Speech

The Acoustics of Speech in Individuals who Stutter: Literature The Acoustics of Speech in Individuals who Stutter Introduction Research concerning acoustics in children who stutter, who have recovered from stuttering and adult stutterers shows that there is a lack of coherency in the data collected and reforms need to be made to the methods involved. The research that has been conducted on stuttering pertains mostly to the condition in children; stuttering is most prevalent in younger children and in most cases will be corrected by the later years of youth.

Researchers working within the field are confronted by many problematic factors when both conducting their research and specifically in analysing data. Diverse methods of data compilation and independent methods of interpretation mean that what one scientists concludes from an experiment may not support established theories and existing information on the subject. It can be assumed that analysis of acoustics in stuttering needs to be done with a specific framework that all researchers can work from.

Issues like the diagnosis of stuttering complexes from mild, moderate and severe; the focus on frequency changes; and subtyping have all been encountered and brought up for review by researchers who wish to have a more fully rounded database from which to study stuttering in all its forms. A review of literature on the subject exposes many difficulties within the field of research and offers suggestions on how these might be addressed and overcome. Once a basic premise for observation, study and analysis is reached, the database will be much more comprehensive and useful to future research.

Literature Review Acoustic analysis is the foundation to stuttering research conducted by many different scientists and scholars; the ways in which this research is conducted vary, however, and therefore can produce subsequently varied results and different ways of looking at stuttering itself. Some researchers are of the opinion that stuttering is heavily influenced by the actual perception of listeners, and that though analysis of reaction and perception of acoustics in stutterers it is possible to more fully comprehend those characteristics of speech that are a part of the disorder (Amir, Yairi).

Through analysis of speech patterns in preschool aged children, the researchers concluded that interval duration in speech patterns must exceed 70 ms to be considered normal speech; under 50 ms interval duration was therefore attributed to stutterers. Some researchers have taken acoustic analysis to a new level with the use of the computer as a more failsafe analytical tool; due to a lack of specific acoustic parameters by which to classify stuttering the computer offers a more solid foundation for diagnosis and treatment (Brosch, Hage, Johannsen).

Research conducted by these authors was inconclusive because of a lack of cohesive data on the subject, however it is their belief that with further study one might better understand the correlations between specific acoustics and the different stages of stuttering. The primary factor thought to be attributed to stuttering in different stages is age. Chang, Ohde and Conture believe that it is a disorganization of specific factors of speech, in particular the transition rate of speech formation, that can be cited as a precursor to stuttering. This research is key to the development of tuttering studies because currently there are very little data or theoretical models to explain the conditions that lead to stuttering in children. Through acoustic analysis not only of children and adults who currently stutter, but the acoustic analysis of children who will later develop a stutter, these researchers believe that more will be understood about the progression of the disorder and subsequently the treatment methods themselves. Given the generalities of much stuttering data, it has been concluded that subtyping of the disorder would help greatly with further research and the uture specialization of treatments and diagnoses (Yairi). In this case, the acoustic analysis carried out by researchers would be made very specific and varied: attention would be paid to transition rates, vowel duration, particularities of speech disfluency and other inconsistencies attributed to stuttering. Yairi’s research has yet to lead to subtypes of the disorder, however the belief remains that through more acoustic analysis, enough data will be gathered to start separating the disorder into more than one general field. Frequency changes and second formant transitions in reschool children who stutter persistently and who have recovered from the condition show general differences in speech patterns between the two groups. Most poignant was the fact that the research showed frequency changes in persistent stutterers were discreet while the recovery group showed marked frequency changes (Subramanian, Yairi, Amir). Research such as this helps to support Yairi’s theory that subtyping may be useful in the field. Along these lines, Armson and Kalinowski pointed out the difficulties in performing acoustic analysis on stutterers when the condition itself may be changing the data.

These researchers feel that to properly assess acoustic data they must learn how to separate those factors out which cause stuttering, and which are inherent in individuals only after one has begun to stutter. The acoustics of one individual in a pre-stuttering state might show related frequencies and vowel duration, as well as the same speech rate and consonant-vowel repetitions to that of a stutterer; the researchers maintain, however, that the cognitive functions of one who stutters might be significantly different that that of an individual who does not stutter but will later develop the disorder.

Cognitive and acoustic factors of stuttering are currently inextricable from those of the prestutterer, and until these can be separated the data gathered on the subject will remain generalized and of less value than it might be. As well as this, information on acoustics must be analyzed both during the stutter and during normal speech in the same individual. Paden, Abrose and Yairi studied the phonological acoustics of stutterers and non-stutterers to ascertain whether there were any significant differences between the two groups.

