Analysis of Tich Miller Essay

The poem â€Å"Tich Miller† by Wendy Cope is about two schoolgirls named Tich Miller and Tubby. Tubby is explaining different incidents that she experienced in her youth, which caused quite some trauma for her and Tich Miller. We don’t know the gender of Tubby but I am assuming that Tubby is a girl. Tubby is telling us about how Tich and she always were the last persons to be picked for outdoor games. When the team had to pick players the last person to be picked was always Tich who stood back and was not picked. Tubby says that it was because she was, â€Å"the lesser dud†, when the teams had to take them in consideration. It is my impression that Tubby and Tich are almost equal if you look at their social status but Tubby is just a tiny bit more â€Å"cool† and therefore she gets picked before Tich. In the first stanza of the poem there is a small characterisation of Tich Miller. It only says that she wears glasses and had one foot three sizes larger than the other. Tich is described as a very shy and clumsy child and therefore she as described stood behind, unnoticed or disregarded, when they picked teams for outdoor games. I think the incident that she is describing completely altered the course of her life. It affected her self-consciousness throughout the rest of her life. Tubby seems quite clever and knows that she needs to adapt for getting through the bullying. She can take criticism, which Tich cannot. It does not seem like Tubby and Tich are very good friends. The poem states that they are not making any eye contact nor are they talking to each other. I would expect them to stand together when they are getting bullied but actually the opposite happens. They are avoiding each other and that appears to be a bad decision for both of them. You could imagine that Tubby is chubby and therefore the name. She is being treated like Tich unnoticed and overlooked. Both of them are having a hard time in school. They do not fit in like the other kids. I think that they, due to having been through some traumatising situations have developed some kind of social awkwardness. None of them want to step forward and contradict the bullies. I took notice of the sentence â€Å"affecting interest in the flight of some fortunate bird†. Especially the use of the word â€Å"fortunate† grabbed my mind. Both of them probably want to be the bird. Be able to just fly away from everything and get to a new place where they can develop a better life. It is my understanding the names in this story, Tubby and Tich, have not been chosen randomly. I think that it could be like Chubby and Tiny if you described them. . The two girls were unselected only because Tubby was chubby, and Tich was tiny, hideous and wore glasses. The last stanza is the turning point of this poem. It is the sentence that makes you think about what the poem really wants to say. It makes you feel frustrated and sad at the same time. When you read the last stanza the sentence, â€Å"Tich is dead†, the first thing that comes to your mind is of course suicide. You can tell that the change of school when they turned 11 years old had two different outcomes for the girls. While Tich probably committed suicide, Tubby stepped up and actually started being a bully. She becomes one of bad guys and start bullying the hockey players who cannot read. All the hatred that developed when she was younger was pointed at other kids now. It was terrible for both of these young girls. They wanted to move on when they went to different schools but none of them succeeded. I think it is tragic that no parents or teachers stepped in and tried to stop it earlier. While I think suicide is the most egoistic thing person can do I still believe people should be allowed to do whatever they please, so long as it doesn’t infringe on another persons right to do what they want. When you think about it your life is the only thing you really own. There are different themes this poem touches on. First and foremost the topic growing up comes to my mind. The poem is about two girls and their experiences trough their childhood. Another topic could be suicide. You could ask the question, â€Å"Why does Tich Miller die at the age of twelve?† The poem doesn’t reveal this but part of the message of the poem could be that bullying can have serious consequences. So serious that it can lead to people losing the will to live and therefore taking their own lives. The last message I could think of was hierarchy. Every school has its hierarchy. Some people are popular and some are not. The poem Tich Miller gives an insight into the world of the less fortunate namely a view of the least popular and how they try to survive every day of school. Even Tubby who is at the bottom of the hierarchy knows that Tich is even lower than her and that she therefore should avoid her. Being associated with a â€Å"loser† such as Tich will make her even more unpopular and move her further down the hierarchy. If I were to compare it to another poem it would be â€Å"Clara’s Day†. It is as well about an insecure teenager and how she feels growing up. Going through the same problems as these young girls.

