Speech

The speech “Address in Support of Religious Tolerance of New York City Mosque” by Michael Bloomberg was delivered on August 3, 2010, on Governors Island, New York. There was an Islamic group who wanted to create a Muslim Community Center and mosque in a building a block away from site of the World Trade Center buildings. At the same time, some people were making an effort to stop the Islamic center from being built. Mayor Bloomberg presented this speech in response to the protesters of the mosque. Bloomberg’s use of rhetorical appeals includes logos, pathos, and ethos, along with his choice of setting, successfully convinced New Yorkers that their mosque was welcomed.

Bloomberg used logos, while tending to the audience. According to the Bloomberg’s speech, “This building is private property, and the owners have right to use the building as a house to worship.” You cannot do anything to those people because they own that property for example if you were to own the World Trade Center because it’s your property. Another fact according to Bloomberg speech is that “the government has no right to use whatsoever to deny that right, and if it were tried, the court would almost certainly strike it down as violation of the U.S.”

In other word, if it went to court, the people who oppose the mosque would lose because they have the Constitutional right to practice their own religion. Develop more If they own the property you cannot tell them that you cannot do it here. If this went to the court, then court people would not do anything besides telling them that they made it by themselves. The most enjoyable aspect of Bloomberg’s speech was his usage on the facts rather than opinions. In addition to the logic, Bloomberg easily represents his emotion that surrounds this issue, as well as, the passion he has when he Is speaking in this address.

He criticizes those who were convoluted in the terrorist attack as “murderous Fanatics,” while differentiating them from those who were peacefully practicing their religion. His language supports the value that we put to spiritual and the graciousness of the people who wants to worship. His belief in the people and our responsibility as Americans to protect their opportunity to worship. He talks about the pain that all New Yorkers, including Muslims, suffered in 9/11. Bloomberg warns that if we exclude the non-violent American Muslims, we should feel regretful. In his speech he says one more phrase that is heartbreaking is “3,000 people were killed.”

The amount of people who got killed on 9/11 is horrific. He was trying to say that those people who got killed now they cannot do what they wanted to do. There life is over for the people who got killed at 9/11, If the terrorist did not hit the World Trade Center then they could’ve enjoying their superior life. Bloomberg speech one fact that stood out to me was “New York City was built by immigrants, and it’s sustained by immigrants by people from more than a hundred different countries speaking more than two hundred languages.”

In that Bloomberg was trying to say immigrant who came from their country made New York better city by growing their own businesses in New York. All the immigrants came to United State to do something where they can be successful in their life so they all come and work hard to achieve their goal by making money. He confesses that there is much dissent in New York, but the power of New Yorkers to live there life peacefully in dissent is what makes New York City so great. “Michael Rubens Bloomberg was born on February 14, 1942, Medford, Massachusetts.”

Bloomberg was elected three time to become mayor of New York City. When someone is elected more than year then there would be something in that person that deserves to become mayor three times. Bloomberg is very educated that he knows about New York, New York laws and the Constitution. In his speech Bloomberg does not seem like he’s above all. He’s using the words like Our City, We and Us describe as he’s not being selfish person. He’s trying to say that this is our city that unifies that he’s saying this all our city. That’s something we should all think about that he is this rich person but still doesn’t think that it’s my city, other billionaires you see they will be like this is mine and not yours but, in this speech, he doesn’t refer to anything such as mine. He is billionaire, but he does not tell everyone that he is one.

This speech was held in Governors Island, New York. At the speech he had various professional behind him like Buddhist, Monks and priest with these people behind him which speaks to core message of his speech- religious tolerance. The setting that the speech was held it’s very important that he could have done the speech anywhere else, but he did it at Governors island so that’s unique. The World Trade Center is just block away where the Islamic building their own center called Ground Zero Mosque. You can see that people disagree with that because they do not want Ground Zero Mosque and World Trade Center next to each other because they think they can’t have religious community center by World Trade Center.

In conclusion, I think Bloomberg was successful on persuading that they should follow their religion everywhere. That says that everything he said made all the New Yorker agree with him. By combining ethos, pathos, logos and setting Bloomberg created a great speech. He used key words to create the pathos. He connected with his audience and refers to public opinions. Looks at the totality of Islam and focused on the ethical qualities of the religion. Logically uses facts. It uses religious figureheads to lend support for his position. Overall, the speech that Bloomberg wrote was exciting to read and made audiences thought about if they should let the Islam make the Ground Zero next to World Trade Center.

Ronald Reagan’s “Challenger Speech” was an important speech that both comforted and benefited the United States. He did this by relating to his audience and also adoring comfort and closure to the families that lost someone. “Former President Ronald Reagan was a masterful communicator who was faced with a daunting communication situation immediately after the Space Shuttle Challenger disaster” (Duarte, N. (2018). Presidents’ Day: Remembering Ronald Reagan).

This shows that when Ronald Reagan speaks he was really good at communicating with his audience. He would try his best to relate with the audience by also staying empathetic. “When Reagen discusses the space shuttle challenger explosion that occurred on January 28, 1986, he uses biographical information, and news” (Ronald Reagan Challenger Speech Analysis). It is important when delivering a speech that is this important to use biographical information. This is because, when he is trying to give the audience information he wants to make sure he gives the right information and uses all the information possible.

