Journal Research Paper Example | Topics and Well Written Essays - 250 words - 4

Journal - Research Paper Example Academic literacy helps me to communicating the required ideas in the appropriate style besides being able to think critically and rationally. For illustration, suppose the assignment entails intensive research about China; then I will utilize social, economical and political aspects in coming up with a well-researched work (Arp & Jamie, 2011). In gauging the credibility of my research or information, I usually compare it with other trustworthy scholarly works undertaken in the same unit, which I am exploring (Arp & Jamie 2011). In addition, I only usually utilize the credible sources, for instance, scholarly articles, books and reliable websites. Hence, these enable me to merge many and reliable ideas from diverse experts who have researched on the same topic (Coon, Mitterer, Shawn & Vanchella 2010). For example, suppose I am researching about Newton’s laws of motion, then it is essential that I explore resent scientific books, which relate to this field. Besides, do not allow media or friends to influence me because not everything, which people believe is right. In addition, progressing in every life’s endeavor entails making personal decisions and not relying on other people for approval even if they are family members (Davies, 2011). However, I usually seek information and advice where necessary, but fina l I have to make the final verdict. Mainly, this is via learning how to be a seasoned critical consumer of information. Therefore, this entails utilizing a wide range of criteria coupled with analytical evaluation of any information before accepting it where I normally check whether it is inline with my goals (Coon 2006). Consequently, this requires that I able to read and understand each aspect in detail (Reich 2011). Davies, R. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. Techtrends: Linking

Nutrient Cycle of an Isolated Cave

Nutrient Cycle of an Isolated Cave Introduction The caves are simple natural laboratories. The climate of the cave is very stable and easy to define. Cave environment is composed with a twilight part close to the entrance, a middle part of full darkness and unstable temperature, finally a part of full darkness and stable temperature in deeper. The twilight part is the biggest and most diverse fauna container. The middle part contains some common species which can move to the earth. The deeper dark sides, which are the unique aspect of the cave environment and contain obligate (trolobitic) fauna. Green plant can’t live in stable darkness. So, the food reserve here in other forms (Poulson and White, 1969). Animal communities in the caves look remarkable chances for the investigation of community dynamics because of their relative simplicity. A comparatively small number of species is involved in even in most complex cave community but exceptionally large numbers of colonies of bats are present here. In absence of light, prima ry producers are absent or at least limited to chemosynthetic autotrophs. Sulfur and iron bacteria are present in some caves but their quantitative significance as producers has not yet been established (Barr Jr, 1967). The superficial nutritive part of cave clay in the blind amphipods of the genus Niphargus show that juvenile stages burrow widely and probably eat the clay in the bottom of cave pools. Presumably the juveniles utilize the bacterial content of the clay rather than the mineral material itself; and in any case, continued survival of the adults is dependent upon the presence of additional food (Barr Jr, 1967). In addition to absence of light, the physical environment of a cave is characterized by silence, relatively constant temperature which approximates the mean annual temperature of the region where the cave is located, high relative humidity except near entrances, is accompanied by an exceptionally low rate of evaporation (Barr Jr, 1967). Cave Habitats and Ecology Different types of caves contain variety of habitats within them and differ in amount and types of energy level. Cave supports heterotrophic microbial populations in the presence of huge input of organic carbon, nitrogen and phosphorus due to accumulation of guano and dead bats, if a cave has substantial or modest populations of bats (Cheeptham, 2012). Guano is a organic deposit common in cave derived from mainly feces of a variety of animals specially bats that visit or live and provide habitat rich in nitrogen, carbon and phosphorus that’s are nutrients