Police Officer Loyalty free essay sample

The purpose of this paper is to introduce and discuss the phenomenon of police officer friendship and loyalty, A look at the controversial issue of police officer mutual loyalty and how it may affect the department, investigations and decisions made by officers. This becomes a controversial issue when one officer is accused of a crime or misconduct and others do not testify against the officer. Police officers work in an isolated environment, and socially, for the most part, they are surrounded by their fellow officers. It is not unusual for them to build long and fast friendships with their fellow officers, both at work, and in social situations, similar to war situations, where men under fire make lifelong friendships. The Police are a fraternity whose members are bound together by the difficulties, dangers and challenges of their job as enforcers of the law and protectors of the citizenry. It is arguably one of the more high-risk jobs, as one misjudgment in the pursuit of a criminal can produce serious injury or death. We will write a custom essay sample on Police Officer Loyalty or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Solidarity and loyalty are essential to survival (Vitalis).

A Teacher, A Leader Essays - Music Education, Sociomusicology

A Teacher, A Leader Essays - Music Education, Sociomusicology A Teacher, A Leader Touching more lives, affecting the outcome of so many futures a teacher is the epitome of a leader. Just as a leader has his or her own style, their way of motivating their students, also plays an important part in a students success. Spending more time with our children then most parents do, a teacher is fundamental in shaping our children. If they are poor leaders our children suffer. When they shine as leaders our children blossom and the universe is wide open to them. As a teacher it is of utmost importance that you tune your leadership skills and find the best style of teaching for the students you are teaching. In finding

Impacts of Acid Rain on Central and Southern China Research Paper

Impacts of Acid Rain on Central and Southern China - Research Paper Example Environmental pollution take the form of air pollution, water pollution and soil pollution among others that affect the general livelihood of the people who live in certain areas of the world. One of the effects of the environmental pollution is the production of acid rains, which has been witnessed in many parts of the world as a result of excessive emission of substances with hydrogen ions into the atmosphere. The effect is that the hydrogen ions combine with the environmental water to produce an acidic substance which falls to the ground as rain and it has very many negative impacts. Acid rain has its water with a pH value which is lower than the normal pH7 for neutral substances such as clean water, which contain no hydrogen ions or hydroxide ions. The pH value of water in the acid rain can be lower than seven as a result of emission of carbon (IV) oxide, oxides of sulphur and those of nitrogen (Chen, Li & Gao, 2010). The water that result from acid rains are as cannot be healthy for drinking and has a corrosive impact on the metal substances as well as negative impacts on the plants, which may be seen through falling of young plant leaves. To some other things like clothes and paintings, the acid rains can have a bleaching effect in addition to corrosion that happens (Ribeiro, Taffarel, Sampaio, Flores & Silva, 2013). This implies that acid rains are not in any way friendly to the environment in which they are experienced and they can lead to devastating impacts on vegetation cover in a given place. In evaluation of the impact of acid rains on the environments, it is important to consider its impacts on the forest cover and other species with a focus of the issues experienced in the Southern and Central China. Formation of acid rain Acid rains are formed mostly as a result of combustion of fossil fuels which lead to emission of sulphur and nitrogen oxides that are released to the environment. The problem happens when sulphurous and nitrogenous products in their gaseous forms go to the atmosphere and combine with the water. When a react fossil fuels consisting of sulphur as an impurity burn, they form a gaseous product known as sulphur (IV) oxide, which rises to the atmosphere and combine with other components thereof. In the presence of hydroxyl radicals, the sulphur (IV) oxide is oxidised to sulphur (VI) oxide, which reacts with atmospheric water molecules to form sulphuric acid (H2SO4). The acid rain that results from sulphur oxides contributes to about 70% of the acid rains in the environment all over the world (Ribeiro, Taffarel, Sampaio, Flores & Silva, 2013). On the other hand, nitrogen oxides, which make nitric acid rains, are formed as a result of combustion of fossil fuels which contain nitrogen particles as part of their components. When fuels are burned, they produce nitrogen oxide, NO, which is oxidised by the ozone (O3), and hydrogen dioxide (HO2), to form nitrogen dioxide (NO2) gas, which is very reactive. In the reacti on, the gas reacts with hydroxide ions in the atmosphere to form an acidic substance known as nitric acid, (HNO3). Both cases of sulphuric and nitric acid cause acid depositions into the earth when they fall to the ground from the atmosphere during the either rain seasons. The acid rains can reach the earth in high amounts or as few drops to the ground but have similar devastating effects on the living and the non-living things (Ribeiro, Taffare

