The Vampire Diaries: The Fury Chapter Four

Something yanked Elena out of the tree and, yowling a protest, she fell and landed on her feet like a cat. Her knees hit the ground a second later and got bruised. She reared back, fingers hooked into claws to attack whoever had done it. Damon slapped her hand away. â€Å"Why did you grab me?† she demanded. â€Å"Why didn't you stay where I put you?† he snapped. They glared at each other, equally furious. Then Elena was distracted. The shrieking was still going on upstairs, augmented now by rattling and banging at the window. Damon nudged her against the house, where they couldn't be seen from above. â€Å"Let's get away from this noise,† he said fastidiously, looking up. Without waiting for a response, he caught her arm. Elena resisted. â€Å"I have to go in there!† â€Å"You can't.† He gave her a wolfish smile. â€Å"I mean that literally. You can't go in that house. You haven't been invited.† Momentarily nonplussed, Elena let him tow her a few steps. Then she dug her heels in again. â€Å"But I need my diary!† â€Å"What?† â€Å"It's in the closet, under the floorboards. And I need it. I can't go to sleep without my diary.† Elena didn't know why she was making such a fuss, but it seemed important. Damon looked exasperated; then, his face cleared. â€Å"Here,† he said calmly, eyes glinting. He withdrew something from his jacket. â€Å"Take it.† Elena eyed his offering doubtfully. â€Å"It's your diary, isn't it?† â€Å"Yes, but it's my old one. I want my new one.† â€Å"This one will have to do, because this one is all you're getting. Come on before they wake up the whole neighborhood.† His voice had turned cold and commanding again. Elena considered the book he held. It was small, with a blue velvet cover and a brass lock. Not the newest edition perhaps, but it was familiar to her. She decided it was acceptable. She let Damon lead her out into the night. She didn't ask where they were going. She didn't much care. But she recognized the house on Magnolia Avenue; it was where Alaric Saltzman was staying. Elena licked her lips. â€Å"No,† Damon said shortly. â€Å"This one's not for biting. There's something fishy about him, but you should be safe enough in the house. I've slept here before. Up here.† He led her up a flight of stairs to an attic with one small window. It was crowded with stored objects: sleds, skis, a hammock. At the far end, an old mattress lay on the floor. â€Å"He won't even know you're here in the morning. Lie down.† Elena obeyed, assuming a position that seemed natural to her. She lay on her back, hands folded over the diary that she held to her breast. Damon dropped a piece of oilcloth over her, covering her bare feet. â€Å"Go to sleep, Elena,† he said. He bent over her, and for a moment she thought he was going to†¦ do something. Her thoughts were too muddled. But his night black eyes filled her vision. Then he pulled back, and she could breathe again. The gloom of the attic settled in on her. Her eyes drifted shut and she slept. She woke slowly, assembling information about where she was, piece by piece. Somebody's attic from the looks of it. What was she doing here? Rats or mice were scuffling somewhere among the piles of oilcloth-draped objects, but the sound didn't bother her. The faintest trace of pale light showed around the edges of the shuttered window. Elena pushed her makeshift blanket off and got up to investigate. It was definitely someone's attic, and not that of anyone she knew. She felt as if she had been sick for a long time and had just woken up from her illness. What day is it? she wondered. She could hear voices below her. Downstairs. Something told her to be careful and quiet. She felt afraid of making any kind of disturbance. She eased the attic door open without a sound and cautiously descended to the landing. Looking down, she could see a living room. She recognized it; she'd sat on that ottoman when Alaric Saltzman had given a party. She was in the Ramsey house. And Alaric Saltzman was down there; she could see the top of his sandy head. His voice puzzled her. After a moment she realized it was because he didn't sound fatuous or inane or any of the ways Alaric usually sounded in class. He wasn't spouting psycho-babble, either. He was speaking coolly and decisively to two other men. â€Å"She might be anywhere, even right under our noses. More likely outside town, though. Maybe in the woods.† â€Å"Remember, the first two victims were found near the woods,† said the other man. Is that Dr. Feinberg? Elena thought. What's he doing here? What am I doing here? â€Å"No, it's more than that,† Alaric was saying. The other men were listening to him with respect, even with deference. â€Å"The woods are tied up in this. They may have a hiding place out there, a lair where they can go to earth if they're discovered. If there is one, I'll find it.† â€Å"Are you sure?† said Dr. Feinberg. â€Å"I'm sure,† Alaric said briefly. â€Å"And that's where you think Elena is,† said the principal. â€Å"But will she stay there? Or will she come back into town?† â€Å"I don't know.† Alaric paced a few steps and picked up a book from the coffee table, running his thumbs over it absently. â€Å"One way to find out is to watch her friends. Bonnie McCullough and that dark-haired girl, Meredith. Chances are they'll be the first ones to see her. That's how it usually happens.† â€Å"And once we do track her down?† Dr. Feinberg asked. â€Å"Leave that to me,† Alaric said quietly and grimly. He shut the book and dropped it on the coffee table with a disturbingly conclusive sound. The principal glanced at his watch. â€Å"I'd better get moving; the service starts at ten o'clock. I presume you'll both be there?† He paused on his way to the door and looked back, his manner irresolute. â€Å"Alaric, I hope you can take care of this. When I called you in, things hadn't gone this far. Now I'm beginning to wonder-â€Å" â€Å"I can take care of it, Brian. I told you; leave it to me. Would you rather have Robert E. Lee in all the papers, not just as the scene of a tragedy but also as ‘The Haunted High School of Boone County'? A gathering place for ghouls? The school where the undead walk? Is that the kind of publicity you want?† Mr. Newcastle hesitated, chewing his lip, then nodded, still looking unhappy. â€Å"All right, Alaric. But make it quick and clean. I'll see you at the church.† He left and Dr. Fein-berg followed him. Alaric stood there for some time, apparently staring into space. At last he nodded once and went out the front door himself. Elena slowly trailed back up the stairs. Now what had all that been about? She felt confused, as if she were floating loose in time and space. She needed to know what day it was, why she was here, and why she felt so frightened. Why she felt so intensely that no one must see her or hear her or notice her at all. Looking around the attic, she saw nothing that would give her any help. Where she had been lying there were only the mattress and the oilcloth-and a little blue book. When she finished, she was weak with fear and horror. Bright spots danced and shimmered before her eyes. There was so much pain in these pages. So many schemes, so many secrets, so much need. It was the story of a girl who'd felt lost in her own hometown, in her own family. Who'd been looking for†¦ something, something she could never quite reach. But that wasn't what caused this throbbing panic in her chest that drained all the energy from her body. That wasn't why she felt as if she were falling even when she sat as still as she could get. What caused the panic was that she remembered. She remembered everything now. The bridge, the rushing water. The terror as the air left her lungs and there was nothing but liquid to breathe. The way it had hurt. And the final instant when it had stopped hurting, when everything had stopped. When everything†¦ stopped. Oh, Stefan, I was so frightened, she thought. And the same fear was inside her now. In the woods, how could she have behaved like that to Stefan? How could she have forgotten him, everything he meant to her? What had made her act that way? But she knew. At the center of her consciousness, she knew. Nobody got up and walked away from a drowning like that. Nobody got up and walked away alive. Slowly, she rose and went to look at the shuttered window. The darkened pane of glass acted as a mirror, throwing her reflection back at her. It was not the reflection she'd seen in her dream, where she had run down a hall of mirrors that seemed to have a life of their own. There was nothing sly or cruel about this face. Just the same, it was subtly different from what she was used to seeing. There was a pale glow to her skin and a telling hollowness about the eyes. Elena touched fingertips to her neck, on either side. This was where Stefan and Damon had each taken her blood. Had it really been enough times, and had she really taken enough of theirs in return? It must have been. And now, for the rest of her life, for the rest of her existence, she would have to feed as Stefan did. She would have to†¦ She sank to her knees, pressing her forehead against the bare wood of a wall. I can't, she thought. Oh, please, I can't; I can't. She had never been very religious. But from that deep place inside, her terror was welling up, and every particle of her being joined in the cry for aid. Oh, please, she thought. Oh, please, please, help me. She didn't ask for anything specific; she couldn't gather her thoughts that far. Only: Oh, please help me, oh please, please. Her face was still pale but eerily beautiful, like fine porcelain lit from within. Her eyes were still smudged with shadows. But there was a resolve in them. She had to find Stefan. If there was any help for her, he would know of it. And if there wasn't†¦ well, she needed him all the more. There was nowhere else she wanted to be except with him. She shut the door of the attic carefully behind her as she went out. Alaric Saltzman mustn't discover her hiding place. On the wall, she saw a calendar with the days up to December 4 crossed off. Four days since last Saturday night. She'd slept for four days. When she reached the front door, she cringed from the daylight outside. It hurt. Even though the sky was so overcast that rain or snow looked imminent, it hurt her eyes. She had to force herself to leave the safety of the house, and then she felt a gnawing paranoia about being out in the open. She slunk along beside fences, staying close to trees, ready to melt into the shadows. She felt like a shadow herself -or a ghost, in Honoria Fell's long white gown. She would frighten the wits out of anyone who saw her. But all her circumspection seemed to be wasted. There was no one on the streets to see her; the town might have been abandoned. She went by seemingly deserted houses, forsaken yards, closed stores. Presently she saw parked cars lining the street, but they were empty, too. And then she saw a shape against the sky that stopped her in her tracks. A steeple, white against the thick dark clouds. Elena's legs trembled as she made herself creep closer to the building. She'd known this church all her life; she'd seen the cross inscribed on that wall a thousand times. But now she edged toward it as if it were a caged animal that might break loose and bite her. She pressed one hand to the stone wall and slid it nearer and nearer to the carved symbol. When her outspread fingers touched the arm of the cross, her eyes filled and her throat ached. She let her hand glide along it until it gently covered the engraving. Then she leaned against the wall and let the tears come. I'm not evil, she thought. I did things I shouldn't have. I thought about myself too much; I never thanked Matt and Bonnie and Meredith for all they did for me. I should have played more with Margaret and been nicer to Aunt Judith. But I'm not evil. I'm not damned. When she could see again, she looked up at the building. Mr. Newcastle had said something about the church. Was it this one he meant? She avoided the front of the church and the main doorway. There was a side door that led to the choir loft, and she slipped up the stairs noiselessly and looked down from the gallery. She saw at once why the streets had been so empty. It seemed as if everyone in Fell's Church was here, every seat in every pew filled, and the back of the church packed solid with people standing. Staring at the front rows, Elena realized that she recognized every face; they were members of the senior class, and neighbors, and friends of Aunt Judith. Aunt Judith was there, too, wearing the black dress she'd worn to Elena's parents' funeral. Fell's Church was here, every seat in every pew filled, and the back of the church packed solid with people standing. Staring at the front rows, Elena realized that she recognized every face; they were members of the senior class, and neighbors, and friends of Aunt Judith. Aunt Judith was there, too, wearing the black dress she'd worn to Elena's parents' funeral. â€Å"†¦ share our remembrances of this very special girl,† he said, and he moved aside. Elena watched what happened after with the unearthly feeling that she had a loge seat at a play. She was not at all involved in the events down there on stage; she was only a spectator, but it was her life she was watching. Mr. Carson, Sue Carson's father, came up and talked about her. The Carsons had known her since she was born, and he talked about the days she and Sue had played in their front yard in the summer. He talked about the beautiful and accomplished young lady she had become. He got a frog in his throat and had to stop and take off his glasses. Sue Carson went up. She and Elena hadn't been close friends since elementary school, but they'd remained on good terms. Sue had been one of the few girls who'd stayed on Elena's side after Stefan had come under suspicion for Mr. Tanner's murder. But now Sue was crying as if she'd lost a sister. â€Å"A lot of people weren't nice to Elena after Halloween,† she said, wiping her eyes and going on. â€Å"And I know that hurt her. But Elena was strong. She never changed just to conform to what other people thought she should be. And I respected her for that, so much†¦Ã¢â‚¬  Sue's voice wobbled. â€Å"When I was up for Homecoming Queen, I wanted to be chosen, but I knew I wouldn't be and that was all right. Because if Robert E. Lee ever had a queen, it was Elena. And I think she always will be now, because that's how we'll all remember her. And I think that for years to come the girls who will go to our school might remember her and think about how she stuck by what she thought was right†¦Ã¢â‚¬  This time Sue couldn't steady her voice and the reverend helped her back to her seat. The girls in the senior class, even the ones that had been nastiest and most spiteful, were crying and holding hands. Girls Elena knew for a fact hated her were sniffling. Suddenly she was everybody's best friend. There were boys crying, too. Shocked, Elena huddled closer to the railing. She couldn't stop watching, even though it was the most horrible thing she had ever seen. Frances Decatur got up, her plain face plainer than ever with grief. â€Å"She went out of her way to be nice to me,† she said huskily. â€Å"She let me eat lunch with her.† Rubbish, Elena thought. I only spoke to you in the first place because you were useful in finding out information about Stefan. But it was the same with each person who went up to the pulpit; no one could find enough words to praise Elena. â€Å"I always admired her†¦Ã¢â‚¬  â€Å"One of my favorite students†¦Ã¢â‚¬  When Meredith rose, Elena's whole body stiffened. She didn't know if she could deal with this. But the dark-haired girl was one of the few people in the church who wasn't crying, although her face had a grave, sad look that reminded Elena of Honoria Fell as she looked on her tomb. â€Å"When I think about Elena, I think about the good times we had together,† she said, speaking quietly and with her customary self-control. â€Å"Elena always had ideas, and she could make the most boring work into fun. I never told her that, and now I wish I had. I wish that I could talk to her one more time, just so she would know. And if Elena could hear me now†-Meredith looked around the church and drew a long breath, apparently to calm herself-â€Å"if she could hear me now, I would tell her how much those good times meant to me, and how much I wish that we could still have them. Like the Thursday nights we used to sit together in her room, practicing for the debate team. I wish we could do that just once more like we used to.† Meredith took another long breath and shook her head. â€Å"But I know we can't, and that hurts.† What are you talking about? Elena thought, her misery interrupted by bewilderment. We used to practice for the debate team on Wednesday nights, not Thursdays. And it wasn't in my bedroom; it was in yours. And it was no fun at all; in fact, we ended up quitting because we both hated it†¦ Suddenly, watching Meredith's carefully composed face, so calm on the outside to conceal the tension within, Elena felt her heart begin to pound. Meredith was sending a message, a message only Elena could be expected to understand. Which meant that Meredith expected Elena to be able to hear it. Meredith knew. Had Stefan told her? Elena scanned the rows of mourners below, realizing for the first time that Stefan wasn't among them. Neither was Matt. No, it didn't seem likely that Stefan would have told Meredith, or that Meredith would choose this way of getting a message to her if he had. Then Elena remembered the way Meredith had looked at her the night they had rescued Stefan from the well, when Elena had asked to be left alone with Stefan. She remembered those keen dark eyes studying her face more than once in the last months, and the way Meredith had seemed to grow quieter and more thoughtful each time Elena came up with some odd request. Meredith had guessed then. Elena wondered just how much of the truth she'd put together. Bonnie was coming up now, crying in earnest. That was surprising; if Meredith knew, why hadn't she told Bonnie? But maybe Meredith had only a suspicion, something she didn't want to share with Bonnie in case it turned out to be a false hope. â€Å"Thank you,† Bonnie said, wiping her streaming eyes. She tilted her head back to look at the ceiling, either to regain her poise or to get inspiration. As she did, Elena saw something that no one else could see: she saw Bonnie's face drain of color and of expression, not like somebody about to faint, but in a way that was all too familiar. A chill crawled up Elena's backbone. Not here. Oh, God, of all times and places, not here. But it was already happening. Bonnie's chin had lowered; she was looking at the congregation again. Except that this time she didn't seem to see them at all, and the voice that came from Bonnie's throat was not Bonnie's voice. â€Å"No one is what they appear. Remember that. No one is what they appear.† Then she just stood there, unmoving, staring straight ahead with blank eyes. People began to shuffle and look at one another. There was a murmur of worry. â€Å"Remember that-remember-no one is what they seem†¦Ã¢â‚¬  Bonnie swayed suddenly, and Reverend Bethea ran to her while another man hastened up from the other side. The second man had a bald head that was now shining with sweat-Mr. Newcastle, Elena realized. And there at the back of the church, striding up the nave, was Alaric Saltzman. He reached Bonnie just as she fainted, and Elena heard a step behind her on the stair.

