Tce Essays - TCE, Correction Fluid, Water Pollution,

Tce What is TCE? TCE is a nonflammable liquid it is colorless. It has a sweet odor and a sweet burning taste. TCE does not occur naturally in the environment. It is an artificial compound. It is produced synthetically from 1,2-dichloroethane. And stabilizers are added to the marketed product. What is TCE used for? It is used mainly as a solvent to remove greases from metal parts, it is also an ingredient in adhesives, typewriter correction fluid and spot and paint removers. 75-80% of TCE production is used for degreasing metals. Because of its good solvent properties it was formerly used in dry-cleaning facilities. It is also used to extract natural substances. An example would be in decaffeinated coffee or fruit juices. TCE effects on humans Skin contact with TCE can cause irritation and rashes on the skin. Drinking small amounts of TCE over a long period of time can cause liver and kidney damage, nervous system effects and impaired immune system function. Also during pregnancy it can impair fetal development. Drinking larger amounts can cause nausea, convulsions a coma and in some cases death. Breathing TCE for a long time can cause impaired heart function and coma or death. Breathing TCE for a short period of time can cause headaches, lung irritation, dizziness and difficulty concentrating. Can TCE cause cancer? Some studies with mice have shown that high levels of TCE may cause liver or lung cancer. Also some studies of people exposed to TCE over long periods of time showed increased risk of cancer. These studies however, are inconclusive the cancer could have been caused by other things. Could I have been exposed to TCE? You could be exposed by breathing air in from around the house contaminated by TCE vapors from the shower water. Also breathing in common household items such as, spot removers or correction fluid. Drinking, swimming or showering in water with TCE in it could have also exposed you. Another way would be from soil if you were around a hazardous waste site. Lastly if you manufacture TCE or use TCE you could breathe it in, or have it directly touch your skin. TCE in the environment Water TCE is denser than water and sinks gradually to the bottom even in groundwater. Groundwater contamination can last for decades. AIR Because of its volatility, large quantities of the substance produced evaporate and are distributed in the atmosphere. It is a very minor cause of smog. Soil TCE accumulates in sediment and in sewage sludge sometimes to an extent that it damages anaerobes. It evaporates less easily from soil and will remain there longer. Bibliography Works Cited Bedau, Hugo Adam. The Case Against The Death Penalty. http://www.dnai.com/~mwood/deathpen.html (6 Apr. 2000). Bedau, Hugo Adam. The Death Penalty In America. Chicago: Aldine Publishing Company, 1964. Bender, David. The Death Penalty Opposing Views. San Diego: Greenhaven Press Inc. 1997. McCuen, Gary E. The Death Penalty and the disadvantages. Hudson: Gary McCuen Publications Inc. 1997. The New American: In Focus. http://www.thenewamerican.com/focus (16 Apr. 2000). Pragmatic Arguments Against The Death Penalty. http://pages.prodigy.com/DC/vortex/prag.html (5 Apr. 200). Geography

Resolving Conflict and Disagreements

Resolving Conflict and Disagreements Conflict tends to be a part of our lives and all too often, is inevitable. Emotions run high when dealing with differences over the best way to deal with differences.  Dealing with conflict and disagreement effectively is half the battle and can create positive outcomes. When conflict and disagreement are handled inappropriately, the outcome can be destructive and are rarely in the best interest of either party. At the same time, all of the parties are often under a lot of pressure.  There are more and more demands put on public education without enough resources, not only monetary but also human (not enough qualified personnel) and often those resources, but physical and the time of the professionals, are stretched thin.  At the same time, with the spread of information, often misinformation, parents sometimes pressure teachers and schools to try therapies or educational strategies that are not based on data and peer-reviewed research.   The Investments of Stakeholders Parents:   Often parents have powerfully conflicting emotions.  On one hand, they are extraordinarily protective while at the same time may feel shame or guilt over their childs disabilities.  Sometimes parents conceal these feelings, even from themselves, by coming on strong.  It is sometimes easy to become defensive, rather than hearing the love, concern and perhaps even guilt that the parents are communicating.  Teachers and Para-professionals:  Good teachers seek to do what is best for their students and take pride in their effectiveness as educators.  Sometimes we become thin-skinned if we think parents or administrators are questioning either our integrity or our commitment to the student.  Relax.  Its easier said than done, but we need to reflect rather than becoming overly reactive.  Administrators:  As well as being accountable to parents and students, administrators are also accountable to superiors who are charged with protecting the interests of the school districts, which may include keeping the costs of providing services down.  That is why they are often called the Local Education Authority (LEA) in our meetings.  Some administrators, unfortunately, dont understand that investing time and attention into their staff will produce better outcomes for everyone.   Strategies for Handling Conflicts and Disagreements Differences must be resolved - it is in the best interest of the child to do so. Remember, sometimes a disagreement occurs as a direct result of a misunderstanding. Always clarify the issues at hand. Parents and school staff members must work closely together to address the issues.Pro-active means of reducing conflict include sharing positive information about the student with parents in an ongoing manner.  It is essential for both parties to realize that the goals for the child are shared goals. Both must agree that the childs interest comes first.Avoid confrontation and deal specifically with solutions to the identified issues and be prepared to offer alternatives.Always deal with the issues rather than the emotions and the people involved. Acknowledging the emotions may be a positive way to diffuse them.  Decide on what you can compromise on, effective resolution usually requires some form of compromise on both parties behalf.Be sure that your expectations are realistic and reasonable.Specify both long term and short term goals and state when a follow-up visit should occur.All parties need to commit to the recommended solutions and agree jointly.All parties must rely on ea ch other, it is, therefore, essential to work out differences and work together regardless of how sensitive the issue is.

Individual Case Study Analysis Essay Example | Topics and Well Written Essays - 2000 words - 1

Individual Case Study Analysis - Essay Example The case study reflects the impact of the cultural difference between the employees of JET. The report has been prepared for understanding the key issues of the organization and focus on analysing the reasons behind these issues. It will highlight the impact of linguistic barrier and cultural differences within the organization. The different situations where the difference in the nature of thinking and the social values resulted in creation of distance between the employees of different nationality have been discussed in this study. Finally, recommendations to the organizations for solving the recent issues and improving its performance have been concluded in the report. 2. Introduction In this case study, the difference in the values of the Japanese and the Americans has been clearly shown The Japanese were formal and reserved. On the other hand, the American were informal and self assertive in nature. In case of accepting assignments in the foreign countries (as expatriates), it i s very important to consider the personality, psychology and cultural differences. ... This case study reflected the clashes which took place as a result of differences in the personality, values, psychology, culture and also lack in the orientation and training programs. It highlighted the factors which should have been considered by Kelly before planning to accept the offer. 3. Analysis and Issues Kelly found that the Japanese were too much devoted towards their work and were satisfied in working for extra time during the weekends and coming to office during the weekends. According to Kelly, the employees should make proper use of the vacation time provided to them in the job contract. Kelly noticed that none of the Japanese women have been promoted to a senior level in the Board of Education. The only women found to be working there were the young secretaries or office ladies. Mr. Higashi, who was the supervisor of the foreign participants of JET, had a tendency of arranging projects as well as other conferences and cancelling them without informing to the Assistant Language Trainers about the cancellation of such projects and conferences. In a similar manner, he arranged for special assignment during the holiday without providing prior information to the ALT’s. These were the key issues where the foreigners had to suffer because of the cultural differences. Moreover, as these foreigners could not speak the Japanese language properly, communication with them was very difficult. Moreover, the Japanese considered these foreign employees to be less committed towards their work as they never stayed in the office after the completion of the working hour at 5.00 p.m. on the weekdays and never worked during the weekends. The ALT’s had stated it clearly that there were vacation days mentioned in the job contract and they will utilise these

Washington Irving and Merman Melville Essay Example | Topics and Well Written Essays - 500 words

