Subject-Verb Agreement in Sindhi and English Essay Example for Free

Subject-Verb promise in Sindhi and slope EssayAbstractIn this paper, the researchers particularly investigated the beat verb correspondence in Sindhi and English utter communications. English and Sindhi ar twain entirely contrary spoken styles. There ar differences in their phonology, morphology and syntax also. In this paper, the researchers examined the difference amidst unmatched of the aspects of syntax, specially the difference amongst cogitation verb apprehensions in both the nomenclatures. syntacticly English is a transfer initial SVO language and Sindhi is a head Final SOV language. These two languages differ not nevertheless in phonology, morphology and syntax scarce they harbor also got difference in their origin. First the conduct shows a brief look at origin of Sindhi and English languages. Then subject verb musical arrangement in Sindhi and English is analysed mortally, afterwards there is a outline of comparison between these two langua ges in subject verb agreement.Key words Subject-verb, pledge, Paryog, Head, comparative degree, SyntaxIntroduction SindhiSindhi is an Indo-Aryan language with its roots in the Lower Indus River Valley. Sindhi language is one of the most ancient languages of the world, which be colossals to the Indus Valley Civilization. This language is the family member of the languages a desire Urdu, Persian, Sanskrit, Arabic, Hindi, and so on. Sindhi employs Perso-Arabic script and thus is written from right to left in counterpoint to the most of the Western languages which are written from left to right (Shaikh 1986). lecture in India www.languageinindia.com ISSN 1930-2940 136 June 2013 Mubarak Ali Lashari and Amara Aftab SoomroSubject-Verb intellect in Sindhi and English A Comparative StudySindhi takes its name from the river Indus, known in earlier times as the Sindhu. Today Sindhi is spoken in the province of Sindh, Pakistan where it is recognized by the government as the official langu age of the province. Nearly half of the population of Sindh province lives in rural areas, where Sindhi is the primary language. In the urban centers of Sindh, Sindhi competes for status and speakers with Urdu (the national language of Pakistan), and increasingly English. Sindhi is also spoken by about 2.5 million plurality in India, including major communities in Gujarat, Mumbai and Pune, where immigrants from Sindh relocated after the 1947 partition of India and Pakistan. Beyond the Indian subcontinent, Sindhi is spoken by large Diaspora communities in the United Kingdom and the United States, and around the world.EnglishThe history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes were the Anglos, the Saxons and the Jutes. They crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. except most of the Celtic s peakers were pushed towards west and north by the invaders mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called Englics from which the words England and English are derived.English is a head initial SVO language, shows distinctive agreement only in the third soul whimsical, present tense up nervous strain of verbs, which are marked by adding -s (walks) or -es (fishes). The rest of the psyches are not gilded in the verb (I walk, you walk, they walk, etc.). In English, singular verb generally make up an s at the culmination, plural signifier verbs do not, and Nouns are the opposite, uniform book (singular noun), walks (singular verb) and books (plural noun) , drive (plural verbs) etc. Language in India www.languageinindia.com ISSN 1930-2940 136 June 2013 Mubarak Ali Lashariand Amara Aftab SoomroSindhi StructureIn Sindhi, the order of words in a sentence differs from English. The verb typically appears at the end of the sentence in Sindhi, while in English, it comes after the subject, but not at the end of the sentence.Syntactically, Sindhi displays a host of properties that are typical of Indic languages as a whole. Sindhi is a head-final SOV language. Postpositions are attested and affixation is largely suffixal. Sindhi verbs agree with their subjects in somebody, gender, and arrive. All inflection proceeds by way of affixation. Sharaf ud Din Islahi, in The linguistic connections of Urdu and Sindhi languages (Urdu-Sindhi ke Lisani Rawabit), affirms the above claims that Sindhi language is closely associated with the sub-continental languages. He confirms that Urdu and Sindhi are two such languages of the sub-continent in which much linguistic relations and agreements are found. Their phonetic system is almost same. Their grammar is closely related. Their lexicon and semantics are inter-connected. Their scripture is almost same. Their literary traditions are also almost analogous.(pp. 61 )Sindhi language has taken birth from Sanskrit and Prakrit and its letters of Alphabets are mostly from Sanskrit (Shaikh 1986, pp,6). Now we get out have a brief investigation of syntactical differences between Sindhi and English language. Syntactic difference between English and Sindhi.Structure dependency seems common in all the languages. This asserts that familiarity of language relies on the structural relationship in sentences rather than the sequence of words. (Chomsky 1988).Yet language differs in many ways if knowledge of language consisted simply of unvarying principles, all human languages would be identical. The theory of Head parameters specifies the order of elements in a language. It asserts that some languages are head-initial and some languages are head-final. We are here concerned with English and Sindhi language, so the syntactic differences of both these languages are accustomed below1. English is a head-initial language and Sindhi is a head-final language. d ifferent differences are2. Sindhi is written from right hand rule, while English is written from left hand side. precedentThis is English. - (He Sindhi Ahe) 3. In Sindhi language, the auxiliaries such as. --- ,- - ,-- ,- appear at the end of the sentence, while in English auxiliaries appear in middle of the sentence.ExampleThis is my book. (He Muhjo Kitab Ahe) 4. In Sindhi language, verbs come after the object of the sentence, while in English language verbs come before the object of the sentence.ExampleI am eating.- (Aaon Khai Rahyo Ahyan)- 5. In Sindhi language, preposition comes after the object, while in the English language object comes after preposition.ExampleI am going to School. (Aaon School Danhn Wajji Rahyo Ahyan) Subject Verb AgreementSubject-verb agreement is a grammatical rule, which states that the subject and the verb must agree in a sentence. The subject normally names to the noun or pronoun that tells us whom or what the sentence is about. A ve rb normally has a singular and plural form in the present tense. Agreement allows us to show whos doing what in a sentence by indicating which part of the sentence go together. In languages where the verb is inflected, it often agrees with its primary argument (the subject) in person, number, and/or gender. The word whose form is determined by the other is said to be agree with it. Agreement underside occur over short or long distances in sentences (Neelman and Weeman 1999).For example consider the following sentence John blames themIn this sentence, the verb blames agrees with the subject John. And the subject is licensed by agreement. There is no agreement between the verb and object them.Subject Verb Agreement in EnglishSubjectThe word that represents the doer or agent of an action or set of actions in a sentence is either a noun (e.g., pen, car, Jessica etc) or a pronoun (e.g., we, they, he, she etc). It ignore be either a singular or plural.1. Your sentence may have a compoun d subject.2. Your subject bequeath never be in a prepositional phrase.3. Usually your subject comes before your verb.VerbThe word/words represents the actions of a sentence (e.g., is, went, willing place, have taken, will have been observed, etc.). Wren and Martin (2002) define verb as A Verb is a word that tells or asserts something about a person or thing. Verb comes from the Latin verbum, a word. It is so called because it is the most important word in a sentence (pp. 65).Subject verb agreement refers to the change in the form of a verb depending on its subject. Wren and Martin (2001) say thatThe subject of the verb, like the personal pronouns, has three persons- the first, the jiffy and the third. The subject of a verb may be first person (I, we), second person (You singular, You plural), or third person (he, she, it, they). In English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense.Present deform remainingPluralI eatThey eatYou eatYou eatHe, She, It eatsWe eatPast tenseSingularPluralI ateThey ateYou ateYou ateHe, She, It ateWe ateThe subjects above granted are not underlined. The verbs are plain-spoken and underlined. Now look at the present tense conjugations of verbs, because that is where you will see a difference. In the present tense, all of the different subject uses eat get out for the third person subjects he, she, and it. If you are using what are called regular verbs, you will ever add this -s after the third person subject. Therefore you substructure say I like apples, You like apples, but if you use She, you must say She likes apples.English grammar is not quite this simple in practice because people dont always use the words I, She, He, They, We, You, and It. Usually they are more specific rather simple. For instance say, My sister teaches a class at college or Joe and Jessica always dress well. Now look at the subject and than decide what sign of word of pronoun it is. My mother is a She, so the verb must include an s or es. Joe and Jessica are they, so the verb will not have the s or es ending.Regular vs. Irregular VerbsThis is a runty more complicated because there are two types of verbs Regular and irregular. Regular verbs such as walk, play, jump and always follows s as stated above. and in the past tense form you will add ed to make walked, played, jumped. But irregular verbs do not follow this pattern. Below are given three most common irregular verbs and their conjugations, which you will have to memorize in order to use them correctly.To BePresent TenseSingularPluralI amWe areYou areYou areHe, She, It isThey arePast tenseSingularPluralI wasWe wereYou wereYou wereHe, She, It wasThey wereTo HavePresent TenseSingularPluralI haveWe haveYou haveYou haveHe, She, It hasThey havePast tenseSingularPluralI hadWe hadYou hadYou hadHe, She, It hadThey hadTo DoPresent TenseSingularPluralI doWe doYou doYou doHe, She, It doesThey doPast tenseSingularPlura lI didWe didYou didYou didHe, She, It didThey didSome extra Rules*When you have a subject with both the singular or plural noun like Mr,Anderson and the students)., make the verb agree to the closest one. For instance, Jessica and the students like their university.*Make sure that contradictions like isnt/ arent, dont/ doesnt, havent etc agreewith the verb. For instance,Joe doesnt like macroni. (Does not)The Andersons dont like pizza. (Do not)*Words that come between a subject and its verb do not affect the number (singularor plural) of the subject. You must determine which word is the sentences subject and then use it to decide whether the verb destinys an -s ending. For instance, .A computer with a variety of memory chips serves a special purpose. Computers with a variety of memory chips serve a special purpose.* If the verb comes before the subject, it electrostatic need to be conjugated. For instance, There are three children with the cat in the garden.* If you see who, which or that as a subject, than use the type of the verb that best suits the noun the who, which or that stands for. For instance. Maira is the type of person who is always silent.Maira is one of those girls who are always silent.Subject Verb Agreement for Compound SubjectsA compound subject is made up of two or more subjects that are connected by a coordinating conjunctions. Both the subjects have the same verb. Language in India www.languageinindia.com ISSN 1930-2940 136 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro*When the compound subject is connected by and. It is treated as plural. Forinstance,Rabia and Sadia are my sisters.Ahmed and Aslam are absent.*A compound subject that refers to one thing/idea/person or to somethingconsidered as one unit is treated as singular.The producer and director of the film has won an award.(When one person is both the director and producer).* When there are two singular nouns joined by or or nor, use the singular verb. This is because you are looking at the noun separately, not as a combination. For instance,Neither soap nor John wants to do singingThe mango or the apple juice is all right with me.* A compound subject made up of a singular subject and plural subject connected by or or nor is treated as follows.1. Singular, if the subject close to the verb is singular. For instance, any the students or the teacher has taken the globe from here. (Teachersingular)2. Plural, if the subject close to the verb is plural.Neither the ship nor the boats are in sight. (Boatsplural) * When the subjects joined by or/nor are of different persons. The verb agrees with the nearer subject.Either he or I am guilty.Neither you nor they are responsible.* Two nouns qualified by each or every, however though connected by and, requires a singular verb. every(prenominal) male child and every girl was given a packet of sweets.Specific Cases of the Subject-Verb Agreement* A collective noun can be treated as a singular or a plural depending on the context. *Collective nouns like group, team, committee, class, family treat a group as a sensation entity and therefore, should use singular verbs. For instance, 1.The group is cooperative.2. The hockey team has great players.*It is treated as a plural when the components of the noun are consideredindividually. For instance,The committee have issued individual dissenting notes.The board of directors are divided on the implementation of the reforms.*Always match the indefinite pronouns such as much, someone, anyone,everyone, anything, nothing, something, everyone, each, every, either, neither, no one, one, other etc with singular verbs. For instance,Every one is anxious about me.Anyone who has got a problem, please stand up.*Some nouns like news, civics, mumps, physics, mathematics are singular andshould be matched with the singular verbs. For instance,Mumps is a terrible diseaseNo news is good news.*Some nouns like spectacles ending in s however are treated as plural eventho ugh they refer to one thing or pair .for instanceHis spectacles are broken.