Funding the Rising Cost of U.S. Health Care Essay Example for Free

Funding the Rising Cost of U.S. Health Care Essay Give your opinion of the rising cost of health care’s overall impact on the U.S. economy It is more expensive for individuals, families and employers to have health care coverage because of the rising cost. Spending on the use of new technologies, treatment, and high cost for medical services. There has also been a high cost on local, federal and state government which led to high cost on to medical and Medicaid. This spending of health care has affected the economy and now people have to choose between a need for health care of the need to have shelter, food, or not having sufficient funding. Health care spending is moving faster than the economy is growing. High health care rising cost is causing the government to re-examine eligibility for public health and rising taxes on the consumers is leading to reduce investments. The U.S. will not be able to compete in the economic global market. These rising cost in health care will affect business, house wholes, providers, employees, health status, income levels, age, and increase premiums. (Rising Health Care Costs ) http://www.ahip.org/Issues/Rising-Health-Care-Costs.aspx â€Å"Health plans are playing a vital role in reducing the cost of care and improving value†¦Ã¢â‚¬  Karen Ignagni, President CEO, Americas Health Insurance Plans Health Plan Innovations in Delivery System Reforms, American Journal of Managed Care Compared and contrasted at least two (2) areas of the economy that the new health care act impacts. Small business and middle class families are two areas that the new health care act will impact. It used to be the economic strength in the U.S. was the small business owner. Small business has been strength to the economic by bring diversified groups opportunities of people to the workforce. Small business bring products have that are innovative to the services market. Small business has been able to create new jobs for the economic. However since the housing bubble in 2007 and 2008 small businesses are struggling very hard from the bank credits. Small businesses are the back bone to job growth and innovation for the economy. Small business owners who offer health care insurance to their workers are facing a hit by heavy taxes and high premiums for the employer. Small business pays up to 18% more per worker for health insurance than larger firms. This is a tax disadvantage for small business. Which cause profits to be eaten  up by higher health insurance cost and workers working for lower wages makes the small business workers, product, and market at a disadvantage. Small business(less than 50 workers) is less likely to provided health insurance. Back in the 50s and 60s a middle class family of three could live off a one person income which was the father. Mothers were house wives and people could purchase a home, car, and have a small savings. Families could go on vacation and own a late model car. The burden for middle class families today is the high cost for health care insurance and premiums. There have been an increase in unemployment and employees are scaling back on wages. Credit card debt gone up and slow job creation. Increase in bankruptcy files, income inequality and out-sourcing of America business has been causing problems for the middle class families. This growth in health care spending has change priorities for middle class life style. With saving money, retirement benefit pension, and 401K plans shifting. Middle class person who have been working all their lives, now rick the chance of not having sufficient funds to maintain middle class life style. Will the middle class be able to retire and live a middle class style? Middle class families are not sure if there will be available income for retirement. (http://www.aarp.org/research/ppi/security/impact-of-rising-healthcare-cost-AARP) Debated the main pros and cons of using private insurance versus using the new affordable insurance.  Our population in this country has increase over the last 30 years and because of healthier life style and medical advances people are living longer. This can be a disadvantage to the patients who are using private insurance. This has put a strain on the private health insurance because most companies don’t cover previous medical conditions that cover injuries and short-term illness. Illness is something that happens on its own and worrying whether or not your condition is cover can add stress. After receiving a referral from the internal doctor the patient has to act as its own administrator who calls the insurance company to check, if the cost is cover before they can see a consultant for treatment. If you want more coverage you pay higher premiums. There also a disadvantage of having so  many private health insurance companies to pick from. Each representative only disc usses their company policies and not how their policy compares with others. Leaving the patient not knowing which one is the best offer for you. Private insurance advantages is you can choose where you want to be treated without a long wait. There are specialist teams that will deal with specifically types of conditions. There continuity cares that allows you to be seen by the same consultant until the end of your treatment. The new affordable insurance covers families, small business, and individuals with the cost assistance through the market place program. There are no limits on life time health care which this will cut down on large medical bills for long term illness. This will keep people out of debt. If you make a mistake on your application or if you are sick an insurance company can’t drop you. A person with pre-existing condition can’t be denied care or charge a higher premium. The new affordable insurance allows for parents to keep their children on their plan until the age 26 years old whether they live at home, married, or attend school. The affordable insurance has free preventive care for checkups, well woman visits, mange care to control chronic illness before they become costly to treat or complex. http://obmacarefacts.com/benefitsofobamacare.php) OBMA CARE FACTS dispelling the myths Analyzed the major impact this new health care system may have on different immigrant demographics; Predicted the cost associated with the changing the accommodation to facilities having to review organizational planning in order to actualize these changes

