How I Changed My Mind about Language (Extra Credit) (ELL 101)

How I Changed My Mind about Language

      At the beginning of my first semester in college, upon knowing very little about Language, I had many assumptions about what language really was. I primarily believed that language was ‘just’ how we speak, read and write. I did not know how it was produced, structured, functions and even how it works with our brains. My main assumption of language was that it never originated from any source, I had always believed that the language we speak, read and write was something we as humans grow into. At some extent my assumption was true, but I was unaware of ‘The origins of language’. In this essay I will use the text, “The Study of Language” edited by George Yule that identifies an important aspect of the origin of language and how I understand it differently today. Another source of information I will use is a video I looked at in class called; “The birth of a word”, which is a homemade video made by a MIT researcher Deb Roy in which he experimented to understand how a child/infant learns and understands language. And finally, after researching about the general meaning of language and what it is, I will identify to my knowledge what changes I now have compared to the similar assumptions I previously had.   

      There are many sources that identify the origins of Language. Prior to the start of the semester I always had the assumption that language is just something we gather through time, the society we are born into and what was taught to us from birth. Although my assumptions to some extent are true, the origins of language have many technical sources that identifies where language first came from. In the text, “The Study of Language” it introduces us to many of these sources. One of the most interesting sources of language introduced to us in the text is the “The natural sound source”, Yule says, “A quite different view of the beginnings of language is based on the concept of natural sounds” (Yule 2). According to Yule’s philosophy of where the beginnings of language originated, one major source he identifies is that the primitive words used today could have been imitations of natural sounds early men and women heard. Some English words that originated from the concept of the natural sound source are; splash, bang, boom, rattle, buzz, hiss, screech, Yule identifies that this view has been called the “bow-wow theory” of language origin. Words that sound similar to the noises they make are examples of onomatopoeia. It is also said that in many words in different languages are onomatopoeic. It still fascinates me to fully believe that natural sounds actually have an impact on the words they are known as today. I’ve always thought that many of these onomatopoeic words may have been words that are had been made up by pass generations. Now that I know that there are many words that are actually formed by the natural sound they make, I today sometimes listen to the sounds in everyday life that words may have been generated from. So far I haven’t gotten any words, but I am hoping to discover a few in the near future.

      Another assumption I’ve always had was my understanding of how children and infants in particular acquire language. I’ve also assumed that all the words infants know at an early age was something taught to them. I didn’t know that the surroundings and things they frequently heard affect the birth of a word in their small vocabulary. After watching MIT researcher Deb Roy homemade video, in which he experimented using video cameras and microphones with his infant son, I then understood how the birth of words are slowly added to a child’s vocabulary. In the video Roy identifies his son referred to the word ‘water’, as “gaga” when he was a few months old. Roy for many weeks and months slowly saw the process of his child’s pronunciation and understanding of the word water got clearer. Roy discovered six months after his son was identifying the word water as gaga, he slowly adopted the adult form of pronunciation, water.

       I have researched the definition of Language and found many definitions that also changed my assumptions I previously had. I had always look at language as the instrument all humans are born with, not knowing there was a scientific study to the production, structure and functions for the languages all humans speak. Prior to my first semester in college, being in a Language class, “Introduction to Language”, I frequently heard the word ‘linguistic’, yet I never understood the general meaning of it. I did further research on Language and it states that the word linguistic is the scientific study of language (Wikipedia). After getting the general definition of linguistic, it slowly occurred to me that linguistics being the scientific study of language is the reason behind all the work that I did in class. The scientific study of language refers to the production, structure, and functions of language.

             Finally, I can conclude by saying, I understand that language is something more than just my incorrect assumptions I previously had. There are many aspects and elements that make language what it is. I understand it is ‘not’ just something we are born into, but it involves many technical terms and aspects that make it a special human characteristic. I am fortunate to say, I am lucky to be able to read, write and speak English fluently that enables me a good and clear understanding of the world around me.  

Reflection (ENG 101 Final)

Final

     Throughout the semester the theme of our class cluster has been, “What is the Language of Human Rights”? In each of the three classes, we referred into many different topics generating many different answers to the question, “What are Human Rights”? And what role does language play in the interpretation of Human Rights? In this blog I will concentrate on how Language contributes to how Human Rights are interpreted. I will use as an example, Dr. Martin Luther King Jr. theory of “Non-Violence” that illustrates how influential a role language plays in the interpretation of Human Rights. I will use the text “A testament of Hope” edited by James M. Washington that identifies further one aspect of King’s non-violent theory.  I will also connect King’s theory and work to my other classes that refer to the contribution of language in Human Rights in different views. I will use and connect King’s Non-violence method which was an essential movement that used language to help African Americans in times of social and economic struggles, to my ‘Law and Human Rights’ class where I learned about a document called Universal Declaration of Human Rights. The UDHR is a document that identifies each individual’s rights and privileges around the world. I will also connect King’s theory to my ‘Introduction to Language’ class that identifies one important aspect of King’s movement, Speech Power. King’s speech power help implemented his message across to his many African Americans in search of justice and equality.   

