Operation Torch

Reasons for Initiating Operation Torch – – The Allies planned to occupy Vichy France to prevent the land from being occupied by Axis; the invasion would eventually force Axis powers to fight a two-front war; also helped to diminish transportation of supplies to Axis forces; Key Personalities (Involvements) – – General Dwight D. Eisenhower – – Jean Francois Darlan – – Andrew Cunningham – Objective(s) of Operation Torch – – Allies planned to team up with Vichy France in North Africa in order to take Tunisia before Germans could occupy it from nearby Sicily.After invading North Africa and convincing the French to join the Allies, American and British forces planned to head directly to Sicily, invade, and move up to the core of Europe. Victory here would also allow the Allies to clear up the Mediterranean of Axis forces for their own personal use. Important Readings – from Earl Rice’s â€Å"Strate gic Battles in Europe† . . . – page 24: The Americans joined their British allies. Roosevelt's military advisers wanted to build up immediately for an invasion of the European mainland later in the year or early in 1943.Churchill and his counselors declared that an invasion of the continent so soon would be next to impossible because of insufficient time to assemble the necessary forces and too few available landing craft in which to haul them across the English Channel. Churchill and his advisors did not want to risk a failed invasion. – page 25: Churchill instead favored extending operations in North Africa, where British forces were already fighting. he argued that seizing North Africa and beyond would introduce American troops to the action, boost American morale and appease Stalin's demands for a second front.But Roosevelt's advisors were unreceptive to Churchill's plan and suggested redirecting U. S efforts to the Pacific Theater. In June 1942, Churchill to ld Roosevelt that Britain was both unable and unwilling to undertake the invasion of Europe in 1942 or even in 1943. Having already been driven from Norway, France and Greece by the Germans, the British (now page 26) intended to stay the next time they landed on the Continent. – page 26: Roosevelt accepted Churchill's proposal. Torch’s primary objective was to take Tunisia before the Germans could occupy it from nearby Sicily.The Anglo-American invasion force in the west would then move eastward to link up with Lieutenant General Bernard L. Montgomery’s British 8th army, advancing westward through Libya. Together the 2 Allied armies would form a vise within which to crush Field Marshal Erwin Rommel’s 100,000-man German-Italian army in Libya, including his vaunted Afrika Korps. But first they had to deal with the French. https://www. diigo. com/list/audreym96/operation-torch SOURCE and Earl Rices â€Å"Stategic Battles in Europe†; Even though Stalin required that the Allies attack somewhere in Europe, Operation Torch was successful: the Allies gained a wide amount of land and the Suez Canal was saved. So what’s the importance of the Suez Canal, huh? The Suez Canal provided a short sea route between Britain and Middle East oil supplies, and its imperial colonies in Asia and the Far East. It enabled the Allies to move supplies,men,equipment,fuel,and raw materials around the world to where they were needed much more quickly than if they had had to sail around the southern tip of Africa,which would have made them much more vulnerable to U-boat attack.Why the British cared SO much about North Africa? – When the second World War broke out, there were many soldiers from many different nations in Cairo. The Italians were there, but there were really no serious attempts to help Mussolini by them. The only real enemies in Cairo were the Germans. The British secret police watched them very carefully. There was a political r aid in which the British caught German spies that had come to Cairo with money, a radio transmitter and a house boat on the Nile.Because the English were unable to ship all of their supplies in from Britain, they trained and employed thousands of Egyptians in various trades. Some were mechanics, electricians, drivers, engineers and even lens grinders. They repaired military equipment and even built trains and machinery. Egypt started to weave their own cloth out of silk and wool. Advances were made in mining, cement, petroleum refining and chemical industries. In Egypt, the British spent over ten million pounds every year. In July of 1942, the British were pushed back almost to Alexandria.Rommel stopped at Alamein because his troops were exhausted and almost out of supplies. The British rushed to Cairo. Soldiers were sent to various places to train while other got ready to retreat from the city. The British officers went to the banks to try to get their money while at the British he adquarters, vital papers were burned. This scare changed Cairo to a point where it would never be the same again. Montgomery took over the Eighth Army in the desert and moved them to Alamein. He won this battle in October or November of 1942.After this battle, Egypt lost most of the fantasy and glamour that had been year during the years of occupation. Now the city settled down to the first order of business, national liberation. http://www. touregypt. net/hbritish. htm SOURCE ALGERIA AND MOROCCO – http://www. ushmm. org/wlc/en/article. php? ModuleId=10007303 Operation Torch, the Algeria-Morocco military campaign, began on November 8, 1942, and ended on November 11, 1942. US and British forces, commanded by American General Dwight D. Eisenhower, carried out this campaign.Three task forces landed on the beaches near Casablanca on the Moroccan Atlantic Coast; near Oran in western Algeria; and near Algiers, more than 250 miles to the east in Algeria. Although Vichy French forces initially resisted, a coup d'etat by the French resistance in Algiers on November 8 neutralized the French XIX Corps before the Allied landing. General Mark Clark, Eisenhower's deputy, induced Admiral Jean Francois Darlan, Vichy High Commissioner for North Africa, and General Alphonse Juin, the commander of the Vichy French armed orces in North Africa, to order French forces to cease armed resistance in Oran and Morocco on November 10–11. In return for his cooperation, Darlan temporarily remained head of the French administration as the French forces in North Africa joined the Allies. The Allied landings triggered the German occupation of the unoccupied zone of France and the rapid dispatch of German troops to Tunisia. To avoid capture of their Mediterranean Fleet by the Germans, the Vichy French scuttled it in the harbors of Toulon on November 27, 1942. By the end of November, the Allies had crossed the Tunisian border in the northwest.

