Jane Eyre And Fanny Price Essays - British Films,

Jane Eyre And Fanny Price A comparison between Jane Eyre and Fanny Price There are many things that can be compared between Jane Eyre and Fanny Price, and I will focus on the fact that they are both orphans that grow up to be independent women. The two are so different yet also so much the same. In the following analysis, I will compare these two characters and decide who can be viewed as the stronger character. To start, we can say that both Jane and Fanny are orphans. They are both sent to live with family and destined to become outcasts from the start. Jane is not readily accepted by her family. This is also true of Fanny. They are only similar in the fact that they are orphans. Fanny's character is different from Jane because Jane is an independent individual. Fanny is much more reserved and independent, while Jane has a much more outspoken personality. Jane Eyre struggles to resist those around her from changing her. Her self-devotion causes her many sufferings, but she survives these and becomes a stronger woman. Jane grows up in a Victorian period where women were not seen as equals. She was born an orphan into a family that had no more room to love another child. Jane faced much resentment in the house, but being the strong-minded character that she is, she confronts Mrs. Reed. She says, "I am not deceitful: if I were, I should say I loved you; but I declare that I do not love you: I dislike you the worst of anybody in the world." Jane Eyre grows up questioning authority. She is an independent soul with an independent mind. She will not tolerate being walked over. She shows her strength in all aspects of her life including her love for Rochester. The fact that she is an orphan shows us how the absence of a mother contributes to the void of nurturing, therefore, giving the character possession of internal strength and independence. In Mansfield Park, Fanny can be seen as an orphan as well. She is sent to Mansfield to live with her relatives because her mother is unfit to take care of her. She grows up at Mansfield rejected by her Aunt and as an outcast among her cousins. She is independent but not outspoken. She only finds true friendship with Edmund. She struggles in the beginning to overcome her homesickness, and her longing for her relationship with her brother. Edmund is the only vice that sees her through her struggle. She is not as outspoken as Jane, but she is as strong-minded. She knows what she wants and if she could stand up for herself, she can obtain it. Her determination helps her to gain strength. Self-respect dominates the theme of Jane Eyre, whereas in Mansfield Park the story deals with more moral issues concerning class and family. In Jane Eyre, the idea of gender and class structure is very evident between Jane and Rochester. She is a hardworking governess and he, her much wealthier employer. In Mansfield Park, Fanny's interest in Edmund also tests society. For any kind of interest in each other would be wrong during that time. The story itself tests society in ways of the characters going against the "duty" of their lives. For example, Edmund is jumping out of the lineage by wanting to become a clergyman. Also, his attraction to Fanny and hers to him was considered immoral in 19th century England because of their relationship. Returning back to Jane, we can see how society could feel that her romance with Rochester was wrong. But even Jane is independent enough to leave him when he threatens her beliefs. She remains true to her beliefs, no matter what. Even when that means spending three days wandering around and almost dying for her choices. One theme that remains true to both novels is that both stories defy the norms of society. In Mansfield Park, the characters go against all duties and the idea of the structure of family. The theatrical in the book even furthers their attempts to do everything against what it right and moral at that time. In Jane Eyre, there are some problematic issues with gender and class structure. Throughout both novels, Jane and Fanny remain true to themselves, which proves to be no small accomplishment. They both struggle with difficult issues. They do not present a picture of achieving freedom, but yet the dangers of defying societies conventions. Although both stories capture the strength

Germination on plants essays

Germination on plants essays B16 FACTORS AFFECTING GERMINATION OF SEEDS To prove the factors that affect germination 1. Control: This experiment has the 4 factors that are necessary for germination. Its conditions are going to be the appropriate ones and this experiment is going to grow and develop correctly. 2. No Water: The seeds in this experiment are not going to germinate because there is no water to make them swell up and burst. 3. No light: It is possible that germination is not going to be very evident because there are other factors that are missing, but as there is water there may be more germination than the one expected. 4. No Oxygen: These seeds may begin to germinate but end this process soon because they lack oxygen which is important for respiration and energy. 5. Low Temperature: These seeds may grow because although temperature is a variable, it may be replaced for sun heat, allowing for its development. If you put some seeds in a moist place, you can see what happens when they produce new plants. This process is called germination. There are different stages in this process: first they take up water, this makes it swell and as a result the seed coat bursts open and the young root and shoot grow out. The root grows downwards and the shoot upwards. There are various conditions for the germination of a seed to take place these are: 1. Water, absorbed from the soil, is used for building up new cytoplasm in the cells, enlarging the vacuoles, therefore expanding the cells, carrying food from the cotyledons to the areas of growth and for photosynthesis when the leaves appear. Water is also the factor that stimulates the gibberellins to start their work. Without water its seeds cannot swell up and burst open, and the embryo cannot grow. 2. A supply of oxygen is needed. This enables seeds to respire so they have plenty of energy for germination. 3. A suitable temperature is required. This varies with different plants. Usually seeds...

In the Lake of the Woods, by Tim O'brien Essay Example | Topics and Well Written Essays - 250 words

In the Lake of the Woods, by Tim O'brien - Essay Example He pictured the lake itself as â€Å"vast and cold†¦infinitely blue and beautiful and always the same† (O’Brien, p.1). This allowed the reader to feel that the lake by itself is peaceful yet elicits feelings of isolation. With this O’Brien builds mystery and fear, the lake brings a warning to the reader that something is going wrong or might go wrong while the couple settles in the cottage by the lake. Vietnam, on the other hand, is described as full of mud, mines and maze. This depicts clearly a view that this is a place of danger. John’s traumatic experiences in the Vietnam War, particularly the My Lai massacre, is a proof that he has deep inner conflicts and guilt that plagues his mind resulting not only to a crack in his psychological fitness but also deepens the gap between him and his wife. Situating the story back and forth the primary settings while inserting settings of the civilized and modern world in the form of the university campus in Minnesota, Minneapolis-St Paul and Las Vegas symbolizes the contrast between reality and delusions. This created an impact on the reader that both Vietnam and the lake symbolizes horror and secrets, both of which can destroy a person and his relationship with other people. This in fact is what happened with John and Kathy’s marriage. It has been destroyed by the secrets of both. It may seem that the settings symbolized the main characters, Vietnam for John and the lake for Kathy. The mystery and secrets behind Vietnam and the lake both resulted to their

