Mumtaz Mahal

Arjumand Banu Begum(to a fault calledMumtaz Mahal) was the third basewifeofShah Jahan. Mumtaz Mahal (meaning Jewelof thepalace) was thenicknameher keep up gave to her. Mumtaz Mahal was born inApril1593inAgra, India. Her father was thePersiannobleAbdul Hasan Asaf Khan, the brother ofNur Jahan.Mumtaz was aMuslimand wild in love with and married her cousin,Shah Jahan, later to be the Mughal emperor onMay 10,1612at the age of 19. She was his third wife, and became his favorite.Shah Jahan and Mumtaz Mahal were married for 19 years. They had thirteen children together. Seven of the children died at birth or at a really young age. Mumtaz travelled with Shah Jahan and his army as he carried out war machine campaigns. Mumtaz Mahal supported Shah Jahan and they respected each other very much. Mumtaz Mahal died onJune 17,1631in Burhanpur in the Deccan (now inMadhya Pradesh) during the birth of their fourteenth child, a daughter named Gauhara Begum.She had been with her husband as he was fig hting a campaign in the Deccan Plateau. Her tree trunk was kept at Burhanpur in a walled pleasure garden cognise as Zainabad. A popular story says that on her deathbed, her last wish to the emperor was for asymbolor amonumentto their love. She also asked her husband not to marry anyone else. The emperor promised immediately. Her body was buried in theTaj Mahalin Agra.After she died, Shah Jahan went intomourningfor a year. When he appeared again, his hair had saturnine white, his back was bent, and his face worn. Jahans eldest daughter, Jahanara Begum, slowly brought him out of mourning and took the protrude of Mumtaz at court.

Codes and Convention

Codes and conventions In the nearsighted explanation whats a Bum Mom, Kathleen Rock well(p) uses several convincing techniques to carry unwrap the guiding heading on civility. One accurate is metaphors, in the short account the occasion Kathleen Rockwell reaps the scene in the ro human beingce were they see a unsettled women come to the fore the bus window. She stopped at a wastebasket and retrieved a full-size discarded sketch book. She flipped through it until she found a blank page. stand up on the corner of sixth and 14th, she reached into one of her bags and found a marker.She make on a deft stroke, and then some other, on the page another artist left her. My bus force outd on. This can be carried out as a metaphor for confederation and how we view moreover incubate homeless personness throng. Nevertheless we feignt ac cognizeledge it, as a final result of ignorance. We ar use to pressing on as well as assume we never saw them or they didnt exist. Hence desp icable on with our uncivil behavior. Kathleen Rockwell sees a person that has something with I them. A bright women however she is homeless so alliance will ignore her and restrain on with there daily lives.Another technique is she uses primary person to unite with the short humbug. She asks questions moreover convey that their sc bed, a feeling that humanityy people have. They had to do it, anyone would have done it, but did they cry while they were doing it? The picture show test state way family by Glenn H. Austin analyze the p arentage of homelessness and how federation looks down on, preferenti altogethery ignores the reality of living on the streets. These pictures show how everyone has approximately the aforementioned(prenominal) feelings thereof society doesnt show the corresponding character to the homeless.The couple in the pic their attitude shows carelessness as is seen no eye-contact with each other, and perhaps the desire to avoid any friendship to ho melessness. Another example is the first picture a homeless man holds a sign reading, Talk to me, how the homeless, the likes of anybody else, need some interaction, orthogonal of their, State Street Family. The title is a technique imputeting all the images together display the occurrence those living on the street are connected together as a family. 1st paragraph The short paper whats a bum mom by Kathleen Rockwell and the photo testify State Street Family by Glenn H.Austin tell the guiding question, who is prudent for civility? The text I have chosen to better answer the guiding question is what a bum mom. In this short story it shows you a better instinct of the vertices, moreover what can happen. The short story whats a bum mom Deals with the terms of ignorance in society towards the homelessness and civility. Later we ask ourselves the question do we really know how to be civil to more than just our family, friends and people who are not homeless.We are fortunate and dont know how to act when we are put into a situation like this. At the begging of the short story the homeless women ask for a quarter, nevertheless the women mad up an apologia like (. Put one in about ballet and acquire her hopes up). It showed she was nervous and didnt know how to act in this given situation. She gave the homeless women excuses making her feel like shes not worth gainful any attention to. The author is assay to show according to society, she is downstairs everyone else. Society is also enduring incivility towards younger human.Like Isabelle she is 5 old age old and she has already taken into a count how to label society especially homeless people, drug addicts, bum, alcoholics, ECT. The author is saying we dont only see the vertices we do our best to ignore them. This story is trying to show us that the incivility of ignoring homelessness is recurring again and again. Its not exhalation to stop we arguing to keep on pretending their not their and move on with our lives. The only time they catch everyones attention is when personnel occurs. The author says (the arm scene).The purpose of the photo essay is to show the fact that everyone wants someone to talk to, socially interact with, Moreover deserve the same civility as others that can be shown with social interaction. Like with the first text a homeless man wrote talk to me. The photo essay brings up the question on whos responsible for(p) for civility. The author is showing the emotions within them, also showing how we just ignore it and move on. We dont cypher of them as homeless or even bet them as, we call the bums. We ignore them and thats not an excuse for incivility second -Last paragraphAdmitting both texts deal with the guiding question the short story gave a better understanding of the guiding question. The author made it easy to describe and point moreover her struggle with her own responsibility with civility in terms of the homeless. Therefore its easier for us t o connect to as register day society does the same thing as the picture essay and the short story. The movie bum fights this movie is about fighting and attempting inexpert stunts in exchange for money, alcohol, and other incentives. In this movie men are hurting each other and people for money.Like in the, short story whats a bum mom. When the woman was attacked by a man saying he mugged her 5 bucks (add the scene). Its also similar to the drawing homeless people be harassed by police officers moreover families on the street. Like in the photo essay it shows families struggling on the street or when the police officers harassed a homeless man for quiescency in the park. It all comes down to society thinks their superior than homeless people, like they dont matter and they shouldnt. The only thing the matters in society and to the government is the amount of money you have. Last paragraphThe author Kathleen Rockwell, the short story whats a bum mom shows a better understanding on the guiding question. Who is responsible for civility? By giving us a text we can easily find a fellowship to moreover answer and think about the question she asked in the text. excursus from reading this story we start questioning our own civility therefore start asking are we civil to only the ones we love and know wont hurt us. Or just the one we think we could trust. Although the photo essay comes to a conclusion on whos responsible for civility, it catches our attention to the problem of civility but not as well as the short story did.

Explore Dickens presentation of education in Hard Times Essay

monster presents The Victorian genteelness dodge in impenetrable Times in a fundamentall(a)y negative way, devil expresses the conceit that having an imaginative aspect to our education is essential. He does this through satirising the education system and mocking the references. Through proscribed the novel, it is a purpose of the Tempter being satirical towards the education system.Dickens opens the novel with a satirical description of doubting Thomas Gradgrind and his utilitarian educational methods as he teaches the room full of students features exclusively are wanted in life (9) Dickens satirises Gradgrinds lading to an education comprised only of occurrences as Gradgrind exaggerates that facts are the only essential matter in life. Fancy (14) symbolises imagination and wonder compared to facts. Dickens emphasise Fact more(prenominal) than he does with Fancy he does this by repeating fact itself, sounds more forceful. Gradgrinds view on education is his children a re to never imagine or wonder.Gradgrind rejects the concept of contrive or imagination foresee has nothing to contribute to understanding only things that can be deliberate are important. Gradgrinds disapproving rant on fancy You foolt walk upon flowers in fact (14) to the students underlines that fancy is bad and it should be facts (14) In his satirical description of Gradgrind, Dickens aim is of what he go through in the industrial England during his time when education varied vastly, according to location, gender, and class, moment that Dickens view on Utilitarianism is sh profess in a satirical way, and his beliefs stood out throughout the novel, this indicates how the education system was controlled.Dickens uses characters names to continue his derision of the utilitarian education system prevalent in Victorian Britain. Mr Gradgrind breaks into the al-Quran Grind as a means to crush, signifying his method of grinding hatful the students individuality and any imaginatio n they may pay off entered the school with. Mr MChoakumchild, breaks into me, choke, child Dickens exaggerates with the name as we dont ideate the new teacher is literally choking the children in his care, that this Fact-obsessed creature depart only choke imagination and feelings out of them. If he had only learnt a little less, how infinitely better be he power sacrifice taught much more (15) This highlights that the utilitarianism system would function much better, if it were not so strung on facts. If Mr. MChoakumchild had learnt less and been practically involved with his students more and would have taught far better. This is criticizing the way the system works. Dickens is suggesting that in the utilitarianism system, suggesting that ramming facts into students might not be the most effective way of teaching them. not eitherthing can be reduced to facts alone.Mr Gradgrind and Mr Bounderby are the main representations of utilitarianism and followers of the system. In Loui sas proposed marriage to Bounderby, Dickens shows us a disastrous payoff of Gradgrinds system that denied everything but facts. You have been accustomed to consider every other question, simply as one of tangible Fact (97) This illustrates that Gradgrind, who is incapable of expressing his emotions effectively toward Louisa, edges her into a marriage with Bounderby by stating various facts and statistics to her. Louisa is hesitant to make it her feelings towards him she returned, without any visible emotion (96) David Lodges How Successful Was firmly Times? (1981) argues that Gradgrinds ideology in his system is questionable, Lodge explains that it is a primary index of what is wrong with his system Mr Bounderby is also a character with utilitarian beliefs, doubtlessly one of the major characters that has a firm belief in the system, you may force him to swallow boiling fat, but you shall never conquer force him to suppress the facts of his life (23) He signifies the very essen ce of his unmerciful principles that only has room for facts and statistics.Hard Times outlines that a utilitarian progress to life is unsuccessful and costs those who follow their imaginations become robotic and inadequate to the system. supposition and heart is found in the carnival where Mr Bounderby and Mr Gradgrind despise No boyish people have circus masters or attend circus lectures about circuses (23) Gradgrind implies that circuses are not like a practical schoolroom. Dickens represents Sissy Jupe as an influential character of the novel who presents the value of a warm heart and embodies feelings and emotions. She is seen as a complete failure of Gradgrinds system. However Dickens and the reader judge her as a success. The two-year-old innocent miss mocked by the teacher and presented as the dumb girl in the start of the novel, gradually turns out to be the most lynchpin character in the whole novel. Since the foundational significance of fact and the removal of fan cy that Gradgrinds education obliges, Sissy Jupe will never succeed. Nevertheless, in enkindle of the education, Sissy becomes a young woman who is able to maintain her own principles and beliefs.The contrasting descriptions of Sissy and Bitzer are shown in their appearance. For example Sissy is depict as radiant and warm dark eyed and dark haired (11) referring to her as someone who is the face of vitality. However Bitzer is portrayed as what little semblance he ever possessed (11) and His cold eyes would hardly have been eyes (11)) Demonstrating that he is cold and emotionless with no heart and all calculation. Dickens uses Bitzer to demonstrate that other students are influenced by him, showing that he is a follower of Gradgrinds system, whereas Sissy is the foreigner to the system.The Utilitarian education system relates to the industrial town Coketown which consists of factories and large streets like one other people equally like one another (27) The town is connect to a painted face of a savage (27) that is described as barbaric and uncultured, the children are being deprived from the ill-smelling dye (27) Dickens suggests the parliamentary law that the children/workers are living in is unsanitary Jail (28) indicating that they have no escape from their problems. The utilitarian system stamps out all imagination in the pupils and prepares them perfectly for the life of drudgery. Dickens describes as their lot as manpower in Coketowns factories.Education presented in Hard Times is shown as satirical in Dickensian vision of Utilitarianism. This is because Dickens is able to stool a fool out of the system cunningly. Furthermore it is certain that what Dickens has presented is humorous and convincing with making the utilitarian ideology seem monstrous through the novel. I find David Lodges argument towards Dickens opinion as liberal and potent.

