The strength and weaknesses of each personality assessment instrument is key in understanding which instrument is â€Å"appropriate† to use. Myer-Briggs Type Indicator Largely based on Carl Jung’s Theory of Personality, The Myer-Briggs Type Indicator (MBTI) was created by Katherine Cook Briggs and Isabel Briggs Myer, during WWII to evaluate personality types to know where to place women entering the industrial workforce. The MBTI would assess women for jobs they were best qualified for. Seeing how successful the MBTI was in placing women in the workforce, today it is still used as an assessment instrument by career counselors and organizations for team building (McCaulley, 2000). The MBTI is a self-report, forced-choice questionnaire. The letters represent the respective personality types which have 16 unique possible outcomes. The test has about 100 questions with only two choices to pick from. MBTI divides an individual’s personality into four areas (McCaulley, 2000); 1. Extraversion (E) or Introversion (I) . Sensing (S) or intuition (N) 3. Thinking (T) or feeling (F) 4. Judging (J) or perceiving (P) This scale is an important factor in determining the dominant, auxiliary, tertiary and inferior behaviors of the individual (McCaulley, 2000). Each individual is measured by the four-letter type formula. Each group of letters reveals the dominant function of the individual and followed by the auxiliary. Each of the 16 combination of letters explains the person’s personality and what area they best function in. Rorschach Inkblot Test Hermann Rorschach, Swiss psychiatrist, created ill-defined designs on paper using ink. After much trial and error, Rorschach settled on 10 inkblot cards used to show to patients and illicit a response. It was determined that different patients in a particular psychiatric group gave different responses. The test was created to understand the mind of an individual. During the assessment, the patient is shown a card and is expected to explain the thoughts that come to mind when analyzing the card (Cervone, 2010). The test-giver waits to see the type of response that comes from the patient. And the question of how the patient responds or perceives the inkblot determines the type of personality the patient may have. If the patient’s response matches the inkblot structure’s intended meaning, then the patient’s thoughts are geared towards their reality. If the patient’s response does not correspond with the inkblot then the patient is perceived to have a dysfunctional personality. Self-Help Books Widely popular, Self-help books are a great way for a person to understand psychological disorders and possible treatments. There are a variety of books written by scholars and psychologist who have done extensive work in their area of expertise. Many people who are skeptical about going to therapy choose self-help books as a way to self-administer treatment (Redding et. al, 2008). The problem people face when relying on these books for help is that there is no discussion to make sure that the person understands what they are reading. Also, the books cannot assess the person to see if they can help the person like the MBTI and Rorschach Inkblot do. There is no way to measure if the specific book can help the person. Personality Assessments: from Theory to Practice In this next section I will examine the validity, comprehensiveness, applicability and cultural utility. Throughout my research I have discovered that some critics have argued that each of these personality assessment instruments have weaknesses that do not support what it claims to produce. Others critics have shown the strengths’ in these widely used personality assessment to be applied in various cultures that have shown consistent scoring. Validity One of the most widely used personality assessment instruments is self-help books. They are easily accessible by most people seeking to resolve psychological issues. However, it is difficult to say if what the writer proposes to be a solution works effectively for the reader (Redding et. al. , 2008). The problem with the validity of self-help books is that not all are written by professional psychologist. Often people are faced with serious psychological disorders that they wish to resolve on their own as opposed to therapy (Redding et. l, 2008). Another issue with self-help books is that they do not test people to see if they have applied the information coming from the book to the area in their life where they face challenges nor can it pinpoint the exact disorder a person is dealing with. I would have to say that the Myer-Briggs Type Indicator holds the most validity out of the three personality assessment instruments and is the most favored. The MBTI has been tested and based on the 16 