       Dr. Martin Luther King Jr. was an African American Civil Rights leader that stood up and fought for social and economic equality for African American people during their times of social injustices. King used the “Non-violent” method which he adopted from Mahatma Gandhi as the alternative for African American struggles. There were many elements to King’s non-violent movement, one of King’s most important beliefs and idea was his definition of the “Christian faith”. King says, “This belief that God is on the side of truth and justice comes down to us from the long tradition of our Christian faith” (Washington 9). This is a very important element to King’s non-violent movement because it highlighted that he believed God was on the side of justice, it worked as motivation for King to never lose faith. King’s Christian faith can be connected to the Universal Declaration of Human Rights in many ways. In article one of the UDHR, it states, “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood” (UDHR 1). All King was fighting for was the freedom and equality all men and women are born with.  In my ‘Law and Human Rights’ class we focused on how language affects these rights and privileges. In King’s case, he fought using the nonviolent method against people who were overpowering and affecting negatively the rights and privileges of African Americans.

       King’s speech power during his campaigns when he addressed many African Americans illustrated the influence of Language and its power on Human Rights. During one of King most powerful and influential speeches the power of his voice echoed through the crowd, it became so powerful that even today the words of King still lives on. During the speech King said the words, “How Long, Not Long!” King frequently and continuously for several seconds repeated the statement. It had awakened the crowd and also the nation at the time and to this day is being used as an iconic period of history. King’s speech power can connect to the many aspects of Language that was learned in ‘Introduction to Language’. A connection that we can draw from Intro to Language and King’s speech power is his voice, in class we learned that there are many human characteristics that influence how language and speech are interpreted. King during the “How long, Not long” speech used his voice to echo the message he wanted at the time, very similar to how we speak using our voice every day.

    There are many answers to how language affects and connects to Human Rights. One important definition of this view is that language in general can affirm or deny human rights. In King’s case he used language to affirm the rights everyone was born with, while he fought the oppressors who used language to deny many African Americans their rights. It is very effective the way language can contribute to the interpretation of Human Rights. There are though boundaries and limits to how far language can contribute in the interpretation of, an example being the struggles African Americans endured were an example of how negatively it worked. The positive side to this case was King’s involvement and positive use of language.           

Language of Human Rights (LIB 110 Project)

        

Bio

     My name is Rajiv Singh. I was born on November 16th, 1992, in Queens New York. I am originally from Trinidad and Tobago. I lived in Trinidad for fourteen years, then moved back to New York where I started my high-school education. I attended Kindergarden, Primary, and Secondary schools in Trinidad, prior to attending High School in the United States. I graduated from John Bowne High School in 2011, and is currently attending LaGuardia Community College.

    My connection to Language is very complex. The language I speak is English, but with my native background being 'partly' Trinidadian, the English language is referred to as "Broken English". The style, grammar and tone are all different to the English language I now speak living in the U.S. I do today enjoy learning English of this type, something that I appreciate greatly, it allows me to communicate with society. I would like to learn other languages as well, apart from the 'voiced' languages, I would like to learn 'sign language', I believe it would be a personal benefit that in the future I learn this skill. Communicate comes in many different ways, so I would say there is no limit to learning language, it is everywhere.

    I personally believe language connects to everything we do in life. In Human Rights, language play a vital role in determining what occurs. The connection we can connect from language and Human Rights, comes in the form of speech and body language. Both of these human characteristics determine both positive and negative circumstances in our world today. Human Rights are the 'rights' we humans are all born with. Daily and throughout history human rights are frequently being changed and challenged, this occurs  because of the influence of language.

The Language Story

       Human Rights are very important rights and privileges every individual around the world are born with. Although the theory is that all Human beings are born with their Human Rights, the reality is very unfortunate, not everyone has access to their rights and privileges. It is one of the most violated crimes around the world, and affects many people. One major way Human Rights are violated comes from the involvement of language. Language comes in many forms; the two most influential languages are our speech and body language. At the age of eleven I personally believe that I was a victim of a Human Rights violation by the used of verbal insult.

