Martin Luther King’s “I have a dream” and Abraham lincoln’s “Gettysburg Address” Essay

Of the great oral presentations this world has seen, many of them serve as an outlet for individuals to articulate their ideals and beliefs to a greater audience. The way in which great speakers such as Martin Luther King Jr and Abraham Lincoln do this is through speech elements such as rhetoric, language techniques, successful structure and also establishing a relationship with their audience. The speeches I have a Dream, and The Gettysburg Address [http://www.youtube.com/watch?v=kMMzY1KJVeo], although performed to entirely different audiences in different contexts, share similar values and qualities. In order to gain a complete understanding of the distinctive qualities of the speeches we must first look at the context in which they were written. On August the 28th 1963, Martin Luther King Jr stood before a congregation of over 200,000 people in front of the Lincoln Memorial. It was on this day that King delivered his testimony to mankind in an effort to end black segregation within America. Despite strong opposition from the Kennedy Administration, King and his contemporaries continued with the civil rights march. Standing on the same spot as Lincoln did five score years ago, King preached similar themes of justice, equality and freedom for man. Lincolns speech came as a eulogy to those lost at the battle of Gettysburg. At the time America was at civil war and the restless crowd was desperate for inspiration from their President. He was speaking last to a crowd of 15-20,000 Northerners to honour the dead and encourage them to keep fighting the war. The context of each address has a profound impact upon their purpose and qualities. One distinct quality of Lincolns speech is that it was structured chronologically with each of the three separate paragraphs entailing the past, present and future. The lengths of the paragraphs can also be noted as a distinct quality of the Gettysburg Address, the first paragraph is quite small followed by progressive lengthening of the second and final paragraph.  This is an instrument used by Lincoln to build up his audiences attention to the climatic end to his speech where he outlines what is required for the future. This can be compared to Kings structural approach, where he uses a ladder technique to configure his points in order of ascending importance. Once again ending strongly with the line: Free at last! Free at last! Thank God Almighty we are free at last!. Rhetoric is often defined as the art of using language so as to persuade or influence others. From this we can deduce that it is a critical element of any effective speech. Certainly I have a dream and The Gettysburg Address contain powerful rhetoric techniques used to further communicate the ideas of King and Lincoln. Kings speech is based heavily around repetition. He uses this in the lines, One hundred years later, I have a dream and Let freedom ring. All repeated to gain suspense from the audience as well as emphasising his themes of equality and justice. King says them with such authority and power to further drive home the importance of these themes. Using his voice to create a sense of urgency about the issue. King also uses biblical allusion such as Gods Children and Psalm 23: Rise from the dark and desolate valley of segregation to the sunlit path of racial justice. This reflects his role as a Priest as well as giving evidence of Gods want of justice. The biblical allusions also give a sense of unity amongst the audience. Establishing a rapport with your audience is central to communicating your ideas in a speech, both King and Lincoln do this exceptionally. Using inclusive language such as the words we and us, Lincoln especially is able to establish an equality throughout his audience with the common purpose of freedom and victory. In his eulogy, Lincoln uses the line for those who gave their lives that the nation might live which again utilises the audiences patriotism to articulate his ideas through personification. By referring to both Lincolns Emancipation Declaration and The Declaration of Independence he was able to strongly back up his argument and appeal to the nations Patriotism as well as give historical evidence to the slow progress of equality in America. This would have a great effect on the proud Americans in his audience because a rejection of Kings values would ultimately mean for them a rejection of Americas traditional values. Without proper delivery, these two speeches wouldve been overlooked in value and would not have had the great effect they did. I believe the values implied in both texts justified by both the context and the rhetoric. Upon reaching conclusion, one realises that if not for great speakers and use of rhetoric, the ideas of significant historical figures could not be presented as well, as thus couldnt have the desired effect. Martin Luther King Jr and Abraham Lincoln were examples of this, men who, by use of manipulation of language and audience, changed the world. Bibliography 2008 Dictionary.com Lexico Publishing Group, LLC. Accessed: 08/06/08-09/06/08.

