Speech Act Theory Implications For English Language English Language Essay

Speech Act Theory Implications For English Language English Language Essay Speech act theory was introduced by J.L Austin in How to Do Things with Words. Later John Searle further expanded on the theory, mostly focusing on speech acts in Speech Acts: An Essay In The Philosophy Of Language (1969) and A Classification Of Illocutionary Acts (1976). Searle further defined speech acts and categorised them. First of his five classifications were Representatives, where the speaker asserts a proposition to be true, using such verbs as affirm, believe, conclude, deny, and report. The second category is Directives, when the speaker tries to make the hearer do something, with such words as ask, beg, challenge, command, dare, invite, insist, request. The third is Commissives, where the speaker commits to an action, with verbs such as guarantee, pledge, promise, swear, vow, undertake, warrant. The next category is Expressives, where the speaker expresses an attitude to or about a state of affairs, using such verbs as apologize, appreciate, congratulate, deplore, detest, regret, thank, welcome. And the last category is Declarations, where the speaker alter the external status or condition of an object or situation, by making the utterance, for example: I now pronounce you man and wife, I sentence you to be hanged by the neck until you be dead, I name this ship.and so on. (Searle, 1976 ) There have been additions to this list, however, the focus of this essay is on how meaning is communicated from the speaker to the listener(s), how it is interpreted and how they are related to TEFL. It will focus on the three types of meaning an utterance has, but it will not explain the types of speech acts in detail. According to Austin (1962) speech act is a functional unit in communication. Its an act that a speaker performs when making an utterance. (LinguaLink website) Utterances have three kinds of meaning (ibid) which are Locutionary, Illocutionary and Perlocutionary. (Schmidt, R. Richards, C. 1980, Cohen, 1996) Locutionary act is saying something with its literal meaning. (Searle, 1969) For example, in saying I am cold. the locutionary meaning is that I feel cold. Illocutionary meaning is the social function of the words or the way they are intended to be understood (Ibid). For example I am cold. may actually be a way of asking the other person to close the window. If this is the intention an Indirect Speech Act (Austin 1962 Searle 1975) had been performed because the meaning is dependent on the hearers interpretation of what has been communicated. The Perlocutionary meaning (ibid) is the effect or the aim of the utterance on the feelings, thoughts or actions. The Perlocutionary force of the utterance I am cold. could be that the listener closes the window. If it was the intended outcome from the words the perlocutionary force (result or aim) matches the illocutionary meaning (intention). This may not always be the case, which is called Perlocutionary failure (Leech, 1983: 204-5). A very c ommon example is that Could you pass the salt? (Searle, 1969) is a request rather than asking about ability (Fraser 1983: 29). Also the sentence Why are you so sensitive? is more likely to be a criticism rather than a question. (Pinner, 2008). There are a number of empirical research on practical applications of speech acts for language teaching. Bardovi-Harlig Hartford, Blum-Kulka Kasper, Olshtain Cohen, Schmidt Richards and Wolfson researched and evolved the implications of speech acts for English language teaching. The teaching of speech acts becomes more intriguing regarding cross-cultural pragmatics. The findings from a cross-cultural study by Cohen, Olshtain, and Rosenstein (1986) showed that non-native speakers (NNS) were not aware to certain sociolinguistic distinction that native speakers (NS) make, for example excuse me versus sorry or really sorry versus very sorry. One of the first studies that focused on first language (L1) and second language (L2) speakers while performing speech acts was The Cross Cultural Speech Act Research Project (Blum-Kulka, House and Kasper 1989). It was observing and analysing the differences of seven languages in how they use the speech act of request and apology. (1989: 11). The study looked at social distance and dominance (Wolfson, Marmor and Jones, 1989: 191). The findings revealed that the foreign speakers responses were quite different from native speakers answers and that not just low but advanced level learners can make sociolinguistic errors. Furthermore according to Boxer Pickering (1993: 56) sociolinguistic errors are gaps in etiquette or as Bachman terms in sociolinguistic competence(1990). He states that these errors are more serious than grammatical errors (Crandall Basturkmen 2004: 38) Hence explicit teaching of pragmatics would be beneficial to language learners, (Rose Kasper, 2001) because acquisition of native like production by non-native speakers may take many years even if they are in the target culture (Schmidt, 1993: 25-6). There is a divergence between the responses of native and second language speakers of English, therefore the explicit teaching of illocutionary meaning and conducting certain types of speech acts has value for s tudents (Blumka-Kulka, House, Kasper 1997, Schmidt ,1996, Bardovi-Harlig,1999). Cohen (1998: 66-7) also advocates the need for explicit teaching and notes that it does not take a long time for students to put the knowledge from speech act training into use, if the learners want to fit in and to be accepted in the target culture. Cultural contrast does not only exist between speakers of different languages. There can be also a cultural contrast when the native language of the speaker is the same but the culture is different. For example, Creese (1991) discovered differences between American and British speakers of English in dealing with compliments. Gumperz (1982) looked at variations between British-English and Indian-English speakers when performing speech acts in institutional settings. These studies have implications for TEFL and for English as a Global Language .They also introduce the limitations of appropriateness. A number of studies (e.g., Boxer Pickering, 1995; Bouton, 1994; Kasper 1997, DÃ ¶rnyei, 1997 Bardovi-Harlig, 