Assimilation - Voiced and Unvoiced French Sounds

Assimilation is a pronunciation phenomenon which causes consonant sounds to change according to the sounds that surround them. More specifically, assimilation occurs when voiced and unvoiced sounds are combined. Because it can be difficult to pronounce voiced and unvoiced sounds together, one or the other is assimilated: either a normally voiced consonant becomes unvoiced or a normally unvoiced consonant becomes voiced.Voicing - La Sonorità ©Voiced sounds (les sons sonores) occur when the vocal cords vibrate, while unvoiced consonants (les consonnes sourdes) are pronounced without vibrating the vocal cords. To understand the difference, place your hand on your Adams apple and say D and T. You should feel your vocal cords vibrate with the first sound but not the second.The voiced French consonants and sounds are B, D, G, J, L, M, N, R, V, Z, and all vowels.The unvoiced French consonant sounds are CH, F, K, P, S, and T.All unvoiced consonants have a voiced equivalent; i.e., the pairs are pronounced in the same place in the mouth/throat but the first is unvoiced while the second is voiced: CH - JF - VK - GP - BS - ZT - D Assimilation absent [ap sa(n)]obturation [uhp tu ra syo(n)] mà ©decin exact seconde is pronounced [seu go(n)d] rather than [seu ko(n)d].

Dream And Dream - Dream Killers - 1012 Words

Dream killers You know the type, the ones who think that just because they did not make it, then you can t, the Debbie Downers who can t see beyond their pathetic existence to dream of something bigger. The one who will never achieve much because they fail to dream and dream to fail, these are the dream killers. Conversation #1 You I am thinking of starting my own business Them Why you want to do that? You Because I have always wanted to work for myself? Them It will fail in this neighborhood. You Not if I set up the right way, hey let start it together. Them We have no money to start a business. You There are small business loans or grants we could apply for.†¦show more content†¦You: Well? Them: Oh my God that is really good, where did you learn to write like that.? You: I believe God inspires me. I will wake up late at night and start writing, Two hours later I would have completed several short stories without Stopping.† Them: Wow! Still having that incredulous look on their face as if they still had doubts that I could have written something so good. You: Still don t believe I wrote it. Them: No I believe you, but how are you going to get this published, it can get really expensive, plus people write all the time and never get their book published.† You: Don’t worry about that, God gave me the gift, he will find the funding. Them: Have you thought of copyrights, someone can steal your idea and you And would have no legal leg to stand on.† You: I am way ahead of you on that Hun. Them: Well....good luck to you, you gonna need it, since most books fail to make it to a single reader.† You: Luck has nothing to do with this, nothing that is worth having is going To be easy to obtain.†Show MoreRelatedIncome Inequality Is The Killer Of The American Dream1106 Words   |  5 PagesEnglish 11 April 17, 2016 Income Inequality is the Killer of the American Dream Think about your goals that would lead you to your definition of the American Dream. Would you let economic differences ruin your dream, or work harder? The American Dream would be considered reaching your ultimate goal and having a stable life and job to provide for oneself and their family. Most people in our country think that the main reason why the American Dream is dying is because of income inequality. 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This led Victor to creating the monster to have someone he could be with. After working for 2 years, Victor finished his creation and said, â€Å"Now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart† (Shelley 57). Freud would tell us that he was creating the monster solely for the purpose of being able to create his mother again and never lose her, but either way, somewhere in the creature’s

