Microprocessor and Interfacing free essay sample

Peripherals and Interfacing PIO 8255 The parallel input-output port chip 8255 is also called as programmable peripheral input-output port. The Intel’s 8255 is designed for use with Intel’s 8-bit, 16-bit and higher capability microprocessors. It has 24 input/output lines which may be individually programmed in two groups of twelve lines each, or three groups of eight lines. The two groups of I/O pins are named as Group A and Group B. Each of these two groups contains a subgroup of eight I/O lines called as 8-bit port and another subgroup of four lines or a 4-bit port. Thus Group A contains an 8-bit port A along with a 4-bit port. C upper. PIO 8255 †¢ The port A lines are identified by symbols PA0-PA7 while the port C lines are identified as PC4-PC7. Similarly, GroupB contains an 8-bit port B, containing lines PB0-PB7 and 4-bit port C with lower bits PC0- PC3. We will write a custom essay sample on Microprocessor and Interfacing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The port C upper and port C lower can be used in combination as an 8-bitport C. †¢ Both the port C are assigned the same address. Thus one may have either three 8-bit I/O ports or two 8-bit and two 4-bit ports from 8255. All of these ports can function independently either as input or as output ports. This can be achieved by programming the bits of an internal register of 8255 called as control word register ( CWR ). PIO 8255 †¢ The internal block diagram and the pin configuration of 8255 are shown in fig. †¢ The 8-bit data bus buffer is controlled by the read/write control logic. The read/write control logic manages all of the internal and external transfers of both data and control words. †¢ RD, WR, A1, A0 and RESET are the inputs provided by the microprocessor to the READ/ WRITE control logic of 8255. The 8-bit, 3-state bidirectional buffer is used to interface the 8255 internal data bus with the external system data bus. PIO 8255 †¢ This buffer receives or transmits data upon the execution of input or output instructions by the microprocessor. The control words or status information is also transferred through the buffer. †¢ The signal description of 8255 are briefly presented as follows : †¢ PA7-PA0: These are eight port A lines that acts as either latched output or buffered input lines depending upon the control word loaded into the control word register. †¢ PC7-PC4 : Upper nibble of port C lines. They may act as either output latches or input buffers lines. PIO 8255 This port also can be used for generation of handshake lines in mode 1 or mode 2. †¢ PC3-PC0 : These are the lower port C lines, other details are the same as PC7-PC4 lines. †¢ PB0-PB7 : These are the eight port B lines which are used as latched output lines or buffered input lines in the same way as port A. †¢ RD : This is the input line driven by the microprocessor and should be low to indicate read operation to 8255. †¢ WR : This is an input line driven by the microprocessor. A low on this line indicates write operation. PIO 8255 †¢ CS : This is a chip select line. If this line goes low, it enables the 8255 to respond to RD and WR signals, otherwise RD and WR signal are neglected. †¢ A1-A0 : These are the address input lines and are driven by the microprocessor. These lines A1-A0 with RD, WR and CS from the following operations for 8255. These address lines are used for addressing any one of the four registers, i. e. three ports and a control word register as given in table below. †¢ In case of 8086 systems, if the 8255 is to be interfaced with lower order data bus, the A0 and A1 pins of 8255 are connected with A1 and A2 respectively. RD 0 0 0 0 RD 1 1 1 1 RD X 1 WR 1 1 1 1 WR 0 0 0 0 WR X 1 CS 0 0 0 0 CS 0 0 0 0 CS 1 0 A1 0 0 1 1 A1 0 0 1 1 A1 X X A0 0 1 0 1 A0 0 1 0 1 A0 X X Input (Read) cycle Port A to Data bus Port B to Data bus Port C to Data bus CWR to Data bus Output (Write) cycle Data bus to Port A Data bus to Port B Data bus to Port C Data bus to CWR Function Data bus tristated Data bus tristated Control Word Register PIO 8255. †¢ D0-D7 : These are the data bus lines those carry data or control word to/from the microprocessor. †¢ RESET : A logic high on this line clears the control word register of 8255. All ports are set as input ports by default after reset. Block Diagram of 8255 (Architecture) ( cont.. ) †¢ 1. 2. 3. 4. †¢ It has a 40 pins of 4 groups. Data bus buffer Read Write control logic Group A and Group B controls Port A, B and C Data bus buffer: This is a tristate bidirectional buffer used to interface the 8255 to system databus. Data is transmitted or received by the buffer on execution of input or output instruction by the CPU. Control word and status information are also transferred through this unit. †¢ Block Diagram of 8255 (Architecture) ( cont.. ) Read/Write control logic: This unit accepts control signals ( RD, WR ) and also inputs from address bus and issues commands to individual group of control blocks ( Group A, Group B). †¢ It has the following pins. a) CS Chipselect : A low on this PIN enables the communication between CPU and 8255. b) RD (Read) A low on this pin enables the CPU to read the data in the ports or the status word through data bus buffer. †¢ Block Diagram of 8255 (Architecture) ( cont.. ) WR ( Write ) : A low on this pin, the CPU can write data on to the ports or on to the control register through the data bus buffer. ) RESET: A high on this pin clears the control register and all ports are set to the input mode e) A0 and A1 ( Address pins ): These pins in conjunction with RD and WR pins control the selection of one of the 3 ports. †¢ Group A and Group B controls : These block receive control from the CPU and issues commands to their respective ports. c) Block Diagram of 8255 (Architecture) ( cont.. ) †¢ Group A PA and PCU ( PC7 -PC4) †¢ Group B PCL ( PC3 PC0) †¢ Control word register can only be written into no read operation of the CW register is allowed. a) Port A: This has an 8 bit latched/buffered O/P and 8 bit input latch. It can be programmed in 3 modes mode 0, mode 1, mode 2. b) Port B: This has an 8 bit latched / buffered O/P and 8 bit input latch. It can be programmed in mode 0, mode1. Block Diagram of 8255 (Architecture). c) Port C : This has an 8 bit latched input buffer and 8 bit out put latched/buffer. This port can be divided into two 4 bit ports and can be used as control signals for port A and port B. it can be programmed in mode 0. Modes of Operation of 8255 (cont.. ) †¢ These are two basic modes of operation of 8255. I/O mode and Bit Set-Reset mode (BSR). †¢ In I/O mode, the 8255 ports work as programmable I/O ports, while in BSR mode only port C (PC0-PC7) can be used to set or reset its individual port bits. †¢ Under the I/O mode of operation, further there are three modes of operation of 8255, so as to support different types of applications, mode 0, mode 1 and mode 2. Modes of Operation of 8255 (cont.. ) †¢ BSR Mode: In this mode any of the 8-bits of port C can be set or reset depending on D0 of the control word. The bit to be set or reset is selected by bit select flags D3, D2 and D 1 of the CWR as given in table. I/O Modes : a) Mode 0 ( Basic I/O mode ): This mode is also called as basic input/output mode. This mode provides simple input and output capabilities using each of the three ports. Data can be simply read from and written to the input and output ports respectively, after appropriate initialisation. D3 0 0 0 0 1 1 1 1 D2 0 0 1 1 0 0 1 1 D1 0 1 0 1 0 1 0 1 Selected bit s of port C D0 D1 D2 D3 D4 D5 D6 D7 BSR Mode : CWR Format PA 8 2 5 5 PCU PCL PA6 PA7 PC4 PC7 PC0-PC3 PB PB0 PB7 8 2 5 5 PA PCU PCL PB PA PC PB0 PB7 All Output Port A and Port C acting as O/P. Port B acting as I/P Mode 0 Modes of Operation of 8255 (cont.. ) †¢ 1. The salient features of this mode are as listed below: Two 8-bit ports ( port A and port B )and two 4-bit ports (port C upper and lower ) are available. The two 4-bit ports can be combinedly used as a third 8-bit port. Any port can be used as an input or output port. Output ports are latched. Input ports are not latched. A maximum of four ports are available so that overall 16 I/O configuration are possible. All these modes can be selected by programming a register internal to 8255 known as CWR. 2. 3. 4. †¢ Modes of Operation of 8255 (cont.. †¢ The control word register has two formats. The first format is valid for I/O modes of operation, i. e. modes 0, mode 1 and mode 2 while the second format is valid for bit set/reset (BSR) mode of operation. These formats are shown in following fig. D7 1 D6 X D5 X D4 X D3 D2 D1 D0 0- Reset 0-for BSR mode Bit select flags D3, D2, D1 are from 000 to 111 for bits PC0 TO PC71- Set I/O Mode Control Word Register Format and BSR Mode Control Word Register Format PA3 PA2 PA1 PA0 RD CS GND A1 A0 PC7 PC6 PC5 PC4 PC0 PC1 PC2 PC3 PB0 PB1 PB2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 0 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 PA4 PA5 PA6 PA7 WR Reset D0 D1 D2 D3 D4 D5 D6 D7 Vcc PB7 PB6 PB5 PB4 PB3 8255A 8255A Pin Configuration = D0-D7 CS RESET 8255A A0 A1 RD PA0-PA7 PC4-PC7 PC0-PC3 PB0-PB7 Vcc WR GND Signals of 8255 3 Group A control 1 D0-D7 Data bus Buffer 8 bit int data bus 4 Group A Port A(8) PA0-PA7 Group A Port C upper(4) Group B Port C Lower(4) PC7-PC4 PC0-PC3 2 RD WR A0 A1 RESET CS Block Diagram of 8255 READ/ WRITE Control Logic Group B control PB7-PB0 Group B Port B(8) D7 D6 D5 Mode for Port A D4 PA D3 PC U D2 Mode for PB D1 PB D0 PC L Mode Set flag 1- active 0- BSR mode Group A 1 Input PC u 0 Output 1 Input PA 0 Output 00 mode 0 Mode 01 mode 1 Select of PA 10 mode 2 Group B PCL PB Mode Select 1 Input 0 Output 1 Input 0 Output 0 mode- 0 1 mode- 1 Control Word Format of 8255 Modes of Operation of 8255 (cont.. ) b) Mode 1: ( Strobed input/output mode ) In this mode the handshaking control the input and output action of the specified port. Port C lines PC0-PC2, provide strobe or handshake lines for port B. This group which includes port B and PC0-PC2 is called as group B for Strobed data input/output. Port C lines PC3-PC5 provide strobe lines for port A. This group including port A and PC3-PC5 from group A. Thus port C is utilized for generating handshake signals. The salient features of mode 1 are listed as follows: Modes of Operation of 8255 (cont.. ) 1. 2. 3. 4. Two groups group A and group B are available for strobed data transfer. Each group contains one 8-bit data I/O port and one 4-bit control/data port. The 8-bit data port can be either used as input and output port. The inputs and outputs both are latched. Out of 8-bit port C, PC0-PC2 are used to generate control signals for port B and PC3-PC5 are used to generate control signals for port A. he lines PC6, PC7 may be used as independent data lines. Modes of Operation of 8255 (cont.. ) †¢ The control signals for both the groups in input and output modes are explained as follows: Input control signal definitions (mode 1 ): †¢ STB( Strobe input ) If this lines falls to logic low level, the data available at 8-bit input port is loaded into input latches. †¢ IBF ( Input buffer full ) If this signal rises to logic 1, it indicates that data has been loaded into latches, i. e. it works as an acknowledgement. IBF is set by a low on STB and is reset by the rising edge of RD input. Modes of Operation of 8255 (cont.. ) †¢ INTR ( Interrupt request ) This active high output signal can be used to interrupt the CPU whenever an input device requests the service. INTR is set by a high STB pin and a high at IBF pin. INTE is an internal flag that can be controlled by the bit set/reset mode of either PC4 (INTEA) or PC2(INTEB) as shown in fig. †¢ INTR is reset by a falling edge of RD input. Thus an external input device can be request the service of the processor by putting the data on the bus and sending the strobe signal. Modes of Operation of 8255 (cont.. Output control signal definitions (mode 1) : †¢ OBF (Output buffer full ) This status signal, whenever falls to low, indicates that CPU has written data to the specified output port. The OBF flip-flop will be set by a rising edge of WR signal and reset by a low going edge at the ACK input. †¢ ACK ( Acknowledge input ) ACK signal acts as an acknowledgement to be given by an output device. ACK sig nal, whenever low, informs the CPU that the data transferred by the CPU to the output device through the port is received by the output device. Modes of Operation of 8255 (cont.. ) †¢ INTR ( Interrupt request ) Thus an output signal that can be used to interrupt the CPU when an output device acknowledges the data received from the CPU. INTR is set when ACK, OBF and INTE are 1. It is reset by a falling edge on WR input. The INTEA and INTEB flags are controlled by the bit set-reset mode of PC 6and PC2 respectively. 1 0 1 0 Input control signal definitions in Mode 1 1/0 X X X 1 X X X X 1 1 X D7 D6 D5 D4 D3 D2 D1 D0 1 Input 0 Output For PC6 PC7 PA0 PA7 INTEA PC4 PC5 STBA IBFA D7 D6 D5 D4 D3 D2 D1 D0 PB0 PB7 INTEB PC 2 PC1 STBB IBFB PC3 RD PC6 PC7 INTRA I/O PC0 INTR A Mode 1 Control Word Group A I/P RD Mode 1 Control Word Group B I/P STB IBF INTR RD DATA from Peripheral Mode 1 Strobed Input Data Transfer WR OBF INTR ACK Data OP to Port Mode 1 Strobed Data Output Output control signal definitions Mode 1 1 0 1 0 1/0 X X X 1 X X X X 1 0 X D7 D6 D5 D4 D3 D2 D1 D0 1 Input 0 Output For PC4 PC5 PA0 PA7 INTEA PC7 PC6 OBF ACKA D7 D6 D5 D4 D3 D2 D1 D0 PB0 PB7 INTEB PC PC2 1 OBFB ACKB PC3 WR PC4 PC5 PC0 INTRA I/O INTRB Mode 1 Control Word Group A Mode 1 Control Word Group B Modes of Operation of 8255 (cont.. ) †¢ Mode 2 ( Strobed bidirectional I/O ): This mode of operation of 8255 is also called as strobed bidirectional I/O. This mode of operation provides 8255 with an additional features for communicating with a peripheral device on an 8-bit data bus. Handshaking signals are provided to maintain proper data flow and synchronization between the data transmitter and receiver. The interrupt generation and other functions are similar to mode 1. †¢ In this mode, 8255 is a bidirectional 8-bit port with handshake signals. The RD and WR signals decide whether the 8255 is going to operate as an input port or output port. Modes of Operation of 8255 (cont.. ) †¢ 1. 2. 3. 4. 5. The Salient features of Mode 2 of 8255 are listed as follows: The single 8-bit port in group A is available. The 8-bit port is bidirectional and additionally a 5-bit control port is available. Three I/O lines are available at port C. ( PC2 PC0 ) Inputs and outputs are both latched. The 5-bit control port C (PC3-PC7) is used for generating / accepting handshake signals for the 8-bit data transfer on port A. Modes of Operation of 8255 (cont.. ) †¢ Control signal definitions in mode 2: †¢ INTR (Interrupt request) As in mode 1, this control signal is active high and is used to interrupt the microprocessor to ask for transfer of the next data byte to/from it. This signal is used for input ( read ) as well as output ( write ) operations. †¢ Control Signals for Output operations: †¢ OBF ( Output buffer full ) This signal, when falls to low level, indicates that the CPU has written data to port A. Modes of Operation of 8255 (cont.. ) ACK ( Acknowledge ) This control input, when falls to logic low level, acknowledges that the previous data byte is received by the destination and next byte may be sent by the processor. This signal enables the internal tristate buffers to send the next data byte on port A. †¢ INTE1 ( A flag associated with OBF ) This can be controlled by bit set/reset mode with PC6 . †¢ Control signals for input operations : †¢ STB (Strobe inp ut ) A low on this line is used to strobe in the data into the input latches of 8255. Modes of Operation of 8255 (cont.. ) †¢ IBF ( Input buffer full ) When the data is loaded into input buffer, this ignal rises to logic ‘1’. This can be used as an acknowledge that the data has been received by the receiver. †¢ The waveforms in fig show the operation in Mode 2 for output as well as input port. †¢ Note: WR must occur before ACK and STB must be activated before RD. WR OBF INTR ACK STB IBF Data bus RD Mode 2 Bidirectional Data Transfer Data from 8085 Data towards 8255 Modes of Operation of 8255 (cont.. ) †¢ The following fig shows a schematic diagram containing an 8-bit bidirectional port, 5-bit control port and the relation of INTR with the control pins. Port B can either be set to Mode 0 or 1 with port A( Group A ) is in Mode 2. Mode 2 is not available for port B. The following fig shows the control word. †¢ The INTR goes high only if either IBF, INTE2, STB and RD go high or OBF, INTE1, ACK and WR go high. The port C can be read to know the status of the peripheral device, in terms of the control signals, using the normal I/O instructions. D7 1 D6 1 D5 X D4 X D3 X D2 1/0 D1 1/0 D0 1/0 1/0 mode Port A mode 2 Port B mode 0-mode 0 1- mode 1 PC2 PC0 1 Input 0 Output Port B 1- I/P 0-O/P Mode 2 control word PC3 PA0-PA7 INTR INTE 1 PC7 PC6 OBF ACK STB IBF 3 I/O INTE 2 RD WR PC4 PC5 Mode 2 pins