for many insects (Cheeptham, 2012; IUCNSSC, 2014). Ecological classification of cavernicoles was first prepared by (Schiner, 1853)and improved and promoted by (Racovitza, 1907).They splits them into (1) troglobites, which are obligate species to the cave; (2) troglophiles, which live and reproduce not only in caves but also in cool, dark, moist microhabitats outside of caves they termed as facultative species; (3) trogloxenes , species those use caves for shelter throughout the day but feed outdoor at night; and (4) cave accidentals, which Confused with those species that certain small troglobites are also phreatobites (Barr Jr, 1967). Figure-Different zones of a cave The major energy sources of cave ecosystems are (a) organic matter flounced underground by sinking streams, and (b) the feces, eggs, and dead bodies of animals those are persist in the cave for shelter but feed outside (trogloxenes). In temperate region caves flooding and the entering of cold air throughout winter and initial spring interrupt the comparatively constant physical conditions of the cave environment (Barr Jr, 1967). The security of roosting sites is a vital element of any policy for the conservation of bats. Since caves are the foremost roosts for numerous bat species (Dalquest and Walton, 1970; Kunz, 1982). There are various types of bat species and large number of bats found in different cave, Seventeen species of bats roost in the caves of Yucatan, Mexico. The conservation of these types of sites should be of principal attention for the protection of chiropteran species (Arita, 1996). Cave communities Connectivity among communities is continued by the rearrangement of biomass, frequently by mobile animals that eat resources in one habitat and then reproduce, urinate, and/or defecate in other surroundings. This transmission of organic material affects the nutrient budget of a community and effects population and food web dynamics (Emerson and Roark, 2007). Cave-roosting species spent half of their lives inside the caves (Kunz, 1982). The security of cave atmospheres is essential to guarantee their conservation. In a parallel fashion, the presence of bats might be an essential state for the existence of cave environments. In channels with no bats, biomass thickness in a typical North American cave can be as little as 1 g/ha in ponds or 20-30 g/ha in terrestrial zones (Poulson and White, 1969). In contrast, passageways covered with bat guano present an excess of nutrients and provide very diverse groups of arthropods (Barr Jr, 1968; Harris, 1970; Poulson, 1972). For endogenous primar y manufacture by chemosynthetic bacteria is insignificant, cave communities depend completely on exogenous origins of nutrients for their maintenance (Culver, 1982). Figure-Cave communities and feeding cycle Nutrients can be occupied into a cave in the form of detritus and plant material passed by watercourses, as dissolved organic matter infiltrating through minute cracks or exuding from tree roots (Howarth, 1972; Howarth, 1983), otherwise they can be placed inside caves as feces of trogloxenes, for example cave crickets, bats, birds, and other animals (Harris, 1970; Poulson, 1972; Culver, 1982). In various tropical caves, bat guano is by far the most significant source of nutrients. By carrying tons of organic matter to the caves, bats act as transferable links concerning cave environments with the external world (Arita, 1996). Any animal existing in a cave can be said as a cavernicole. Troglobites, which are obligate cavernicoles, are the emphasis of this appraisal. Many troglobites are offspring of troglophiles. Facultative cave populations are able to alive in or outside caves. Trogloxenes are consistent cave inhabitants that return intermittently to the exterior for food; bats and cave-crickets are examples. Main taxonomic collections of animals with various troglobitic species comprise collembolans, turbellarians, millipedes, spiders, pseudoscorpions, gastropods opilionidsisopods, amphipods, diplurans, decapods, beetles (Pselaphidae, Carabidae, Leiodidae), salamanders and fishes.