Definition and Examples of Negative Contractions

A negative contraction is a   negative verb construction that ends in -nt. These are the negative contractions commonly used in speech and in informal writing: arent, isnt, wasnt, werentcant, couldnt, mustnt, shouldnt, wont, wouldntdidnt, doesnt, donthasnt, havent, hadnt Shant (the contraction of shall not) is extremely rare in American English, but it can still be heard in British English. Contractions for may not (maynt) and might not (mightnt) occur infrequently in contemporary English. Except in Hiberno-English (which uses amnt), there is no negative contraction for am, though the nonstandard form aint is sometimes used in casual speech.   Examples and Observations If you shouldnt be defendin him, then why are you doin it?For a number of reasons, said Atticus. The main one is, if I didnt I couldnt hold up my head in town, I couldnt represent this county in the legislature, I couldnt even tell you or Jem not to do something again.You mean if you didnt defend that man, Jem and I wouldnt have to mind you anymore?Thats about right.(Harper Lee, To Kill a Mockingbird. J.B. Lippincott, 1960)Stella: Oh, you cant describe someone youre in love with! Heres a picture of himBlanche: An officer?Stella: A Master Sergeant in the Engineers Corps. Those are decorations!Blanche: He had those on when you met him?Stella: I assure you I wasnt just blinded by all the brass.(Tennessee Williams, A Streetcar Named Desire, 1947)Ill say, It was an accident Mom . . . a mistake . . . it wont happen again.And Ralph will say, If you hadnt been thinking about that girl this never would have happened.(Judy Blume, Then Again, Maybe I Wont. Bradbury Press, 1971)Im getting very d eaf. I suppose I dont hear people. Emilys got a bad toe. We shant be able to start for Wales till the end of the month.(John Galsworthy, The Forsyte Saga, 1922)Dont go to any trouble on my account, Paul D said.Bread aint trouble. The rest I brought back from where I work.(Toni Morrison, Beloved. Alfred Knopf, 1987) Negative Contraction and Auxiliary Contraction [N]egative contraction is possible for a much wider range of verbs than the auxiliary (or non-negative) contraction in standard English. Practically every verb (except am) has a form with a contracted negative, whereas auxiliary contraction is only possible for a smaller number of verbs. For this reason, speakers have a choice between negative vs auxiliary contraction for the following verb forms only: is, are; have, has had; will, would; shall, should. Some of the auxiliary contracted forms are ambiguous: hes not is the contracted form of both he is not and he has not (although this use is relatively rare); Id not  be derived from either I had not, I would not or I should not, and  youll not can, at least in principle, be the contracted form of you will not or you shall not. In addition, however, one has to consider different syntactic environments. The distinction between auxiliary and negative contraction is only relevant for declarative sentences. Only here and for those verbs listed above do speakers have a choice between negative contraction, auxiliary contraction and completely uncontracted forms. (Lieselotte Anderwald, Negation in Non-Standard British English: Gaps, Regularizations, and Asymmetries. Routledge, 2002) Rogue Contractions Negative contraction is not a possibility with am not (*I amnt), and this causes a difficulty in questions (where inversion does not allow verb contraction). In colloquial English, arent I is sometimes substituted for the non-existent *amnt I. (The full form am I not is generally avoided.) Im naughty arent I? (conv)Arent I supposed to understand? (fict) [Aint] is a very versatile negative contraction, capable of substituting for all negative contractions of be or the auxiliary have: There aint nothing we can do. (fict) isntIm whispering now, aint I? (fict) arentI aint done nothing. (conv) havent Aint is common is the conversation of some dialects, and it occurs in representations of speech in writing. However, aint is widely felt to be nonstandard, and so it is generally avoided in written language, as well as in careful speech. (Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Student Grammar of Spoken English. Pearson, 2002) The Case Against Aint Long a shibboleth for 20th-century Americans, the negative contraction aint continues to be Substandard when used unconsciously or unintentionally. It is a word, though, and in Vulgar and some Common use, it replaces are not, is not, am not, has not, and have not in statements. Standard English replaces I aint with Im not and the interrogative aint I (which is often added to statements, e.g., Im safe, aint I?) with a choice of somewhat clumsy locutions: am I not? arent I? or an even more roundabout Isnt that so? . . . The firm rejection of aint in Standard use is hard to explain, but clearly, Americans have come down hardest on it, and they have made the rejection stick in Standard American English. Consciously jocular uses are acceptable, but using aint in circumstances that do not suggest deliberate choice may brand you as a speaker of Vulgar English. (Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993)​ Negative Contraction and Be Contraction Whereas for all auxiliary verbs negative contraction (e.g. havent, hasnt, wont) is vastly preferred over auxiliary contraction (e.g. ve not, d not, ll not), we get the reverse picture for be. Even isnt (12.5%) and arent (3.5%) are used very rarely in the British Isles, so that the near absence of amnt in standard as well as non-standard varieties is not a striking exception, but simply the tip of the iceberg.The motivation for this striking preference of be-contraction over negative contraction for all other auxiliaries is most likely a cognitive one, namely the extremely low semantic content of be.(Bernd Kortmann, Tanja Herrmann, Lukas Pietsch, and Susanne Wagner, Agreement, Gender, Relative Clauses. Walter de Gruyter, 2005) Negative Contractions and Language Acquisition [C]hildren will use some of the negative contractions prior to their acquisition of the rules for not in the verb phrase. The negative contractions dont, wont, and cant are acquired early and may be used prior to the acquisition of the particular auxiliaries which they represent. Children appear to learn these negative contractions as single morphemes and use them to negate prior to learning the auxiliary plus not.(Virginia A. Heidinger, Analyzing Syntax and Semantics: A Self-Instructional Approach for Teachers and Clinicians. Gallaudet University Press, 1984)

