An Unstoppable Convergence Coursework Example | Topics and Well Written Essays - 750 words

An Unstoppable Convergence - Coursework Example This fact has formed, as Ralf Nader puts it, a kind of â€Å"duopoly† in American political life. Yet the point is that when one party loose, another party takes benefits from that. Along with the winner ideas and interests of this party are established on the highest level. And whoever comes to power, the result is always the same – â€Å"a corporate statist†, because one ideology can only win by restraining another. But that’s not how things naturally should go in the society. Nader says in Introduction, he had noticed that an ideology doesn’t matter in people’s everyday life. When he was young and helped with the local restaurant his father owned in Winsted, Connecticut and also, when Ralf Nader was hitchhiking, he noticed that people did not organize themselves according to their political views, but they have gathered together a common interest and common current thing they need to do. Therefore Nader stresses on the idea that ideologica l confrontation disappears when there’s a clear understanding what thing is the right thing to do. Behind an ideological explanation of the problem, there's always a common issue which can be found and shared by different parties adherents. In U.S. history there are a lot of examples of such cooperation, or â€Å"a convergence† as Ralf Nader puts it. That means it’s not only an interpersonal relationships’ characteristic. In 1982 a coalition against The Breeder Reactor Project in Tennessee was formed.

HR Essay Example | Topics and Well Written Essays - 500 words - 1

HR - Essay Example As they see perceive via the general operating conditions of the TWTC, some managers confessed that their company occurs to have no clear career â€Å"road map† and this is not suitable especially for starting workers who aspire to yield growth and promotion at a time in the future. With less opportunities toward professional advancement and incomes that barely hit the average, it is plain to imagine how easily TWTC could lose employees by mass resignation if only there exist several other alternatives in which to spot greener pastures for employment and internship alike. Despite the negative observations the managing staff, however, expressed hopes about the impacting contributions of the Human Resources stating â€Å"HR is part of all process developments and is not merely supportive of the processes.† By exploring analysis of this area, the company is able to convey how people are greatly valued in terms of healthy working relations and quality training. Besides recruitment and staffing, the HR is said to demonstrate expert potential in evaluating employees and thereby determining the benefit packages that grant employees the satisfying monetary worth for the equivalent skills and efforts shown. Majority had agreed with the way HR is claimed to exhibit a character of readiness and availability in supporting most aspects of operations as well as responding to requests in a timely manner. A manager admitted that, being an asset to the company in different ways, TWTC HR receives good compensation in exchange of excelling in the field where personnel go beyond their fundamental duties, keeping a balanced aid between the employer advocate or executives and the workforce. Moreover, the interviewees further stressed that â€Å"HR is engaged in every part of the firm’s structure† and on this ground, the processes and

Russian Mafia. Russian organised crime. Is the Russian Mafia is dead Essay

Russian Mafia. Russian organised crime. Is the Russian Mafia is dead or not - Essay Example The Russian Mafia can be linked with the imperial period of Russia, which started in the 1700s. Most of the Russian populations at that time were very poor people. During that time, the criminals who stole from the government resources and shared the profits with the poor were regarded as heroes and were seen as protectors of the community (Gleason, 2009). The term Russia Mafia is a phrase used by most people to refer to a collection of various criminals that are organized and are originate in the previous Soviet Union. Most of these groups share a similar organization structure and goals that identify them as part of the association. They have also been given names like Bratva, Organizatsiya, or the Red Mafia. In the world of today, more than 6,000 different groups that are existing, and more than 200 of these groups are operating globally (Niklaus, 2014). For an organized crime syndicate that is powerful, there was the integration of two USSR characteristic. There was present of a bureaucratic power that was excessive and an illegal market that was present. The bureaucratic excessive power encouraged organized crime by availing an environment for bribery, corruption, extortion and shakedown. According to the Soviet Ministry of Interior All- Union Research Institution in 1991 (Ruth, n.d), bribes were part of the salary of almost half the population of the entire government employees. However, the existence of a market that was illegal was the basis of the presence of the Mafia in the Soviet Union. Most people know that a market that is illegal, like alcohol during the period of prohibition or elicit organized crime of drugs today, yet this connection was distinctive in the Soviet Union. In the Soviet Union, any business form that was not approved by the government was associated with a market that was illegal. This strengthened the cr iminal growth in the USSR. Also, the government was not able to provide the basic products to the citizens hence making a

Determination of Ka for a weak Acdi Essay Example for Free