different possible personality types most people have fallen under one of the combinations. The MBTI follows the theory of personality traits by Carl Jung. Jung’s theory distinguishes two dichotomous pairs of cognitive behavior: extraversion and introversion (McCaulley, 2008). The MBTI has been shown to be successful in determining an individual’s personality that fits a specific career or in organizing groups for team building. On the other hand, when a person has been assessed using the Rorschach inkblot test, disordered personality can be revealed thru extensive testing. The validity of the Rorschach inkblot test as but argued that there is a bias in the testing because Hermann Rorschach’s training was in psychoanalytical theories. Another problem that arises with the Rorschach in examining its validity is the scoring of the test. Many of the scorers give a higher score to the test taker if their response matches those of previous scorers (Sendin, 2010). Comprehensiveness Self-help books focus on an areas in an individual’s life such as alcohol addictions, Attention Deficit Disorder, How to deal with a Break-Up. And while the books can be informative the theory behind the solution must be examined. Most self-help books are written in the opinion of the author writing the book. Some of these opinions may not be in accord with the reader’s background so it is difficult to say if the reader is able to comprehend what the author is conveying (Redding et. al, 2008). It also depends only what the reader is looking for. If the reader is open to alternative solutions as opposed to traditional one then the book will help but because a person is not tested on the self-help books they are reading it is hard to determine how comprehensive the book is. MBTI has 16 possible personality types that this world-wide instrument uses to address issues faced by individuals, groups and family counseling that are challenged with communication, career planning, learning and life -long development (McCaulley, 2000). When assessing an individual’s personality not only is this helpful in career counseling but also when determining why individuals or family members are having communication problems. Applicability Self-help books can be easy to understand. Some of the methods are broken down in simple steps that anyone can apply. However, if one wants to assess the type of personality that can handle a certain job the Myer-Briggs Type Indicator is more appropriate to use. This assessment instrument has been used by career counselors and employers to match individuals to specific studies or industries (McCaulley, 2008). I would not recommend using the Myer-Briggs Type Indicator when assessing an individual’s personality for disorders. The Rorschach Inkblot has been a successful instrument in examining the mind of a person (Cervone, 2010). However, the Rorschach inkblot was constructed according to Hermann Rorschach’s training in psychoanalytical theory. Cultural Utility Each culture is made of its own belief system and traditions. What applies in one culture may not necessarily apply in another. Some assessments can be used in most cultures and give the same results across the board. However, not all cultures will accept the theories behind the assessment. The issues that I have noticed in researching the MBTI and Rorschach Inkblot test is that in applying to different cultures there has been challenges faced by psychologist. For one, psychologists have not had extensive training in cultural diversity. Nor have they had training in language. Most ethnic low income groups have had poor health service in which there has been a misdiagnosis due to language barrier (Dana, 2000). Also to consider are groups who come from another country and have different views on the mental health system. For example, in administering the MBTI and Rorschach Inkblot test to Russian Jews challenges are faced because of their cultural belief. Russian Jews are highly suspicious of mental health professionals and find it difficult to believe that community health agencies do not have ties to the government (Dana, 200). As a result, they deny any mental health issues. The fear that exists with Russian Jews is because of the way they saw the Soviet Government force people to commit to a mental health institute (Dana, 2000). Consequently, self help books have been successful in reaching a mass audience because books have been published in various languages. Conclusion As you can see Personality Assessment Instruments have been very useful in helping to examine an individual’s personality for career choices, in team building and examining a disorder. However, specialist have has revealed their weaknesses and show that these instruments cannot be applied in any situation without further investigation. Each personality assessment instrument is unique with it’s own characters. In order to be able to better serve the mental health industry only a particular assessment can be used for a specific analysis.