treasure island essays

treasure island essays My favorite character in Treasure Island is captain Long John Silver. This character really stood out to me. The reason being that he was a very respected and or feared pirate among everyone that knew him. He had a very complex personality, at first he seemed to be the kindest person is the whole book, but later he really reveals what he is capable of and you soon learn it is Long John Silver is a very hard man to understand. Its very hard to even describe him. He could be very friendly and nice, which he looked like. He had lost his leg above the knee so he hobbled around on a crutch, which he could move around remarkably good, he dressed in your average seamen clothes, thick sea cloth pants with a button up shirt and a tri-corner hat with the only one he trusted perched on his shoulder, his parrot he named Captain Flint. He really looked to be a friendly old man. But he was much more than he appeared, he was evil enough to kill someone for looking at him wrong. And if you met someone like him on the street, you would never think he could do the things he did. And yet his fellow mates gave him more respect then the Captain Smollett or anyone else, I believe much of it came from fear though, if you werent a close friend of his you could have much to fear from him. First of all, this pirate changes from a proud captain, to a beggar. When the real captain (Captain Smollett) hires Long John Silver as the ships cook he seems very kind and respectful, in fact he even picks the hole crew for the Hispaniola (later to his advantage he finds out). When Jim Hawkins meets him he treats Jim as his he was his own grandson, and shares his stories and experiences with him, which is usually uncommon for a pirate to be so kind, he tells Jim he reminds him of himself as a young lad. In fact Long John owns a pub in Bristol, England, and he sees a man run out the door with out paying for his...