These quotes talk about how Ronald Reagan was a good communicator and also how well he delivered the speech and with a calm and empathetic tone to address the american people. What ended up coming out of the Challenger Speech was that the speech honored the death of the seven people that died. This speech was a way to acknowledge the death but also address the nation. “For the families of the seven, we cannot bear, as you do, the full impact of this tragedy” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This shows that Ronald Reagan was bringing light to the families that lost someone and saying that this was a hard loss and tragedy not just for them but also for the nation.

“We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and “slipped the surly bonds of earth” to “touch the face of God” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). After this tragedy Ronald Reagan talked about how we will never forget what these people have done and what they have served to help the nation. These people that were lost put so much hard work into this project and their work will never be forgotten. This shows that the speech honored the death of the seven people that died. Also that this speech offered comfort to the families and friends of the people that were lost. Also that there was comfort given to the nation and that the sacrifices that these people made will never be forgotten.

This speech was an important speech for the American people. It was also important in both the public, the media and also within the paper. “Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This shows that this event was a tragic event to hit the nation. During this Ronald Reagan and his wife (Nancy Reagan) showed that they were also mourning with the nation by saying “Nancy and I are pained to the core by the tragedy of the shuttle Challenger”. This involves the media because this speech was broadcasted on tv. This is important because people from all over the nation could watch this speech and also learn about what occurred during the challenger.

“We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This is important because, when Ronald Reagan announced the names of the people that died he brought justice to not just the people but also to the families and friends that lost their loved ones. He also used the newspapers and other types of media during this time. This is because this speech was an address to the nation so all of the big named newspapers and other types of media covered this speech and put it out so that it could reach more people. This is important so that his message that he was saying in his speech could reach as many people as possible. This is an important speech to be covered in both the public, the media and also within the paper.

One example that Ronald Reagan used to get his audience’s attention was the use of Allusion. “Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This shows that he uses allusion in his speech because allusion is an indirect or passing reference. So in this he is referring to Sir Francis Drake. Also stated in Ronald Reagan’s speech he says “On this day 390 years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This again shows how when Ronals Reagan was talking about the Challenger disaster he was linking it to the past event, Sir Francis Drake.

He speaks about this one more time when he says “Well, today we can say of the Challenger crew: Their dedication was, like Drake’s, complete” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). Again he is speaking about Sir Francis Drake’s death. This is important in Ronald Reagan’s speech because he uses this rhetorical device to capture the audience by also relating the challenger to a past event that took place.

Another way Ronald Reagen tries to use rhetorical devices to capture his audience is by using both Logos and Pathos. “But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This shows that he used Pathos because by saying the names of the seven victims of this incident he is appealing to the audience’s emotions in order to evoke feelings. This is because he wants everyone to know the names of the people that died and also the sacrifice that they made to make the challenger happen.

Another example of when Ronald Reagan uses pathos is when he says “Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This is an example of pathos because he wants everyone to know that he and his wife are both upset and pained with this tragedy that took place. “I want to add that I wish I could talk to every man and woman who works for NASA or who worked on this mission and tell them: “Your dedication and professionalism have moved and impressed us for decades. And we know of your anguish. We share it” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This is an example of logos because he reminds the audience that the crew was doing their jobs as astronauts. Ronald Reagen tries to use rhetorical devices to capture his audience by using both Logos and Pathos. This is important when giving a speech that is this important.

Another way Ronald Reagen tries to use rhetorical devices to capture his audience is by using Repetition. Examples where he uses repetition in his speech is when he says “More volunteers ,more civilians, more teachers”, “We’ve never lost an astronaut in flight; we’ve never had a tragedy like this. And perhaps we’ve forgotten the courage it took for the crew of the shuttle”, and “We know we share this pain with all of the people of our country” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). These all fall under the idea of repetition because he uses multiple words that are the same throughout his speech, this is because he wants his audience to remember the words that he uses throughout his speech. This is important when giving a speech because repetition helps in capturing the audience and getting his point across more clearly.

What came from this speech was that in the speech Ronald Reagan talked about how as a nation they could grieve together the losses that happened during this time. Also he wanted to use what happened to help the nation improve the space program even more. “We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and “slipped the surly bonds of earth” to “touch the face of God” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986).

This shows that Regan was addressing the loss of the seven people that were lost during this time. “We know we share this pain with all of the people of our country. This is truly a national loss” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This is important because Ronald Reagan is relying to show sympathy and show that the nation is mourning throughout the speech that he is given. He is also showing that these people were really important to the nation and that this is a national loss. “We’ll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue” (President Ronald W. Reagan, Explosion of the Space Shuttle Challenger Address to the Nation, January 28, 1986). This is important because it shows that even though there was a tragedy that was this big, the nation still wants to continue to improve their space program and also just improve as a nation. This explains why Ronald Reagan’s “Challenger Speech” was an important speech that both comforted and benefited the United States.