Determination of Ka for a weak Acdi Essay In the experiment preformed the objective is to titrate a weak acid with a strong base. In a titration of a weak acid with a strong base the titrant is the strong base and the analyte is a weak acid. The reaction that will occur is the direct transfer of protons from the weak acid to the hydroxide ion. The data gathered will be represented on the titration curve, a graph of the volume of titrant being the strong base plotted against the pH . The pH is an indicator of an acids strength. The titration curve can be used to determine the pKa. By reading the graph the equivalence point can be found; which is the point where equal parts acid and base have reacted by knowing this the half-equivalence can be found pH=pKa. Procedure In the experiment pH paper will be used instead of a pH meter. The pH will be determined at the beginning and the end of the titration and the data table will be used to calculate the intermediate values. A burette is a more accurate piece of glassware used to deliver the titrate; in the lab being performed disposable pipet will be used making it very important to consistently dispense the same size drops. Before the titration the volume of a drop must be determined. A pipet is completely fill with distilled water. The average number of drops in a mL and the average quantity of a mL represented by on drop is calculated and recorded. Water is added drop by drop to a graduated cylinder from a pipet at the first, second and third mL lines the water drops are recorded. The average number of drops are calculated per mL. The average of the quantity of a mL represented by a drop is also recorded. A data table is set up to represent the trail averages. First 2. 0 mL of unknown acid is measured into graduated cylinder and then poured into a beaker the volume is the recorded. By using a toothpick a drop of acid is placed onto low portion of pH paper, the pH level is recorded. One drop of the phenolphthalein indictor is added to the acid and the color is recorded. The beaker is set on a white sheet of paper before moving on. Next, a well in the 24-well plate is filled with NaOH solution and then sucked up into an empty pipet. The pipet is the held vertically slowly adding drop by drop the NaOH into the beaker of the unknown solution. Drops are added until a color change occurs, changing to a faint pink for at least 30 seconds. A plastic spoon is used to stir after the addition of each drop. The number of drops of NaOH is recorded and the equivalence point is now determined. A drop of the acid is now transferred by toothpick to the high range pH indicator strip. The pH level of the acid is recorded before titration. The contents of the beaker are poured down the drain and all equipment is thoroughly cleaned. The above procedure is repeated twice more, all data is recorded to 4 decimal places for each trail on the data table. The average of the 3 trails is calculated and data is recorded. At the top of the pH column the unknown’s acid’s starting pH level before titration is entered. Next, the pH level of the acid after the titration, at its equivalence point is entered at the bottom of the pH column. The appropriate pH levels for each 2 drop interval is then calculated, by subtracting the initial pH from the final pH and dividing the resulting difference by the number of rows minus 1. This number is then added to the previous pH value. A graph is then made, pH is plotted on the y axis and volume of NaOH added on the x axis. This represents the titration curve. The pH that corresponds with the equivalence point and half equivalence points are located and the pKa is determined for the unknown acid, pH=pKa. The relationship between Ka and pKa is that Ka is the equilibrium constant for the dissociation of a weak acid and pKa is the half-equivalence point where pH=pKa. In addition to the pH, Ka is an indication of an acids strength; pKa = log Ka. B. The potential sources for errors in this experiment are the inconsistent and miscounting of drops of NaOH in the titration. The pipet must be held upright dispensing the exact size drops to have an accurate measurement. C. If your experimental Ka is 5. 3 and the actual Ka of your unknown acid is 4. 7, what is your % error?

Effect of Communication on Collaborative Working

Effect of Communication on Collaborative Working Discuss how communication within an inter-professional team could affect collaborative working. Inter-professional learning and collaborative working in healthcare are two significant practices that must be understood as health care practitioners and trainee health professionals, to deliver high quality of patient-centred care in National Health Service (NHS) through effective communication. Thus, the aim of this essay is to critical discuss and analyse how communication within an interprofessional team could affect collaborative working to reduce medical errors, decrease workloads, reduce mortality rate, conflict and lack of trust. Two specific key points will be addressed throughout this essay; collaboration with staff and students, effective communication such as verbal and non verbal which entails active listening. In accordance to the Nursing and Midwifery Council (NMC) (2015) codes of conduct on confidentiality, personal information and trust identifiers will be anonymous in the essay and service users (SU) will signify patients. Buring et al (2009) explained Inter-professional teamwork as the extent of which an array of several healthcare professionals such as doctors, nurses, pharmacists and many more work together successfully to influence the quality of care being provided, improve collaboration, enhance quality of patient care, lower costs, decrease patient length of stay and overall reduction in medical errors in health care setting. Negatively, poor communication within a team of health professionals might lead to conflict, lack of trust and may impact on patient care and safety (Vincent, 2011). Collaborative working in healthcare is the process whereby professionals from different disciplines work and support each other as a team cohesively, whilst balancing their roles, sharing responsibility towards making difficult clinical evidence based decisions appropriate enough for the best interest of the SU (McCabe Timmins, 2013). The NMC (2015) stated that