     I was eleven years old, attending San Fernando Boys RC Primary School in Trinidad and Tobago. I cannot recall the exact date in which the incident took place, but to this day I remember exactly what happened. Attending a RC (Roman Catholic) school was a very special privilege I was fortunate to have, although I am a Hindu, learning and exploring another religion is something I will cherish for the rest of my life. I truly enjoyed my time attending the school, met amazing teachers and friends that guided me through seven years of primary level schooling. At the age of eleven, being a standard five student, I was scheduled to graduate in a couple of months. Every Friday all students and teachers attended the church next to our school, an hour before our lunch break. We used to walk across the street, everyone holding hands, and following our teacher. The pray service at the church was an hour; it consisted of a couple of bible readings and wonderful songs. But in one particular day, I recall something terribly happened, after our regular Friday pray service, walking back to school to have our lunch, my teacher started crying at his desk, no-one knew what had happened. A few students including myself approached his desk and tried to sympathize with him. Mr. Ian was a very good teacher, and father figure in our classroom, he was a very quiet yet powerfully spoken man. It all came as a shock to see someone like him breaking down in tears. One of my friends asked him, "What's wrong Sir?” he didn't respond, he put his head down and continued crying. No-one started to eat; we were all worried and lost for thought. A few minutes later, Mr. Ian approached me and my friend Josh, where we were sitting having our lunch, and yelled out in front of the class, "You people are sick, why do you damn Muslims have these nasty minds for?". The class froze in shock, no-one said a word, I was just as surprise as them, eyes turned towards me and my friend Josh. Mr. Ian walked out the class room, and didn't come back. I sat there in silence with thoughts following through my head, kept saying to myself, "I'm not even a Muslim, why did Mr. Ian say that Muslims have nasty minds?” A few students ran towards the Principle office where they reported what had happened. Our classes were cancelled, and the entire class was dismissed early. We all contacted our parents to pick us up. Upon arriving home after my Grandfather had picked me up from school, sitting in the car, he asked, "What happened in school today, why did you finish early?". I didn't know what to say, so I lied and said Mr. Ian felt ill and left early. My grandfather knew that wasn't the truth, and was later contacted by the school where someone explained to him what had happened. My parents were scheduled to have a meeting with the principle the next day.  

      A few days after the incident, normality was restored in school, but Mr. Ian was still the absent figure in the classroom, nothing felt right. Although it seemed to the naked eye that I would've been angry or upset, the entire situation didn't really bothered me, I actually missed Mr. Ian, he was a great teacher who I learned a lot from. One night my grandfather who personally knew Mr. Ian received a phone call from him pleading his story and reasons for his sudden outburst on his two students. Mr. Ian explained to my grandfather over the phone that on the day of the incident, it had marked two years since he lost his daughter, who was living in the United Stated and had suffered severe injuries in the September 11th terrorist attack on the Trade Center, she died a few days later Mr. Ian explained his emotions got the best of him and was deeply sorry. He invited my Grandparents, and also my friend Josh's parents to attend have a gathering at his house. Both my grandparents and Josh's parents agreed to attend the gathering.
      Mr. Ian welcomed everyone openly, but there was massive tension within his home. Josh's parents had not heard Mr. Ian’s side of the story and were eagerly waiting what he had to say about his actions. Mr. Ian told the story in front of us. Mr. Ian stated, "By no means have I hated anyone or their religion, it just happened so quickly that a rush of blood to my head led to this unfair outburst on your children, who I deeply love". He broke down crying, the emotions were overwhelming, he kept repeating, "Please forgive me!” The tension from the room disappeared with a new view on the incident. Almost a surreal atmosphere filled the room, a moment of anger transformed into love and understanding. Both parents now understood the reasons why Mr. Ian said the things he did and had forgiven his actions. Things soon returned to normal, Mr. Ian's case was withdrawn from the court appeal and he came back to teach regularly, this happened thankfully because of our parents who now understood the entire story.
       This is a very significant moment in my life I still recall today, thankfully now while recalling the incident I can clearly highlight that what was said to me at the age of 11 by my former teacher Mr. Ian was a form of racial and religious stereotyping. Although it is stated in article 19 of the Universal Declaration of Human Rights," Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impact information and ideas through any media and regardless of frontiers" (UDHR 19). I personally think it a violation against humanity, but having heard and understood the entire story I can reason with Mr. Ian's actions. What Mr. Ian said was something that could have and would've been protected in the court of law. I personally understood his case and situation, but again this is just my opinion, and will vary with another individual's view of the incident. In this case the role of Language is the most influential aspect of a violated against Humanity, and could be today still make a case of a violation of someone's Human Rights.
         There are many reasons why people do not enjoy their Human Rights; it varies around the world with different cases and reasons. More often than not, many individuals around the world do not know what 'their' Human Rights are; I was a victim of this. Prior to my first semester in LaGuardia Community College, I was an individual with little knowledge about my 'own' Human Rights'. I did not know the many privileges and freedoms that protected me and my identity. Today I can proudly say with the knowledge I acquired in my first semester of College, I know now my basic rights and privileges that I can enjoy without reasons to be fearful of someone violating them.

Blog Assignment 5: Speech Power (ENG 101)