President Obama spoke at the Conference of Global Leadership in the Artic: Cooperation, Innovation, Engagement and Resilience (GLACIER) on August 31st. He delivered the closing remarks speaking about what is happening with the problem of climate change, Obama also spoke directly to the Artic nations saying that they should come  together and work as one unit to fight the impact before more harm is caused to the environment and the planet passed the point of no return.

Obama uses a number of rhetorical devices or strategies to get his point across in all of his speeches. All of his speeches, including the speech at GLACIER, have a very strong consistency to them. He uses imagery and transcendence to take us from watching, listening or even being at his speeches to another place entirely. Obama can beautifully paint the portrait of what we see in our minds eye. He is also very direct in his use of movement and posture. His hand gestures let us know that he is serious and on point.

He uses Repetition like any good public speaker to get his point completely across and drilled into the listener’s mind. These techniques are called anaphora and it was used in one of the most famous speeches of all time when Martin Luther King Jr. said, “I have a dream.” This technique clearly works because we all remember speeches but by using repetition it makes it even more memorable. He uses a slow and deep voice but at the same time also keeping sounding like his natural voice to make him sound more personable. In some parts he speeds up his voice and raises the volume to underscore an important point or sentence. I believe I can take all of Obama’s successful speech traits and tweak them to make my own to get my point across when public speaking or making a speech in class.

Overall Obama’s speech traits aren’t bad they could just use a little bit of work. In the beginning when he became the youngest president he was hopeful and all of his messages came across clearly. I think over the past seven years they have become blurry and un-clear. I don’t think he needs to change much other than getting his overall point across more clearly.

Good Evening,

First, I would personally like to thank the PTA and school board for allowing me the opportunity to speak on behalf of my wonderful high school. I’m here to be as transparent as I humbly know how. In addition, I would like to thank all the parents of Central High School for bringing your concerns to my attention as it relates to your child’s academic success. As principal of Central High School, my goal is to make every child feel welcomed, connected, and a part of our Central High School Family. It is vital that we create spaces within schools that affirm our students’ identity. Our school mission is to create a culture of inclusion where all students are included because student voice matters.

The national conversation on race certainly influences our county and the schools in which we serve. At Central High School, we have a large African-American population of students. I think it is imperative that we as citizens of this community and school bring awareness of the various issues that may be affecting our students such as race, class and gender, including mass incarceration, police brutality, poverty, unaffordable housing, income disparity, homophobia, unjust immigration policies, gender inequality, and poor access to healthcare just to name a few.

The first issue, I would like to address is the overall concern of the CEC Club changing its name at Central High School. After speaking with faculty, students, and staff, I firmly believe that with a consensus vote amongst students, it is appropriate to change the name from the CEC Club to the Black Lives Matter Club. Before we change the name however, my goal is to have a substantive conversation about this issue not only in our school but to have the community get on board and provide feedback as well. I also think that as a school we look forward with new ideas that will help our school and community grow together. One new initiative I plan to bring forth that collaborates with the Black Lives Matter Club is the Black Lives Matter Week of Action in our Schools. This national initiative teaches students about having critical reflection and having honest conversations in school communities for people of all ages to engage with critical issues of social justice. As educators we must engage students to build collaboration and agency so that they are equipped with the tools and resources needed to become lifelong learners.

The second issue I would like to address, is my stance on students kneeling during various athletic games. We are a school who strives on equity. We are a school where all students should be treated equally. We do not influence students, but we do take pride in being respectful of those who want to practice their free speech. We will not stop any student from standing or kneeling during the national anthem. We as a district and a school will honor all our students first amendment rights. We cannot divorce ourselves from the realities of racism because it would be like “trying to stop the ravages of a tropical windstorm with an umbrella.”

For those of you who may recall the “Civil Rights Movement,” there are many similarities in the tenets of the two movements. If you consider it, the “Black Lives Matter” and “Civil Rights Movement” both use non-violence as the focus to effect and influence change. As the members of the “Civil Rights Movement” marched alongside factory workers, sanitation workers, and students to ensure representation and to mobilize the bus boycott, so does the “Black Lives Matter” Movement work to improve the lives of all people. In 2014, “Black Lives Matter” marchers boycotted the Walmart Stores to raise awareness of the low wages and conditions of employees in the Walmart Chain. As a result of the marches, 11% of sales were lost. Furthermore, the “Black Lives Matter” Movement and the “Civil Rights Movement” were born because of the role that the media played to raise awareness of the deplorable and unfair conditions, which also led to the “Me Too” movement, and other movements that sparked protest from all cultural groups. So too, young people are riveted to the electronic media, twitter, Facebook and Snap Chat. While many of you will respond that “All Lives Matter,”, but as the founder of Black Lives Matter responds, “All lives Matter implies that all lives are equally at risk, which they are not.