Verbal Bullying

Abstract Bullying may give particular students self-confidence, but school bullying must be stopped. Being the victim of bullying can lower a victim’s self-esteem, cause psychological problems, and have many other long term effects. This research represented ways individuals can see the short term and long term effects of being a bully or the victim. There are many demographics of bullying. Suicide and school violence is on the rise. Victims of bullies can often get severely depressed and have low self-esteem.They start thinking of how to take care of the problem themselves. The outcome can take innocent bystanders lives. School is starting for the tri state area kids. Parents are excited, kids are bummed, and teachers are preparing for the new school year. One Subject that parents and teachers have been focusing their attention on is bullying. They have got to prepare to act quickly and know when a student is bullying or being bullied. Parents and teachers are watching for si gns of their children being bullied or doing the bullying.Bullying may give particular students self-confidence, but school bullying must be stopped because being the victim of bullying can cause psychological problems, there are different types of bullying and they have many different short-term and long- term effects. According to Bullying Timeline(2008-2009), bullying is not something that has just surfaced in the past ten years, earliest categorized act of bullying behavior is dated all the way back to 1897. Dr. Dan Olweus conducted the first research on bullying in 1970.In 1978 the first book was released, â€Å"Aggression in the schools: Bullies and Whipping Boys. † Dr. Dan Olweus proposed a law against bullying in schools in 1981. In the mid-1990’s, Olweus argument led to legislation against bullying by the Swedish & Norwegian parliaments. This was the first proposal of an anti-bullying law. April 20th, 1999, was a revolution for the states, two teenage schoolbo ys, Eric Harris and Dylan Klebold, whom was persistently bullied, went on a shooting spree wounding twenty-three, fatally shooting thirteen, and taking their own lives.Children, parents and school officials around the country were shocked, and no one could deny the need for more pro-social and accepting school environments and a way to combat bullying among students. (The history of bullying in schools,2008-2009) The Free Online Dictionary’s definition of a bully is, â€Å"a person who is habitually cruel or overbearing, especially to smaller or weaker people. † Bullying hasn’t really changed over the years, what has changed is the technology involved in bullying. Research and attention have become more focused on bullying since early 1970. Free Online Dictionary, 2012) The four types of bullying that are a significant focus. Verbal and physical are the most associated with bullying. Social and cyber bullying is an increasing rise, to focus more on. Verbal bully ing is the most common form of bullying. (Teenage Bullying,2009) Growing up we have all heard the saying, â€Å"sticks and stones may break my bones but words cannot hurt me. † As untrue as that saying is, name calling, rude comments, constant taunting, threats and teasing can be the breaking point for an individual. Words are painful as well as very affective on one’s life.Forgetting something that was said is not always that easy. Verbal bullying is most common among girls. It is easier to bully a girl with words than it is to physically bully a girl. Social bullying is also found typically amongst girls. (Being left out is worst form of bullying according to research,2011) Spreading rumors that are highly embarrassing, untrue, which can make the person feel ashamed about, who they are. Leaving someone out of a group or discussion on purpose, making the victim feel alone and uninvited to participate.Bullies can glare to intimidate their victim for saying something to someone else, or even being present when the bully is around. At times they give the silent treatment because they are mad or jealous of the person. (National Foundation for educational research,2011) Physical bullying appears to be the most obvious kind of bullying. Physical attacks such as: kicking, pushing, tripping, and spitting to show that they are in charge. Rude gestures like, pounding their fist to their hand resembling they will hit their victim. It is a powerful act to intimidate the weak and show who is in charge. Physical bullying is most common in young boys.They tend to use violence to demonstrate power. With the new technology cyber bullying is one of the prime methods in this day and age for a bully. Cyber bullying is the use of technology to harass, threaten, embarrass, or target another person. Facebook, MySpace and other forms of social networks are not the only forms of cyber bullying. Surprisingly, 42 percent of kids have been bullied while online through e-ma il, texting, chat rooms, forums, and instant messaging. (Cyber bullying Statistics: Statistics and Tips, 2004) Based on 2004 i-SAFE survey of 1,500 student’s grades 4-8, â€Å"35% of kids using the internet have been threatened online.Survey showed 21% of kids have received mean or threatening e-mail or other messages. While 58% of the kids admit someone has said mean or hurtful things to them online. Significantly, 58% have not told their parents or an adult about something mean or hurtful that happened to them online. On the other hand survey showed 53% of kids admit to having said something mean or hurtful to another person online. †(2004) (Cyber bullying Statistics: Statistics and Tips, 2004) Cyber bullying has changed how persistent bullies can be. When bullying was just at school, kids had home to go to after school and weekends.They only had to deal with bullying on the school grounds. There is no escape for victims whom are targeted at school currently. They ar e being targeted at home by internet bullying and texting. According to a research done by Stop Bullying,(2011) strangely enough there is no federal law directly addresses bullying, â€Å"in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex, age, disability, or religion. When bullying and harassment overlap, federally-funded schools have an obligation to resolve the harassment.When the situation is not adequately resolved, the U. S. Department of Education’s Office for Civil Rights and the U. S. Department of Justice’s Civil Rights Division may be able to help. † (Federal Law, 2011) Forty-nine of the fifty states in the U. S. have approved school anti-bullying legislation. In 1999, Georgia was the first to be approved. (Georgia house bill, 2012) Montana is the only state without anti-bullying legislation. (MT-Senate bill 198, 2012) Local tri-state area anti-bullying laws are in affect. In 2007, Iow a jumped on board to create a state law and policies at schools for bullying.Wisconsin joined in 2010, with both school policies, as well as a state law, while in 2007 Illinois only has an anti-bullying law, but no school policy. (Bully Police, 2012) Oddly Illinois is ranked the 3rd most bullied state for k-12. (Top 5 States, 2011) Bullies are often mistaken as loners with low self-esteem. Bully’s naturally have an easier time making friends. It is easier to be a bully’s friend than to be bullied by him/her. A bully’s self-esteem is average or above normal. They are known to come from homes with limited supervision by parents, harsh or physical discipline at home ay have a role model with bullying engagements, and a one parent household. Children who participate in bullying often bully more than one individual. Their characteristics are often but not limited to: being impulsive, having a lack of empathy, as well as, becoming easily frustrated. They also have a t endency not to listen to authority. Generally, they do not like to follow rules. Some can look at violence in a positive way, and can often be found erratic. Kids who bully have a liking to find other friends who are bullies. Together they can become positive to violence. Children who bully, 2011) What are the signs to look for in children that are bullies? Bullying can be a sign of serious antisocial violent behavior. A victim at home can be a bully at school. Children who bully other kids are more likely to pick fights, be injured in fighting, vandalize property or steal from others, drink alcohol at an early age, smoke cigarettes, do recreational drugs, become absent from school or stop attending all together, and may carry weapons. If you ask a bully about weapons, majority own or have access to. Short term effects of being a bully are feeling the powerful use of anger.Control bullies have over other kids, and fear that was present when they are nearby. At the same time bullies are respected because it is easier to be friends with a bully then be bullied by the bully. The false happiness bullies think they are aiding by hurting others. Long term effects of being a bully. Becoming a criminal in later years of their lives, is a probability. Self- esteem and empathy never mended. Some feel they have reputations to live up to and feel they are invincible. Consequences never fear bullies in the long term effect because they do not care what happens next.For parents to recognize if their child is doing the bullying often have a strong need to dominate situations to get their own way and have the power over the household. Antisocial or criminal behavior at a young age can demonstrate that they are hanging out with the wrong kids. Children with aggressive behavior to rule a parent and not listen to what they have to say, and can become abusive toward their parents to dominate the situation and be in charge. (Children who bully, 1998-2012) Teachers are trained to w atch for signs of bullying. Children can be bullied in many ways physical, verbal, and emotional.Crick & Grotpeter (1995) discuss how there are more ways than just directly bullying; they can include indirect behaviors that cause a child to feel socially secluded. † Examples of this type of bullying could be leaving the student out of activities, spreading rumors, making him/her feel uncomfortable or scared, telling nasty stories, not allowing the person to speak to other children or be spoken to. This is also called relational aggression, which is primarily, but not exclusively associated with girls' bullying strategies â€Å"(Crick ; Grotpeter, 1995).Girls are more commonly responsible for the indirect behavior. Boys like to demonstrate their aggression and cause physical damage. In most cases, children are bullied because they are different and stick out in some way or another. Sometimes it is because one is smaller or bigger than the other kids. Age could be a factor in o ther cases. Being a specific gender, male versus female, or even a person’s sexual orientation could be a cause for bullying. A victim could be bullied because of economic status such as being rich or poor. Race, religion, beliefs and interests could be different from the bullies.There are many demographics for one to be a victim of bullying. Recognizing signs children being bullied can be more difficult than signs of your child being the bully. Children who are being victimized by bullying have one or several behaviors at home. They may come home with bruises, cuts, or other physical appearances without an explanation of how they got there. They do not want to go to school anymore or start taking a different route to and from school. Acting sad, depressed, irritable, and suddenly have temper outburst. May start to isolate themselves from others and become a loner.Schoolchildren who are bullied may suffer from different short-term effects. Anger along with frustration may bec ome collective feelings. Intention is that they want to retaliate, and have the desire for the bully to stop picking on he/she. Some frustration and anger come from not understanding why they are being the victim of bullying. Several start becoming afraid and concerned of what will occur next, and start developing anxiety. Victims from time to time can become depressed and feel it is their fault and begin to think; they hate life, hate themselves and hate existence.Low self-worth may play a part of short term bullying in which can cause illness. Some students may start to be absent from school, start to become a loner to avoid being bullied. Long term effects for the victim of being bullied are far more serious then short term effects. Severe depression is more than just a feeling of being down. Depression is a severe mood disorder in which feelings of unhappiness, along with other symptoms, can interfere with a person’s normal everyday activities for a long period of time.If severe depression is not treated swiftly, selected number of victims may get to the point of hurting themselves, thoughts of suicide, attempting suicide, or considerations or actions of hurting others. The worst case occurrence through bullying is when victims come back and retaliates the best way they feel is gratifying. Human instinct is to hurt someone who is hurting us. Making someone feel the way they have made us feel, becomes the only precedence some have. With that being said, there are school shootings and suicides on the rise.It is no longer just hurtful words, excluding someone from a group or event, giving each other silent treatment, or fist fighting. It has become a fatal concern on the rise. According to Bullying Statistics,(2009) the alarming figures are on the rise. * Suicide is the third leading cause of death among young people, resulting in about 4,400 deaths per year, according to the CDC. For every suicide among young people, there are at least 100 suicide att empts. Over 14 percent of high school students have considered suicide, and almost 7 percent have attempted it. Bully victims are between 2 to 9 times more likely to consider suicide than non-victims, according to studies by Yale University * A study in Britain found that at least half of suicides among young people are related to bullying * 10 to 14 year old girls may be at even higher risk for suicide, according to the study above * According to statistics reported by ABC News, nearly 30 percent of students are either bullies or victims of bullying, and 160,000 kids stay home from school every day because of fear of bullying. Bullying Statistics,2009) In conclusion, being the victim of school bullying can have extreme long term effects on both the victim and the bully. Today’s technology has changed the way kids are getting bullied. Parents are watching for warning signs if their child is the victim of bullying or is the bully. There are many short-term and long-term effect s bullying can have on kids.Teachers are particularly watching interactions between kids. Some schools have created bully awareness days or weeks. School violence and suicide are on the rise, distinguishing bullying and being able to solve the problem proficiently, will be the best way to reduce an ongoing problem in the future. Preventing bulling is possible with enough contribution.