Definition and Examples of Therapeutic Metaphor

Definition and Examples of Therapeutic Metaphor Definition A therapeutic metaphor is a  metaphor (or figurative comparison) used by a therapist to assist a client in the process of personal transformation, healing, and growth. Joseph Campbell attributed the broad appeal of metaphor to its inherent ability to establish or recognize connections, especially those connections that exist between emotions and past events (​The Power of Myth, 1988). In the book Imagery and Verbal Process (1979), Allan Paivio metaphorically characterized a therapeutic metaphor as a solar eclipse that hides the object of study and at the same time reveals some of its most salient and interesting characteristics when viewed through the right telescope. See Examples and Observations below. Also see: Thirteen Ways of Looking at a MetaphorWhat Is a Metaphor? Examples and Observations Where description is the main function of a literary metaphor, altering, reinterpreting, and reframing are the main goals of the therapeutic metaphor. In order to achieve these, the therapeutic metaphor must evoke both the imagistic familiarity of the literary metaphor and a relational familiarity based on a sense of personal experience. The story itselfthe characters, events, and settingsmust speak to the common life experience of those listening, and it must do so in language that is familiar. An example from a modern fairy tale might be The Wizard of Oz (Baum, 1900), which functions as a metaphor for the common theme of searching for magical solutions somewhere outside the self. The image of a wicked witch, a good witch, a tinman, scarecrow, lion, and wizard all depict aspects of the listeners experience as mirrored in Dorothy.(Joyce C. Mills and R. J. Crowley, Therapeutic Metaphors for Children and the Child Within. Psychology Press, 2001) Extended Metaphors[T]herapists can corro borate the aptness of a metaphor [by helping to] construct a chain, to assist in weaving an elaborate web of correspondences that tease out additional ramifications and add new dimensions. Rather than presenting metaphors of their choosing, therapists can try to emphasize the raw material presented by clients, and, if possible, use the lead established by them to spin out further connections. In this fourth manner, they can exploit a natural aspect of language, lexico-semantic cohesion, as a strategy to densely layer semantic associations in jointly constructed extended metaphor.(Kathleen Ferrara, Therapeutic Ways With Words. Oxford University Press, 1994) The Power of Storytelling[T]he concept of therapeutic story-telling . . . [emphasizes] the power of metaphor to slip past the defences of the conscious mind.Such practitioners have little acquaintance with literary historyotherwise they would surely have recognized that their therapeutic metaphor amounts to little more than a relabelling of the time-honoured genres of allegory and fable. What is new is their highly individualised focus. Therapeutic stories, they maintain, must be constructed specifically to suit the emotional dynamics of individuals.(Hugh Crago, Bibliotherapy and Psychology. International Companion Encyclopedia of Childrens Literature, 2nd ed., edited by Peter Hunt. Routledge, 2004)

David Koresh, Leader of Deadly Branch Davidians Cult

David Koresh, Leader of Deadly Branch Davidians Cult David Koresh (August 17, 1959–April 19, 1993) was the charismatic leader of a religious sect known as the Branch Davidians. During a deadly standoff in Waco, Texas with the Bureau of Alcohol, Tobacco, and Firearms (ATF), Koresh and more than 80 of his followers were killed. Early Years David Koresh (born Vernon Wayne Howell) was born in Texas to a fourteen-year-old mother. He never knew his father, who broke up with his mother before she gave birth. The young Koresh Howells mother later moved in with a violent and abusive man. When Koresh was four years old, he was sent to be raised by his maternal grandmother, but when he was seven, his mother got married and he went back to live with her and her new husband. However, he still attended religious services regularly with his grandmother, who took him to her Seventh Day Adventist church. As a teenager, Koresh struggled with dyslexia and was placed in special education classes. He was considered awkward and unpopular. He dropped out of school before his senior year of high school, and in his early twenties, he committed statutory rape, resulting in a 15-year-old girls pregnancy. He was later thrown out of his mother’s evangelical church after pursuing the pastor’s teenage daughter and saying that God had ordered him to marry her. By the early eighties, he moved to Waco, where he joined the Branch Davidians at their Mount Carmel Center. Within a year or so, Koresh was claiming to have the gift of prophecy. Sygma via Getty Images / Getty Images The Branch Davidians When Koresh joined the Branch Davidians, it is believed he was involved in a sexual relationship Lois Roden, the wife of Branch Davidian founder Benjamin Roden. Koresh said that God wanted him to father a child with Lois, who was 65 years old at the time, and that this child would be the â€Å"chosen one.