The Term Of Nakakainis In The Philippines English Language Essay

The Term Of Nakakainis In The Philippines English Language Essay Have you encountered a time when you are feeling really irritated or annoyed that you would just like to punch or slap a pesky person? When you are being disturbed by an utterly foolish person who asks nonsense questions? Or when you did not get to watch your favorite soap opera? These situations make you say NAKAKAINIS!!, right? But Filipino youth these days barely use the original meaning of nakakainis irritated, annoyed and troubled (Nakakainis in English, Yahoo Answers. June 2010). Filipino youth would say NAKAKAINIS if they find things which are interesting like after watching this video (Ayos sa Trip si Manong, You Tube . June 2010), seeing this very cute picture (Baby Cheeks, Flickr [picture file]. November 2005) or cracking Filipino funny jokes like Q: bakit bawal maligo ng sabay-sabay ang mga kalbo sa Jacuzzi? A: Kasi, magmu-mukha silang pinipritong squid ball!! They would say NAKAKAINIS!! even if they are not feeling irritated or annoyed. This is the NAKAKAINIS of our youth . We can also say that it is the modern nakakinis for the youth. NAKAKAINIS is a form of expression that is used by Filipino youth. They use it when they see interesting pictures, videos, mannerisms or stuffed toys. The word nakakainis has a prefix nakaka- and a root word inis. In Filipino, the prefix or unlaping naka- is used when the word will be used as a conjugate in the sentence. If the essay or sentence must be written in formal, the conjugate should be written having its prefix nakaka- first, and the root word itself. Example: nakakabaliw, nakakamatay, nakakagalit. If it is informal, the prefix naka- should be written fist, followed by the first syllable of the word, and the root word itself. Example: nakababaliw nakamamatay, nakagagalit. (Panlapi, Gintong Pamana: Aklat sa Wika 3. 2006) The word nakakainis has two different meanings the feeling of irritation or annoyance and the reaction of the showing of interest in a thing. Nakakainis, in English, means irritating or annoying. According to the definition of annoyance, if the feeling of irritations and annoyance mount up, our feeling outbursts and thus, the feeing of irritation and annoyance will be changed or result in anger or frustration.(Annoyance, Experience Festival. n.d.) It is an uncomfortable feeling that can be the reason of a sudden outburst of anger. Sometimes, if a person is really irritated or annoyed, he could not control his emotions and do something rush that would result to a big problem. People who doesnt have control in their feelings would shout or hurt the feelings of the person who irritates or annoys them. When we get angry because of irritation and annoyance, we should have presence of mind to prevent unwanted events to happen like fighting. The expression nakakainis, in a high-pitched tone, can mean the reaction after seeing interesting things. For example, a teenager sees you carrying a cute Crayola pillow and her reaction will surely be: Its so cute! Where did you buy that? Nakakainis! or I would also like to have one! Nakakainis ang pagka-cute nya! In my high school, my classmates used nakakainis as an expression whenever they find cute and interesting things. Making a person happy of satisfying a persons need is the same as pleasing them while annoyance or irritation is when somebody or something making you feel uneasy by continuously bothering you. Pleasing a person is not easy as annoying or irritating a person. We can contrast irritation or annoyance to pleasing a person. It takes time and effort to please somebody. Most of the time, people please others because they are scared of rejection. They are scared to be left alone and thus, making themselves always available even though they are busy. People-pleasers, those people who please others, feel that people are taking advantage of them because of their low self esteem. People-pleasers always suffer because of low esteem and they cant say no to people who ask them favors or requests. Ms. Carla Valencia stated in her blog that those people who like to please others are scared of people rejecting them, preventing problems between other people, problem on always degrading themselves beca use they are not confident enough on their abilities, skills or knowledge. (Low Self Esteem and Pleasing People, More Self Esteem. n.d.) Stress can be the result of being irritated and annoyed always. As stated earlier, being irritated or annoyed can lead to emotions such as anger and frustration. We all know that stress has a great effect in our lives. It makes us age prematurely, can lead us to have psychosomatic illness and greatly affect our job. Stress can be more of a factor in determining your physical age than the number of candles you blow out each year. (#7 Effects of Stress, About. November 2007) Because of stress, a person can look older than his present age. A good example for this one is the commercial from the StressTabs. In the commercial, Giselle Sanchez, the host of the bar, thought that a looking sick and old girl was already in her 50s so she called her as lola. Then the boyfriend of the girl told Giselle Sanchez that she is his girlfriend and she looks like that because she is stressed and tired from work. But the girl, after taking StressTabs, looked like she transformed into a pretty, fine, youn g-looking girl. This commercial is telling us that being stress always would ruin our beautiful face and will only look older. According