Secret Nazi Words and Codes

Mystery Nazi Words and Codes Nazi-Problem? Does the world have another Nazi issue? All things considered, it without a doubt appears that way. This article will acquaint you with their mixed methods of correspondence worldwide so you can remember them when you go over them for example via web-based networking media channels.  The consequence of the NSU-Scandal (National Socialist Underground) is gradually blurring from the medias memory. The possibility of a sorted out underground system of Neo-Nazis again has become something government officials and police authorities can excuse as ridiculous. The ongoing flood of assaults on displaced person camps, and in places like Charlottesville, Virginia talk a totally different language. Experts believe that if not part of a bigger plan, in any event the conservative gatherings and people are in close correspondence by means of informal communities and different techniques. The NSU-examinations have by and by appeared, that there is a huge Neo-Nazi-power †one that is established further in the public arena than our pioneers might want to concede. Perhaps than we might want to admit. Just similarly as with other periphery gatherings, numerous Nazis have created explicit code words and numbers to represent traditional phrasing and signs †Terminology a nd Symbols that are in any case disallowed in Germany. We will see that these mystery words and codes of Nazi-discourse are not just circling in Germany.  â Numeric Combinations There are numerous numeric mixes that work as illustrations for Nazi-terms. You regularly discover them as tokens on apparel or in online correspondence. The accompanying rundown will give you a thought of a portion of the codes in Germany and abroad.  In a ton of models, the picked numbers speak to letters of the letters in order. They are a contraction of words related with the Third Reich or different names, dates or occasions from Nazi folklore. In these cases, the standard is for the most part 1 An and 2 B, and so on. Here are the absolute most popular Nazi codes: 88 †speaks to HH, which means â€Å"Heil Hitler.† The 88 is one of the most utilized codes in Nazi-speech.â 18 †represents AH, you speculated right, its a shortened form of Adolf Hitler.198 †a blend of 19 and 8 or S and H, which means Sieg Heil.1919 †speaks to SS, short for â€Å"Schutzstaffel†, likely the most notorious paramilitary association in the Third Reich. It was answerable for probably the most shocking violations against humankind in World War II. 74 †GD or â€Å"Großdeutschland/Groãÿdeutsches Reich† alludes to the nineteenth century thought of a German express that incorporates Austria, likewise an informal term for Germany after the extension of Austria in 1938. Groãÿdeutsches Reich was the official state assignment of the Third Reich over the most recent two years of the war.28 †BH is an edited version for Blood Honor, a German Neo-Nazi system that these days is prohibited.â 444 †one more portrayal of le tters, DDD represents Deutschland lair Deutschen (Germany for the Germans). Different speculations bring up that it additionally may allude to the Four-Column-Concept of the extreme right gathering NPD (National Democratic Party of Germany). This idea is the NPD’s technique for prevailing upon political force in Germany.â  14 or 14 words †is a numeric mix utilized by Nazis everywhere throughout the world, however particularly in the USA and by some German gatherings. The specific 14 expressions of this code are: We should make sure about the presence of our kin and a future for white kids. An announcement begat by perished American racial oppressor David Eden Lane. â€Å"Our people,† obviously rejects each and every individual who isn't regarded â€Å"white.†  Nazi-Speech The German Nazi-scenes have demonstrated to be innovative with regards to designing expressions or terms for imparting inside their positions. That goes from innocuous sounding self-assignments, over re-naming left-wing trademarks to differing expressions and equivalents. By and large, Nazi-Speech is exceptionally politicized language that is intended to accomplish quite certain objectives, for example, molding open conversations of specific issues and disturb a solid gathering or segment.  Especially ideological groups and associations that work on an open level are adhering to an in advance innocuous language that makes it hard to recognize it from for example official city language. Frequently, Nazis forgo utilizing evident go-to-terms, for example, the N-word, - which in German methods Nazi -  that would make it simple to recognize their cause.Some gatherings or gatherings call themselves Nationaldemokraten (National Democrats), Freiheitliche (Liberals or Libertarians) or Nonkonforme Patrioten (Nonconformist Patriots). Protester or politically off base are often utilized names in conservative discourse. With respect to War II, far-right proclamations frequently target trivializing the Holocaust and at moving fault towards the Allied Forces. NPD-government officials consistently scrutinize that Germans enjoy a supposed Schuldkult (Cult of Guilt) or a Holocaust-Religion. They likewise frequently guarantee that their adversaries utilize the Faschismus-Keule (Fascism -Club) against them. They imply that Right-Wing contentions can't be likened with extremist positions. Be that as it may, this particular scrutinize is for the most part unimportant and makes light of the Holocaustâ by calling various united military tasks as Alliierte Kriegsverbrechen (Allied War-Crimes) and Bomben-Holocausts (Bomb-Holocausts). Some conservative gatherings even go similarly as naming the BRD a â€Å"Besatzerregime (Occupied Regime)†, essentially considering it an ill-conceived replacement to the Third Reich, unlawfully introduced by the Allied Forces.  This short look at the mystery words and codes of Nazi-Speech is only a hint of something larger. While digging further into the German language, particularly on the web, it may be insightful to keep your eyes open for a portion of these numeric mixes and the previously mentioned signs. By utilizing apparently irregular numbers or innocuous expressions Nazis and traditional individuals regularly convey far less covered up than one would might suspect.