Hence, students can practice their first amendment right to freedom of speech, expression, and assembly. However, students may face restrictions on how they demonstrate. This brings up the next concern about students engaging in acts of guerilla theatre. I’m truly about creating a safe learning environment where all students and staff are comfortable and feel welcome. We are a school who allows students to express their first amendment, but there are some restrictions regarding engaging in any disruptive acts at our school. Students must adhere to the school guidelines and rules that directly apply to participating in acts such as these. If students are unwilling to comply with the rules set forth by the school, there will be mandated consequences. Students are more than welcome to speak with counselors and support staff about some issues they may be facing at home and or at school. Our school focus is working together, and we always have counselors on duty who can handle specific issues or group issues. We all have an open-door policy where students are welcome to come talk with us about anything.

Our students at Central High School play a huge role in improving and strengthening the community. Students that are volunteering and promoting their voice is student choice. We as a school provide volunteer opportunities where students can learn and grow. Students can learn all about citizenship and giving back to the community in which we serve. Research has proven that students who volunteer gain a lot of benefits. Those benefits include developing skills and gaining experience that will prepare them for the workplace. This also creates opportunities for students to meet other peers who share the same interest and building community awareness to improve situations and help people.

This biggest concern amongst parents was regarding the curriculum. “ Too often the issues that matter the most are absent from the curriculum”. We must be working together to find solutions to the challenges are students are facing. Our school must be a place where students feel supported and empowered. A recent study by Stanford University researchers advocates for the case for Ethnic Studies in schools. The study has been proven to show that students who participated had a higher attendance rate, and better test scores amongst their counterparts. It is very beneficial for all students to see their culture and ethnic backgrounds represented in the classroom and throughout the school.

In the June 2016, Education Post, authored by James E. Ford, “2015 NC Teacher of the Year, it was asserted that “Education must be a part of the dialogue for Black Lives and Social Justice. While education is touted as “the great equalizer”, we fail as a nation to equalize educational opportunities for everyone. The “Black Lives Matter” Movement has raised the awareness of the disparity and abuses of power; sadly, education has not been excluded. Even though Brown v. Board of Education taught us that separate is not equal, many schools are resegregating. based on both race and class. This movement also unveiled the fact that in education students of color are often unrepresented in academically rigorous courses because they are stereotyped, or outdated identification systems are used.

As for teachers who are interested in teaching to the total child, and children of all ethnicities, religions, colors, and creeds, the statistics show that in 2014, many students in public schools were non-white, yet 82% of the teaching workforce remained white, and only 7% of all teachers were Black, and only 2% of them were Black males.

Our students at Central High School deserve a school where all students are allowed opportunities to academic rigor, where teacher diversity is welcomed because it helps improve academic performance. While it might surprise you, many of the leaders of the “Black Lives Matter” movement are themselves educators. Finally, educators have a moral as well as ethical obligation to bring awareness of racial justice and must not shy away from students using their voices to bring about change. In other words, “Injustice anywhere, is a threat to justice everywhere.” Dr. Martin Luther King, Jr.

Free speech is guaranteed by the First Amendment to the Constitution. The founding fathers believed the freedom of the citizenry to question and publicly scorn the government to be of such importance, it was their first order of business. Such speech is not absent limits and some fail to understand what the First Amendment prohibits. The protections for individuals include the language; Congress shall make no law that abridges free speech.

Certainly case law has provided some examples of unprotected speech to Include statements that would cause public terror such as oiling “fire” In a theater, harassing statements, disturbance of another’s peace, and statements In the workplace that could create a hostile work environment (Van Broccoli, 2011). Because the founding fathers left the First Amendment vague, the Congress, through legislation, and the courts through legal decisions have defined certain speech as unprotected. Important differences exist between the speech of a citizen and the speech of an employee.

Even more disparity exists between employees who work in private industry than employees of the government. Technology available wrought social media and the ability to communicate internationally in seconds has created a whole new arena for employees and employers (Van Broccoli, 2011). Private Employees versus Public Employees Substantial differences exist between private employers and governmental employees. Essentially, free speech protections do not extend to employees of private businesses.

Although free speech In the workplace Is restricted, laws related to “whistle blower” protections and certain protected classes of people persist. Furthermore, the National Labor Relations Act (ANAL) protects employees from an employer interfering with an employee’s fertilization regarding work conditions, supervisors, and the organization. These same protections do not apply to government Jobs, such as municipal police departments. It is important to understand that these protections are not founded in the First Amendment, but in statutes, contracts, case law, and policies and procedures (Van Broccoli, 2011).

Public employees enjoy some protections related to the First Amendment, however these are limited. Case law has carved out a three prong test which is continually being applied to new cases before the courts. The three-prong test applies to oral and written communications, photographic depictions, videos, music, and performing arts. The following prongs of the test determine whether or not the officers speech Is protected by the First Amendment: 1. The speech must touch on a matter of public concern 2. The speech must be made as a citizen, not as part of the officers official duties 3.

The speech must address an issue of public interest, and the officers interest must outweigh the agencies interest in promoting and maintaining efficient operations (Baker, 2011). Public Concern Typically, the public is not interested in the inner-workings of police agency. Issues surrounding promotions, advancements, or displeasure with the bosses is not a matter of public interest. For example, in Iconic v. Myers an assistant district attorney circulated a letter inquiring about employees morale and work conditions.