Why Nations Fail – Chapter 5 Summary

Levisalles Amaury Georg-August-Universitat Sommer Semester 2012 Gottingen WHY NATIONS FAIL D. ACEMOGLU & J. A. ROBINSON Seminar Paper CHAPTER 5 â€Å"I'VE SEEN THE FUTURE, AND IT WORKS†: GROWTH UNDER EXTRACTIVE INSTITUTIONS What Stalin, King Shyaam, the Neolithic Revolution, and the Maya city-states all had in common and how this explains why China's current economic growth cannot last.Resume of the Key Statements of the Chapter In this chapter, D. Acemoglu and J. A. Robinson explain how growth under extractive institutions is not sustainable in the long term and always leads to the collapse, in one way or another, of these institutions. The title of the chapter, â€Å"I've seen the future and it works†, is a quotation from the autobiography of Lincoln Steffens (1931). He was then speaking about the communist model that he had discovered on a diplomatic mission to Russia. The title of the chapter is of course ironic since it is well known that the Soviet System broke down in 1991.In this chapter the authors tackle different aspects of Extractive Institutions and explain throughout many concrete examples as to why the multiple facets of these institutions lead to the end of them. Extractive politi cal and economical institutions are â€Å"structured to extract resources from the many by the few† and â€Å"concentrate power in the hand of a few, who will then have incentives to maintain and develop these institutions† (page 430). Dictatorship is the best example of an extractive institution as in this case power is concentrated in the hands of very few, if not only the dictator himself.These types of institutions are mostly founded in authoritarianism and totalitarianism political systems (dictatorship being an authoritarianism type of system). The Soviet Model is the first system studied by Acemoglu and Robinson in this chapter. It is indeed one of the best examples in history to observe how growth evolves under extractive institutions and the problems that rise along this type of political and economical system. After coming to power via a massive purge of his opponents, Stalin decided to invest massively in the industry sector through huge government orders, e specially in the military and aeronautical sectors.In order to support all the needs of the workers, he implemented very high taxes on agricultural resources. However, the tax system in Russia at this time was very ineffective. He thus collectivized all the land to form state farms known as Kolkhoz. The incentives of farm workers were therefore much lowered since a large part of their harvests was taken away by the government. This led to a great famine during which six million Russians died (Davies and Wheatcroft, 2004).Even if the collectivization system was a total disaster, the growth in Russia still increased from 6% per year from 1928 to 1960, which at this time was a record. The growth happened through reallocation of labour and capital force. Indeed, the technology used at this 3 time in the country was really obsolete in comparison to Europe or the United States and only removing resources from agricultural to industrial work allowed Russia to benefit from very high growth for several years. However, rapid growth rate is one, if not the only possible achievement under Extractive Institutions.In fact, Russia's extreme growth slowed down from the 1960 and it had totally stopped by 1970. Unsustainable growth is explained by a lack of incentive for creative destruction, that means for technological change. For example, bonuses were given to companies meeting targets set by the government. Therefore, no one was eager to sacrifice resources to invest in future technologies since everyone wanted to reach targets. What is to be considered with the Soviet Model is that growth under Extractive Institutions is high but only in the very short term and that it is not sustainable at all.The lack of creative destruction and true economic incentives are the main factors responsible for it. The second part of the chapter is focused on how Institutional Innovations, e. g. centralization and political establishment, can accomplish some limited economic achievements, and how, in a certain situation, it led to the Neolithic Revolution. In 1620, a man named Shyaam provoked a political revolution and made himself king of the Bushong, an African people located near the river Kasai. On the other side of the river was another, the Lele.Contrary to the first one, they had no government and would live in villages without any real hierarchy (Douglas, 1962/1963 and Vansina, 1978). After his accession to power, King Shyaam implemented a pyramid of political institutions and with it, a tax and a legal system assured by a police and a â€Å"trial by jury† system. The king also decided to reorganize agriculture with the implementation of â€Å"an intensive mixed-farming cycle† (page 135). Thanks to all of this, the Bushong became much more prosperous than their neighbours and the situation is still the same today.Although King Shyaam was taking a large amount of resources from its people, since it was an Extractive Institution, they were still much richer than their nearby residents and were living in a secure state. As for the Natufians, they were considered as the first people to settle and established the bases for the Neolithic Revolution. Around 9600 BC came â€Å"The Long Summer† (Fagan, 2003), which allowed an expanding animal and vegetal population. Thanks to these abundant resources, the Natufians decided to settle down and later on, began farming. This change from a omadic to a sedentary life had been made possible by previous institutional changes.Even though the reasons are still unknown, it has been proved that a hierarchy had been established 4 among the Natufians. Since their group had a leader, they were able to settle and keep on having institutional innovations that were needed to live in a sedentary way. The important fact about the Bushong and the Natufians is that even with a limited amount of institutional innovation, a certain amount of economic prosperity can be reached. However this development is not very high but more importantly, it is not sustainable.The fourth and last society studied by Acemoglu and Robinson is the Maya and their City-States that existed about a thousand years ago. The goal of the authors here is to show us that as Extractive Institutions rise, some people take power and are envied by others. This situation can lead to the replacement of a leader by another but also to the end of a civilization, as it has been the case for the Maya. As the Natufians transitioned to Agriculture, so did the Maya. This agricultural emergence was made possible by the creation of Extractive Institutions.The Maya were in fact an extremely well hierarchically developed society. But since it was controlled by extractive institutions, it meant that a few people would be exploiting a large number and these inequalities always generate jealousy. The city-states were very prosperous and trade was very important at the time, however, lots of them would be at war against one anot her. And when it wasn't the cities that were at war, it would be the elites of a city that would fight each other for power. This situation of elite warfare was all the more the case when the king (k'uhul ajaw) of a city would die.At some point, in the city of Quirigua, when the last king died, the population simply deserted the city and the let it be invaded by the jungle. The main point to be remembered from the Mayan example is that when it is not the economic situation that kills extractive institutions, it is its political system. Because such a model makes lots of people envious, self-destruction by citizens from the same city or war between cities is ineluctable. We can therefore keep in mind that Extractive Institutions are able to achieve more or less high and rapid growth.However, this growth is unsustainable and sometimes very limited, mainly because of a lack of creative destruction and technological progress. This is mainly due to the resistance opposed by the Elite and the Government that fear these changes. Another feature of extractive institutions is that great inequalities among people arise since the state extracts much of the created wealth. Political instability is the last important aspect of these institutions as the position of elite is much envied by others. 5 Description of the Original Researches used By The AuthorsIn this second part, we will have a look at the original papers that the authors used to write their book and discuss them. The first case of the chapter, the Soviet Model, is based on three main books and on numbers and a quotation coming from 4 others. We shall here examine mainly the three principal writings used by the authors in their book. The first important paper is written by Joseph S. Berliner and is entitled â€Å"The Innovation Decision in Soviet Industry†. In this book, J. Berliner explains the process of innovation under the Soviet Model and how decisions about it are being taken.He provides an explana tion of how the economy under the Communist System works but above all, he focuses on the features that are being taken into account to decide the innovations that are to be implemented. What is to be understood as innovation in the Soviet Union is â€Å"whenever any enterprise introduces a product or process that has never been employed before†. As D. Acemoglu and J. A. Robinson point out in their book, the innovation system is more than inefficient. Indeed, the soviet economy is based on â€Å"the production of established products by mean of established processes† and therefore, innovation is not very conceivable.The second text is from Gregory and Harrison and deals with how the economy worked and how it was planned under Stalin's dictatorship. Following the opening of the economic archives under Stalin's era, it has been found that the system was extremely centralized. Even if power was delegated, all the decision makers feared repression from their superior in ca se of a bad choice. In the end, Stalin was making an incredible amount of decisions and everything was controlled from the very top, making the system inaccurate.We also learn that the communist control over the market, that should have replaced the invisible hand in a market-friendly economy, was totally inefficient. The central planning as Acemoglu and Robinson mention wasn't able to introduce true incentives because the whole market was built on government command and this is not sustainable in the long term as we saw when the Soviet Union fell. The last document used is a review by Levy and Peart of all the theories that had been made about the Soviet economic growth and how everyone was more or less way too overconfident about it.Like Samuelson (1948-1980), some Americans economists had predicted that the Soviet Union's economy was to overpass the United State's one. Indeed, when we    6 take a look at the consumption of the two countries, their part of investment of the GNP and their growth at the time, we could think that the US economy should have been overtaken by the Soviet's in a few years. However, the Soviet GNP was at the beginning only 60% of America's. More importantly, the Soviet investments were focused essentially on the military and the aeronautical sector. Therefore, the communist economy was not diversified at all, that is to say, not sustainable.For the second part of the chapter, we will have a look over three of the texts used in the studied chapter. As we can read in an abstract of Vansina's study about the Kuba kingdom, it is impossible to know the exact reasons that led a man to unite the Kuba people under his leadership. But what is sure is that King Shyaam a-Mbul a Ngoong, Shyaam â€Å"the Great†, has left an incredible legacy to its people. By creating a political, economical and social life, he simply allowed the Bushong people, one of the Kuba tribe, to have a prosperous and secured life compared to the other tribes.Th e reason why it is the Bushong and not the Lele, the Pende or another people that has benefited from these innovations is however unknown since there is no writing about it and the only memories that subsist are through oral histories. As Acemoglu and Robinson have written, Shyaam has revolutionized the culture of its people through the implementation of an agricultural cycle based on cultivating different crops in the course of the year. He also brought to its people a developed government built on justice, merit and loyalty.It is therefore proved that the institutional innovations led to a great development of the Bushong over the years, even if it was limited because of the Belgian colonization at the end of the 19th century. The second paper is about â€Å"The Emergence of Agriculture† and how we know that agriculture was developed after settling and not before. In his paper, Bruce D. Smith explains that agriculture did not appear in one day but in more or less 2 000 year s. Indeed, through archaeological researches, it has been proved that the plants cultivated 8 000 years ago were selected and had already been sorted.As we read in Acemoglu and Robinson's book, the Natufians had first selected the good crops and had then cultivated them. But in order to select them, the Natufians had to be settled, which proves that agriculture came after settlement. And with the rise of agriculture came other sciences such as math, astronomy or engineering that allowed the farmers to establish a calendar or effective irrigation system. The third book, which also confirms Smith's work is entitled â€Å"Village on the Euphrates: From Foraging to Farming at Abu Hureyra†. In this book, the authors take the village of Abu Hureyra as an example.This village was inhabited by Natufians from 11 500 B. C to 7 000 B. C and on the    7 archaeological site, scientists have found prior evidence that agriculture came after sedentarisation. Indeed, in the part of the vill age dating from more than approximately 9 000 years ago, bones of local hunted animals such as Persian gazelles have been found along with crops of wild vegetations. On the contrary, in the part of the village that existed after 9 000 B. C, bones of domesticated animals and plants have been found. This confirms once more the fact that agriculture appeared after settlement.For the third and last part of the studied chapter, we will take a look at two of the books used. The first one, â€Å"Chronicle of the Maya King and Queens: Deciphering the Dynasties of the Ancient Maya†, is a great description of the complex hierarchy that ruled the Mayan empire for several centuries. The book explains the story of all the different dynasties that existed throughout the Mayan empire and how the cities made alliances in order to create kingdoms and then fought