Washington Irving and Merman Melville - Essay Example His little village had been a ‘peaceful spot’ but now things were different, ‘the very character of people seemed changed’. While Irving deals with the society and its effects of the American Revolution, Herman Melville in Bartleby the Scrivener portrays the onset of the socialist Revolution, which would overthrow the Capitalist economic model. The character Bartleby is the perfect office drone representing the economic work model, which serves to  degrade the American working classes. Melville tries to emphasize that while initially Bartleby (the system or the community) was productive, subsequently he begins to reject the system of which he is a key part. His continuous rejection becomes a threat to both the authority structure and the ideology that surrounds it. Melville through Bartleby never reveals his rejection of capitalism but he exhibits socialism through his actions. Melville makes the reader sense the waves of change by portraying Bartleby as being ahead of time. Irving implies that the term Rip Van Winkle came to mean someone who is oblivious to change. Rip carried on with his life the way he desired unconcerned about his responsibilities and the sarcasm of Dame Van Winkle. Irving has subsequently not been able to stick to this ideal when he portrays the upheavals of Revolution brought about identity crisis in the society. It was forced upon the individuals when Rip declares himself a subject of George III under pressure. Bartleby, too had to succumb to the pressures of the capitalist society but preferred to die. The Capitalist society has to die paving way for the socialist system but Melville has not been able to portray this. While Bartleby knows, there is better world beyond this, but lack of education and ideas hold him back from attaining it. Bartleby (Melville) is unable to articulate what that world is and is destroyed before he can find the rationale. By re-awakening, Irving implies not merely

College is a Waste of Time, and Money Essay Example | Topics and Well Written Essays - 1250 words

College is a Waste of Time, and Money - Essay Example We have already heard in the news and discussion forums the unresponsiveness of our school system that it does not necessarily prepare an individual in the real world. Even Bill Gates criticized the present school system and its curricula that it is no longer reflective of what is needed in the real world that has real problems The cost of going to college is also not to be taken lightly. It is expensive and typically comprises the majority of the savings of the parents of a typical middle class parent. The expenses are not only limited to tuition, but also the books, board and lodging and other miscellaneous costs. Considering that an individual will not even be getting a real education that is responsive to the real problems in the real life settings, it is not worth it to spend that much. The money and time that is supposed to be spent in college can be used in other better things. Real education can be had through other means without wasting time and resources. College only prepa res an individual to be a conformist and an employee; to get a job and live a life of drudgery of getting up early and working for someone else. College does not even teach you how to make money in a smart way. According to Robert Kiyosaki in his bestseller book Rich Dad Poor Dad, college does not prepare an individual for financial independence. ... Many of the subjects that are offered in the courses in college are also impractical and unnecessary. They have no use except to burden a student with additional workload and tuition expense with only the satisfaction of finishing the course. In short, many of the things that are taught in college are just â€Å"nice to know†. Worst, the things that are learned that are supposed to equip the student when he or she gets into the real world, are forgotten by the time the student graduated because of the long stay in school. The intelligence that is required in life is not also academic intelligence or intelligence quotient (IQ) as what school is telling us but emotional intelligence or real life intelligence that solves real life problems (Wechesler, 1982 qtd. In Mandel & Pherwani, 2003). This kind of intelligence which is required in real life is not even taught in college and in fact even downplayed by the â€Å"academics†. It has always been assumed that a higher IQ th at is needed in college would equate to a desirable performance in real life and a determinant of an individual’s success in a chosen career. It has always been stressed that college is an appropriate preparation for an individual to succeed or make it in life. Real life, street or emotional intelligence on the other hand has been traditionally regarded as a weakness and irrelevant. It has been thought that being street smart has no bearing nor use in professional endeavors and as such, irrelevant. Real life learning has always been relegated as inferior to college. Recent studies however have illustrated that school/college and its IQ is an insufficient predictor of success. As early as 1920, Thorndike has already contended that to make it in life,