† His interest in Lois soon waned, however, and in 1984 he claimed that God wanted him to marry a 14 year old named Rachel Jones. In 1984, Jones parents gave her permission to marry Koresh, who had at this point adopted the Koresh name (though he would not change it legally until 1990). After escalated infighting between Koresh and the Roden family, particularly Lois’ son George, Koresh and Jones left in 1995, along with 25 other members of the group. They moved to Palestine, Texas, 90 miles away from Waco, and lived in buses and tents for several years. Koresh used this period to recruit new members, not only from Texas but from California, Israel, and the United Kingdom. Following Lois Roden’s death., Koresh and George Roden found themselves battling for control of the Waco compound. George challenged Koresh to a spiritual duel of sorts, involving the resurrection of a corpse. Koresh took advantage of the opportunity to go to law enforcement and get George out of the way once and for all. He was told he’d need to provide evidence that George had illegally exhumed a dead body, and when he and seven supporters arrived at the compound, a gunfight erupted. George Roden was injured, and Koresh and his men were arrested. When they explained that they were on the property to gather evidence of abuse of a corpse, they were acquitted of the charges of attempted murder.   In 1989, George Roden was himself charged with murder after killing one of his own supporters with an axe (the man had claimed to be the true Messiah). Once Roden was sent to a psychiatric prison, Koresh and his followers were able to raise the money to purchase the Waco property themselves. Accusations of Abuse There were repeated accusations against Koresh of statutory rape and â€Å"spiritual marriages with underage women. Koresh claimed to have fathered children with several women and girls in the group; he said he had received a revelation from God, telling him to father two dozen children to serve as leaders once the Rapture came. There were also claims that Koresh and other members of the group were physically abusing children. One incident involved the beating of Koresh’s three-year-old son Cyrus. A lengthy investigation by Child Protective Services was launched. Michelle Jones, one of the alleged victims, was assigned a surrogate husband to throw investigators off the trail. The investigators ultimately failed to turn up any concrete evidence. Meanwhile, Koresh and his followers had begun stockpiling weapons, forming an â€Å"Army of God,† to prepare for the apocalypse. Koresh claimed to have cracked the code of the Book of Revelations and warned that the End Times were near. Shelly Katz / Getty Images The Waco Standoff In February 1993, federal agents from the Bureau of Alcohol, Tobacco, and Firearms (ATF) went to the Waco compound to serve a warrant for illegal firearms and take Koresh into custody. The raid turned into a four-hour gunfight. At its conclusion, four ATF agents and six of Koresh’s followers were dead. This led to a standoff, which lasted 51 days.   Did You Know? In the years since Waco, law enforcement officials have spent time studying the failed raid and the standoff itself in an effort to determine what went wrong. As a result, several changes have been made to federal law enforcement protocols in cases of hostage situations.   Negotiators from the ATF and the FBI worked endlessly to end the standoff, and a few of the Branch Davidian members were able to exit the compound safely. However, more than 80 men, women, and children, remained inside.  The ATF and the FBI used tear gas in an effort to end the siege. In response, the Branch Davidians continued the gunfire. As a result, the compound caught on fire. A few people managed to escape the fire, but 76 were killed. Most died when the compound collapsed during the blaze, while others were killed by gunshot wounds, including Koresh, who was found shot in the head. It has never been determined whether Koresh killed himself, or whether he was shot by another member of the group. Nearly two dozen of the dead were under the age of 17.

Response to at least 3 student's postings with 2 references each Coursework

Response to at least 3 student's postings with 2 references each - Coursework Example Nancy’s post compares democracies in the United States and in Australia, identifying similarity in their governmental structures and administrative organization into states. It however identifies the Australian system as a constitutional monarch and the United States’ as a federal republic. I agree with Nancy’s post on federalism and people’s sovereignty in the American system as entrenched in the nation’s constitution (Wilson, Diiulio and Bose, 2012). Similarly, the writer’s idea of federalism and monarchy in Australia is valid (Robbers, 2006). Alfred explores Panama’s government system with the aim of demonstrating its level of democracy. The post further discusses similarities and differences between the system and the United States’ such as similar branches of government and roles of presidents. It however reflects differences in the nation’s legislature. I agree with Alfred’s post on the American bicameral legislative system (Wilson, 2011). The writer’s post on panama’s reliance on United States policies is also supported by the American historical involvement in Panama’s governance that indicates a significant degree of democracy in Panama (Harding,

Is there a connection between mortality and religion Research Paper