The assistant district attorney was fired for his communique and the Supreme Court upheld his termination. In City of San Diego v. Roe a police officer was claiming to be expressing free speech by masturbating on a website and selling police memorabilia. The officer was ordered to cease and desist, yet he maintained the web-site that had depicted San Diego Police Department uniforms. Again, the Supreme Court ruled that his speech was of no interest to the public at large (Van Broccoli, 2011).

Official Capacity versus Private Citizen This prong of the test is more difficult to apply. Often police officers believe they are acting as a citizen, when in fact, the opposite is true. Speech related to the officers official duties is not protected. In Cigarette v Caballeros, a deputy district attorney reviewed an affidavit used by police to secure a search warrant. Deputy District Attorney Caballeros found misrepresentations that he brought to his supervisor. The supervisor removed the deputy from the case and the case went forward.

Caballeros testified for the defense and was reassigned to another division and denied a promotion. Caballeros claimed his speech was protected and sued. The Supreme Court ruled that although honorable, his speech was the result of his professional responsibilities as a prosecutor and therefore not the speech of a private citizen (Van Broccoli, 2011). Other cases have illustrated this nexus, including a sergeant in charge of a argotic unit who brought to light wrong doings of his subordinates. Not only was he told to work harmoniously, he was threatened with transfer.

When he resigned and sued, the 7th Circuit Court of Appeals again reaffirmed his speech was not that of a private citizen, but the product of his employment (Van Broccoli, 2011). Notoriety, such as an officer who is regularly on the news may place that officer in an official capacity more than other officers (Baker, 2011). Promoting and Maintaining Efficiency The Supreme Court has ruled that even if the officer’s speech was related to an issue of public concern, and the officer was acting as a citizen, the interests of the officer will be weighed against the department’s interests.

This prong was discussed in Nixon v. City of Houston (Van Broccoli, 2011). Nixon, a Houston Police Officer, authored opinion columns in local publications. Although he never identified himself as a Houston Police officer, he regularly mentioned that he was a police officer and wrote about Houston Police activities and policies as well as his activities. His columns contained offensive remarks about minorities, citizen groups, women and the homeless. Although off-duty and not calming to De a Houston Police emcee, en was eventually terminated Tort tans Ana other incidents.

Nixon claimed that his speech was protected, yet the Fifth Circuit Court of Appeals ruled that the Houston Police Departments interests in protecting their relationship with the community outweighed his interests (Van Broccoli, 2011) . The Policy Because of issues previously discussed, criminal Justice agencies have been forced to adopt new policies related to social media. These policies are derived from case law and legislative action and must comply with labor agreements.

Because freedom of speech is a Constitutional issue, individual cases will continue to be determined on their merit within the three-prong test. Police agencies should be encouraged to draft social media policies and educate employees in the nuances of free speech and the acceptable uses of social media. Currently the Washoe County Sheriffs Office does not have a social media policy, although a new policy update is being formulated to address the deficiency (Washoe County Sheriff, 2011). Conclusion The public has little sympathy for police officers who use their trusted role to elate policy.

On the other hand, the public has little interest in the daily politics of a police organization. Where police officers fail, and expose their department to embarrassment, are cases in which they post inappropriate materiel for public view. Such examples are widespread and include police officers posting Faceable photographs in uniform pointing guns at their heads, a police officer who shot a man 11 times then posted comments about how he would rather be emptying his guns than cleaning them, and a police officer with a bikini-clad girl leaned over his patrol ar (Wilson, 2011).

Relevance to the audience: Now that I told you that almost 69 percent of adults are considered overweight, take a look around. Considering the facts, that means according to the statistics of the American Medical Association (Ogden C. L. ), one of the people sitting next to you are overweight. If you personally are blessed with the benefits of good genetics and genes, then there is at least one person who you know who Is considered overweight. As you can see I am overweight, and I actually undergone the Sleeve Gastronomy.

Ill. Thesis: There are different types of Gastric Bypass procedures that can help save ivies not only for the person who is overweight, but for their loved ones as well. IV. Preview of main points: As someone who has had the surgery done and researched information on this topic, I would like to talk with you about the different types of Gastric Bypass procedures there are, and how It not only benefited myself, but how It benefits approximately 200,000 people a year, not Including the people that they are surrounding as well.

Body: l. Main Point: What is Gastric Bypass? What different kinds/types are there? Who gets it? Where does it take place-in body, why people get it, and how does someone lawful? A. Support- Gastric Bypass procedures (GAP) are any of a group of similar operations that first divides the stomach Into a small upper pouch and a much larger lower “remnant” pouch and then rearranges the small intestine to connect both. The first procedure happened in 1954, and really became popular in the sass’s.

Now, most of them are performed layperson and have very little scaring, and most people go home the very next day. B. Support- There are 3 main types of barbaric surgeries that are performed. The Gastric Bypass surgery, also called the Roux-en-Y gastric bypass which Involves creating a stomach pouch out of a small portion of the stomach and attaching It directly to the small Intestine, bypassing a large part of the stomach and duodenum which is used for fat absorption is substantially reduced.