Through the observation of children over a two-year p, attention was paid to not only current differences in the phonological skills of the children but the changes in those skill levels over time. They found that the phonological skill level of children who had recovered from stuttering were markedly higher than that of children who currently stutter; over the course of two years, however, the skill levels were developed and no significant difference could be shown. Flipsen Jr. , Hammer and Yost point out that perhaps the major flaw in the field is the fact that Clinicians are esponsible for identifying stuttering cases and labelling them either mild, moderate or severe. This means that Clinicians must rely on their own individual acoustic analysis to interpret the severity of stuttering case by case, and in doing so are likely to be inconsistent. Personal analysis of the acoustics of several different individuals who stutter means that although analysis is based on regimented disfluency factors, such as vowel duration and frequency, relying solely on acoustic interpretation though listening cannot be scientifically sound.

The researchers propose that a better method must be contrived in a study that supports Brosch, Hage and Johanssen’s computer analysis theory. In keeping with the idea that research on stuttering must be more specialized, Louis, Myers, Faragasso, Townsend and Gallagher have studied a particular disorder that is often attributed to stutterers but which they insist is a different disorder. Cluttering is an irregularity that has to do with the rate of speech: people with this condition will either speak more rapidly than normal or they will have inconsistencies in the rate of speech.

While many researchers will have cluttering placed in the same field as stuttering, Louis (et al) believes that it is generalizations like this that cripple the scientific community. Acoustic analysis of cluttered speakers shows clearly that the condition is not the same as stuttering: while stuttering has a more clustered effect on the phonemes of speech, cluttering is less specific to certain vowel and consonant groups. Gohinho, Ingham, Davidow and Cotton have discovered that in treatment of stuttering, the reduction of short-deviation phonetic intervals has a direct affect on the condition.

Acoustic analysis of normal stuttering and manipulated speech in normal stutterers suggested that phonetic interval distribution in the two speech groups were generally different; this theory was inconclusive. In terms of treatment, however, it has been useful and is thought to offer new possibilities in treatment procedures. Ingham, Fox, Ingham, Xiong, Zamarripa, Hardies and Lancaster conducted their own research based on gender differences between stutterers. Data were collected in terms both of acoustics and of cerebral blood flow in adults.

While females are more likely to recover from stuttering in childhood and males are generally more susceptible to the condition, this research found that the stages of recovery were not significantly different between the gender groups. The researchers concluded that chronic stuttering was related to abnormal speech-motor and auditory region interactions. Healey and Ramig conducted research into stuttering that was specific to treatment, specifically treatment length and its effect on differing severities of the condition.

Acoustic analysis of patients undergoing treatment showed that the severity of each case made no significant difference to recovery and the transition from one level to another; similarly treatment time made no difference in the progression and recovery of stutterers. Max and Caruso also explored treatment options, finding that fluency adaptation through the process of repeating specific readings was improved over other methods of treatment. With specific phonological aspects in the readings, designed to ontain certain phrases and vowel-consonant groups that give stutterers trouble normally, these were given to treatment patients to repeat until any changes were observed in speech patterns. Repetition treatments have traditionally very popular and due to their superiority over many other methods these treatments continue to dominate in the field. Specific study of the different aspects of language and acoustics means that a scenario for stuttering can be pieced together slowly and formed of many different speech parts as well as cerebral and other physical data (Natke, Grosser, Sandrieser, Kalveram).

Research into the effect of stressed syllables within speech and stuttering was conducted with reference to the length of such syllables. Natke and his colleagues hypothesized that stressed syllables were responsible for stuttering in many individuals, and studies proved that these were indeed catalysts for stuttering in most cases. Whether or not duration of stressed syllables has anything to do with disfluency is not yet apparent. Currently, Yaruss believes, no correlation can be drawn between utterance rates and response time latency.

His own research explored these and consequently still was not supportive of the theory that conversational speaking rates were actually related to response time latency. He does believe that if more research were conducted into this area, a correlation would indeed be found; inadequate methods of acoustic analysis are cited as the reason why hypotheses such as these remain unproven. In Yairi’s response to the criticisms of Wingate on his theories of diversity in the field of acoustic study, he asserts that there are many different ways to study stuttering and that these varying methods should be valued.

Wingate proposes, like many scholars, that there should only be one method of study so that subsequent data compilations are relevant to one another and more easily formed into future subdivisions of the disorder. While Yairi does not dispute the value of specialization within the field for the sake of greater knowledge and better treatment plans, he does maintain that a fundamental diversity among researchers is a positive attribute. In terms of acoustic analysis, this means that the lack of cohesion between existing research would persist.

