| Papers [201-210] of 306 :: [Page 21 of 31] | | Go to page : <— 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 —> | |
|
|
Cultural Constraints of Written Discourse, 2003.
A discussion of the different experiences faced by writers and language professionals based on cultural differences.
7,530 words (approx. 30.1 pages), 19 sources, MLA, $ 165.95
»
Click here to show/hide summary
Abstract
The project addresses not only the cultural assumptions that are involved in texts used in language teaching, but also the kinds of cultural knowledge and skills that are required by language learners for comprehending and interpreting these texts. The paper looks at the way we conceptualize the world and how it seems to acquire some language-and-culture specific features. The project focuses not only on the different conceptualization of knowledge and experience of the world within different cultures, but also on the way it is fixed in language.
Contents:
General Introduction
Theoretical Assumptions
Practical Implications
Method
Data Analysis
Results and Discussion
References
From the Paper
"The variety of interpretations of culture and its relationship to language is a theme of continuing and possibly endless debate. Generally speaking, language is not transparent and neutral. It is a site in which beliefs, values and points of view are produced, encoded and contested. Language thus reflects culture, and language and culture are inseparable. Sherzer (1987) views language as cultural and claims that it is language use in discourse that creates, recreates and modifies culture."
| |
|
Impact of Parental Involvement on Children?s Reading, 2004.
A comprehensive analysis of the impact of parental involvement on children?s reading success.
4,859 words (approx. 19.4 pages), 12 sources, APA, $ 123.95
»
Click here to show/hide summary
Abstract
This paper examines the relationship between reading acquisition and reading skills and the degree of parental involvement in a child?s education. This includes participation in homework assignments, attendance at school functions, beliefs about their children?s abilities, and how parents emphasize different aspects of a problem in their instruction, depending on their perceptions of the nature of the task and of their children's competencies in reading acquisition and reading skills. The paper includes relevant tables and figures.
From the Paper
"Although it is well established that parents play a critical role in both their children's academic achievement and their children's socioemotional development, the most basic reason to involve parents in education is student success (Greenfield & Hecht, 2001). According to Sherlie A. Anderson (2000), parental involvement is "any interaction between a parent and child that may contribute to the child's development or direct parent participation with a child's school in the interest of the child" (p. 61). Anderson notes that there are two types of parental involvement in the reading acquisition process. The first type she describes as ?surface involvement?; this level involves one or both parents going to the child?s school to volunteer with administrative tasks or supervising children; the second type of involvement consists of the parents working directly with children (under a teacher's supervision) in reinforcing important reading skills. ?Parents are a resource that must be tapped to the fullest. They do not replace teachers, but they help fill in the gaps created by staff cutbacks. Parents can be used in a variety of meaningful ways in reading programs? (Anderson, 2000, p. 63). Further, parents stand to gain economically by helping their children learn how to read and succeed academically. According to Nabil Ibrahim, Rose-Marie Weber, and Joann Yaworski (2000), when students arrive at college ill-prepared for the rigors of higher education, it frequently results in remedial classes, lower grades, frustrated students (and parents) and consequentially higher drop-out rates. ?It is certainly a concern for those parents who shoulder the high costs of tuition, room and board, and transportation for four years. In addition to students and parents, student success impacts professors and administrators at tuition driven institutions because of its potential effects on retention? (Ibrahim, Weber &Yaworski, 2000, p. 196)."
| |
|
Russian Formalism and Translation Studies Scholars, 2004.
Examines and compares two translation methodologies, Russian Formalism and the Translation Studies Scholars.
1,091 words (approx. 4.4 pages), 1 source, MLA, $ 38.95
»
Click here to show/hide summary
Abstract
This paper provides a contrast study of these two translation theories and focuses on their fundamental theoretical assumptions in regard to translations. The contrast also includes a critical analysis of the translation theories. This paper shows that both the Russian Formalist Movement and the Translation Studies Scholars concurred that an ideal translation was supposed to be accurate and consistent as to the receptor language.
From the Paper
"These formalists attempted to isolate and define what they called literariness. They focused upon the things they saw as literary facts. They simply separated literary artifacts from other disciplines like psychology, sociology and cultural history. They literally treated books as being human and in a sense having a life of its own and from that aimed to distinguish what was different. In a new text for example, they worked to see the things that made the text new, creative or innovative."
| |
|
?America's Longest War?, 2004.