Is there a connection between mortality and religion - Research Paper Example But does religiosity translate into biological mechanisms which affect the rates of survival?—this is the moot question that remains to be answered by the researchers. The popular belief is the healthy body goes with the healthy mind. Only a moral/religious/spiritual individual can have a healthy mind. Religious practices are meant to combat the negative thoughts. In spiritual texts of all religions, one comes across parables related to long-life and such people adopted healthy practices in their day to day living. Physical wellbeing and religious belief is like the scale of justice. Both arms of the scale are equally important to get at the equilibrium. In one’s life, they must run like a train that speeds on two parallel tracks. Ralph W. Hood, Jr., et.al (2009, p.181) writes, â€Å"Some impressive research has examined the relationship between mortality and religious involvement†¦..The results showed that frequent attendees lived longer than infrequent attendees. Apparently, the former were more likely to cease smoking, engage in exercise, remain married, and maintain their social connections.† To put it in the terms of a laym an, a well-disciplined individual will live longer than a man with negative tendencies and habits. Brian Thomas in article â€Å"New Study Makes Connection Between Religion and Lower Mortality,† concludes that women performing religious service with regularity lived 20 percent longer than those who did not, as per the recent study. Some of the specific revelations in support of connection between mortality and religion are: Exodus 20:12: â€Å"Honour thy father and thy mother: that thy days may be long upon the land which the LORD thy God giveth thee.† To explain this further, one who adheres to this commandment lives the disciplined life. Principle of God-fearing is a positive approach to life-situations and such positivity contributes to peace which is conducive to long span of life. Proverbs

Ethics of Artificial Intelligence & Machine Learning Research Paper

Ethics of Artificial Intelligence & Machine Learning - Research Paper Example These include aspects relating to safety of real human beings such that they will not pose risks and moral status of the devised machines in reasoning well as expected of person undertaking a given certain task (Bostrom, & Yudkowsky, 2011). In this case, Artificial Intelligence (AI) especially in the field of machines focuses on imparting devices relevant ethical principles or a certain procedures that will enable them discover as well as resolve dilemmas, which they might experience while undertaking their respective tasks. Hence, making them behave or function ethically with the aid of their complex programmed decision-making processes. This study seeks to analyze and present an in deep understanding, comparing of artificial intelligence in the field of machine learning and highlighting certain philosophical implications mostly used relating to human conduct, for instance, morals. Artificial general Intelligence Currently, machines owing to their complex advancements over years hav e resulted to tackling varied and even intricate tasks challenging to human beings. However, this breakthrough has not prompted professionals especially in the field of machines rest but even work more to rectify significant shortcomings evident in robots and similar devices (Bostrom, & Yudkowsky, 2011). ... This is because of their limited inherent Classical artificial intelligence whereby in their quest to equal humanity ought to embrace varied networks integrated in them (Muller, 2012). For instance, these include neural networks, universal algorithms, cognitive science, mathematical methods, emergence behavioral robotics, interactive devices besides others supposed to enhance refined capabilities (Muller, 2012). References Bostrom, N. & Yudkowsky, E. (2011). Ethics of Artificial Intelligence. Retrieved on 13Th October 2013 from Grodzinsky, F. S., Miller, K. W., & Wolf, M. J. (2008). The ethics of designing artificial agents. Ethics and Information Technology, 10(2-3), 115-121. DOI: http://dx.doi.org/10.1007/s10676-008-9163-9. Muller, V. (2012). Introduction: Philosophy and Theory of Artificial Intelligence. Minds & Machines. pp. 67-69. DOI:

Conversation Analysis In A Real Conversation English Language Essay

Conversation Analysis In A Real Conversation English Language Essay In the previous chapter, discourse analysis has been discussed. In this chapter, we are going to talk about conversation analysis, which is one of the approaches to analyze discourse. 8.1.1 What is Conversation Analysis? People are interested in understanding how social interaction work. Linguists discover the ways in which how social interaction are organized, they tried to describe and analyze those features appeared in conversation; they use scientific methods to examine the phenomena. Conversation Analysis is a systematic study established by the American pioneers, Harvey Sacks, Emanuel A. Schegloff, and Gail Jefferson. According to Hutchby and Wooffitt (2008), how is a normal conversation organized, how do people arrange their conversation in daily social interaction, and what is the role of conversation in between each participants, are the major subject matter of this chapter. 8.1.2 Why do we need Conversation Analysis? Conversation analysis represents a methodological approach to the study of social communication (Psathas, 1995). At the fundamental level, conversation analysis is the study of talk. It studies the natural and authentic conversation in real life situations, especially to determine turn-taking organization, silence and repairing problem, sequence of utterances and transcription. The term interaction could apply to numbers of social encounters. For instance, a teacher chatting with students in a staff room is one kind of interaction; others included a doctor asking patient for the illnesses, a professor attending to a formal academic exchange meeting, or a woman chit-chat with the shop-keeper during she buys vegetables at the supermarket, and there are dozens of examples showing that people are involved in different contexts of conversation. 8.1.3 Maxims of Conversation In the field of linguistics, even more specifically in the area of pragmatics and discourse analysis, scholar introduced an important concept: maxims of conversation. It is the unwritten rules that govern people to make an appropriate conversation. The basic description of Grices cooperative principle govern how people ordinarily react in conversations: Be true, be brief, be relevant and be clear. 