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India and imperialism: A developing country

India and imperialism: A developing country India is still a developing country because of imperialism. India was imperialized by British in the late 1700s and the early 1800s till 1947 until it gained independence or communism. The British started expanding with the help of the British East India Company. The British expanded their rule over India. India at that time was one the richest countries in the world. They were rich because they had the most expensive diamond in the World, Kohinoor Diamond, at that time India had very less poverty and little corruption as well. The British took the Kohinoor Diamond, and have it now in a museum in United Kingdom. The United Kingdom is developed because of our (Indians) diamond and not because of their own efforts. After the British rulers were force to leave India in the year 1947, India became a country among countries with the highest poverty and corruption. India was considered well developed before the British expanded their rule. However from 1947, till today it is considered dev eloping. Also, the British leaders led to a separation of a major sector of India, Pakistan. India and Pakistan were separated because of the British. The British not only separated India and Pakistan, it separated many parts of India from India. A good example of this is Jammu and Kashmir. Till today India and Pakistan are in a state of a cold war to decide that which part does Jammu and Kashmir belong to. The people from Jammu and Kashmir are tired of the war between India and Pakistan and want to be known as an independent country. The British separated thousands of Indians from each other. The British broke India from one large country to a large number of small countries. India is still a developing country because of Imperialism and this has an impact on me. I am actually from Sind, which now is a part of Pakistan. After the separation of India and Pakistan, I do not know whether I am an Indian of Pakistani. 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In the story, Marjane had to leave her own country, her own parents because she had no freedom of life. Marjane represents many Iranians who had to leave their own country because they wanted to live their lives themselves and not on the orders of others. Marjane was separated from her parents at a very young age to complete education. Usually, many students leave their parents by choice for higher education (University), while Marjane had to leave her parents by force for school. The Iranian revolution keeps Iran a developing country. A country is considered developed only if they have a maintained GDP, a developed infrastructure, and low unemplo yment levels. Iran lacks these qualities to an extent because of imperialism and hence still considered a developing country. As Marjane by the end of the Movie leaves her own country again because of imperialism, she shows that her own country could be considered hers due to the Iranian Revolution. The rules over there changed after Saddam overtook Iran. One of the most important rules that affected women and Marjane was, The veil is synonymous of freedom; a worthy woman must cover herself from the eyes of a man (Satrapi). This symbolizes many rules imposed on the Iranians which they did not want to agree to. However they had no freedom of choice. These things show how Iran is still under a developed country as a victim of imperialism. Both Iran and India are developing countries because of imperialism and affect the lives of many human beings including me. My father came to Dubai because my grandfather thought it is safe for him to study here rather than in India (his own country) because of British Imperialism, exactly how Marjane had to leave to Paris, for studies due to Iranian revolution. Going back to India for me is sometimes difficult because I cannot face those relatives of mine who lost their family members during the British Revolution. Exactly like by the end of the movie: The one day, the time to leave had come (Satrapi), Marjane leaves to France; similar to my dad leaving for Dubai from India and hence I am an Indian living in Dubai. The impact of imperialism might not be intentional by British but it has affected me similar to the impact of imperialism by Shah and Saddam on Iran. My father came to Dubai, though it was not his choice. I do not know what my life would have been if I had been grown up i n India. I sometimes do not feel like an Indian, because the problems faced by Indians living in India are comparatively more than the problems faced by them and hence I do not find myself to be capable of living in India. India is still a developing country and it is a fact which is difficult for me to face, while the Indians in India have accepted this fact and therefore are capable of living in India. When I go to India for vacations it is difficult for me to see people on the road, because of poverty. Here in Dubai when I hear about the corrupted ministers I feel angry and cannot do anything about it. As India is a developing country, Iran as shown in the movie Persepolis is also a developing country because of imperialism. Imperialism affects many people indirectly. Many people including me know the effects of imperialism, and the biggest drawback of imperialism is that it the imperialized country a lot of time and a much higher effort to develop. Both Marjane and I know the effects of imperialism. The only difference is that Marjane has expressed it through Persepolis and I through this essay. Work Cited: Satrapi, Marjane. Persepolis (2007) IMDb. The Internet Movie Database (IMDb). Web. 17 Dec. 2010. . Politics Among Nations: The Struggle for power and peace Politics Among Nations: The Struggle for power and peace In 1948 a German called Hans J Morgenthau wrote a book called, Politics Among Nations: The Struggle for power and peace. This was book was to become the bedrock of American foreign policy for much of the cold war years (1945-1991). Morgenthau was also very critical of American foreign policy, especially the war in Vietnam and viewed it as very simplistic, The statesman must think in terms of the national interest conceived as power among other powers. The popular mind, unaware of the fine distractions of the statesmans thinking, reasons more often than not in the simple moralistic and legalistic terms of absolute good and evil. (Morgenthau, 1978, p13). Morgenthau died in 1980, a supporter of his ideas called John J Mearsheimer has stated that, he would have regarded the neo-conservatives adventure in Iraq as equally flawed. (Mearsheimer, 2005). Mearsheimer also goes on to say that, almost all realists in the US- except Henry Kissinger- opposed the war in Iraq. (Mearsheimer, 2005). Th is highlights that most of the realists are collectively combined in their idea of thought. Realist influence in US foreign policy really started to take hold during the presidencies of John F Kennedy and Lyndon B Johnston and peaked during the Vietnam War. The main idea of the Vietnam War was to contain and defeat the communist threat in South East Asia, this very similar to George W. Bush Jnrs idea of containing and defeating terrorism in Iraq and stopping the spread of weapons of mass destruction. By the end of both wars the neoconservative and realist paradigms were in peaces due to the disastrous outcomes. Hans J Morgenthau identified six key principles of a Realist foreign policy in his book Politics among Nations: The Struggle for Power and Peace. (Morgenthau, 1978,4- p15). 1) Politics is governed by objective laws that have their roots in human nature. This means that realists try and make a paradigm that can be split between the truth and opinion we can emphasise with politicians and say what course of action they should take. 2) Interest is defined in terms of power. This is the primary function of politics. Countries have interests in many parts of the world. We do not ask what motivates a country in terms of foreign politics, we question how politicians go about achieving those interests. All countries are different and so some will behave differently to others, they might be predictable or unpredictable. Morgenthau argues in his book that predictable foreign policy can be good because it lessens risks taken and broadens the benefits of policies because that is politically successful. 3) Interest defined as power is an objective category which is universally valid but whose meaning can change. Morgenthau has described power as strength to rule people and keep control of that strength. 4) Universal moral principles cannot be applied to the actions of states in the abstract; the circumstances of time of time and place must be considered. The states continuation is the primary objective of any government. Any other course of politics will be judged by the actions taken. 5) The moral laws that govern the universe are distinct for the moral of anyone nation 6) The difference between political realism and other schools is real and profound. Realism is reliant on human nature. A man who only has one objective is dangerous because that is what he strives to achieve. But to further develop realism as a theory this man must not be included into other aspects of realism as a theory. The Chapters in this dissertation discuss these six principles and in the conclusion each principle will be analysed and summarised to give an evaluation of the foreign policy theory, portraying ways how a realist foreign policy approach is and is not a suitable way to determine foreign policy. Chapter One- How can realism be defined Realism uses the state as the primary actor in world politics. Its main achievement is that since the purpose of the state is national survival in a hostile environment the acquisition of power is the proper, rational and inevitable goal of foreign policy. Thus foreign politics can be defined as a struggle between power maximising states in a chaotic environment. Hence realism is sometimes referred to as the power politics school of thought. Although this policy does not offer adequate explanations for US foreign policy towards rogue states, states whose behaviour has the potential to alter external security environment in a negative way for the US. As James Feron argues the theory cant explain why, a state chooses bad or foolish foreign policies. (Feron, 1998, p291) These theories do not tell us why the US does not balance against some threats. Concepts of self -help and sovereignty become integral parts of the realist view of global affairs. Since all states seek to maximise power in such a lawless world, realism emphasises the prevalent nature of conflict and competition in world politics. This in turn validates the acquisition of military capabilities by states, sufficient at least to deter attacks in a dangerous and uncertain world. Acceptance of the constant risk of conflict does not mean that the threat of conflict should go unchecked, since this would threaten the whole concept of the state. A technique utilised by realists in managing conflicts is through the balance of power. For example this can be seen throughout the cold war with the build-up of arms and the desire to build a bigger military capability to ensure that the balance of power was held between the USA USSR. This case illustrates that power and the role power has is a major influence in international politics. This underlines the realist paradigm that international relations is based upon a hierarchy, of which it is based on power capabilities, where the principle of equality between states is non-existent since states vary in their abilities to project power. Weaker states are usually taken advantage of by stronger states. An example of this can be seen with US political and economic embargo and sanctions placed on Cuba since 1959, this the best example of a long term attempt at trying to bring about political change in a country. Chapter Two- Poltics is governed by objective laws that have their roots in human nature Morgenthaus first principle indicated that politics is governed by the rule of law and that this can be found in human nature. Realists argue that the rule of politics must make a clear cut choice between the fact and fiction that has to be supported by reasonable debate and evidence and it must not corrupt itself by the objective desires of politicians. An example for this can be found in the US decision to go to war with Iraq in 2003. The Bush administration clearly corrupted itself in looking for evidence and reasons to invade Iraq, and in doing so produced false reasons and intelligence to support their theory that Iraq was harbouring terrorists and manufacturing weapons of mass destruction. This idea is supported by Dr David Kays in his testimony to the Senate Armed Services Committee. Dr Kay stated We have not found at this point actual weapons, David Kays report to Congress went further to say, It does not mean weve concluded there are no actual weapons. (Kay 2004). In Bushs c ase for starting the war against Iraq realists would say that Bush failed to split the truth from opinion and therefore he gave a misleading reason for going to war. The war in Iraq, Bush had hoped for would be the domino theory that the Vietnam War was suppose to be. According to Mearsheimer Bush had hoped that by installing democracy in Iraq it would lead on to other nations having revolutions that would eventually implement a democratic government. This can be seen as going against Morgenthaus first principle But on the other hand we can see evidence of Morgenthaus teachings as a justification for the war in Iraq. Morgenthaus first principle of, Politics is governed by objective laws that have their roots in human nature. (Morgenthau, 1978, p4-15). This can be highlighted in foreign politics with states trying to compete against one another to be a global dominator this, objective law has its place in human nature. The USA has assumed its current position as global supper power since 1991 after the disintegration of the USSR. The attacks on the trade centres on 9th September 2001 marked a turning point in the way the USA thought it could wield its power. The USA felt as if its position as a leading super power was under attack and tried to regain its statue and position with the invasion of Iraq in 2003. But Morgenthau does not count on emotions to used as a reason to go to war which was used under the guise of the protecting innocent people from Saddams weapon of mass destruction threat. Morgenthau was enthusiastic to apply human nature and objective laws to his six principles. He used them to express his direct opposition to the war in Vietnam and how the US war there could not defended. He also highlights that the US government was, manipulating the public mind: by avoiding inconvenient facts, by disseminating misinformation under the guise of educating the public, by convening public meetings with a pro-war policy program, by enlisting speakers who share the freedom house agenda in consequence by making dissent unpopular and by suggesting the dissenters are unpatriotic. (Zimmer, 2011, p304). This can be seen in Morgenthaus first principle as it shows that politicians failure to split the truth and opinion can lead to a manipulation of action taken by those that are in charge and by the way they try to hold on to power. Leo Strauss, a neo conservative, seems to compliment Morgenthau on the way that human nature can effect decisions Strauss has indicated in his work that politicians tell noble lies to help society come to terms with the action there state is about to take. Strauss