2001) have shown that language learners with high grammatical proficiency are not always competent in pragmatic aspects of the foreign language (FL). As Boxer Pickering (1995) point out grammatically advanced learners may not know how to use appropriate language in different situations and digress from pragmatic norms of the target-language. They might directly translate speech acts from their mother tongues into the target language when they are trying to get the intended meaning across. Teachers often disregard pragmatic failures and they sometimes assign them to other causes, for example to disrespect. (p. 47) The contrast in cultural norms may reduce speech act theory being universally relevant to language, but there is a definite need for teaching them in the language classroom. Bardovi-Harlig and Hartford point out that theories related to teaching and learning are cultural and they are usually not shared when teacher and students have different backgrounds (1997: 129). Boxer and Pickering (1993:45) states that the appropriate speech behaviour depends on the rules of the societies. On the side of overtly teaching illocutionary force and meaning Schmidt (1993: 25-26) discusses the value of making learners conscious of the meanings or functions of various speech acts. He talks about consciousness perception and lists examples from his acquisition of Portuguese. He observed how to end a phone conversation. Before this observation he was not confident of what to say when finishing a phone conversation, but after he was able to make use of this new knowledge (Ibid: 29). From my own experienc e it was really useful when someone explained the different phrases to me that I should use in English, because I came across as being rude at many times without me intending to be rude or even knowing about it. It is important to make the students aware of expressions and phrases, such as Id better let you get back for saving face of both parties when closing a conversation as learners often express difficulty.(Schmidt 1993: 29).Cohen (1996: 411) also states that explicit teaching of speech acts helps learners in communicating with native speakers in real life. Widdowson (2003: 04) points out that theory and practice in ELT should not be separated. Teachers should not go into explaining the theory in details, but this does not mean the two should be separated. If learners are to be effective in acquiring a language they need to have a certain amount of sociolinguistic competence (Bachman 1990) of the learnt language or they would fail using for example English language as they will not be able to communicate their real intentions without a loss of face (Brown and Levinson, 1978). I agree with the above mentioned theories of Cohen and Schmidt that speech acts and particularly the illocutionary meaning behind them can help language learners in becoming more skilled speakers and avoid them from losing face. I also think that it is important to give the student a chance to make some observations and come to their own conclusions, without telling them what is right or wrong. As Ellis (1998) states let the student be the researcher. This way the students learn to make their own decision based on their own observations of what is appropriate. McConachy (2007) analysed the dialogues which contain speech acts in several English language course books. For example, dialogues which present the speech act of suggestions, but without any contextual information. He suggests that the teacher need to add to these the dialogues by asking questions about the speakers relationship to one and other and asking students to guess any illocutionary information. This asks the students to make their own judgement on the situation and it makes them aware of illocutionary meaning. It seems that speech acts are finding their way into classroom materials (Bardovi-Harlig MayhanTaylor, 2003), but there is still a lot that teachers need to add to make them more comprehensible. At first teaching speech acts it is important to determine the students level of awareness in general by eliciting. Dialogues are useful to show student how speech acts are used, also the evaluation of a situation is a good technique to reinforce the awareness of the learners. Activities such as role plays are good for practicing speech acts. At the end feedback and discussion are useful so students can tell their understanding. Again the idea is to encourage the learner as researcher (Ellis, Bardovi-Harlig et al, 1989) approach and assist students to make their own observations. The most practical implication of speech act theory in teaching is the idea that the literal meaning of the words might not agree with the intended meaning. As I understand speech acts focus on communicative intentions in a language. It is useful for language learners to teach them, because they provide an insight into the study of language as it is used in a social context, and also because they can be applied when learners need to discuss different meanings in a certain context. Bardovi-Harlig Hartford (1997: 114) report that the difference between speech acts and language functions is not always recognised in language teaching, and that the two have a distinct difference. This point might be argued because the study of speech acts comes from the idea that communication is a performance of certain acts, such as making statements, thanking, asking questions, apologizing, complaining and so on (Blum-Kulka, House Kasper 1989: 2). These are functions within a language, which means that speech act theory is about teaching functional units of language with the aim of an understanding of possible illocutionary meaning present. Materials do not always follow this, however there is a progression towards presenting speech acts with contextual information. Teachers need to simplify the speech acts and the sociolinguistic norms around them by breaking them down into easy terms, so the language learners can use them. Although this does not mean it should be separated from the theory. The best way to teach speech acts might be to make students more aware of pragmatic variables and to give them enough information to be able to make their own observations. This allows learners to work out themselves the best way to perform a speech act in any given situation.