Business And Environment Btec Unit 1 - 2110 Words

COLBOURNE COLLEGE STUDENT COVER PAGE TERM PAPER STUDENT’S NAME: Tashornna Simpson STUDENT ID NUMBER:COL 1269 COURSE TITLE: Business and Environment COURSE UNIT: BTEC Unit 1 RESEARCH TITLE: IN PARTIAL COMPLETION OF: DATE: December 19,2014 NAME OF LECTURER: Mrs. Robb- Walters TABLE OF CONTENT TITLE Page Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Background Vision and Mission Statements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 Goals and objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Findings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9-15 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..16 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 Reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦19-20 Executive Summary When a company or organization understands the significance of global factors that shape national business activities and utilizes them well, it can be a great asset to the economic development of that business. In using the global factor for a company, the methodology chosen and used must be in line with the company goals and objectives. The significance of international trade was explained where international trade was define as the buying and selling of goods or services across a national border. The impact of global factor on UK and local businessShow MoreRelatedBtec Business Level Three - Unit 1 - the Business Environment Assignment 19348 Words   |  38 PagesBTEC National in Business Unit 1- The Business Environment Assignment 1 – Types of Businesses Task P1 The BBC is the largest broadcasting organisation in the world. Its mission statement is to enrich people lives with programs that inform, educate and entertain. The BBC has the second largest budget of any UK broadcaster with an operating expenditure of  £4.23 billion in 2009/2010. 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4 Pivotal Changeovers You Will Face after Reading Some Books on Thinking

Some students suffer from inability to create a worthy paper. Like a disease, it afflicts them with every class they take, since professors frequently include papers as a major part of their students’ grades. The reasons for this challenge may be quite different, from being unable to arrange their time to being unable to arrange their thoughts. While the first problem can be solved with a day planner, a phone alarm, and a dash of common sense, the second problem can be more challenging to take care of. To write good papers, it is quite important to learn how to think the right way. After reading some great books on thinking, a student’s life can change for better. Here are some of the most mind-blowing ways that reading books for pleasure can completely alter the way you think (and improve your papers). 1. Have Clearer Priorities Watching a character suffer from the death of a loved one, the devastation of their home, or the loss of their wealth can move you deeply. You do not have to experience these things on yourself to resolve to spend more time on what’s most important. Addicted to video games? Haven’t been hitting the books lately, taking advantages of a valuable education? Started cheating on your exams to get ahead? When you read books, you will realize what things are of long-term consequence and what you need to let go. 2. Shake off Depression Obviously, clinical depression requires help of a doctor and perhaps a counselor or psychologist, and there’s no shame in taking medication or talking about your problems to help you become fully healthy. Sometimes, though, a couple weeks of feeling blah or stressed, you are suffering from a particular situation in your life that just gets you down. Books are a huge benefit for a variety of reasons. If the characters are experiencing their own traumas, they will give you the chance to learn from their mistakes and successes alike. Sometimes, just seeing how someone else really gets it can help you feel less alone in your struggles and get you back to focusing on great writing for that class you’ve been dreading. 3. Train Your Brain How about to achieve your educational goals? It is beneficial to be able to converse with others on a variety of topics, whether it is your future boss at a job interview or your colleagues. Prepare yourself now for that tough issue, your final year at the university. Putting yourself in another person’s shoes is invaluable. When you visualize what it is like to live another life, you are flexing mental muscles that help you develop your skills in every other subject in school. 4. Become Smarter If you are hoping to use a better vocabulary in your papers, do not grill yourself with flashcards. Instead, pick up a book. You will learn an incredible variety of words in context, which means that they are far more likely to stick than if you had just seen them on their own. You will also get a natural sense of the way that good sentences flow, of the way that words slip most easily into your mind. Of course, this means that you need to choose great literature, not Twilight. So, skip the sparkly vampires and head for something deeper, like Anna Karenina or Gravity’s Rainbow. As we see, books are very important for us, thus, do not lose your time! Choose a book to your liking and get all the benefits, mentioned above.