to promote a dynamic collaboration among health and social care professionals, effective communication must be established and demonstrated within respective teams, at the same time respecting individual professional’s knowledge, skills and contribution. Flin (2009) defines communication as ‘the transfer of information, ideas or feelings’ (p. 16). However, Emmitt and Gorse (2009) articulate that the transmission of information from sender to receiver may be distorted, therefore, in order for communication to be successful within collaboration, professionals have to utilise this skill effectively. Daly (2004) affirms that effective communication between healthcare professionals is the cornerstone to successful collaboration. Furthermore, Stukenberg (2010) states that once effective communication has been implemented within collaborative working, improved knowledge, work interactions, and positive environment for professionals to work cohesively is established, subsequently, improving the delivery of patient care (Chatman, 2008). The two method of communication that has been commonly cited by numerous literatures are, verbal and non-verbal communications which are widely used by health and social care practitioners in various settings. A study of Purtilo and Haddad (2009) highlighted that verbal communication is vital to health professionals in forming professional relationship through the form of team meetings. The study further emphasised that regular meetings of interprofessional team linked by a common care pathway help to enforce verbal communication and activate effective team collaboration. An example of this was during the author’s placement in a hospice (palliative care), a multidisciplinary meeting was held regularly every week consisting of an array of professionals from different department such as nurse specialists, consultants, social workers, student nurses, doctors, occupational therapist, spiritual and psychological specialist to discuss and up-date members of the team regarding patien ts care. As observed, effective communication was utilised and initiated throughout the course of the meeting as ideas from this group of professionals were put forward in an orderly manner as each professionals took it in turn to contribute towards the decision-making process. Communication observed was clear and concise among the health professionals. Bach and Grant (2012) concurs that clarity of conservation among professionals will aid the process of information being transmitted accordingly thus leading to understanding, as it ensure vital information are not misheard in turn reduces the risk for confusion among individuals within the team. Burnard and Gill (2014) further explained that communication is the art and process of creating and sharing ideas from different individuals, therefore, when this is demonstrated within a group of professionals, they are able to contribute ideas drawing from their own knowledge, experience and expertise as suggested by Baatrup (2014). Tindall, Sedrak and Boltri (2013)also articulated that effective communication will warrant that each members of the team are kept up-to-date which is vital when key decisions are made regarding a patient’s care. They further elaborate that communication forms relationship where trust and respect are instilledthereby enhancing job satisfaction and wiliness of health professionals to join forces with one another as a team in order to deliver a care that is of high quality. Rost and Wilson (2013) maintains that active listening should also be incorporated within communication as it an invaluable tool that sustains collaborative working among healthcare professionals. However, communication failures among health care professionals have been highlighted as the leading cause of unintentional patients harm with many leading to permanent injuries and even deaths (The Joint commission, 2006). An example will be the devastating case of Victoria Climbie (UK Department of Health (DoH), 2003) which demonstrated the effects of ineffective team work and poor communication among health professionals. The recommendation from Lord Laming’s report on the Victoria Climbie inquiry stress the need for health care professionals to improve interprofessional communication and collaboration. As emphasised by UK DoH (2013), effective communication is crucial among health professionals to enhance care delivery, develop therapeutic relationships and it is known to be one of the 6C’s approved by government and NHS to support the values and ethics in health care delivery. Ineffective collaborative working can be as a result of lack of understanding, poorly defined roles and responsibilities, poor communication challenges among health care professionals, which evidently has a negative impact on clinical outcomes. As seen in the Francis report (2013) of the Mid Staffordshire hospital where SU were left to suffer as a result of poor communication and collaboration among interprofessional team. For this reason, the DoH (2013) emphasise the need for all health care professionals to work together collaboratively, communication effectively among each other and have an increased knowledge of the role of each member of the team. Interprofessional team must possess active listening skills which is an important tool in improving discussion and help building trusting relationships between health care professionals (Stainton et al, 2011). Aitken (2013) recognised good listening skills as an important tool for effective communication that can consolidate collaborative working among health professional especially for student analysis and learning. In terms of collaboration between staffs and students, this allows students to be able to gain insights into the varieties of language used such as terminologies commonly used within health and social care, in turn enhances understanding as students are aware of how best to communicate with other professionals within clinical practice building up their interprofessional skills paving