8.2.1 Turn-taking Organization in Conversation Turn-taking is one of the most critical and noticeable aspects of conversational structure. Harvey Sacks (1995), who the founder of the conversational analytic system, hold the view that the basic small unit of the conversation is turn. We are going to look at some fundamental features about turns (or floors) in order to discover how turns can be allocated. Furthermore, in a normal, polite, Western-styled conversation, participants do not keep on speaking all the time, as to demonstrates patience, cooperation, social etiquette in a conversation, they will wait for their turn to speak. Liddicoat (2007) indicated that speakers keep changing in a conversation: when A is finished, it is Bs turn to talk. Consequently when B has finished speaking, A take turn again. 8.2.2 How does turn-taking works? Schegloff, Sacks Jefferson (1974) introduced a set of turn-taking rules for people who involved in conversation can manage turn transition and turn allocation easily. The turn-taking rules are set for distinguishing who should take the turn at the next transition relevance place (TRP). A transition-relevance place (TRP) takes place at the completion of an utterance; it is the change-of-turn place (Wang, 2011). The turn-taking rules are ordered as the following: If a speaker is selected by the current speaker, then that speaker must take the turn at the next transition relevance place. Example Venus: Where should we go now, turn left or turn right?Winnie. Winnie: Erà ¢Ã¢â€š ¬Ã‚ ¦ I dont know, I am sorry. In this situation, A pass the turn to B by asking a question. If, however, no next speaker is selected, then any other participant in the conversation may self-select to take the role and start speaking. Example Venus: Where should we go now, turn left or turn right? Hailey: I know. Venus: Yes? Hailey. Hailey: uhà ¢Ã¢â€š ¬Ã‚ ¦I suppose we should turn left. If no other speaker self-selects to take the role, the current speaker may then continue to talk again. Example Venus: Which is the correct direction to go, left or right? Winnie, Joanna, Hailey: (Silence) Venus: No one knows? Venus: uhà ¢Ã¢â€š ¬Ã‚ ¦ Ok, turn right then. Speakers will indicate their willingness to stop by using signals, such as turning their gaze to someone in the conversation, or using body languages and gestures, in order to stop and let others continue. Also, they may soften their speech, lengthen the last syllable of a sentence or use some discourse markers e.g. you know, as you see or sort of things etc. If certain markers are showed by the current speaker, another participant will then take over the conversation. There are two types of signals or markers. Implicit markers Most of the time, people use body languages, sometimes prosodic features such as falling tone and rising tone can also be used. Example 1 Have you noticedà ¢Ã¢â‚¬  Ã¢â‚¬Ëœ that? Example 2 à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ Cant you see the dolphin? Explicit markers These are different kinds of linguistic features to invite people give response. a) Suggestion Turn-taking by making some suggestions. Example Shall we go to Lamma Island on this Tuesday? b) Request Current speaker may make a request the others. Example Could you please tell me about your journey? c) Question Current speaker will asks question in order to draws people attention and encourage others to get involved. Example We go to Barcelona in the coming Easter, what do you think, darling? 8.2.3 Gaps and Overlaps in Turn-taking Jerfferson (1983) have proposed some of the organizational features of gaps and overlapping. As we mentioned before, turn-taking can be visibly signaled by using body languages and gestures, however, it can also be marked by overlapping (Hutchby Wooffitt, 1998; Schegloff, Sacks Jefferson, 1974). If two or more people are speaking at the same time, overlapping will occur when the next speaker start talking when the current speaker has just completed a thought only, but still decide to continue (Schegloff, Sacks Jefferson 1974). Gaps may be treated as signs of trouble, for example, that the upcoming turn such as disagreements and repairs (Levinson, 1983). Gaps in conversation occur very frequently, such as telephone conversation. Example 1 Joanna: Well, will you help me for these. Hailey: I certainly will give you a hand. Example 2 Hailey: Why dont you come and join me tonight at the party. Winnie: Sure, I would like to. When the next speaker self-selects at a transition-relevance place, but a current speaker would like to add additional information into the completed utterance, overlaps will also occur. Example 3 Hailey: That was a romantic weekend, uh..Ven- Venus. Venus: Im glad you enjoyed your time. Example 4 Winnie: The party should be around seven or so Venus: Well, do you have an extra bed at your place? 8.3 Repairs As Schegloff (1979) said, Repair is defined as the mechanism by which trouble in speaking, hearing, and understanding is claimed and resolved. 8.3.1 Different kinds of conversation repair Repair can be classified by who initiates repair, such as self or other, and by who solves them, such as self or other (Wikipedia: Conversation Analysis, n. d.). Repair therefore can be divided into four types. They are self-initiated self repair, other-initiated self repair, self-initiated other repair and other-initiated other repair. 8.3.1.1 Self-initiated self repair According to Wang (2011), the speaker initiates the mistake or something unknown in his conversation and he repairs it by himself, which is called self-initiated and self repair. Example Ruby: What have you done at the weekend? LiXun: I go toà ¢Ã¢â€š ¬Ã‚ ¦erà ¢Ã¢â€š ¬Ã‚ ¦have gone to see a movie. In the example, LiXun initiates that he uses the wrong tense so he changes go into have gone immediately. 