Introduction Of Welfare Mechanism Health And Social Care Essay

In England, the successful debut of public assistance mechanism after the Second World War has dramatically changed the political, economic and social landscape. This baronial and selfless project has seen the development of services aimed at assisting undertake some of the most of import issues confronting society ( e.g. wellness and safety, instruction, wellness, exigency services, and attention for the aged and handicapped ) . It has had genuinely singular success in presenting an effectual safety cyberspace for society. Although this paper will non be concentrating on the grounds for this, it is deserving observing that by the 1960 ‘ / 1970 ‘s, the pride that people took in the societal accomplishments of the public assistance province started declining. The success of capitalist economy and competition in the private sector was perceived as being in stark contrast to the inefficient and unresponsive populace sector. Consecutive authoritiess were besides progressively disquieted as to the fiscal deductions of the public assistance province and looking to increase efficiency and cut down cost. Similarly, the addition richness and consumerism of citizens raised outlooks in client service and promoted the position of the service user as a consumer instead than as a receiving system of public services ( see Lowe, 2005 ; Eichengreen, 2006 ; Sorensen, 2000 ) . It is the purpose of this paper to measure the cogency of the undermentioned statement: â€Å" Patients do non desire pick, they want a good local service † . The trouble in specifying pick means that this paper will do the sensible premise that patients want high quality attention, efficient usage of resources and equity. These premises reflect the fact that the NHS is funded out of public outgo and abides by the rule of â€Å" making the right thing for those who need aid † ( Secretary of State 2010 ) . This paper will ab initio look at the alterations in authorities policy to present an component of pick before pulling on grounds and instance survey illustrations to show that pick does non needfully hold to come at the disbursal of local services when measured against the standard ‘s of high quality attention, efficient usage of resources and equity. This paper will reason by saying that pick within a little and limited field is what patients wan and what is be st for the National Health Service.Historical Background on the development of Choice in HealthcareConsecutive authoritiess have made moves to open up greater pick for users of public services. Greener and Powell ( 2009 ) have traced these developments in health care and found that it was non until 1989, in the ‘Working for Patients ‘ White Paper ( Secretary of State for Health, 1989 ) and the debut of a ‘quasimarket ‘ into health care, that the thought of patient pick began to take on a meaningful function in the planning of health care. Initially patient pick would include more freedoms in taking their GP ( who so made picks about secondary attention on their behalf ) , pick over ‘time or topographic point of intervention ‘ and a ‘wider pick of repasts ‘ provided to patients ( Le Grand et al. , 1998 ) . However, as a direct consequence of the quarrelsomeness of the internal market thoughts, patient pick was hardly mentioned for much of the following decennary ( Wainwright, 1998 ) . The start of the twenty-first Century did non see any major new developments on pick. The NHS Plan ( Secretary of State for Health, 2000 ) merely reminded patients that they had ‘the right to take a GP ‘ , provided patients with new agencies of accessing wellness services which reflected technological advancement and improved client service through the right to intervention at a clip and infirmary of the patient ‘s pick if their scheduled operation was cancelled. It is non until the 2006 White Pap er â€Å" Our Health, Our Care, Our Say † ( Department of Health, 2006 ) that patient pick of a genuinely meaningful nature is proposed. For the first clip patients would be allowed to do determinations about where they should be treated: â€Å" In the NHS, patients now have more pick of the infirmary that they go to, with resources following their penchants † ( Department of Health, 2006 p.3 ) . The NHS Constitution ( 2010 ) has enshrined the rights of patient to exercise some pick in the health care they receive. These include the right to take a GP surgery, to province whichA GP you ‘d wish to see, to take which infirmary you ‘re treated at, and to have information to back up your picks. These rights are non nevertheless cosmopolitan ( exclusions for the military, captives and mental wellness sick persons ) and exclude certain services ( where speedy diagnosing and intervention is peculiarly of import, pregnancy services and mental wellness services. In the recent Health and Social Care Bill ( 2011 ) , the current Government are suggesting to manus commissioning power to GPs and opening up the NHS to increased competition in an attempt to better NHS public presentation. Choice is seen as critical to this attempt, as without pick they can non be true market based