Evaluation of Published Research and Conclusions Overwhelmingly, researchers in the specific linguistic field that study stuttering and its related conditions are asking for continuity in research methods and data organization. While independent researchers and study groups might be able to find their own way of cultivating date, studying acoustics of stutterers, non-stutterers and recovering stutterers and interpreting this data, it is essentially of no use to the rest of the field unless aspects of the study can be repeated.

Researchers like Brosche, Hage and Johanssen are particularly forward thinking in their approach to acoustic analysis, because unlike so many of their colleagues they are not continuing to rely on what they believe to be inferior techniques. The use of computer analysis in terms of stuttering acoustics not only means that a discrepancy between professionals can be ruled out in the future but that further information can be gathered concerning speech patterns that are undistinguishable to the unaided ear. Yairi is also correct when he says that there is more than one way to study stuttering.

If all researchers relied on exactly the same techniques then no breakthroughs could be expected in the field; despite this fact most acoustic analysts who wish to better understand stuttering simply want a basic framework upon which to base their own studies and interpret the results of others. If a certain degree of flexibility could be maintained in acoustic analysis while certain fundamental factors were incorporated, researchers would be in a better position to interpret and present their own results in relation to the work of colleagues. Factors that might feature in each research project might nclude vowel duration, second formant transition, conversational speed and other specific disfluency forms. By using these factors in all research related to stuttering, whether the study is based on such factors or not, will mean that although two research projects might be based on completely different theories the results can still be comparatively put together. If one research project focuses on brain activity and blood flow during stuttered speech, and another focuses on frequency, results may still have relevance to one another because of the use of basic acoustic analysis.

Coherency is needed in this field of research so that results and future treatments are made clearer. Implementing basic acoustic analyses in every research project will help to form a stuttering database that can be referenced by every researcher. Reference List Amir, O. , Yairi, E. (2002). The effect of temporal manipulation on the perception of disfluencies as normal or stuttering. Journal of Communication Disorders, vol. 35, 63-82. Armson, J. , Kalinowski, J. (1994). Interpreting results of the fluency speech paradigm in stuttering research: Difficulties in separating cause from effect.

Journal of Speech and Hearing Research, vol. 37, 69-82. Brosch, S. , Hage, A. , Johanseen, H. (2002). Prognostic indicators for stuttering: the value of computer-based speech analysis. Brain and Language, vol. 82, 75-86. Chang, S. , Ohde, R. , Conture, E. , (2002). Coarticulation and Formant Transition Rate in Children who Stutter. Vanderbilt University. Flipsen Jr. , P. , Hammer, J. , Yost, K. (2005). Measuring Severity of Involvement in Speech Delay: Segmental and Whole Word Measures. American Journal of Speech-Language Pathology, vol. 14, 298-312. Godinho, T. , Ingham, R. , Davidow, J. , Cotton, J. (2006).

The Distribution of Phonated Intervals in Individuals who Stutter. Journal of Speech, Language and Hearing Research, vol. 49, 161- 171. Healey, E. , Ramig, P. (1989). The Relationship of Stuttering Severity and Treatment Length to Temporal Measures of Stutterers’ Perceptually Fluent Speech. Journal of Speech and Hearing Disorders, vol. 54, 313-319. Ingham, R. , Fox, P. , Ingham, J. , Xiong, J. , Zamarippa, F. , Hardies, L. , Lancaster, J. (2004). Brain Correlates of Stuttering and Syllable Production: Gender Comparisons and Replication. Journal of Speech, Language and Hearing Research, vol. 47, 321- 341. Louis, K. Myers, F. , Faragosso, K. , Townsend, P. , Gallaher, A. (2004). Perceptual Aspects of Cluttered Speech. Journal of Fluency Disorders, vol. 29, 213-235. Max, L. , Caruso, A. , (1998). Adaptation of Stuttering Frequency During Repeated Readings: Associated Changes in Acoustic Parameters of Perceptually Fluent Speech. Journal of Speech, Language and Hearing Research, vol. 41, 1265-1281. Natke, U. , Grosser, J. , Sandrieser, P. , Kalveram, K. (2002). The Duration Effect of the Stress Component in Stuttering. Journal of Fluency Disorders, vol. 27, 305-318. TermPaper? Blog. com Paden, E. Ambrose, N. , Yairi, E. (2001). Phonological progress during the first 2 years of stuttering. University of Illinois at Urbana-Champaign. Subramanian, A. , Yairi, E. , Amir, O. (2003). Second formant transitions in fluent speech of persistent and recovered preschool children who stutter. Journal of Communication Disorders, vol. 36, 59-75. Yairi, E. (2001). Letters to the Editor. Journal of Speech, Language and Hearing Research, vol. 44, 585-597. Yairi, E. (2007). Subtyping Stuttering I: A Review. Journal of Fluency Disorders, vol. 32, 165-196. Yaruss, J. (1997). Utterance Timing and Childhood Stuttering. Elsevier Science.

