Feral Children: Cases and Learning Development

Feral Children: Cases and Learning Development Feral children, wild child, gazelle boy, undomesticated; these are all names that have been given to children throughout the decades defined as A child who is raised without human contact, often raised by wild animals as a result of being abandoned. This is indeed a fact in history that these children exist. There are so many stories, examples and cases of feral children raised by animals in history. Examples like Victor The Wild Boy , Kamala and Amala sisters raised by a wolf, and Robert who was raised by monkeys in Uganda. It is incredible that these children were able to survive. How did they manage to stay alive, and at what cost to their humanity? Are they ever able to gain what they did not learn when integrated back into society? This is a cruel way to treat a little child, either with abuse or even just negligence to care for the child. Today feral children could be defined as any human child suffering from sensory deprivation and can be caused by their own parents. Today the y can be children who have grown up with very little contact or none at all. Feral Children explore the boundaries of environmental factors on human beings, how they develop to become what society deems to be a respectable human and the overall influences of nature versus nurture paralleled to unconditional love and the surrounding of other humans. Many cases of feral children have occurred over several centuries. These children were isolated for so long and to a point where they do not know English or have not even seen another human being. Tales of children living and surviving in the wild, brought up by animals are almost too unbelievable to be true. Feral children are kids who have been confined with little to no human contact. Sometimes they live and survive on their own, or they have been raised by animals. Many cases prove that these feral children are not just some made up tale, but real life children living without any speech or knowledge of what is happening to them. There are many effects that occur to these children from being cut off from the real world. They include learning animal behaviours and possibly never learning to speak. Some of the children became super fast runners at times on all fours, some even covered with hair. Feral children s senses were often more developed than those of children living with hum ans, particularly their sense of smell and hearing. Various children found in the wild could adapt easily to changes in temperature and tolerate more pain. You may need to site some of this information, where did you get the facts? Many people believe that these stories of children raised by animals are just that, stories made up by writers and people with vivid imaginations. This is not true; there are many documented cases of these children. In January of 1799, a young boy with no clothes on was spotted outside a small town of France, near Aveyron. This boy was named Victor, and was around the age of eleven or twelve. Victor behaved like an animal, he ate rotten food with pleasure, he was incapable of distinguishing hot from cold, and he spent much of his time rocking back and forth like a caged animal He lived with a scientist named Dr. Jean-Marc Gaspard Itard. He was dedicated to the education of the young boy trying to get him to be able to speak. Victor made little progress in all these areas and was only able to perform small tasks, such as setting a table. Eventually scientists lost funding for Victor and he was sent to live with a housekeeper. Victor died at the age of 40 in 1828. In a more modern version of feral children is the story of the Romulus and Remus, two young girls who were discovered under the care of a she-wolf in 1920, in Godamuri, India. In order to get to the girls the wolf defended the two girls like they were her own babies, but the wolf was killed because it was attacking the men trying to save the two girls. The two girls were Kamala who was aged eight and Amala aged only 18 months old. The two girls would sleep all day and wake up at night, remained only on all fours, liked eating raw meat, and would bite or growl at people bothering them. They worked with these girls for a long time to try and find out as much as possible about feral children. Amala only lived for a year until she died but Kamala lived for nine more years until she passed away of illness. Kamala did learn a small vocabulary and eventually learned how to walk up right, but still had a good sense of sight in the dark and of raw meats at a great distance. A feral child does not have to be a story about a lost child raised by an animal. Many cases of abused or forgotten children have come up over time. Stories such as kids being found tied to toilets or locked in a basement, some kids forced to live in a dog house because their parents are too drunk to remember them. Genie was a 13 year old girl when police took custody of her on November 25th, 1970. Genie was found only because her mother had applied for welfare and prior to this no one knew she even existed. She would be strapped to a toilet in an empty room where her parents kept her. Also was forced to sleep in a sleeping bag that was way to small for her, genie now has deformed legs because of this. She was kept in such isolation that she couldn t talk or understand people. She could only make small grunts or moans if she needed something, she could also mumble the words no more . She was kept in her room for 10 years because her father thought she was mentally challenged as a baby. Genie had very limited socialization and she was abused for making noise which stunted her ability