Strategies to decrease recidivism

Strategies to decrease recidivism Recidivism is one major problem facing various societies across the world. It involves acts committed by people which involve repeating undesirable behaviors after being trained or treated to extinguish the behavior or experiencing negative consequences due to the behavior. Recidivism is common with criminal behavior or substance abuse but for purposes of this paper, we will focus on criminal behavior. Recidivism is a behavior which is linked to psychopathy which is gratification enjoyed after committing an aggressive, sexual or criminal act by a person. Psychopaths hardly learn from past mistakes and they are likely to repeat them in future. In the United States, recidivism among prisoners is a serious problem facing prison institutions. Statistics show that on average, 58% of female prisoners and 68% of male prisoners are rearrested after being released from prison. Of these, 39% of females and 53% of males are sent back to prison again (Bleich, 2000). This is a serious threat to r ehabilitation purpose of prisons since it appears that prisons are failing in their objective of rehabilitating prisoners. The environment inside prisons is not conducive for rehabilitation most of the times since crimes are committed even inside prisons. There are also environmental factors outside prisons which make it a challenge for prisoners to be accepted by the society after serving their terms. These too contribute to the high rates of recidivism. It is important to assess the factors which contribute to the high recidivism rates and the solutions to the same. This will enable prison institutions to succeed in their rehabilitative role which they play in society. This paper will address criminal recidivism and suggest solutions for the same. Scholarly journals will be used to support theories advanced. The discussed issues will be summarized at the end. Purpose of prisons in US justice system The prison institution plays a crucial role in any society. In the US justice system, the prison system plays various roles. The first major role is rehabilitation. Prisons offer people convicted of crimes a second chance to learn from their mistakes and change. It provides prisoners with an environment where they can learn new skills which will enable them to earn a decent livelihood once they are released from prison. More importantly, the prison environment is meant to assist prisoners to reflect on their lives and seek ways which they may co-exist peacefully with the society. Mental and physical health professionals are present to assist prisoners with this objective. Another important role played by prisons is punishment and deterrence. Punishment is meant to discourage the prisoners and other members of society from committing a similar offence. Different forms of punishments vary according to crimes committed and usually the worse the crime, the heavier the punishment received by the prisoner. Punishment varies from strokes to hard labor depending on the sentence given. This role of prisons is very important since it deters other members of society from committing offences. Punishment is likely to discourage other people from engaging in criminal activities and this ensures the society lives in peace and harmony. Another important role played by the prison system is ensuring justice for victims of crime. This is an important role in any judicial system since the law is founded on equity and justice. Victims who are hurt in one way or another ought to receive justice in order to view society as fair. Although in many cases, especially capital offences such as murder, do not compensate the victim for loss suffered, prisons ensure victims have closure since the people who commit the offence are normally punished. Finally, prisons are meant to protect the general public from people who are a threat to their property or lives. Some criminals such as serial killers or rapists are psychopaths who would not stop committing the crimes unless they are rehabilitated. Prison removes such people from the streets and rehabilitates them, making society a safer place to live. This fosters unity and peace within society. Current conditions in US prisons The current conditions in the US prisons are different from the ideal environment which would facilitate rehabilitation. Prisoners live in poor conditions which are overcrowded and where crime thrives in spite of it being a prison institution. According to Farrington and Nuttall (2001), the largest prisons in the US which are Texas and California have experienced an eight fold increase in a number of prisoners in the past three decades. However, funding for these facilities has hardly increased; a situation which has made it difficult to cater for the needs of the prisoners. The US has only about 5% of the world population yet its prisons have more than 25% of the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢s prisoners, which shows the magnitude of the problem. The increase in crime in the US over recent years coupled with crime recidivism is largely to blame for the congestion in prisons in the United States. Congestion in these prisons largely defeats their major role which is rehabilitation. Congestio n makes it difficult for prisoners to access individualized attention from counselors or health care professionals who would assist them with their mental and physical needs. Congestion also makes prisoners interact with people from different backgrounds at close proximity and this may make them develop undesirable habits such as physical confrontations, substance abuse or sexual molestation. When such occur, it is difficult for authorities to detect them on time and to take the necessary action to discourage the vices. Another problem which is inherent in modern US prison environments is social vices and criminal behavior. Many prisoners engage in crimes within prison due to influence from peers or collaboration with unethical prison wardens. These crimes include substance abuse, immoral behavior or violent acts against each other. There are established drug rings inside many prisons and prisoners have access to drugs as long as they can access funds to finance the same. Many prisoners who have drug problems are taken to prison instead of drug rehabilitation facilities and they continue abusing these drugs inside prison. Corruption within prison allows some wardens to assist prisoners in accessing drugs. This defeats the central role of prisons which is rehabilitation. Finally, poor finance of prison systems makes it difficult for prison systems to teach prisoners skills which would be useful to the outside world. Since many prisoners commit crimes out of desperation and due to lack of employment, when they are released without these crucial skills they find themselves forced to commit illegal activities to survive and they end up in prison again. These problems inside modern US problems should be addressed if criminal recidivism is to drastically reduce. Programs which seek to reduce recidivism in US prisons Although many prisons do not have adequate facilities and personnel to undertake programs which reduce prison recidivism, there are a few prisons which have developed programs to deal with the problem. Most of these programs aim at rehabilitating prisoners in order to make them fit back into society. They include educational programs which address the adverse effects of substance abuse or violence in society. For instance, in Alaska, there is a program known as Probation Accountability with Certain Enforcement which aims ate reducing recidivism among people who have been put on probation (Wilson, 2003). This program aims at making people on probation on the importance of probation and the consequences of breaking probation conditions. It is specifically targeted at people with problems satisfying probation conditions. In California and Texas, there are various programs aimed at educating prisoners on the adverse effects of gang culture and substance abuse in society. The programs aim at ending gang culture and substance abuse through making offenders aware of the harm they cause to society when they engage in the vice. In most states, there is also program geared towards providing life skills to inmates in prison in order to allow them to practice decent professions when they leave prison. Although such programs are under-funded, they teach prisoners skills such as carpentry, IT skills, mechanics, hair dressing, appliance repair, building and other skills. This is one of the most efficient ways to reduce crime recidivism since they empower inmates to become independent once they leave prison facilities. Current approaches to protect the public upon a prisoners release There are various approaches which states take to ensure that crime recidivism is reduced and that the public is protected from ex-prisoners upon their release. The first approach involves liaising with employment agencies to ensure such prisoners acquire decent employment. This is a very effective strategy since once prisoners are independent; they are less likely to engage in crime. States usually have programs which link skills learned by prisoners in prison with employment opportunities present in society. Another strategy which is used by many states involves probation. Probation is meant to safeguard the public against criminals through supervision of inmatesà ¢Ã¢â€š ¬Ã¢â€ž ¢ behaviors after release to ascertain whether they have reformed. This is a relatively ineffective strategy since it does not aim at helping the inmate reform but is meant to protect the public from harm (Roger, 2004). Addressing the causes of crime recidivism is the most effective approach to dealing with the problem. Finally, a few states hold discussion with communities and develop ways to integrate prisoners into society. It involves talking to community leaders, religious leaders and non-governmental organizations and developing a positive attitude towards released convicts. It assists such prisoners to live with their families and find employment opportunities in order to prevent engaging in crime. This is also another effective approach to reducing crime recidivism although it is not effectively implemented in many states. Recommendations to end recidivism upon release of inmates Although some of the programs currently being implemented to reduce crime recidivism in society are effective, more needs to be done to discourage this trend. The first steps should be to rehabilitate prisoners in prison and teach them skills which would make them economically independent once they leave prison institutions. This can only be done effectively if the problem of overcrowding, substance abuse and immoral activities among other crimes is addressed in prison. Strict laws which deter involvement in crime by prison wardens or prisoners should be passed and such laws should be punitive to discourage the crimes. In order to deal with overcrowding, adequate financing should be provided y the state to build more prisons to reduce overcrowding in prisons. In addition, alternative forms of punishments for petty offenders which include probation should be enforced in order to reduce the prison population in the United States. Once crime and overcrowding are addressed in prisons, prisoners will have access to healthcare practitioners to cater for their physical and mental needs. In addition, they will have access to training opportunities which will empower them once they leave prison. More funds should be allocated by states and the central government to ensure that there is enough facilities and personnel to rehabilitate prisoners and empower them with life skills. Prisoners who have substance abuse problems should have access to rehabilitation centers which address their problems since mere incarceration in prison does not help them end their addiction. Psychopaths should also have access to mental health experts who will use medication and alternative therapies to treat these mental disorders. Once prisoners have reformed and they have been imparted with these skills, it is important to cultivate a positive image in society so that they may be embraced and integrated back into society. This should involve dialogue with the community and religious leaders as well as their families in order to offer them support in beginning a new life. Once the prisoners are embraced back into society, they are less likely to commit a crime again. However, in addition to acceptance, by society, they should have employment opportunities which assist them to meet their daily needs. This is the best way to ensure that they do not engage in crime. Since they will already have skills, the state and correction facilities should collaborate in seeking opportunities where the prisoners can practice the skills which they have learned. They should be provided with financial and mental support by their families and community once they begin their careers in order to ensure that they succeed in life. Summary and conclusion Prison recidivism has been seen to b a major problem which faces the US prison system. Many prisoners who are released from prison end up committing a crime again due to several reasons. The major causes of prison recidivism are lack of skills which prisoners may use to empower themselves once they leave prison, inadequate physical and mental support from health care practitioners and counselors, high crime rates in prison and overcrowding in prison. Prison facilities are overcrowded and expose prisoners to crime within prison walls, a fact which makes it difficult for them to be integrated back into society once they are released. Although there are various programs which are currently being implemented by different prisons to reduce crime recidivism, these programs are few and under-funded. As a result, many prisoners do not benefit from them. In order to solve the problem of prison recidivism in US prisons, overcrowding and crime in prison should be first tacked through prison expansion, alternative rehabilitation forms and passage of harsh laws which guard against crime in prison. Once this is addressed, prisoners should have access to personnel, facilities and training which will satisfy their needs and impart them with skills in line with the rehabilitation objective. Finally, the society should accept them back through dialogue with families and community leaders who should provide moral and financial support to inmates. The state and correction facility should ensure that such prisoners have access to employment opportunities in line with their skills in order to empower them to be independent. Once these steps are taken, prisoners will have no reason to revert back to crime and the problem of crime recidivism will be solved once and for all.

Bradbury :: Biography Biographies

Bradbury A common theme in science fiction is outer space. Many of Bradbury's stories take place there. As critic Wayne L. Johnson observes, "For Bradbury, space is not merely a stage upon which stories of the future are played, it is what the Great Plains were to the pioneers, not just a frontier but a symbol of the future for the human race" (49). If space serves as a symbol of the future for the human race, the story "Kaleidoscope" has a large amount of symbolism. In this story, the crew of a spaceship is shot into space. "The first concussion cut the rocket up the side with a giant can opener. The men were thrown into space like a dozen wriggling silverfish. They were scattered into a dark sea; and the ship, in a million pieces, went on, a meteor swarm seeking a lost sun" (Bradbury The Stories of Ray Bradbury 143). The view expressed in "Kaleidoscope" is that although people come from one original being, they grow apart all the time. This divergent evolution is clearly expressed as each member of the crew, although separated for a short time, changes their view on the situation. The crewmen being hurled at the sun has a happy attitude, while the ones being hurled into darkness are engulfed in it. Bradbury might have not intended the reader to find this theme in the story, but it shows how creatures adapt to their environment. Another element of Bradbury's writing is robots. Wayne L. Johnson explains that "the robot represents the ultimate heart of the scientific conceit, wherein men's knowledge of the universe becomes so great that he is able to play God and create other men" (73). Robots represent the degrading value of life present in society. All of Bradbury's robot stories found in The Stories of Ray Bradbury come to unhappy endings. They are "horror stories as well as light-hearted warnings against taking robots for granted" (74). Many stories with robots are considered science fiction because robots are considered to be futuristic things. Bradbury uses robots to show the value people place on science over human beings. In "Marionettes, Inc.", two men are unhappy with their wives. One man, Braling tells the other man, Smith, that he has purchased a robot to take his place as a husband.