to the number five of the effects of stress, it is stated that thinking negative things and being emotionally stressed results in psychosomatic illness. We should be worrying about it because it can be treated like in any other kind of sickness. (#5 Effects of Stress, About. November 2007) People can cure themselves by attending Yoga classes. By doing Yoga, stress will go away and it can refrain us from getting or acquiring psychosomatic illnesses. People should always think positive things to also prevent from being stressed and sick. We, people, need to have energy to work. But, if we are always stressed, we cant do our job well. People need to rest to have energy. The Filipino expression kakagigil or a intense emotion, urge or feeling that a person gets over with something that he/she thinks is totally wonderful and together describes carefully how a person responds or want to respond (Getting Gigil with It, Culture Fried. March 2010), can be compared to kakainis. NAKAKAINIS is a form of expression that is used by Filipino youth. They use it when they see interesting pictures, videos, mannerisms or stuffed toys. The expressions that we daily use reflects on our attitudes. Most expressions are slang and vulgar words. We should be wary of people because they will base their first impressions on other people by just hearing their expressions. Especially here in the Philippines, most expressions used are curses, slang and other vulgar words. We should be careful in every word we say. Expressions are like any other words we encounter. As we all know, words are dynamic. Thus, the expressions we daily use could also evolve its meaning in years to come.

The Varying Definition Of Politeness Across Cultures English Language Essay

The Varying Definition Of Politeness Across Cultures English Language Essay CHAPTER 1 INTRODUCTION 1.0 INTRODUCTION 1.1 Background of the study The definition of politeness varies across cultures and the claims for universals have shown divergence and also lack of clarity as they have received serious attention since the Brown and Levinson theory was proposed (1978, 1987). Lakoff (1989) defined the term Polite as the use of politeness rules regardless of expectation whereas the term non-polite behaviour refers to the act of not using politeness rules when they are not expected. The Brown and Levinsons (BLs) model has contributed a lot in the study of politeness discourse although there are many criticisms that have been made by some researchers due to its lack of clarity concerning the definition of politeness and concomitant concepts of across studies and within the same studies (A. J. Meier, 1995). Furthermore, the BLs theory is said to be ethnocentric because it is derived directly from the high value which is based on individualism in the Western culture (Kasper, 1990: 252-253) and the fact that their distinction between the negative and positive politeness is dubious (Meier, 1995: 384). Goffmans (1967) work has also contributed a lot in the field of politeness discourse and has become one of the most significant in the research of language use. Goffman has introduced the notion of face (BL, 1987: 61). The BL defined the term politeness in terms of speakers need to say things which enable them to mitigate the imposition inherent in speech acts and also the face that those speech acts threaten including the face of the speaker as well as the face of others. A mitigated form is a form that is used in speech by expressing a given prepositional content in order not to offend others (Linde, 1988). According to Leech (1983), politeness is needed and important in the theory of linguistic pragmatics in order to explain the reasons that cause speakers to violate Grices Co-operative principles and its maxims. Self-politeness is taken seriously in Leechs framework. The self-politeness is important in the theo ry of linguistic politeness because it involves the face of the speaker which tends to be as vulnerable as the face of the hearer. This vulnerability is viewed in two ways and is described in the BL model. First, there are speech acts that threaten faces of others and speech acts that threaten the self-face. Second, the face of the speaker can also be attacked by the hearer just as the face of the hearer can be attacked by the speaker in a conversation. Brown and Levinson have devoted an entire book of politeness although its concept is never actually defined. They focused on two types of politeness strategies which are the negative and positive strategies that are used in order to reduce the imposition or threat to an addressees face upon the enactment of an inherently face-threatening act. Negative strategies are characterized as expressions of restraint, formality, and distancing whereas positive strategies are described as expressions of solidarity, intimacy, informality, and familiarity (A. J. Meier, 1995). These strategies focus on the positive and negative face notions. Positive face refers to a persons self-esteem and how he or she wants to be appreciated and accepted by the society. On the other hand, negative face refers to a persons freedom to act. Every individual has the rights to be involved in making decision. Speakers have to perform various speech acts in communication and these acts tend to threaten the face of the speaker or the hearer or both which can cause misunderstandings among them. There are five superstrategies that were proposed by the Brown and Levinson theory which are: Without redressive action, baldly Positive politeness