The Narrator in The Tell-Tale Heart :: Tell-Tale Heart Essays

The Narrator in The Tell-Tale Heart Through the first person narrator, Edgar Allan Poe's "The Tell-Tale Heart" illustrates how man's imagination is capable of being so vivid that it profoundly affects people's lives. The manifestation of the narrator's imagination unconsciously plants seeds in his mind, and those seeds grow into an unmanageable situation for which there is no room for reason and which culminates in murder. The narrator takes care of an old man with whom the relationship is unclear, although the narrator's comment of "For his gold I had no desire" (Poe 34) lends itself to the fact that the old man may be a family member whose death would monetarily benefit the narrator. Moreover, the narrator also intimates a caring relationship when he says, "I loved the old man. He had never wronged me. He had never given me insult" (34). The narrator's obsession with the old man's eye culminates in his own undoing as he is engulfed with internal conflict and his own transformation from confidence to guilt . The fixation on the old man's vulture-like eye forces the narrator to concoct a plan to eliminate the old man. The narrator confesses the sole reason for killing the old man is his eye: "Whenever it fell upon me, my blood ran cold; and so by degrees - very gradually - I made up my mind to rid myself of the eye for ever" (34). The narrator begins his tale of betrayal by trying to convince the reader he is not insane, but the reader quickly surmises the narrator indeed is out of control. The fact that the old man's eye is the only motivation to murder proves the narrator is so mentally unstable that he must search for justification to kill. In his mind, he rationalizes murder with his own unreasonable fear of the eye. The narrator wrestles with conflicting feelings of responsibility to the old man and feelings of ridding his life of the man's "Evil Eye" (34). Although afflicted with overriding fear and derangement, the narrator still acts with quasi-allegiance toward the old man; however, his kindness may stem more from protecting himself from suspicion of watching the old man every night than from genuine compassion for the old man.

