An Overview Of Metaphor And Politics English Language Essay

An Overview Of Metaphor And Politics English Language Essay The earliest study of metaphor can be traced back to the ancient Greek philosopher Aristotle, whose definition of metaphor as transference of lexical meaning for achieving rhetorical and poetical value set the tones for scores of generations in their metaphor study. For a long time, metaphor was limited to a narrow field of practical rhetoric and composition, and even considered simply ornamental in function. The advent of cognitive linguistics, put forward by Lakoff and Johnson, has exerted a dramatic change to metaphor research. Metaphor is not merely a linguistic expression, but more fundamentally a form of thought with its own epistemological function. Furthermore, Lakoff also advocated that metaphor, as a phenomenon, involves both conceptual mappings and individual linguistic expressions (1992, p.5). In modern times, metaphor is recognized as a powerful tool in shaping the cognitive world that we experience and therefore is indeed something that we live by. Acknowledged as an in dispensable and decisive feature of natural language, metaphor is so ubiquitous that no study of language can be complete without an adequate account of it. Weekly Radio Address delivered by American Presidents is a special kind of language report in that the Presidents, facing a great number of audiences at home and abroad, have to analyze the current issues and persuade listeners to support or accept à ¥Ã‚ ¤Ã‚ © their ideas. America is a county largely propagating democracy and freedom, therefore, the President is placed on a high obligation to make his decisions open to the public. It should not be taken for granted that once winning the election and taking oaths in the inaugural address, the president can rest easy and relax himself forever. Weekly address serves as a channel for American president to communicate with people, strengthen his power and establish his image. In the address, either for political, cultural or economic, the main aim for the president is to win public support and acceptance; thus language choice and communication skills are of high necessity in achieving political persuasion. Charteris-Black (2004) once cla imed that Choice of language in general and metaphor in particular is essential to politicians overall pervasiveness. (p.2). In other words, proper metaphors are of top priority in the well-formed radio addresses, which can not A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses only get the speeches running smoothly, but add color to the language and make it easily accepted by the audience. Barack Obama is the first black president in American history. So in order to consolidate his position, he should pay much more attention to strengthening his impression on people through public communication. The image of reliability, honesty, morality and integrity is essential to making sure his long-term success in politics. Taking the weekly addresses made by previous presidents into consideration, it is not difficult to confirm that metaphor is widely employed owing to its nature of vividness and persuasiveness. In addition, as a great art work of language, metaphor also contributes a lot to polishing President Obamas speeches so as to avoid the risks of directly noting something unpleasant. So the relationship between politics and metaphor is like fish and water, just as Thompson (1996) once asserted that politics without metaphors is like a fish without water (p.185). In a word, metaphor and politics are closely related in one way or another. Without metaphor, politicians may encounter a lot of obstacles and troubles in expressing their ideas to the people; without metaphor, the strength of the political address will fade; without metaphor, human language will only serve a role of delivering information. Take what Miller (1976) said as a summary, metaphor is essential to political inquiry, because it permits us to extend our knowledge from our familiar world to a region that is not open to immediate experienceà ¢Ã¢â€š ¬Ã‚ ¦Metaphor is necessary to political knowledge precisely because the meaning and reality of the political world transcends what is open to observation (p.457). Therefore, President Obama extensively applies metaphors in his weekly radio address in that they can help to explain complex political issues, and Obama in this way can persuade listeners to accept his ideas, and influence their interpretation as well. 1.2. Goal of the Study Metaphor and politics are closely connected with each other. Weekly Radio address is a typical platform for the president conveying his political views and winning supports from the public. In the address, American president employs various tips, metaphor in particular, to make his speeches more accessible and powerful. In the past years, scholars both at home and abroad have made great efforts to study English political speeches in line with pragmatics, stylistics, rhetoric and syntax. But little 2 Chapter 1 Introduction emphasis has been placed on analyzing President weekly radio address from the perspective of conceptual metaphor. Therefore the purpose of the present study is to further analyze it in terms of the metaphor. We are expected to solve such problems: What kinds of metaphors are frequently selected in President Obamas Weekly Radio Address? What are the roles of metaphors in Weekly Radio Address? How do metaphors reveal president Obamas ideology meaning? By discussing the above three aspects, the author intends to raise wider awareness of metaphors and finally comes to a conclusion that selection of metaphor is to satisfy or realize the purpose of the speakers, that is, identifying speaker with the whole audience. 1.3. Data and Method The data in this paper is all Weekly Radio Addresses delivered by the current American President Barack Obama in 2010, from January 2nd to December 25th. These speeches mostly focus on discussing the important issues at home and abroad, and they are all downloaded from VOA website. As the main purpose for this thesis is to analyze the radio addresses in terms of conceptual metaphor, identifying or selecting the metaphors out is of top priority in the process. With the development of linguistics and science, Gerard J. Steen and other ten linguists have introduced a five-step procedure for metaphor identification (2002b); they are 1) identification for metaphor focus; 2) identification of metaphor ideas; 3) identification of metaphor comparison; 4) identification of incomplete compositions; 5) identification of metaphor mapping. (Steen, 2002b, p.393). Therefore, based on their theory of metaphor identification as well as Lakoff and Johnsons conceptual metaphor theory, the researcher will first select the conceptual metaphors from the data, and then classify them in groups for further discussion. Both quantitative and qualitative methods are used in the process of analysis, so that the conceptual metaphors, as well as their frequency and functions can be measured in details. 1.4. Organization of the Thesis In general, the thesis consists of three parts, introduction, body and conclusion. The 3 A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses introduction is responsible for presenting the purpose and the macro-organization of the thesis. Some background information and the research tasks of the thesis are also included in this part. The body is the main part in the study, including four chapters. Chapter 2 first presents the history of metaphor study and then mainly focuses on exploring the conceptual metaphor proposed by Lakoff and Johnson, including its categorization, working mechanism and systematicity. It comes to a conclusion that metaphor is pervasive in our daily conversation, no longer restricted in poetry language as before. Therefore, political language is also full of conceptual metaphors deserving our consideration and study. Chapter 3 gives a brief introduction to the Weekly Radio Address, and also explains its features and functions according to the varieties of public speaking. Chapter 4 discusses research design and research procedures. Conceptual metaphors from the weekly radio addresses delivered by president Obama in 2010 will be singled out and classified for special analysis. Then based on quantitative and qualitative methods, their discourse functions as well as frequency will meet careful investigation. Chapter 5 as the last chapter of the body mainly discusses the basis and the purpose for applying conceptual metaphors in radio address. That is, why should the prepared radio address choose metaphors to fulfill its goals? At last, the conclusion part is a brief summary of the above five chapters and generally restates the findings of this study. Some limitations and future proposals are also mentioned for further research. 