believed it was for politicians to assert powerful and inspiring myths everyone could believe in. They might not be true, but they were necessary illusions. One of these was religion and the order was the myth of the nation of America that was the idea that the country had a unique destiny to battle against the forces of evil throughout the world. (Curtis,2004) Chapter Three- Interest is defined in terms of power An ancient Greek philosopher called Thuydides is quoted as saying, the do what they have to do and the weak accept what they have to accept. (Strassler, 2008, p32). This can be highlighted in Morgenthaus second principle. Thuydides teaching can be a primary objective of a states acting to defend their interests. This is never more evident in American foreign policy towards Iraq. The war can be viewed as following a very clear cut path of realism rather than neo-conservatism. It can be argued that when a super power is on the path to war there is no state or international organisation that can stop it, for example the USSRs invasion and occupation of Afghanistan 1979-1989. This is most certainly the case with Iraq despite various protests to the war across the globe. In the wake of terrorist attacks on the 9th September 2001support for the war in Iraq was running high due to the information and evidence that was being provided by the Bush administration to the public. The war then began to echo that of Vietnam as American became bogged down in fighting insurgents and the death toll began to rise. This is evident in a Gallup poll (figure A), Iraq war opposition (63%) is also notable because it is the highest mistake percentage Gallup has ever measured for an active war involving the USA- surpassing by two percentage points to 61% who said the Vietnam war was a mistake in May 1971. (Jones, Gallup, 2008) (figure A) (Jones, Gallup, 2008) http://media.gallup.com/poll/graphs/080423Iraq1_x7b3m0.gif In conjunction with Morgenthaus second principle, the USA felt it was in there national interest to guarantee safety to themselves by eliminating Saddam Hussein. This in turn it was hoped, might have a knock on effect to the rest of the Middle East. Despite only a handful of supporters and many opponents to it, the USA took Thuydides view to the war. This also highlighted Americas commitment to spreading democracy and therefore creating a global and peaceful environment for the world and the Middle East. Is second principle of Morgenthaus of Interest is defined in power, can be viewed in another way that the US was securing its interests in the short to long term. Many critics have argued that the US is securing is interests in the short to long term and that Iraq had to pay the price for that under the case that was peddled by the Bush administration. David Lieberfield has suggested that, in order to address why Iraq in particular was targeted, realism would also point to Iraqs geostrategic location which impinged on multiple security concerns of the US and to Iraqs unsurpassed oil reserves which it could deploy against US interests (Liebierfield, 2005, p4). From a realists perspective this can be seen as the primary goal, securing the USs interests and preventing the emergence of a hostile power, instead of the neo-conservative view promoting human rights and encouraging democratisation. There is further evidence that America was trying to protect its long terms interests in the oi l that is in Iraq was during a cabinet meeting with Bush, President Bushs Cabinet agreed in April 2001 that Iraq remains a destabilising influence to the flow of oil to international markets from the Middle East and because this is an unacceptable risk to the US military intervention is necessary. (Murphy, Evening Standard, 2003). This chapter has demonstrated that Morgenthaus second principle of. Interests is defined in terms of power has shown that states achieving and protecting their interests by using power to define them is ruthless, The assertation of American power after 9/11 was seen as a turning point as it highlighted to the world that American power was not in terminal decline, America sought to protect itself and its national interests by the use of force. (Harisch, Frank, Maull, 2011, p182). Beside what many critics of the war may perceive, Henry Kissinger has claimed that it has benefited the US in the long term. (Kissinger, 2011). Although morality was injected into the reasoning behind the war, Strauss have advised that this and is evident in Morgenthaus first principle. Morgenthau tries to express in his writings that morality and national interest should be kept apart when it come to foreign policy. Chapter Five- Interest defined as power is an objective category which is universally valid but whose meaning can change Morgenthaus fourth principle takes into consideration the concept that Interest defined as power is an objective category which is universally valid but whose meaning can change. (Morgenthau, 1978,4- p15). Morgenthau places emphasis on the defining of power, he expansively defines it as, anything that establishes and maintains control over man. (Morgenthau, 1978,4- p15). He also argues that meaning and definition of the nation state changes over time, while the realist indeed believes that interest is the perennial standard by which political action must be judged and directed the contemporary connection between interest and the nation state is a product of history and therefore is bound to disappear in the course of history. (Williams, Wright, Evans, 1993, p198). Realists dont assume that the world as we know it at the moment, which is divided into individual states, could be replaced by states based on a larger entity and being far from what we know now. Other thoughts of realism, which are different to Morgenthaus, ponder about how the current global state of affairs will change. Realists do accept that this change can be bought about by looking at how factors shaped the past and that similar factors could possible shape the future. But Williams, Wright and Evans argue that, realists cannot be persuaded that we can bring about a transformation by confronting a political reality that has its own laws with an abstract idea that refuses to take those laws into account. (Williams, Wright, Evans, 1993, p198). Realism is against the idea of pacification. Realists support the theory that appeasement doesnt work by using Hitler as an example. The bush administration took a standing point with the realist perspective when it came to foreign policy with Iraq. The policy that was taken against Iraq, has been justified by Richard Perle, the continental power wanted until after Hitler invaded Poland in 1939 and America waited until after September 11th to go after Osama Bin Laden. Hitlers self declared ambitions and military build up like, like Bin Ladens were under constant scrutiny long before the acts of aggression to which a response became unavoidable. Both could have been stopped by a relatively modest well timed pre-emption. (Perle, The Telegraph, 2002). Perle goes on further to stress that, what risk do we run if Saddam remains in power ad continues to build his arsenal of chemical and biological weapons ? what dangers would follow his acquisition of nuclear weapons. We cannot know for su re. But on which side would it be better to be on? How would a decision to do nothing now and hope for best, look when Saddam has nuclear weapons and he makes another run at Kuwait or succeeds Afghanistan as terrorist head quarters of the world. (Perle, The Telegraph, 2002). Perle is highlighting the American and continuing schools of realisms thought on appeasement a potential dangerous enemy. He is conforming to Morgenthaus third principle by applying, establishing and maintaining a certain level of control over Iraq and the people of Iraq. This highlights Morgenthaus third principle, interests defined as power is an objective category which is universally valid but the whole mean can change. Howard Feinberg has argued that, Power is anything that establishes and maintains the control of man over man, accordingly to Morgenthaus third principle his definition of power cover not only the intrinsic power of capability (physical violence or the threat thereof), which is all that Waltz recognises, but also that of contingent power (subtle psychological ties and mental control). National character morale and the quality of government are found by Morgenthau to be even the most important components of power, even more so than the intrinsic capabilities. (Feinberg, 1996). This highlights that power is control and that Morgenthaus third principle realises this. But as with America, Morgenthaus third principle has realised that power has its limitations to control as the US found concerning its support from different nations lead ing up to the Iraq war. The critic Kenneth Waltz has argued that American justification for the war is an attempt to convince the world that to go to war is just. But it is also a classic realist sign that of an attempt at trying to take control, through the power of reasoning. The urge to explain is not born out of idle curiosity alone. It is produced also, by the desire to control or at least a desire to know if control is possible. (Waltz, 1996, p15). Despite Morgenthaus third principle, realism does not take into account the climate in which foreign policy can be applied. An important part of the realist school of thought is the balance of power. The balance of power can be applied successfully to foreign policy the actions applied can also make the world co-operate more there is no nation state is trying to gain an upper hand. An example of this could be the peace that has existed between France and Germany since the end of the Second World War. Chapter Five- Universal moral principles cannot be applied to the actions of states in the abstract; the circumstances of time and place must be considered. Morgenthaus fourth principle argues that the school of realism realises that morals can play a part in the importance of taking a political action. It also recognises that there can be some friction created between those that want to apply those morals to a states actions and whether or not the application of those morals on a states action is successful or not. Realism fails to address any tension that may occur and it does not make clear any moral or political issues which may occur by a state acting as a leader. The state may try and make its own morals appear more appealing to other nations than they actually are. Hasting argues that Morgenthaus fourth principle advocates that some states may act even if the moral is indefensible or even morally wrong, relations between states as leaders must sometimes take actions considered morally wrong in order to best serve the interest of those to whom they are accountable. i.e the people. (Hastings, academia.edu). Morgenthau insists that realism can not apply morals to states actions, Political realism is aware of the moral significance of political action. It is also aware of the ineluctable tension between the moral command and the requirements of successful political action. And it is unwilling to gloss over and obliterate that tension and thus to obfuscate both the moral and the political issue by making it appear as though the stark facts of politics were morally more satisfying than they actually are, and the moral law less exacting than it actually is. (Myers, 2006, p14). Morgenthaus argument highlights the fact that the state has an obligation to continue function as one, and to protect its people that are within the state. According to Keaney, he argues that it is the in the intrinsic nature of the human actors who control the states that cause states to behave in the way they do. (Keaney, 2006, p4) . This suggests that there can be no morality in politics unless there is careful mana gement. If states actors do not take into consideration the results of their actions then this can risk upsetting the balance of power. Realism does come to the conclusion that any form of political action is bad despite states morals. This is due to an outcome that is going to be unfavourable to any actors involved despite any judgements passed on actions taken. An example of this can be US foreign policy in Iraq. The US actions in Iraq can be considered a clear reflection of Morgenthaus fourth principle. This because of the US taking a course of action that other states actors did not agreed with. This can be seen in figure B with a steady decrease in the popularity of America after the invasion of Iraq, the chart shows the opinions of Western European countries. In realist terms the primary objectives of the American government after the September 11th attacks was to gain a foothold in the Middle East that would give access to other parts of the world. Many saw the Americans actions as unfavourable and that prompted them to say that the American attack on Iraq was for its oil reserves. The Bush administration came to the conclusion that it would be better to invade Iraq and eradicate it of terrorism altogether rather than them hunt individual terrorists. Bush prior to the invasion of Iraq squarely pinned the blame for anti-Americanism onto the shoulders of Iraq and other dictatorships in the Middle East. This argument has been supported by Tom Lindberg and Suzanne Mossel, Given the links drawn by everyone from Osama bin Laden to President Bush between the Iraqi insurgency and the fight against al Qaeda, it becomes clear that anti-Americanism plays at least some role in motivating those who aid and abet the Iraqi insurgency with financing, shelter, and other forms of support. (Lindberg, Mossel, The Princeton Project of National Security, p13). (Figure B) Do Opinion of the United States you have a favorable or unfavorable view of the U.S.? Europe: Percent responding Favorable, all years measured COUNTRY 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 View trend for Britain on this question Britain 75 70 58 55 56 51 53 69 65 61 60 View trend for Bulgaria on this question Bulgaria 72 51 View trend for Czech Republic on this question Czech Republic 71 45 54 View trend for France on this question France 62 42 37 43 39 39 42 75 73 75 69 View trend for Germany on this question Germany 60 45 38 42 37 30 31 64 63 62 52 View trend for Greece on this question Greece 35 View trend for Italy on this question Italy 70 60 53 74 View trend for Lithuania on this question Lithuania 73 View trend for Netherlands on this question Netherlands 45 View trend for Poland on this question Poland 79 62 61 68 67 74 70 69 View trend for Russia on this question Russia 61 37 46 52 43 41 46 44 57 56 52 View trend for Slovakia on this question Slovakia 60 41 View trend for Spain on this question Spain 38 41 23 34 33 58 61 64 58 View trend for Sweden on this question Sweden 46 View trend for Ukraine on this question Ukraine 80 54 60 As Morgenthaus four principle reiterates, some actions taken are going to be unfavourable to others. For realists the invasion of the country was a logical, with the evidence given. This is because national security and the continuation of the state take priority above any other interest which maybe had even if the political decision is unfavourable. The US did perceive that Iran and Syria did pose a threat against the USA. But with the US having such a close force to these threats it could be in a better position to take action against one of the need was there. Bush, it could be argued was using a domino theory as exactly as was employed in Vietnam. Chapter Six- The moral laws that govern the universe are distinct for the moral of anyone nation