Paul Rand Research Paper Example | Topics and Well Written Essays - 1500 words

Paul Rand - Research Paper Example Paul Rand’s life began in 1914 in Brooklyn. He was raised up in a firm Orthodox Jewish environment. Orthodox rules condemn the establishing of images for worship such as idols, but at a tender age, Rand would contravene such laws by extracting and placing photos of celebrities and supermodels aired in the media in his father’s grocery warehouse. He joined the Pratt Institute, previously known as the Parsons School of design, as well as the Art Students League. In the Art League, he became one of the pioneers of the Swiss Style of graphic design.2 Having a strong background in designing stock portraits and images for many magazine and newspaper companies, coupled with the thought that his Jewish name might drag his career backwards in a white domineering society, he renamed himself Paul Rand. These two four letter words served as his lifelong corporate identity. In his early twenties, Rand piled a large Portfolio. He was being assigned jobs that made him famous both at home and abroad. During this period of time, he began setting page layouts for the famous Apparel Arts magazine. His designs on the exterior layout of the Direction Magazine became astounding, attracting readership. In 1940, he came up with a barbed wire cover design, which depicts the magazine as both a war-tone token and a crucifix. This was his tactic of testing with high art themes.3 Rand was gifted in converting the mundane into creative and astonishing layouts. This earned him a contract in the Esquire-Coronet magazine as an art director. At first, he failed to take up the job, but later reconsidered the offer, making him the head of Esquire Magazine when he was as young as 23. In late 1930s, Rand commenced his occupation of designing logos and corporate brand identities. In 1938, he established a new trade name for both Wallace Puppets and Esquire. At the turn of 1940, Rand climbed the job ladder to become the Art Director with William H. Weintraub Advertising firm.4 During his

Discussion Question Essay Example | Topics and Well Written Essays - 1250 words

Discussion Question - Essay Example McDonald’s has mastered the art of change management. We can verify that through many examples. The McDonald’s launch in France, according to the ‘International Journal of Business Management’, where customers are ‘resentful of the fast-food chain’s incursion’ was successful mainly due to an adaptation of the local culture and demands of the market. French are particular about fine dining and hence McDonald’s underwent serious changes, such as comfortable armchairs, hardwood floors, an addition in their menu of items such as espresso, brioche and upscale sandwiches etc and ‘successfully responded to ‘the preferences of the local area (Richard L. Daft). ‘In the other countries the situation is the same. For example, in Canada, McDonald’s has introduced new Canadian feature breakfast. In Belgium, the McCicken Premiere has been added to the menu.’ (International Journal of Business Management, Nov 2008). Jing Han. (2008, Nov.) The Business Strategy of McDonald’s. International Journal of Business and Management. Volume 3, No. 11. Retrieved from:

Theory Of Conversational Implicature To Recognize Meaning English Language Essay

Theory Of Conversational Implicature To Recognize Meaning English Language Essay Introduction To understand an utterance is to go beyond the literal meaning interpretation. It is also to go beyond proposition analysis. This implies the existence of unity of what is said and what is implicated. The theory of conversational implicature by Grice is a theory that provides an account of the possibility to give a meaning that extend beyond the literal expressions that are uttered by the conventional sense. Through this theory, it will be available to catch the attention of the speaker and catch the figure of speech within the literary work. It will be also possible to improve the communicative skill. Grice has distinguished between the sentence meaning and the speakers meaning. He looked into the differences between the literal meaning that is contextually dependent and the conversational implicature that is contextually determined. For instance, the statement of this expression He is a fine friend, may convey that fact that the speaker is communicating ironically as the speaker intends that He is not a good friend. To find out such details, it is something dependent on the particular context in which this statement is uttered. Therefore, in order to understand a message is to understand the meanings of the words that are uttered in the message and the grammatical relations between such meanings. This notion usually needs a particular degree of implicitness in the communication. This is what Grice has offered through the introduction of his principle that is called the Co-operative Principle (CP). Through this principle, it is to be aware of the entire communicative intentions as well as the conversational implicature. This is the mechanism to recognize meaning. The conversational implicature theory and its implications will be explored in the following line with reference to its capability in distinguishing meaning. Grices Theory of Conversational Implicature Grice (1975;42) has made a distinction between the meaning of the words, what the speaker literally reports when coming up with them, and what the speaker intends to mean by conveying such words. This is the notion that usually goes beyond what is said. For instance, when someone is asked to lunch and he replies that he has a one oclock class that he is not prepared for; by this, he has conveyed that he will not be coming to lunch, although hasnt literally said so. He wants the second party to understand that by giving a reason for not accepting to have lunch (the need to prepare the class) he intends to inform that he is not coming to lunch due to that reason. The study of such conversational implicatures is the main focus of Grices theory. To start with, the Grices theory of conversation provides a clear distinction between what someone says and what he implicates by conveying this utterance. The utterance that someone conveys is elaborated by the sentence conventional meaning as well as the processes of disambiguation of context and fixing the reference. The implication is connected with the presence of some rational principles and maxims regulating the conversation and this is what known as the conventional implicatures that will be explored in the later lines. The literal content of the utterance has been broadly identified as the direct interpretation of the utterance without reference to any other contextual implications. The implicature or what the speakers intends to convey or what is implied in the speakers utterance stands on different bases from what the speaker intentionally communicates. The Co-Operative Principle (CP) Grice suggests that speakers and hearers share a co-operative principle within the conversation. He proposed four maxims or four guidelines that control the efficient co-operative use of language. His co-operative principle states that it is to make a contribution as per the required levels in terms of the stage at which it occurs, the purpose of the talk, and the direction of talk exchange in which the speaker or hearer is engaged (Grice, 1975; 43). The four maxims As Grice conveyed, there are four maxims that guide the implementation of the co-operative principle in the plans of speakers and comprehension of listeners. These four maxims are as follows: Quantity This maxim implies that the speaker should avoid the inclusion of unnecessary information in what he contributes. Should the speaker go back and forth without providing anything new or informative; this is to make the listener lose interest in the discourse. The contribution is to be as informative as is required (for the present goals of the exchange). The contribution is not to be more informative than required. Quality This maxim implies that the speakers should provide all the information that the hearer is in need to understand. Should the speaker come over a significant piece of information, it will be difficult for the addressee to get what the speaker is attempting to convey. Relation The principle of relevance is so important in Linguistics. By, relevance, Grice means that, within the conversation, the speaker should involve the information that is relevant to the conversation subject. The principle of relevance is a matter of degree as there is a divergence between people as what is relevant and what is not relevant. It is not something absolute. As per the circumstances of separate situations, the particular application of the principle varies to great extents. Manner Politeness is a more moral principle than its grammatical significance in Linguistics. This maxim involves some sub-points; Avoiding obscure expressions. Avoiding ambiguous elements. Avoiding prolixity. To have the characteristic of delivering ordered utterances. To convey what is said in the manner that is most appropriate for any response that would be viewed as appropriate (Grice, 1975; 44). The request for politeness implies that the speaker should treat the hearer in the manner that he would like to be treated According to Grice, the principles that control the conversation are derived from the controls that regulate the cooperative actions of humans. Extensive discussions have been introduced regarding the co-operative principle and the maxims. The questions that can be raised here are that whether there is a need for more or not. It is to be argued that whether these principles are normative or descriptive. Also, it is to be argued whether these principles are assumed to be observed by the speakers or hearers in rational communications or that they are tools for rational construction. A later argument that can be raised is that whether the co-operative principle needs from the part of speakers or hearers cooperation towards a more common goal and not to be restricted to understanding of what is said. It is clear that Grice gives to these principles a vital role in both of the definition and the interpretation of conversational implicatures. According to Grice, coherence and purposefulness are two major characteristics of verbal exchanges. Verbal exchanges are not a continuum of disconnected remarks (Grice, 1975; 45). The participants who are engaged in the talk-exchange cooperate in terms of the goal and purpose of the exchange and their mutual grasp of the maxims or rules of conversation that bring out what is appropriate or inappropriate to the talk-exchange. Speakers may intentionally break the rules or maxims. For example, speakers may say things, in a talk-exchange, which they dont believe (violating the maxim of quality) or may render a weak judgment of what the hearer knows (violating the maxim of quantity). The crucial factor in distinguishing between conversational implicatures and conventional implicatures, according to Grice, is that conversational implicatures are calculable. Conventional implicatures are given by the meaning of particular particles such as but or therefore. The difference between (1) and (2) can be seen: He is an American, therefore he is open-minded. He is an American, and he is open-minded. His being open-minded comes from his being American. In (1) and (2), the speaker conveys the same meaning in accordance with Grice. But, there is a difference that with (1), the speaker implicates (3). This is what is called conventional implicature. This has to do with the conventional meaning and has nothing to do with the maxims of cooperation that extend beyond what is being said. Conventional implicature is the greatest part that has undergone argumentation in the theory of conversation. This can be attributed for many reasons. One reason is that its application to particular examples goes against common intuitions. Also, the notion of conventional implicatures sheds light on the distinction between what is informed, directed by the semantic conventions of the language, and what is implicated, usually conceived as a subject of inference to the speakers intentions through his sayings. The conventional meaning of a sentence has largely to do with what is said and this is essentially different from implicatures. Eventually, it positions the study of conventional meaning for certain utterances inside the boundaries of pragmatics that is interested in the study of implicatures, rather than semantics that is realized as the dwelling of conventional meaning. In addition to the notion of conversational implicatures, Grice distinguished between what are called particularized and generalized implicatures. The particularized are implicatures that are produced by saying something with reference to some specific features of the context. The generalized implicature takes place where the use of specific forms of words in an utterance will carry a sort of implicature (Bach, 1994; 162). The example that was provided by Grice; Y is meeting a woman this morning. In the absence of special conditions, it will be implicated that this woman is a woman other than Ys wife, mother, sister, or friend. In appropriate circumstances, this implicatures can be ignored due to the availability of some contextual information. On the other hand, particularized conversational implicatures export more than one application. Such applications include tautologies, metaphor, irony, and any non-conventional uses that can be accounted for