to communicate. They formed a group of scientists and social workers to help Genie have a normal life; this was later called The Genie Project. They worked with Genie for many years with little progress. Eventually they lost funding for her and she had to be sent to live in many foster homes were she was abused again. She currently lives in California with her foster parents. Another case of this kind of abuse emerged from the Ukrainians, a girl named Oxona Malaya who was found living in a farm kennel. Oxana s parents were both alcoholics and did not care for her well being. This is the reason why she decided to sleep in the kennel with the dogs at such a young age. For six years she was raised by dogs, not having any human contact. Oxona would walk on all fours, bark at people, and pant like a normal dog would. Oxana did not know what a mirror was and showed no recognition of the reflected image of her. This lack of self-awareness makes her, in some respects, more like an animal than a human. These two cases show people what abusing a child can do to then. As She was growing up and learning how to speak, they discovered in a brain scan that Oxana was mentally challenged because of her time spent with the dogs, if she was just raised like a normal girl she could of a had a normal childhood growing up, instead she has to live in a foster home. This is the reason why most children are abandoned or forgotten about, because parents do not want to have a mentally challenged child. She could have lived a normal life if her parents just cared a little more to pay more attention, but now she has to grow up learning how to talk and walk like a normal human being. In a small village in Uganda in 1982 a little boy named John Sebunnya was found living in a tree with monkeys. He ran away from home at the age three because of the abuse he took from his parents, also his parents didn t bother looking for where John ran away. He tells his story to this day of what happened in the little English he knows. Many different councilors and scientists have sat down with him asking about his time living with the monkeys. Different aspects of his story stick out to scientists that make them wonder if this was just a case of the monkeys tolerating the boy. They would just let him eat whatever was left and never cleaned him as they would other monkeys. When it came to cleaning time for the monkeys, they would never clean John, and he said that he would just watch as they pulled bugs from each other s fur. This information made scientists think that the monkeys didn t actually take care of John but just accepted him in the group. Throughout our history, our soc iety has tested the theory of nature vs. nurture. Some scientists believe that we are predisposed according to our genetics on how we behave. This is known as the nature theory. Other scientists believe that we behave in a certain way because of how we are taught. This is known as the nurture theory. One topic sociologists have studied is feral children to help explain these theories. They have found that children raised by animals acquired the instincts and behaviors of the species that raised them. The study of these feral children and children who are raised or kept in extreme isolation makes it hard not to support the nurture theory or statement. These cases prove the importance of education in our society and They show that human beings not only can be educated, but must be educated to become a human being at all. Everything that a child knows or learns must be taught; except for normal body functions like breathing or reflexes. Abilities that determine a child s success in school do not happen automatically they must be developed or nurtured . Children also learn how to be friendly, thankful, honest, trustful and respectful. All these skills must be learned and fostered. Psychologists and Scientists have studied feral children to help them gain insight into human socialization and development. By helping these children with human like abilities due to what they were going through as children. When feral children are discovered and returned to society, they often remain significantly developmentally delayed. Researchers are still trying to answer the question whether these children were already delayed or their abnormalities occurred because of their isolation in the wild. So what makes u s human? Is it society or is it instilled within us? Babies do grow into adults physically, but our social beliefs and ideas are not transferred in our DNA. Even though our bodies may grow, if we are isolated we become little more than an animal. In order for children to develop into well rounded human beings, they must be surrounded by people that care for them and people that will teach them language and how to walk. Through the stories of the feral children whether true or not, it leaves us wondering what makes us human? Feral children are human biologically but their emotions are limited to what they learned in the wild. These children will now never know right from wrong, or even what their own name is, but it goes to show the little attention a child gets makes a big impact on that child in the future. Children need love and protection from other human beings in order to grow up and develop into a human being themselves. The young age these children get lost at or when there f orgotten is the age the child s brain is growing, when they learn speech and ability to walk. It shows us how important it is for children to have the influence of another human to learn and love from. The nurture you give a child as a baby is what gives that child human like behaviors, nurturing a child can last a life time.