The High Price of In Vitro Fertilization :: Exploratory Essays Research Papers

The High Price of In Vitro Fertilization MAKE A DREAM COME TRUE. GIVE THE GIFT OF LIFE! BE AN EGG DONOR. $6,500 STIPEND AND EXPENSES PAID. When twenty-year-old Maria Slone first saw the ad in her college newspaper, she remembers thinking, â€Å"Damn, that’s a lot of money!† She called up immediately, envisioning an egg-plucking process that would be as quick and effortless as sperm donation. Disappointingly, the receptionist at Woman to Woman Fertility Clinic didn’t give her the time of day, mostly because that was last spring and Maria wasn’t twenty-one yet, but also because she seemed a tad too money-hungry for the well-to-do clinic. Looking back, Maria smiles a little sheepishly. Now, one year later, and halfway through the process of donating her eggs to an infertile couple, she knows what she’s in for, both emotionally and physically. Already, she’s wrestled with the idea of selling her genetic material to strangers—she’s taking the unusual step of meeting with the couple who chose her genes from a stack of manila folders. And now she’s overcoming a lifelong abhorrence of needles by playing doctor—she’s injecting a syringe full of milk into a grapefruit, mentally bracing herself for the ovary-stimulating hormones she’ll inject into her own thighs and buttocks for ten days next month. But Maria’s taking both the emotional and physical sacrifices in stride because at the end of August—after ten or more of her eggs are retrieved from her ovaries—the Woman to Woman Fertility Clinic will cut her a $4,000 check. The payment promises a soothing aloe to Maria’s staggering list of financial woes: crushing legal fees, spiraling credit card debt, student loan payments, and a hankering for a liposuction procedure that could cost up to $4,000. Already, she spends long, hot Saturdays babysitting for a hyper five-year-old boy, and on weekdays leads troops of rowdy teenagers on tours through the State Capitol. Both jobs barely subsidize rent, groceries, and the weekend recreational pleasures that 21-year-old college students indulge in. That’s why, after being rebuffed once, Maria called again four months ago. The information packet came in the mail only three days after Maria dialed the 1-800 number. From the vital statistics she provided over the phone—blond hair, blue eyes—she was an instant hit. The receptionist at the fertility clinic made her voice buttery sweet, over-eager to please.