through them. The theory of implicature is counted to be significant. It is a very important theory in pragmatics. Sentence meaning and speakers meaning Grice believes that speakers meaning is a fundamental concept in communication, and that the meaning of the sentence can be explained by means of it. This notion contrasts with what can be called the truth-conditional theory whose proponents believe that the meaning of a sentence can be given through truth conditions and this should have the priority in explaining the meaning conveyed by the speaker. Grice (1975) was much concerned with the types of meaning that can be existed in language. Two types of meaning have been identified; the natural meaning and the nonnatural meaning. This example is adopted from Grice (1975; 337) The three rings of the bell mean that the bus is occupied The three rings of the bell mean that the bus is occupied, and indeed, the bus is occupied. The three rings of the bell mean that the bus is occupied, but indeed, the conductor was wrong and the bus is not occupied. In the above three examples, there is a nonnatural relationship between the three arguments of rings, bell, and bus. The relationship between the signal and intended meaning is what conveys the meaning. No natural reason can be found for such assumption. Why in particular the three rings, not one or two, denote that the bus is full. This notion is termed by Grice as (meaning NN). Grice contends that the non-natural meaning occupies a great part in the language. Communicative intentions According to Grice, word-meaning and sentence-meaning are basically rested upon what is called speakers intentions. This notion is called by Grice as the communicative intentions. Grice has worked much upon the idea of the ontology of semantic notions. In his perception, the characteristics of communicative intentions and the mental forces beyond the communicative actions, and what the listener has to understand in order for the communicative act to success are the pillars of the semantic ontology. As realized, the communicative intentions have the following characteristics; Communicative intentions are directed towards some other agent; i.e. to the addressee. Communicative intentions are overt. They are targeted to be identified by the addressee. Satisfaction of communicative intentions lies mainly in being identified by the addressee. The important conclusion that can be derived from the above facts is that the communicative intentions have much to do with being recognized by the addressee. Meaning recognition Much of Grices work (1975) consisted mainly in shedding light on the difference between what is conveyed literally in a given sentence and what is solely suggested in an utterance of the same sequence of words. To distinguish between the two, Grice (1975; 55) used the terms implicate and implicature with referring to content of the utterance that is linguistically coded as WHAT IS SAID. What is said within a sentence and what is implicated in an utterance in the same string of words in that sentence is what is known as the TOTAL SIGNIFICANCE OF AN UTTERANCE (Grice, 1989; 41). Implicature refers to a collection of ways that is used to convey the literally unsaid information. To graphically represent the relationships between these notions, the following diagram can be represented: Total significance of an utterance What is said what is implicated Conventional nonconventional Conversational nonconversational Generalized particularized The concern will be with the conventional implicature and the two kinds of conversational implicature. When it comes to conventional implicature, the conventional meaning of the given words will specify the implication or what is implicated in addition to helping in identifying what is said (Grice, 1975; 55). An example form Grice (1975;56) of conventional implicature can be considered. The following example is meant conventionally to have an implication rather than to literally say that the mans being open-minded comes from his being an American: He is and American; he is, therefore, open-minded The existence of the lexical item therefore has to give prominence to the conventional implicature in the above example. Conventional implicature are generated by certain hints of discourse rather than the literal meaning or the conventional meaning of a give word (Grice, 1989; 30). These features can be explored in the following points: The cooperative principle governs the linguistic exchanges. The content of the cooperative principle is elaborated in terms of the four maxims of conversation and their submaxims. In a given exchange, should one participant deviates from the cooperative principle, his parteners will assume that the principle is adopted at some deeper level. A fifth point that for Grice is the understanding of the intercultural process as it raises the awareness of the participants regarding what they have in common in terms of the four factors. According to Sperber and Wilson (1989; 45), there is no a true warranty in the assumption of mutual knowledge. Sperber and Wilson convey that the notion of mutual knowledge has no close counterpart in the real world. Instead, they suggest that, the communication process is the essential beyond the joint information. They also suggest that the communication is achieved if there is shared information between the participants. Meaning as Use The major contribution of Grice concentrated on making distinction between the semantic and pragmatic implications. Meaning as use points to the speakers meaning and what the speaker intends as well as the communicative influence of the utterance. This perspective of meaning is sound since the function of language is to serve a purpose. It other words, language is purposeful, i.e. when speaking an utterance; it is intended to achieve specific ends. Therefore, language as use includes making choices about the suitable linguistic forms that are appropriate to the communicative situation and the cultural context. The view of meaning is based the tenet that that language is an instrument of social interaction and communication. As per this tenet, there is an emphasis on the principles that determine the way in which language operates in the daily life. Hereby, meaning is regarded as a pragmatic phenomenon that has multiple uses governed by tacit principles. The application of these principles relies on the communicative setting, social bonds, and the cultural context. Meaning as use is not directly concerned with the word or sentence in itself. It, rather, depends on the utterance that is defined in respect of a speech act. The speech act has three criteria to define it; it is defined as a locutionary act, an illocutionary force, and it is finally defined as perlocutionary event. Such criteria can be accounted for in respect of the utterance. For example; Semantics has many benefits In a particular context, this is a locutionary act. There is an articulation of phonemes, words, and syllables so that a certain linguistic meaning can be encoded. In terms of the linguistic communication rules, there is a message and purpose for the utterance. If this utterance is said by the professor to the student, it is then an act of persuasion. Also, this utterance is a perlocutionary event as it entails the supposition of some reaction or consequence. The consequence may take place as more positive attitude to linguistics. It is normally perceived that giving an advice has the expectation that this advice will be responded positively and not rudely. To cut this long story short, it can be said that the utterance generates a link between the speaker, the hearer, and the message. Not only does the speaker encodes the meaning and the message from the linguistic perspective, but also it has an impact on the action through the use of language. So, the definition of the speech act comprises to utterance characteristics; encoding the meaning by the speaker in the manner of a mental representation and the decoding of the communicative function by the listener. Hereby, natural language is described as both a social and psychological phenomenon. On the psychological basis, it is communicative language that makes people able to communicate in an effective manner by the means of verbal means (Chomsky, 1975). The communicative competence comprises both of the grammatical skills and the sociolinguistic skills. The sociolinguistic skills involve the rules of social bonds and interaction in the light of the cultural conventions and values. On the other hand, the communicative competence involves a mix of the pragmatic and grammatical competence. Functional Grammar Functional grammar (FG) implies that notion that elements of language are studied with reference to their function in the language. Functional grammar thus investigates language function from the perspective of communicative context. It concentrates on the grammatical data generating from the social communication. According to the functional grammar, language is an elaborate system of meanings that are realized as semantic constituents together with the other grammatical categories. This is considered a synesic approach to grammar study rather than a syntactic one. Linguistic forms are not an end in themselves, but they are a means to an end. Thus, it vane be realized that functional grammar model is referred to a semantic system mixed with the linguistic forms through which meanings are realized. For functional grammar, every language is centered on two fundamental meaning components; the ideational and interpersonal metafunctions. By means of the ideational metafunction, it is to acquire knowledge and learning about the surrounding world and to communicate ones experiences. By means of the interpersonal metafunction, language is used to establish and keep relationships with others. Both of the interpersonal and ideational metafunctions are representation of the universal use of language. It is to control and understand the surrounding environment. Together with these two components, it the third element which is called meaning or the textual metafunction. Through the textual metafunction, the language user has the tools for arranging information in coherent passages. Intercultural interaction Sperber and Wilson (1995) report that individuals who