Ferdinand de Saussure Essay

Stylistics is the study and interpretation of texts from a linguistic perspective. As a discipline it links literary criticism and linguistics, but has no autonomous domain of its own. [1][2] The preferred object of stylistic studies is literature, but not exclusively â€Å"high literature† but also other forms of written texts such as text from the domains of advertising, pop culture, politics or religion. [3] Stylistics also attempts to establish principles capable of explaining the particular choices made by individuals and social groups in their use of language, such as socialisation, the production and reception of meaning, critical discourse analysis and literary criticism. Other features of stylistics include the use of dialogue, including regional accents and people’s dialects, descriptive language, the use of grammar, such as the active voice or passive voice, the distribution of sentence lengths, the use of particular language registers, etc. In addition, stylistics is a distinctive term that may be used to determine the connections between the form and effects within a particular variety of language. Therefore, stylistics looks at what is ‘going on’ within the language; what the linguistic associations are that the style of language reveals. * | Early twentieth century The analysis of literary style goes back to Classical rhetoric, but modern stylistics has its roots in Russian Formalism,[4] and the related Prague School, in the early twentieth century. In 1909, Charles Bally’s Traite de stylistique francaise had proposed stylistics as a distinct academic discipline to complement Saussurean linguistics. For Bally, Saussure’s linguistics by itself couldn’t fully describe the language of personal expression. [5] Bally’s programme fitted well with the aims of the Prague School. [6] Building on the ideas of the Russian Formalists, the Prague School developed the concept of foregrounding, whereby poetic language stands out from the background of non-literary language by means of deviation (from the norms of everyday language) or parallelism. [7] According to the Prague School, the background language isn’t fixed, and the relationship between poetic and everyday language is always shifting. [8] Late twentieth century Roman Jakobson had been an active member of the Russian Formalists and the Prague School, before emigrating to America in the 1940s. He brought together Russian Formalism and American New Criticism in his Closing Statement at a conference on stylistics at Indiana University in 1958. [9] Published as Linguistics and Poetics in 1960, Jakobson’s lecture is often credited with being the first coherent formulation of stylistics, and his argument was that the study of poetic language should be a sub-branch of linguistics. [10] The poetic function was one of six general functions of language he described in the lecture. Michael Halliday is an important figure in the development of British stylistics. [11] His 1971 study Linguistic Function and Literary Style: An Inquiry into the Language of William Golding’s ‘The Inheritors’ is a key essay. [12] One of Halliday’s contributions has been the use of the term register to explain the connections between language and its context. [13] For Halliday register is distinct from dialect. Dialect refers to the habitual language of a particular user in a specific geographical or social context. Register describes the choices made by the user,[14] choices which depend on three variables: field (â€Å"what the participants†¦ are actually engaged in doing†, for instance, discussing a specific subject or topic),[15] tenor (who is taking part in the exchange) and mode (the use to which the language is being put). Fowler comments that different fields produce different language, most obviously at the level of vocabulary (Fowler. 1996, 192) The linguist David Crystal points out that Halliday’s ‘tenor’ stands as a roughly equivalent term for ‘style’, which is a more specific alternative used by linguists to avoid ambiguity. (Crystal. 1985, 292) Halliday’s third category, mode, is what he refers to as the symbolic organisation of the situation. Downes recognises two distinct aspects within the category of mode and suggests that not only does it describe the relation to the medium: written, spoken, and so on, but also describes the genre of the text. (Downes. 1998, 316) Halliday refers to genre as pre-coded language, language that has not simply been used before, but that predetermines the selection of textual meanings. The linguist William Downes makes the point that the principal characteristic of register, no matter how peculiar or diverse, is that it is obvious and immediately recognisable. (Downes. 1998, 309) Literary stylistics In The Cambridge Encyclopedia of Language, Crystal observes that, in practice, most stylistic analysis has attempted to deal with the complex and ‘valued’ language within literature, i. e.  Ã¢â‚¬Ëœliterary stylistics’. He goes on to say that in such examination the scope is sometimes narrowed to concentrate on the more striking features of literary language, for instance, its ‘deviant’ and abnormal features, rather than the broader structures that are found in whole texts or discourses. For example, the compact language of poetry is more likely to reveal the secrets of its construction to the stylistician than is the language of plays and novels. (Crystal. 1987, 71). Poetry As well as conventional styles of language there are the unconventional – the most obvious of which is poetry. In Practical Stylistics, HG Widdowson examines the traditional form of the epitaph, as found on headstones in a cemetery. For example: His memory is dear today As in the hour he passed away. (Ernest C. Draper ‘Ern’. Died 4. 1. 38) (Widdowson. 1992, 6) Widdowson makes the point that such sentiments are usually not very interesting and suggests that they may even be dismissed as ‘crude verbal carvings’ and crude verbal disturbance (Widdowson, 3). Nevertheless, Widdowson recognises that they are a very real attempt to convey feelings of human loss and preserve affectionate recollections of a beloved friend or family member. However, what may be seen as poetic in this language is not so much in the formulaic phraseology but in where it appears. The verse may be given undue reverence precisely because of the sombre situation in which it is placed. Widdowson suggests that, unlike words set in stone in a graveyard, poetry is unorthodox language that vibrates with inter-textual implications. (Widdowson. 1992, 4) Two problems with a stylistic analysis of poetry are noted by PM Wetherill in Literary Text: An Examination of Critical Methods. The first is that there may be an over-preoccupation with one particular feature that may well minimise the significance of others that are equally important. (Wetherill. 1974, 133) The second is that any attempt to see a text as simply a collection of stylistic elements will tend to ignore other ways whereby meaning is produced. (Wetherill. 1974, 133) Implicature In ‘Poetic Effects’ from Literary Pragmatics, the linguist Adrian Pilkington analyses the idea of ‘implicature’, as instigated in the previous work of Dan Sperber and Deirdre Wilson. Implicature may be divided into two categories: ‘strong’ and ‘weak’ implicature, yet between the two extremes there are a variety of other alternatives. The strongest implicature is what is emphatically implied by the speaker or writer, while weaker implicatures are the wider possibilities of meaning that the hearer or reader may conclude. Pilkington’s ‘poetic effects’, as he terms the concept, are those that achieve most relevance through a wide array of weak implicatures and not those meanings that are simply ‘read in’ by the hearer or reader. Yet the distinguishing instant at which weak implicatures and the hearer or reader’s conjecture of meaning diverge remains highly subjective. As Pilkington says: ‘there is no clear cut-off point between assumptions which the speaker certainly endorses and assumptions derived purely on the hearer’s responsibility. ’ (Pilkington. 