The Role Of Interactional Modification In Efl

The Role Of Interactional Modification In Efl The interaction hypothesis claims that interactional modification promotes language development through increasing comprehension. Owing to the fact that online interactive exchange offers learners many opportunities to use the target language to negotiate both meaning and form in a social context , this study is an attempt to compare the types and frequency of Interactional Modifications as employed by two groups of intermediate EFL students-one interacting via online communication and the other through regular oral class interaction to explore the potentials of text-based online chat in facilitating the development of question forms in English as a foreign language. To do so, while a total of eighteen paired intermediate EFL students used a synchronous chat program (Yahoo Messenger) over a seven week period to complete a series of communicative tasks outside their classroom time, the members of the comparison group did the same tasks using plain classroom oral interaction. The resul ts show that Iranian EFL learners in computer mediated communication (CMC) environment had over five times as many turns, and used a much greater variety of interactional modifications in comparison to the group in class environment. Data from this study also suggest that interactional modifications during online negotiation facilitate the development of question forms in English as a foreign language. Given that the current study only focused on online interaction among non- native speakers (NNSs), future studies on online negotiation including both NNSs and native speakers (NSs) are still needed. Key terms: Computer-Mediated Communication, Interactional modifications, question forms development Introduction Interaction is the key to second language learning. However one of the greatest challenges faced by the foreign language (FL) education is how to construct an interactive learning environment outside the classroom in which learners can exchange information and communicate ideas in the target language (TL). This challenge as Campbell (2004) truly mentioned is due to the fact that unlike ESL learners who communicate in TL outside of the classroom, the EFL learners re-enter a world talking their mother tongue as soon as they leave the classroom and consequently they dont have any opportunities to interact in TL and are left with little opportunity to use what theyve learned in the classroom. Many a researcher in the area of Computer Assisted Language Learning (CALL) has suggested that text-based Synchronous Computer Mediated Communication (SCMC) is capable of providing an ideal learning environment which may be beneficial to second/foreign language learning. (Beauvois, 1992; Pellettieri, 1999; Chapelle, 2001). Pellettieri (2000) declared a logical relationship and argued that because oral interaction is considered by many to be important for second language development, and because Synchronous [CMC]. . . bears a striking resemblance to oral interaction, it seems logical to assume that language practice through [CMC] will reap some of the same benefits for second language development as practice through oral interaction.(p. ) While many studies investigated the role of oral negotiated interaction in second/foreign language development (Gass, 1997; Long, 1985; Mackay, 1995; Mackey Philp, 1998), the role of online negotiated interaction in facilitating language development has not yet been explored completely. Specifically, as far as the efficacy of SCMC medium in grammatical development is concerned, the previous findings are unsatisfactory and controversial. Moreover little research has yet been conducted into the effect of CMC in the EFL context. This study therefore, explores the role of interactional modifications during text-based SCMC in order to better understand the potential of text-based online chatting to facilitate the development of question formation in English as a foreign language. Literature review Interactional modifications in CMC environment In spite of the fact that a few studies has addressed the issue of interactional modifications in CMC environment (Lee, 2001, 2002; Kotter, 2003; Jepson 2005; Isharyanti, 2008), none of these studies have been conducted in naturalistic setting (e.g. outside of the classroom or language laboratory), thus ignoring the real potential of CMC technology which is beyond any temporal and spatial constraints. Although focusing on different categorization of interactional modifications, all of these studies have shown unanimously that CMC medium is capable of providing a conductive learning environment in which interactional modifications might be generated. Lee (2001, 2002) conducted two similar studies in which she explored the types of interactional modifications employed by Spanish Learners at intermediate level of proficiency. Considering both studies, a total of ten categories of interactional modifications were identified including Comprehension checks; Clarification checks; Confirmation checks; Use of English, Word invention; Request (for help); Use of approximation; Self corrections; Topic shift ,and Use of keyboard symbols as discourse makers. The result showed that request (for help) happened the most frequently followed by clarification checks self- correction and comprehension check (Lee, 2001, p. 238; Lee, 2002, p.280). Through a comparison of the result of her study with the literature on face-to-face communication Lee (2002) argued that the learners negotiated with each other using a variety of modification devices similar to face-to face communication (p. 280). Being one of the first studies in this area, the studies con ducted by Lee were subject to a number of limitations. For example the definitions used in coding categories are somewhat problematic (Thomas Reinders, 2010) since as Kotter (2003) stated there is substantial overlap between the definitions of clarification checks and requests (p. 157). Providing a more coherent classificatory system, the study by Kotter (2003) focused on eight types of interactional modifications including: Confirmation checks; Clarification request; Comprehension checks, Repetitions; Recasts, Overt indications of understanding; Overt indications of agreement; and Overt indications of non-agreement (p. 157). However, in contrast to Lees (2001, 2002) finding, Kotters (2003) study revealed a marked difference between conversational repair in spoken interactions and in the MOO-based exchange (p. 145). He discussed that these differences may due to a number of medium-specific factors (p.163). Jepson (2005) explored the types of repair moves used by NNSs in synchronous text-based chat in comparison to voice-based chat during 10, 5-minute sessions. (5 text-based chat sessions and 5 voice-based chat sessions). Although a number of new interactional modifications ( e.g. Self repetition/Paraphrase, Explicit Correction and Question)were identified, this study is also subject to a number of limitations. There was no information about the proficiency level of participants as this issue may affect the interaction and the interactional modifications generated during the process of negotiation. Furthermore, the duration of the sessions was limited (5 minutes). These two issues may question the external validity of the findings. In a more recent study, Isharyanti (in Marriott Torres, 2008) examined the types and frequency of interactional modifications employed by NNSs during synchronous text- based chat. Focusing on a more varied number of interactional modifications, Isharyantis study confirmed the potential of CMC environment in generating interactional modifications. The data showed that the participants engaged in online negotiation process and in order to understand and to be understood, they used a variety of interactional modifications among which confirmation check (24%) was the most frequent one followed by overt indication of agreement (21%) and clarification request (21%). Nevertheless, to examine the potential of CMC technology as a medium for negotiated interaction, the presence of a control a group (a typical class environment in which learners communicate face-to-face) would be helpful. L2 grammatical development and Text-based computer mediated communication The role of negotiated interaction in L2 development continues to be of great interest to researchers (see Pica, 1987; Gass and Varonis, 1989; Mackey, 1995). However, much of the research on the effect of negotiated interaction and interactional modifications used during negotiation process is based on data from face-to-face interaction in ESL context. Moreover, the few studies that have been conducted in CMC environment are unsatisfactory and controversial. There are three standà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.blue print Sotillo (2000) compared syntactic complexity of 25 learners output produced in synchronous versus asynchronous computer mediated communication (SCMC vs. ACMC). She claimed that because of the fast nature of interaction in SCMC, the participants did not pay any attention to form (accuracy) while negotiating meaning (97). In the meantime, due to the delayed nature of ACMC, this medium was capable of generating more syntactically complex structures. Nevertheless, as Fiori (2005) stated while Sotillo reported that grammatical accuracy may suffer in the SCMC environment, her data revealed that the synchronous groups interactions exhibited fewer errors than the asynchronous groups utterances (p. 569). Further investigation, therefore is needed to better understand the potential of SCMC environment in fostering the grammatical development. In the same vein of research, Lees studies (2001, 2002) admitted that although the participants did engage in negotiation of meaning, negotiation of form rarely happened among them. She argued that due to the rapidity of the interaction occurred in SCMC, participants produced brief utterances using simple sentence structures and ignored linguistic errors (Lee, 2001, p. 239). Thus she concluded that interaction mediated via SCMC technology fostered fluency rather than accuracy. Emphasizing on further studies on the effectiveness of CMC medium for the development of learners interlanguage, Lee (2001) suggested that students need to be advised of the need to write correctly to maintain a balance between function, content, and accuracy (p. 242). Blake (2000) examined the online discourse of 50 Spanish learners at intermediate level of proficiency in term of task type. By considering the potential of CMC environment for eliciting negotiation of meaning, Blake (2000) concluded that carefully crafted tasks stimulate L2 learners to negotiate meaning which. . . . appear to constitute ideal conditions for SLA, with the CMC medium being no exception (p. 133). However, his stand on the effectiveness of CMC medium for grammatical development is uncertain. According to Blake (2000) the predominance of incidental lexical negotiations, in contrast to the paucity of syntactic negotiations, leaves unanswered or unsatisfactorily addressed the issue of grammatical development (p. 120). Therefore, further research is to be conducted in order to declare this issue with certainty. On the contrary, Pellettieri (2000) claimed that bearing a striking resemblance to oral interaction, network based communication (NBC) is capable of facilitating grammatical development. She examined online discourse produced by 20 NNSs during 5 30-minute sessions. As far as the potential of CMC medium in stimulating negotiation of meaning is concerned, the results of her study echoed the findings reported in literature. She observed that, engaging in online negotiation process is as facilitative as it is typical