Forensic Linguistics Definition and Examples

Forensic Linguistics Definition and Examples The application of linguistic research and methods to the law, including evaluation of written evidence and the language of legislation. The term forensic linguistics was coined in 1968 by linguistics professor Jan Svartvik. Example: The pioneer of forensic linguistics is widely considered to be Roger Shuy, a retired Georgetown University professor and the author of such fundamental textbooks as [Creating] Language Crimes. The field’s more recent origins might be traced to an airplane flight in 1979, when Shuy found himself talking to the lawyer sitting next to him. By the end of the flight, Shuy had a recommendation as an expert witness in his first murder case. Since then, he’s been involved in numerous cases in which forensic analysis revealed how meaning had been distorted by the process of writing or recording. In recent years, following Shuy’s lead, a growing number of linguists have applied their techniques in regular criminal cases . . ..(Jack Hitt, Words on Trial. The New Yorker, July 23, 2012) Applications of Forensic Linguistics Applications of forensic linguistics include voice identification, interpretation of expressed meaning in laws and legal writings, analysis of discourse in legal settings, interpretation of intended meaning in oral and written statements (e.g., confessions), authorship identification, the language of the law (e.g., plain language), analysis of courtroom language used by trial participants (i.e., judges, lawyers, and witnesses), trademark law, and interpretation and translation when more than one language must be used in a legal context. (Gerald R. McMenamin, Forensic Linguistics: Advances in Forensic Stylistics. CRC Press, 2002)On some occasions the linguist is asked to provide investigative assistance or expert evidence for use in Court. Within the linguistics literature there has been considerable focus on the rules for admission of authorship identification evidence to criminal prosecutions, but the role of the linguist in providing evidence is broader than this. Much of the evide nce provided by linguists does not involve authorship identification, and the assistance a linguist may offer is not restricted to only providing evidence for criminal prosecution. Investigative linguists can be considered that portion of forensic linguistics which provides advice and opinions for investigative and evidential purposes. (Malcolm Coulhard, Tim Grant, and Krzystof Kredens, Forensic Linguistics. The SAGE Handbook of Sociolinguistics, ed. by Ruth Wodak, Barbara Johnstone, and Paul Kerswill. SAGE, 2011) Problems Facing Forensic Linguists [There are] certain problems facing an insider forensic linguist. Eight such problems are: 1. short time limits imposed by a law case, as opposed to the more familiar time limits enjoyed in everyday academic pursuits;2. an audience almost totally unfamiliar with our field;3. restrictions on what we can say and when we can say it;4. restrictions on what we can write;5. restrictions on how to write;6. the need to represent complex technical knowledge in ways that can be understood by people who know nothing of our field while maintaining our role as experts who have deep knowledge of these complex technical ideas;7. constant changes or jurisdictional differences in the field of law itself; and8. maintaining an objective, non-advocacy stance in a field in which advocacy is the major form of presentation. Since forensic linguists deal in probabilities, not certainties, it is all the more essential to further refine this field of study, experts say. â€Å"There have been cases where it was my impression that the evidence on which people were freed or convicted was iffy in one way or another,† says Edward Finegan, president of the International Association of Forensic Linguists. Vanderbilt law professor Edward Cheng, an expert on the reliability of forensic evidence, says that linguistic analysis is best used when only a handful of people could have written a given text. (David Zax, How Did Computers Uncover J.K. Rowling’s Pseudonym? Smithsonian, March 2014) Language as a Fingerprint What [Robert A. Leonard] thinks about of late is forensic linguistics, which he describes as the newest arrow in the quiver of law enforcement and lawyers.In a nutshell, just think of language as a fingerprint to be studied and analyzed, he enthuses. The point to be made here is that language can help you solve crimes and language can help you prevent crimes. There is a tremendous pent-up demand for this kind of training. This can be the difference between someone going to jail over a confession he didn’t actually write.His consultation on the murder of Charlene Hummert, a 48-year-old Pennsylvania woman who was strangled in 2004, helped put her killer in prison. Mr. Leonard determined, through the quirky punctuation in two letters of confession by a supposed stalker and a self-described serial killer, that the actual author was Ms. Hummert’s spouse. When I studied the writings and made the connection, it made the hair on my arms stand up. (Robin Finn, A Graduate of Sha Na Na, Now a Linguistics Professor. The New York Times, June 15, 2008) The linguistic fingerprint is a notion put forward by some scholars that each human being uses language differently, and that this difference between people can be observed just as easily and surely as a fingerprint. According to this view, the linguistic fingerprint is the collection of markers, which stamps a speaker/writer as unique. . . .[N]obody has yet demonstrated the existence of such a thing as a linguistic fingerprint: how then can people write about it in this unexamined, regurgitated way, as though it were a fact of forensic life?Perhaps it is this word forensic that is responsible. The very fact that it collocates so regularly with words like expert and science means that it cannot but raise expectations. In our minds we associate it with the ability to single out the perpetrator from the crowd to a high degree of precision, and so when we put forensic next to linguistics as in the title of this book we are effectively saying forensic linguistics is a genuine science jus t like forensic chemistry, forensic toxicology, and so on. Of course, insofar as a science is a field of endeavour in which we seek to obtain reliable, even predictable results, by the application of a methodology, then forensic linguistics is a science. However, we should avoid giving the impression that it can unfailingly - or even nearly unfailingly - provide precise identification about individuals from small samples of speech or text. (John Olsson, Forensic Source Linguistics: An Introduction to Language, Crime, and the Law. Continuum, 2004) Roger W. Shuy, Breaking Into Language and Law: The Trials of the Insider-Linguist. Round Table on Language and Linguistics: Linguistics, Language and the Professions, ed. by James E. Alatis, Heidi E. Hamilton, and Ai-Hui Tan. Georgetown University Press, 2002