       In this blog I will discuss the speech power of Dr. Martin Luther King Jr. and why it was effective in persuading his followers to believe in his methods and beliefs. Dr. Martin Luther King Jr. speeches took the "fear out of the room", this was the kind of power King's voice had on many of his African American followers. King used the power of his voice in exercising the fear out of the people, fighting for equality and justice within society. During King's many speeches around the United States, we focused on two in specific that had a lasting impression on his followers. In King's Montgomery speech in March 25th, 1965 and his "Last Speech" in April 3rd, 1968, we can understand why his voice connected to so many people. King introduced many alternatives for his African American people searching for freedom and equality, in particular King introduced Religion as a vocal point for his people, this powerful subject helped erased the fear out of the people. The introduction of Religion brought along a new sense of confidence and faith that King helped emphasized to his many followers during his speeches.
       King's speeches brought to his many African Americans a new confidence, a confidence that worked as a catalyst in their search for equality and freedom. King empowered many people with his powerful words, in his Montgomery speech, King repeatedly used the phrase, "How long? Not long!" as an answer for his people's question of, when will they be freed from the suffering inflicted on them. King frequently made references to God, and at times quoted from the Bible as the solution to his people's sufferings. King, a believer in the Non-violence method, emphasized to his people to stay true to themselves and keep believing, it will not be long before you are freed from these sufferings. The references to God helped the people believe that if suffering is what it will take for them to be free, then they'll abide with whatever comes their way, King was responsible for this new view of sacrifice.
       King's voice as a whole played a vital role in persuading many people to believe in his method of Non-violence and also the confidence they found from his voice. King's fearless approach better helped the message he was portraying to his followers. In his "Last Speech", King said, "We got some difficult days ahead, but it really doesn't matter to me now, because I've been to the mountain-top". King was referring to his journey to God, King assured to his followers that even though they got difficult days ahead, he was not fearing anything and that they shouldn't as well, because God is the ultimate power. Not only King assured to his people it's God's will to be fearless, but along with himself, they all will reach the promise land. King's voice echoed powerfully during his "Last Speech", "So I'm happy tonight, I'm not worried about anything, I'm not fearing any man, my eyes have seen the glory of the coming of the lord". A very powerful and fearless statement King left the stage with, behind him echoed loud cheering and clapping. This powerful message was received by many followers, an inspiration to fear no one. King's belief that God is the guiding light in dark situations enlightened his people, and immediately after his words, his many followers adopted his belief.
       In both speeches we can concluded that Dr. Martin Luther King Jr. voice and words of inspiration help many of his followers continue their search for freedom. His speech power connected to his method of using Nonviolence as the alternative to their struggle. In both his speeches, King's fearless approach led by example the words he echoed to the people, to fear nothing and no one, you are looked after by God. During King's speeches, he never strayed from his method of using nonviolence, it long continued as the only solution for the struggle of the African American people. I can personally say, King's belief is down to his fearlessness, his belief is adopted by Christian saying, "Jesus died for us", this view was repeated when King said, "We got some difficult days ahead, but it really doesn't matter to me now......". This is an important characteristic of Dr. King, he was willing to accept death, and that whatever may happen, being fearless was God's will, and it's alright if you die in this way. Sacrifice was the main message King was emphasizes to his people in the struggle for freedom, his willingness of repaying what God did for him erased whatever fears he had, this message reached to many of his people.

Workshop (ENG 101)

This essay is about the non-violent theory and practice used by Dr. Martin Luther King Jr. and how it worked finding justice for his many African American followers. The method used by King highlighted that nonviolence was the solution for African American struggle finding equality within their society. King emphasizes that behind this theory of nonviolence comes many human beliefs and characteristics that will be an alternative in gaining progress. King's nonviolence method consisted of Religion, Influence and Sacrifice, these beliefs and characteristics played a major role in determining why King's method of nonviolence work for his many followers.         

In Class Blog (ENG 101)

In this blog I will discuss the "Nonviolence" method that Martin Luther King Jr. used during his fight for equality between the African American and White cultures. The Nonviolence method used by Martin Luther King Jr. was a very basic and simple method that was used to bring justice to many African Americans. King was introduced to this method by Mohandas  K. Gandhi, who inspired by his struggle to gain justice, frequently and repeatedly emphasizes in all his speeches the basic principle of nonviolence. I will use text from the book "A testament of Hope" edited by James M. Washington, that explains King's method of "Nonviolence" and how it was introduced to many of his followers seeking justice and equality.

The method of Nonviolence was a strategy Martin Luther King Jr. used to bring justice to many of his African American followers who fought for equality within their communities. In class I was taught by another group some significant information about the method used by King that emphasized to many people his belief in using nonviolence as a strategy for overcoming the cultural barrier between the African Americans and the Whites. In the Nonviolence and Racial Justice chapter for 'the alternative to violence', the group brought to my attention a very interesting quote King used, he says, " Do not seek to defeat or humiliate the opponent, but to win his friendship and understanding" (Washington 7). King method of using nonviolence as the alternative in finding justice for the African American people, was not to fight or defeat the White man, but to gain his friendship, and not have any differences within the two cultures. King made it clear to his many African American followers that violence was not the solution to their struggle, but gradually gaining the understanding of the opposite culture they can work towards gaining equality.

Project Status (LIB 110)

My final project is incomplete, but I do have a piece of work that I will use as an example that answers the question of "What is the language of human rights?".
I am finished with my bio, but I need some feedback to know where I stand and if I need to add more.

Blog Assignment 4: Cluster Reflection (ENG 101)

    The most common themes that have so far appeared frequently in the Cluster has been, Human Rights and Language. In our three specific classes our given assignments have all connected to Language and Human Rights in some way. All assignments have broaden my view on the topic, Law and Human Rights and how Language is involved. In all three classes we look in-depth to the violations against Human Rights both past and present drawing specific examples of Language and its influence.

