Importance Of Criminology In Modern Society - 764 Words

Criminology is The study of crime, of attempts to control it, and attitudes to it. Crime is interpreted in its widest sense, so as to include minor as well as major law-breaking... according to Walsh and poole 1983.However in reality, criminology has advanced and evolved over the past few decades that there is no specific description or definition of the term and its role in modern society; as it’s a key part in all aspects and its impact on society cant be listed as it’s a never-ending list. In this essay I will try to express the importance of criminology by discussing the links and impact criminology has on certain aspects of society such as media crime and moral panics. The reason I have chosen these 2 topics is due to them†¦show more content†¦If one business/individuals have too much control over the media, this can influence public opinion on a range of issues, for example who to vote for in a general election. An example of this in todays society is t he daily telegraph who are supporters of the conservative party and so much so that they have earned the nickname Torygraph. Meaning during the run up to the general election the newspaper focused on the differentiating policies between conservatives and labour. One differentiating point between the parties was their thoughts on immigration with labour being more relaxed om immigrants and conservatives wanting to place more rules and regulations in place to reduce the numbers of immigrants entering the UK. Due to this the daily telegraph took advantage of their power and created moral panic in the public to vote for conservatives by publishing negative stories on immigrants and exaggerating them so that more people would vote for tories due to the negative news published and them supporting that policy. Moral Panics A moral panic is best described as a widespread fear. In most cases irrational fear that someone or something is a threat to their safety and a society as a whole. Moral panic is created by the media typically and further exaggerated by politicians. Moral panics are centered on the minorities in society whether its race,Show MoreRelatedPunishment Vs Classical Criminology1745 Words   |  7 Pagesexisted in the society from time immemorial. Different cultures have dealt with it differently. While some have adopted very cruel, inhumane, and creative ways of punishment, others have chosen a relatively fair system of justice. Nevertheless, each system has had and served its purpose in fulfilling a given role in the society they are established. The classical criminology as envisioned by Bentham and Beccaria in the 1700’s and 1800’s has been the foundation upon which the modern criminal systemRead MoreThe Criminal Justice System1700 Words   |  7 Pagesin order to deter c riminal and deviant behaviour. 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The Bystander Effect And Racism - 913 Words

Because we are more likely to help those that are similar to us, we are more likely to help those that are of the same race as us. According to Marsh and Keltner (2006), â€Å"Research has shown that people are more likely to help those they perceive to be similar to them, including others from their own racial or ethnic groups. We don’t like to discover that our propensity for altruism can depend on prejudice†¦Ã¢â‚¬  We can connect the evidence provided to explain issues of the bystander effect and racism. For example, when people witness a situation of racism, they are probably only going to help if it is someone from the same racial group. However, if it were someone foreign to his or her group, then that would ignore the issue and not step in. Regarding the Holocaust and many other world issues, people probably did not care for it or paid attention because it did not concern people of their own kind. However, once an issue hits their own country/social group, then p eople will be quick to offer as much help as possible. I believe that this mentality is a part of the racism issue our society faces; we prefer to only help people of our own kind. If people continue to carry this mentality, then we will never get over our differences in order to help others. But if the world can come together and put those racial differences aside, then we can possibly live in a world with less conflict as we strive to help one another and live in peace. Keltner, D., Marsh, J. (2006, September 1). WeShow MoreRelatedPrejudice Is A Hostile Or Negative Attitude Toward People898 Words   |  4 Pagesblack males, white cops are more likely to suspect them without any real reason and treat them harsher than white males. Black males also will avoid white cops and if they are questioned by one they may be uncooperative, rude, and hostile. 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In many cases, racism results as acts of violence, such as the events that took place in Charlottesville, VA on August 11-12, 2017. In this regard, racism is often actively and blatantly oppressive and hate filled. However, racism is does not always consist of expressing hate and promoting oppression. Many times, an odd paradigm exists where in dividuals, many times white people, are trying to repairRead MoreThe American Civil War And The Civil Rights Movement1539 Words   |  7 PagesIn elementary school, students study the Civil War, and the Civil Rights movement. Teachers speak about slavery and racism as if it were a thing of the past; and juvenile minds are lead to believe that Martin Luther King Jr.’s dream has finally come true. But as these futile minds mature, they encounter different versions of this â€Å"dream†. Caucasian faces may live to believe the world is a blissful place, but scoff at the waitress who struggles to speak english. 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Essay about the Effective Business Communication