Education of the Middle Ages Essay

Instruction, as we probably am aware it today, didn't exist in the Middle Ages. Lack of education was predominant among the populace. Recorders were the exemption to the standard. Houses of worship were the primary wellspring of information and tutoring. Genuine enthusiasm for learning developed alongside the advancement of towns. The towns’ authorities should have been instructed. Simultaneously a requirement for lawful organizations was made thus began the college marvel. Present day instruction was on its way. There were scarcely any schools in the Middle ages, so everybody had constrained instruction. Indeed, even the Lord of the Manor was frequently unfit to peruse or compose. A portion of the principal schools were Cathedral schools. Just as Parish, Monastic, and Palace schools. Here individuals took in a specific job in the public arena. Normally the essential occupation was preparing the pastorate in their expert obligations as ministers of the Christian individuals. The priest was the leader of the complex and he had a staff of minister to assist him with the few of the bishopric. These aptitudes that were instructed here were perusing, singing of songs, church law, composing of archives and the performing of Church obligations and holy observances. A case of instructing for a particular job in life were the Knights who had figure out how to battle with different weapons so they could battle for their ruler. The everyday citizens, be that as it may, had no chance to get of being taught other than going a devout school. In any case, in the event that they did this, they needed to give their property to the congregation. The individuals who went to this school later become priests or nuns. They needed to adhere to three significant laws: purity, acquiescence, and the law or the ruler if not tailed they would be tossed out of the cloister. Most religious communities had a standard of quiet: priests couldn't talk which other aside from a brief timeframe. During dinners one priest may peruse sections from the holy book while the others interceded. Despite the fact that monks’ lives appear to be so difficult it was the best spot to go for decent instruction for anyone from a lord to a poor person (Monasteries 488-499). Ladies partook in religious life by living in a community under a heading of an abbess. Known as nuns, they wore basic garments and wrapped a white fabric called a wimple around their face and neck. They rotated supplication with turning, weaving, and entangling things, for example, woven artworks and standards. They additionally showed embroidery and the therapeutic utilization of herbs to girls of nobles (Couglin A6). Despite the fact that priests and nuns lived separated from society, they were not totally disengaged. For sure, they assumed a critical job in medieval scholarly and public activity. Since barely any individuals could peruse or compose, the normal pastorate protected antiquated and the old style works. Recorders duplicated all the books by hand working in a little drafty stay with one flame or a little window for light. Lit up original copies finished with rich hues and many-sided pictures demonstrate that, in spite of the fact that the errand was finished with difficult work, it was additionally affectionately done (Monastaries 499-501). Religious communities and cloisters gave schools to youngsters, however medical clinics for the wiped out, nourishment for the penniless, and a home for explorers who need a spot to remain (Monasteries 499-501). House of prayer schools were there to prepare higher-individual from the Church in their expert obligations as priests of the Christian individuals. The diocesan in whose Cathedral complex the school was found required a gathering of prepared clerics to direct the different needs wards. The Cathedral school to a great extent stressed reasonable abilities, compelling perusing, singing, and information on Church Law, open talking and the organization of the blessed holy observances (Corbishely 28). From the outset the college was less a spot but rather more it was a gathering of researchers sorted out like an organization to learn. Classes were held in leased rooms or places of worship even in the outdoors. Books were rare. In many classes educator read the content and talked about it, while understudies took notes on records or remembered however much data as could reasonably be expected. Classes did, anyway meet consistently plan. College rules built up the commitments of the understudies and the instructors toward one another. To qualify as an educator understudies needed to breeze through a test prompting a degree, or an endorsement of fruition (Cantor 58). Before the finish of the 1200’s colleges had spread all through Europe. Most southern European colleges were designed according to the graduate school at Bologna, Italy, and spent significant time in law and medication. Colleges in Northern Europe in actuality, had practical experience in human sciences in Theology. These were commonly demonstrated after the University of Paris (Bailey 89). At medieval colleges, researchers examined Latin works of art and Roman law inside and out. They additionally gained information from crafted by the Greek thinker