The Effect Of Parent Workshops On The United States

Alcohol remains the most commonly used substance among youth in the United States with use rates far exceeding that of other substances. Nationally, almost half of all tenth graders and thirty percent of eighth graders drink alcohol (Mothers Against Drunk Driving, 2015). Teen alcohol use results in the death of 4,700 youth per year (Mothers Against Drunk Driving, 2015). In Texas, 67% of high school students have used alcohol at least once in their lifetime and 36% drank alcohol in the past month (Texans Standing Tall, 2013). Parents commonly ignore or underestimate the problem of underage drinking. While one is six teens binge drink, only 1 in 100 parents believes his or her teen binge drinks (Mothers Against Drunk Driving, 2015). Many schools participate in prevention programs such as Red Ribbon Week, Shattered Dreams, and Students Against Drunk Driving (SADD). While schools have realized the need for alcohol education programs, they tend to lack a component that engages parents. This research will assess the effectiveness of parent workshops in reducing underage drinking. The intervention will be family focused. Family focused interventions typically target risk factors that are unique to each family. Some of these factors include bonding, parenting styles, techniques for disciplining and how involved the parents are in the teens lives (Spoth, Greenburg, and Turrisi, 2009). This research will be based on the following research question: How do parent alcoholShow MoreRelatedBlack Resilience Against Violence Effects Essay1559 Words   |  7 PagesBlack Resilience against Violence Effects (BRAVE) is an intervention that aims to empower Black youth with access to culturally-sensitive, mental health treatment for depression and suicide as well as resources to become involved within the political sector of social justice issues, such as police violence on Black lives. 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Our local community lacks organized op portunities for safe, recreational activities; therefore, in the absence of adult caregivers, many latch-key children are instructedRead MoreThe Problem Of E Waste1548 Words   |  7 Pageshaving to worry about labor or safety laws. What makes e-waste so harmful is than any electricity using or producing products, from computers to batteries, contains various hazardous and toxic materials such as lead, mercury, and cadmium. In the United States, an estimated 70% of heavy metals in landfills originate from discarded electronics even though less than 20% of the total waste is e-waste. 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Sleep deprived teenagers are more likely to be irritable, be depressed, not perform up to their capabilities in school, and have a decreased ability to handle complex tasks (National Parent Information Network). Though teenage sleep deprivation is a big problem, some simple solutions such as rescheduling the school day to fit teenagers’ biological needs, setting consistent sleep schedules, and teaching children the importance of proper

Marketing Iphone - 1253 Words

Q1: Apple faced with two main pricing decisions for its range of iPhones. The first one is a skimming price decision and the second one is a penetration pricing decision. 1. Skimming price decision When Apple first launched the new iPhone 3GS, it made a skimming price decision which means it aims to sell to the top of the market and focuses on maximizing profits in short term so it could recover the research and development costs. 2. Penetration pricing decision As the iPhones have moved through their product life cycle (from the introduction to the growth or maturity stage) Apple adopted a penetration pricing strategy which means selling products at very low price to attract more customers. The rationale behind this decision was†¦show more content†¦2. Target costing one type of the demand- based pricing. Apple could first use market research such as consumer surveys to identify the customers’ requirements of the quality and features of the product and their perception of a ‘fair’ price before the product is designed. 3. Trial pricing Apple could price the new iPhone at a low price for a limited period of time to attract customers. This strategy can help the company to get customer acceptance at the initial period and then bring profits by increasing the price. Q4: As far as I am concerned, I would recommend skimming price and trial pricing strategy to Apple during its introduction stage of its product life cycle. When Apple moves into the growth or maturity stage of life cycle, I would recommend the penetration pricing strategy. In terms of a skimming price decision if Apple doesn’t know much about the customer demand for its new product it would be useful. The reason is that it is safer to start with a high price, which can be reduced if customers initially refuse to purchase. In this case, as Apple’s senior vice-president said the new iPhone 3GS has some unique competitive advantages in the phone market such as the wide range of applications and faster load time. These benefits make many customers feel they must have it no matter what the costs, that is to say, during the introductory stage of the new product, the demand is priceShow MoreRelatedIphone Marketing Plan3757 Words   |  16 PagesiPhone marketing plan Market Summary The iPhone targets consumers who need to store information and communicate or people who want entertainment on the go. Apples target segments consist of professionals, students, corporate users, entrepreneurs, and health care workers. Currently, the market for high-end phones like the Apple iPhone is small. Few people want Internet, video, and PDA features in one device because of the high price. 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Example Research Critical Discourse Analysis Free Essays