Origins of Visual Expression in Art

Origins of Visual Expression in Art In this dissertation, I will research the origins of visual expression, firstly asking why was it made, and who was it made for? I will then be looking for the earliest examples of where visual expression was found and then be moving onto how western art was developed and controlled though the early centuries in Europe. Then focusing on how one artist (Marcel Duchamp) chanced how institutions and art galleries could value art and lead the way for the future artists. Finally, this will bring me onto look at the emergence of the YBAS (Young British Artists) and the dynamics of their surroundings which would evidently lead to their success in the international art world, helped by the modern systems of mass media, written medias and public opinion. In this, I will investigate the relationship between visual and modern day language mediums thought discourse, with an added envious on my own personal experience though the viewing of the art works in the exhibition at Liverpool Tate Bad art for bad people? by Dino and Jake Chapman (13th December 2006 â€Å" 4th March 2007), also including another artist who was the forerunner of the YBA movement and who would later become the YBA pin up, Damien Hurst. I will look how Damien Hurst used the systems of the media, being, news papers, Magazine columns, visual media and mass audiences, to make his own unique stamp in the art world. I will look how the YBAS became into the international limelight during the late 1980s and 1990s, helped with the guidance and backing of the advertising mogul Charles Saatchi, and his effect on the mass audience of the British public and aboard, making the YBA movement a success in the worldwide art scene. Marcel Duchamp To study how Marcel Duchamps artistic practices gave such controversy though-out the art world, arising the nature of art itself and what we view, and value as art. I will study the work The Fountain? (1917) and how it can be singled out as the bench mark for future contemporary art practice of today, firstly looking upon the history of Marcel Duchamps life up to the point of his work The fountains? creation and existence in 1917. (3A) Marcel Duchamps Fountain 1917? www.google.com/fountain.gif/cwru.edu Marcel Duchamp was born into world, in 1913, the French writer Charles Peguy Remarked, The world has changed less since the time of Jesus Christ than it has in the last thirty years.? (18) He was speaking of all the conditions of western capitalist society: its ideas, its sense of history, its beliefs, modes of production, and its art. Born on the 28th July 1887 in Blainville, near Rouen in France, He was the brother of Raymond Duchamp-Villon, the sculptor, and of Suzanne Duchamp, the poetess and also half- brother of Jacques Villon. He began to paint in 1908 and at the age of 22 Duchamp was a member of The golden circle? a painters circle, which included Metzinger, Leger, and Picabia, He was painting in the style of Cubism and futurism, which is shown his work nude descending a staircase,? painted in 1912. (19) In 1913 Duchamp exhibited this work in the New York Armoury show, in which it was the much more ridiculed work at the show. In 1912 when he painted Nude descending a staircase? Duchamp said, that painting is washed up?. (20) In abandoning painting, he said, I want something where the eye counts for nothing.? At this point the Duchampian revolution consists of the notion of the ready-made?. (20) This term describes common objects with or without modification that were relocated in museums and galleries. The term objet trouve? first was first recorded in a letter to his sister Susanne Duchamp in 1913. (21) The earliest readymade of Duchamps was the Bicycle wheel of 1913. This consisted of a bicycle wheel fixed onto a wooden stool. These readymades ojects were mass produced objects with common uses such as snow shovels and bottle racks which Duchamp would then sign. He would give the objects names that were totally irrelevant for their practical use. In 1915, Duchamp went to the USA for the first time. (22) The USA now better developed than Europe in technology, communications and now had the tallest building in the world. Soon, Duchamp settled and became the centre of a group of painters round the Stieglitz? gallery in which the group adopted the anti-art? attitude as with Zurich Dadaism. (23) In 1917, Duchamp sent his mass- produced urinal, (readymade) called fountain? to New York, (where the first show for the society of independent artist was held. Simply called independent show?, (24) signed with the name R.Mutt?, it was nothing but a common urinal. The work that was signed with a false name and exhibited on its back became centre to an unrealistic approach and was pulled out of the exhibition. The theory behind the readymade explained in an article, anonymous but believed to be by Duchamp himself in defence to his alter-ego, Mr Mutt, In the May 1917 issue of the avent- garde magazine The Blind Man?, run by Duchamp and his two friends, printed this text. Whether Mr Mutt with his own hands made the fountain or not has no importance. He chose it. He took an ordinary article of life, and placed it so that its useful significance disappeared under the new title and point of view-created a new thought for that object. There are three important points here: First that the choice of the object is itself creative act. Secondly, that by cancelling the useful? function of an object it becomes art. Thirdly, that the presentation and addition of the object have given it a new thought?, a new meaning? (25). Duchamps readymade also asserted the principle that, art is defined by the artist. The idea of art is made in the artists mind as a concept for their personal perspective of how their world is interpreted. This is true for every person, as everyone can think of ways an object means more than its physical form. This is also true of objects that have sentimental value. In any place the owner has the object in owe of what it represents regard of its space. As objects of no meaning are only then represented by the space the object inhabits. Marcel Duchamp gave the world a diverse outlook on the way art and the object could be perceived and portrayed in society, therefore leaving the door of the art world and its individuals open to create and develop concepts and ideas of art, which left the old institutions and practices to be questioned and revaluated. From abstract expression to the YBAS, Marcel Duchamps Fountain can be seen as a turning point in the ideas of where art can take the artists and the viewer. This can be seen none more so than the young graduate group of British artists of the late 1980s to take the international art world by storm, they were later to be known as the YBAS. Duchamps single act of artistic expression changed the way we could view art but to explain this he had to enforce it with words. Discourse and written language had more importance now rather than just the documentation of visual art and its history. Written language now became a factor in which works of art were viewed, and with the evolution of the tabloids and the mass media would become intertwined feeding off each other for publicity, good or bad.

Prejudice in To Kill A Mocking Bird Essay -- essays research papers

The novel to Kill a Mockingbird, is about a young girl named Jean Louise Finch. She is also known as Scout. Scout experiences different events that change her life. Scout and her brother Jem are being raised by their father, a lawyer named Atticus and a housekeeper named Calpumia in a small town called Maycomb. In the South racism and discriminations towards black was a big issue . The story begins when Scout and her brother, become fascinated with a mysterious man known as Boo Radley. Scout and Jem meet boy named Dill who comes from Mississippi to spend the summers there. Jem quickly tells the story of Boo Radley to young Dill. Boo Radley, a man in his thirties who has not been seen outside of his home in years, mainly because of upbringing. They have an impression of Mr. Radley as being this large ugly and evil man. Then comes the accusation of Tom Robinson. Scout?s father,Atticus, becomes a defense attorney for a black man, Tom Robinson, who is falsely accused of raping a white wo man. This has a big affect on Scout. During this trial she gets teased by school-mates because her fat...

Statement of Educational Goals And Philosophy Essay -- My Philosophy o

Statement of Educational Goals And Philosophy The nature of students is that of an instinctive ability to learn. Students of ages and all grade levels reflect their surroundings and respond according to their interpretation. Naturally it is not only the influence of a classroom that shapes a student but many outside factors that determine students’ goals and abilities; for example, healthy encouragement from parents. Students may find a natural ability to perform in one area of education and with help may fine tune their ability to better their understanding of other areas. Students have a better understanding of education when it is relevant to their needs and everyday life. The nature of knowledge deals with two aspects: that of relative and absolute. From a relative perspective a student’s knowledge is determined by their perception of what surrounds them. Knowledge of any kind has the ability to inspire but if a student does not perceive that knowledge as worthy it may not become part of their educational formation. For instance, a student in art class may perceive different works of a good or bad based on their emotion reaction. On the other hand, the absolute knowledge of how a work of art is created may incorporate specific mathematics and color formulations that are not interpreted by emotion. The combining of relative and absolute knowledge is the result of having a dream and the knowledge to make it come true. Overall, the purpose of public education is to provide knowledge in a manner that all of society may communicate and function on a common level with the intent of raising the standards of future societies. With this purpose in mind, it is the goal to mold... ...nd emotional needs of students, incorporating as much as possible the various other academic subjects. My Education 305 class along with the observation that I completed has helped to bring the reality of students and the relationship of teacher-to-student into focus. Various strategies to maintain discipline within the classroom have been very helpful and given me a better knowledge of age appropriate rewards and punishments. It has also presented to me the most difficult task: motivation. It is not only the way that I see art but to see art through my students eyes and to develop their skill or lack of into something that they at least can appreciate. A teacher is not a magician but a teacher can use many tricks to keep students focused and motivated. Beginning with the first day until the last day it is my goal that every student learns something each day.