Aristotle and from the Islamic grant in technical studies. This enthusiasm for the physical world in the end drove an ascent of western science (Schools 291-292). Many church pioneers contradicted the investigation of Aristotle’s works, expecting that his thoughts dreaded the Christian lessons. Interestingly a few researchers imagined that new information could be utilized thoughts. The applied Aristotle theory to philosophical inquiries and built up an arrangement of thought called scholasticism. This new kind of learning accentuated reason just as the confidence in the understandings of Christian regulation. Educational tried to carry back old style theory nearby with the lessons of the Church. They accepted that information could be coordinated into a cognizant entire (Schools 295). One educational educator, Peter Aberlard showed philosophy in Paris during the mid 1100’s. In his book Sic et Non, he gathered explanations from the holy book works of early Christian pioneers that demonstrated the two sides of disputable inquiries. Abearld then had his understudies accommodate the distinction however rationale. In the 1200’s the most significant academic mastermind was Thomas Aquinas a splendid scholar and thinker who showed reasoning in Naples and France. In his work Summa Theolgica Aquinas asserted that reason was a blessing from god that could give answers to fundamental philosophical inquiries. The catholic later acknowledged and advanced Aquinas’s method of educating and thinking (Schools 310). The instruction of a knight continued in a manner like that of numerous medieval occupations. At an early age the planned knight was apprenticed to fill in as a page, or specialist, in a knight’s family. In his adolescents the page graduated to the status of an assistant and got more duties. As an assistant the kid tended his knight’s ponies and defensive layer, however he additionally picked up his first fight understanding. A few assistants were normally apprenticed to a knight simultaneously and on the combat zone they may battle as a little band of infantry around their lord. Here they gained the numerous aptitudes in arms important for their calling. To graduate to the status of a knight, an assistant as a rule played out some gallant deed in fight. The assistant was invited into the request for knights by being named with a blade or smacked in the face by his ruler. Thereafter the new knight would get his fief, or endowment of land. As the clique of gallantry created in the twelfth and thirteenth hundreds of years, knighting services turned out to be progressively included. Regularly they happened at court, and a knight’s naming may be gone before by a strict vigil where the knight pledged to maintain Christian and chivalric standards (Davies 12-13). At long last the Renaissance, or resurrection of learning, started in Europe in the fourteenth century and arrived at its stature in the fifteenth century. Researchers turned out to be increasingly intrigued by the humanist highlights that is, the common or common instead of the strict parts of the Greek and Latin works of art. Humanist instructors discovered their models of abstract style in the works of art. The Renaissance was an especially ground-breaking power in Italy, most remarkably in workmanship, writing, and design. In writing, crafted by such Italian authors as Dante Aleghieri, Petrarch, and Giovanni Boccaccio turned out to be particularly significant (Renaissance 228-229). Humanist instructors planned instructing strategies to get ready balanced, generously taught people. Dutch humanist Desiderius Erasmus was especially powerful. Erasmus accepted that understanding and bantering about the significance of writing was a higher priority than retaining it, as had been required at huge numbers of the medieval strict schools. He prompted instructors to concentrate such fields as paleontology, cosmology, folklore, history, and Scripture (Renaissance 220). The development of the print machine in the mid-fifteenth century made books all the more broadly accessible and expanded proficiency rates. Be that as it may, school participation didn't increment enormously during the Renaissance. Grade schools taught working class youngsters while lower-class kids got pretty much nothing, assuming any, formal tutoring. Offspring of the respectability and high societies went to humanist auxiliary schools (Bailey 112). Instructive open doors for ladies improved somewhat during the Renaissance, particularly for the high societies. A few young ladies from well off families went to schools of the regal court or got private exercises at home. The educational program concentrated by young ladies was as yet dependent on the conviction that lone certain subjects, for example, workmanship, music, embroidery, moving, and verse, were appropriate for females. For average workers young ladies, particularly country laborers, instruction was as yet restricted to preparing in family unit obligations, for example, cooking and sewing (Couglin, A8). As it demonstrates training the Middle Ages is by all accounts so various and a beginning stage for current instruction. Yet, the peruser should consistently remember just around five percent of the entire populace did these instructive exercises.