4 Chapter 2 Literature Review and Theoretical Basis Chapter 2 Literature Review and Theoretical Basis 2.1. Previous Studies on Metaphor 2.1.1. A Brief History of Metaphor No technical term or concept in linguistics as well as in any other science is born out of nothing. The notion of metaphor originates from the Greek word metapherein, meta means with or after (denoting sharing) and pherein means bring across. Although the researches on metaphor have a long history which can be traced back to Plato and Aristotle, a widely-accepted definition for metaphor has not come into being yet. In the era of Greek scholars like Aristotle, metaphor was only referred to here and there in the ocean of linguistic literature or poetry. At that period, western literacy, linguistics and critical traditions had been interested in the possibilities of differentiating between literal and figurative language. Aristotle, generally praised as a first thinker to elaborate the theory of metaphor, also classified language into rhetorical and common ones, and in his book Poetics (1951, p.71) he pointed out that Metaphor is the application of an alien name by transference either f rom genus to species, or from species to genus, or from species to species, or by analogy, that is, proportionà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Analogy or proportion is when the second term is to the first as the fourth to the third. We may then use the fourth for the second, or the second for the fourth. Sometimes too we qualify the metaphor by adding the term to which the proper word is relative., which indicates that the greatest scholar here identified metaphor as a figure of speech, using the name of one thing to refer to the other. After that, his view on metaphor has been largely followed by rhetorical scholars who also regarded metaphor as a displacement or an extension of the meaning of words (Ricocur, 1978), or an implied comparison of two different things (Feng, 1983). In addition, they also emphasized that an eye for resemblance was essential in making a good metaphor, and metaphor itself could polish language, make language more charming and distinctive. Later on, another slightly different view on metaphor, known as substitution, was proposed by the ancient Rome rhetorician Quintilian. It mainly stated that metaphor was formed by using one expression to substitute another equivalent literal expression (Lin Shuwu, 1997, pp.11-19). Therefore, both Aristotle and Quintilian have limited metaphor 5 A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses to lexical level, as a figure of speech no different from other rhetorical devices like synecdoche, metonymy and personification. But their main differences lie in that the former regarded resemblance or analogy as the essence of metaphor, while the latter shifted his attention to substitution or replacement. From 1930s to 1960s, a new view called Interactive Theory was put forward by Ivan A. Richards, one of the founders of modern, psychologically based literary criticism, to examine the metaphorical property of human beings mind and action and the structure of metaphor. He claimed that In the simplest formulation, when we use a metaphor we have two thoughts of different things active together and supported by a single word, or phrase, whose meaning is a resultant of their interaction(Richards, 1936, p.89). Therefore, according to Richards, when researchers are trying to find out how the language works, they are actually studying human beings mechanism of thought, emotion and other brain activities. Compared with the above mentioned two theories, Interactive Theory is much better and more authentic in that it no longer limits metaphor at lexical level, but shifts to the way of thinking. Whats more, Richards has widened the researching field of metaphor, not just in rhetorical or poetry d iscourse but in our daily language including science discourse. A new view of metaphor that challenged all these aspects of the powerful traditional theory in a coherent and systematical way was first developed by George Lakoff and Make Johnson in 1980 in their seminal study: Metaphors we live by. Their conception has become known as the the cognitive linguistic view of metaphor. Lakoff and Johnson challenged the deeply trenched view of metaphor by claiming that 1) metaphor is a property of concept, and not of words; 2) the function of metaphor is to better understand certain concepts, not just some artistic or esthetical purposes; 3) metaphor is often not based on similarity; 4) metaphor is used effortlessly in everyday life by ordinary people, not just by special talented people; and 5) metaphor, far from being a superfluous though pleasing linguistics ornament, is an inevitable process of human thought and reasoning (1980, p.3). They have been convinced that metaphor is pervasive both in thought and everyday language. 2.1.2. Definition of Metaphor In terms of the several theories discussed above, it can be taken for granted that metaphor has witnessed a great revolution, from rhetorical devices at lexical level to 6 Chapter 2 Literature Review and Theoretical Basis cognitive aspect as a way of thinking, and from poetry discourses to daily language. Its definition has also changed a lot: as in the ancient Greek, the word metaphor was defined as a novel or poetic linguistic expression where one or more words for a concept are used outside of its normal conventional meaning to express a similar concept; but since 1980s, the essence of metaphor has focused on cognition instead of comparison and the locus of metaphor is not in language at all, but in the way we conceptualize one mental domain in terms of another. Today, an increasing number of cognitive scientists, including cognitive linguists, are engaged in researches on metaphor. The reason is that metaphor study has extended to a much wider area, interrelating with human thought, understanding, and reasoning. Trying to understand metaphor, then, means attempting to understand a vital part of who we are and what kind of world we live in. So now one widely shared definition of metaphor is propose d by Lakoff and Johnson (1980): metaphor is not just a matter of language, that is, of mere words, but a cross-domain mapping in the conceptual system; the essence of metaphor is understanding and experiencing one kind of thing in terms of another; and metaphor is pervasive in everyday life, not just in language but in thought and action (pp.3-5). In addition, other scholars also put forward their ideas about metaphor. Metaphor is characterized by the conceptualization of one cognitive domain in terms of component more usually associated with another cognitive domain (Taylor, 1989, pp.132-133). Yu (1998) focuses on the mappings between the source domain between the target domain, stating that metaphor is a conceptual mapping from a source domain to a target domain with both ontological correspondence and epistemic correspondence entailed by the mapping (p.15). All the definitions indicate that metaphor is related to conceptual system and should be understood as a metaphorical concept. 2.2. Researches on Conceptual Metaphor In cognitive linguistics, conceptual metaphor, or cognitive metaphor, refers to the understanding of one idea, or one conceptual domain, in terms of another. There are two main roles for the conceptual domains posited in conceptual metaphor: one is source domain, referring to the one from which we draw metaphorical expressions; and the other is target domain, referring to the conceptual domain that we try to understand. For 7 A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses example, in the metaphorical sentence ARGUMENT IS WAR, the word war is the source domain, while argument as the target domain; the concrete source domain is used here to better analyze the abstract target domain. Therefore, with the advent of cognitive linguistics, metaphor has witnessed a great revolution in getting access to the conceptual study. In this part, some researches on conceptual metaphor are to be discussed for the sake of theoretical basis. 