Rhetoric Analysis

English 103 Rhetorical Analysis Authors Becky Herz, and Kim Phuc wrote essays that not only touched hearts, but also made people take a different look at life and those around them. â€Å"The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories. By using different rhetorical and literary devices in their writing they were able to make an impact with their words. Words are very powerful weapons in the battle of making a point and trying to make sure that people actually understand that same point.In Herz’s â€Å"My Husband Will Call Tomorrow† she was able to use repetition as well as visual devices to effectively tell her story. Her use of these devices allows the reader to be able to connect and see things from her level. Phuc’s essay on the other hand, was able to evoke gut-wrenching emotion, just using devices such as imagery and details about to make her story credible. Becky Herz’s essay, â€Å"My Husband Will Call Me Tomorrow† contains credibility in her use of certain details about how her life is laid out now that her husband is not at home.Her use of repetition through the essay, stating that, â€Å"I believe my husband is going to call me tomorrow† is very effective. The author states this through the essay multiple times. This can be interpreted in a way where one can come to believe that she is just stating a fact. Over and over she states that her husband is going to call her; this shows that she has hope, faith, and is determined that her husband will indeed call her tomorrow. Herz gives detail about how she puts the baby to bed, walks the dogs, checks on her employees; this expresses how she does indeed â€Å"have her hands full† and establishes her credibility.By going through her everyday life, this reveals that hope and belief that nothing is out of the ordinary. Through detailing the actions and evoking the emotion behind it, she makes her story more credible and emotional. The reader can actually believe that she does have hope and believe her husband will call her. If she really did not believe that her husband would call, would she keep her usual routine? Or would she just wallow in the idea that she will never see him again? Her use of repetition helped make her essay touching and believable. In Kim Phuc’s essay, â€Å"The Long Road to Forgiveness† she does not tell a story.She states the facts about everything that happened to her when she was younger giving the story an emotional effect. She described in intricate detail about how she saw everything around her in flames. â€Å"I saw fire everywhere around me. Then I saw fire over my body, especially on my left arm. My clothes had been burned off my body† (Phuc 179). Not only did this statement help provoke the emotion in her story, but it also cr eated imagery for the audience. Her word choice allows the audience to visualize the fire everywhere around her, burning off her clothes and everything around her. Also you can read Rhetorical Devices in Night Walker by Brent StaplesHer words further on in the essay help form her credibility in the forgiveness that she is trying to provoke upon the reader. Still, her story is so detailed and thought provoking to feel some time of emotion for what has happened to her is unavoidable. As her essay goes on, never in the beginning or the middle does she state exactly what caused all the damage around her; Phuc saves the fact that she was burned by napalm until the very end of the essay. By just giving details about what happened instead of stating that fact first and then elaborating on it, allowed the essay to have a more emotional impact on the reader.By finalizing what exactly caused all this damage to her physical being, stating how â€Å"Napalm is very powerful, but faith, forgiveness, and love are much more powerful† (Phuc 180), she made her story that much more credible. Especially when she reiterates how is â€Å"If that little girl in the picture can do it (forgive), ask yourself: Can you? † (Phuc 181). Both Becky Herz and Kim Phuc were able to use emotion in their writing and make their essays credible by using details that forced the reader to actually sit back and think about what they were reading.For instance, in Herz’s essay, just how she wrote about how she went through her day waiting for her husband to call her, it was almost as if she was just writing a note to a friend. Her diction created a relaxed tone though she was talking about something that was anything but that. She didn’t write it like she was trying to make the reader feel sorry for her; she was just revealing that she had hope by going through her everyday routine. â€Å"When people say, ‘Looks like you have your hands full,’ I’ll smile and acknowledge that its true, but I make the nest of it because I believe my husband will call me tomorrow† (Herz 110).Phuc organized her essay the same way. She did not ask for any type of pity in her writing in how she wrote it; the facts about what happened were simply stated. From the very first sentence, â€Å"On June 8, 1972, I ran out from Cao Dai temple in my village, Trang Bang, South Vietnam, I saw an airplane getting lower and then four bombs falling down† (Phuc 179), information was given but pity was not requested. She told what happened, and how from it, her life changed drastically; this unknowingly pulls emotion from the reader, and helps establish even more credibility. The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories and create an essay where the audience can establish understandings and connections. From Phuc’s essay the reader can visualize almost every single detail that she writes about because the words themselves are so vivid. The reader can see the bombs falling out of the sky as they skim over the words. Becky Herz and Kim Phuc’s essays in This I Believe II are two perfect examples of these literary devices fundamentally being put to use.

Advances in Medicine essays

Advances in Medicine essays As the history of medicine has evolved, a number of trends and prevailing opinions have swept the profession. One of the most subtle, and yet most revealing results of these sweeping trends manifests itself by altering the tone in medical conversations and dialogues, often available to the non-medical person in the form of texts and literature. A relatively current example appears in the form of Perri Klass A Not Entirely Benign Procedure, a text dedicated to the experiences of the author at Harvard Medical School. Published in 1987, Klass work offers an interesting, if not shocking comparison to Philippe Pinels The Clinical Training of Doctors, an article published in 1783. It seems that, despite the obvious advancements and progress in medical technology and general care, the modern Klass presents less certainty about the profession and its abilities than does the eighteenth century article. In Pinels article, however, a distinct tone of holistic healing pervades the proposed train ing of physicians-the lack of which Klass bemoans in her work. The contrast between the two works affords the reader a view into two parallel transitions in medicine: the decline of certainty and the decline of holistic care. One of the most shocking aspects of Pinels article involves the specificity in patient setting and observation he demands. From precise measurements of the weather to room orientations, Pinel seems to imply that precision in observation and care-giving will lead to precise diagnoses and eventual cures: It is obvious that medical observations can be precise and conclusive only if the evidence is reduced to the smallest possible number of facts and to the plainest data. The outline for the training of physicians Pinel proposes attempts to create an environment that allows the kind of precision that will lead to conclusive outcomes in patient care. Pinels demands range from the...

