Lucy Stone, Abolitionist and Womens Rights Reformer

Lucy Stone (August 13, 1818–October 18, 1893)  was the first woman in Massachusetts to earn a college degree and the first woman in the United States to keep her own name after marriage. While she started out on the radical edge of womens rights at the beginning of her speaking and writing career, shes usually described as a leader of the conservative wing of the suffrage movement in her later years. The woman whose speech in 1850 converted Susan B. Anthony to the suffrage cause later disagreed  with Anthony over strategy and tactics, splitting the suffrage movement into two major branches after the Civil War. Fast Facts: Lucy Stone Known For: A major figure in the abolitionist and womens rights movements of the 1800sBorn: August 13, 1818 in West Brookfield, MassachusettsParents: Hannah Matthews and Francis StoneDied: October 18, 1893 in Boston, MassachusettsEducation: Mount Holyoke Female Seminary, Oberlin CollegeAwards and Honors:  Inducted into National Womens Hall of Fame; the subject of a U.S. postal stamp; statue placed in Massachusetts State House; featured in the Boston Womens Heritage TrailSpouse(s): Henry Browne BlackwellChildren: Alice Stone BlackwellNotable Quote: I believe that the influence of woman will save the country before every other power. Early Life Lucy Stone was born on August 13, 1818, on her familys Massachusetts farm in West Brookfield. She was the eighth of nine children, and as she grew up, she watched as her father ruled the household, and his wife, by divine right. Disturbed when her mother had to beg her father for money, she was also unhappy with the lack of support in her family for her education. She was faster at learning than her brothers, but they were to be educated while she was not. She was inspired in her reading by the Grimke sisters, who were abolitionists as well as proponents of womens rights. When the Bible was quoted to her, defending the positions of men and women, she declared that when she grew up, shed learn Greek and Hebrew so she could correct the mistranslation that she was sure was behind such verses. Education Her father would not support her education, so she alternated her own education with teaching to earn enough to continue. She attended several institutions, including Mount Holyoke Female Seminary in 1839. By age 25 four years later, she had saved enough to fund her first year at Oberlin College in Ohio, the countrys first college to admit both women and blacks. After four years of study at Oberlin College, all the while teaching and doing housework to pay for the costs, Lucy Stone graduated in 1847. She was asked to write a commencement speech for her class, but she refused because someone else would have had to read her speech because women were not allowed, even at Oberlin, to give a public address. Shortly after Stone, the first woman from Massachusetts to earn a college degree, returned to her home state, she gave her first public speech. The topic was womens rights and she delivered the speech from the pulpit of her brothers Congregational Church in Gardner, Massachusetts. Thirty-six years after she graduated from Oberlin, she was an honored speaker at Oberlins 50th-anniversary celebration. The American Anti-Slavery Society A year after she graduated, Lucy Stone was hired as an organizer for the American Anti-Slavery Society. In this paid position, she traveled and gave speeches on abolition and womens rights. William Lloyd Garrison, whose ideas were dominant in the Anti-Slavery Society, said of her during her first year of working with the organization, She is a very superior young woman, and has a soul as free as the air, and is preparing to go forth as a lecturer, particularly in vindication of the rights of women. Her course here has been very firm and independent, and she has caused no small uneasiness in the spirit of sectarianism in the institution. When her womens rights speeches created too much controversy within the Anti-Slavery Society—some wondered whether she was diminishing her efforts on behalf of the abolition cause—she arranged to separate the two ventures, speaking on weekends on abolition and weekdays on womens rights, and charging admission for the speeches on womens rights. In three years, she earned $7,000 with these talks. Radical Leadership Stones radicalism on both abolition and womens rights brought large crowds. The talks also drew hostility: according to historian Leslie Wheeler, people tore down the posters advertising her talks, burned pepper in the auditoriums where she spoke, and pelted her with prayer books and other missiles. Having been convinced by using the Greek and Hebrew she learned at Oberlin that indeed the Biblical proscriptions on women were badly translated, she challenged those rules in churches that she found to be unfair to women. Raised in the Congregational Church, she was unhappy with its refusal to recognize women as voting members of congregations as well as their condemnation of the Grimke sisters for their public speaking. Finally expelled by the Congregationalists for her views and public speaking, she joined with the Unitarians. In 1850, Stone was a leader in organizing the first national womans rights convention, held in Worcester, Massachusetts. The 