The first step

The first step MIT is harder than your high school. In many cases, MIT is harder than your high school in ways you cant even begin to imagine. A thousand freshmen show up here every fall, bright-eyed and bushy-tailed and fresh from a world where they were the BEST and always got As and never had to ask anybody for help. As you might imagine, sticking 1000 of the brightest kids in the world on a single college campus means that not all of them will be #1 anymore. This is not Lake Wobegon not everybody gets to be above average. So one of the most important things youll learn in your first year at MIT isnt how to integrate that particularly hairy trig integral, or how to predict the products of that incredibly complex organic chemistry reaction. Its how to ask for help. Help in the classroom The most garden-variety way to ask for help is to find another person in your class and pick his or her brain about the problem set or concept with which youre having trouble. Due to MITs General Institute Requirements, freshmen often find themselves living with a large group of people who are taking the same classes that they are, and its really common for freshmen to form big groups which study and do problem sets together. (Actually, I should say that its really uncommon not to do that.) Theres always a big group of freshmen in my entrys lounge on Thursday nights doing 18.03 (diff eq) together; a smaller group gathers to do 8.02 (physics EM) or 7.013 (biology). Everyone is always happy to lend a hand its not in the MIT student makeup to be catty or cutthroat. Plus, Im not going to lie everybodys good at different stuff, and the kid who just doesnt get biology is often the one who helps your entire group through the calc pset. If your study group is puzzled over a particular concept, the next step is to call in your favorite upperclassman expert. All the dorms and living groups at MIT consist of people from all four years (there are no freshman dorms or anything awful like that), so an upperclassman is usually only a few feet away. Im the point person for 7.013 over the last three years, I think Ive helped my entire entry through intro biology; Fadam 07 is the local expert on anything physics-related. In my experience, upperclassmen always love to help it really solidifies your knowledge of a concept when you have to explain it to somebody else. When your study group is lost and your local expert is useless, your next stop is a TA or professor for the class. Most TAs at MIT are graduate students (although some are professors!), and as such theyre available by email almost 24 hours a day. TAs and professors also hold weekly scheduled office hours, and students are encouraged to drop in and talk, whether about class concepts in general or about a specific type of problem. If you have a shorter question, you could also stay after lecture and catch the professor for a few minutes; theyre always willing to help out a student. Many classes or departments also have tutoring resources available my friend Stephen 05 was a tutor for biology, and he held court in his room at all hours of the night for confused students. Help in real life Of course, the classroom isnt the only place where you might need help in college, and again there are several stops on the help train. If you have a personal crisis, the first place to stop is again probably your group of friends. MITs residence selection process tends to foster incredibly close relationships among people who live together youre not just living in some random room, youre living with people with whom you chose to live. I cant count the number of times Ive slipped into a friends room past midnight to freak out about boys and parents and school and life. For serious problems, you might also consider speaking with your GRT (graduate resident tutor, the graduate student who lives in your living group and watches out for all the undergrads) or your housemaster (the faculty member who lives in your dorm). You could also call Nightline, the student-staffed night help line which answers questions about anything under the sun or just provides a listening ear to any student who needs to talk. In stressful times, there are other resources at MIT. One I particularly like is Student Support Services, home of the counseling deans. The counseling deans are there to provide support to MIT students in personal matters, but particularly as liasons to the academic administration. Last spring, Adam caught a nasty case of the flu right before final exams, and the counseling deans got him excused from his finals so he could get better before having to take the tests. It was really easy, and we were both very grateful to the counseling deans for being so understanding and supportive. For other serious problems, you can also head to MIT Medicals Mental Health services, which and confidential and (bonus!) free with tuition. :) I really think the myriad sources of support available at MIT are one of the things that makes our little community great. Nobody slips through the cracks here. You might be identified by your course number or the building number of your dorm, but you personally are not a number at MIT, and thats that.

Democracy, Demagoguery, And Critical Rhetoric - 1444 Words

Julia Vu Professor Parker RWS 200 21 March 2015 Demagoguery Throughout history, when it comes to a national crisis, many leaders and politicians tend to advance towards what the people want to hear. In order to gain their audience’s support, most political leaders and public speakers use the practice of demagoguery to have useful influence held towards their argument. In Patricia Roberts-Miller’s article â€Å"Democracy, Demagoguery, and Critical Rhetoric,† analyzes what demagoguery is and how it affects the audience. Speakers or authoritative figures that engage with demagoguery use strategies such as scapegoating and polarization in order to establish a separation between in-groups and out-groups; in-groups tend to form hateful discrimination on out-groups and define them with negative features. An example of demagoguery that Roberts-Miller uses is in Adolf Hitler’s speech about how he wanted German people to change their views and beliefs on the Jewish. Her article however, also consists of several fallacies an d may seem somewhat unethical. Throughout Wayne LaPierre’s speech on the Newtown Tragedy in 2012, there is usage of what Roberts-Miller claims to be demagoguery. Wayne LaPierre is the Vice President of the National Rifle Association (NRA). After the shooting that occurred at Sandy Hook elementary, LaPierre expresses his sympathy for the families of the loss and he then gathers the attention of parents who may be uneasy about their children’s safety at school. ThroughoutShow MoreRelatedInternational Media s Coverage Of An Event Essay3208 Words   |  13 PagesTelegraph journalists were opportunistic about the slow developments inside the cafà ©, using the unresolved nature of the crisis to exasperate a media climate of conflicting narratives, inaccuracy, hyperbole, ill-informed speculation and inflammatory rhetoric. Furthermore, the Telegraph’s coverage illustrates the extent to which the character of a news organization, and the learned (or preexisting) assump tions of their journalists, may influence the framing of a story. The Telegraph is an Australian tabloid