1991, 53) In addition, the stylistic qualities of poetry can be seen as an accompaniment to Pilkington’s poetic effects in understanding a poem’s meaning. Stylistics is a valuable if long-winded approach to criticism, and compels attention to the poem’s details. Two of the three simple exercises performed here show that the poem is deficient in structure, and needs to be radically recast. The third sheds light on its content. Introduction Stylistics applies linguistics to literature in the hope of arriving at analyses which are more broadly based, rigorous and objective. {1} The pioneers were the Prague and Russian schools, but their approaches have been appropriated and extended in recent years by radical theory. Stylistics can be evaluative (i. e.  judge the literary worth on stylistic criteria), but more commonly attempts to simply analyze and describe the workings of texts which have already been selected as noteworthy on other grounds. Analyses can appear objective, detailed and technical, even requiring computer assistance, but some caution is needed. Linguistics is currently a battlefield of contending theories, with no settlement in sight. Many critics have no formal training in linguistics, or even proper reading, and are apt to build on theories (commonly those of Saussure or Jacobson) that are inappropriate and/or no longer accepted. Some of the commonest terms, e. g. deep structure, foregrounding, have little or no experimental support. {2} Linguistics has rather different objectives, moreover: to study languages in their entirety and generality, not their use in art forms. Stylistic excellence — intelligence, originality, density and variety of verbal devices — play their part in literature, but aesthetics has long recognized that other aspects are equally important: fidelity to experience, emotional shaping, significant content. Stylistics may well be popular because it regards literature as simply part of language and therefore (neglecting the aesthetic dimension) without a privileged status, which allows the literary canon to be replaced by one more politically or sociologically acceptable. {3} Why then employ stylistics at all? Because form is important in poetry, and stylistics has the largest armoury of analytical weapons. Moreover, stylistics need not be reductive and simplistic. There is no need to embrace Jacobson’s theory that poetry is characterized by the projection of the paradigmatic axis onto the syntagmatic one. {4} Nor accept Bradford’s theory of a double spiral: {5} literature has too richly varied a history to be fitted into such a straitjacket. Stylistics suggests why certain devices are effective, but does not offer recipes, any more than theories of musical harmony explains away the gifts of individual composers. Some stylistic analysis is to be found in most types of literary criticism, and differences between the traditional, New Criticism and Stylistics approaches are often matters of emphasis. Style is a term of approbation in everyday use (â€Å"that woman has style†, etc.), and may be so for traditional and New Criticism. But where the first would judge a poem by reference to typical work of the period (Jacobean, Romantic, Modernist, etc. ), or according to genre, the New Criticism would probably simply note the conventions, explain what was unclear to a modern audience, and then pass on to a detailed analysis in terms of verbal density, complexity, ambiguity, etc. To the Stylistic critic, however, style means simply how something is expressed, which can be studied in all language, aesthetic and non-aesthetic. {6} Stylistics is a  very technical subject, which hardly makes for engrossing, or indeed uncontentious, {7} reading. The treatment here is very simple: just the bare bones, with some references cited. Under various categories the poem is analyzed in a dry manner, the more salient indications noted, and some recommendations made in Conclusions. Published Examples of Stylistic Literary Criticism G. N. Leech’s A Linguistic Guide to English Poetry (1969) Laura Brown’s Alexander Pope (1985) Roy Lewis’s On Reading French Verse: A Study in Poetic Form (1982) George Wright’s Shakespeare’s Metrical Art. (1988) Richard Bradford’s A Linguistic History of English Poetry (1993) Poem The Architects But, as you’d expect, they are very Impatient, the buildings, having much in them Of the heavy surf of the North Sea, flurrying The grit, lifting the pebbles, flinging them With a hoarse roar against the aggregate They are composed of — the cliffs higher of course, More burdensome, underwritten as It were with past days overcast And glinting, obdurate, part of the Silicate of tough lives, distant and intricate As the whirring bureaucrats let in And settled with coffee in the concrete pallets, Awaiting the post and the department meeting —  Except that these do not know it, at least do not Seem to, being busy, generally. So perhaps it is only on those cloudless, almost Vacuumed afternoons with tier upon tier Of concrete like rib-bones packed above them, And they light-headed with the blue airiness Spinning around, and muzzy, a neuralgia Calling at random like frail relations, a phone Ringing in a distant office they cannot get to, That they become attentive, or we do — these Divisions persisting, indeed what we talk about, We, constructing these webs of buildings which, Caulked like great whales about us, are always. Aware that some trick of the light or weather Will dress them as friends, pleading and flailing — And fill with placid but unbearable melodies Us in deep hinterlands of incurved glass.  © C. John Holcombe 1997 Metre Though apparently iambic, with five stresses to the line, the metre shows many reversals and substitutions. Put at its simplest, with: / representing a strong stress representing a weak stress x representing no stress, and trying to fit lines into a pentameters, we have -| /| x| x| x| /| -| | x| /| x| | But| as| you’d| ex| pect| | they| are| ve| ry| x| /| x| x| /| x| /| x| | x| x|. Im| pat| ient| the| build| ings,| hav| ing| much| in| them| x| x| | x| /| x| x| | /| /| x x| Of| the| heav| y| surf| of| the| North| Sea,| flurr| ying| x| /| -| /| x| x| /| x| /| x| | The| grit,| | lift| ing| the| pebbl| es,| fling| ing| them| | x| /| -| /| x| | x| /| x| | With| a| hoarse| | roar| a| gainst| the| agg| re| gate| x| | x| /| | x| /| /| x| x| /| They| are| com| posed| of,| the| cliffs| high| er| of| course| | /| x| | -| /| x| / | x| | | More| burd| en| some,| | un| der| writ| ten| as| | x| /| x| /| -| /| -| /| x| /| | It| were| with| past| | days| | o| ver| cast| | x| /| x|. | /| x| | -| /| x| x| And | glit| ter| ing,| ob| du| rate,| | part| of| the| -| /| x x x| /| -| /| -| /| x x| /| x x| | Sil| icate of| tough| | lives| | dist| ant and| in| tricate| -| | x| /| x| /| x| | -| /| x| | As| the| whir| ring| bu| reau| crats| | let| in| x| /| x x| /| x| | x| /| x| /| x| And | set| tled with| cof| fee| in| the| con| crete| pal| lets| x| /| x x| /| x| | x| /| x| /| x| A| wait| ing the| post| and| the| de| part| ment| meet| ing| x| | x| /| x | /| x| x| | /| x| Ex| cept| that| these| do not| know| it, | at| least| do| not| -| /| x| /| x| /| x| /| x| | x|. | Seem| to| be| ing| bus| y| gen| ER| all| y| | x| /| x x| /| x| | x| /| x| /| x| So| per| haps| it is| on| ly| on| those| cloud| less| al| most| -| /| x| /| x| | x| /| x x| | /| x| | Vac| uumed| af| ter| noons| with| ti| ER u| pon| ti| ER| x| /| x| | /| /| -| /| x| /| x| | Of| con| Crete| like| rib| bones| | packed| a| bove| them| | x| /| | /| x| | x| /| /| x| | | And | they| light| head| ed,| with| the| blue| air| i| ness| | -| /| x x| /| x| /| x| | x| /| x x| | | Spin| ning a| round| and| muz| zy,| a| neu| ral| gia| | -| /| x x| /| x x| /| x| /| x x| /| |. | Cal| ling at| ran| dom like| frail| re| lat| ions a| phone| | -| /| x x x| /| x| /| x x| /| x| /| x| | Ring| ing in a| dist| ant| of| fice