Fundamentals of Macroeconomics - 850 Words

Benson James ECO 372 Fundamentals of Macroeconomics 08 October 2013 The gross domestic product (GDP) is defined as the market value of all goods in any country at any specific time. The gross domestic product is frequently used to establish a country’s wealth or standard of living. Even though the GDP is supposed to determine a country’s economic health, many nonbelievers think the gross domestic product does not account for the underground economy. An underground economy would consist of transactions that are no reported to the government. The first thing that comes to mind as an example would be restaurant servers. Not all restaurants require servers to claim all of their tips.†¦show more content†¦They can do this by offering goods and services at a discounted prices or creating temporary sale items to compete. Massive layoff of employees can affect household because it will decrease the amount income each household brings in. When a household does not have a regular income, it affects the way they spend their money. Households will have to cut costs and budget their money wisely. When massive layoffs take place is has a great affect on the government as well. The government has to compensate for the large number of recently unemployed people. This increases government spending dramatically because now they have to use money for people who are collecting unemployment rather than on something else. Since households have less income, they are unable to put their money back in the economy. Even though businesses are saving on their own costs by laying off employees, they are not bringing in as much because people have less disposable income. When there is a decrease in taxes, households have a greater income which in turn allows them to spend their money at business. When households have a higher income, it lessens the amount of money the government has to provide for households. Business will be able to stay competitive in the market because people will have more money to spend on their goods andShow MoreRelatedFundamentals Of Macroeconomics Paper On Macroeconomics1272 Words   |  6 Pages Fundamentals of Macroeconomics Paper Macroeconomics is a study in which reflects the economy as a whole and the levels of total output, which is also referred to as national income. National income measures the value of an output produced in an economy over a period of time. In this paper gross will attempt to describe the economics related word terms such as gross domestic product (GDP), real GDP, nominal GDP, unemployment rate, inflation rate and interest rate in laymen. Also will describeRead MoreFundamentals of Macroeconomics Essay778 Words   |  4 PagesFundamentals of Macroeconomics Fundamentals of Macroeconomics Stafford M. 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Threatening Forces Free Essays

Threatening forces are every where we look in life. Almost anything could be considered a threat in today s society. The poem by James Joyce, I hear an Army Charging Upon the Land, contains evidence of a threatening force. We will write a custom essay sample on Threatening Forces or any similar topic only for you Order Now The threatening force in this poem is punk rock kids at a punk rock show. Threatening forces are very apparent in this poem. A prime example of one is when he says Arrogant, in black armor. He is talking about kids in leather jackets. It is there way of proving they are punk and it looks threatening. Seeing people in leather jackets is scary, especially when society has trained us to think that black is a sign of. We have been trained to think that anything that stands out is scary and people in black leather jackets stick out like a sore thumb. Obviously, when James Joyce says in black armor, it is a threatening force of punk rock. Punk rock is a very firm theme of this poem that is supposed to be menacing. This is established when it says, Clanging, Clanging upon the heart as upon an anvil. This is saying how he feels that the chains that the kids wear are frightening. He feels that the sound of their chains dangling together is intimidating. When people who wear chains run the often make a loud noise and if you wear more than one, which most people do, it makes an extremely loud noise which can be demoralizing. Clearly, the sound of the chains clanging together is a threatening sound. The people who listen to punk rock music are a reoccurring theme of peril. The threatening force of punk rock is extravagant when James Joyce says; They come out of the sea and run shouting by the shore. This is talking about them after a concert and how they are rowdy. Them coming out of the sea is when they come out of the mosh pit, out of the sea of people. After this they are often rowdy with the little energy they have left over. They are talking loudly because their hearing was just blasted by the loud music. People who are in a really good mood and acting a bit rowdy are often seemed to be dangerous especially if they are yelling. Evidently, punks after a concert are considered a threatening force to society. The poem, I Hear an Army Charging Upon the Land, is about the threat that punk rock supposedly puts on our society. Society is chained to its belief that anything different is threatening. Even though most of these people are not the least bit scary. It is hard to believe that, when the leaders of society, like the police, are always blaming the problem of on these types of people. Is punk rock really a threatening force in society or just a way that we have been brain washed to fear change and difference? How to cite Threatening Forces, Essay examples