Question: Write an essay about the Effective Business Communication. Answer: Introduction Thill and Bovee, (2013) mention that effective business communication plays a crucial importance in developing the communication skills of the people for better interaction both in the workplace and in personal. In this process, the speaker, as well as the listener, shares their experience for better understanding their skills and ability to share responsibility. In this essay, I am going to represent what I have learned from the course study in the context of the effective business communication and what I have gained from the each weeks lectures, tutorial activities and assigned journal articles that have been provided to me during four weeks of the course. Furthermore, I will describe how these academic activities help me to understand the importance and develop my skills and how it will encourage me to improve my communication skills as I have learned about the difference between the interpersonal communication skills and the interpersonal communication skills. I also came to kno w that I possess a passive behavior and have to develop my assertive behavioral skills. This essay will wrap up with overall insights and observation from the learning outcomes during these four weeks. Discussion Week 1: In the first week, I have learned about the theory of professional communication and its related ethics. Moreover, our lecturer not only makes us understand the theories of effective communication but they have also taught us about the different model related with the same context. This lecture helps me to realize that from effective communication; our identity reflects by which a person can distinguish us compared to others and helps us to behave appropriately in social gathering that enhances our social interaction with people. I have learned that in an efficient communication it is important to maintain abstractness so that all the listeners will understand the conceptual fact one delivers. I have also learned about the difference between interpersonal and intrapersonal relationship which resembles that our though and its consequence like anger, love and patience is intrapersonal behavior while how we communicate with them in the workplace, the social gathering is known as interpersonal communication. Our class also conducts the tutorials for presenting the difference by showing us some videos from where I understand that I have to behave more patiently from others instrumental communication. The tutors also help me to understand the dissimilarity between verbal and non-verbal communication that one is a single channeled communication style while the other is the multichannel communication and can be gathered by textbooks and audio excerpts. I also learned about the types of non-verbal messages and understanding the listening process and it related importance. The provided tutorials help me how to express my views and how I can communicate during project seminars by preparing an outline and practicing the content for the symposium, which will helps me to improve my communication skills to others. These non-verbal tutorials help me to improve my body orientation so that I can interpret my attitude to others by making different postures like thumb up for a plan approval, handshakes to represent formal meetings. The provided journal article in the weak one helps me to define the listening process, following which I can retrieve information juts by listening some audio and ca n evaluate by making a judgment to the sound and respond accordingly. This listening ability gives me develop the remembering skills that help me to utilize my learned theories regarding effective communication in the future in my workplace. Week 2: In this week, we have learned about the procedure for developing effective delivering presentation to communicate with listeners. My tutor also makes me learn types of public speech during the second week. The course that I have also been providing comprise of the communication apprehension and ability to analyze the rhetorical situation that is the speaker, audience and occasion. The offered tutorials have the information regarding the formal and practical structure of the presentation and visual aids along with types of organizational presentations that will help me to present my thoughts in delivering performance throughout my life for better communication with the addresses. My tutor has made me learn about the types of speaking - one is given without any preparation like depicting some memorable incidences in social gatherings and other is a speech that is delivered with the help of the manuscripts and by properly rehearsing for the final dictation like in college semina rs and office conference. I also came to know that I become less confident while impromptu and extemporaneous form of speaking; however, I feel confident to deliver an effective speech when I am properly rehearsed with my content of the writing. Communication Apprehension is the following matter of concerned that is provided by my mentors and it makes me realized that whether we have fear or anxiety of being judged by others and can deliver a speech to them or not. The provided tutorials also help to make me learn that in Communication Apprehension, there is a Rhetorical Situation, where analysis is being made by the speaker, audience, an occasion and lastly in the context of the speech. I also came to know that analyzing the speaker resembles the situation what I want to speak and depict during my communication and what I know about the topic I am going to introduce. I usually prepare an effective introduction and the main content of the subject and an overall conclusion so that the listener can understand what I wanted to say and teach them. The assigned journal article also allow me to develop an idea that during a speech a dictator can motivate or encourage its audience by stating a practical impact of the presentation h e or she delivers. I have also learned that for an effective speech, all my content must be supported by other journal article or proved theories. All these gathered knowledge is going to help me for establishing a competence on a particular subject. Week 3: The primary objective for learning outcome is to develop small group communication and the undertaken procedure for this development. At the initial stage, I develop an idea that this course will help me in obtaining good marks in collaborative projects and also to get a good job in future. My tutor makes me learn that developing small group communication helps us to identify weakness and strength of our team members and we can resolve those situations for group development. Eve in the workplace these group discussion will help us to mitigate evolved conflicts. The tutorials we have been provided depict that small group communication makes us aware of the kind of nature and attitude everyone possess in the group. My tutors also encourage participating our class in learning activities so that we can learn to abut the difference between the group work and team work. Supported by the learning outcome, I came to know that when some individuals collaborate their work for accomplis hing a single task is known as the group work as I do with my classmates in a group projects. While on the other hand, teamwork signifies to achieve a common outcome by sharing a common goal and team purpose like in office premises. This knowledge helps me in future to work proficiently with my colleagues in my workplace. Another thing that I have learned during this week is how to conduct and communicate with the team members in a meeting. Moreover, from the tutorials I have learned that meeting can be of many types like Information-sharing meetings, where I can share my thoughts regarding a subject so that I can make everyone learn about what I know and what is my purpose of conducting the meeting. Another form of meeting that our tutors taught us is the decision making or problem solving meetings, which will help me in the future workplace for suggesting some methodologies or ideologies for the betterment of the system so that an efficient procedure can be implemented for the organization. The tutorial activities provide to us makes me learn that for an effective meeting it is important to decide what the primary concern of the conference is and the subject of the meeting that is going to be conducted. I also learned that that planning is necessary for initiating a session that comprises of general rules like how much to deliver and the time of the meeting is important to consider. Ultimately, the important thing that I learned is that from the entire previous week module I can improve my verbal and non-verbal communication skills that can I can implement in conducting a meeting in future. Week 5: In this week out tutors make, us learn about the difference between the intrapersonal and interpersonal communication so that we can develop an effective communication style not only to behave in our workplace but also in our family gathering and society. Moreover, from the provide tutorials I can understand when someone acts aggressively and delivers such messages. My tutors guide me to understand the aggressive communication when someone attacks with their thoughts verbally. I can learn from these tutorials that I sometimes became aggressive while making interpersonal communication with my family and sometimes to friends. Thus, I can assert that I have Situational aggressive communication. I have learned that it is equally important to value your professional as well your personal way of communication. Some of the provided journal articles are for determining the consequence of the aggressive verbal communication and from which I have learned that not only this antagonistic behavior reduces the level of job satisfaction but it also hampers my organizational commitment as nobody will like to share their thoughts, which will result in isolation in me. Furthermore, from the provided tutorials I have also learned about a passive form of communication. My tutor also taught that people usually have a fear to express their thoughts to other or a fear of rejection is known as passive communication. These tutorials make me realized that unlike many of my friends, initially I also have a fear to share my assumptions to other especially to my mentors. However, they have also helped me to overcome this fear by making me realize how it is important to communicate my needs and requirement to others and depict actual thinking, which will help me in future for a better collaborative attitude in my workplace. One of our assigned journal articles comprises of the theory of passive aggressive communication. These articles make me learn about the general nature of the passive aggressive people that they have a tendency to resent the demand to direct the view of other. White, (2015) depict that these people also attain international mistakes and hos tile attitude. The journal article also contains some traits by which I learned how to manage these kinds of people. One of such traits is to identify their behavior so that it doesn't escalate. Moreover, for my communication skills, it will be helpful to these people or this kind of behavior helps me to stay calm in such situation and rather identify the caused reason, which drives the person to behave in such manner. All these learning will help me to improve my personality for handling all kind of people. Conclusion This essay comprises of the effective communication learning for any of the four weeks. Week one makes me learn about the theory of professional communication and its related ethics. Moreover, from week 2 I have learned about the procedure for developing an effective delivering presentation. In the week 3 and four, my tutors and the tutorial activities help me to learn about the development of small group communication and the undertaken procedure for this development and the difference between intrapersonal and interpersonal communication. All the attained knowledge and tutorial activities regarding verbal and non-verbal communication help to conduct meetings, interviews and small group communication that will help me to communicate with people in the society as well in the future workplace. This assignment also emphasizes on the passive and assertive form of communication along with the impact of the passive aggressive communication attitude. The provide tutorials help to understan d the related consequence with such attitude and some measures for mitigating the occurrence of this kind of behavior. All this information develops the communication skills of an individual. Bibliography Almeida, R. T. D., Ciosak, S. I. (2013). Communication between the elderly person and the Family Health Team: is there integrality?.Revista latino-americana de enfermagem,21(4), 884-890. Blume, B. D., Baldwin, T. T., Ryan, K. C. (2013). Communication apprehension: A barrier to students' leadership, adaptability, and multicultural appreciation.Academy of Management Learning Education,12(2), 158-172. Brenner, A. B., Zimmerman, M. A., Bauermeister, J. A., Caldwell, C. H. (2013). Neighborhood context and perceptions of stress over time: an ecological model of neighborhood stressors and intrapersonal and interpersonal resources.American journal of community psychology,51(3-4), 544-556. Christenhusz, G. M., Devriendt, K., Peeters, H., Van Esch, H., Dierickx, K. (2014). The communication of secondary variants: interviews with parents whose children have undergone arrayà ¢Ã¢â€š ¬Ã‚ CGH testing.Clinical genetics,86(3), 207-216. Hammick, J. K., Lee, M. J. (2014). Do shy people feel less communication apprehension online? The effects of virtual reality on the relationship between personality characteristics and communication outcomes.Computers in Human Behavior,33, 302-310. Hunt, D., Atkin, D., Krishnan, A. (2012). The influence of computer-mediated communication apprehension on motives for Facebook use.Journal of Broadcasting Electronic Media,56(2), 187-202. Kaur, A. (2016). Effect of assertive communication training programme on teaching skills in relation to self esteem and locus of control among pupil teachers. Kim, S. W., Kim, J. O., Hwang, S. J. (2015).U.S. Patent No. 9,136,977. Washington, DC: U.S. Patent and Trademark Office. Kimberly, C., Werner-Wilson, R. (2013). From John Lee to John Gottman: Recognizing intra-and interpersonal differences to promote marital satisfaction.Journal of Human Sciences and Extension Volume,1(2). McCroskey, J. C. (2012). 5 0 Oral Communication Apprehension: A Reconceptualization.Communication yearbook,6(6), 136. Mehta, N. K., Mehta, D., MEHTA, R. K. (2013). Apllication Of Engineering Ethics Through Effective Communication: Issues And Challenges.Oeconomics of Knowledge,5(3), 13. Shen, X. L., Cheung, C. M., Lee, M. K. (2013). Perceived critical mass and collective intention in social media-supported small group communication.International Journal of Information Management,33(5), 707-715. Smith, R. D. (2013). Intrapersonal and interpersonal communication. Tatnell, R., Kelada, L., Hasking, P., Martin, G. (2014). Longitudinal analysis of adolescent NSSI: the role of intrapersonal and interpersonal factors.Journal of abnormal child psychology,42(6), 885-896. Thill, J. V., Bove, C. L. (2013).Excellence in business communication. R. B. Chatterjee, K. Subramanian (Eds.). Pearson. Tiberius, R. G. (2013).Small group teaching: A trouble-shooting guide. Routledge. White, A. V. (2015). Writing for the Real World: Business Communication for College Students.Journal of Higher Education Theory and Practice,15(4), 73.

Lysistrata Essays - Lysistrata, Women In War, Peloponnesian War

Lysistrata Aristophanes was a "craft" comedy poet in the fourth century B.C. during the time of the Peloponnesian War. Aristophanes' usual style was to be too satirical, and suggesting the outlandish. He shows little mercy when mocking Socrates and his "new-fangled ideas" which were most likely designed to destroy the cohesiveness of society and lead to anarchy, in his play The Clouds. The most absurd and humorous of Aristophanes' comedies are those in which the main characters, the heroes of the story, are women. Smart women. One of the most famous of Aristophanes' comedies depicting powerfully effectual women is the Lysistrata, named after the female lead character of the play. It portrays Athenian Lysistrata and the women of Athens teaming up with the women of Sparta to force their husbands to end the Peloponnesian War. To make the men agree to a peace treaty, the women seized the Acropolis, where Athens' financial reserves are kept, and prevented the men from squandering them further on the war. They then beat back an attack on their position by the old men who have remained in Athens while the younger men are out on campaign. When their husbands return from battle, the women refuse to have sex with them. This sex strike, which is portrayed in a series of (badly) exaggerated and blatant sexual innuendoes, finally convinces the men of Athens and Sparta to agree to a peace treaty. The Lysistrata shows women acting bravely and even aggressively against men who seem resolved on ruining the city-state by prolonging a pointless war and excessively expending reserves stored in the Acropolis. This in turn added to the destruction of their family life by staying away from home for long stretches while on military campaign. The men would come home when they could, sexually relieve themselves, and then leave again to continue a senseless war. The women challenge the masculine role model to preserve the traditional way of life of the community. When the women become challenged themselves, they take on the masculine characteristics and attitudes and defeat the men physically, mentally but most of all strategically. Proving that neither side benefits from it, just that one side loses more than the other side. It's easy to see why fourth century B.C. Athenian women would get tired of their men leaving. Most Athenian women married in their teens and never had to be on their own, and probably wouldn't know what to do if they did land on their own. The men leave for war and some don't return because of death or whatever reasons, so now a widow finds herself on her own, probably with children, and no one to take care of her or her children. She might be able to enter her male children as a journeyman/ward to a wealthy family (who either have no male children, or most likely lost their son(s) in one of the wars) that will raise him. The widow has few prospects. If she's young and attractive enough with the right domestic skills she might be able to remarry. But her lot isn't too promising. After all, why would you want a widow, when you could get a "fresh" wife to "break-in" the way you want and start a family from your own seed? According to Lysistrata it is easier to untangling multinational politics, stop wars and fighting than the women's work of sorting out wool. If you just stop war, it's settled, but with wool all tangles must be physically labored out by hand. Women's work is never done. Lysistrata insists that women have the intelligence and judgment to make political decisions. She came by her knowledge, she says, in the traditional way: "I am a woman, and, yes, I have brains. And I'm not badly off for judgment. Nor has my education been bad, coming as it has from my listening often to the conversations of my father and the elders among the men." Lysistrata was schooled in the traditional fashion, by learning from older men. Her old-fashioned training and good sense allowed her to see what needed to be done to protect the community. Like the heroines of tragedy, Lysistrata wants to put things back to the way they were. To do that, however, she has to become a revolutionary. Ending the war would be so easy that even women could do it. Aristophanes is telling Athenian men, and Athenians should concern themselves with preserving the old ways, lest they be lost. Aristophanes (Through the eyes of the women) mocks man's inclination for