they| can| not| get| to| x| /| x| /| x| /| x x| /| /-| | | That| they| be| come| at| ten| tive, or| we| do| these| | x| /| x x| /| x x| /| | x| /| x| /| Di| vis| ions per| sist| ing, in| deed| what| we| talk| a| bout| -| /| x| /| x x| /| x| /| x| | | | We,| con| struct| ing these| webs| of| build| ings| which| | -| /| x| /| | /| x| /| x x| /| x| | Caulk| Ed | like| great| whales| a| bout| us are| al| ways| x| /| x x| /| x x| /| x| /| x| | |. A| ware| that some| trick| of the| light| or| weath| ER| | | | /| x x| /| -| /| x x| /| x| | | Will| dress| them as| friends| | plead| ing and| flail| ing| | | x| /| x| /| x| | x| /| x x| /| x x| And| fill| with| plac| id| but | UN| bear| able | mel| odies| -| /| x| | -| /| x x x| /| | /| | | Us | in| deep| | hint| erlands of| in| curved| glass| | Poets learn to trust their senses, but even to the experienced writer these (tedious) exercises can pinpoint what the ear suspects is faulty, suggest where improvements lie, and show how the metre is making for variety, broad consistency, shaping of the argument and emotive appeal. Though other scansions are certainly possible in the lines above, the most striking feature will remain their irregularity. Many lines can only roughly be called pentameters; Lines 16 and 17 are strictly hexameters; and lines 27 and 28 are tetrameters. In fact, the lines do not read like blank verse. The rhythm is not iambic in many areas, but trochaic, and indeed insistently dactylic in lines 9 and 10, 21 and 22 and 28. Line 27 is predominantly anapaestic, and line 3 could (just) be scanned: x x| / x| /| x x | /| | /| x x | Of the| heavy| surf| of the North| Sea| | flurr| ying|. Reflective or meditative verse is generally written in the iambic pentameter, and for good reason — the benefit of past examples, readers’ expectations, and because the iambic is the closest to everyday speech: flexible, unemphatic, expressing a wide range of social registers. Blank verse for the stage may be very irregular but this, predominantly, is a quiet poem, with the falling rhythms inducing a mood of reflection if not melancholy. What is being attempted? Suppose we set out the argument (refer to rhetorical and other analyses), tabbing and reverse tabbing as the reflections as they seem more or less private: {8} 1. But, as you’d expect, 2. they are very impatient, the buildings, 3. having much in them of the heavy surf of the North Sea, 4. flurrying the grit, 5. lifting the pebbles, 6. flinging them with a hoarse roar against the aggregate they are composed of — the 7. cliffs higher of course, more 8. burdensome, 9. underwritten as it were with past days 10. overcast and glinting, 11. obdurate, 12. part of the silicate of tough lives, 13. distant and intricate as 14. the whirring bureaucrats 15. Let in and settled with coffee in the concrete pallets, awaiting the post and the department meeting — 16. except that these do not know it,  17. at least do not seem to, being busy, 18. generally. 19. So perhaps it is only on those cloudless, almost vacuumed afternoons with tier upon tier of concrete like rib — bones packed above them, and 20. they light-headed 21. with the blue airiness spinning around, and 22. muzzy, a 23. neuralgia calling at random like 24. frail relations, a 25. phone ringing in a distant office they cannot get to, that 26. They become attentive, 27. or we do — 28. these divisions persisting, 29. indeed what we talk about, 30. we, constructing these webs of buildings which 31. Caulked like great whales about us, are 32.  always aware that some trick of the light or weather will dress them as friends, 33. pleading and flailing — and 34. fill with placid but unbearable melodies 35. us in deep hinterlands of incurved glass. The structure should now be clear. Where Eliot created new forms by stringing together unremarkable pentameters, {8} this poem attempts the reverse: to recast an irregular ode-like structure as pentameters. And not over-successfully: many of the rhythms seemed unduly confined. But once returned to the form of an eighteenth century Pindaric ode, however unfashionable today, the lines regain a structure and integrity. Each starts with a marked stress and then tails away, a feature emphasized by the sound patterns. {9} Sound Patterning To these sound patterns we now turn, adapting the International Phonetic Alphabet to HTML restrictions: 1. But | as | you’d | expect | u | a | U | e e | b t | z | y d | ksp kt | 2. They | are | very | impatient | the | buildings | A | a(r) | e E | i A e | e | i i | th | – | v r | mp sh nt | th | b ld ngz | 3. Having | much | in | them | of | the | heavy | surf | of | the | North | Sea | a i | u | i | e | o | e | e | e(r) | o | e | aw | E | h v ng | m ch | n | th m | v | th | h v | s f | v | th | n th | s |. 4. flurrying | the | grit | u E i | e | i | fl r ng | th | gr t | 5. lifting | the | pebbles | i i | e | e | l ft ng | th | p b lz | 6. flinging | them | with | a | hoarse | roar | against | the | aggregate | they | are | composed | of | i i | e | i | e | aw | aw | e A | e | a E A | A | a(r) | o O | o | fl ng ng | th m | w th | – | h s | r | g nst | th | gr g t | th | – | k MP zd | v | 7. the | cliffs | higher | of | course | more | e | i | I e | o | aw | aw | th | kl fs | h | v | s | m | 8. burdensome | u(r) e e | b d ns m | 9.underwritten | as | it | were | with | past | days | u e i e | a | i | (e)r | i | a(r) | A | nd r t n | z | t | w | w | p st | d z | 10. overcast | and | glinting | O e(r) a(r) | a | i i | v k St | nd | gl NT ng | 11. obdurate | o U A | bd r t | 12. part | of | the | silicate | of | tough | lives | (a)r | o | e | i i A | o | u | I | p t | f | th | s l k t | v | t f | l vz | 13. distant | and | intricate | i a | a | i i e | d St NT | nd | NT r k t | 14. as | the | whirring | bureaucrats | a | e | e(r) i | U O a | z | th | w r ng | b r kr ts | 15. let | in | and | settled | with | coffee | in | the | concrete | pallets | e | i | a | e ie | i | o E | i | e | o E | a e | l t | n | nd | s tl d | w th | k f | n | th | k Kr t | p l Ts | awaiting | the | post | and | the | department | meeting | e A i | e | O | a | e | E e | E i | w t ng | th | p St | nd | th | d p tm NT | m t ng | 16. except | that | these | do | not | know | it | e e | a | E | U | o | O | i | ks pt | th | th z | d | n t | n | t | 17. at | least | do | not | seem | to | being | busy | a | E | U | o | E | U | E i | i E | t | l St | d | n t | s m | t | b ng | b z >/td> | 18. generally | e e a E | j nr l | 19. so | perhaps | it | is | only | on | those | cloudless | almost | vacuumed | afternoons | O | e(r) a | i | i | O | o | O | ou e | aw O | a U | a(r) e oo | s | p h ps | t | z | nl | n | th z | kl dl s | lm St | v k md | ft n nz | with | tier | upon | tier | of | concrete | like | rib | bones | packed | above | them | and | i | E e(r) | e o | E e(r) | o | o E | I | i | O | a | e u | e | a | w th | t | p n | t | v | k nkr t | l k | r b | b nz | p Kt | b v | th m | nd | 20. they | light | headed | A | I | e e | th | l t | h d d | 21.with | the | blue | airiness | spinning | around | and | i | e | U | (A)r i e | i i | e ou | a | w th | th | bl | r n s | sp n ng | r nd | nd | 22. muzzy | a | u E | e | m z | – | 23. neuralgia | calling | at | random | like | U a E a | aw i | a | a o | I | n r lj | k l ng | t | r nd m | l k | 24. frail | relations | a | A | e A e | e | fr l | r l zh nz | – | 25. phone | ringing | in | a | distant | office | they | cannot | get | to | that | O | i i | i | e | i a | o i | A | a o | e | oo | a | | f n | r ng ng | n | – | d St NT | f s | th | k n t | g t | t | th | | 26.they | become | attentive | A | E u | a e i | th | b k m | t NT v | 27. or | we | do | aw | E | oo | – | w | d | 28. these | divisions | persisting | E | i i e | e(r) i i | th z | d v zh nz | p s St ng | 29. indeed | what | we | talk | about | i E | o | E | aw | e ou | in d | wh t | w | t k | b t | 30. we | constructing | these | webs | of | buildings | which | E | o u i | E | e | o | i i | i | w | k nz str Kt ng | th