Role Model Nelson Mandela

Role Model Nelson Mandela Introduction Nelson Mandela was born in 1918 at Qunu. Mandela is widely known for his charismatic leadership skills. His political career ambitions started while at university when he realized the unjust nature in which the African society was. The blacks were denied the due chances both economically and politically. This disappointed Nelson Mandela which triggered his ambitions to join politics to fight for his people.Advertising We will write a custom essay sample on Role Model: Nelson Mandela specifically for you for only $16.05 $11/page Learn More Discussion Thesis Statement Throughout his leadership period, Nelson Mandela demonstrated excellent leadership skills which went beyond the political role. He committed his whole life fighting for the rights of the South Africans who suffered from discrimination. As a political activist, Nelson Mandela fought for his people which led him to be a political prisoner. Nelson Mandela struggled until he became the f irst black president of South Africa. These achievements by Nelson Mandela make him qualify to be one of the greatest men who have ever lived in history. Fight against Apartheid (Discrimination) Mandela’s early days in politics coincided with very high levels of apartheid in South Africa. Mandela was very disappointed by the system since it was characterized by high levels of discrimination (Glad Blanton, 1997). Apartheid was the main vice in South Africa which incited Mandela to engage in endless struggles. Mandela has been imprisoned for about thirty years for opposing apartheid system in South Africa (Ryan, 2011). During the apartheid system, the whites oppressed the blacks through their discriminative policies. In 1944, Nelson Mandela became an active leader of the American National Congress (ANC). This was just his first move to fight for the people’s freedom. South Africa’s apartheid system was one of the worst racism and discrimination scenarios that hav e ever taken place in the world. However, Mandela managed to oppose the system courageously and persistently despite of the threats by the white leaders (Lieberfeld, 2003). Therefore, Mandela has shown excellent and selfless leadership which cannot be found in many leaders. Most leaders are driven by their own benefits but Mandela was determined to undergo any torture for the sake of his people. Through the African National Congress party, Mandela was determined to undergo any form of suffering for the sake of the South Africans blacks who were facing a lot of suffering at the hand of apartheid. Political Activist (African National Congress) In most cases, many political parties in Africa which fought for the rights of the blacks were characterized by violent activities. Therefore, it was expected that Mandela’s political party (ANC) would be even more violent bearing in the mind the extent to which apartheid had reached in South Africa. However, Mandela’s movement was characterized by non-violent protests. However, the younger nationalists became discouraged because of lack of progress in the initial stages (Ryan, 2011).Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Together with his colleagues, Mandela believed that incorporating violence in their activities would trigger police’s brutality and this would bring suffering to South African blacks (Glad Blanton, 1997). In case they engaged in violent activities, they new that the white leaders would take that opportunity to finish their people. This was the main reason why they refrained from engaging themselves in violent demonstrations. According to Lieberfeld (2003), Mandela demonstrated peace in every step he made. His struggle against apartheid in earlier days was characterized by peace. Mandela was one of those kinds of leaders who never gave up. He was rarely intimidated by any resistance to make his moves. He persistently moved forward. For instance, later on after joining ANC, Mandela decided to join the African National Congress Youth League (ANCYL) (Ryan, 2011). This is because ANC was making very little progress during that time. Due to his thirst to save his people from the chains of apartheid, Mandela joined this party as it was more vibrant than ANC. This group was composed of the members of ANC who were more militant. In 1949, ANCYL organized strikes and boycotts across the country (Ryan, 2011). These actions were directed to force for changes in policies which oppressed the Africans in South Africa. In 1951, Nelson Mandela was elected as the head of this political party in the country. Soon after being elected the leader of this group, Mandela initiated a Defiance campaign which was aimed at triggering a massive resistance towards discriminative policies. This was his next move after their initial moves yielded little results. Due to his perpetual resistan ce to the prevailing system and organizing of boycotts and strikes, Mandela was arrested in 1952 (Ryan, 2011). However, Mandela won that time as his sentence was suspended some time later. However, he was neither allowed to attend any public gathering nor attend ANC meetings. These restrictions were aimed at minimizing his interactions with the public to avoid further incitation. However, Mandela’s journey did not stop hear as many would have thought. This encounter just boosted her determination to pursue his goals. To defend the people who were persecuted in the apartheid system, Mandela opened a law which defended the convicts. Later, Mandela and some other leaders were charged of treason. This case was later dropped. However, most of Mandela’s time was wasted as he was sometimes forced to make many appearances before the court. Despite of these commitments, Mandela still continued to fight four