     In our Law and Human Rights class, we have been discussing daily, "what is human rights?", we constantly look throughout history as well as present society for examples that portrays the genuine meaning of Human Rights. We also discuss that even though we are all born with 'Human Rights', the use of Language determines the outcome of events in our society that affects our Human Rights, leading to both positive and negative outcomes. The used of Language comes in the form of 'speech' and 'physical body language', these human characteristics are used daily affecting Human Rights. Political Science evaluates the state of our government and it's politics. We also have been fortunate enough to not only evaluate 'our' government and it's laws, but also look globally using other countries as references to compare and contrasting the similarities and differences in respective societies.

    In our English 101/103 course we also have the frequent connection of Language and Human Rights. We have been using text that includes events of past American culture in which we draw these connections and often compare and contrast them to our present society. Examples of events that connects both Human Rights and Language comes from the text we have studied, the most common being, Slavery, Lynching and many other complex events. In one of the text that we have already completed, "When I Was A Slave", Memoirs From The Slave Narrative Collection, edited by Norman R. Yetman, it consist of many individual interviews of former Slaves discussing their time of enslavement. In all specific interviews we can clearly draw the connection of how each of the former slave's "Human Rights" were violated. In the form of ownership by the "White Supremacist". The slaves bodies were own by the whites, and were used to as tools working on plantations. Apart from just being just plantation workers, many individuals experienced physical and barbaric punishments. The basic logic I personally can summarize from learning this topic has been the violation of human rights in the form of supremacy, the theory of White vs. Black culture. The basis of the White man labeling America a White man's country signifies the violation against other cultures, a racist belief.

     Learning in a multicultural classroom is very interesting, we often get different opinions and have very interesting discussions. I personally really like our learning environment in the cluster, I feel very comfortable  learning each day in class. In our LIB 110 class, we basically 'extend' on our topic of 'Human Rights', we sometimes write, read, and listen to Human Rights issues around the world. It is very interesting the stories we are introduced too, it opened our eyes on the state of our society. One of our professor's, Ms. Bojana Blagojevic introduced us to her personal book "Story of One Heart", which is filled with many poems she wrote as a teenage growing up in a "War-Zone" society at the time, it was all inspiring. Ms. B explains in depth at the time her situation, which also relates to how 'her' human rights were violated. Overall I can truly say everything I have learned from the first day of classes to now has all been well worth the time I invested. I have to thank all three professors for being very helpful in guiding me to learning and having a more open mind to such important information. Going forward I would not change a thing about the cluster, I hope it continues to go smoothly, and have a lasting effect on my academic career as a college student.

Keyword (ENG 101)

     In the book Southern Horrors and Other Writings, Ida B. Wells talks about Lynching in the United States and it's history. Her basic principle of reasons why this action occurred comes from her definition of Racial Divides in society. Examples that convey her idea are, "Emancipation", "White Supremacy", and "Negro Domination".
     Emancipation is the right of freeing someone from control of another. Wells emphasizes constantly throughout the book that this belief was being overlooked, as the "Afro American" was still being controlled by "White Supremacist".
      White Supremacy was the belief that their culture was superior to others. Mainly they used their power over the "Afro American" culture, they took advantage of them through brutal actions, the punishment used was 'Lynching'.
       Negro Domination was the fear of African American development and possible domination in society.

Blog Assignment 3: Lynch Law in All Its Phases (ENG 101)

      After the Civil War "White Supremacy" was ever present. White Supremacy was use in many different situations, mainly as an overpowering action against the "Afro-American" culture. One action in particular that white supremacist used against the Afro-American culture was "Lynching". Lynching was the action of barbaric killing's by mob groups. This was practiced by 'grand' majority to the Afro-Americans. In this blog I will use text from the book "Southern Horrors and Other Writings" edited by Jacqueline Jones Royster with text introduced by Ida B. Wells, to discuss how the White Supremacist used 'their press' as defense to the brutal and untruthful executions of Afro Americans.
       There were many cases of "Lynching" that occurred to Afro-Americans that was unjustifiable, yet was constantly occurring based on the power of White Supremacy. The main and frequent accusation used against the Afro-Americans was their involvement in violations towards the 'white women'. The most common accusation was "rape", it was said that the Afro-American was abusing the white women, this of-course was based on made-up stories and were all untruthful. The white supremacist had the majority of power, their untruthful accusations was an example of the power they had over the Afro-Americans. They used in their defense, 'their own press' to explain in belief what they thought was being done to the 'white women'. An example of this action comes from a Memphis, Tenn. newspaper text, it states; "The lynching of three Negro scoundrels reported in our dispatches from Anniston, Ala., for a brutal outrage committed upon a white women will be a text for much comment on Southern barbarism" ("Daily Commercial" 62). The image of Afro-Americans in this case were viewed at as, "scoundrels", being wicked and evil. This case of three Afro-Americans being lynched was based on an accusation of a crime they all didn't commit. The facts behind this case was that in Memphis where this supposedly occurred, there had been no 'white women' outraged be an Afro-American.  The press was used as an explanation of untruthful events that the white man described occurred. This was an excuse used for the brutal crime the white supremacist committed in lynching the blacks.
           In another "white supremacist press", in Memphis, their verdict to the reasons behind their actions of lynching were, "Aside from the violation of white women by Negroes, which is outcropping of a bestial perversion of instinct, the chief cause of trouble between the races in the South is the Negro's lack of manners" ("Evening Scimitar" 63). This statement made in their press emphasizes the racial divides between both cultures. The Negro's were looked at as "bestial", describing them as inhuman like, this was the type of defense drawn against them. The truth behind both cases were simple, the "white women" that the Afro-Americans was lynched and executed for were all "open" to being sexually active with them. They all were actually fond of the black man, but was forced to draw charges of "rape" against them, this was due to threats they receive from the white supremacist.
            As shown in the examples above, white supremacy was used to overpower the Afro-American culture. Using 'lynching' as a form of punishment, was an excuse for untruthful accusations, as well as the racial divides between 'white and black' culture. The truth behind everything is that the white man overpowered the black man simply because of the color of his skin. Everything done was racist, as well as labeling 'America' the white man's country, even though it occurred after the civil war, where everyone was judged at as equal. That certainly, was a case of "reality v.s. law".