z | w bs | v | b ld ngz | wh Ch | 31. caulked | like | great | whales | about | us | are | aw | I | A | A | e ou | u | a(r) | k kd | l k | gr t | w lz | b t | s | – | 32. always | aware | that | some | trick | of | the | light | or | weather | will | dress | them | as | friends | aw A | e (A)r | a | u | i | o | e | I | aw | e e(r) | i | e | e | a | e | lw z | w | th t | s m | tr k | v | th | l t | – | w th | w l | dr s | th m | z | Fr ndz | 33. pleading | and | flailing | E i | a | A i | pl d ng | nd | fl l ng | 34. will | fill | with | placid | but | unbearable | melodies | i | i | i | a i | u | u A(r) a e | e O E | f l | w th | PL s d | b t | n b r b l | m l d z | | 35. us | in | deep | hinterlands | of | incurved | glass | u | i | E | i e a | o | i e(r) | a(r) | s | n | d p | h NT l ndz | v | nk v d | GL s | Sound in poetry is an immensely complicated and contentious subject. Of the seventeen different employments listed by Masson {10} we consider seven: 1. Structural emphasis All sections are structurally emphasized to some extent, but note the use (in decreasing hardness) of * plosive consonants in sections 1, 5, 6, 7, 10-13, 19, 28-50; 31 and 35. * fricative and aspirate consonants in sections 2, 3, 6, 7, 12, 19, 25, 28, 32, 35. * liquid and nasal consonants in sections 3, 4, 12, 15, 17, 18, 19, 21, 23, 31-35. Also: * predominance of front vowels — in all sections but 6, 7, 11, 16, 17, 19 and 31. * predominance of vowels in intermediate positions — only sections 16 and 17 having several high vowels and section 3 low vowels. 2. Tagging of sections Note sections 1, 7, 13 and 15. 3. Indirect support of argument by related echoes * Widely used, most obviously in sections 3-7, 12-13, and 15. 4. Illustrative mime: mouth movements apes expression * Sections 2, 6, 11-13, 19, 31 and 35. 5. Illustrative painting * Sections 3-6, 10-13, 15, 19 and 33. Most sections are closely patterned in consonants. Those which aren’t (and therefore need attention if consistency is to be maintained) are perhaps 8, 9, 14, 18, 20, 22, 24, 26 and 27. Originally the poem was cast in the form of irregular pentameters. But if this is set aside in favour of the 35 sections listed above, how are these sections to be linked in a self-evident and pleasing form? A little is accomplished by alliteration: * f in sections 3 to 7. * s and t in sections 12 to 15 * w in sections 29 to 32 And also by the predominance of front and intermediate level vowels, but these do not amount to much. Certainly we do not find that the overall shaping of the poem emphasizes the argument or content. Sociolinguistics Language is not a neutral medium but comes with the contexts, ideologies and social intentions of its speakers written in. Words are living entities, things which are constantly being employed and only half taken over: carrying opinions, assertions, beliefs, information, emotions and intentions of others, which we partially accept and modify. In this sense speech is dialogic, has an internal polemic, and Bakhtin’s insights into the multi-layered nature of language (heteroglossia) can be extended to poetry. {11} Much of Postmodernist writing tries to be very unliterary, incorporating the raw material of everyday speech and writing into its creations. This poem seems rather different, a somewhat remote tone and elevated diction applying throughout. Let us see what’s achieved by grouping under the various inflections of the speaking voice. * urgently confidential But, as you’d expect, cliffs higher, of course, that they become attentive or we do * obsessively repetitious flurrying the grit, lifting the pebbles, flinging them†¦ Burdensome, underwritten†¦ overcast and glinting, obdurate * over-clever silicate of tough lives  distant and intricate constructing these webs of buildings distracted and/or light-headed except that these do not know it at least do not seem to with the blue airiness spinning around calling at random like frail relations * melancholic and/or reflective some trick of the light or weather will dress them as friends pleading and flailing and fill with placid but unbearable melodies. The exercise hardly provides revelation. Heteroglossia is an interweaving of voices, moreover, not shifts of tone or reference. And yet there is something very odd about the opening line. Why should we expect the buildings to be very impatient? This is more than the orator’s trick of attracting attention, since the animate nature of buildings and their constituents is referred to throughout the poem. To be more exact, the attitude of the inhabitants — observers, bureaucrats, architects — to the buildings is developed by the poem, and is paralleled by the tone. But why the confidential and repetitious attitude at the beginning. Why should we be buttonholed in this manner? Why the But, which seems to point to an earlier conversation, and the urgency with which that earlier conversation is being refuted or covered up? Because the blame for something is being shifted to the buildings. What error has been committed we do not know, but in mitigation we are shown the effect of the buildings on other inhabitants. Or perhaps we are. In fact the whirring bureaucrats seem to grow out of the fabric of buildings, and we do not really know if the we, constructing these webs of buildings is meant literally or metaphorically. The poem’s title suggests literally, but perhaps these constructions are only of the mind: sections 17, 20-29, 32 and 34 refer to attitudes rather than actions, and there is an ethereal or otherworldly atmosphere to the later section of the poem. So we return to heteroglossia, which is not simply borrowed voices, but involves an internal polemic, {12} that private dialogue we conduct between our private thoughts and their acceptable public expression. The dialogue is surely here between the brute physicality of a nature made overpoweringly real and the fail brevity of human lives. That physicality is threatening and unnerving. If the we of the later section of the poem is indeed architects then that physicality is harnessed to practical ends. If the constructing is purely mental then the treatment is through attitudes, mindsets, philosophies. But in neither case does it emasculate the energy of the physical world. Architects may leave monuments behind them, but they are also imprisoned in those monuments (us in deep hinterlands) and hearing all the time the homesick voice of their constituents. Conclusions: Suggested Improvements The greatest difficulty lies in the poem’s structure. An pentameter form has been used to give a superficial unity, but this wrenches the rhythm, obscures the sound patterns and does nothing for the argument. If recast in sections defined by rhythm and sound pattern the form is too irregular to have artistic autonomy. A return could be made to the eighteenth century Pindaric ode in strict metre and rhyme, but would require extensive and skilful rewriting, and probably appear artificial. A prose poem might be the answer, but the rhythms would need to be more fluid and subtly syncopated. Otherwise, blank verse should be attempted, and the metre adjusted accordingly. The internal polemic is a valuable dimension of the poem, but more could be done to make the voices distinct. http://www. textetc. com/criticism/stylistics. html1. On StylisticsIs cognitive stylistics the future of stylistics? To answer this question in the essay that follows, I will briefly discuss Elena Semino and Jonathan Culpeper’s Cognitive Stylistics (2003), Paul Simpson’s Stylistics (2004), and a recent essay by Michael Burke (2005). However, because questions are like trains – one may hide another – any discussion of the future of stylistics raises intractable questions about stylistics itself. French students of stylistics, for example, will come across definitions of the discipline like the following. According to Brigitte Buffard-Moret, â€Å"si les definitions de †¦ [la stylistique] – que certains refusent de considerer comme une scien