to oral interaction. She also found that the learners seek mutual understanding and try to convey their meaning by using some communicative strategies. Adopting an interactionist perspective, she argued that Because through negotiation, interlocutors can zero in on the exact source of communicative problem they are trying to resolve, and because often at the root of the problem is some aspect of the L2 form, be it lexical, syntactic, or semantic, L2 learners are even more likely to notice the problem and attend to these very aspects of form in their output while negotiating meaning. (p.61) As Pellettieri reasoned, engaging in the process of negotiation of meaning, the interlocutors attention will be drawn on linguistic form and consequently they are able to notice the gap between their interlanguage and the target form. This process focus on form has been claimed necessary for grammatical development (Gass and Varonis, 1994; Schmidt, 1990; Spada Lightbown, 1993 as cited in Pellettieri, 2000). Finally Salaberry (2000) compared the efficacy of two environments: CMC environment versus face-to-face environment in fostering L2 morphosyntactic development. He analyzed the discourse produced by four NNSs qualitatively. The findings revealed that with respect to the use of past-tense verbal morphology across tasks, some initial changes in the development of morphological endings were more evident in the CMC session than in oral session (p. 17). According to Salaberry (2000), the outperforming of CMC environment over face-to-face environment in facilitating morphological development may due to medium-specific characteristic that is CMC provides a learning environment in which the learners attention will be drawn on both form and function (p. 19). Differences in the mixed findings regarding the effect of SCMC medium on the grammatical development may be due to the difference in target items used to measure development. In Sotillos (2000) study, the target feature was Syntactic complexity which was defined by Sotillos (2000) as the ability to produce writing that uses subordination and embedded subordinate clauses (p. 99). Lees (2001, 2002) measure of development was sentence structure (simple sentences versus complex ones) ,while Salaberry (2000) used past tense verbal endings as the target grammatical feature. However, as far as the researchers are aware, there is not a single study to address the effect of CMC environment on the development of grammatical development with regard question forms in English as a foreign language. Therefore, in the light of ongoing discussion as to the role of CMC in foreign language development, the present study was designed to answer the following research questions: Do Iranian EFL learners engage in meaning negotiation process through SCMC? What types and frequency of interactional modifications do Iranian learners employ in CMC environment versus of those in class environment? Is there a the relationship between group membership (Experimental group: CMC environment Vs. Control group: Class environment) and the production and development of question forms in English as a foreign language? Method Following the mixed methods approach, this study adopted both a qualitative perspective to provide an in-depth explanation of the types of interactional modifications and a quantitative view point via a pretest-posttest, delayed posttest design to explore the existing relationships. Participants A total of 36 EFL learners from a Language school in Rasht, Iran participated in the present study. Their Participation in the study was voluntary and involved a commitment of 50 to 60 minutes performing some communicative tasks with their assigned partners for one session per week for 7 weeks outside of the classroom. This study was held during study periods at the language school. All participants were native speakers of Persian who were receiving two 90-minute classes of English instruction weekly. There were 30 female and 6 male students. The age of participants ranged from 14 to 32 years, with an average of 17. To meet local ethics requirements, the participants and their parents consent to contribute to this project was secured through two forms a Contract Form with an explanatory statement according to which the researchers guaranteed that participants would receive some rewards (some English books on DVD) if they accomplished the expected tasks and Parental Consent Form, in P ersian, given to all participants and their parents to be signed. Instrument Yahoo! Messenger Chat Software The software used in this study was the Yahoo! Messenger, a free program available for public use. It allows for real time, synchronous Computer Mediated Communication in Internet chat rooms. Using the text mode, the participants could record all of the written transactions entered in a chat window, which provided the researchers with an instantaneous transcript of all user exchanges. Communication Tasks The tasks used in this study were selected and developed to (a) provide opportunities for the interactional modifications to take place and (b) provide context for the targeted structures to occur. Following Pica, Kanagy Faloduns typology (1993), information gap tasks were used in this study in order to make the participants exchange information and endeavor to gain a single outcome. The selection of the communicative tasks utilized for both treatment and tests-was motivated by previous studies such as Pellettieri, (1999), Blake, (2000) and Cheon (2003). Each task was photocopied and distributed to every participant. Table 1. presents a detailed description of each task. Table 1. Task materials used for test and treatment Task Task instruction given to participants Pretest Missing information Work with your partner. Ask and answer questions to find the missing information. Treatment Complete the drawing Below is a drawing of Richards