The Sleeve Gastronomy is the newest procedure, and this is when the surgeon removes a large section of the stomach, leaving a thin banana or sleeve-shaped stomach. And Lastly the Lap band surgery, also known as adjustable gastric band. This Is when they enter the stomach and place a device that looks like a ring around elution through a permanent port placed under the skin. Six weeks after surgery, you return to the surgeon and they will adjust it so the adequate amount of food can pass through the stoma.

This is adjusted many times until it is Just right and can be adjusted several times a year. C. Support- The rules for you can qualify for these types of procedures vary from state to state and the requirements from your insurance company. But, for most the requirements include if your body mass index (IBM) is 40 or higher, if you have a IBM of 30 or higher and have other underlying lath issues, such as diabetes, sleep apneas, high blood pressure or other health problems. D.

Support- Most procedures are now done layperson which includes about 4-6 small incisions in the abdomen around an inch long. They insert long medal pole instruments into the abdomen with microscopes attached so they can see inside your stomach to perform the surgery. This usually takes between 2-4 hours. II. Main Point: Why do people get it? What are the health benefits/benefits of Gastric Bypass, what is needed after surgery, and how it changes/saves lives? A. Support-

Many people lead towards Gastric Bypass when the individual tries to lose weight and can’t due to health risks, or have serious health problems, and if they do not get it, the outcome could potentially be worse for them opposed to if they were to stay obese. B. Support- The Baric Clinics (Baric Clinics America’s Leader in Barbaric Surgery) states that the physical health benefits include- improving or resolving many related health issues such as type 2 diabetes, high blood pressure, heart disease and circulatory problems, arthritis and Joint pain, infertility, sleep apneas, and many other indention.

Emotions- by improving self-esteem and people become less depressed. Career- by improving their actual and perceived performance through the ability to do work that was previously physically impossible, improved confidence and presence around others, and increased opportunities. Relationships- by gaining added confidence and how they improve relationships between friends, family, co- workers and new acquaintances and how others relate to them. Lifestyle- after people get this surgery people tend to want to live better, eat better, and be happier.

Language can be viewed as a social fact, as a psychological state (mental dictionary), as a set of structures (a grammatical system: a system to what orders the words have to come in if they are to make sense), or as a collection of outputs (utterances/ sentences: spoken or written). Language can be viewed as a set of choices (different ways of saying a sentence), a set of contrasts (an inversion of sentences).

Idiolect (I-language: language of the individual): the language system of an individual as expressed by the way he or she speaks or writes within the overall system of a reticular language. In a broader sense, someone”s idiolect includes their way of communicating; for example, their choice of utterances and the way they interpret the utterances made by others.

In a narrower sense, an idiolect might entail features, either in speech or writing, which distinguish one individual from others, such as o voice quality ( the overall impression that a listener obtains of a speaker”s voice or characteristics of a particular voice that enable the listener to distinguish one voice from another, such as when a person is able to identify a telephone caller) o pitch when we listen to people speaking, we can hear some sounds or groups of sounds in their speech to be relatively higher or lower than others) o speech rhythm (rhythm in speech is created by the contracting or relaxing of chest muscles).

Many linguists prefer to use the term IDIOLECT for the language of an individual. So you do not speak English, you speak your idiolect. That seems simple enough until we ask what English” consists of. Presumably it consists of the sum of all the idiolect of people who we agree are speaking English. Do I-language: an approach to language which sees it as an internal property of the unman mind and as not something external or an attempt to construct grammars showing the way human mind structures language and which (universal) principles are involved.

E-language: an approach to language which describes the general structures and patterns. E-language= Langue (Assure) = Competence (Chomsky): the system of a language, that is the arrangement of sounds and words which speakers of a language have a shared knowledge (agree to use). Langue is the ideal form of a language. Parole (Assure): the actual use of language by people in speech or writing. Competence: a person”s internalized grammar of a language. This means a person”s ability to create and understand sentences, including sentences they have never heard before.

It also includes a person”s knowledge of what are and what are not sentences of a particular language. For example, a speaker of English would recognize I want to go home as an English sentence but would not accept a sentence such as I want going home even though all the words in it are English words. Competence often refers to the ideal speaker/hearer, that is an idealized but a not real person who would have a complete knowledge of the whole language. Performance: a person”s actual use of language.

A difference is made between a person”s knowledge of the language (competence) and how a person uses this knowledge in producing and understanding sentences (performance). The difference between linguistic competence and linguistic performance can be seen, for example, in the production of long and complex sentences. People may have the competence to produce an infinitely long sentence but when they actually attempt to use this knowledge (=perform) there are many reasons why they restrict the number of adjectives, adverbs, and clauses in any one sentence.