Literature review Essay Example | Topics and Well Written Essays - 5000 words - 1

Literature review - Essay Example Health Organization (WHO), 2007, p.1, defines falls as â€Å"inadvertently coming to rest on the ground, floor or other lower level, excluding intentional change in position to rest in furniture, walls or other objects†. As age increases so does the incidence of falls. Consequently it is the older people that face the brunt of the problem of falls, which is demonstrated by the incidence of falls being between 28 to 35% in people between 65 and 70 years and between 32 to 42% in people over the age of 70 years (The World Health Organization, 2007). Falls among the older population and the consequent injuries suffered are a major public health problem. The reason for this is that besides the enhanced frequency of falls in the elderly, such falls result in mild to severe injuries to the tune of 20 to 30%. This leads to more than 50% injury related hospitalization among the elderly and 10-15% emergency of all emergency department visits (The World Health Organization, 2007). In comparison to hospital stays for other injuries among the elderly, hospital stays due to injuries from falls are much longer. In the United Kingdom hospital admission rates owing to falls to individuals over the age of sixty is between 1.6 to 3.0 per 10,000 of the population and the emergency department visits as a result of falls in the elderly is between 5.5 to 8.9 per 10,000 of the population (The World Health Organization, 2007). In addition, to high hospitalization rates, falls in the elderly carry the higher risk of mortality, with falls being responsible for about 40% of all deaths from injuries to the elderly (The World Health Organization, 2007). Post-hospitalization complications can also arise in the form of post-fall syndrome that include the elements of dependence, loss of autonomy, immobilization and depression. This reduces the ability to perform daily activities, making them dependent on caregivers from the family. In the United Kingdom, the average earnings per annum lost on

Gender Roles in Socialization Process Essay Example | Topics and Well Written Essays - 1000 words

Gender Roles in Socialization Process - Essay Example Some brands even have gender-specific designs on their diapers: rocket ship details and ribbon details for boys and girls, respectively. Then of course, when the baby grows a bit, the hairstyles can be more telling as well. As in boys should have short ones and the girls should have long ones. These are also part of the gender socialization process, and ironically, the baby, being the participant in the whole interaction thing, does not even know that he is being conditioned to be a â€Å"boy† according to society’s definitions. I’m sure it occurred similarly for me. As a boy growing up, I have been conditioned to like the certain things that boys are supposed to like: toy cars, action figures and the like. I might not know what color my baby things were when I was an infant but I am quite sure that they were not pink. Society has a very strong influence on a person’s gender socialization process. Not only they are the first ones to take on the child’s first gender identification process, but they also reinforce it. Schools, the community, and peers also influence the child too. I am thankful that my family, even if they are traditional, is not as strict with their expectations of me as a boy growing up. Sure, I have been exposed to â€Å"boy† objects and activities that are essentially rough and tumble in nature - and labeled for â€Å"boys†. I have had friends who were from the opposite sex when I was growing up, but then as a young boy, we did not play together not because we were forcefully separated because of our genders; we simply had different toys. I think this is because of the society’s strong influence on the gender differentiation. This influence is even felt in the workplace, or at least when one working. There are expectations for me at work, as I am a man and a manager in a dental office. Although most employees in our office are females, the manager (me) is a man.  