Key Aspects Of Time Management - Free Essay Example

Sample details Pages: 2 Words: 485 Downloads: 3 Date added: 2019/05/31 Category Management Essay Level High school Tags: Time Management Essay Did you like this example? Time Management is essentially the ability to organize and plan the time spent on activities in a day. The result of good time management is increased effectiveness and productivity. It is a key aspect of project management and involves skills such as planning, setting goals and prioritizing for a better performance. Planning Planning consists of identification of the intention of the Project Management Group with respect to the steps one intends to follow toward the execution of the project. It includes depicting what the Project Management group intend to do, how it will be done, and what will be used to do it. Setting Goals When setting goal, we ensure that we follow the SMART process. SMART (specific, measurable, attainable, relevant and time-bound) goals that motivate you. There are a lot of time wasters in our daily (working) lives, which is why we need a way to manage our time better. Don’t waste time! Our writers will create an original "Key Aspects Of Time Management" essay for you Create order Time Management is often associated with business, but you need this skill in every part of life. For project managers, it is particularly important to possess time management skills to be successful. A lack of effective time management can have a negative impact on a project in the long run. Time is one of the three triple constraints and any deviation from the schedule has an effect on the cost and scope of a project. In most cases time really is money. Ineffective time management can also increase stress and frustration in the project manager and the team members. Worst case scenario: a burnout. Effective Time Management The key to good time management is not to work more, but to work more efficiently. Task list and priorities Planning is key in project management. An effective planning method is to identify all the tasks that you need to do to complete a project. This can be done by making a to-do or task list. The next step is to prioritize these tasks. Estimate and track time accurately After you have identified and prioritize the tasks it is time to estimate how much time it will take to complete them. Make sure that you include all constraints and other factors in your estimation. Most of the time things will not go as planned, so include buffer times for unforeseen events into your project schedule. Create a schedule After all the planning and estimating, you can create a project schedule, which includes all tasks and their duration. I know I mention them a lot, but Gantt charts are really a staple of project management that help you schedule activities and assign resources. For more complex projects, add a critical path to visualize which tasks are most important to complete the project. Reference Tourangbam, D. K. (2011). Time Management. New Delhi: Vij Books India Private Limited. AEON, B., AGUINIS, H. (2017). Its about Time: New Perspectives and Insights on Time Management. Farrell, M. (2017). Time Management. Journal of Library administration.

The Need for Stronger Bullying Laws Free Essays

Bullying is a very negative action and creates major problems in our society. Nothing good ever comes out of bullying someone. It can however change someone’s life forever. We will write a custom essay sample on The Need for Stronger Bullying Laws or any similar topic only for you Order Now It actually does ruin many lives both of the bully and of the victim. The bully if caught and punished will then have a criminal record for the rest of their life. Unless they get psychological help, they will probably end up being a repeat offender. The victim often becomes depressed, withdrawn and often times either commits suicide or becomes a bully themselves. Bullying is more than just a part of growing up. It is a very violent form of aggressive behavior. Anti-bullying Laws will never completely solve the problem; only mask it temporarily until everyone starts working together to stop the root of this cruel behavior. Adults know that this behavior is wrong but many time don’t know when or if they should step in and do something. The important thing to remember when deciding to step in is how the adult feels about taking control of the situation versus how the victim might feel about having a parent or elder stick up for them. Sometimes the victim feels that elder involvement may make the situation even worse. They often feel the only way to solve the problem is to handle it themselves. â€Å"Anti-bullying laws are being enacted in almost every state in the U. S. However, they are not being enforced and are nowhere near strong enough to identify and make the abuser stop or continue to repeat his/her actions again on someone else or even sometime the same victim they began with. Only 44 of our 50 states currently have anti-bullying laws in place. Ohio does have a law in place and is found in the Ohio Revised Code, section 3313. 666. The law prohibits harassment, intimidation, or bullying in schools. It went into effect on March 30, 2007. † (University of Nebraska, 2006). This law applies to every public school in Ohio, however, does not apply to private schools. So, if the law only applies to certain people then how is it supposed to be a solution to the problem? Bullying happens very often off school grounds or even in the home. Often the school will deny that there is a problem and that the victim is either lying or exaggerating the story. When this happens the parent needs to take their complaints even further. The superintendent of the school ystem should be their next step. If that does not work they can then contact an attorney or even their city’s police force. All of these venues need to be reminded that refusal to recognize that the problem is going on violates the Ohio law prohibiting bullying. â€Å"Many parents end up feeling like they have exhausted all efforts in dealing with school authorities and/or they do not feel school