Jenny from Forrest Gump Personality Trait Analysis free essay sample

We first meet Jenny when she altruistically offers Forrest the seat next to her on the bus when all the other children said â€Å"this seat’s taken. † After that Jenny and Forrest became best friends with her teaching Forrest to read and stood up to his bullies, while Forrest stayed with her and prayed when Jenny’s father would yell at her in his drunken stupor. Jenny’s father physically and sexually abused her sisters and her throughout their childhood which has a lasting effect on Jenny. The development of a sense of self is thought to be one of the earliest developmental tasks of the infant and young child, typically unfolding in the context of early relationships. How a child is treated (or maltreated) early in life influences his or her growing self-awareness. As a result, severe child maltreatment – including early and sustained sexual abuse – may interfere with the child’s development of a sense of self† (Briere amp; Ellio tt, 1994, p. 58). As well as being kind and altruistic to Forrest, Jenny is also averagely intelligent – she teaches Forrest to read, courageous and supportive – she stands by Forrest when the other boys bully him and because she tell him to â€Å"run Forrest, run! † he breaks out of his leg braces and finds a talent in running, extremely fast that gets him a football scholarship to the University of Alabama. As they get older, Jenny becomes more flighty and untamed. She cannot stay committed to something and develops a high level of promiscuity. Sexual arousal and positive sexual attention can temporarily mask or dispel chronic abuse-related emotional pain by providing more pleasurable or distress-incompatible experiences† (Briere amp; Elliott, 1994, p. 61). She is determined to get out of Alabama and make something of herself by any means necessary and risque behavior is the easiest way for her to do it. â€Å"Hedonic and eudemonic happiness reflect two distinct psycholog ical states. By trying to maximize pleasures and avoiding displeasures, the hedonic approach induces a fluctuation happiness in which phases of pleasure and displeasure alternated repeatedly. The experience of pleasure is by nature fleeting and dependent up circumstances† (Dambrun amp; Ricard, 2011, p. 139). In college Forrest finds her kissing another boy in his car and mistakes it for a physical attack resulting in the boy getting hit. After yelling at Forrest she sneaks him into her dorm for the night. Later she gets kicked out of the all-girls’ college for posing in Playboy magazine. When Forrest is in the army and visit’s Jenny to hear her sing (she wanted to be a folk singer like Joan Baez), he finds her singing and playing guitar naked with some male patrons harassing her. Again, Forrest steps in and hits the men to protect Jenny. She gets mad at Forrest at first but then laments on how dire her life is how depressed she is, and has thought about ending it. Through all the emotions, Jenny still cares deeply for Forrest and tells him to â€Å"not to be brave and run† when he tells her he is going to Vietnam. While Forrest is over in Vietnam fighting, Jenny has become a hippie and travels the country with ‘friends. ’ The two are reunited during a war rally and Jenny takes Forrest to a Black Panthers party where her boyfriend Wesley is and ends up hitting Jenny with Forrest witnessing this. Forrest comes to Jenny’s defense and punches Wesley and she leaves with Forrest. They end up talking all night but in the morning when they are saying goodbye, Jenny goes back to Wesley. The next time we see Jenny is when she is high on some kind of drug (most likely cocaine). â€Å"It is possible that the use of certain drugs occasionally generates what we call selflessness. Such experiences are temporary, as they depend on the psychopharmacological actions of the substances† (Dambrun amp; Ricard, 2011, p. 151). There is a man sleeping in the bed and she goes out onto the balcony, climbs up on the railing and prepares to jump. She changes her mind but is obviously distraught and has a mental breakdown, crying. Sometime afterwards, she goes back to Greenbow, Alabama and Forrest. They are happy for a short time; Jenny even confronting the house she was born in and lived with her father but one night Forrest asks her to marry him and she rejects him saying she is not the kind of girl he wants to marry. â€Å"Researchers found those with a history of abuse experienced greater symptomatic distress, poorer interpersonal functioning, and lower self-esteem compared with a clinical sample with no abuse history† (Price, et al. 2004, p. 379). Hurt and angry, Forrest walks away but later that night Jenny comes to him, tells him she does love