competition. Consumer pick, based on their penchants, would find companies come ining and go outing the market. It is hoped that quality would be the cardinal determiner in consumer pick. In the White Paper ‘Equity and Excellence: Emancipating the NHS ‘ , this accent on pick was reinforced and clarified as to intending that â€Å" ..patients and carers will hold far more clout and pick in the system ; and as a consequence, the NHS will go more antiphonal to their demands and wants † ( Secretary of State 2010 ) .. This historical reappraisal demonstrates the staccato and unstructured mode in which patient pick has evolved in England. This has seen Patient-GP relationships move from associational to transactional, alterations in who exercises pick as to secondary attention suppliers from cardinal contrivers to GPs to patients, every bit good increased information to assist people do picks. This historical reappraisal on the development of patient pick in authorities policy has led the writer to pull the undermentioned decision: patient pick is being advanced as a tool to better the NHS through a three pronged onslaught: Improve services through increased competition, Improve patients experience through better client service ( e.g. pick in repasts and in method of accessing attention ) , Improve wellness results for all people through more information taking to better picks. These findings correlate closely, but are non indistinguishable to the findings of Thorlby and Turner ( 2007 ) . Thorlby and Turner identified three chief aims that the authorities has put frontward as grounds for prosecuting increased patient pick which include bettering public presentation, making a service that matches peoples desire for pick and that pick increases equity and equity. These two proposed accounts for the pick docket run into the populace and patients outlooks of the NHS. Indeed studies on people ‘s outlooks of the NHS have noted a demand for increased efficiency, better patient experience and equity in entree to interventions across the state ( Dillon, 2010 ) . However, the cogency of the claims that pick is the reply to all of the NHS ailments has non been genuinely tried and it is deserving observing that the British Social Attitudes study has found strong assurance in the quality and reactivity of the NHS since it started appraising in 1991 ( Appleby and Phillips 2009 ) . Indeed, it is still contested whether patients really want healthcare picks at all ( Fotaki et al. , 2005 ) .Patient pick to better entreeSurveies of patients around the universe systematically identify entree as a cardinal concern of patients ( Grol et al, 1999 ; Davis et Al, 2007 ) . Problems of entree have long plagued the NHS. The NHS Plan asserted that ‘the pop ulace ‘s top concern about the NHS is waiting for intervention ‘ ( NHS Plan, 2000 P 101 ) . Access to healthcare is a cardinal constituent in run intoing the premises made in what patients want, notably high quality attention and in guaranting efficient usage of resources. Choice, as proposed through the right of patients to take where they receive diagnostic and secondary attention, is being promoted as the remedy to entree by leting competition between secondary attention suppliers. It is hoped that this competition, coupled with Payment by Results, will cut down waiting times and supply patients with options as to the clip and topographic point where they receive intervention. The London patient pick pilot survey ( 2005 ) was set up to analyze the consequence of pick at the point of referral. The consequences indicated a strong desire for pick. When patients waiting for cardiac surgery were offered the pick of traveling to another infirmary with a shorter waiting list, half of them opted to make so, sometimes going long distances. Similarly, a high proportion ( 67 % ) of patients in London expecting assorted elected surgical processs opted for options to their local infirmary when given the pick ( Coulter et al, 2005 ) . This survey would propose that patient pick is desirable and popular with patients. It besides achieves the purposes of cut downing waiting times and bettering entree. This sits good with authorities policy from 2005 to 2007, centred on spread outing the capacity in the system ( Cooper et al 2009 ) . However, it must be noted that in recent old ages, there has been a important lessening in waiting times for elected attention across the NHS. Between 1997 and 2007, waiting times for elected articulatio genus replacings, hip replacings, and cataract fixs dropped significantly. These consequences can non be explained by the development of patient pick. It is of import to factor in other events go oning in the NHS at the clip. There was significant additions in NHS support from ?76.4 billion in 2005/6 to ?96.4 billion by 2009, a scope of policy steps implemented including stiff authorities marks, every bit good as increased pick and competition. It can hence be moderately assumed that pick entirely was non responsible for the additions given the figure of reforms aimed at cut downing waiting times introduced between 1997 and 2007 are all likely to hold played a function together in shortening