Youth Work

Adolescent Development I am red to discuss the factors affecting new people during adolescent exploitation. I pass on be exploring the physical and physiological, psychological, and affable impact of change in adolescent, and the theories relating to the spots of go badment and exclusiveity formation. Adolescence is the period of transition to adulthood. The first thing I am going to consider is the physical and physiological changes associated with adolescence. During this time a young person impart experience physical and emotional changes.This can bring forth 5 years or to a greater extent and is a long process. At this period of rapid growth and familiar development in adolescence is called puberty. maturement and development of the body is controlled by chemicals called hormones. There is an increase in talent and height which if it materializes quickly it may cause the young person to maintain balance and co-ordination difficulties. It is difficult to determine specific times when the developmental changes occur these will differ from person to person. However girls develop approximately both years earlier than boys.In girls during this period menstruation begins and physical changes fall such as breasts, pubic vibrissa, body hair and sexual variety meat begin to grow. Changes In boys, pubic hair, facial hair and body hair begin to grow, including sexual organs testes and penis. The testosterone increasing sexual urges and erections, the pituary gland is responsible for(p) for releasing the hormones which own an do on boys and girls. Hormones get a probatory effect on young people the signs may be changes in attitude and behaviour. A young person may experience feelings of anxiety, confusion, delusion, vexation, frustration, fear, stock and humiliation.They may have a low opinion of themselves and their abilities and have anger they dont know how to express in a fat way. Additional factors include finis expectations, peer pres sure, pressure to reach out and thither may be relationship issues with parents including conflict. Young people are meddle rough for their own identity as well as pressure from the media and stereotypes organize by gild and their environment. Some young people may have to face personal transitions not necessarily shared or mum by all their peers.These include family illness bereavement, divorce and family break up issues relating to sexuality, disability and many more. Using the theory in practice I feel that I am using effective communication standardised listening, observation, empathy, and reflection increasing my knowledge and understanding of conferences. One of the theorys by Bruce Tuckman was encouraging suck upment involving and consulting with young people and considering their opinions, views, interests and issues that affect them promoting the 4 corner stones of youth work.I have place some possible changes in gender in specific to groups in relation to adolesce nce. Some of the things I have turn more aware(p) during formal discussions in key topics of interest are opposite sex, drugs, culture and family break ups, the perceptions of them by the media and their peers, their body image and comparisons with celebrities on TV. I have identified opportunities to discuss and provide information on these issues forwardering workshops and group activities using different outside agencies with their specialist knowledge.One of the workshops was on drugs and a young person told us about their experiment with drugs and reflected on his feelings and choice. I communicated to him and praised him for being brave he had identified how he had been influenced by his friends in to taking drugs. I could relate to this issue and can understand that sometimes there is a need to experiment and to feel part off the group it can influence your actions and choices. Social development in adolescence and identity formation is a new way of thinking about one egot ism. accord to Eriksons psychosocial model of development identity must be perceived by the individual but also recognized and confirmed by others. He believed this socialization process consists of eight phases are universal, and each stage is associated with their own unique developmental crisis. The crisis is an individual is thought to face in adolescence stage 5, 12 to 18 years is that of identity vs. section confusion. The individual will answer the question Who am I? peer relationships roleplay an central role in this event.The individual must achieve a sense of identity in occupation, sex roles, politics and religion finding their own niche in adult friendship and developing a set of long term goals for the future. As suggested by Erikson and research peers drive important, adolescents share in common the state of confusion, similar experiences, and feelings of loneliness, conflict with parents or authority, and a lack of identity so often transfer some of their emoti onal dependency from their parents to their peers.Young people are seeking role models and will imitate and copy behaviour and identity, until they eventually become more stable from their own identity that fits them as an individual. There can be pressures to fit in and be accepted some may become less interested in academic achievement and may engage in illicit behaviour such as drinking , having sexual relationships ,crime and drug use.Peer groups are often perceived by the media and society in a stereotypical, negative manner with frequent references to anti social behaviour, gun/knife crime, poor educational achievement and teenage pregnancies. The media ,music ,sports ,celebrities has an effect on the way a young person perceives themselves in society and who they identify as role models , they may become more self conscious of their body image (media portrays image of beauty and perfection ) develop low self esteem and adopt materialistic or phantasmagorical goals for the future.In summary adolescences is the period of transition to adulthood. The young person will experience physical and emotional changes which can be quite a long painful process. Identity development is associated with adolescence as suggested by Erikson a sense of identity is not yet fully developed. A severely established identity also provides a sense of uniqueness as a person . Young people see and experience the instauration in different ways they have individual situations and developmental issues.It is important to consider issues of the effects of peer pressure, the media, role models, perceptions by society and assess the huge impact of changes on adolescent development. Reflecting on your own experiences and others perspectives enables you to repugn your thinking and engage with young people to reach their own determination , value their own personal experiences by offering support, reassurance in a proactive way to encourage their transition into adult life to achi eve a sense of identity, purpose and goal in their life .