Negative Politeness Off record Withhold the FTA Rudeness is the contrast of the term politeness. Lakoff (1989) defined the term rude as an act that disregards politeness rules when they are in fact expected although there is no clarity in considering what politeness rules consist of and on what basis they are determined in order to be considered as polite (A. J. Meier,1995). An apology is an act of politeness which is stated in Holmes (1990: 156) and is practised in most cultures of the world. According to Britain (1992), high rising tones which are used in declarative sentences are considered as markers of politeness in New Zealand English. In the work of Bublitz (1980), the terms please, just, passive voice, and tag questions are considered as the expressions of politeness. Politeness routines such as Thank you and Youre welcome are also essential in communication. In order not to sound rude when speaking to others, the appropriate politeness strategies should be implied and practised which can avoid misunderstandings between th e speakers and hearers. According to Janney and Arndt (1992), tact resembles the BLs concepts and it is important in order to avoid conflicts. Blum-Kulka (1989:67) on the other hand considers tact as an aspect of the appropriate polite behaviour. Kasper (1990:200) argued that the strategies and means of politeness are not exactly endowed with politeness values, which creates a question mark in ones mind. If polite strategies are not always polite as what is said by her, one would wonder what qualifies them as politeness strategies to begin with. Furthermore, some would argue that there is no particular style nor particular syntactic constructions (Fraser and Nolen, 1981; Zimin, 1981) can be polite or impolite. Many would question when and where to be polite and this is when sociolinguistic competence becomes important. Sociolinguistic competence is the knowledge of appropriate language use (Joseph A. DeVito, 2008). Lakoff (1989: 103) made an equate clarity with non-politeness where she maintained that politeness only differs in importance depending on the discourse genre which she believed that the more transactional the interaction is, the less important politeness will be. 1.2 Statement of the problem The universality of politeness is yet to be clarified because politeness varies across cultures which create problems in establishing objective measures for application across cultures. In this case, misunderstandings in communication can occur when one is unaware of another ones culture. Ehlich (1992) has warned of the dangers of ethnocentricity in determining the standards of politeness that apply to all groups whereas Hymes (1986:49) emphasized on the cautions of the tendencies in seeking the satisfaction of universal framework without considering the empirical inadequacy of them. Malaysia is a country that consists of various ethnics that have different practices, cultures and beliefs. Its biggest ethnic groups are the Malays, followed by the Chinese, Indian, and lastly the minority ethnics. Politeness is important because it can cause misunderstandings if it is not taken seriously. However, due to the culture differences politeness is viewed differently by different groups of so ciety in Malaysia. The BLs model cannot be applied in some of these cultures because they do not seem to fulfil each others wants. Gu (1990) argued that the BLs concepts are not adequate to account for aspects of Chinese and Matsumoto (1988, 1989) argued that the BLs notion of face with its individual territorial rights cannot be applied to the Japanese since the Japanese are more concerned with positional relation to others rather than with the individual territory. Everyone has the tendency to be rude when speaking to other people and they can in fact choose to be or not to be rude whenever and wherever they want. However, does this mean that they do not know the rules of politeness? According to the BL theory of politeness, an utterance is considered polite when there is an implicature that is generated due to the violation of the conversational maxims in order to save the face of others. An utterance can be polite even though the implicature is not. If that is so, how can someone tell when someone else meant to be polite or rude? A speakers communication competence is correlated to the degree of politeness. In order to be a competent speaker, one must possess communicative competence which consists of four types of competencies which are Grammatical competence, Sociolinguistic competence, Discourse competence, and Strategic competence. Grammatical competence is the mastery of the language and Sociolinguistic competence is the knowledge of app ropriate language use. Discourse competence on the other hand means the knowledge of how to connect utterances in a text in order to make sure it is both cohesive and coherent. Finally, strategic competence refers to the mastery of the strategies used by speakers to compensate for breakdowns in communication as well as the strategies that they use in order to enhance the effectiveness of the communications. The BLs model agreed with Grices co-operative principles and the conversational maxims which consider politeness as part of rational communication. Grices theory assumed that communication involves the intention of a speaker which is directed at a hearer and intended to be recognized (Brown and Levinson, 1987:7) and that communication is governed by a rational Cooperative Principle and also a number of maxims which give rise to