patients ‘ delaies ( Cooper et al 2009 ) . This statement dents the cogency of the claims made that patient pick is desirable, and more crucially desired by patients, on the evidences that it improves entree. What it does non make is confute that patient pick is non desirable to patients. Indeed, recent grounds confirms the feeling that most patients are acute on holding a pick, even if they choose to stay at their local infirmary ( Dixon et al, 2010 ) .Choice to advance equalityAs discussed earlier, the authorities has asserted that it will seek to better equity via the mechanism of patient pick, supplying the option to take to all patients where, antecedently, such options were unfastened merely to those who could afford to pay. Equity is besides one of the premises made as to what patients want when accessing health care. Evaluations of the pilot patient pick strategies ( such as the London Patient Choice Project ) found that entree to pick was just, with no inequalities â€Å" in entree to, or consumption of alternate infirmaries by societal category, educational attainment, income or cultural group ‘ † ( Coulter et al, 2005 ) . This would bespeak that patient pick is desirable for bring forthing equity within the NHS. Equity is after all one of the foundation pillars on which the NHS is built. However, when the pilot programmes were rolled out nationally, two of import differences in design have led to inquiries over whether equity is so happening as a consequence of pick. In the pilots, all patients were eligible for free travel and all were entitled to assist from a patient attention adviser: both were found to be of import facilitators of exerting pick. However, neither is compulsory in the execution of pick at the point of GP referral ( Thorlby and Turner, 2007 ) . A figure of surveies have besides shown that information may non yet be wholly successful in acquiring to patients. PCTs are responsible for doing certain that all patients have an equal chance to take, by supplying information and support to those who might otherwise fight to exert pick. Greener found that patients are frequently incognizant of available information beginnings sing attention picks ( Greener, 2005 ) , and the first patient information brochures offered little more than the handiness of transport links and the trust ‘s overall healthcare committee evaluation ( Easington Primary Care Trust, 2006 ) . In a study of PCTs, Thorlby and Turner ( 2007 ) concluded that while it is excessively early to state whether patient pick will present fairer results for patients, equalizing the chance to take is already turn outing disputing in the NHS. The statement that pick creates equity for patients is hard to confirm. The grounds suggests that direct pick may increase unfairness as it favours patients with entree to information and conveyance and unfairness will be magnified if patients in lower socio-economic groups have lower outlooks and less ability ( existent or perceived ) to cover with the picks available ( Bate and Robert, 2005 ) .ArgumentThere is a argument among bookmans as to where public assistance plans fit in modern, industrialised societies. The â€Å" irreversibility thesis † argues welfare plans have become lasting characteristics because their steady growing produces more and more components who benefit from the plans and strive maintain them in topographic point ( Mishra, 1990 ) . The current economic crisis has highlighted the demand for rationing in health care, as for the first clip in over a decennary ; the NHS is confronting stagnating budgets. The dramatic addition in disbursement on the wellness service, authorities precedence scene and the debut of competition and pick has delivered a figure of benefits but has non solved all the issues confronting the NHS. The underlying demand to ration services in a publically funded system is going more economically and politically ambitious ( Ham and Coulter, 2001 ) . An IPPR study found that most people expect entree to the latest drugs and interventions on the NHS, no affair what they cost or how effectual they are. Less than a 3rd of people think the NHS should take into history value for money considerations. Around one tierce ( 31 per cent ) think the NHS should supply ‘all drugs and interventions no affair what they cost ‘ ( Ranking and Allen, 2007 ) .A This would ruin the NHS really rapidly but reflects the ‘irreversibility thesis ‘ as proposed by Mishra. As this study clearly demonstrates, pick, on the future way of the NHS and its support, would take to a dislocation in rationing. The Oregon Health Plan ( OHP ) is an illustration of where pick in rationing determinations, although ideally desirable, has failed due to political concessionsA and provides no evidenceA for the given that a working system of medical serviceA prioritisation can be implemented on the footing of patient and public pick ( Klein, 1992 ) . True competition enabled through patient pick would ultimetly take to alterations in the local wellness economic system and efficiency additions. This could see the closing of unpopular infirmaries and intervention Centres. However, T.H. Marshall ( 1964 ) argues