History of English Language Essay Example Essay Example

History of English Language Essay Example Paper History of English Language Essay Introduction English linguistic communication. like many elements in the history. has gone many transmutations for nil is lasting in this universe. There are many lending factors that played in its development as what it is now including different influences brought to it by unifying of civilizations and sometimes war. English linguistic communication besides differs depending on the civilization of one’s state. since non merely one state is utilizing this as their official linguistic communication but many of them ; and. each has gone some alteration that represents their civilization. In this planetary period. English linguistic communication is considered as the world’s functionary linguistic communication through which. all states are united header towards future economic advancement and common apprehension of all people in the whole universe. Through this besides. war is avoided. common ends are set for the good of all. and hapless states are taken into history by international organisation. English linguistic communication so as widely accepted fact. is the lingua franca of the universe and the linguistic communication of economic sciences. English linguistic communication. since it is replacing other antecedently dominant linguistic communications of the universe such as Gallic and Spanish. is taught in about schools in all states from Pre-elementary classs to college classs. Through this emerging tendency. many pupils from flush states avail themselves of western instruction which they consider as an advantage in their calling. Some would even take English lessons in other states to get eloquence and competence. History of English Language Essay Body Paragraphs The ground buttocks is that. English is the lone means to pass on with all the people of the universe wherever you are or what of all time state you may be. Thus. international communicating is now possible regardless of which state you come from every bit long as you know even merely the basic and as their linguistic communications unite their apprehension of their civilization is strengthened. Development of Old English Language Old English linguistic communication had been developed through many constituents with its beginning from the history. Although. many historiographers believed and developed the hypothesis that English linguistic communication and other linguistic communications in many parts of Europe were indistinguishable because of groundss of similarities of many words. Aside from that. it was besides believed that Sanskrit. the old linguistic communication of India which was much older than Greek or German. had preserved common characteristics with that of Old English linguistic communication ( Baugh A ; Cable. p. 18 ) . It is easy hence to assume that English is a byproduct of the development of many linguistic communications in Europe which had merely one beginning. The Arrival of Celts in Britain English linguistic communication was known as the linguistic communication of English people. nevertheless. it was non the linguistic communication spoken by earliest colonists of the lands ; historiographers believed that many races had come and their linguistic communications were non known and recorded in the history until the reaching of the Celts which had the hint of Old English linguistic communication. and began the history of its development. The Celts were bronzy and iron-age dwellers and when they reached Britain they pushed the earlier colonists into the distant corners of the state through their mighty arms. Harmonizing to history. they arrived about 500 BC with linguistic communication known for being the first Indo-germanic lingua to be spoken in Britain. Celts and Celtic linguistic communication as they say had really small part in the Old English. as they tried to follow some of those words. However. bookmans believed that they influenced the grammatical construction of the linguistic communication ( Baugh A ; Cable. p. 82-83 ) . At this widespread promotion of English. many of those linguistic communications are no longer traced ; though. it is believed to be the first among the subscribers of the English linguistic communication development. nevertheless. its influence is no longer recognized today. Anglo-saxon Colonies In the beginning. Old English was an mixture of group of idiom linguistic communications. reflecting the diverse beginning of the Anglo-Saxon Kingdoms of England. Anglo-Saxon was a group of different races with the Germanic people as the dominant among them who arrived in Britain during the 5th and 6th AD upon the invitation of the King of Briton to assist them against Roman encroachers. Thi s group had acquired influences of the Latin civilization including linguistic communication that after the prostration of Roman Empire in their state arrived in Britain to happen colony besides. Harmonizing to Barbara Fennell. there was