Analyze the Learner

Analyze the Learner Analyze the Learner General characteristics: I attend the HacÄ ± Ãâ€"mer Tarman Anatolian high school in class 11-FC. There are 27 students, 16 of them are boy the remains are girl. Although their learning abilities are nearly the same because they took the same exam before enter this school, they have some differences in their cognitive levels. So from time to time I have to use different methods to attract their attention. Student’s socioeconomic levels are different and this affects their achievement. Because students that have low economic status could not get private lessons. In addition that while giving research project I realized their economic conditions. Students are aware of the importance of lecture because they know the university entrance exam are very important for their future life so they do not miss any single hour. Entry competencies: In order to understand the whether the students have necessary prerequisites and knowledge I will make a pretest to un derstand these. For example before starting acid base concept students should know some concepts from 9th class. These can be * Matter * Nomenclature of compound * Chemical reactions and calculations * Mole concept * Solutions and molarity And also for achieving these concepts they ought to have these skills mentioned below. * Reading and writing skills * Problem solving skills * Analytical and critical thinking skills * Manipulating laboratory equipment skill * Problem solving skills Learning styles: Students have different multiple intelligences so during the lecture as a instructor I should use different methods in order to motivate the learners. So they can easily the topic. It can be seen that in secondary school students are bored if the teacher use traditional method. However if they use different methods such as demonstration, role play, cooperative learning, they can understand easily, because the concepts are taught in a different manner. In addition to that giving exampl es from daily lives also increase students attention .but most of the teacher us lecturing method to complete the curriculum on time. But according tro me understand the topic is more important to complete the topic. So I will use analogy to teach the complex topic in an easy way and also make a demonstration so that students can easily realize what is going on, because of this reason I will prepare a video that is related to the chemistry experiment. And I will give daily life examples so students realized that chemistry is related to our life therefore they are willing to my lecture. State Objectives: The topic is in the K-10 curriculum. There are some requirements for the instruction. These include the previous knowledge from 9th grade level. At the end of the lesson 10th grade students will be able to have the following objectives. Ø General objective : Students understand the definition of acid and bases o Behavioral objectives:  § To know the meaning of acids and bases à ‚ § Describe Arrhenius acid base definition  § Describe Bronsted acid base definition  § Describe Lewis acid base definition  § To know the differences between acid base definitions Ø General objective : Students predict the use of acid and bases in daily life

Journel 6 Essay Example | Topics and Well Written Essays - 250 words

Journel 6 - Essay Example for native cultures that was not distorted by the westernized way of life where the icon lived, an inner strength that made her overcome all the odds to emerge an icon, a love for fashion that relates to her culture and respect for cultural background especially with regard to the mode of dressing among women. Unlike other texts that present a violent cultural icon especially due to the racist ideologies of the past, the icon in this case presents a different image that represent calmness, inner peace and confidence in whatever she did. The cultural icon is regarded as one of the pioneers who helped in reshaping culture, music and arts especially among the people of African origin and helped them to spread their skills across the globe due to her prowess in compositions, all which were deeply rooted in the classical Christian theology that she closely practiced (Boodram, 2012). Therefore, the icon stood for a strong feminist advocate who declared the strong power of women especially as a minority in world that was ruled by racial ideologies and racial suppressions. Interestingly, the icon did not hip upon herself an iconic or a hero status in his artistic work. On the contrary, she presented herself as a humble person with a duty to ensure her country men (especially with regard to the descendants of the black immigrants) would find a better place under the sun through her endless efforts. Her humbleness and simplicity was, therefore, a contradiction to the iconic and heroic role attributed to her after achieving her dreams. Boodram, Kim. Pat Bishop dies: Cultural icon collapses during meeting with Planning Minister. Trinidad Express, August 20, 2011. http://www.trinidadexpress.com/news/PAT_BISHOP_DIES-128137113.html. April 16,