between each other in order to control the largest possible part of the Mayan empire.As we read in Acemoglu and Robinson's work, the wars between the Maya city-states played a big role in the collapse of its empire. In the second text, â€Å"The Fall of the Ancient Maya†, the reasons for the collapse of the Mayan empire are more deeply studied. One of the trigger factors of it was the long-lasting droughts that would sometimes occur for several months and which would severely weaken the populations. Another reason is that the King, who also occupied the function of high priest at the time, was responsible for all the sacrifices that were supposed to bring rain, good harvest and prosperity to the city.But this wouldn't always work and as we read in the fifth chapter. In the city of Copan for example, the king was overthrown and later on, the city abandoned. One of the reasons that Copan's king wasn't able to provide enough food for all its inhabitants is that the population was growing over time and the farming surface was diminishing. This made it impossible for all the people of Copan to be fed. This sit uation was not only observed in Copan but all over the Mayan empire. However, what seems to be the main reason for the Mayan collapse is the constant warfare that would occur between cities and even among them.It was believed, at the time, that the sacrifices that kings had to do to bring rain, food and richness, had to be from royal blood. That means that cities were not only fighting against each other in order to enlarge their kingdoms but also to capture the elites from other cities and ransack them to take all the precious resources and offer them as sacrifices to the gods. Therefore, lots of cities would find themselves without any government and thereafter, the elites would fight against each other to take the throne and the cities would be abandoned in the end. 8Opposition to the Theories of Acemoglu and Robinson For this third part of the seminar paper, we will use reviews from several writers and newspapers about â€Å"Why Nations Fail†. The first one is a review by Francis Fukuyama about the book but more precisely about the notions of extractive institutions and conversely, inclusive institutions. In his article, Fukuyama explains why he disagrees with Acemoglu and Robinson's theory about the â€Å"more inclusive, more growth† phenomenon. He criticizes the fact that Acemoglu and Robinson do not give a precise definition of extractive and inclusive institutions.Since these two opposed government systems are not well defined, it allows the authors to give the benefit of growth to the inclusive institutions and on the contrary, to blame the extractive institutions for the absence of growth. He puts forward the argument that nowadays, each government is a mix of extractive and inclusive institutions and it is therefore extremely difficult to precisely attribute the wealth or the poorness of a country to one of the two types of politico-economic systems.He also disapproves of the fact that inclusive institutions are called so as soon as th e people are able to have a role in the political life of the country, even if very limited. He takes England in the late 17th Century, as an example. He explains that it is absurd to call it an inclusive state since only 10% of the population could vote at the time. For him, an inclusive institution should be defined as such, if it is like a modern day democracy, among many other things.He regrets that the Potosi Mita of the Conquistador's America, the Caribbean's Sugar Plantation, the Argentinean’s Ranchers and today's Communist China are all put in the same category. As a counter argument against â€Å"more inclusive, more growth†, he takes the example of India today, which is considered as the biggest democratic republic in the world. The problem in India, as Fukuyama writes, is that the inclusive institutions are too inclusive. The problem with it is that the government is unable to make any important decision about â€Å"major infrastructure projects because of all the lawsuits and the protests†.We therefore see that an excess of inclusion makes the inclusive state inaccurate, as is exactly the same case with an extractive institution. With the explanation of the Roman Empire System, Fukuyama shows us an example of a stable politico-economic institution and his disagreement with â€Å"Why Nations Fail† 9 concerning extractive institutions. The changeover from an oligarchy to a monarchy brought a political stability to the Roman Empire that enabled it to become one of the biggest nations that ever existed. Furthermore, this change allowed the citizens to take part in political life.Even though the Roman Empire ultimately collapsed, it was the wealthiest country in the world for more than two centuries. Fukuyama here is sceptical about the global model developed by Acemoglu and Robinson. He thus disagrees that Extractive Institutions are always a source of political and economical instability. In the end, we can say that even if Fukuyama disagrees with a certain number of Acemoglu and Robinson's arguments, they all agree on the fact that the key to success, and therefore growth, is a mix of inclusive and extractive politics and economics.The second article that we shall study here is written by Matthew Yglesias. In his review, Yglesias asks himself why it is that some of the biggest differences of income exist between countries in the third world and developed countries. He wonders why citizens from Ethiopia earn ten times less than ones from Colombia where as at the same time, citizens from Colombia earn only four times less than ones from Sweden. According to Yglesias, a â€Å"wellexecuted programme of growth under extractive institutions would solve some of the world's severe problems†.He explains, in a later article, that Communism is the key to explaining differences of wealth in countries that are governed by extractive institutions. It is for him the reason why East Germany was much poorer th an West Germany, China than Taiwan or even North Korea and South Korea. We can therefore say that Yglesias is not in disagreement with Acemoglu and Robinson's theories but thinks that the comparisons should not occur between extractive and inclusive institutions but between extractive institutions themselves.The last article we will see is a review by The Economist about the book â€Å"Why Nations Fail† and the question of the elites. According to Buttonwood, Extractive Elites exist within inclusive institutions. He says that the financial system is one of them. They are being criticized because they take a considerable amount of resources and therefore prevent these resources being allocated to others sectors in which innovations could be made. As banks are the institutions that lend money to entrepreneurs to create new businesses, they have the power of decision about the creation of start-ups, which is to say, new ideas and innovations.If banks would lend the money each ti me, they would be fully considered as inclusive institutions, however, this is not the case. The principal purpose of a bank is to be profitable    10 and make the most amount of money possible. Therefore, they don't want to lend money each time and are seen in this way as extractive institutions as they will only give the money to concrete and profitable businesses. Another problem of the inclusive institutions is the social policies applied by some countries; employees from the public sector prefer keeping their secure jobs rather than creating or joining a new business.These employees do not only want to be sure to keep their jobs but also want to continue enjoying the many advantages that civil servants are given. This, in a way, is a form of non-creative destruction, or at least, non-innovation. It is of course a perversity of the social aids created by governments of inclusive institutions. However, it is a form of resistance to creative destruction, which is a core feature of extractive institutions. The Public Sector is therefore, along with the financial Sector, a kind of extractive elite.However, the article in The Economist explains well that the extraction of the Elite among inclusive institutions is limited and cannot be regarded as totally extractive. 11 Personal Point Of View For the last part of this review of the fifth chapter of â€Å"Why Nations Fail†, I will give my thoughts about the points that have been discussed previously in the essay and that are tackled in the chapter. With the first example that Acemoglu and Robinson develop in this chapter, they show us how the lack of innovation is a main feature of Extractive Institutions' failure.This lack of innovation is mainly due to the resistance of the Elite and a Government that fears being overthrown by the people, as they will be willing to keep the profits of their innovations. On this point, I totally agree with the argument, however, as we have seen with the Soviet Model, th at for more than 30 years they have been able to extract the best of what was available. That is to say that without, or with only very few technological innovations, the Soviet Union has been able to maintain a 6% growth rate per year.This is somewhat incredible since America, at the same time, could not do better even though they were benefiting from technological change. I think that what is to be learned here is that in general, and even more in today’s world, we do not use what we have to its full capacity. By this I mean that as soon as we create a new tool or a new technology, we get rid of it before having used all of its facets. And the advantage, maybe the only one, of a totalitarianism state is that it obliges the people to work with what they have and therefore, use their tools to the optimum. I don't want to be taken for an extremist here.I am not at all in favour of a totalitarian or an authoritarian system; I just think that the best of every system should be t aken, as there is something good within each one. In this case, it is the optimum and full use of the present technologies before moving on to other things. As we see with the second example, a certain degree of institutional innovations may bring a certain degree of growth. With the institutional innovations come also economic, social and political improvements. I think that what is to be considered with King Shyaam is that with a certain degree of rigidity, growth is enabled.Therefore, I would say, following Yglesias' point of view, that with a certain degree of extraction, when well executed, a certain amount of growth and achievements could be reached. I think that even if in the long term, extractive institutions are not good and viable, it can be a good way to start or to re-launch an 12 economy. Even if this is very difficult to achieve, I think that having extractive institutions at the beginning and then moving on towards more inclusive ones might be very good for the econo my of a nation.As Fukuyama describes with the Roman Empire, the System was clearly extractive since the power was in the hands of the emperor. However, citizens had much more possibility to take part in the political life of their cites and they had true incentives to work since they could make their fortunes, but above all, they could keep these fortunes. They would have to pay taxes but the notion of private property was real and if someone was trying hard to succeed, he could do so.The result was that the Roman Empire stood for more than 200 years and is considered as one of the biggest that has ever existed. A certain degree of political extraction can therefore definitely be good for a nation's growth. We can see, today, that the political parties are more often trying to destroy the other parties' ideas than trying to cooperate with them and find the best compromises. It is here that a certain degree of extractive politics could be good and could help countries take big decisi ons more quickly.I would like to finish here with the case of China. Acemoglu and Robinson are convinced that China will inevitably collapse, just like the Soviet Union did. I think that this might not be the case for four reasons. My first point is the difference that exists between China and the former Soviet Union. On the other hqnd, we know much more about China than we knew about USSR. What I mean here is that we know that China has a considerable fortune and that they are not spending money that they don't have, which was the case with Soviet Union.There is a much stronger transparency with China's economy than there was with Stalin's government. My second argument is that the economical situation from today is not the same at all compared to that of the twentieth century. And we have seen that even with the global economic crisis that occurred in 2008, China has succeeded in maintaining a growth rate of more than 8% and an average growth of 10% over the past three decades, wh ich is much more than USSR even though USSR's GDP was bigger than China's today.My third point is that China is opening its economy more and more; it is gradually moving towards an inclusive economy. China is for technological change and creative destruction. Since approximately a decade, China has opened itself to foreign investments and Shanghai is now sometimes considered as the future â€Å"New York†. Even if this economical change is very limited and extremely controlled by the government (any foreign company that wishes to establish itself in China must create a joint venture with a Chinese company),    13 changes are happening.We cannot therefore say that China is against creative destruction; it is just that it is an authoritarian country and changes cannot happen in one day. My last point is about the political power in China and the liberty of the people. It is, I believe, the only reason that might someday put an end to the Chinese regime. Even if the people who disagree with the Chinese government are very badly treated, they are still much more considerate than before thanks to the international relations that China maintains with other countries.That is to say, China cares more than before about how other countries view it. However, the People's Republic of China is still extremely repressing its dissidents. The population in China is step by step, gaining some freedom even if they are still very oppressed by the regime. In the last few years, the situation with Chinese workers has evolved and their wages or working conditions have considerably changed, especially after the suicide wave that touched the country in 2010.In the end, I would conclude by saying that China, if it succeeds in following its transition little by little to a more inclusive economy and moreover to a more inclusive political system, even if not reaching the point of a democracy, might not collapse as lots of economists are predicting today.