away for effective collaboration (ref). REF) put fort the notion that where there is effective communication between staff and students, a strong relationship is formed where there is mutual respect and trust, even though there is differing competence between this specific group of individuals (Hamilton, 2010). Morgan, (2013) also states that effective communication will improve staff and students experiences. Collaborative working through effective communication facilitates professionals from a diverse range of other expertise to help achieve single aim, decrease work load, share ideas on how to deliver highest quality of care through understanding of information communicated. In addition, NMC (2015) recommends that professionals should have the necessary skills to communicate effectively with colleagues and other professionals in order to improve patient care. Hence, working collaboratively has been widely stimulated as the best approach in improving health outcomes (UK DoH, 2010). Furthermore, to support collaborative practice individuals need to utilise interpersonal skills to promote effective teamwork and communication. Therefore, Combined Universities Inter-professional Unit (CUILU) (2010) recommended a guideline designed to help students and different professionals understand how the development of a collaborative worker is evaluated by applying the inter-professional capability fr amework. This consists of four domains which are Collaborative working (CW), Reflection (R), the Cultural Awareness and Ethical Practice (CAEP) and the Organisational Competence. In conclusion, effective communication and collaboration has a huge impact on the lives of SU and health professionals either positively or negatively. It is the role of health professionals to address this and collaboratively maintain continuity of care where there is high quality patient centred care, promote good working relationship with members of a team, thereby enhancing job satisfaction for professionals and quality of life for patients. A good listening skills, mutual respect and value for team members irrespective of their discipline will also facilitate an effective collaboration and patient safety. REFERENCES Aitken, J.E. (2013). Cases on Communication Technology for Second Language Acquisition and Cultural Learning. United States: IGI Global. Baatrup, G. (2014). Multidisciplinary Treatment of Colorectal Cancer:Staging – Treatment – Pathology – Palliation. United Kingdom: Springer. Bach, S. A. Grant, (2012). Communication and Interpersonal skills in nursing. Exeter: Learning Matters Ltd. Buring, S.M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. Westberg, S. (2009). Interprofessional Education: Definitions, Student Compentencies, and Guidelines for Implementation. American journal of pharmaceutical education, 73 (4), 1-8. Burnard, P. Gill, P. (2014). Culture, Communication and Nursing. United States: Routledge. Chatman, I.J. (2008). Medical Team Training:Strategies for Improving Patient Care and Communication. United States: Joint Commission Resources. CUILU (2010) Interprofessional Capability Framework: a framework containing capabilities and learning levels learning to Interprofessional capability. The Combined Universities Interprofessional Unit. Sheffield Hallam University and The University of Sheffield. Daly, G. (2004). Understanding the barriers to multiprofessional collaboration. Nursing Times, 1(9), 78 -79. Emmitt, S. Gorse, C.A. (2009). Construction Communication. United Kingdom: John Wiley Sons. Flin, R. et al (2009) Human factors in patient safety: review of topic and tools. Report for Methods and Measures Working Group of WHO Patient Safety. Geneva: World Health Organization. Retrieve April 7th 2015, from http://www.who.int/patientsafety/research/methods_measures/human_factors/hu man_factors_review.pdf Francis, R. (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. The Mid Staffordshire NHS Foundation Trust Public Inquiry. London: TSO Hamilton, C. (2010). Communicating for Results: A Guide for Business and the Professions. (9th ed.). United States: Wadsworth Cengage Learning. McCabe, C. Timmins, F. (2013). Communication Skills for Nursing Practice. (2nd ed.). United Kingdom: Palgrave Macmillan. Morgan, M. (2013). Improving the Student Experience:A Practical Guide for Universities and Colleges. United Kingdom: Routledge. Nursing Midwifery Council. (2015). The code professional standards of practice and behaviour for nurses and midwives. London: NMC Purtilo, R. Haddard, A. (2009). Health professional and patient interaction. (7th ed.). United States: Rost, M. Wilson, J. (2013). Active Listening. United States: Routledge. Stainton, K., Hughson, J., Funnell, R., Koutoukidis, G. Lawrence, K. (2011). Tabbners Nursing Care:Theory and Practice. Elsevier Health Sciences. Stukenberg, C.M. (2010). Successful Collaboration in Healthcare:A Guide for Physicians, Nurses and Clinical Documentation Specialists. United States: CRC Press. The Joint Commission (2006). Root causes of sentinel events, all categories. Oakbrook, IL Retrieved April 4th , from http://www.jointcommission.org/NR/rdonlyres/FA465646-5F5F-4543-AC8F-E8AF6571E372/0/root_cause_se.jpg Tindall, W.N.,Sedrak,M., Boltri, J. (2013). Patient-Centered Pharmacology:Learning System for the Conscientious Prescribe. Philadelphia: F.A. Davis. United Kingdom. Department of Health (2010). Modernising Scientific Careers: The England action plan. Retrieved April 10th, 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/139529/dh_115144.pdf United Kingdom. Department of Health and NHS Commissioning Board (2013). Compassion in practice. Nursing, midwifery and care staff: our vision and strategy Redditch: NHS Commissioning Board. United Kingdom. Department of Health. (2003). Laming Report. The Victoria Climbià © Inquiry-Report of an inquiry by Lord Laming. Retrieved April 4th , 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273183/5730.pdf Vincent, C. (2011). Patient Safety.(2nd ed.). United Kingdom: Wiley Blackwell.