This paper will discuss a child that was observed on a number of occasions in their family setting at home. It will explore the student social worker’s understanding of child development linking theory and reality.. A critical account based on six observations sessions of the child development on….. Drawing on what has been seen and student knowledge on appropriate milestones, literature research and social work theory.

The student will reflect on their role as an observer and what has been learnt during the process of observation and it’s relevance to social work Different areas of development are inter-related. The ideas, language, communication, feelings, relationships and other cultural elements among which each child is brought up influence his or her development profoundly. (Carolyn Megabit and Gerald Cumberland) (2000) Child Development : An illustrated guide. Henchman.

The skills of observation are important and the importance of tone of voice and body language, particularly when the words spoken might be saying something completely different. Sometimes observing teaches you things that you can’t be told and sometimes we are tuned to listen instead of look. A part of the process of becoming a social worker is observation. Observation is the power to see what isn’t obvious. Observation is seeing and hearing, and also seeing what’s missing, picking up on what is omitted, analytically processing whilst doing the observation.

It’s important we understand observation is a powerful tool in our assessment and intervention. Observing is an essential skill for everyone working with children. ( Carolyn Megabit and Gerald Cumberland) (2000). Observation helps social workers and students to reflect upon situations before intervening (Pat El Richer and Karee Tanner) Using observational methods are helpful in describing individual’s behavior as they interact in real time; and allow the reader to create a verbal picture of the behaviors as they unfold.

This is important when social workers are working with children and families in their home (Pipelining, 1996:1), and there is a growing recognition in social work literature around observation in practice (Richer & Tanner, 1998:17). On my first observation I was not nervous but did feel intrusive about entering the Morris’s home, I had meet them a few days before and they were very welcoming which eased some of the anxieties I had. I know that as a qualified social worker on some occasions (e. G. Hill protection) I will be meeting the family for the first time when conducting a home visit and they might not be welcoming.

Taking the role of observer is what I was most apprehensive about, I was unsure of what to expect on… Cognitive and language development Cognitive or intellectual development is development of the mind- the part of the brain that that is used for recognizing, reasoning, knowing and understanding. Language development is development of communication skills : Receptive speech: what a person understands Expressive speech- the words the persons produces Articulation- the person’s actual pronunciations of words

ETC can build towers, can copy a building pattern of three or more cubes 3 years ; Remember and repeat songs and nursery rhymes ; Use personal pronouns and plurals correctly and give their own name and sex and sometimes age ; Carry on simple conversations, often missing link words such as the and is ; Learn to speak more than one language if they hear more than one language spoken around them as they grow ; Enjoys listening to and making music ; Can control their attention, choosing to stop an activity and return to it without much difficulty ; Counts by rote up to ten or more Enjoys playing on the floor with bricks, boxes, toy trains and dolls ;Joins in active make-believe play ; y with other children A Child Observation Assignment By Marie Tree Date Posted: December 1 5th This article was written by Marie Tree in 2010 as a record of her child observation assignment for her post-qualifying Specialist Social Work Award course at Portsmouth University. When submitting it article Marie wrote remarked that when completing this assignment she was taken “back to my early days in the sass’s when I did have what now seems the luxury of reflecting on my practice. ” [pick] Marie Tree In childhood, everything was more vivid – the sun brighter, the smell of fields sharper, the thunder louder, the rain more abundant and the grass taller”.

Constantine Passports The context for my observation was a local authority Children’s Centre which provides Offset registered care for babies and children between O months and 5 years. The Children’s Centre has been classed as ‘Outstanding’ by Offset since June 2006 and has been working with children with additional needs since the sass’s. The setting was a group of 12 children of mixed sexes, all of mixed abilities such as physical and learning difficulties. The group was well staffed (by women) with some children having one to one support. The setting is headed by a teacher and the Early Years Foundation Stage Curriculum guides the work, and the children learn through play.

The observations were based upon the Atavistic model (Pick 1964) and my remit was to observe a child for lax hours and record my observations after the sessions. I also included my reflections, dilemmas and prejudices with my seminar group. The staff at the Children’s Centre were aware of my role, and the purpose of my observations. A oh year old little girl was selected and I shall call her Anna (pseudonym). I had no contact with Anna’s parents, although the Children’s Centre informed them of my remit and they gave their written consent. The first session took place after lunch and I placed myself at the back of the room, discreetly tucked into a corner hoping that my presence would not be noticed. How wrong I was!