Japanese Readings

Nipp championse I, 3rd reading Notes on Nipp unmatchablese Culture and parley The objective of Pimsleurs Nipponese I, terzetto Edition is to salute you to the parleying to and culture of japan primarily by with(predicate) your ears, and however secondarily through and through your eyes. This approach is based upon the fact that much than than 95 percent of our lives is spent in lis decennarying and talking, and less than 5 percent in reading and write. The to a greater extent or less effective and productive fashion to begin acquiring these necessary communication skills is by genuinely running(a) with the language in practice session, as demonstrated by native vocalizers of the language being intimate.Efficiency is greatly increased when what you short-change for the first of from each one(prenominal) duration argon the near- shitly- employ structures and passing(a) life vocabulary, so that you practice with the practical tools you require e genuinel y day. This conservatively conducted core-language aloneows the tutor to keep you foc drop entirely on essential language. This is self-motivating beca make phthisis of you go forth begin to office it immediately and successfully. Language and culture be so closely intertwined that makeing them separately croup make you literally culturally-deprived, that is, futile to produce allow for and sloshedingful language.For this reason you must c befully complicate wind the varied ways the Nipponese act in the various situations you run alone experience as you proceed through the unit of measurements of this course. Being sensitive to who is doing what to whom, and why, is what you fuck off learn to do al close to unconsciously in your native flavour you go away attain this same sense of sureness as you solve proficiency in your new language. This implicit instruction go forth start issue from the lessons, as you learn to identify the intonation and melody o f the pronounceers.This Booklet go out provide additional explicit instruction to further confirm what you occupy learned. The Notes break likewise been recorded on the last CD? cassette. acquiring the culture, the map of the territory, is like acquiring the termi noneogy of a subject it en sufficient-bodieds you to drop dead as a fellow member in that society. Your success in working with native loudspeakers of japanese impart dep lay off to close to extent upon how sensitive you run to the accumulated heritage that is lacquerese. courseing block 1 umimasen In this unit, you beat learned sumimasen for Excuse me. You provide envision yourself employ and sense of appreh closing curtain this demoion quite an a messiness in your interactions with the japanese. sumimasen is utilise for approximately(prenominal) purposes. It is often apply to express the speakers sincere and easily-bred location toward early(a)wises. However, Nipponese pile use this face to convey non further Excuse me, exclusively in addition Im sorry, and even Thank you. You depart hear them cite sumimasen to realize souls attention when initiating a confabulation, as was demonstrated in the unit of measurement.You might overly hear this looking at from soulfulness who mis transfernly clapperclaws on your buzz off fault in a crowded mastermind and wishes to apologize. It is a truly useful flavor in a wide range of companionable contexts. volume Order You sight in this unit that the Nipponese word beau monde is really variant from what you ar customary to in English. Such actors line as masu, masen, and masu ka which determine whether the speaker is do a statement, negating or communicate something acclaim at the determination of a sentence. You assume to, wherefore, listen to the speaker all the way through to the end of the sentence to find give away the speakers bunkency.This whitethorn be confusing to you at fi rst, hardly as you nonplus skillful, you provide be able to use this sentence structure to your advantage, as you fanny c arfully sense the listeners toppleling while you speak. You fag thus decide on the overall tone of your message by modifying the finishing accordingly. building block 2 Expressions of Modesty and Deference in Nipponese Communication In this unit you hear a soulfulness expressing modesty when receiving a compliment from some other(prenominal) person on his ability to speak Nipponese.When soulfulness compliments the Nipponese on tidy work, nice clothes, a beautiful house, a wonderful dinner, etc. , it is customary for them to d avowplay their abilities, possessions, etc. date negating a compliment whitethorn be con viewred a sign of drop of confidence or even insincerity in some cultures, the Japanese often use it as an face of modesty and respect in daily communication. As a case in point, consider this conversation That was a wonderful repas t You ar a great cook, suzuki san. Oh, no. I only followed a recipe. Anybody croup cook. I certainly bottomlandt.Could you larn me? Can I t severally? Oh, no. You cook far disclose than I bottom. Im the one who needs to take in lessons from you. Suzuki whitethorn be seen as too modest by American standards, tho this is tenderly delightful behavior in Japan. This humility is only seen as avoiding turn outing to be arrogant or conceited. ne In this unit you as well as heard ne at the end of sentences, as in nihongo ga wakarimasu ne. It is more(prenominal) or less equivalent to the English isnt it? arent you? dont you? etc. The use of ne launchs that the speaker expects the listener to agree with him or her.You allow for hear this use frequently in Japanese in fact, some people may end almost ein truth sentence with ne. Living in a more amicableist society than the U. S. , the Japanese honour being aligned with and maintaining harmonious relationships with o thers. The frequent use of ne illustrates their desire to avoid creating any(prenominal) potential for troth or disagreement with one a nonher. Unit 3 Omission of Subjects Japanese speakers often rely on the listeners ability to show their real intention from what places to be subtle and evasive literal and nonverbal signals.Being able to leave some things un utter so that the other can read amongst the lines is an measurable skill in Japanese communication. A person who explains things in great detail is considered legalistic and is often frowned upon. The frequent omission of subjects is one existencenikin of this am astronomicuous and seemingly incomplete form of Japanese communication. This style of lyric may frustrate irrelevant learners of Japanese at first. but later onwards a while it testament become natural. The Japanese language has several speech communication for you. The one to use depends upon the speakers relationship with the person being communic ate to.Among these are the common anata, which was introduced in this unit, the informal anta, the formal kimi (often use by a superior to address his or her junior), and omae, apply only by anthropoid speakers. However, you go forth often hear people address one a nonher without using any of these, manifestly leaving you to be understood. Domo domo is utilize to empha coat your culturedness, as in domo arigato gozaimasu. It is used for a variety of purposes to target indeed and precise much as in this unit, to show the speakers amusing feeling as in domo okashii, I moderate a interrogative sentence active it, or to compressed by any kernel. Japanese speakers are very fond of using domo in umpteen contexts. Although in formal, wane speech, domo should be followed by a word that it modifies, Japanese speakers often use it alone. You allow for often hear them hypothesise domo, domo when they greet distributively other. Unit 4 Questions Phrased with a Negative When s peaking to Japanese speakers and phrasing a question with a negative much(prenominal) as Arent you tired? or Isnt it hot today? you allow for find that they impart some fourth dimensions reverting yes and no. For voice, when commanded Arent you Japanese? they go forth purpose No, take to being I am Japanese. Since being able to read a nonher persons implications and behaving accordingly is an important social skill in Japan, when readed Arent you Japanese? mane Japanese people exit assume that you must be pretending he or she is not Japanese. In repartee to this assumption, they ordain deny, by expression No. meaning, No, you are wrong, I am indeed Japanese. That is why, in the conversation the person said iie, yoku hanasemasu (No, you can speak hearty) in response to demo, mada jozu ja arimasen (But I cant speak well yet).In this unit, you heard the names of 2 places in Tokyo Ueno and Shinjuku. These are some(prenominal) very engaged districts, since they are the hubs of study railroad and subway lines, serving millions of people every day who survive to, from, and around the Tokyo metropolitan area. thither are numerous field and private railroad companies and some fifteen subway lines in Tokyo, and they are still being further softened. The compound subway lines make it quite challenging for international travelers, and sometimes the topical anaesthetic residents as well, to figure out the best way to travel to their destinations.You may sometimes get an perplexing response or no response at all when you ask passers-by in downtown Tokyo for directions. The public transportation musical arrangement in Japan is generally well stand uped, but in order to take full advantage of it, you need to first memorize the names of major- cities and towns that will help orient you to the right directions and the best method of transportation. Unit 5 Language of Social Levels, Age, Position, and Deference The complex rules governing statu s in Japan play an important role in the expressions used in various social situations.In this unit, you deem learned how to ask a person whether he or she emergencys to eat or drink tabemasu ka? and nomimasu ka? These expressions are used when there is no need for the speaker to show deference, that is, a middlest friends, family members, and colleagues. If. however, a native Japanese speaker is in a lower property than the hearer, he or she must carefully choose the most conquer take aim of politeness. O tabe ni nari masu ka? is more polite than tabemasu ka? and o meshiagari ni nari masu ka? is far more polite.A great variety of expressions are available. depending on the dot of courtesy needed. As a non-native speaker of Japanese, however, you are seldom, if ever, expected to be able to use these expressions, but you will hear them used, so it is good to be aware of them. nanika In this unit you heard nanika, a very commonly used word and a convenient expression. It is equ ivalent to something in English. You can use it for a variety of purposes seeking a persons opinion, stating yours, and making your statement evasive.It can be followed by an adjective and an infinitive for example, nanika tsumetai nomimono (something chilliness to drink). Or it can be used alone as in the expression you heard in this unit hai nanika? (Yes, something you wish to ask? ) You will hear some(prenominal) an(prenominal) native Japanese speakers pronounce it nanka which is informal and casual, often used between friends and people of an equal status. Unit 6 Particles When speaking English with non-native speakers, you can usually guess their fluency by their familiarity with idiomatic expressions.For example, when someone says, can buoy is engaged with Beth instead of engaged to you can guess that the person is not a native speaker of English. The same is true of the Japanese language. There are numerous one-syllable haggling or particles that you need to be able to use properly in order to convey your ideas accurately to the listener. wa, ga, de, ni, mo, ka, no, and to are some examples of these particles. wa is often used to allude that the preceding voice communication are the main topic of a sentence for example, watashi wa nihonjin desu. ga is often used the same way, as in, nihongo ga jozu desu. e proposes a place, as in anata no tokoro de. ni is equivalent to the English at when accompanied by a word indicating time, as in ni ji ni, at deuce oclock. mo is also, as in anata mo you too. ka is put at the end of a sentence to make it a question. no is possessive, as in anata no nihongo (your Japanese). to is approximately equivalent to with in English, as in anato to tabetai desu (1) want to eat with you. Though they may he confusing at times, learning to use these particles properly will greatly contribute to your fluency in Japanese. Unit 7Cognates and Borrowed English Loan wrangle No language is freehanded from words borrowed from other languages, and Japanese is no onlyion. Many English words cede been adopted in Japanese, although the Japanese often pronounce them so differently that English speakers can scarce recognize that they were in the beginning English. resutoran and biiru illustrate this point. You need to pronounce these and other words with English origins as the Japanese do, so that you can make yourself understood. Often, the Japanese sport changed not only the pronunciation, but also the form and meanings of these archetypely English words.Japanese speakers often prefer to shorten or abbreviate impart words for example, waapuro for word processor, pasokon for personal computer, and terebi for television. There are as well some English words used in Japanese whose meanings let changed to a greater or lesser extent. For example, there are many a(prenominal) apartment complexes that are called mansions in Japan, usually referring to condominiums. You may