An analysis of variations in style in comparison to Standard English Essay

1. Introduction As in every language there are many different dialect in British English. It has always been and continues to be a language of dialects. Wherever one goes in England there are very obvious differences between the ways in which people speak in different places. This is often a big shock for people who have been learning Standard English which is the variety of English that is held to be ‘correct’ in the sense that it shows none of the regional or other variations that are considered by some to be ungrammatical, or non-standard English. Non-English school-kids learn SE at school and expect to understand every English person once they enter the country. But the English they learn at school differs from the language which is being spoken in Britain. Of course, SE is used in the media and by public figures, and therefore it has prestige status and is regarded by many as the most desirable form of the language.1 But the English do not speak like that – linguistic reality is different. Not only the words which are being used sometimes differ from Standard English even the grammatical structures vary at times. This work tries to present the differences between Standard English which is being taught at German schools and the dialects which are spoken in England. Altogether these factors might lead to confusing situations at times. German school-kids could hear words in England which they were told not to pronounce in that way when they were learning English at school. Hughes and Trudgill2 speak of two ways of dealing with the problem of native Britons not being able to speak their own language correctly. They point out that for learners it is not relevant weather their hear correct English or not. The problem which their are confronted with is to understand what they hear from the native speakers and which language-features they can adapt into their own speech. The second point they speak of is if that â€Å"the notion of ‘correctness’ is not really useful or appropriate in describing the language of native speakers.†3 To find those differences I will analyse German English books from a Orientierungsstufe4, literature about dialects in Britain as well as private sources. I will try to analyse the gap between German school English an find possible solutions for that problem. 11 At the beginning of my approach I will be presenting a selection of different accents regarding their regional usage. In the following point I will analyse Standard English which is being taught in German schools and compare these results with the accents mentioned beforehand. After that I will summarize my approaches and try to find explanations as well as possible solutions. 2. The main dialects I want to start off with the presentation of the main dialects of the English language. For this I will adapt the Dialectology of Baugh5 who differentiates between Northern, West Midlands, East Midlands and Southern. In Old English they were divided into Northumbrian, Mercian, West Saxon and Kentish6. Of course there are far more divisions of accents but this would exceed the length of this piece of work. Additionally, I will conclude Cockney7 in my analysis. 2.1. Northern English This dialect is also knows as Geordie8. The Northeast area contains the urban centres of Newcastle, Sunderland, Middlesborough and neighboring areas. Trudgill9 defines some of the best-known characteristics of the modern Northeast pronunciation which include the following. According to him the accent, as we have seen, does not have the diphthongal pronunciations of the long ‘a’ vowel in made, gate, face that are more typical of the south of England, and the same is true of long ‘o’ as in boat, road, load. It can be defined as a certain kind of simplification. Instead of the Standard English Combination of two vowels in boat [bà ¯Ã‚ ¿Ã‚ ½ut] only one vowel is being used: [oo] The same phenomenon can be found within the pronunciation of words like made, which are not being pronounced [mà ¯Ã‚ ¿Ã‚ ½id] but simplified [mehd]. Trudgill also points out that words that have al in the spelling are pronounced with a vowel of the type ‘ah’, so that all is ‘ahl’ and walk is ‘wahk’. A Geordie-joke makes this difference clear in a funny way: A non-Geordie doctor who asks his patient if he is able to walk makes the patient interprets as a query about work ans replies â€Å"Wawk! I cannot even wahk yet!† 11 The second part of the Northern area, the Lower North and Central North, covers, according to Trudgill, a large area stretching down from Carlisle to Sheffield and covering Cumbria, most of Yorkshire and parts of Lancashire. He points out that this dialect differs from the Northeast by not having ‘ee’ in very. 10 Another remarkable factor he mentions is that he Central North also contains a sub-area in which an interesting type of consonantal change takes place in certain conditions. What happens is that the voiced consonants ‘b’, ‘d’, ‘g’, ‘v’, ‘z’ and ‘j’ change to their voiceless counterpart ‘p’, ‘t’, ‘k’, ‘f’, ‘s’, and ‘ch’ if they occur immediately before any of these same voiceless consonants.11 The examples â€Å"E wood goh† (â€Å"He would go†) and â€Å"E woot coom† (â€Å"He would comeà ¢â‚¬ ). They would pronounce the expression â€Å"I don’t know† like â€Å"I doont noo†. Another point is that this dialect is quite similar to the accent Indians or Pakistanis have when they talk English. Many of these dialectal features also appear in their accent. These shared features could be analysed in future for the Asian community in Britain is increasing steadily is growing. Which words, expressions are being brought into English through them would be interesting to find out. 2.2. West Midlands The central town for this accent is Liverpool. for the accent is very distinctive for this area called Merseyside. It has been mainly influenced by Irish immigrants during the nineteenth century. Hughes/Trudgill12 describe the Liverpool accent defining several features of which I will be mentioning a few. 1. a) There is no contrast between pairs of words like put and putt, both being pronounced [put]. b) [à ¯Ã‚ ¿Ã‚ ½] occurs in words like dance, daft etc. [†¦] c) Words like book and cook have the vowel [u:] 2. Unlike in other northern urban accents (but in common with Newcastle), the final vowels of words like city and seedy is [i:] 3. A relative infrequency of glottal stop occurs. 4. [h] is usually absent, but is sometimes present (him an her) 5. The suffix -ing is [in] 11 2.3. East Midlands Based on own experience I can say that one of the clearest markers for the East Midland accent can be defined as a kind of parallelism to German which also appear in the Liverpool accent at times. The word bus, for instance, is not being pronounced [bas] but [bus]. Here, the vowel [u] is being pronounced the same way as in German. The same phenomenon can be found in words like. Another marker for East Midland accent is the pronunciation of the vowel combination [oe] like in shoes, where it is being changed to [à ¯Ã‚ ¿Ã‚ ½] – [shà ¯Ã‚ ¿Ã‚ ½z]. Speakers in this area may even have short ‘e’ at the end of words like coffeh13. Trudgill mentions a diagnostic sentence for this area: â€Å"Veri few cahs mayd it up the long ill.†14 2.4. Southern English Some of these dialectal features of Southern English are similar to the welsh accent. Trudgill states that the Bristol speech is famous for the presence in this accent of a phenomenon called the â€Å"Bristol I†. He explains that in the Bristol area, words such as America, India, Diana, Gloria are pronounced with a final ‘I’. Undoubtedly, foreigners would be quite confused hearing words like Americal, Indial and Dianal. This feature might be a result of hypercorrection, according to Trudgill.15 In the South the glottal stop is very common as a pronunciation of ‘t’ which can be found in words like better, water, bet and what. This feature can also be found in Cockney or Midland areas. Trudgill mentions the diagnostic feature of the South are the lack of ‘y’ in few, which differentiates it from all other English regions except the Northeast, although today ‘h’ is rapidly being lost.16 He also notes that it a typical factor for East Anglia is â€Å"the lack of distinction between the vowels of here and there, so that peer sounds like pair, here like hair and deer like dare.†17 2.5. Cockney Cockney can be counted as a very special dialect because it can only be found amongst people who live in and around the London area. Let alone the name for this accent is special because it does not refer directly to the region. 11 The term Cockney originally stems from the middles ages where it was applied to an effeminate person, simpleton or a particularly weak man from a town as opposed to a countryman who was regarded as tougher. In the 17th century the term changed and came to mean specifically a Londoner. The six most striking features of Cockney are18: 1. r is pronounced only when followed immediately by a vowel-sound. So, in the demonstration below, no r is pronounced in flowers. (Some New England accents and Southern U.S. accents have this same feature.) 2. h is usually omitted (home in the demonstration words); in self-conscious speech it’s articulated very strongly. 3. l is pronounced only when a vowel-sound follows (so no l is pronounced in hole, etc.). 4. Voiceless th is often, but not always, pronounced as f (breath, etc.). 5. Voiced th is likewise often but not always pronounced as v (breathe, etc.) This feature is also found in Southern U.S. lower social class speech. 6. The long vowels are all diphthongs, as one can hear from the demonstration words. Notice especially the difference between force etc. (spelled with r followed by a consonant, though the r is not pronounced) and poor etc. (spelled with r not followed by a consonant, though again the r is not pronounced). More examples for this would be: price [proià ¯Ã‚ ¿Ã‚ ½] mother [mawa] little [li’ou] –> with a glottal stop in the middle note [no’] –> with a glottal stop at the end bowl [bao] Cockney has another speciality. It consists of a special vocabulary which is called Cockney rhyming slang. It has been evolving in the East End of London since the sixteenth century. It is thought to have originated from the seamen and soldiers who used the London docks, from the Gypsies who arrived in the fifteen hundreds, from the Irish residents and the Jewish faction and from all the other ethnic minorities which have made up the population of the city.19 11 It is said to have started as a way for costermongers20 to communicate without letting their customers know what they were saying. The slang usually consists of two words, e.g. butcher’s hook = look but sometimes only the first word is used in conversation. For example, someone might say â€Å"I had a butchers at her barnet and her titfer† meaning I had a look at her hair (barnet fair) and her hat (tit for tat). One has to know, though, when to use the whole phrase and when to abbreviate. Another example: â€Å"Would you Adam and Eve it? I was on me Jack Jones when I saw me old china half inching a whistle from the market. Well, I ain’t no grass and he’s borassic, so I kept me north and south shut.† Translation: â€Å"Would you believe it? I was on my own when I saw my old mate (friend) pinching (stealing) a suit from the market. Well, I’m not a nark (informer) and he’s skint (got no money, hard up) so I kept my mouth shut.