Shaping, Chaining, and Reinforcement Schedules in Prison Essay

Shaping, Chaining, and Reinforcement Schedules in Prison: A Review Shaping, chaining and reinforcement schedules are learning theories utilized in operant conditioning to change individual behaviors. Shaping involves teaching new behaviors in steps. An individual shapes their behaviors when they are rewarded for closely or perfectly mastering a step in the behaviors modification. Chaining is the links that are made from one step to another in the behavior modification. Reinforcement schedules are the rewards and punishments given when an individual masters or refuses to master a step in the shaping of a behavior. Operant conditioning incorporates the use of shaping, chaining and reinforcing behaviors in order to create a desirable outcome in the behaviors of an individual. Shaping, chaining and reinforcement schedules are utilized in schools, homes, and prisons across the world. In the prison environment they are used to change inmate’s behaviors, and help inmates get ready to reenter society as productive members. Prisons utilize the various steps of operant conditioning to aide in changing all sorts of behaviors including anger management. Shaping and Chaining Shaping and chaining behavior is a key part of the learning theory known as operant conditioning. Operant conditioning Shaping takes place when an individual is rewarded for a acceptable response to a stimulus. In an anger management program an individual would be rewarded for the reaction to anger and the ability to manage anger. An individual would be rewarded for managing anger when presented with stimuli that triggers anger and punished when failing to manage anger when presented with stimuli that trigger anger. At first then inmate might be reward for not becoming physically aggressive when presented with the stimuli that triggers anger. Over time the inmate would not be rewarded unless management is displayed without verbal or physical aggression. The reward for the anger management displayed by inmates would decrease as the management techniques improve. Chaining would occur when the inmate is able to move from one step to another in their ability to manage their anger. Reinforcement Schedules Reinforcement schedules are the rewards and punishments utilized in conjunction with shaping and chaining in operant conditioning of behaviors.  Rewards are utilized to encourage the right responses to stimuli while punishments are utilized to consequence or discourage any responses that are not close to the desired response to a stimulus. As an individual chains the responses and shapes anger management behaviors they are rewarded and learn to utilize anger management in place of old behaviors. The use of rewards is phased out when an individual utilizes the anger management responses instead of the originally responses to stimuli that create anger. Rewards and sanctions are key to shaping any behavior (Carey & Carter, 2009). Literature Review Research shows that the utilization of positive reinforcement in inmates produces positive results in shaping behaviors (Thomas, 2001). According to Fishbein, Sheppard, Hyde, Hubal, Newlin, Serin, Chrousos, & Alesci; â€Å"Executive cognitive functioning and emotional regulation may play a key role in treatment responsively† (2009 p.419). Burdon, St. De Lore & Prendergast report that behaviorally based protocol that involves the systematic application of positive reinforcement following demonstration of a desired behavior in drug treatment programs have proven to promote the shaping of inmate behaviors (2012). â€Å"Although historically sanctions have been used as the primary method to respond to or control offenders’ behavior, research indicates that positive reinforcement should be applied more frequently than negative reinforcement when trying to change behavior† (Carey & Carter, 2009 p.9) Most experts in psychology and criminal justice agree anger is problem atic when it is too frequent, too intense, too prolonged, or managed ineffectively (Smith, Smith & Beckner, 1994). Smith, Smith & Beckner discuss a research study in which anger management workshops were utilized in a women’s correctional facility (1994). In this study women were taught anger management skills over the duration of three sessions (1994). The inmates were taught anger management skills and reported feeling better about themselves and their ability to cope with stimuli that triggers anger (1994). Reinforcement schedules are shown to be more effective in women inmates (1994). Shaping of inmate behaviors in drug treatment programs with the use of reinforcement schedules have been researched and findings have been promising (Burdon, St. De Lore & Prendergast, 2012). The shaping of anger management behaviors in inmates is possible with positive  reinforcement schedules. Inmates do well when positive reinforcements for behaviors are given (Seirn & Hanby, 2009). As Burdon, St. De Lore & Prendergast explains, inmates are constantly being given punishments and acknowledged for the negative behaviors displayed (2009). When punishments are strip away replace with positive reinforcement there is a significant change in the behavi ors exhibited by inmates (Smith & Schweitzer, 2012). Individuals receiving positive attention of behaviors exhibit more positive behaviors to get the attention desired. The same can be said in the prison setting. Individuals need to be taught new ways to deal with anger, and the prison environment offers a unique environment to reshape the very behaviors and beliefs that contributed to an individual being placed in there. Inmates imprisoned for acts of violence due to the lack of anger management skills will only reenter the prison system for the same acts if not taught a different way to cope with stimuli that triggers anger. Implementing anger management skills to inmates with anger management issues would reduce the likelihood of reentry. Shaping and chaining the way in which inmates respond to anger can result in lifelong effective implementation of anger management skills by inmates. Shaping would occur by first helping inmate identify stimuli that triggers anger. Once inmates know what triggers anger, next the teaching of anger management skills can take place. When inmates utilize the anger management skills in place of the natural reaction for situations that trigger anger, rewards would be given. By implementing reinforcements for the utilization of anger management skills inmates learn the acceptable responses to stimuli of anger. The goal would be to effectively shape the anger management skills utilized by inmates without the need for reinforcement. For example, instead of becoming violent, an inmate would walk away. Conclusion The utilization if positive reinforcement schedules have been proven to be effective in prisons across the United States. Anger management programs have not always proven to be successful within prisons. Shaping and chaining of anger can be done within the prison system through the implementation of anger management workshops and reinforcements schedules. Several studies have shown the successes of positive reinforcement with inmates. Combining anger management shaping with reinforcement schedules could prove to  increase the likelihood of success in anger management programs offered to inmates. References Butdon, W., St. De Lore, J., Prendergast, M. (2012). Developing and implementing a positive behavioral reinforcement intervention in prison-based drug treatment: Project BRITE. Journal of Phychoactive Drugs, 7, 40-50 Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3429341/ Casey, M., & Carter, M. Center for Effective Public Policy. (2009) Shaping offender behavior. Retrieved from http://www.cepp.com/documents/Shaping%20Offender%20Behavior.pdf Fishbein, D., Sheppard, M., Hyde, C., Hubal, R., Newlin, D., Serin, R., Chrousos, G., & Alesci, S. (2009). Deficits in behavioral inhibition predict treatment engagement in prison inmates. Law and Human Behavior, 33(5), 419-35. doi:http://dx.doi.org/10.1007/s10979-008-9163-7 Serin, R., Hanby, L. Correctional Service Canada. (2009). Offender incentive and behavioural management. Retrieved from http://www.csc-scc.gc.ca/research/005008-0214-01-eng.shtml strategies. Smith, P. & Schweitzer, M. (2012). The therapeutic prison. Journal of Con temporary Criminal Justice, 28(1), 7-22. doi: 10.1177/1043986211432201 Thomas, S. P. (2001). Teaching healthy anger management. Perspectives in Psychiatric Care, 37(2), 41-8. Retrieved from http://search.proquest.com/docview/200754284?accountid=458