conversational implicatures (1987:3). The co-operative principles emphasized four maxims which are the maxim of quantity, maxim of quality, maxim of relation, and maxim of manner which are formulated under the assumption that the common purpose of the talk exchange is to be maximally efficient and reliable. If one has to follow the BLs concepts, one probably has to flout the co-operative principles. Ones utterance can be polite even if the speaker doesnt mean anything polite. One can be rude even though it is not done on purpose and one can be polite even thou gh it is not meant. According to Grice (1957:219, 1968:122), in order to mean something by an utterance one must have the intention to produce some effect in an audience by means of the recognition of this intention. In short, one can choose to follow the Brown and Levinsons concepts or neglect its message to save the face of others. Interruptions are not tolerated in the English language but it is tolerated in the Italian language. It is considered rude for a person to interrupt another persons speech in the English culture. (Brian Paltridge, 2005). Interruption is also considered as a Face Threatening Act. (Jonas Pfister, 2010). For this reason, interruption is considered rude among Malaysians for example interrupting a persons conversation when he or she is not finished talking. If this is true, what about the practice of interruptions in a debate competition? One may question when and where can politeness be applied. Some would even consider interruption by permission in a conversation is tolerable. If so, one may question the accuracy of the definition of the terms rude and polite. Both competent and incompetent speakers can choose to neglect the politeness rules whenever they want and yet, they are still considered as competent and incompetent speakers of a language. 1.3 Objectives of study This study seeks to: To investigate the politeness practices among competent and incompetent speakers of English in Malaysia. To understand the many reasons that lead to rudeness among most incompetent and competent speakers of English in their conversations. To give guidance to incompetent and competent speakers of English in helping them to understand the politeness strategies. To help us understand the needs in educating these incompetent and competent speakers of English in language usage. 1.4 Research questions The following are the research questions for the study: 1.4.1 What are the factors that cause incompetent and competent speakers of English to have the tendencies to sound rude in their speeches? 1.4.2 What are the ways that may help the incompetent and competent speakers of English in improving their speeches? Who are responsible in helping the incompetent and competent speakers of English in improving their speeches? When and where should the incompetent and competent speakers of English be polite when having a conversation with others? Significance of the Study This study is important in order to help us understand about the problems faced by the incompetent and competent speakers of English in their everyday conversations. This study is also concern whether there is a need for maxim of politeness in our everyday conversation. Politeness is hardly defined due to the lack of clarification of its term and its definition has been argued by many researchers in their various theories of politeness. Researchers such as Lakoff (1973), Leech (1983), Kingwell (1993), Davis (1998), and Kalia (2004, 2007) believed that a maxim of politeness is needed in our everyday conversation and their views will help us to understand the significance of the term polite. This study also explores the competent and incompetent speaker of English in Malaysias point of views of the term polite based on their own understandings and practices since politeness can differ across cultures. I will also explain why the Brown and Levinsons theory is not satisfactory and cannot be universally accepted. Through this study, a Malaysian perspective of the term polite can be explored, understood and compared. Scope of the study This study is conducted in Fakulti Bahasa Moden dan Komunikasi (FBMK) UPM which is confined to the population of 12 selected ESL learners in Malaysia. All of the respondents are picked randomly from 3 major races in Malaysia which are Malay, Chinese, and India besides. However, the natives of Sabah and Sarawak are not included. Definition of Terms For the purpose of the study, the following terms are defined below in order to facilitate a better understanding of the studys main concern. 1.7.1 Polite The term polite refers to the use of politeness rules regardless of expectation (Lakoff, 1989). Besides that, an utterance is considered polite if and only if there is an implicature that is generated due to the violation of a conversational maxims because of concerns of face (Brown and Levinson, 1987). 1.7.2 Non-polite The term non-polite refers to the behaviour of not using politeness rules and yet not expected (Lakoff,1989). 1.7.3 Rude The term rude on the other hand includes the disregarding of the politeness rules when they are in fact expected (Lakoff, 1989). 1.7.4 Positive Face The term Positive face refers to the want that the wants be desirable to others and also the wants be approved of by others (Brown and Levinson, 1987). 1.7.5 Negative Face The term Negative face refers to the want of every member that his wants be desirable to at least some others. Negative politeness is said to be more polite than the positive politeness.