18 Critical Discourse Analysis TEUN A. VAN DIJK 0 Introduction: What Is Critical Discourse Analysis? Critical discourse analysis (CDA) is a type of discourse analytical research that primarily studies the way social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and talk in the social and political context. With such dissident research, critical discourse analysts take explicit position, and thus want to understand, expose, and ultimately resist social inequality. We will write a custom essay sample on Example Research: Critical Discourse Analysis or any similar topic only for you Order Now Some of the tenets of CDA can already be found in the critical theory of the Frankfurt School before the Second World War (Agger 1992b; Rasmussen 1996). Its current focus on language and discourse was initiated with the â€Å"critical linguistics† that emerged (mostly in the UK and Australia) at the end of the 1970s (Fowler et al. 1979; see also Mey 1985). CDA has also counterparts in â€Å"critical† developments in sociolinguistics, psychology, and the social sciences, some already dating back to the early 1970s (Birnbaum 1971; Calhoun 1995; Fay 1987; Fox and Prilleltensky 1997; Hymes 1972; Ibanez and Iniguez 1997; Singh 1996; Thomas 1993; Turkel 1996; Wodak 1996). As is the case in these neighboring disciplines, CDA may be seen as a reaction against the dominant formal (often â€Å"asocial† or â€Å"uncritical†) paradigms of the 1960s and 1970s. CDA is not so much a direction, school, or specialization next to the many other â€Å"approaches† in discourse studies. Rather, it aims to offer a different â€Å"mode† or â€Å"perspective† of theorizing, analysis, and application throughout the whole field. We may find a more or less critical perspective in such diverse areas as pragmatics, conversation analysis, narrative analysis, rhetoric, stylistics, sociolinguistics, ethnography, or media analysis, among others. Crucial for critical discourse analysts is the explicit awareness of their role in society. Continuing a tradition that rejects the possibility of a â€Å"value-free† science, they argue that science, and especially scholarly discourse, are inherently part of and influenced by social structure, and produced in social interaction. Instead of denying or ignoring such a relation between scholarship and society, they plead that such relations be studied and accounted for in their own right, and that scholarly practices Critical Discourse Analysis 353 be based on such insights. Theory formation, description, and explanation, also in discourse analysis, are sociopolitically â€Å"situated,† whether we like it or not. Reflection on the role of scholars in society and the polity thus becomes an inherent part of the discourse analytical enterprise. This may mean, among other things, that discourse analysts conduct research in solidarity and cooperation with dominated groups. Critical research on discourse needs to satisfy a number of requirements in order to effectively realize its aims: †¢ †¢ †¢ †¢ †¢ As is often the case for more marginal research traditions, CDA research has to be â€Å"better† than other research in order to be accepted. It focuses primarily on , social problems and political issues, rather than on current paradigms and fashions. Empirically adequate critical analysis of social problems is usually multidisciplinary. Rather than merely describe discourse structures, it tries to explain them in terms of properties of social interaction and especially social structure. More specifically, CDA focuses on the ways discourse structures enact, confirm, legitimate, reproduce, or challenge relations of power and dominance in society. Fairclough and Wodak (1997: 271-80) summarize the main tenets of CDA as follows: 1. 2. 3. 4. 5. . 7. 8. CDA addresses social problems Power relations are discursive Discourse constitutes society and culture Discourse does ideological work Discourse is historical The link between text and society is mediated Discourse analysis is interpretative and explanatory Discourse is a form of social action. Whereas some of these tenets have also been discussed above, others need a more syste matic theoretical analysis, of which we shall present some fragments here as a more or less general basis for the main principles of CDA (for details about these aims of critical discourse and language studies, see, e. . , Caldas-Coulthard and Coulthard 1996; Fairclough 1992a, 1995a; Fairclough and Wodak 1997; Fowler et al. 1979; van Dijk 1993b). 1 Conceptual and Theoretical Frameworks Since CDA is not a specific direction of research, it does not have a unitary theoretical framework. Within the aims mentioned above, there are many types of CDA, and these may be theoretically and analytically quite diverse. Critical analysis of conversation is very different from an analysis of news reports in the press or of lessons and teaching at school. Yet, given the common perspective and the general aims of CDA, we may also find overall conceptual and theoretical frameworks that are closely related. As suggested, most kinds of CDA will ask questions about the way specific 354 Teun A. van Dijk discourse structures are deployed in the reproduction of social dominance, whether they are part of a conversation or a news report or other genres and contexts. Thus, the typical vocabulary of many scholars in CDA will feature such notions as â€Å"power,† â€Å"dominance,† â€Å"hegemony,† â€Å"ideology,† â€Å"class,† â€Å"gender,† â€Å"race,† â€Å"discrimination,† â€Å"interests,† â€Å"reproduction,† â€Å"institutions,† â€Å"social structure,† and â€Å"social order,† besides the more familiar discourse analytical notions. ‘ In this section, I focus on a number of basic concepts themselves, and thus devise a theoretical framework that critically relates discourse, cognition, and society. 1. 1 Macro vs. micro Language use, discourse, verbal interaction, and communication belong to the microlevel of the social order. Power, dominance, and inequality between social groups are typically terms that belong to a macrolevel of analysis. This means that CDA has to theoretically bridge the well-known â€Å"gap† between micro and macro approaches, which is of course a distinction that is a sociological construct in its own right (Alexander et al. 1987; Knorr-Cetina and Cicourel 1981). In everyday interaction and experience the macro- and microlevel (and intermediary â€Å"mesolevels†) form one unified whole. For instance, a racist speech in parliament is a discourse at the microlevel of social interaction in the specific situation of a debate, but at the same time may enact or be a constituent part of legislation or the reproduction of racism at the macrolevel. There are several ways to analyze and bridge these levels, and thus to arrive at a unified critical analysis: Members–groups: Language users-engage in discourse as members of (several) social groups, organizations, or institutions; and conversely, groups thus may act â€Å"by† their members. Actions–process: Social acts of individual actors are thus constituent parts of group actions and social processes, such as legislation, newsmaking, or the reproduction of racism. 3 Context–social structure: Situations of discursive interaction are similarly part or constitutive of social structure; for example, a press conference may be a typical practice of organizations and media institutions. That is, â€Å"loc al† and more â€Å"global† contexts are closely related, and both exercise constraints on discourse. Personal and social cognition: Language users as social actors have both personal and social cognition: personal memories, knowledge and opinions, as well as those shared with members of the group or culture as a whole. Both types of cognition influence interaction and discourse of individual members, whereas shared â€Å"social representations† govern the collective actions of a group. 1 1. 2 Power as control A central notion in most critical work on discourse is that of power, and more specifically the social power of groups or institutions. Summarizing a complex philosophical and social analysis, we will define social power in terms of control. Thus, groups have Critical Discourse Analysis 355 (more or less) power if they are able to (more or less) control the acts and minds of (members of) other groups. This ability presupposes a power base of privileged access to scarce social resources, such as force, money, status, fame, knowledge, information, â€Å"culture,† or indeed various forms of public discourse and communication (of the vast literature on power, see, e. . , Lukes 1986; Wrong 1979). Different types of power may be distinguished according to the various resources employed to exercise such power: the coercive power of the military and of violent men will rather be based on force, the rich will have power because of their money, whereas the more or less persuasive power of parents, professors, or journalists may be based on knowledge, information, or authority. Note also that power is seldom absolute. Groups may more or less control other groups, or only control them in specific situations or social domains. Moreover, dominated groups may more or less resist, accept, condone, comply with, or legitimate such power, and even find it â€Å"natural. † The power of dominant groups may be integrated in laws, rules, norms, habits, and even a quite general consensus, and thus take the form of what Gramsci called â€Å"hegemony† (Gramsci 1971). Class domination, sexism, and racism are characteristic examples of such hegemony. Note also that power is not always exercised in obviously abusive acts of dominant group members, but may be enacted in the myriad of taken-for-granted actions of everyday life, as is typically the case in the many forms of everyday sexism or racism (Essed 1991). Similarly, not all members of a powerful group are always more powerful than all members of dominated groups: power is only defined here for groups as a whole. For our analysis of the relations between discourse and power, thus, we first find that access to specific forms of discourse, e. . those of politics, the media, or science, is itself a power resource. Secondly, as suggested earlier, action is controlled by our minds. So, if we are able to influence people’s minds, e. g. their knowledge or opinions, we indirectly may control (some of) their actions, as we know from persuasion and manipulation. Closing the discourse–power circle, finally, this means that those groups who control most influential discourse also have more chances to control the minds and actions of others. Simplifying these very intricate relationships even further for this chapter, we can split up the issue of discursive power into two basic questions for CDA research: 1 How do (more) powerful groups control public discourse? 