no written record about linguistic communication usage in Britain before the Anglo-Saxon invasion ( Fennell. p. 55 ) . There were indicants that England was inhabited for 1000s of old ages prior to Anglo-Saxon invasion. with its known early dwellers as the Celts or Scotts. The Romans did non hold much lingual part on the linguistics development. but the collapsed of the Empire paved the manner for the colony of Anglo-Saxon. The native Britishers were either pushed into stray and farthest countries or they adapted the Anglo-Saxon’s manner of life. The Angli was really a Germanic folk which has been in Britain a twosome of centuries prior to Roman invasion. These Anglo-Saxon spoke Germanic idiom which had some similarities with the original col onists. the Celts which finally blended with them. Therefore. Germanic tribes began geting and settling in Kent. Not long when the Germans formed a land known in history as the Anglo-Saxon heptarchy. As these German folks struggled for high quality. Kent. the chief colony. emerged as the dominating folk which claimed sovereignty over all the lands of the South. Barbara Fennel pointed out that they dominated mostly because of the influence of centres of larning at Linchfarne. Subsequently. the land was passed from King Egbert down to his grandson Alfred the Great. and on to King Edward the Confessor who became Rex Anglorum. which means King of the English in 1026 BC ( Fennel. p. 57 ) . The meeting of Anglo-Saxon and Celtics had come to be known as the English people. and their linguistic communication as the English linguistic communication. The Norse Influence Of class. there had been more developments and important part towards the lingual development of the English linguistic comm unication. But. finally. invasions and colonies had been the major factors for this development. The invasion of the Romans and the prostration of the Empire lay the land for the colony of Anglo-Saxon. while the inflow of more Germanic tribesmen overlay the initiation of a new state. In 787 to 850 AD. a new invasion and colony had taken topographic point ; the Norse under King Guthrum invaded Britain which was under King Alfred. As the Danes were defeated by King Alfred. they withdrew from King Alfred’s district but remained in Britain. Finally. he accepted Christianity and was baptized. The colony of these people in England non merely involved political and lingual assimilation but besides civilization and faith which are indispensable in the development of linguistic communication. The wining political assimilation that follows after the Norse invasion every bit good as the exogamies of political swayers had been instrumental in Anglo-Saxon – Celtic people to be iden tified as an English people. Fennell said that King Henry’s replacement Richard II. was renowned as the lion’s bosom â€Å".who spoke small or no English at all. and spent merely six months in entire on English soil† ( p. 57 ) . Fennel’s accent on â€Å"speaking English and passing six months on English soil† meant two things. the beginning of the English linguistic communication and of the English state. The Linguistic Development during the Middle Ages Middle Ages had been a really important in the development of English linguistic communications after its assimilation during the meeting of Anglo-Saxon and Celts. This period gave manner to the promotion of the linguistic communication in footings of words incorporation from other native linguistic communications specifically the Northern European and some Germanic folks. This was besides important in the enlargement of the linguistic communication in its grammatical construction. Change in the In flectional Endings Inflectional terminations are unstressed syllables at the terminals of words of most of Old English linguistic communication such as –en in drunken. The decay of inflectional terminations was attributed to the influence of Vikings in their linguistic communication and at the same clip. the Germanic linguistic communication has a emphasis on the first syllable and non on terminations. Some of those terminations that were omitted were -a. -e. -u and –an. which had been equally reduced to -e. ( pronounced ) . Another change involved the loss of concluding -n after -e in unstressed syllables. For illustration. drinken. from Old English drincan â€Å"to drink. † became first of all drinke and so imbibe ( Baugh and Cable. 