The Wizard of Oz-Beyond the Yellow Brick Road

The Wizard of Oz-Beyond the Yellow Brick Road â€Å"Toto, I have a feeling were not in Kansas anymore,† claims Dorothy Gale as she explores her new world of lively color in the Land of Oz. The film The Wizard of Oz, adapted from L. Frank Baums childrens book The Wonderful Wizard of Oz, released in movie theaters in 1939 and nominated for an Oscar Award for Best Cinematography and Color (The Internet Movie Database).The famous musical tells a story of a young girl Dorothy who gets lost in the Land of Oz and travels long and far to the Emerald City. At the Emerald City, she finds the Wizard of Oz, who she hopes will help her get back home to Kansas. On her journey she befriends the Scarecrow, the Tinman, and the Cowardly Lion; at the same time, she must also avoid the Wicked Witch of the West who tries to take Dorothys enchanted ruby slippers. The Wizard of Oz has a unique characteristic in that it was one of the first films to include Technicolor (The Internet Movie Database). Transitioning into colored films became an imp ortant event in film history. The movie industry now had the technology capable of filming in sound and color, which dynamically influences a movie. The Wizard of Oz contains many colorful items that play key roles in the film: the yellow brick road, Dorothys ruby slippers, and the Emerald City. One might find it intriguing to learn that since the idea of Technicolor has been applied, certain colors symbolize important ideas. Although many viewers enjoy watching The Wizard of Oz and may think nothing more of it but as a mere fairy tale classic, the use of Technicolor conveyed many aspects about American history in the early 1900s including racial issues, economic issues, and political issues. Colors were used as a technique to represent social classes or certain races. Once Dorothy steps out of her house after the twister, she stares in awe at the vibrant colors of Munchkinland. These colors help the audience to determine the protagonist and antagonists. For instance, the Wicked Witch of the West and her Winkies, the guardians of the castle, have green skin, unlike those who appear to be human like Dorothy. The differences in color tie to the â€Å"public discourse on race in 1900† (Ritter 173). These references to racial disputes reflected the times in the early 1900s, or post Civil War. While recovering from the Civil War, many former African American slaves struggled to continue living their lives now that Abraham Lincolns Emancipation Proclamation has been established. They had the opportunity to find jobs, but still had difficulty merging with the white community. Baum published The Wonderful Wizard of Oz in 1900 and incorporated racial (social) issues at that certain point in time in order to point out that there existed a segregated culture. Historians refer to the late nineteenth century and early twentieth century as the Gilded Age, an era which featured concerns about social change (190).The movie depicts the differences among the groups of characters and displays how they do not cooperate well together. Another example of utilizing color to express a change in social class is coloring the Emerald City. As Dorothy and her friends trot along the yellow brick road, the film captures the Emerald Citys elegant, resplendent towers from afar; the city itself has magnificent structures radiant in green splendor. Baum associates the people of the Emerald City as well as the Wizard of Oz with the color â€Å"wealthy green . . . [as] . . . selfish, st ingy, and false,† (184) which in the end, the Wizard proves to be when he does not keep his promise to help Dorothy and her newfound friends. The reference to green does not indicate that a certain race is selfish; rather, it exemplifies the idea that at this time in history, serious turmoil existed between different cultures and races. Overall, color orientation enables the audience to understand relationships among the characters. The film also uses Technicolor to recognize the economic crisis occurring during the late nineteenth century, referred to as the Gilded Age and during Americas Great Depression. In the beginning and end of the motion picture, Dorothy is back home in Kansas, where the setting is set in a bronze, sepia color, unlike the Land of Oz, containing all the colors of the rainbow. The overall look of Kansas is â€Å"bleak. . . [including] . . . the house, people, and prairie . . .[which] . . . are all ‘dull and gray† (177). The dramatic contrast in colors between Kansas and the Land of Oz shows how dismal and depressed the residents of Kansas felt while suffering from the poor economy; this represents the dismay many farmers experienced in the United States during the early 1900s. In the film, Dorothy comes from Kansas, where there reside clusters of independent farmers. Baum published The Wonderful Wizard of Oz in 1900, the â€Å"cusp between the decline of Populism and producer ism and the rise of consumerism and corporate liberalism† (198). At this time, many farmers created labor movements due to devastating droughts (198). In 1939, â€Å"Metro-Goldwyn-Mayer brought the Oz tale to screen in vivid color . . . [while] . . . the nation was recuperating from the depression and preparing itself for the challenge of World War II† (199). Color made an impact on the audience in that it inspired them to regain hope that â€Å"[America] would emerge, as Dorothy did, stronger for the difficulties they faced and overcame† (199). In the movie, transitioning from black and white to bright colors allows the audience to relate to Dorothy. The black and white setting represents America during the Great Depression. When Dorothy, representing the common people, is in the Land of Oz, she overcomes her obstacles, which represents America overcoming World War II. The use of color gives off a sense of optimism for the audience about the troubles that lay ahead. Many noticeable items in the movie play a key role in Dorothys journey, but also correspond to important political ideas. In fact, â€Å"The economic and political tumult of the 1880s and 1890s was reflected in competing cultural understandings of American society† (198). Glinda, the Witch of the North, explains to Dorothy that the Wizard of Oz can help her find her way home to Kansas. In order to reach the Wizard of Oz, she must follow the yellow brick road that leads her to the Emerald City, found in the center of the Land of Oz. The yellow brick road symbolizes the gold standard, the current form of currency (Rockoff 746). Many financial reformers â€Å"criticized the gold standard and the National Banking System [. . .] for favoring industrial over agricultural development† (191). Many have analyzed both the movie and book and have interpreted it as a monetary allegory about Populists (Hansen 254). Dorothy represents the Populist Party, while the yellow brick road that leads to the Emerald City signifies Washington, D.C., â€Å"controlled by the ‘Money Power and gold traders† (Ritter 194). Even though the yellow brick road shows Dorothy the way