Stages of Child Language Acquisition

Stages of Child Language Acquisition A child starts to communicate with those around him/her since birth, although in the first few months this communication occurs on a non-verbal level. However, as a child develops physically, he/she gradually acquires language skills. Overall, child language acquisition begins from phonological development and proceeds to syntactic and semantic development. The aim of the present essay is to analyse three major stages of the first language acquisition (phonological, syntactic and semantic). Although linguists and other scholars have agreed in opinion that language is a process of acquisition (rather than the process of learning), they provide contradictory theories of child language acquisition (Cole Cole, 1996). Among the most famous theories are a reinforcement theory, an imitation theory, a critical-age theory and an analogy theory. Despite the fact that all these theories present a valid explanation of language acquisition, certain problems occur when they are applied to practic e. The most likely interpretation of phonological, syntactic and semantic development of a child is provided by imitation and analogy theories; hence, these theoretical concepts are employed for the analysis. According to these theories, the process of child language acquisition is aimed at adjusting to adults’ speech that has its rules and structures. As acquisition of language is a rather intricate process, a child only listens to adults’ speech in the first few months. Actually, in this period a child is involved in the process of language perception rather than the process of language production (See Table 1). However, as a child reaches the age of 6 months, he/she starts to pronounce various sounds (Fee, 1995). At first a child pronounces vowel sounds and further he/she manages to unite vowels and consonants (e.g. sa, da, ma, ba, di, ti, gu, etc.). At approximately 8 months a child constantly repeats syllables (e.g. ba-ba-ba or di-di-di) and by 12 months he/she successfully combines these syllables into a simple word (e.g. â€Å"mama†, â€Å"papa† or â€Å"baba†). It is significant that child’s pronunciation of sounds also reflects intonation and stress; according to Echols and Newport (1992), through these patterns a child makes an attempt to impart certain meaning or reveal his/her emotions . This babbling is the initial step in child’s phonological development (Macken, 1995); the true phonological skills are exposed by a child at approximately 1.4 years (though even at the age of 0.4 – 0.9 months a child already has some phonological abilities, as he manages to recognise native and non-native speech). At this time a child demonstrates comprehension of the relation between sounds and meanings; moreover, he/she starts to identify phonemic differences in adult speech. In the process of sound production a child certainly makes pronunciation mistakes that linguists regard as phonological deviations. Generally, phonological deviations are divided into two basic categories: substitution errors and syllable errors (Bankson Bernthal, 1998). Further, these categories are divided into several sub-categories, including weak syllable deletion, final consonant deletion, consonant cluster reduction, velar fronting, palatal fronting, stopping, gliding of liquids, word final devoicing, etc. Due to an immature speech apparatus, some sounds are more complex for child’s pronunciation than others; for instance, such consonant sounds as â€Å"l† and â€Å"r† are learned by a child later than sounds â€Å"p† and â€Å"m†, because the former sounds are phonetically similar, while the latter sounds are different. As a result, a child substitutes voiceless sounds with voiced sounds (e.g. â€Å"gap’ instead of â€Å"cap† or â€Å"tad† instead of â€Å"dad†); it is context sensitive voicing. The second deviation is word final devoicing; it is a process when final voiced consonants are substituted with voiceless consonants (â€Å"dad’ is pronounced as â€Å"dat†). A child may also employ final consonant deletion, pronouncing â€Å"co† instead of â€Å"cow† or â€Å"pin† instead of â€Å"pink†. Velar fronting (e.g. â€Å"tiss† instead of â€Å"kiss†) and palatal f ronting (e.g. â€Å"sake† instead of â€Å"shake†) are used by a child, because it is easier for him/her to pronounce consonants that are at the front of the mouth and teeth. Other phonological deviations include weak syllable deletion (â€Å"pape† instead of â€Å"paper†), consonant harmony (â€Å"goggy† instead of