Analyse the histories of Simpson Essay Example For Students

Analyse the histories of Simpson Essay The legend of the Anzacs began during World War One in Gallipoli and included the myth of Simpson and his donkey. This myth began with the death of John Simpson Kirkpatrick in 1915 and the subsequent press release in the Sun Herald by C. E. W. Bean, the official war correspondent. Beans writings about Simpson and his bravery have long been accepted and reproduced in popular texts, school books, etc, portraying Simpson as a national identity. Peter Cochrane has since challenged this myth of Simpson and has begun to decentralise him and argue that the story of Simpson was embellished to serve a valuable and social purpose. This essay will analyse these two different histories of Simpson and the donkey and the social purpose the myth served. Beginning with the traditional view of Simpson and his donkey, I will look at the legend that Bean created and some possible reasons for this image. Bean was born in 1879 in Bathurst, New South Wales and grew up in a strongly imperial environment. 1 His home life and education reflected the values of service honour, patriotism and valour2 that were ethnic of imperial England. Bean worked in law in both England and Australia and then took up Journalism and during this time he explored and wrote about outback Australia. When he went ashore at Gallipoli he began to identify the characteristics of the soldier with the men he had come to know whilst travelling in the outback. Bean thought that this outback life of Australian men made them great soldiers. Amongst these characteristics was the extremely powerful mateship3 among the soldiers and the creation of the term the Australian digger. Alistair Thompson4 says the term digger was a culture that conjured up images of behaviour and language common to the Australian Anzacs. Bean wanted to portray an ideal Australian and anything that did not fall within his ideal he made excuses for. He made distinctions between the genuine Australians and an alien minority5 and he chose to leave those he considered un-Australian out of his writings altogether. Bean embellished his history of what happened in Gallipoli by including in his writings stories about typical diggers to corroborate the general motivations and behaviour of soldiers and the strong positive characteristics of the Anzacs6. By understanding this view that Bean had of the Australian soldier we can now look at the myth that was developed by Bean about the man and his donkey. Bean created Simpson as a typical Anzac and thus he became a true Aussie hero. Bean described Simpson as completely fatalistic7. He was able to continue his work in shrapnel gully throughout the midst of all the firing of bullets and escaped death many times. Bean was interested in chivalry and he bestowed this image on the digger. He talked about the decency of the typical Australian8. Bean describes the Australians as having their own form of bravery. They were to stand up and fight back in the face of adversity. They never gave in. He said after being injured they were eager to get back to the front9. These descriptions of the Anzac character Bean uses to portray a certain kind of image. This is the image that Alistair Thompson described as being a romantic notion10 that has been used to exaggerate the role of the Anzac and war heroes such as Simpson so that the home front can find it easier to deal with their men going off to war. They can be proud of their soldiers. Through these notions of who the Anzacs were and the definition of Australian manhood11 Bean describes, those left at home and the soldiers themselves were able to make some sense of their experiences12 of war. .u5115dcf87a112270c5c0d7c7f881822e , .u5115dcf87a112270c5c0d7c7f881822e .postImageUrl , .u5115dcf87a112270c5c0d7c7f881822e .centered-text-area { min-height: 80px; position: relative; } .u5115dcf87a112270c5c0d7c7f881822e , .u5115dcf87a112270c5c0d7c7f881822e:hover , .u5115dcf87a112270c5c0d7c7f881822e:visited , .u5115dcf87a112270c5c0d7c7f881822e:active { border:0!important; } .u5115dcf87a112270c5c0d7c7f881822e .clearfix:after { content: ""; display: table; clear: both; } .u5115dcf87a112270c5c0d7c7f881822e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5115dcf87a112270c5c0d7c7f881822e:active , .u5115dcf87a112270c5c0d7c7f881822e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5115dcf87a112270c5c0d7c7f881822e .centered-text-area { width: 100%; position: relative ; } .u5115dcf87a112270c5c0d7c7f881822e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5115dcf87a112270c5c0d7c7f881822e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5115dcf87a112270c5c0d7c7f881822e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5115dcf87a112270c5c0d7c7f881822e:hover .ctaButton { background-color: #34495E!important; } .u5115dcf87a112270c5c0d7c7f881822e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5115dcf87a112270c5c0d7c7f881822e .u5115dcf87a112270c5c0d7c7f881822e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5115dcf87a112270c5c0d7c7f881822e:after { content: ""; display: block; clear: both; } READ: The Invention and History of Indian Film EssayBean used these images he painted of the Australian Anzac to highlight the importance of Simpson. Bean created Simpson as the typical Anzac, an anti-authoritarian and Aussie bushman. He glorifies Simpsons adventures to tell a story. Bean finds the unification of people an important element in surviving the war and uses this to create a story that all people can relate to and feel comfortable with. The story of Simpson is one that Bean created so that all soldiers could make sense out of the war, that some good had come from it and the death that occurred was not without just. Both Christians and secular humanists could see their reflection in his image13. Patsy Adam-Smith in The