that public assistance provinces are based on societal rights, and this class of rights has been embraced by western societies with the same energy as civil and political rights. Patient pick can be viewed as the merger of societal rights ( entree to attention ) , consumer rights and civil rights ( single autonomies ) . Therefore, there will be really hard determinations to be made as a consequence of pick. Will neglecting infirmaries receive excess support to better or will they be closed? What if these infirmaries are to a great extent invested in merely to neglect subsequently? Will people object to local infirmary closings and the violation this causes on their societal rights? The political nature of infirmary closings a lready has an impact on local wellnesss economic systems. For case, clear grounds for this exists that demonstrates politically fringy constituency bask a greater figure of infirmaries than politically safe seats ( Bloom et al 2010 ) . Clinicians have besides accussed curates of assuring more than can be delivered and raising peoples outlooks ( Ham and Alberti 2002 ) .DecisionThis paper has demonstrated that patients want good, accessible services near to place, with wellness professionals they know and trust. Patients besides want a grade of flexibleness and pick when accessing health care, but this pick is limited to when, on occasion where ( if waiting times are significantly lower ) and what sort of intervention they would wish to have. This system is non merely good for patients, it is besides good for the wellness service as a whole. The increased capacity that pick allows for patients besides increases efficiency for the wellness service suppliers and pick in intervention lea ds to better wellness results for patients. There are a figure of restricting factors including geographical location and easiness of transit that prevent limitless pick and therefore competition. As all patients expect the intervention they receive on the NHS to be of the highest quality available and available to all ( equity ) , it is surprising to see pick being proposed as anything more than the basic pick described here. It is rather clear from the grounds presented that patients want limited ( suiting ) pick within a good local service. This outlook, possibly unluckily, means that patients can non be involved in existent and limitless pick as rationing determinations are tough and unpopular. It is for this ground, coupled with the predictable consequence that full competition will hold on infirmaries closings, that decision-making is volitionally passed on to elected politicians and civil retainers.

Miscommunication: Phonology and Message

Sometimes it is not easy to transmit the intended meaning to a person during a communication process. Miscommunication is a phenomenon that people experience almost every day. It is even used for marketing or present in comedy shows. Miscommunication can arise through various incidences, for example in an intercultural communication, where people have different conventions, or when a word is ambiguous and the context unclear. Sometimes people also do not listen because they think the aspect is not relevant to them.One of the most frequent types of miscommunication are those based on slips of the tongue or slips of the ear. When people do not understand words, sentences or whole passages, the brain tries to fill the gap with known structures. Consequently, misunderstandings arise. In the following we want to concentrate on miscommunication that emerges through the transmission of the message in the auditory channel. There are various aspects that can lead to miscommunication through m istakes in the transmission of a message.These aspects, like the difference of hearing and listening, the exchange of letters or problems with the intonation etc. , are going to be dealt with in this paper. First of all we are going to present how a message is transmitted in communication and which phonological aspects play a role. Then miscommunication is going to be treated. We want to show how miscommunication can arise and afterwards analyse some misunderstandings and show how they could have come up. 2. Phonetics and phonology – the transmission of a message Communication always takes place between two or more people who are trying to get a message across.During this communication process, different aspects are important. As we talk about oral communication, which is about the transmission of sounds, phonetics and phonology play a role. They are a main aspect in the transmission of a message. Phonology means †die Entstehung, Ubertragung und Wahrnehmung, also die ma terielle Seite der Sprachlauteâ€Å" (Grasegger 2004: 7) whereas phonetics â€Å"untersucht die Funktion und die Eigenschaft von Sprachlauten als Elemente eines Sprachsystems, also die funktionelle Seite† (Grasegger 2004: 7).In the following we want to concentrate on the transmission of the sounds or the message. We want to have a look at the phonological aspects and prosodic aspects that play a role in the transmission process. But first of all, we are going to present Shannon and Weavers communication model. 2. 