2.2.1. Categorization of Conceptual Metaphor Influenced by Michael Reddys Conduit Metaphor Theory (Reddy, 1979, pp.284-310) (He put forward that language functions like a conduit, transferring thoughts bodily from one person to another), Lakoff and Johnson in their cognitive theory of metaphor subdivided conceptual metaphor into three categories: structural metaphor, orientational metaphor, and ontological metaphor (1980, pp.93-112). Structural metaphor refers to the type of conceptual metaphor in which a target domain is understood by reference to the structure of its source domain (Wang Yin, 2006, p.409). In terms of its definition, there are two components and two conditions that are essential to compose a structural metaphor. The source domain and the target domain are the two components that must be two different concepts, which satisfy the first condition. The second condition requires that the two unlike concepts should have something in common by which the structural metaphor adopts to illustrate and comprehend the concept of the target. Again take the expression ARGUMENT IS WAR for example: Conceptual metaphor: ARGUMENT IS WAR Linguistic analysis: Your claims are indefensible; His criticisms were right on target; I demolished his argument; Ive never won an argument with him; He attacked every weak point in my argument. (Wang Yin, 2006, 459) It can be seen from the example that the words like claims criticisms and argument used for describing argument can also collocate with such war-related words or expressions as indefensible on target demolished won and attached. So we can come to conclude that the concept ARGUMENT is metaphorically 8 Chapter 2 Literature Review and Theoretical Basis constructed in terms of the concept WAR. Ontological metaphor is another evidence to show that metaphor is not only a phenomenon of language but also a means of thinking and behavior, which is pervasive in our daily life (Wang Yin, 2006, p.410). The source domain in ontological metaphor always refers to those familiar things or objects in our world, which can be seen and touched easily, so we can know its function and qualities at the first sight, then it contributes to the comprehension and cognition of the target which is regarded as non-material or supernatural experience. Take the following sentence as an example. ARGUMENTS ARE BUILDINGS. Obviously, buildings are the most familiar thing that we see and have a direct contact every day, so their special qualities, such as the appearance, the foundation, the thickness, the possibility of construction, repair, destroy, collapse, etc., can be physically perceived. Therefore, arguments are metaphorically described as buildings, implying that a successful argument is similar to a good building based on careful preparations, firm foundations, good working skills and so on. Otherwise, it will be defeated. In terms of the ontological metaphor: ARGUMENTS ARE BUILDINGS, there arise many expressions as follows. We need some facts or the argument will fail apart. We need to construct a strong argument for that. This is an argument, and it needs more foundation. If you dont support your argument with solid facts the whole thing will collapse. Orientational metaphor, also called the spatialization metaphor, refers to a series of conceptual metaphors structured according to spatial orientation such as up-down, in-out, front-back, left-right and central-peripheral (Wang Yin, 2006, p.410). The specialty of the orientational metaphors is that they are not used in arbitrary but in a fixed way based on peoples experience and culture, and their cognitive job is to give an ontological status to general categories of abstract target concepts. For example, Happy is up, sad is down. Im feeling up/down. You are in high spirits. He is really low these days. The above four sentences prove that we can understand and express our feelings in 9 A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses terms of the simple spatial concept (like up and down), and the spatial concept itself is constructed from our experiences, that is, interactive with the physical environment. The physical words up down high and low here are no longer understood as the direction words as before, but used to explain and describe the non-physical phenomenon. 2.2.2. Working Mechanism of Conceptual Metaphor In the past years, different linguists have formed different understandings on the working mechanism of conceptual metaphor, such as Richard and Black interaction theory (1936), Lakoff and Johnsons mapping theory (1980) and Fauconniers conceptual blending theory (1996). Mapping theory will be singled out in this part for further discussion. According to Lakoff and Johnson, there are two cognitive domains in the conceptual metaphor, the source and the target, and its working mechanism is to map the experiences of the source domain onto the relatively abstract target domain. They also reinforced that metaphorical thought, in the form of cross-mappings is primary, metaphorical language is secondary (1999, p.123). Fauconnier inherited Lakoff and Johnson cross-domain mappings, claiming that mappings between domains are at the heart of the unique human cognitive faulty of producing, transferring and processing meaning (1997, p.1). Mapping theory is widely applied in illustrating how the two parts or domains can be identified with each other. Take LIFE IS A JONRNEY for example; figure 1 shows the corresponding conceptual mappings between the source domain JOURNEY and the target domain LIFE: Figure 2-1: Mapping Structure in LIFE IS A JONRNEY Source domain Journey Travelers Point of departure Distance Obstacles Destination Termination Target domain Life Common people Birth Process of life Difficulties Goals in life Death 10 Chapter 2 Literature Review and Theoretical Basis 2.2.3. Systematicity of Conceptual Metaphor According to Lakoff and Johnson, metaphorical concept is systematic as metaphor is to understand one concept in terms of another (1980, p.12). Based on the above analysis of the expression ARGUMENT IS WAR, it can be seen that such war-related words as indefensible, on target, demolished, won and attacked are used in a systematic way to describe the battling aspects of an argument. The conceptual features of war are partially transferred to those of argument, adding much color and vividness to the abstract word ARGUMENT. The analysis of LIFE IS A JONRNEY put forward by Lakoff also proves that full clusters of semantically-related words (the italic parts) are sometimes used with related metaphorical meanings. It goes as follows: He got a head start in life. Hes without direction in his life. Im where I want to be in life. Im at a crossroad in life. Hell go places in life. Hes never let anyone in his way. Hes gone through a lot in life. (Lakoff, 1993, p.19) One aspect needs to be pointed out that the very systematicity allows people to comprehend one aspect of a concept in terms of another but meanwhile it also hides other aspects of the concept. Just as the above mentioned, the conceptual features are just partially not totally transferred from one domain to another. Some other features especially those inconsistent ones are not selected out for cross-mappings. For instance, air battle, naval battle, radar-invading airplane, missile, field hospital and Military Area Command are all under the vocabulary of war, but they are not chosen here to systematically depict the feature of argument. 11 A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses Chapter 3 Weekly Radio Addresses of the US Presidents 3.1. Introduction The Weekly Radio Address is the weekly discussion of current events in the United States by the President. Franklin D. Roosevelt was the first U.S. president to deliver such radio addresses, and then in 1982, President Reagan revived the practice of delivering a weekly Saturday radio broadcast which is followed by all the other successors including President Barack Obama right now (Wikipedia). It is a typical and important kind of discourse, as in the speech, the President usually announces many newly-emerged domestic or international issues, attracting public attention and responses. The address embraces a lot of useful and fresh information, ranging from politics, economics, culture, education, military service, to health care, etc.. Since Barack Obama made his inaugural address on January 20th, 2009 as a new President in America, his weekly addresses have continued on the White House website, showing his concern on America as well as the whole world. So it can be taken for granted that the weekly address is of great necessity either for the President who can build up his public image, or for the American people who can in this way enhance their vigilance and take current problems into further consideration. 3.2. Varieties of Public Speaking The Weekly Radio Addresses made my U.S. president can be perceived as a sort of public speaking for the audience around the world. Therefore, the varieties of public speaking are necessary to be mentioned here to illustrate the features of Weekly Address. In accordance with their general purposes, speeches usually can be classified into four categories: to inform, to persuade, to entertain, and to stimulate. 