Process Of Cross Domain Mapping Psychology Essay

Process Of Cross Domain Mapping Psychology Essay The conceptual metaphor theory studies the cognitive process of cross-domain mapping. Discuss the mechanism of metaphoric mapping. In particular, you should address the difference between linguistic metaphors and conceptual metaphors; (b) the relationship between primary metaphors and compound metaphors; and (c) the relationship between conceptual metaphors and the embodied experiences Metaphor is the phenomenon whereby we talk and think about one thing in terms of another, as when a difficult enterprise is described as a battle. (Semino, 2008, p.1) That being said, metaphor is a form of figurative language and it was viewed as a characteristic of language and words, rather than a vehicle of thought, experiences and act, like it is viewed in nowadays. The way metaphor is characterised is by the schematic form of A is B, as in Achilles is a lion (Evans and Green, p.293). In this example a word or a phrase are applied to something which is not accurately applicable, and metaphor is created. However after the 1970s, Cognitive linguists argued that metaphor is a central feature of human language. In the field of Cognitive Linguistics, where our conceptual system is examined it has been found that our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature. (Lakoff and Johnson, 1980, p.3) This statement hence implies that everything we do, or think we do it in a way that it is metaphorical. According to Lakoff through the way we conceive one mental domain in relation to another, metaphor has now obtained the meaning of a cross domain mapping in the conceptual system. The aim of this essay is to introduce conceptual metaphor theory: a framework which studies the cognitive process of cross-domain mapping, and the mechanism of metaphoric mapping, as well as conceptual metaphors and the difference they have with linguistic metaphors. Also, the relationship primary and compound metaphors have as they are both derived subsecti ons of conceptual metaphors, and lastly the relationship conceptual metaphors have with embodied experiences. Cognitive Linguistics Enterprise The field or better enterprise, of Cognitive linguistics arose firstly in the early 1970s. It basically revolves around the symbolic and interactive functions of language as well as the systematic structure the language has. Cognitive linguistics enterprise has two key commitments and it also has to do with cognitive semantics and cognitive approaches to grammar. It basically examines the embodied mind and the connections the mind has with language. Cognitive linguists like other linguists attempt to describe and account for linguistic systematicity, structure and function. Nevertheless the difference from Linguistics is that for cognitive linguistics, language reflects patterns of thought; therefore, to study language is to study patterns of conceptualisation. (Evans and Green, 2006, p.20) Thus, Cognitive Linguistics deals mostly with the relationship the mind and the language share as cognitive linguists believe that through language peoples thoughts and experiences are revealed. Taking into further consideration the two key commitments in Cognitive linguistics which were introduced by George Lakoff and both distinguish Cognitive linguistics, as they make the individual enterprise it is. As it is stated by Evans and Green the Generalisation Commitment which is a commitment to the characterisation of general principles that are responsible for all aspects of human language and the Cognitive commitment which provides a characterisation of the general principles for language that corresponds with what is already known about the mind and brain from other disciplines. (Evans and Green, p.27) Both of this commitments mark the study of cognitive linguistics and they are followed by all cognitive linguists. Their importance is really great as they are the starting point and the foundation for all the methods and theories that are engaged by the two main studies of cognitive linguistics, cognitive semantics and cognitive grammar: two fields of cognitive linguistics wh ich study the mind and grammar. What is more, in Cognitive linguistics the relationship between language, mind and experience through the embodied cognition is also one of the key facts and research within cognitive linguistics. The main argument of cognitive linguistics is that the human mind and conceptual organisation are functions of the ways in which our species-specific bodies interact with the environment we inhabit. Cognitive linguistics disagree with Noam Chomsky and his theory of Generative Grammar as given the Generalisation Commitment which argues that areas of language like polysemy or metaphor share central organising theories, several areas of language are indeed foregrounded. Metaphor is a key subject of study in Cognitive Linguistics as cognitive linguistics study the relationship of language and the mind, how our thoughts are connected with our language. Metaphors are not just a stylistically attractive way of expressing ideas by means of language, but a way of thinking about things. (Ungerer and Schid, p.118) Hence, metaphor is a key subject in cognitive linguistics as metaphor reflects the way we think and also create a new meaning in several areas of our language. Conceptual Metaphor Theory As it has been stated in the title, Conceptual Metaphor Theory studies the cognitive process of cross-domain mapping, which simply means that it studies the mental course or development of metaphor. It is a framework which was firstly introduced by Lakoff and Johnson in 1980. Through this framework metaphors are created and distinguished as parts of language and speech. The basic principle of Conceptual Metaphor Theory is that metaphor is not only a literary feature of language but the way individuals think is metaphorical in general. There are some key aspects which underlie Conceptual Metaphor Theory and the way this framework emerges in