room. He hasnt had time to put all his things where he wants them. Your partner has a complete drawing of his room. Ask him/her questions where to put all the things. Complete the drawing Below is a drawing of a kitchen. Your partner has the same drawing but with a number of objects. (E.g. glasses, pots, etc.). Ask him/her questions where to put all the things. Spot the differences You both have two similar photographs but taken at a slightly different time. Work with your partner to find as many differences between the two photos as you can. Spot the differences Work with your partner. You both have a drawing of a busy yard where you can see people doing different things. Your drawings are NOT the same. There are 9 differences. Ask and answer questions to find the differences. Posttest Missing information Work with your partner. Ask and answer questions to find the missing information. Delayed Posttest Missing information Work with your partner. Ask and answer questions to find the missing information. Procedures First, the researchers explained the project to the students and expressed the hope that the students would choose to participate. All participation was voluntary, however to encourage the students to take part in the study, the instructor guaranteed that participants would receive a DVD-pack including some English books as a reward. To meet local ethics requirements, through a Contract Form with an explanatory statement and a Parental Consent Form in Persian, the students were asked if they would like to participate in this research project. Afterwards, Participants in experimental group (n=18) were divided by self-selecting into nine pairs and were asked to chat online to do a series of communicative tasks for one session per week for 7 weeks outside of the classroom. The students completed 7 tasks in total over the duration of the study. There were no time limits imposed on tasks. And the students were told that they should send copies of their chat transcripts to the researchers e-mail address for further data analysis. The participants in control group (n=18), solved the same tasks face-to-face in the classroom within the limited time imposed by à ¢Ã¢â€š ¬Ã‚ ¦ Data collection and analysis The data were collected from students weekly online chatting together with the scripts from face-to face conversation. In order to investigate whether Iranian learners engage in meaning negotiation through SCMC technology, the data collected from the written discourse were analyzed based on the typical scheme established by Varonis and Gass (1985). In accordance with Blakes (2000) study, the number of total turns and negotiations was calculated. Accordingly, negotiation routines were identified by means of their four components: trigger, indicator, response and reaction. The example below drawn from this study illustrates the model during lexical negotiation. Student A: Its on the drawer, near the edge of it. [Trigger] Student B: what do you mean by edge? [Indicator] Student A: side or lip. [Response] Student B: ok. Thanks. [Reaction] A ratio of negotiated turns to total turns was calculated in order to make the data comparable with previous studies. Additionally, to identify the type and frequency of interactional modifications, the data were coded based on the thirteen different interactional modifications using the criteria provided in Table 2. Using a selection of interactional modifications from a number of studies on internet chatting (Lee, 2001, 2002; Kotter, 2003; Jepson, 2005), the categorization of interactional modifications in Isharyanti, (n.d.) in Marriott Torres (2008) motivated the categorization system in this study. There were a number of modifications. Three items namely Explicit correction, use of Persian, and question were added to the aforementioned category. In order to establish inter-coder agreement, a trained independent coder recoded a randomly-selected 25% of the data. A Pearson product-moment correlation revealed an inter-rater correlation of .85 (P Table 2. Categories, definition and example of interactional modifications Code Type of IM Definition Example 1 CC Confirmation check A speakers attempt to confirm that he has understood an utterance via the (partial) paraphrase (as opposed to repetition, see below) of this turn, which can simply be answered with Yes or No. Did you mean? 2 CR Clarification request An explicit demand for an elaboration or a reformulation of an idea, which requires a rerun of the troublesome utterance in question. What do you mean by X? 3 C Comprehension check A speakers attempt to prompt another speaker to acknowledge that he has understood a particular utterance. Do you Understand? 4 SR/P Self Repetition The repetition, in isolation, of part of or an entire erroneous or otherwise problematic utterance. Where is the lamp?(*2) 5 SC Self-correction To correct errors made on lexical items or grammatical structure. This has been bee, I mean been. 6 R Recast A form-focused partner-related target-like reformulation of all or part of an incorrect utterance. A: I live Iran. B: Do you really live in Iran? 7 EC Explicit correction You should say X. 8 InU Overt indication of understanding An overt indication that a speaker has understood a particular message. Ok, I got it thanks. 9 InA Over indication of agreement An overt indication that a speaker agrees with what his partner said. Yes, I agree, youre right. 