1993. p. 155 ) . Fennel had besides observed these important alterations in the English linguistic communication. She pointed out that the â€Å"development of more fixed words order and the loss of inflections† ( p. 97 ) . characterizes the Middle English. Further. she observed little consonantal alterations in such that certain sonant consonants became unvoiced and other unvoiced consonants became sonant ( p. 97 ) . The Noun and Adjectives Old English is besides typified in footings of infection wherein they add letters to the terminal of the word to mean another significance either from remarkable to plural or gender differences. For case. the remarkable stan. stanes and stane holding its plural signifier of stanas. stana and stanum ; which harmonizing to Baugh and Cable. reduced to stan. stanes and stane. These alterations have been observed in the Modern English. Old English was seen as holding similarity with the Latin grammar which was more inflected. To observe. Old English had four instances: the nominative. accusatory. possessive and dative instances that are emphasized by adding letter/s at the terminal of the word. For illustration. the remarkable neuter had an stoping –a. feminine h ad –o. masculine had –n. On the other manus. Latin had six instances such as nominative. vocative. accusatory. possessive. dative and ablative. This development in English linguistic communication was evidently an influence of Roman in their linguistic communication. Throughout the development procedure. particularly coming into the Middle Ages. English linguistic communication had survived its –s plural signifier and the weak –n signifier go infrequent as in the instance of cattle. brethren. kids and cattle. Verb Form The Middle English had a grammatical regulation similar to the Modern English. In general. the first individual singular of the Middle English present tense verbs terminal in –e. the 2nd individual had –est. while the 3rd individual had –eb. This is applied to strong verb. while in weak verbs. word terminations used are –ed ( vitamin E ) . -d ( vitamin E ) . or –t ( vitamin E ) . It was besides usual in th e Middle English the Object -Verb sequence whereas the Modern English follows the Verb-Object form ; for illustration: so fell he down. which is contrast with today’s grammar construction as so he fell down. ( Fischer. p. 180-181 ) The infinitive –to was besides usual in Middle English which was later replaced by that. For case. He commanded them that they should bind him up. ( Fischer. p. 211 ) We will write a custom essay sample on History of English Language Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on History of English Language Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on History of English Language Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Il Faut Laisser Maisons.. Essays - Pierre De Ronsard, Sonnet

Il Faut Laisser Maisons.. Essays - Pierre De Ronsard, Sonnet Il Faut Laisser Maisons.. Analysis of Il Faut Laisser Maisons... Il Faut Laisser Maisons... is a poem written by Pierre Ronsard and published in the book Derniers vers de Pierre de Ronsard in 1586. This poems central idea is that the spirit is more important than the body, because the spirit has far fewer limits than the body. As soon as one dies, the spirit is free from the bonds of the body. These lines: Laissant pourir a-bas sa dpouille de boue and Franc des liens du corps, pour ntre quun esprit. show that Ronsard succeeds in establishing the theme by making it clear that it is necessary to leave the possessions of this world and material things to become a spirit. Ronsard is the speaker of the poem which takes place late in his life. Cest fait! jai dvid le cours de mes destins and Jai vcu, jai rendu mon nom assez insigne, prove that Ronsard has lived awhile and accomplished some things in life. Ronsard intends to teach a significant moral lesson which is the theme. The message is implied, because Ronsard wishes and challenges the reader to interpret and look deeply to understand this moral lesson. He places most emphasis on ideas to help develop this message. Ronsard skillfully develops the poems mood, one of inspiration and thoughtfulness. He believes in the freedom of the spirit in life after death. This line: Heureux qui ne fut onc, plus heureux qui retourne illustrates the poets pensive mood and logical thinking. Ronsard feels that it is better to have lived than never to have lived at all. He thinks deeply about what must be given up and accomplished to become a spirit. Ronsard also knows that there is always hope once he becomes a spirit. Pierre Ronsard uses examples of personification and symbolism to emphasize the theme and to create a deeper meaning of the poem. One example of symbolism is the second line: que lartisan burine(that the artist engraves) which represents something eternal or everlasting that he leaves behind. Et chanter son obsque en la faon du cygne(And sings his funeral song in the manner of a swan) in the third line shows symbolism and personification. The symbolism of a funeral song of a swan signifies the end of something or death. Ronsard personifies a swan as a human singing his own funeral song. The words in line eleven, Jsus-Christ(Jesus Christ), represent salvation and everlasting hope for those seeking everlasting hope. This line: Dont le Sort, la Fortune et le Destin se joue(Fate, Fortune, and Destiny make fun) personifies that Fate, Destiny, and Fortune, like little children, play with the useless corpse of mud, while the bonds of the body are freed. The first three stanzas present the situation of the poem and the thoughts of Ronsard, while the final