Cognitive Linguistics. In short, Conceptual Metaphor Theory is concerned with the mapping of inferences from source to target (ofx, p.191) Firstly, the fact that conceptual metaphor is unidirectional, which means metaphors have one specific direction from source to target and it cannot change. This notion of unidirectionality affirms that metaphors usually move from the more concrete to a more abstract way of thinking. For instance: Secondly, is motivation for source and target. As it was stated above mappings are unidirectional and this raises the question if there is a specific pattern which can direct and point out the domains which typically operate as source and target domains. Kovecses argued that the most common domains for metaphorical mappings include domains relating to the HUMAN BODY (the heart of the problem), ANIMALS (a sly fox) and much more, and concerning the target domain he found that the most common target domains is for example the ones which consider EMOTION (she was deeply moved), THOUGHT (I see your point). Therefore, target concepts seem to be more mental, whereas source concepts can be characterized as more solid or physical. According to cognitive linguistics our basic knowledge of A is B and our natural way to experience and join the concepts creating metaphors. Moreover, metaphorical entailment is another key aspect of Conceptual Metaphor theory. Conceptual metaphors sometimes provide extra information through the metaphoric mappings which are called entailments. What is more, the fact that conceptual metaphors interact with each other, they cost the creation of complex metaphor systems, something which was found also by Lakoff and Johnson. These complex metaphor systems are collections of more schematic metaphorical mappings that structure a range of more specific metaphors like LIFE IS A JOURNEY (Evans and Green, p.229) Due to this Lakoff created a system, called the Event Structure Metaphor, illustrating metaphors which interact in the understanding of expressions. Taking the example above of the metaphor LIFE IS A JOURNEY we can acknowledge that this metaphor can create several articulate examples as it is structured from the event structure metaphor. Additionally, another key aspect of the Conceptual Metaphor Theory is the conceptual nature of metaphor. As it was stated before, in Cognitive linguistics metaphor is an indication of someones thoughts and experiences. Many conceptual theorists claim that conceptual metaphor is based in our basic experiences. Last but not least a significant idea in Conceptual metaphor theory is related to hiding and highlighting as several metaphors can hide or highlight certain information. An example is given in Evans and Greens with the metaphor AN ARGUMENT IS A JOURNEY as this metaphor highlights the progressive and organisational aspects of arguments while hiding the confrontational aspects (Evans and green, p, 304). For example: She will follow step by step her recovery instructions. This metaphor is keen on highlighting the continuity and development the arguments has. In this way metaphors can highlight the importance of the concept. Another really important notion of conceptual metaphor theory is the theory of image schemas. The theory of image schemas is part of cognitive semantics and it is also related to metaphor as image schemas are dealing with an individuals bodily experiences and they are derived from interaction with and observation of the world.(Evans and Green, p.182) Image schemas work as a supporting structure for human thought (Oakley oxf p,214) as the basic correlations help us understand the events and actions taking place in the world around us relating some aspects of life like presence and existence. Culture-dependent evaluations differ from culture to culture as they describing the characteristics of it. According to Oakley, in a few words, an image schema is a condensed redescription of perceptual experience for the purpose of mapping spatial structure onto conceptual structure. (Oakley oxf, p.215) Therefore, image schemas help us improve our knowledge and understanding of metaphor as accord ing to Lakoff and Johnson they can function as source domains for metaphoric mapping. (Evans and Green, p.300) For example, our image-schematic concept COUNTERFORCE arises from the experience of being unable to proceed because some opposing force is resisting our attempt to move forward. (Evans and Green, p.301) According to Lakoff what is really remarkable is that peoples abstract thoughts which are enabled by metaphor, have an image-schematic and therefore embodied basis. What is more, Invariance is also an important principle of image schemas concerning some restrictions in metaphors as not all the source domains can serve and it is a principle which explains the gaps invariance principle basically explains all the gaps in conceptual metaphor theory like why DEATH cant be described metaphorically as a TEACHER but instead is described as a DESTROYER All of the above are key aspects of the Conceptual Metaphor Theory as they mark the way target and source domains work in order to create conceptual mappings. The mechanism of metaphoric mapping Mapping is a greatly important feature of Conceptual metaphor theory as it marks the way metaphors work by joining source to target domains. The mapping scope of a metaphor is best understood as a set of constraints regulating which correspondences are eligible for mapping from a source concept into a chosen target concept. The mapping scopes of metaphors reflect our conceptual experiences in dealing with the world around us (Ungerer and Schmid, p.119). That being set, according to Langacker our thoughts and experiences are organised in several domains. Domains are based on our knowledge and understanding of language and the meaning of the words. Without understanding a domain we would not be able to make any usage of the terms that apply to it. In cognitive linguistics, source domain and target domain are the two main roles that metaphors can