10 InNA Overt indication of non-agreement An overt indication that a speaker does not agree with what his partner said. No, I think choice B is better for him. 11 P Use of Persian To use Persian to substitute words or ideas in English. second tabagheh 12 KS Use of keyboard symbols as discourse markers To signal for uncertainty or to confirm an idea or agreement. à ¢Ã‹Å" º 13 Q Question Interlocutor asks a question in order to prompt the speaker to make a question Can you try that again? Note: Adopted from the categorization of Interactional Modifications described in Isharyanti (in Marriott Torres, 2008). There were a number of modifications to this classification as mentioned before. To answer the third research question-to examine whether there is a relationship between group membership (CMC environment Vs. Classroom environment) and development in question formationall the question forms produced by the participants during online negotiation and face-to-face interactions were collected for detailed study. Question development in this study is understood from two perspectives: (1) accuracy perspective and (2) developmental stage perspective. In analyzing accuracy, because participants took considerably greater time in online chat, and thus their language output in these two modes could have been different, the researchers converted the number of well-formed questions into standardized scores by computing the ratio of each participants number of well-formed questions to the total number of questions he or she produced. These accuracy-based scores were examined for further investigation. In addition to accuracy, the analysis concentrated on developmental stages. All the questions, produced by the participants, were coded in terms of the developmental stage it represented based on categorization of the developmental stages established by Pienemann et al. (1987), shown in Table 3. Accordingly, each students questions were studied individually and assigned to the appropriate stage category in each task. Stage assignment was based on the highest stage from which a participant produced two linguistically unique questions. Question development was operationalized as a stage increase on either posttest or delayed posttest. It was then possible to examine whether the learners had improved over time. Table 3. Examples of Question Forms and Developmental Stages Stage Description of stage Examples 2 SVO? Canonical word order with question intonation. Its a monster? Your car is black? You have a cat? I draw a house here? 3 Fronting: Wh/Do/Q-word Direct questions with main verbs and some form of fronting. Where the cats are? What the cat doing in your picture? Do you have an animal? Does in this picture there is a cat? 4 Pseudo Inversion: Y/N, Cop. In Y/N questions an auxiliary or modal is in sentence initial position. In Wh-questions the copula and the subject change positions. (Y/N) Have you got a dog? (Y/N) Have you drawn the cat? (Cop) Where is the cat in your picture? 5 Do/Aux 2nd Q-word->Aux/modal ->subj (main verb, etc.) Auxiliary verbs and modals are placed in second position to Wh-Qs ( Q-words) and before subject (Applies only in main clauses/direct Qs). Why (Q) have (Aux) you (sub) left home? What do you have? Where does your cat sit? What have you got in your picture? 6 Cancel Inv, Neg Q, Tag Qu Cancel Inv: Wh-Q inversions are not present in relative clauses. Neg Q: A negated form of Do/Aux is placed before the subject. Tag Q: An Aux verb and pronoun are attached to end of main clause. Can Inv) Can you see what the time is? (Can Inv) Can you tell me where the cat is? (Neg Q) Doesnt your cat look black? (Neg Q) Havent you seen a dog? (Tag Q) Its on the wall, isnt it? Note. This table is based on Pienemann and Johnston (1987) and Pienemann, Johnston, and Brindley (1988) as cited in Mackey and Philp (1998). Results and discussion The first research question addresses the engagement of Iranian learners in meaning negotiation through SCMC. As the participants took considerably greater time in online chat, and thus their language output in these two environments was expected to be different, it was necessary to provide an overview of the number of total turns for each environment. Table 4 shows the raw number of turns, negotiations, and relative number of negotiations to total turns for both CMC and Class environments. As shown in Table 4, online environment produced about six times more turns than the class environment (4445 vs. 778). Similarly CMC environment generated more negotiations than the class environment. The relative amount of negotiation in CMC environment (2.15 %) reveals that the learners engaged in negotiated interaction in CMC environment in comparison to class environment (.38 %), although negotiations encompassed a small part of total turns in both environment. This result echoed the findings in Blakes study (2000) that is the total number of negotiations comprises only a small fraction of the overall conversational turns, ranging from .3% to 3.8 % (p. 127). Interestingly, the participants in CMC environment engaged more in negotiation process than class environment. This may due to the absence of paralinguistic and nonverbal information together with sufficient practice time which provide the participants with a learning environment to negotiate meaning. Table 4. Total number of turns and negotiated turns in CMC environment and class environment Negotiations Total turns Negotiations/ Total turns CMC environment 96 4445 2.15 % Class environment 3 778 .38 % The second research question aimed to determine the type and frequency of interactional modifications in CMC environment versus Class environment. With regard to the efficacy of CMC technology in generating interactional modifications, the result of this study supported the findings in literature and admitted the potential of CMC medium in providing a conductive learning environment for Interactional modifications to occur. Synchronous online interaction did provide NNSs many opportunities to negotiate meaning using a variety of interactional modifications. According to Figure1 which presents the percentage of each IMs in both CMC and class environment, the participants engaged in online negotiation employed a much greater variety of interactional modifications in comparison with the face-to-face interaction. In CMC environment 12 types of interactional modifications occurred among which clarification request (25%), Confirmation check (15%), overt indication of understanding (14%), U se of keyboard symbols (12%) and Self Repetition/paraphrase (11%) were the most used interactional modifications for negotiation. However just 3 types of interactional modifications occurred in class environment. Clarification request (78%) occurred most frequently, followed by C