2 How does such discourse control mind and action of (less) powerful groups, and what are the social consequences of such control, such as social inequality? I address each question below. ‘ 1. 2. 1 Control of public discourse We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important â€Å"symbolic† resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e. g. media usage. In many 356 Teun A. van Dijk situations, ordinary people are more or less passive targets of text or talk, e. g. f their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do. On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more — and more influential — discourse (and more discourse properties) are by that definition also more powerful. In other words, we here propose a discursive definition (as well as a practical diagnostic) of one of the crucial constituents of social power. These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves. Context is defined as the mentally represented structure of those properties of the social situation that are relevant for the production or comprehension of discourse (Duranti and Goodwin 1992; van Dijk 1998b). It consists of such categories as the overall definition of the situation, setting (time, place), ongoing actions (including discourses and discourse genres), participants in various communicative, social, or institutional roles, as well as their mental representations: goals, knowledge, opinions, attitudes, and ideologies. Controlling context involves control over one or more of these categories, e. . determining the definition of the communicative situation, deciding on time and place of the communicative event, or on which participants may or must be present, and in which roles, or what knowledge or opinions they should (not) have, and which social actions may or must be accomplished by discourse. Also crucial in the enactment or exercise of group power is control not only over content, but over the structures of text and talk. Relating text and context, thus, we already saw that (members of) powerful groups may decide on the (possible) discourse genre(s) or speech acts of an occasion. A teacher or judge may require a direct answer from a student or suspect, respectively, and not a personal story or an argument (Wodak 1984a, 1986). More critically, we may examine how powerful speakers may abuse their power in such situations, e. g. when police officers use force to get a confession from a suspect (Linell and Jonsson 1991), or when male editors exclude women from writing economic news (van Zoonen 1994). Similarly, genres typically have conventional schemas consisting of various categories. Access to some of these may be prohibited or obligatory, e. . some greetings in a conversation may only be used by speakers of a specific social group, rank, age, or gender (Irvine 1974). Also vital for all discourse and communication is who controls the topics (semantic macrostructures) and topic change, as when editors decide what news topics will be covered (Gans 1979; van Dijk 1988a, 1988b), professors decide what topics will be dealt with in class, or men control topics and t opic change in conversations with women (Palmer 1989; Fishman 1983; Leet-Pellegrini 1980; Lindegren-Lerman 1983). Critical Discourse Analysis 357 Although most discourse control is contextual or global, even local details of meaning, form, or style may be controlled, e. g. the details of an answer in class or court, or choice of lexical items or jargon in courtrooms, classrooms or newsrooms (Martin Rojo 1994). In many situations, volume may be controlled and speakers ordered to â€Å"keep their voice down† or to â€Å"keep quiet,† women may be â€Å"silenced† in many ways (Houston and Kramarae 1991), and in some cultures one needs to â€Å"mumble† as a form of respect (Albert 1972). The public use of specific words may be banned as subversive in a dictatorship, and discursive challenges to culturally dominant groups (e. g. white, western males) by their multicultural opponents may be ridiculed in the media as â€Å"politically correct† (Williams 1995). And finally, action and interaction dimensions of discourse may be controlled by prescribing or proscribing specific speech acts, and by selectively distributing or interrupting turns (see also Diamond 1996). In sum, virtually all levels and structures of context, text, and talk can in principle be more or less controlled by powerful speakers, and such power may be abused at the expense of other participants. It should, however, be stressed that talk and text do not always and directly enact or embody the overall power relations between groups: it is always the context that may interfere with, reinforce, or otherwise transform such relationships. 1. 2. 2 Mind control If controlling discourse is a first major form of power, controlling people’s minds is the other fundamental way to reproduce dominance and hegemony. Within a CDA framework, â€Å"mind control† involves even more than just acquiring beliefs about the world through discourse and communication. Suggested below are ways that power and dominance are involved in mind control. First, recipients tend to accept beliefs, knowledge, and opinions (unless they are inconsistent with their personal beliefs and experiences) th rough discourse from what they see as authoritative, trustworthy, or credible sources, such as scholars, experts, professionals, or reliable media (Nesler et al. 1993). Second, in some situations participants are obliged to be recipients of discourse, e. . in education and in many job situations. Lessons, learning materials, job instructions, and other discourse types in such cases may need to be attended to, interpreted, and learned as intended by institutional or organizational authors (Giroux 1981). Third, in many situations there are no pubic discourses or media that may provide information from which alternative beliefs may be derived (Downing 1984). Fourth, and closely related to the previous points, recipients may not have the knowledge and beliefs needed to challenge the discourses or information they are exposed to (Wodak 1987). Whereas these conditions of mind control are largely contextual (they say something about the participants of a communicative event), other conditions are discursive, that is, a function of the structures and strategies of text or talk itself. In other words, given a specific context, certain meanings and forms of discourse have more influence on people’s minds than others, as the very notion of â€Å"persuasion† and a tradition of 2000 years of rhetoric may show. ‘ Once we have elementary insight into some of the structures of the mind, and what it means to control it, the crucial question is how discourse and its structures are able 58 Teun A. van Dijk to exercise such control. As suggested above, such discursive influence may be due to context as well as to the structures of text and talk themselves. Contextually based control derives from the fact that people understand and represent not only text and talk, but also the whole communicative situation. Thus, CDA typically studies how context features (such as the properties of language users of powerful groups) influence the ways members of dominated groups define the communicative situation in â€Å"preferred context models† (Martin Rojo and van Dijk 1997). CDA also focuses on how discourse structures influence mental representations. At the global level of discourse, topics may influence what people see as the most important information of text or talk, and thus correspond to the top levels of their mental models. For example, expressing such a topic in a headline in news may powerfully influence how an event is defined in terms of a â€Å"preferred† mental model (e. g. when crime committed by minorities is typically topicalized and headlined in the press: Duin et al. 988; van Dijk 1991). Similarly, argumentation may be persuasive because of the social opinions that are â€Å"hidden† in its implicit premises and thus taken for granted by the recipients, e. g. immigration may thus be restricted if it is presupposed in a parliamentary debate that all refugees are â€Å"illegal† (see the contributions in Wodak and van Dijk 2000) Likewise, at the local level, in order to understand discourse meaning and coherence, peop le may need models featuring beliefs that remain implicit (presupposed) in discourse. Thus, a typical feature of manipulation is to communicate beliefs implicitly, that is, without actually asserting them, and with less chance that they will be challenged. These few examples show how various types of discourse structure may influence the formation and change of mental models and social representations. If dominant groups, and especially their elites, largely control public discourse and its structures, they thus also have more control over the minds of the public at large. However, such control has its limits. The complexity of comprehension, and the formation and change of beliefs, are such that one cannot always predict which features of a specific text or talk will have which effects on the minds of specific recipients. These brief remarks have provided us with a very general picture of how discourse is involved in dominance (power abuse) and in the production and reproduction of social inequality. It is the aim of CDA to examine these relationships in more detail. In the next section, we review several areas of CDA research in which these relationships are investigated. ‘ 2 Research in Critical Discourse Analysis Although most discourse studies dealing with any aspect of power, domination, and social inequality have not been explicitly conducted under the label of CDA, we shall nevertheless refer to some of these studies below. 