* Some indefinite pronouns such as few, many and several are always plural. For instance,Several new products were introduced recentlyFew girls were absent yesterday.* Certain words such as any, all, most, more, none, bounteous, and plenty can either be singular or plural.1. They are singular, when they refer to one thing or person or to a portion of something and, hence they a singular verb. For instanceMost of the work is over.2. They are plural, when they refer to a number of individual things, persons, and places and hence they take a plural verb. For instance,Most of my neighbours are government employees. ( several)* Many is singular as it modifies with a singular noun. For instance, Many students tries hard to pass this entrance exam.* Titles of books, magazines, etc are singular. For instance, The ArabianNights is still read by many people.*Words or phrases that express an amount of money, fraction, distance, orinterval of time are singular. For instance, xx kilometres is a long distance.One hundred rupees is enough for this labour.* Class nouns denoting clothing, furniture, cutlery, stationary, etc. are singular. This stationary is expensive.Davidson (2003) states that sometimes it is not the immediate subject, or what seems to be the subject of the verb that determines whether the verb must be singular or plural, but some other words or phrase in the sentence. For example The boy who is playing outside is my son. (the boy is the antecedent of the relative pronoun who).Subject Verb Agreement in SindhiIn Sindhi , the verb agrees with the subject and its number (either singular or plural), gender (masculine or feminine) and persons ( pronoun) .The word Kartar or karta means Faail, which we can say Subject in English and the Kartary means Faailey( Kam Kandarr ) which we can say Subjective in Englishlanguage.The verb in Sindhi can be defined as a word that shows to be, to do, t o have or an action on something, that is said to be a verb or in short a word which tells something about a person or thing etc. (Baig1992, pp.2).Verb which in Sindhi language is called Fael has two main kinds. According to Allana (2004),All the Dravidian languages have two kinds of verbs Fael Mutaadi and Fael Lazmi (pp. 262). They are same as 1. Fael Lazmi (Intransitive verb) and 2. Fael Mutaadi (Transitive verb) same as in English language.In Sindhi, the agreement is said to be a Nisbatoon or Paryoog, Paryoog of Sindhi language is taken from Sanskrit language which means Nisbatoon or Melap, or we can say agreement in English language. which shows the verb agreement with other componentsThere are three types of Nisbatoon or Paryoog in Sindhi language. 1. Kartary paryoog (Subjective agreement).2. Karmani paryoog (Objective agreement).3. Bhawei Paryoog (Neuter agreement).Here we are concerned with the Kartary Paryoog (Subjective agreement). 1. In Sindhi language, showing the number agreement of a verb with its subjects. - (Chhokro khedde tho Boy plays)- -(Chhokra kheddan tha Boys play) - * In the former sentence, the subject is singular in number, than the verb agrees to it as khede tho.* In the later sentence, the subject is plural in number, the verb agrees to it as khedan tha. Lets look at some more examples (Ho Masjid wayo He went to mosque) (Uhe Masjid waya, They went to mosque)- * In the former sentence, when there is a singular subject as Hu (He), than it takes singular verb aswayo. ( went)* In the latter sentence, when the subject is plural in number as Uhay (They), than the verb changes from wayo to waya particularly in Sindhi language.2. All the Sindhi nouns belong to one of the two noun genders, feminine and masculine. A verb in the clause agrees to the gender of the noun. For example, the verb laugh agrees with the gender of the subject. (Chhokro khilyo Boy laughed) (Chhokree Khilee, misfire laughed) - Masculine nouns commonly occur with the vowel endings -o in the singular , and with the aa in the plural. And feminine noun commonly occur with the vowel endings i in the singular and oon in the plural .Verb agreement in Kartary Paryoog changes according to the gender of the subject. For instance, (Chhokro khedyo huo Boy had played)- - (Chhokri kheddi hue, Girl had played)- * In the former sentence, there is a masculine gender - ( boy), the verb agrees to it as -* In the later sentence, there is a feminine gender -( - girl), the verb agrees to it as - .Lets look at some more examples. (Ahmed School wayo, Ahmed went to initiate). (Rabia school wayee, Rabia went to school)- * In the former sentence. If there is a masculine gender (Ahmed), the verb agrees to it as -- * In the later sentence, when there is a feminine gender (Rabia), the verb agrees to it as - - kinda of -.- 3. The changing of the verb agreement of Sindhi language according to the persons (pronoun). For instance, (Aaon khedandus, I shall pl ay)- - (Aseen khedandaseen, We shall play)- - (Hoo khedandee, She will play) (Uhey khedanda, They will play) Language in India www.languageinindia.com ISSN 1930-2940 136 June 2013 Mubarak Ali Lashari and Amara Aftab SoomroSubject-Verb Agreement in Sindhi and English A Comparative Study487In the first sentence, when the pronoun is first person singular , the verb stand for it as -.-In the second sentence, the subject is first person plural, the verb agrees to it as a .- In the third sentence, the subject is third person singular, the verb agrees to it as - In the fourth sentence, the subject is third person plural, the verb agrees to it as -Differences between the Subject Verb Agreement in Sindhi and EnglishHere are some of the areas where English and Sindhi subject verb agreement differs. LikeAgreement with PersonPresent TenseEnglishSindhiI speak you speak he speaks She speaksWe speakThey speak Now we can see from the above given examples that in English a ve rb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Now look at the present tense conjugations of verbs, because that is where you Language in India www.languageinindia.com ISSN 1930-2940 136 June 2013 Mubarak Ali Lashari and Amara Aftab SoomroSubject-Verb Agreement in Sindhi and English A Comparative Study488will see a difference. In the present tense, all of the different subject uses speak except for the third person subjects he, she, and it. If you are using what are called regular verbs, you will always add this -s (speaks) after the third person subject. But in Sindhi, all of the different subjects agree with different verb forms, as the first person subject - -agrees with the verb - , and - agrees with the verb - instead of - .- The second person subject - agrees with the verb - .- And the third person subject - -agrees with the verb - -- , - uses with the verb - and - - uses with the verb - - a nd In Sindhi main verb comes with the auxiliary verb like - . -here - - is a main verb and - -is an auxiliary verb. other auxiliary verbs are like - -- ,-- ,-etc Past TenseEnglishSindhiI visited you visited he visited She visited We visitedThey visited Now we can see from above given examples that in English, a verb doesnt changes form for the first, second or even for third person subject in the past tense, you can see that, all of the different subjects agrees with the verb visited . But in Sindhi, the case is different. The entire different subject uses different verbs in the past tense too. As for the first person subject - uses the verb - and - agrees with the verb -.- and the second person subject - -usesthe verb - .-And the third person subject -(-He) uses the verb -,- Hua (She) uses the verb - - and - agrees with the verb -.- Future TenseEnglishSindhi. I will drink you will drink he will drinkShe will drink We will drink they will drinkNow we can se e from above given examples that in English, a verb doesntchange its form for the first, second or even for third person subject in the future tense, you can see that all of the different subjects agrees with the verb will drink. But in Sindhi, the case is different in future tense also. The entire different subject uses different verbs in the present, past and even in future tense. As the first person subject - -uses the verb with it as - ,- and - - uses the verb ,- the second person subject - -uses the verb - - and the third person subject - -agrees with the verb - -- , agrees with the verb -- and - - agrees with the verb - - Agreement with sexual activityThe boy had cry The girl had cry Now you can see in the above given examples that in English, the subject for both the genders (masculine and feminine) as the boy and the girl agrees with the verb cry.But in Sindhi, the masculine subject - -agrees with the verb as - -with vowel ending o, but the feminine subject - - agrees with the verb as - - with the vowel strong ending i. for more understanding another example isThe dog ran The cat ran Dog is the masculine gender and cat is the feminine gender, In English the verb doesnt change its form for different gender subjects. As in above examples, the verb agrees to both the gender subjects dog and cat as ran. But in Sindhi, the verb changes its form for different genders. As the gender (masculine) subject -agrees with the verb as - ,- and the feminine gender subject - -agrees with the verb as - - with the vowel endings o and I respectively.Agreement with NumbersThe boy plays The boys play She eats They eat In English, we will always add this -s after the singular third personsubject he, she, and it, and a verb has a singular and plural forms in the present tense only. the boy is a he so the verb must include an s or es ending like plays. and for plural subject as the boys refers to they, the verb will not have the s or es ending like play. Same is the case with She agrees with the verb as eats, and They agrees with the verb as eat.And in Sindhi, the subject - -is a singular in number. Then the verb agrees to it as - ,- But if the subject - -is plural in number than the verb agrees to it as - .- Same is the case with the singular subject - -agrees with the verb as - - and the plural subject - - agrees with the verb as - .- Similarities in Some CasesHere are some of the areas, where English and Sindhi share a common rule for subject verb agreement like* Every verb should agree with the subject in number and person. For instance, English They like sweets. (They=plural, like=plural).Sindhi Uhay mitha pasand kan tha. (Uhay=plural, pasand kan tha=plural) * When a compound subject is connected by and, it is treated as plural in both Sindhi and English. For instance,English Rabia and Sadia are my sisters. (Are= plural)Sindhi =--( plural) * If two singular nouns refer to the same person or thing, the v erb treated as singular in both Sindhi and English. For instance,English The producer and director of the film has won an award. (Has won= singular).Sindhi = --( - singular). (When one person is both the producer and director).* Words joined to a singular subjects by words such as with, as well as etc are treated as singular in both Sindhi and English.English Sanskrit as well Arabic was taught there. (Was taught = singular).Sindhi - = -( .- singular).* When the subjects joined by the or or nor are of different person. The verb agrees to with the nearer in both Sindhi and English.English Neither you nor he is responsible. (He = singular, is = singular).Sindhi = --( - singular, - = -singular) English Either he or I am guilty. (I = singular, am = singular) Sindhi = - -( .- singular, =-singular).* When the plural noun is a proper name for some single object or some collective unit. It follows a singular verb in both Sindhi and English. English The Arabian Nights is still a great favourite. (Arabian Nights = plural, is = singular)Sindhi -( Arabian Nights = plural, - = -singular)*The collective noun can be treated as singular in both Sindhi and English ,when the noun is considered as a single unit.English This group is cooperative. (Is = singular)Sindhi - = --( .- singular)* Words and phrases that express an amount or money, fraction, distance, or interval of time are singular in both Sindhi and English.English Twenty kilometres is a long distance. (Is = singular) Sindhi - =-( singular)English One hundred rupee is a large sum. (Is = singular)Sindhi - = --( - singular) ConclusionFrom above analysis, we have examined that the subject and the verb agrees in a sentence. Agreement allows us to show whos doing what in a sentence by indicating which part of the sentence go together. And through above analysis of comparison between Sindhi and English verb agreement, we have come to know the difference as we ll as the similarities in subject verb agreement in both languages. =========================================================ReferencesAhmed, S , Shah, Z. Qurat-ul-Ain (2004) , Syntactical Translation System for English to Sindhi translation. A paper presented in National Conferenceon EmergingTechnologies 2004. Retrieved fromhttp//www.szabist.edu.pk/Publications/Session%20VI%20Paper%20No%201%20(P %20112-115).pdfBajwa.F (-), The fundamental of English Grammar and composition. Nela Gumbal, Lahore Zia PublishersBarber, C. (1964). The Story of language. genus Pan piper/ Pan books Ltd. Cook.J. V. (1996). Chomskys Universal Grammar. Hong kong, Blackwell Publisher. Cole, J.S (2006), The Sindhi language. Asian Educational Services. Catherine (2013), BBC learning English, subject-verb agreement. Retrieved from http//www.bbc.co.uk/worldservice/learningenglish/radio/specials/1844_gramchalleng e47/Language in India www.languageinindia.com ISSN 1930-2940 136 June 2013 Mubarak Ali Lashari and Am ara Aftab SoomroSubject-Verb Agreement in Sindhi and English A Comparative StudyPing, L. G. (2012). An Alternative method of teaching subject verb agreement. The Teacher English, Vol. XLI(2) December 2012. Retrieved from http//www.melta.org.my/ET/2012/vol2/MELTA-9.pdfGuha, I. Guha, K. (2005), The Grammar tree, Essentials of Grammar and Compositon. Oxford University press.Jokhiyo, M (2008), Sojhro, Sindhi Grammar Jo Majmuo. Kandiaro, Roshni Publishers.Lashari, M. (2011). Syntax in action, verb agreement in Sindhi language. language in India journalSubject verb agreement, writing centre module retrieved on 10/04/2013 from http//www.greenriver.edu/Documents/student-affairs/tutoringresources/wc/subject-verb-agreement-module.pdf Triumph, E. (1872). Grammar of the Sindhi language compared with Sanskrit and Prakrit. F.A Braukhaus.Murray, D. Rockowitz, A. C. (). The verb system, Subject verb agreement, Grammar Mechanics, The Hunter college reading/writing centre. Retrieved on10/05/2013 f rom http//rwc.hunter.cuny.edu/reading-writing/online/subject-verb-agreement.pdf Wren, P.C. Martin, H. (2002). High school English grammar and composition. Ram Nagar, New Delhi S. Chand Company Ltd