1848 convention in Seneca Falls had been an important and radical move, but the attendees were mostly from the local area. This was the next step. At the 1850 convention, Lucy Stones speech is credited with converting Susan B. Anthony to the cause of woman suffrage. A copy of the speech, which was sent to England, inspired John Stuart Mill and Harriet Taylor to publish The Enfranchisement of Women. Some years later, she also convinced Julia Ward Howe to adopt womens rights as a cause along with abolition. Frances Willard credited Stones work with her joining the suffrage cause. Marriage and Motherhood Stone had thought of herself as a free soul who would not marry; then she met Cincinnati businessman Henry Blackwell in 1853 on one of her speaking tours. Henry was seven years younger than Lucy and courted her for two years. Henry was anti-slavery and  pro-womens  rights. His eldest sister  Elizabeth Blackwell  (1821–1910), became the first woman physician in the United States, while another sister,  Emily Blackwell  (1826–1910), became a physician as well. Their brother Samuel later married  Antoinette Brown  (1825–1921), a friend of Lucy Stones at Oberlin and the first woman ordained as a minister in the United States. Two years of courtship and friendship convinced Lucy to accept Henrys offer of marriage. Lucy was especially impressed when he rescued a fugitive slave from her owners. She wrote to him, A wife should no more take her husbands name than he should hers. My name is my identity and must not be lost. Henry agreed with her. I wish, as a husband, to  renounce  all the privileges which the  law  confers upon me, which are not strictly  mutual. Surely  such a marriage  will not degrade you, dearest. And so,  in 1855, Lucy Stone and Henry Blackwell married. At the ceremony, Minister Thomas Wentworth Higginson read  a statement by the bride and groom, renouncing and protesting the marriage laws of the time, and announcing that she would keep her name. Higginson published the ceremony widely with their permission. The couples daughter Alice Stone Blackwell was born in 1857. A son died at birth; Lucy and Henry had no other children. Lucy retired for a short period from active touring and public speaking and devoted herself to raising her daughter. The family moved from Cincinnati to New Jersey. In a letter written to her sister-in-law Antoinette Blackwell on February 20, 1859, Stone wrote, ...for these years I can only be a mother—no trivial thing, either. The next year, Stone refused to pay property taxes on her home. She and Henry carefully kept her property in her name, giving her independent income during their marriage. In her statement to the authorities, Lucy Stone protested the taxation without representation that women still endured, since women had no vote. The authorities seized some furniture to pay the debt, but the gesture was widely publicized as symbolic on behalf of womens rights. Split in the Suffrage Movement Inactive in the suffrage movement during the Civil War, Lucy Stone and Henry Blackwell became active again when the war ended and the  Fourteenth Amendment  was proposed, giving the vote to black men. For the first time, the Constitution would, with this Amendment, mention male citizens explicitly. Most woman suffrage activists were outraged. Many saw the possible passage of this Amendment as setting back the cause of woman suffrage. In 1867, Stone again went on a full lecture tour to Kansas and New York, working for woman suffrage state amendments, trying to work for both black and woman suffrage. The woman suffrage movement split on this and other strategic grounds. The  National Woman Suffrage Association, led by  Susan B. Anthony  and  Elizabeth Cady Stanton decided to oppose the  Fourteenth Amendment because of the language male citizen. Lucy Stone,  Julia Ward Howe, and Henry Blackwell led those who sought to keep the causes of black and woman suffrage together, and in 1869 they and others founded the  American Woman Suffrage Association. For all her radical reputation, Lucy Stone was identified in this later period with the conservative wing of the woman suffrage movement. Other differences in strategy between the two wings included the AWSAs following a strategy of state-by-state suffrage amendments and the NWSAs support of a national constitutional amendment. The AWSA remained largely  middle  class,  while the NWSA embraced working-class issues and members. The Womens Journal The next year, Lucy raised enough funds to start a suffrage weekly newspaper,  The Womans Journal. For the first two years, it was edited by  Mary Livermore, and then Lucy Stone and Henry Blackwell became the editors. Lucy Stone found working on a newspaper far more compatible with family life than the lecture circuit. But I do believe that a womans truest place is in a home, with a husband and with children, and with large freedom, pecuniary freedom, personal freedom, and the right to vote. Lucy Stone to her adult daughter, Alice Stone Blackwell Alice Stone Blackwell attended Boston University, where she was one of two women in a class with 26 men. She later got involved with  The Womans Journal,  which survived until 1917. Alice was the sole editor during its later years. The Womans Journal  under