The room was filled with an array of spontaneous discoveries, books, toys, computers, sand, paint and dressing up clothes and the clutter of noise and emotions reminded me of my own home where I have three young children, where exploring the world extends their nascent theories as to how the world works. Initially, I found it very difficult to sit and focus on Anna solely, as I was used to talking and making eye contact with children, and not being able to engage or speak was difficult. For the first session, I watched Anna intently and I had to clear my head of any Judgments of her which were purely based on bits of information I had picked up from staff.

I had based assumptions of Anna’s background and life, which were purely speculative and ill informed. It was this reflection that helped me focus between fact and feeling and challenging myself on how the information I had been given about Anna had given considerable weight in owe I thought she might play and socialize with other children. I needed to separate these two contradictory parts (Goldstein, 1990). I watched Anna carefully glide from one activity to the next, first playing with the sand letting it quickly sift through her fingers and making shapes and marks with the palms of her hands. She slowly toddled off when a young boy, eager to play more adventurously nudged her out of the way.

Watching Anna play, I did think of her goals and what she was trying to create through her thought and actions, and I did think of Piglet’s (1973) theory on children’s cognitive development. Again, I had to challenge my assumptions on stages of Piglet’s theory as they are not fixed and concrete in any child. On several occasions, children came up to me bringing toys, books and requests to go to the toilet, and at one point, a young child stood in front of me for what seemed like a very long time. I replied only briefly to the children and avoided eye contact when possible. My desire to become involved with the children was very strong, and it was difficult to refuse a simple request from a small child.

However, remaining in a passive role allowed me to stand back and slow down and examine in detail the allegations with the child. (Bridge et al, 1996, p. 1 13). The method of sitting observing Anna was at times alien to me and having no prescriptive focus other than observe made me feel vulnerable. It felt like the anxieties that Seal (2003) identified in his work as ‘professionals giving up control and being open to what is emerging’. (Seal, 2003, p. 16). How I managed my feelings around observing Anna also reminded me of the work by Isabel Minimizes Lath (1989) who wrote about anxiety and how its experience, expression and sublimations are a major factor in determining personal ND institutional behavior.

I often refer to the work of Isabel Minimizes Lath when I am faced with uncertainties, and it is my acknowledgment and containment of these feelings that will impact on the overall work that I do with children and their families. In the room with Anna, I had to contain my feelings around the observation. Anna continued throughout my observation to drift from one activity to the next. At one point, I observed her clasp the hand of a worker and pull her gently towards the book corner. The worker gently tapped the hand of Anna, letting her know she was aware of the request. At that moment, I thought of how unique and complex children are as they do not have the language to explain how they think and explore the world that surrounds them. By slowing down and observing them, we have the advantage and a willingness to speculate.

Ending the hour observation was less problematic than I thought and I quietly put my coat on and said goodbye with a few children holding gaze with me as I left the room. In the next session with Anna, I felt more relaxed and in tune with what I was trying to do. It was much more comfortable not having to put any kind of theory into practice. I had the added luxury of not having paper and pens or an assessment to complete. It was a time to observe Anna and explore my own feelings. Anna made eye contact with me on a few occasions and I would not be convinced that she knew that I was watching her; however, that is purely my interpretation. In this session, Anna lay dozing on and off on a bean bag, and although she already had had a nap earlier, she seemed somewhat tired and lethargic that day.

Beside Anna, on a separate beanbag, lay a child with cerebral palsy, and at that moment, I felt a gush of emotion run through me, and I was minded of my own child with learning and mobility problems. Two children, side by side, one able bodied and the other, confined to a soft cushion. Rusting (2004) identifies this problem well and suggests that recognizing feelings and working with this is very important in the work that we do. I am aware as a practitioner, that we risk professional dangerousness if our roles and boundaries are not clearly defined. Our relationships with clients need to be based on objectivity and self awareness. This allows us to step outside our emotional needs and to be sensitive to the needs of others. (HOMOS, 1988: Protecting Children).

I believe for any effective intervention, the worker must remain quite distinct and separate, whole and intact. It was good to be able to discuss my feelings with my seminar group and it is Erikson (1950) who talks about basic trust as the first stage of the eight stages of man. I believe that talking about observations was now similar to that described by Wainscot (1965) as holding and Boon (1962) as containing, and what emerged from the seminar group was a secure base where thoughts and feelings could be openly discussed amongst ourselves, and it was the first time that as a seminar group, that we spoke freely and openly about experiences during observations.