officials have been recept ive enough in meeting the child’s needs, especially when the child continues to being a victim of ongoing harassment, bullying, assaults, or emotional bullying. If the adult or parent feels this way then they should not sit back and give up or feel defeated. They can however, pursue other means of support from medical, mental health, social services or even community based programs. But lastly, they can also contact the police. † (McGraw, 2008). As a parent myself of a severely bullied child, this advice really hits home for me. A parent often feels backed in a corner and helpless not being able to stop their child’s pain. This was an excellent book to read to teach parents, teachers and administrators that there is always help out there. They just have to know the channels to follow. In an article from the Register-Herald in Beckley, West Virginia, dated February, 26, 2011, a house panel agreed to arm educators with a stronger law to cope with cyber bullying over objections by some opponents that it goes too far by dealing with off campus texting and other wireless harassment. One major dispute was schools right to deal with bullying beyond school grounds, even on a vacation, for example. But in that scenario the bullying would have to spill over into school days and then disrupt the education process before it falls under a teachers right to act. Children should not be afraid to go to school. No matter where kids are no matter what time of year it is, a school now has jurisdiction to discipline now when they come back to school. Although, that is a great law parents also need to be more involved in the children’s lives. They need to know what is going on. They need to make their children feel that their home is their â€Å"safe place† and that they can come to their parents whenever problems arise. But the problem today is that the economy pulls parents in to working multiple jobs while older siblings or babysitters are left to care for the younger ones. Schools need to pay more attention and make use of their city’s Juvenile Court System to deal with unruly and abusive students and children. In another article by Tanya Roth of the York County Virginia Gazette dated August 9, 2010, a case that resulted in suicide caused by bullying resulted in a wrongful death suit seeking ten million dollars in damages. The mother of a high school freshman is suing school officials and one sheriff’s deputy for failing to enforce the anti-bullying policies she believes would have saved her sons life, but did not. Her son hanged himself on May 31, 2010. The suit details a meeting that took place at the school concerning the bullying, with all the defendants present. The school personnel should have been aware of the risk of emotional damage caused by the continued bullying, and should have enforced the anti-bullying policies available to them. Parents, elders and victims themselves are grasping at straws as a means to stop this physical and mental abuse. â€Å"Some parents are even filing law suits based on the theory of â€Å"premises liability. † Under this theory, occupiers and owners of land, including school, are required to keep their premises safe for those who are legally allowed to be there. (University of Nebraska, 2006). These laws are only a band-Aid to the reoccurring problem and in most cases never fully help the victim. The mental damage never goes away therefore just gives a victim â€Å"false hope† that they are going to be safe. Prevention of bullying needs to happen at the school, in class, and at t he individual level. Bullying can also be prevented at home. â€Å"At the school level there needs to be better supervision of the students’ activities, an interesting, fun outdoor environment, contact phone numbers for the students and the parents, and teacher training groups. In the classroom there are many things teachers and students can do. They can make class rules against bullying and have activities that encourage good behavior. In the classroom, meetings between the teachers, parents, and students can help to prevent bullying. Teachers or other authorities can have serious discussions with the bully to reduce the amount of bullying that occurs. † (McGraw, 2008). But everyone needs to wake up and realize that there is a problem in every state of the U. S. and in many cases in every home. Bullying creates a vicious circle. It makes the victim scared of the bully, which encourages the bully and makes it easier for him/her to bully the victim again and again. Repeated bullying keeps adding to the intensity and makes the victim more scared and it many cases suicidal and the circle keeps going on; unless the pattern is broken by someone outside this horrible circle. I chose this topic because I am amazed at the amount and severity of bullying that is allowed to go on in schools, the public and in many cases behind closed doors at home. After reading several books and articles and hours or research that I have spent on this topic; I am convinced more than ever that people truly need to take this problem seriously both at home and in school. The biggest problem is that both parents and schools turn their heads as a means to not have to admit that there is a problem to begin with. So, I am back to my original question: Are anti-bullying laws a solution, a band-aid to the problem or just a means of false hope to make the victim temporarily feel safe? I am not sure this problem will ever be solved. Bibliography McGraw, J. (2008, November). Jay McGraw’s Life Strategies for Dealing with Bullies. New York: Aladdin. University of Nebraska Lincoln. (2006, June). Facts about Bullying. Retrieved from www. targetbully. com/wst_page6. html Porterfield, M. (2011, February 26). Panel Agree to Stronger Bullying Laws. The Register -Herald. Retrieved from http://www. register-herald. com/local/x1709532935/Panel-agrees-to-stronger-bullying-laws/ Roth, T. (2010, August 9). School Bullying: Student Suicide Leads to Suit. York County, Virginia Gazette. Retrieved from: How to cite The Need for Stronger Bullying Laws, Papers

Theories of Meaning free essay sample