Stone and Blackwell maintained a Republican Party line, opposing, for instance, labor movement organizing and strikes and  Victoria Woodhulls  radicalism, in contrast to the Anthony-Stanton NWSA. Last Years Lucy Stones radical move to keep her own name continued to inspire and enrage. In 1879, Massachusetts gave women a limited right to vote for the school committee. In Boston, however, the registrars refused to let Lucy Stone vote unless she used her husbands name. She continued to find that, on legal documents and when registering with her husband at hotels, she had to sign as Lucy Stone, married to Henry Blackwell, for her signature to be accepted as valid. Lucy Stone did, in the 1880s, welcome Edward Bellamys American version of Utopian socialism, as did many other woman suffrage activists. Bellamys vision in the book  Looking Backward  drew a vivid picture of a society with economic and social equality for women. In 1890, Alice Stone Blackwell, now a leader in the woman suffrage movement in her own right, engineered a reunification of the two competing suffrage organizations. The National Woman Suffrage Association and the American Woman Suffrage Association united to form the  National American Woman Suffrage Association, with  Elizabeth Cady Stanton  as president,  Susan B. Anthony  as vice president, and Lucy Stone as chairman of the executive committee. In an 1887 speech to the New England Womans Club, Stone said: I think, with never-ending gratitude, that the young women of today do not and can never know at what price their right to free speech and to speak at all in public has been earned.   Death Stones voice had already faded and she rarely spoke to large groups later in her life. But in 1893, she gave  lectures at the Worlds Columbian Exposition. A few months later, she died in Boston of cancer and was cremated. Her last words to her daughter were Make the world better. Legacy Lucy Stone is less well known today than  Elizabeth Cady Stanton,  Susan B. Anthony, or  Julia Ward Howe, whose Battle Hymn of the Republic helped immortalize her name. Stones daughter Alice Stone Blackwell published her mothers biography,  Lucy Stone, Pioneer of Womans Rights,  in 1930, helping to keep her name and contributions known. But Lucy Stone is still remembered today primarily as the first woman to keep her own name after marriage. Women who follow that custom are sometimes called Lucy Stoners. Sources Adler, Stephen J. and Lisa Grunwald. Womens Letters: America from the Revolutionary War to the Present. New York: Random House, 2005.â€Å"Lucy Stone.† National Park Service, U.S. Department of the Interior.â€Å"Lucy Stone.† National Womens History Museum.McMillen, Sally G. Lucy Stone: An Unapologetic Life. Oxford University Press, 2015.Wheeler, Leslie. Lucy Stone: Radical Beginnings. Spender, Dale (ed.). Feminist Theorists: Three Centuries of Key Women Thinkers. New York: Pantheon Books, 1983

James Barrie s Story Of Peter Pan - 2134 Words

Since the manifestation of James Barrie’s story of Peter Pan over one hundred years ago, there have been numerous adaptations. The author Barrie also adapted his story as well on a few occasions in many ways. In fact, Barrie was the first to plan a film scenario, however, his plan failed to be used for the first film adaptation of Peter Pan in 1924 (Barrie, 2011). In this analysis, the criticism of Peter Pan’s movies will be separated in two ways, first, from the point of view that the film is an exact replica of the novel and the other point of view is that the viewer considers the film as an autonomous piece with different interpretations. I will first argue that Barrie’s original text adapted by Walt Disney’s version is not in keeping with the darker, intricate original story however, the film is an autonomous piece of art that successfully opens viewers to their personal interpretations. I will then consider extra-cinematic codes of the interpretations for James Barrie’s story of Peter Pan through the adaptation of the film, Finding Neverland, with focus on: language codes, visual codes, non-linguistic sound codes and cultural codes (McFarlane, 1996). To further the analysis a comparison from the original historical text of, J.M Barrie’s Peter Pan and Lewis Carroll’s Alice’s Adventure in Wonderland that have been adapted to film I will outline the similarities as well as the differences. Barrie’s Peter Pan and Carroll’s Alice’s are both characters that connect withShow MoreRelatedAnalysis Of The Book The Many Faces Of James Hook 2081 Words   |  9 PagesOlivia Young Mr. Albritton Neverland Variations 13 October 2016 The Many Faces of James Hook Whether reading the book or watching the movie, there are notable differences in the character better known as Captain Hook. When we first meet James Hook, he is a classic storybook villain: evil, hairy, and merciless, cruel even to his own crew. He despises Peter and the other children, and dreams of killing them all. Yet from the very beginning, we are made to understand that Hook is not quite an ordinaryRead MoreThe Boy Who Never Grew Up Essay2156 Words   |  9 PagesThe Boy Who Never Grew Up John C.W. Young California Baptist University â€Æ' Abstract Sigmund Freud’s psychoanalytic theory is used to explore Peter Pan and his inability to take his place in a responsible world. Freud’s Oedipus complex is discussed and used to determine the cause of the disconnect from his adulthood and the treatment in which Freud suggests that would able to correct the repressed childhood conflicts that are present due to fears and repressed memories as it’s contributing to Peter’sRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnavigation, search In literary criticism, a Bildungsroman (German pronunciation: [ˈbÉ ªldÊŠÅ‹s.