The remaining sessions observing Anna became enjoyable and watching her play was fascinating as her tiny hands grasped and touched the toys and objects around her. By observing her, I was to enter her world of self wonderment and capture moments by focusing solely on her. I am aware of the importance of endings and although I had clearly given my remit to the staff, I said goodbye to the children and thanked them for allowing me to sit in their class. I think that they were more interested in circle time and the nursery rhymes to notice my quiet departure from the room. Conclusion Observing Anna had brought back the sense of refocusing on the child and their world. Being able to discuss feelings within the seminar group helped to contain hidden ideologies and prejudices within myself.

Humphreys (1988) puts this very well by describing ‘perspective transformation’ in which we can reflect and challenge our belief system, and through this, transformation occurs. Having no social work task to do was a luxury. To sit and observe was a chance to explore the children’s lack of power, vulnerability and dependence on adults. So much of social work time is spent n the speed of completing assessments, ticking boxes, and only the neediest of children receive a service. In my view, much is lost to the benefits of observing children. Too often, only a snapshot of a child is all that a social worker can grasp when working with children and much is lost by not having a space for reflective and analytical practice which gives the worker a platform to critically evaluate and challenge their work.

Franklin Delano Roosevelt: Pearl Harbor Address to the Nation is one of the most famous speeches made throughout history. In my essay I will evaluate the rhetorical effectiveness of the president’s famous speech and show that the way his words are used creates a successful argument to United States. I will show that through the speaker’s credibility that he is able to attain its goal to restore the public’s confidence and show the world that the United States upset towards the violent actions that japan took towards America.

President Roosevelt creates his credibility as an expert on the topic through his speech. . Being the president, Franklin Roosevelt was holder of all the national and international secrets. I believe that the American public trusted that he was a reliable source of information and he was thought of a strong leader even though he had polio at the time. The fact that Roosevelt was elected to office in the middle of the Great Depression helped insure the public’s confidence due to the fact helped create one of the greatest economic recovery’s of our time.

President Roosevelt delivered this famous speech in response to a very devastating event in the history of America. The purpose of this speech was both to inform the people of the United States about what had happened only the day at Pearl Harbor, and to make that we ban together to stop this threat. The nation was to be warned that the United States was indeed already at war with Japan. The intended audience is everyone living in the United States and especially those of drafting age because the war would affect them all.

By actually ordering them overseas, by giving millions of women and older men jobs in factories producing war goods, or just being affected by rationing during the war. Franklin Delano Roosevelt appeals to the audience’s emotions when he informs them of the tragedy of the day before. This news deeply saddened and angered Americans all over the world in addition to reassuring them that they were in no immediate danger.

Martin Luther King Jr. has always been a great public speaker because of the amount of passion instilled in his words and his extreme mastery in putting images in the minds of his audience. Not to mention, his message is explicitly conveyed to the audience. Martin Luther King Jr. establishes his acceptance of the Nobel Peace Prize with powerful insight of the Civil Rights Movement, and the must to overcome segregation through the use of figurative language and repetition/example/parallelism/imagery to show that our battle with racism has yet to be over.

Martin Luther King uses figurative language to emphasize the importance of the meaning behind his words. He says in his speech over and over “I am mindful that only yesterday” to demonstrate that racism and discrimination is still going on. He discusses the struggles and conflicts blacks faced due to the hatred and violence that is occurring in the world. King repeats the horror of the current situations to allow his audience to understand that something still needs to be done.

He feels, maybe if he says it enough times, people will actually do something about it, because the award he is receiving simply means nothing without action. To show that he will not give up until a change comes, he repeats the words “I refuse to accept” and goes on to tell of the excuses people use as why not to change. Martin Luther King Jr. believes that action will lead us down a road where love and hope await. Here we can find a world of freedom and justice.

Martin Luther King uses imagery with his figurative language. He uses it to not only tell but show his audiences how the current ways of people are not helping pave the way to a brighter future, which encompasses no discrimination, only peace. He compares racism to a starless night to illustrate that racism is a dark and very inhumane part in the lives of many people. He says “beauty is truth and truth beauty” to depict in the minds of audience that once they’ve acknowledged that the truth is the truth in the ircumstances they face, it will be a much more beautiful tomorrow than they could ever imagine. Martin Luther King wants everyone to honestly ponder about the conflict we have and decide whether we want to take part of the solution or add to the problem when he says “this faith can give us courage to face the uncertainties of the future [and] give us new strength to continue forward. ” And by doing so, people will work and build a better future for all of us, where there is no racism, but peace.

Elevator Speech Audience: Diana Gale Purpose: To outline strategies for developing a publicly supported wasteland augment policy “Seattle Waste utility faces a challenging new mission: not only is the agency t asked with its previous responsibility of delivering waste management services, it is now task ked with developing waste management policy. With the approaching deadline to Rene w the contract with the King County landfill, the utility is faced with an opportunity to recon mend a new longer waste management policy.