speak the same language and who belong to the same linguistic community do not have the same assumptions. It can be argued that the principle of common knowledge cannot be completely supported and idea of shared knowledge is too ambiguous. Ostension is a fundamental point in the theory of Sperber and Wilson. Ostension means when a speaker makes something that draws the attention of the other participants within the discourse. Also, there is what is known as the theory of relevance that is an act of Ostension bears a guarantee of relevance and this principle of relevance makes the intention beyond the Ostension more manifest. This guarantee is not intended to mean that the assumption implies the notion of mutual manifestation or that the communicative intent will not be a failure. The main function of the guarantee is that something relevant is at hand. The point of manifests occupies a significant position within the theory of Sperber and Wilson. Manifest is what is recognizable or inferable but not necessarily recognized or perceived. To apply manifests, it is to extend from facts to all assumptions. Assumptions can be defined as what individuals think of as a representation of the real world. This stands on a contradictory basis with the fictions and desires. It is possible to make assumptions, but assumptions cannot be made without activation within the conversation process. It can be assumed that Osama Bin Laden has never played tennis with the American President Bush, but this assumption cannot be made real without being activated. According to Sperber and Wilson, it is available to suggest that mutual manifests are available and are not implausible like the notions of mutual knowledge and mutual assumptions. Mutual cognitive environment is very close to the notion of mutual manifests that can be defined as any joint cognitive environment that is manifest that it is shared by people. That two people have the same cognitive environment does not mean that they have similar assumptions, but they are placed to do so. One of the needed outcomes of the intercultural communication is to increase the range of mutual knowledge of others assumptions. What the conversation involves in terms of the activation and mutual bases depends on the appreciations of the parties participating in the conversation and their skill as well as their continuous negotiation. The relationship between conversational structure and thought In general, it is obvious that what the conversationalist spreads, intents, or says in the articulation is out-of- the-way beyond the meanings of the sentence in the context of the articulation. This relates to semantic meaning of the context of pronunciation. However, it is debatable which cases suit this description. The quantifier domain restriction is one of these debatable cases. Suppose, a person is standing in his house after a party, he says to his wife in a gloomy way, Every bottle is empty. What is not debatable is that his conveyance through this articulation is not meant that every bottle in the universe is empty, but that every bottle in his house is empty. The debatable question is how this phenomenon should be elaborated. It could be mentioned that the sentence Every bottle is empty is sensitive to context and it indicates to a variant proposition relative to variant contexts of articulation. For instance, this might be due to the logical form of the sentence involves a variable whose value is the domain of quantification, and the importance of this variable differs according to contexts of articulation (John David Yule, 1985). In comparable, the sentence, in terms of pragmatics, to the letter means (semantically expresses) the wrong suggestion that every bottle in the universe is empty and there is some other non-semantic elaboration of the fact that in this event I am able to transfer the limited suggestion that every bottle in the flat is empty. Remarkable intuitive support for the pragmatic method exists for addressing these cases; after all, it is right that my wifes reply could be well, every bottle isnt empty; our guests just drunk all of the soft beverages in our flat. Surly, there is sense in which this reply achieves the things aimed at, although it is not useful; the pragmatic method has an excellent elaboration of this in terms of its claim that the original sentence is wrong in a literal sense. One who follows the pragmatic method has to say how a proposition P can be transferred by an articulation of a sentence, which, in the context, its meaning differs from the proposition P. This elaboration is provided in terms of specific rules running conversation, according to a Grecian version of the pragmatic method. The idea of Grice was that a person can transfer, in some articulation, a proposition by implicating it in a conversational way. Conversationally, a person involves a proposition p by an articulation when (nearly) the coming three conditions are met. The first, the talker is hypothesized to be collaborative in the sense that he is pursuing the maxims of conversation. Secondly, the supposition the conversationalist thinks p is needed to make his articulation match with the maxims of conversation. Thirdly, the conversationalist believes that (2) is right. 1 in the existing case, the articulation of a sentence, which means every bottle (in the universe) is empty, is an a rticulation of a sentence that is clearly wrong, and so breaks the Maxim of Quality. Thus, if we are to presume that the conversationalist is being collaborative, we have to presume that the conversationalist was seeking to get across some discrete, not clearly wrong, suggestion. In addition, it appears possibly that this suggestion should be related to the clearly wrong one that was literally indicated by the sentence; given the context, every bottle in the flat is empty is the proposition, which is the clear-cut option. Language Use Thought In the event of quantifier domain restriction, the elaboration of the phenomena can be created in events of applying language outside of conversations. Uses of language in thought are the most significant of such events. Assume that my before the end of the party, my wife went to sleep and that after leaving the last invitee, I say in a gloomy way to me every bottle is empty. Fascinatingly, this case looks parallel to the case mentioned above, in which I apply the same sentence in speaking. Just naturally, it would be represented the case as the one in which I said to myself that every bottle in the flat was empty since it would be to provide the identical description of my pronunciation, in speaking, of the similar sentence to my wife. However, it doesnt appear open, in spite of this resemblance to the same elaboration: sitting lonely after the party I was not involved in a speaking, and therefore was not expose to the maxims of conversation. In addition, this appears raise a doubt about the original Gricean elaboration of the articulation to my wife. An elaboration, which relays on characteristics limited to one, is ad hoc to the degree that the phenomena look the similar. According to the proponents of Grice, thinking is a type of conversation with oneself and thus it is ruled by the same maxims as conversations of several parties? Not very plausible. My use of Every bottle is empty during speaking with my wife carried the limited suggestion that every bottle in the flat is partly empty, Since I believed that she was able to see that the presumption, in which I thought this and needed to convey it by my articulation, was needed to make my articulation match with the traditions ruling the conversation. However, the use of Every bottle is empty in thinking cannot provide the same elaboration. Despite we offer that I count as the audience of my own articulation here, we should ask: is it actually the case that I am capable of applying this sentence to say to myself that every bottle in the flat is empty, just due to thinking that I am able to solving that the presumption, in which I think of this, is required to conform my articulation to myself with the traditions of conversation, and because of thinking additionally that I am aware that I am able to solving that I think this? From time to time, I could carry these surprising thoughts, although it just appears that I need to apply every bottle is empty in thought to have in mind that every bottle in the flat is empty. The debate, which proposed against the elaboration of Gricean of quantifier domain restriction, is simple: firstly, quantifier domain restriction occurs in uses of language in thought along with in communication. Secondly, the phenomena seem to be similar and thus they worth an integrated elaboration. Thirdly, the elaboration of Gricean doesnt hold good for cases of quantifier domain restriction in uses of language in thought. Hence, fourthly, instances of quantifier domain restriction in communication is also failed to be explained by the Griceans elaboration. Semantics that is based on Intentions An intention based semantics that is to say, a semantical theory according to which the meaning of an articulation is illustrated in terms of the psychological condition is meant to generate in an audience was proposed by Grice. The applying of language to communicate is concentrated by such semantics (Spencer et al, 2002; 74-91). Thus, Grice starts to make a try to separate a special type of meaning and he named this communicative meaning, or non-natural meaning (meaningNN). Natural vs. Non-natural meaning Natural Meaning [Non-cognitive meaning] Those spots mean rubella. Those didnt mean anything to me, but they meant rubella to the doctor. The recent budget indicates that we shall experience a tough year. Non-natural Meaning (MeaningNN) [Communicative meaning] Three rings on the bell indicate that the bus is complete. That note, Smith couldnt dispense with his problem and struggle, indicated that Smiths wife was more necessary to him. Grices attempt is to generate an account of meaningNN. Tests for MeaningNN Entailment X means that p necessitate that p, in cases of natural meaning, while in cases of meaningNN, there is no such necessity. For instance: Those spots denote rubeola, however he hasnt got rubella is self-conflicting. The three rings on the bell indicate that the bus is complete, however the bus isnt