Silence As A Technique To Show Time English Literature Essay

Literary silence can be used to function several intents. Silence can be used to make a tragic ambiance, to convey out unhappiness, surprise or daze, to stress the lines before and after it and it can besides be used to construct up suspense and emotion. This essay will research the relationship between clip and silence in The Outsider and Waiting for Godot. â€Å" Silence fills this hollow universe, Silence is the pick we make, Silence is the decease of this all, Silence is our destiny. † This infusion from Okami Kamikaze ‘s verse form, ‘Eternal silence ‘ seems to suit Beckett ‘s drama absolutely. The silence is contributed to the drama by the intermissions mentioned in the phase waies. In fact there is no logical idea procedure in the drama as it is interrupted by the intermissions. The intermissions and silences in the drama make a unfertile and tragic ambiance that the characters seem to fear. â€Å" Silence is pouring into the drama like H2O into a sinking ship † , to cite Beckett. The silence, crisp, echoing and resonating seems to make much torment in the supporters. It is this upseting silence that the characters try to avoid through useless babbling, throughout the drama. The silence is a consequence of the decomposition of the establishment of linguistic communication, therefore we see short duologues, nervous laughter and long drawn intermissions. The intermissions and silences besides help in making an air of uncertainness that like the echoing silence envelops the full drama. This is evidenced by the fact that the characters, Vladimir and Estragon are diffident about everything from the day of the month, clip, twenty-four hours, to their intent and the individuality of Godot. â€Å" VLADIMIR: He said Saturday. ( Pause. ) I think. Tarragon: ( really insidious ) . But what Saturday? And is it Saturday? Is it non instead Sunday? ( Pause. ) Or Monday? ( Pause. ) Or Friday? † Time in waiting for Godot behaves in a funny manner, it is cloudy. Time assumes an intangible quality and lacks definition. It seems to stand still as if it were waiting for Godot excessively. This inactive consequence is created through the insistent actions of characters like looking in their chapeau, taking off boots and the similar. The drama with the deficiency of any background music is enshrouded in silence, making a inactive medium for clip. The tree in the background appears wastes in Act I and is covered with leaves the following. The carrot in the first act becomes a radish in the 2nd. A alteration usually taking hebdomads or likely months happens in a individual dark. This is besides the lone manner the readers are made cognizant of the transition of clip. The couple of Lucky and Pozzo besides undergo a enormous alteration all in the span of one dark. Lucky becomes deaf-and-dumb person and Pozzo, blind. The reaching of the courier male child signals the terminal of a twenty-four hours. The reaching of Lucky and Pozzo brings with it one-dimensionality to clip, the minute they leave, clip becomes cloudy once more. The characters Lucky and Pozzo have hence been dubbed the ‘Champions of Time ‘ by some critics. It is as if clip is frozen in silence, merely when the silence interruptions, is clip able to travel, merely to go frozen when the steely silence returns. Gunther Andres compactly summarizes clip statin g, â€Å" Although a ‘stream of clip ‘ does n't be any longer, the ‘time stuff ‘ is non petrified yet ; alternatively of a traveling watercourse, clip here has become something like a dead pulp. † I feel that the characters exemplify the phrase, ‘Killing Time ‘ . The ceaseless waiting, the humdrum repeat and the decomposition of linguistic communication completes this activity. Even Lucky and Pozzo who in the beginning are gifted with consciousness of clip after a few proceedingss in the inactive clip of the supporters, lose clip. In the beginning, we find Pozzo look intoing his ticker, so the ticker stops working and eventually he loses his ticker. â€Å" POZZO: aˆÂ ¦ . Thank you, dear chap. ( He consults his ticker. ) But I must truly be acquiring along, if I am to detect my agenda. VLADIMIR: Time has stopped. POZZO: ( snuggling his ticker to his ear ) . Do n't you believe it, Sir, do n't you believe it. ( He puts his ticker back in his pocket. ) Whatever you like, but non that. † Time is so dead in the frame of the supporters. We see Lucky and Pozzo, whom the supporters look up to as privileged existences due to their consciousness of clip, besides pervert and lose their consciousness, going one with the stagnation that is clip. The Outsider is a fresh dealing with the experiential crisis of disaffection and self-alienation by Gallic writer, Albert Camus. In this book, the usage of silence is elusive unlike Waiting for Godot, with its glaring silences and intermissions. Unlike Waiting for Godot, silence here offers a infinite to believe, to concentrate and wait. The narrative manner itself suits the absence of sound. It should be noted that The Outsider has really few cases of direct duologue. Most of the book is written in indirect address that creates an uneven feeling of withdrawal of Meursalt with the secret plan of the book. As a consequence, the full book seems to be encased in silence. However this remains unnoticed by the readers except when the writer draws attending to the silence. Any little, bantam sound makes us recognize the absence of it. This is particularly seen during the imprisonment of Meursalt. In many parts of the book, Meursalt seems to exhibit a stony silence without responding or answering to inquiries and even take parting in conversations. This is possibly because of a deficiency of things to state. Meursalt is, as Camus describes him, â€Å" in love with a Sun that leaves no shadows. † He does non lie but stands for truth. He does non even utter the harmless white prevarications to delight society and to carry through its meaningless imposts. As a consequence most of Meursalt ‘s silence are â€Å" because he does n't play the game. † to cite Camus. Unlike Waiting for Godot, the characters appear to be really cognizant of clip. Time here is a additive entity with definite boundaries.The book has really specific inside informations about clip, forenoon, eventide, hebdomad etc. and that suggests that Meursalt is really cognizant of what is traveling on around him. In The Outsider there is calculated usage of silence is to in two chief cases to demo motion. One is the period of captivity of Meursalt and the other during the test. We find Meursalt tidal bore to acquire it over with. He does non pay any attending to the test and longs to be back in his cell. At the terminal of Meursalt ‘s life, he seems to detest the silence of the audience that comes to watch his executing. They seem to stand still with bated breath while he wants them to clap and hoot handling him like a hero. Silence Kills ; it intensifies his limited clip before his executing conveying into crisp focal point the brevity of his life. Even during his captivity, we find him sitting in silence watching the skies change from twenty-four hours to dark, his senses more crisp and ague than of all time. â€Å" ne'er earlier had my ears picked up so many noises or detected such bantam sounds. † The silence creates a crisp concentration to Meursalt ‘s senses. He waits for something to go on. He waits for person to come. He seems to cognize his destiny at the custodies of a society that does n't cognize and understand him. He seems impatient for this clip to go through into action, an action that might even direct him to his decease. The writer draws our attending to the silence by adverting the bantam noises. â€Å" like a Canis familiaris ‘s death-rattle, my bosom would n't split after all and I ‘d hold gained another 20 four hours. † This line shows that the deathlike silence reflects the long hours of captivity. The silence is possibly to demo the apparently slow passing of clip. Even during the vigil, the silence is about tangible, broken merely by shortness of breaths and oinks. This apart from what Meursalt considers to be an unneeded rite besides serves to show the slow transition of clip. Although we see silence in both books, used to function the same intent, the consequence created is drastically different. Silence and the consciousness of the characters to the transition of clip have successfully created affecting minutes in the texts. They have revealed to us non merely the heads of the characters, but have besides put into perspective life and decease itself. We as readers have been drawn into the whirl of these silences and clip sections with expectancy and we have ne'er been disappointed.

Chamonix in the French Alps Essay

Show how Mary Shelley achieves effects through the skilful use of settings in â€Å"Frankenstein†.  I am going to explore how Mary Shelley uses settings and locations to great effect in her novel Frankenstein.  Mary Shelley was born in 1797 and was an only child. Her father was a novelist and her mother was a feminist. However her mother died only ten days after she was born. This meant Mary did not receive much emotional support or nurture as a child. In her teens Mary ran away with the poet Percy Shelley across Europe. They visited Switzerland and stayed at the Villa Diodati near Lake Geneva, the home of poet Lord Byron. Whilst there it rained constantly and many storms passed by with lots of thunder and lightening. The occupants decided to have a competition to write a story and this is where Mary Shelley began to write â€Å"Frankenstein†, aged only 19. The book begins with the explorer Robert Walton and his crew trying to find a passage through the North Pole. He then discovers a despaired Victor Frankenstein on the ice sheets. After being rescued, Victor begins to tell his story. His story starts with his childhood in Geneva, then going to university in Ingoldstadt and making the creature there. Then he talks of escaping it by going to Chamonix in the French Alps. The book ends with Victor chasing the creature to the North Pole where Victor meets Walton.  I think the inclusion of the North Pole at the start of the book works well because it fits well with the creature that Frankenstein creates. The North Pole and the creature are both mysterious and isolated. Additionally Walton is trying to overcome the North Pole just like Victor is trying to cope with the creature. The use of Robert Waltons’ letters also make the story seem more plausible Victor Frankensteins’ house in Geneva, where he grew up, is almost the complete opposite of the North Pole. His house has a happy and friendly atmosphere. It is also a spacious and relaxing. The description of ‘blue laked and snow clad mountains’ and ‘scene so beautiful and heavenly’ must have been so welcoming to Victor after spending time studying at university in Ingoldstadt where he created the creature in his lab. When Victor tries to escape from the horror of his creature and its actions he runs off to Chamonix, in the French Alps. However the creature follows him here and tells his story. I think Chamonix is a clever location for this part of the book because it fits in well with feelings of the characters. For example Victor is isolated and defenceless just like the baron landscape and the Creature is angry and aggressive like the hostile environment. Also it is described as ‘rising like the waves of a troubled sea’ which shows also that Victor is still troubled by what might happen. This is another example of sympathetic background, when the characters mood is reflected in the setting. The book ends with Victor pursuing the creature across Europe, Russia and eventually back to the North Pole where they meet Robert Walton. This is a fitting end to the book because it brings the book full circle back to the beginning. It is also the extreme conditions of the North Pole that finally force Victor to his death. They also destroy the moral of Waltons’ crew so much they force him to turn around. The North Pole defeats all the people there.  In conclusion I think that Mary Shelley uses sympathetic background as a key effect in the book in order to make the book more interesting realistic. Also she drew on her own experiences of life and where she had been to add to the vivid detail in order to enhance the book further.