† In the Internet a whole dictionary can be found consisting of old and new Rhyming-Slang. The freshest contribution was the expression â€Å"Becks and Posh† for food. Food is also called nosh which rhymes with the nicknames of the famous David and Victoria Beckham, nationwide known as â€Å"Becks and Posh†21. This last example makes it clear that the rhyming slang does not have and economical reasons behind. It is more or less result of playing with words which the English are very fond of (for example in newspaper headlines). Additionally it is of course, the sense of togetherness, a kind of linguistic fellowship by defining a secret language as a code of London residents whereas this point, regarding the high population rate, refers more to small groups of people. 3. Standard English – English-teaching in lower-saxony English has the status of a global language – nearly everybody applying for a good job needs to prove his or her English skills. The competition is getting harder and harder. This is one of the factors leading to the current discussion whether to introduce English to schoolchildren at an even earlier age then 10. Some primary schools offer this already. Another interesting fact is that more and more schools offer bilingual teaching. The Ricarda-Huch-Schule in Braunschweig, for instance, offers several subjects being taught in English to make the children learn both, biology and English, at once. 11 Like this English finds its way into our life in more and more ways. But coming back to education a problem arises. Of course, children cannot learn every single accent being spoken in England, so that is why there are set forms for the learning process. They are identical to the language understood by the term of Standard English. Different then in Germany there cannot be found any accent-free regions in England. In comparison to that you can find unofficial figures which tell us that Hanover is most likely to be accent-free. Standard English, on the other hand, is more of an indicator for an upper social status, it can be seen as a class-dialect, owing it’s origin in the main not to geographical but to socio-economic causes. At the end it is quite a thin border between the English which is being taught at foreign schools and the English which is meant to represent â€Å"poshness†. Wakelin22 marks â€Å"that a distinction must be made between Standard English, which is a dialect in use by educated speakers of English throughout the world, and ‘Received Pronunciation, which is the accent of English usually associated with a higher social or academic background, with the BBC and the professions, and that most commonly taught to students learning English as a foreign language.†23 So one has to clearly differentiate between Received Pronunciation (RP) and Standard English (SE). So, why is Standard English so different from the other accents then? Wakelin defines that â€Å"Standard English is the sort of language used when communicating beyond the family, close friends and acquaintances, whereas dialect is nowadays often kept for intimate circles.†24 So it can be seen as the most relevant English accent which can be understood everywhere and is compatible to every region in England. This type of English as being called â€Å"normal English† by Randolph Quirk25 is being taught children and adults all around the world. The following graphic tries to illustrate the violation which arises when both Standard English and regional accents clash. 11 People with different mother tongues learn English as their first or as another foreign language. They all refer to the same Vocabulary, use the same grammar and expressions which have been set by the Standard English-norm. 3.1. Comparison to English accents The chapter of â€Å"English Sounds† prepares the learning schoolchildren with the explanation that English words are often being pronounced differently than they are written and defines some words by using the phonetical alphabet.26 I want to show the differences of Standard English and English accents by directly comparing several words to each other. Referring to the pronunciation I want to compare the word but which is being pronounced with a short [u] in South England and with a long [oo] in Northern England27 whereas schoolchildren learn to pronounce the word but with an [28? There is one area of England where the ‘y’ sound has been lost as a result of a historical process. This can be found in words like beauty [booty], music [moosic] and few [foo]29 and is probably going to spread more with the years. 11 Whereas in foreign schools it is still being taught that music should be pronounced [‘mju:zik]30 and beautiful [‘bju:t?f?l]31. The pronunciation of milk also differs. â€Å"Camden Market† teaches the children to pronounce it [mà ¯Ã‚ ¿Ã‚ ½lk]32 but the pronunciation according to the modern dialectology says that â€Å"in a large area of southeastern England this consonant has aquired a short ‘oo’-like vowel in fron of it, or, especially in London itself, has disappeared altogether, leaving only the ‘oo’ behind.†33 So in this case the word milk is being pronounced [mioolk] which is being defined as a quite a recent change but spreading rapidly through the country. Now shifting over to the less problematical field of lexical variations it can be said that there are several words with the same meaning – but regionally fixed. Words like the Standard English term gymshoe are known as the general term but in England they have more expressions for that. In the southern region they are called plimsolls, in middle English they are called pumps and people living in and around Newcastle talk about sandshoes.34 The word ear has also has different regional variations. In the North they talk about lugs and around Nottinghamshire one can also hear them talking about tabs. The Eastern part of England also might use lug. Standard English, of course, only teaches ear. 4. Summary On the whole it there is a big gap to be found between the English which is being taught in schools and the English which is being spoken in England. My analysis makes it quite clear that several difficulties occur when a person who has been learning English for five years and thinks he is now prepared for the linguistic challenge in England. The reality is different, as my paper shows. There is nearly nobody who speaks accent-free English but on the other hand Standard English mixes into the accents more and more. The loss of pure dialects is being mourned about in the whole country. The dialects are no longer ‘pure’, if they ever were, but contain a large admixture of Standard English or pseudo-Standard forms, as Wakelin35 mentions. The main reason for this development might be the result of the following problem: 11 In England is that people often get discriminated because of their language. The dialect is a clear social marker these days. Many countries have problem with racism, but in England people sometimes get discriminated against if they sound different. For example: A Scouse accent refers to a very rough area and there are chances are that the speaker is a thief A Posh accent: If people talk like this then they are supposedly educated, and can be trusted. Others would think your a rich person, and that your stuck up and you went to a boarding school. A Brummie accent: If a person speaks like this, then chances are that people think he is stupid. A Geordie accent: For some reason, the geordie accent is more comforting to southerners in England out of all the northern accents. Even though a Geordie can live in just as much a rough area, than a scouser if not rougher. A Yorkshire accent: There is a saying about this dialect called â€Å"Yorkshire born, yorkshire bread, thick in the arm and thick in the head?† A Cornish accent: If somebody talks like this most people think they are a farmer. The significance of accents and their cultural and social associations is well represented in films and on television in Britain. The critically acclaimed 1964 file â€Å"My fair Lady† based on George Bernard Shaw’s 1912 play, Pygmalion is often referenced in linguistic discussions as a example of how social class and accent were, and are still, inextricably linked in Britain. Over the past years, numerous television series have also provided viewers with a glimpse of the lives and accents of the Cockney population of London. The Cockney English section talks more about the current, very popular long running television series â€Å"EastEnders†. This opposes my supposition that Standard English might not be the right form to teach people English or should only form the basis of the linguistic education. The fact that the dialects are slowly dying and Standard English is spreading all over the world questions this. Additionally, more and more immigrants from mainly the Asian region bring in a new Standard English which I have been mentioning in point 2.1. At the end, I would say that English language teaching should be more concerned about real life and the real speech avoiding throwing the young learners into a cold pool when they enter the country. 11 A possible solution for this could be to strengthen the bonds of international relations between schools. Pen-friendships and school-exchanges could provide the basis of a more reality-based teaching which would undoubtedly also have the effect of arousing the children’s enthusiasm of learning English. 5. Literature Baugh, A.C.: A History of the English Language, p. 235 Davis, Lawrence M.: English Dialectology. Alabama/USA: 1983, p. 8 Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 146 Hughes, Arthur and Trudgill, Peter: English Accents and Dialects, London: 1996. p. 1 Trudgill, Peter: The dialects of England. Oxford: 1990, p. 51 Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5 Quirk, Randolph: The Use of English. London: 1962, p. 95 Internet: http://www.cockneyrhymingslang.co.uk/ http://www.derek.co.uk/cockney.htm http://www.geordie.org.uk/ http://www.phespirit.info/cockney/ http://www.usingenglish.com/glossary/standard-english.html 1http://www.usingenglish.com/glossary/standard-english.html 2Hughes, Arthur and Trudgill, Peter: English Accents and Dialects. London: 1996, p. 1 3s. a. 4Orientierungsstufe Westhagen/Wolfsburg 5Baugh, A.C.: A History of the English Language, p. 235 6Davis, Lawrence M.: English Dialectology. Alabama/USA: 1983, p. 8 7Most common accent in and around London 8http://www.geordie.org.uk/ 9Trudgill, Peter: The dialects of England. Oxford: 1990, p. 67 10Trudgill, Peter: The dialects of England. Oxford: 1990, p. 67 11see above 12Hughes, Arthur and Trudgill, Peter: English Accents and Dialects. New York (1996), p. 92 13Trudgill, Peter: The dialects of England. Oxford: 1990, p. 71 14see above, p. 72 15see above, p. 73 16see above, p. 72 17see above, p. 74 18http://www.derek.co.uk/cockney.htm 19http://www.phespirit.info/cockney/ 20= street and market sellers 21http://www.cockneyrhymingslang.co.uk/ 22Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977 23Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5 24Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5 25Quirk, Randolph: The Use of English. London: 1962, p. 95 26Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 146 27Trudgill, Peter: The dialects of England. Oxford: 1990, p. 51 28Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 146 29Trudgill, Peter: The dialects of England. Oxford: 1990, p. 57 30Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 179 31see above, p. 173 32see above, p. 178 33Trudgill, Peter: The dialects of England. Oxford: 1990, p. 60 34see above, p. 102 35Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5