2. 1 Gender inequality One vast field of critical research on discourse and language that thus far has not been carried out within a CDA perspective is that of gender. In many ways, feminist Critical Discourse Analysis 359 work has become paradigmatic for much discourse analysis, especially since much of this work explicitly deals with social inequality and domination. We will not review it here; see Kendall and Tannen, this volume; also the books authored and edited by, e. g. , Cameron (1990, 1992); Kotthoff and Wodak (1997); Seidel (1988); Thorne et al. (1983); Wodak (1997); for discussion and comparison with an approach that emphasizes cultural differences rather than power differences and inequality, see, e. g. , Tannen (1994a); see also Tannen (1994) for an analysis of gender differences at work, in which many of the properties of discursive dominance are dealt with. 2. 2 Media discourse The undeniable power of the media has inspired many critical studies in many disciplines: linguistics, semiotics, pragmatics, and discourse studies. Traditional, often content analytical approaches in critical media studies have revealed biased, stereotypical, sexist or racist images in texts, illustrations, and photos. Early studies of media language similarly focused on easily observable surface structures, such as the biased or partisan use of words in the description of Us and Them (and Our/Their actions and characteristics), especially along sociopolitical lines in the representation of communists. The critical tone was set by a series of â€Å"Bad News† studies by the Glasgow University Media Group (1976, 1980, 1982, 1985, 1993) on features of TV reporting, such as in the coverage of various issues (e. g. industrial disputes (strikes), the Falklands (Malvinas) war, the media coverage of AIDS. ) Perhaps best known outside of discourse studies is the media research carried out by Stuart Hall and his associates within the framework of the cultural studies paradigm. (See, e. g. , Hall et al. 1980; for introduction to the critical work of cultural studies, see Agger 1992a; see also Collins et al. 986; for earlier critical approaches to the analysis of media images, see also Davis and Walton 1983; and for a later CDA approach to media studies that is related to the critical approach of cultural studies, see Fairclough 1995b. See also Cotter, this volume. ) An early collection of work of Roger Fowler and his associates (Fowler et al. 1979) also focused on the media. As with ma ny other English and Australian studies in this paradigm, the theoretical framework of Halliday’s functional-systemic grammar is used in a study of the â€Å"transitivity† of syntactic patterns of sentences (see Martin, this volume). The point of such research is that events and actions may be described with syntactic variations that are a function of the underlying involvement of actors (e. g. their agency, responsibility, and perspective). Thus, in an analysis of the media accounts of the â€Å"riots† during a minority festival, the responsibility of the authorities and especially of the police in such violence may be systematically de-emphasized by defocusing, e. g. by passive constructions and nominalizations; that is, by leaving agency and responsibility implicit. Fowler’s later critical studies of the media continue this tradition, but also pay tribute to the British cultural studies paradigm that defines news not as a reflection of reality, but as a product shaped by political, economic, and cultural forces (Fowler 1991). More than in much other critical work on the media, he also focuses on the linguistic â€Å"tools† for such a critical study, such as the analysis of transitivity in syntax, lexical structure, modality, and speech acts. Similarly van Dijk (1988b) applies a theory of news discourse (van Dijk 1988a) in 360 Teun A. van Dijk critical studies of international news, racism in the press, and the coverage of squatters in Amsterdam. 2. 3 Political discourse Given the role of political discourse in the enactment, reproduction, and legitimization of power and domination, we may also expect many critical discourse studies of political text and talk (see Wilson, this volume). So far most of this work has been carried out by linguists and discourse analysts, because political science is among the few social disciplines in which discourse analysis has remained virtually unknown, although there is some influence of â€Å"postmodern† approaches to discourse (Derian and Shapiro 1989; Fox and Miller 1995), and many studies of political communication and rhetoric overlap with a discourse analytical approach (Nimmo and Sanders 1981). Still closer to discourse analysis is the current approach to â€Å"frames† (conceptual structures or sets of beliefs that organize political thought, policies, and discourse) in the analysis of political text and talk (Gamson 1992). In linguistics, pragmatics, and discourse studies, political discourse has received attention outside the more theoretical mainstream. Seminal work comes from Paul Chilton; see, e. g. , his collection on the language of the nuclear arms debate (Chilton 1985), as well as later work on contemporary nukespeak (Chilton 1988) and metaphor (Chilton 1996; Chilton and Lakoff 1995). Although studies of political discourse in English are internationally best known because of the hegemony of English, much work has been done (often earlier, and often more systematic and explicit) in German, Spanish, and French. This work is too extensive to even begin to review here beyond naming a few influential studies. Germany has a long tradition of political discourse analysis, both (then) in the West (e. g. about Bonn’s politicians by Zimmermann 1969), as well as in the former East (e. g. he semiotic-materialist theory of Klaus 1971) (see also the introduction by Bachem 1979). This tradition in Germany witnessed a study of the language of war and peace (Pasierbsky 1983) and of speech acts in political discourse (Holly 1990). There is also a strong tradition of studying fascist language and discourse (e. g. the lexicon, propaganda, media, and language politics; Ehlich 1989). In France, the study of political language has a respectable tradition in linguistics and disco urse analysis, also because the barrier between (mostly structuralist) inguistic theory and text analysis was never very pronounced. Discourse studies are often corpus-based and there has been a strong tendency toward formal, quantitative, and automatic (content) analysis of such big datasets, often combined with critical ideological analysis (Pecheux 1969, 1982; Guespin 1976). The emphasis on automated analysis usually implies a focus on (easily quantifiable) lexical analyses (see Stubbs, this volume). Critical political discourse studies in Spain and especially also in Latin America has been very productive. Famous is the early critical semiotic (anticolonialist) study of Donald Duck by Dorfman and Mattelart (1972) in Chile. Lavandera et al. (1986, 1987) in Argentina take an influential sociolinguistic approach to political discourse, e. g. its typology of authoritarian discourse. Work of this group has been continued and organized in a more explicit CDA framework especially by Pardo (see, e. g. her work Critical Discourse Analysis 361 on legal discourse; Pardo 1996). In Mexico, a detailed ethnographic discourse analysis of local authority and decision-making was carried out by Sierra (1992). Among the many other critical studies in Latin America, we should mention the extensive work of Teresa CarbO on parliamentary discourse in Mexico, focusing especially on the way delegates speak about native Americans (CarbO 1995), with a study in English on interruptions in these debates (Car bO 1992). . 4 Ethnocentrism, antisemitism, nationalism, and racism The study of the role of discourse in the enactment and reproduction of ethnic and â€Å"racial† inequality has slowly emerged in CDA. Traditionally, such work focused on ethnocentric and racist representations in the mass media, literature, and film (Dines and Humez 1995; UNESCO 1977; Wilson and Gutierrez 1985; Hartmann and Husband 1974; van Dijk 1991). Such representations continue centuries-old dominant images of the Other in the discourses of European travelers, explorers, merchants, soldiers, philosophers, and historians, among other forms of elite discourse (Barker 1978; Lauren 1988). Fluctuating between the emphasis on exotic difference, on the one hand, and supremacist derogation stressing the Other’s intellectual, moral, and biological inferiority, on the other hand, such discourses also influenced public opinion and led to broadly shared social representations. It is the continuity of this sociocultural tradition of negative images about the Other that also partly explains the persistence of dominant patterns of representation in contemporary discourse, media, and film (Shohat and Stam 1994). Later discourse studies have gone beyond the more traditional, content analytical analysis of â€Å"images† of the Others, and probed more deeply into the linguistic, semiotic, and other discursive properties of text and talk to and about minorities, immigrants, and Other peoples (for detailed review, see Wodak and Reisigl, this volume). Besides the mass media, advertising, film, and textbooks, which were (and still are) the genres most commonly studied, this newer work also focuses on political discourse, scholarly discourse, everyday