To what extent were Human Rights violated in Palestine by Israel since Research Paper

To what extent were Human Rights violated in Palestine by Israel since the war started in 1948 - Research Paper Example The whole menace comes from the issue of land and fights on who should take control. There has been some refugee who fled the original homes in the present day Israel, who finds the way to get back to their homes (Adwan, 30). This issue of going back has been a serious problem. For years, there have been many trials to solve the problem but it led to more problems than good. There have been situations where Israel had put Palestine under suffocating military and Palestine had been terrorizing the Israel. The two dimensions of the rivalry have been worsened by long bitter and the violent history existing between the two nations. Palestinians and Israelis have had divergent views of over last seventy plus years. Peace talk’s processes have been going on, but little hope has been seen because even the 1993 and 1995 Accord, which produced a glimmer hope, has faded away. Over these years of continued conflicts and fights many fundamental human rights of the people of Palestine (Coleman, 84). Owing to the fall of the Ottoman Empire after the First World War, the allied supreme council granted the Britain the mandates to rule over the states of the Transjordan and Palestine, which in present day is Israel. It was in August 1920 when it was officially allowed in the Treaty, which was signed. The Arab and Zionist were present at the conference, where they signed the agreement, but it was never implemented (Coleman, 50). The terms and borders, which were specified in the treaty, were not followed. The Eastern side was not supposed to be under any mandate. The idea was used by British to build an autonomous Arab territory under the mandate that partially Hussein was fulfilling. The British handed the mandate of the eastern side to Hashemite Dynasty from Hejaz region. The mandate of Transjordan was terminated in 1946 when it gained independence. The Palestinian nationalism started when reacted to the

Essay: Analysis of Sonnet 83 :: Sonnet essays

Analysis of Sonnet 83 I never saw that you did painting did need, And therefore to your fair no painting set. I found, or thought I found, you did exceed The barren tender of a poet's debt. And therefore have I slept in your report, That you yourself, being extant, well might show How far a modern quill doth come too short Speaking of worth, what worth in you doth grow. This silence for my sin sis you impute, Which shall be muost my glory, being dumb, For I impair not being beauty being mute, When others would give life and bring a tomb. There lives more life in one of you fair eyes Than both you poets can in praise devise. In some of Shakespeare's Sonnets we the reader can see that he was against the use of cosmetics. Commonly referred to as "painting", we see this sonnet to prove his dislike for the use of beautifying agents. 1-2: 'I never thought, because of the way you appear to me, that you ever needed cosmetics, and therefore, you don't need a cosmetic kit to make you beautiful.' "Set" here can also be read as a verb, as in the drying of the make-up. (Make-up in Elizabethan England was quite different from today's, including some such elements as lead in the composition). 3-4: "Exceed" does refer to "the barren tender", but it wouldn't be inappropriate to infer that Shakespeare is reflecting upon an 'exceeding' amount of cosmetics applied. But better is the 'exceeding in the absent [or of no worth] payments (of flattery) of a poet's debt. "Debt" is taken to mean both the debt that poets have to beauty, as their duty to praise it, and also a pun on monetary deficiency. This then refers back to "ten der", meaning both soft and supple as well as currency. All of these words create a theme of finance, perhaps outlining the worth of the addressee. 5: "Report" meaning description. 6-8: 'Because your (still) existing self very well may show just how far a modern quill [writing instrument at the time] comes too short in speaking of your worth, the worth that grows in you'.