Enviromental Protection Act

Environmental Protection Act 1986 Submitted by:Prachi Soni Rashmi Singh Partho Pritam Sarkar Environmental laws ?Protect and improve the environment and to safeguard the forests and wildlife of the country. Department of Environment was established in India in 1980. later became the Ministry of Environment and Forests in ? ? The ? ?This Environmental Protection Act 1986 ?The constitutional provisions are backed by a number of laws – acts, rules, and notifications. EPA (Environment Protection Act), 1986 came into force soon after the Bhopal Gas Tragedy. large number of laws came into existence as the problems began arising, for example, Handling and Management of Hazardous ? ? The ? ? Thereafter List of the environmental legislations ?General ? Forest ? Water ? Air ? and wildlife General ?1986 Act ? 1986 –The Environment (Protection) Rules ? 1989 – The objective of Hazardous Waste (Management and Handling) Rules ? 1989 – The Manufacture, Storage, and Import of Hazardous Rules ? 1989 – The Manufacture, Use, Import, Export, and Storage of hazardous Micro-organisms/ Genetically The Environment (Protection) General ?1991 – The Public Liability Insurance Act and Rules and Amendment, 1992 ? 1995 – The National Environmental Tribunal Act ? 1997 – The National Environment Appellate Authority Act ? 1998 – The Biomedical waste (Management and Handling) Rules ? 1999 – The Environment (Siting for Industrial Projects) Rules, 1999 General ?2000 – The Municipal Solid Wastes (Management and Handling) Rules, 2000 ? 2000 – The Ozone Depleting Substances (Regulation and Control) ? 001 – The Batteries (Management and Handling) Rules, 2001 ? 2002 – The Noise Pollution (Regulation and Control) (Amendment) ? 2002 – The Biological Diversity Forest and wildlife ? ? 1927 ? ?1972 ? ?1980 –The Indian Forest Act and Amendment, 1984 – The Wildlife Protection Act, Rules 1973 and Amendment 1991 – The Forest (Conservation) Act and Rules, 1981 Water ?1882 ? ?1897 ? ?1956 ? ?1970 – The Easement Act – The Indian Fisheries Act – The River Boards Act – The Merchant Shipping Act ? Water ?1974 The Water (Prevention and Control of Pollution) Act ? 1977 – The Water (Prevention and Control of Pollution) Cess Act ? 1978 – The Water (Prevention and Control of Pollution) Cess Rules ? 1991 – The Coastal Regulation Zone Notification ? Air ?1948 – The Factories Act and Amendment in 1987 ? 1981 – The Air (Prevention and Control of Pollution) Act ? 1982 – The Air (Prevention and Control of Pollution) Rules ? 1982 – The Atomic Energy Act ? 1987 – The Air (Prevention and Control of Pollution) Amendment Act ? 1988 – The Motor Vehicles Act Thank You

On the Waterfront Essay

â€Å"Anybody who sits around and lets it happen and keeps silent about something that knows that happened, shares the guilt.† On the Waterfront demonstrates that evil prospers when good men do nothing. Do you agree? Elia Kazan’s black and white film, On the Waterfront, reveals that unrelenting evil and corruption can overwhelm a community, but there are those who have â€Å"the gift of standing up† in the face of injustice. Terry Malloy, the film’s protagonist, is a seemingly morally weak henchman of Johnny Friendly however he is guided on the path to moral awareness after forming positive relationships. Charley Malloy, Terry’s brother, is a prime example of how power can corrupt can individual, though he is forced to reassess his behaviour when faced with the truth. However, the longshoremen’s failure to act out against Johnny Friendly’s control over the waterfront exemplifies how evil can prevail when there is a lack of action to combat the issue of corruption. Terry Malloy, a former boxer, makes the journey from being a character who is motivated by self-preservation to one who possesses an understanding of greater moral truth. He is initially depicted as a person who lives by the code of â€Å"standing with the right people so you have a little bit of change jinglin’ in your pocket†. Like many of the other longshoremen, he understands the importance of loyalty and adheres to the code of â€Å"D ‘n’ D†. Although he is uncomfortable with the role he played in the murder of Joey Doyle, he is aware of the potential repercussions of defying Johnny Friendly. However, once he starts a relationship with Edie Doyle, his view of â€Å"do it before he does it to you† is challenged. Terry begins to empowers himself with Edie’s principles upon trying on her white glove which emphasizes Terry’s slow transition from moral ambivalence towards a more morally righteous path. Later in the film, Terry we ars Joey’s jacket, a symbol of acting in accordance with the demands of one’s conscience, and vows to testify in the trial against Johnny Friendly. Furthermore, Terry’s mission for justice is illustrated when he says, â€Å"I’m gonna go down there and get my rights† confirms the influence that Edie has had on him. His transformation from being a morally weak character who struggles against his conscience, his triumph in defeating Johnny reveals how that evil can easily be eradicated through the course of action and justice. Charley Malloy presents an example of how the desire for power can inevitably lead to corruption; he manages to achieve redemption through him in releasing Terry and protecting him from the wrath of Johnny Friendly. Due to Charley’s harsh upbringing in the grim environment of the waterfront, he is a person who is motivated by money and seeks out relationships for financial