Phonics vs. whole language? Essay -- Essays Papers

Phonics vs. whole language? Like other issues of education, educators and theorists debate and analyze methods of reading instruction. They judge methods and curricula not only by their efficacy but also by their appropriateness and ease. Throughout the history of education these methods and curricula have changed, shifted, and transformed. Currently, though, there are two front-runners in the debate—phonics and whole language. Popular belief is that these curricula are diametrically opposed. Researchers of effective reading instruction assert the opposite, saying that â€Å"an artificial, simplistic dichotomy† has no reality in the discussion of phonics and whole language (Dahl & Scharer, 2000,  ¶43). The purpose of this research paper is to compare these two seemingly different curricula in the realm of reading instruction, to determine their individual levels of appropriateness, and to decide which, if either, is ultimately more appropriate in the school setting. Phonics Defined What is phonics? The word â€Å"phonics† comes from the Greek word for sound and is defined by the Webster’s II New Collegiate Dictionary as the â€Å"use of elementary phonetics in the teaching of reading.† The Britannica Student Encyclopedia says, â€Å"phonics is translating parts of written words into the sounds they represent.† From these two definitions of phonics, one can deduce that it is a method of segmentation, visual and auditory recognition, and decoding. Phonics is the vehicle by which learners begin to understand the individual sounds, or phonemes, of a word. The sounds—there are about 45 in the English language—are the basic building blocks of language, and mastery of them ensures success in future reading attempts (Hempenstall, 1997,  ¶16). Educators use phonics at several levels of reading instruction, including early childhood, remediation, and adult literacy. In an article about Dorothy Strickland’s book Teaching Phonics Today: A Primer for Educators, Linda Starr (1999) quotes Strickland: â€Å"Historically, those who have denounced poor reading achievement in the United States have turned to phonics as a solution† (qtd. in Starr, 1999,  ¶2). Phonics is, indeed, a solution, for its basic principle of breaking words into parts allows the reader to approach any new word with confidence, assuming that he has learned all of the written sounds successfully. Phonics is used in both in... ...s in diverse classroom settings† (Dahl & Scharer, 2000,  ¶52). Based upon the data set forth in this paper, a system of balanced instruction seems to be the most beneficial route for reading instruction. Students should learn about the relationships between letters and sounds through both traditional instruction and on the spot direction. They should be encouraged to express themselves through writing and educators should give feedback and constructive criticism about their mistakes as well as their creativity. Diane Weaver Dunne (2000) tells us â€Å"there is no magic bullet that can teach all children how to read† ( ¶ 1). As such, educators should individualize instruction to reach all learners, and reading and writing should take place in every area of the curriculum. The problem in this debate lies not in the direct opposition of whole language to phonics but in the misconceptions of both camps. 1 The whole language camp seems to be split on this issue: â€Å"Some Whole Language theorists still believe that any emphasis on phonics is unfruitful, or even harmful— ‘The rules of phonics are to complex†¦and too unreliable†¦to be useful’†(Smith qtd. in Hempenstall,  ¶ 58).

American Spanish war in 1898, Spain Loses Colonies

It is quite difficult to make a conclusion on the particular incident that lost 258 American sailors on board the battleship USS Maine, not because of the complexity of the incident but because of the lack of sufficient findings of the case. Even some writers address the incident as â€Å"The USS Maine mysteriously blew up. † The USS Maine was sent to Havana harbor with a mission to protect US citizens in Cuba. According to Phillip Oppenheim â€Å"The Spanish immediately apologized† but â€Å"what evidence there was pointed to an accidental explosion in the Ship’s magazine† (p.  101).The findings however was, the cause of the tragedy was an accidental explosion as a result of spontaneous combustion in the coalbunker near the powder magazine. This finding was particularly concluded by Hyman G. Rickover, a US Navy Admiral and a scientist, published in 1976. Hyman’s findings may be convincing, but then Reckover’s findings according to a wikipe dia article have been disputed by US Naval History Center (Wikipedia).My conclusion on the Cuba incident was the USS Maine was intentionally blown up either by some pro Spanish group such as the â€Å"Spanish Voluntarios† or by Cuban independence fighter in order to spark the war between the United State and Spain. Citing Captain Sigsbee, the commanding officer of the Maine, Evelina Gleaves Cohen pointed out Captain Sigbee’s message reporting that the USS Maine was destroyed by a Mine. Sigbee’s message stated, â€Å"I surmise that her berth was one planted previous to her arrival, perhaps long ago† (Cohen, p. 63).It would be reasonable to believe in the survivor’s account as they have witnessed in detail what exactly had happened. It was intentional as the mine could not be there if it was not planted for that purpose. The only thing that maybe difficult to establish was who were behind this incident. Nonetheless, it serves its purpose. The Origin of the War The origin of Spanish American war cannot be attributed to the so called â€Å"Cuba incident† as the USS Maine were sent to protect US citizens from the hostilities that were orchestrated by pro Spanish Voluntarios which gave the United States a basis to launch in the warship USS Maine.According to Wikipedia article, the war started after Spain rejected the American demand to resolve peacefully the Cuban struggle for independence. The explosion of the USS Maine may have ignited the already smoking conflict but it was the interest of the United States on Spain’s overseas territories that led to them to participate in the Cuban political struggles (Wikipedia). The USS Maine According to Oppenheim the USS Maine â€Å"sailed provocatively into Havana harbor†¦Ã¢â‚¬  (p. 101).An internet article entitled Increasing Spanish-Cuban tensions: Late 19th Century, mentioned that when the conflict broke out in Cuba in 1895, Spain sent 200,000 troops under the infam ous general Weyler, also known as â€Å"the Butcher,† to squash the insurrection. Weyler imprisoned large number in concentration camps under the harsh and inhuman condition causing prisoners rapid death especially from disease. This outraged portions of the US public that called out for immediate action which the provoked the US to issue an ultimatum to the Spanish authorities.With Spain’s refusal to oblige, the US congress passed a declaration of was against Spain prior to the destruction of the USS Maine (The Spanish American War 1898-1901). Consequences of the Confrontation The consequences of the confrontations on the Spanish authorities were enormous as most of their remaining ships were destroyed aside from many lives that were lost in the battle. But most importantly, Spain losses all its overseas colonies including their most treasured possession, Cuba. It also marked the collapsed of Spain’s power.However, the consequences of war on the United States w ere rather positive. The United States became a world power after it acquired the Spanish colonies (Spanish American War). What loosing Cuba meant for Spain? Basically, it seemed that politically and economically Cuba does not really have such importance for Spain than any of their colonies in Asia and all other part of the world. Perhaps the importance of Cuba for Spain was that it was during the Cuban rebellion that led to war against the United States, which eventually led to the loss of the remaining overseas colonies of Spain.Cuba was the last image of Spanish greatness and pride thus Spain was determined to keep the country under their control despite pressure from the United States to grant independence to the beleaguered colony. What other Colonies were lost by Spain The American victory against Spain enables the United States to acquire Spanish colonies such as the Philippines, Guam, and Puerto Rico. The Philippines was acquired by the United States after the Spanish forces in the Philippines surrendered manila to Admiral George Dewey in battle of Manila Bay (Spanish American War).The American forces needed the support of Filipino rebels particularly of Emilio Aguinaldo before finally subduing the Spanish forces in the Philippines. After American victory in the Philippines, Spain lost Guam to the United States with out a fight. Spanish Authorities in Guam According to the internet article Spanish American War were unaware that the war had started until American warship arrived in Guam on June 20, surprised; the authorities surrendered the island without a fight. Another colony that Spain lost to the United States due to their defeat in the war was Puerto Rico.According to the article, the invasion of Puerto Rico began on afternoon of July 21 from the Guantanamo bay. The invasion was spearheaded by battleship Massachusetts, Dixie, Gloucester, Colunbia and Yale, under the command of Captain of Frances J. Higginson with 3,500 U. S Army troops. Although t he US Army encountered pierce resistance but they subsequently over power the Spanish Forces depending the country. Other colonies lost by Spain through treaty and sale to the United States were Hawaiian Islands, The Guantanamo Bay, the Virgin Islands, and part of the Samoan Archipelago. ConclusionThe Spanish American war was the classic encounter between the declining super and the rising world power. The war seemed to be that turned over of power by the exiting world power to the United States as the emerging world power. But the lesson that the war may have taught Spain, and the United States was that war was not only a means for settling disputes, but it was also an expression of unsatisfied cravings for more. The Spanish American War (1898-1901) tp://www. sparknotes. com/history/american/spanishamerican/section1. html Spanish American war http://www. conservapedia. com/Spanish-American_War