the equality in South Africa.Advertising We will write a custom essay sample on Role Model: Nelson Mandela specifically for you for only $16.05 $11/page Learn More Underground Movement On realizing that non-violent resistance was not yielding any positive results, Mandela decided to adopt violence in his fight against apartheid. For instance, sixty nine people were killed while resisting for anti apartheid rule which restricted the movement of the blacks in South Africa. This incident made Mandela to change his strategy of non-violent resistance to more harsh reaction. This is because the rate of discrimination was rising even after their efforts instead of falling. In connection to this, ANC commenced adopting armed resistance (Ryan, 2011). After the banning of their party, Mandela with the support of other leaders formed an underground group. Through this group, Mandela and his colleagues targeted any official symbol of Apartheid and the government in their targets through sabotage. On seeing the extent to which apartheid ha d reached in South Africa, Nelson Mandela decided to travel across the African countries and Europe to seek support as well as learning the tactics of guerilla warfare (Ryan, 2011). Therefore, Mandela realized the importance of the support from other countries in his struggle against apartheid (Glad Blanton, 1997). Unfortunately, Mandela was arrested soon after going back to his country after completing his mission. He was charged for his involvements with the underground group and for moving out side the country without a legal prescription. This cost, Mandela five years in prison. Despite of these sufferings which Mandela underwent during his struggle against discrimination towards the black South Africans, his stand was never shaken. During his trial, Mandela confirmed not to be intimidated by anything from his fight against apartheid (Ryan, 2011). He also explained the main aims of the newly formed group Umkhonto we Sizwe. Mandela together with his group narrowly escaped execut ion during these trials (Ryan, 2011). However, they were given a life imprisonment. In 1964, Mandela was sent to Robben Island where he was supposed to spend the rest of his life according to the judgment. Later, he was kept confined alone in fear that he will intimidate his colleagues. All this suffering never shook Mandela’s ambitions. His people went to the extent of referring to him as a silent suffering martyr (Ryan, 2011). Road to Freedom and Accomplishments Later in 1984, negotiations for Mandela’s release started on condition that he will allow reallocation of South African blacks to specific places. However, Mandela rejected all these offers. This displays a strong character of determined and selfless leader who was ready to sacrifice himself for the sake of his people. This clearly shows that Mandela was not after any material gain in his struggle for equality.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Under the pressure of the international community and the black South Africans, the head of the National Party F.W. de Klerk softened his stand (Ryan, 2011). Restrictions on ANC were lifted and most laws which were discriminative were dissolved. After continued pressure, Mandela was released in 1990. Soon after being released, Mandela continued with his fight for freedom. He was engaged in negotiations with de Klerk form ma democratic government. In 1993, Mandela was awarded a Nobel Peace Prize (Ryan, 2011). This was just three years after being released. Through Mandela’s efforts, South African got the first chance to vote freely without impediments which mostly favored the whites. Mandela was finally elected the president of South Africa in 1994 under the ANC party. On becoming, the president of South Africa, Mandela came up with strategies to unite people and also released those imprisoned during the apartheid system through amnesty (Ryan, 2011). From there, Mandela has re ceived various awards for his good work to the community. For instance, he received Presidential Medal of Freedom from the former United States president Bush. Mandela was also determined in the fight against AIDs as well as care for the AIDs victims. Summary and Conclusion From this discussion, it can clearly be seen that Mandela is really a leader to be emulated. Throughout his leadership, he has demonstrated courage, humility, patience, perseverance, and determination, a combination of character traits which is very rare in many leaders. He persistently fought against discrimination in South Africa despite of the difficulties he faced. Mandela faced police brutality and imprisonment for about thirty years but was never discouraged from pursuing his goals. This discussion has also indicated that Mandela opted for violence after the peaceful demonstrations proved futile. This indicates that he was a humble reader who looked beyond the leadership boundaries. He considered every move he made taking into consideration the end results. Although he had the power to use violence from beginning of his struggle, he avoided that. Mandela’s leadership teaches us that one should never be discouraged from pursuing his or her goals despite of the conditions through which they pass. We should also not lose hope for whichever time period this may take. Mandela spent many years in jail but he never buried his hope. Reference List Glad, B. Blanton, R. (1997). F.W. de Klerk and Nelson Mandela: a study in cooperative transformational leadership. Presidential Studies Quarterly, Vol. 27, 1997. Lieberfeld, D. (2003). ‘Nelson Mandela: Partisan and Peacemaker.’ Negotiation Journal. Volume 19, Number 3, 229-250, DOI: 10.1023/A:1024629628402 Ryan, J. (2011). Nelson Mandela.  Nelson Mandela (Great Neck Publishing), 1. Web.