Five Ways to Kill a Man Essay -- Five Ways to Kill a Man Poems Poetry

Five Ways to Kill a Man This poem is divided into 5 different stanzas, all of which involve different ways to die. The poem is written rather coldly and treats death as an every day issue, whilst the rest of us try not to think of such things. It is very dispassionate about life. The final stanza is also a political comment, as if to challenge our thought processes toward our every day life. The first paragraph start with a line that hooks into your brain, â€Å"There are many cumbersome ways to kill a man.† This is not a sentence you hear every day to say the least and because of that my subconscious automatically tries to picture someone saying those words. In my imagination I picture a dark character speaking that sentance as if to talk of past experience. This very quickly gives me a sense of darkness and fear towards the poem. The first stanza then goes on to talk about carrying planks of wood and nailing someone to it. This is clearly a reference to crucifixion. This stanza adds gruesome detail to the scene using phrases like â€Å"some vinegar, and one man to h...

colombia Essay -- essays research papers fc

Violence in modern Colombia takes place in many forms. The three major categories are crime, guerrilla activities, and attacks committed by drug traffickers. Violence has become so widespread and common in Colombia that many people have now become numb to it. The Colombian economy has also benefited from the illicit drug trade; however violent it may be. During the 1970s, Colombia became well known, as one of the world’s most important drug processing, production, and distribution centers for marijuana and cocaine. The shrubs and plants from which both drugs are derived from and processed has been well known in Colombia for centuries, but until the 1970s drug refiners and traffickers had not taken full advantage. The chewing of coca leaves was very well known in the South American Inca Empire in the 11th century. The Incas, the Colombian Chibchas and other local ethnic groups have always attributed mythical and religious power to the bush and to the alkaloids that were extracted by its leaves by chewing on them. The existence of a drug, cocaine, which could be chemically extracted from large volumes of leaves was not discovered until 1884 by an Austrian ophthalmologist. Marijuana is a drug extracted from hemp, a plant from which coarse fibers are also obtained for the manufacture of cloth, cordage, and sacking. The development of marijuana in Colombia took place in the mid 1940s during the administration of President Mariano Ospina Perez. The government at this time imported various fibers producing species from different parts of the world in an attempt to improve the postwar textile industry. The imported fiber plant included cannabis sativa (hemp) from Asia, and jute and sisal from Mexico. The Ministry of Agriculture was distributing these plants throughout the countryside of Colombia, and peasants and farmers were encouraged to plant them. During this same period, the consumption of marijuana was beginning to become a problem among the Bohemians in Medellin. As a result of this increasing drug problem, especially among the Bohemian members of the middle and upper class, on March 11, 1946, the Ospina administration passed the nation’s first anti-drug law, Decree No. 896. This law prohibited the cultivation, distribution, and sale of coca and marijuana, and ruled that all local and regional governments had to destroy all coca and marijuana plantatio... ... the drug cartels have a hold over the country, the economy continues to stay stable, even with the illegal drug money. Bibliography Bibliography Belov, D. â€Å"Drug Problems of Colombia,† International Affairs, Vol. 44 (Nov. 1998) pp. 125-129. Boudon, Lawrence. â€Å"Guerillas and the State,† Journal of Latin American Studies, Vol. 28 (May 1996), pp. 279-297. Chepesiak, Ron. â€Å"Narco Paralysis in Colombia,† New Leader, Vol. 80 (Jan. 1997), pp. 6-10. Knoester, Mark. â€Å"War in Colombia,† Social Justice, Vol. 25 (Nov. 1998) pp. 85-109. Maullin, Richard L. Soldiers, Guerillas, and Politics in Colombia (Lexington, Massachusetts, 1973) pp. 84-109. Oquist, Paul. Violence, Conflict, and Politics in Colombia (New York, 1980) pp.108-129. Osterling, Jorge P. Democracy in Colombia: Clientist Politics and Guerilla Warfare (New Brunswick, New Jersey, 1989) pp. 261-300. Posada-Carbo, Eduardo. Colombia: The Politics of Reforming the State (New York, 1998) pp. 111-125. Richani, Nazih. â€Å"War Systems in Colombia,† Journal of Interamerican studies and World Affairs, Vol. 39 (Summer 1997), pp. 37-81. Steiner, Roberto. â€Å"Colombian Income from the Drug Trade,† World Development, Vol. 26 (June 1998), pp. 1013-1031.