to the Wizard, she still does not find her solution of returning home when she arrives. Very much like a moment in history, this event correlates to the decline of the Populists who cried out to government in dire need for help with crops and farmland. For example, a group of â€Å"unemployed men, suffering under the economic depression of the 1890s, [. . .] marched from Ohio to Washington to demand work and relief, but [. . .] were dispersed rather than rewarded† (183). Dorothys journey and this small group of men are alike in that both parties sought for help, but never initially received any. In t he Emerald City, the significance of the color green relates to greenbacks, or paper money, which many people of the United States referred to as â€Å"a form of false value† (184). This color coding can also relate back to the Wizard. The Wizard of Oz provides important historical references that took place in the United States of America. The movie allows us to escape from reality and discover somewhere over the rainbow a fantasy dreamland where adventure and excitement await us. The magic of The Wizard of Oz has an indelible memory to all ages, throughout the ages. As one of the most notable films in pop culture, the motion picture has obtained many outstanding awards thanks to an unforgettable cast and crew. Not only does the film remain a Hollywood classic, but it serves as historical documentation. As technology has progressed throughout time, the film has used the latest advances of Technicolor to produce a meaningful piece of artwork embedded with racial, economic, and political references. No matter what type of audience views the movie, each individual can relate to the idea that despite ongoing conflicts, â€Å"theres no place like home.†

Skills and Science of Doctoring Essay -- Medicine Medical Health Essay

Skills and Science of Doctoring â€Å"Students, like all human beings, have a moral obligation to prevent serious harm when they can do so at little risk or cost to themselves† (Primum non tacere). I agree that a medical student, more than the average citizen, has an obligation to service all people, regardless of nationality, religion, or sexuality. However, medical students are in contact with ill patients more than the average citizen and this constant interaction with the sick make medical students more susceptible to acquiring disease. This fact alone increases the fear that a medical student has about treating certain illnesses, and it may cause him to deny treatment to a sub-population of patients with a specific illness. You might be wondering whether such a denial is ethical, and according to the American Disabilities Act, physicians cannot discriminate against a subset of patients with a specific illness simply because they (physicians) are fearful of acquiring the disease. Withholding treatm ent from a select group of patients on the basis of fear is unlawful for a physician, and perhaps even unethical. Is it, however, unethical for a medical student to withhold treatment simply because of fear? The American Disabilities Act does not mention medical students, and the title â€Å"medical student† is not synonymous with the title â€Å"physician†, so students, unlike physicians, are not bound by the law to serve any ill patient. The law and ethics, however, don’t always coincide, so let us evaluate a medical student’s choice of placing his well being over that of a patient. Medical students are on their way to becoming physicians. They are sometimes referred to as â€Å"physicians-in-training†, and as such, they should feel... ...ally, if this alternative doesn’t work, I think suppressing one’s fear is the next choice. It’s a difficult pill to swallow, since students are exposed to illnesses daily and don’t have enough knowledge or training to adequately protect themselves. In addition, fear is a powerful, natural emotion that is not easily ignored. However, students must learn medicine and they cannot always learn it on their terms. Hopefully, future third and fourth year medical students will have understanding supervisors, and if not, will have the strength to treat patients whose diseases they fear. If, however, you are a medical student who does not have either, my final suggestion to you would be to find a nice spot in the bathroom in which to hide. Works Cited Dwyer, James. Primum non tacere: An Ethics of Speaking Up: Hastings Center Report. 24, no.1, (1994) 13-18.

Is Digital Cash Something To Fear? Essay -- Digital Cash Money Essays

Is Digital Cash Something To Fear? I. INTRODUCTION In today's society, cash is quickly becoming obsolete. The vast majority of transactions can now be completed without cash. If a person has direct deposit, they can directly deposit their paycheck into their bank account. Using their home computer, that person can pay their monthly bills electronically by using a third-party bill paying system authorized by their bank. Credit cards, once reserved for major purchases, are now accepted at grocery stores, fast food restaurants, pay phones, and coffee shops. Debit cards are quickly replacing checks for many of our day-to-day purchases. There are quite a few transactions that cannot be completed with cash, including renting cars, many mail order purchases, and subscribing to an Internet service provider. In a typical day, cash is really only necessary for very small transactions, such as purchasing a morning paper, or buying a candy bar out of a vending machine. These "micro-transactions"{1} do not represent a significant enough exchange of value to cover the transactional costs of accepting credit or debit cards. A person still needs to carry enough cash for these micro-transactions. Currently, the way to get cash is to personally go to an automatic teller machine (ATM) for a withdrawal. "Digital cash,"{2} stored on "smart cards"{3} or personal computers, promises to make micro-transactions possible in both the everyday world and in cyberspace. II. IS DIGITAL CASH NECESSARY? The need for digital cash closely parallels the need for regular cash. Most people do not use regular cash to make major purchases. Carrying large amounts of cash can be very insecure. Carrying credit cards is more secure because, at least in th... ...urden on the bank to prove that a transaction was by the consumer. See Sandberg, supra note 3. {8} Compare the use of encryption technology in making a credit card purchase (see CyberCash, Six Steps of a Secure Internet Credit Card Payment (visited Oct. 5, 1977) <http://a.dn.cybercash.com/cybercash/shoppers/ stopsteps.html>), with the use of encryption in making a digital cash purchase, (see DigiCash, An Introduction to Ecash (visited Oct. 5, 1977) <http://www.digicash.com/ecash/docs/ease/ease(g).html>). {9} Of course, the consumer protection laws will limit the consumer's losses to $50. If the digital cash transmission was for a micro-transaction, a consumer would still prefer to lose 1Â ¢ to $50. {10} Jim Miller, E-money mini-FAQ (release 2.0) (visited Oct. 5, 1977) <http://www.ex.ac.uk/~RDavies/arian/ emoneyfaq.html>. {11} Id. {12} Id.