stanza has the greatest impact and strongest feelings of the author. This poem uses some description like the things he must leave behind(maisons et vergers et jardins, etc.). He frequently speaks of nature(flowers, trees, etc.) and of love. The examples of description help to create his intended effect by showing that he must be less concerned with material things. This lyric poem is a sonnet consisting of four stanzas(4,4,3,3) and fourteen lines. Written in meter verse with twelve syllables per line, the rhyme scheme is rime Embrasses: abba, abba, ccd, eef. The language contributes to the mood through such words as Jsus-Christ and Franc les liens. His concrete words include maisons et vergers, etc. while his connotative words are sa dpouille de boue and son obsque. His uses of assonance are laisser maisons and fait - dvid, while his diction is one of simplicity. Writing mostly Alexandrian poems and sonnets, Ronsard uses classical style which affects the meaning of the poem by his examples of nature such as vergers et jardins. His style also affects the mood through his personal experience, because he bases many of his poems on his life. This poem reveals that Ronsard is an optimistic and realistic man of action who closely observes life, especially nature. This poem is interesting, because it is about something that all will have to experience in life. The poem is good and lasting, because it teaches a

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

Writing Assignment 1 - Essay Example This is because terrorists are not strange to use, but live and reside with us within our homes and neighborhoods. In addition, the people who harbor these terrorists are the ones that receive the first blow in case these terrorists attack. Therefore, this program targets at encouraging the general public to partner with the police and other security agencies by reporting any suspicious characters within their community, resident, or towns to the security agency. The program dubbed â€Å"If You See Something, See something,† is a program from the Department of Homeland Security (DHS) geared to raise public awareness on the indicators of terrorism and any other terrorism-related crime, as well as emphasizing the importance of reporting any suspicious activities to the appropriate state and local law enforcement authorities. This program is in line with the mission of the DHS, which is to protect the country against any terrorism attack following the 9/11 terror attack on American soil (Kumamoto 45). Therefore, the DHS is best suited to undertake this program by enlightening the public about all terror related crimes or activities in an effort to bring the public into the prevention program of terrorism within the United States. This is because it is not possible for the state policing agencies to be at all places in the country at all the time. As such, public knowledge and public awareness on terrorism enables Americans to take part a ctively in the efforts of the DHS to maintain security within the country. This is a new program launched by the DHS to prevent terrorism within the country by putting every responsible citizen on high alert over the presence of a terror threat within his community or neighborhood to protect the country. This program is very effective in solving terrorism as it enables the general public to identify and play an imperative role in the prevention terrorism, which we all have to accept that it is a big headache to the

Asian American Heritage Language Education in U.S Research Paper

Asian American Heritage Language Education in U.S - Research Paper Example Until recently, negative views about the personality and social development of bilingual children have been frequently expressed. Bilingualism was long associated with and even said to cause, mental confusion, identity and emotional problems, social attachment deficits, loyalty conflicts and poor self-esteem and self-concept (Sung & Padilla, 1998). However, it is clear that most people in the world have some sort of facility in more than one language and, as widely informed, it is monolingualism that is an aberration, an affliction of the powerful, and a disease to be cured.Until the late 1970’s, a majority of authors presented a negative, prejudiced view about bilingual personalities. Bilingual children were described as having split minds, being ‘neither here nor there,’ marginal people. Subsequent research has demonstrated that in any case, bicultural or bilingual individuals suffer detrimental effect on personality; bilingualism is not likely to be the cause. Rather, the social, economic and political conditions surrounding the development of bilingualism generate the problems.In America, where English is considered the dominant language, it would make sense to teach everyone English only. However, would this be the right course of action given that this would contribute to the extinction of heritage languages and cultures? In the late 20th century, United States had enacted the English-Only pedagogy