Ê oËÅ'maË n]; German: novel of formation, education, culture),[a] novel of formation, novel of education,[2] or coming-of-age story (though it may also be known as a subset of the coming-of-age story) is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood (coming of age),[3] in which character change is extremely important.[4][5] Contents [hide] 1

Social and Communication Management

Question: Is the taking of turns in conversation "mediated through signals composed of clearcut behavioural cues"? Answer: Behavioural actions in conversation are important to understand to understand how effective the conversation is in completing the communication and transmission of information. Many experiments have been done on this issue to understand the factors of communication that effects the conversation. Here in this report the behavioural factor effecting conversation among people has been considered to understand the effects of it in completion of the communication and to know whether the behavioural factors are responsible for taking turns in conversations (Thurloe et al. 2004). In this study, some experiments made by Duncan has been considered and compared with some other experiment to come to an outcome to know how effective the system is in taking turns in conversation. Here in this report we study about the system of conversation using dialogues and behavioural cues for completing the conversation. It is important to understand how important are the behavioural cues in turning the cons ervation and providing positives aspects for the interpreters, i.e. the exchanger of messages. As it is already known that verbal communication is extremely important for turning the conversation into a complete and effective one, but along with the verbal communication, some behavioural aspects of the messenger is also important that affects the quality of the conversation (Wade Tavris, 2000). For completing a communication, it is important for the person to involve some behavioural activities to make the conversation more effective. Without behavioural aspects the conversation remains incomplete. Therefore behaviour of the messenger has a positive effect on the conversation. It interacts the feeling of the messenger that helps the receiver to understand what exactly the messenger wants to say and what effective step should be taken to complete the conversation. Without the exchange of feelings through behavioural cues, the conversation always remains incomplete. Therefore with an incomplete communication, effective turns cannot be made with the conversation. Here in this study, some main keywords like, turn-taking and behavioural cues have been discussed in details to understand how the behavioural cues acts as a signal that migrates to an effective turning of the conversation. It has been found through experiments that if only behavioural cues has been used for detecting the end of the turns, it ends up with system that provides a longer mean for response time than that is found for humans, but this type of conversation has high level of risks that occurs in the form of interruption between the users. Therefore a further study has been made to understand the effectiveness of the system that will help the user to have a good turn-taking of conversation along with low risk involve in it. Here in this study the main importance is given on the hypothesis made by Duncan in which he has examined the effects of behavioural cues through experiments (Sica, 2009). T he main objective of this study is to find out how the behavioural cues effects the turn taking in the conversation and how much effective the behavioural activities are in a dialogue system to attract the receivers. This study also focuses on to know how communication can be made at appropriate places to have an effective turn of conversation and how this can result into an effective conversation. But the centre of attraction in this study is the experiments made by Duncan for completing his hypothesis on turn-taking of conversation. According to Duncan turn-taking mechanism is mediated through signals composed of clear-cut behavioural cues, emphasizing on the traditional dialogue system which is based on the simple model of turn taking. According to Sacks et al. (1974) the model is not clear and it fail to captivate the human-human dialogue clearly, for example, when the speaker speaks unclearly or hesitates while communicating no turn change is indicated. The model has been a subject to criticism since introduction. Ward (1996) mentioned that a low pitch region is a perfect cue and the process of backchannel feedback is effective. Koiso et al. (1998) after studying the Duncans model argued that both the syntactic as well as prosodic features affect the dialogue and make significant contribution in the chosen turn-taking