Essay --

Satire is a balanced combination of sarcasm, irony, humor, and rhetorical devices that all focus on mocking or ridiculing certain works. In â€Å"The War Prayer† by Mark Twain and â€Å"The Battle of the Ants† by Henry David Thoreau, both short works satire the glorification of war. In comparison, â€Å"The War Prayer† revolves around jingoism by displaying traces of shock, hyperbole and a juxtaposing tone; whereas â€Å"The Battle of the Ants† exhibits a historical background through sarcasm, verisimilitude, and a mock-heroic tone. â€Å"The War Prayer† by Mark Twain satirizes through jingoism, one satiric device is shown through shock: ‘I come from the Throne-bearing a message from Almighty God!’ (Twain 5. 53); as citizens listen in on a church service in a country that is going to war the soldiers are being granted triumph and safety by God’s messenger however a stranger interrupts and claims he is God’s messenger, Twain used outrageous details to startle and grab the reader’s attention showing a stranger demanding he is the messenger when instead someone else is, thus plotting a twist in the passage. Another satiric device that was used in Twain’s passage is hyperbole: â€Å"†¦in every breast burned the holy fire of patriotism†¦Ã¢â‚¬  (Twain 5. 2); the exaggeration was given its purpose to give the readers the image of the â€Å"†¦time of great and exalting excitement† (Twain. 5. 1) that was happening in the unnamed town that was in the beginning of bloodshed. One more satirical device that was used in the â€Å"The War Prayer† is its juxtaposing tone; Twain contrasts the praising and celebratory tone to the bitter tone at the end of the passage. At the beginning of the passage the tone is described as giddy and enthralling: â€Å"The country was up in arms, the war was on, in ... ...nts] battle-cry was ‘Conquer or die.’†(Thoreau 3. 22). Thoreau uses level and elevated diction to persuade the reader that this crusade is not meaningless but glorifies the actual fierceness of warriors in combat, resembling actual wars. In conclusion, the satirical pieces discussed share common satirical techniques and differ in them as well. â€Å"The War Prayer† juggled around jingoism by using shock, hyperbole, and juxtaposing tone to give the passage multiple turnouts, resulting in a bathetic ending. â€Å"The Battle of the Ants† displayed its work through historical context using the satirical elements of sarcasm, verisimilitude, and a mock-heroic tone, thus resulting Thoreau’s pompous writing to mocking historians who glorify war with detailed notes. Both accomplish the glorification of war by portraying hyper-patriotism and elevated diction in unique ways as well.