(Barr and Holsinger, 1985) Cave Nutrient Cycle Food contribution into a cave ecosystem is attributable to two chief sources- sinking watercourses, which wash twigs, logs, bacteria, leaves and epigean animals (including zooplankton) into caves; and trogloxenes, which deposit their eggs and feces in caves and frequently die there and donate their bodies to the ecosystem (Barr Jr, 1967). Species from exterior sources include the bulk of the plankton in the Cave (Scott, 1909) and rivers inside Cave (Kofoid, 1899). Smaller individuals of the blind cavefish, Amblyopsis spelaea, feed mainly on copepods in this plankton (Poulson, 1963). Plant fragments are placed along the banks of subterranean streams, where they are gradually decomposed by bacteria and fungi. The decomposers provide food for detritus-feeding animals (e.g., diplurans, milli-pedes, and collembolans) which are then eaten by predators (e.g., opilionids, spiders, carabid beetles, pseudoscorpions). Bats and the eastern cave crickets of the genus Hadenoecus (Park and Barr, 19 61) are important guano manufacturers in caves of the United States. Few troglobites are able to use the guano directly, while guano is usually populated by a characteristic assemblage of troglophiles which may be eaten by predatory troglobites (Jeannel, 1949). Seasonal differences in the physical atmosphere and food supply of temperate zone caves are often unexpectedly drastic. During late winter and spring overflowing of rivers Cave, typically raises the water level 5 or 6 m, and a maximum rise of nearly 15 m has been recorded. Additionally the flood is a drop in temperature of the water and small increases in pH, entire alkalinity, and dissolved oxygen (Barr Jr, 1967). A much longer existence time in a riparian species of cave beetle when the riparian species and another species usually found in drier, higher cave galleries were immersed in water. Many species of Pseudanophthalmus and Ameroduvalius (troglobitic Carabidae) normally feed on little tubificid annelids in the damp sil t along cave streams (Barr Jr and Peck, 1965). The effects of flooding on aquatic cavernicoles, suggesting that spring floods may trigger their reproductive cycles (Poulson, 1964). Winter poses additional hazards for terrestrial troglobites. Food supplies vary seasonally in caves. Guano deposition by bats is limited to summer months, and Hadenoecus spp. feed outside the caves less often throughout winter than in summer, so there is minimum guano supply in winter. Conversely, deposition of organic detritus by watercourses is improved in winter because of flooding, but decomposition of the fragments takes place gradually over the time of several months or years. A great plankton count in Echo River of Mammoth Cave occurs only throughout late spring or summer floods, when plankton manufacture in Green River, which provides the flood waters, is great (Barr Jr, 1967). The genus Pseudanophthalmus covers about 175 species (many of them not yet described) and is known from Indiana, Kentucky , Illinois and Tennessee, Alabama, Georgia Virginia, West Virginia, Pennsylvania, and Ohio (Barr Jr and Peck, 1965). Ameroduvalius, limited to south- east Kentucky, has only three species; Nelsonites, from the Cumberland Plateau of Tennessee and Kentucky, has two; and Neaphaenops and Darlingtonea, from many parts of Kentucky, are monobasic. All of these beetles are predatory troglobites and are supposed to be remnants of a well-known soil-and-moss-dwelling periglacial fauna (Barr Jr, 1965). Figure- The cave food pyramid Guano Bat guano supports an accumulation of organisms that differs depending on the species of bat manufacturing it. Alterations in guano composition propose that guano from bats in unlike feeding guilds can affect ecosystem configuration and dynamics differently (Emerson and Roark, 2007). Allochthonous effort of nutrients such as nitrogen and phosphorus, which are found in comparatively high concentrations in bird guano, increases primary productivity in terrestrial ecosystems by improving the quality and quantity of vegetation (Polis et al., 1997). Nutrient input through guano deposition by seabirds has also been shown to increase the abundance of organisms such as detritivorous beetles on islands used by roosting seabirds (Sà ¡nchez-Pià ±ero and Polis, 2000). In addition to its effects on primary and secondary productivity, allochthonous nutrient input can also influence community structure the presence of birds and nutrient-rich guano significantly alters the structure of intertidal communities by enhancing algal growth and settlement of invertebrates in dense algalmats (Bosman and Hockey, 1986). Such consumer-driven nutrient recycling via fecal deposition by bats also affects community structure in guano-based ecosystems. Bat guano forms the basis of a food web consisting of bacteria, fungi, protozoans, nematodes, and arthropods (Harris, 1970). Cave salamanders consume guano of grey bats (Myotis grisescens) and incorporate the nutrients they obtain