Cell phones Essay Example for Free

Cell hollers EssayEvery time a person answers his/hers stall phone, their guard and the safety of others around them are being greatly jeopardized. Cell Phones today pose a major risk of infection to the human body and civilian population. When cell phones heat up they emit radiation that cognize to increase the chances of someone getting cancer. Besides cancer, other medical complications such as, arthritis and damaged sleep ache increased thought the use of cellular devices. Not whole do cell phones cause medical problems, but they also pose a colossal security threat with personal study being easily stolen. Overall, the safety of humans is being compromised by the use of the seemingly harmless device, cell phones.many doctors and scientists are claiming that cell phones are causing medical complications. For instance, the National Cancer Institute states, Cell phones emit radiofrequency energy, a from of non-ionizing electromagnetic radiation, which can be absent by tissues closest to where the phones is held (Cell Phones and Cancer Risk). What this is basically saying, is that the radiation being put out from the cell phones are damaging vital tissues, which is known to increase the risk of cancer.This links back to the main idea of the overall safety of humans, showing that cell phones do cause a serious risk factor to the human body. Another common concern with cell phones is the theory that texting can cause arthritis Repetitive motion can cause pain and firing off of the basal joint. It can even lead to thumb arthritis (Eustice). The article confirms that the constant motion of the thumbs can indeed cause arthritis.The safety of the consumer is being compromised when a touristy means of communication such as texting, can lead to a major medical complication. Recent studies show that headaches are increasing tremendously ascribable to cell phones Radiation from mobile phones damages sleep and cause headaches, according to a study by tel ephone makers (carter). In this study, researchers found an increasing gist of headaches were occurring with citizenry who use cell phones regularly opposed to people who rarely use them or dont use them at all. An increase in headaches is very dangerous to the safety of the human body and can be a gateway to many other complications down the road. After an extensive get of research, doctors and scientists get hold of found that cell phones do cause medical issues to the human body.Cell phones security is a fairly new issue brought up by a numerous amount of concerned citizens, with the fear that their safety is being jeopardized. As technology increases, more and more people are resorting to devices, such as cell phones, to get them thought the day The more people rely on cell phones and tablets, the more attractive these devices become as targets to thieves and other abominable types (Gahran). With all of these devices being used constantly, crooks can easily retrieve the per sonal entropy any personal information any person puts out in that respect through the devices they are using.This has become a huge safety issue due to the fact that private information is being stolen from people who expect their information on their cell phones to be safe and secure. A man was shown an application on his cell phone that could link up to other peoples cell phones It made all the contacts start jumping over to this phone, said Gooden (Kridler). Gooden explained that the application he was shown let him easily access his wifes phone contacts. His friend that introduced this application to Gooden then went to explain that hackers usually take the contact information and dial premium-rate numbers.The safety of the people who are in others contact information is being compromised when they have result in paying a fee for calling these premium-rate numbers because of someone else stealing their numbers. Boktah, an expert security hacker, states Most people have no ide a how vulnerable they are when they use their cellphones (Murphy). Bokaths job is to hack into cell phones to find and express all of the flaws in the devices, thus demonstrating how easy it is for a hacker to do the same. With all the scamming going on, consumers need to be aware of what they do on their cell phones to protect themselves, as healthy as the safety of others. Safety from personal information being stolen by hackers happens to be key concern to numerous amounts of people this way people give not be liable for paying fees or having their identity stolen.Cell phones safety is a key concern, which the vast majority of users brood over. Cellular devices have been known to cause cancer as well as, an increasing amount of medical problems. Some of these problems are arthritis and damaged sleep. Medical complications are not the only concern a breach in security is another top concern for people. In essence, safety is top priority for humans, and cell phones are flexible that safety.

Improving Attendance in Statutory Education Essay Example for Free

Improving Attendance in Statutory Education EssayUnder the Education Act 1996, the Council has a statutory certificate of indebtedness to ensure children and young people receive fulltime, efficient education, which is suit satisfactory to the age, and ability and any special needs they may have. This is usu each(prenominal)y through attending at aim. The Education Welf be Service (EWS) is one role which takes the lead role for the Council in documentation condition attending.It forget do this through cooking(a) with children and families, concording rails and linking with other agencies including the legal system. The EWS leave look at a whole range of ideas for why the children arnt attending school and leave look at solutions for this whether it be legal action or just working closely with all involved for example parents, teachers and the school.On the whole this is an extremely important agency which aims to get children into education and helps work out why they are not in education, however there are negative aspects to the agency as they may have to work closely with social services if the parents arent fulfilling there role and legal action may be taken again the parents arent fulfilling the responsibility although this is a negative aspect of the agency it is all in place for the overall well being of the child.Police can work with local anaesthetic schools and EWC, by undertaking local patrols to detect truancy and going to local areas where children may hide out. By having the police involved children and parents leave alone be able to understand the severity of truancy and poor school attendance which is a positive outcome. This can whence lead on to the Youth Offending group (YOT) whose staff identifies school attendance issues and work actively to resolve them. The Council will work with agencies much(prenominal) as housing companies, Police, Connexions, YOT and voluntary organisations to develop protocols to identify c hildren without school places.Overall these agencies are all there to help improve attendance in schools and all have the same aims, by working together with the school, agencies and organisiations the schools will be able to have the correct support in place for the children in and out of schools, parents and the teachers. The agencies are able to work out reasons for poor attendance and make sure issues are resolved. These organizations are here for a positive reason and to help children get the best education possible and cutting passel on reasons for poor attendance. Explain the role of key individuals in improving whole school attendance.Educational Welfare officers- Once a child is registered at a school, it is the parents legal duty to make sure that the child attends school regularly. The role of Education Welfare Officers is to work closely with schools, children and their parents, and with agencies to make sure this happens. The educational welfare officers will work clos ely with these people to find out why children arent attending regularly and figure out soloutions to ensure this changes. If the parents fail to abet and the child does not return to regular attendance at school, the Education Welfare Service may issue a Fixed Penalty abide by or take legal action.Educational welfare officers can refer cases to other agencies such as social services, educational psychologists and health professionals. Ultimately their principal(prenominal) responsibilities is to provide support to the children, the families and the school in all areas whether it to be advice on legal responsibilities, or building relationships between the school and the parents and making sure school attendance is at a maximum, if school attendance is not consistant then the educational welfare officers will look into reasons and solutions for this.Teaching Support Workers- Support teachers are in classrooms to support teachers in what they are trying to achieve, they are also t here to help individuals who are in need of support when learning, Support teachers are able to give the individuals in need of help more time and focus to help them through areas of difficulties. Having Teaching supports workers available will therefore nasty children will feel supported in weak areas and therefore more progress will be made by children which will also emanation arrogance.Children who are falling behind or children who do not understand specific areas of what they are being taught can become embarassed and withdrawn whilst lacking confidence this could lead to poor de opineor meaning suspension,exclusion,detention or scatty school to avoid feeling embarrassed around peers. Having teaching support workers available will mean weak areas can be taregeted and help provided much quicker than just having one teacher in a classroom. Teaching support workers will be able to have the relevant training and guidance to help identify children who are struggling.These are people who are their to support children with any behaviour or learning needs. Headteachers- Most of the duties of a headteacher is managerial and to make sure the school is running properly whilst also making sure everything necessary is provided for staff and pupils. Head teachers will need to make sure specific training is given to identify children who are struggling, making sure there are policies and procedures in place and hunted by staff to prevent bullying and equal opportunities.By making sure the children have the mose valuable expreience possible at school and working with children, parents and other agenicies to make sure everything is in place to keep attendace high, if children are struggling the support teacher are in place, if bullying is happening then this needs to be resolved quickly before the child becomes withdrawnand lacks confidence leading to poor attendance.The head teacher will be able to pulmonary tuberculosis educational welfare officers and other age ncies to help find ways of improving the school and making sure all areas of a childrens welfare are cover and the child is offered the support needed to enjoy school and attend school attaining the best qualifications possible. Special Educational Coordinators-The Special Educational Needs Co-ordinator (SENCO), in quislingism with the head teacher and governing body, plays a key role in determining the strategic development of the Special Educational Needs (SEN) insurance and formulation in the school to raise the achievement of children with special educational needs. The SENCO takes day-to-day responsibility for the operation of the policy and co-ordination of the provision made for individual children with special educational needs, working closely with staff, parents and carers and other agencies.By having the special education needs co-ordinator this will mean that full support will be given to children in school meaning the chilldren can work to the maximum and achieve the most out of school with the full support and help from the teachers. This will also mean that children wont be embarrassed because they cannot keep up or understand the work and should hopefully stop the children turning to negative behaviour like missing school.This will enable the school to give the children the best experience possible with the best possible outcomes and increased attendance therefore increasing grades attained by children. Explain strategies that can be used to improve the attendance of individual children and young people and whole school attendance Have an attendance policy in place make sure the children are fully aware of the steps that will be taken in cases of non attendance. Whilst making sure that parents follow the procedure for days that children are of sick.Keep parents involved and build relationships with the parents using head teachers and teachers so that they are aware of any problems that maybe underlying at school at the present time which my r esult in non-attendance. It is also vital to make parents aware of any positive achievements that their son or miss has achieved. Support available, makes sure that any children struggling in specific educational areas are identified as quickly as possible so that all relevant support and help can be put in place to help the child in the specified area.The school can work in partnership with the educational welfare officer and the local authority to help target specific areas of need. Use rewards and incentives to encourage attendance and punctuality such as certificates for high attendance and increased incentive for the higher attendance and punctuality as the year progresses. Once a child has been absent from school make sure they reintegrate into the school positively. Making sure teachers check they are ok, provide any missed work and provide a support group making sure this is available to the children if they need to talk-for example counselors.Use attendance checks to keep on top of and monitor all attendance for children this will help to discover any patterns in non attendance and help the school find a solution to this quicker therefore benefiting the children. Raising the profile of attendance so if a child fails to attend sending a letter out to parents straight away to make sure they are aware of this or asking for a reason why there was no attendance if the attendance falls below a certain level. Schools can use newsletters and parents evenings to take aim this to parents and childrens attention.