In What Ways May Different Groups Of English Speakers Differ In Their Conversation Style? Essay

Question 2 In what ways may different groups of English speakers differ in their conversation style? For word restriction purposes the focus for this essay will be primarily on material from chapter one of the Open University course book 2 (CB 2) and The Open University audio cassette 3 band 3(AU3B3). It would be most interesting to look at all the different examples of different groups; unfortunately doing this would mean exceeding the word limit. Therefore the focus will be restricted to only three or four different groups. First of all it is a good idea to examine the semantics behind the phrase of â€Å"conversation style† before looking at the different groups of English speakers. â€Å"Conversation is without doubt the foundation stone of the social world – human beings learn to talk in it, find a mate with it, are socialized through it, rise in social hierarchy as a result of it, and, it is suggested, may even develop mental illness because of it.† (Beattie, 1983, p.2) 1 This is a very captivating statement and helps to sum up the incredible power that the actual word â€Å"conversation† has in the social world Due to lack of more precise materialistic evidence, it is possibly more interesting to look at â€Å"conversation style† and then briefly discuss the different styles that exist amongst social groups giving specific examples rather than focusing on one specific area only (such as gender). That would make it easier to find out if there are any resemblances amongst the different social groups and their conversation styles. The term â€Å"conversation† can be interpreted in a multiplicity of different ways. The varieties range from a formal speech (that has been pre-scripted and is just simply read out) to a casual conversation between friends. As a result of this wide range of speech types, there are great many different conversation styles present. Conversation is not necessarily simply informal talk between speakers; it can also be used in more loser terms for example to give sense of the diversity of ways in which English is used in modern society in everyday talk. Everyday talk refers to anything from political speech making to language at work. The idea of conversation is also about how people are using language to express and pursue relationships. What does â€Å"conversation style† actually mean? A â€Å"conversation† is a means of â€Å"communicating† with others. The â€Å"style† here refers to the combination of features that relate to meaning and management of conversation such as rhythm, pronunciation or intonation. The style of an individual is said to be related to his/her social background, his/her class, his/her age and/or his/her gender. There are a great variety of styles within even one particular social group. It can be said that generally each individual has his/her specific â€Å"style† of talking.2 In modern society there are a great many different groups of English speakers and they vary widely in the way that they communicate with each other or with different groups. There are many interesting investigations taking place. It would now be appealing to have a look at what sorts of investigations have been made and how these groups of English speakers differ in their conversation style There is an interesting example of how people with different socio-cultural backgrounds can differ in conversation style in CB 2. (The example being referred to is on page 17.) It is based on a study by Deborah Tannen (year unknown). A group of what primarily appear to be all Americans, however one selection comes from California, and the second from New York and there is one woman from England meet for dinner. Deborah Tannen’s first discovery was how dominant the New Yorkers were in conversation throughout their meal. They were so dominant that even the Californians picked up on how dominant they were. One of these Californian men remarked upon how the New Yorkers conversations tended to overlap a great deal more than in California that in California at least people pause between conversations. The Californians also thought that the New Yorkers tended to ask a great deal of personal questions, their response to this was just that it was â€Å"their† way of being polite. As for the English woman, the Americans found her hard to understand as her intonations were very monotonous. Deborah Tannen’s findings are parallel to other studies that have been carried out amongst other cultural groups or gender groups, as shown in the following paragraphs. Another interesting issue brought up in chapter one of CB 2 is that of gender differences. Most men appear to be under the impression that it is women who dominate in conversations. They always have the tendency of saying that women talk too much. However, recent research has found that in fact when women are amongst a mixed group of male and female members will talk less than the men. The women are also found to be less competitive and more cooperative in conversations. Women are also said to use more tag questions, intensifiers and hedges. According to research, women are the dominant compliment givers. They also tend to use rhetoric more often than men such as â€Å"What a nice dress!† It is could also be due to the way that woman are brought up, having a less dominant position in society or perhaps due to the way that men and women are in different subcultures even as children. In the latter, this could lead to misunderstandings between the sexes because of the way men and women interpret different speech behaviours. There is one particular ethnic group that fluctuates in conversation style which is the Aboriginal English group found in minority groups across Australia. Aboriginal English has been found to differ from Standard Australian English. Diane Keats researched on Aboriginal English groups in Australia and discovered that particularly in the more rural areas of Australia there were several distinctive features that were different from Standard Australian English. She found that they differed from the Standard in pronunciation, vocabulary and even actual interaction between people was different. There were even difficulties that arose when the Aboriginal groups mixed with the Standard groups. It is particularly when they communicate cross-culturally that problems and misunderstandings may occur. For example, in Aboriginal society it is natural to have frequent silences in a conversation. It is a particular sign of politeness allowing for the other person to opt their opinion. Sometimes the answer or the conversation itself even, will last over a time period of several days. There are several reasons why they are unlike the Standard Australian groups, amongst others it is due to their different ways of living. â€Å"The Aboriginal people experience much personal privacy, unlike the mainstream Australian society, through their indirect style of verbal interaction.