among conquered peoples and minority groups on the margins of national life.... Subsequent research has demonstrated that in any case bicultural or bilingual individuals suffer detrimental effect on personality; bilingualism is not likely to be the cause. Rather, the social, economic and political conditions surrounding the development of bilingualism generate the problems (Park, 2007). In America, where English is considered the dominant language, it would make sense to teach everyone English only. However, would this be the right course of action given that this would contribute to the extinction of heritage languages and cultures? This question is best addressed by looking at the nation’s history. In the late 20th century, United States had enacted the English-Only pedagogy among conquered peoples and minority groups on the margins of national life (Blanton, 2006). The first region to be affected was Puerto Rico, and was considered the most significant pedagogical laboratory for language learning. English was made the primary language of instruction fo r all the subjects shortly after the American occupation in 1898. This was in place of Spanish-English bilingual education (Blanton, 2006). While English-Only pedagogy was the dominant instructional approach for teaching non-English speaking children between 1900 and 1930, it demonstrated an abysmal track record. Children in English only classrooms were simply not expected to thrive educationally. Educators made it clear that spoken English was the only objective it took precedence over such other subjects as reading, mathematics, and science (Sung & Padilla, 1998). In assessing the approach, it was concluded that English-Only pedagogy institutionalized and rationalized academic failure (Blanton, 2006). The most publicized

1.Government funding of faith schools is a flawed policy. It Essay

1.Government funding of faith schools is a flawed policy. It undermines community cohesion and contributes to social division. Discuss - Essay Example 2004: 38) that are sustained by government funding. Hence, the issue raised over and over again is whether it is justifiable for the government to fund faith schools. The objective of this essay is to review and discuss the alleged negative implication of faith schools on community and social cohesion. The discussion will involve a broad array of stakeholders, such as students, local authorities, education practitioners, teachers, religious leaders, and parents, through an array of various ways whereby we could gain something from their awareness and experiences about the challenges and advantages to community cohesion that a faith school system provides. This essay will provide a brief discussion on the major views and recommendations of various stakeholders abovementioned. It also connects the current status of faith-based schools in England to substantiate further discussion on this important issue. The recommendations put forth in this essay have comprehensive repercussions for the nation’s whole education system. In our joint efforts to build a productive multicultural society, major change may at times be essential. Too frequently the dispute about England’s faith schools has been founded on bare rhetoric; in this essay the author provide a more well thought-out and evidence-based framework. Recently, there have been extensively documented exchanges of opinions concerning the issues of faith-based schools, specifically those in the government sector. Often controversial, the debate has mirrored the views of a wide array of groups and individuals, outside and within education (Johnson 2006). Myriad of those issues revolve around the contribution of all schools in enhancing social cohesion in the face of growing government sponsorship of and interest in faith schools (Johnson 2006). Faith-based schools are viewed by government policy as a medium for providing enhanced parental choice,

Life Cycles Of Paper And Plastic Bags Environmental Sciences Essay

Life Cycles Of Paper And Plastic Bags Environmental Sciences Essay This research performs life-cycle assessments on two products-plastic bags and paper bags. The two products are considered to be substitutes for one another, and the end objective of the life-cycle assessments performed on the two products is to compare the life-cycle costs of the two products for the purpose of recommending a production strategy for a company that produces bags. A life-cycle assessment for paper bags is presented in the following section, and this presentation is followed by a presentation of a life-cycle assessment for plastic bags in the succeeding section. Following the presentations of the two life-cycle assessments, the two substitute products are compared with the emphasis being placed on the full costs of the products for the manufacturing company. Recommendations and conclusions based on this comparison are then presented. Life cycle assessment attempts to measure the total environmental effects of a product from cradle to grave. Proponents