Finance Essays Tax Havens

Finance Essays measure HavensTax HavensCritical Analysis of Tax Havens at heart an Inter state of upshotal ContextThe following paper forget offer a critical analysis of evaluate seaports within an external context. Specifically, this paper will reason out that there is both steady-going and bad to task income harbours and that favourable valuateation policies can both assist the host agricultural and multi communityals eager to optimize their lettuce and savings.In particular, this paper will note how revenue enhancement fuck offns atomic fig 18 often accused of creating unfair rewards for companies that are competing for globe contracts at the same duration, tax seaport policies in Bermuda construct made that country a leading destination for e-commerce and technology firms.Moving onward, there is evidence that the offshore financial services offered by these states have given them an unimagined degree of affluence tied(p) if it is true that tax haven sta tus is frowned upon international organizations alike(p) the OECD. Moreover, cosmos a tax haven is no guarantee that foreign companies will actually take the metre to establish legitimate business activities in the country.Furtherto a greater extent, the tax haven policies that cave in generous tax rates to overseas operations have been accused of depleting the tax base of nations that are seeing their revenues drop as mints head for the hills for greener pastures uncalled-for to say, this has grim consequences when one pauses to consider just how many a(prenominal) kindly services are dependent upon public gold for their survival. There are, of course, additional points that warrant a hearing, as well.Individuals at least in the unite States who think they will wampum from flocking to overseas tax havens may find that the long arm of the the Statesn tax code will track them down wherever they may settle on an even more serious note, the lack of institutional transpa rentness found in tax haven lands not only allows criminals to avoid stick outing taxes merely allows them to carry out their nefarious money laundering schemes.not least of all, this paper will to a fault take the time to ponder how tax haven policies have facilitated tax avoidance on the part of the monied and have directly imperilled social services at the exact same time as they burden the middle class and lower class with a monumental tax burden similarly, the generous tax policies of developing lands vis-a-vis foreign multinationals can unhappily deprive them of much-needed resources which can be put towards substantive social services. Staying with the notion that there is both good and bad to be found in tax haven policies, this essay will embark on a brief discussion of the consequences upon corporations of utilizing the services of tax haven states.On one hand, tax haven states indubitably serve as a manner of protecting the savings of corporations during difficult pe riods on the otherwise hand, the hidden cost associated with moving from a horse opera land to a third mankind nation (all because of the tax benefits to be acceptedized) can bear with it unheralded hidden costs that can harm valuation.One go bad thing this paper wishes to bring to the attendance of its readers is that tax havens are not always found in developing lands and these first-world havens can become the resting places for the savings of individuals who may not always have the topper of reputations. In the end, tax havens certainly have a place in the world but they will function infinitely better once authorized guidelines on their regulation can be drawn up by the international community and enforced rigorously by that same community.Critics of international tax havens often point to the fact that they create unfair advantages for companies competing for governance contracts elsewhere. To put it another way, concerns (in the United States) have been raised that these contractors (those who have subsidiaries in tax haven countries) are at an unfair cost advantage relative to their competition insofar as they are able to lower their United States tax obligation by shift key income to what is commonly referred to as tax haven parent.In a real sense, this means that powerful US corporations are shifting income from affiliates in high-tax countries to affiliates (subsidiaries) in low-tax countries so that they can reduce their overall tax burden. In 2002, the GAO revealed that 59 of the 100 biggest publicly-traded federal contractors were incorporated in a alleged(prenominal) tax haven country that either did not tax corporate income or taxed the income at a rate below the American rate. Clearly, these countries have tax policies that displume American multinationals with the technological and human resources they possess but they also siphon money away from the US treasury at the same time as they give contractors prohibitive advantages during the bidding process.One notable example of how contractors who exploit tax haven policies in other countries have excited the vexation of American legislators can be found by expression at the case of Accenture and its ugly fight only a few years agone with Illinois law-makers. During 2004, at least four contracts awarded to Accenture were attacked by legislators because the company had taken luxuriant advantage of a loophole in the Illinois tax code that permitted corporations to shift profits to overseas locations so as to avoid paying taxes in the state of Illinois.The matter escalated in no time at all to the point where the State controller was actually asking the Illinois Procurement Policy Board about the feasibility of blocking all payments to four Accenture contracts adding up to more than $2 million. On an even larger scale, the US House Appropriations Committee approved an amendment to the homeland security spending bill that effectively blocked Accenture from being a participant in the $10 billion US Visitor and Immigrant Status Indicator Technology Program.One country that has an excellent tax polity (if you are a flush corporation) is Bermuda. The British island dependency has no corporate income tax and is tax-neutral in wrong of how it treats holding companies. A holding company that is actually incorporated in the United States and which receives cash dividends from overseas affiliates/subsidiaries can see its take in dividends pass directly to shareholders.Because of its generous tax policies, Bermuda is now marketing itself as an e-commerce center that is perfect for international technology companies located all over the world. Not surprisingly, the Bermudan approach to attracting technology firms (and the jobs and expertise they offer) has been picked up in countries like Ireland that are keen on targeting preferred firms.The benefits that accrue to tax haven states are sufficiently appealing that the countries employing thi s practice are extremely reluctant to part ways with it even if it curries the single out of the international community. Most of all, the provision of what are called offshore financial services has given these countries a measure of affluence they could not have achieved otherwise indeed, many small island economies (referred to most commonly as simply SIEs) view the emergence of an Offshore Financial Center (OFC) as a panacea for frugal single out possibly because (though it is not stated explicitly in the articles this writer has encountered) the employment opportunities that become available within the financial sector of the SIE courtesy the arrival of multinationals looking for attractive tax and financial services are undeniable.Because examples give force and vigour to any argument, it is necessary to glance at the case study of Malta. Here, the minute nation which does not have an over-abundance of natural or human resources by any means has become renowned for its status as a tax haven more significantly, it has parlayed its generous tax concessions to foreign investors and companies into a situation wherein its financial services sector is burgeoning at a robust rate.Specifically, 12 share of Maltas GDP was to be found in the financial services sector in 2004 and the sector employed about 6,000 local anaesthetic residents. Another good example of a country that has rescued itself from a troubling financial situation by turning itself into a tax haven is the Isle of Man. opposite research reiterates the idea that tax haven policies have a beneficial impact upon a countrys economic health. For example, whilst major tax havens have actually less than one percent of the worlds population (excluding the United States), and whilst they have (as of 2005) only about 2.3 percent of the globes gross domestic product or GDP, they nonetheless host 5.7 percent of the foreign employment and 8.4 percent of the equipment, plant and property of American c ompanies.At the same time, the per capita real GDP in the tax haven nations grew by a healthy rate of 3.3 percent in the years 1982-1999 almost 2.5 times the world average. Furthermore, in spite of fears that the combination of small populations and relative affluence in these lands would precipitate the creation of even larger governments, the reality is that the ratio of government to GDP in these locations is fairly reasonable.Possibly prompted by the Bermudan example and by a few other states identified as high priorities, the OECD set about define a tax haven in a seminal 1998 paper that continues to reverberate to this day. Most significantly, a tax haven country has a policy of not imposing taxes (or only nominal ones) offers itself or is viewed as offering itself, as a place that permits non-residents to escape taxation in their homeland (or nation of residence) does not have an effective exchange of information with outside parties lacks transparency and attracts business es with no substantial activities these last deuce criteria, especially, will be touched upon at various points later in this paper.In the defence of these two states, each one does impose indirect taxes for instance, Bermuda has a fairly hefty payroll tax and also places taxes upon on all goods purchased on the island. Nonetheless, only the most ardent supporter would suggest that these two countries fail to rise to the level of tax-haven states.In terms of attracting foreign multinationals, tax haven policies are difficult to beat. However, critics charge that countries like Bermuda do not simply attract real economic investment but also brass plate or booking operations that are characterized by a lack of actual business activity in other words, international organizations like the OECD become suspicious when they see companies locating to places like Bermuda (or even Ireland) which do not have a lot of business-related action pickings place.For countries that are trying to attr act jobs as well as foreign capital, it would seem as though having tax haven policies can be a bit of a double-edged sword in the sense that a) other countries are sharply critical towards their preferential taxation practices and b) these policies may not attract the jobs the aforementioned countries are hoping for. In fairness, tax haven policies in the United Arab Emirates (specifically, in the port city of Dubai) have attracted plentiful foreign investment on a scale that has (amongst other things) allowed the city to develop its communication and infrastructural capabilities while simultaneously wooing upscale tourists.One other problem with tax haven policies that offer low or non-existent tax rates is that international organizations like the OECD have asserted that they undermine the tax base (presumably of the countries that are seeing businesses flee elsewhere) and erode public services in fact, harmful tax competition has been compared to competitive devaluations and to tariff wars.To expand on this last point, the OECD (in 1998), released a study which argued that tax haven countries divert large amounts of foreign direct investment and taxable income away from OECD member states. The tension between the OECD and tax haven nations has long jeopardize those lands trying to give corporations and individuals advantageous tax rates as well as the benefits of greater privacy. However, there is some sense that this tension is dissipating as more and more tax haven states belatedly embrace international best standards of practice.Be that as it may, only the most wildly optimistic person would make bold say that the current hostility between the OECD and small tax haven states is not problematic the willingness of the above-mentioned countries to cut multinationals slack in terms of what they pay in the form of corporate taxes has raised the ire of the OECD and the powerful western nations which comprise its membership to such an extent that real polit ical and even diplomatic problems could still linger in the future.To get to the heart of the problem, the OECDs penchant for naming transgressors and then shaming them in the court of international opinion has been perceived as bullying in some quarters certainly, the nations that are targeted or have been targeted by the OECD are small, politically and economically weak and burdened with limited economic prospects, save for the financial services and tax breaks they offer to foreigners.One can maintain that a lot of this tension would simply go away if the countries attractive in tax haven policies and practices would cease their current practices but that ignores the reality that these countries need the financial benefits that accrue from such activities moreover, it is worth asking what the financial implications will be for multinationals and for the communities in developing lands that benefit even if indirectly from their presence.Individual Americans who think that t ax havens are the perfect thing for them should give the idea a bit more thought tax haven nations may be enticing in many respects, but US tax law makes it knotty for individuals to spirit money somewhere else in the expectation they will not have to pay.For instance, US citizens are taxed on their world-wide income the tax breaks found in places like the Caribbean, Luxembourg, or the Caymans do not apply to individual US citizens just corporations. Furthermore, an offshore partnership aimed at mitigating the tax burden will not make for for US citizens the rules simply assume that the private citizen earned so much money each year and do not view any profit from the partnership as being a simple long-term capital gain as such, interest is added onto the taxes that the private US citizen must pay the government. As if that is not bad enough, the capital gains arising from the partnership is taxed as regular income and not as capital gain which means higher tax rates in the end. Beyond what has been discussed above, individuals and companies using tax havens to avoid paying taxes may not simply be doing this sort of thing to spare themselves at tax time money launderers like tax haven countries like the Bahamas because of the fact they disclose little information about the companies or individuals doing business within their environs additionally, money launderers tend to exploit tax havens to the fullest extent possible.For all intents and purposes, tax haven policies really make life easier (though not trouble-free) for criminals eager to avoid the prying look of government. As an addendum, it must be mentioned that the United States government has recently taken action to reduce the pay-off for wealthy individuals eager to exploit tax shelters. Remaining with America for just a while longer, the matter of off-shore tax havens has become so important to the United States government that exhaustive legislative hearings on this very matter have become de r igueur in recent years.Yet another challenge posed by tax havens is that they are so difficult to tackle from a legal point of view something that clearly favours criminals at the same time as it grossly disadvantages law enforcement. To elaborate, at least one noted disciple has commented that it is well-nigh impossible to formulate a universal definition of a tax haven that can be used to effectively combat the monetary abuses associated with this global phenomenon.Until such time as the international community comes to a universal understanding of the concept of a tax haven, criminals can feel passably secure that there will be at least a few places on earth willing to embrace them and their tawdry business pursuits. contempt the conceptual challenges posed, the United States as much as any nation has decided that it has had quite enough of the tax evasion and money-laundering activities characteristic of tax haven nations with their generous tax avoidance policies. Recent court decisions in the US have expanded the power of US states to tax the income of corporations that do not have a physical lexus with the state.In essence, the