The main concepts in the theory of reference are naming, truth, denotation (or truth of), and extension. Another is the notion of values of variables. All the notions of the theory of meaning are out of the same box. There are several theories of meaning, such as Referential Theory, Ideational Theory, Use Theory, and Behavioural Theory. 1. The Referential Theory The theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the referential theory. This theory was first expounded by Aristotle in the fourth century BC. It is generally possible to explain the meaning of a word by pointing to the thing it refers to. In the case of proper nouns and definite noun phrases, this is especially true. When we say The most famous English poet is William Shakespeare, we do use the most famous English poet and William Shakespeare to mean a particular person. We will write a custom essay sample on Theories of Meaning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When we explain the meaning of desk by pointing to the thing it refers to, we do not mean a desk must be of the particular size, shape, colour and material as the desk we are pointing to at the moment of speaking. We are using this particular desk as an example, an instance, of something more general. That is, there is something behind the concrete thing we can see with our eyes. And that something is abstract, which has no existence in the material world and can only be sensed in our minds. By saying desk is a piece of furniture with a flat top and four legs, at which one reads and writes, we are in resorting to the concept of desk, or summarizing the main features, the defining properties, of a desk. But not every word has a reference. Grammatical words like but, if, and do not refer to anything. And words like God, ghost and dragon refer to imaginary things, which do not exist in reality. What is more, it is not convenient to explain the meaning of a word in terms of the thing it refers to. The thing a word stands for may not always be at hand at the time of speaking. Even when it is nearby, it may take the listener some time to work out its main features. For example, when one sees a computer for the first time, one may mistake the monitor for its main component, thinking that a computer is just like a TV set. This Referential Theory of linguistic meaning would explain the significance of all expressions in terms of their having been conventionally associated with things or states of affairs in the world, and it would explain a human being’s understanding a sentence in terms of that person’s knowing what the sentence’s component words refer to. It is a natural and appealing view. Indeed it may seem obviously correct, at least so far as it goes. And one would have a hard time denying that reference or naming is our cleanest-cut and most familiar relation between a word and the world. Yet when examined, the Referential Theory has some problems: * Not every word refers to an actual thing. First, some words don’t refer to anything that exists. â€Å"Pegasus† does not denote anything real, because there is no winged horse after all * Referential Theory treats a sentence as a list of names for things to which the words refer. But a list of names says nothing: â€Å"William Shakespeare England† The meaning cannot be understood, if the sentence is not grammatically correct. * There is more to meaning than reference. Some words can refer to the same thing but not share the same meaning, for example â€Å"Elizabeth II† and â€Å"the Queen. † 2. The Ideational (Mental Image) Theory The 17th-century British linguist John Locke held that linguistic meaning is mental: words are used to encode and convey thoughts, or ideas. Successful communication requires that the hearer correctly decode the speaker’s words into their associated ideas. The meaning of an expression, according to Locke, is the idea associated with it in the mind of anyone who knows and understands that expression. This theory of meaning associates the meaning of a particular word with a particular idea in the human mind. But the ideational account of meaning, as Locke’s view is sometimes called, is vulnerable to several objections. For example, a person’s idea of â€Å"grass† can be associated in his mind with the idea of â€Å"warm weather†. But the meaning of â€Å"grass† or any other word may be different for each person. As the example shows, the ideational account ignores the â€Å"public† nature of meaning. Whatever meanings are, they must be things that different speakers can learn from and share with one another. If we suppose that a person associates the complex expression â€Å"brown cow† with the idea of fear, though he is not fearful of all brown things or of all cows—only brown cows. Thus, the meaning of â€Å"brown cow†, for this person, is not determined by or predictable from the meanings of â€Å"brown† and â€Å"cow†. Because the example can be generalized (anyone can associate any idea with any complex expression), it follows that the ideational account is unable to explain the compositionality of natural languages. These mental representations differ a lot among different persons. If one person hears the word strawberry, an image of an appetizing dessert plate – possibly covered with lots of whipped cream – might pop up. Another person might prefer them with powder sugar, and another one without any topping at all. Or one might even be disgusted by the idea of strawberries, because of a severe allergic reaction in the past. To be practically usable, the ideas need to have some generality, exceeding the individual level. But it is difficult to achieve this generalization without resorting to the notion of idea in the platonic sense that is somehow mysteriously present in people’s minds. A mental image theory cannot assure that speakers of the same language carry the same mental image for any given concept. To the extent that one speaker’s mental image of a â€Å"grandmother† is different from that of another speaker, the theory cannot explain our ability to communicate via language. A mental image theory predicts the possibility that every speaker has their own private language. If mental images do not supply the critical distinctions necessary for meaning another possibility would be that humans rely on a set of innate semantic features to construct meaning. The mental images we have for simple properties (such as red, hot, sour, etc. ) can never be stated. We simply cannot describe the meaning of the word â€Å"red† by using other words. If we could, then someone who has been blind since birth would know what red means by hearing a description of our mental image, which is impossible. 