Research paper on the author Dylan Thomas Example | Topics and Well Written Essays - 1750 words

On the author Dylan Thomas - Research Paper Example J.M. Kertzer has already noted that Thomas’ critics have made two conflicting claims: â€Å"some insist that he is "the least intellectual poet of the century" because his poetry does not appeal to or depend on reason; others hold that his work displays "rigorous intellectual organization" which provokes a subtle play of thought† (295). While the first assertion implied that the wild poet has created his poems spontaneously without resorting to logic; the second claim employed that Thomas had a rigorous intellectual control over his creations, although he was inspired by â€Å"the cult of irrationality†. Dylan Thomas, paradoxically, acknowledged both views and tried to reconcile them. On the one he asserted that his poems’ â€Å"form was consistently emotional† and â€Å"illogical naturally† (cited by Kertzer 295). On the other hand, he defined himself as a "painstaking, conscientious, involved and devious craftsman in words† (295). He advocated â€Å"passionate ideas† in order to reconcile both views. For him those â€Å"‘passionate ideas’ come to life ‘out of the red heart through the brain’ (EPW, p. 165). Both thought and feeling must be engaged in ‘the antagonistic interplay of emotions and ideas ... brain chords and nerve chords’† (295). Thus, he focused on mind-body relationship while he tried to synthesize rational thoughts with emotions as they are engaged in a battle. Furthermore, for him, a poem must be both intellectual and emotional â€Å"adventure† for the reader. Dylan Thomas’ notion of â€Å"adventure† must be examined more closely in order to have a better understanding of his poetics. According to Thomas, adventure is movement and â€Å"all poetical impulses are towards the creation of adventure† (296). For him, a poem does not reflect life; but itself must be part of life, as he described a poem in terms of action, and

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Entry Strategies and Globalization - Essay Example The globalization movement provided companies with the capability to realize business with foreign nations. The promotion of free trade among nations has help business organization penetrate marketplaces around the world. Out of the four major market entry strategies the easiest one to implement is exporting. Companies with little experience dealing with foreign markets start off by implementing indirect exporting. Indirect exporting occurs when a company uses intermediaries to facilitate the export of products. For example a company sells 1000 units to retailer such as Wal-Mart and then Wal-Mart sells its products in stores worldwide. The second type of exporting is direct exporting. Direct exporting can be achieved in several ways. A company can achieve direct exporting by establishing an overseas sales branch or subsidiary, by using traveling export sales representatives, and by establishing a domestic export department or division (Kotler, 2003). Exporting is the less risky of th e market entry strategies because a firm does not have to invest in a lot resources to achieve market penetration. The second major market entry strategy is licensing.