3.2.1. Informative Speech Information or information transition plays an important role in the development process of human society. In the ancient time, people could not have developed themselves without sharing information or drawing on the experiences of others. In 12 Chapter 3 Weekly Radio Addresses of the US Presidents addition, people in the modern world often consider information as a kind of power, bringing a lot of physical property and mental legacy. One of the major purposes for human communication is to collect, exchange and share information with each other, and so is public speaking. As for this type of speech, the speaker is required to convey information, or in other words, to keep the audience informed of something important and teach them how to deal with it. For instance, President Obama once started his radio address with a matter of doctors pay cuts aiming to keep people informed of its real reason and effect: More than a decade ago, Congress set up a formula that governs how doctors get paid by the Medicare program. The intent was to slow the growth of Medicare costs, but the result was a formula that has proposed cutting payments for Americas doctors year after year after year. These are cuts that would not only jeopardize our physicians pay, but our seniors health care. Since 2003, Congress has acted to prevent these pay cuts from going into effect. These votes were largely bipartisan, and they succeeded when Democrats ran Congress and when Republicans ran Congress which was most of the time. (12th, June, 2010) The above paragraph is a typical example of informative speech in Obamas weekly radio addresses. Furthermore, in the process of delivering speech, such techniques as discussion, explanation, illustration and description are of great help in ensuring that the audience can bear what the speaker said in mind and then really put them into practice. 3.2.2. Persuasive Speech The purpose of this type of speech is to influence or change audiences attitudes, beliefs, values, feelings, etc. or to persuade them to take some action. In ancient Greek, a famous scholar, Aristotle in his book Rhetoric and Politics (1954) once pointed out a reasoning formula known as the syllogism, in which ethos, pathos and logos were identified as the three criteria for achieving a successful argumentative speech. Ethos means the persuasive appeal of ones character, especially how his character is established by means of the speech and discourse. It is a vital factor in determining whether the speech enjoys a persuasive power or not, as only an ethical and honest speaker could present a truthful argument and win the audiences approval. Pathos is 13 A Study of Conceptual Metaphors in President Obamas Weekly Radio Addresses another communication technique and means persuading by appealing to the readers or listeners emotions. So in order to make the argument attractive enough, the speaker needs to have deep passion when delivering the speech. Logos stands for the appeal to reason. It is harder to argue against the argument built on reason and solid ground; and such arguments make the speaker look prepared and knowledgeable to the audience, which can in turn enhance the power of ethos. All the above mentioned three factors are of great necessity in improving the speakers persuasive ability when making a public speech. President Obamas radio address on 12th, June will be selected here once more for analysis: Im absolutely willing to take the difficult steps necessary to lower the cost of Medicare and put our budget on a more fiscally sustainable path. But Im not willing to do that by punishing hard-working physicians or the millions of Americans who count on Medicare. Thats just wrong. And thats why in the short-term, Congress must act to prevent this pay cut to doctors. If they dont act, doctors will see a 21% cut in their Medicare payments this week. This week, doctors will start receiving these lower reimbursements from the Medicare program. That could lead them to stop participating in the Medicare program. And that could lead seniors to lose their doctors. (12th, June, 2010) In persuading Congress to draft a plan to prevent doctors pay cut, President Obama first defines himself as a man full of sympathy, love and considerateness by putting on the shoes of physicians and the millions of Americans, and then presents several reasons to consolidate his argument. So ethos, pathos and logos are all skillfully used in this persuasive part. 3.2.3. Entertaining Speech As the name suggests, this type of speech is just to bring some entertainment or amusement to the audience rather than to arouse any serious response. It is

Free College Essays - The Setting of Venice in Shakespeares Othello :: GCSE Coursework Shakespeare Othello

The Setting of Venice in Othello Othello is a fundamentally different character to all others in the play [1]. He is an outsider to Venice and therefore an outsider to the customs and society of Venice. In one way this is good for him. He is a renowned strong general who is much in demand from the Venetians. Rather than fight the war against the Turks for themselves, they hire Othello to do so, indicating that he is respected by the Venetians but not considered, as a civilized Venetian would be, above having to fight wars barbarically. This lack of cultural acceptance is indicated by the way Brabantio is willing to Îloveâ, invite to his house and ask him to tell battle stories. However, when there is the possibility of Desdemona marrying Othello, Brabantio is vehemently opposed, exclaiming; "Destruction on my head".[2] Venice is a haven of civilization, on the border with the land of heathenism and disputes. When Brabantio is told he has been robbed, he answers inconsistently; "What tellâst thou me of robbing? This is Venice; My house is not a grange." This not only shows that Venice is a quiet, civilized, uneventful place, but that its inhabitants (or at least Brabantioâs generation) believe it to be themselves.[ LINK TO 3] They live by a code of behavior and upbringing which views someone like Othello as barbarous, uncivilized, and almost amusing in a superior cultural kind of way. Every time a character calls Othello "the Moor" a sense of derision and superiority is conveyed and all the other feelings of distance inherent in Venetians.[4] Iago says that Desdemona is a "supersubtle Venetian"[5] as if the calculatedness of her thoughts and deeds were not too a feature of himself, which they certainly are. The implication is that civilised people are conniving and scheming people, and are in that sense understood to one another while this adds to the irony of the constant reference to Iago as "honest Iago". It also contrasts the Venetian way of social dealing with the open nature of Othello. Othello is clever, as his style and military prowess show but is to content of Venice he is na†¢ve. He is too trusting and misunderstands the subtleties of Venetian society it is the combination of his openness and decisiveness, pride and trustfulness that allows super subtle Iago to destroy him, powerful as Othello is. Free College Essays - The Setting of Venice in Shakespeare's Othello :: GCSE Coursework Shakespeare Othello The Setting of Venice in Othello Othello is a fundamentally different character to all others in the play [1]. He is an outsider to Venice and therefore an outsider to the customs and society of Venice. In one way this is good for him. He is a renowned strong general who is much in demand from the Venetians. Rather than fight the war against the Turks for themselves, they hire Othello to do so, indicating that he is respected by the Venetians but not considered, as a civilized Venetian would be, above having to fight wars barbarically. This lack of cultural acceptance is indicated by the way Brabantio is willing to Îloveâ, invite to his house and ask him to tell battle stories. However, when there is the possibility of Desdemona marrying Othello, Brabantio is vehemently opposed, exclaiming; "Destruction on my head".[2] Venice is a haven of civilization, on the border with the land of heathenism and disputes. When Brabantio is told he has been robbed, he answers inconsistently; "What tellâst thou me of robbing? This is Venice; My house is not a grange." This not only shows that Venice is a quiet, civilized, uneventful place, but that its inhabitants (or at least Brabantioâs generation) believe it to be themselves.[ LINK TO 3] They live by a code of behavior and upbringing which views someone like Othello as barbarous, uncivilized, and almost amusing in a superior cultural kind of way. Every time a character calls Othello "the Moor" a sense of derision and superiority is conveyed and all the other feelings of distance inherent in Venetians.[4] Iago says that Desdemona is a "supersubtle Venetian"[5] as if the calculatedness of her thoughts and deeds were not too a feature of himself, which they certainly are. The implication is that civilised people are conniving and scheming people, and are in that sense understood to one another while this adds to the irony of the constant reference to Iago as "honest Iago". It also contrasts the Venetian way of social dealing with the open nature of Othello. Othello is clever, as his style and military prowess show but is to content of Venice he is na†¢ve. He is too trusting and misunderstands the subtleties of Venetian society it is the combination of his openness and decisiveness, pride and trustfulness that allows super subtle Iago to destroy him, powerful as Othello is.