Freewrite on the Language of Human Rights (LIB 110)

Human Rights are the 'rights' we as human beings were 'all' born with. Human Rights consist of basic privileges and proctections that enables us to live in equality with soceity. Language connects to Human Rights in many ways, speech and actions are the basic communication tools that connects to Human Rights. Both speech and actions lead to positive and negative feedbacks, this then draws conflicts within soceity.

I would do either a short story or a personal experience that shows the connection between Human Rights and Language.

The Right to Equality (SSP 245)

“The Right to Equality”    

           “The Right to Equality” is the foundation of forward movement. Equality is the state or quality of being equal. I chose this human right because, I believe it is ‘one’ of the most important right we as humans have. The reason behind my choice is based upon my observations of the right being violated ‘daily’. Divides of this right are based upon geographical, religious, social and cultural differences; this causes ‘Inequality’ between people. I personally believe the true importance of this right is based upon being equal as people. In order to move forward as a nation and also worldwide, “We need to share equal wealth that we were born with”. Throughout history and to present day, the right of equality is still being violated and is now putting restrictions on a positive movement. In my work, I would include examples that violated the right to equality, “Pre-Civil Rights Movement” and “My personal views and observations that extends deeper than a specific event”.

           I’ve learn a lot through research and general observances of this all-important right. The Right to Equality is, to my knowledge the back-bone of humanity. Without this right, very little can be accomplished, based on that fact, I presume violating this right leads us to the many obstacles we face in today’s world. Through research and observations I’ve learn the power and significance of this right.  

Preliminary References:

1). Speak whenever you witness violations against this right! (It is your right too!)

2). Start or form a group/organization promoting Equality, and NOT Inequality!

 3). Educate more about this issue, too many ‘hidden’ facts that are not open to public knowing/knowledge.

4). Many more other references! (I will discuss more specific actions in my final paper)

Contradictions is Reality (ENG 101)

    Contradictions are beliefs that cannot be proven true. In times of slavery, contradictions were constantly used to 'trick' slaves into believing things that weren't true. Slaves were made to believe things that were said to them in order to take advantage of their worth. An example of this belief comes from the book, "When I was a Slave", memoirs from the Slave Narrative Collection, edited by Norman R. Yetman. Arnold Gragston a former African slave was interviewed by Martin Richardson at the age of 97 in Jacksonville, Florida.

      Arnold Gregston was 'tricked' into believing contradictions that his master, Mr. Jack Tabb said and did to him. Arnold expressed his feeling towards his master, as stated in his interview, Arnold says, "Mr. Tabb was a pretty good man, He used to beat us, sure, but not nearly so much as others did some his own kin people, even" (Arnold 56). Judging by this statement it may seem to the naked eye that Mr. Tabb was a reasonable master, yet he still used to beat his slaves. Adding proof to this contradiction, Arnold later said in his interview, "He would ask us where we had been. If we told him we had been learn' to read, he would near beat the daylights out of us - after getting somebody to teach us" (Arnold 56). This shows, although Arnold believed that Mr. Tabb was a nice guy, he technically tricked them getting what he wanted and needed. Yes, he may have treated them better than other slave owners and even hired someone else to teach them, but he kept the boundaries closed at times. Learning to read was a benefit to Arnold, but not Mr. Tabb, so in restricting him from such a privilege Mr. Tabb was in some way tricking his slave from something that could benefit him in the long run. I personally believe Mr. Tabb did that to ensure that Arnold, as well as the other slaves remained without a knowledge of being able to read, because it could have open the door for them to become smarter and wiser in achieving their freedom.

Neologism: Cyberspace (ELL 101)

Cyberspace

Cyberspace is a metaphor use for describing the non-physical terrain created by computer systems. (Source: Webopedia.com)

The term 'Cyberspace' was first used/coined by the science fiction author William Gibson. 