An Inspector Calls Essay

Throughout the play An Inspector Calls JB Priestly uses the characters to portray the different levels of society. He does this so as to give each class a moral belief and name. The play is called ‘An Inspector calls’ and was written in 1946 by J. B. Priestly. It is set in the year 1912, in between the time in which it was set and the year it was written two world wars had taken place. In 1912 classes were very different and were socially divided. There was a lot of poor people and very few rich people. A lot of the rich people disliked the working class and disrespected them. He uses the characters Mr and Mrs Birling to represent capitalists they are middle class and only out for themselves. They bid for higher prices and pay their labourers little so they make as much profit as possible. Gerald is of a higher middle class and is much younger, he has some empathy for the lower class but is still very much a capitalist. His parents Lady and Lord Croft are of a higher status than the Birlings but they share the same socialistic views. Both Eric and Sheila have a lot of empathy for Eva Smith, they were brought up by capitalist parents which means that their judgement can be swayed to a capitalist view but morally they see what they have done and are willing to accept that. The inspector, represents JB Priestly’s views of society. The Inspector’s last speech sums up how Priestly feels about capitalism and such. â€Å"but just remember this. One Eva Smith has gone but there are millions and millions and millions of Eva Smiths and John Smiths with us, with their lives, their hopes and fears, their suffereing and chance of happiness, all interwined with our lives, and what we think and say and do. We don’t live alone. We are members of one body. We are responsible for each other. And I tell that the time will soon come when if men will not learn that lesson, then they will be taught it in fire and blood and aguish† In this play JB Priestly is aiming to make his audience think again about their views and make them realise that everyone should be responsible for everybody else. Mr Birling is a middle class, wealthy business man who used to be â€Å"an alderman for years – and lord mayor two years ago† he is a magistrate and talks of his â€Å"way into the next honours list. Just a knighthood† He is described as being â€Å"heavy looking† and as being â€Å"in his middle fifties. † Through the inspector’s questioning the audience are made aware of all aspects good and bad. His good side being that he cares about his daughter getting married to his fiancee â€Å"treating Gerald like on of the family. † His bad points being a mans priority – his work and reputation. He comes across a being very mean, cruel and even extremely pompous as a complete snob – in his opinion, his and only his views are correct. Since he is a self made man he thinks that every man is for himself and is strongly against collective responsibility. This is a part he tries to imprint into much of Gerald and Eric. He does this by preaching to them, â€Å"The worlds developing so fast that it’ll make war impossible† an example of Dramatic irony which Priestley uses alot throughout the play. Priestly attempts to convey the part that these values are incorrect and though the inspectors final speech he lets the audience know that: if men will not learn that lesson, then they will be taught in fire and blood and anguish† The most important factor of Mr Birlings character is that he is incapable of change: Priestly wants the audience to know that change is the key. As well as Priestly the audience or the reader can see that the fire, blood and anguish is referring to the war, therefore the audience should realise that the moral lessons are not only meant for the Birlings but also for the audience. If the Arthur Birlings of this world don’t change war will never cease. Mrs Birling is the wife of Arthur, she is an extremely callus woman who is very out of touch with the reality of life. She has a lack of understanding in certain areas, such as her naivety to her son when she is preaching â€Å"find this young man and then make sure that he has compelled to confess in public his responsibility† Mrs Birling is constantly very hypocritical: she first describes Gerald’s relationship with Eva (Daisy) as â€Å"a disgusting affair. † Then later when the inspector is found to be false she is quite content worth forgetting about the whole thing. Also he begins by laying all the blame on the â€Å"young man† that impregnated Eva saying, â€Å"he should be made an example of†, but when Eric, her son is found to be the young man she denies all comments previously made until Sheila reveals them. She is very prejudice and has awfully stereotypical views. Gerald is the son of a big rival of Arthur’s Sir George Croft. He is well mannered of course and very self but he too has moral flaws. Whether Inspector Goole was truthfully an inspector or not shouldn’t have changed the fact that Gerald had commited a moral crime through his exploitation of Eva. Although he sets out with good intentions in the way that he saves Eva from Alderman Meggarty, his utilisation of his social standing and economic power to use Eva is wrong. The audience can also see his lack of loyalty from the way he betrayed Sheila at such ease. The way that he begins the sequence of proceedings leading to the view that the inspector wasn’t an inspector shows that he reacts on his suspicions. Gerald wasn’t all bad though he gave Eva more than any other character in the play and â€Å"had some affection for her and mad her happy for a time. He also didn’t burden Eva with a child, as did Eric. He is much more concerned with legalities than moralities, as are Mr and Mrs Birling, in the way Mr Birling treated Eva is warranted. Gerald is also similar to Mr and Mrs Birling in his inability to change. Sheila in her early twenties and at the beginning seems quite self-centred in the way that she loves the attention she is receiving because of her engagement. She appeared to be shallow taking her misfortune out on others by getting Eva scared at Milwards because she smiled at the