benefits. He encourages Terry not to testify and instead accept a more prestigious job offer in where Terry would not â€Å"have to lift a finger†. However, after Terry blames his brother for taking away his opportunities – â€Å"I coulda been a contender. I coulda been somebody, instead of a bum†¦ it was you, Charley† – Charley is forced to reassess his priorities over the last past few years. He manages to redeem himself when he tells Terry that he would tell Johnny that he will â€Å"tell him that I couldn’t bring you in† as an apology for not â€Å"look[ing ] out† for Terry. Charley is aware of the consequences that his choice will bring and the danger that he is placing himself in, but through his acknowledgement of how he prevented his brother from having the chance to be successful, he achieves the ultimate redemption in where he is crucified for his choice to let Terry go. Charley’s death reinforces the notion that although through corruption and injustice provided Charley with opportunities to make a success out of himself, it is by taking a stand in the face of inequality and redeeming yourself for your past wrongdoing which allows goodness to prevail. Despite Terry and Charley’s stand in the face of injustice, a majority of the workers on the docks exemplify the very notion that profound immorality and wicked deeds will dominate when there is a lack of action taken. Even when Joey is found dead at the hands of Johnny Friendly’s men, a majority of the waterfront workers still continue to submit to the will of Johnny Friendly and his henchmen, including Joey’s own father, Pop. Even Pop Doyle’s son’s death does not dissuade him to stray away from the code of â€Å"deaf and dumb† – instead Pop chooses to bemoan that Joey did not listen to his advice about remaining silent. The arrival of the Waterfront Crime Commission investigating Joey’s death is met with resistance signifying their powerlessness against the corrupt world of the docks. During the  congregation meeting at the church, which comprised of Father Barry and the longshoremen, many of the longshoremen refuse to speak out against the mob, which reveals how fearful they are of standing up for themselves. Father Barry is informed of the code of â€Å"D and D† and that â€Å"no matter how much we hate the torpedoes, we don’t rat†. The silence of the waterfront workers in the face of the crime and corruption infiltrating the longshoremen worker unions display how by through the idleness of the workers unwilling to speak out against injustice, it is easy for depravity and wrongdoing to run rampant when there is silence. The notion that corruption and wrongdoing is rampant when there is inaction from bystanders is reinforced in Elia Kazan’s film, On the Waterfront. However, there are those who have the moral strength to assert their beliefs in the face of injustice, which is evident through the character of Terry. Terry makes the dramatic transformation from being a morally troubled man who lives by a code of self-preservation and is afraid to cause trouble, into a person who embarks on a more morally righteous path, guided by Edie. His brother, Charley, has always seeked out relationships for the comforts and benefits it offers him, thus being a prime example of how power can lead to corruption. However, like Terry, Charley manages to achieve a state of redemption by acknowledging his wrongdoings. Charley and Terry exemplify how although evil is evident in the film, it can be eradicated through the course of action and injustice. However, the inaction of the longshoremen in the face of immora lity and their adherence to the code of deaf and dumb emphasise the very notion that corruption and wrongdoing will always exist, when people stand idly by when something is wrong.

Domestic Abuse And Domestic Violence - 1381 Words

According to data from the National Collision Against Domestic Violence, a woman in the United States is fatally shot by a spouse, ex-spouse, or other romantic partner on average every 14 hours. Despite these statistics, there are still many misconceptions about domestic violence both in California and across the United States. Domestic Violence is Always Physical While physical abuse is one part of domestic violence, physical abuse is only a portion of the problem. The National Domestic Violence s website looks at a variety of abuse types. Threats, including threats of abuse or threatening to take away the children if he or she does not do something also constitutes abuse. Isolating the person from family or friends is another form†¦show more content†¦One in 7 women and 1 in 18 men in the United States have also been victims of stalking by an intimate partner to the point that they were afraid for their safety. While some people may assume the men who experience domestic violence must be in a homosexual relationship, that is not always the case. Women can also be the perpetuator of domestic violence. Along with being in denial, loving their partner, and fearing the repercussions of reporting the abuse or leaving, men may continue to allow the abuse in a heterosexual relationship because they are ashamed. They do not want to feel like they are weak or admit that their wife or girlfriend has abused them. They also often feel like there are less resources for help. It Only Happens Between Couples While domestic violence can involve intimate couples and often does involve intimate couples, it is not limited to just two people who are in a romantic relationship. Domestic violence can happen between married couples or those living together as domestic partners. Those who are divorced or separated from their partner and those who are dating or have dated the person may also be victims of domestic violence. Domestic violence may also happen between people who have had a child together. While all of these examples constitute partners or previous partners, domestic violence can