as well as back channelling. Cathcart et al. (2003) have explained about the use of syntax in combination with pause duration is a strong prector. However Gravano Hirschberg (2009) argued that use of a blackchannel accelerates with the number of syntactic as well as prosodic cues. Research on the concept also emphasises that there is insufficient studies based on ways in which the particular model could be used online in dialogue system and how far that would help in improving interaction. According to the rule-based mechanism of Sacks (1974) turn taking is controlled and monitored by application of rules, that applying one at a time. Though the theory of Duncan serves as a pioneer concept, yet there are other thinkers who argued and suggested additional thoughts to enrich the concept. Ward (1996) connected pitch in this context and mentioned that the region of low pitch is a fairly good predictor for back-channel feedback in casual conversational interactions. Turn taking as an integral aspect of conservation as been discussed prominently at various layers and argued by thinkers of all time. Starkey Duncan introduced his model based on the quantitative analysis of video recording of the role of non-linguistic as well as kinesic features in the sample of dyadic conversation. The turn taking has been used to mean coordination of activities of speaking as well as listening in the discourse so that there is only one speaker at a time. Turn taking was based on audio conversation technique and mainly focuses on recording the audio conversations. Duncans method has been studied and then Sacks et al. (1974) improvised the thought by including the methods in turn taking, such as conversational analysis. According to Sacks et al. There are different types of conversation, namely answering to phone call or interacting over a cup of coffee. In every sphere the emphasis is strictly on the role of language as well as the concept of turn taking. There have been countless studies over the years on the role of single kinesic behaviours. Researchers have observed that listening plays a cr ucial role in the conversation. A listener looks at the speaker, similarly while speaking the approach alters. One of the most studied models of turn-taking has been introduced by Duncan after sharing experience with the co-workers, who have used as well as identified the various forms of communication such as verbal and nonverbal signals as well as interactional rules which monitor the nature of speaking. According to Stephens (1987), Duncan has tried to develop a grammar of interaction that outlines various ways in which the smooth exchange of words could be accomplished or exchange of information is about present situation of the speaker. He further mentioned that starting point of a conversation include intonation, paralanguage and body motion. Issues in Duncans expression have been studied and identified by contemporary psychologists, were, prosodic features were affected by syntax as well as the way the content has been uttered. The second issue which Beattie (1981) pointed out that correlation is unreliable as it is only two occasions that the 6 turn-yielding cues jointly display. Wils on et al. (1984) mentioned that he results of the replication study show that an increase in the number of turn-yielding cues conjointly displayed actually served to decrease. Problems in the analysis of Duncan as identified are that the information about ways of completing expression is lost within the information about how different units of analysis are completed. It has been further argued that Duncans model on signal is misleading. Others also have put forward their opinion time ad again and the model has been severely criticised. Different experiments has been done with the turn-taking factors of conversations that describes the management of turn which has been used as a principles set for motivating the speakers and listeners to eliminate the overlaps and gaps that occurs in the conversation. The principles help the listeners to mutually understand the Transition Relevant Places (TRPs). It has been assumed by the researchers that speakers can easily predict the TRPs that are found very precisely and in most of the cases the majority speakers change in the conversation is directly related with silence and overlap. It is assumed by most of the researchers that a turn in transition is completed with overlaps and gaps in the conversations (Schwartz, 2007). But this type of assumptions are not compatible with the theories presented by the researchers that explains turn-taking which is based on the behavioural cues that takes place near the before the start of the next turn when the speaker needs minimum 200 mill iseconds to react verbally to auditory stimulus. It has been also found that the correlation of the turn endings and behavioural activities does not imply causality. In place of that is suggested that human beings must predict turn endings that are coming in the conversation by lexico-syntatic contents that alone shows the listeners accuracy for upcoming prediction of turn endings. It has been said by Schegloff that "If, in a gedankenexperiment, one imagines a society with no turn-taking system, it would not be one that was especially impolite or