Seasonality of White-Tailed Deer essays

Seasonality of White-Tailed Deer essays Deer are one of the most abundant mammals on earth. Their capability to adapt easily to the environment around them allows deer populations to prosper. Because deer can meet their needs in almost any ecological area, they are a numerous species. Although they can be found almost anywhere in the world, white-tailed deer are mainly found in the Western Hemisphere. Ranging from southern Canada to South America, white-tailed deer inhabit a large geographical area. White-tailed deer experience dramatic changes in their surrounding environment and in their own biology during the course of a year. More specifically, deer express very noticeable changes in their diet, their antlers, and their coat or pelage as the seasons change. The white-tailed deers changes allow them to survive through the fluctuations in temperature and available food sources that occur over the year. Because they are able to adapt to the seasonal changes taking place in their environment, white-tailed deer are able to survive, reproduce, and prosper. Because White-tailed deer have such high metabolisms, they require very large amounts of food. A deer weighing 100 to 150 pounds needs four to six pounds (6,300 to 9,900 calories) of high quality food daily to meet its nutritional needs (Hiller 18). In order to meet their daily food requirements, deer spend most of their time eating and searching for food. The types and amounts of foods that deer eat vary depending on the quality of the food and the current season. During the summer, fields flourish with new growth and forests are abundant with young, growing shoots. Because the summer is a time of abundance, deer have a wide range of food sources. Although scientists and researchers are unable to explain a deers ability to choose the most nutritious food, it is well documented that deer seem to choose food that is best for them (Nelson 35). Because the most nutritious p...

Alice Munro, Canadian Short Story Writer

Alice Munro, Canadian Short Story Writer Alice Munro Facts Known for:  short stories; Nobel Laureate in Literature, 2013Occupation:  writerDates:  July 10, 1931 -Also known as: Alice Laidlaw Munro Background, Family: Mother: Ann Clarke Chamney Laidlaw; schoolteacherFather: Robert Eric Laidlaw; fox and turkey farmer, watchman Education: University of Western Ontario, B.A. 1952 Marriage, Children: husband: James Armstrong Munro   (married December 29, 1951; bookstore owner)children:3 daughters: Sheila, Jenny, Andreahusband: Gerald Fremlin (married 1976; geographer) Alice Munro Biography: Born Alice Laidlaw in 1931, Alice loved reading from an early age.   Her father had published a novel, and Alice began writing at age 11, pursuing that passion from that point on. Her parents expected her to grow up to be a farmer’s wife.   Her mother was diagnosed with Parkinson’s when Alice was 12. Her first short story sale was in 1950, while she was attending the University of Western Ontario, where she was a journalism major.   She had to support herself through college, including selling her blood to a blood bank. Her early years of marriage were focused on raising her three daughters in Vancouver, where she had moved with husband, James, after their marriage in December, 1951.   She continued writing, mostly privately, publishing a few articles in Canadian magazines. In 1963, the Munros moved to Victoria and opened a bookstore, Munro’s. After their third daughter was born in 1966, Munro began to focus again on her writing, publishing in magazines, with some stories broadcast on radio. Her first collection of short stories, Dance of the Happy Shades, went to print in 1969.   She received the Governor General’s Literary Award for that collection. Her only novel, Lies of Girls and Women, was published in 1971. This book won the Canadian Booksellers Association Book Award. In 1972, Alice and James Munro divorced, and Alice moved back to Ontario.   Her Dance of the Happy Shades saw publication in the United States in 1973, leading to wider recognition of her work. A second collection of stories was published in 1974. In 1976, after reconnecting with college friend Gerald Fremlin, Alice Munro remarried, keeping her first married name for professional reasons. She continued to get recognition and wider publication. After 1977, the New Yorker had first publication rights for her short stories.   She published collections more and more frequently, her work becoming more popular, and often recognized with literary awards.   In 2013, she was awarded the Nobel Prize for Literature. Many of her stories have been set in either Ontario or in western Canada, and many deal with the relationships of men and women. Books by Alice Munro: Dance of the Happy Shades, 1969Lies of Girls and Women, 1971   (only novel published)Something Ive Been Meaning to Tell You, 1974Who Do You Think You Are?, 1978The Moons of Jupiter, 1982The Progress of Love, 1986Friend of My Youth, 1990Open Secrets, 1994Selected Stories, 1996 (28 of Munro’s previously published stories, including many of her best known to that point)The Love of a Good Woman, 1998Hateship, Friendship, Courtship, Loveship, Marriage Stories, 2002Runaway: Stories, 2004The View from Castle Rock, 2006Away From Her, 2007Alice Munros Best: Selected Stories, 2008Too Much Happiness: Stories, 2009Courting Johanna, 2009New Selected Stories, 2011Dear Life, 2012 Teleplays: A Trip to the Coast, in To See Ourselves, Canadian Broadcasting Corporation (CBC), 1973Thanks for the Ride, in To See Ourselves, CBC, 1973.How I Met My Husband, (broadcast in The Plays the Thing, CBC, 1974), Macmillan (Toronto, Ontario, Canada), 1976.1847: The Irish, in The Newcomers: Inhabiting a New Land, CBC, 1978. Awards Governor-Generals award, 1969, 1978, 1987B.C. Library Association Outstanding Fiction Writers award, 1972Great Lakes Colleges Association award, 1974Province of Ontario Council for the Arts award, 1974Canada-Australia literary prize, 1977National Magazine Awards Foundation Gold Medal award, 1977, 1982Foundation for the Advancement of Canadian Letters and Periodical Distributors of Canada Authors award, 1980Marian Engel award, 1986Canada Council Molson prize, 1991Commonwealth Writers prize (Canada and Caribbean Region), 1991Trillium Book award, 1991Order of Ontario medal, 1994Canada-Australia Literary Prize, 1994Canadian Booksellers Association Author of the Year award, 1995Giller Prize, 1998, 2004D. Litt.: University of Western Ontario, 1976Medal of Honor for Literature, National Arts Club (New York), 2005Lifetime Achievement Award, Vancouver Public Library, 2005

Romantic Poetry Essay Example | Topics and Well Written Essays - 500 words

Romantic Poetry - Essay Example Blake, being a creative poet, based most of his literary works on a wide popular style of Romanticism, leaving after him the great poems, such as Wordsworth, Coleridge, Wollstonecraft and others. For a great regret, unconventional and enigmatic works of William Blake did not achieve an understanding of people of his time, but exactly now, due to the gradual realization, studying and actively publishing, his works, like his biography – a biography of a thinker, rebel, seeker, mastermind and sage - are shared. Investigating both poems it becomes obvious that the author wrote them being in a big inspiration, because all words go from the bottom of his heart, allowing some natural expression being visible. The poem Infant Joy shows us the true nature of every person, because the main aim of all people is to be happy like newborn children who never know sorrow and regret, while their hearts and minds are open to the world and they are looking for good feelings and joy. Observing th e poem The Smile we can say that it describes ‘smile’ as something symbolical to personal feelings and thoughts, while deeper motives of every person are reflected trough the smile, making it unique and mysterious. The poem The Smile is a kind of a very intimate confession where the author explains the necessity to be ‘smiling’ in the meaning of kindness and tenderness of feelings.

India Essay Example | Topics and Well Written Essays - 500 words - 2

India - Essay Example (Andrea and Overfield, 71). The rock edicts of Ashoka reflect the emperor’s strong adherence to the fundamental teachings of Buddhism. He unequivocally asserts that all the benevolent actions he has undertaken as a king have but one objective: â€Å"that the people might practice the Dhamma† (Dhammika, the Seven Pillar Edicts, 7). He urges his subjects to respect and practice Dharma. Although Ashoka does not explicitly expound on Buddha’s teachings, his exhortations to his subjects are undoubtedly based on the Eightfold Path. Ashoka’s edicts list the dictates of Dharma: â€Å"proper behavior towards servants and employees, respect for father and mother, generosity towards friends, companions, relations, Brahmans and ascetics, and not killing living beings† (Dhammika, Fourteen Rock Edicts, 11). All this obviously falls under ‘Right Conduct.’ Again, Ashoka emphasizes â€Å"restraint in speech† (Dhammika, Fourteen Rock Edicts, 12) a nd that â€Å"the truth should be spoken† (Dhammika, Minor Rock Edicts, 2), in deference to ‘Right Speech.’ He urges is subjects towards ‘Right Endeavor’: â€Å"Great fruit will result from doing your duty† (Dhammika, Kalinga Rock Edicts, 1). Ashoka’s desire that his subjects practice â€Å"Kindness, generosity, truthfulness, purity, gentleness and goodness† (Dhammika, Seven Pillars, 7) expresses his hope that Buddhist Dharma will be adopted by all in his kingdom. Ashoka’s edicts define dharma as following the Eightfold Path. In the context of the Bhagavad Gita, Dharma is defined as â€Å"the moral imperative of caste duty† (Andrea and Overfield, 67). The performance of one’s duty, as prescribed by one’s caste, is the highest moral obligation, and the best way to worship God. â€Å"Every man intent on his own respective duties obtains perfection† (Andrea and Overfield, 68). Krishna states that the man who transcends the physical senses, and maintains detachment attains bliss. The way to eternal happiness is to