contend that life-cycle assessment can provide the information to assess tradeoffs throughout the life of every product. Life-cycle assessment permits producing organizations to determine the environmental impact of both their products and the manufacturing processes used in the production of those goods. As manufacturing companies have experienced increasing pressures to minimize adverse environmental effects of all types, therefore, life-cycle assessment has assumed greater importance in manufacturing management. The initial step in a life-cycle assessment involves the establishment of the purpose of the study and defining the objectives of the study. This step for this current examination was established in the initial paragraph of this Introduction. The second step of a life-cycle assessment is the life-cycle inventory. In the life-cycle inventory, energy and raw material requirements and environmental emissions of the product and its manufacturing process are quantified. Precise and extensive calculations are involved in this step. Totals for all material requirements and environmental emissions are presented for all stages of production, from raw materials acquisition to waste management. The third step is an impact assessment, which attempts to translate the life-cycle inventory data into effects on human health, ecological health, and resource depletion, which are the impacts of the product and its manufacturing process on the environment. The impact assessment is accomplished by classifying the inventory items into condition groups that may lead to an environmental impact. The final step in a life-cycle assessment is an improvement analysis. The improvement analysis develops recommendations based on the results of the life-cycle inventory and the life-cycle impact assessment. Such recommendations may include the modification of a production process, the use of different raw materials, or choosing one product over another, as is the case in this current study. The steps of the life-cycle assessment process from life-cycle inventory through life-cycle improvement analysis are addressed in this current study in the following two sections. In these two sections, these steps of the life-cycle assessment process are developed for both plastic bags and paper bags. Life-Cycle Assessment: Plastic Bags The life-cycle assessment of plastic bags is presented in relation to life-cycle inventory, life-cycle impact assessment, and life-cycle improvement analysis. Life-Cycle Inventory The life-cycle inventory analysis is a technical, data-based process of quantifying energy and raw material requirements, atmospheric emissions, waterborne emissions, solid wastes, and other releases for the entire life cycle of a product, package, process, material, or activity. In this section, the life-cycle inventory is developed for plastic bags. In the broadest sense, a life-cycle inventory analysis begins with raw material extraction and continues through final product consumption and disposal. The scope of the life-cycle inventory refers to the setting of boundaries for the life-cycle inventory of a specific product. A flow chart of the life cycle of plastic bags is presented in Exhibit 1. The exhibit may be found on the following page. The flow of the life cycle of plastic bags is illustrated in Exhibit 1. This flow begins (PE) petroleum extraction, and progresses through (PR) petroleum refining, (Pl-E) plastic extrusion, (Pl-F) plastic fabrication, (PB-M) plastic bag manufacture, (Tr) transportation of plastic bags to initial users, (IU) initial use, (SU) secondary use, (UD) user disposal, and thence to either (Rcy) recycling or (LFD) landfill disposal. The life-cycle inventory of environmental factors for plastic bags is presented in Table 1. The table may be found on the following page. Table 1: Life-Cycle Inventory Plastic Bags Environmental Factor Emissions [metric tons] SO2 0.07037 CO 0.01655 NO2 0.04692 VOC 0.27504 Lead 0.00001 PM10 0.00241 MTCO2E 58.76522 Non-Point Air 0.02432 Point Air 0.03892 Air Releases 0.04723 Water Releases 0.00225 Land Releases 0.00106 Underground Releases 0.01568 The life-cycle inventory of plastic bags indicates that several environmental factors are involved in the production and use of the product. These factors come into play at every stage of the life cycle of plastic bags. Life-Cycle Impact Assessment Qualitative aspects of the life-cycle are addressed through the life-cycle impact assessment. The life-cycle impact assessment, however, also includes technical and quantitative data to assess the effects of the resource requirements and environmental factors (atmospheric emissions, waterborne emissions, and solid wastes) identified in the life-cycle inventory. The life-cycle impact assessment for plastic bags developed in this section considers ecological and human health impacts, and resource depletion. Other effects, such as habitat modification and heat and noise pollution, also are included in the life-cycle impact assessment. The key concept in