Linguistic Research Essay

When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on â€Å"structure. †) So our story begins with what is colloquially known as the â€Å"two-word stage. † The transition to 2-word utterances has been called â€Å"perhaps, the single most disputed issue in the study of language development† (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous â€Å"over-regularization†Ã¢â‚¬â€which again shows, of course, that children are systematic, not simply copying what they here. Chomsky’s Influence Research on child language was behavioristic in the years that preceded Chomsky’s critique of Skinner, and his publication of Syntactic Structures: â€Å"though there had been precedents for setting problems in the study of child language acquisition at a more abstract, cognitive level by continental scholars–most notably, Roman Jacobson (e. g. , 1941/1968)–much of the research on child language acquisition at midcentury was influenced to a greater or lesser degree by the highly concrete, behaviorist orientation of B. F. Skinner and others. Two events were of major important in the change from behaviorist to cognitive thinking in research on child language. The first was Chomsky’s classic review (1959) of Verbal Behavior, Skinner’s major book-length work on the learning and use of language; the second Handout for Psy 598-02, summer 2001 Packer Two-Word Utterances 2 was the detailed longitudinal study of the acquisition of English by three young children conducted over a 17-month period by Roger Brown and others in the early 1960s (Brown, 1973). † Ritchie, W. C. , & Bhatia, T. K. (1999). Child language acquisition: Introduction, foundations, and overview. In W. C. Ritchie & T. K. Bhatia (Eds. ), Handbook of child language acquisition, (pp. 3-30). San Diego: Academic Press, p. 3-4 note 2. â€Å"A child who has learned a language has developed an internal representation of a system of rules† (Chomsky, 1965, p. 25). The psychologist’s task, it follows, is to determine what the child’s rules are. â€Å"The linguist constructing a grammar for a language is in effect proposing a hypothesis concerning the internalized system† (Chomsky, 1968, p.23). Up to the 1950s, people simply counted characteristics such as sentence complexity, proportion of grammatical utterances, etc. After Chomsky, the search was on for child grammars, assumed to be universal. Roger Brown’s Research In 1956 Roger Brown heard Chomsky for the first time, speaking at Yale. In 1962 he began a five-year research project on children’s language at Harvard University. The historical significance of Brown’s laboratory at Harvard can hardly be exaggerated. The names of students and colleagues who worked with Brown pop up all the time, to this day, in psycholinguistic research: the list includes Jean Berko Gleason, Ursula Bellugi, David McNeill, Dan Slobin, Courtney Cazden, Richard Cromer, Jill de Villiers, Michael Maratsos, Melissa Bowerman, Eleanor Rosche, Sue Ervin (now Ervin-Tripp), Steven Pinker. Brown set out to write grammars for each of the stages of language development, by looking at the distribution of forms and construction patterns in spontaneous speech. In most cases the data allow for more than one  grammatical description. â€Å"The description to be preferred, of course, is the one that corresponds to the way the speaker’s linguistic knowledge is structured, the one that determines the kinds of novel utterance he can produce or understand, how he constructs their meanings, and what his intuitions are about grammatical well-formedness† (Bowerman, 1988, p. 28) â€Å"Every child processes the speech to which he is exposed so as to induce from it a latent structure. This latent rule structure is so general that a child can spin out its implications all his life long†¦. The discovery of latent structure is the greatest of the processes involved in language acquisition, and the most difficult to understand† (Brown & Bellugi, 1964, p. 314) Brown collected samples of spontaneous speech from three children, given the pseudonyms Adam, Eve, and Sarah. The corpus of collected data can be found in the Packer Two-Word Utterances 3 CHILDES archive. Eve was visited from age 18m to 26m, Adam from 27m to 42m, Sarah from 27m to 48m. Dan Slobin described the project: â€Å"We paid close attention to the auxiliary system and to word-order patterns, because these had played a central role in Syntactic Structures. We kept track of sentence types—affirmative, negative, and questions—in which use of auxiliaries and word order would vary. Linguistic growth was assessed in terms of things to be added to childish sentences to make them adult-like: the additions of omitted functors (inflections, prepositions, articles, and the like) and transformational operations. We did not categorize utterances in terms of communicative intent—that is, in terms of semantics or speech acts or extended discourse skills—and so we did not look for growth in terms of additions or enrichment of such abilities. Our central concern was with syntax and morphology, with some later interest in prosody. We worried about such questions as whether child grammar was finite state or transformational, and whether syntactic ‘kernels’ were the first sentence forms to appear in child speech† (Slobin, 1988, p. 11). Mean Length of Utterance This simple measure of syntactic complexity was introduced by Roger Brown. Table 7. Rules for calculating mean length of utterance and upper bound (Brown, 1973, p. 54) 1. Start with the second page of the transcription unless that page involves a recitation of some kind. In this latter case start with the first recitation-free stretch. Count the first100 utterances satisfying the following rules. 2. Only fully transcribed utterances are used; none with blanks. Portions of utterances, entered in parentheses to indicate doubtful transcription, are used. 3. Include all exact utterance repetitions (marked with a plus sign in records). Stuttering is marked as repeated efforts at a single word; count the word once in the most complete form produced. In the few cases where a word is produced for emphasis or the like (no, no, no) count each occurrence. 4. Do not count such fillers as mm or oh, but do count no, yeah, and hi. 5. All compound words (two or more free morphemes), proper names, and ritualized reduplications count as single words. Examples: birthday, rackety-boom, choo-choo, quack-quack, night-night, pocketbook, see saw. Justification is that no evidence that the constituent morphemes function as such for these children. 6. Count as one morpheme all irregular pasts of the verb (got, did, went, saw). Justification is that there is no evidence that the child relates these to present forms. 7.  Count as one morpheme all diminutives (doggie, mommie) because these children at least do not seem to use the suffix productively. Diminutives are the standard forms used by the child. 8. Count as separate morphemes all auxiliaries (is, have, will, can, must, would). Also all catenatives: gonna, wanna, hafta. These latter counted as single morphemes rather than as going to or want to because evidence is that they function so for the children. Count as separate morphemes all inflections, for example, possessive {s}, plural {s}, third person singular {s}, regular past {d}, progressive {ing}. 