Australian Corporations Law Essay Example for Free

Australian Corporations Law Essay There are two company classifications, proprietary and public. Most Australian companies are proprietary limited companies because this classification and type suits the needs of most businesses. (i) Reasons to Choose a Proprietary Company A proprietary company by comparison to a public company has simpler and therefore lower cost reporting obligations, is limited to 50 non employee shareholders’, ‘and between 1 to 50 members’ , a public company can have more. A proprietary company requires a minimum of one director a public company requires a minimum of three directors. The director or directors of proprietary company must ordinarily reside in Australia and be 18 years of age or older. A public company can be listed on the stock exchange and raise funds directly from the public by offering shares or debentures for sale’ a proprietary company cannot, however a proprietary company can offer shares to existing shareholders or employees. (b) Company Types There are two types of proprietary companies, companies limited by shares and companies unlimited with share capital. (i) Reason to Choose a Company Limited by Shares In the event that a company limited by shares does not have sufficient assets to meet its debts, each member is only liable for the amount, if any, that remains unpaid on their shares , ‘[L]imited liability means that members of a company are not personally liable for the full extent of their company’s debts. ’ This limitation of personal liability is the great advantage of this type of company. (ii) Reason Not to Choose a Company Unlimited with Share Capital An ‘unlimited company means a company whose members have no limit placed on their liability’ for their company’s debts. Unlimited companies are rarely used. Company Names A company name is optional; the company’s ACN can be used instead. The name ‘Sai Kung’ has been chosen and so an application for reservation of the name, form 410, must be lodged with ASIC prior to the application to register the company. See attachment 1. ‘A limited proprietary company must have the words â€Å"Proprietary Limited† [or Pty Ltd] at the end of its name. ’ B Application for Registration 1 Application Form To register the company, ASIC form 201 must be completed and lodged with ASIC. See attachment 2. 2 Additional Information Required for Registration In addition to the classification, type and proposed name of the company the following information must be provided: †¢Ã¢â‚¬Ëœthe name and address of each person who consents to become a member’ †¢ ‘the present given and family name, all former given and family names and the date and place of birth of each person who consents in writing to become a director †¢Ã¢â‚¬Ëœthe present given and family name, all former given and family names and the date and place of birth of each person who consents in writing to become a company secretary;’ A proprietary company is not required to have a secretary †¢Ã¢â‚¬Ëœthe address of the company’s registered office;’ †¢Ã¢â‚¬Ëœthe address of the company’s proposed principal place of business (if it is not the address of the proposed registered office);’ †¢Ã¢â‚¬Ëœthe number of shares each member agrees in writing to take up;’ The price of each share, whether the share wi ll be fully paid on registration, if not fully paid, the amount that will be unpaid on each share and whether or not the shares each member agrees to take up will be beneficially owned by the member on registration of the company. 3 Consents and Agreements Consents and agreements of nominated directors, secretary and members must be obtained prior to the application for registration being accepted by ASIC. 4 Rules for Internal Management of a Company Regarding the rules for the internal management of a company, a company can either use the ‘replaceable rules’ as stated in the Corporation Act, or form a constitution, the company’s own rules, or a combination of replaceable rules and the constitution. C Registration by ASIC Registration is at ASIC’s discretion. 1 Issue of Certificate of Registration Sai Kung Pty Ltd will not exist, will not become incorporated, until ASIC registers the company and issues a certificate of registration. 2 Corporate Key ‘Within two days of registration, ASIC will also issue a corporate key to the company’s registered office address. ’ This is an eight digit number used to lodge forms with ASIC, access company records and receive annual statements online. This number should be kept confidential. D Alternative: A Shelf Company If you do not wish to go through the process of registration alternatively you could purchase a shelf company, this is a company that has already been registered and is therefore available for immediate use. A shelf company can be renamed with the name of your choosing. The Facts 5 January Toto acting as a promoter, entered into a contract on behalf of Sai Kung (‘SK’), a yet to be registered company. The contract was with Television Broadcasts Limited (‘TVB’), to pay TVB for their professional and technical assistance in producing a television seafood cooking show. 12 January SK was registered by ASIC, the company did not adopt a constitution, did choose to have a common seal and Flora and Toto were both appointed as directors. SK did not appoint a company secretary. TVB commenced providing SK with professional and technical assistance to produce the television show. 2 February The contract with TVB was ratified by SK on 2 February. 20 February As at 20 February the shows production has not commenced and TVB has not been paid for its assistance. B The Law Applied to the Facts When Toto, on behalf of SK, entered into the contract with TVB, he acted as a promoter, ‘anyone who exerts themselves on behalf of a not-existent company’ . Toto the promoter was liable to pay TVB for their services in the event that SK did not register or SK did register but did not ratify the contract. On 2 February SK, a registered company since 12 January, ratified the contract with TVB. SK is now liable and bound by the contract made on its behalf on 5 January. However, in the event that SK does not pay TVB part or all of what is owed, Toto, as the promoter, remains liable. If Toto had obtained a release from TVB he would no longer be liable or ‘[a]n alternative way in which a company [SK] can become primarily liable is where the company [SK] and the other party [TVB] substitute a new contract in place of the pre-registration contract (otherwise known as â€Å"novation†). This discharges any liability of the promoter [Toto] in relation to the pre-registration contract. An effective novation requires the consent of both the company [SK] and the third party [TVB]. ’ C The Objective of the Section 133 of the Corporations Act ‘At common law, if a pre-registration contract was not performed neither the company nor the promoter were liable. The innocent other party was left with an unenforceable contract’, an example is the case Black v Smallwood . A promoter ‘was only bound if they intended to be bound’ as in the case Kelner v Baxter where ‘[t]he court examined the written contract and imputed and intention by [the promoter] Baxter to bind himself personally. ’ Section 133 of the Corporations Act states that Part 2B. replaces any rights or liabilities anyone would otherwise have on the pre-registration contract’ , ending the ‘uncertainty arising out of the laws of agency and contract. ’ ‘The issue of where liability lay for not fulfilling obligations incurred under pre-registratio n contracts is now governed entirely by the Corporations Act and its overriding aim is to ensure that the innocent other party [in this case TVB] is not left without legal remedy.

Euthanasia Essay - Religious Views on Assisted Suicide -- Euthanasia P

Official Religious Views on Euthanasia and Assisted Suicide      Ã‚  Ã‚  Ã‚   This essay is dedicated to the expression of the various official views of religious bodies within our nation. Most major denominations are represented. These religions have long been the custodians of the truth, serving to check the erratic and unpredictable tendencies of political, judicial and social bodies which would have Americans killing off their elderly and handicapped.    The National Association of Evangelicals believe that human beings are made in the image of God and are, therefore, of inestimable worth. God has given people the highest dignity of all creation. Such human dignity prohibits euthanasia, that is actively causing a person's death.    Is it moral to withdraw a life-support system which is believed to be an inappropriate extension of the dying process? The National Association of Evangelicals (NAE) believes that in cases where patients are terminally ill, death appears imminent and treatment offers no medical hope for a cure, it is morally appropriate to request the withdrawal of life-support systems, allowing natural death to occur. In such cases, every effort should be made to keep the patient free of pain and suffering, with emotional and spiritual support being provided until the patient dies. The National Association of evangelicals believes that in cases where extensive brain injury has occurred and there is clear medical indication that the patient has suffered brain death (permanent unconscious state), no medical treatment can reverse the process. Removal of any extraordinary life-support system at this time is morally appropriate and allows the dying process to proceed.(National)    The Union of Orthodox... ...rson cannot be legitimately interrupted. The use of painkillers to alleviate the sufferings of the dying, even at the risk of shortening their days, can be morally in conformity with human dignity if death is not willed as either an end or a means, but only foreseen and tolerated as inevitable. Palliative care is a special form of disinterested charity. As such it should be encouraged. (Catechism) WORKS CITED: National Association of Evangelicals of America http://www.euthanasia.com/evangel.html Union of Orthodox Jewish Congregations of America http://www.ou.org/public/statements/1999/nate43.htm   Lutheran Church - Missouri Synod http://www.euthanasia.com/missouri.html Reformed Church in America http://www.euthanasia.com/lakes.html Catechism of the Catholic Church http://www.euthanasia.com/catech.html