conversations, service encounters, talk shows, and a host of other genres. Many studies on ethnic and racial inequality reveal a remarkable similarity among the stereotypes, prejudices, and other forms of verbal derogation across discourse types, media, and national boundaries. For example, in a vast research program carried out at the University of Amsterdam since the early 1980s, we examined how Surinamese, Turks, and Moroccans, and ethnic relations generally, are represented in conversation, everyday stories, news reports, textbooks, parliamentary debates, corporate discourse, and scholarly text and talk (van Dijk 1984, 1987a, 1987b, 1991, 1993). Besides stereotypical topics of difference, deviation, and threat, story structures, conversational features (such as hesitations and repairs in mentioning Others), semantic moves such as disclaimers (â€Å"We have nothing against blacks, but . . . , etc. ), lexical description of Others, and a host of other discourse features also were studied. The aim of these projects was to show how discourse expresses and reproduces underlying social representations of Others in the social and political context. Ter Wal (1997) applies this framework in a detailed study of the ways Italian political and media discourse grad ually changed, from an antiracist commitment and benign representation 362 Teun A. van Dijk of the â€Å"extracommunitari† (non-Europeans) to a more stereotypical and negative por- trayal of immigrants in terms of crime, deviance, and threat. The major point f our work is that racism (including antisemitism, xenophobia, and related forms of resentment against â€Å"racially† or ethnically defined Others) is a complex system of social and political inequality that is also reproduced by discourse in general, and by elite discourses in particular (see further references in Wodak and Reisigl, this volume). Instead of further elaborating the complex details of the theoretical relationships between discourse and racism, we shall refer to a book that may be taken as a prototype of conservative elite discourse on â€Å"race† today, namely, The End of Racism by Dinesh D’Souza (1995). This text embodies many of the dominant ideologies in the USA, especially on the right, and it specifically targets one minority group in the USA: African Americans. Space prohibits detailed analysis of this 700-page book (but see van Dijk 1998a). Here we can merely summarize how the CDA of D’Souza’s The End of Racism shows what kind of discursive structures, strategies, and moves are deployed in exercising the power of the dominant (white, western, male) group, and how readers are manipulated to form or confirm the social representations that are consistent with a conservative, supremacist ideology. The overall strategy of D’Souza’s The End of Racism is the combined implementation, at all levels of the text, of the positive presentation of the in-group and the negative presentation of the out-group. In D’Souza’s book, the principal rhetorical means are those of hyperbole and metaphor, viz. , the exaggerated representation of social problems in terms of illness (â€Å"pathologies,† â€Å"virus†), and the emphasis of the contrast between the Civilized and the Barbarians. Semantically and lexically, the Others are thus associated not simply with difference, but rather with deviance (â€Å"illegitimacy†) and threat (violence, attacks). Argumentative assertions of the depravity of black culture are combined with denials of white deficiencies (racism), with rhetorical mitigation and euphemization of its crimes (colonialism, slavery), and with semantic reversals of blame (blaming the victim). Social conflict is thus cognitively represented and enhanced by polarization, and discursively sustained and reproduced by derogating, demonizing, and excluding the Others from the community of Us, the Civilized. 2. From group domination to professional and institutional power We have reviewed in this section critical studies of the role of discourse in the (re)production inequality. Such studies characteristically exemplify the CDA perspective on power abuse and dominance by specific social groups. ‘ Many other studies, whether under the CDA banner or not, also critically examine various genres of institutional and professional discourse, e. g. text and talk in the courtroom (see Shuy, this volume; Danet 1984; O’Bar r et al. 978; Bradac et al. 1981; Ng and Bradac 1993; Lakoff 1990; Wodak 1984a; Pardo 1996; Shuy 1992), bureaucratic discourse (Burton and Carlen 1979; Radtke 1981), medical discourse (see Ainsworth-Vaughn and Fleischman, this volume; Davis 1988; Fisher 1995; Fisher and Todd 1986; Mishler 1984; West 1984; Wodak 1996), educational and scholarly discourse (Aronowitz 1988; Critical Discourse Analysis 363 Apple 1979; Bourdieu 1984, 1989; Bernstein 1975, 1990; Bourdieu et al. 1994; Giroux 1981; Willis 1977; Atkinson et al. 995; Coulthard 1994; Duszak 1997; Fisher and Todd 1986; Mercer 1995; Wodak 1996; Bergvall and Remlinger 1996; Ferree and Hall 1996; Jaworski 1983; Leimdorfer 1992; Osler 1994; Said 1979; Smith 1991; van Dijk 1987, 1993), and corporate discourse (see Linde, this volume; Mumby 1988; Boden 1994; Drew and Heritage 1992; Ehlich 1995; Mumby 1993; Mumby and Clair 1997), among many other sets of genres. In all these cases, power and dominance are associated with specific socia l domains (politics, media, law, education, science, etc. , their professional elites and institutions, and the rules and routines that form the background of the everyday discursive reproduction of power in such domains and institutions. The victims or targets of such power are usually the public or citizens at large, the â€Å"masses,† clients, subjects, the audience, students, and other groups that are dependent on institutional and organizational power. 3 Conclusion We have seen in this chapter that critical discourse analyses deal with the relationship between discourse and power. We have also sketched the complex theoretical framework needed to analyze discourse and power, and provided a glimpse of the many ways in which power and domination are reproduced by text and talk. Yet several methodological and theoretical gaps remain. First, the cognitive interface between discourse structures and those of the local and global social context is seldom made explicit, and appears usually only in terms of the notions of knowledge and ideology (van Dijk 1998). Thus, despite a large number of empirical studies on discourse and power, the details of the multidisciplinary theory of CDA that should relate discourse and action with cognition and society are still on the agenda. Second, there is still a gap between more linguistically oriented studies of text and talk and the various approaches in the social. The first often ignore concepts and theories in sociology and political science on power abuse and inequality, whereas the second seldom engage in detailed discourse analysis. Integration of various approaches is therefore very important to arrive at a satisfactory form of multidisciplinary CDA. NOTES I am indebted to Ruth Wodak for her comments on an earlier version of this chapter, and to Laura Pardo for further information, about CDA research in Latin America. 1 It comes as no surprise, then, that CDA research will often refer to the leading social philosophers and social scientists of our time when theorizing these and other fundamental notions. Thus, reference to the leading scholars of the Frankfurter School and to contemporary work by Habermas (for instance, on legitimation and his last â€Å"discourse† approach to norms and democracy) is of course common in critical analysis. Similarly, many critical studies will refer to Foucault 64 Teun A. van Dijk when dealing with notions such as power, domination, and discipline or the more philosophical notion of â€Å"orders of discourse. † More recently, the many studies on language, culture, and society by Bourdieu have become increasingly influential; for instance, his notion of â€Å"habitus. † From an other sociological perspective, Giddens’s structuration theory is now occasionally mentioned. It should be borne in mind that although several of these social philosophers and sociologists make extensive use of the notions of language and discourse, they seldom engage in explicit, systematic discourse analysis. Indeed, the last thing critical discourse scholars should do is to uncritically adopt philosophical or sociological ideas about language and discourse that are obviously uninformed by advances in contemporary linguistics and discourse analysis. Rather, the work referred to here is mainly relevant for the use of fundamental concepts about the social order and hence for the metatheory of CDA. 2 Space limitations prevent discussion of a third issue: how dominated groups discursively challenge or resist the control of powerful groups. 3 Note that â€Å"mind control† is merely a handy phrase to summarize a very complex process. Cognitive psychology and mass communication research have shown that influencing the mind is not as straightforward a process as simplistic ideas about mind control might suggest (Britton and Graesser 1996; Glasser and Salmon 1995; Klapper 1960; van Dijk and Kintsch 1983). Recipients may vary in their interpretation and uses of text and talk, also as a function of class, gender, or culture (Liebes and Katz 1990). Likewise, recipients seldom passively accept the intended opinions of specific discourses. However, we should not forget that most of our beliefs about the world are acquired through discourse. In order to analyze the complex processes involved in how discourse may control people’s minds, we would need to spell out the detailed mental representations and cognitive operations studied in cognitive science. Since even an adequate summary is beyond the scope of this chapter, we will only briefly introduce a few notions that are necessary to understand the processes of dis cursive mind control (for details, see, e. g. , Graesser and Bower 1990; van Dijk and Kintsch 1983; van Oostendorp and Zwaan 1994; Weaver et al. 1995). 