find a pair of socks marke d free size, which really means one size fits all. In a pillowaurant, you may be served mikkusu sando, or mixed sandwiches. motley in this context means assorted, and you will find various kinds of sandwiches on one plate. Unit 8 Addressing People You may have noticed in the units that the Japanese people use family names to address each other. The use of first names is usually limited to family members and close friends. The polite san is added to a family name and this can be used to address more or less anyone male and female, recent and senile, strangers and acquaintances alike. Occasionally it may be attached to ones first name.Japanese seldom address one another without attaching some kind of patronage to the end of the persons name, and san is by far the most common. If they feel close to you, they may call you, for instance, Mary san, or Dave san, equivalent to Miss Mary or Mr. Dave, as a sign of friendly courtesy. When referring to yourself, however. you would never use san. This is a polite title, used only when referring to others. Counting Things You have learned ni for the round two in this unit. By the time you complete the course, you will have learned many more numbers.You will find number in Japanese is lite, no matter how large the number may be. You will need to populate large numbers, as 1,000, 20,000, 100,000 and maybe more. The look on of one American dollar has fluctuated between 80 and 140 suffer in the last ten years, and thus prices will usually appear as large numbers. For example, it costs 700 to 1,000 languish to get lunch, 330 yen to buy a bottle of beer, 600 yen to take a cab for the first mile, and 2,000 to 3,000 yen to take a bus from the New Tokyo global Airport to downtown Tokyo.Another important thing to remember when ascertain things in Japanese is that there are a wide variety of words used as counters that must accompany the numbers. The counter you use will vary, depending largely on the shape of the ma terial you are counting. In this unit, for example, you have learned ni hon for two bottles. hon is the counter for vast things, much(prenominal) as bottles, trees, poles, pencils, hair, etc. unmatched bottle, however, is not ichi hon, but ippon. common chord bottles is san bon, and six bottles is roppon.Although the pronunciation of hon may appear to change without any logical consistency, it has simply been change for easier pronunciation. Several other counters you may find useful are mai, used for flat material such as paper, cloth, and plates, and dai, used for many kinds of machinery including computers, cars, and lowering industrial equipment. ken is used to count houses and shops. People are counted as nin, though one person and two persons are exceptions and counted as hitori and futari, respectively. offset with three people you can say san nin, yo nin, go nin, etc. Unit 9 Meals of a DayJapanese does not have unique names for each repast such as breakfast, lunch, and dinner. The word gohan is used for every meal preceded by asa or morning for breakfast, hiru or day for lunch, and yoru ? yuu or evening for dinner. Gohan alone means rice, so it is used to refer to a meal or rice, depending upon the context. You will find that many Japanese people these eld do not eat rice with every meal. They often have coffee and toast with butter, margarine, and various kinds of jelly for breakfast, while the traditional Japanese style breakfast consists of a bowl of rice, fish, eggs, sea weed, and miso (soy bean paste) soup.For lunch noodles make from buckwheat (soba), and flour (udon) or spaghetti are ordinary. Many American fast food chains are also popular, e modifiedly among schoolboyish people. The Japanese dinner consists of rice, fish, meat, and vegetables. As is commonly cognise, the Japanese consume more fish than average Americans. Circumlocution In this unit, you heard a man and a cleaning lady trying to agree on the time to affect for a drink, and making alternative suggestions. This provides useful practice.In reality, however, you will find the Japanese people to be much more subtle when they must express a negative response. Concerned with saving face, the Japanese resort to a variety of verbal and nonverbal communication strategies, and avoid directly saying no whenever they can. i common way to turn down a project is to remain silent. When you do not receive an immediate response to an offer, because the chances are that the person does not want to accept it, but at the same time does not want to offend you or make you feel had. A long delay in responding may be another form of refusal.In Japan, unless you are speaking with someone you know very well and a mutual trust exists, you will rarely hear a straight answer given to a laborious question, especially when that answer involves some kind of refusal. How do you reach that level? It will take some time, but if you are sensitive to another culture quite d ifferent from yours, and have a positive attitude toward adapting to it, you will be able to acquire the communication skills necessary to establish, maintain, and develop trusting relationships with the local people. Unit 10Levels of Politeness The Japanese language has complex rules concerning the levels of politeness and deference necessary in different social situations. passim the course, you have learned how to speak on the polite level appropriate in virtually any situation you are likely to get word in Japan. As you listen to conversations between Japanese friends, you may hear more informal expressions. For example, instead of asking nan ji desu ka? for What time is it? they might simply ask, nan ji? What time? Another example is wakatta for understood rather than wakarimashita.The Japanese language has many ways for the speakers to part between formal and informal expressions in daily conversations. When you lambast Japan and listen to a conversation between two frie nds, you may be discouraged at first as you find many unfamiliar with(predicate) expressions turnd, but this cash in ones chipss when you learn any foreign language. The expressions that you have learned in this course will serve as a strong backside for understanding the Japanese people, and given that basis, you will be able to develop your listening comprehension as well as the ability to select the appropriate words for each different situation.The level of politeness used throughout the course is suitable in conversation with any Japanese speaker. Unit 11 chotto In this unit you heard Ms. Tanaka say ichi ji wa chotto and konban wa chotto in response to suggestions to have lunch at one oclock and to have dinner to nighttime. chotto means a trivial and therefore these responses can only be sympathised as One oclock is a little, and this night is a little, respectively. Even though the expressions may be regarded as unfinished in English, Japanese speakers often use chotto when they wish to presage their hesitation, refusal, and confusion.Japanese in general are tentative and indirect in their communication, and the word chotto is very convenient in helping them express their modesty. Even when a proposal submitted by a subordinate needs substantial improvement, for example, the superior may say mo chotto (a little more), indicating that the subordinate needs to work on it before the proposal can be accepted. When you hear this word, be aware that it can cover various degrees, and it may not literally mean righteous a little. masen ka? When inviting a person to do something, you have a range of forms in English to express various degrees of politeness.The Japanese show their deference toward the listener by changing how they end a sentence. In this unit you learned how you can invite a person to have lunch and dinner with you. You could directly ask the person whether he or she will have lunch with you by saying, watashi to hirugohan o tabemasu ka? For native Japanese speakers, however, this expression, literally translated as Do you have lunch with me? is far too direct and even offensive and would not be used in actual conversations. The bay is more than likely to be turned down. ask the same question in a negative form, watashi to hirugohan o tabemasen ka? onsiderably softens the tone, and it will plausibly make the listener feel more comfortable both accepting or declining the offer. This is equivalent to Why dont you ? and Wont you ? in English. Unit 12 Yen Japanese Currency The yen is the unit of Japanese currency, and its think of against the U. S. dollar has appreciated in the last some decades. Until the early 1970s the exchange rate was fixed at one US dollar to 360 yen, but it has been fluctuating and one US dollar is now worth closely 120 to 140 yen. Although in writing it is emblemized as yen, its pronunciation is more like en.There are four notes 10,000 yen, 5,000 yen, 2,000 yen, and 1,000 yen that ar e of different sizes and colors. The 2,000 yen notes were issued in commemoration of the year 2000 but they have not been circulated very widely. besides there are six kinds of coins 500 yen, 100 yen, 50 yen, 10 yen, 5 yen, and l yen. bandage Americans in general study little cash and use credit cards and checks instead, the Japanese tend to pay cash when they go shopping. You will find many kinds of trade machines that sell a wide range of things, from soft drinks to train tickets. many of he machines accept 10,000 yen notes and give change in both paper money and coins. Using a Telephone in Japan Communicating on the phone in a foreign estate is always a challenge. You now know that hello is moshi moshi in Japanese, literally meaning I speak, I speak. You can say moshi moshi both when you answer the phone and make a call to someone. It has been used ever since the earpiece was introduced in Japan. It costs 10 yen to make a local call. You will seldom see people in Japan us ing coins when they use public telephones. Instead they use pre-paid telephone cards that can be purchased from vending machines.The pre-paid cards cost either 500 yen or 1,000 yen, worth 50 and 100 local calls, respectively, and they can be used for any local, as well as long outdo and overseas calls. A great majority of the Japanese people own cellular phones today, which has largely replaced the need for public phones altogether. Many Japanese use their unstable phones as a primary means of communication to localize and receive e-mails, check the weather, make plane reservations, purchase tickets, etc. , since a great amount of information is do available through mobile phone network systems.You will notice many Japanese busy talking on their individual phones, checking e-mail on trivial let out screens, and punching in information on hand-held Palm Pilots. Unit 13 Counting in Japanese Knowing how to count is important in order to function properly in any language. You must be able to count so that you can understand the prices of goods you want to buy, work that you wish to use, make plane reservations, and so on. Now that you have learned to count from one to ten and started to work on numbers in a higher place ten, the balance wheel will be quite easy. near as long as you know the first ten numbers, you can make any number up to 99, simply by combining them. In this unit you have learned 14, 15, and 16. They were simply made up of ten and four, ten and five, ten and six, respectively. You can celebrate to count in the same way up to 19. Then 20 is a combination of two and ten, that is, ni ju. You may guess that the same rule is applied to every number after 20. 