My environment MY responsibility Essay

Good morning to Mr. Principal,teachers and students. Thank you for Mr. Principal for giving me a chance to present our speach on My environment MY responsibility. we come up with three categories of environment, where it includes the natural environment, built environment which involving the act of vandalism and social environment along with some suggestion on how we can improve these situations. As we talking about natural environment nowadays, we have to reflect ourselves on what we have done before this to the natural environment itself. Being such an irresponsible person or students who like to throw the rubbish everywhere, practice open burning and step on the grass that has been prohibited, it makes the environment become worst day by day. As we reflect back, this is all because our attitude itself. If we can change our attitude, I absolutely believe that we can also make a difference. Furthermore, what we have to bear in our mind is that, being a student is not just learning things in the class, but we also have to learn on how to manage our nature or our respective land or in other words our environment itself because we live in this world as a community and we are not alone. Thus, we should consider certain things to make sure that all the people can live in peace without being disturb by the others or by our attitude that can gives an impact to the society itself. In order to preserve and conserve the environment, we as a student should practice an environmental – friendly lifestyle. In this situation, if we practice this, we can avoid ourselves from doing things It is the responsibility of every person in checking the causes that affect the environmental disaster and play a positive role in improving it and these things have also got to be mentioned. One must realize the importance of a healthy environment and that it is for his/her own benefit to protect it and to take measures to make the world clean and green because as the proverb says â€Å"We won’t have a society if we destroy the environment†.

The Last Night Analysis

The Last Night At the beginning of the passage it is instantaneously established that the circumstances in which the two brothers, Andre and Jacob, are currently residing in are appalling. These would be the same conditions that most of the Jewish people would have been residing in prior to being taken to concentration camps. We are aware that the conditions are poor as Faulks tells us that ‘Andre was lying on the floor’ which implies that he has nowhere else to sleep, it also shows how exhausted he must have been as young boys would not normally be resting.We are also informed at the start of the passage that the boys are French-Jewish, by their names. As Andre lies on the floor a Jewish orderly comes round with postcards on which the deportees can write their final message. This shows us that a percentage of the Jewish people were collaborating with the Nazis, although the Jewish orderly would have been lower than the Germans they still had a sense of responsibility. T his could have looked like a betrayal from the view of the rest of the Jewish people.Furthermore, even though the Jewish orderly has joined forces with the Nazis he is still sneaking postcards for the Jewish people to write their final messages on. This portrays a sense of loyalty from the Jewish orderly. Here Faulks calls the Jewish people ‘deportees’ which reminds us, after a pleasant picture of the Jewish orderly’s loyalty, that they are being deported by force. Following on from this we are told that they are to write their final messages on the postcards which again enables us to reminisce on the circumstances. Faulks does this by using the word ‘final’.This emphasises that this potentially could be the last thing that the Jewish people ever write which truly illustrates to us the reality of the situation. The ‘final message’ could also allude to Hitler’s final solution which would portray how the Jewish people were regarded and consequently the terrifying experience that they had to go through. However, the Jewish orderly does not take the postcards to send but instructs the Jewish people to ‘throw them from the train as camp orders forbade access to the post’. This not only shows us the collaboration from the Jewish orderly, as he would not help them any further.The Jewish people were told to throw their postcards from the train, this implies that they would throw the postcards from the train with the hope that a French person would find it and send it on. This reminds us that, although the French person may have sent the postcard on, there was still a great amount more of French people in France at that time rather than Germans. This shows us that the French people have subconsciously, or some consciously, collaborated with the Germans. Faulks then uses the same technique that he used earlier in the passage by creating a pleasant image for the reader followed by a glimpse of reality.He d oes this here by constructing a pleasing image of the Jewish people’s final messages being found and sent on to then remind the reader that they are in fact on their way to a death camp. As the Jewish people write their final messages we are informed that there are two or three pencils being passed around, pencils that had survived the barracks search. Yet again this gives us an idea about the type of environment that the brothers are in as Parisian buses can hold around four hundred people yet there are only two to three pencils.The fact that they are not even allowed to have pencils portrays how the Jewish people were treated. During this Faulks includes that the Jewish people had been through the barracks search which once more reminds us of their inevitable futures. How the Jewish people react while writing their postcards are really conveys their experience as ‘some wrote with sobbing passion, some with punctilious care’. The reader is immediately drawn to t his as Faulks has used plosives within the sentence.This phrase shows us how people react differently in situations that they cannot control: one phrase