Word Formation Process: Compounding (Cyber-Space)

Sentence: Cyberspace is an extension of the idea of virtual reality. 

The Truth (LIB 110)

      Authors claim people would rather use the word "Drama" instead of "Bullying", because of the fact that the reality is not being changed. Having the word drama instead of bullying hides the facts, and appears to the naked eye not as a serious concern. The word Drama can be very empowering in many instances. Drama as it is, holds events such as 'bullying'. Drama can be categorized as a overall topic which holds other events. Having Drama instead of Bullying as a heading, cannot, and will not be looked at as the same thing. Both the victim and the victimizer feelings and experiences cannot be fulfill fully by having a misinformed topic header. Drama and Bullying, appear different to the naked eye. With Drama being less attractive, hiding the real facts of that of Bullying.

      I experienced a similar situation in which a 'word' or 'phrase' changed the true complexion of the actual event that occurred. Being a witness to an event, where one word changed how the situation was interpreted, caused chaos. I was playing soccer with some friends when, while we playing, my teammate was called, "A nasty player" by another player in the opposing team. My friend was extremely angry seconds after being called that, and took action pushing the other guy. Things got outta hand and caused a lot of chaos, but the entire situation was misinterpreted. The opposing player who called my friend a 'nasty player', really meant to say he was actually good. With this experience, it shows how sometimes words or phrases can be misinterpreted and misunderstood.

Free Writing Assignment: How Language plays it's part. (LIB 110)

"How Language impacts our society".

For this particular topic, I chose to use the, "Don't ask, don't tell" policy used by the United States military. The "Don't ask, don't tell" policy "was" a ruling preventing 'GAY' military soldiers from free expression to publicly express their right of being gay. As of yesterday September 19th, 2011, the ruling of this policy has come to an end. Ending a 20 year policy that hampered many gay US military soldiers their "freedom of expression" in presenting themselves to society.

I chose this topic because, I personally feel being denied the right to 'free expression', but yet having the responsibility of having the job of a US military soldier, which in itself holds huge responsibility, was unfair as well as a form of "INEQUALITY". My personal view to this situation can be better translated by simply saying, "These people put their lives at risk to protect our country, yet they were being denied the right to freedom of expression". The way language played its part, was them, the soldiers being denied the right to not verbaly, nor physically expression their true identity.
The bright side to this story, which as of yesterday September 19th, 2011, the policy has been removed.

My name is Radʒiv (Rajiv) (ELL 101)

The first syllable of "Rajiv", (RA) has an onset of a voiced Alveolar Liquid, with a rhyme of a Low Central vowel. The last syllable, (JIV) has a onset of a voiced, Palatal Glides, with a rhyme of a Mid Central vowel. 

IPA transcription:  radʒiv

Start by placing the front part of your tongue on the alveolar ridge, which is the rough, bony, ridge behind and above the upper teeth, making a "RA" sound, letting the air stream flow around the sides of the tongue as the tip of the tongue makes contact with the middle of the alveolar ridge. Secondly, with your tongue in motion, (or "gliding") you make the sound "GEEEV" . Combine to say: "RAJIV".   

Assignment One: Banneker and Equiano (ENG 101)

       Benjamin Banneker, a free African American astronomer, mathematician, surveyor, author and farmer, expresses his views on slavery, and racial discrimination towards African Americans. In his letter, written to Thomas Jefferson, a United States secretary of State at the time, Banneker accused Jefferson of criminally and unfairly using his power straying away from the genuine meaning of “equality to all”. Banneker further more continued to accuse Jefferson in technical ways that by eye seemed very respectful, but had very deep meanings. An example of his accusation towards Jefferson is highlighted by; Banneker’s view of Christianity and his bold questioning of Jefferson interpretation of the meaning of it. This was Banneker’s major problem with his view of Thomas Jefferson’s actions.

       

       In the Narrative life of Equiano, there were many events where Equiano’s purpose and life were treated with disrespect, discrimination, and an indifferent view of equality between people. In particular the events of the Equiano’s experience on the slave ship, where he was forced onto, and where he spent several weeks under terrible conditions. Equiano’s personal feelings when on the ship were many, in particular astonishment, and his emotion of being frighten. Equaino expressed his feelings in the present time of how he was feeling with everything he saw and heard, it being the first time he witness such events.

      

·         How can we explain the horrors that Equiano witnessed on the slave ship?

·         If humans all felt the "same sensations," then wouldn't the slave-traders have been incapable of practing slavery, and enforcing it through such lethal methods?

       Identifying the horrors in which Equiano witnessed during his time on the slave ship can be identified to my view by the feelings Equiano expressed throughout each event he described. His views are based on astonishment, as well as my view of his “Emotional Knowledge”. Explaining the things Equaino saw and his feelings towards the European slave traders were all overwhelming to him. From the different complexion from himself and the other slaves compared to the slave traders, all their physical characteristics, the language they spoke, were all new to him, something he never saw or heard of. Equiano’s fear of his surroundings being in disarray, slaves dying in front of his eyes, not knowing his next step, or what they’ll do to him, constantly questioned his emotions. The general explanation of all the horrors Equiano witnessed on the slave ship can be summarized by his expressed feelings that were, astonishment, fear, overwhelming, and even to an extent his “solution” of hope.