21 is ni ju ichi, or two ten one. Though you will only be introduced to a few new numbers in any unit, when you understand the rule you will be eady for large numbers, and you will indeed encounter them on your initial entry to Japan. Good-bye cheerio has become widely known as goodby e forever through the movies, TV dramas, and other media. It may indeed imply in some contexts that the person using this expression has no intention of seeing the other person ever again. It can, however, be right away used to say arrivederci when you will be seeing the person in the near future. jaa mata is an expression equivalent to See you. It is a fairly informal way of ending a conversation, and of expressing your intention to see the person again. aa, atode, literally meaning then(prenominal) later, implies to Japanese speakers that the speaker is expecting to see the other person again on the same day, whereas English speakers may not when they say, See you later. You may want to be careful of this going. Unit 14 takusan, sukoshi There is no pass away and explicit difference between singular and plural forms of nouns in Japanese. In English, most words need an s or es at the end to indicate plurals, but most Japanese words do not change. Whether the nouns are countab le or uncountable, you can use takusan for a lot of and sukoshi for a little or a few. For example, one beer is biiru ippon, two beers is biiru nihon, and many beers is biiru takusan. I have a lot of money is watashi wa okane o takusan motte imasu, and I have a little money is watashi wa okane o sukoshi motte imasu. The word sukoshi has a variety of functions in daily conversations. It not only stands alone to mean a small quantity, but you can also say watashi wa nihongo o sukoshi hanashimasu, meaning I speak a little Japanese, sukoshi hoshii desu, I want a little, or even, sukoshi ososugimas, Its a little too late. Drinks Japanese, just like Americans and Europeans, enjoy drinking when they dine. Many ancestry meetings are followed by or even conducted during dinners and drinking parties. In these social occasions, people establish personal relationships with one another as they question more casually their individual feelings. Beer is by far the most popular alcoholic drink, bu t most alcoholic drinks such as wine, whiskey, bourbon, brandy, gin, vodka, and unexpended over(p) are also available. Japanese sake, made from rice, is also popular, and it is served either cold or warm.Shochu, or distilled liquor made from a variety of grains such as wheat, rice, and sometimes potatoes, is also a popular drink among Japanese. If you do not care for an alcoholic drink, you can of course ask for any soft drink you are used to. In addition to most soft drinks available in America and Europe, cold oolong tea (Chinese tea) is served in most places. In general, hot Japanese green tea is served free of charge in most restaurants. Unit 15 itte kimasu The conversation in this unit began with a lady saying itte kimasu. It literally means, I am going or I am leaving. When Japanese go somewhere, they usually say it to those they are leaving behind. In response, the person who is staying usually says itte rasshai, literally meaning, Please go. Of course they use this expres sion to wish the person a good trip. When people come home they say tadaima, or Ive just come home, to which others respond by saying okaerinasai, meaning, Welcome back. These sets of greetings are change when people go in and out of the house and are very common among the Japanese you are sure to hear them when staying in a Japanese home.As a short-term visitor from a foreign state of matter you are not expected to say these greetings, but if you do, your efforts will sure be appreciated. Unit 16 desu ga In this unit you learned that in order to make hoshii desu, I want, more polite, you can say hoshii n desu ga, I would like. The last particle, ga, means but and when added at the end of a request, it helps the speaker express his or her reservation. The person who ends a request with ga indicates that While I wish it could be done, I would understand even if it cannot be done. This is just another instance that demonstrates the Japanese encourage on modesty. It is also a sig n of their desire to depend upon others benevolence, which is known as amae. Ones ability to depend on others as well as respond to others call for dependence is an important social ability. You will also hear desu kedo, essentially the same as and even more polite than desu ga. Unit 17 kyo wa nani o shimasu ka? You learned earlier that wa is used for emphasis or comparison. In Unit 14 and the afford unit you have practiced using several words that indicate time, such as today and this evening, followed by wa.hither, this means as for. You will also notice that in Japanese the words or give voices that indicate time are usually placed in the beginning of a sentence, unlike in English where these words are normally at the end. You may notice when a Japanese person speaks to you in English, she or he may habitually begin a sentence with time, such as, Yesterday, I went to see my friend. Today, what would you like to do? When you speak Japanese, it is often loveable to begin a se ntence with a word or phrase indicating time. Unit 18 shujin, goshujin ? anai, okusan When Japanese people introduce their partners, they do not introduce them by their names. While English-speaking people will introduce their spouses, saying, This is my wife, Mary or This is my husband, Bill, when Mr. Sato introduces his wife to you, he will say simply kanai desu, or kore wa watashi no kanai (tsuma) desu, This is my wife. When Mrs. Sato wants to introduce her husband to you, she will probably say shujin desu, or kore wa watashi no shujin (otto) desu, This is my husband. You may be move when you find the meanings of kanai and shujin. anai literally means inside the house, and shujin means master. Since kanai and shujin refer to ones spouse in a modest manner, you will never use them for another persons spouse. For your husband you simply add go for politeness to shujin, and say goshujin, or anata no goshujin. Your wife is anata no okusan, or simply, okusan. Here we have a diffe rent word, okusan, which means a person deep inside (the house). culmination from the North American culture where equality between the two sexes is a serious concern, you may be astonished to see that Japanese women are still treated as a minority or a weaker sex.Role differentiation with regard to sex is more distinct in Japan than in the United States. The society is changing, however, influenced by the global concern for racial, sexual, and sacred equality and is importing and incorporating some new policies. You will find many men now referring to their wives as tsuma, and women to their husbands as otto, much more inert terms than kanai and shujin. Interestingly, however, there is no word to replace okusan when referring to your conversational partners wife.The original meanings of these terms however, are being lost, and they are only titles that people continue to use without any derogatory connotation. Unit 19 hajimemashite ? dozo yoroshiku When you meet someone for the first time, you greet that person by saying, How do you do? blessed to meet you, or something similar. Many Japanese people say hajimemashite, or dozo yoroshiku. Literally, hajimemashite means (I am meeting you) for the first time, and it has come to be used as an initial greeting remark. dozo yoroshiku is a more implicit expression with a wide latitude of ossible interpretations, depending on the context, the nature of the relationship that is around to develop, etc. It literally means Please be good to me and it symbolizes the value that many Japanese people place on mutual addiction known as amae. Just as with many other expressions used as social lubricants such as, Lets get together sometime, Drop in when you are in the neighborhood, the real function of dozo yoroshiku is to make the initial encounter between people go smoothly. Unit 20 hitori, futari, san nin When you count a number of people in Japanese, you use fix numbers except for one and two. As youve learned, one is ichi, two is ni, and the word that shows you are counting people is nin. The Japanese perceive that it would be awkward to say ichi nin, and ni nin, so they use an old way of counting instead. One person is hitori, two persons, futari. The rest is easy and regular san nin, yo nin, go nin, roku nin, shichi nin, and so on. Also notice that when you want to say eleven persons and twelve persons, you say ju ichi nin and ju ni nin instead of ju hitori and ju futari. otoko no ko, onna no ko You have learned otoko no ko and onna no ko for a boy and a girl. ascertain that in Japanese there are no special words such as boys and girls. Rather, you say literally, a male child, and a female child. You can use these words for all ages from newborn babies to children in high aim and sometimes even in college. An important cultural difference you may notice if you spend some time living in Japan is that Japanese children are generally more dependent on their parents than their U. S. counterp arts are, and that they frequently appear to be less mature. Parental support for children is usually move through, and often beyond, college.You would not find it awkward, therefore, to call a twenty-two-year-old male college down otoko no ko. You may often hear Japanese refer to their children as ookii otoko no ko, chiisai onnna no ko, etc. They literally mean a big boy and a small girl, respectively, and the Japanese may be actually talking close the size of their children, or they may be call a grown-up boy ookii otoko no ko and a very young girl chiisai onna no ko. The context will determine the meaning. In this unit you heard watashitachi wa otoko no ko ga hoshii n desu ga for We would like a boy. Japanese, like many other Asians, are more particular astir(predicate) the sex of their children than people in many Hesperian countries. While it has become legally accepted for a married geminate to use two separate last names, both the husbands and the wifes, it is still pr eponderantly the husbands last name that is kept. Family business has been traditionally handed down to the oldest male child in the family. Many parents, therefore, would like to have at least(prenominal) one boy when they have children. Unit 21 otearai, toire Just as you can find many words in English that indicate a lavatory, you will come across a variety of expressions in Japanese.In this unit you have learned two of them otearai and toire. otearai literally means a place to wash hands and is equivalent to washroom or bathroom in English. toire is an imported version of posterior, and it is very commonly used. Japanese also use keshoushitu, roughly equivalent to powder room. The most direct and straight expression of benjo, equivalent to lavatory, is rarely used in daily conversations. An arouse uncovering you may make in a Japanese home is that the faeces and the bath are in separate rooms, unlike in the U. S. where you most often find both in one room.In Japan, a toilet and a bath are regarded as facilities that perform very different functions. a, so desu ka? Ah so is an expression stereotypically associated with Japanese in many old U. S. films, and it is commonly known to Americans as an utterance that Japanese make frequently. While the Japanese may not use it as often as it is depicted in the films, it is indeed an appropriate expression to show your storm at an unexpected finding or to confirm the response to your inquiry. guess to make it into a polite form by adding desu ka at the end when you say it to a person to whom you need to show respect. Ah, so without desu ka is dead appropriate between friends. Unit 22 kodomo, kodomo san In the conversation the woman asked, nan nin kodomo san ga imasu ka? and the man said, futari kodomo ga imasu. When you talk nigh someone elses family members, you show your respect by adding san at the end. The san is equivalent to Mr. , Mrs. , and Miss. When you talk about your own family members, on the ot her hand, you never use san. This is an example of Japanese humanrelationship-centered communication, and it serves to maintain smooth and harmonious personal ties in Japanese society.The Japanese manner of expressing politeness is complicated by their notion of modesty. They show their deference to others by not only symbolically heightening the others status, but also by lowering their own. You may often hear the Japanese speak ill of their own family members. A mother may say, for example, My son is dumb, and hes doing so poorly in school. Your son seems really smart and you have nil to worry about. I am embarrassed. The other person will, of course, respond by saying something like, Please stop joking.My son only spends a lot of time in his room, pretending to study so hard. But I have no idea what he is doing. Maybe hes listening to his stereo, or reading comic books. The two mothers clearly do not mean what they say to each other. While such an interaction may appear to be overly condescending and insincere to people from the U. S. culture, it is an important look of social interaction in Japan. You, as a non-native speaker, are not expected to play the complex social game, but an awareness will contribute greatly to your comfort in and appreciation of the culture.Unit 23 Weights and Measures You have learned to ask for some gas for your car and also to talk about distance. Whenever you travel to a foreign country, you are likely to come across different perceptions of weights, distances, heights, volumes, etc. If you are visiting Japan for a short period of time as a tourist, these differences may not affect you very much, but if you are to stay there for an all-inclusive period of time, engaging in business as well as social conversations, you will find some knowledge concerning the Japanese system quite useful.Even when the Japanese speak to you in English, they will still use the system to which they are accustomed. Here are some examples to sho w you how the U. S. weights translate to their Japanese counterparts. One foot is about 30 centimeters, and an inch is about 2. 5 centimeters. If you are 6 feet tall, then you are 180 centimeters tall, and if you are 5 feet 6 inches, then you are about 165 centimeters. One pound is about 0. 45 kilograms, which means that if you weigh 100 pounds, that is about 45 kilograms, and 150 pounds translates into 67. 5 kilograms.When you visit a grocery memory board, you will find various things priced by 100 grams. A steak, for instance, may be 600 yen for 100 grams, which is roughly equivalent to $22 to $27 per pound, depending on the exchange rate. One gallon of gas, another expensive item in Japan, is roughly equal to 3. 8 liters. One liter ranges from 90 yen to 110 yen depending on the kind and place where you get it, and it translates into $2. 70 to $3. 35 per gallon. Finally, the road signs that tell you the distance to your destination and also the relations signs indicating speed l imits are all in kilometers.One mile is approximately 1. 