5 Note that the picture just sketched is very schematic and general. The relations between the social power of groups and institutions, on the one hand, and discourse on the other, as well as between discourse and cognition, and cognition and society, are vastly more complex. There are many contradictions. There is not always a clear picture of one dominant group (or class or institution) oppressing another one, controlling all public discourse, and such discourse directly controlling the mind of the dominated. There are many forms of collusion, consensus, legitimation, and even â€Å"joint production† of forms of inequality. Members of dominant groups may become dissidents and side with dominated groups, and vice versa. Opponent discourses may be adopted by dominant groups, whether strategically to neutralize them, or simply because dominant power and ideologies may change, as is for instance quite obvious in ecological discourse and ideology. 6 Unfortunately, the study of the discursive reproduction of class has been rather neglected in this perspective; for a related approach, though, see Willis (1977). Critical Discourse Analysis 365 REFERENCES Agger, B. (1992a). Cultural Studies as Critical Theory. London: Falmer Press. Agger, B. (1992b). The Discourse of Domination. 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Discours academique et colonisation. Themes de recherche sur l’Algerie pendant la periode coloniale. (Academic Discourse and Colonization: Research on Algeria during the Colonial Period). Paris: Publisud. Liebes, T. nd Katz, E. (1990). The Export of Meaning: Cross–cultural Readings of â€Å"Dallas. † New York: Oxford University Press. Lindegren–Lerman, C. (1983). Dominant discourse: the institutional voice and the control of topic. In H. Davis and P. Walton (eds), Language, Image, Media (pp. 75-103). Oxford: Blackwell. Linen, P. and Jonsson, L. (1991). Suspect stories: perspective-setting in an asymmetrical situation. In I. Markova and K. Foppa (eds), Asymmetries in Dialogue. The Dynamics of Dialogue (pp. 75-100). n. d. Barnes and Noble Books/Bowman and Littlefield Publishers: Harvester Wheatsheaf. Lukes, S. (ed. ) (1986). Power. Oxford: Blackwell. Martin Rojo, L. (1994). Jargon of delinquents and the study of conversational dynamics. Journal of Pragmatics, 21(3), 243-89. Martin Rojo, L. and van Dijk, T. A. (1997). â€Å"There was a problem, and it was solved! † Legitimating the expulsion of â€Å"illegal† immigrants in Spanish Critical Discourse Analysis 369 parliamentary discourse. Discourse and Society, 8(4), 523-67. Mercer, N. (1995). The Guided Construction of Knowledge. Talk Amongst Teachers and Learners. Clevedon: Multilingual Matters. Mey, J. L. (1985). Whose Language. A Study in Linguistic Pragmatics. Amsterdam: Benjamins. Mishler, E. G. (1984). The Discourse of Medicine. Dialectics in Medical Interviews. Norwood, NJ: Ablex. Mumby, D. K. (1988). Communication and Power in Organizations: Discourse, Ideology, and Domination. Norwood, NJ: Ablex. Mumby, D. K. (ed. ) (1993). Narrative and Social Control: Critical Perspectives. Newbury Park, CA: Sage. Mumby, D. K. and Clair, R. P. (1997). Organizational discourse. In T. A. van Dijk (ed. ), Discourse as Social Interaction. Discourse Studies. A Multidisciplinary Introduction, vol. 1 (pp. 181-205). London: Sage. Nesler, M. S. , Aguinis, H. , Quigley, B. M. , and Tedeschi, J. T. (1993). The effect of credibility on perceived power. Journal of Applied Social Psychology, 23(17), 1407-25. Ng, S. H. and Bradac, J. J. (1993). Power in Language. Newbury Park: Sage. Nimmo, D. D. and Sanders, K. R. (eds). (1981). Handbook of Political Communication. Beverly Hills, CA: Sage. O’Barr, W. M. , Conley, J. M. , and Lind, A. (1978). The power of language: presentational style in the courtroom. Duke Law Journal, 14, 266-79. Osler, A. (1994). Still hidden from history: the representation of women in recently published history textbooks. Oxford Review of Education, 20(2), 219-35. Palmer, M. T. (1989). Controlling conversations: turns, topics, and interpersonal control. Communication Monographs, 56(1), 1-18. Pardo, M. L. (1996). Derecho y lingilistica: Como se juzga con palabras (Law and Linguistics: How to Judge with Words). Buenos Aires: Nueva Vision. Pasierbsky, F. (1983). Krieg und Frieden in der Sprache. (War and Peace in Language). Frankfurt: Fischer. Pecheux, M. (1969). Analyse Automatique du Discours. Paris: Dunod. Pecheux, M. (1982). Language, Semantics and Ideology. New York: St Martin’s Press. Radtke, I. (ed. ) (1981). Die Sprache des Rechts und der Verwaltung. Vol. 2. Deutsche Akademie far Sprache und Dichtung, Die Offentliche Sprachgebrauch. (The Language of the Law and the Administration. Vol. 2. German Academy of Language and Literature, Official Language Use). Stuttgart: Klett-Cotta. Rasmussen, D. M. (ed. ) (1996). The Handbook of Critical Theory. Oxford: Blackwell. Said, E. W. (1979). Orientalism. New York: Random House (Vintage). Seidel, G. (ed. ) (1988). The Nature of the Right. A Feminist Analysis of Order Patterns. Amsterdam: Benjamins. Shohat, E. and Stam, R. (1994). Unthinking Eurocentrism. Multiculturalism and the Media. London: Routledge and Kegan Paul. Shuy, R. W. (1992). Language crimes. The Use and Abuse of Language Evidence in the Court Room. Oxford: Blackwell. Sierra, M. T. (1992). Discurso, cultura y poder. El ejercio de la autoridad en los pueblos hfiethiifis del Valle del Mezquital. (Discourse, Culture and Power. The Exercise of Authority in the Hfialtfui (Otoml) Villages of the Mezquital Valley). Gobierno del Estado de Hidalgo: Centro de Investigaciones y Estudios Superiores en Antropologia Social. Singh, R. (ed. ) (1996). Towards a Critical Sociolinguistics. Amsterdam: Benjamins. 370 Teun A. van Dijk Smith, D. E. (1991). Writing women’s van Dijk, T. A. (1993b). Principles of experience into social science. critical discourse analysis. Discourse Feminism and Psychology, 1(1), 155-69. and Society 4(2), 249-83. Tannen, D. (1994a). Gender and Discourse. van Dijk, T. A. (1996). Discourse, power New York: Oxford University Press. and access. In R. C. Caldas-Coulthard Tannen, D. (1994b). Talking from 9 to 5. and M. Coulthard (eds), Texts and How Women’s and Men’s Conversational Practices: Readings in Critical Discourse Styles Affect Who Gets Heard, Who Gets Analysis (pp. 84-104). London: Credit, and What Gets Done at Work. Routledge and Kegan Paul. New York: Morrow. van Dijk, T. A. (1998a). Ideology. A Ter Wal, J. (1997). The reproduction of Multidisciplinary Study. London: ethnic prejudice and racism through Sage. policy and news discourse. The Italian van Dijk, T. A. (1998b). Towards a theory case (1988-92). Florence: PhD, of context and experience models in European Institute. discourse processing. In H. van Thomas, J. (1993). Doing Critical Oostendorp and S. Goldman, (eds), Ethnography. Newbury Park: Sage. The Construction of Mental Models Thorne, B. , Kramarae, C. , and Henley, N. During Reading. Hillsdale, NJ: (eds). (1983). Language, Gender and Erlbaum. Society. Rowley, MA: Newbury van Dijk, T. A. and Kintsch, W. (1983). House. Strategies of Discourse Comprehension. New York: Academic Press. Turkel, G. (1996). Law and Society. Critical Approaches. Boston, MA: Allyn and Van Oostendorp, H. nd Zwaan, R. A. Bacon. (eds). (1994). Naturalistic Text Comprehension. Norwood, NJ: Ablex. UNESCO. (1977). Ethnicity and the Media. Van Zoonen, L. (1994). Feminist Media Paris: UNESCO. Studies. London: Sage. van Dijk, T. A. (1984). Prejudice in Discourse. Amsterdam: Benjamins. Weaver, C. A. , Mannes, S. and Fletcher, C. van Dijk, T. A. (1987). Communicati ng R. (eds). (1995). Discourse Racism: Ethnic Prejudice in Thought and Comprehension. Essays in Honor of Talk. Newbury Park, CA: Sage. Walter Kintsch. Hillsdale, NJ: Erlbaum. van Dijk, T. A. (1987). Schoolvoorbeelden West, C. (1984). Routine Complications: van Racisme. De Reproduktie van Troubles with Talk between Doctors and Patients. Bloomington: Indiana Racisme in Maatschappijleerboeken (Textbook Examples of Racism, The University Press. Reproduction of Racism in Social Science Williams, J. (ed. ) (1995). PC Wars. Politics Textbooks). Amsterdam: Socialistische and Theory in the Academy. New York: Uitgeverij Amsterdam. Routledge and Kegan Paul. van Dijk, T. A. (1988a). News as Discourse. Willis, P. (1977). Learning to Labour: How Working Class Kids Get Working Class Hillsdale, NJ: Erlbaum. van Dijk, T. A. (1988b). News Analysis. Jobs. London: Saxon House. Case Studies of International and Wilson, C. C. nd Gutierrez, F. (1985). National News in the Press. Hillsdale, Minorities and the Media. Beverly Hills, NJ: Erlbaum. CA, and London: Sage. van Dijk, 1†². A. (1991). Racism and the Wodak, R. (1984). Determination of guilt: Press. London: Routledge and Kegan discourses in the courtroom. In C. Paul. Kramarae, M. Schulz, and W. M. van Dijk, T. A. (1993a). Elite Discourse and O’Barr (eds), Language and Power Racism. Newbury Park, CA: Sage. (pp. 89-100). Beverly Hills, CA: Sage. Critical Discourse Analysis 371 Wodak, R. (1985). The interaction between Wodak, R. (1997). Gender and Discourse. judge and defendant. In T. A. van Dijk London: Sage. (ed. , Handbook of Discourse Analysis. Wodak, R. and van Dijk, T. A. (eds) (2000). Racism at the Top. Klagenfurt: Vol. 4. Discourse Analysis in Society Drava Verlag. (pp. 181-91). London: Academic Press. Wrong, D. H. (1979). Power: Its Forms, Wodak, R. (1987). â€Å"And where is the Bases and Uses. Oxford: Blackwell. Lebanon? † A socio—psycholinguistic Zimmermann, H. D. (1969). Die politische investigation of comprehension and Rede. Der Sprachgebrauch Bonner intelligibility of news. Text, 7(4), 377— 410. Politiker. (Political Speech. Language use of Bonn’s Politicians). Stuttgart: Wodak, R. (1996). Disorders of Discourse. Kohlhammer. London: Longman. How to cite Example Research: Critical Discourse Analysis, Essays