The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive Essays

The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive Essays The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive Paper The London Dungeon, Hadrians Wall Mix Tenses, Active X Passive Paper The London Dungeon Fill the gaps with the correct tenses. 1. The London Dungeon (lie) __________ in the oldest part of London in an old subterranean prison (thats what the word Dungeon (stand) __________ for). 2. The museum (take) __________ its visitors on a journey through Englands bloody history. 3. It (demonstrate) __________ the brutal killings and tortures of the past. 4. You (experience / can) __________ for example how people (die) __________ on the Gallow or during the Plague of 1665. 5. The Dungeon also (show) __________ scenes of Jack the Ripper or the beheading of Anne Boleyn, who (be) __________ one of Henry VIII’s six wives. . The atmosphere at the Dungeon (be) __________ really scary nothing for the faint-hearted. 7. While you (walk) __________ around the Dungeon, watch out for creepy creatures the Dungeon (employ) __________ actors to give its visitors the fright of their lives. 8. The actors, dressed as monsters, ghosts or executers, (hide) __________ in th e dark corners of the Dungeon and then suddenly (jump) __________ out and (grab) __________ one of the visitors. 9. And the horror (end / not) __________ at the exit of the exhibition. 10. (you / eat / ever) __________ a pizza with fingers and eyeballs on it? 1. Well, if you (fancy) __________ that kind of food, you (love) __________ the meals at the Dungeon restaurant. 12. The museum (want) __________ to provoke, shock, educate and delight. 13. And this it (do) __________ extremely well. 14. Since its opening in 1975, the Dungeon (attract) __________ many visitors from all over the world. 15. Besides the regular opening hours, the Dungeon sometimes also (open) __________ at night. 16. If you (have) __________ enough money and nerves of steel, you (book / can) __________ the Dungeon for parties, conferences or charity events at night. 17. And on 31 October, a frightfully good Halloween Party (take place) __________ at the Dungeon every year. Hadrians Wall Fill the gaps with the correct tenses (active or passive voice). 1. In the year 122 AD, the Roman Emperor Hadrian (visit) ___________ his provinces in Britain. 2. On his visit, the Roman soldiers (tell) ___________ him that Pictish tribes from Britains north (attack) ___________ them. 3. So Hadrian (give) ___________ the order to build a protective wall across one of the narrowest parts of the country. 4. After 6 years of hard work, the Wall (finish) ___________ in 128. . It (be) ___________ 117 kilometres long and about 4 metres high. 6. The Wall (guard) ___________ by 15,000 Roman soldiers. 7. Every 8 kilometres there (be) ___________ a large fort in which up to 1,000 soldiers (find) ___________ shelter. 8. The soldiers (watch) ___________ over the frontier to the north and (check) ___________ the people who (want) ___________ to enter or leave Roman Britain. 9. In order to pass through the Wall, people (must go) ___________ to one of the small forts that (serve) ___________ as gateways. 10. Those forts (call) ___________ milecastles because the distance from one fort to another (be) ___________ one Roman mile (about 1,500 metres). 11. Between the milecastles there (be) ___________ two turrets from which the soldiers (guard) ___________ the Wall. 12. If the Wall (attack) ___________ by enemies, the soldiers at the turrets (run) ___________ to the nearest milecastle for help or (light) ___________ a fire that (can / see) ___________ by the soldiers in the milecastle. 13. In 383 Hadrians Wall (abandon) ___________ . 14. Today Hadrians Wall (be) ___________ the most popular tourist attraction in northern England. 15. In 1987, it (become) ___________ a UNESCO World Heritage Site. 1. The London Dungeon lies in the oldest part of London in an old subterranean prison (thats what the word Dungeon stands for). 2. The museum takes its visitors on a journey through Englands bloody history. 3. It demonstrates the brutal killings and tortures of the past. 4. You can experience for example how people died on the Gallow or during the Plague of 1665. 5. The Dungeon also shows scenes of Jack the Ripper or the beheading of Anne Boleyn, who was one of Henry VIII’s six wives. 6. The atmosphere at the Dungeon is really scary nothing for the faint-hearted. . While you are walking around the Dungeon, watch out for creepy creatures the Dungeon employs actors to give its visitors the fright of their lives. 8. The actors, dressed as monsters, ghosts or executers, hide in the dark corners of the Dungeon and then suddenly jump out and grab one of the visitors. 9. And the horror doesnt end at the exit of the exh ibition. 10. Have you ever eaten a pizza with fingers and eyeballs on it? 11. Well, if you fancy that kind of food, you will love the meals at the Dungeon restaurant. 12. The museum wants to provoke, shock, educate and delight. 13. And this it does extremely well. 4. Since its opening in 1975, the Dungeon has attracted many visitors from all over the world. 15. Besides the regular opening hours, the Dungeon sometimes also opens at night. 16. If you have enough money and nerves of steel, you can book the Dungeon for parties, conferences or charity events at night. 17. And on 31 October, a frightfully good Halloween Party takes place at the Dungeon every year. 1. In the year 122 AD, the Roman Emperor Hadrian visited his provinces in Britain. 2. On his visit, the Roman soldiers told him that Pictish tribes from Britains north had attacked them. . So Hadrian gave the order to build a protective wall across one of the narrowest parts of the country. 4. After 6 years of hard work, the Wal l was finished in 128. 5. It was 117 kilometres long and about 4 metres high. 6. The Wall was guarded by 15,000 Roman soldiers. 7. Every 8 kilometres there was a large fort in which up to 1,000 soldiers found shelter. 8. The soldiers watched over the frontier to the north and checked the people who wanted to enter or leave Roman Britain. 9. In order to pass through the Wall, people had to go to one of the small forts that served as gateways. 0. Those forts were called milecastles because the distance from one fort to another was one Roman mile (about 1,500 metres). 11. Between the milecastles there were two turrets from which the soldiers guarded the Wall. 12. If the Wall was attacked by enemies, the soldiers at the turrets ran to the nearest milecastle for help or lit a fire that could be seen by the soldiers in the milecastle. 13. In 383 Hadrians Wall was abandoned . 14. Today Hadrians Wall is the most popular tourist attraction in northern England. 15. In 1987, it became a UNESCO World Heritage Site.

Roman legionnaire essays

Roman legionnaire essays A day in the life of a Roman soldier was hard and tough even for the most resilient men. The men were taken away from their families, friends and away from their comforting homeland. They were expected to protect the provinces located throughout the empire. Some close to home others far, far away. These men had to be capable of enduring quarrelsome natives in foreign countries, who were defending their homelands from invasion. A soldier was expected to embark on gruelling marches across barbaric hazardous terrain in the harshest weather conditions. After this the soldier would then have to fight a long and difficult battle. Above all this they soldiers had to obey all orders without questioning, no matter what the situation involved. Through an examination of the basic training in recruitment, the employment opportunities during peacetime, rates of pay, and punishment; one will easily see what the life of a Roman soldier consisted of. In order to join the military one would have to undergo numerous physical activities in training. The first step of basic training that recruit would encounter is to be taught the military pace for marching. A soldier would often march tremendous distances in a restricted time frame, as a result of this a recruit would be instructed to march twenty roman miles in under five hours at military pace. After that has been reached they would be instructed to march at full pace and they should cover twenty-four roman miles in the same time frame. Physical training also had its place among the soldiers day. Mentions of running, jumping (both long jump and high jump), swimming, and carrying heavy packs. After all of this physical training has been done and passed satisfactorily the recruit would undergo weapon training. The recruit would be ordered to train with a round wickerwork shield, twice as heavy as those of service weight, and use a wooden sword, also twice the weight as one s in servi...

Using Evidence and Applying Relevant PR Concepts Essay

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Trust and trustees Essay Example | Topics and Well Written Essays - 4000 words

Trust and trustees - Essay Example The assumption that many have is that they are protected under the legal framework of â€Å"common law marriage.† Tina and Luke can exemplify this fact since they lived for several years and upon breakdown of the relationship, Luke was in a fix upon the sale of the house since Tina didn’t consider him or the contribution he had made towards the renovation of the place they both considered home. This paper will try to give an in-depth analysis of this case study by exploring the current law that governs relationship breakdown for cohabitees, the rights that Luke has on Tina’s flat and how he can get his share of the property back. ‘A patchwork of legal rules’ are entailed in the legal rights available to cohabitants upon relationship breakdown.2 This is because the procedure of reclaiming a right over a property in a cohabiting situation is complex, expensive and uncertain to rely on and not applicable to family circumstances.3 This can be highlighted by the disparity that exists with the relief available to married couples under the Matrimonial Causes Act 1973 (MCA)4, which enables the court to deal with the entirety of a couple’s assets and provide for complete discretion when making orders, with the courts ‘largely left to get on with it for themselves.’.5 In Luke and Tina’s situation, the property under contention was registered at the Land Registry in Tina’s sole name. In sole ownership cases, the difficulty arises for the non-legal owner who must traverse their way through strict property law and complex equitable principles under the Trust of Land and Appointment of Trustees Act 1996, which is supposed to establish an equitable interest in the property.6 There are also complications that arise in regard to joint ownership cases and this precedence has been hugely used to determine the cases of cohabitee. The