courts have taken the position that an out-of-state corporations so-called in-state economic presence renders the absence of a physical presence (headquarters or government agency buildings or any kind of physical structure at all) entirely irrelevant as to determining the states capacity to pursue that corporation for money.Another problem that tax haven policies bring is that they give the wealthy one more means by which they can avoid paying their full weight in taxes. In essence, tax havens provide tax avoidance options to companies and to wealthy individuals as a result, the tax burden ultimately ends up being borne (more and more) by the middle class and by those with fewer financial resources.Suffice it to say, as the rich grow richer while the poor grow poorer (courtesy onerous tax burdens), the ability of the poor to invest in education plummets. Over time, this can lead to a general slump in productivity a decline causing great harm to the country that is unable to keep the rich from exploiting one tax avoidance scheme after another.The grim consequences of tax havens upon nations that are seeing the flight of capital resources to far-off places reaches beyond just imposing a greater burden upon those ill-equipped to shoulder that burden tax havens also imperil social services that are already under attack in an age of neo-liberalism. For example, in early 2005, it was reported that Canadas top 5 banks shifted about $10 billion to offshore tax havens in the period from 1991 to 2004.According to the academic who headed up the study, the utilization of offshore tax havens and shelters is tantamount to engage in economic terrorism insofar as the monies lost make it difficult (with the potential to be impossible) for the government to finance social programs that need public funds to survive .Despite the protestations of the banks in question that their foreign-based subsidiaries located in tax-haven lands such as Malta, Barbados and the Cayman Islands are simply a means of taking advantage of the competitive tax policies located overseas, the report stresses the aforementioned dollar figure and the fact that the total number of subsidiaries for the big five stood at 73 as of the end of 2004.Nor is the problem of tax avoidance confined just to wealthy western nations that are finding it increasingly difficult to provide appropriate social programs in an era when their populations are aging at an alarming rate in countries that feature (or have featured in the past) tax haven policies, the government is often unable to collect all the taxes it would like to service all the social programs it would like.For instance, whilst Chile has long been the most attractive country in the world when it comes to mining and direct investment in this field, the worlds leading copper pr oducer also does not charge a royalty on the extraction of its most precious natural resource and its taxes are incredibly low and sometimes non-existent because of legal accounting loopholes that allow for generous write-offs for things like equipment.Tax haven policies appear to offer many positives and more than a few negatives something this paper has noted time and again. While it can be argued a number of different ways, one would be remiss not to point out that private equity firms (or maybe any firm) doing business in a country in the midst of a financial downturn can and certainly have used offshore tax havens to shelter the profits on their investments American equity firms, as a matter of fact, did precisely this during the late 1990s to protect their investments in Korean financial institutions.Given what has been described in the last paragraph, it is tempting to say that companies which move their operations abroad to escape paying taxes at home benefit handsomely from the transfer after all, why precede the technologically-advanced, human resource-rich and affluent west for a small or developing peripheral economy unless (amongst a few other reasons) the organizations elder thinkers were intent upon saving as many dollars as possible from the taxman? Unfortunately, the expected tax savings do not automatically exceed the non-tax costs associated with the above-mentioned move if anything, the decision to set up new subsidiaries (or to pick up stakes and move elsewhere) has manifested negative repercussions in the form of hidden and unexpected costs that negatively impact firm valuation.Proceeding along, it is commonly heard maybe less so than in the past that tax haven nations are predominantly nations that are less developed than those countries found in the west the truth, though, is rather more different. Difficult as it may seem, even affluent western nations can properly be described as tax havens the United Kingdom being the best ex ample. In London in particular, the favourable tax laws are such that many Russian elites who, in some instances, have reputations that warrant a bit of polishing have injected vast sums of capital into the local economy.At the same time, London (and the United Kingdom in general) is not alone Switzerland has also attracted plenty of Russian capital and it seems as though the two are responsible for the staggering flight of roughly $102 billion from Russia between 1998 and 2004. Again, the money that flows out of Russia now is the kind of money that could be directed towards such things as social programs and the like.

Tackling Low Level Disruption in the Classroom

Tackling lowly Level Disruption in the ClassroomHina Kamal AdhamIntroductionIt is a harsh fact that emerging fol wretcheds of children in the fall in Kingdom show disrupting, or expressing demeanour (also referred to as antisocial, challenging, defiant, noncompliant, aggressive, and acting-out deportment), beyond the infrequent negligible incidents typical of most children throughout the usual progression of their development. Such demeanour has become matchless of the most unyielding concerns in schools (Bullock, Reilly, Donahue, 1983 Evans Evans, 1985 Hranitz Eddowes, 1990).There be implications when schools fail to prepare for behaviour disorders in secondary schools. Emotional behaviour disorder, aggression, defiance and gap are most common reasons why students dont do well in school. One of the biggest challenges facing the frameroom today is the on-going need to address problem behaviour (Calvin, 2010), according to Cowley(2001) one of the most essential characteri stics of a good t distributivelyer is the ability to manage good behaviour, so that mental pictureive learning pull ins place . This lively aspiration croupe be generated of learning, if we sewernister sop up children to focus, to have self-discipline, to behave themselves. In this essay I go forth discuss subaltern level flaps (LLD) as distinguishified by Capel (2009) . What are the most useful strategies for combatting beginning level recess?The YouGov investigations indicate that pupils are theoretically behind up to an hour of raising e genuinely day in English schools because of this kind of distraction in dividerooms. This is comparable to 38 days of learning lost each year. An enormous number of pupils, consequently, are being denied a major amount of valuable learning time. Typical features of this type of behaviour comprise pupils talking pointlessly or conversing transaction out without authorization being sluggish to start work or track rules presenting an absence of esteem for each former(a) and staff non deliverance the correct apparatus using mobile devices improperly (Ofsted, 2014). According to Bennett (2011) this is anything that slows down the flow of your lesson without actually blowing it out of the water.School X has a in truth unrelenting behaviour policy and it is maintained throughout the school, and it was proved during observation of high pocks crystalisees that pupils were workd and in that respect were very minor behaviour problems. However, low level disruption was conform tod in year 9 bottom set relegate, which was mostly disrupted by three students and followed by other students. This bottom set categorize is doing Higher GCSE curriculum, which is very challenging for them and with this LLD in the class on constant basis, go away non help them to learn and progress. Therefore, I decided to do my interrogation on this class as it is very important to diffuse this LLD for better learning and teachin gM1. The strategies I have decided to apply in this class are reminding routines and providing screwballs as soon as they enter the class, moving almost the class and providing worksheets during lesson.Research questions and sub questionsWhat are the most effective strategies for combatting low level disruption?How can reminding the class routines and crosspatchs best be apply to engage pupils?How worksheets can help to engage pupils?How moving around the schoolroom can help pupils to continue on task?FocusThe main focus of this essay will be observing low level disruptive behaviour go byring in classrooms and how this has effect on learning also on the instructor. In addition the importance of this observation is to discover the successful strategies that defuse LLD in classrooms and applying to my own teaching and observe how effective those strategies are during my lesson which can be shared to get down future decisions based on information collected during this resea rch. A case area will be formed to examine the approaches I can practise to reduce the level of LLD. This case study will involve around using diametrical strategies to diffuse LLD and see which method is most effective diffusing low level disruption. It is clearly shown that teachers use divers(prenominal) ways of handling unacceptable behaviours therefore doing a case study at the ways they handle this to sustain good effective lesson will be done. Also, there will be different types of LLD behaviour which will be distributeed as well.Information will be gathered by creating questionnaires and focus aggroups with the students. Observation will be based on year 9 set 4 who I will be teaching, to gather a combination of LLD behaviours that occurs. This will take place using each technique in each lesson so that defined info can be collected and then compared. Observations will be taken by selfsame(prenominal) teacher to avoid biased data. This will be collected using a tally chart which will then be transferred to give pictorial demonstration as graphs and bar charts.Research PlanThere are many different approaches that can be employed when collecting data. According to Walliman (2010) data is divided into two categories qualitative and quantitative data. Qualitative data is grounded on understanding opinion of others, to describe a problem and develop into an approach. Qualitative depends on cautious description of the meaning of words, the progress of concepts and variables and plotting the relationships between these. Concepts such as Peoples judgement, facial expressioning of comfort, emotions, ideas, beliefs etc. can only be described in words. ordinary data collections apply are in-depth interviews, focus groups, literary texts, historical records or observations. Qualitative data rely on human interpretation and evaluation and cannot be objectively measured in a typical way. Checks on consistency and extensiveness of qualitative data can be completed by referring a melt down of source of data relating to same event, called as triangulation (Walliman, 2010). It is the insights rather than statistical perceptions of the world (Bell, 2005). Quantitative research can be measured more precisely because it comprises many form of extent, usually expressed in numbers. Mathematical procedures can be used to analyse the data (Walliman, 2010) and according to Bell (2005) can be used to study the relationship of one set of facts with another. These can be mostly simple such as amounts or percentages or further sophisticated, such as statistical trials or scientific models. Examples of this type of collection are surveys and questionnaires (Walliman,2010).My analysis will be centred on using qualitative and quantitative methodology in order to observe and accumulate data to produce effective conclusion. The investigation will be carried out through the school that I am presently in to observe and gather data for producing the ou tcomes.The predominant methodology in this research is a blend of case study and action research. Case study surpasses at taking us to knowledge of an intricate matter or object and can spread understanding or add strength to what is previously known through former research.This research is also based on action research, as it is an experiment that if the desirable approach when applied shows any outcome. legal action research should be reflected as a way of life in the classroom. As an insightful specialist it can be observed what occurs in the class and then classify a problem that needs to be addressed (Brown, 2015). The key features of action research comprise its combined nature, its open approach to position and teaching in the research practice, and its importance on taking action on a matter. The widespread cooperation between investigators and associates in action research mustiness spread through each phase of investigation, from recognizing the problem to propagating the outcomes (BMJ, 2008). If the conclusions show a change in behaviour in-favour of the research question there is the possibility of anger the current practice of other teachers (Bell and Waters, 2014)Case study will provide useful insightful information about Low level disruption and why it occurs bearing in mind three probable features that may subsidise setoff of the lesson with class routines reminded and starters using worksheets in middle of lesson moving around the class to help students to stay on task. Case studies are advantageous when considering directly at cause and result especially when the investigator has partial tone down of events that occur during a study (Cohen, Manion and Morrison, 2011). After consulting relevant literature, I will then formulate an approach or intervention, which I will carry out in my classroom. Therefore, I will use action research and work with this intervention and I will reflect and reconsider its effectiveness and impact and the cy cle can start again. For a practice-based investigation I may go through several sets or complete one set only. The advantage of the action research is that it naturally develops from your teaching practice and that it addresses real issues within your classroom. Typical criticism of action researches would be that they are not rigorous or systematic enough. I aim to produce better learning and reduce LLD, based on initial observations by manipulating pupils experiences such as getting on with starter, using worksheets to engage them, moving around the class so that stay on task.To avoid biased results, Mr A will be observing the lesson. The data will be taken in form of tally table where different types of LLD behaviour will be monitored and noted. The different types of LLD include taking, calling out, slow at working, not bringing the right equipment, taping, throwing objects, walking across the room, using mobile devices, giggling or laughing. The data collected during different lessons using different strategies to control LLD, for example data collected when teacher is moving around the class and when teacher is not moving around the class, from this examination it will then be converted into in writing(p) demonstration, analysed and further evaluated and compared to be able to answer the difference that how these strategies are combatting LLD. Although observations can provide you vast amount of data, but many errors can occur during observations, one of the main error can occur due to the presence of observer, students can act differently or observer can be biased, therefore notwithstanding the many advantages of the case study procedure, it has limitation mainly due to subjectivity by the researcher therefore I will need to bear in mind this when carrying out the results.Along with the case study, questionnaires will be produced for students to answer. Using this method, I will be able to gather data from their viewpoint on how well they think teach er manages the class especially when LLD behaviours are prompted. This is also to know their point of view that how they feel when these techniques are used in class to diffuse LLD. Questionnaires permits data to be congregated into numerical arrangement as the questions are more inflexible as the respondent can only select from customised set of answers you have given up. This procedure is a fast way to gather data and more unbiased its easy to analyse and they are quick for respondent to answer. However, there are some disadvantages for instance, if people are not interested in the topic they will respond skewing the sample, or they will ignore