is emotional and effective, the other clipped and precise. Furthermore they would have believed that this letter is how they would have been remembered and as we are later told they viewed that their safety almost depended on their letter. In addition the people writing with ‘punctilious care’ could refer to the novel for the reason that as Faulks writes he does so vigilantly because he has not experienced what he is writing about, therefore he needs to choose his language carefully, given the subject is a serious matter.A woman comes round giving sandwiches and water to the children. We are told that the children ‘clustered’ around the pail of water as they passed sardine cans from one to another. I think that you feel as though the woman is a caring person who would have made the children feel as comforta ble as possible throughout; this conveys a pleasant image to the reader. Faulks uses the word pail instead of bucket which could allude to the loss of colour and furthermore loss of hope of the Jewish people. The children ‘clustered’ round the pail of water, while using sardine cans to drink from, once again presenting us with how the Jewish people were treated by the Germans. The sardine cans are passed from one to another which gives us the sense that they are suffering together and how the worst side of humanity can often bring out the best side of humanity. While the younger children are drinking the water an older boy embraced the woman ‘in his gratitude’ which shows us that he is so grateful that he feels as if physical contact was needed to get across his appreciation, which is very rare for a teenage boy.This shows us how this experience would have had a vast effect on peoples’ behaviour. Once again Faulks uses the same technique to remind th e reader of reality, by leading on from the older boy showing his appreciation to telling us that the bucket was soon empty. The author now uses the word bucket instead of pail which could refer to the idea of a bucket list and the realisation that only a small percentage of the Jewish people would have made it out of the death camps alive. The phrase ‘the bucket was soon empty’ also seems to carry a resonance beyond its basic meaning.After the woman left we are told that the brothers fall asleep with ‘only the small hours of the night to go through’. This refers to how slowly the hours go when you are attempting to sleep; their lack of sleep also portrays the worry of the Jewish people. Faulks tells us that Andre was sleeping on the straw, ‘the soft bloom of his cheek laid, uncaring, in the dung. ’ The fact that Andre was sleeping in dung and on straw implies that the Jewish people were treated like animals as Faulks makes the comparison.Furth ermore Faulks grants us with a pleasant image of the ‘soft bloom’ of Andre’s cheek which gives us a pleasing illustration within the unpleasant illustration of the dung in which Andre is lying. Additionally Andre’s limbs are intertwined with Jacob’s which also presents us with a pleasing image. These I believe show us that there is some hope, in terms of human contact, within a horrible circumstance. As the children slept, ‘the adults in the room sat slumped against the walls, wakeful and talking in lowered voices. Faulks describes how the adults sat as being ‘slumped against the walls’, I feel that this gives a sense of depression and also resignation which portrays the atmosphere within the room. The adults are talking with ‘lowered voices’ which demonstrates their thoughtfulness towards the children who have managed to sleep, the fact that the children are able to sleep reminds us of their innocence and therefore t he terrible circumstances that only a small percentage of the children will become adults. Such thoughts are inevitable, given the date of the novel (1999); Faulks only need to hint at such things.As the morning arrives water is passed around for anyone who is thirsty. We are told that anyone who did drink drank in ‘silence’ which I believe gives us a sense of the unknown as everyone is waiting and pondering as to what will happen next. As they drank there was ‘the noise of an engine – a familiar sound to many of them, the homely thudding of a Parisian bus. ’ Most of the Jewish people in the room would have taken these buses in their day to day lives, to go to the shops or to go to school; this shows us how something so familiar to them can change so rapidly to become something so unfamiliar.It is a ‘homely thudding’ they hear which is extremely ironic that they are being transported to be killed using Parisian buses; it once again gives us a sense of the collaboration between the French and the Germans. Before the Jewish people progress onto the buses there is a register taken. As the registration took place ‘five white-and-green municipal buses’ sat in the corner of the yard, ‘trembling’. The white-and-green municipal buses are not just normal French buses but the buses of the capital, you almost get the sense that the buses trembled as they were afraid of where they were going.The trembling could also represent the fear of the Jewish people. The word ‘municipal’ almost implies the buses are part of the collaboration in what was known as Vichy France. As a policeman called out names in alphabetical order the ‘commandant of the camp’ sat at a long table, not only does this again show us the collaboration between the French and Germans as it is a French ‘gendarme’ calling out the names but it also gives us an idea of what the Germans were like.It is a lmost as if because the Germans are calling their names in alphabetical order it makes the situation more respectable. It is bizarre how the Germans made mass murder organised. As the registrations takes place Andre’s name is called and he moves towards the bus with Jacob, this shows us the bond between the brothers and their instinct to stick together as Jacob’s name was not called. When Andre’s name is called it almost tells us that it was his destiny to be there, as if the register was a register of death that he could not have escaped from.While the brothers walked towards the bus