Enlightment Essay Example | Topics and Well Written Essays - 250 words

Enlightment - Essay Example He considered education a tool for enlightenment which needed to be observed at all costs. Freedom of religion was also taken into consideration and was considered equally important. Frederick the Great also wrote many books about religion. He allowed his subjects to believe in any type of religion they liked (Murvar, 2013). Frederick is also considered as enlightened despot because of his contribution to promoting industry, commerce and agriculture. He reorganized the indirect taxes system, which provided the state with additional revenue than before. Additionally, Frederick the Great is considered as an enlightened despot because his mother brought him up with the educational values of the enlightenment. In his childhood, his mother tutors who were in a position to teach him poetry. French culture and the Greek classical literature. His father also insisted that he needed to be taught matters related to politics and military. Therefore, he became a military genius (Halpern, 2007). Lastly, Frederick became a patron of arts and sciences. He was also a talented musician, writing flute sonatas. At some point, he corresponded with intellectual leaders of enlightenment such as Voltaire. In his scientific work, he encouraged the Berlin academy and encouraged architects to build elaborate buildings and structures. Such structures and buildings established Berlin as a cultural capital (Halpern,

Language as a Reflection of Life, Power, Relationships and Self-Realiz Essay - 8

Language as a Reflection of Life, Power, Relationships and Self-Realization in Hurstons Work - Essay Example Though pegged majorly in search for love and personal identity, the author brings out other themes as closely interwoven with themes of gender and sexuality using language. The language of men and that of Janie and other women reflect different inclinations to societal approaches to its issues. This paper shall analyze, critique and discuss how language has been used to change the status quo or sustain it. The thesis statement shall be: Language, as used in Hurston’s Their Eyes Were Watching God, is a double edge sword that has the power to effect both positive and negative changes. As the story begins, the author brings to the attention of the reader that the whole narration is based on a flashback. The major character is narrating her life to her best friend Phoeby in a friendly language between age-mates. Through that narration, her grandmother’s use of language depicts responsibility though stuck in the past. Nanny Crawford’s use of language may be seen to be overly restricted to safeguard her beliefs about life, which according to her, has to be defined through the prism of financial responsibility. She marries off Janie for two reasons after seeing her kiss Johnny Taylor. She persuades Janie into marrying the aged Logan Killicks. Her language as she admonishes Janie tells that her perspective about marriage is overly focused on life, family and stability as opposed to happiness. That is evidenced when she tells her that she should not let her down like her mother Leafy who deserted her. Her grandmother says, â€Å"So you don’t want to marry off decent like, do yuh?...Do you want to make me suck the sorrow yo’ mama did, eh? (Hurston 30)† One may also observe Nanny Crawford’s language, though a woman, depicts that belief that family relationships amongst married people should be safeguarded by all means. When Janie realizes that Logan was interested more in a farm assistant than in wife, she comes to lament to her grandmother Nanny Crawford about her marital issues.  

Lennin, Karl Marx and Hannah Ardent on Revolution, what was revolution Research Paper

Lennin, Karl Marx and Hannah Ardent on Revolution, what was revolution - Research Paper Example For a Marxist, if the bourgeoisie remain in power this negates any procedural facade of a revolution. For a liberal democrat, the survival of factions from the old nomenclature deflates the democratic revolution. However, on closer inspection there is not a single set of characteristics that will serve to unite all around a common conception. This thesis tends to enquire Marx, Lenin and Arendt’s views on revolution in order to seek a plausible conclusion. Karl Marx described revolutions as the locomotives of history. He argued that feudalism, capitalism and socialism, as new modes of production, were generated within the precincts of the existing one. Revolutions were caused by the development of a contradiction between the social forces and the social relations of production, with the latter acting as restrains upon the former. This expressed itself in the escalation of class conflict, steering in what Marx called the epoch of social revolution. Each revolutionary class devel oped awareness of itself through economic and political struggles against the existing dominant class. The result would be the emergence of new relations of production and their accompanying ideological forms, and the eventual establishment of  supremacy. ... In due course of time Marxist theory faced real tests as its prophecy of eventual dismal condition of working class before revolution was seriously challenged by better/improved life styles of working class in capitalist states. Lenin. Vladimir Ul'yanov came from a provincial middle class family of Russia. Soon after his father's death in 1886 Lenin's elder Brother Alexander was hanged for participating in a plot by a revolutionary  populist  group to assassinate Alexander III. This event made a deep impression on the younger Lenin and, after passing his final school exams with distinction, he too joined a populist group when he began studying at  Kazan University. He was deeply influenced by Marxism during his student life. In 1902, Lenin published his  pamphlet  what is to be done, in which he argued that a successful revolutionary party in Russian conditions had to be a highly centralized and conspiratorial organization of professional revolutionaries to be an effective vanguard of the workers. In his work  Two Tactics of Social Democracy in the Democratic Revolution  he argued that the workers would have to take a leading role in the  bourgeois  revolution, co-operating with revolutionary elements in the peasantry. This latter point was unusual in Marxist thinking, perhaps showing underlying populist influence on Lenin. In  Imperialism, he argued that the capitalist powers were driven into territorial imperialism by capital export and used the super-profits derived from colonial exploitation. Lazarus points out that â€Å"Revolution†¦ belongs as a category to the historicism that is fuelled by defunct socialism and parliamentarianism,† because, â€Å"historicism keeps a place

Interpreting and Assessing the Mechanisms of an Award-winning Campaign Essay

Interpreting and Assessing the Mechanisms of an Award-winning Campaign - Essay Example As the report declares Travelocity conducted significant market research and competitive analyses to determine how best to differentiate the business. Qualitative and quantitative research was targeted at mass market consumers to determine the level of spontaneous brand recognition that existed among competitive brands. Survey analyses also indicated that many consumers had never even visited the Travelocity website and that many consumers did not believe Travelocity was differentiated positively against competing travel brands. This market research effort was the primary catalyst for problem recognition: The business needed a voice, needed brand recognition, and a strategy to position the brand effectively against competition. This market research effort, a well-invested activity, also identified the most appropriate target market to give the company its first real sense of direction in promotion. This paper stresses that the proactive market research activities allowed the business to examine competition with a critical and exploratory lens. It identified that the broadest segment of buyers, those who view travel websites and primarily between 24 and 35, were being overlooked by other travel brands. Travelocity realised that lack of competitive emphasis in the 24 to 35-year-old market and their available financial resources could give the business a chance to differentiate and capture this market’s attention. ... This market research effort was the primary catalyst for problem recognition: The business needed a voice, needed brand recognition, and a strategy to position the brand effectively against competition. This market research effort, a well-invested activity, also identified the most appropriate target market (24-35 year old â€Å"novice† travellers) to give the company its first real sense of direction in promotion. 3. Why the 24 to 35-year-old buyer? The proactive market research activities allowed the business to examine competition with a critical and exploratory lens. It identified that the broadest segment of buyers, those who view travel websites and primarily between 24 and 35, were being overlooked by other travel brands (Hall and Nairn 2005). Other markets that consisted of frequent travellers maintained characteristics and attitudes that would have made Travelocity have to invest more capital and human capital into trying to attract and then subsequently retain these buyers, since they were more knowledgeable and discriminating about travel (Hall and Nairn 2005). According to Cui and Choudray (2002), a target market is most desirable when competition is in a weak position to respond to consumer needs and when the demographic maintains adequate resources. Additionally, the market is attractive when the brand has the ability to match a certain segment’s needs and requirements (Cui and Choudray 2002). Travelocity realised that lack of competitive emphasis in the 24 to 35-year-old market and their available financial resources could give the business a chance to differentiate and capture this market’s attention. According to Macrae (2011, p.2), this particular age group faces