Infancy Through Adolescence Essay

Changes in the home environment such as marital conflict, divorce and poor parenting can adversely affect family dynamics, and children especially, can develop both mental and physical health problems. Research finds a correlation between parental separation and the internalizing and externalizing problem behaviors in children; this includes childhood sleep problems due to marital conflict. Children can help define and influence the dynamics of marital conflict. Studies show that in early childhood, parent-child relationships are critical to a child’s healthy development especially the mother-child relations and maternal depression can cause poor parenting leading to emotional and behavioral problems. Child maltreatment is associated with alterations in stress physiology, increased risk for emotional and behavioral issues and increased risk for mental health issues in adolescence. Positive and supportive co-parenting can buffer against the negative effects of marital conflict and divorce especially in low-income and at-risk families. Successful co-parenting relationships can positively affect a child’s socio-emotional development and mental health. Family dynamics and changes in the home will affect the development and well-being of a child throughout infancy or adolescence. Home environments which are dysfunctional in nature, experiencing marital conflict, and separation/divorce or poor-parenting can cause problems within a child’s development including mental and physical issues. Some children will internalize their problems and suffer from anxiety and depression. Others will outwardly externalize their behaviors through aggression and conduct problems; preteens are especially at risk for antisocial behavior (Taylor, Purswell, Lindo, Jayne, & Fernando, 2011; Sentse, Ormel, Veenstra, Verhulst, & Oldehinkel, 2011). In the Barry & Kochanska (2011, p. 237) study, they point out that dysfunctional parenting, parental depressive symptoms and marital conflict are associated with childhood adjustment and development. Consistently, studies show that marital problems adversely affect child development and adjustment. As Rhoades, Leve, Harold, Neiderhiser, Shaw & Reiss (2011) state â€Å"the association between marital hostility and child adjustment is clearly established† and â€Å"pathways from marital hostility to child adjustment have been well studied, research[ed] to date† (p. 282). And Teti & Cole (2011) further add that â€Å"faulty parenting is frequently cited as a major causal factor in the development of child psychopathology† (p. 25). Emotions and Family Dynamics In Barry and Kochanska (2010) study, the authors look at family emotional well-being, the critical nature of the parent-child relationship and how this impacts a child’s development. Emotions are given and received through individuals and family relationships are shaped by them; family dynamics are influenced and develop from these relational emotions. The emotional affects are multi-dimension and reach all family members reciprocally. One approach known as transactional family dynamics looks at mutual influence processes between all family members (Schermerhorn, Chow & Cummings, 2010, p. 869). Although few studies have been conducted, the transactional family dynamic modal theorizes that if there are marital problems and conflict, the focus is not exclusively on the husband and wife’s problems, but how the family children also influence the marital relationship’s conflict. In one rare study, it was found that â€Å"in families with high levels of marital conflict, child externalizing problems predicted increases in marital conflict† (Schermerhorn et al. , 2010, p. 869); thus supporting the reciprocal nature in families. In support of other research, results from Schermerhorn, et al. (2010) study found that if a child is negative then it is associated with less marital positivity (p. 878). Within family subsystems, the marital relationship and the parent-child relationships are directly influenced by individual emotions and their interactions with one another. Some of these familial emotional interactions, reactions and feelings are healthy, but most are not when there is marital conflict; these unhealthy emotions create a variety of outcomes for a child’s development. Barry and Kochanska (2010) states, â€Å"In families, emotions profoundly influence mental health of the individuals, including sense of security, coping, personal growth, competence, adjustment, behavior problems, and psychopathology, including recovery and relapse† (p. 237). The emotional development, security and socialization of a child are directly related to the emotional exchange between the parent and child relationship; in fact, Barry and Kockanska (2010) find that it is a critical dimension especially during the early childhood years (p. 238). Since emotional healthiness is critical to healthy family relationships then unhealthy emotional states can be detrimental to a developing child causing attachment issues and possible psychopathology as they develop into adulthood. Parents’ emotional reactions to children’s emotions have important consequences for social and emotional development, including children’s psycho-physiological regulation, coping, emotional understanding, and friendship quality (Barry & Kockanska, 2010, p. 237). Home Environments and Child Development Some of the variables which cause changes in the family’s home environment and affect child development are marital conflict, divorce and poor parenting; these changes can be more negatively influential in lower-income environments. Family is one of the major components in human development; therefore, childhood development is greatly influenced by the health of the family unit and home environment. Studies have shown that marital conflict in the family will increase the risk of adjustment problems in children; additionally, marital conflicts can lead to negative parenting, such as inconsistent discipline or disengagement, putting the parent-child relationship at risk and further adding to the risk of child maladjustment (El-Sheikh & Whitson, 2006, p. 30; Peris, Goeke-Morey, Cummings, & Emery (2008), p. 633). Peris et al. 2008) finds that â€Å"marital conflict is linked to a host of ineffective parenting practices, ranging from the use of inconsistent discipline to diminished displays of warmth and responsivity in the parent-child relationship† (p. 633). Another area of concern in families with marital conflict is parentification of children in which the child takes on a parental role by providing emotional support for the parent; it is a reversed role where the child takes care of the parent. In the Peris et al. study, the authors look at how parentification responsibilities can be very stressful and taxing for a middle adolescent hich can cause, as previous research shows, shame, guilt, poor academic performance, increased adulthood depression and anxiety, and difficult peer relationships of which girls are at a greater risk than boys. (Peris et al. , p. 634). Peris et al. also points out that in childhood, parentification is associated with externalizing and internalizing behaviors, and poor social adjustment; additionally, poor parenting practice such as psychological control where a parent will use guilt to control their child’s behavior and maintain closeness will put children and adolescence at greater risk to maladjust ment and behavioral problems. Additional findings from Peris et al. study show that youth and their parents perceive the parentification dynamic differently. Youth perceive the relationship as low in warmth and support but the parent perceives it as warm and close; the study also concluded that the youth study group demonstrated internalizing and externalizing behaviors (p. 638) which is consistent with their hypothesis, other empirical studies and literature topics on parentification. Children from homes with higher levels of conflict have more adjustment problems than children from less conflictual homes especially with prolonged marital conflict (El-Sheikh & Whitson, 2006, p. 30). Marital conflict affects girls more than boys in which they have greater internalizing symptoms. El-Sheikh & Whitson (2006) explain that girls are subject to greater socialization pressures and communion especially during late childhood and adolescence; this socialization process is opposite of a boy who is pushed socially to be more independent. Girls may also be more emotionally involved in the marital arguments and boys avoid the conflict by claiming their independence (p. 37). Nonetheless, marital conflict has lasting affects for both boys and girls which affects childhood, adolescence and into adulthood. Social development is at risk in children who are from homes with marital conflict, divorce or poor parenting. Booth-LaForce & Oxford (2008) report that an unsupportive parental environment such as found in stressful environments like single-parent homes and/or low income can cause insensitive parenting which can lead to socially withdrawn behavior in children; (p. 299) many of these children who are socially withdrawn display â€Å"social-cognitive deficits and unskilled behavior, their self-perceptions are negative, they are more likely to be rejected and victimized by peers, and experience loneliness and depression† (p. 1298). Social learning theorists argue â€Å"that marital disruption may lead children to l earn angry, coercive, hostile, and even physically aggressive approaches to interpersonal problem solving† (Gattis, Simpson, & Christensen, 2008, p. 833). Another area of concern in childhood development within stressful home environments is the increase risk for stress-related physical illnesses. In a study by Fabricius & Luecken (2007) they report that â€Å"high family conflict, abuse, parental psychopathology, and divorce can serve to establish enduring dysregulations in the child’s physiological stress responses, promoting pathophysiology in the brain and body† (p. 195). Another area of concern is sleep deprivation. Marital conflict is related to disruption in a child’s sleep; sleep problems in children can be related to internalizing symptoms and externalizing behaviors. Additionally, children with sleep problems can also reciprocally influence the conflict between the parents. As Kelly & El-Sheikh (2011) point out â€Å"marital conflict and child sleep problems may be reciprocal and cyclical: exposure to marital conflict may lead to children’s sleep disruptions, which in turn may lead to increased marital conflict† (p. 413). Studies have also found that sleep problems in children can lead to aggressive behaviors (Kelly & El-Sheikh, 2011, p. 413). Separation, Post-Separation and Divorce Taylor, Purswell, Lindo, Jayne, & Fernando (2011) report that children from divorced families are at a higher risk for emotional and behavioral problems including antisocial behavior, disruptive conduct, delinquency, aggression, anxiety, depression, feelings of loneliness and abandonment, emotional maladjustment and academic problems (p. 124-125). A new family structure is stressful for all family members with each affecting the other. Higher levels of parental stress cause changes in the parent-child relationship putting it at risk. Lack of communication, conflict, hostility, stressors related to the divorce and the new family dynamics cause frustration and anger among the members. High rates of divorce continually influence the numerous studies conducted which look at their affects of divorce on childhood development. According to Sentse et al. (2011) â€Å"10-25% of children that experience a parental separation grow up to have more emotional and psychological problems† (p. 98). These problems can stem from the broken family, previous marital conflict, loss of support from family and friends, economic disadvantage and parenting problems. In the current study by Sentse et al. , the researchers found parental separation’s main affect on developing children was externalizing problems; although for some children the separation brought relief from all the marital conflicts. The study also found adolescences that were more temperamentally fearful had increased levels of internalizing behaviors; some of the side effects of the fearful individual who experiences parental separation include withdrawal, ignored by peers, anxious or depressive feelings – resulting in a cycle of negative symptoms which could result in mental health problems (p. 03). Depressive symptoms can stem from marital conflict and divorce; cyclically, marital conflict and divorce can cause depressive symptoms. Mothers are particularly prone to depressive symptoms and clinical depression during highly stressful events in their lives such as marital conflict, separation or divorce. Mothers who are depressed are likely to be less supportive and nurturing with their children and they are usually negative and critical which can lead to developmental problems such as internalizing and externalizing problems in their children (Connell, Hughes-Scalise, Klostermann & Azem, 2011, p. 53). Mothers with depression have â€Å"higher rates of irritability and aggression, which in turn may induce distress, anger and behavior problems in children† (Deboeck, Farris, Boker, & Borkowski, 2011, p. 1312). Deboeck et al. (2011) also finds that a mother’s psychosocial health can directly affect the development of a child; and, children of depressed mothers have difficulty regulating affect, have increased hyperactivity and attention deficits (p. 1313). Several studies have looked at maternal depressive symptoms and found a link between the mother’s criticizing, hostile parenting causing externalizing behaviors in adolescents; additionally, adolescents with depressed mothers were more likely to become depressed when they [adolescent] are faced with family conflict and discord (Allen & Manning, 2010, p. 833). Single motherhood is more stressful on both the mother and the children; single mothers are more likely to be depressed than married mothers. Compared to single mothers, married mothers have better mental health (Afifi, T. O. , Cox, B. J. & Enns, M. W. , 2006, p. 122). There are at least 9. 5 million families in American in which single mothers are head of the household (Afifi et al. 2006). Parenting stress is unusually high in single-mother homes and mothers have â€Å"greater financial difficulties, social isolation, and childcare responsibilities† compared to mothers who are married (Afifi et al. & Taylor, Purswell, Lindo, Jayne, & Fernando, 2011). Past research has found identified stressors which negatively affect the psychological well-being of single mothers; they are, low income, low education, family size, and ethnicity (Afifi et al. . 126). The results of Afifi et al. study found that psychiatric disorders in married mothers is lowest, with a slight increase in never married mothers, and the greatest increase was found in separated/divorced mothers; however, previous research found that women going through a separation or divorce had higher rates of poor mental health before the separation/divorce and after (Afifi et al. p. 127). Afifi et al. found that separated/divorced mothers had high levels of depression, dysthymia, GAD, alcohol abuse, PTSD, drug abuse, agoraphobia and antisocial personality disorder. Co-Parenting, Healthy Family Relationships, and Positive Outcomes Although marital conflict, separation/divorce, and poor parenting can adversely affect the home environment and negatively influence the development of children, there are positive factors which counter these adverse affects. Co-parenting is one of those factors. Co-parenting is associated with parents who mutually and cooperatively parent and raise their child together as a team. Although most of the research on co-parenting has been done on married couples and fathers, some does exist on co-parenting after the marital relationship has dissolved. Co-parenting can exist in families with marital conflict as part of a solution to positive parenting even in the midst of chaos and conflict. Positive co-parenting can buffer a child against the negative effects of marital conflict and divorce. There is increasing â€Å"evidence [which] indicates that successful co-parenting relationships are beneficial for children’s socio-emotional development† (Dush, Kotila, & Schoppe-Sullivan, 2011, p. 356). Other studies have found that co-parenting affects children positively by decreasing both internalizing and externalizing symptoms (Isacco, Garfield, & Rogers, 2010, p. 262). Healthy co-parenting relationships between separated or divorced couples can significantly improve the relationship between the non-residential father and the child; it could also help improve the relationship between the mother and father by reducing conflict. Many divorced fathers are less involved with their children and co-parenting because of the relational conflict with the divorced mother. Dush et al. (2011) states the key ingredients for co-parenting includes joint investment in the child, valuing the importance of each parent, respecting the other’s judgment, and ongoing, open communication (p. 357). A key factor for increasing healthy family relations and positive outcomes for children in families with marital conflict or divorce is active, supportive father involvement. As Dush et al. points out, â€Å"cooperative co-parenting relationships may be key to fostering positive nonresidential father involvement and lower levels of inter-parental conflict which have been linked to children’s behavioral outcomes, academic achievement, and psychological well-being† (p. 356). Another key component which fosters positive outcomes for children is father-child communication which has shown to decrease externalizing behaviors; (Afifi et al. 2006) additionally, open communication within the parent-child relationship where the child feels comfortable talking with their parents about the divorce has shown that children cope better (Taylor et al. , 2011). â€Å"A strong parent– child relationship can help ameliorate many of these [divorce] difficulties† (Taylor et al. 2011. p. 125). Family therapy is another positive component which can buffer the affects of marital conflict and divorce. Therapy can provide support for family members, teach problem-solving skills, communications training, conflict management and resolution.