through coprophagy into body tissues (Fenolio et al., 2006). The diversity of organisms associated with guano has been shown to vary depending on the diet of the bat producing it, with guano of sanguivorous, insectivorous, and frugivorous bats supporting different assemblages of invertebrates (Ferreira and Martins, 1998). Differences in guano composition (C, N,P, and mass ratios) most likely resulted from dissimilarities in nutrient composition of the diets of each bat species (Studier et al., 1994). Variation in nu trients and stoichiometric nutrient ratios of guano from bats in different feeding guilds could have considerable effects on producers, consumers, and decomposers living on or in guano. Figure- Collection of guano from cave As highlighted by (Sterner and Elser, 2002) and subsequently in reviews by (Vrede et al., 2004) and (Moe et al., 2005), relationships among elemental nutrients have the potential to regulate processes at many ecological levels, including production, individual and population growth, coexistence of species, rates of decomposition of organic matter, and nutrient cycling. Primary production in terrestrial ecosystems (as in marine systems) is thought to be limited by the availability of N and P (Vitousek and Howarth, 1991), and the input of these nutrients by fecal deposition can have considerable bottom-up influences in detritus-based ecosystems. Ecosystem-level effects of different nutrient contents could also result from differences in rates of conversion of nutrients in guano from biologically unavailable to available forms (Vitousek et al., 1988). Differences in guano nutrient profiles could have considerable ecological consequences ranging from effects on the growth or productivity of individual residents of guano piles to effects on ecosystem-level processes like decomposition and nutrient cycling (Emerson and Roark, 2007). REFERENCE ARITA, H. T. 1996. The conservation of cave-roosting bats in Yucatan, Mexico. Biological Conservation, 76, 177-185. BARR JR, T. C. 1965. The Pseudanophthalmus of the Appalachian Valley (Coleoptera: Carabidae). American Midland Naturalist, 41-72. BARR JR, T. C. 1967. Observations on the ecology of caves. American Naturalist, 475-491. BARR JR, T. C. 1968. Cave ecology and the evolution of troglobites. Evolutionary biology. Springer. BARR JR, T. C. PECK, S. B. 1965. Occurrence of a troglobitic Pseudanophthalmus outside a cave (Coleoptera: Carabidae). American Midland Naturalist, 73-74. BARR, T. C. HOLSINGER, J. R. 1985. Speciation in cave faunas. Annual Review of Ecology and Systematics, 313-337. BOSMAN, A. HOCKEY, P. 1986. Seabird guano as a determinant of rocky intertidal community structure. Marine Ecology Progress Series, 32, 247-257. CHEEPTHAM, N. 2012. Cave Microbiomes: A Novel Resource for Drug Discovery: A Novel Resource for Drug Discovery. Springer New York. Available: https://books.google.com.bd/books?id=QQuk4rk-OCgC. CULVER, D. C. 1982. Cave life: evolution and ecology. HARVARD UNIVERSITY PRESS, CAMBRIDGE, MA(USA). 1982. DALQUEST, W. WALTON, D. 1970. Diurnal retreats of bats. Southern Methodist Univ. Press, vii. EMERSON, J. K. ROARK, A. M. 2007. Composition of guano produced by frugivorous, sanguivorous, and insectivorous bats. Acta Chiropterologica, 9, 261-267. FENOLIO, D. B., GRAENING, G., COLLIER, B. A. STOUT, J. F. 2006. Coprophagy in a cave-adapted salamander; the importance of bat guano examined through nutritional and stable isotope analyses. Proceedings of the Royal Society of London B: Biological Sciences, 273, 439-443. FERREIRA, R. L. MARTINS, R. P. 1998. Diversity and distribution of spiders associated with bat guano piles in Morrinho cave (Bahia State, Brazil). Diversity and distributions, 235-241. HARRIS, J. 1970. Bat-guano cave environment. Science, 169, 1342-1343. HOWARTH, F. G. 1972. Cavernicoles in lava tubes on the island of Hawaii. Science, 175, 325-326. HOWARTH, F. G. 1983. Ecology of cave arthropods. Annual Review of Entomology, 28, 365-389. IUCNSSC. 