History ( global civilization ) Term Paper Example | Topics and Well Written Essays - 250 words

History ( global civilization ) - Term Paper Example Spanish trader in the 1503 also took many Africans as slaves. Bartering of goods produced outside Africa with slaves further increased the trade. The trader used to sell the slave for profits to Americas. Until the 18th century millions Africans were slaved while more than a million died along journey to coast. The removal of Africans made the population of the country decline also the continent face huge poverty issues. On the other hand, European countries wealth resulted from slavery. One of the biggest effects of slavery was rise to racism and differentiation in color. In the 18th century, movement against the slave trade began when Thomas Clarkson took steps to create awareness regarding the cruel act, and subsequently, the House of Lords enacted an Act for the abolition of The Slave Trade (Newman, pp. 23). Lastly, President Thomas Jefferson also signed a bill approved by Congress to prohibit the import of slaves in the United

Personal and Professional Development for Business Essay

Personal and Professional Development for Business - Essay Example The greater job insecurity and weakened right of workers have increased the level of poverty in the developing countries (Goldberg & Pavcnik, 2006). For the purpose of giving the farmers and workers in the developing countries a living wage for their work, which can sustain them and create opportunities for social and economic development, the alternative system of trade which counteracts international free trade, corporate control and global policies was established. Such system is a Fairtrade initiative, which aims are to improve the living conditions of producers in developing countries with their attempts to achieve higher prices, greater availability of financing and longer-term and sustainable buyer-seller relationships. Along with that, an organized social movement was also called to improve social goods and community development and to use the environmental friendly production through a certification process for producers and suppliers. The initiative is simple about the bett er prices, decent working conditions and fair terms of trade for farmers and workers in the countries that are developing. The following report will examine precisely the question of Fair Trade, will analyze who are the main consumers and who and why people buy Fair Trade products. Further the report will investigate what retailers of selling Fair Trade products can do to increase sales. A Fairtrade Foundation tends to relieve world from poverty, suffering, and distress. That is why it promotes research and education concerning the causes and effects of poverty, in particular, the relation of trade and to the conditions of employment of poor people living in the developing countries. I

SWOT Analysis Essay Example for Free

SWOT Analysis Essay A SWOT analysis is a tool to identify the strengths, weaknesses, opportunities and threats involved in a business. Strengths mean characteristics of a business in advantage over others, while weaknesses are disadvantages relative to others. Opportunities mean elements that a business can exploit for its development, while threats are trouble will be face to. SWOT is to carry out the environment analysis and separate information into internal and external factors. Then, it determines whether they are favorable and unfavorable to achieve the objective so as to help an organization enhance advantages and minimize disadvantages. A SWOT analysis needs to be conducted in a proper and realistic procedure to get the complete and objective results. The participants of this analysis should be a group of people with different perspectives so that they can contribute different valid viewpoints. They can be various stakeholders of a company, such as shareholders, managers, employees, and even customers. It is typically conducted using a SWOT matrix and holds a brainstorming session to identify the factors and bullets them with priority in each of the four categories. Participants must be realistic about the environment analysis of target organization and try to keep the analysis compact. There are two most important part of a SWOT analysis, to help a business reduce risk and improve performance (Markgraf 2013). Firstly, this analysis can identify critical threats coupled with internal weaknesses that may put a company in a trouble. It improves the viability of a business about changing environment and highlights the most serious issues. For example, a new export policy issued by government could be a serious threat to the export-led industry. They should reduce resources allocated in export business and shift focus to domestic markets. Laurence (2013), a judicious recognition of global realities, states that to adapt to the appreciation of its currency, China’s farsighted plan is to have switched the economy to a domestic consumption-driven model. The external threats require companies to adjust their business plan to adapt to new circumstances. Secondly, a SWOTÂ  analysis can indicate actions to improve the performance of a business. Taking advantage of an opportunity from a position of strength helps ensure the success of the corresponding venture. If a company has a capital advantage and the other one has technological advantage, they can integrate firstly and then dominate other competitors. For example, Peak the top two Chinese video-sharing websites, Youku and Tudou, jointly announced that the two companies have signed a definitive agreement to integrate into Youku Tudou Inc. on March 12th, 2012 (Peak 2012). This Merge helps them to strengthen competition power in the online video market with 35 percent share. To achieve the objective, a business has to find connection between its strengths and external opportunities. A SWOT analysis has become a popular method to help a business to identify its strengths, weaknesses, opportunities and threats. People should conduct this analysis in a proper way to appraise critical internal and external factors so that SWOT will be valuable to reduce risk and improve performance of a business. Reference Markgraf, B. (2013). The Two Most Important Parts of SWOT Analysis. Chron. Retrieved March 17, 2015, from http://smallbusiness.chron.com/two-important-parts-swot-analysis-61546.html Neville, L. (2013). Cover: A New Economic Model For China. Global Finance. Retrieved March 18, 2015, from https://www.gfmag.com/magazine/january-2013/cover-a-new-economic-model-for-china Peak, K. (2012). Chinese online video companies Youku, Tudou merge. Vatornews. Retrieved March 17, 2015, from http://vator.tv/news/2012-03-12-chinese-online-video-companies-youku-tudou-merge