6 kilometers, and thus 40 kilometers per hour, which is a common city speed limit, is 25 miles per hour. Again, as a foreign visitor you may not need to know all of these, but if you can get used to them, it will facilitate your daily activities. Unit 24 Getting Around in Japan The high price of gas in Japan has been mentioned. If you hinge on while in Japan, it could be quite challenging for you, as well as it is for local residents. The Japanese must go to a special driving school to obtain a drivers license and the average fee is over $2,000.The number of skills that are necessary to get around in crowded cities accounts for the high fee. You should apply for an international drivers license prior to your expiry for Japan. You must remember that the Japanese drive on the left side of the road, as the British do. Because of the limited space, parking is a problem in big cities and it is also quite expensive, so you may wa nt to think twice before driving in Japan. Public transportation, on the other hand, is well essential and very convenient for both local trips and long distance traveling.You may enjoy a Shinkansen bullet train commove across the country from Aomori, the northern tip of Honshu (the largest island) all the way through Tokyo, Nagoya, Kyoto, Osaka, to Fukuoka, the largest city on the island of Kyushu, the southernmost major island. Air traffic has been developed quite extensively, and as a result air fares have become reasonable in recent years. The major airports are located in Sapporo, Tokyo, Nagoya, Osaka, Fukuoka, and Okinawa. Unit 25 Oo kei As you have learned, the Japanese have borrowed many words from English gasorin for gasoline, depaato for a discussion section store, etc.O. K. has become a universally recognized expression, and it is no exception in Japan. You will hear many Japanese use oo kei to indicate that everything is all right, or to ask you whether something is a ll right with you. You will also notice that they may accompany the verbal utterance of oo kei with a nonverbal sign, index finger bent to have-to doe with the thumb to form a zero. That same sign is also used to indicate money in Japan. Store Hours In the conversation in this unit, the man said that the department store may be close because it is late.While he may have said it so the lady would not go shopping, it is important to know when the Japanese department stores are able as they do not always keep the same store hours as those in the U. S. They usually open at 1000 AM and close around 630 PM on regular business days, including weekends. Unlike some stores in the U. S. , many Japanese department stores and small shops are open on Sundays. In fact, the stores are most crowded on Sundays. Each department store, however, has designated one weekday as a day off, usually Tuesday, Wednesday, or Thursday.You will find the Japanese stores highly crowded with people during two m ain giftgiving seasons every year mid to late July and December. During these seasons, most stores stay open till 800 or 900 PM. Unit 26 ni, san In this unit you learned ni, san nichi for a few days. The ni, san, literally meaning two (or) three, can be used in combination with many other words ni, san nin (a few people), biiru ni, san bon (a few beers), and ni, san shukan (a few weeks). We have repeatedly stressed ambiguity and indirectness as features of Japanese communication, and ni, san is just another example.Even when the speaker knows precisely how many people he or she is talking about, the expression ni, san nin may be used. Although the expression literally indicates only two or three as possibilities, four or even five are not completely excluded. To respond to the question, How many beers did you have last night? a Japanese person may say ni, san bon, while he might, in fact, have had five or six. The range of possibilities included in ni, san is wider than that of a few. Taxis in Japan You have learned another English word that is commonly used in Japanese takushii.Taxis are readily available in most cities, and even in fairly small towns. You can flag one down on the street or phone for a pick-up. Most taxis, both company-owned and privately-operated, are connected by radio. They are clean, safe, and convenient. The fares vary, depending on the city you are in. They are slightly more expensive in large cities such as Tokyo, Yokohama, and Osaka than in small places such as Hiroshima, Fukuoka, and Sapporo. You do not need to tip the driver, but simply pay the fare displayed on the machine by the drivers seat.An interesting discovery you will make is that the rear passenger door opens and closes automatically. Just as long as you can clearly tell the driver where you wish to go, or show a map and point to your destination, you will get there safely and rapidly by taxi. Unit 27 hyaku Now that you have learned hyaku, one hundred, you can go all t he way up to 999 by simply combining the numbers you already know. One hundred is hyaku, so one hundred five is hyaku go. One hundred ten is hyaku ju. You can guess that two hundred is made up of ni for two and hyaku for a hundred ni hyaku.The rest is easy except that the pronunciation of hyaku varies slightly depending on what number it follows. Three hundred is san byaku, six hundred is roppyaku, and eight hundred is happyaku. It is quite easy to count in Japanese, and it is also important that you know how to say large numbers, as they are frequently used in daily interchange. Unit 28 jaa In any verbalise language you can find interjections which are used frequently, but which have no specific meanings. or so examples in English are well, ah, uh, um. jaa is a good Japanese example.It can be used in a variety of situations and gives the speaker a chance to think carefully about what he or she is about to say, to take a turn to speak, etc. In the present unit, it was introduced as being equivalent to well then. You can use it when you wish to say See you later to a friend. You can also say jaa when you ask a series of questions. For example. biiru o nomimasu ka? iie, nomimasen. jaa, osake o nomimasu ka? How naturally you use these interjections may be a good indicator of your mastery of the language you are learning.Unit 29 masu, mashita, masen As stated before, Japanese word order is quite different from English. In English, the general meaning of a sentence is made clear early in the sentence. You can figure out whether something is possibility now, will happen in the future, has already happened, or did not happen at all, by listening to the first part of a sentence. The Japanese language, on the other hand, places the important words toward the end of a sentence. The difference among masu, mashita, and masen is very small, and they come in the very end of a sentence.Such an specify of the Japanese language may require your extra attention, and yo u need to be careful not to jump to conclusions until you hear the entire sentence. Unit 30 Continuing Success Throughout Japanese I, Third Edition you have learned many essential elements of the Japanese language. Practicing what you have learned in the thirty units will assure you successful initial encounters with the Japanese people. We entrust you will keep up with your daily practice and further build upon your vocabulary.One additional aspect of competency that you will find useful and important is your sensitivity to cross-cultural differences in values, thought patterns, space and time orientations, mannerisms, etc. You can also continue to build on your communication skills by proceeding on to Japanese II. Introduction to Reading Japanese When you visit a foreign country such as Japan, where the language sounds very different, and the appearance of the compose language does not even remotely agree what you are used to, you may naturally find yourself somewhat intimidat ed.Just imagining the trouble you may face in learning how to read and write can be discouraging. Mastering reading and writing Japanese is indeed an extremely long and complex process, and even many native speakers have not completed the learning process. In this course you are learning spoken Japanese. While a knowledge of the orthographic form of Japanese will be useful when visiting Japan, it is not necessary to acquire speech. In the following notes, however, some basic and important knowledge of written Japanese will be introduced.Once you understand the essentials that underlie written Japanese, you will find that reading in the language is much easier and less intimidating than you may have anticipated. Kanji, the Chinese Characters Kanji is the bright writing the Japanese borrowed from the Chinese. Each Kanji extension represents an object or idea, and in written Japanese these objects and ideas combine in various ways to form new words and phrases. The pronunciation of each component part varies depending on the context, and some Kanji have up to four or five different ways to be pronounced.One is required to be able to recognize and understand some 3,000 Kanji calibres to achieve functional literacy in the Japanese language. It wont be necessary, however, to be able to pronounce the Kanji characters, and you will certainly not need 3,000, but it will be rather convenient to get the general meaning of a basic core of some 50 characters which you will see in such public places as airports, train stations. on street signs, and on restaurant menus. As an example of Kanji, we will introduce you here to a few that are typical of the pictorial Kanji characters.To get you started with reading Japanese, here is the character for up or on. Notice that it looks as if the whole character points upward This character pointing down means down or under. When put together, these two characters form a Japanese word, meaning up and down. The word is used to in dicate not only the physical upward and downward directions, but also a social relationship with a status difference. Here is another character, which means a tree. Can you see how the image of a tree was transformed into the Kanji character? And here is the character for a mountain. Many characters are made up of two or more parts hen (or the left-hand radical) and tsukuri (or the rightfield radical). The Kanji for tree can serve as a hen, and it may be used to form such words? characters as woods, or a forest. woods forest Here is a more complex character combining three parts mountain, up, and down. Put together as one word, mountain, up, and down mean a mountain pass or a peak. When you can recognize some 50 basic Japanese Kanji characters, the rest will be fairly easy, as you will probably be able to guess what a new character may mean just by looking at it and identifying the component parts. The first step is to get rid of your anxiety about reading Japanese take the time to become familiar with the fundamental patterns used to make up the Japanese Kanji characters. Katakana and Hiragana The Kanji system adopted from Chinese is the basic Japanese written system, but whereas the Chinese language uses only pictorial characters, Japanese uses two other types of writing systems in addition to Kanji.They are Katakana and Hiragana. These are two different sets of letters representing Japanese sounds. Each letter represents either a vowel sound or a consonant plus a vowel, for example, ka, ki, ku, ke, ko, etc. The Japanese Hiragana and Katakana are both lined up in the same way. The vowels go a, i, u, e, o. The consonants k, s, t, n, h, m, y, r, w are placed before the vowels. You can memorize the order of Hiragana and Katakana in much the same way you memorized how the rudiment goes from A to Z. There are 46 Hiragana and Katakana symbols, as shown on the graph on the next page.Each block contains the transliterated phonetic representation of the character , followed by the Hiragana and then by the Katakana (in parentheses). Katakana is the writing system used for Japanese ? English cognates, i. e. , for words adopted from English into Japanese. You will find it particularly useful to learn Katakana, as you may need to read and write your name from time to time. Foreign and new words are spelled using Katakana, so you will see words such as restaurant, hotel, golf, gasoline, and many others in Katakana. Here is what they look like in combination estaurant hotel golf gasoline Hiragana is the writing system comprised of letters used to represent grammatical endings and features that Chinese does not have. Unlike Kanji, in which a symbol represents a concept or an idea, in both the Hiragana and Katakana systems of Japanese, there is a connection between the symbol on the paper and the spoken word, and each letter is pronounced in only one way regardless of the context. Before Japanese children learn how to write the complex Kanji charact ers, they learn how to write Hiragana and they use it for every word.To illustrate, yama or mountain can be written in three different ways, in Kanji, Katakana, or Hiragana. However, since it is not a foreign word, it would rarely, if ever, be written in Katakana. mountain Kanji mountain Katakana mountain Hiragana While it is possible to use the phonetic Hiragana and Katakana scripts to represent almost any Japanese word, it is usually considered more appropriate to use the Kanji characters whenever possible, using the phonetic scripts only to represent foreign words (Katakana) or features unique to Japanese (Hiragana).Books and Signs Most westerners are accustomed to reading books starting from the front and reading each line left to right, starting from the top of the page. In books and traditional writing, however, Japanese is written in columns, top to bottom starting on the right side of a page. The books appear to open backwards to English speakers, as the front of a Japanese book is the back of an English text. However, in signs, menus, and books in which some English words are used, such as academic papers, Japanese is now often written from left to right. Visitors to Japan are prosperous in that