How much did Early Moving Picture Entertainment Draw on, or Differ Assignment

How much did Early Moving Picture Entertainment Draw on, or Differ From, Conventions in Still Photography - Assignment Example It seems that conventions in still photography played an important role in the appearance of early moving picture entertainment; furthermore, there were specific needs of the public that had to be addressed at that period. In any case, these two forms of art seem to be closely related - at least up to a point. Up to a specific level, moving picture entertainment was strongly influenced by the convention in still photography; however, from that point onwards there were no particular similarities between these two forms of art. They were developed independently. In order to understand the position of moving picture within the entertainment sector it would be necessary to refer primarily to its historical development – without reference to specific geographical characteristics or cultural influences. Moving picture has been considered to be an improved form of still photography. The transformation of the latter led to the appearance of the former with the support of technology – which helped to proceed from capturing the scenes of real life to their representation in real time – i.e. following all steps of their development. In this context, early moving picture can be characterized as an indication of the changing trends in public preferences; still photography was no more able to keep the interest of the public – other means of transmission of facts had to be tested in order to ensure the survival of still photography within the modern society.

Critically evaluate the cognitive development theories of Piaget and Essay

Critically evaluate the cognitive development theories of Piaget and Vygotsky and discuss their relevance to Social Work practice - Essay Example He came up with the cognitive development theory where he showed two major aspects to his theory: the process of coming to know and the stages used to acquire the ability to know. In his book, Miller, (2002, p.32) stated that Piaget viewed knowledge as a process and that children have an active process of knowing their surrounding. As a biologist, he was interested in how a given organism adapts to its environment. Behaviour is controlled through mental organization where an individual uses some schemes to represent the world and designate action. This adaptation is motivated by biological drive to obtain balance between the schemes and the environment. Piaget hypothesized that an infant is born with schemes that operate from birth. These schemes are reflexes which are used to adapt the environment and are later replaced by constructed schemes. He described two processes that are used by individual to adapt to the environment; assimilation and accommodation. These processes are used throughout life as the person progressively adapts to the environment in a more complex way. Assimilation is a process of transforming the environment so that it can be suitable in the pre-existing cognitive structures. An example is where an infant uses a sucking schema that was developed by sucking a small bottle when trying to suck a larger bottle. Accommodation on the other hand, is the process of changing the cognitive structures in order to accept anything from the environment. An example would be when the child wants to modify a sucking schema that was developed through sucking on a pacifier to one that could be thriving for sucking on a bottle. The two processes are simultaneously useful throughout life. Piaget proposes that there are four distinct stages of mental representation that children pass through right from their infancy stage to the adult level of intelligence. The four stages are; sensorimotor period, preoperation period, concrete operational stage and formal operational stage. Sensorimotor stage starts from birth to two years. It is the primary stage in cognitive development; this is where infants create an understanding of the world by coordinating the sensory experience with physical actions. They gain knowledge from the world through the physical actions hence, progress from reflexive instinctual action at birth to the beginning of symbolic thought towards the end of the stage. Piaget subdivided the sensorimotor stage into six sub-stages. Simple reflexes are a sub-stage where the infant coordinates the sensation and action through reflexive behaviour. It starts right from birth to the period when the infant is one month old. First habits and primary circular reactions phase is the second sub-stage (Bateson 2005, p 127). It starts from one month to four months after birth. Other sub-stages include: secondary circular reaction phase, coordination of secondary circular reaction phase, tertiary circular reactions and curiosity and internalization of the schemes. By the end of sensorimotor stage, the child acquires the sense of object permanence. The child understands that objects continue to exist even when they cannot be heard, seen or touched. According to Piaget,

MARKETING COMUNICATION- exam questions Essay Example | Topics and Well Written Essays - 1000 words

MARKETING COMUNICATION- exam questions - Essay Example Cinema Advertising Cinema advertising is a medium to promote a product in order to create awareness among the consumers. Cinema advertising presents slide promotion and at times it also offers rolling stock alike to a television commercial. A few theatres present lively digital publicity opportunities in place of slide advertising in the theatre hall (Victor, 2006). The Cinema Advertising Association (CAA) represents the two UK cinema advertising related contractors, Digital Cinema Media (formerly known as Carlton Screen Advertising) and Pearl & Dean which provide advice on various issues related to regulation, research and production. The CAA ensures that all UK cinema commercials are according to British Codes of Advertising (BFI, 2010). Pearl & Dean in the UK controls around 19.9% sites of UK cinema. It includes prominent operators of multiplex such as Showcase, Empire, AMC and Apollo (Getmemedia, 2009). In the UK, there are over 3000 screens showing cinema. Production cost relate d to cinema adverting is quite low. For example, Pearl & Dean presents tow types cinema advertisements related production for small businesses of the local area (Marketingdonut, 2011). Television Advertising Television advertising allows the advertisers to inform a large audience  about a business, service or product. ... An effective television advertisement requires a good script that emphasizes a powerful offer. Furthermore, advertisements should be efficiently produced and for this reason it is often better to appoint an advertising agency, which helps to organise an entire operation (All Business, 2011). Advantages of Cinema Advertising: Cinema advertising is designed to target a specific audience and can actively attract the 100% attention of the audience The Digital projector provides high impact on images and sounds, thus the message can be conveyed effectively to the potential customers The cost of cinema advertising is inexpensive; the advertisement can be shown at all possible cinemas or just one local cinema depending upon the budget of an advertiser (NBS Studio, 2010) Advantages of Television Advertising: Television advertising helps to reach large number of audience in a short period of time than radio and local newspapers Message is delivered with picture, sound and action that can prov ide instant credibility to business. It provides an opportunity to be creative and adds a personality in a business, which can be mainly useful for small businesses that depend on repeat customers (All Business, 2011) The advantages of both cinema and television advertising have been discussed above, however depending upon the target customer the advertising media can be selected. The market segmentation is an important factor while taking an advertising decision. If the company is targeting the mass market than it is better to go for television advertising and if it decides to target a specific customer segment for luxurious product than the cinema

Afro Carribean Culture Essay Example | Topics and Well Written Essays - 2250 words

Afro Carribean Culture - Essay Example Caribbean culture consists of the social, political, and literary elements that are representative of the region’s population as well as its influence around the world. The culture has been historically influenced by culture from Europe, with particular influences from Spain, England, and France. The federal governments of the Caribbean have also heavily influenced the culture with institutions, laws, and programs. The Caribbean Broadcasting Corporation was created to promote, via the media, the culture of the Caribbean. The region’s history is a product of their geography, history, and political systems. As a settler nation’s collection, the region’s culture has been subject to shaping by migration waves that have combined to form a unique culture. This paper aims to discuss the forces that are shaping its culture today, as well as the older influences that are still at play to date. It also seeks to discuss the process of syncretism and how it has been m anifested in the culture of the Caribbean. Finally, it will give a detailed review of â€Å"When I was Puerto Rican† by Santiago. The Forces Shaping Caribbean Culture Today Having provided a key resource in wealth generation during the sugar islands era, and acting as a bridge between the new world and Europe during the new world’s colonisation, the region has for the last century or so been under the influence of the United States. This is because the US has been the omnipresent military and economic power of the twentieth century (Scher 11). While the influence may be decisive and ever-present, the Caribbean is not reduced to the status of a US dominion. Except Cuba, events occurring over the last decade or so have pointed to the constant initiative occurrence that is pursued in the common interest across the region. Self-assertiveness of every Caribbean entity, the central role-played by the US, and attempts to reach cooperative outcomes shaped by the various geomet ries involved are at play in this pursuit. The Caribbean position is constantly reformulated by various factors. These are: histories inherent in each entity, relations with their former colonial masters, present links to the EU, residual presence of a number of European states, shared resonance with Central and South American countries, recent influence wielded by countries from Asia, and changes in the global economy especially production of energy (Scher 11). These factors may relate with the individual society’s economic health as well as their current position in the creation of wealth, political alignments in the current world, degree of regional cooperation, cultural identity, and international exchange. The relationship between the Caribbean and the United States has been a longstanding one and has stretched in to the present times. The influence is extended to include social, economic and military contexts. Economically, the United States is a vital market for Caribb ean exports. The Caribbean Basin Trade Partnership Act has cemented relations between the two regions in the twenty first century (Scher 13). This basin is of strategic interest for the United States, especially as it is a vital route of trade. Over 50% of US, imports are transported through this seaway. The foreign policy of the Caribbean also aims to cement its participatory role in the global economy. Because of this, the wish not to be excluded from its US primary market or be shunted past in the formation of global trading blocks has seen the United States play a vital and influential role in the shaping of the region’s hemispheric market. Building and strengthening of relations between the US and the Caribbean has also seen the US figuring prominently in the shaping of