â€Å"doggy), cluster reduction (â€Å"tool† instead of â€Å"stool†), stopping (â€Å"pan† instead of â€Å"fan†) and gliding of liquids (â€Å"wat† instead of â€Å"rat). In reality, as Maye, Werker Gerken (2002) demonstrate in their research, a child perceives accurate phonemic contrasts, but he/she is unable to produce correct sounds until a proper age. Moreover, unlike adults, an infant may even distinguish foreign phonemic contrasts from native contrasts; due to this ability a child who is adopted in a foreign country may easily acquire language of his/her parents. At the age of 3-4 years most children learn to rightfully pronounce all sounds, eliminating the majority of phonological deviations. However, some children may continue to employ these deviations in their speech; specialists regard these children as individuals with certain phonological disorders that may have a detrimental effect on their reading skills (Ingram, 1989). When a child learns how to pronounce simple words, he/she proceeds to combine known words into small utterances. In this respect, a child acquires syntactic skills that are usually developed in two stages: the holophrastic stage and the two-word stage. During the holophrastic stage (between 0.9 and 1.0 years) a child forms one-word utterances with a certain intonation. In general, these utterances are composed of either verbs or nouns, while adjectives and other parts of speech are acquired by a child afterwards. In fact, it is rather difficult for adults to interpret child’s one-word sentences, as, for instance, â€Å"book† may mean that he/she wants his/her parents to read a book or that he/she sees a book or that he/she does not like this book. The situation is even more complicated when a child pronounces a phrase without intervals. According to O’Grady (1997), â€Å"many children initially treat what’s that? look at that, come here, and similar expre ssions as single units that are linked holistically to a particular situational context† (p.13). In other words, if a child hears phrases that are somehow stressed, he/she may extract them from the rest of speech and use them as a single entity, making no pauses among words. In the two-word stage (1.5-2.0 years) a child creates two-word sentences that are pronounced with single intonation and start to reflect the first semantic relations, for instance, â€Å"baby read† or â€Å"sit table† (Pinker, 1994). In general, these utterances are categorised as follows: 1) Noun Utterances: My apple, His Daddy. 2) Verb Utterances: Me play, Girl sing. 3) Questions: Mom read? Baba go? 4) Negatives: Not eat, No shirt. As the examples show, though these sentences are not grammatically right yet, they are constructed in a right order (Ingram, 1989). By the age of 2-3 years a child easily produces several thousand syntactic utterances, and the major stress in these utterances is placed on the word that provides more information (e.g. â€Å"Mummy COME† or â€Å"MUMMY come†). Initially, these sentences lack such function units as â€Å"on†, â€Å"the† or â€Å"of† and such inflections as â€Å"-s†, â€Å"-ing† or â€Å"-ed† (hence, child’s speech at this stage is usually regarded as â€Å"telegraphic speech†), but gradually a child includes negations, passives, comparatives, relative clauses and conjunctions in his/her sentences. In some cases a child may use right patterns and wrong patterns in one sentence, for instance, I reading and Mama is cooking. Such a combination reveals that a child knows certain grammar patterns, but he/sh e has not mastered them yet. However, if an adult uses these patterns incorrectly, he/she will obviously point at the mistake. As a child acquires knowledge of such a pattern as â€Å"-ed†, he/she usually turns to overregularisation, that is, a process when all verbs become regular in child’s speech (e.g. â€Å"goed† or â€Å"spended†). This overregularisation can be explained by the fact that a child acquires a language in certain patterns and, as he/she learns the pattern (e.g. â€Å"mama helped† or â€Å"baba claimed†), he/she applies this pattern to other verbs, including irregular verbs. It is certainly easier for a child to apply â€Å"-ed† to all verbs than to memorise all irregular verbs and differentiate regular verbs from irregular verbs. As the time passes, a child learns to change the wrong verb form for a right form. In addition, he/she gradually acquires knowledge of definite and indefinite articles, plural nouns, linkin g verbs and possessive cases. However, even when a child acquires knowledge of all these rules and patterns, he/she may still be unable to form complex utterances; consequently, a child may turn to the repetition of certain phrases to fill gaps in his/her speech. Finally, as a child manages to create simple sentences, he/she acquires semantic