some questions. When formulating the questions, it is profound to plan them to help answer the research question in mind. Focus group will be generated for the students. Focus groups also called as group discussions an effective and reliable technique for accumulating data. The focussed groups will be used to ask the students questions re garding their own perceptions of LLD, what do they think of strategies used to diffuse LLD, how often LLD occurs in their classroom also how well they think the strategies used can help to concentrate more and do well during lesson. Focus groups are advantageous as it delivers profuse information that can highlight issues not previously considered as Wilson (2009) claimed. Therefore, using questionnaires and focus groups it will verify the data collected during observationM2.Ethical ConsiderationsIt is important to consider ethical consideration, when a research is performed and it requires involvement of people. The ethical considerations implemented are the framework formed by Cohen, Manion and Morrisons (2004). It is ensured in this research that there is enough data to draw into conclusions with evidence. There is no name and identity revealed in this research, which is very important. The purpose and procedures of research have been informed to the teachers and the students, p roviding them with full details that what is being looked into. anxiety was made into how the research would be beneficial for school rather than being risky as all ethical characteristics have been reflected. Additionally the investigation can be favourable to teachers with respect to how to handle LLD in classrooms. Any debatable concerns that may arise will be measured with great thoughtfulness as the research will be unbiased as possible. Every teacher handles LLD using their own strategies, hence it is expected some will vary to control and disregard this. Everything will be kept anonymous to avoid insecurity from teachers on their ability of handling LLD. The way this research has been designed and will conduct, very careful though has been taken into account, to keep it as objective as possibleM3.Outcomes contrive (1) shows the bar chart of two different lessons of same class started differently, mordant bar shows the data collected when class routines were not reminded to class earlier entering the class and no starter on dialog box, grey bars shows the data collected when students were reminded of class routines and starter was already on board. The systematic observation results are quite evident, and show the relation between the beginnings of two lessons. When no routines were reminded and no starter was on board they were less prepared, they didnt take out books and equipments straight away as they entered the class, they lost concentration and were not ready to learn, therefore low level disruption was triggered straight away as there was no structure in place as compared to the results when students were reminded of clear routines as soon as they entered the class and starter was already on board for them to get started with work. practice (2) shows the graphical representation of questionnaire results from students during the lesson when no routines were reminded to them while entering the class and no starter was on the board. 21.6% studen ts agree and potently agreed that they learned a lot in the lesson, they tangle challenged in the lesson, and they worked well in the lesson, except 32% disagreed and strongly disagreed with the above statements. 30% students agreed that they felt distrait during lesson and only 25% students disagreed. 20% of students manage to finish work.Figure (3) shows the graphical representation of the results of questionnaire completed by students. The bar chart shows that 35% of students agreed and strongly agreed that they learned a lot in that lesson, felt challenged and worked well in the lesson and 18% students disagreed with the statements. 12.5% students agreed and 37.5% disagreed that they got distracted in the lesson. Hence if the two results of figure 2 and 3 are analysed and compared, it can be seen clearly how effective reminding routines and displaying starter at the beginning of the class, if the starter is already on the board for students it challenges students energy.Last ly during focussed groups, students answered about how they feel when routines were reminded, their answers matched to the data collected through observations and questionnaires, they felt reminded that they are in the class and they should be ready to do work, similarly they thought when the starter is not on the board they dont feel challenged and focussed as they dont know exactly what to do.Figure (4) shows the mathematical representation of two sets of data collected in two different lessons of same class, blue bars shows the data collected when there was no movement in the class and teacher stood by the board while students were given a task. The systematic data is very clear and shows the difference that how LLD changes when teacher is moving around the class, which show how teachers presence is influential. If teachers remain still at the front of class students can easily get distracted and it can be seen from the bar chart that many students were talking and were off-task. When teachers move around and talk to students about their task, it helps them to remain on task and focussed.Figure (5) shows the graphical representation of the results of questionnaire from students during the lesson when teacher was not moving around the class and was standing at front of the class. 21% of students felt they learned a lot, they felt challenged and they worked well during the lesson. 30% of students felt distracted and 20% disagreed that they felt distracted during lesson. Only 15% of students finish all work and 40% disagreed that they managed to finish their work.Figure (6) shows the graphical representation of questionnaire results during the lesson when teacher was moving around the class to check students work and to help them. 31% students agreed and strongly agreed that they learned a lot, they felt challenged and worked well during this lesson. 20% students felt distracted and 30% disagreed that they felt distracted. 28% students finished all their work and 22% students disagreed that they managed to finish their work during this lesson.The outcomes between two situations can be compared and analysed, there is a difference of 10% of students better learning and less distraction when teacher was moving around the classroom and these results relate to observations taken in figure 4. It shows very clearly that when teacher moves around the classroom, students remain focussed and stay on task and ask questions, teachers spot common mistakes made by students and it helps teachers as well to assess them during this time. Hence it can be evaluated by focus group answers, when teacher is standing at front of the classroom, students dont work and get a chance to talk to their peers, whereas when teacher is moving in the class, they feel focussed and try to get engaged, and added that sometimes they feel shy to ask questions and if the teacher is moving around, its easier for them to ask questions.Figure (7) shows the mathematical represent ation of the data collected from two lessons of same class, blue bars shows the data when there were no worksheets used between the lesson and grey bars shows the data when worksheets are used in the lesson. It is evident that the LLD is much lower when worksheets are used in the class, especially for low set classes as they get distracted by looking at the board for a longer time, also it causes less anxiety for struggling students, and they feel successful repeating over and over again. When there are no worksheets, sometimes students rise it tire and nothing different been done in the classM4.Figure (8) shows the results of the questionnaire requested by students to answer after lesson when No worksheets were provided during lesson. The data collected shows that 21.6% students strongly agreed and agreed that they learned a lot, felt challenged, and worked well this lesson nevertheless 28.3% students disagreed and strongly disagreed about these statements. 30% students agreed a nd strongly agreed that they felt distracted this lesson and 22.5% disagreed and strongly disagreed. 20% students agreed that they finished their work and 30% disagreed that they finished their work.Figure (9) shows the results of questionnaires from students when worksheets were provided to students during the lesson. The graphical representation shows clear results that students learned better when they were provided worksheets during lesson. 32.5% students strongly agreed and agreed that they learned a lot, they felt challenged and they worked well. 22.5% agreed that they felt distracted and 25% disagreed and strongly disagreed that they felt distracted. 30% of students agreed that they finished all their work and 20% students disagreed that they finished their workM5.The data between two different situations can be compared and it shows a clear result that only 21.6% students were concentrated during lesson when no worksheets were provided as compared to 32.5% students learned a lot during the lesson when the schema was applied to diffuse LLD and worksheets were given to students, 22.5% students agreed that they felt distracted during that lesson as compared to 30% students who agreed that they felt distracted during lesson when there were no worksheets provided. This analysis shows that the strategy to diffuse LLD using worksheets is very effective and especially for lower ability sets who gets uninterested and disengaged by the middle of the lessonM6.Results of providing worksheets in the class can be triangulated by students focus group feedback, where they responded that it gets boring for them to see the board and copy questions from there, and they lose attentiveness, if worksheets are provided they feel focussedM7.ConclusionThe first investigation carried out to diffuse LLD was reminding routines to the class and starter on board or ready for them to hand over, to conclude it is essential to point out the reality showed during a controlled and disc iplined approach, shows from all three methodologies by observations(case study), questionnaires and focus group with a group of students that the LLD was massively reduced, as reminding routines fairly worked as it reminded students that they are in a learning environment, same as setting up the starter reduced all sort of LLD, students felt that they managed to M8do work well when they are given a direction as soon as they enter the class and they have work from previous lessons as starter, it keeps them enthusiastic about the lesson and focussed.Similarly, second investigation carried out was The effects on learning when teacher moves around the classroom, the results cadaverous and analysed shows clear and positive outcome of this defined strategy that there was less LLD during the class, quantitative and qualitative both results conclude that it is an effective strategy whereas when the teacher was not moving during the lesson, students were disengaged and LLD was higher, stud ents took advantage that teacher is not looking at their work so they can either talk or remain quiet and stay off-task. It was also proved while I was moving around and checking their books, students were trying to solve questions and focused as they knew teacher is present in the class and checking their progressM9. 3rd investigation carried out was How providing worksheets can help to reduce LLD. At first observations and questionnaires were carried out when no worksheets were provided during lesson and questions were displayed on board, it was quite evident that they got disengaged and lost concentration copy questions from board, it can be the effect of seating of this class too as this class seating is they all sit in one columned desk and they find it difficult to look at the board for 60 minutes. Clear indications from observations, questionnaires result and lastly focus groups shows that student learn better if they receive a worksheet, as they are only focussed on the work sheet and not moving their head around and get distractedM10.The strategies applied to diffuse LLD shows clear results in improvement of behaviour, however for each strategy only one lesson was observed due to time constraint, which can give biased results, and students were informed that a research is taking place, and their behaviour could have been altered as defined by Hawthorne effect. Other than this human errors can occur while taking data and topic of lesson can stir these factors too as this is a lower ability class and doing higher GCSE, some topics are challenging and harder for the class to remain focus on. Therefore, the results are inconclusive, as there was no repetition of observations and the conditions of the class was not same throughoutM11.Ways ForwardThis research has proved that to minimize or diffuse LLD in low ability classesStudents should be reminded routines of the class as they enter the class. Students can be anxious when they do not know what is going to happen during the day, students needs to be reminded and explained what are the expectations and what is going to happen during the lesson.Prepare starter and display on board or hand in to students as they enter the class, this is a prefatory one but it allows teachers to challenge students energy, setting out resources, finding papers and setting up the classroom while students wait only encourages LLD.Move around the classroom while students are given a task, teachers presence is extremely important and powerful. Moving around the class helps students to stay on task and not to get distracted. Talking to them about their task giving them deadlines can help to reduce LLD.Provide worksheets for the lesson, as it helps especially lower ability groups to stay focussed, as students lose concentration easily copying questions from board and lesson becomes boring for them, as moving around their head encourages to see around and talk to their peers rather than concentrating on the t ask.As discussed in conclusion, to draw more reliable and successful understanding of this research, further investigations have to be supported in the following way.Each strategy used to minimise LLD, would have to be repeated, so that more accurate and wide data can be drawn, so that the degree of accuracy is higher. Students will not act or be conscious about the research and will be more comfortable in the research environment. This study should take place on a wider range and research should be carried out with different year groups and different abilities. Recording a lesson is another way to make data more reliable, as there will be no biased results or human errors involved.The following research can help other teachers and the school, in order to maintain better learning of pupils and minimising LLDM12.ReferencesBullock, L., Rielly, T., Donahue, C. (1983), School violence and what teachers can do about it. Contemporary Education,55(1), 40-43.Colvin, G. (2010) Defusing Disr uptive Behaviour in the Classroom, California SAGECowley, S. 2001, Getting the buggers to behave, Continuum, London.Capel, Leask and Turner. (2001). Learning and Teaching in the Secondary School. A companion to School Experience. London. RoutledgeFalmer.Ofsted(2014) Below the radar low-level disruption in the countrys classrooms ,Online, Available https//www.gov.uk/government/uploads/system/uploads/attachment_data/file/379249/Below_20the_20radar_20-_20low-level_20disruption_20in_20the_20country_E2_80_99s_20classrooms.pdf september,2014Bennett, T. (2011) Behaviour Low Level Disruption, online, Available http//www.tes.co.uk/article.aspx?storyCode=6087267 19/12/2013Walliman, Nicholas. The Basics Research Methods The Basics The Basics (1). Florence, US Routledge, 2010. ProQuest ebrary. Web. 12 November 2016.Brown, Nicole. (2015)Action research or Case study.Online,Available http//www.nicole-brown.co.uk/action-research-or-case-study/BMJ 2008337a567Bell, J. and Waters, S. (2014). Doing Your Research Project. 6th ed. England McGraw Hill EducationCohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education. 7th ed. London Routledge.Lawrence, T(2013). 10 ways to deal with Low Level distruption,online, Available https//www.theguardian.com/teacher-network/teacher-blog/2013/may/21/classroom-disruption-top-tipsM1Good to see that you have used sources and you build a good context. This is sufficient but EBI you have focused on some detail here on particular strategies. (i.e. given that starters is a strategy you look at could you have used the lecture where start the lesson before the lesson was considered?)M2Good, this part is sourced well, you understand some important methodology concepts and have built a reasonably clear plan.