GIFTED SHO YANO

GIFTED SHO YANO GIFTED SHO YANO Did you know that a nine-year-old youngster is a college student? He is supposedly the youngest freshman in the state's history to attend a university. Sho Yano is attending Loyola University right here in Chicago. Sho Yano is a gifted child in many ways and they are the following: Yano's intelligence, his accomplishments, and my opinion toward Yano's geniuses.Sho Yano is a very intelligent young boy. At the age of three, Sho began to read and write and then a year later he had mastered the skills of a first grader. Sho had an intellectual mind, which meant that whatever he observed he had the ability to learn it very quickly. Till today Sho continues to watch the world with a kind of fascination, which no child would know to do. And at the age of eight, Sho took an I.Q. test in which he scored an above average mark.SHO-Boat

Definition of Sharecropping

Definition of Sharecropping Sharecropping was a system of agriculture instituted in the American South during the period of Reconstruction after the Civil War. It essentially replaced the plantation system which had relied on slave labor and effectively created a new system of bondage. Under the system of sharecropping, a poor farmer who did not own land would work a plot belonging to a landowner. The farmer would receive a share of the harvest as payment. So while the former slave was technically free, he would still find himself bound to the land, which was often the very same land he had farmed while enslaved. And in practice, the newly freed slave faced a life of extremely limited economic opportunity. Generally speaking, sharecropping doomed freed slaves to a life of poverty. And the system of sharecropping, in actual practice, doomed generations of American in the South to an impoverished existence in an economically stunted region. Beginning of the Sharecropping System Following the elimination of slavery, the plantation system in the South could no longer exist. Landowners, such as cotton planters who had owned vast plantations, had to face a new economic reality. They may have owned vast amounts of land, but they did not have the labor to work it, and they did not have the money to hire farm workers. The millions of freed slaves also had to face a new way of life. Though freed from bondage, they had to cope with numerous problems in the post-slavery economy. Many freed slaves were illiterate, and all they knew was farm work. And they were unfamiliar with the concept of working for wages. Indeed, with freedom, many former slaves aspired to become independent farmers owning land. And such aspirations were fueled by rumors that the U.S. government would help them get a start as farmers with a promise of forty acres and a mule. In reality, former slaves were seldom able to establish themselves as independent farmers. And as plantation owners broke up their estates into smaller farms, many former slaves became sharecroppers on the land of their former masters. How Sharecropping Worked In a typical situation, a landowner would supply a farmer and his family with a house, which may have been a shack previously used as a slave cabin. The landowner would also supply seeds, farming tools, and other necessary materials. The cost of such items would later be deducted from anything the farmer earned. Much of the farming done as sharecropping was essentially the same type of labor-intensive cotton farming which had been done under slavery. At harvest time, the crop was taken by the landowner to market and sold. From the money received, the landowner would first deduct the cost of seeds and any other supplies. The proceeds of what was left would be split between the landowner and the farmer. In a typical scenario, the farmer would receive half, though sometimes the share given to the farmer would be less. In such a situation, the farmer, or sharecropper, was essentially powerless. And if the harvest was bad, the sharecropper could actually wind up in debt to the landowner. Such debts were virtually impossible to overcome, so sharecropping often created situations where farmers were locked into a life of poverty. Sharecropping is thus often known as slavery by another name, or debt slavery. Some sharecroppers, if they had successful harvests and managed to accumulate enough cash, could become tenant farmers, which was considered a higher status. A tenant farmer rented land from a landowner and had more control over how the management of his farming. However, tenant farmers also tended to be mired in poverty. Economic Effects of Sharecropping While the sharecropping system arose from the devastation following the Civil War and was a response to an urgent situation, it became a permanent situation in the South. And over the span of decades, it was not beneficial for southern agriculture. One negative effect of sharecropping was that it tended to create a one-crop economy. Landowners tended to want sharecroppers to plant and harvest cotton, as that was the crop with the most value, and the lack of crop rotation tended to exhaust the soil. There were also severe economic problems as the price of cotton fluctuated. Very good profits could be made in cotton if the conditions and weather were favorable. But it tended to be speculative. By the end of the 19th century, the price of cotton had dropped considerably. In 1866 cotton prices were in the range of 43 cents a pound, and by the 1880s and 1890s, it never went above 10 cents a pound. At the same time that the price of cotton was dropping, farms in the South were being carved up into smaller and smaller plots. All these conditions contributed to widespread poverty. And for most freed slaves, the system of sharecropping and the resulting poverty meant their dream of operating their own farm could never be achieved. The system of sharecropping endured beyond the late 1800s. For the early decades of the 20th century it was still in effect in parts of the American South. The cycle of economic misery created by sharecropping did not fully fade away the era of the Great Depression. Sources: Sharecropping.  Gale Encyclopedia of U.S. Economic History, edited by Thomas Carson and Mary Bonk, vol. 2, Gale, 2000, pp. 912-913.  Gale Virtual Reference Library. Hyde, Samuel C., Jr. Sharecropping and Tenant Farming.  Americans at War, edited by John P. Resch, vol. 2: 1816-1900, Macmillan Reference USA, 2005, pp. 156-157.  Gale Virtual Reference Library.

Assessment and Analysis of Whether We Are Coming Closer to the Essay

Assessment and Analysis of Whether We Are Coming Closer to the Objectives of Delivering Sustainable Communities - Essay Example This increasing population means that there is a strong need to develop more housing to accommodate the growing population, while maintaining the liveability and usability of the existing infrastructure. However, considering the environmental consequences of creating more buildings, the question of housing is not limited to just making more houses to accommodate people. With the anticipated level of growth, it is essential that the new developments be made such that their impact on the environment can be minimised and environmental sustainability can be built-in from the start. The question of environmental sustainability, then, is not limited to construction of buildings alone, but to creating sustainable communities which also encourage minimal use of personal transportation, minimise pollution, and maximise preservation and regeneration of green areas and other natural resources. The concept of sustainable communities was brought forward in UK in 2003 by then Deputy Prime Minister , Mr John Prescott, through a ?38bn plan for economic, social, and environmental development (OPDM, 2003). He termed sustainable communities as â€Å"places where people want to live, and work, now and in the future†. ... on services and housing caused by economic success, and reforming for delivery by ensuring right legal framework to support the action plan in the agenda. Appendix 1 shows the details of this budget for the different steps proposed in the policy document. This paper analyses the progress made in UK until now on these counts to assess how close UK has come to delivering sustainable communities. One of the key elements of sustainable communities is sustainable construction. The Cambridgeshire County Council has brought forward a guide for good practices on sustainable construction (Land Use Consultants, 2004). This guide illustrates how builders can make buildings that respect the environment and what key parameters builders must take into account in designing and constructing the buildings. These key parameters are: 1) Adapting to climate change: guidelines on ensuring healthy and comfortable environments for living and working through efficient landscaping and reducing the impact of natural disasters on buildings. 2) Energy: guidelines on minimising the amount of energy people need to use to lead their lives comfortably 3) Waste: guidelines on minimising the amount of waste generated and not reused in any way, in both demolition/ construction and occupation of buildings 4) Water: guidelines on encouraging the sustainable use and management of water resources 5) Materials: guidelines on minimising the wider impact of new developments through maximising the use of local, natural and sustainable materials II. Discussion The issue of delivering sustainable communities is systematically considered within the UK government planning, one of the 6 levers identified in the OPDM report of 2003. This is evident from the fact that the Sustainable Communities Act was made a law in

Financial Analysis of restructuring of Canada's Capital markets in Essay

Financial Analysis of restructuring of Canada's Capital markets in March, 1999 - Essay Example The agreement was implemented at the end f 1999 and in early 2000. As a result, the trading f senior equities was consolidated on the TSE, derivatives trading was transferred to the ME, and the ASE and the VSE, after merging to become the Canadian Venture Exchange (CDNX), specialized in the trading f junior securities. The rationale behind the restructuring was a desire to strengthen the overall competitiveness f the Canadian exchanges by reducing fragmentation. At the time, this was seen as especially critical, given the increasing globalization f markets and the growing competition between traditional stock exchanges and new trading mechanisms. In addition, the restructuring promised to eliminate some duplication and simplify trading rules and regulation, thereby contributing to lower costs for issuers, dealers, and investors. Finally, each exchange hoped to increase its expertise by concentrating its efforts on a specific segment f the financial market. The TSE is by far the largest exchange in Canada. At the end f December 2000, market capitalization on the exchange was $1,434 billion with 1,421 companies listed (the average issue size was almost $850 million). To put this in perspective, in terms f market capitalization f domestic companies, as f December 2000, the TSE was the eighth-largest equity exchange in the world, but it was 15 times smaller than the largest (US$770 billion versus US$11,442 billion in market capitalization at the New York Stock Exchange (NYSE)). The volume f activity on the TSE, like most other exchanges in the world, has surged in the last few years. In 2000, an average f 131,000 transactions was made each day, representing an average f 162 million shares for a total value f $3.8 billion. From 1998 to 2000, the number f transactions grew by a factor f 2.5, and the dollar value f trading and the number f shares traded almost doubled. The Canadian Venture Exchange (CDNX) officially commenced trading on 29 November 1999. Given its focus on small and emerging companies, the average equity market capitalization f the 2,600 firms listed on the exchange is relatively low at $5.7 million. Thus, total market capitalization was roughly $15 billion in December 2000, only 1 per cent that f the TSE. The structure f the Canadian equity market is continuing to evolve, following an agreement in principle between the CDNX and the TSE, under which the CDNX would become a wholly owned subsidiary f the TSE. Shareholders f both exchanges voted in favor f the merger in May 2001, and regulatory approval was granted in late July. The TSE and CDNX operate under a similar market structure. Both have a modified electronic auction/ order-driven market. The TSE market structure can be characterized as a modified continuous auction market because f the role played by two groups to support the trading process: registered traders and investment dealers. The role f investment dealers in the upstairs market is very important to the TSE, and it has grown over the years. In terms f value f activity, the share f upstairs trades has increased from 37 per cent in 1984 to around 53 per cent in 1996, f which 90 per cent were large or block trades (TSE