skills (approximately 3.0 years). As word acquisition intensifies, a child collides with a necessity to form semantic patterns; above all, a child uses those content categories that refer to objects, events and humans, although usage of these categories greatly depends on social, cultural and linguistic aspects. However, in all cultures a meaning that a child puts into a certain object or an utterance differs from a usual adult speech. As Harris (1990) states, young children â€Å"are able to express complex meanings, although these meanings are concerned with the current interests and needs, rather than abstract concepts or events that are distant in terms of time or space† (p.4). If a child mainly interacts with his/her peers, then he/she adjusts language to this childish realm. As a rule, a child employs either overgeneralisation or underextension when he/she creates semantic patterns. As for the first process, a child provides a word with more meanings than the word has; for example, he/she may apply the word â€Å"fox† to different animals. In the case of underextension, a child uses fewer meanings than a word has in a usual vocabulary; for example, he/she may associate a word â€Å"arm† only with a mother who touches him/her. In other instances a child fails to recognise a word. Besides, if a child can not find an appropriate word during speech, he/she may devise completely new words with new meanings. However, as a child grows and interacts with people in different situations, he/she learns more meanings of words and utterances (Beals Tabors, 1995). This especially regards interactions with adults; as adult speech is more sophisticated, a child memorises unknown patterns and then employs them in his/her speech. Hence, as a child acquires words and phrases with a profound semantic content, he/she gradually eliminates less semantically valid patterns. According to Frawley (1992), a child’s early semantic patterns reflect the following semantic categories: Agent and Action Cat run Agent and Object Girl doll Entity and Locative Baba far Attribute and Entity Wet hair Agent and Location Mother bath Action and Recipient Give birdie Possessor and Possession Papa pen But as a child shapes linguistic skills (3.5–4.0 years), he/she starts to employ more semantic categories, such as number, time, colour, substance, shape, position, etc., for instance, â€Å"Mummy and I went to a playground†, â€Å"My doll cries and I calm her† or â€Å"I give it to you†. Mastering the major concepts of grammar/meaning relations, a child manages to gradually employ complex grammar patterns: negatives: shouldn’t, needn’t, couldn’t; when-questions (as well as what and why): When do you go? tag-questions: You will go with me, will you? be + verb + -ing: Is Mummy Cooking? compound utterances: Papa is working and I am playing. if sentences: I will do if I wish. Thus, analysing child language acquisition, the essay suggests that from 6 months to 4-5 years a child gradually acquires phonological, syntactic and semantic skills. Although every child develops individually, language acquisition reflects common stages of speech perception and production. Some researchers (e.g. Pinker, 1994; O’Grady, 1997) claim that syntactic and semantic development of a child occurs simultaneously. The fact is that meanings of some verbs can not be understood by a child merely from a context; it is the knowledge of syntactic patterns that provides a child with an opportunity to rightfully uncover the meaning of these verbs. Whether this viewpoint is valid or not, it is absolutely clear that while a child has inborn abilities for language, he/she needs specific social environment to acquire it. This became especially obvious with a discovery of Amala and Kamala, the feral children who were brought up with wolves and could not speak at all. Such findings ce rtainly refute an innate hypothesis and reveal that linguistic skills of a child are formed by and within society. Table 1. Stages of Child Language Acquisition* Phonology From birth to 0.5 years – perception of adult speech; 0.6 years – pronunciation of the first sounds (vowels → consonants → vowels + consonants); 0.8 years – repetition of syllables and recognition of phonemic differences; 1.0 year – understanding of the relation between sounds and meaning; Use of phonological deviations: 1.4 years cluster reduction 2 years – weak syllable deletion initial consonant deletion final consonant deletion 2.0-3.0 years – palatal fronting velar fronting stopping gliding of liquids Syntax 0.9–1.0 years – â€Å"the holophrastic stage† – formation of one-word utterances; 1.5-2.0 years – â€Å"telegraphic speech†, formation of two-word utterances; 2.0–3.0 years – overregularisation of grammar Semantics 3.0 years – application of