You have already accomplished a great deal by building SSW into an organize Zion that can be effective in developing policy, but local organizations, politicians and meme beers of the public have strong, competing perspectives about waste management in Seat tale. In addition, confidence in Saw’s ability to recommend a policy is low. Under these conditions, it is best if SSW does not make a recommendation a bout a longer waste management policy alone. Instead, you should engage key organization s and individuals whose support could strengthen Saw’s legitimacy.

TO determine a longer asset disposal policy, we recommend that you pursue one of two participator decommissioning processes: the first includes the the public, along with local p Laotians and administrators. If time constraints allow, we feel that this is your best bet to in crease Saw’s legitimacy and gain support and cooperation for the policy. The second excels vilely includes local politicians and administrators. This second process would increase the u utility legitimacy on a more limited level, but may be preferable if time constraints prevent you from pursuing the more inclusive process. “

Introduction

I. Attention-getter: Even though there are cars, which are faster than Veyron, this car has risen to fame because of its mechanics and design, which made it a street-legal car.

II. Establishment of ethos: I am credible to talk about this car as I have done research related to this car and I am a car enthusiast.

III. Thematic statement: From the history of the car to design and mechanics.

IV. Preview (each main point): First … I am going to talk about the history of the car. Next … The design of the car. Finally… The mechanics of the car. (Transition) Now I am going to talk about the Origin of the car.

Body

I. Origin of the car.

A. The car has been designed and developed by the Volkswagen Group.

1. In 1998, the Volkswagen Group purchased the former car manufacturer Bugatti in order to revive the brand.

2. The decision to start production of the car was taken by Volkswagen Group in 2001. The first roadworthy prototype was completed in August 2003.

The prototype is identical to the produced car with minor changes, due to many technical problems; the production of the car has been delayed several times and was finally released in September 2005.

B. The car was named in honor of Pierre Veyron.

1. A Bugatti development engineer, test driver, and company race driver who, with co-driver Jean-Pierre Wilmille, won the 1939 Le Mans race while driving a Bugatti.

2. “EB” refers to Bugatti founder Ettore Bugatti and the “16. 4” refers to the engine which has 16 cylinders and 4 turbochargers. Internal Summary) This car was designed and developed in 2001 and released in 2005 under the honor of Bugatti racecar driver Pierre Veyron. (Transition) Now that we have talked about the origin of the car, I will discuss the design of the car.

II. Design of the car.

A. The design of the Veyron honors a great heritage of the company design without drifting off into retro style. 1. Every detail of the classic two-tone color scheme from the 1920s and the 1930s resulting in the typical Bugatti profile. 2.

Ettore Bugatti himself used the contrasting colors for his cars, which is also been used on the Veyron.

B. The Veyron’s classic paintwork and harmonious design connect this state-of-the-art super sports car to the heritage of Bugatti automobiles. 1. The large radiator grille with the hand-enameled Bugatti emblem – represents the grandness of the Veyron. 2. The sports car’s front is defined by the contrast of its broad headlights and majestic grill and the rear end, which is 1. 99m wide, has a retractable spoiler, which is also used as an air brake. Internal Summary) this car has the typical Bugatti two-tone color scheme started by Ettore Bugatti and a rear spoiler, which is also used as an air brake. (Transition) now that we have talked about the design of the car, I will discuss the mechanics of the car.

III. Mechanics of the car.

A. Specifications of the car.

1. The Veyron features an 8. 0-liter, quad-turbocharged, W16 cylinder engine, which means the engine, is made of two V8 engines attached in a W shape which produces 1001 horsepower. and a top speed of 253. 81 mph. he car goes from 0-60 mph in 2. 46 seconds.

2. Normally a car has one radiator, but the Veyron has 10 radiators in order to cool the engine down, as it produces so much heat.

B. Performance of the car.

1. The car goes from 0-60 mph in 2. 46 seconds and has a top speed of 253. 81 mph.

2. EPA highway driving gives 13miles per gallon and city 8, but when put in top speed mode gives 3 miles per gallon per minute or it drinks 1. 4 gallons of fuel per minute. (Internal Summary) Veyron produces 1001 horsepower, which has a top speed of 253. 1 mph and gives 13 miles on the highway and 8 on the city. (Transition to conclusion) Now, we have talked about the mechanics of the car.

Conclusion

I. Summarize (overall theme): Bugatti Veyron is the fastest production car in the world.

II. Review (Each Main Point)

1. Today I first described the origin of the car 2. Second, I described the design of the car 3. Finally, the mechanics of the car.