A review of the book, "America's Longest War: United States and Vietnam 1950-1975", by George C. Herring.
885 words (approx. 3.5 pages), 1 source, MLA, $ 31.95
»
Click here to show/hide summary
Abstract
The paper introduces the book, "America's Longest War: United States and Vietnam 1950-1975", by George C. Herring. Specifically, it discusses three topics from Chapter 6 and then explains each according to what the author writes. It also looks at how the Vietnam War is being compared increasingly to the current war with Iraq and how, as this chapter clearly shows, there are many reasons for the comparison. It shows how President Johnson began fighting an uphill battle as public opinion about the war began to swing against it, just as President Bush is facing growing opposition to the war with Iraq.
From the Paper
""The President's Decisions." President Johnson, partly on advice from such advisers as Clifford, Westmoreland, and Bunker, decided in late 1967 that new forces should not be sent to South Vietnam, and the country should be more prepared to fight on its own. The author writes, "Johnson's advisers agreed that from a long-range standpoint the key to achieving American objectives was south Vietnam's ability to stand on its own" (Herring 239). By early 1968, the President had informed South Vietnam that we would continue to send assistance and equipment, but "limited manpower." During this time, President Johnson also agreed, heavily leaning on the advice of Dean Rusk, that bombing in Vietnam should be cut back, and peace talks should open again with the North Vietnamese. It seems that many of the President's decisions were based on guidance from his closest advisors, and somewhat on public opinion."
| |
|
The Etymology of "Pilot", 2004.
Thorough investigation of the etymology of the word "pilot".
1,573 words (approx. 6.3 pages), 4 sources, MLA, $ 51.95
»
Click here to show/hide summary
Abstract
This paper presents a thorough explanation of the origins and development of the word "pilot".
From the Paper
"A word predating aviation potentially by thousands of years, ?pilot? currently connotes the operator of an aircraft. For example, the American Heritage Dictionary defines pilot as ?one who operates or is licensed to operate an aircraft in flight.? All modern English dictionaries, from the Oxford English to the Merriam-Webster to the Gage Canadian, cite aircraft in the first and primary definition of the word pilot, at least in its form as a noun. Pilot is most commonly used as a noun, to denote a person who operates a craft; when the word is used as a transitive verb its meaning tends to be more general. Like many words in the English language, pilot can be traced to more than one linguistic origin: its closest relative seems to be the French word ?pilote,? which itself derives from the Italian word ?pilota.? "
| |
|
Tarski?s T Schema, 2004.
This is an analysis of Alfred Tarski?s T schema and how it defines languages as true or false.
2,514 words (approx. 10.1 pages), 12 sources, APA, $ 76.95
»
Click here to show/hide summary
Abstract
This paper explores the theory of Alfred Tarski, which he published in 1936 called "Wahrheitsbegriff". It explains how he investigates the schema of colloquial language and formal language to prove whether such language usage is true in its context and logic or not. It discusses how theorists challenged Tarski's controversial equation, which he presents as his T schema for proving statements/ sentences true. It also states that most theorists disagree with this T schema "p" is true if p.
From the Paper
"Tarski presumes that the rule for this equation is true if p is proven false. To achieve the desired result, he put forward the condition that in the T schema if a sentence is S then p is a replica or in another word S= p. However p will have to be untrue for S to be true. In formal language he perceives that correctness means that there is no ambiguity of truthfulness or untruthfulness of the existence of a sentence/phrase. Inconsistency according to him exists when the parts of the sentence does not conform to the object of the sentence (Tarski 1944)."
| |
|
The Appalachian Dialect, 2004.
An overview of the true origins of the American Appalachian dialect.
1,363 words (approx. 5.5 pages), 6 sources, MLA, $ 45.95
»
Click here to show/hide summary
Abstract
This paper examines how the unique American Appalachian dialect is often greatly misunderstood. It looks at how many modern Americans characterize the Appalachian dialect as a corruption of the English language, which is spoken by uneducated and unintelligent hillbillies. Instead, it shows how the Appalachian dialect is more aptly characterized as an archaic type of English that resembles the English spoken in the time of the first Queen Elizabeth. It also discusses how geographical, cultural, and social isolation have kept the Appalachian dialect essentially pure over the past 200 years of America's history and how, today, the Appalachian dialect continues to thrive, preserving one of America's great linguistic traditions.