Code Switching

Urdu-English Code-Switching: The Use of Urdu Phrases and Clauses In Pakistani English (A Non-native Variety) Abstract This paper presents an analysis of Urdu-English code-switching in Pakistani English. However, data has been analysed only at the phrase and clause level. Based on the empirical data from Pakistani English newspapers and magazines, this paper aims to show that code-switching is not a grammarless phenomenon rather it is ruled governed activity at the phrase and clause level. It also presents the brief overview of the use of English as a non-native variety.This paper suggests that variations and changes in a language are an integral part of bilingualism and multilingualism. All the present data shows that the occurrences of various Urdu phrases and clauses impose no ungrammatical effect on the construction of English syntax. Key words: Bilingualism, code-switching, non-native varieties of English Introduction This paper centres on the variations in the English language d ue to Urdu-English code-switching in Pakistan and also shows the significant role of the Urdu language in the formation of Pakistani English.Only those syntactic features that are found as a result of code-switching have been discussed. Mahboob (2003) described different phonological and grammatical aspects of Pakistani English, which are quite different from Standard British English. But in this paper, only that data has been taken into account where Urdu phrases and clauses have been used. This paper is interested in describing different aspects of language change in English when used in a non-native context i. e. Pakistan.First and foremost, ‘a great deal of interest has been generated in the English language as a result of its spread around the world and its use as an international language (Cheshire 1991:7). Now-a-days English has become a global language. According to Bamgbose, (2001:357) English is recognised as the dominating language in the world as globalisation come s to be universally accepted in political and academic discourse. The development of ‘globalisation’ has been associated with the dominance of the English language (Bottery 2000:6).English is used all over the world by millions of native and non-native speakers because of its dominant position. According to Crystal (2003:65), there are approximately 430 million L2 users and 330 million L1 users. So the non-native speakers use English more than the natives ones. However, these figures exclude learners of English, and Crystal suggests there may be as many as one billion of them. Being an international language, it is used almost in all the countries of the world. When people started using English in non-native contexts because of its growing popularity, it developed as a transplanted language.According to Kachru (1986:30): ‘A language may be considered transplanted if it is used by a significant numbers of speakers in social, cultural and geographical contexts diffe rent from the contexts in which it was originally used†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a transplanted language is cut off from its traditional roots and begins to function in new surroundings, in new roles and new contexts’. Non-native Varieties of English Kachru (1978) was among the first to identify and delineate boundaries of a nativized variety of English in South Asia, which he terms as South Asian English (SAE).Kachru (1996) regarded SAE as an additional linguistic arm in the culture of identity. He believes that ‘nativization must be seen as the result of those productive linguistic innovations which are determined by the localized function of a second language variety, the culture of conversation and commutative strategies in new situations and transfer from local languages’ (Kachru 1986: 21-2). With this development, there was a gradual recognition and acknowledgement of the new and non-native varieties of English, e. g. Nigerian English, Indian English, Chicano English, Pakistani English, Singaporean English, Sri Lankan English etc.The term ‘New varieties’ of English’ implies that there are more or less recognizable varieties of spoken and/or written by groups of people’. (Platt et al. 1984:2) A new variety does not develop in isolation but it depends on the communicative needs of those who speak and write it. Such a variety is considered an interference variety because there is a clear linguistic and cultural interference from the first language and culture of the users. When a language is used in a different cultural context and social situation, several changes take place in its phonology, morphology, lexicon and syntax.A language so widely used has its own grammatical and linguistic system through which it conveys its distinction of meanings. These linguistic characteristics are usually transparent in its sound system, vocabulary and sentence construction. The non-native speakers develop a whole new range of expression to fulfil the communicative needs. Since the user of the non-native variety is bilingual, creativity is manifested in different kinds of mixing, switching, alteration and transcreation of codes. When two languages come in contact, it results in â€Å"inventiveness†. Bilingualism in itself is a source of creativity in language (Talaat 2003).Such varieties are so widespread and have such a long standing ‘that they may be thought stable and adequate enough to be regarded as varieties of English in their own right rather than stages on the way to a more native-like English’ (Quirk 1983:8) Urdu-English code-switching and Pakistani English English enjoys a very prestigious status in Pakistan. Its prevalence and power in Pakistan is growing very much. For many Pakistanis, English has become not only a â€Å"practical necessity†, but also â€Å"the language of opportunity, social prestige, power, success as well as social superiority†.Kachru (199 7:227) pointed at the ‘ideological, cultural and elitist power of English’. Such power is vividly seen in Pakistan where people tend to switch from Urdu to English to create special effect. Urdu is the national language of Pakistan and one of the two official languages of Pakistan (the other official language being English). It is the most important language of literacy in the country. In the hierarchy of linguistic prestige, Urdu is placed lower only than English. In Pakistan, Urdu-English code-switching is a common characteristic of educated Pakistani bilinguals. Code-switching ccurs when two languages come in contact: ‘the alternation of two languages within a single discourse, sentence or constituent’ (Poplack 1980:581). This sociolinguistic phenomenon makes a great contribution in the creation of new and non-native varieties of English. When two languages come into contact, not only the phonological features but lexical items and syntactic patterns als o manage to filter across from one language to another. English is used in Pakistan in a non-native context. Different changes can be observed in its phonology, vocabulary, and grammar and now it is recognized as a distinct variety of English i. . Pakistani English. Non-native varieties of English are an important aspect of language change and these varieties have emerged because of code-switching and code-mixing. According to Trudgill (1986: 1), ‘the languages that are in contact with each other socially may become changed linguistically, as a result of being in contact psychologically, in the competence of individual speaker’. Pakistani English has assumed a linguistic and cultural identity of its own. This identity manifests itself throughout the language at the word level, the phrase level and the sentence level.It is the natural consequence of its regular contact with the Urdu language. A large number of borrowings from Urdu and the regional languages of Pakistan h ave entered in Pakistani English (Baumgardner 1993). Certain lexical items may show a shift from their original Standard British English usage to Urduized meaning (Talaat 1993). In comparison with the borrowing in syntax and morphology, lexical items have the highest ease of borrowing and seem most likely to occur (Brutt-Griffler, 2002; Romaine, 1995).Such a vocabulary items in all the new varieties of English are largely drawn from the areas that are significantly different to the geo-social-cultural context of British English (Fernado 2003). As, no reliable study on Urdu-English code-switching at the level of the phrase and clause is available, this paper is likely to bridge the gap. The code-switching data in this paper focuses on the use of Urdu phrases and clauses in the English language and shows that its occurrence imposes no ungrammatical effect on the structure of English syntax.The data has been collected from the following printed Pakistani English newspaper and magazines : 1. Dawn (daily) (Lahore) 2. Herald (monthly) (Karachi) 3. Mag (weekly) (Karachi) In this paper, code-switching is divided into two categories. They are inter-sentential switching, that is switching from one language to another at a sentence boundary, and intra-sentential code-switching, or code-mixing when the switch takes place within one sentence. In the following section, we will analyse the intra-sentential code-switching in Pakistani English at the level of phrase.Phrasal insertions A phrase is a group of words, which does not carry a complete sense. Formally a phrase is defined as a syntactic structure that has syntactic properties derived from its head (Mahajan 2001). Basic phrase structure is a universal feature of all human languages. The Urdu language is not different from English as far as the structure of phrase is concerned. There are a fair number of Urdu multi-word switches in this section that are either two word or three word phrases occurring in the English claus e or sentence.The purpose is to introduce the position of various Urdu phrases inserted in English syntax. Some researchers suggest that switches that are larger than one word are â€Å"true code-switches† but one-word switches are borrowings. However, it is not within the goals of this paper to distinguish code-switches from borrowings. In this section, we will analyze the