3. The Use Theory A radically different theory of meaning qualifies the meaning of an expression as its use in a language system. The Use Theory was developed in the 20th century be Ludwig Wittgenstein and John Austin. The Use Theory of meaning does not refer to an external entity (a referent, an idea, or stimuli and responses) to qualify a word’s meaning, but instead qualifies the meaning of a word as the value it gets through the linguistic system in which it is used. Many words do refer to things, and that many words have a mental image or idea associated with them, but the primary bearers of meaning are not words but sentences. Words have meaning only when they are used in sentences: without such a context they have no meaning. When we ask what some particular word means, we seem to be asking from the way it’s used in the sentence. In fact, the only meaning a word can have is the meaning it gains from the meaning of the sentences in which the word is typically used. The following sentences show how the different meanings of a word are expressed by using that word in different sentences: I gave him a hand with his baggage. (i. e. help) The crowd gave him a hand. (i. e. applause) Please hand me the scissors. (i. e. give) She is a green lawyer. (i. e. inexperienced) He is looking green. i. e. nauseous) We had a green Christmas last year. (i. e. without snow) But if the meaning of sentences is primary and the meaning of words is derivative – we cannot derive the meaning of a sentence from the meanings of sentences. Wittgenstein and Austin held that the meaning of sentences is to be found in their use. Language is a tool, and just as we don’t really know what a hammer is until we know what i t is being used to do. In order to know what a particular sentence means we need to ask, â€Å"What is this speaker in this particular context using this sentence? If someone says â€Å"Hold it†, we cannot know what the sentence means until we know what the speaker means. Did the speaker say â€Å"Hold it† to get someone to stop doing something, or to instruct someone to grasp hold of an object? Only when we have answered this question, we will know what the sentence means. It is important to pay attention to the context, for the context typically gives us the clues we need to determine what the speaker is using a sentence to do, and what the sentence means. There are various contextual features we can make use of, such as the social setting, the speaker’s personal goals, the nature and expectations of the audience, and what has just been said by other speaker. Changing the context of a sentence can sometimes dramatically affect its meaning. For example: The queen is in a vulnerable position: (a) when said by a spectator at a chess match and (b) when said by a teacher in a lecture on the role of monarchy in Britain. The President has been shot and died a few minutes ago: (a) when said by a character in a film and (b) when said by a radio announcer in a news broadcast. Let me go: (a) when said by a person whose arm has been grabbed by someone and (b) when said by a child, whose teacher has asked for a volunteer to run an errand. More commonly context affects meaning in equally dramatic ways. Usually, there are only a few possible uses of a sentence in any particular context, and we can make reasonable judgment of its primary or intended use. 4. The Behavioural (Speech-Act) Theory Speech act theory is built on the foundation laid by Wittgenstein and Austin. John Searle is most often associated with the theory. The Speech-Act theory is a theory where the effect of an utterance is analyzed in relationship to the speaker and listener’s behaviour. According to Searle, to understand language one must understand the speaker’s intention. Since language is intentional behaviour, it should be treated like a form of action. Thus Searle refers to statements as speech acts. The speech act is the basic unit of language used to express meaning, an utterance that expresses an intention. Normally, the speech act is a sentence, but it can be a word or phrase as long as it follows the rules necessary to accomplish the intention. When one speaks, one performs an act. Speech is not just used to designate something, it actually does something. Speech act stresses the intent of the act as a whole. Understanding the speaker’s intention is essential to capture the meaning. Without the speaker’s intention, it is impossible to understand the words as a speech act. Speakers perform acts by observing two types of rules: constitutive rules or definition rules (create or define new forms of behaviour) and regulative or behaviour rules (these rules govern types of behaviour that already exist). Theory of meaning that holds that the meaning of linguistic expressions can be explained in terms of the rules governing their use in performing various speech acts (e. g. , asserting, commanding, exclaiming, promising, questioning, requesting, warning). In contrast to theories that maintain that linguistic expressions have meaning in virtue of their contribution to the truth conditions of sentences where they occur, it explains linguistic meaning in terms of the use of words and sentences in the performance of speech acts. The meaning of a natural language is behaviouristic: the meaning of an expression, as uttered on a particular occasion, is either the behavioural stimulus that produces the utterance, the behavioural response that the utterance produces, or a combination of both. Thus, the meaning of â€Å"fire! † as uttered on a particular occasion might include running or calling for help. But even on a single occasion it is possible that not everyone who hears â€Å"fire! † will respond by running or calling for help. Suppose, for example, that the hearers of the utterance include a fireman, a pyromaniac, and a person who happens to know that the speaker is a pathological liar, the behaviour of each person is different, because the meaning of â€Å"fire! † for some is different from the meaning of â€Å"fire! † for those who run or call for help. Thus, the situations which prompt people to utter speech, include every object and happening in their universe. In order to give a scientifically accurate definition of meaning for every form of a language, we should have to have a scientifically accurate knowledge of everything in the speaker’s world. Conclusion All four theories consider the referential aspects, the individual aspects, and the social aspects. The theories of meaning are evidently short of detail on several important issues, for example, the public understanding of notions, the role of context and how it functions in determining meaning, the constraints on wide frameworks, and the types of ambiguity that the theories have. There is much more, of course, to a natural language than merely being a symbolic system; such a language may even amount, through associated features. Different theories elaborate on these in different ways and to different degrees. Bibliography 1. D. Davidson. Theories of Meaning and Learnable Languages. Oxford, 1984. 2. G. Evans . Truth and Meaning. Oxford, 1976. 3. M. Platts. Ways of Meaning. London, 1979. 4. R. Dale. The Theory of Meaning. London, 1996. 5. W. Hughes. Critical Thinking. London, 2006. Contents Introduction 1. The Referential Theory 2. The Ideational (Mental Image) Theory 3. The Use Theory 4. The Behavioural (Speech-Act) Theory Conclusion Bibliography