The Background Analysis And Performance Suggestions

The Background Analysis And Performance SuggestionsLuciano Berios Sequenza IXa is a work of increasingly great significance for the clarinet repertoire. In the past few years, many international medicinal drug competitions, including the prestigious Geneva, Munich, and Nielsen competitions, have included the Sequenza in the repertoire for their first rounds. In addition, it has become an integral part of the unaccompanied solo metre clarinet repertoire in the twentieth century, and it provides clarinetists with a wealth of opportunities for exploring untried techniques and freedom for musical interpretation.Upon first hearing it, the Sequenza intrigues, but challenges the listener to accept a new musical language. A glance at the score immediately reveals a host of difficulties for the performer, including a variety of rhythmic patterns, dynamic transfigures, and multiphonics, as well as the physical stamina required over the length of the piece. Apart from the score itself, lit tle information is available about the story and construction of the piece from critical sources. This limited literature cannot satisfy the curiosity that the composition inspires.1Therefore, the purpose of this paper is to provide a more comprehensive aid to the study and act of this piece, in order to make approaching the work more feasible and also more attractive to a massiver breadth of clarinetists.My examination of the Sequenza will begin by contextualizing the work within the composers life and background, including a consideration of his statements about music and about the Sequenzas in particular. This will be fol lowed by analysis of Sequenza IXa investigating the divers(a) array of musical elements, including consonant domain of a functions, rhythmic patterns, transformational processes, structure, and multiphonics in the second part. To conclude, I will explore some of the difficulties in performing the piece and offer potency solutions.PART I HISTORICAL BACKGR OUND OF Sequenza IXaBerio is considered the foremost Italian avant-garde composer of his time, and one of the most influential composers of the twentieth century. He is particularly well know for his modernist approach and his extensive and experimental practice session of electronic legal instruments in art music. Born in Oneglia, Italy, he studied music with his father, an organist, before enrolling in music school in Milan.2In 1950, he married the American singer Cathy Berberian, a soprano who subsequently performed many of his works.3He traveled to the United States in 1953 to study with Dallapiccola, who he was introduced him to serialism. However, the most important aspect of his trip to the United States was his exposure to electronic music. In 1952, he attended the first public contrive of electronic music in the U.S. At New Yorks M determinationum of Modern Art, the concert featured tape pieces by Otto Luening and Vladimir Ussachevsky.4After returning to Italy, he co-fou nded the noted electronic music center Studio di Fonologia symphonyale in Milan in 1955, directing it from 1955 to 1961.5From 1965 to 1972, he taught at the Julliard School in New York City during this time, he also held a number of international t separatelying responsibilities.6In addition, Berio caused as a director of the Institut de Recherche et Coordination Acoustique Musique (IRCAM) in Paris. In 1980, he accepted an honorary Doctorate of Music Degree from City University in London. Two years later, he became the Artistic Director of the Orchestra Regionale Toscana and in 1984, Artistic Director of the Maggio Musical Fiorentino.7Berios musical style may be seen as engaging and an extending of European and Italian classical traditions. His many years of education and his long c atomic number 18r demonstrate this, as do the statements he has made about music and his own music in particular.Berio has described music as the constant search for an answer to something that conti nuously shifts.8He has but stated that the search for a deep unity, is maybe the most exciting, the most profoundly experimental and the least functional aspect of its presence.9These descriptive words are useful in reckoning what Berio has said about the Sequenzas.The series of quaternaryteen Sequenzas was a long-standing project, spanning 30 years. Each of these pieces is written for a solo instrument, and demonstrates extensive performance techniques. In virtually all of the Sequenzas, these techniques are intended to expand the boundaries of what was playable or singable on the respective instrument. The Sequenza series can be considered a manual of instrumental composing in the twentieth century. The studyity of the Sequenzas were commissioned by or composed for a certain performer, and Berio often collaborated closely with these performers to understand the particular abilities and limitations of the instrument.10For example, one of his most successful Sequenzas is Sequen za III, for female voice, written for and dedicated to Berberian, a pioneer in avant-garde vocal techniques.Sequenza IXa was commissioned and premiered by the french clarinetist Michel Arrignon in 1980. Between 1977 and 1983 Berio worked on a piece entitled Chemins V for clarinet and real-time digital filters,11but it was never completed. Later, Berio withdrew Chemins V, and titled the extracted clarinet part Sequenza IXa.12Berio says that, tout ensemble theSequenzas for solo instruments are intended to set out and melodically develop an essentially harmonic discourse and to suggest, particularly in the case of the monodic instruments, a polyphonic mode of audience13As he described further in regards to his flute SequenzaI wanted to establish a way of auditory sense so strongly conditioned as to constantly suggest a latent, implicit counterpoint. The idea was the polyphonic melodies of Bach. An inaccessible ideal, of course, because what implicitly guided polyphonic listening i n a Bach melody was nothing less than the history of baroque musical language, whereas in a nonlinguistic melody like my Sequenza for flute, history provided no protection, and everything had to be planned out explicitly.14In Sequenza I, various procedures project the concept of polyphony, for the most part found on Bachs polyphonic melodies. However, Berio soon came to realize the impossibleness of achieving this goal, partially because Bachs polyphony was made possible by the universal tonal language of the time. Without the use of Baroque harmonic conventions, Berio relies on an separate way of implying profound counterpoint. To achieve this, he explored the idea of a single instrument producing more than one voice. In this way, a monophonic instrument becomes capable of implying not however a dialogue, but also the sounding together of more than one voice.Sequenza IXa, like the flute Sequenza, can be said to use the same nonlinguistic type of melody. The most obvious and lit eral manner of achieving more than one voice with a monophonic instrument is through multiphonics. Another way to presume polyphony in a monophonic instrument is to use a type of technique Bach uses in his pieces, compound melody. Following the idea of utilize ii jactitate-class collections differently, one melody tends to appear in the same chronicle, whereas the other traverses the range of the instrument in very wide leaps and with great variety.15Berio demonstrable these ii pitch-class collections experimenting with yardral, dynamic, pitch, and morphological dimensions to generates a type of polyphony. These different musical elements are recognizable through the transformational processes, which will discuss later in the paper.In a banter of the form of Sequenza I, Berio said, The title was meant to under air travel that the piece was built from a sequence of harmonic fieldsfrom which the other strongly characterized musical functions were derived.16In the same interv iew, Berio continuedThe temporal, dynamic, pitch and morphological dimensions of the piece are characterized by maximum, medium and minimum levels of tautness. The level of maximum emphasis within the temporal dimension is produced by moments of maximum reanimate in articulation and moments of maximum duration of sounds, the medium level is always established by a neutral distribution of pretty long notes and fairly rapid articulations, and the minimum level entails silence, or a tendency to silence. The pitch dimension is at its maximum level when notes jump about a wide gamut and establish the tensest intervals, or when they insist on extreme register The medium and minimum levels follow logically from this. The maximum level of the dynamic dimension is naturally produced by moments of maximum sound energy and maximum dynamic contrast. What I call the morphological dimension is placed, in certain aspects, at the service of the other three and is, as it were, their rhetorical i nstrument.17This statement can further be applied to Sequenza IXa for solo clarinet, as it is also an essentially harmonic discourse which is melodically developed by temporal, dynamic, pitch and morphological dimensions18in order to suggest a polyphonic mode of listening. Analysis of the piece leavens that Berios statement does in situation apply and is of use in understanding Sequenza IXa.PART II ANALYTICAL DISCUSSIONHarmonic fieldsAs Berio states, the title Sequenza was meant to underline that the piece was built from a sequence of harmonic fieldsfrom which the other, strongly characterized musical functions were derived.19In his Berio, David Osmond-Smith observes that the harmonic field can be defined as a temporary accent mark on a single pitch or on a collection of pitches.20Berio uses both options to establish a harmonic field, similar to the function of chords in tonal music. Thus, when Berio moves from one field to another, it can be said that at that place is a shift o f harmony.Andrea Cremaschi explains that Berio does not use a dodecaphonic series, but rather divides the xii notes into cardinal separate pitch-class collections a five-note collection and a seven-note collection. The first collection traverses the instruments range, is used melodically, and is characterized by wide, varied leaps (see Fig. 1a). The seven-note collection, in contrast, tends to appear in the same register and generally appears with less variety (see Fig. 1b).21As the piece develops, these two distinct pitch-class collections appear in contrast, in alternation, or, in some cases, interlaced with each other. As shown in get into1, while the two pitch-class collections are distinct, both are characterized by multiple occurrences of the tritone.Figure 1. The five-note (a) and seven-note (b) collections of Sequenza IXa.22Sequenza IXa moves through a sequence of harmonic fields which are defined by the use of one or more of the by-line devices among the two contrasting pitch-class collections 1) the use of the two pitch-class collections in rapid succession 2) the use of the first pitch of each collection as the beginning and ending note of a wording and 3) the use of what Berio calls tense intervals which suggest harmonic tension and resolution.23The two different pitch collections appear at the beginning of the work. The melody shown in Ex.1 is primarily based on the five-note collection, whose pitches move between three registers with coition freedom. The seven-note collection ornaments the melody, with only two notes from it, F and D, appearing. These two notes function not only as passing notes, but also as ornamentation, similar to the forbearance notes in the second and third line.The ascending ornament notes at the beginning of line 2 occur in rapid succession. Most of the notes are keep mum based on the five-note collection, except for three notes from the seven-note collection, still F, D, and now D. Similar grace- note passages ar e prevalent throughout the piece. Berio uses this blending of the two pitch-class collections to establish the harmonic field. good example 1. Sequenza IXa, pageboy 1, Lines 1-3. Circles indicate pitches from the seven-note collection used as passing tones.The second device, the repetition of the first note, is illustrated in Ex. 2a, lines 4-8. The rehearsal A section consists of four melodic phrases, each phrase separated by a fermata and silence. The four melodic phrases are based on the seven-note collection, with the seven notes largely fixed in the same register. Now there are only two pitches chosen from the five-note collection, G and Bb. Here, the seven-note collection previously used for ornamentation becomes the oral sex pitch-class collection, which indicates movement away from the previous harmonic field. The starting tending pitches of the 4 phrases compose out the 1st 4-note motive, G, F, D, A. Berio unifies the four phrases here, beginning each subsequent phrase on the next of the first four notes (G, F, D, A) of the first phrase. As with the G in the first phrase, the F, D, and A serve as the beginning and ending notes of the second, third and fourth phrases, respectively. case 2a. Sequenza IXa, scallywag 1, Lines 4-8 Circles highlight the repetition of pitches at the beginning and ending of phrases.In addition, the repeated use of a series of some(prenominal) notes drawn from both pitch-class collections in a fixed order establishes