have. Source domain is the domain of the metaphorical expressions we use and the target domain is the one that we are trying to comprehend. Th e figure below indicates the basic elements that substitute the mechanism of metaphorical mapping: the source and target concept, the mapping between them and the mapping scope. C:UsersOwnerPictures1winteruhhh8.png Figure 1 Therefore, mapping is a set of connections between essential features of the source and target domain as in order to understand a conceptual metaphor you have to be aware of the set of mappings which apply to the particular source and target combination. This mechanism of metaphoric mapping is stimulated by image schemas, discussed above as a key subject of the conceptual metaphor theory. A primary tenet of this theory is that metaphors are matter of thought and not merely of language: hence, the term  conceptual metaphor. The metaphor may seem to consist of words or other linguistic expressions that come from the terminology of the more concrete conceptual domain, but conceptual metaphors underlie a system of related metaphorical expressions that appear on the linguistic surface.   which are pre-linguistic schemas concerning space, time, moving, controlling, and other core elements of embodied human experience. is largely metaphorically constructed, and thereby reflects a  cognitive bias  unique to humans that uses embodied prototypical processes (e.g. counting, moving along a path) that are understood by all human beings through their experiences Moreover, metaphoric mappings are used in order to help us understand metaphors and the structure of our thoughts. Mapping scopes have three major components: image schemas, basic correlations and culture-dependent evaluations. Metaphoric mapping also has some major source and target concepts used. Figure 2 Major source and target concepts of metaphorical mappings Source as well as the target concepts are the foundational metaphors as they show the direction of the metaphor and all of them are the starting points for the other linguistic expressions to follow. For instance the target concept of TIME is based to the metaphor: TIME IS MONEY. This metaphor is a conceptual metaphor and it not only conceptualizes the development of the metaphoric expression but they also show how they are linked as they all follow the conceptual structure that the conceptual metaphor illustrates. According to Lakoff and Johnson in cognitive linguistics we conceptualize the notion of TIME in terms of MONEY, showing that we understand the fact that time is something valuable. The conceptual metaphor TIME IS MONEY shows that people can acknowledge the importance of time and the fact that they measure their time as something significant in their lives. What is more, the metaphor TIME IS MONEY serves as a core expression giving the direction and meaning to the linguisti c expressions that will follow. For instance: TIME IS MONEY I dont have time to see you. Is he really worth your time? It took ages to dye my hair. All of this linguistic expressions following TIME IS MONEY show an acknowledgement of the mapping structure, and the way the mapping works in terms of target and source. In Cognitive Linguistics metaphors are establishing a theoretical link, amongst a source and a target concept. What is more, there are different mapping scopes, as cognitive metaphors achieve different cognitive functions: Firstly lean mapping between specific concrete source concepts and concrete target concepts is primarily used to highlight individual aspects of the target concept. For instance giving a characterization to person as George is a lion. Secondly rich mapping The mechanism of metaphoric mapping establishes and the difference between linguistic metaphors and conceptual metaphors as conceptual metaphors are the ones who give the concept and the direction of the linguistic expression that will follow. The difference between linguistic metaphors and Conceptual metaphors Taking everything into account, as it was stated above in Cognitive linguistics, metaphor is something which exists in our everyday life and it is vital as well as fundamental. It is not just figurative language used in several poems or books but on the contrary, it is used on a regular everyday basis as our mental system grasps several concepts metaphorically. Hence, the way we think or express ourselves can be considered metaphorical. Linguistic metaphors as well as Conceptual metaphors are both a way of communicating in language. The difference that they share though is that conceptual metaphors are considered to be the foundation and the way the A is B mapping works. Linguistic metaphors are the ones that follow. Conceptual metaphors are the metaphors that conceptualize what we think and how we think as they are drawing the direction from source to target domain. They can be described as the whole idea or the metaphor which establishes the linguistic expressions that will follow afterwards and the train of thought which are constructed about as all of the expressions share something in common. Within Cognitive Linguistics the term metaphor is understood to refer to a pattern of conceptual association, rather to an individual metaphorical usage or a linguistic convention. (Grady, OXF, p.188) According to Grady in Cognitive Linguistics What really distinguishes metaphorical linguistic expressions between conceptual metaphors is the fact that all the metaphorical linguistic expressions come from language and they can, for instance imply on the term of life which is derived from the domain of journey. The corresponding conceptual metaphor that they make manifest is LIFE IS A JOURNEY. Conceptual metaphors are showed in capital letters in order to demonstrate the fact that is not used in language but instead they underlie all the metaphorical expressions listed underneath a conceptual metaphor which are the linguistic metaphors. Conceptual metaphors have two different domains. The conceptual domain from which we draw metaphorical