Nuclear Weapons & Cold War Essay Example for Free

Nuclear Weapons Cold War Essay 1) How did nuclear weapons affect the course of the cold war? The Cold War period of much conflict and tension was between the United States and the Soviet Union, along with their respective allies, was from the middle of the1940s until the early part of the 1990s. The building up of nuclear weapons was maybe, the most important of the many arenas that the rivaling countries played in. It became known as the nuclear arms race or the â€Å"competition for supremacy† The discovery that uranium was a plenty around the world shortly after the second world ar, helped to solidify the nuclear monopoly held by both the United States and USSR. While the United States had their own resources for uranium, they soon discovered that Eastern Europe was providing a steady supply to the Soviets, until they could develop a source of their own. The United States, who had predicted that the USSR would not have any nuclear weapons until the mid-1950s, was massively surprised when the Soviets detonated their first bomb â€Å"Joe One† on August 29, 1949. It was much like the bomb that the US had dropped on Japan in 1945 nown as the â€Å"Fat Man†. From that point on both governments devoted massive amounts of money, time and resources to increasing their nuclear arsenals. First off, it was the hydrogen bombs and then next came the Intercontinental ballistic missile or â€Å"ICBMs† as they are known. And on Oct. 4, 1957 the Soviet Union launched the â€Å"Sputnik†, the US followed with their own on Oct. 31, 1959. During this period of innovation, the world became nervous and scared; they discovered just how vulnerable they were. Large underground bunkers were built to save the presidents and he leadership of the nations, individuals were encouraged to construct fallout shelters and they were often taught how to react in the case of a nuclear attack. When both sides realized that any attack upon the other would be suicide for themselves as well, a new policy know as the â€Å"Mutually Assured Destruction† was adapted, and this would, in theory restrain both sides from attacking one another. â€Å"The number of nuclear weapons held by the two superpowers during the Cold War increased drastically because of the need for a first strike and later a second strike force. The highest numbers of nuclear warheads held by these powers was approximately 12,000 for the USSR and 10,000 by the US. This many nuclear weapons has the potential to destroy life on earth more than 1,500 times over† http://www. pwc. k12. nf. ca/coldwar/plain/armsrace. html. And yet, both sides kept exploring and spending large amounts of money and resources on developing nuclear weapons. In many respects, the stockpiling of these weapons was by far the most important contribution made to the world during the cold war period, than any other resource added by any other country. 2) Why has the European Union found it so difficult to achieve political, social and economic integration amongst the member states?  Shortly after the Second World War at the University of Zurich, Winston Churchill gave a speech that called for a â€Å"United States of Europe† and the creation of a â€Å"Council of Europe†. This council became the oldest organization in favor of European integration since 1949. But, in spite all the enthusiasm of the European citizens, the Council’s idea of integration has struggled for many reasons. One of the main reasons is because at the same time as the evelopment of the council another â€Å"European Union† was being formed. This Union was made up of twenty-seven European countries. It was established as the European Economic Community in 1957 under the Treaty of Rome and has undergone many changes since, most notably in 1992 by the Maastricht Treaty†. At first this Union was a welcome relief, growth and restructure was happening over night. The European Union was founded upon a number of treaties, and their laws cover a wide range of topics. Both, a legislative branch and the Parliament govern them. And the politics of he European Union primarily covered the economy. However, there is still a disagreement on how far the Union should expand. Because of the disagreement, the integration and expansion of the European Union has been slow since the end of the cold war period. Enlargement or expansion, together with the signing of new treaties, are seen by some as parallel processes, vital to the Union’s welfare. To many this is known as the bicycle theory. â€Å"The European Union is often compared to a bicycle: if it stops moving forwards it will fall over. The bicycle theory also applies to multilateral trade talks†. Bounds, Andrew (2007). Brussels blog: Bicycle wobbles on the way to Doha, Financial Times. And like most trade talks, both parties want to come out ahead in the end. Thus, the ongoing integration of the European Union and its member states are becoming contested on the grounds that it reduces it’s members national sovereignty too much. Politically, the Union struggles because neither they’re laws or their political theory offer the concept of a democracy. Their attitudes remain fixed by the idea of a nation state organization and its people. Socially, this makes them still behind the times. Economically, They struggle with the different economic and resource levels of each of the member states. All these along with the concept of Euroscepticism, or better known as the opposition to the process of European integration, the Union continues to move forward and yet has been forced to make changes to its policies. Amid the post war trauma, the European Union has become a beacon for organized political growth and upbringing. And today, in spite all the worldwide turmoil and confusion, The Union still spreads forth it’s hand in every effort to encourage global peace and umanitarian aid to its member states.  There is no set standard in the process of integration, but today there is a new focus on the complex policy making of the European Union. 3) What was `containment` and how did it influence US cold war thinking? The word containment means to isolate or to make stagnate. In the terms of the cold war, it refers to the foreign policies adapted by the United States under the direction of George Kennan. In the beginning, their policy was to stop all of the outside nations from moving politically towards Soviet Union communism and to ensure that the United States continued to ave, what they thought would be, the upper hand. For ideology as we have seen taught them that the outside world was hostile and that it was their duty to overthrow the political forces beyond their borders. (X[Kennan], Foreign Affairs, 1947). They hoped that ultimately in the end thecontainment policies would cause the fall of the Soviet Union and its ally nations. Back in the early days of history, containment was accomplished with the use of brute force or tactics much like an army taking over a castle and then came the use of treaties and political policies, thus being the cold war period. Today this is often accomplished by politically using severe sanctions, as in the United States’ dealings with Iraq and Iran. Espionage and sabotage are other ways of creating a containment among a group of people or nations. During the United States’ cold war containment period the policies adapted by President Truman experienced some major setbacks through the opposition of the Soviet Union, and by the Time the United States pulled out of the Vietnam war and the Koran conflict, there wasn’t mush credit given to the containment policies and ideas, anymore. So the United States started a new heory of â€Å"detente† or peaceful co-existence. Until the election of Ronald Reagan this was a believable concept. President Regan believed that the containment policies did not expand far enough, He felt uneasy about the weapons being held by the foreign nations. He wanted new missiles, placed in Europe to help the United States to become immune to the first strike concept. His new policies become highly controversial and very unpopular in many of the surrounding foreign countries. In 1991, the Soviet Union collapsed under the direction of Gorbachev and the wanted nd result of the original containment policy had been achieved, this marked the official close of that policy. All though, the US still keeps its military and missile bases in the areas around the former Soviet Union, â€Å"just to be on the safe side they say†, many events have effected the world and the current containment policies. As of 2005, the United States are listed as having at least 700 military bases around the world, like the ones in Iceland and Germany. Some up to date estimates suggest that the real number is much higher.