The Olmec Civilization Essays - Mesoamerica, Free Essays

The Olmec Civilization Essays - Mesoamerica, Free Essays The Olmec Civilization The Olmec were Mesoamerica's first civilization. They were located in Laguna de los Cerros, tres Zapotes, San Lorenzo, La Venta, and the Tuxtla Mountains, in Mexico. The purpose of this report is to show how the Olmec lived, their beliefs, and their spectacular art. The Olmec were a mother culture to later civilizations. The culture of the Olmec started in Mexico's Gulf Coast between 1200 and 1400 B.C , approximately between the Trojan war, and the golden age of Athens, and ended about 3000 years ago. The Olmec were among the first Americans to design ritual centres and raise earthen pyramids. On the pyramids there were statues which were strategically placed as a shrine. As the Olmec culture gradually developed some Olmec villages grew strong and powerful, while others were less fortunate. The villages shared their resources, such as rubber and basalt. The Olmec had different social ranks, from workers such as fishers, farmers, traders and specialists such as artisans and sculptors, to rulers. Rulers were individuals who had the power to float basalt down the river and to commission colossal statues and other public work. The Olmec farmed and ate corn. They also ate shellfish, fish, turtles, beans, deer, and dog. Perhaps the most spectacular trait of the Olmec were that they used hieroglyphs. They used hieroglyphs to record dates, events, and to tell stories. Although the Olmec were hard workers they still had time for a ceremonial ball game. The Olmec had many beliefs. Among these beliefs were chaneques which were dwarf trixters who lived in water falls. They also had their own beliefs in cosmology. The Olmec had natural shrines devoted to the hill on which the shrine was located and the water. The Olmec were believed to have a corn god. Jaguars were also worshipped religiously, perhaps because the jaguar was the most powerful predator. The Olmec believed that the jaguar brought rain. The men would sacrifice blood to the jaguar, wear masks, dance, and crack whips to imitate the sound of thunder. This ritual was done in May. The Olmec also made offerings of jade figures to the jaguar. The Olmec had early achievements in art. Perhaps the most incredible findings from the Olmec culture are the sculptures. The Olmec used wood, basalt and jade to make the statues. The wooden artifacts are said to be the oldest in Mesoamerica. The Olmec used basalt to make colossal heads. The size of these heads ranged from 5 feet to 11 feet tall. Some say the heads represent sacrificial offering. Others think they portray the elite Olmec ancestors. These heads have also been interpreted as being warriors or ball players. Basalt was also used to carve thrones. The Olmec used art to glorify rulers by making them monuments of super natural creatures to portray them such as part human, part beast. The beast was usually the jaguar. It is believed that these monuments were annihilated after the death of the leader. The figurines made of jade were small and sexless. Some of the more elaborate statues wore extensive headdress with a long train, and rectangular chest plates, sat cross-legged, leaned forward and looked straight ahead. In conclusion the Olmec, Mesoamerica's first civilization were a mother culture to other civilizations. They had many beliefs, and had early achievements in elaborate art. The article, "New light on the Olmec," was an interesting article but it was very repetitive. It is scarcely recommended.