meaning to language patterns and grammar structures; Use of either overgeneralisation or Underextension Use of the following semantic categories: 1) Agent and Action 2) Agent and Object 3) Entity and Locative 4) Attribute and Entity 5) Agent and Location 6) Action and Recipient 7) Possessor and Possession 3.5-4.0 years – knowledge of complex grammar patterns: negatives; when-questions; tag-questions; be + verb + -ing; compound utterances; if sentences * The ages of child’s language development are approximate; the data in this table are generalised, while every child acquires phonological, syntactic and semantic skills on an individual basis. However, such a generalisation is important, as it allows specialists to reveal any deviations from the normal development of children. Bibliography Bankson, N. Bernthal, J. (1998) Analysis of assessment data. In: J. Bernthal and N. Bankson (eds.) Articulation and Phonological Disorders. Boston, Butterworth-Heinemann. pp.270-298. Beals, D. E. Tabors, P. O. (1995) Arboretum, bureaucratic and carbohydrate: Preschoolers’ exposure to rare vocabulary at home. First Language, 15, 57-76. Cole, M. Cole, S. (1996) The Development of Children. New York, W. H. Freeman Company. Echols, C. Newport, E. (1992) The role of stress and position in determining first words. Language Acquisition, 2, 189-220. Fee, J. (1995) Segments and syllables in early language acquisition. In: J. Archibald (ed.) Phonological Acquisition and Phonological Theory. Hillsdale, Lawrence Erlbaum. pp.43-61. Frawley, W. (1992) Linguistic Semantics. Hillsdale, New Jersey, Lawrence Erlbaum Associates. Harris, J. (1990) Early Language Development: Implications for Clinical and Educational Practice. London, Routledge. Ingram, D. (1989) First Language Acquisition: Method, Description, and Explanation. New York, Cambridge University Press. Macken, M. (1995) Phonological acquisition. In: J. A. Goldsmith (ed.) The Handbook of Phonological Theory. Cambridge, Blackwell. pp.671-696. Maye, J., Werker, J. F. Gerken, L. (2002) Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82 (3), 101-111. O’Grady, W. (1997) Syntactic Development. Chicago, University of Chicago Press. Pinker, S. (1994) How could a child use verb syntax to learn verb semantics? Lingua, 92, 377-410. AN ANALYSIS OF SEMANTIC ROLES 2007 Until the 70s years of the 20th century semantics was completely excluded from any studies of grammar (Lyons, 1995; Bach, 2002). But recently, linguists and researchers have recognised a great variety of semantic roles (or theta roles) that provide valid information as to grammar/meaning relations (Cutrer, 1993). According to Payne (1997), a semantic role is a specific role that is classified in accordance with its meaning and is performed by a participant with regard to the principal verb of an utterance. In other words, semantic roles provide an opportunity to identify either similarities or dissimilarities of verb’s meanings in sentences. Actually, some semantic roles are regarded as principal, while others are thought to be less crucial for a linguistic analysis. But, as Langacker (1991) points out, â€Å"there is no unique or exclusive set of role conceptions. Those cited as archetypal are analogous to the highest peak in a mountain range: they coexist with others that m ay be significant despite their lesser salience† (p.237). The major semantic roles include Agent, Patient, Instrument, Theme, Cause, Experience, Goal, Benefective (or Beneficiary), Source, Location, Temporal and Path (Jackendoff, 1990; Dowty, 1991). According to Van Valin (1999), semantic relations may be also divided into two groups: the first group includes the usual semantic roles, such as Agent, Patient, Theme, etc., while the second group includes merely two semantic roles – Actor and Undergoer. The roles of the second group are usually referred to as semantic macroroles. Although this categorisation is not universally accepted, nevertheless, it is employed by researchers for a profound investigation of grammar/meaning relations. In the present analysis the classification of Jackendoff (1990) and Dowty (1991) is used. Let’s start from the following examples: Teddy killed the deer with a hunting rifle. A hunting riffle killed a deer. A deer was killed. In the first sentence Teddy performs a semantic role of an Agent, while in grammatical relations Teddy is a Subject. For all that, Teddy is associated with a hunting rifle by means of a grammar/meaning relation of a â€Å"kill† event. In the second sentence a semantic role of a Hunting Riffle is an Instrument, but in grammatical relations it is a Subject. Finally, in the third sentence a Deer appears in a semantic role of a Patient, while in grammatical relations it is again a Subject. Actually, if two