Political Science Essay

†¢ State and local governments are directly involved in our daily lives. †¢ The story of states and localities over the past two decades has been one of transformation. They have shed their backward ways, reformed their institutions, and emerged as capable and proactive. †¢ State resurgence is exemplified in improved revenue systems, the expanded scope of state operations, faster diffusion of innovations, more interjurisdictional cooperation, and increased national–state conflict. †¢ Several persistent challenges dog states and localities: fiscal stress, interjurisdictional competition, and political corruption. †¢ The United States is becoming more racially and ethnically diverse. The increase in population in Sunbelt states such as Nevada and Arizona outpaces the rest of the nation. Meanwhile, negative growth characterized North Dakota and Louisiana from 2000 to 2008. †¢ An outbreak of culture wars is redefining the politics of some communities and states. †¢ As a whole, the states are diverse, competitive, and resilient. Their increased capacity to govern effectively has been sorely tested in the first decade of the twenty-first century. Chapter 2 U.S. federalism is an ongoing experiment in governance. †¢ A fundamental question is, what is the proper balance of power and responsibility between the national government and the states? †¢ Actions of the courts, Congress, and the executive branch have expanded powers of the national government. †¢ Over time, the trend has generally been in the direction of a stronger national government. Beginning in the early 1980s, however, there was a resurgence of the state and local governments as political and policy actors. †¢ The power relationships among the three levels of government are described by various models, including dual and cooperative relationships among the three levels of government. federalism. The operative model is cooperative federalism, under the variant known as new federalism. A key concept in federalism is intergovernmental relations, particularly financial relationships among the three levels of government. †¢ The national government imposes certain controversial requirements on grants-in aid, including mandates and pre-emptions. http://www.usa.gov/Agencies/federal.shtml †¢Executive Branch The executive branch of the government is responsible for enforcing the laws of the land. The president, vice president, department heads (cabinet members), and heads of independent agencies carry out this mission. †¢Judicial Branch Courts decide arguments about the meaning of laws and how they are applied. They also decide if laws violate the Constitution—this is known as judicial review, and it is how federal courts provide checks and balances on the legislative and executive branches. †¢Legislative Branch Article I of the Constitution establishes the legislative or law making branch of government. It has a two-branch Congress—the Senate and the House of Representatives—and agencies that support Congress.

White And Hispanic Prisoners African Americans - 932 Words

The first minorities that are often discriminated against are African Americans, more specifically, African American males. As of 2009, Johnson (2014) states that 39.4 percent of blacks represented the majority of the prisons (as cited in Bowman, 2014b, p. 324). According to Hartney and Vuong (2009), African Americans are more likely to get less favorable results than whites when it comes to the death penalty, prison sentencings, recidivism, etc. They’ve also stated that blacks are more likely to be sentenced to prison, while whites are sentenced to probation. Blacks are treated quite differently than the white inmates. Some studies have found that African Americans expressed great concern over the justice system, and have distributed their fear by becoming angry and hostile when they become incarnated, thus leading to more violent conflicts. Not only that, blacks are more prone to be viewed as intimidating by white prison employees, which is why most african americans are kep t under surveillance besides the white and hispanic prisoners (Hawkins and Ross, n.d.). Prisons have also showcased different ways that African Americans are discriminated. A few examples are that white inmates were given better work tasks, while blacks were left with the custodian jobs. The prison system has also denied blacks of being able to transfer over to better housing and better tasks, which has led African Americans to complain about these discriminating acts (Hawkins and Ross, n.d.).Show MoreRelatedThe Sentencing Of African Americans1626 Words   |  7 Pages African Americans now constitute nearly 1 million of the total 2.3 million incarcerated; that is 60% of 30% of the African American population. African Americas are incarcerated at nearly six times the rate of whites. â€Å"Between 6.6% and 7.5% of all black males ages 25 to 39 were imprisoned in 2011, which were the highest imprisonment rates among the measured sex, race, Hispanic origin, and age groups. (Carson, E. Ann, and Sabol, William J. 2011.) Stated on Americanprogram.org â€Å" The SentencingRead MoreComparison Between Schools And Prisons1732 Words   |  7 Pagesevery year to incarcerate people from a community in Los Angeles . 40% of students expelled from schools each year are black. 70% of students are involved in â€Å"in school† arrest. 2 x black and latino students are twice as likely to not graduate than white students 68% of all males in federal prison do not have a high school diploma The yearly cost to incarcerate one child is $88,000 and the yearly cost of public education for one child is $10,600 The school-to-prison pipeline is exactly how it soundsRead MoreCrime And Imprisonment : The Higher Chance Of Recidivism1569 Words   |  7 PagesHepburn Albonetti 1994). Male’s recidivate more than female, (BJS). Both male and female prisoners come from different communities, families, but in the male population alone the criminals are sentenced differently. African Americans (63.9 months) were given longer sentences on average, followed by Caucasian s (58.0 months) and Hispanics (52.8 months) (McGovern, 319). Since African Americans and Hispanics are given longer sentences their recidivism rate is much higher than that of Caucasian . TheseRead MoreWhy The Incarceration Rate So High For Young Black Males?1428 Words   |  6 Pageswith over 2 million people in prison. African Americans account for approximately 40 percent of those inmates. Why is the incarceration rate so high for young black males? By examining the data and demographics, and the causes and consequences a g reater understanding will be gained as to why these disparities exist. As of December 2013, according to the Bureau of Justice Statistics, the number of incarcerated males age 20-24 was 39,000 white males, 40,100 Hispanic males, and 68,400 black males (BureauRead MoreRacial Profiling Is A Special Case Of Discrimination800 Words   |  4 PagesBlack and Hispanic state troopers have testified that they were forced to engage in profiling by their commanders (Prejudice Institute, 2001). Racial profiling often goes hand and hand with other practices by law enforcement, often the defining moments of the life or death situation for African-Americans. In three different studies analyzing the decision time to shoot or not to shoot conducted by Correll, all findings found â€Å"participants were quicker to shoot the armed African American than the armedRead MoreThe Prison System Of America1052 Words   |  5 Pagesand have plans to