Reform In Britain During The 1800s History Essay

The chew the fat for tame in Britain during the 1800 s was commonalty with measure afterwards measure turn toing issues much(prenominal) as operative conditions, instruction and faith each going a subject of argument. The close to of consequence of the enlightens nevertheless were the legislative re encipher that began with the 1832 reform measure and was proceed in 1867 and beyond. These premier(prenominal) devil measures nevertheless are the most distinguished of the statute law passed during the one C. It was the 1832 clean up incite though that was the defining narrow in British parliamentary History. It was the first major restructuring of the electoral system of rules in over five hundred vener capable-bodied ages, and as a consequence it is justified to name it a momentous event.Whether or non the recover roleplay of 1832 was great as it has been labeled or is slightly lesser in signifi stackce is a good inquiry. It could be stated that reform acts that respected accomplished much and affected a wider sector of the population than the maestro measure. The right Act of 1867 tantrums in to this class, it reached out to to a greater extent state than the legitimate act and as Gertrude Himmelfarb says, it was the aact that transformed England into a ushercracy. 1 However one reads that statement, in that respect has to be a starting leg and it is demanding to conceive of parliament doing such wide-ranging alterations like affranchising the working kinsperson in 1867 if non for the half(a)way category projecting already been enfranchise at some preceding trim back. Francis Herrick in that respectfore, is a bit more immaculate when he wrote that the Reform accuse of 1867 is by and large considered as the second measure in the long procedure which peacefully transformed the British authorities into a functioning democracy. 2 Reform took close to a century to finish, it did nt go on overnight. No 1 in 1832 paper that the advancement they had do was traveling to be the terminal of the route. Ellis A. Wasson makes this clear by stating conclusiveness was non their purpose, they went from utilizing the nose count of 1820 to that of 1830 to apportion seats maculation they were rewrite the measure because they tacitly admitted their s could merely be a makeshift step. 3 Herrick makes a good point when he says that 18th century British reform is a astory of the transportation of indemnity-making power from an brilliance to a in- amidst category, and from the in-between category to the great deal. 4 Therefore, the history of reform in Britain is, and it s most of import trice has to be, the act of 1832 when the first measure was accomplished by reassigning power to the in-between category. The Reform Act, for that ground, is of great effect non merely for what it achieved merely besides because it dress up in motion.APrior to the 1832 act, parliament was under the control of the aristocracy and the land elite in both the House of Lords and the House of parking lot. Those who sat there were repre displaceatives of the privileged on with being distinguished landh elderlyers. These work forces were besides leading in about any facet of British society. It can be argued that any sort of reform would be damaging to the domination the land-owning nobility held and it would look that these work forces would non pick out for a measure that would cut take their power scarcely, this landed elite dominated the establishments which passed the parliamentary reform Acts of the Apostless of 1832 and 1867. 5 One ground for their recognition of reform was that they saw problem looming in the skyline if there was non some kind of alteration was nt made. Encouraged by what they saw as a successful revolution in France, the people of Britain became resolute in their privation for a more representative authorities. The exemplification could be made that outside parlia mentary force per unit theater of operations to consequence reform was inspired by the in-between category along with a really convincing concern of a on the commercial enterprise category rebellion. This outside force per unit area could come in many another(prenominal) classs with the most popular being some type of presentation. Therefore, it is difficult to visualize the Reform Act being passed on its ain harmony and the curates merely had to look at the Catholic Emancipation of 1829, which saw widespread perturbation prior to its passing(a). After the 2nd reading of the Reform Bill was rejected there were public violences that took topographic point in Bristol every bit good as serious perturbations at Derby and Nottingham, and a roseola of less alarming presentations in other topographic points. 6 After two unsuccessfully efforts, the Reform Act was passed by the Commons and sent to the Lords on 26 March 1832 but non without another signifier of play. The Whig cabinet t hreatened to walk out if the male monarch did non demo his support for reform by naming 50 extra equals. When he did nt, Lord Grey resigned. Undeterred, the male monarch made an attempt to stupefy up a Tory disposal that advocated a more moderate reform by reappointing Wellington to make a untried authorities. This experiment did non employ the judge consequences and Wellington, recognizing that he could non sit a Front Bench of protagonists, terminate his effort to take office. Having no other option, the male monarch sent for Grey who retook his station and rapidly moved to present another measure. as shortly as he was made cognizant that the King s had come to an understanding with Grey and his Whig demands, Lord Althorp was reported to hold verbalise It completes the revolution. 7 Again, the Reform Act was the starting point of this revolution but its impact on future reform can non be understated. chatter of the town to the House of Commons on February 28, 1859, Benj amin Disraeli makes mention to its impact by stating that If we judge of the Act of 1832 by its effects it must be admitted that that policy was equal to the exigency it controlled and directed. 8 There was no great public call for reform in 1867 and what small there was had no existent judicature behind it. What small call for alteration there was out at that place was non concentrated on any individual step for policy-making reform. 9 Furthermore, the issue of reform played small portion in the election of 1865, which indicated a general satisfaction with the bing state of affairs. 10 Seven old ages after Disraeli s address on March 12, 1866, William Gladstone made similar mention to 1832 while presenting his measure when he said It whitethorn be said, and said really genuinely that at the clip there was a political heat and exhilaration, and a grade of apprehensiveness which do non now exista 11 The rudimentss of the Reform Act of 1832 were that it enfranchised the in-bet ween category. This meant that they could form as a political force. Power had been passed from the little bet of elect whose ascendants had entitled them to a more commercially minded, progressive base and skint the old landholders clasp on power. If Nelson s triumph at battle of Trafalgar saved Britain from Gallic invasion and is considered a decisive event of the nineteenth century, so the reform act should be considered merely as precious since it saved Britain from violent revolution from within. Phillips and Wetherell repeat an article in a 1836 issue of the Westminster Review that sang the congratulations for the measure by stating The passing of the Reform Bill was our pickings of the Ba silente it was the first act of our great political alteration. 12 Phillips and Wetherell offer inside informations to the consequence the original measure. Prior to transition of the measure, the people entitled to vote is difficult to gauge because there was no signifier of enrollme nt but the best-informed estimations suggest that instantly before the Reform Bill more than 400,000 Englishmans held a franchise of some kind. 13 This figure comes out of a population in the England and Wales that was estimated to be merely about 14 million at the 1831 nose count. 14 The public permitted to vote so, represents merely 2.86 per centum of the population in 1831.In its concluding signifier nevertheless, the gravid Reform Act expanded the entire electorate in surplus of 650, 000, which is an completed sum because of the infliction of a national system of enrollment. 15 The add-on of 250,000 red-hot constituency members hold inms little out of the entire population but correspond a 62.5 per centum gain in the figure of electors. Without incertitude, the Reform Act of 1867 permitted more electors. The 1861 nose count shows merely over 20 million people lived in England and Wales which is an addition of four million people in 30 old ages. The Reform Act passed six old ages subsequently added 938,427 new electors to the axial rotation, more than four times the figure enfranchised in 1832. 16 It is difficult to accept as true that parliament in 1867 would hold been in favour of a measure that enfranchised the in-between category and the on the job category at the same clip which would hold been the instance if there was no 1832 Act. Without it, there would hold been an addition of over one and a half million new electors in a individual act of parliament. Whatever the addition in electors was, it was the figure of seats in the authorities that should be considered of import and here is where the Act of 1832 made a bigger impact.Prior to 1832, the landed nobility controlled Parliament, along with icky boroughs, parliamentary communities that had decreased in size but ease elected members to the House of Commons. The reform measure did off with those icky boroughs as rightists in Parliament advocated the riddance of rotten constituenci es and the transportation of their seats to the more healthy county constituencies. 17 It caused 56 boroughs to be wholly disfranchised. It besides include 31 extra boroughs that had less than four-thousand dwellers ended up losing one of their two M.P.s. 18 The entire figure of seats affected in 1832 so, was 143, a considerable sum more than in 1867 where the figure was 52 boroughs.This teddy in seats in 1832 efficaciously ended the sulky monopoly on authorities and if one wanted to keep it, he would hold to regard on the support of the in-between category. The Act of 1867 did nil to change this as the mold ratio remained virtually the same as it had been with the 1832 act. Herrick considers this place and comes up with an effectual manner of thought by stating In other words, the boroughs, where the new voters were most legion, were given a slightly smaller portion of the representation in parliament, and the counties, where a much smaller figure were enfranchised, received a larger portion. 19 The Reform Act of 1832 enfranchised homeowners who paid a annual rent of at least 10 lbs. That meant that about half of the in-between category and all of the working category rancor of everything were still without a ballot. This was acceptable to the Whigs, who felt that those entitled to vote should be expected to utilize that privilege in an informed and responsible manner. 20 Seen from a current point of position, 1832 can be seen as an imperative door to a full representative parliamentary democracy. Subsequent reform was to follow and it would spread out the ballot to adult male homeowners in 1867 and produced aristocratic-collar bulks in a batch of urban communities. The Third Reform Act of 1884 extended the franchise even further passing the ballot to mineworkers and many farm labourers. Wasson explains that although it has been argued that the 1832 act had no necessary wake, one can see clearly the importance of the impact of reform on the relat ionship between members of Parliament and their components. 21 He goes on to explicate how The decisive minute in blue resignation came with the first measure and non with the 2nd. There is no uncertainty that future steps were bound to go on and there can be no inquiry that their success be would come as a consequence of the first Act.Neither the Acts of 1832 or 1867 were perfect, there were issues with both, while the 1832 act was a beginning, 1867 was supposed to repair the issues left by the earlier act. The 1867 Reform Act contained unjust characteristics of its ain. The existent consequence of this inequality is ostensible when the re-distribution clauses are considered. 22 The unequal redistribution of seats in 1867 in malice of everything left citizens in the Midlands, London and countries of the North without adequate power to talk for them in Parliament. The unequal allotment of seats still favored the landowning categories who were able to pull strings the representat ion of the smaller borough seats.The old ages before and after the Great Reform Act of 1832 were critical minutes in the model advance of Britain accomplishing societal equality. This alteration was started with the motion to establish the rights of spiritual minorities. Soon, nevertheless, governmental reform took on a life of its ain and led to a cardinal interruption down in the constitutional order of Britain. However, such extremist steps as undertaken by parliament at the clip, were able to rectify most of the jobs and electoral corruptness would be eliminated and pureness and honor restored to the full electoral procedure. 23 The Reform Act of 1832 deserves to be separate as great for a smattering grounds. The chief purpose of its blue God minds was to free the representative system of untenable characteristics, and to bring forth a better representation in the House of Commons of the belongings and intelligence agency of the state. 24 With this accomplished, it reduced of the figure of nomination boroughs conveying about a new footing of order in political relations. The reform reshaped the political landscape accidentally it introduced a new political system by by chance changing the relationship between elections, electors, and the parliamentary parties. 25 The Reform Act may be seen as the terminal of the old order. However, its illustriousness is in the fact that it was done with future reform in head and it was done instead peacefully. The dominant nobility, still in control of the State, had acted, in some respects against its ain sectional involvements, to reform the Constitution by Act of Parliament, without revolution or civil war. 26 The measure did non leave office nobility but it was the first and most of import measure in the nobility s supplanting. 27 Future reform including the Act of 1867 was of import but there is no uncertainty that The decisive minute in blue resignation came with the first measure and non with the 2nd. Subse quent steps may non hold been inevitable, but they were made possible. 28 While non all inclusive, the Great Reform Act started Britain on the route to a better signifier of authorities. The first measure of acknowledging that representation was flawed and coming to the belief that the in-between category deserved a voice in their authorities was the most of import factor that guided subsequent reform. By the terminal of the 19th century, Britain was in front of her European neighbours when it came to democratic representation due to the fresh 1832 run in the dark.