happen between other family members. This may include parents, children, siblings, grandparents, grandchildren, and in-laws. InShow MoreRelatedDomestic Abuse And Domestic Violence Essay1365 Words   |  6 Pages3 million incidents of domestic violence. That means that every nine seconds a women is beaten by her domestic partner† (Findeley). There are many women that stay silent when being abuse by their partners. The consequences of staying quiet when obtaining abuse can be dangerous and can also lead to death. Many women do not recognize the importance of the fact that there is in speaking out if they are being abuse by their partner. No woman should take domestic abuse by their partners. Every womanRead MoreDomestic Abuse And Domestic Violence1446 Words   |  6 PagesDomestic Abuse Domestic abuse is tremendous problem around the globe. There are different forms of domestic violence, all of which are not acceptable and in some places in the world domestic violence is legal. In the places where domestic violence is legal, it is only legal to hurt your wife. If a woman tried to hurt her husband, she would be majorly punished. It is defined as a series of abusive acts in any form of a relationship for one person to have control over their partner. The three mostRead MoreDomestic Abuse And Domestic Violence889 Words   |  4 Pages Domestic violence is defined as â€Å"a pattern of behavior which involves violence or other abuse by one person against another in a domestic setting, such as in marriage or cohabitation† (Domestic Violence , n.d.) Domestic abuse has serious long term consequences, and can affect anyone. Whether you are a man or woman, rich or poor, black or white, domestic abuse still occurs, it is predominately impoverished women who cannot afford a good lawyer and feel they have no way out. These women are scaredRead MoreDomestic Abuse And Domestic Violence965 Words   |  4 PagesI chose to do the domestic survivors subculture I feel as if it was a great topic to focus on its going to reveal a lot of emotion. Domestic violence can happen to anyone. Domestic violence sometimes called battering is against the law. At first glance, it is hard to imagine why a victim of domestic violence would voluntarily remain in the relationship with the abuser. As you may know domestic violence doesnâ₠¬â„¢t always start off as violence it starts off as in the form of love. The abuser feels asRead MoreDomestic Violence And Domestic Abuse1769 Words   |  8 Pagessilently suffer from domestic abuse inflicted by a parent figure. According to the United States Department of Social Justice, domestic violence is a â€Å"pattern of abusive behavior in any relationship that is used by one partner to gain or maintain power and control over another intimate partner.† Even when an abused partner, typically the woman, is removed from the abusive situation, pain does not cease. There are extensive emotional and psychological repercussions from domestic abuse. As the most commonlyRead MoreThe Effects Of Domestic Violence On Domestic Abuse1340 Words   |  6 Pages1301 Lacina-Taylor 2 December 2014 Stop The Abuse Underreported and underestimated, domestic abuse rips families apart every single day. Domestic violence comes in mainly five different forms, physical, sexual, psychological, emotional, and economic. This violence ruins families, demoralizes the victims, and the public downplays the household terrorism that goes on every day. Generally thought of as taboo, the public belittles and humorizes domestic abuse as a way to deal with it, that avoidance mustRead MoreQuestions On Domestic Abuse And Domestic Violence913 Words   |  4 Pagesinstructor attempting to lecture on the topic of domestic abuse, Gagnà © would suggest that I first need to gain the attention of my students. To do this, I will need to provide a stimulus that grabs their attention. I will show a short YouTube video that shows different men and women’s experiences with domestic violence. The video then will end with domestic violence statistics and what you can do to help someone that you feel might be a vict im of domestic violence. Second, I must inform the learners ofRead MoreDomestic Violence As A Victim Of Domestic Abuse1686 Words   |  7 PagesIntroduction Although we lost Ellen Pence, a woman who changed how domestic violence is addressed, in 2012, there are many lives that are being saved to this day because of her work. Ellen Pence found her calling in 1977 when she began working for the Minneapolis Housing Authority that helped individuals relocate with housing complications (StarTribune, 2010). It was then that she immersed herself through domestic violence cases and set the standard for addressing these cases. Ellen Pence isRead MoreDomestic Violence and Abuse1942 Words   |  8 PagesDomestic Violence and Abuse Abstract Domestic Violence is one of the most occurring situations found in the United States. This form of violence, also known as spousal abuse, happens within a relationship that is intimate or within a marriage. This particular issue seems to be found to affect women more often than men in varying ways such as injury or even death. Some of the injuries found in domestic violence cases are the head, neck, chest, face, breast, and abdomen, which are the mostRead MoreAbuse and Violence Domestic Violence1550 Words   |  7 PagesMartin  1   Tiffany  Martin   19  November,  2014   Professor  Kelli  Gilbert   Prejudice  Ã‚  Discrimination         Domestic  Violence  Ã‚         Domestic   Violence   Against   Women   is   a   global   issue   reaching   across   national   boundaries   as   well   as   socio ­economic,   cultural,   racial   and   class   distinctions.   It   is   a   problem   without    frontiers.   Not  only   is  the  problem  widely   dispersed   geographically,   but   its   incidence  is   also   extensive,  making  it  a  typical  and  accepted  behavior.  Only  recently