occurrence of various NPs, Adj Ps and PPs in the English sentences. Since phrase insertion is always a complex kind of switching, it demands a high degree of proficiency and accuracy from the bilinguals involved in code-switching.Noun phrase A noun phrase is a word or group of words, which acts as the subject, complement or object of a clause, or as the object of a preposition. A noun phrase always has an obligatory head noun and optional modifier and qualifier. (m) H (q) For example in the Urdu phrase ‘ mera bhai apaney dostoon key saath’, (my brother with his friends) mera is the modifier of the head noun ‘bhai’ while Urdu postpositional phrase ‘dostoon key saath’ is qualifying the head noun. The structure of Urdu noun phrases used in Pakistani English is very diverse.Here are some examples of the use of the Urdu noun phrases occurring as the subject of the English verbs: 1. A poor hari (the farmer) can be sent to the gallows even on the mild accusation of a crime leveled against him by a noble. (March 27, 2007 D) 2. An honorable sardar or wadera (the landlord or chief) can walk free even after proven record of the most heinous kinds of against crimes him. (March 27, 2007 D) 3. They alleged that the naib nazim (the vice municipal officer) was receiving threats to force him to part ways with the PPP-backed Awam Dost panel. (March 04, 2007 D)In the first two examples, the English adjectives are modifying the English nouns in a noun phrase while in the third example both the adjective and noun are from the Urdu language. All the noun phrases have the English determiners ‘a’, ‘an’ and ‘the’ respectively in the beginning of the sentences. Urdu noun phrase as an apposition of another noun It is very interesting to note the use of an Urdu noun phrase as apposition in Pakistani English. ‘Apposition’ means the placing of a noun group after a noun or pronoun in order to identify something or someone or give more information about them.In the following example, we can see the use of an Urdu noun phrase as an apposition of another noun. Here the Urdu noun phrase is giving information about the proper noun ‘Haji Ramzan’. 1. Five militants who tried to kidnap tehsil municipal officer Hameedullah on October 8 were forced to give up their hostage after Haji Ramzan, the tehsil naib nazim (the city vice municipal officer), and his men confronted them on the main Tank-Jandola road. (November 2006 H) Urdu phrase introduced by an English adverb: In the examples below, the Engli sh relative adverb â€Å"as† introduces the Urdu stretches of words embedded in English.This type of switching is very rare and demands high proficiency. 1. Amjad considered her as ustad se ziyada dost (friend rather than teacher). (January 22, 2006 D) 2. And an old friend of hers, a female writer, was so infuriated on being referred to as a ‘Cycle wali larki’ (female cyclist) that she broke relations with her for good. (March 25, 2007 D) 3. According to one of them, they were not shunned by the public as lula, langra and apahaj (lame and paralyzed). (December 04, 2005 D) 4. What was sworn upon yesterday as guiding principle will be chucked at the altar of expediency tomorrow as mere siyasi bayan (political statement). January 22, 2006 D) Genitive phrases In Urdu, genitives are indicated with ka/ke/ke as a morph-word. The choice of these words depends on gender, number and case ending of the head noun. However, the English word ‘of’ is equivalent to all these. The genitive or possessive form of Urdu noun takes different positions in English syntax and imposes no ungrammatical effect in the construction. In the following examples, the Urdu noun phrases are used as the complement of an English verb of incomplete predication and occurring at the end of the sentence.The Urdu noun phrase begins with the English determiner ‘an’ in the first example. 1. Atif Amin feels â€Å"it's true that to some extend visiting therapists is an ameeron ka nakhra. (arrogance of the rich) (July 31, 2005 D) 2. The colloquial phrase used for this punishment was kala ki saza. (severe punishment) (July 24, 2005 D) In some cases the Urdu noun phrase is used as the subject of the English syntax. In example 2 the Urdu noun phrase begins with English determiner ‘the’. 1. 1. â€Å"Logon ki samajh† (understanding of the people) is all he has to say about the society's attitude towards dance. January 12, 2006 D) 2. The Islamabad ka muqadas darakht (Holy tree of Islamabad) revolved around a popular Banyan tree that stood in sector E-7 but was a few months back burned down. (May 21, 2006 D) 3. Promptly can the reply from Fateh Muhammad Mailk, who argued that kufar ka fatwa (Infidelity claim) is nothing new with us. (May 21, 2006 D) Sometimes, the Urdu noun phrases are also inserted in the middle of the English syntax. In the following examples, we can see the use of the Urdu noun phrases as the complement of an English verb. 1.Publications have just become catalogues and designers have become shadi ka jora mills (Wedding cloth house), not aiming to produce ethereal pieces any more. (September 25, 2005 D) 2. Rohit also revived the age-old warak ka kaam (work of silver gold leaf) once used for mughal royalty. (January 22, 2005 D) 3. Naturally they bathed themselves properly after every hug as the grandma had a smell of sarson ka tel (mustard’oil) and desi soap all over here. (July 31, 2005 D) 4. I am th rilled to see a lovely jurao ka set (precious Ornament) that President Ayub Khan presented her when she visited Pakistan in the 1960s. March 25, 2007) In the example 3 the double genitive has been used with English mixed in a noun phrase. Adjective Phrase A word or a group of words that does the work of an adjective is called an adjective phrase. Adjective phrases are usually formed from an intensifier that is optional, followed by the head (H) that is often an adjective In Pakistani English, Urdu adjective phrases may occur as a predicate adjective or inside the noun phrase. In the examples below, an Urdu adjective phrase has been inserted in the English sentence. 1. He is called sher ka bacha (bashful, brave) and mard ka bacha (high minded). January 08, 06 D) In the above example, Urdu evaluative metaphors that reflect Pakistani social customs, localized attitude and behavior have been used in English syntax. In a typical Pakistani context, a person having great courage and with a keen sense of honor is termed as ‘sher ka bacha’ (lion’s child). In the following example the English intensifier ‘very’ has been used with an Urdu adjective. This kind of code-switching is very rare. 2. Their response, ‘ I think you are right madam,’ said a young man, city life and modern education makes men very beghairat (dishonorable) (November 2006 H)In the examples given below, the Urdu adjective phrases are modifying the English nouns in the noun phrases. 3. It was a taiz raftar (very speedy) bus and I merely sat on it as well. (February 26, 2005 D) 4. The 60-minutes interview was largely spent in advocate Bukhari name dropping, saying he grew up with the lordships of the Superior Court and what payare insaan (lovely men) they are. (March 18, 2007 D) Example 4 reflects a very complex kind of code-switching. The Urdu stretch of words has been introduced by the English word ‘what’, but actually it is giving the emphasi s on the Urdu adjective ‘payare’.The use of ‘what’ has changed the syntactic structure and it seems that it has been used to focus on ‘payare insaan’. The introduction of ‘what’ has changed the word order of the sentence. One important thing worthwhile to mention here is that it seems harder to break up a relative clause/phrase than other types of subordination. It is quite problematic to have a relative pronoun from one language and the rest of the clause in the other. The code-switching data reported from other language pairs also show that switching between the relative pronoun and the clause that it introduces is rare. Nortier 1990) Mostly, the English adjectives are necessarily uninflected. They undergo no morphological changes with the variations in the nouns they qualify. However, in Pakistani English, Urdu adjectives, sometimes, may be inflected according to the rules of Urdu grammar because of number and gender as in the a bove example. For example: Payara (lovely) is an inflected adjective e. g. Payara larka (lovely boy), Payari larki (lovely girl), Payare insaan (lovely people). Prepositional phrase Urdu has a postposition instead of English preposition, which differs in the way that it precedes objects.A collective term used for both preposition and postposition is adposition. In typical Urdu adposition phrases, adposition comes at the end. An Urdu postposition phrase is syntactically inserted in English syntax in the following example: 1. Both of them unhurt â€Å"Khuda key fazal sey† (By the grace of God) while Shazia became paraplegic. (January 08, 2006 D) It is very interesting to note that the Urdu postposition phrase occurs at the same position where its English equivalent could have been. Verbal phrase A verb phrase is a word or a group of words that does not have a subject and a predicate of its own and does the work of a verb.In Urdu language, auxiliaries occur after the main verb i n contrast with English where auxiliaries occur before the main verb. Urdu verb phrases occur very rarely in Pakistani English because they have to undergo a complex morphological change as compared to noun phrases. However, sometimes an Urdu verbal phrase is also inserted in English syntax. Here is an example of the use of an Urdu verb phrase: 1. My colleagues kept worrying that piracy ho rahi hay (is going on) we should stop it; I kept saying, â€Å"hooney do†. (let it be) (September 11, 2005 D) ho rahi hai ain verb Progressive form auxiliary The above-mentioned data and examples suggest that Urdu phrases are frequently used in Pakistani English and its occurrences at various positions in a sentence seem to be quite appropriate. Urdu phrases obey the rules of English grammar everywhere in the sentences. After analyzing intra-sentential code-switching at the level of phrase, now we want to turn to inter-sentential code-switching in Pakistani