9. The range count follows the above rules but is always calculated for the total Packer Two-Word Utterances 4 transcription rather than for 100 utterances. The title of Brown’s 1973 book, summarizing of a decade of research (his own and other people’s), was A First Language: The Early Stages. A follow-up was planned, describing the â€Å"later† stages, but never written. What is this book about? â€Å"It is about knowledge; knowledge concerning grammar and the meanings coded by grammar†¦. The book primarily presents evidence that knowledge of the kind described develops in an approximately invariant form in all children, through at different rates. There is also evidence that the primary determinants of the order are the relative semantical and grammatical complexity† (58) Here is an early attempt to write a â€Å"syntactic† grammar of two-word speech, first describing only 89 observed utterances (Table 4), then going â€Å"beyond the obtained sentences to the syntactic classes they suggest (Table 5) (Brown & Fraser, 1964, pp. 59, 61): Packer Two-Word Utterances 5 Brown’s Two Main Findings Two main findings are described in A First Language. 1. The â€Å"Semantic Look† of Stage I Speech First, that the organization of early word-combinations cannot be described in purely syntactic terms. Brown and his coworkers quickly had to change direction. Syntactic descriptions didn’t suffice. That’s to say, Stage I constructions couldn’t be satisfactorily explained either as â€Å"telegraphic† speech, or in terms of â€Å"pivot-open† grammar. Telegraphic Speech One of the first ways of characterizing 2-word utterances was to say that they omitted â€Å"function words,† such as articles, auxiliary verbs, inflexions, prepositions, and the copula (is). The words that are spoken tend to be nouns, verbs, and adjectives, and their order tends to resemble the order in what one presumes the adult sentence would be. These characteristics make early utterances sound like telegrams. But inflections are omitted too, and these are free in telegrams. And a few functors such as more, no, you and off are found. More important problems are that this description uses adult categories. And it doesn’t explain the productive character of children’s two-word utterances. Pivot-Open grammars Martin Braine suggested that children have simple rules they use to generate two-word utterances. Each pair of words selects one from a small set of words—called â€Å"pivots†Ã¢â‚¬â€that occur in many utterances, and always in a fixed position (either the first word, or the second). For example, â€Å"Allgone† is a first-position pivot: allgone egg, allgone shoe, but not shoe allgone. A second-position pivot â€Å"off†: shirt off, water off, etc. The choice of the second word is more â€Å"open. † Packer Two-Word Utterances 6 But â€Å"the rules simply do not fit the evidence; pivot words do occur in isolation, pivots occur in combination with one another, sentences longer than two-words are fairly common in I, and there is distributional evidence which indicates that more than two word-classes exist† (Brown, 1973, p. 110). Brown and his colleagues noted that adults â€Å"expand† children’s utterances. These expansions don’t seem effective in teaching the child anything new (Cazden, 1965). But they do provide important clues to the researcher. If one assumes that adult expansions are generally accurate interpretations of the child’s utterance, then pivot-open grammars are inadequate because they underestimate the child’s knowledge. (Both would simply be described as O + O. ) For example, Lois Bloom showed that when one attended to context the utterance mommy sock was used by her child in two different ways. The first could be glossed as â€Å"It’s mommy’s sock,† while the second could be glossed â€Å"Mommy is putting on your sock. † A pivot-open grammar would not be able to distinguish these two. From Non-Semantic (Lean) Grammars to Semantic (Rich) Grammars So Brown and his co-workers started instead to describe two-word utterances in semantic terms. They employed a process that Lois Bloom called â€Å"rich interpretation†: using all the contextual information available to infer what the child meant by an utterance. As Lois Bloom said, â€Å"evaluation of the children’s language began with the basic assumption that it was possible to reach the semantics of children’s sentences by considering nonlinguistic information from context and behavior in relation to linguistic performance. This is not to say that the inherent ‘meaning’ or the child’s actual semantic intent was obtainable for any given utterance. The semantic interpretation inherent in an utterance is part of the intuition of the child and cannot be ‘known’ with authority. The only claim that could be made was the evaluation of an utterance in relation to the context in which it occurred provided more information for analyzing intrinsic structure than would a simple distributional analysis of the recorded corpus† (Bloom, 1970, p. 10). The result was the identification of a small set of basic semantic relations that the children’s utterances seems to be expressing. The eight most common of these are summarized in the following table (cf. Brown, p.193-197): â€Å"Major Meanings at Stage I† Two-Word Utterance mommy come; daddy sit drive car; eat grape mommy sock; baby book go park; sit chair cup table; toy floor my teddy; mommy dress Semantic relation expressed agent + action action + object agent + object action + location entity + location possessor + possession Packer Two-Word Utterances 7 box shiny; crayon big dat money; dis telephone entity + attribute demonstrative + entity It seems that children when they first combine words talk about objects: pointing them out, naming them, indicating their location, what they are  like, who owns them, and who is doing things to them. They also talk about actions performed by people, and the objects and locations of these actions. Brown suggested that these are the concepts the child has just finished differentiating in the sensorimotor stage. This kind of semantic characterization of children’s speech continues in current research. For example, the following table is redrawn from Golinkoff & Hirsh-Pasek, (1999, p. 151. ) The terminology differs a little, and Recurrence and Disappearance have been added (or at least were not in Brown’s â€Å"top eight†), but other than this the picture is the same. Two-Word Utterance Mommy sock Probable meaning expressed Possessor-possessed or Agent (acting on) an object Recurrence Disappearance or Nonexistence Action on object Agent doing an action Object at location Object and property Naming Possible gloss â€Å"That’s Mommy’s sock† or â€Å"Mommy, put on my sock† â€Å"I want more juice† â€Å"The outside is allgone† (said after front door is closed) â€Å"(Dad) is throwing the toy chicken† â€Å"The car is going† â€Å"The sweater is on the chair† â€Å"The dog is little† â€Å"That is Susan† or â€Å"Her name is Susan†. More juice! Allgone outside Throw chicken Car go Sweater chair Little dog That Susan What Grammar to Write? How to represent the knowledge that underlies children’s utterances viewed in these semantic terms? What kind of grammar can one write? Brown (1973) reviewed several possibilities are concluded that â€Å"No fully explicit grammar proves to be possible† (p. 244). Bloom wrote essentially syntactic grammars, which however included information necessary to give an appropriate semantic interpretation. Schlesinger (assigned reading) wrote a semantic grammar. Antinucci & Paresi (optional reading) wrote a grammar that included some pragmatic information too. The following is a grammar for one of the three children Bloom studied: it â€Å"consists of (1) the phrase structure, (2) lexico feature rules, and (3) transformations (Bloom, 1970, pp. 67-68): Packer Two-Word Utterances 8 Packer Two-Word Utterances 9 Criticism of Interpretive Analysis An interesting criticism of these semantic analyses was made by Howe in 1976. Howe noticed a lack of consistency across semantic categorization of two-word utterances by Bloom, Slobin, Schlesinger and Brown, and suggested that the identification of semantic relations actually tells us more about adult interpretation of children’s speech that is does about what the child has in mind. â€Å"Overall, the existence of contradictions between the categories presented in Table 1, the fact that some of the categories are not always mutually