build more. The CCA also provides food service and recreational services to their prisoners, at a cost. This private corporation, founded in 1983, trades on the New York Stock Exchange and employs approximately 15,000 personnel. The United States incarcerates more people than any other country. The United States is home to 5% of the world’s population but 25% of its prisoners (Walmsley, 2009). In 1980, 139 inmates were incarcerated in state and federal prisons per 100,000 peopleRead MoreRacial Disparity in Prisons Essay examples1456 Words   |  6 PagesA Look at Racial Disparity in the United States Prison System Micah O’Daniel Institutional Corrections 2/22/11 Racial inequality in the American criminal justice system  has a strong effect of many realms of society such as the family life, and employment. Education and race seem to be the most decisive factors when deciding who goes to jail and what  age cohort  has the greatest percentage chance of incarceration. Going to prison no longer affects just the individual who committed the crimeRead MoreThe Inequality Of The Prison Population Essay1429 Words   |  6 Pagesdemographics of the prison population. They stated that the people who are mostly incarcerated are people of color, predominantly African-American and then Hispanic men. Jennifer Wynn stated that when she visited Rikers Island and was waiting in the waiting room, she was the only white person there (Wynn, 2012). She later found that ninety percent of the inmates were black or Hispanic (Wynn, 2012) and that ninety three percent were male (Wynn, 2012). Although not as large as black men, there has also beenRead MoreAnalysi s Of The Moynihan Report s The Moynihan 944 Words   |  4 Pagestalks about racism and discrimination and how that comes into play with African American youth. He identified that there are five factors in a home environment that made a difference in whether boys would become delinquents: discipline of boy by father, supervision of boy by mother, affection of father for boy, affection of mother for boy, and cohesiveness of family (U.S. Department of Labor, 1965). Nowadays, more African Americans men have been leaving their homes or have been incarcerated leaving theRead MoreRace and Corrections845 Words   |  4 Pagespopulation (Rosich, 2007). Minorities have always had a larger population in the prison system and after the Civil War they were overrepresented in American prison. There are a few reasons as to why races are disproportionately which are denial of jobs, poverty, and it is felt that police have bias and African-Americans and Hispanics are treated differently than Whi tes. Correctional departments usually supervise inmates sentenced to probation, jail, and prison. There is so much more that falls into what

Small Talk by by James Hunter Essay - 1078 Words

In this paper I am going to analyze and comment an article written by James Hunter. My starting point will be a summary about the text in which I have been working. Next I will contextualize the topic which is â€Å"Small Talk†. Then, I will analyze different problematic issues raised in the text in which I propose proposals for solving the problems posed. Finally, I will reflect about the strengths and weaknesses of some points about this article changing some aspects of the authors proposal. ïÆ'Ëœ SUMMARY The author of this article stakes out a clear and insightful position on this educational issue and follows the specific instructions by presenting reasons to support that position. The article cogently argues that a corrective feedback can†¦show more content†¦How did this come about? It was initially studied in 1923 by Bronislaw Lalinowski, however it began as an experiment in learner-centred over 20 years ago which pretended developing the oral communication. Nowadays this methodology has been introduced into the classroom so, in a â€Å"Small Talk† class, pupils improve their speaking skill in a conversation without intervention by the teacher, and then receive feedback. Small talk can be divided into 6 steps: 1. The day before, the leader (who is responsible for choosing the topic, providing questions, vocabulary, grouping the class, etc.) announces the topic to their mates. 2. At the beginning, the leader writes on the board the questions and vocabulary and grouping the class. 3. Groups begin to discuss the theme. 4. Groups share what they are speaking about with the rest of the class. 5. The leader invite groups to tell them what are the most important points of their conversation. 6. The leader thanks and concludes the class and announces the date and leader of the following small talk Along the same line of small talk, throughout the didactics course we have learned four types of activities about oral skills as, for example, controlled practice, guided practice, free activities, and dialogues and role-play work. To put this in the same perspective, the types of activities that are more related to small talk are guided practice (This is a kind of meaningful drillShow MoreRelatedDescriptive Essay - Original Writing930 Words   |  4 Pagesher!† my mother cried. James and I yelled â€Å"Lost what?† â€Å"Your sister!† Mom cried â€Å"What?† Asked James and I. â€Å"Your sister!† Mom bawled. â€Å"How?† Asked James and I. â€Å"I don’t know, but let s look for her. Okay?† Dad and mom announced. â€Å"Okay.† James and I alerted It just felt like a blur for a few days. We have looked for her for days we even didn’t even go to school but no sign of Harper. I think my mother knew that she had died but mother didn’t want to amite it. James didn’t talk to me for about a monthRead MoreHow Does Holden Caulfield See Himself as The Catcher in the Rye?1051 Words   |  5 Pageswas like, and how my parents were occupied and all before they had me†¦Ã¢â‚¬â„¢ what Holden does not realize is that his parents are occupied even now, after they had him, this shows that he isn’t close to his parents. He doesn’t really care. When Caulfield talks about his brother D.B.’s short story, ‘The Secret Goldfish’, he says that it was about a little child that would not let anyone look at his goldfish because he had bought it with his own money. This is such a childish trait and innocent thing to doRead MoreChristianity And World Changing By James Davison Hunter1743 Words    |  7 PagesThe World, James Davison Hunter explains how this common believe is a misconception. Rather, he shows readers that, from a sociological perspective, while Christians thrive in many areas of life by reaching others individually, they fundamentally components of creating cultural change. Hunter’s first essay, titled â€Å"Christianity And World-Changing† attempts to refute the common assumption that cultures can be changed â€Å"one heart at a time† or, in other words, from the bottom up. Hunter argues theRead MoreWhy Is College So Important?1312 Words   |  6 Pagesthe twenty-first century key to success. Jobs are now being given to those who are more educated and college provides this extra education. It is not the same as high school. High school education consists of a more general knowledge, which is a small amount of information about all the topics, but college is focused on the major. College graduates have more comprehension in their area than those with a high school diploma. As President Theodore Roosevelt once said, â€Å"A man who has never gone toRead MoreEdward Teach aka Blackbeard the Pirate1354 Words   |  6 Pagesdidn’t fear him, and therefore they obeyed him). Blackbeard began his pirating career sometime after 1713, as an ordinary crewmember aboard a Jamaican sloop commanded by the pirate Benjamin Hornigold. In 1716, Hornigold supplied Teach with a small crew, and a small captured vessel to command. By 1717 Hornigold and Teach were sailing in alliance, and together were feared throughout the seas. In November 1717, Hornigold and Teach were able to capture a 26 gun French vessel called the Concorde (recent researchRead MoreEssay about The Color of Water7106 Words   |  29 Pagesthe son’s perspective, James. 