       If all humans all felt the “same sensations”, said by Banneker in his letter to Thomas Jefferson, to some extent this can explain the decisions made by the European slave traders. My personal view of this belief of Banneker can be translated simply by, “We all have the goal of achieving happiness”. But an explanation of why it isn’t totally true is the reality of what having power can lead you to do. An example to justify this can be drawn even in today’s world with events happening. Simply, the power the European slave traders hold, it automatically made them superior to any slave, and this empowered them the privilege to do what they did.             

Diagnostic (ENG 103)

        I believe the most important emotional knowledge communicated by slaves is fear. I believe this emotional knowledge is important because its leads to their question of, reasons to live and most importantly hope. The reason of living and having hope are their primary purpose in achieving where they stand as human beings and what is their next step of who and what they become in life.

        Having hope is one of a slave's major objectives in realizing their identity. The power of hope can lead to many solutions and answers to their questions about their identity and right as people. Hope being a very important emotional knowledge is the first step to answering their questions; it is an individual characteristic, hope. Fear is a slave's question, an obstacle that requires the characteristic of hope.

            Before Hope there is Fear. Only hope and a slave's way of thinking can lead them to a solution in which can reveal their identity. An example of this situation comes from Equiano's personal fear of being captured again. Equiano founded hope through his escape, but finds himself lost, both mentally and physically where he is. Equiano emotional knowledge is consisted of the fear of being caught, but his emotions are frequently changing and his desire of being free is constantly being questioned. As stated in the passage, Equiano says, “I had before entertained hopes of getting home and had determined when it should be dark to make the attempt; but I was not convinced it was fruitless, and considered that, if possibly I could escape all other animals, I could not those of the human kind; and that, now knowing the way, I must perish in the woods.” This shows both his uncertainty of how he views how of hope and fear are connected in his life.

First Impressions (LIB 110)

        Wow! I am enjoying my first few sessions of this Language of Human Rights cluster. I came into college with an open mind to learn, and I believe so far the time spent in the cluster has been well invested with a better understanding of the subject. I am very satisfy with all my Professors, all seem very helpful, and friendly. The topic, The Language of Human Rights are all connected with all courses being taught, but I am yet to see this connection with each class. For each class so far, all topics seem different in it's own respect. With time I believe it will soon have the connection that I'll be able to draw in which my work will connect to each course in some way.

          With every mintue spent in each class so far, I've learnt and paid close attention to all that was said and discussed. It is still very early into the course, but having the open mind to learn, I believe I will take out as much as I can. There is nothing I would like change as of now. So far, so good!

My Twitter (ENG 101-103)

http://twitter.com/#!/rasutd1611

Rajiv is English (ELL 101)

     
          Language plays a very important role in my life. It is an essential tool I use daily to communicate with society. English is the language I speak, read, write and truly understand. The language I speak at home is English, but is also referred to as, "Broken-English", because of my West Indian background. Outside of my home, speaking with the society outside of my family, I speak proper English without any of the abbreviated words, and tones as my native speaking. Both, "Broken-English" and "English" are generally the same language with few exemptions, in spelling, grammar, tone and use of vocabulary.

          Trying to recall how I first learned language cannot be recalled to one source. There were many sources along the way from birth till now. My first involvement with language came from my family at home, and progressed to school where it became my first, and still my only language, English. At home, the language spoken in the household was a broken form of English, with shorten words, abbreviated sentences, and a unique accent which is the identity of my West-Indian culture and background. At school, from Elementary, Primary, and most recent High School in the U.S. it is where I truly began to develop a level of understanding of the language in speaking, reading, and writing form. Even now there are many things still open for me to learn about the language.
 
           Language is a big part of my identity, Rajiv is English. English enables me to complete my identity in many different ways. It is the language I speak, read, write and understand. All of these abilities are in today's world essential to understand how society works. It keeps me grounded to my surroundings as well as work for me in reaching other out to others. I would say speaking at home is my personal language, communicating with my family is a unique way in which my culture and nationality plays its part with the language. Being a West Indian growing up in the Caribbean, it is our way in which we become as creative with the language as possible, even today back in Trinidad and Tobago my native country the language is still being broken down and injected with many different "slang's". I personally am not too creative with the language, but it is instinct into me by my culture and native surroundings in order for me to communicate with fellow West Indians. It is only then I will use the language in that form.
            I personally believe with knowing English to the extent I do, it automatically enables me to understand to a personal extent the world around me. Having the knowledge and ability to speak, read, write and understand the language of English, it enables me to have a grip of society and keeps me updated to my surroundings. Getting along with the world cannot only be determined only by my ability to speak, read, write and understand English, but it plays a big part in that respect. The world is fill with many, different languages, cultures and people. But I am fortunate to say it enables me enough of an understanding to get along with the world and keep moving forward.