exclusive and the fact that it is hard to demonstrate that some of the so-called ‘semantic’ distinctions are more than syntactic alternatives for expressing the same meaning, make it unlikely that Bloom, Brown, Schlesinger and Slobin have produced an adequate categorization of the meanings common to the speech of children at the beginnings of word combination or indeed of adults†¦. [A]ll four writers tacitly assumed that the two-word utterances of young children always express a meaning adults might express using these words and hence their aim was to specify which of the meanings adults might express occur in the first word combinations† (Howe, 1976, p. 34). Howe asserted that (as she later put it) â€Å"there was no evidence that children at the beginning of word combination recognize a world containing agents, locations, and so on† (Howe, 1981, p. 443). It is interesting to read the next rounds of this debate: Bloom, Capatides, & Tackeff (1981), Golinkoff (1981), and Howe’s reply (1981). Bloom is witheringly derisive (and seems to miss the point of Howe’s article), Golinkoff is more constructive. Howe accepts Golinkoff’s suggestion that non-linguistic data will show us how a child understands their situation, and she concludes that so far the research shows â€Å"that children do not discover that language encodes roles [played in actions and states of affairs, as distinct from entities involved in actions and states of affairs], until some time after their first word combinations† (451). But I  think there’s a larger point here that I’ll explore in class. Brown’s conclusions about Stage I Brown drew the following conclusions about Stage I: â€Å"The Stage I child operates as if all major sentence constituents were optional, and this does not seem to be because of some absolute ceiling on sentence complexity. In Stage II and after we shall see that he operates, often for long periods, as if grammatical morphemes were optional. Furthermore, the child’s omissions are by no means limited to the relatively lawful omissions which also occur in adult speech. He often leaves out what is linguistically obligatory. This suggests to me that the child expects always to be understood if he produces any appropriate words at all. And in fact we find that he would usually be right in this expectation as long as he speaks at home, in familiar surroundings, and to family members who know his history and inclinations. Stage I speech may then be said to be well adapted to its communicative purpose, well adapted but narrowly adapted. In new surroundings and with less familiar addresses it would  Packer Two-Word Utterances 10 often fail. This suggests that a major dimension of linguistic development is learning to express always and automatically certain things (agent, action, number, tense, and so on) even though these meanings may be in many particular contexts quite redundant. The child who is going to move out into the world, as children do, must learn to make his speech broadly and flexible adaptive† (Brown, 1973, p. 244-245). 2. The Acquisition of Grammatical Morphemes in Stage II  The second major finding that Brown reported in A First Language was that â€Å"a set of little words and inflections begins to appear: a few prepositions, especially in and on, an occasional article, an occasional copula am, is, or are, the plural and possessive inflections on the noun, the progressive, past, and third person present indicative inflections on the verb. All these, like an intricate sort of ivy, begin to grow up between and upon the major construction blocks, the nouns and the verbs, to which Stage I is largely limited† (Brown, 1973, p.  249). Brown found that the 14 of these grammatical morphemes of English that he selected for detailed study were acquired in a fixed and universal order. These are the grammatical morphemes we discussed in an earlier class: affixes like –s, -ed, {PAST}, and small function words like on, in, the. We’ve already noted that these morphemes are omitted from the first word-combinations. Brown studied the way they are gradually added to a child’s speech. This takes place in what he called Stage II. The child begins to explicitly mark notions such as number, specificity, tense, aspect, mood, using the inflections or unbound morphemes. Of course, Brown was studying only three children, but the finding of invariant order has stood up when larger numbers of children have been studied. For example, de Villiers and de Villiers (1973) replicated his finding with a sample of twenty-one children. Brown offered evidence that the order of their acquisition was determined by their linguistic complexity. (That’s to say, the number of features each of them encoded.) (Though he noted too that children differ greatly in their rate of acquisition of these morphemes. ) Order 1. 2/3. 4. 5. 6. 7. 8. 9. 10. Morpheme present progressive prepositions plural irregular past tense possessive copula uncontractible articles regular past tense third-person present tense regular Example singing; playing in the cup; on the floor books; dolls broke; went Mommy’s chair; Susie’s teddy This is my book The teddy; A table walked; played he climbs; Mommy cooks Packer Two-Word Utterances 11 11. 12. 13. 14.  third-person present tense irregular auxiliary uncontractible copula contractible auxiliary contractible John has three cookies She was going to school; Do you like me? I’m happy; you are special Mommy’s going shopping Brown examined each utterance is see whether it required any of these morphemes to make it fully grammatical by adult standards, attending to both linguistic and nonlinguistic context. E. g. , when the child points to a book and says that book, Brown inferred that there should have been a copula (‘s or is) and an article (a). Then he checked how many of these obligatory positions for each morpheme were actually filled with the appropriate morphemes at each age. Acquisition—defined as the age at which a morpheme is supplied in 90 percent of its obligatory positions—was remarkably constant across Brown’s three subjects. Why did Brown study these morphemes? Presumably because they are at first omitted. But more importantly, he was trying to test the hypothesis that children are taught grammar by adults. And Brown found that frequency of exposure (in adult speech) was not a predictor. For example, adults used articles more frequently than prepositions, but children acquired these in the opposite order. Brown suggested that linguistic complexity does predict acquisition. The morphemes differ in both semantic complexity (the number of semantic features encoded) and syntactic complexity (the number of rules each requires). For example, the copula verb encodes both number and temporality. These two types of complexity are highly correlated, so they cannot be teased apart, but in either case they predict order of acquisition. The other important change that occurs in Stage II is that, as utterances grow in complexity, the child begins to combine two or more of the basic semantic relations from Stage I: Adam hit ball = agent + action + object = agent + action, plus action + object The Other Stages of Language Acquisition Each of the five stages that Brown distinguished is named for the linguistic process that is the major new development occurring in that stage (â€Å"or for an exceptionally elaborate development of a process at that stage† p. 59). Thus we have: Packer Two-Word Utterances 12. Stage I. Semantic Roles & Syntactic Relations. MLU: 1. 0 – 2. 0 agent, patient, instrument, locative etc. expressed (in simple sentences) by linear order, syntactic relations, prepositions or postpositions. Stage II. Grammatical Morphemes & the Modulation of Meaning. MLU: 2. 0 – 2. 5 Stage III. Modalities of the Simple Sentence. MLU: 2. 