† (CB 2, chapter one, p.28) An example of their indirect style is the use of direct questions to elicit orientation such as asking â€Å"You been to shop?† The speaker appears to demonstrate known or presumed information for conformation or rejection. They tend not to make direct requests; they rather use indirect forms if they have a specific request such as â€Å"Can you give me a lift to town?† They will ask â€Å"You going to town?† They are also very discrete about their own opinions. If they discover that they have conflicting opinions they will minimize their own opinions. There are some more typical features in the transcription of the conversation between two Aboriginal English women on AU03B2. (See Appendix A) The first thing noticeable in the transcript is the frequency in which the deletion of the letter â€Å"h† occurs. Already in the Lorina’s first line the letter has been deleted. And the way both women say â€Å"yea† instead of â€Å"yeah†. There is also a tendency for utterances to latch on to another with pausing takes place repeatedly such as when they are talking about a big frog. Their sentences are regularly incomplete und unstructured such as in the very first sentence â€Å"‘Igh school was all right, I reckon, in Bourke† this is not a grammatically correct sentence structure and an incomplete sentence at the time when Lorina says â€Å"In Weel. Yea†. This is the sort of expression a person uses when thinking and speaking simultaneously. A final aspect, other then the ones listed in the Study Guide is their use of verb tenses. For instance, when Karen says â€Å"Sit down there, never used to move.† she started a sentence in the present tense â€Å"sit† and finished in the past tense â€Å"used to†. This is interesting as this can also occur amongst Standard English speakers when talking fast. After reading the transcript, the comprehension of what the two women said, becomes easier. If the tape is listened to on its own it can be quite hard at times to understand as the pronunciations do not sound like the Standard English, whereas the transcript, with the exception of a few slightly more Aboriginal features, mirrors the Standard English much more strongly. Diane Eades research showed that there are still problems in communication style between Aboriginal and Non-Aboriginal social groups in Australia that are worked on to this day. It is also interesting to briefly look at the extract on p.15 of CB 2 about the conversation between a policeman and a black man in the 1960s. This today is often considered to be a form of racism. It is intriguing to see how â€Å"bad† language was used back in the 1960s even by law enforcers. The policeman has used the typical racist term of â€Å"boy† as term of address for the black man, if the man had been white he would not have referred to him as â€Å"boy†. People, white people, â€Å"labelled† black people as trouble makers. So you were immediately categorized a criminal just if you had darker skin. It is extremely shocking that a police man would have even used name-calling to address the black man, before even knowing anything about him. If you are black then you must be evil, that has been an ideal for many people until fairly recently. However this exists to a certain extent even today, in that due to the fact that in Europe there are many black drug dealers from Northern Africa so that as soon as someone who is black shows up in a well-known drug dealing area, they are frequently then instantly questioned by the police. The way different groups of English speakers vary in their â€Å"conversation styles† is a fascinating and fairly broad topic to examine. It appears that there is no actual â€Å"Universal Standard English†. There is a world-wide (not just refined to the United States of America) multicultural mosaic/ melting pot3 of cultural groups even within a single language society which is to a certain degree trying hard to mould into a salad bowl4. An ideal solution would be a mixture of a melting pot and a salad bowl where people are still able to maintain their own cultural habits and can still communicate with other social group easily. A final point to make is that it is also important to realise how essential language is when engaging in social activities and relationships. Hence, to notice how language and society are interlinked. Language and indeed communication is used to share knowledge and experience between speakers. Communication is also about binding people together in order to allow them to negotiate joint understandings of the world. Communication has different functions in different contexts. This could be due to age difference and respect from the pupil’s part. Without language society could not exist to the same extent by which it does today. Remark: * CB 2 refers to Maybin, J. and Mercer, N.(2002) , Using English from conversation to canon, The Open University and Routledge Appendix A: * Transcription of conversation between two Aboriginal English women in Australia taken from Study Guide 2, Open University Bibliography: > Maybin, J. and Mercer, N.(2002) , Using English from conversation to canon, The Open University and Routledge > U210 Audio Cassette 3, Band 3, The Open University > Study Guide 2,U210, The Open University 1 Introduction section 1.1. p 5 in CB 2 2 Section 1.4 p 16 in Chapter 1 of CB 2 3 lots of different cultural groups living together (perhaps an ideal way of living) 4 loss of individual identity to become a uniform cultural group (cultural assimilation)

Comparative Essay: Iphone vs. Samsung Phone