Features Of Connected Speech In English English Language Essay

Features Of Connected Speech In English English Language Essay Blurred boundaries, sounds and even words that are completely swallowed up, chewed and mangled words that force you to listen with all your acquired knowledge and a general sense of hopelessness that you are never going to manage this foreign tongue are but the most common frustrations expressed by the ESL learners I have taught. L2 users educated in a system that prides in teaching the most precise and appropriate pronunciation leaves them bewildered when they hear English (even snippets of conversation) as spoken by L1 users. They suffer a devastating diminution of phonetic information at the segmental level when they encounter normal speech (Brown, G.1990, p.60) Connected speech is not a familiar feature to even fluent speakers of English in India and so they tend to fully form the words even in informal situations, giving the impression to L1 speakers and other L2 speakers that, hes so arrogant about it all (Crystal and Davy 1975,p.8) In this essay I would analyse the features of connected speech in English, the problems they cause to L2 learners in India. In the first section I will examine the features of connected speech and move onto the challenges they cause to L2 speakers especially Indian ESL learners. I would also like to analyse my own and the prevailing attitude and practice towards learning and teaching connected speech. Finally I would like to identify the criteria that I would apply in deciding the different aspects of connected speech suitable to my learning/ teaching environment. Connected speech Underhill A (1994) defines connected speech as a flow of sounds which are modified by a system of simplifications through which phonemes are connected, grouped and modified This simplification is an unconscious process and most of the L1 speakers are often unaware of this as they practise it. (Collins B, and I. Mees 2008). The goal of connected speech is to reduce the articulatory effort required to send the message. Even though whole chunks of phonetic details are left out by the L1 speaker to maximise the ease of communication, native listener decodes these messages using the different types of support knowledge in his repertoire. This reduction often takes place within words or words in a stream of speech (Dalton C. and B. Seidlhofer, 1994), where word boundaries get blurred. Words flow seamlessly, allowing the L1 speaker to make use of the stress system to emphasise the content of the message. In this flow adjacent sounds are modified to resemble each other- Assimilation-; sounds are completely left out of words Elision-; and certain sounds maybe inserted between the words to fuse the words together at boundaries- Linking-. Features of connected speech Assimilation L1 speakers speak at a pace of 350 syllables per minute in formal speeches and 400- 450 words in informal speech. (Crystal.D 1992; 1999) When the tongue has to move from one articulating position to another at this pace, only an approximation of the phoneme can be produced. Thus all phonemes occurring within a word or in a stream of speech influence one another and adjust with the phonemes of their neighbours (Brown, G.1990). Underhill (1994) summarises assimilation as the natural result of the various speech organs cutting corners as they perform their complex sequence of movementsà ¢Ã¢â€š ¬Ã‚ ¦ Though any sound can influence any other sound theoretically assimilation is limited to a few phonemes (Dalton C. and B. Seidlhofer, 1994) Alveolar consonants /t/, /d/ and /n/ at the end of a word often assimilate to the place of articulation of the consonant at the beginning of the next word (Underhill, 2005, p.60) EÉ ¡Ãƒâ€¹Ã‚  Great Britain / greÉ ªtbritÉâ„ ¢n / / greÉ ªÃƒÅ Ã¢â‚¬ pbrÉ ªtÉâ„ ¢n / Wont come / wÉâ„ ¢ÃƒÅ Ã…  ntkÊŒm / / wÉâ„ ¢ÃƒÅ Ã…  nʆkÊŒm / Down by law / daÊÅ  nbaÉ ªlɆ: / / daÊÅ  mbaÉ ªlɆ: / Good girl / gÊÅ  dgÉœ:l / / gÊÅ  ggÉœ:l / Elision When the speech effort is reduced for maximum efficiency, the articulation of individual phonemes gets weakened. When these phonemes are minimised markedly they are dropped from connected speech. Elision is the process of dropping a sound (a vowel or a consonant), from a word when it is uttered as part of connected speech. RP sounds short and clipped to L2 speakers and speakers of other varieties of English due to elision of the schwa (/Éâ„ ¢/) sound. The most commonly elided sounds in English are /t/, /d/ and /Éâ„ ¢/. The consonants that are elided almost as frequently as these are /v/ and /ÃÆ' °/ /t/ First three fÉœstÃŽÂ ¸ri fÉœsÃŽÂ ¸ri Last year lÉ‘stjiÉâ„ ¢ lasjiÉâ„ ¢   /d/ ground pressure É ¡raÊÅ  ndpreʃÉâ„ ¢ É ¡raÊÅ  mpreʃÉâ„ ¢ Banned for life Bà ¦ndfÉâ„ ¢laÉ ªf Bà ¦mfÉâ„ ¢laÉ ªf /Éâ„ ¢/ Chocolate tʃɆ kÉâ„ ¢ lÉâ„ ¢t tʃɆk lÉâ„ ¢t Vegetable vɆºÃƒÅ Ã‚ ¤Ãƒâ€°Ã¢â€ž ¢ tÉâ„ ¢ blÃÅ' © vɆºÃƒÅ Ã‚ ¤ tÉâ„ ¢ blÃÅ' © /v/ Weve been considering WivbinkÉâ„ ¢nsideriņ¹ WÉ ªbÉ ªnkÉâ„ ¢nsideriņ¹ Needs of the NidzÉâ„ ¢vÃÆ' °Ãƒâ€°Ã¢â€ž ¢ NidzÉâ„ ¢ÃƒÆ' °Ãƒâ€°Ã¢â€ž ¢ /ÃÆ' °/ I think that was aÉ ªÃƒÅ½Ã‚ ¸Ãƒâ€°Ã‚ ªÃƒâ€¦Ã¢â‚¬ ¹kÃÆ' °Ãƒâ€°Ã¢â€ž ¢twÉâ„ ¢z ʌΠ¸Ãƒâ€°Ã‚ ªÃƒâ€¦Ã¢â‚¬ ¹kÉâ„ ¢twÉâ„ ¢z Went the way of the WentÃÆ' °Ãƒâ€°Ã¢â€ž ¢weÉ ªÃƒâ€°Ã¢â€ž ¢vÃÆ' °Ãƒâ€°Ã¢â€ž ¢ WentÉâ„ ¢weÉ ªÃƒâ€¹Ã‚ ÃƒÆ' °Ãƒâ€°Ã¢â€ž ¢ Vowel reduction Unstressed vowels in the stream of speech are shortened and are often centralized to a schwa (/Éâ„ ¢/) sound. An unaccented diphthong in a similar setting can lose the length of the vowel glide or could even be reduced to a monophthong. Must mÊŒst mÉâ„ ¢s There ÃÆ' °eÉâ„ ¢ ÃÆ' °ÃƒÅ Ã¢â‚¬â„¢Ãƒâ€¹Ã‚  Strong and weak forms Function class words in unaccented positions are reduced to their weak forms in connected speech. The degree of reduction depends on the rate of speech delivery; the faster the speech, the greater the reduction of vowel sounds. StronÉ ¡ Weak And à ¦nd Éâ„ ¢n Of É’v Éâ„ ¢v To tʆ¹ tÉâ„ ¢ Linking Dalton C. and B. Seidlhofer (1994) describe linking as the consequence of two vowel sounds meeting at a vowel boundary. In such situations an extra sound is inserted to mark the transition between the two vowels. Linking / r/ In RP /r/ is not realised in pronunciation except when it is followed by a vowel. In connected speech /r/ is articulated when the following word starts with a vowel. Sooner suË nÉâ„ ¢ sooner or later suË nÉâ„ ¢rɆÃƒâ€¹Ã‚ leÉ ªtÉâ„ ¢ Sure ʃɆÃƒâ€¹Ã‚  sure enough ʃɆÃƒâ€¹Ã‚ rÉ ªnÊŒf Intrusive /r/ Some speakers insert a /r/ even when there is no /r/ in the spelling. Intrusive /r/ carries a certain social stigma and educated L1 speakers often deny having an intrusive /r/ in their connected speech. The presence of intrusive in connected speech is quite frequent among non-rhotic L1 speakers. Idea aÉ ªdÉ ªÃƒâ€°Ã¢â€ž ¢ idea of it aÉ ªdÉ ªÃƒâ€°Ã¢â€ž ¢rÉ’vÉ ªt Intrusive /w/ and /j/ When a word ending in a vowel is followed by another vowel, L1 speakers insert a consonant sound that is nearer to the sound of the first vowel. É ¡o out É ¡Ãƒâ€°Ã¢â€ž ¢ÃƒÅ Ã¢â‚¬ ¹waʆ¹t I am aÉ ªjam She is ʃiË jis Catenation In connected speech, L1 speakers tend to connect the last consonant sound in a word with the first vowel sound of the next word. Keep out kiË p aʆ¹t Key pout kiË  paʆ¹t A name Éâ„ ¢ neÉ ªm An aim Éâ„ ¢n eÉ ªm Connected speech- Teach Reception and or Production? Challenges to L2 learners and teachers An awareness of connected speech features is essential to facilitate listening comprehension in an ESL learner. A lack of these features does not affect intelligibility drastically and the decision of how much (the degree) and when to convert the declarative knowledge to procedural knowledge should be left to the L2 learners. Jennifer Jenkins (2000) argues that the assimilatory process will be acquired naturally if learners progress in their knowledge and control of the language is sufficient to enable them to speed up the rate of their speech. Thus we understand that a learners acquisition of knowledge in one area would positively affect his performance in another area, and that even though most if not all of this is eminently learnable with exposure to an L1 atmosphere, it is not always teachable. The criteria for teaching connected speech would be arrived at by observing the teachability- learnability scale. What the L2 learners need at this point could be a simulation of the mate rnal speech to children à ¢Ã¢â€š ¬Ã‚ ¦ mothers alternate between clarified and distorted forms and this seems to enable the children to develop rules of correspondence between the model and distorted forms they will normally encounter (Ratner 1984). Exposing the L2 learners to both careful colloquial speech and rapid colloquial speech could help them to understand these varieties at a declarative level and thereby position them for a procedural development at their own pace. Indian learners of English (ILE) are unfamiliar with the connected speech feature assimilation. In my anecdotal experience I have noticed that the educated speakers in India (for that matter even the uneducated speakers) utter each word in a sentence almost as though they are articulated in isolation. This syllable timed articulation is carried forward even when they speak a stress timed language like English. This trait becomes problematic at the reception level as ILE listeners expect the same vocal and phonemic clarity even when they are listening to English. Gillian Browns (1990) observation that an L2 listener suffers a devastating diminution of phonetic information, in such situations aptly summarises the confusion and panic they