participants are involved in an action of a sentence, a grammar/meaning relation is considered to be asymmetric. For instance, in the sentence Jimmy touched Marry two participants are involved in the action, but they perform various roles. Jimmy is a person who starts the action, thus, he is an Agent, while Marry is a person who is influenced by Jimmy’s action and she is a Patient. In this context, an Agent performs a conscious segment of a particular action and a Patient unconsciously responds to this action. As the above example demonstrates, an Agent should necessarily be alive, as it starts an action; however, this attribute is not ascribed to a Patient that is influenced by an action either in a direct or indirect way. There are some English sentences, where only an Agent is presented, such as Steven took a two-week holiday. Although this sentence differs from the previous utterance, both examples belong to a â€Å"do† category. But there are other categories of events, and sometimes it is really difficult to identify the right category (Frawley, 1992). The fact is that English sentences may reflect many similar features, but, despite these similarities, they may reveal various events and different semantic roles. For instance, in the sentence Peter heard a noise, Peter is a participant, but unlike prior examples, Peter does not appear as an Agent, because he is not an initiator of the action, he is an Experiencer. Therefore, such sentences may be attributed to an â€Å"experi ence† category. However, sentences that belong to this category may pose certain problems, as they may demonstrate different peculiarities of events, changing semantic roles in utterances. For example, in the sentence Ann looked at Ted, Ann is an Agent of the action, though she is also an Experiencer (similar to Peter from the previous example). Ann consciously pays heed to something, while Peter is unconscious of his action. Both sentences look similar, but peculiarities of events and semantic roles are different in these utterances. The second complexity that may occur in the process of analysis refers to the second participant of the discussed sentence. While in sentences with a â€Å"do† category the second participant is a Patient, because it is influenced by the Agent’s act, in sentences with an â€Å"experience† category the second participant (e.g. Ted) is not a Patient, as it is not influenced by the Agent’s act. As the above sentence shows , Ted is necessary for better understanding of the event; hence, he may be considered as a Theme of an action. But some utterances in this category have neither an Agent nor a Patient, though at the first sight it is easy to make a mistake. For example, in the sentence Danny loves Mag there are no agents or patients, as Danny does not perform any action and Mag is not explicitly or implicitly influenced by this action (probably she does not even know of Danny’s feelings). In this utterance Danny is an Experiencer, while Mag is a Theme. Unlike semantic roles, grammar roles can be identified more easily; in the discussed sentence Danny is a subject and Mag is an object. In fact, one grammar constituent may have a number of semantic roles; for example, a subject may involve an Experiencer, an Agent, a Patient, while an object may include a Theme, a Patient, an Instrument, etc. Thus, semantic roles provide more accurate and profound information as to the meaning of an utterance than grammar roles; however, both grammar roles and semantic roles are crucial for linguistics. In addition to the mentioned categories, there is also a â€Å"happen† category that is rather facile. For instance, the sentence My car is broken has one participant that is explicitly influenced by an action; that is why this participant (My car) is a Patient (there is no Agent in this utterance). Unlike a â€Å"happen† category, a so called â€Å"information transfer† category may pose certain difficulties for those who analyse semantic roles. In the sentence Jerome informed Timmy of a conference there are two participants – Jerome and Timmy. But while Jerome is an Agent of the occurred event, Timmy is not a Patient, as one may consider, taking into account the previous examples. In this utterance Timmy is a Recipient, and a Patient is absent in this sentence – neither Timmy nor information can be regarded as a Patient, because information is not directly or indirectly influenced by Timmy or by the transfer. In this regard, information in the discussed utterance is a Theme of the event. Overall, in all mentioned examples nouns and adjectives refer or point at a particular event; however, there are also sentences, where these parts of speech pay heed to a specific state instead of an event. Such utterances relate to a â€Å"be† category. For