2. What is the ethnic background of the author? * The ethnic background of the author is Caucasian and African-American. Chapter 1: Dead 1. Why is this chapter written in italics? * This chapter was written in Italics because it was written from a different point of view which was Ruth’s perspective who talks about her past as a child. 2. Why is the mother reluctant to talk about her family? * Ruth is reluctant to talk about her family becauseRead MoreSuperstition On The Face Of Logic By Dr. Mortimer1272 Words   |  6 Pagesinvestigation. This intersection of rational thought and irrational belief is first presented by Dr. Mortimer at the beginning of the novel. Dr. Mortimer’ introduction as a â€Å"man of science† sets a tone of intellectuality; Holmes and Mortimer make small talk of his medical practice, Holmes’ deductions, and the intricacies of Holmes’ skull structure. This is immediately skewed by the telling of the legend of the hound. The reading of this unworldly myth promptly makes the atmosphere eerie and mysticalRead MoreThe Emerging Use of Mattresses in History: Cultural Differences in Sleeping Patterns979 Words   |  4 Pagesin history: Cultural differences in sleeping patterns The way that we sleep feels so natural, it may come as a surprise that sleeping in separate beds on an elevated mattress is quite particular to specific cultures and regions. The first hunter-gatherers obviously did not have stationary places to rest upon and even the concept of an individual bedroom is fairly recent in the West. However, given the ubiquity of Western culture, many non-Western customs regarding sleeping habits have changedRead MoreThe Sherlock Holmes By Dr. James Watson1665 Words   |  7 Pages One of the things that make the Sherlock Holmes books distinctive is their point of view. The books are written as an account Sherlock Holmes’ case, written by Dr. James Watson, chronicling the achievements of the detective. This book, in particular, is unique in its point of view. The first few chapters are told in past tense, as Watson recalls the events; the next few chapters are present tense, in the form of extracts from Watson’s diary or letters sent to H olmes from the hall; the last few chaptersRead MoreAnalysis Of The Book The Things That Make The Sherlock Holmes 1366 Words   |  6 Pagesâ€Æ' Point of View One of the things that make the Sherlock Holmes books distinctive is their point of view. The books are written as memoirs of Dr. James Watson, chronicling the achievements of Sherlock Holmes. This book, in particular, is unique in its point of view. The first few chapters are told in past tense, as Watson recalls the events; the next few chapters are present tense, in the form of extracts from Watson’s diary or letters sent to Holmes from the hall; the last few chapters shift back

A World Lit Only By Fire - 1083 Words

In the book A World Lit Only by Fire, the author, William Manchester, describes the period of time between the fall of the Western Roman Empire and the start of the Renaissance known as the medieval period, or Middle Ages. The church had the most power in Europe and people struggled with surviving events such as epidemics. Consequently people had very short lives that may have not served them well. Every person in Europe during this time would eventually hear, â€Å"Bring out your dead!† as the gravediggers’ carts rolled down the street each night after an outbreak of the Bubonic Plague. Life during the medieval period was brutal and harsh with everything from church domination and the constant warring over political power to diseases and†¦show more content†¦Epidemics would break out in Europe and the origin of the disease would never be identified. To top that off, the Bubonic plague â€Å"returned to Europe at least once a generation since October 1347 † (Manchester 34). The medieval period was a time of alarming disease for people to be living in. Like the Holocaust in the 1930s-1940s, Jews during this time were treated with brutality. Manchester describes it as, â€Å"Jewry was luckier - slightly luckier - than blacks. If the pogroms of the time are less infamous than the Holocaust, it is only because anti-Semites then lacked twentieth-century technology† (35). In the year 1492, the Spanish had regained control of Spain. The rule of Spain was now under King Ferdinand and Queen Isabella. They were not fond of Jews in their nation. The Jews in Spain were given three months to convert to christianity or to leave. After seeing what the Spanish were doing in Spain, the king of Portugal ordered the expulsion of all Portuguese Jews. Any Jews who wouldn’t leave or were slow to leave were massacred. Around four thousand Lisbon Jews were killed during a single night in 1506. Only three years later persecutio n of Jews in Germany began. Jews throughout history have been treated badly but during the medieval period it was especially hard if you were a Jew. On page 37, Manchester states, â€Å"At any given moment the most dangerous enemy in Europe was the reigning pope.† The popes of the church were their Holy Fathers, but

Practicing Flipped Classroom Strategy †Free Samples to Students

Question: Discuss about the Practicing Flipped Classroom Strategy. Answer: Introduction It is evident that there is a clear difference between learning from own experiences and leaning from books (Jones and Casulli 2014). In the perspective of philosophers the knowledge which is obtained from books is informative however, knowledge gained from worldly experiences is sure to be treasured. Knowledge is divine and it is important to gain adequate knowledge either from books or experiences (Oleson and Hora 2014). Therefore in this essay the perspective of Authors towards knowledge gained from both the sources shall be emphasized. It is noteworthy to mention here that books are not always informative and accurate (Kong 2014). The ideas depicted in them are often complex in nature it makes it difficult for new readers to understand. This is due to reason that books are written by experienced authors where the language used is often contradictory which cannot be understood by all (Ruiz, Foguem and Grabot 2014). However, it is not mandatory to experience everything that has been read (Durmusoglu et al. 2014). For instance, a person has gained adequate knowledge from academic books and literature about the Himalayas; he shall not travel to the Himalayas to gain experiences. His knowledge shall be limited within the ideas contained in the book. In this regard, the experiences of visiting a real life place can be emphasized. The information depicted in the travel books provided adequate information (Kong 2014). However, any person willing to experience those should only rely upon the travel books at the first place. Those books provided with information that there are various religious and sacred sites to visit in Maldives however, the people are unwelcoming. However, this is absolutely incorrect the local people of Maldives are very friendly and approaching. Therefore in some cases the information contained in books could