1. A communication model The process of communication can be presented as a model. One, the prototypical model, was developed by Shannon and Weaver in 1949. They reduce communication simply to the process of transmitting information (Chandler o.A. : 1). This model consists of five elements, an information source producing a message, a transmitter encoding the message into signals, a channel, a receiver decoding the message and a destination where the message arrives (Chandler o. A. : 2). Thus, a sender and a receiver always exist in a communication process. The sender is the information source who intends to transmit the message by his mouth (transmitter) through a channel. Here the message is transmitted through sound waves and maybe also body language.The ear receives the sound waves (receiver) and the listener decodes the message by interpreting verbal and non-verbal information and constructing a reality of what the meaning could be (www. worldtrans. org : 1). As sender and receiver do not share the same feelings, experiences, perceptions and ideas, the message can be interpreted differently by the receiver (ebd. ). Consequently, miscommunication can arise. Regarding the Shannon and Weaver model, some possibilities where miscommunication might emerge are in the channel, where noise is a dysfunctional factor (Chandler o. A. 2), on the listener’s side or during the process of encoding a message on the speaker’s side. However, t here are other aspects that have to be considered in communication. We also need to know how the speaker succeeds in producing a sound and how the listener reconstructs the message. At this point phones and suprasegmental features play a role. When the speaker wants to encode a message, he takes a phoneme as a basis and produces a phone that is transmitted through the channel. According to Grasegger 2004 the speaker disposes of a creative function, a sending and listening function in his brain.The sending function in the brain thinks of a message that reaches the speech-organs through nerves. There the sound is produced by tongue, breath, palate etc. (Grasegger 2004: 17-31). The sound passes the channel through sound waves and reaches the ear of the listener. The task of the listener is now to reconstruct the message, which means recognizing the individual words, extracting their syntactic relationships, determining the semantic structure of the utterance and its relation to the dis course context as well as recognizing emotions (Cuttler/Dahan/Donselaar 1997: 142).However, few cues are available to signal where one word ends and the next one begins. To understand the message, the listener has to find the individual word boundaries (Cuttler/Dahan/Donselaar 1997: 143). The brain decodes and reconstructs the message. The sounds, the â€Å"Signifikat† (Grasegger 2004: 11), stand for a special concept, the significant (Grasegger 2004: 11). In the following we are going to concentrate on this phonological and prosodic part the of communication process. 2. 2. Phonological elements of communicationAs already mentioned, phonological elements are important in the transmission of a message since phonemes are a unit of linguistic and perceptual processing (Clark/Yallop 1996: 318). During a communication process, the speaker produces sounds. These sounds are not transmitted individually but in bigger units. The smallest and primary unit of production and perception i s the syllable. It can be described as â€Å"symbiosis of consonant and vowel which acts as the effective vehicle for the transmission of linguistic information† (Clark/Yallop 1996: 318).Phonemes never have a meaning themselves. Their primary function is their distinctive function, the differentiation of meanings of speech units like words. If a sound has a distinctive function can be proved by replacing it by another sound. That means that a sound has a distinctive function when you take the example ‘Kanne’ and replace the [k] by a [t] so that the meaning changes (Grasegger 2004: 81). The articulation is not important when it does not have a distinctive function. Such words that differ only in one phoneme are called minimal pairs.By changing this phoneme, the word gets a different meaning (Grasegger 2004: 83). Thus, miscommunication can easily arise at this point since if the listener does not hear a part of a word or sentence, his brain replaces this gap (Clark /Yallop 1996: 318). Another aspect that is important during the transmission of sounds is that two words with two different meanings can sound similar and have to be understood in the context (Bu? mann 2002: 284). Thus, the role of sound in communication is the transmission of a meaning. However, a single sound does not convey a meaning, but a combination of sounds.The sounds (signifikat) stand for a meaning or concept (significant) that the listener has to decode. But if some sounds are replaced during processing in the brain and these sounds form a minimal pair the meaning can be changed. Later on we want to deal with some examples how miscommunication can arise because some sounds are replaces or their position in a word is changed. 2. 