Definition Essay Essay Example

Definition Essay Essay Example Definition Essay Essay Definition Essay Essay SANTELICES, Rhey Elmerson S. ENGLCOM EW2 Definition Essay Draft August 16, 2011 Death is the one thing in life we can be sure about and that is why religions have beliefs about what it means. Everything else might happen to us: we might get married, be rich, be happy, have children, open our own business or travel the world, but the only real certainty is that we will die. The major western religion Christianity has borrowed heavily from the Egyptian model of what happens after death. The idea of final judgment, physical resurrection and heaven being a garden with a river running through it, are all ideas borrowed from the Egyptians. We must also remember that mans life is in Gods Hands. Only He determines the moment of death and the destiny of every soul on separation from the flesh. For this reason, attempts to produce experiments in this field are in conflict with the Will of God and bring the experimenter into contact with the fallen spirits of that world. Christians believe fervently that there is a life after death on earth. While the actual nature of this life is not known, Christians believe that many spiritual experiences in this life help to give them some idea of what eternal life will be like. Christianity has historically taught that everyone has only a single life on earth. After death, an eternal life awaits everyone either in Heaven or Hell. There is no suffering in Heaven; only joy. Torture is eternal without any hope of cessation for the inhabitants of Hell. The overwhelming majority of mainstream Christian denominations rejects the notion of reincarnation and considers the theory to challenge basic tenets of their beliefs. In standard Christian theology, the soul is an individual entity which is totally separate from other souls and can become totally separate from God. There is one God and a plurality of souls. Every person has exactly one soul. In the Genesis version, as believed by young earth creationist theologians, humans were created on the Saturday of the first week, after God had created land, sea, stars, planets, birds, beasts, fishes, etc. , during the previous Monday to Friday. Since only humans have souls, all these features existed quite concretely in the absence of observers. In contrast, theologians who believe in evolution subscribe to the soul-injection theory, which states that There came a moment in the evolution of hominids when God intervened and injected a human soul into a previously animal lineage. All the features of the world existed in the absence of souls, in this case for many hundreds of millions of years rather than one working week. So, to the Christian, reality is totally objective and souls have no part in determining the existence of the real world. If Jesus is the only way to God, it is because the salvation of the person, body and spirit, is a hope profoundly different from all other religious hope. It gives a new dimension to salvation not found anywhere else. Spiritual life is walking after the spirit by the spirit, focused on the spirit, exercising and strengthening our spirit, substantiating things unseen. Such is the life, in Christ Jesus, the only help that could ever work, authentically, for us helpless sinners in achieving victorious life: with Christ, Christ in me, and for Christ. Resurrection means to return back in the same physical body with the same face. Rebirth is when a soul which resides in a human body returns back to another human body after the previous bodys death. Now to begin with no one knows what happens to the soul after it leaves the body, so for arguments sake, for a soul to return, it requires a body which can sustain it, which evidently is not a rotten corpse which is nothing but decayed bones, whereas a newborn or a foetus is much more apt for a soul to make it its dwelling. So from a rational point of view isnt it more appropriate for a soul to take rebirth rather than claim the old rotten body it once used to reside in. Belief in the resurrection of the dead, and Jesus Christs role as judge of the dead, is codified in the Apostles Creed, which is the fundamental creed of Christian baptismal faith. The Book of Revelation also makes many references about the Day of Judgment when the dead will be raised up. However, there are also many Christians who do not believe that individual consciousness continues after death, and a higher number who do not believe in a place or condition of eternal punishment for sins. Christians believe there is an afterlife. Christian views of the afterlife generally involve heaven and hell, with Catholicism adding an intermediate realm of purgatory. Except for purgatory, these realms are usually assumed to be eternal. Although the body dies and is buried or cremated, they believe that their unique soul lives on and is raised to new life by God. Christians believe that God is just and fair, and so cannot let evil go unpunished. Most believe in the idea of judgement after death, and that God will treat people in the afterlife according to how they lived their life on earth. Historically, Christianity has taught Heaven as a place of eternal life, in that it is a shared plane to be attained by all the elect. Roman Catholics believe that entering Purgatory after death cleanses one of sin period of suffering until ones nature is perfected, which makes one acceptable to enter heaven. This is valid for venial sin only, as mortal sins can be forgiven only through the act of reconciliation and repentance while on earth. In Protestant Christian sects, eternal life depends upon the sinner receiving Gods grace through faith in Jesus death for their sins, see atonement, his resurrection as the Christ, and accepting his Lordship authority and guidance over their lives. If the soul could satisfy the gods, the soul was straightway gathered into the fold of Osiris. But if it could not, if it was found wanting when weighed in the heavenly balances, then it was cast into a hell, to be rent to shreds of the Devouress. For only the righteous souls, only the guiltless, were thought to be deserving of life everlasting. The concept of heaven and hell in traditional Christianity heavily depends on the doctrine of the immortality of the soul. The Bible is even less specific about hell, and Christians have very different ideas about this too. Some Christians believe that hell is a place of suffering, and of separation from God. Others believe that hell is a spiritual state of being separated from God for eternity. The word Salvation signifies deliverance from actual trouble or threatening danger. Salvation is the gift of God given by a covenant with man where God acts by grace to save man from the slavery and evil effects of sin. Only in Christianity is this path of Salvation made clear by Gods covenant with man through Jesus Christ who is the sacrifice of God for the sins of the whole world. Christians believe that salvation was made possible by the sacrificial death of Christ by crucifixion. The word atonement, one of the few theological words of English origin, is used to describe this concept. The verb atone derives from the adverb at one, and therefore means to reconcile. The notion of deification is based on the perspective that when Christ was incarnate in the man Jesus, he did take on just one human nature, but all of human nature. He thus made it possible for the reverse to occur for humans to participate in the divine nature. The Son of God, as the one through whom the process of creation was fulfilled, came down from heaven into the world and became

My personal philosophy Essay Example | Topics and Well Written Essays - 250 words

My personal philosophy - Essay Example Personally, I have a philosophy that I have to make a difference in someone’s life on a daily basis. Nursing enables me to do that and give the comfort of life I need. I believe in quality healthcare. People should be provided with proper medical attention regardless the social status. As a nurse I aim at ensuring every individual has the efficient access to medical care. I do my best to ensure more lives are saved and people feel appreciated by my field of practice. In person I believe in changing the society in the capacity of my ability. Nursing as an indulging career, there is need for evolution in the field to make it easier and efficient for medical care provision (Frank, 2010). As a nurse I always aim at embracing positive change and disregarding setbacks. Nursing school provides the interested parties with a real picture of the nursing life. It is meant to prepare them for their professional lives. Nursing school is the pillar in the production of quality nurses (Leslie,

Persuasive writing Essay Example | Topics and Well Written Essays - 500 words - 2

Persuasive writing - Essay Example Out of this number, at least 4,922 deaths occurred owing to the Ebola virus (The World Health Organization, 2014). So far, the key response to controlling the spread of Ebola has been total isolation of affected areas, restriction of travel to affected areas, and thorough medical screening of persons arriving from affected areas, and these strategies have not recorded much success. This present essay seeks to persuade the audience that the best strategy to deal with the Ebola virus is to send health workers from all different countries into the affected areas in order to curb the spread of this disease. Those against this proposition would argue that restricting movements within the affected countries and even entry and exit from the countries is the best strategy of curbing the spread of Ebola to other parts of the World. The reasoning behind this opposition is that by sending health workers from other countries, there is high chances the health workers could be infected with virus and in turn transfer it to other parts of the world where they will travel. So far restricting of travel within, to, and from the affected areas has not yielded much success since there are new infections been reported although the rate of new infections is slow, moreover, new cases are reported in country assumed to very precautious such as the United States and Spain (BBC News Africa, 2014). According to Jim Yong Kim, the World Bank Group President, the best way to deal with the Ebola epidemic is to move in areas that are worst hit and try to curb its spread from within those affected areas (The World Bank Group, 2014). Because Ebola is not a common disease it means that health workers in the affected countries are probably not trained or familiar with the best approach in which to care for those infected and even handling of dead bodies. A collection of health workers from