Face of a Hero supports Beans legend. Adam-Smith said there had to be a hero, the people demanded one14. Adam-Smith relates Simpsons story to that of all stretcher-bearers and how they exposed their lives to danger to save their comrades and so built up the tradition of selflessness and cool courage that is a feature of their service15. She goes on to portray him as an Englishman with all the qualities of the legendary Australian16, and talks about his pride in the country. This pride is something that Bean develops in his talk about mateship in the Australian soldiers. Adam-Smith like Bean, writes about Simpson and his relationship with his mother and sister and of his other good deed of always staying in contact by letter and sending money home. This helps give a picture of Simpson as the true Australian hero, the man who is brave beyond the courage of mortal man17 and a good Christian18, who is devoted to his mother, his family and his empire19. Patsy Adam-Smith claimed to have revealed the real man20, however, according to Cochrane this version of Simpson was the same as the official version, only worse. She called him a delightful mans man21 and said that no-one else could have done what Simpson did22. In the 1990s Peter Cochrane, who is a teacher of history at the University of Sydney, began to give a different picture of Simpson. He set out to investigate Simpson and discovered that he was an Englishman, born and educated in Britain. Cochrane wrote several articles pulling apart the myth that Bean had created of Simpson. Cochrane argues that Bean created the legend of Simpson as a political ploy to promote conscription. Cochrane begins to tell of Simpson the man, rather than Simpson the Legend. He argues that Simpson was not portrayed for who he was, such as his fury and compassion about political and industrial affairs23, but emerged because of a need for military manpower24. He argued that the diaries of the soldiers are not necessarily written in context and therefore the date of the entry is no sure sign of when the writing took place and what appears to be first hand evidence may well be hearsay25. Cochrane believes that some of these accounts were by men who sought to secure a place in the legend26. To Cochrane it is not the story but the message within it that is important. What Simpson did was not unusual and his feats of daring were equalled by many others27, however the witnesses indicated that Simpson was known everywhere and that soldiers noticed him and were impressed28. Cochrane denies the possibility that everyone knew Simpson. He argued that some of the supporting evidence could be disputed because of the rewriting of transcripts such as that of Ion Idriess, a trooper in Gallipoli. Cohrane claims that Idriess original diary makes no mention of Simpson, but later in 1932, a rewritten version from Idriess talks about the infantry and how Simpson Kirkpatrick has them quite cut up29. Simpson died on the 19th May, however the diary of trooper A. S. Hutton notes this entry on the 18th May. Cochrane states that the legend could influence men to alter their diaries30 so as to become a part of this legend. These types of discrepancies Cochrane argues were influenced by a need to create the legend that the government, newspaper editors, correspondents and others needed to inspire and move, men to enlist31. .ue53b585fade033210d419561ca75d198 , .ue53b585fade033210d419561ca75d198 .postImageUrl , .ue53b585fade033210d419561ca75d198 .centered-text-area { min-height: 80px; position: relative; } .ue53b585fade033210d419561ca75d198 , .ue53b585fade033210d419561ca75d198:hover , .ue53b585fade033210d419561ca75d198:visited , .ue53b585fade033210d419561ca75d198:active { border:0!important; } .ue53b585fade033210d419561ca75d198 .clearfix:after { content: ""; display: table; clear: both; } .ue53b585fade033210d419561ca75d198 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue53b585fade033210d419561ca75d198:active , .ue53b585fade033210d419561ca75d198:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue53b585fade033210d419561ca75d198 .centered-text-area { width: 100%; position: relative ; } .ue53b585fade033210d419561ca75d198 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue53b585fade033210d419561ca75d198 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue53b585fade033210d419561ca75d198 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue53b585fade033210d419561ca75d198:hover .ctaButton { background-color: #34495E!important; } .ue53b585fade033210d419561ca75d198 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue53b585fade033210d419561ca75d198 .ue53b585fade033210d419561ca75d198-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue53b585fade033210d419561ca75d198:after { content: ""; display: block; clear: both; } READ: Charlie Chaplin film Modern Times EssayCochrane described Simpson as an epic hero who was embellished to set a stirring example32 and a role model for the present and the future. Cochrane does not dispute Simpsons courage and bravery but argues that he was a social creation33, that Bean helped to create, in order to fit the ideological needs34 of the Great War and later politics. He argues that Bean deliberately omitted some elements about Simpson that would render him unsuitable as a hero so that his example could be used as a model to stir the common man35. REFERENCES Adam-Smith P. (1978) The Face of a Hero, The Anzacs, Nelson, Melbourne Andrews E. M. (1993) The Anzac Illusion Anglo-Australian Relations during World War I, Cambridge University Press, Melbourne Bean C. E. W. (1921) Official History of Australia in the War of 1914 1918, A R Sydney Cochrane P. (1992) Writing for the Cold War, The Man with the Donkey, The Making of A Legend, Overland Fewster K, (1983) Gallipoli Correspondent, The frontline diary of C. E. W. Bean, George Allen Unwin Australia Pty Ltd, NSW