Fact pattern Assignment Example | Topics and Well Written Essays - 1000 words

Fact pattern - Assignment Example The law is very clear; you must never purport to use the image of any celebrity in preparing another artistic work unless a permission is total granted. However, the US Copyright law does not specify on the legality of the use of names of celebrities. In this case, Artist can just flash the names of the names of famous musicians. In this scenario, Artist and Chet verbally agree on conditions they considered favourable to both of them. Artist agrees to pay Chet $150 per day plus gas, breakfast, lunch and cat food. On the other hand Chet is willing to drive Artist anywhere within a radius of 200 miles for duration of 10 days. Definitely this is an oral agreement. Oral contracts are valid and are enforceable by a court of law as long as there is sufficient evidence to justify one`s claim (Oversight 1-10). By the fact that Chet and Artist shook hands on their agreement it remains a valid contract. After 3 days something happens and Chet has to stop offering his services to Artist. It is notable that Chet, the driver has partially fulfilled his promise in the terms of verbal agreement. It is therefore unlawful for Artist to fail to pay Chet for the three days of the service. Since Artist knew very well that he had no money and went ahead to give Chet a false promise, that forms a crime under Statute of Frauds if he fails to honour the promise. It is notable that during the agreement, Artist agreed to be driven together with two pet cats; Detour and Frolic owned by the taxi driver. Arguably, this can be justified by the fact that Artist consciously agrees to pay $150 per day plus fuel, breakfast, lunch and cat food. In the last part of the previous statement basically Artist agrees to pay for the food of the two cats. Naturally that would mean that he is willing to travel with them in the same car. However, it should be noted that Artist is allergic to pest such as cats. Contrary, there is no legal backing for

Polycystic Ovary Syndrome Essay Example | Topics and Well Written Essays - 500 words

Polycystic Ovary Syndrome - Essay Example According to D'Amico and Barbarito (2012), health history is a way of obtaining information about patients’ health based on their own words and perceptions. P.W’s case requires a health history assessment that would help in evaluating the cause of her health condition. In evaluating her health history, interviewing her about the family’s past and present health history would help to understand the nature of her condition and diagnose effective lifestyle measures. In addition, the physical examination would help in studying underlying physical symptoms presented by the patient and enhance accurate diagnosis (Brashers, 2006).  According to D'Amico and Barbarito (2012), health history is a way of obtaining information about patients’ health based on their own words and perceptions. P.W’s case requires a health history assessment that would help in evaluating the cause of her health condition. In evaluating her health history, interviewing her about t he family’s past and present health history would help to understand the nature of her condition and diagnose effective lifestyle measures. In addition, the physical examination would help in studying underlying physical symptoms presented by the patient and enhance accurate diagnosis (Brashers, 2006).  For effective diagnosis, I would:†¢ Ask P.W questions about her past health and take the history specifically for patterns associated with menstruation, obesity, breast development and hirsutism.  Ã¢â‚¬ ¢ Conduct a physical examination through inspection methods. This would involve conducting gynecologic ultrasonography that would help in identifying small ovarian follicles that disturb ovarian functions with failed ovulation.  Ã¢â‚¬ ¢ Measure blood pressure level, waist size, and body mass index. I would also inspect the skin for any increased hair growth. This would help in determining the effects on hormonal imbalances on hair growth or changes of the skin textur e.  For P.W to manage her condition, I would recommend the following:†¢ Birth control pills would help in controlling menstrual cycles, clearing acne as well as reducing hormone levels.