uncivil. It would be one in which the very possibility - the assured possibility - of coordinated action through talk had been lost, for example, the sense of one action as responsive to another." As per him, when people of a society does not implies the turn taking system, it is not that the society is impolite or uncivil in nature but there is a possibility that people understand each other with non-verbal communication in the form of behavioural cues that acts as a signal for taking turns in the conversation. As per recent analysis it has been found that overlaps and pause are normally distributed that are suggested to be perfect adjoining transitions that are found very rarely in face to face conversations. Experiments shows that about 41 percentage to 45 percentage of speakers uses transitions that are longer than 200Ms but as per Duncan observation the turns of the speakers are separated by gaps which are longer than 200ms that suggests that Duncans theory on behavioural cues acting as signals for turn taking in conversation is feasible. Intonation is a process or technique of sound changing method by which the sound is increasing as well as decreasing. The process of the sound is increases as well as decreases after than process the voice system. The Intonation is a simple method by which the intensity of the vocal cord or voice will be change to its initial position or states. The pitch of the sound is deferent. It is a type of technique or process by which the loudness as well as the softness of the sound will measure. The loudness as well as softness of the sound source is very important part as well as important tram by which the communication processes will me more effective and affecting. It is also controlling and managing some various factors of the sound like tempo, drawling and many others. The body motion is a part of the human being body, which distributed all the weight in the human body to controlling the whole weight distribution in human body. Due to the effect of the weight and some other forces the body motion will always maintain the passion of the human body. Pitch is also known as the frequency of sound. The loudness of the sound and quality of the sound is types of sound characterize controlling and monitoring the effects of the sound (Reemtsma, 2012). By the help of the above mention technique or process controlling and monitoring the whole sound system by the help of i ts parameters. The pitch or loudness of the sound is not easily capture by the human ear. Its only calculated via some supersonic instruments. It is a common type of linguistic structure, which deals with new word making or sentence making. By the help of the Syntax we can easily create a sentences or words, according to the respected of case study, the problems will be analyst the sociocentric sequence. In se in section of the case study, the analysis part of the system or case study will be analyze by the help of some theoretical framework for the provided cased study issues or problems (Anderman Anderman, 2009). The problems of the provided or respected case study, the issues as well as problems are solving by the help of the sociocentic sequences. The issues or problems of the provided case study will easily analyzed by the help of the sociocenti sequences or mathematical expression. As far as the, problems or issues in the system or business model is analyzed. The most important issues or problems of the system or business model will easily analyzed or solving. Respect of the system method, the testing system or business model first work is to identify the issue or problem. In this method will we also proving the best outcomes. The most vital work or job of the system or business model is identifying the valuable information or data like how turn taking cues from a complex signal and also affecting the listeners. The turn taking is also belongs to a type of interview (Acar, 2014). According to the above process of the examiner of the dialogues and the other interview process of the provided business model or system, where cues are identify by the help of the above mention method. Identification of the cue is a type of the issues or problems, in this section the subject is making after listen to dyadic speeches in chronological items as well as it is also trying to look forward to whether the sign or symbol is go after a speaker changers in nature and also it is works as vice versa. In n line with Duncan's discoveries, our theory is that, the more turn-bringing signals with a specific commonsense capacity turn squashy on the other hand turn-holding the quicker the response time to make the judgment and the higher understanding among subjects on the normal result. The point of this study is to investigate the potential outcomes of utilizing practices that influence turn-taking in human-human discussion to produce suitable turn-taking conduct in talked dialog frameworks (Greene Burleson, 2003). Along these lines, notwithstanding human-human dialogs, the analysis included jolts where one of the human questioners was supplanted with a manufactured voice. The inspiration to utilize a blend as opposed to a prerecorded human voice in a dialog framework is that manufactured voices are less demanding to overhaul and control