him and they have sex. The instinct to flee rears its head and by the time Forrest wakes up in the morning, Jenny has left. â€Å"Individuals who experience emotionally abusive attachment relationships in childhood are at a distinct disadvantage in interpersonal contexts b ecause they develop a distorted understanding of what loving and caring relationships involve† (Riggs, Cusimano amp; Benson, 2011, p 126). A few years and a lot of running later, Forrest goes to visit Jenny at her request. Upon arriving at her apartment, she tells Forrest how she kept up with all the articles about his running escapades and they catch up. During the visit, Jenny’s son is dropped off by the sitter and Forrest finds out that he is the child’s father and given the same name. Jenny tells Forrest she is sick and dying so Forrest takes her and little Forrest back to Greenbow with him. Shortly after settling in, Jenny asks Forrest to marry her and he agrees. They are a happy family for a few months before Jenny passes away, leaving Forrest to take care of Forrest Jr. â€Å"Traits contribute substantially to many important outcomes such as academic performance, occupational attainment, divorce, life satisfaction, subjective well-being, physical illness, and longevity† (Kotov, et al. , 2010, p. 770). Applying Jenny’s personality with the more tangibly measurable trait theory and the different factor models of Eysenck, Cattell, and McCrae amp; Costa we see that she is an extrovert (i. . outgoing and sociable). She has no problem engaging in conversations with new people – allowing Forrest to sit with her, meeting and greeting his friends at their wedding, and as a waitress you interact with customers; she is not afraid to be in large crowds – the public speech in Washington, D. C. , the Black Panthers party, getting on the bus full of hippies; and she has no qualms being in the spotlight – singing and play ing guitar naked on stage and jumping into the reflection pool at the political rally in D. C. She is not truly emotionally stable but not neurotic, has little impulse control, is very open and agreeable, and not all conscientious. â€Å"At the trait level, Negative Affect (NA) is a broad and pervasive predisposition to experience negative emotions that has further influences on cognition, self-concept, and world view. In contrast, Positive Affect (PA) is a dimension reflecting one’s level of pleasurable engagement with the environment† (Watson amp; Clark, 1988, p. 347). The list of traits that describe her are: ociable, lively, active, sensation seeking, venturesome, depressed, feelings of guilt, low self-esteem, impulsive, creative, sometimes submissive with men other than Forrest, low in super ego, self-reliant (but semi-dependent on men at the same time), group dependent, prefers to join and follow others, uncontrolled, outgoing, warm-hearted, bold, adventurous, liberal, experimenting, resourceful, independent, insecure, fun loving, affectionate (physicall y at least), daring, good-natured, soft-hearted, trusting, courteous. Neuroticism and extraversion, both traits have strong and systematic links to emotional experience. Specifically, neuroticism is strongly and broadly correlated with individual differences in negative affectivity, whereas extraversion is strongly associated with positive emotionality† (Watson, Gamez amp; Simms, 2005, p. 48). The psychodynamic perspective finds Jenny with a med-high life instinct, high libido, and high death instinct because of her drive to do whatever it takes to provide food and water (alcohol) for herself, her constant need for intimacy and relationships as well as alcohol and drugs to bring herself pleasure, and because of these actions she is slowly decaying and destroying her body and mind (Shultz amp; Shutlz, 2009, p. 55). With Jenny her Id is in charges and is more prominent that her ego and superego. Or rather her ego does an extremely poor job of maintaining balance between the other two. She is always involved in something that provides instant gratification and breaks societal rules and norms of the time; posing for playboy, stripping, becoming a hippie, drug and alcohol use, premarital sex, child out of wedlock, and cohabitation (Shultz amp; Shutlz, 2009, p. 57). â€Å"It seems likely that sustained drug or alcohol abuse allows the abuse survivor to separate psychologically from the environment, anesthetize painful internal states, and blur distressing memories† (Briere amp; Elliott, 1994, p. 60). The different defense mechanisms she exhibits are repression, reaction formation, rationalization, and displacement. Everything Jenny does is to hide/replace/ make up for all the abuse she suffered at the hands of her father. The sex, drugs, and alcohol use is a show of blatant disregard for societal norms and her way of trying to be a different person than that weak child she was. â€Å"In all societies, training of children occurs, and social controls are in place to ensure that children are socialized – that is, brought up in such a way that each new generation acquires the prescribed atterns of beliefs and behaviors† (Maccoby, 2000, p. 2). Jenny’s father’s actions were counterproductive with â€Å"training† her to respect