8.3.1.2 Other-initiated self repair Not only the speaker himself can initiate his mistake, but other speakers also can do so. The speaker himself will repair it. This situation is called other-initiated self repair. The same situation as what mentioned above. The situation is changed. Ruby: What have you seen? LiXun: I go to see a movie. Ruby: (surprised) What do you mean? LiXun: I said I have gone to a movie. In this example, LiXun does not initiate that he uses the wrong tense. Ruby however dose. She reminds LiXun to repair. 8.3.1.3 Self-initiated other repair Self-initiated other repair is absolutely opposite to other-initiated self repair. The speaker himself initiates what should be repaired but he fails to repair it. The others help him to repair. Example Ruby is going on talking with LiXun. Ruby: Then what have you seen? LiXun: A movie, er, adapted from a magic fiction, er, so famous. I forget the nameà ¢Ã¢â€š ¬Ã‚ ¦ Its writer is J.K. Rowling. Ruby: Aha. I see. Its Harry Potter. LiXun: Yes, that is! Thanks. In this example, LiXun fails to remember the name of the movie in the conversation. Even though he knows the detail of the movie, he still cannot tell Ruby what he has seen. The detail which he gives however reminds Ruby of the name of the movie. This situation is defined as self-initiated other repair. 8.3.1.4 Other-initiated other repair In other-initiated other repair, the speaker even does not initiate what he has to repair. Others initiate it and repair for the speaker. You can learn from the following example. Example LiXun wants to go on their conversation. LiXun: What about you, Ruby? Ruby: Er, I think we have to go to the lecture room. Otherwise, we will be late for the lecture. LiXun: Lets go to D1-LP-02. Ruby: No, we are going to D1-LP-04. Ruby initiates what LiXun says is wrong in the conversation and repairs what he fails to say. 8.4 Attributable silences Silence plays an important role in our speech. As stated by Jaworski (1993, p.3), The main common link between speech and silence is that the same interpretive processes apply to someones remaining meaningfully silent in discourse as to their speaking. Jaworski (1993) also suggests that silence has positive and negative value in a speech. His words indicated various silences of different situation perform different functions. 8.4.1 Function of silence Jeasen (1973) suggested that there are five function of silence in speech. The functions he points out are the following: a judgmental function, a linkage function, an affecting function, a revelation function and an activating function. All of the five functions are what we are going to focus on. 8.4.1.1 Judgmental silence According to Jeasen (1973), silence may indicate ones attitude towards the topic he is talking about. Silence can tell whether he supports or he objects the idea. Example LiXun is talking a boring topic with Ruby. LiXun: I think chemistry is so amazing! Ruby: à ¢Ã¢â€š ¬Ã‚ ¦ (Smiles and says nothing) LiXun: Wow! You see the chemistry formulaà ¢Ã¢â€š ¬Ã‚ ¦ (He goes on talking excitedly.) Ruby: à ¢Ã¢â€š ¬Ã‚ ¦ (Still keeps silent) Its apparent that Ruby holds opposite attitude to what LiXun is talking about. So she keeps silent for politeness. 8.4.1.2 Linkage silence Jeasen (1973) stated that silence is able to bring two or more people together or to separate them. It brings further effects on the speakers in the speech. We are familiar with the following situation. Two good friends misunderstood each other. Every time when they see each other they just keep silent. They, sooner or later, will become strangers. Because of silence, they fail to know what the other thinks. As the time goes by, they are separated by silence. This kind of silence separates people. 8.4.1.3 Affective silence Jeansen (1973) holds the opinion that silence can heal or wound someone. It is believed that silence shows your attitude towards the topic of the conversation, as well as your attitude towards the speakers. For example, people always keep silence when they are talking to someone they dislike. The silence usually wound the speakers. 8.4.1.4 Revelatory silence Revelatory silence is an interesting one. Jeasen (1973) said that there may be some information behind the silence. It, meanwhile, may be known to the speakers or the listeners. What the silence actually means depends on the relationship between the speakers. You can see in the following example. If two closed friends, especially girls, are gossiping, they will keep silence when they are met someone who they are talking about. In this example, the silence conveys a warning. 8.4.1.5 Activating silence Jeasen (1973) indicated that this kind of silence may bring some deep thoughtful signal. It also may bring mental inactive signal. While we are talking, our mind keeps on thinking. A silence is able to show the deep mind of the speakers. As you can see, when we are consulting with the professors, they usually lead us to thinking deeply. The professors, therefore, choose to be silence when we are talking our ideas. The silence can be considered as an encouragement, an agreement or an appreciation. 