be inaccurate as most of them were based on age-old information. Therefore, personal experience is the best way to gather information. It is worth mentioning that knowledge gathered from experience remains for lifetime. Books written by various experts belonging to different fields vary ideas. For instance, an idea shared by an author regarding a particular subject-matter may differ from other experts which create confusion in the minds of the readers. Knowledge acquired from academic literatures is always accepted however gaining knowledge from books shall not form an important part of the memory for lifetime (Razmerita, Kirchner and Nabeth 2014). It can be emphasized that the knowledge obtained from personal experiences stays for a long time in the memories. In recent trends of globalization, the world has become a competitive place to live in. However, as far as knowledge is concerned it is essential that it should enumerate from both the sources- books and experiences (Ruiz, Foguem and Grabot 2014). In this regard, it is worth mentioning that the knowledge which individuals gain from real life experiences can be preserved for lifetime as it plays an important role in shaping our minds and perspectives (Razmerita, Kirchner and Nabeth 2014). It can be stated that a book is considered as a reliable source of information (Oleson and Hora 2014). Therefore, in order to obtain relevant information it is important to read books daily in order to form a fundamental part of the routine. It is evident that books serves as an important source of knowledge and one can develop clear idea regarding the history, cultural background and even socio-political conditions of a country (Fraley and Hudson 2014). In some cases, authors share their own experie nces in the books and therefore by reading such books individuals are able see the world through the authors eyes. The detailed concepts contained in books are enough for a reader to understand the theoretical concepts (Oleson and Hora 2014). However, in order to understand practical concepts, real life experiences are required. Students belonging to various educational backgrounds are benefited from the concepts depicted in academic books and literatures. In this regard, it is noteworthy to mention here that students belong to technical background requires the assistance of books and practical experiences (Van Otterlo 2015). In modern era, books are available in different formats like e-books, online journals which can be easily accessed by individuals in order to gain appropriate knowledge (Ruiz, Foguem and Grabot 2014). According to my point of view, the knowledge that individuals gain from their real life experiences is valued for lifetime. It is true that the things which we learn and the ideas we develop are obtained from books (Razmerita, Kirchner and Nabeth 2014). One can learn more effectively by experiencing the values and ideas of the outside world. A book cannot help an individual to feel the way he wants to during a particular situation. In addition, it can be stated that the knowledge which we gather from our experiences by exploring new things remains with us for a long time. It is impossible on the part of individuals to forget the memories of their past experiences (Durmusoglu et al. 2014). It is known to all that real life experiences are mostly memorable and enjoyable which helps to retain the memories of the past. With the help of such lively experiences individuals are able to learn from different situations like how to deal with issues during serious crisis. For the purpose of understanding any concept it is important for the individuals to experience them practically. Different people may have distinct perspectives about a particular object. However, it is important to understand the views of different people by practically implementing their ideas. It is important to note here that with the help of sufficient knowledge, a person shall not be able to gain knowledge about all aspects (Van Otterlo 2015). For instance surgery cannot be performed without prior experience in practical training. Mere knowledge of books shall not assist doctors in performing surgeries. Since time immemorial, mankind relied on books for gathering knowledge. It can be significantly noted that people mostly depend upon books for gathering relevant information while in some cases they prefer real-life experiences to gather knowledge (D'amico 2016). In my perspective, books can be considered as important secondary sources which help to facilitate knowledge in individuals to a great extent. However, books cannot replace the importance of life experiences as the knowledge gained from primary sources is more accurate and relevant (Ihmeideh 2014). In spite of various advantages, there are several disadvantages with real-life experiences as well. For instance, in order to gain knowledge regarding Egyptian pyramids it is important to gather information by visiting the site. However, it is not always possible to visit each and every place of interest in order to gather information. Information from books can be gathered within a short span of time. On the other hand, collecting information from real-life experiences can be time consuming. Conclusion In the conclusion it can be stated knowledge gained from personal experiences appears to be more relevant as compared to books. This is due to the reason that in some cases the information depicted in books may appear inaccurate and irrelevant. It is important to mention here that with experiences the knowledge shall be limited to our own views. With the help of books individuals will be able to access information about different authors and their perspectives. Accessing information books are comparatively cheaper than travelling. However it is important to gain equal knowledge from both the sources. Books are written by well experienced subject experts and therefore comparing our real-life experiences with their perspectives shall provide us in-depth information about the relevant field. References: D'amico, R., 2016. Historicism and knowledge. Durmusoglu, S., Jacobs, M., Zamantili Nayir, D., Khilji, S. and Wang, X., 2014. The quasi-moderating role of organizational culture in the relationship between rewards and knowledge shared and gained.Journal of Knowledge Management,18(1), pp.19-37. Fraley, R.C. and Hudson, N.W., 2014. Review of intensive longitudinal methods: an introduction to diary and experience sampling research. Ihmeideh, F.M., 2014. The effect of electronic books on enhancing emergent literacy skills of pre-school children.Computers Education,79, pp.40-48. Jones, M.V. and Casulli, L., 2014. International entrepreneurship: Exploring the logic and utility of individual experience through comparative reasoning approaches.Entrepreneurship Theory and Practice,38(1), pp.45-69. Kong, S.C., 2014. Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy.Computers Education,78, pp.160-173. Oleson, A. and Hora, M.T., 2014. Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices.Higher Education,68(1), pp.29-45. Razmerita, L., Kirchner, K. and Nabeth, T., 2014. Social media in organizations: leveraging personal and collective knowledge processes.Journal of Organizational Computing and Electronic Commerce,24(1), pp.74-93. Ruiz, P.P., Foguem, B.K. and Grabot, B., 2014. Generating knowledge in maintenance from Experience Feedback.Knowledge-Based Systems,68, pp.4-20. Van Otterlo, M., 2015. The libraryness of calculative devices.Algorithmic Life: Calculative Devices in the Age of Big Data, p.35.