Comparative essay: IPhone vs. Samsung phone Technique: Point by Point In the 21st century, the smart phone has already become an indispensable instrument in human life. Human beings rely on smart phones in recording everything in their daily life. There are different smart phone manufactures all around the world such as Samsung, Apple, Nokia, Motorola and so on. Among the smart phone manufacture, the Apple and Samsung smart phone manufacturer are the leader in the smart phone world. Thus, the products from these two manufacturers are famous among the users, such as the Apple iPhone 5 and the Samsung Galaxy Note 2.Therefore, when we decide to buy a smart phone on either Apple iPhone 5 or the Samsung Galaxy Note 2, we should consider several aspects of the smart phone such as the design of the phone, the camera aspect, the life of battery can stand, call quality and the interface and function of the smart phone. First, we touch about the fabulous design of both the phones. The latest d ebuted iPhone 5 has created an entirely new design that thinner and lighter than the iPhones before. It is just 7. 6 millimeters amazing thin and weighs 112g that made out of glass and aluminum.Moreover, its 4 inches screen is palm-friendly and easily to operate with just one hand. It is not only comfortable you can say about the phone when a crystalline diamond is used to cut the chambers which give the beveled edge wonderful sheen, it makes you gorgeous even when you hold it. On the other hand, Samsung Galaxy Note 2 is much bigger than iPhone5 that is 5. 5 inches screen, 9. 4mm thin and 180g weight. It offers perfect and fantastic viewing experience just like cinema like-viewing. As for one-handed operation, it is not impossible.It provides ways to scooch the on-screen keyboard or the dialer which iPhone5 cannot be beat. Besides, it has a non-unibody chassis that allow us to easily swap SIM cards, batteries or expand storage via a microSD slot. Since the design of the phones is in comparable which means they have their own unique design, we would like to compare other features on both of the phones. By comparing the camera of iPhone 5 and Samsung Galaxy Note II, the iPhone 5 mostly takes care of everything on its own. The iPhone 5 has a fast HDR mode and a new option for panoramic photos, which up to 28 megapixels.The picture quality of iPhone 5 has high levels of details and good colour representation, without excessive noise. The iPhone 5 can manage scenes with high dynamic range better, and it also sports more constrast in its pictures, making them more visually appealing. The 1080 videos of iPhone 5 and the Note II exhibit the same great amount of detail and crisp focus as the still scenes, with 30fps inside and outdoors. The iPhone 5 footage comes with higher contrast, and looks less washed out under bright sunlight.For the Note II, it offers most major options like face/smile recognition, Panorama, HDR, low light mode and many others. It also has an abu ndance of scene and focus modes, as well as number of colour effects. The picture and video gallery on Note II split the screen with folders on the left for faster navigation and has richer editing capabilities built into it. The music players on both devices also offer tune categorizations and minimalistic interface. Note II offers more functions via sound modes and equalizer. Note II also has an FM radio.Both handsets also have excellent quality of loudspeakers, but the iPhone 5 unit sounds a tad fuller and clearer. The interface and functionality of these two phones run different operating system, which the Apple iPhone always run on iOS system, and now the iOS is updated to the version iOS 6 while Galaxy Note II runs the latest version of android system that is Android 4. 1 Jelly Bean. Android also offers plenty of customisation on the home screen and users can utilize widgets, custom launchers, custom keyboards and more.Android also doesn’t have to rely on iTunes for con tent synchronising and transfer and the iPhone 5 has the traditional grid of icons and everything else is pretty much neatly tucked away under settings. In terms of customisation, picking a wallpaper and ringtones can be used. Moreover, the processors and memory inside these two phones are different too. Apple using manually designed with 1. 3 GHz dual-core A6 processor with its own core architecture, while the Galaxy Note II is equipped with a quad-core at 1. 6GHz.The Note II can do multitasks efficient than iPhone 5. Besides that, the performance of the two phones also is depended on the user how to function it. Furthermore, the iPhone 5 has 1 GB of RAM, while the Galaxy Note II has 2 GB of the thing, and both have the basic versions starting with 16 GB of internal memory, going up to 32 GB or 64 GB variants. The Note II, however, sports a microSD slot for cheaper storage expansion. In overall, the interface and functionality of Samsung Galaxy Note II is better than Apple iPhone 5 . In contrast on the attery task, the Note II has the largest screen ever placed in a phone, and also the battery match with a 3,100 mAh unit tucked in neatly into its large body. It is rated for 35 hours talk time in 2G mode and 16 hours of talk time in 3G mode, and furthermore more than a month of standby (up to 890hours). However, the iPhone 5 has a 1,440 mAh battery, and is rated for 8 hours of talk time in 2G and 3G mode. Both handsets will deliver more than 10 hours of browsing or video watching on a charge, which are excellent results.On the other hand, the similarity of these two smart phones is discovered by smart users. There is an aspect that quite alike, which, aspect on calls quality. In the aspect call quality, both iPhone 5 and Note II carrying remarkable call quality, with loud and clear voices in the earpiece, even clean sound relay to the other end. The noise-cancelling do a very good job of weeding out the background noisy, with the iPhone 5 sporting a tad better sound capture probably thanks to the tri-mic setup it has going on. In a nut shell, the two phones functioning well in call quality.In conclusion, both Apple and Samsung products, Apple iPhone 5 and the Samsung Galaxy Note 2 have their own advantages and disadvantages. Thus, it falls upon the user to compare the similarities and differences between Apple iPhone 5 and the Samsung Galaxy Note 2 such as the design of the phone, the camera aspect, the life of battery can stand, call quality and the interface and function of the smart phone before buying the smart phone. Moreover, it’s also depending on the need of the user on the aspect. A- Group members: See Li Min Tan Sheue Ley Tan Siok Ying Chan Yi Qi Pei Leng