on-line. Case in point, no new recordings is expected to control prosody or to develop the framework's vocabulary. In respect of the provided case study, his paper is suggested to identifying the accurate place to speak by cues in its nature of the speaker, which is in the contact with the main resources of the business model or system. If the cues person having a mixture of the additive affects upon the listeners as like turn taking challenge. In this research paper, we will easily find out the outcomes as well as the results of the turn taking by cues. In other words, the outcomes of the system or the experiment are the result of the turn taking cues feedback (Fiedler, 2007). The goal is to research the potential outcomes of producing turn-bringing signs with a manufactured voice. In this way, in expansion to jolts acknowledged with a human voice, the examination included dialogs where one of the speakers is supplanted with a combination. The turn-taking signals examined incorporate sound, phrase-last stretching, semantic culmination, stereotyped lexical articulations also, non-lexical discours e generation phenomena, for example, lexical reiterations, breathing and lip smacks. The outcomes demonstrate that the turn-bringing prompts acknowledged with an engineered voice influence the judgments like the comparing human adaptation and there is no distinction in response times between these two situations. After studying it may be inferred that to understand the number of non verbal and verbal behavioural affects that are turned into dialogue. This is usually a combination that is used for the number of turn taking cues in the correlated linear listeners. The study also forecasts the examination of the findings that affect the causes of turn taking cues and are also served as the mere objective for the present study in order to investigate all the possibilities that generate the turn taking cues that too in a synthetic voice. To explore all the issues that are stated above we need to include all the dialogues that are realized along with human voice along with the dialogue that includes one of the experiments in which the voice of the speaker was replaced by the synthetic voice. The total time for analyzing the reaction time highlights the stimuli that have a higher agreement and that too irrespective of the turn taking cues and the other significant stimuli that are dealt with a lowe r agreement in all sectors. Even the reaction times are also used to analyze and measure the effects of the turn taking cues that are involved in this experiment. The basic aim of the study is to explore all the hidden potentials of the turn taking cues that are found in the dialogue system and the designers that also considers that cues to affects the judgments that are stated by a majority of individuals. The turn taking cues also include the turn yielding cues, flat intonation, semantic completeness and the prospect of flat intonation. It must also be made sure that all the cues are easier to be employed in the dialogue system and the other behaviours as well that can produce turn ending prior for semantic representation. References Acar, A. (2014).Culture and social media. Newcastle upon Tyne: Cambridge Scholars Publishing. Anderman, E., Anderman, L. (2009).Psychology of classroom learning. Detroit: Macmillan Reference USA/Gale Cengage Learning. Cairns, A. (2002).Dictionary of theological terms. Greenville, SC: Ambassador Emerald International. Clark, H. H. (1996). Using language. Cambridge, UK: Cambridge University Press Duncan, S. (1972). Some Signals and Rules for Taking Speaking Turns in Conversations. Journal of Personality and Social Psychology, 23(2), 283-292. Fiedler, K. (2007).Social communication. New York: Psychology Press. for conversation. Language, 50, 696-735 Greene, J., Burleson, B. (2003).Handbook of communication and social interaction skills. Mahwah, N.J.: Lawrence Erlbaum Associates. Messaris, P. (2010). Review Essay: Visual Communication and Social Advocacy.Journal Of Communication,60(1), E1-E8. doi:10.1111/j.1460-2466.2009.01476.x Miller, A., Cline, T. (2008).Educational Psychology. Hodder Education. Myers, D. (2004).Psychology. New York: Worth Publishers. Reemtsma, J. (2012).Trust and violence. Princeton: Princeton University Press. Sacks, H., Schegloff, E., Jefferson, G. (1974). A simplest systematics for the organization of turntaking Salkind, N., Rasmussen, K. (2008).Encyclopedia of educational psychology. Thousand Oaks, Calif.: Sage Publications. Schwartz, D. (2007). If a Picture is Worth a Thousand Words, Why Are You Reading this Essay?.Social Psychology Quarterly,70(4), 319-321. doi:10.1177/019027250707000401 Sica, A. (2009). Social Psychology's Neglected Past: Review Essay of Gustav Jahoda, A History of Social Psychology: From the Eighteenth-Century Enlightenment to the Second World War.Social Psychology Quarterly,72(2), 99-104. doi:10.1177/019027250907200202 Thommen, B. (2008). Review Essay: Social Knowledge and Social Representations: Boon and Bane of Complex Integrative Concepts.Culture Psychology,14(2), 245-252. doi:10.1177/1354067x08089980 Thurlow, C., Tomic, A., Lengel, L. (2004).Computer mediated communication. London: SAGE. Wade, C., Tavris, C. (2000).Psychology. Upper Saddle River, NJ: Prentice Hall.