the life-cycle impact assessment is the environmental stressor. The environmental stressor concept links the life-cycle inventory and the life-cycle impact assessment through identified conditions that tie resource consumption and environmental factors. Thus, a stressor is a set of conditions that may lead to an impact. The life-cycle impact analysis does not attempt to quantify any specific actual impacts associated with a product or process. Rather, the life-cycle impact assessment seeks to establish a linkage between the product or process life cycle and potential impacts. The substance releases associated with the manufacture, distribution, use, and disposal of plastic bags create a number of stressors. These stressors, in turn, have an impact on the ecology, human and other animal welfare, and resource conservation. The magnitude of releases into the air, water, and land are not enormous; however, the are nevertheless substantial. Life-Cycle Improvement Analysis The life-cycle improvement analysis is an evaluation of the needs and opportunities to reduce the environmental burden associated with energy and raw material use and waste emissions throughout the life cycle of a product or process, which in this section is a product-plastic bags. This analysis includes both quantitative and qualitative measures of improvements. The economic costs associated with the use of plastic bags approximate $0.58710 per metric ton of environmental discharge. Electricity consumption in the production of plastic bags approximates 0.19 million kilowatt-hours per $1 million production of plastic bags. Life-Cycle Assessment: Paper Bags The life-cycle assessment of paper bags is presented in relation to life-cycle inventory, life-cycle impact assessment, and life-cycle improvement analysis. Life-Cycle Inventory As noted in the preceding life-cycle assessment of plastic bags, the life-cycle inventory analysis is a technical, data-based process of quantifying energy and raw material requirements, atmospheric emissions, waterborne emissions, solid wastes, and other releases for the entire life cycle of a product, package, process, material, or activity. In this section, the life-cycle inventory is developed for paper bags. In the broadest sense, as stated in the life-cycle assessment of plastic bags, a life-cycle inventory analysis begins with raw material extraction and continues through final product consumption and disposal. The scope of the life-cycle inventory refers to the setting of boundaries for the life-cycle inventory of a specific product. A flow chart of the life cycle of plastic bags is presented in Exhibit 2. The exhibit may be found on the following page. The flow of the life cycle of paper bags is illustrated in Exhibit 2. This flow begins (TH) tree harvesting, and progresses through (LT) log transport, (Pm-O) pulp mill operations, (Pa-F) paper fabrication, (PB-M) paper bag manufacture, (Tr) transportation of paper bags to initial users, (IU) initial use, (SU) secondary use, (UD) user disposal, and thence to either (Rcy) recycling or (LFD) landfill disposal. The life-cycle inventory of environmental factors for plastic bags is presented in Table 2. The table may be found on the following page. Table 2: Life-Cycle Inventory Paper Bags Environmental Factor Emissions [metric tons] SO2 0.80988 CO 0.51794 NO2 0.35931 VOC 0.30502 Lead 0.00010 PM10 0.03281 MTCO2E 91.28522 Non-Point Air 0.00471 Point Air 0.07472 Air Releases 0.07824 Water Releases 0.00362 Land Releases 0.00144 Underground Releases 0.00000 The life-cycle inventory of paper bags indicates that several environmental factors are involved in the production and use of the product. These factors come into play at every stage of the life cycle of paper bags. Life-Cycle Impact Assessment Qualitative aspects of the life cycle are addressed through the life-cycle impact assessment, a fact noted in the life-cycle assessment of plastic bags. The life-cycle impact assessment, however, also includes technical and quantitative data to assess the effects of the resource requirements and environmental factors (atmospheric emissions, waterborne emissions, and solid wastes) identified in the life-cycle inventory. The life-cycle impact assessment for paper bags developed in this section considers ecological and human health impacts, and resource depletion. Other effects, such as habitat modification and heat and noise pollution, also are included in the life-cycle impact assessment. The key concept in the life-cycle impact assessment, a previously noted in the life-cycle assessment of plastic bags, is the environmental stressor. The environmental stressor concept links the life-cycle inventory and the life-cycle impact assessment through identified conditions that tie resource consumption and environmental factors. Thus, a stressor is a set of conditions that may lead to an impact. The life-cycle impact analysis, as stated in the life-cycle assessment of plastic bags, does not attempt to quantify any specific actual impacts associated