assistant and looked better in a hat than Sheila did. She uses her position to bully the less fortunate, ordering the manager at Milwards â€Å"if they don’t get rid of that girl, id never go near the place again and id persuade mother to close tour account with them. † But unlike Mr and Mrs Birling and Gerald, she is authentically sorry for her action and doesn’t share their moral faults and so has that potential to change. She shows this potential by the way she accepts that Gerald cheated on her and respects him for admitting it, she realise the importance of honestly and gives him the opportunity to change. Sheila realises â€Å"these girls aren’t cheap labour – they’re people† and the fact that she comprehends things like that is why she is to seem to the audience that she is a better person than Gerald and her parents. Sheila begins to understand the values the inspector is trying to preach and how they are more logical than her families’ principals. She can therefore comprehend that her mother is â€Å"beginning all wrong† and that Mrs Birling should â€Å"stop stop† where as nobody else can grasp this essential point. Sheila may have been a brat, but the fact that she and Eric are â€Å"more impressionable† enables her to understand that people need to learn from past errors and change. It is the ability to change that separates her, and Eric from the other Characters. At the beginning of the play, Priestley sets out an extensive series of stage directions. He applies them effectively as a dramatic device, in that he uses them to show how the Birling family are cold, distant people and how capitalism has corrupted them as a family. He illustrates how the family are very well off, alluding to â€Å"dessert plates† and â€Å"champagne glasses† as well as other expensive items. However, there is also a sense of formality and distance between the family members as he writes that â€Å"men are in tails and white ties† and that it is â€Å"not cosy and homelike†. He also emphasises the remoteness between Mr and Mrs Birling by situating them at opposite ends of the table. Included in the stage directions is the colour and brightness of the lighting. Priestley also uses this as a dramatic device skilfully. The lighting first used is described as â€Å"pink and intimate† showing a ‘warm’ and ‘joyful’ atmosphere. However the audience gets the sense that it is just a screen covering up secrets and that they are in fact looking through ‘rose-tinted glasses’ and that it is not really what it seems. This is confirmed when the Inspector appears and the lighting changes to a â€Å"brighter and harder light† where it gives the impression of exposure and the revelation of truth. In this way, the character of the Inspector has also been used as a dramatic device. He is used to convey a message, as a mouthpiece to Priestley’s views. He makes it seem as if socialism is the true and honest way to live. The Inspector does not use euphemisms and instead uses graphic imagery in order to shock the Birlings into giving him information, â€Å"she’d swallowed a lot of strong disinfectant, Burnt her inside out of course†. He also has a feeling of omniscience and an almost ghostly presence. His name, Inspector Goole, indicates this as Goole sounds like Ghoul and Inspector sounds like spectre. The Inspector is used to ‘correct’ the capitalists and makes a strong statement in favour of socialism in his final rhetorical speech. In this speech he states that for lower class, â€Å"Eva Smiths and John Smiths† there is a â€Å"chance of happiness† in socialism. The Inspector also makes the audience realise that they are â€Å"members of one body† and that they should try their best to help people like Eva Smith, otherwise, as the Inspector implies, â€Å"they will be taught in fire and blood and anguish†. This almost acts as a threat to the audience and incites them to recognize the value of Priestley’s message. Dramatic irony is also used in many ways as a dramatic device. It is used to promote the Inspector yet mock Mr Birling. In Mr Birling’s speech at the beginning of the play, he proudly states that â€Å"as a hard-headed businessman† he thinks that â€Å"there isn’t a chance of war† and that the Titanic is â€Å"absolutely unsinkable†. With the play being published after two world wars and the sinking of the Titanic, Priestley makes the audience think that Birling is a fool. Whereas the Inspector, who states in his final speech that â€Å"they will be taught in fire and blood and anguish† indicating that there will be a war, is elevated by the use of dramatic irony. This makes the audience believe the socialist views of the Inspector instead of the ‘foolish’ views of Mr Birling. The fact that a meaningful message is represented would indicate that An Inspector Calls, as well as being a murder mystery, in the way that Priestley uncovers the story of the death of Eva Smith, is also a moralistic play. Priestley shows the audience how not to live their lives, using dramatic devices to demonstrate this. He makes the audience contemplate over the fact that they are actually â€Å"members of one body† and that they are all â€Å"responsible for one another† and has made them realise that socialism is the way forward instead of capitalism. In this way, An Inspector Calls is very relevant today’s society where people still do need to work together and help others in need. J. B. Priestley effectively uses many dramatic devices in An Inspector Calls, such as symbolism and timings. He applies them in order to portray his political views, using an upper class, Edwardian family to do so. The end of the play was ambiguous and it left the audience craving a clear and understandable ending. Were there more girls than just Eva Smith? Was Inspector Goole real? What really was real? Some people thought Goole was a spirit that had come to foretell the future, others thought there were multiple girls in the pictures, while a few thought it was the same girl just in a different pose. Priestly uses the characters to speak his mind and get across wants he thinks through characters and that’s why people are leaving wanting more.

Managing Fire Drills for Teachers