2014. IUCN SSC Guidelines for Minimizing the Negative Impact to Bats and Other Cave Organisms from Guano Harvesting. IUCN, Gland. Available: http://www.batcon.org/pdfs/GuanoGuidelinesVersion1.pdf#page=1zoom=auto,-82,842 JEANNEL, R. 1949. Les fossiles vivants des cavernes. Gallimard. KOFOID, C. A. 1899. Plankton Studies III. On Platydorina, A New Genus of the Family Volvocidae, from the Plankton of the Illinois River. KUNZ, T. H. 1982. Roosting ecology of bats. Ecology of bats. Springer. MOE, S. J., STELZER, R. S., FORMAN, M. R., HARPOLE, W. S., DAUFRESNE, T. YOSHIDA, T. 2005. Recent advances in ecological stoichiometry: insights for population and community ecology. Oikos, 109, 29-39. PARK, O. BARR, T. 1961. Some observations on a cave cricket (Abstr.). Bulletin of the Entomological Society of America, 7, 144. POLIS, G. A., ANDERSON, W. B. HOLT, R. D. 1997. Toward an integration of landscape and food web ecology: the dynamics of spatially subsidized food webs. Annual review of ecology and systematics, 289-316. POULSON, T. L. 1963. Cave adaptation in amblyopsid fishes. American Midland Naturalist, 257-290. POULSON, T. L. 1964. Animals in aquatic environments: animals in caves. Handbook of Physiology, 749-771. POULSON, T. L. 1972. Bat guano ecosystems. Bulletin of the National Speleological Society, 34, 55-59. POULSON, T. L. WHITE, W. B. 1969. The cave environment. Science, 165, 971-981. RACOVITZA, E. G. 1907. Biospà ©ologica: Essai sur les problà ¨mes biospà ©ologiques. I. Schleicher frà ¨res. Sà NCHEZ-PIÑERO, F. POLIS, G. A. 2000. Bottom-up dynamics of allochthonous input: direct and indirect effects of seabirds on islands. Ecology, 81, 3117-3132. SCHINER, I. R. 1853. Fauna der Adelsberger-Lueger-und Magdalenen-Grotte. SCOTT, A. 1909. The Copepoda of the Soboga Expedition. Late EJ Brill. STERNER, R. W. ELSER, J. J. 2002. Ecological stoichiometry: the biology of elements from molecules to the biosphere. Princeton University Press. STUDIER, E. H., SEVICK, S. H., RIDLEY, D. M. WILSON, D. E. 1994. Mineral and nitrogen concentrations in feces of some neotropical bats. Journal of Mammalogy, 75, 674-680. VITOUSEK, P. M., FAHEY, T., JOHNSON, D. W. SWIFT, M. J. 1988. Element interactions in forest ecosystems: succession, allometry and input-output budgets. Biogeochemistry, 5, 7-34. VITOUSEK, P. M. HOWARTH, R. W. 1991. Nitrogen limitation on land and in the sea: how can it occur? Biogeochemistry, 13, 87-115. VREDE, T., DOBBERFUHL, D. R., KOOIJMAN, S. ELSER, J. J. 2004. Fundamental connections among organism C: N: P stoichiometry, macromolecular composition, and growth. Ecology, 85, 1217-1229.

Exploring Sexuality in Taming of the Shrew :: Taming Shrew Essays

Exploring Sexuality in Taming of the Shrew   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Human sexuality underlies many of the happenings of "Taming of the Shrew."   It affects the conflicts, theme, and resolution of the play.   It becomes evident throughout the play that sexual behavior denotes whether a character is thought of   as good or evil (not necessarily good evil as meant in conventional terms, but rather as a "nice" character versus a "waspish" or "mean' character).      Ã‚  Ã‚  Ã‚  Ã‚   In the beginning of the play, there is an obvious conflict between Kate and her sister, Bianca.   This conflict stems from the fact that their father favors Bianca, as well as the fact that Bianca has many suitors, while Kate has none.   Kate's father, Baptista, tries to persuade some of Bianca's suitors to pursue Kate instead.   However, they make it clear that none of them could desire Kate.   "Mates, maid?   How mean you that?   No mates for you unless you were of a gentler, milder, mold" (I,i, lines 58 - 60).   From this it is clear that the men in the play prefer a better "mold" than Kate, in other words, she does not carry herself as well as Bianca.   Kate does not play the coy flirting games, and is therefore thought of as harsher than Bianca.      Ã‚  Ã‚  Ã‚  Ã‚   Bianca, however, knows how to be flirtatious, witty, and coy around her admirers, and yet is almost intentionally mean to Kate.   For instance, Bianca knows that it hurts Kate to have no suitors while she (Bianca) has several. Bianca uses this to hurt Kate.   When Kate tries to find out which suitor Bianca really likes, Bianca swears that she won't take the suitor that Kate likes.   She casually offers Kate whichever suitor she wants.   Kate is enraged by this because she knows that the only reason that Bianca has suitors while she has none is because Bianca plays the sexual flirtation game.      Ã‚  Ã‚  Ã‚  Ã‚   When Kate gets a suitor of her own, Petruchio, there is a lot of sexual tension in their relationship.   At their first meeting, they exchange a barrage of sexual comments:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Petruchio:   Why, what's a movable?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate:  Ã‚   A joint stool   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Petruchio:   Thou hast hit it; come sit on me.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate:   Asses are made to bear and so are you.