we are told a woman was wailing from the other side of the courtyard and ‘from windows open on the dawn, a shower of food was thrown towards them. ’ Firstly Faulks portrays the awful side to human nature as it is ironic that it is now dawn which should mark a new day and new hope yet the Jewish people remain hopeless however Faulks then shows us the best side of human nature as a woman throws her own food to put the children’s needs before her own.As the woman calls the brothers name it shows us the loss of their identity as they would have no longer been called by their names but by numbers. Briefly after this Andre looked up and by ‘chance’ he saw a woman staring at a child, at first he believed that the woman was staring at the child with hatred however he soon realised she was attempting to fix a picture of the child so that she may have remembered forever.This shows us that, as Andre saw it by chance, there was luck within the awful circumstances however it also shows us how dreadful the circumstances were as a woman knows she would never see the child again and was trying to fix an image so that she could remember ‘forever’. As Andre ‘mounted the bus’ we are told that ‘he held on hard’ to Jacob, I believe that it is ironic that the Jewish people were mounting the bus which is a posi tive motion, yet they were being transported to their deaths.Furthermore Faulks uses alliteration as ‘he held on hard’, this phrase underlines the desperation of the brothers as you get the sense that they believe if they hold on tightly to one another it will protect them. Some children could not manage to get onto the buses as they were too small which highlights how young some of the Jewish people were and once again reminds us of the harsh reality that only a small percentage of these children would have become adults.Andre’s bus was momentarily delayed as a baby of a few months was being lifted into the back of the bus, this once again shows us how awful the situation was as the baby was so young yet the Germans would have not hesitated to kill it. The baby’s wooden crib was hung over the passenger rail; this is contradictory as the Jewish people are no longer passengers but prisoners. As the bus leaves the headlights lit up a ‘cafe opposite bef ore the driver turned the wheel and headed for the station. ’ This shows us that all of this was done before the day began which shows us once again how organised the Germans were.Furthermore the headlights lit up a cafe which again shows great irony as cafes are a symbol of Paris, the city of love and hope, yet the Jewish people are hopeless. The driver turning the wheel could allude to the wheel of fortune as the wheel is headed for the cafe, an image of hope and joy, yet is turned the other way which will eventually lead to their deaths. I think that this passage was edited well, for the anthology, so that it leaves people wondering what happens next and also ends on the contradicting images of the Parisian cafe and the final destination.

Cross Tabulation and Exploratory Data Analysis

Prepare a preliminary analysis plan for this study. Which variables do you want frequencies on? Why?The initial stage of the data correlation and analysis would be the proper coding of the data and entry into an appropriate software database. For this case study, the data was presented as an Excel file, so the exploratory data analysis would include a complete descriptive statistical calculations and frequencies for applicable questions. I would suggest questions that create nominal or ordinal data are the most appropriate for frequency tables, and provide a clearer picture of the survey respondents. The data sets may be utilized to confirm if the teacher sample is representative of the overall population, and cross tabulations conducted to draw correlations between categories. I would suggest that data specifically addressing respondents who require a master’s degree, or those contemplating pursuing higher education would be of particular interest, as they represent the poten tial student market. Researchers will also need to account for non-response errors and missing data within the coding and analysis stages program, the program needs to continue the liberal arts tradition and strengthen the undergraduate teacher education program, as high quality under- graduate education is seen as part of Wittenberg’s primary mission.Additionally, new academic initiatives such as the one proposed are increasingly asked by the board to reach break-even within their first operating year. I don’t think the sample was appropriate for this research because the parameters of the systematic sampling are not detailed; such as were the teachers who already completed a MEd degree included in the sample? It would have been better to mail the 400 surveys to a more convenient sampling instead of the surrounding counties. It would be a lot better to see the market potential of the program.5. Which variables do you want to cross-tabulate? Why?Given the nature of the research questions, it would be beneficial to identity, through crosstabulations, those teachers who have not yet applied for their second licensure to teach and what level of education those teachers currently have. This would clarify the potential market for the WU program. In addition, cross-tabulations to identify potential teachers relative to their home counties would give a clearer picture of those teachers who could/would realistically attend the WU program over another program closer to their homes.A final cross tabulation that may prove beneficial is the number of teachers who currently are not impacted by the new legislation, but may look to the WU MEd. program for professional development courses. As noted earlier, the new legislation presents an opportunity for to expand upon their graduate level programs, but given the costs to initiate a new program, the decision to proceed must be based upon valid and credible research data. Therefore, the exploratory research under taken is critical, as it will form the foundation for any decisions made by the university administration.