Minister Immigration And Border Protection â€Myassignmenthelp.Com

Question: Discuss About The Minister Immigration And Border Protection? Answer: Introducation The paper analyses and discusses the reasons for the courts decision in the case of Karan v Minister for Immigration and Border Protection [2017] FCA 872. The paper also Explain and discuss the principles of statutory interpretation used by Siopis J in this case with respect to reaching the conclusion. In the given case the person making an appeal was a citizen of Fiji and was 41 years old[1]. The appellant travel to Australia from Fiji holding a visitor visa to pay a visit to his family residing in Australia. Condition 8503 in relation to schedule 8 of the migration regulations 1994 was applicable on visitor visa held by the appellant. The visa condition did not allow the person making the appeal to make an application for any other visa other than a protection visa while he was in Australia[2]. A refusal with respect to the waiver of condition 8503 was made by the minister for immigration and border protection and his delegate. An appeal was made by the appellant in the federal cir cuit court of Australia for the purpose of judicial review of the decision provided by the delegate of the Minister. The application made by the appellant was dismissed by the primary judge on 13 December 2016 in relation to judicial review[3]. An appeal was then made by the appeal and against that order to the federal circuit Court[4]. Section 41 of the Migration Act 1958[5] provided that in prescribed circumstances a minister has the right to waive the visa condition[6]. After staying for 15 years in Australia the appellant had married an Australian citizen and therefore the appeal and due to the no further stay condition was not able to apply for a spouse Visa[7]. Upon the medical examination of the appellants wife it was provided that she would suffer increased mental health problems if a husband would depart from her. However the decision of the delegate of the Minister was that the way we are of no further stay condition cannot be made as regulation 2.05 of the migration regulations was not satisfied[8]. The situation in relation to which a visa condition may be waived states that compassionate and compelling circumstances must have been developed since the person was granted a visa which was subjected to 8053 condition. The circumstances must be out of the persons control and bring a major change to that pers on's life. If a minister has previously not waived the no further stay condition he can consider a request again if substantial with different circumstances take place. It was accepted by the delegate that the desire of the applicant to stay in Australia who was compassionate in nature however it did not considered the situation to be compelling[9]. The decision of the delegate was found by the primary judge to have considered all circumstances and as there was no jurisdictional error with respect to the decision of the delegate the judge had to reject the appeal made by the applicant[10]. The appellant again made an appeal in this court stating that the previous court erred towards its ruling regarding consideration by the delegate of the minister[11]. The judge in this case rule that although there was no obligation on the delegates to provide the reason for his decisions he chose to do so and thus permitted scrutiny of such reasons which were used by him[12]. In the case of Soliman v University of Technology, Sydney [2012] FCAFC 146 it had been ruled by the court that a failure to consider all the submission made by a person can constitute jurisdictional error[13][14]. The judge in this case found based on the expert opinion provided by the psychologist report that the wife had suffered emotional distress because of a previous marriage and had a pre existing condition of anxiety and suicidal tendency the wife may be subjected to further mental damage[15]. The case of the appellant was thus not only based on the fact that the wife would suffer because of the separation. In this case the wife has already suffered various mental trauma and the Separation could add up to search mental issues[16]. The judge for the rule that even if the reason it was provided by the delegate is in relation to the psychologist report the delegate has failed to address the issue with respect to his reasons. It is also in fact apparent that the nature of the case was not appreciated by the delegate as in relation to his opening sentence he address the issue of separation as being no more than anxiety of experiencing separation from loved ones. Therefore the judge held at i n its view the primary judge made an error with respect to the manner pleaded in relation to the grounds of appeal. In addition the judge provided that for such reasons The Appeal was to be upheld and an order with respect to the writ of mandamus and certiorari which has been claimed by the appellant nose to be granted[17]. The judge even provided that the appellant was entitled to claim the cost of appeal from the respondent[18]. Section 5 of the Interpretation Act 1999 states that while interpreting a meaning of a statue the judges have to consider the whole purpose of the legislation[19]. In addition the judges have to pay attention to the table of contents, the images, the graphics, and the notes provided through the legislation. The words of the provision has to be given meaning in accordance to the purpose of the legislation. Therefore in this particular case the judges used Section 5 of the interpretation act as the migration regulation 1994 regulation 2.05 clearly states that a minister has to waive the no further stay condition after considering properly any compelling or compassionate circumstances which have originated since the visa was issued and are not in control of the visa holder. References Interpretation Act 1999 at s5 Karan v Minister for Immigration and Border Protection [2017] FCA 872 Migration Act 1958 (Cth) Migration Regulations 1994 (Cth) Soliman v University of Technology, Sydney [2012] FCAFC 146 [1] [2017] FCA 872 at [1] [2] [2017] FCA 872 at [2] [3] [2017] FCA 872 at [3] [4] [2017] FCA 872 at [4] [5] Migration Act 1958 (Cth) at s41 [6] [2017] FCA 872 at [5] [7] [2017] FCA 872 at [6] [8] Migration Regulations 1994 Schedule 8 [9] [2017] FCA 872 at [16] [10] [2017] FCA 872 at [23] [11] [2017] FCA 872 at [24] [12] [2017] FCA 872 at [25] [13] [2017] FCA 872 at [26] [14] [2012] FCAFC 146 at [55] [15] [2017] FCA 872 at [29] [16] [2017] FCA 872 at [30] [17] [2017] FCA 872 at [32] [18] [2017] FCA 872 at [33] [19] Interpretation Act 1999 at s5

Workshop Summary #1 Essays - Psychiatry, Psychology, RTT

Workshop Summary #1 Under Pressure and Overwhelmed October 3, 2017 - 1:10-2:25pm This workshop began with us colouring on colouring pages, as it represented giving our minds a break from tasks that required a lot of thinking. Mindless tasks can give our minds the rest it needs to continue on tasks that require much more thought and effort. We then listed different characteristics we associated with anxiety. A few of the things I mentioned were heightened stress over everyday tasks, the inability to concentrate because of overwhelming mental lists of things that have to get done, insomnia, irritability, forgetting to eat or eating too much, and fear, apprehension and/or worry. The instructor mentioned how stress can influence our own bodies in physical sickness. I knew this already, as when I have gotten stressed I usually get some kind of cold. Anxiety has been a struggle of mine for a long time, and it does require being more diligent in self-care and checking in with myself on how I am doing. She touched on panic disorder, and panic attacks, and this was very relatable for me as I have experience these before. I wasn't sure if that was what I was going through at the time but this really helped me to pinpoint what was and wasn't a panic attack. It was very helpful that she not only told us the causes and the signs of anxiety, but also brought to light the different methods in helping ourselves with it, including self-help at home with relaxation techniques, or what free services trinity offers on campus. I really respect that they are making education on anxiety more prevalent, because as the instructor pointed out, over 80 percent of the mental illness they deal with on a daily basis at the wellness center is anxiety. It is also one of the most common disorders that goes untreated. She walked through a few of these breathing and stretching exercises, and personally these do not do much for me. I feel like I would be wasting my time a little bit if I took half an hour every morning to breathe from my diaphragm and clenching every muscle for 7 seconds. I really understand that this would be a very productive start to some people's days, but for me personally it does loosen me up, but mentally I feel no different. That being said, if I forced myself to do breathing exercises every morning, I don't disagree that eventually I may see some improvement in my mental life. I think something that stood out to me and that I know I need to take more seriously, is taking time in the week for myself and for resting. I have found that I am so focused on school and spending time with friends on Sunday, that I am not taking a healthy amount of time for myself. This would be time for playing music, watching a movie by myself, reading for pleasure, taking a bath and many other things that bring me joy. I always make the excuse "I don't have time", but if I measured how much time I spend on social media, I would see there is more than enough time to take care of myself throughout the week.

Free Essays on Mid Term

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Impact of Milk and Dairy Products on the Health Research Paper

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Gun control (Self defence low) Essay Example | Topics and Well Written Essays - 750 words

Gun control (Self defence low) - Essay Example The argument over the right to own a gun and be armed within the home is centralized against a statistically failed premise that to be armed is to be protected. The Second Amendment of the Constitution of the United States is written to say â€Å"A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed† (Harpre 80). The language of this Amendment is convoluted and is not clear on the actual intent of this addition to the Constitution. The problem with the way it is stated is that it can be interpreted to read that the people are entitled to a free militia that may arm themselves, or that the people are entitled to be armed. Regardless to the way the amendment is read, the historical relevancy of the Amendment must be taken into account before deciding if it is contemporarily necessary to allow anyone who can pass through a Historically, the Amendment arose from an issue that the colonies were having with the English monarchy attempting to disarm the citizens. In the period of time surrounding 1768 - 1775, the British government had occupied the colonies with troops loyal to the monarchy. One of the many attempts to assert control over the colonists was to declare in certain areas that personal firearms would not be allowed (Halbrook 21). The collection of personal firearms by the military was undertaken on occasion, denying the colonists the freedom of owning their own guns. In the world of 1768, the necessity of a gun was quite different than it might be in the current culture. As well, the colonists were arming themselves in anticipation of a revolution and the occupying government was aware of this threat. The tension between the monarchy’s needs and the needs of the colonists incited the framers of the Constitution to give this right back to the people. Owning a

The Sense of National Belongingness Essay Example | Topics and Well Written Essays - 750 words