Benefits of Subtitles in English Learning

Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave Benefits of Subtitles in English Learning Benefits of Subtitles in English Learning CHAPTER I INTRODUCTION 1.1 Background All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978). Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language. According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners language acquisition. Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students language proficiency, including their vocabulary, reading, listening, and speaking. Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the programs audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g., dialogue and subtitles) is more systematically processed than if either dialogue or subtitles are presented alone. This result is in agreement with the dual-coding theory by Allan Paivio (1971), sustaining the usefulness of multiple-channel communication. In the same way, Hartmans (1961a) findings support the between-channel redun dancy theory which suggested that when information is redundant between two input sources (e.g., dialog and subtitles), comprehension will be superior than when the information is coming through one input form, (e.g., dialog). He also gave a description of redundant information as identical information from the visual and verbal stimuli. In this respect, Hartman completed that the benefit of the multiple-channel learning system is this: information coming from two information sources is more comprehensible than that through one. Information input through different sensory channels supplies receivers with additional stimuli reinforcement to guarantee that more complete learning happens. More explicitly, the additional stimuli reinforcement helps out learners in systematizing and structuring the incoming information. However, a contrasting theory, the single channel theory proposed by Broadbent (1958), states that human can only process information throughout one channel at a time. This theory assumes that the decline of learning takes place if the information is received through two or more sources. The learning is delayed when the multiple-channel presentation of information is used in the teaching-learning process. Along with this contentious viewpoint between the single and the multiple-channel presentation, an awareness of and interest in the use of multimedia resources have been increasing, like the presentation of subtitled materials. Today, language learning has turned out to be more available by implementing multimedia with spoken information and full visual context, such as subtitles. For instance, subtitled videos representing words and pictures in an aural and in a visual form are more probable to activate both coding systems in the processing than words or pictures alone. The dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. These information input foundations get the process of language learning better, improve the comprehension of the content, and increase vocabulary by looking at the subtitled words in meaningful and stimulating circumstances. In addition , a lot of teachers consider subtitles shed some new light on a better way of using various multimedia in the ESL classroom. When subtitled technology appeared more than 15 years ago, many educators quickly saw value in exploiting its potential in helping students process language in a different way and effectively by means of the printed word. (Goldman, 1996; Holobow, Lambert, Sayegh, 1984; Koskinen, Wilson, Gambrell, Neuman, 1993; Parks, 1994; Vanderplank, 1993). 1.1.1 Subtitle Subtitles, which are English written subtitles on instructional English-as-second-language (ESL) videos in this study, are the written version of the audio constituent that permits dialogue, music, narration and sound effects to be shown at the bottom of the screen on most televisions. There are two kinds of subtitles explained in general terms: the open subtitle and the closed subtitle. Closed subtitles refer to the subtitles that are not automatically visible to the viewer; however can be viewed by turning on through use of a remote control or an electronic subtitle decoder. By contrast, open subtitles are visible to all viewers without turning them on with a remote control. Subtitling is not only the main function of the TV but a positive function of video tapes. Video tapes offer subtitling by those who specialize in computer workstations. To make subtitles visible, an electronic subtitle decoder is obligatory, that is easily attached to a television set. Although it is not avail able in some areas of the world, subtitling technology is broadly accessible and draws great attention in the United States. In 1990, the U. S. Congress passed the Television Decoder Circuitry Act requiring that all new televisions, thirteen inches or larger, be prepared with subtitle decoder circuitry. The function of the decoder circuitry is to receive, decode, and show closed subtitles from cable, DVD signals and videotape appropriately. With reference to this regulation, the consumer is no longer required to pay for a separate decoder, when in possession of an applicable TV set. Therefore, thousands of people in the U.S. have access to subtitles without any trouble by pushing the button on the remote controls (National Subtitleing Institute, 1989). However, available access of subtitles on foreign film videos is still restricted in other countries, such as Taiwan and Japan, where external subtitle decoders are necessary for viewing. Subtitleing was devised initially for the hearing impaired. The statistics on the number of decoders sold confirm that more than half were bought for the hearing impaired who assert that decoders are helpful to them. Increasingly, the use of subtitles has also augmented among the non-native speakers who are motivated to improve their language learning. A study by Hofmeister, Menlove, and Thorkildsen (1992) discovered that 40 percent of people other than the hearing impaired buy the decoders, such as foreign students. To be explicit, the motive for this phenomenon is that subtitles show words in a motivating atmosphere where the audio, video and print media help viewers comprehend the unknown words and meanings in their context. However, subtitles have a great impact on comprehension improvement of specific TV programs and improve English language learning progressively. For the benefits of the multimedia approach, ESL programs began to incorporate subtitled materials into the curricula to help ESL students language learning. The focus on teaching techniques and on means of optimizing students comprehension of the second language has been of great concern through this multimedia. Koskinen, Wilson, Gambrell, and Neuman (1993) stated that the subtitled video is a new and promising approach for improving students vocabulary, reading comprehension, and motivation. Other researches have been conducted to inspect whether subtitled TV and video improve or obstruct students learning. The results have indicated that subtitled TV and videos are helpful for the hearing impaired, ESL students and disabled students (Bean Wilson, 1989; Borras Lafayette, 1994; Ellsworth, 1992; Garza, 1991; Goldman, 1996; Goldman Goldman, 1988; Markham, 1989; Nugent, 1983; Parlato, 1985; Price, 1983; Vanderplank, 1991; Webb, Vanderplank, Parks, 1994; Wilson Koskinen, 1986). Despite a large number of studies suggesting/demonstrating the benefits of the use of subtitles for the hearing-impaired, language learners, and disabled students, similar studies on the use of English subtitles in English teaching are still limited in Iran. Thus, there is great scope for additional examination into the potential use of subtitled television videos to enhance language teaching to English-as-Foreign-Language (EFL) students. The design of this research elaborates mainly on the language learning achievements. This study adds to the aforementioned to investigate the exposure of target language input to students through the presentation subtitled videos. This research focuses on the absence or presence of 10 English subtitled ESL instructional video episodes for a period of five weeks as a primary variable in an experiment to help determine the conditions for the improvement of Iranian college students learning English as a foreign language in Iran. 1.2 Statement of the Problem Many people in Iran have problems when it comes to communicating with foreigners in English. In addition, to get information from the Internet, having a fair amount of English knowledge is required. That makes accessing information a problem for those with limited English language proficiency. In addition, those Iranian students who wish to study abroad, language is the main problem since they have studied in Farsi for all their educational life, and thus adapting to a non-Persian environment is consequently very difficult. Students in Iran, start learning the Basic English at their secondary schools, however the curriculum structure, is based on teaching grammar rather than oral skills; therefore, most students oral communication skills are limited. . Moloney (1995) states that the emergence of English in the global market has resulted in the current ardor for learning English in developing countries. The need for English in Iran is unique. English is not only a required course for Iranian students, but also required and tested as part of major entrance examinations in Iran. These mentioned issues are going to be considered in proposing subtitles in videos and English learning movie solution. 