They may run out of breath, or their sterner may get bored or forget what has been said if the sentence is too long. In using language, people make errors or false starts. These may be due to performance factors such as fatigue, lack of attention, excitement, nervousness. Their actual use of language on a particular occasion may not reflect their competence. The errors they make are described as examples of performance. Keywords Language: the system of human communication which consists of the structured arrangement of sounds or written representation into larger unit e. G. Orpheus, word, sentence, utterance. A social fact, a kind of social contract, or a set of structure r as a collection of output. Idiolect: langue for specific group of people or language for individual; only the speaker of this language can understand. Utterance: a unit of analysis in speech which has been defined in various way but commonly as a sequence of words within a single person’s turn at talk that fall under a single intonation contour. Universal grammar: a thorny which claims to account for grammatical competence of every adult no matter what language he or she speaks.

Langue: part of language which is not complete in any individual, but exists only in the collectivity. Parole: language that is used individually. (I-language) E-language: is the “external” manifestation of the “internally’ (mentally) represented grammar of many individual. It is appropriate for social, political, mathematical and logical statement. I-language: language viewed as internal property of human mind or a computational system in human brain. Answer Sq 1 . The author says, “A language is a social fact, a kind of social contract. ” What does this mean?

This means that language is the mean of communication which not only an individual but also all people in the community accept and understand it as a hole. People use language as a contract for their daily life, since language is a social fact that people use to understand each other and purposely set up the proof of their will or promise. 2. What do you understand from the examples that follow? A. Kim kissed crocodile. B. The crocodile kissed Kim. C. Kissed crocodile Kim the. Sentence A and B are understandable; that is, we can say that they are language which is seen as a set of choice and a set of contrast.

A set of choice or contrast means that a group of word are systematically in order that makes us understand what the intention of the sentence is. However, sentence C does not make sense at all, and it is not a language. 3. What is the difference between “speak a grammar” and “speak a language”? Speak a language means to speak a language that make other people understand; that is, it refers to when people in the society speak language of the society (E-language), which they use it as mean of communication.

However, “speak grammar” refers to when an individual speak his or her own language sticking deep inside their mind or brain, and cannot be understood by others. This language is not for society, but for individual only. 4. Assure (1969) make an analogy as saying When orchestra plays a symphony, the symphony exists externally to the way in which it is performed: that existence is comparable to langue in language study. The actual performance, which may contain idiosyncrasies or errors, is to be comparable to parole. ‘ Use this analogy to explain what E-language and I-language are.

This means that E-language is the same as langue, which refers to the language that is externally used in the society and it is accepted as the language of the society, which people use it as the mean of contract and communication. However, I-language s equalized to parole referring to the language existing only in the individual, and usually it is not understood by others and considered as the error of language for people in the society. 5. Language is a set of choice and a set of contrast, yet why cant we always choose to organize the word in utterances in our preferred way?

Even though language is a set of choice and contrast, we cannot Just organize language as we want because our own organization of language can become l- language which is not understood by others. This is because I-language is the language for individual only, and only the speaker can understand it. Chapter 2: Components of Language Phonology is the description of the systems and patterns of speech sounds in a language. Phonology is concerned with the abstract or mental aspect of the sounds in language rather than with the actual physical articulation of speech sounds.

Phonology is concerned with the abstract set of sounds in a language that allows us to distinguish meaning in the actual physical sounds we hear and say. Phoneme is the smallest unit of sound in a language which can distinguish two words or each one of these meaning-distinguishing sounds in a language. /p/, lb/ are homes of English. O Phoneme has contrastive property. If we substitute one sound for another in a word and there is a change of meaning, then the two sounds represent different phonemes. O English is often considered to have 44 phonemes: 24 consonants and 20 vowels.

Phone is the different versions of the phoneme regularly produced in actual speech ( in the mouth). Allophone is a group of several phones, all of which are versions of one phoneme. For example, the [t] sound in the word tar is normally pronounced with a stronger puff of air (aspirated) than is present in the [t] sound in the word star. Minimal pair is when two words in a language which differ from each other by only one distinctive sound (one phoneme), occurring in the same position, and which also differ in meaning. For example, fan-van, bet-bat, site-side, put-shut are some examples of minimal pairs.

The Sound Patterns of Language Minimal set is when a group of words can be differentiated, each one from the others, by changing one phoneme (always in the same position in the word). For example, bet-set-vet-get-let and big-pig-rig-fig-wig are examples of minimal set. Phonetics’s is the arrangements of the distinctive sound units (phonemes) in a language. For example, in English, the consonant groups /SSP/ and /star/ can occur at the beginning of a word, as in sprout, strain, but they cannot occur at the end of a word.

Syllable is a unit in speech which is often longer than one sound and smaller than a whole word. For example, the word terminology consists of five syllables: term-mi-no-lo- gay. O A syllable contains onset (consonant(s)) and rhyme which has two parts nucleus (vowel) and coda (consonant(s)). The basic structure of the kind of syllable found in English words can be C.V. (green), PVC (eggs), C.V. (them), etc. Consonant cluster is a sequence of two or more consonants. Consonants clusters may occur at the beginning of a word (an initial cluster), at the end of a word (a final cluster) or within a word (a medial cluster).

Co-articulation is the process of making one sound almost at the same time as the next sound. Circulation has two well-known effects: assimilation and elision. O Assimilation occurs when a speech sound changes, and becomes more like another sound which follows or precedes it, or when two sound segments occur in sequence and some aspect of one segment is taken or copied by the other. O Elision is the leaving out of a sound or sounds in speech. O Everyone”s normal beech entails assimilation and elision which should be regarded as some type of sloppiness or laziness.