III. Tie to the Introduction: From the origin of the car until the design and mechanics.

IV. Creative concluding thought (end with impact): The car uses Michelin PAX run-flat tires, which are designed specifically to accommodate the Veyron’s top speed, which cost $25,000 per set. And when the car is driven on top speed mode, engineers of the car know that the tires will burst after a certain point, so they made sure that the whole tank of fuel finishes before the tiers burst.

References:

http://www. bugatti. com/en/veyron-16. 4/design. html Car and Driver Auto Magazine.

Topic: Euthanasia General

Purpose: To Persuade

Specific Purpose: I want to persuade my audience to be against euthanasia.

Thesis: Legalizing Euthanasia

Central Idea in Hippocratic Oath, Hippocrates as a father of medicine swears, “I will not give a lethal drug to anyone if I am asked, nor will I advise such a plan” (National Library of Medicine, p. 6).

In other words, Hippocrates was against euthanasia. According to the Dictionary. com the definition of euthanasia is “the act of putting to death painlessly or allowing to die, as by withholding extreme medical measures, a person or animal suffering from an incurable, especially painful, disease or condition” (Dictionary. com, p. 1). It is also called a mercy killing, some people think that this is a good decision and some don’t. I personally, believe that this is not right; an individual should go into the afterlife naturally. 1. On one side there are people that justify this act as helping a terminally ill individual end his/her sufferings.

For example, when an individual was in a house fire and burnt sixty percent of his skin and is going to die but he chooses euthanasia in order to stop the pain. In that case he will die eventually and there are many painkillers that can soothe his pain and help him spend more time with his family. Another case is when a person has been in vegetative state for a long time and eventually the relatives decide to turn the machines off and let the individual die.

This is a very sensitive case because if a person didn’t want to die but didn’t have a living will, legally their spouse can pull the plugs off even if the person’s parents would be against it. And let’s not forget that technically if a brain shows a minimum of activity, the person is still considered alive. I consider turning off the machine is same as giving up on a person. 2. On the other side, there are people that are against it, including me, I consider it as manslaughter, even though an ill person is agreed to die.

It is also against my religion, all humans are made in God’s image and God gave us life so we should respect it. At this moment, euthanasia is illegal in every state in the U. S. , not counting two states like Oregon and Washington. In Oregon they have an act called Oregon Death with Dignity Act and in Washington State they have the same act, except it is called the Washington Death with Dignity Act. (Wikipedia, p. 19).

I am against legalizing euthanasia because there are some people that are not in sound mind, they may have suicidal thoughts and they will ask their doctor or people around them to help them stop their pain. If euthanasia will be legal some people will be forced to sign their consent to death, when he/she doesn’t know what he/she is signing; for example, a man in a nursing home that cannot read, or hear anymore is asked to sign the consent to his death, he will do it because he will trust people around him, people that take care of him.

He will go along the process because he wouldn’t even understand what is going on. The reason why people would do that is when they are tired of him or they spend too much money on him so they will try get rid of him, I know it sounds awful but you will be surprised what people are capable of doing because of the money. Also, like I mentioned before, euthanasia is against Hippocratic Oath that every doctor takes before they get their license, in other words, it is against doctor’s moral responsibilities.

When we think about euthanasia being legal in every state there would be many horrible cases that we cannot even think of. 3. You probably have a question on where it started. Well according to the History. com Adolf Hitler came up with this idea (History. com, p. 1). He ordered to kill all handicapped and mentally ill children. In addition, after that he moved on to adults and senior population. Hitler called it mercy killing because supposedly he was helping people to get out of their “misery” but it was a way of saving money.

I believe that euthanasia is not right, no matter from what angles you look at it, it is manslaughter and as a human being I would not follow Hitler’s way of dealing with sick and dependant people. We should respect life that was given to us by God and end it in a natural way because this is how we were made.

Reference

1. Page North, Michael. “Greek Medicine | Hippocrates | The Oath. ” National Library of Medicine – National Institutes of Health. 24 June 2010. Web. 14 Nov. 2011. <http://www. nlm. nih. gov/hmd/greek/greek_oath. html> “Euthanasia | Define Euthanasia at Dictionary. com.
2. Dictionary. com | Find the Meanings and Definitions of Words at Dictionary. com. Web. 14 Nov. 2011. <http://dictionary. reference. com/browse/euthanasia>. “Hitler Suspends Euthanasia Program — History. com This Day in History — 8/18/1941. “History. com — History Made Every Day — American & World History.
3. A&E Television Network. Web. 14 Nov. 2011. <http://www. history. com/this-day-in-history/hitler-suspends-euthanasia-program>. “Suicide Legislation. ” Wikipedia, the Free Encyclopedia. 4 Nov. 2011. Web. 14 Nov. 2011. <http://en. wikipedia. org/wiki/Suicide_legislation>.