societal dictations, causing Jenny to socialize in a way that disobeyed society. She sometimes takes her frustrations out on Forrest, but not in an aggressive way but more of an unintentional manipulative way. Jenny can be said to be stuck in the anal stage because she is resistant to submitting to society’s dictates, doing things to act out against society. Like a toddler who â€Å"defecates when and where the parents disapprove, thus defying their attempts at regulation† (Shultz amp; Shutlz, 2009, p. 66). Jenny is the toddler and society is the disapproving parent. Jenny’s scene in Forrest Gump are sporadic but when we do see her we notice the progression from innocent child, seemingly happy to adult who is destructive and masking the pain of her inner demons. Retrospective evidence indicates that memories of childhood emotional abuse are significantly related to poor interpersonal skills, insecure attachment style, and relationship dysfunctional in adulthood† (Riggs, Cusimano amp; Benson, 2011, p. 127). She makes many mistakes and bad choices but eventually ends up becoming a good mother and wife who learns responsibility and to let true love in. Psychodynamic theory was chosen because Jenny’s father affected her so much with his sexual and physical abuse. Physiological changes could be the effect of sexuali zation or, alternatively, one of its sources, it suggests how profound and pervasive the impact of sexual abuse can be† (Kendall-Takett, Williams amp; Finkelhor, 1993, p. 173). Psychodynamic theory is about the inner conflict a person has; their thoughts and feelings that have been repressed bubbles to the top and creates undesirable manifestations of behaviors. This theory thrives on â€Å"the importance of childhood experience in shaping adult behavior† (Shultz amp; Shultz, 2009, p. 91). Even though as a child she seemed nothing like her father, once she was older she subconsciously behaved very similar to him with her alcohol and drug use – methods she used to cover her pain from the abuse. If her childhood was just a little different (i. e. her father was not abusive or her mother was still alive) then she might have been a better well-adjusted as an adult and not turned to the toxic coping methods she did. â€Å"A child is unable to resolve fear and reduce anxiety, leading to chronic activation of the fight – or – flight mechanism and a dysregulation of arousal. As a result, children do ot learn how to manage their emotional states effectively and develop negative views of the self as inept, damaged, and contemptible, as well as negative views of others as hurtful, betraying, and cruel† (Riggs, Cusimano amp; Benson, 2011, p. 127). Even though we are shown snippets of Jenny’s life, they are ones of very obvious behavior that is ea sily measured which is why the trait theories are chosen. Many different and sometimes contradicting traits make Jenny a complex person but her behavior patterns can be readily categorized and identified according to the trait theory. Twin studies show up to fifty percent of personality is inherited. We do not know what Jenny’s father was like before her mother died but we can speculate that her death attributed significantly to many of the father’s coping methods (alcohol and pedophilia/incest) Personality does not change much over time though we see Jenny go from self destructive and self indulgent young adult to responsible mother, had she not been dying and needing someone she could trust to look after little Forrest, she probably would never have contacted Forrest informing him he had a son. She married Forrest to ensure he would not lose custody of little Forrest, not because she changed he mind about marriage. She did not necessarily want to change her lifestyle; she had to change her lifestyle because there was someone else in it. If she had not gotten pregnant Jenny might have ended up actually taking her own life in a drug-induced high, thus showing her to still have selfish tendencies to her personality. As Jenny’s father suffers from alcoholism so too does Jenny becomes dependent on alcohol as well as other drugs. Additionally, her father has a problem with sex – he likes to be intimate with his daughters. When Jenny becomes an adult, she is seen numerous times in intimate situation with men, including Forrest. Until she decides to be with Forrest shortly before her death the men she is with are very similar to her father, which supports Freud’s concept of the Oedipal complex (kill the mother to marry the father), though obviously not literally. We see Jenny jump from many dangerous and questionable experiences throughout the movie, such as performing naked in a bar, traveling the country in a hippie bus, and going to a Black Panther party, sleeping with many men, and even attempting to end her life by jumping off a hotel balcony. Jenny is also not afraid to interact with new people or stand up for Forrest throughout their lives. She cannot stay focused on one experience for too long and works hard at keeping Forrest (the only person she shows she truly cares about) at a distance. For one, she does not think she is good enough for him, feeling she is damaged goods from her father’s abuse and