5 Next the child forms transformations of simple declarative sentences: yes-no interrogatives, question request, negation, imperative. During the earlier stages children use intonation to mark different sentence modalities. Now they begin to use morphosemantic devices to mark negatives, questions, and imperatives. Stage IV. Embedding of Sentences One simple sentence will now become used as a grammatical constituent or in a semantic role within another sentence. Stage V. Coordination of Simple Sentences & Propositional Relations Sentences are linked together with connector words. Individual Differences Brown also noted some individual differences among Adam, Eve, and Sarah. Two of the children combined V with N, and also used N for possession: eat meat, throw ball, mommy sock. But the child third combined V (or objects of possession) with pronouns: eat it, do this one, my teddy. These two strategies were found by other researchers too. Catherine Nelson called them pronominal & nominal strategies (they have also been called â€Å"holistic & analytic†; â€Å"expressive & referential†), and noted that they could be seen in one-word utterances also: some children tend to produce single-word utterances that are nouns, other children tend to use social or personal words such as hi, bye, and please. Subsequent research has explored the connections between these strategies and later development, cognitive style, and input differences (cf. Shore, 1995. Individual differences in language development, Sage). However, these strategies converge over time. By MLU=2. 5, sentence subjects (agents) are typically pronominal, and predicate objects (patients) are typically nominal. Packer Two-Word Utterances 13 Directions After Brown By the mid-1970s grammar-writing was dying out. Incorrect predictions had discouraged researchers, as had the problem of indeterminacy: the fact that more than one grammar could be written. Interest was growing in other considerations: in the role of semantics; in cognitive precursors to syntax, and to language in general; in mother-child interaction; and in the pragmatic uses to which early speech is put. In the view of some people, linguistic structures and operations became neglected. 1. How Does the Child go from Semantics to Syntax? We’ve seen that Brown’s research found that the grammar of children’s early word combinations was better described in semantic than in syntactic terms. If this is so, how does a child make the transition from a semantic grammar to the adult grammar? Researchers continue to argue about this. Steven Pinker (1984, 1987) suggests that children use semantics to enter the syntactic system of their language. In simple â€Å"basic sentences† the correspondence between things and names maps onto the syntactic category of nouns. Words for physical attributes and changes of state map onto verbs. Semantic agents are almost always the grammatical subjects of sentences. This semantic-syntactic correspondence in early utterances provides a key to abstract syntactic categories of grammar. Paul Bloom has argued that children actually are using syntactic categories from the start, and he cites as evidence for this the fact that children will they place adjectives before nouns but not pronouns: big dog but not: * small she Some linguists have offered a syntactic description of Stage I utterances. They argue that at this stage children merely have a lexicon and a limited set of phrase structure rules in deep-structure. They lack functional categories such as INFL (inflectionals) and COMP (complementizers). No transformations exist at this stage: instead, elements of the deep structure are assigned thematic (i. e. semantic) roles to yield the surfacestructure. And they have proposed that the lack of grammatical subjects in Stage I utterances reflects the default setting of a â€Å"null-subject parameter. † (Since in languages like Italian and Spanish a subject is optional. ) Lois Bloom (1990b) has suggested that children simply have a more limited processing capacity at this age. Sentence subjects are often provided by context, and so can be safely omitted. Dan Slobin has proposed that â€Å"children create grammars in which clearly identifiable surface forms map onto basic semantic categories† (1988, p. 15). Packer Two-Word Utterances 14 For example, locative prepositions—in, on, under—are omitted in early child speech. They are used earlier in languages when they are encoded more saliently—as noun suffixes or as postpositions following nouns. At the same time, there is a common order of emergence across languages: simple topological notions of proximity, containment and support (in, on, under, next to), with locative relations embodying notions of perspective (back, front) always later. Slobin infers that â€Å"conceptual development provides the content for linguistic expression, while linguistic discovery procedures are necessary for working out the mapping of content according to conventions of particular languages† (p. 15). Slobin has looked carefully at the English grammatical morphemes—and their equivalents in other languages—to see how they are used before they are completely acquired (by Brown’s 90% criterion). He finds that children generally use the morphemes systematically, though their use is still â€Å"incomplete† by adult standards. For example, a Russian child applied the accusative inflection only to nouns that â€Å"were objects of direct, physical manipulation, such as ‘give,’ ‘carry,’ ‘put,’ and ‘throw,’ omitting the accusative for less manipulative verbs such as ‘read’ and ‘see. ’† Children will â€Å"organize systems of pronouns and case inflections; but, to begin with, children will organize these various forms to express particular, child-oriented speech functions† (p. 18). They are using the resources of the adult language to mark distinctions that are salient to them. Slobin has also proposed some â€Å"universal language-learning principles. † These are an attempt to explain observed cross-language regularities in order of acquisition. â€Å"According to Slobin, the child has certain concepts, based on cognitive growth, that are expressed through the language system. Using certain principles of acquisition, the child scans the language code to discover the means of comprehension and production† (Owens, 2001, p. 214-215). 1. Pay attention to the ends of words 2. Phonological forms of words can be systematically modified 3. Pay attention to the order of words and morphemes 4. Avoid interruption and rearrangement of linguistic units 5. Underlying semantic relations should be marked overtly and clearly 6. Avoid exceptions 7. The use of grammatical markers should make semantic sense Knowledge of Verb syntax Lois Bloom asserts that learning the argument structure of verbs, and the syntactic differences for different thematic relations is the foundation for acquiring a grammar. Verbs play a central role in further multiword utterances. Opinions differ, however, on how knowledge of verb syntax is acquired. Bloom suggests that the first verbs are those that name actions (do, make, push, eat). Nouns and pronouns take thematic roles (agent, object) in relation to these actions. Bloom says that this implies that children’s â€Å"theories† of objects, space, and causation are important here. Packer Two-Word Utterances 15 A few all-purpose verbs—â€Å"pro-verbs†Ã¢â‚¬â€are used for most early sentences. E. g. , do, go. With these, verb argument structures, verb inflections, and Wh-questions are learned. Subsequently, the child adds the syntax for negation, noun- and verb-inflection, and questions. And then moves on to embedded verb phrases (â€Å"drink [Mommy juice]†) 2. From Semantics to Semantics Language involves a great deal of categorization. â€Å"The forms of language are themselves categories, and these forms are linked to a vast network of categorical distinctions in meaning and discourse function† (Bowerman, 1988, p. 28-29).