expressions to understand another conceptual domain is called source domain, while the conceptual domain that is understood this way is the target domain. Thus, LIFE, ARGUMENTS, LOVE, THEORY and others are considered target domains, while JOURNEYS, WAR, BUILDINGS, and others are source domains . (Kovecses, p.4) We try to understand the target domain through the use of the source domain. As it was stated in the above paragraphs, in cognitive linguistics metaphor is something which exists in our everyday life and it is vital as well as central. It is not just figurative language used in several poems or books; on the contrary it is used on a regular everyday basis, when people think or speak. Conceptual metaphors can be described as the whole idea or the metaphor which establishes the linguistic expressions that will follow afterwards and the train of thought which are constructed about as all of the expressions share something in common. For instance: The relationship between primary metaphors and compound metaphors As it was examined by Murphy in 1996 Conceptual Metaphor Theory carries a problem concerning the target domain and its structure, which limits the metaphorical mappings and entailments that can apply, and at the same time that the target domain is abstract in the sense that is not clearly delineated According to Grady there are two types of conceptual metaphor: primary metaphor and compound metaphor. Both primary and compound metaphors are constituents of conceptual metaphor. Primary metaphors differ from compound metaphors but at the same time they share a relationship. According to Grady primary metaphors relate two simple concepts from distinct domains. In contrast, compound metaphors relate entire complex domains of experience. (Evans and Green, p.307) Threfore, the idea that rises is that they are both conceptual metaphors, instead primary metaphors link different concepts from different domains rather than linking entire domains like compound metaphors do. Lakoff and Johnson and Grady and Johnson claim that humans from very early on form experiential correlations, which they call primary metaphors. As instances of such basic metaphors AFFECTION IS WARMTH, DIFFICULTIES ARE BURDENS, and KNOWING IS SEEING, among others, have been proposed. A feeling of warmth is often concomitant with an affectionate embrace. The above authors see primary metaphors as the atomic building blocks of more complex metaphors. ( oxford book. Chapter 10 metonymy panther and Thornburg) p.245 The relationship between conceptual metaphors and embodied experiences Conceptual metaphors are greatly linked with our embodied experiences as our experiences help us in order to understand and conceptualize metaphors. An important observation about conceptual metaphors is that many of their source domains reflect significant patterns of bodily experience. (Gibbs Jr, 2003, 1192) For instance when we talk about love as LOVE IS A JOURNEY, we refer to the notion of love as an experience we feel, and it has a starting point, an ending or a destination. We experience the idea of love and through metaphors we express our experiences. Therefore our experiences and memories help us in order to construct conceptual metaphors in our minds. Conclusion All in all, to conclude, metaphors are part of our way of expressing ourselves, thoughts, as well as experiences, in our everyday life. Through conceptual metaphors which mark the destination and the theme of the linguistic expressions, people express their thoughts and experiences.

Buster Keatons The Cameraman :: essays research papers

The Cameraman (Rough Draft) The Cameraman (1928), an MGM Buster Keaton feature, is one of the last truly great feature films of the silent era. From the artistic balance it finds between the simplicity of an all-too-familiar storyline and the complexity of technique and cinematography, to the very-entertaining and captivating performances of its actors, the film that was nearly lost to the annals of motion-picture history is a multi-faceted gem that is joyous to watch. Simplicity is one of the big keys to the success of The Cameraman. The simple plot is of the age-old yet noble type (â€Å"hero-sees-girl, is-knocked-off-feet, goes-to-great-lengths-to-be-noticed, getting-in-much-trouble-en-route†). It has Buster trying to get a break as a cameraman into the newsreel department of a famous studio (MGM, and win the affections of the office receptionist, Sally, played by a beautiful Marceline Day. His endeavors land him in all sorts of uproarious situations, including several hilarious altercations with the romantic rival, a snooty â€Å"made† newsman played by Harry Goodwin. The thematic elements stay simple as well. Pungent with cynicism, irony rears its humorous head on more than one occasion. These bits of the film are delivered with perfect timing, laced with a little seriousness. One such instance is near the latter end of movie when Buster, in a daring stunt, saves Sally from drowning. He leaves her unconscious on the shore momenta rily while he rushes into a pharmacy mere yards away to get something to help her. During those few moments, she awakens, and Buster’s rival, who had abandoned her to drown in order to save his own skin, happens upon her just as she opens her eyes. She thinks he has saved her from certain peril and Buster emerges from the drug store with bandages and the like just in time to see them stroll off into the sunset, arm in arm. Another such moment comes when Buster has gone through hell and high water to obtain footage of a gang war going on in the city streets, only to find that he had never loaded film into his camera. Uncomplicated twists such as these lend to the easy, fun watching that The Cameraman is. There is no profoundly deep symbolism to be found, and the lack of any attempt at thought-provoking societal depictions really lend to a successful package. This is supposed to be comedy, and a marvelous one it is. Though simple, the plot of The Cameraman is perfectly construc ted.