instance, in the sentence Viola is healthy again, Viola is a Participant that also appears as a Theme. In this utterance the state of Viola is determined by the adjective â€Å"healthy†, but not by a verb (as in the prior examples). Therefore, â€Å"healthy† fulfils a predicative role, unlike verbs in preceding sentences that fulfil an attributive role. Sentences in this category may also reflect temporal relations, like in the following utterance: Garry is in front of Nick. In this sentence there are two participants that certainly appear in temporal relations; undoubtedly, if the sentence is changed for Nick is behind Garry, the relations between Nick and Garry will not be altered. In this respect, both participants perform the role of a Theme in the sentence. In view of all observed examples, it is obvious that participants may fulfil either a central role or a marginal role in the action; that is, a division is made between the principal and secondary participants. For instance, in the sentence Nelly embraced Steve before the guests, Nelly is the principal participant, an Agent, while Steve is the secondary participant, an Instrument with the help of which Nelly fulfils the action. Even if an Agent is absent, as in the sentence A stone broke the fence, there is a supposed Agent and an Instrument. Moreover, if two participants are mentioned in a sentence, the secondary participant may perform a role of a Beneficiary, as in the following example: Mommy did homework for Sally. In this utterance Sally is a Beneficiary, as another person (his Mommy) does homework for him. Therefore, the analysed sentences demonstrate that each semantic role may reflect different properties, and identification of these properties may be rather problematic in t he process of analysis, resulting in frequent confusions. Table 2 below epitomises the observed semantic roles, their major functions and possible problems. Table 2. Major semantic roles Semantic role Function Possible confusions / problems Agent The principal participant (always animate) that starts an action An Experiencer may be wrongly regarded as an Agent But: An Agent consciously fulfils an action, while An Experiencer is not consciously involved in the action’s fulfilment Patient The principal participant (either inanimate or animate) that is influenced by an event In certain cases a Patient may perform a role of an Agent This occurs in instances that signify moves; that is, when a participant simultaneously performs an action and is influenced by it Instrument The secondary participant with the help of which an Agent fulfils an action If there are both an Agent and a Causer in a sentence, it may be difficult to rightfully identify instruments of an Agent and a Causer The instrument for a Causer is an Agent An Agent possesses other instruments Theme The principal participant that does not induce an event and is not influenced by it In the case of temporal relations there are usually two themes, instead of one Experiencer The principal participant (always animate) that does not explicitly fulfil an action; instead, it undergoes a certain state (or an event) As an Experiencer is influenced by a state (or an event), it may be confused with a Patient or even with an Agent (when an action coincides with experience) Beneficiary The secondary participant (always animate) that make gains from a certain event A Beneficiary should not be confused with a Patient that is the principal participant Recipient The objective (always animate) of an event that is connected with a transfer A recipient may perform a role of an Agent in such a sentence as â€Å"Father took a strange envelop from Jack† As is shown in Table 2, there are no definite borders among semantic roles; actually, every role may perform different functions in a sentence (Parsons, 1990), and the lack of an integrated structure complicates the analysis. The occurred intricacies can be explained by the fact that any semantic category is based on concepts of subjectivity rather than concepts of objectivity (Knott Sanders, 1998). For example, the word bookcase consists of certain letters and sounds, so it can not be attributed merely to an object. As words and meanings are acquired from a particular social, cultural and linguistic realm (Peregrin, 2003), the relations among all parts of speech are casual, but not natural. Therefore, semantic categories differ not only among members of various societies, but also among people of the same society. For instance, in two utterances Julia prepared bath for Jill and Julia prepared Jill a bath there are certain semantic roles that may be interpreted either as similar or as different. In the first utterance Julia is an Agent and Jill is a Recipient, while in the second utterance