also because she’s afraid if she lets him close she will let those internal demons ruin the only good and pure thing she has in her life (before little Forrest comes along) hurting her even more than her past has. â€Å"Childhood maltreatment in general has been associated with adult relationship instability (Coleman amp; Widom, 2004), problems with intimacy, sexuality, and conflict resolution (DiLillo, et al. 2007); and intimate partner violence (Whitfield, et al. , 2003) (as cited in Riggs, Cusimano amp; Benson, 2011, p. 127). These sensation seeking – drug and alcohol use, attempting suicide, hippie activities, sneaking Forrest into her dorm, and performing naked on a stage; sociable – being a waitress, traveling with other hippies, meeting and greeting at her wedding; venturesome – performing naked on stage, traveling with hippies, j umping into the reflection pool in D. C. impulsive – how she comes and goes in and out of Forrest’s life, traveling with hippies (by nature they â€Å"go where the wind takes them† and will change course at the drop of a hat), even allowing Forrest to sit with her on the bus. â€Å"Disinhibition (or impulsivity, novelty/sensation seeking, low conscientiousness/constraint): one or more of the indicators for this trait are related to multiple measures of substances use including drug dependence severity, polydrug use, recency of use, earlier age of onset, family history of addiction, and poor treatment response. Disinhibitory traits are also related to various indicators of personality-related problems, including current and lifetime depression and anxiety symptoms and diagnoses, global psychiatric severity, childhood abuse, HIV risk, suicidality, attention-concentration problems, violence, and criminality† (Ball, 2004, p. 91); tough-minded: how she is willing to do what it takes to escape her childhood – though her ways are not positive – and experience the life outside of Greenbow Alabama, depressed – the ways she tries to escape the pain of her childhood. She admits to Forrest how hopeless about her life she feels and how sad she is. She gets heavily involved in drugs and alcohol and almost jumps off a hotel balcony. â€Å"Escape from extreme psychic pain – that is, depression, anxiety, or extreme hopelessness – is a commonly expressed motivation for suicide† (Briere amp; Elliott, 1994, p. 0); feelings of guilt (how she resists a real meaningful and loving relationship with Forrest for the majority of her life because she does not feel she is good enough for him and instead we see her with one man who obviously just wants her sexually, a man who hits her and another man who does drugs with her; and low self-esteem – all of the previously mentioned actions are partly because she feels she is damaged and does not deserve true ‘normal’ happiness. Her father destroyed her self-esteem and self-worth when he put his hands on her. It is the damaged self-image, not the sexual abuse per se, that leads t o other difficulties† (Kendall-Takett, Williams amp; Finkelhor, 1993, p. 174), are all examples of why she scores high in the trait theorist’s categories of extrovert, low impulse control, low emotional stability, high in openness, high in agreeableness, and low/non-existent in conscientiousness. Jenny’s societal and cultural influences are intertwined and overlap. She comes from a poor family but has been educated in public school systems and a private college (though she did not finish because she was expelled for posing in Playboy magazine). Forrest and Jenny’s young adult and adult years were spent during the 1960’s and 1970’s when sex and drugs were indulged by many including Jenny herself. â€Å"We have very little control over pleasant and unpleasant sensations, even though we try hard to achieve the first and avoid the latter. We strive for pleasure, experiencing it temporarily or not at all. We try to avoid all unpleasant experiences and yet are confronted with them repeatedly† (Dambrun amp; Ricard, 2011, p. 139). Civil rights movement, hippies protesting the Vietnam war, and the sexual revolution – all countercultural events – occurred during an impressionable stage of development for the youth of America and with Jenny trying to escape her past, fit right in with the other lost souls of this time. Jenny knows right from wrong, even if she does not always abide by societal standards. She maintains her basic kindness and caring all the while acting flighty and selfish. Forrest is a big external influence throughout her life. He is her link to the ‘good’ in the world and helps remind her that real love exists if she only lets him past her internal wall. Jenny did not have an easy childhood. Actions of her father caused major repercussions that reverberate throughout the rest of her life. Because of these horrendous actions Jenny was unable to become a well-adjusted adult for constant feelings of depression and unworthiness. She spent her entire adult life trying to fill the void with pleasant feelings and suppress the painful memories of her youth. By the end of her short life she redeemed herself by taking care of her child and allowing Forrest his ultimate happiness of being a family. References Ball, S. A. (2005).