feel. So I believe that L2 learners of English should be made familiar with the assimilation features, so that they can understand the content of the discussion/ interaction without having to decode language features each and every time. In my teaching practices I think I have been unconsciously following the suggestions that Gillian Brown (1990) proposes: I have already suggested that I do not approve of teaching students to produce assimilated forms and elided forms. Sophisticated students who have been taught to be aware of these forms will introduce them into their own speech in a natural context when they feel able to control them Assimilation becomes a problem at the production level only when the L2 speakers interact with the L1 listeners, but then L1 listeners are mostly aware of this difficulty of the L2 speakers and make necessary adjustments to their linguistic and emotional responses. As an L2 user and as a teacher I believe that a few words uttered painfully slow to achieve connected speech would create more confusion to the L1 speaker than a total absence of assimilatory/ connected speech features. à ¢Ã¢â€š ¬Ã‚ ¦ slower speech made to incorporate features of connected speech is reduced to gibberish (Crystal D. 1992;1999). One of the major arguments that exist against this stand is that an absence of assimilatory features would prevent the L2 speakers from using intonation patterns and rhythm and would lead to loss of fluency. (Underhill A. 1994) and he suggests exposing ESL learners to rapid colloquial speech as a useful activity for improving listening comprehension. Even though elision is a feature that is present in most Indian languages, the Indian ESL learner may struggle to understand and participate in a conversation with an L1 speaker employing rapid colloquial speech. This is because elision is not a feature that is taught in Indian classrooms. Moreover, elision carries a certain social stigma among educated Indians and so they might actively resist adopting elision in their speech practices as well. Dropping sounds is equated with a lower social class and could also be interpreted as a sign of poor education. As with assimilation, elision can cause confusion at the reception level for the L2 listener, if he has always been exposed to correct and fully articulated speech. An L2 speaker trying to include elision in a slow speech would confuse the L1 listener. As demonstrated by Crystal in his experiment the sentence I wouldnt have been able to in fluent speech may become /Éâ„ ¢ wÊÅ  bmpÉ ªneÉ ªblÉâ„ ¢/. Spoken more slowly by a learner who is being encouraged to use the various features of connected speech, it could come across like this: /Éâ„ ¢ wÊÅ  bÉâ„ ¢m pÉ ª neÉ ª blÉâ„ ¢/,with each syllable being carefully articulated. In this case it would at best sound ridiculous and at worst would be rendered completely incomprehensible. (Jennifer Jenkins, 2000) Another contentious area is the teaching of weak forms. As pointed out by David Brazil (1994) the contradiction of focusing in the classroom on a feature whose quality is precisely the result of speakers not focusing on it. This pedagogic focus may then, paradoxically, impede the later acquisition of weak forms in learning outside the classroomà ¢Ã¢â€š ¬Ã‚ ¦ (Jennifer Jenkins, 2000). Jennifer Jenkins challenges the notion of the need to weaken an unimportant sound to highlight an important one and points out that if the important sounds are stressed then the meaning would become clear to the listener. Reading about this approach and thinking further on it has convinced me that this is the way to go forward. The hours of drilling that I have been forcing on my students might have been counterproductive. I feel that this is another area where declarative knowledge should be allowed to mature to a procedural knowledge at the students own pace. Listening comprehension and thereby communication is enhanced by dissimilatory practices rather than assimilatory processes, as they give primary importance to the hearers needs by subordinating the speech strategies of a speaker. I would still like to believe that the assimilatory features are what give the English language its identity. But for learners at a transactional level with L1 speakers or with other L2 speakers conquering these features could be daunting and unnecessary for everyday communication. As David Crystal (1999) suggests The possibility of L2 learners becoming competent in both syllable and stress based speech and being able to shift effortlessly from one to other, depending on the need of the circumstance, either to proclaim a national identity or to improve international intelligibility, is not an improbability and that is what I would like to strive for and encourage my learners to aim for.