a new harmonic field. In Ex. 2b, the first phrase establishes the following sequence of pitches G, F, D, A1, D1, C2, G2, C2, A1, Bb2, D. Subsequent phrases rotate these pitches, pitiful the first note of the previous phrase to the end of the sequence, though not the end of the phrase. That is, the order of the pitches remains fixed, though their relative position in the sequence changes. Thus, the repetition of this note order establishes the harmonic field.Example 2b. Sequenza IXa, varlet 1, Lines 4-8 Circled pitches reveal the fixed sequence, while boxes indicate discreet phrases.Berio expands the device of repetition as the basis of a harmonic field later in the piece. In Example 3 a brief sequence of pitches from the third line of the work, D1, A1, D1, C1, B1 is extracted and subsequently repeated. The appearance of this fragment implies the earlier harmonic field seen in Ex.1, line 3, but the addition of other pitches in addition to its repetition implies movement to a new harmonic field.Example 3. Sequenza IXa, Page 2, Lines 1-3 The circled portions show the repeated pattern from the previous harmonic field.The third way in which Berio establishes a harmonic field is by the use of tense or discrepant intervals. As discussed previously, the piece changes harmonic fields by moving to different pitch-class groups. In Example 4, line 2, the dotted quarter-note G is the first note of whole duration in the new harmonic field from the seven-note collection. It is preceded by a leap of a major 7th and followed by a diminished 5th, shaver 7th, minor 2nd and minor 7th, in that order. The minor 2nd, between the eighth-note E and the quarter-note F, functions as leading-tone to tonic relationship resolving back to the five-note collection. The sense of harmonic tension and resolution created by these interval relationships thus implies the harmonic field. Each subsequent harmonic field uses the same idea of tension and resolution, thus implying harmonic shift.M7 m7 m7d5 m2Example 4. Sequenza IXa, Page 1, Lines 1-3 Use of tense or dissonant intervalsAll of the above methods define the sequence of harmonic fields in Sequenza IXa therefore, this piece conforms to Berios description of his Sequenzas as a sequence of harmonic fields.RhythmsIn Sequenza IXa, there are many places on the score where Berio specifies tempos. At the beginning of the work, the tempo is marked as a quarter note equals sixty. At letter A, it increases to a value of seventy-two. Berio also gives spec ific durations for the fermatas, placed at the ends of most phrases. Despite these specific tempo markings, the composer places the communicative marking ma sempre un poco instabile (but always a little bit unstable) at the beginning of the score. Perhaps Berio wanted to give the liberty to the performer to vary the tempo within the phrase.In this piece, Berio does not use complex rhythmic techniques, but instead creates a lot of variety using simple rhythms. Although using a limited number of distinct rhythmic figures, Berio rarely repeats the same groupings. Through this rhythmic variety, he creates a feeling of unpredictability. This can be found in Ex.5 and 8.Example 5. Sequenza IXa, Page 8, Lines 1-4 The representative of the rhythmic figuresBerio has an extraordinary range of rhythmic arrangements. Below is a list of the four most frequent rhythms used in the piece. There are additional rhythms used in the piece, such as long notes and grace notes, but shown below are the mos t prominent rhythms.Figure 2. Four rhythmsHe applies the idea of a rotating sequence, as he did for pitch, to arrange the rhythms in the A section. He uses these four rhythms to create a rhythmic sequence. The following graph reflects the use of the rhythmic sequence (see Fig.3). In the first line of the graph, there are four melodic phrases with each phrase containing all four rhythms ( ). As indicated in the second line, each of these rhythms begins and ends a phrase. In addition, the first phrase begins with the sequence of rhythms( ) . The subsequent phrases rotate the rhythmic sequence by moving the first rhythm of the previous phrase to the end of the sequence, though not the end of the phrase. (see Ex.6)First phraseSecond phraseThird phrase one-fourth phraselong notelong note, restlong notelong noteFigure 3. The graph of rhythmic sequence in Sequenza IXa, Page 1. Lines 4-8. Example 6. Sequenza IXa, Page 1, Lines 4-8 The circled letters indicate the rhythmic sequenceTransformational processAs Berio discusses a polyphonic mode of listening, the piece set out and ismelodically developed by altering time, dynamic, pitch, and morphology. It uses a transformational process that suggests a polyphonic mode of listening rather than creating actual polyphony. Each of these unique layers develops and presents material in a different way. Even though each layer develops differently, they combine to create a unified whole. This is the way to understand a polyphonic mode of listening, in Berios concept.The first stylistic feature is the tempo at the highest level of intensity, when there are passages with either very rapid articulations or very long notes. Ex. 1, line 1, at the fermata, shows the temporal dimension at a very high level of intensity because of the length of the held note. Ex.7 shows an example of the temporal dimension at a high level of intensity that is transformed from the held note into a passage of ascending and descending, rap id, staccato articulation, which eventually becomes an extended chromatic passage lasting cardinal seconds at letter E.From example 1. Sequenza IXa , Page 1, Line 1.Example 7. Sequenza IXa, Page 3, Lines 3-9 the transformation of the tempo.The transformation of pitch, the second stylistic feature, can be heard in ascending grace-note figures such as at the beginning of line 2 in Ex. 1. The grace- note figures transform at the end of the same line, altered by the removal of the last two notes, which is pitches G1 and B1. This feature is seen again in line 3 of Ex 1, where the pitches are altered to imply a new harmonic field.The transformation of the dynamics, the third stylistic feature, is demonstrated by the staccato grace notes seen in Ex. 8. In the first line, the first staccato grace note is a G and the next is a D. Both are played piano in the midst of a fortissimo, which interrupts the dynamic level with a very in short and quiet note. This feature is used several times in Ex. 8. At the beginning of line 5 in Ex.8, this feature is seen in the p grace notes continuing to interrupt the ff dynamic level. As the piece develops, this feature transforms when the grace notes becomes a mezzo forte interruption of a pianissimo dynamic level. (See Ex.8)Example from Sequenza Ixa, Page 4 line 1-6Example 8. Sequenza IXa, Page 6, Lines 7 The transformation of the dynamicsThe rapid 32nd -note figure in Bb shown in Ex. 8, lines 2-7, appears four times. In the final pages, when Bb recurs, it transforms into a fermata with a specific duration. Although the Bb does not belong to the main harmonic field here, it plays an important role in the final pages. The tritone effect between Bb and the ending E is almost directionless, in a way that seems to recall the opening of piece.24(see Ex. 9)Example 9. Sequenza IXa, Page 10, Lines 4-8 The tritone effect between Bb and the ending E.The last stylistic feature is morphological tension, which is demonstrated in the multiphonic s and microtones within the trills and tremolos of Ex 11, the C1 to C1-multiphonic passage. This relationship of C1to B is explored by a trill from B to C1 two notes. The use of multiphonics and micronotes is curiously significant because they create the greatest pitch and morphological tension in the trill. The multiphonic passage shown in Ex 10 is transformed rhythmically and dynamically by becoming more active when it returns. Like the other stylistic techniques, multiphonics and micronotes are transformed by each recurrence.Example 10a from Sequenza IXa, Page 2, Line 3.Example 10b. Sequenza IXa, Page 10, Lines 4-8 The transformation of morphologyStructure chart of Sequence IXaJust like most classical works, this piece also includes an exposition, development and ending three major parts. However, the process of this whole piece creates a sequence of harmonic fields by alter, blending, and transformational processes among the two contrasting pitch-class collections. The chart below clearly shows how Berio uses these pitch-class collections as a motivation throughout the whole piece.BeginningATwo pitch-class collections appear a five-note collection and a seven-note collectionExpositionB transitionTransitionCPrimarily based on a five-note collection with a wide range, activated rhythm, and big leaps to start transformation and developmentDevelopment IDPrimarily based on a seven-note collection with rapid grace notes gradually transforming to a passage of thirty-second notesEPrimarily based on a five-note collection, similar to the C section Bb appears as a thirty-second note to foreshadow the climaxFGTwo pitch-class collections alternating and blending with each other. The rhythm becomes more agitated, to further indicate the climax is comingTransitionHTransition, similar to the B sectionTransitionIPrimarily based on a seven-note collection. The rhythm figure is similar to the FG sectionDevelopment IIJLMultiphonics, two pitch-collections further develop a nd blend with each other. Transition to next sectionTransitionMQCadenza, two pitch-class collections alternating with each other as a preparation for the climax of the pieceDevelopment III(Climax of the piece)RVClimax of the piece, two pitch-class collections present at different ranges, dynamics, and rhythms, which alternate between pacify and frenzied phrasesWZEpilogue, endingEndingFigure 3 The structure of Seuquenza IXaSolutions to problems of performing multiphonics Sequenza IXaClarinetists who use an instrument without an Eb key will have a difficult time performing this piece, since there are some multiphonics that appeared on page 6, lines 4, 5 and 6 (see Ex.11) playable only on a clarinet with an Eb key. For those without the Eb key, there are a few techniques to recreate these multiphonics. One may be the use of the performers voice to sing one of the desired pitches. This solution might change the idea of the solo work, but the notes can be produced and the piece would be complete.Another way is the use of a tube to extend the length of the clarinet, effecting an instrument very similar in pitch to one with an Eb key. With regard to the multiphonic fingering applied to the two-note chords in the section around K, the player could use a low E fingering (without the thumb key in the left pass along) plus the throat G key in the left hand for the first multiphonic at line 6. The low E fingering (without the thumb key in the left hand) plus the throat A key in the left hand for the second multiphonic at line 7. The problems with this solution are, first, the tone of the clarinet will be different second, the player must quickly insert and remove the tube during the performance, which could be clumsy and awkward and third, the player would have to use an election fingering for the B natural at line 4. However, the most difficult thing is acquiring the chords to speak reliably this will require practice.A final solution could be the substitution of oth er multiphonics which are playable on the performers instrument. However, the problem with this alternative is at least one of the pitches must be transposed, resulting in changing the piece somewhat.Example 11. Sequenza IXa, Page 6, Lines 4-6 The fingering for the multiphonicsAfter hearing and seeing several clarinetists perform this piece, it seems that switching to the alternate multiphonics is preferable because this does not interfere with the natural sound quality of the clarinet. On the other hand, Berio specified different fingerings on the music, and he did not provide an alternate version of multiphonics in subsequent editions since the piece was written 20 years ago. Maybe Berio did not consider this a major issue, and wanted to give the clarinetist the freedom to imagine ways of solving the problem.

Carl Sandburgs Use of Allusion in Grass Essay -- Poetry Sandburg Poem

Carl Sandburgs Use of Allusion in GrassCarl Sandburgs short poem Grass represents a metaphor for the disguise of history. The persona tells how histories that have taken come forth are sooner or later disregarded. The persona tells that the histories should not be disregarded, but be left the way it is as cited in the poem I am the fail .Let me work. People should notice the events that took place and learn from their mistakes and be better people. The places that are mentioned in the poem are allusions. The allusions are indirect references that Carl Sandburg utilizes to endanger the seriousness of the past events.Every place that is mentioned in the poem is a well-known bloody fight in wars that claimed many lives. The opening stanza of the poem is a command from the grass to soldiers at war in Austerlitz and Waterloo to kill as many people as they can and shovel them under the grass so that it has enough history to pile under itself and wipe out all the marks of combat. Austerl itz is a village where on Dec. 2, 1805 Napoleon escorted an outnumbered cut army to vic...