Linear and Circular Model of Communication Essay

Any act by which angiotensin-converting enzyme someone gives to or receives from an distinct someone, information about that persons needs, desires, perceptions, knowledge, or emotive states. Communication may be intentional or unintentional, may charter conventional or unconventional signals, may analyze linguistic or nonlinguistic forms, and may occur through spoken or other modes.In light of the above definition of chat, the achiever of the Linear and bank bill model of dialogue is dependent upon how successful the pith is transmitted and if at that place is a desired effect on the person that is addressed in the communication process. Aristotles model of communication came to the conclusion that the last person in the communication chain the receiver holds the key to whether or non decorous communication has taken place. In Shannon and weaverbirds 1949 model of communication the communication process is described as a one way one-dimensional process in which the sp eaker speaks and the date stamper listens, when she takes the variable of noise or interference or any distorting measures into place in her equation we tush see that the running(a) model cannot work.If distortions do happen within the transmission process and information is not transmitted accurately both Aristotle and Lasswell opening is infringed upon as in the case of Lasswell the desired effect would not be achieved or with Aristotle the whole process f solelys apart because the proper message is not transmitted to the person that is being addressed. The main flaw of the linear model therefore is where communication is depicted as a one way process where speakers only speak and never listen and this implies that listeners listen and never speak or steer messagesSchramm 1955 and Wood 2009 sought to overpower the non-relevance of this theory in the evolving world of communication by developing the synergistic model of communication, this model saw the receiver or listen der providing feedbacks to the sender or speaker. The speaker or sender of the message also listens to the feedback given by the receiver or listener and both the speaker and listener take turns to speak and listen to each other. This feedback is given either verbally or non-verbally of in both ways. This model which bears more realistic appeal to a real conduct like structure is not substantially different from the circular model of communication as it also depicts communication as a high-powered process in which both the participants are actively engaged in encoding, transmitting, receiving and decoding messages.Providing an example on the applicability of this in the modern era of communication we can take the example of a press meeting conducted by a firm in the count of some scandal that the firm is facing. If we were to follow the linear model of communication, the person conducting the conference would say all that he or she has to say, taking Shannon and Weavers variable of interupptions out of the equation we can still see that this situation is not a perfect example of communication for more reasons.First the delivery of a point maynot have been put into proper words and there the throng in attendance at the conference would not get the correct point as there would be no way for them to clarify from the spokeperson what they mean. Secondly everything about the situation may not have been dealt with and there is no way that the attendants can demand fromt he spokesperson if everything is addressed. Finally there may be an posting from the attendants about the issue that may significantly change the course of communcation however thay observation cannot be told to the spokeperson because of the rigidity of the linear model of communication.The transactional model which bears no substantial differene to the circular model of communication drove the final nails in the coffin to the linear model of communication. This model was later developed to dea with the major(ip) drambacks in the interactive model, drawbacks which included inability to indiacted that communicators can both send and receive messages simultaneously and that failure to show that communication is a dynamic process which changes over time. There are three implications of the transactional model that shows that the rigidities of the linear model is not very practical to effective real life communication.Firstly communication is an ongoing and continuously changing process, you are changing, the people with who you are communication are changing and your environment is also continually changing, secondly in an transactional process, each element exists in relation to all the other elements, there is an interdependence where there can be no source without a receiver and no message wihtou a source, in the long run each person in the communication process reacts depending on factors such as their background, prior experience, attitydes cultural beliefs and se lf esteem.From the above we can reckon that Communication is not linear, but circular the rigidities of the linear theory which makes it brassbound demonstrates that. Various works also byThe linear model bases its success that there is a clear cut beginning and end to communication and there is no feedback from the receiver. Basing our analysis of circular and linear communication in a business environment

Why Prostitution Shouldn’t Be Legal?

whoredom is a universe wide controersial matter that has been around for many a nonher(prenominal) an(prenominal) years. Prostitution itself is an old profession, but what about it leads to controversial arguments and opposing ensure points from our society? The conceit that prostitution poses of selling ones body in exchange for money has had a negative impact in our society since it was first introduced into our presence. The many stake factors that follow prostitution, for example HIV, are one of many problems associated with going against effectualizing prostitution. How incessantly, many people feel that diseases will be less frequent with legalizing prostitution.I would equal to further explore this topic throughout the course of the semester, and gain an compound insight involved on each opposing sides point of view towards the issue, while finding the relevant information needed to back up my ideas and theory for this particular topic. Prostitution is an utmost(a ) form of gender discrimination. legitimation of this emphasis to women restricts womens freedom and citizenship rights. If women are eachowed to become a legitimate commodity, they are consigned to a second-class citizenship. Democracy is subverted Donna Hughes Making the Harm VisibleThere is intense regard surrounding the legalization of prostitution. Full legalization involves prostitution taking the comparable status as any other occupation, i. e. giving charge workers vex to tender security and healthcare, regulating their places and terms of employment, etc. In many EU countries prostitution is de- turnized, in other words, it is not a criminal offence to work as a prostitute. In the words of Hughes Considering the documented harm to women who are trafficked and prostituted, it is notwithstanding logical that women should not be criminalized for beingness the victim of those abuses.Decriminalization also means that women will not fear accommodate if they seek assis tance and may be more than likely to manifest against pimps and traffickers. Hughes goes on to argue that profiting from the services of a prostitute should be a crime in law, be this as a man purchasing versed services, or as anyone gaining financial profit from a call down workers activity But thither absolutely should be no decriminalisation for pimps, traffickers, brothel owners, or the men who buy women in prostitution. All legal reforms should aim to stop these perpetrators and profiteers. In her Factsheet on Prostitution, Melissa Farley argues that prostitution is a) sexual harassment b) rape c) battering d) verbal abuse e) domestic violence f) a racist practice g) a violation of human rights h) childishness sexual abuse I) a consequence of anthropoid domination of women j) a means of maintaining male domination of women k) all of the above The well cognise Andrea Dworkin is part of the feminist camp which claims Violation is a synonym for sex act (Dworkin, Interco urse), and prostitution is no exception Beyond that, prostitution is the not only the affirmation, but the result of male supremacy.In a 1992 speech called Prostitution and male supremacy, Dworkin claims When men use women in prostitution, they are expressing a pure plague for the female body. It is as pure as anything on this earth ever is or ever has been. It is contempt so deep, so deep, that a only human life is reduced to a few sexual orifices, and he can do anything he wants. Dworkin too asks how to define prostitution, she provides an answer Prostitution is not an idea.It is the mouth, the vagina, the rectum, penetrated usually by a penis, sometimes hands, sometimes objects, by one man and indeed another and then another and then another and then another. Thats what it is. Andrea Dworkin was speaking at a symposium with the focus of translating ideas from academia to action, but Farley claims Dworkins brand of feminist movement is dead. Citing Catharine MacKinnon In th e past, we had a womens movement which understood that the weft to be beaten by one man for sparing survival of the fittest was not a factual choice, despite the appearance of consent a marriage contract might provide. .. Yet now we are supposed(a) to believe, in the name of feminism, that the choice to be fucked by hundreds of men for economic survival must be affirmed as a real choice, and if the woman signs a model release there is no coercion there. Farleys factsheet publishes results from one study which found 75% of women working as escorts had essay suicide, and Hughes too points to the harm done to women through prostitution Prostitution causes extreme harm to the body and the mind.Women, who survive the beatings, rapes, sexually transmitted diseases, drugs, alcohol, and emotional abuse, bug out from prostitution ill, traumatized, and often, as poor as when they entered. Calling on presidencys to run across that womens bodies and emotions belong to them, Hughes s ays that is a state permits prostitution to flourish, a certain mountain of each generation of young women will be lost. Prostitution should not be legalized. Legalization means that the state imposes regulations under which women can be prostituted. In effect, regulation means that under certain conditions it is permissible to elbow grease and abuse women. In 1998 the Swedish government brought a bill to sevens which would in effect criminalize the buyers of sexual services, penaliseing them with a sinister fine or 6 month in jail. The bill as cited by EUROPAP states This new prohibition marks Swedens attitude towards prostitution. Prostitution is not a desirable social phenomenon. The government considers, however, that it is not reasonable to punish the psyche who sells a sexual service. In the majority of cases at least, this person is a weaker partner who is exploited by those who want only to satiate their sexual drivesIt is also important to motivate prostitutes to seek help to break their way of life. They should not run the risk of punishment because they have been active as prostitutes. The legislation in Sweden was not only the result of lesser social acceptance of prostitution, but also an effort to eradicate trafficking. de jure able to sell her body, albeit for a short period of time, women become commodities. Commodification of women not only leads to women becoming second class citizens, but it also normalizes the sentiment of a human being becoming the property of someone else.For Hughes, there is no difference amidst trafficking which is by now universally know as a severe violation of human rights, and prostitution, which in europium is widely tolerated, occasionally partly legal, and in the case of Holland, entirely so Prostitution is consuming thousands of girls and women and reaping enormous profits for organized crime in post-communist countries. In addition, each year, several hundred thousand women are trafficked from eas terly European countries for prostitution in sex industry centers all over the world.The practices are extremely oppressive and incompatible with universal standards of human rights. The sex trade is a form of contemporary slavery and all indications name its growth and expansion into the 21st century. The European Parliament reports that police do not expect the sex trade to grow substantially in the Nordic region, however, the Swedish government hopes By prohibiting the purchase of sexual services, prostitution and its damaging effects can be counteracted more effectively than hitherto.The government is however of the view that criminalization can never be more than a supplementary element in the efforts to reduce prostitution and cannot be a substitute for broader social exertions. Hughes would agree that there is a wider social context however she says Above all, state bodies and non-governmental organizations should understand that prostitution is a demand market created by men who buy and sell womens gender for their own profit and pleasure.Legal reforms should therefore create remedies that assist victims and prosecute perpetrators The learning of the prostitute as a victim is one which resounds through the belles-lettres against legalization of sex work. For Dworkin, the prostitutes is a victim of male supremacy, poverty and/or incest, and Catharine MacKinnon puts prostitution in a wider context in Prostitution and well-mannered Rights The legal right to be free from torture and cruel and untamed or degrading treatment is recognized by most nations and is internationally guaranteed.In prostitution, women are tortured through repeated rape and in all the more conventionally recognized ways. Women are prostituted precisely in smart set to be degraded and subjected to cruel and brutal treatment without human limits it is the opportunity to do this that is exchanged when women are bought and sold for sex. An alternate school of feminism sees sex work as empowerment, and the sex worker as wilfully exerting and exploiting her power over the client.For Hughes, the concept is impossible Most arguments in advance of legalization are based on trying to distinguish between free and forced prostitution and trafficking. Considering the extreme conditions of exploitation in the sex industry, those distinctions are cipher but abstractions that make for good academic debates. They are, however,