1.3 Objectives of the Study The purpose of this study is to investigate the effectiveness of subtitled videos in enhancing university students language learning in Iran [English as a foreign language (EFL)]. In the study, the term language learning represents two types of performances. The first is students content comprehension of a particular video episode, as evaluated by a Content Specific Tests (CST) and the second is to investigate the learners vocabulary acquisition. 1.4 Significance of the Study Teachers professional development activities always focus on those types of teaching strategies that help students improve along with their path of learning process. As the research has been designed to discover the effectiveness of presenting subtitles on the movies on vocabulary acquisition and content comprehension, it would be of much significance if confirmed that this strategy works. Generally speaking, it can also been resulted that the finding of this research also could be added to the body of language teaching, learning and use of multimedia technology knowledge. The findings of this study can be share with the curriculum designers, EFL/ ESL teachers for the technology to be implemented in the classroom, materials developers for English teaching 1.5 Hypotheses This study focuses on English language learners performance on the Content-Specific Tests (CST) of vocabulary, and content comprehension of videos with and without subtitles. The researcher tested each of the following null hypotheses as she controls the initial differences of the participants in their general English proficiency. Ho 1: There is no significant difference on the scores of the content comprehension subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. Ho 2: There is no significant difference on the scores in the content vocabulary subtest of the CST between subjects watching videos with subtitles and those watching videos without subtitles. 1.6 Research Question 1. Does presence of English subtitles on the videos help learners improve their vocabulary significantly? 2. Does presence of English subtitles on the videos help learners improve their content comprehension significantly? 3. Does presence of English subtitles on the videos help learners improve their English language proficiency significantly? 1.7 Definition of the Terms The definitions are given here to make sure uniformity and understanding of these terms throughout the study. 1.7.1 Subtitle Subtitle is the spoken words designed for the deaf and hearing-impaired people helping them read what they cannot hear. The terms subtitles and subtitles are interchangeably used in this research and are described as the translations of the spoken words to the written with the identical language shown at the bottom of the screen. 1.7.2 Closed Subtitle A subtitle of spoken words viewed by a special decoding device installed in the television set or a special decoder machine. 1.7.3 Open Subtitle A subtitle of spoken words that always is printed at the bottom of the screen. 1.7.4 Content-Specific Test (CST) An instrument designed by the researcher for this study used to measure learners overall comprehension in terms of vocabulary and content comprehension of a particular video segment. The CST includes the two subtests: vocabulary and content comprehension. 1.7.5 Content Vocabulary The vocabulary that comes into sight from the particular video piece viewed by the subjects 1.7.6 Content Comprehension Content comprehension that focuses mainly on the whole story script and test viewers comprehension of the particular information shown in the video 1.8 Limitation of the Study The researcher encountered difficulty in access to the samples of all Iranian population of EFL learners since the country is very huge and the numbers of English learners are so many. It was very hard to control teachers inside-class activities based on the methodologies presented to them. Non-generalizability of the findings to all English learners, especially ESL learners is another which is because the research is conducted in an EFL (Iran) context. The last but not the least limitation is the material choice since there are various types of videos. Therefore, the researcher had to restrict the video to an instructional video, connect with English since it is both with and without subtitle available as well as being suitable for the proficiency level of the participants. 1.9 ORGANIZATION OF THE STUDY This study is divided into five chapters. Chapter I introduces the foundation for this research, the purpose of the study, and definitions of key terms used throughout the study to diminish potential misunderstanding. Chapter II presents a review of the literature of the use of subtitles. It starts with a theoretical review of the cognitive information processing relevant to the single channel theory and the multiple-channel theory, with focus on the cue-summation theory, the between-channel redundancy theory, the dual-coding theory and the capacity theory. It then keeps on with a discussion of the schemata theory, the Comprehensible Input Hypothesis by Krashen and the ACT Model by Anderson. Subsequently, the relevant major research on subtitles for the hearing-impaired, disabled, normal reading ability, and language learners is offered. Chapter III outlines the method of hypotheses testing formulated in Chapter I. It also includes the research design, followed by a description of the subjects in this study, the treatment materials employed, the testing instruments, the data collection procedure, and the details of the data analysis applied. In Chapter IV, the analyses are performed to reveal the research hypotheses are explained in detail, with the quantitative results of these analyses and an interpretation of the results. The final chapter, Chapter V, summarizes the findings of the study in light of research hypotheses and discusses the performance of the subjects and the results of the analyses shown in Chapter IV. The conclusion interprets the effect of subtitled videos on EFL students language learning in relation to their listening and reading comprehension and their vocabulary. To synthesize the conclusion of this study, pedagogical implications, the limitations of the study and further research are presented. CHAPTER II 2 REVIEW OF LITERATURE 2.1 Cognitive Processing Theories In many communities around the world, competence in two, or more, languages is an issue of considerable personal, socio-cultural, economic, and political significance. (Fred Genesee McGill University, WHAT DO WE KNOW ABOUT BILINGUAL EDUCTION FOR MAJORITY LANGUAGE STUDENTS). Historical documents indicate that individuals and whole communities around the world have been compelled to learn other languages for centuries and they have done so for a variety of reasons such as language contact, colonization, trade, education through a colonial language (e.g., Latin, Greek), intermarriage, among others (Lewis, 1977). The term learning has been considered in different ways by psychologists throughout history. Some behaviorists believe that learning is a relatively permanent change in behavior which occurs as a result of experience or practice. In addition Iranian students consider the radical-changing world as a situation of globalization that makes them study English as their second language and also a key to main language of scholarship. Thus Iranian government obliged students to start studying courses in English from early primary school through to university over a course of about 7 years. Despite this, reports show poor linguistic results; thus there is a requirement for an in-depth analysis of the teaching methods to understand the reasons for failure. Analyzing the process of effective learning, usually this is divided into two different components, first is individual interest in a topic and the second part is situational interest (Hidi, 1990). Individual interest is said to be the degree to which the learner or the reader is interested in a certain topic, subject area, or any special activity (Prenzel, 1988; Schiefele, 1990). Situational interest is explained as an emotional state aroused by situational stimuli (Anderson, Shirey, Wilson, Fielding, 1987; Hidi, 1990). The literature shows that the individual interest of the reader learner has a positive influence on text comprehension (Anderson, Mason, Shimey, 1984; Asher, 1980; Baldwin, Peleg-Bruckner, McClintock, 1985; Belloni Jongsma, 1978; Bernstein, 1955; Entin Klare, 1985; Osako Anders, 1983; Renninger, 1988; Stevens, 1982). However these researchers defined individual interests as the relatively long-term orientation of an individual towards a type of object, activity, or area of knowledge. This is why exciting tools such as movies seem to have positive effect on learning. (Schiefele, 1987). Schiefele also believes that individual interest is itself a domain-specific or topic-specific motivational characteristic of personality, composed of feeling-related and value-related valences. Then, individual interest is naturally generated by a text that constitutes a feeling of enjoyment or involvement. Individual interest motivates the learner to become involved in reading the specific subject matter. Fransson (1977) indicated that students who were interested in a special topic exhibited and showed deeper