3. Prosodic elements of communication As we have seen, not only phones, the smallest segments of sounds, are important for the transmission or reconstruction of a message, but also uprasegmental features, phonetic expressions that include more than one segment. These are pitch, volume and duration which are linked to bigger units like syllables, words, phrases and sentences (Grasegger 2004: 63). However, prosody is normally used as a synonym for suprasegmental features such as pitch, tempo, loudness and pause (Cuttler/Dahan/Donselaar 1997: 143), although Grasegger defines prosody as the linguistic function of suprasegmental features which is to differentiate meaning on the level of words, phrases or sentences, or to structure an utterance rhythmically (Grasegger 2004: 63).So it is rhythm and intonation what helps differentiating meaning (Clark/Yallop 1996: 322). According to Cuttler/Dahan/Donselaar 1997, â€Å"the prosodic structure of an utterance exercises effects on the timing, amplitude and frequency spectrum of the utterance and these are dimensions of sound itself; any utterance, indeed any part of an utterance corresponding to any linguistic component to a phonetic segment even must have a certain duration, a certain amplitude and a certain fundamental frequency† (Cutler/Dahan/Donselaar 1997: 142).Consequently, if a speaker intends to emphasize a segment, frequency, pitch, intensity and duration, or one of these parameters, have to differ from the accentuation of other segments so that the listener is able to understand the difference in meaning or rhythm, since languages like English are â€Å"perceived in the durational interplay of prominent (or ‘stressed’) syllables and weaker or less prominent ones† (Clark/Yallop 1996: 323). However, few cues are available to signal where one word ends and the next begins. Elements that structure sentences etc. hythmically and determine their meaning are for example quality and accentuation. The speaker could change the meaning of an element by changing the duration, called quantity. That means, that for instance long vocals convey a different meaning than short vocals (Staat; Stadt) (Grasegger 2004: 72). The accentuation helps def ining word boundaries. An accent is the stress or emphasize of a syllable, a word or a sentence to emphasize it (Grasegger 2004: 73). Stressed syllables normally have a higher frequency, a higher volume and a longer duration than non-stressed syllables (ebd. . Its function is to structure an utterance so that the listener has the possibility to differentiate meaning by distinguishing different positions of stress like ancora and ankora in the Italian language (vgl. Grasegger 2004: 74). A â€Å"Satzakzent† (Grasegger 2004: 75) emphasizes words in a sentence and thus has a contrasting function. In the sentence ‘Peter searches a book’ , for example, the speaker can emphasize different units such as the book, Peter, or searches to make clear who he is talking about, what Peter does or what he is searching for.This kind of stress in a sentence is related to intonation. Intonation is another prosodic element that can be defined as â€Å"Verlauf der Sprechmelodie inner halb einer lautsprachlichen Au? erung† (Grasegger 2004: 76). It is the „Form der Tonhohenbewegungen im Verhaltnis zur mittleren Sprechstimmlage eines Sprechersâ€Å" (ebd. ). During a unit of intonation, the pitch rises or falls. The boundaries of a unit are defined by different phonetic elements like the distension of a syllable at the end of a unit or a linguistic pause, an interruption that has a structuring function (Grasegger 2004: 76).Thus, the characteristic of intonation is structuring an utterance as well as its distinctive function since the difference in pitch conveys meaning. A rising intonation at the end of a sentence normally is a question whereas falling intonation a statement. A demand or an order is expressed by â€Å"steil abfallender Intonation† (Grasegger 2004: 77). So the content and meaning of a sentence depends on the position of the accent and the rise or fall of pitch. Moreover, syntax and prosody are closely related so that the supraseg mental features may be influenced by the position in the syntactic structure.So we have, for instance, longer pauses before major syntactic boundaries (Cutler/Dahan/Donselaar 1997: 162). Furthermore, intonation (pitch, volume etc. ) show the emotional condition of the speaker and thus have an expressive function. A question, for example, can also indicate doubts or surprise of a speaker. (Grasegger 2004: 77). So prosodic elements that are important for the differentiation of meaning or structure the sentence through a certain rhythm so that they influence the accentuation of a message and the understanding of the listener are pitch, volume, duration and pauses.They help identifying words (Cutler/Dahan/Donselaar 1997: 148). Prosodic problems can lead to serious reductions of the understanding, what is going to be treated later on. 3. Miscommunication – Problems in the auditory channel After looking at the communication process and the transmission of a message through the audi tory channel, we now want to have a look at the emergence of miscommunication. In the following we are going to treat some aspects that can influence the transmission of sounds in a negative way so that the message is not transmitted correctly.Miscommunication can be caused either by the speaker or by the listener. That means by slips of the tongue or slips of the ear, because the receiver did not listen or on account of channel problems. However, we first want to deal with the difference of hearing and listening. 