8.5 Sequence of Conversation 8.5.1 Adjacency Pairs Adjacency pair is the sequence of conversation. It includes two parts which are produced near another (Hutchby Wooffitt, 1998) and is the smallest unit of conversational exchange. Basic form of adjacency pair (Schegloff, 2007): First, adjacency pair involves two utterances. Once the first utterance is spoken, the second is required. Second, each utterance is produced by two different speakers. Third, pairs are adjacently placed. Fourth, pairs of utterances are ordered. They are separated into two parts. They are the first pair parts (FPPs) and the second pair parts (SFFs). For instance, given a question is followed by an answer, then the question is the FPPs and the answer is the SPPs. Lastly, they are pair-type related. Here are some example of some types of adjacency pairs (Wang, 2011): Question à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ answer [At the supermarket] Hailey: Can I get some help over here? I cant get that tin of sardines. Shop-keeper: Ill be right here to help you. Invitation / request à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ acceptance / declination [In Winnies birthday] Joanna: Would you like to dance with me, please? Winnie: Yes. Greeting à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ return greeting Hailey: Good morning. Joanna: Morning. Offer à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ acceptance / rejection [In the library] Liberian: May I help you find something? Venus: No thanks, I can find it by myself. Compliment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ acceptance Venus: Your dress looks very lovely. Winnie: Thank you. I just brought it from HM. 8.5.1.2 Transition of sequence There are different types of transition of sequence. 8.5.1.2.1 Adjacency/ Nextness To verbalize a turn-constructional unit, every word ought to be placed one by one (Schegloff, 2007). (8.5.1.2.1.a) Ben : Good morning. Bob : Good morning. In the above conversation, Ben greets Bob and then Bob returns the greeting to Ben immediately. (8.5.1.2.1.b) Ben :Would you like to have a lunch? Bob : No, thanks. Ben : How about a drink? The above conversation is called exchange as it includes three utterances. The IRF pattern are initiation, response and follow-up (Wang, 2011). 8.5.1.2.2 Counters Counter means one does not answer SPP directly after one asks a FPP, instead he/she direct the FPP back to the asker (Schegloff, 2007). In this case, SSP given is being delayed. (8.5.1.2.2.a) (Tarpee, 1991:1) 1 Kate : F Æ’Â   What is it? 2 Emily : F Æ’Â   You guess what it is first. 3 (0.2) 4 Kate : S Æ’Â   Pumpkin. 5 Emily : Yes, it is. In the conversation, Kate asks a question (FFP) in line 1, however, Emily does not answer it in return, and instead she redirects the question back to Kate (the asker) to answer. (line2) (8.5.1.2.2.b) (Scheflen, 1961:114, as adapted in Peyrot, 1994:17) 1 Seth : F Æ’Â   Do you love me? 2 Candy : F Æ’Â   Do you think so? 3 Seth : Sure. 4 Candy : But I dont. In the conversation, Candy does not answer Seths question directly. Instead, she answers the question with an insertion of a question-answer exchange. 8.5.2 Pre-expansion Pre-expansion means adding a part before an exchange (FPs and SPs). According to Schegloffs, pre-expansion is expanding the conversation by adding preliminary question in front of the FFP (Schegloffs, 2007). 8.5.2.1 Pre-invitation Before giving an invitation, you need to be sure that he or she is available or not. So, you need to ask some preliminary questions. For example, by asking What are you doing?, if you want one to accept your invitation, you expect the answer to be no; vice versa. (8.5.2.1) (Jefferson G.3:1) (Arthur is the caller; Sylvia is answering to the phone) 1 Sylvia : Hello. 2 Arthur : Hello, how are you? 3 Sylvia : Fine, thanks. 4 Arthur : F(pre)Æ’Â   What are you doing? 5 Sylvia : S(pre)Æ’Â   Nothing. 6 Arthur : F(b) Æ’Â   Do you want a drink? 7 Sylvia : S(b) Æ’Â   Yes, why not? Arthur asks what Sylvia is doing to see if she is free or not. With the go-ahead response of Sylvia (line 5) indicating she is free, Arthur continues to invite her as he knows she is free with the pre-sequence asked at line 4. Finally, Sylvia accepts his invitation. 8.5.2.1 Pre-offer Pre-offer is similar to pre-invitation. It aims to provide the need to someone beforehand. (8.5.2.2.a) 1 Sylvia : Oh, I tear the sheet mistakenly. 2 Arthur : 3 Sylvia : I think I need to buy a tape. 4 Arthur : I have one. 5 Sylvia : Really? 6 Arthur : Do you want it? 7 Sylvia : Sure. From the example, Arthur gives the pre-offer (line 4) to Sylvia after knowing she needs a tape. At line5, when she says Really?, it is a go-ahead response to pre-sequence. Lastly, when Arthur makes the offer, she accepts. 8.5.3 Preference There are different types of responses during exchanges. For instance, when greeting, one says hello to you and you are supposed to reply with a greeting too. Nevertheless, when one asks you a question, you may have different answers which can be preferred or dispreferred by the asker. Like an invitation, the reply can be positive or negative. Nonetheless, an answer with yes does not mean it is a prefered response. According to Schegloff, If the question is built to prefer yes, then no is a dispreferred response, even if delivered without delay and in turn-initial position, vise versa (Schegloff, 1988 c:453). 8.5.3.1 Types of responses There are two types of responses. The first one is preferred responses, which means answers are given positively. Another is dispreferred responses, which means answers are given negatively. In fact, there are some hints indicating the preferred status of a turn. When answering directly and without any delay: Example: Janice : Do you want to go swimming Jill : Yes, I do. Moreover, there are some other hints indicating the dispreferred status of a turn. a) When answering indirectly: Example: Janice : Are you free on Monday? Jill : Well, I need to do my homework, and b) When answering with delay: Example: Hesitation such as Well, Um, Erà ¢Ã¢â€š ¬Ã‚ ¦ 8.6 Conversation Transcription Transcription of conversation is very essential for analyzing conversation .It should be produced preceding conversation analysis, because it is used as a referential tool for the analysis of conversation (Psathas, 1995). 