processing of a related text. Using free recall and extensive interviews, Fransson found that high-interest subjects made more connections between both different parts of the text and also between what was read and prior knowledge or personal experience. Benware and Deci (1984) and Grolnick and Ryan (1987) arrived at almost the same results, demonstrating that topic-interested We shall also call it intrinsically motivated students exhibited markedly greater conceptual comprehension of text content in contrast with non-interested and extrinsically motivated students. The process of the language learning is seen as a complicate cognitive skill. According to Neisser (1967), cognitive psychology considers that all information passes a process through which the sensory input is transformed, reduced, focused, stored, recovered and used. Gardner and Lambert (1972) are said to be pioneers in the investigation of socio-psychological aspects of second-language learning. They conducted numerous studies on the relationships of attitudes and social-context to the process of learning a second language. They proposed a distinction between these two models: integrative and instrumental motivation. The former is defined as a full identification by the learner with the target-language group and readiness to be identified as part of it. The latter indicates interest in learning L2 only as a tool to procure a better future through social mobility; in this case the learner does not identify with the target-language speakers. However integrative motivation is often considered more likely to lead to success in second language learning than instrumental motivation. Banduras (1986) and Zimmermans (1989). In particular, some of cognitive theorists believe that information-processing theory has the concept of capacity theory within itself. They suggest that the human capacity for learning a language is not regarded as an apart and disconnected from cognitive processes. According to Beck and McKeown (1991), most research on vocabulary leaning has focused on written text, probably because vocabulary research has developed under the umbrella of reading research. Having this fact in mind that arousing interests causes effectives in learning, is supported by a number of studies which have clearly indicated that television programs and movie videos may also be used as a motivational tool to affect teaching techniques in the field of language learning, especially in the area of vocabulary learning. For instance, Rice and Woodsmall (1988) found that children learn words from their first language when watching animated films with voice-over narration. Such learning can be further improved when the films are subtitled, i.e., when voice is accompanied by orthographic information. Schilperoord, Groot, Son (2005). Researches shows that in countries like the Netherlands, where almost 20% of all programs on Dutch public TV and commercial televisions are foreign, learners are provided with opportunities to learn foreign languages, especially since the 1980s, when the teletext was introduced. Similarly, Koolstra and Beentjes (1999) maintain that in the small language communities, a considerable number of television programs are subtitled, causing and creating the possibility of vocabulary acquisition not only in ones first language but also in his foreign languages learning process. Actually, the use of television programs and movie videos for educational purposes is not new. What researchers are interested in is how much learners can learn from films and television programs, and what factors influence the amount and kind of learning and how much. According to Reese Davie (1987 ) to address this concern, researchers have examined features like message structure and format characteristics to identify those which best facilitate learning. Reese Davie report studies which suggest that visual illustrations are most effective when they are accompanied by the script. Looking at socio-cultural factors attitude affecting in success of learning, however the combinations of traits explain the use that the learner makes of the available learning opportunities, all of which affect L2 learning. Wong-Fillmore (1991) indicates three main factors affecting L2 learning: the need to learn the second language, speakers of the target language who provide learners access to the language [cultural openness], the social setting that brings learners and target-language speakers into contact frequently enough that makes language developments possible [social openness, cultural openness, interaction between learners and target-language speakers]. Clement (1980) also places great emphasis on the L2 learners motivation and the cultural milieu. In Clements model, primary motivational process, is defined as the net result of two opposing forces—integrativeness minus fear of assimilation. Integrativeness refers to the desire to become an accepted member of the tar get group; fear of assimilation refers to the fear of becoming completely like the other culture and losing ones native language and culture. Fear of assimilation along with fear of loss of ones native language and heritage may weaken L2 learning motivation, especially in the countries like Iran where people are brightly proud of the history and heritage. Schumann (1986) suggests a model focusing on a cultural aspect of learning that he terms â€Å"acculturation,† that is, integration of the social and the psychological characteristics of learners with those of target-language speakers. Under this heading, he classifies the social and affective factors cluster both as a single variable. According to Schumann, there are two factors in acculturation [social integration psychological openness] namely, sufficient contact and receptiveness between members of target-language and L2-learner groups. There are clearly a number of common features between the above models. They all include the effect of social context attitudes (integrative or instrumental) and acculturation. A problematic social context usually affects L2 learning negatively, especially when the learners are minorities learning L2 as the language of the dominant group like it seems to have the same role with English language as a semi-dominant language of the world especially in contrast with the middle east languages. However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes a conflict between the minority and the majority. L2 learners apply instrumental motivation, which operates as a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). Looking to the movies and TV programs as a motivational tool in learning a language, and based on a justification of the outperformance of students exposed to subtitled video theories are grounded in research either on the single channel theory or on the multiple-channel theories. Multiple-channel theories hold an overview of the cue-summation, the between-channel redundancy theory, the capacity theory and dual-coding theory. Moreover, the schema theory, the Krashens Comprehensible Input Hypothesis and the ACT model by Anderson are also evaluated in the following part, attending to how information processes and learning happens. 2.2 Schema Theory According to Bartlett (1932), a schema is defined as a store of perceived sensory information in memory. He explains that schemata are formed and culturally regulated. As the number of schemata increases, one is able to recall an ever-larger amount of information in minimum time; adapting new information to an appropriate schema allows one to remember new and important ideas (Rumelhart, 1981, 1984). However consistency with an existing schema leads to understanding and inconsistency generally causes problems in the comprehension process. Schemata can impede and slow down reading comprehension and memory; details that are inconsistent with ones schema are deleted, or transformed, and rationalized to fit the existing schemata in the memory. On the other hand, schemata can also play a facilitating role when their details are consistent with the reading content; in this case cognitive processing occurs quickly without serious obstacles (Anderson, 1987; Van Dijk Kintsch, 1983). Researche rs usually compare reading of culturally-familiar and unfamiliar stories by students from different ethnic backgrounds. Results have shown that students comprehension of cultural stories is a function of their cultural familiarity with these stories (Abu-Rabia, 1991, 1993, 1995; Abu-Rabia Feuerverger, 1996; Adams Collins, 1977; Anderson Gipe, 1983; Anderson, Reynolds, Schallert, Goetz, 1977; Baldwin et al., 1985; Carrell Eisterhold, 1983; Lipson, 1983; Paul, 1959; Reynolds, Taylor, Steffensen, Anderson, Shirley, 1982; Steffensen, Joag-Dev, Anderson, 1979; Yousef, 1968; Zegarra Zinger, 1981). However, learners awareness of the necessity for learning the L2 affects their success positively even if it symbolizes (according to Abu-Rabias above) a conflict between the minority and the majority. Second language learners apply instrumental motivation, which operates as mentioned like a meta-cognitive strategy whereby they persuade themselves to engage in L2 learning even though they have no liking for the language and the culture (Abu-Rabia, 1991, 1993; Bandura, 1986; Zimmerman, 1989). 2.3 The Single Channel Learning Theory The single channel theory is based on the principles that the human processing system has limited capacity in the central nervous system (Trave