John Dewey Theory

John Dewey is a renowned philosopher whose educational theories form the basis of progressive learning. Dewey argues that education is a perfect platform for social and economic reform. According to Dewey, learning and education should be viewed as interactive processes that bring both social and economic transformation (Boisvert, 1997).Advertising We will write a custom essay sample on John Dewey Theory specifically for you for only $16.05 $11/page Learn More The theory suggests that active participation by students in their learning is the best way of improving the quality of education in schools and other academic institutions (Boisvert, 1997). The curriculum is schools should be designed in a way that enables students to interact with it. Dewey argues that education should enable students attain practical life skills rather than fill their heads with content knowledge. Dewey’s theory of education is applicable to practical courses such as nurs ing which require interactive learning (Boisvert, 1997). This paper will highlight how Dewey’s theory on education supports social and economic environment in relation to nursing education. The use of education to realize one’s potential is the fundamental aspect of Dewey’s theory on education (Garrison, 1995). Pre-determined acquisition of skills in educational institutions is not good enough to enable students live successful and fulfilling lives. Dewey suggests that students should be trained to use their capacities as a way of preparing them for the future. Students should take full control of their lives in order to realize their innate potentials (Garrison, 1995). Dewey is of the opinion that social and economic reforms can only be achieved through education and schooling. Social reconstruction is achieved through social consciousness that is brought about by education (Boisvert, 1997). A suitable social and economic environment can only be created by the regulatory element of education (Boisvert, 1997). Dewey‘s ideas are based on the effects of education on social and economic environment. The idea of focusing on the subject matter is a flawed teaching method because it encourages inactivity on the part of students (Garrison, 1995). Dewey reiterates that new knowledge can only become effective if the curriculum relates the information taught in class with real life experiences (Boisvert, 1997). According to Dewey, teachers should transform a student from being immature to maturity (Boisvert, 1997).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dewey also argues that quality education is not based on the subject matter but on the individual initiative of students. Nursing education entails combining a student’s initiative and the subject matter (Boisvert, 1997). Dewey’s school of thought tends to minimize the role of teachers and content in the learning process. As a way of dealing with this flaw, Dewey calls for a balance between knowledge and students’ interests. Dewey is a proponent of experiential education which encourages students to play a significant role in academic research (Boisvert, 1997). Project Based Learning involves the use of natural objects to stimulate the mind. This hypothesis is applicable in scientific studies and academic research. The selection of the best influences for students is the fundamental role of teachers in a learning institution (Garrison, 1995). Dewey insists that imposing knowledge and habits on students is not good for their education (Garrison, 1995). This content centered model of teaching makes students to become passive learners who are completely dependant on teachers. Teachers should only facilitate the learning process without imposing knowledge and ideas on students (Garrison, 1995). Teachers should only be partners in the learning process to enable stu dents discover the meaning of education on their own. Dewey’s theory on education and democracy is being used across the world in designing teaching programs (Garrison, 1995). Dewey’s theory on education is widely used by nursing teachers to equip nursing students with both theoretical knowledge and practical skills (Garrison, 1995). References Boisvert, R., (1997). John Dewey: Rethinking our time. New York, NY: SUNY Press Garrison, J., (1995). The new scholarship on Dewey. Dordrecht: Kluwer Academic Publishers.Advertising We will write a custom essay sample on John Dewey Theory specifically for you for only $16.05 $11/page Learn More This essay on John Dewey Theory was written and submitted by user Keith V. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.