The Power Of Education Essay -- The Importance of Education

The Power Of Education The Power of education is overwhelming. It develops and enhances the minds of young children into young adults. Education serves as a tool for society to raise its youth to serve society. This process has been a never ending cycle since as long as anyone can remember. Children maturing into proper adults has been the goal of education in the past. However, there is a major controversy over the effects and power of the educational system. Throughout the past the educational system has been the focus over the development of society's youth. All parents, teachers, and concerned individuals ponder the notion of the role and effects of the system in question. Is the purpose of our educational system to teach just the cold hard facts and information, or should it exist to also serve to supply our juveniles with ethics and morals? One such person who confronts today's system is an author, Jonathan Kozol. His thoughts over this concerned area have brought him to write a book entitled, The Ni ght is Dark and I am Far From Home. In his writing he argues that Public schools in the U.S. do not exist to educate an ethical being, but rather educate unprovocative, conforming American citizens. (133) I agree. The function of our educational system should be in existence to serve our growing children with not only the knowledge of information, but the wisdom of morality as well. However, in order to further argue the importance of morality, a formal definition is needed. Just what is meant by morality? Any number of people can look at it and perceive its identity differently. Two writers Barry L.Chazan and Jonas F.Soltis talk define the significance of a moral situation in education as follows, It is, rather, a si... ...th kindness, touched with irony, decorated with compassion, is a reasonable goal for moral paralytics in a land of drought. (168) Morality is needed in the schools for these very reasons. One who opposes this view is only presenting an obstacle to the future growth of our society. As I stated before, the power of education is overwhelming. Morality is needed to provide students with a new emotion of eagerness to learn, able to confront each others ideas, and hold their own beliefs. It is our responsibility to mold our children of clay into powerful, individual, concrete statues, that can last forever. Works Cited Bereiter, Carl.. Must we Educate. Prentice Hall; N.J. 1973 Chazan, Barry I. and Soltis, Jonas F. Moral Education.Columbia; NY and London, 1973. Kozol, Jonathan. The Night is Dark and I am Far From Home. Houghton Mifflin: Boston, 1975.