UK Law on Voluntary Manslaughter

UK Law on Voluntary Manslaughter Jocelyn Ayres Diminished responsibility.This is one of the three special defences which exist for the defence of murder. It is contained in the Homicide Act of 1957 and is modified by the Coroners and Justice Act 2009. When the defence of diminished responsibility is pleaded successfully it can reduce a murder conviction to manslaughter. To use diminished responsibility the defendant must be able to demonstrate one of the following: An abnormality of mental functioning caused by a recognised medical condition. The question of whether the defendant is suffering from the abnormality of a mental functioning is decided by the jury after hearing medial evidence.   The jury dont have to follow the medical evidence. Some examples of what counts as an abnormality of the mind include Jealousy, Battered woman syndrome, pre-menstrual tension, Epilepsy and chronic depression. An example of this is R v Byrne. The appellant murdered a young girl staying in a hostel, and mutilated the body. He did so as he was suffering from irresistible impulses which he was unable to control. Abnormality of mind was wide enough to cover the minds activities including the ability to exercise will power. He was allowed the defence to reduce the charge to manslaughter. The abnormality must provide an explanation for defendants act or omission in being party to the killings.   This follows from the old law which required the abnormality to be caused by an arrested or retarded development of the mind or induced by injury or disease. Alcohol and drugs are not considered unless the abnormality is alcoholism or drug addiction. Something like binge drinking doesnt allow the defendant to use diminished responsibility. Case law for this could come from R v Wood. The appellant was an alcoholic who had been sleeping rough. He was friends with a group called the breakfast club and had been drinking heavily with them for the past two days before the attack. He was invited to spend the night at the deceaseds house. During the night, he woke up and found the deceased trying to perform oral sex on him, he attacked him with a meat cleaver and hammer killing him. The judge said that a mans act is involuntary if, and only if, it is it very difficult to do otherwis e. The appellant appealed this and the conviction for murder was quashed. Which substantially impaired his/her mental ability. The defendant must show that the abnormality of the mind must have substantially impaired their mental ability to either understand the nature of their conduct, form a rational judgement or to exercise self-control. This is something for the jury to decide after hearing the medical evidence. A case example for this diminished responsibility is R v Campbell. The appellant killed a female hitch hiker he had picked up when she refused his sexual advances. She wanted to go from Oxford from London. He pulled up at a remote spot and made a pass at her. She hit him in the eye and he punched her in the throat. She began gurgling and blood came from her mouth. Realising the force he must have hit her he panicked and strangled her. He killed her by hitting her with a hockey stick. The appellant had frontal lobe damage and epilepsy. He appealed for diminished responsibility with medical opinion that the effect of his epilepsy and lobe damage affected his judgement, control of emotions and impulses and forward planning. His conviction for murder was ended and he went to retrial. Provocation.Provocation is part of the special defences for murder, like diminished responsibility. The requirements for the defence of provocation are: There must be evidence of provocation. This requires there to be evidence that the person charged was provoked by things done or said. There is no requirement that the provocative act was deliberate or aimed at the victim. Even something like the constant crying of a child can be used as evidence. Without the evidence the judge cannot put the issue of provocation to the jury. The jury can consider actions that happen over a period. The defendant is allowed the defence if they induced the provocation. A case example for this is R v Johnson. The appellant was at a night club. A woman called him a white nigger. The appellant was white but had taken to adopting a west Indian accent. He took exception to the comment and made threats to her. A male friend of the woman intervened and poured a drink over the appellant. A fight happened and the appellant stabbed the man and he died. He argued that he was acting in self-defence. The judge directed the jury on self-defence, which they rejected, but did not direct them on provocation. He was convicted for murder which he appealed, and it was swapped for manslaughter because of the provocation. Loss of control. This requires the accused to be provoked into losing their self-control. The definition of provocation came from R v Duffy, and is some act, or series of acts which would cause in any reasonable person and causes in the accused, and sudden and temporary loss of self-control, rendering the accused so subject to passion as to make him or her for the moment not a master of his or her mind. If there is any evidence of planning this will demonstrate no sudden and temporary loss of control. The loss of control need not be complete to negate murderous intent. Case law relevant to this is R v Richens. At the age of 17 the appellant killed a man who had raped his girlfriend. The deceased had taunted him about the rape saying that his girlfriend wanted to have sex and that she had enjoyed it. At which point the appellant stabbed him. The defendant raised the defence of provocation at the trial and the judge directed the jury on loss of control, saying that it doesnt apply to l osing that kind of control, and that it is a complete loss of control, to the extent that you dont know what youre doing. He appealed against the jurys conviction of murder. The provocation must be such as to make a reasonable man do as the defendant did. This is a question for the jury who must balance the gravity of the provocative act against the actions expected of a reasonable man. This is problematic when courts try to interpret and apply the section and it gets appealed regularly. Originally it was objective and no account could be taken of characteristics of the defendant in assessing this. However, it was accepted that particular characteristics could be taken into account, and this lead to some uncertainty. The characteristics must be sufficiently permanent. Some case law for this part of provocation in R v Ahluwalia. The appellant poured petrol and caustic soda on her sleeping husband and then set him on fire. He died six days later from the injuries. The couple had an arranged marriage and the husband had been violent and abusive throughout the marriage, he was also having an affair. On the night of the killing he had threatened to hit her wi th an iron and told her he would beat her the next day if she didnt give him money. At the trial, she admitted to killing him, but used the defence of provocation. She was however, convicted of murder. She appealed this decision and raised diminished responsibility. Diminished Responsibility Case Mary and Peter Abnormality of the mind For Mary, the abnormality of the mind would be her post traumatic stress disorder, which is recognised as a medical condition. The jury would decide if he is suffering for this by looking at medical evidence. Explanation Marys PTSD would have be part of the explanation of why she acted in the way she did, and killed Peter. PTSD can be triggered by sights, sounds and feelings they experience, for example being shouted at by Peter. This trigger can cause an intense emotion and physical reaction, stabbing Peter with a bayonet. Impaired mental ability Mary would also have to show that her PTSD affected her own mental ability to form a rational judgement or to exercise her self-control. The Jury would then use medical evidence to decide if this is the case. Provocation Case Mary and Peter Evidence She would need to have evidence of Peter insulting her and telling her that he hated her to be able to use it as part of her defence. She would be able to argue that he provoked her into stabbing him. Loss of Control This could also form part of Marys defence. This is because she had been soldier, and was suffering from post-traumatic stress disorder. She could say that it affected her judgement her self-control of her emotions, and that is why she acted in the way that she did. Reasonable man defence The jury would need to decide if a reasonable person would act in the same way as Mary did in that situation. This is difficult to use because it is very objective, and based on the juries opinion. Provocation Case Sarah and Michael. Evidence Sarah would have been provoked by Michael smirking because about sexually abusing young boys. This could also be affected because she is a mother. She would need to have evidence of him doing this. Michaels actions would still be considered provocation, even though Sarah had initiated it by confronting him about the sexual abuse. Loss of Control Sarah could say that the fact that he smirked at the accusation of sexual abuse provoked her, and this caused her to lose her self-control. That would explain why she acted in the way she did. Reasonable man defence The jury would need to decide if a reasonable person would act in the same way as Sarah. This is difficult to use because it is very objective, and based on the juries opinion. Diminished Responsibility wouldnt apply to the case of Sarah and her Neighbour as there is no evidence that she had an abnormality of the mind. The fact that she   was drunk would not be able to be used as evidence, because this defence requires it to be a history of alcoholism.