A Long Way Gone And The Old Chief Swesa Analysis - 1055 Words

After reading and analyzing both, â€Å"A Long Way Gone† and â€Å"The Old Chief Mshlanga†, they both show how a strong protagonist undergoes a loss of identity while beginning to mature in the real world. Throughout the text we are shown that both these individuals have a strong background in which the two are brought up in, and later have to find their own way in the world. In â€Å"A Long Way Gone†, a youthful boy named Ishmael Beah is caught in the upheaval of the Sierra Leone Civil War when his village is attacked and he is ripped away from his family. He is left to fend for himself and has to learn how to quickly adapt to his surroundings and do what is necessary to survive. In the novel, â€Å"The Old Chief Mshlanga†, a young English girl is brought up†¦show more content†¦Ã¢â‚¬Å"Whenever I get the chance to observe the moon now, I still see those same images I did when I was six, and it pleases me to know that that part of my childhood is still embedded in me.† (Beah, 17) Ishmael is quickly realizing he is being stripped of his innocence, fear and revenge are taking over his body so rapidly that he has no time but to respond to it with killing others. His final break away from his childhood ignorance was when he made his first human kill as a soldier boy. Panic and vengeance are what is in his mind with every pull of the trigger. He was no longer this inexperienced child that he was just a short time ago. He had changed and there was no doubt he could feel it. â€Å"Our innocence had been replaced by fear and we had become monsters.† (Beah, 55) Ishmael was no longer afraid to kill and thought with every shot taken that it was just revenge for the slaughter taken out on his family and village. Ishmael had never intended to turn into this malicious killer, but with the circumstances at hand this is what he needed to do to survive and find his way. The novel â€Å"The Old Chief Mshlanga† is a story a bout a 14-year-old girl who is growing up on her family’s African plain, who has quickly conformed to her parent’s racial behaviors. In her childhood, she only felt connected to England and never could really relate to the African landscape she has been growing

Mississippi Burning And To Kill A Mockingbird Analysis

The novel To Kill a Mockingbird by Harper Lee, set in the 1930s, and the film Mississippi Burning, directed by Alan Parker, set in the 1960s, both focus on the issue of racism in America’s South. In this report, connections, similarities and differences between these two texts in relation to form, purpose, context, audience and language, will be explored with reference to examples and quotations from both. The strong connection between this novel and this film lies in their strong appeal to the moral conscience of their audiences in relation to the injustice caused to African Americans as a result of racism. Form Lee tells the story of events in her home town in Alabama from an autobiographical childhood perspective which gives†¦show more content†¦Lee expresses a strong message to her readers that racism is wrong and people should not be judged by the colour of their skin. Atticus tells Scout that â€Å"nigger-lover is just one of those terms ignorant trashy people use when they think somebody is favouring a Negro over and above themselves It’s a â€Å"common ugly term to label somebody†. Similarly Parker aims to influence the thoughts and emotions of the viewer to identify the segregation of and racism against African Americans in the 1960s and the movement of change that was slowly sweeping the nation. In 1964, three civil rights activists go missing in a small Mississippi town. Two FBI agents, Alan Ward and Rupert Anderson, are sent to investigate. In contrast to Lee as the autobiographical story teller, Parker as director, takes a more objective stance, though still setting out to challenge his audience by a raw and realistic interpretation of these events. For example, the murders of the three activists are graphically depicted along with the burning of black people’s churches by the Klu Klux Klan. Context Though the novel and the film both depict racism against black Americans, they are set at different times in the country’s history. To Kill a Mockingbird was created in 1960 at the beginning of the Civil Rights Movement but set inShow MoreRelatedEnglish All Semester 26504 Words   |  27 Pagestownspeople saw her boyfriend/husband? The last time the townspeople was Miss Emily’s boyfriend/husband was three days after the cousins left. 13. Why had the men sprinkled lime around her house in Part II? The men sprinkled lime around the house to kill the bad odor that was coming out of Miss Emily’s house. 14. There is a room upstairs no one has seen for over forty years. After Miss Emilys funeral, the door to this room is broken down. What do the townspeople find there? The townspeople