Rhetoric in Jfk and Mlk Jrs Speeches free essay sample

Provide a quote from each of the two speeches that best represent the use of each of the rhetorical devices. Keep response to a minimum of 1000 words. † In the 1960’s, civil rights were becoming a very present and evident concern to the people of America once again. Issues were being brought up to leaders that could and had the authority to actually help out and do something about these said issues. John F. Kennedy was elected in 1961, and the state our country was in was not as great as it could have been. In fact, it was not good at all. In North America, African Americans were discriminated against in many areas including education, work opportunities, and housing. In South America, African Americans were denied the right to vote, they suffered from insults, public humiliation and violence, and courts would also treat them unfairly. Martin Luther King Jr. was also a very influential, if not the most influential when it came to bringing awareness to the injustices his people were dealing with daily. We will write a custom essay sample on Rhetoric in Jfk and Mlk Jrs Speeches or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The people of America knew that it was time for change, and it was slowly coming along. Two people who left a legacy when it came to civil rights were John F. Kennedy and Martin Luther King Jr. John F. Kennedy and Martin Luther King Jr. both rose up to the challenge of presenting the ideas of equality for all people around the same time, using great rhetorical strategies. In each of their speeches, you can point out the various uses of pathos, ethos, and logos. In John F. Kennedy’s Presidential Inauguration Speech, he uses rhetoric to capture his audience, and keep their attention as well. We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty. This much we pledge and more. † In this particular passage, Kennedy appeals to the audience’s pathos to sway their emotions with his talk of American values and views of freedom. He uses imagery also to help his audience feel the tone he is trying to set. A particular area we can see this in would be in the passage: the torch has been passed to a new generation of Americans. This makes me think of the passing of torches in the Olympics. The Olympic games bring countries and nations together. Kennedy is also saying in the passage that we will lend aid to any country who needs it. Regardless of their alliances or feelings towards us. We will always be there to help those who are less fortunate. Kennedy also makes it clear in his address that he is a firm believer in God. This counts as ethos, such as in this passage: â€Å" let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth Gods work must truly be our own. This was just one of the many times he mentions God, and it really helps to make him seem more credible and trustworthy. Kennedy uses logos or appeals to logic when he mentions war and the reasons we should avoid it and make peace with the rest of the world. â€Å"Let both sides explore what problems unite us instead of belaboring those problems which divide us. Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms, and bring the absolute power to destroy other nations under the absolute control of all nations. Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce. Let both sides unite to heed, in all corners of the earth, the command of Isaiah to ‘undo the heavy burdens, and [to] let the oppressed go free. ’† Here in this passage you can see Kennedy using the phrase â€Å"let both sides,† which entails all nations to rise up to the calling for world peace and prosperity. In Martin Luther King Jr. s â€Å"I Have A Dream† speech, King also uses rhetorical strategies to appeal to his audience. We can see pathos in the quote: I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident: that all men are created equal. This is appealing to pathos because a dream deals with emotion and feelings that you wish to happen or carry out. E thos is present in King’s speech when he states: â€Å"We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. † It really says a lot when King can effectively communicate his ideas on peace while maintaining that he is against violence. We can see the logos Martin Luther King Jr. uses when he refers to Lincoln’s promise to our country that was left unfulfilled. â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. † This explains logically why he is making his concern for his people known. John F. Kennedy and Martin Luther King Jr. were both very important contributors to the civil rights movement. They both had great and complex speeches that effectively communicated their ideas using rhetorical strategies: pathos, ethos, and logos.