Protests That Change Teh World – “Weapons Training” by Bruce Dawe, Charlie Chaplin’s Speech “the Great Dictator” and “Where Is the Love” by the Black Eyed Peas.

Good morning publishers of penguin. Today I’m here to present three texts that I believe should be included into the anthology â€Å"Protests that Changed the World† Each of these texts share similar context and are the same in purpose. The power of a speech lies in its ability to persuade an audience successfully. With this in mind the three texts which I believe have shown great ability to as persuading audiences is The poem â€Å"Weapons Training† by Bruce Dawe, Charlie Chaplin’s speech from â€Å"The great dictator† and the song â€Å"Where is the love† by The Black Eyed Peas.Weapons Training is a piece of war poetry written by Burce Dawe in 1970. This poem is considered a dramatic monologue spoken by an aggressive and intimidating sergeant who’s training soldiers that are about to be sent off to war. Bruce Dawe has used rhetorical questions to encourage the reader or listener to consider the message or viewpoint. The rhetorical qu estions ‘what are you looking at? , What are you laughing at? , What are you going to do about it? ’ used in Weapons Training are said in an aggressive tone, clearly used to bully its audience.Love PoemSaying it in an aggressive tone provokes fear through the audience manipulating them into supporting the use of weapons. Although it is an issue one might usually not choose to support, the fact that it is said in such an intimidating tone encourages the listener to support it due to the fear of what the consequences might be if they don’t support what the speaker is promoting. The author also uses repetition of the word â€Å"dead† this is clearly directed towards the soldiers in order to emphasise the officer’s message. This is a form of teaching the soldiers to hate, fear and listen to authority in order for them not to die needlessly.Repetition has also been to install fear into the audience as a way of turning them against weapons; he is emphasiz ing the harsh reality of what happens when weapons are used. The use of onomatopoeia in this poem like ‘click’ and ‘pitter-patter’ has the similar effect as the rhetorical questions. It creates a sense of imagery that is almost deathly and horrifying which is also incredibly intimidating towards its audience giving them an insight into how horrific the use of weapons can actually be. It is clear that the author’s goal was to convince the audience about the harsh effects of using weapons, which he has successfully achieved.The speech evoked immense support against the use of weapons and violence from the general public. Bruce Dawe has used this style of writing to effectively describe the sound of weaponry to show how the soldiers were being turned into weapons themselves. The second text that I have chosen for this anthology is Charlie Chaplin’s speech from the Great Dictator. This speech comes from a satire comedy of Nazi Germany and Adolf Hi tler in which Charlie Chaplin has re-worded Hitler’s speech and instead of saying â€Å"I† all the time he uses â€Å"we† which completely changes the meaning of the speech. We all want to help one another†¦ We all want to live by each other’s happiness†¦ We don’t want to hate and despise one another† this is a form of Inclusive language, which Charlie Chaplin has used in his speech, as it’s a very adequate technique with a very influential meaning, which also allows the audience to feel included. Charlie Chaplin has also used the technique of accumulation: â€Å"Greed has poisoned men’s souls, has barricaded the world with hate; has goose-stepped us into misery and bloodshed† this technique it’s considered to be a very powerful way to demonstrate what greed has not only done to humans but to this world.Repetition is used several times by the author of this speech in order to really get his message throug h to the audience. An example of repetition is â€Å"You people have the power, the power to create machines, the power to create happiness† This is an effective way to persuade the audience as he’s tone of voice is not demanding instead he’s just showing he’s point of view towards war and what it’s turning humans into. â€Å"Where is the love† by Black Eyed Peas is my