The point of investigating these phonological processes is not to arrive at a set of rules about how a language should be pronounced, but to try to come to an understanding of the regularities and patterns which underlies the actual use of sounds in language. Words and Word-formation Process -Etymology: the study of the origin and history of a word -Coinage: the invention of totally new terms (Ex: aspirin, nylon, Baseline) -Borrowing: words that is borrowed from other languages (Ex: Piano(lately), Sofa(Arabic),

Yogurt(Turkish)) -Compounding: two separate words are Joint together (bookcase, doorknob, fingerprint, textbook) -Blending: combination of 2 separate forms to produce a single new term. Ex: motel (motor/hotel), smog (smoke/haze) -Clipping: reduction of words more than one syllable to a shorter form. Ex: condo (condominium), bra (brassiere), ad (advertisement) -Facilitation: reduction of words which also change the function, usually from noun to verb.

Ex: emote (from Emotion), donate (from Donation), babysat (from Babysitter) -Conversion: a change in the function of a word, esp. noun becomes verb without any deduction. Ex: Someone has to chair the meeting. Or We bottled the homebred – Acronyms: new words that are formed from initial letters of a set of other words. Ex: CD (compact disk), VS. (video cassette recorder), ATM (automatic teller machine), PIN (personal identification number) -Derivation: the affixes (prefix & suffix) added to the beginning or the end of a word.

Ex: unhappy, misrepresent, Joyful, careless Morphology: the study of forms Morphology Morpheme: a minimal unit of meaning or grammatical function. Lexical Free functional Morpheme derivation bound inflectional Free morpheme: morpheme that can stand by themselves as single word. – Lexical morpheme: set of ordinary nouns, adjectives and verbs. For example: Car, red, drive. – Functional morpheme: functional words in the language such as conjunctions, prepositions, articles and pronoun. For expo: and, but, when, because, on, near, above, in the, them.

Bound morpheme: morpheme that cannot stand alone and must attached to another forms. – Derivation morpheme: the affixes that make words into a different grammatical category from stem. For expo: -full, -less, re-, UN- Inflectional morpheme: set of bound morphemes to indicate aspects of the aromatically function of a word. 2 inflections attached to nouns, -g’s (possessive) and -s (plural). 4 inflections attached to verbs, -s (3rd person singular), -inning (present participle), -De (past tense) and -en (past participle). Inflections attached to adjectives: -est. (superlative) and -re (comparative). Lymphoma: the group or set of different morphs, all versions of one morpheme OR any of the different forms of a morpheme. For example: -s, -sees, 0 (zero morph). They are all lymphomas of the plural morpheme. Grammar Traditional grammar: a grammar which is usually based on earlier grammar of Latin r Greek and applied to the analysis of newer” languages such as English. Agreement: In English sentence, agreement is based on the category of number, whether the noun is singular or plural.

It is also based on the category of person, that is, first person (involving the speaker), second person (involving the hearer) and third person (involving any others). The form the verb must also be described in terms of tense. The final category is gender. Gender vs. Grammatical gender: Gender” refers to the natural gender or biological gender, that is, male or female and what words agree with it. She, her) refer to female entities, whereas (he, his) refer to male entities. Grammatical Gender” refers to the types of nouns which is considered masculine and feminine.

For example, in Spanish there are article to call a noun in feminine (la) or masculine (la) such el sol ( the sun), la ulna (the moon). It does not imply that the moon”s sex is female or the sun”s male. The grammar simply states this way to use article with different noun. The prescriptive approach: Grammarian in the eighteen century in English create rule for the proper use of English. For example: You must not split an infinitive. You must not end a sentence with a preposition. Therefore, traditional teacher would correct sentences like: Who did you go with? O With whom did you go? However, we should be skeptical of the origin of some of these rules and asking whether they are appropriately applied to the English language. Let”s study this traditional rule Mimi must not split an infinitive”. The book elaborates by using Captain Kirk”s infinitive. To boldly go, to solemnly swear, according to Traditional grammar, is inappropriate. To go boldly, boldly to go should be the appropriate form. In Latin grammar, it is clear that infinitive cannot be separated from a word because Latin infinitives are single words.

However, it is not appropriate to carry this idea over to English where the infinitive form does not consist of a single form, but of two words, to and go. The descriptive approach Analysts collected samples of the language they were interested in and attempted to describe the regular structure of the language as it was used, not according to some view of how it should be used. This is called the descriptive approach. Structural Analysis Structural analysis” main concern is to investigate the distribution of forms in a engage.

The method involves The makes a lot of noise. I heard yesterday. The use of test-frame” that can be sentences with empty slots in them. For example: By developing a set of test-frames of this type and discovering which forms fit the slots in the test-frame, we can produce a description of some aspects of the sentence structures of a language. Immediate Constituent Analysis: is designed to show how small constituents (or components) in sentences go together to form larger constituents. One basic step is determining how words go together to form phrases.