The Sense of National Belongingness - Essay Example This paper briefly explores the sense of nationalism or national belongings. Language is an important entity in creating national belongingness. Mother tongue binds people and creates a feeling of nationalism among them. For example, America is a country in which many people from different parts of the world staying together. It is quiet possible that people from different countries like, Venezuela, India, Qatar or Greece may work together in an office in America. Even though all of them may have good command over English, if two Indians or Venezuelans meet each other in their office, they will use their mother tongue for communication purpose because of their love towards their mother country. Moreover, nobody can communicate in any other language as effectively as through their mother tongue. Language is an important entity which helps us to identify people. For example, it is difficult to identify two French people if they communicate in English language. On the other hand, if they use French language, we can identify them as French people. Same way, we c an identify Arab people only when they speak Arabic language, Indian people only when they speak Hindi language and Chinese people only when they speak Chinese language. Thus language is a medium which expresses the culture and identity of a person. National language can bind people together. For example, in Indonesia, there are more than 720 local languages at different parts. But the national language of Indonesia is only one which is Bahasa Indonesia. In India there are more than 28 states. Most of the states have different local languages like, Malayalam, Tamil, Telugu, Kannada etc. But Hindi is the national language of Indi which bind them together. Language reflects the perspectives, expressions, characteristics, and intricacies of the people. For instance, in ancient Greek there are many different words for love, which depend on the level of love and to who is being conveyed. Only the

Public Relations In Non Profit Organisations Marketing Essay

Public Relations In Non Profit Organisations Marketing Essay First this essay will explain the role of public relations in non-profit organisations and provide a brief description of our campaign; second the campaigns strengths and weaknesses will be discussed; third the campaign will be discussed in relation to public relations theory; and finally a conclusion summarising the main points discussed in this essay Public Relations and Non-Profit Organisations: Public relations can play an important role for non-profit organisations, providing the support to create new, and maintain existing relationships necessary to meet organisational goals, meet fundraising targets, and develop organisational awareness. As Broom, Center, and Cutlip state, there are five functions the practitioner aims to carry out within non-profit organisations, these are to: Define or brand the organisation, gain acceptance of its mission, and protect its reputation. Develop channels of communication with those an organization serves. Create and maintain a favourable climate for fundraising. Support the development and maintenance of public policy that is favourable to an organizations mission. Inform and motivate key organizational constituents (such as employees, volunteers, and trustees) to dedicate themselves and work productively in support of an organizations mission, goal, and objectives. (Broom, Center, Cutlip, 2006, p. 449) Campaign Description: Intentio PR designed a campaign to achieve two goals; first to increase the amount of funding Parent to Parent receives through creating relationships with the business community; and second to increase awareness of Parent to Parent through the relationships and campaigns developed with the business community. Therefore, Intentio PRs key campaign goal was to increase the amount of funding Parent to Parent receives, while simultaneously increasing awareness of Parent to Parent and their services to key audiences. Intentio PR proposed three projects to achieve these goals: A redevelopment of Parent to Parents website to be more interactive, and to allow for a better donation function. A cause related marketing campaign with Huggies, where a certain amount of each Huggies product purchased was donated to the organisation A relationship with TradeMe, in which users can donate the auction success fee or entire proceeds for an auctioned item to Parent to Parent. Campaign Strength and Weaknesses: Prior to the development of Intentio PRs three campaigns, Parent to Parents current situation was researched, more specifically research concentrated on their purpose and mission, their current financial situation, and their sources of funding. The information gathered from this influenced our next stage of research as we found that there was a problem with funding, and that businesses were not approached for funding, focussing efforts on grants and applications instead. Stemming from our organisational information, we then conducted research that looked into what motivates businesses to provide sponsorship to non-profit organisations, what they see as essential to this relationship, and their level of awareness for organisations providing services to the disabled. Research also looked into the funding and sponsorship situations of the regional Parent to Parent offices. We encountered difficulties in relation to this research in regards to response rates, from both business, and the regional offices contacted to participate. Although not sufficient to produce any significant generalisations to either of the communities surveyed, the information gathered did produce enough relevant data to help in the formation of our campaign goals and objectives. The goals for this campaign fit in to two management situations that Smith describes, a task management goal focused on obtaining more funding, and reputation management goal which is focussed on Parent to Parents awareness and perception (Smith, 2002, p. 69). Although our campaign had a goal derived from our previous research and worked, as Smith states, to provide the direction while objectives pinpoint the destination (Smith, 2002, p. 67) I believe we could have developed more specific, measurable, attainable, realistic, and timely (SMART) objectives for the three campaigns developed. Consequently, this would have allowed for us to develop more specific and detailed campaign evaluations, which lacked any specific criteria to measure success against. The reputation or awareness objective that was listed could have been improved by specifically stating who the community mentioned is, for example amongst all parents of disabled children; and by providing measurable targets for the objective, for example an increase of awareness by 60%, although previous awareness levels of the organisation amongst the target audience for the objective would be needed as the standard to be measured against. Public Relations Theory: Although we attempted to use the four step process, that is research, planning, action, and evaluation, our campaign was lacking in areas such as planning and evaluation that would have brought it together. Five theories I would use to describe and evaluate aspects of Intentio PRs campaign would be systems theory, the two-way asymmetrical model, social exchange theory, social learning theory, and situational theory. Systems theory can be used to examine both the internal and external relationships an organisation has with its employees and customers. Baskin, Heiman, Lattimore, and Toth describe organisations as made up of interrelated parts, adapting and adjusting to changes in theenvironments in which they operate. Organisations have recognisable boundaries, within which there must be a communication structure that guides the parts of the organisation to achieve organisational goals. (Baskin, Heiman, Lattimore, Toth, 2007, pp. 44-45) These organisations can be considered either open or closed systems; open systems allowing the flow of information from outside stakeholders, and how these relationships with outside stakeholders might affect the organisation; closed systems choosing to focus on past decisions and how these have performed when making decisions, preferring not to seek new information from outside of the organisation. Our campaign would be based on an open systems theory, with research in to outside organisations and how these relationships are established, and maintained being conducted, as previously discussed; also, we seek to establish new relationships with Huggies, and TradeMe to increase funding and awareness. As surveys were mainly used to explore relationships with businesses, and the information found used to develop or influence our campaign design, the two-way asymmetrical best describes our research and development model, as Tench and Yeomans state Feedback from audiences is important in this model of communication, but it is used to adapt communication strategies to be more persuasive, not to alter the organisations position. (Tench Yeomans, 2006, p. 147) Intentio PRs cause related marketing campaign with Huggies establishes an exchange with the consumer of the Huggies product; for every product the consumer purchases, $2.00 will be donated towards Parent to Parent. Therefore, the act of buying this product (the cost), results in them helping out a charitable organisation (the reward). I believe this is an example of the social exchange theory, which uses the economic metaphor of costs and benefits to predict behaviour. It assumes that individuals and groups choose strategies based on perceived rewards and costs. (Baskin, Heiman, Lattimore, Toth, 2007, p. 48) I believe the social learning theory, which states that we can learn new behaviours merely by observing others (Baskin, Heiman, Lattimore, Toth, 2007, p. 50), is applicable to our TradeMe Team Up campaign. Although there will be a media release and other promotional material in relation to this campaign, the main method in which TradeMe members are going to learn about these donation features are through observing and adapting this behaviour from another member who has used these features on their auction(s). Both VanLeuven; and Baskin, Heiman, Lattimore Toth state that the more positive and rewarding the consequences, the more likely the behaviour will occur. (VanLeuven, 1989, p. 196) Therefore the probability of the observing TradeMe member adopting this behaviour (the donation feature) is more likely if they believe the reward (donating money to a charitable cause) is a sufficient or positive reward for performing the task; the goal of the promotional effort for this campaign should consequently be to align TradeMe Team Up campaign as so. Situational theory, according to Tench, and Yeomans; and Baskin, Heiman, Lattimore Toth (2007, p.46-47), divides an organisations publics according to those publics who actively seek and process information about an organisation or an issue of interest, and those publics that passively receive informationas the situation, problem, opportunity, or issue changes, the publics, with which the organisation must communicate, change. The redevelopment of Parent to Parents website is aimed towards the active information seekers of their publics; the new website design allows for easier navigation of the site, and easier access to relevant information, such as events, regional information, and organisational information. It would be the active users of this website, who are also TradeMe members, who would be the early adopters of the donation feature of TradeMe Team Up. Conclusion: Theory establishes a framework through which common phenomena can be described and analysed. This essay has described the public relations campaign designed by Intentio PR, and has worked to relate the various components that it comprises to relevant public relations theory. I believe the campaign we produced could have been improved if we had used or referred back to the theory discussed previously, and if we had designated SMART goals to each of the campaigns.