Systemic-Functional Grammar

Systemic-Functional Grammar News is a special approach to report or comment the latest and important facts. Its purpose is to influence the Mass Public Opinion. The definition of the news demonstrates that news is the fact, different from the fabrication of literature. Besides the general characteristics of news, broadcasting news has its own distinct features. This paper analyzes the English broadcasting news from the choice of the process types and the transitivity of the clause by using the transitivity theory for the purpose of discovering the distribution law of the process types of the English broadcasting news text and its genre characteristicsï ¼Å½ Introduction In the 1960s, Halliday, the Professor of linguistics, developed a systematic and comprehensive theory of language, called â€Å"Systemic-Functional Grammar (SFG)†, and published his book An Introduction to Functional Grammar in 1985 and 1994. Many scholars also published a number of books and papers on systemic grammar. The research of Systemic Functional Grammar began in 1970s and became popular in the late 1980s. In Hallidays book An Introduction to Functional Grammar, he says â€Å"the theory on which this description is based, systemic theory follows in the European functional tradition. It is largely based on Firths system-structure theory, but derives more abstract principles from Hjelmslev and owes many ideas to Prague School. The organizing concept is that of the â€Å"system†, which is used essentially in Firths sense of a functional Paradigm but developed into the formal construct of a ‘system network.† (Halliday, 2000:52) SFG has two components: systemic grammar and functional grammar. In Hu Zhuanglins book Linguistics. A course Book, he holds that â€Å"Systemic grammar aims to explain the internal relations in language as a system network, or meaning potential. And this network consists of subsystem from which language users make choices. Functional grammar aims to reveal that language is a means of social interaction, based on the position that language system and the forms that make it up are inescapably determined by the uses or functions which they serve.† (Hu Zhuanglin 2001:409) â€Å"In a functional grammar, on the other hand, the direction is reversed. A language is interpreted as a System of meanings can be realized.† Halliday(1985) â€Å"Functional Grammar aims to reveal that language is a mean of social interaction, based on the position that language system and the forms that make it up are inescapably determined by the uses or functions which they serve.† Hu Zhuanglin(2001) The functions of language are the most important things in Functional Grammar. As the tool of human beings communication, language possesses many different kinds of functions. Halliday divided the functions of language into three types. They are ideational metafunction, interpersonal metafunction, and textual metafunction. In this paper, the emphasis is on ideational metafunction. The ideational metafunction is to organize the speaker or writers experience of the real or imaginary world. It includes experiential function and logical function. The meaning of experiential function is that language expresses peoples experiences in external world (things, events qualities, etc) and internal world (thoughts, beliefs, feelings, etc). What logical function refers to is that language expresses the logical relationship between two or more than two meaning units. Experiential function is chiefly embodied by transitivity and voice. â€Å"†¦ Parallel with its evolution in the function of mood, expressing the active, interpersonal aspect of meaning, the clause evolved simultaneously in another grammatical function expressing the reflective, experiential aspect of meaning. This later is the system of transitivity. Transitivity specifies the different types of process that are recognized in the language, and the structures by which they are expressed.† (Halliday,1985) Transitivity is a semantic system. Its purpose is to divide something around people into several processes involving participants and circumstantial elements. Halliday contents that transitivity includes six processes: (a) Material process. (b) Mental process. (c) Relational process. (d) Behavioral process. (e) Verbal process. (f) Existential process. (a) Material Process: process of doing Material process is a process of doing. The process usually consists of verb, actor (logical subject) and goal (noun or pronoun). Material Processes express the notion that some entity ‘does something- which may be done ‘to some other entity (Halliday, 1985) For example, A fungus destroyed the coffee plant leaves Actor Process Goal (b) Mental Process: process of thinking Mental process is a process of thinking involving perception (see, look), reaction (like, fear) and cognition (knowing, believing, and understanding) and so on. Mental process has two participants: sensor and phenomenon. Sensor refers to the person who perceives and phenomenon is the something that is perceived by the sensor. Phenomenon includes concrete person or objects, abstract things, happened events and so on. For example, He saw the whole room. Sensor Process Phenomenon (c) Relational Process: process of being Relational process is a process of being. Actually, relational process is a very complex type of process, which covers the many different ways that ‘being is expressed (Eggins 1994). However, in this analysis, we only refer two simple types, they are attributive process and identifying process. In the attributive process, the participants are attribute and carrier. For example, Her face was a bloated spotty mask. Carrier Process Attribute In the identifying process, the participants are identified and identifier. This car is hers. Identified Process Identifier (d) Behavioral Process: process of behaving Behavioral process is a process of behaving, such as breathe, dream, smile, laugh, cry, and cough. The basic components of the process are â€Å"behaver† and â€Å"process†. This point is similar to the mental process, but different from the material process. Bloor and Bloor (1995) described behavioral process as the grey area between Material and Mental processes. She cried loudly. Behaver Process Circumstantial (e) Verbal Process: process of saying Verbal process is a process of saying. â€Å"Saying† has to be interpreted in a rather broad sense; it covers any kind of symbolic exchange of meaning. The verbal words are â€Å"tell, say, talk, describe, boast, praise†. The verbalization itself is called the verbiage. The informants told the police everything Sayer Process Receiver Verbiage (f) Existential Process: process of existing Existential process is a process of existing. In every existential process, it must have an â€Å"Existent†. â€Å"There† has no representational function. There are ten of us in the party. Process Existent Circumstance Generally speaking, most of the processes representing descriptive meaning are the relational, existential process and the mental processes. However, most of the processes representing narrative meaning are material processes. â€Å"Voice is the ways in which a language expresses the relationship between a verb and the noun phrases which are associated with it. Two sentences can differ in voice and yet have the same basic meaning. However, there may be a change in emphasis and one type of sentence may be more appropriate.† (Jack C.Richards, John Platt and Heidi Platt, 2000) It is represented commonly by active voice and passive voice. In order to make the structure of the text reasonable and the context consistent, speakers or writers need to do an appropriate choice to the voice. Approach to Analyze the Text According to Huang Guowen, SFG is more suitable for analyzing a text. The reasons for it lie below. First, SFG is a text grammar, which means this kind of grammar can describe how the use of language. In this way, the meaning of the text can be understood clearly. Second, in SFG, functions of language are divided into three metafunction. The description of the systemic network of the three metafunction is quite clear. Thus, the application of the framework of SFG to analyze a text can avoid evaluating at will. Choice of Text The text chosen for analysis is from BBC Broadcasting news on its website on Thursday, 2 July, 2009. This news report can be heard in the air and its transcription is on BBC website after the reporter made an interview with Alain Bouillard, of Frances BEA accident investigation agency. This news is written in English originally, so when I picked it up, I made no translation. Whats more, this piece of news is completely authentic in that it is not edited or used for the purpose of language teaching. Context of Situation Definition of context: It is immediate environment of language activity, which is time, place, talking content, the relation among people related to transfer communicational meanings. Halliday and Hasan (1985) divided context of situation into three parts: field, tenor and mode. (a) Field refers to what is being talked about, what is it that the participants are engaged in, in which the language s as some essential components. This chosen news report is talking about the result of investigation of the France air crash. Most of the contents are from an officer, in this way, the media wants to give the public an authoritative explanation of the investigation process. (b) Tenor refers to the people involved in the communication and the relationship between them. What kinds of role relationships obtain among the participants, including permanent and temporary relationships of one kind or another, both the types of speech role that they are taking on in the dialogue and the whole cluster of socially significant relationships in which they refer to. Here the participants are the news writers or editors and the listeners of the radio or visitors or ‘readers of the websites. (c) Mode refers to how the language is functioning in the interaction, e.g. whether it is written or spoken. As for the chosen news report, its main purpose is to read to the listeners. Therefore, the language usage is rather simple and oral, which is to reduce the burden of listeners. Text Air France jet broke on impact Brazilian military personnel retrieve part of the Air France plane from the Atlantic Ocean (08 June 2009) Search teams recovered 51 bodies from the crash area â‘  French investigators trying to find out why an Air France plane crashed in the Atlantic say they believe it broke up on contact with water, not in the air. â‘ ¡They also found that the planes speed sensors had been a factor but not the cause of the crash. â‘ ¢All 228 people on the plane were killed when it plunged into the ocean en route from Rio de Janeiro to Paris on 1 June. â‘ £Teams looking for the planes flight data recorders will continue operations for another 10 days. â‘ ¤Alain Bouillard, of Frances BEA accident investigation agency, said the crash had been an extremely difficult one to understand. â‘ ¥Between the surface of the water and 35,000ft [10,700m], we dont know what happened, Mr Bouillard said. â‘ ¦In the absence of the flight recorders, it is extremely difficult to draw conclusions. Table 2 Type of Transitivity Material Mental Relational Verbal Behavioral Existential Total 3 0 1 3 0 0 Percentage 43% 0 14% 43% 0 0 In the news above, the most processes are verbal and material process, and with only one relational process and zero existential, behavior and mental process. Generally speaking, a certain text usually contains many different kinds of transitivity process, especially material process. Hu Zhuanglin contents that people living in a material world, ‘doormake is the primary and basis, only with this can human beings hold other physiological feature to proceed other process. In this piece of news, material process takes up 43%, which is quite high in total. According to Halliday, What experiential function is that language expresses peoples experiences in external world (things, events qualities, etc) and internal world (thoughts, beliefs, feelings, etc). News is the record of the fact, is the response to the fact. News without fact is not news, news without fact or truth cannot be good news. The theory of the news writing is objectively reporting and speaking with the fact. In this news, material process takes up such a high proportion, which is just right to obey the rules that news is due to truth or fact. However, one certain process occurs more frequently is one of the factors to form the feature of a text. Halliday classes the Process Material, Mental and Relational as major process and the others as minor. The verbal process that originally belongs to the less important process in this news takes up 43%, which is the highest of all. Verbal process is a process of saying; the saying is to exchange information. Broadcasting news as a tool of media has a responsibility to transmit information to the public. It is not difficult to find out that the transitivity process of this piece of news lays particular stress on verbal process. According to other statistics I find out in another 10 pieces of BBC news show that verbal process occurs quite high in broadcasting texts. In the total 172 sentences, there are 56 verbal process, occupying 32%, only a little lower than material process. In some certain broadcasting news (such as above), verbal process equals even overruns material process. To some extent, the distribution of transitivity of discourse has a regular discipline. Whats more, the discipline has something to do with the genre of the discourse. Now we will have a further study of the news above. There are seven sentences in the news, and they are divided into separated process, each sentence and its belonging process is in the tables below. â‘   Verbal Process French investigators trying to find out why an Air France plane crashed in the Atlantic say they believe it broke up on contact with water, not in the air Sayer Process Verbiage â‘ ¡Material process They also found that the planes speed sensors had been a factor but not the cause of the crash. Actor Process Goal â‘ ¢Material Process All 228 people on the plane were killed when it plunged into the ocean en route from Rio de Janeiro to Paris on 1 June Goal Process Circumstance â‘ £ (Material Process) Teams looking for the planes flight data recorders will continue Operations for another 10 days Actor Process Goal Circumstance â‘ ¤ (Verbal Process) Alain Bouillard, of Frances BEA accident investigation agency said the crash had been an extremely difficult one to understand. Sayer Process Reported â‘ ¥ (Verbal Process) â€Å"Between the surface of the water and 35,000ft [10,700m], we dont know what happened† Mr. Bouillard Said Reported Sayer Process â‘ ¦ (Relational Process) In the absence of the flight recorders it Is extremely difficult to draw conclusions Circumstance Identified Process Identifier In the news above, there are four sentences involved in verbal process. The first one as a headline lays essential place in the whole passage. Headline is a conclusion and extract of the main event. In a news report, choosing the words from an authority that responsible for the investigation of the accident is absolutely the best choice. In fact, so did the writer do. Then, to report the process of the investigation, the writer chose to use material process in that Material Process is to narrate the real world. In the second and the forth Material Process sentences, the French investigators (referred to ‘They and ‘the team in the news) are main participants. They found, they continue operations, the using the investigators to be the main participants in the continuous two material process , on one hand can make sure of the continuity of the news report, on the other hand, this news report is mainly to report the situations and opinions from investigators. In this way, pu t the words from the investigators in an essential place can illustrate the most important content of the news in front of the listeners, which is the main responsibility of a successful news report. In the second material process, the writer chose the passive voice to emphasize the victims of this accident. In this material process, these 228 people on the plane had no hope to be survived. When listening to here, we have realized something about the result of the rescue activity. Then the Material Process is finished, and led to Verbal Process. In the following 2 Verbal Materials, the contents of the speech are all from Mr. Bouillard, who is from Frances BEA accident investigation agency. By his words, the writer told the readers that the reason for the airplane accident was still unsolved and it could be a difficult task to find out clearly. The writer chose to quote the words from the investigation agency is to make sure the reliability and the depth of the news report. Whats mor e, it also can tell readers the resource of the news report, which is from the authority. Mr Bouillard, he is an officer from BEA accident investigation agency, is the direct participant of the whole survey, in that way, he could hold one-hand results of the whole search. In most cases, when an accident happens or a research being preceded, a news reporter may not be involved directly or witness at spot. Most of the report resources are due to interview afterwards. If we can contact the direct participants or the direct researchers in a research such as in this case, it will make a more vivid atmosphere for listeners or readers, and adding the reliability as well. News reports usually get the aid from the participants, the witness of the event or the people from authorities to give a hint or proclaim the resource of the news. Nevertheless, we could also see that in a news report there exists report from a reporter, which in another way explains the reason why there are more verbal processes in a news report. We can have a further look of the verbal material 1,5,7. In these three verbal material, the writer chose say, said, said, all of which are variations from say. They are very simple and oral. This is because in a broadcasting news report, the main method is to make audience listen. Broadcasting should transmit the most information in a limited period of time, so that the words chosen from broadcasting news report should be simple and near to daily life, avoiding adding burden to listeners. In fact, in this broadcasting news report, the sentence structure used are quite simple, the words chosen are rather succinct, and without many complex clauses. When it comes to the tenses used in this news report, we can find out there are not any complex tenses, just simple past and simple in turn. In the whole news report, the material process states the main fact, and the verbal process proclaims the resource of the news, and to move forward to supply and illustrate the main event. In this news report, the material process and the verbal process occur in turn, and hold different duties each other. The structure of this news report makes it active and filled with variations. The words from the authority from different ways can explain the reason why they still cannot find out the reason for the airplane accident immediately. In a word, it is a successful news report to tell audience the process of the investigation of the air crush. Conclusion In this paper, Hallidays transitivity theory and the types of transitivity have been used to analyze a piece of news report from BBC. It is found that there is a distribution law of the process types in the English broadcasting news text; Verbal Process is one of the features that form the news text. It is also illustrated that broadcasting news has its own characteristics; such as the tendency to be oral, most of sentences are short, the roughly narration that can be easy to read aloud, etc. This analysis proves that the application of functional grammar in discourse analysis is practical and operable. By the transitivity theory to analysis a discourse, it can help to seize the essence and features of a text. 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