Workshop Activities on the Soil Erosion - MyAssignmenthelp.com

Question: 1. How effective has the 10% contact cover been in reducing soil erosion by rainfall? 2. On what slope the cover was most effective in reducing rainfall erosion? 3. What was the effect of slope on sediment concentration and soil loss? 4. Discuss the interaction between slope and surface contact cover on soil loss and sediment concentration. Answer: Answer 1 Erosion is enhanced by the speed of the moving water and by reducing the amount of exposed surface, there is a reduction in the number of sediments transported downslope. Majorly, erosion is of four types which are as a result of direct rainfall: sheet, rill, splash and gully erosions. However, of the four processes, splash erosion is the initiator which is followed by sheet erosion while rill and gully follow it consecutively. It has been noted that the most severe of the erosion processes is the splash erosion which is caused by the raindrops falling on the bare surface. The raindrops have the kinetic energy to dislodge the soil particles from the matrix and therefore initiate the erosion process. Therefore a reduction in the amount of surface exposed to the rain results to a decrease in the amount of erosion. The experiment indicates that erosion for the slopes with gradients of 2%, 4%, 6%, 8% and 10% is higher on surfaces without cover than on the same surfaces with cover. However, the same is not true for the surfaces with slopes of 1%, 3%, 5%, 7% and 9%.The discrepancy has been rectified by the line of best fit.However,comparison may be observed on a bar graph. Answer 2 Slope gradient, as well as the amount of cover provided, determine the number of sediments transported by runoff. Therefore, it can be said that a 0% gradient does not result into any runoff because the rainwater does not have enough energy to transport the soil downslope. An increase in gradient is likely to lead to an increase in the amount of erosion and as it has been demonstrated from the experiment, a 10% cover on the 2% gradient has the most predominant cover to erosion. The 2% gradient has prevented soil loss by approximately 46.66 % compared to the other slopes which have slightly lower effects on the soil loss. Answer 3 According to the data obtained from the experiments, the slopes do have a profound effect on the soil loss as well as the sediment concentration. However, it is important to note the type of surfaces used in the experiment. In determining the sediment concentration, there is a comparison on slopes with the strip and those with no strips. On the other hand, analyzing soil loss involves surfaces with cover and those with no cover. Increase in slope has the effect of increasing the sediment concentration on the no strip slopes. This can be observed from the 3% gradient all the way to the 10% gradient. In this regard, the 10% gradient has the maximum sediment concentration with 30.365g/l. As with the strip slope, the sediment concentration increases all the way to the 8% gradient but reduces the 9% before increasing. As with the no cover surfaces, there is an increase in soil loss with the 8% gradient having the maximum soil loss with a loss of 918.032g/m2/ hour. As with the surfaces with cover, the amount of soil loss increases from the 2% gradient with the maximum soil loss observed in the 7% gradient (1765.416 g/m2/hour).Therefore, an increase in gradient results to an increase in the sediment concentration as well as the soil loss. Answer 4 There are primarily two factors that determine the amount of erosion on any surface: the amount of vegetation/cover and the gradient of the slope. The gradient is proportional to the erosion while the surface cover is inversely proportional to the erosion. As it can be observed from the experiment, surfaces with cover and those with no cover have different rates of soil loss. In this regard, those with cover have a reduced rate of erosion compared to those with no cover.