8.6.1 Tools used for recording A naturally occurring conversation is usually recorded by video recorders these days. Hence, apart from recording the conversation, body languages, gestures as well as facial expressions can also be recorded. These features are very crucial as they allow the relationship between speech and body movement to be observed (Psathas, 1995). 8.6.2 Procedures involved in transcription In fact, the recordings mentioned in 8.6.1 are done by analysts themselves. After producing the recordings, analysts listen to the recordings repeatedly by themselves. Once analysts repeatedly listen to the tape, they can focus on the phenomena that are very crucial for conversation analysis (Hutchby, Wooffitt, 2008). 8.6.3 Characteristics of conversation transcription Conversation transcription is not simply a piece of writing with words and sentences exchanged by the speakers. However, it includes many other different features as well. The information listed below should be included in a transcript (Wang, 2011). Information about the participants Words spoken Sound uttered Inaudible sound Overlapping speech Stretch, stresses, volume Different transcription symbols will be introduced as follows: 1. Latching When latching occurs in a conversation between two people, two = will be placed in the transcript when the second speaker speaks just after the first speaker speaks. The first = will be placed right behind the transcription of the first speaker, while the second one is placed in front of the transcript of the second speaker (Psathas, 1995). Example Mary: Im hungry= Peter: =You never feel full Latching by more than one speaker is represented similarly to latching by two speakers. A = is put after the transcription of the first speaker, but a =[[ is placed in front of the transcription of two speakers instead of = (Psathas, 1995). Example Hailey: Im hungry= Joanna: =[[You never feel full Venus: =[[So do I Latching by more than one speaker can also occur in a way that two speakers end their conversation at the same time and immediately the third speaker speaks. (Psathas, 1995) Example Venus: Im very very [hungry]= Hailey: [hungry] Joanna: =So do I. In this case, the Mary and Peter end their conversation at the same time and then Paul immediately speaks. 2. Audible breathing Exhalations are represented by an h or more than one h while inhalations are represented by .h or more than one .h (Psathas, 1995). Usually, exhalation expresses tiredness or sadness. Example Joanna: I havent finished my Wiki-book project yet hhhh! As for inhalation, it usually indicates surprise or nervousness. Example Venus: .hhh Im going to have my linguistics exam tomorrow. Sound stretch Sound stretch means lengthening the sound. When speakers would like to strengthen their tone, sound stretch occurs. One colon denotes that the precedent sound is lengthened, while more than 1 colon means a more lengthened sound (Psathas, 1995). Example Hailey: I am so:::: hungry Venus: I know (.) I can hear that some sounds coming out from your stomach. Intonation Throughout a conversation, there must be rises and falls in the intonation of speakers (Psathas, 1995). A rise in intonation An arrow pointing upwards is put just prior to the rise in intonation (Psathas, 1995). Example Joanna: Would you like to have dinner with me? Venus: à ¢Ã¢â‚¬  Ã¢â‚¬ËœYes, sure. A fall in intonation An arrow pointing downwards is put just behind the fall in intonation (Psathas, 1995). Example Hailey: Would you like to have dinner with me? ((gap)) Venus:à ¢Ã¢â‚¬  Ã¢â‚¬Å"Yes(0.9)if Im free tonight. Stress When speakers want to emphasize something, they will speak the words more loudly and lengthen the words. The emphasized word is underlined (Psathas, 1995). Example Hailey: I almost got full marks for my linguistics exam, will I be awarded something, Mum? Venus: Sure (0.9) Ill buy a reference book for you to study so that you can get full marks next time. Pitch A Fall in pitch To show a fall in pitch, the vowel of the word should be underlined, and a colon is added just behind the underlined vowel (Psathas, 1995). Example Hailey: I was awarded a reference boo:k(0.8) for having good results in the exam.. Joanna: If you were awarded the newly released photo album of Rain, you would have been much happier. A rise in pitch To show a rise in pitch, the stress is marked on the prolongation (Psathas, 1995). Example Joanna: My mother gave me a big surprise:::! Hailey: Buying you the photo album of Rain? Joanna: Yes:: Volume Increased Volume is indicated by capital letters (Wang, 2011). Example When Joanna is talking to Hailey, suddenly a dog appears. Joanna: Have you finished the wiki-book project? (.) A DOGS RUNNING TOWARDS US! Hailey: Calm down, Joanna. Decreased volume is indicated by degree marks (Wang, 2011). Example When Venus is telling Hailey something bad about Paul, suddenly Paul approaches. Venus: Paul never hands in his homework on time. Hailey: ËÅ ¡Pauls approachingËÅ ¡ 8. Sound uttered There are not only words within a conversation. Sometimes, when the speakers produce some sounds, they are also recorded. Example Hailey: Oh! Ive dropped my mobile phone into the toilet! Venus:(laugh) Why are you so careless? 8.7 Conclusion Conversation is an exchange of information between people in real-life situations. The aim of conversation analysis is to give an analytic description of the organization of interaction. We can understand how people carry out conversation in the society. In addition, we know more about the secrets behind the conversation, such as silence and preference.