last chosen text.This song is an anti-war anthem, in which they grieve a variety of worldwide problems and many issues are discussed. â€Å"Negative images is the main criteria Infecting the young minds faster than bacteria† is a metaphor which stands out quite a lot in this song. It refers to how negative images in the media and society affect our youth today. The negativity is what influences young minds today, and is blamed as the result for many acts of crime by young people. The Black Eyed Peas use the repetition of the phrase â€Å"where is the love? to emphasise the message they are trying to deliver through this song, which is asking the audience where the love has gone. It is well known that repetition is a tool of manipulation, which is what they have tried to do through the lyrics. Lastly there’s the use of rhyme. Rhyme is a technique that is used several times through out this song. An example is â€Å"But if you only have love for your own race, then you only have space to discriminate and to discriminate only generates hate†. The use of this rhyme in this song is to alert the audience about how strongly hate effects our world.It is referred to as an ongoing cycle, where if you only have respect and love for your own race, it automatically generates hate for the others. The aim of these lyrics is to highlight how the effects of hate in our world and the use of rhyme certainly accentuate the message. In my opinion these three texts are all very adequate for this future anthology â€Å"Protests that change the world† as the three texts have a great message and have all been effective when persuading it’s audience against the issue of war.

The non-fictional music review

The non-fictional music review is aimed at audiences of all ages, mostly to the public who are contemplating buying or listening to the album. Although the foundation of this review is referential, it grows into more of an expressive and opinionated description of the tracks. There is an informal, planned and context bound structure, which will possess semi-permanence, as although it will be saved on the Internet, it does not contain enough importance to be around permanently. The introducing paragraph with a simile attached to a metaphor to portray the band's history – â€Å"chucked back and forth between critics like a piece of bait between angry dogs†. This gives a sense of the band having a rollercoaster-ride time in the media and instantly gives interest as to why this band has had so much attention. The adjacency pair of a rhetorical question â€Å"and what do they have to say†¦?† and an answer â€Å"This album† is resembling the reader's questioning thoughts to the previous statement and turns the subject from the band's past to the present. A description of adjectives and noun phrases follows – â€Å"filled with argumentative lyrics and catchy tunes to fight back to the critics† The next paragraph is informational with numerical adjectives â€Å"20th July 2008†, â€Å"300,000†, â€Å"2.5 million† and â€Å"number 8† to give a factual background for the curious readers. Quoting a member of the band and the producer also interests fans – â€Å"Tom Fletcher revealed†¦Ã¢â‚¬ , â€Å"Producer Jason Perry describes† I included an intensifier – which I continuously used to keep interest and keep an elevated description – to give the image of exaggerated annoyance all over Britain and raise the importance of the band: â€Å"†¦beat them in the battle of the charts caused uproar†. I used repetition on the word â€Å"smile† in â€Å"†¦anyone tapping the steering wheel on a gloomy Monday morning to work with a smile on their face† and â€Å"the ironically named â€Å"Smile†, reminding everyone to â€Å"Just remember to smile, smile, smile,†Ã¢â‚¬  to represent the sunny attitude. In the former quote, I created a common exemplar situation to give a personal twist to the factual content. In the conclusion I quickly described their past work with an over-use of adjectives and proper nouns. I started the last paragraph with a concluding recommendation summary with a similar question-answer format to the beginning of the review (â€Å"have to say†¦? This album.† ) – â€Å"Contemplating†¦ worth your hard-earned cash, the answer is yes†. The finale statement is then an imperative order, â€Å"buy this album†.