From the Paper
"Currently, the Appalachian dialect is used extensively in the region. The Appalachian dialect spoken today closely in many ways resembles the English that was spoken by the first settlers to America. The isolation of life in the mountains of Appalachia has carried on many traditional attitudes and behaviors, as well as maintaining the dialect of Appalachia (Virgin English). Interestingly, Dial notes that the dialect spoken today is a ?watered-down? version of the dialect spoken in earlier times. Perhaps the influence of television, radio, movies, as well as a more transient American population have helped to contributed to changes in the Appalachian dialect seen in the past century."
| |
|
Language as a Product of Class, Race, and Ethnicity, 2004.
Looks at the prejudices and presumptions about one's background associated with particular dialects or speech patterns.
1,258 words (approx. 5.0 pages), 4 sources, MLA, $ 42.95
»
Click here to show/hide summary
Abstract
This paper talks about the effects that race, class, and ethnicity have on the development of one's language and speech patterns. It looks at how speech, dialects, intonation, and even vocabulary, change within different regions and how this causes people to make quick judgements regarding anyone speaking with certain accents, vocabulary etc. In particular, the paper focuses on the prejudices associated with a "black-sounding" voice and the consequences of these prejudices.
From the Paper
"A very old saying tells us not to judge a book by its cover. Presumably this bit of advice also applies to the way an individual speaks or sounds. Yet, in the same way as we form an opinion of a book simply by glancing at the picture on its cover, so too do we prejudge individuals by the manner in which they speak and express themselves. There is educated speech and upper-crust speech. There is literate speech and ignorant speech. Middle Class, Working Class, and Lower Class Speech. People from different regions or cities pronounce the same language in different ways, and use different accents and intonations. Different races and different ethnic groups within a dialect region have their own distinctive ways of rendering the spoken word. We answer the phone, and in an instant we know where the caller is from, what is his educational background, his socio-economic status, and even?whether his Black, White, Puerto Rican, or Chinese."
| |
|
Neuro Linguistic Programming, 2004.
Provides a description of Neuro Linguistic Programming (NLP) and its applications.
2,716 words (approx. 10.9 pages), 15 sources, APA, $ 81.95
»
Click here to show/hide summary
Abstract
This paper begins with a brief definition of Neuro Linguistic Programming and how it functions as a model of the communication process. The paper goes on to talk about Bandler and Grinder, the developers of NLP, and how their theory is referred to as a human modeling. The methods Bandler and Grinder used in developing their theory and the concepts upon which their theory is based are discussed, as well as NLP's many applications in the field of business, psychology, and science.
From the Paper
"Neuro Linguistic Programming or NLP was developed by Richard Bandler and John Grinder, in part as a means to interpret communication styles and patterns between people. NLP involves the study of the manner in which human beings think and experience the world through interpretive physiologic and behavioral patterns. NLP was developed during the 1970?s by an information scientist named Richard Bandler and a linguist, John Grinder, Ph.D. The team studied how people influenced and responded to each other during the process of communication (Jacobson, 1998, p. 1). Bandler and Grinders studies involved interpretation and analysis of verbal and non-verbal communication cues that occurred between people while interacting."
| |
|
Nigger, 2004.
Discusses the origins of the word "nigger".
962 words (approx. 3.8 pages), 3 sources, APA, $ 34.95
»
Click here to show/hide summary
Abstract
This paper looks at the origins of the word "nigger" and the evolution of the meaning of the word that has taken place over time. The paper points out that, originally, the term had no negative connotations; the negative implications of the word came later. Also discussed is the contemporary meaning of the word and how, when used among the African-American population, it is a term of endearment.
From the Paper
"The origin of the word "nigger" comes from the Latin for black, niger. Originally, there was no derogatory intention involved; it was simply a designation of a different color of skin (English, 2003). Unfortunately, it didn't stay "just a word" for long, and it began to be used as a racial slur by people who believed that African-Americans weren't much better than apes. There was a time, not all that long ago, when the word "nigger" was the worst kind of slang. It was demeaning, rude, and offensive, and it was used when people who were not African-American wanted to put down those that were."
|
|
|