with a product or process. Rather, the life-cycle impact assessment seeks to establish a linkage between the product or process life cycle and potential impacts. The substance releases associated with the manufacture, distribution, use, and disposal of paper bags create a number of stressors. These stressors, in turn, have an impact on the ecology, human and other animal welfare, and resource conservation. The magnitude of releases into the air, water, and land are not enormous; however, the are nevertheless substantial. Life-Cycle Improvement Analysis The life-cycle improvement analysis is an evaluation of the needs and opportunities to reduce the environmental burden associated with energy and raw material use and waste emissions throughout the life cycle of a product or process, which in this section is a product-plastic bags. This analysis includes both quantitative and qualitative measures of improvements. The economic costs associated with the use of paper bags approximate $0.57299 per metric ton of environmental discharge. Electricity consumption in the production of plastic bags approximates 0.27 million kilowatt-hours per $1 million production of plastic bags. Comparative Assessment of Plastic Bags Paper Bags Comparing the life-cycle assessment of plastic bags with the life-cycle assessment of paper bags reveals that, from an environmental risk perspective, plastic bags are a lower risk product than are paper bags. With respect to life-cycle inventory comparisons, paper bags are superior to plastic bags only within the context of non-point air releases. Comparing the life-cycle assessment of plastic bags with the life-cycle assessment of paper bags within a total cost context reveals that plastic bags consume less resources in production and distribution. Further, the total cost of production is lower for plastic bags than for paper bags. Recommendations For the company manufacturing bags, the recommendation is that plastic bags continue to be produced. Although the company does not now produce paper bags, the recommendations is that such production not be commenced. Conclusions One conclusion drawn from the findings of this study is that plastic bags are a more economic product for the manufacturer than are paper bags. A second conclusion is that plastic bags are less harmful to the ecology than are paper bags.

Comparing the Role of the Black in the South in Clotelle and Absalom, A

Role of the Black in the Southern Family as Evidenced in Clotelle and Absalom,   Absalom!  Ã‚  Ã‚        Ã‚   Southern Literature, more than anything else, is a discussion of the family. And in the family, particularly the Southern family, no question is as pivotal--or causes as many disputes--as "who belongs?" Southern Literature has been, in many ways, a canon of exclusion. From a culture built upon controlling and utilizing an entire race for the express purpose of advancing another, a canon of yearning and despair is left. And in no place is this as clear as within the family, the unit by nature designed to nurture and support--and ultimately overcome. Stereotypically, the family longed for by every Southerner is one of impeccable repute, a white triumph, clean of any African blood, with a heritage predating the Revolution and a lineage reaching beyond the next millennium. Clotelle, by William Wells Brown, is an appeal to the Southern ideal that African-Americans do not and can not fit into the traditional, lily-white aristocratic familial structure which ruled the South during his time--and reigned for many years thereafter. Traditional Southern canon emphasizes the Thomas Sutpens--of William Faulkner's Absalom, Absalom! --who ejects African-Americans from his family (as he attempts to create a new one), and men like the Sheriff of Charles W. Chesnutt's "The Sheriff's Children," who sells a pregnant slave--carrying his unborn mulatto child--into slavery. The advancement and protection of one's name is also highlighted by Sutpen and by Clara Hohlfelder in another Chesnutt tale, "Her Virginia Mammy." These are ideals which Brown understands and resists, and tries--ultimately in vain--to defy. Clotelle does not adjust itself to the tr... ...ildren are born as a result--are disposed of as quietly as possible, in order to keep the familial superstructure as maximally pure as possible. A white man does not marry a slave, or make a respectable woman of her. He keeps her and his child in a shed outside of town, he sends them to New Orleans, or sells them to the rice swamps to toil under the whip for the remainder of their lives. Southern literature excludes the African-American from its families, thus robbing her of her identity and forcing her to become a mere brick in the base below the superstructure. Works Cited Brown, William Wells. Clotelle. Miami: Mnemosyne Publishing, 1969. Chesnutt, Charles W. "Her Virginia Mammy" and "The Sheriff's Children." Collected Stories of Charles W. Chesnutt. New York: Penguin, 1992. 114-148. Faulkner, William. Absalom, Absalom! New York: Vintage, 1990.