English. The next section begins with ‘inter-clausal code switching’. Inter-clausal code-switching:As mentioned earlier, code-switching occurring at the sentence level is called inter-sentential code-switching. The term â€Å"inter-clausal code-switching† is used to refer to switches occurring at the clause boundaries. In the present data, switched Urdu clauses can include a coordinated clause, a subordinate clause or a clause/phrase introduced by an English adverb. Urdu clauses that are coordinated with an English clause through the use of coordinating conjunction are classified as coordinated clauses. Urdu subordinate clauses are also used with main English clause.We can find the English subordinate clause with Urdu main clause as well. Mostly, an English subordinate clause gives a warning or advice about the consequences of an action or attitude. It is relatively common in Pakistani English that Urdu proverbs and maxims occur at the periphery of an English clause. There are also switched Urdu full clauses that are syntactically independent of the preceding English clause, although there is still thematic coherence in terms of their reference and actions. The data exemplified in the following sections will reveal how different types of Urdu clauses are used in Pakistani English.Co-ordinated Clauses: In Pakistani English, co-ordinated clauses are joined by English as well as Urdu conjunctions. However Urdu conjunctions do not occur quite frequently. A conjunction that often conjoins the English clauses to the Urdu adjacent clauses is â€Å"and†. Here is an example of the use of the English coordinating conjunction: 1. Why don’t we all go together to New Delhi? N1 ki shaddi ki shopping bhi ho jaye gi (There will be shopping of N1’s wedding) and we can have much fun. (June 20, 2005 D) As can be seen in the above example, there is switching here back and forth between English and Urdu.An Urdu clause is embedded in English and English is taken up again. I n the following example, an Urdu conjunction â€Å"leykin† (but) is inserted in the English sentence. The reason for the use of Urdu conjunction in Pakistani English is directionality of code-switching, because most of the times, switched Urdu clauses follow the English main clause. This Urdu conjunction has a pragmatic effect as a discourse marker in drawing attention to the utterance. 1. We reached there in time, lakin no body was there to receive us. (Spoken English) In Nortier’s Moroccan Arabic/Dutch code-switching data (1990), the Arabic onjunction â€Å"walikan† (but) is also most frequent and is the one that conjoins two clauses that are both in another language. Taking a discourse marker from another language has a pragmatic effect on the whole utterance. Another interesting feature of Pakistani English that has been found as a result of Urdu-English code-switching is the use of an independent Urdu clause or sentence with English in written as well as sp oken English. Here are three examples where Urdu clauses are syntactically independent; however, they share a semantic relationship with each other: 1.Very soon, I will be a big star in Bollywood, main naumeed nahin hougni. (I will not be disappointed) (July 16, 2006 D) 2. He is set to release some very interesting films, which he describes as happy-go-lucky movies, aaj kal happy fims ka zamana hai. (Now-a-days people like happy movies) (December 11, 2005 D) 3. I cannot make new friends. Main buri, mairai dausti burai. (I am bad, friendship with me is bad) That’s all (March 25, 2007 D) Subordinated clauses: Urdu subordinated clauses are also used in Pakistani English, which is a very important aspect of inter-sentential code-switching.The subordinating conjunction is not always in the language of the clause that it introduces. Both Urdu and English subordinating conjunctions are used to join main and subordinated clauses. We can classify this section to two main broad categor ies: 1. Urdu subordinate clauses with an English main clause 2. English subordinate clauses with a Urdu main clause Firstly, we will look at the occurrence of the Urdu subordinate clauses with an English main clause. Urdu subordinate clauses with an English main clause: Different Urdu subordinate clauses are embedded in the English sentences in Pakistani English.The following two kinds of Urdu subordinate clauses have been found in Pakistani English: 1. The noun clause 2. The adverb clause Noun clause: The data exemplified in this section will show that a noun clause is a subordinate clause that does the work of a noun in a complex sentence. It can be used in Pakistani English as: 1. The subject of a verb 2. The complement of a verb 3. The object of a preposition In the following example, the switched Urdu noun clause has been used as the subject of an English verb: 1. Sub kutch chalet hai is their dictum. (June 12, 2005 D) ‘All is right’ is their dictum.Most of the tim es, a switched noun clause acts as a complement of an English verb. Here are some examples: 1. To underline the point he added is main science ki koi baat nahin hai. (December 25, 2005 D) To underline the point he added there is nothing scientific in this. 2. He got all mixed up and asked acha aap begum commondo hai. (October 30, 2005 D) He got all mixed up and asked well. You are Mrs. Commando. 3. I get looks from them all and a couple said aap aagay aa jain. (October 09, 2006 D) I get looks from them all and a couple said you come in front please. 4. She couldn’t resist the bohat aachi movie hai. May 29, 2005 D) She couldn’t resist it’s the very best movie. In the examples below, the switched Urdu clause has been used as an object of an English preposition. 1. No one at the CCB was willing to say anything except that is ka order ooper se aya hai. (May 07, 2006 D) 2. No one at the CCB was willing to say anything except that we have orders from our seniors. 3. A s they turned to me, I shrugged my shoulder with a ‘Bhai dekh lo, I am not carrying you purse’ (November 2006 H) 4. As they turned to me, I shrugged my shoulder with a brother you can see; I am not carrying you purse.Sometimes, it’s very interesting to note the use of an Urdu noun clause as a complement of a verb of incomplete predication. 1. The whole thing is that key bhaiya sab se bada rupaiya. (February 12, 2006 D) The whole thing is that bother, money is all. Adverb clause: As we have seen through the above examples that the noun clause acts as a noun in complex sentences, in the same way the function of an adverb clause is that of an adverb in complex sentences. In the following example, an Urdu adverb conditional clause has been embedded in the English sentence.However, the Urdu subordinate clause precedes the English main clause. The subordinating conjunction is in Urdu, whereas the clause that follows it is in English: 1. Aap ko kissi cheez sey strings k etney hoon, to its best to run from it. (June 26, 2005 D) If you want to cut the cord off, then its best to run from it. English subordinate clauses with Urdu main clause: In some cases, English clause is subordinate to an Urdu main clause. In the following example the English noun clause is joined with the Urdu main clause through the English subordinating conjunction â€Å"that†. 1.Mujhe shikayat hai that we are not making history. (July 31, 2005 D) I have a complaint that we are not making history. In the example below, the English conditional clause is subordinate to the Urdu main clause. In this example, the English subordinate clause precedes the Urdu main clause: 1. The police asked both of us to settle things between ourselves. Because if it becomes court case, then mamla lamba ho jaiga. (February 19, 2006 D) The police asked both of us to settle things between ourselves. Because if it becomes a court case, then it will be a lengthy process. Repetitions and other swit chesSometimes, Urdu phrases or clauses are used just as the repetition of an English phrase or clause. The purpose of this type of switching is to give emphasis. However, in spoken it is used to address different audiences. 1. Take care, apna bahut khayal rakhiya ga. (December 18, 2005 D) 2. They shouted for his execution. Zen ko phansy do. (October 02, 2005 D) 3. Feroz was very drunk. Usko chad gayi thi. (May 07, 2006 D) 4. He thought that Geeta Bali was the daughter of a certain Dr. Bali,a dentist in Aligarh, who was shocked when one day, Sikandar asked him: Aap ki sahabzadi kaisi hain? (How’s your daughter? (November 2006 H) In some cases, Urdu clauses are used to quote maxim and proverb or some other person in Pakistani English. Here are some examples: 1. My unbending procrastination is one thing that repels the beauty of the world but they say ‘sabar ka phal meetha’ (patience has its reward) (January 22, 2006 D) 2. Talk about ‘lakkar hazam, pathar haza m’ (very powerful and digestive stomach), they deserve a batter deal, if only for their patience in eating such swill day after day. (October 2006 M) 3. He gave the example of the phrase â€Å"auratein bhot bolteen hain† (females are very talkative). August 07, 2005 D) 4. She was very touched and impressed, especially when the waiter uttered these words ‘baaji, mehman sey paisay nahin letay (sister, we don’t charges from guests)’. (July 17, 2005 D) 5. She opened the Q and A session by saying ‘aab court aap ki ball main hai’ (Now all depends on you). (May 29,2005 D) Conclusion The data and examples presented in this paper demonstrate that code-switching affects Pakistani English at the phrase and clause level and Pakistani English has its unique features. This paper has shown the variations in English syntax when it is used in a non-native context i. . Pakistan. This paper shows that in code-switching many traces of native language can b e observed on the foreign language. The grammatical usage of Urdu language on English is visible here in the above mentioned examples. Some linguists are of the opinion that there is no language that has not been under influence of another language. English is no exception in this regard. Several changes are taking place in the English language. Isolated languages are rarely met in the global village. 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