3. 1. Hearing and Listening One aspect through which miscommunication can arise is the difference between listening and hearing. People hear or perceive sounds the sender is trying to transmit. However, we have to listen and reflect to understand the message.Hearing can be defined as attending to the sounds which come to the receiver at certain frequencies and intensities. Thus, the receiver cannot influence hearing but avoid listening since this is a higher cognitive proc ess under the receiver’s control (Truax 2000: 20). There are three levels of listening attention. One of them is ‘listening in search’ which is listening at its most active. It involves a conscious search of the environment for cues. Detail is of the greatest importance for this kind of listening.The listener needs the ability to focus on one sound to the exclusion. That means that in a noisy environment, the listener has to focus on the sound the speaker is producing and not on the background noises. The second level is ‘listening in readiness’. This depends on associations being built up over time so that the sounds are familiar to the listener. Consequently, they can be identified even by background processing in the brain. So, for example a mother does not wake up when trains are passing by but when she hears her baby crying.The last form of listening attention is ‘background listening’. That means that people are aware of sounds tha t are not important for getting the message so that they do not listen. One reason for this is that they are usual occurrences and therefore expected and predictable so that people do not listen to them actively (Truax 2000: 19-22). The more of these sounds are perceived, the more miscommunication is possible since an increase in the noise level means more psychological tress, greater fatigue and consequently an increase in performance errors on account of the extra load of information processing when the brain has to shut out noise (Truax 2000: 19). Thus, miscommunication can arise involuntarily when people do not distinguish between hearing and listening or lack the skill of listening in readiness, for example. If somebody lacks that skill, he cannot distinguish between important or less important sounds so that an overload of sounds is possible. So people maybe do not hear a letter, a word or a sentence. Slips of the ear can also happen when you lack concentration.However, it is also possible to tune somebody out because you do not like the person or since you are bored or tired (Myres/Myres 1992: 139). Another problem that can arise in communication is that immediately after people have listened to a person talking, they tend to remember only about half of what they heard, no matter how hard they thought they were listening (Myres/Myres 1992: 138). Furthermore, the association one has to a sound can differ. That means that the listener does not associate the same meaning to a sound as the speaker does.So a reason for the loss of information or the understanding of wrong information are for instance highly redundant and basically uninteresting sounds that are perceived and do not encourage sensitive listening since they seem irrelevant for the listener. This can described as a listener- based and interactional- related problem. Consequently, problems can arise when the listener concentrates on background noises, when he thinks sounds are redundant or when h e lacks concentration or listening skills. There are also problems on the phonological and prosodic level that lead to miscommunication with which we want to deal later.The problems or types of miscommunication mentioned above are listener based, the last one is based on an interactional and a listener problem. However, miscommunication can also emerge through problems in the channel, during the interaction or on the sender’s side at which we want to have a look now. 3. 2. Channel- based and interactional- related miscommunication The main channel- based problem that influences the communication process negatively is noise. If there is too much noise in the background, the listener often perceives only bits of what the sender is talking about.Consequently, the brain tries to restore the missing segments by top-down contextual prediction (Clark/Yallop 1996: 318). What kind of misunderstanding arises, that means if it is based on prosodic or phonological aspects, depends on the missing segments. Another problem that may arise, is the overlap of turns meaning that for example two people are talking at the same time caused by problems in turn taking. Thus, the speaker A cannot concentrate on the sounds the other speaker (speaker B) is producing and does not understand passages of his speech. This can be categorized as channel and interactional-related miscommunication.To avoid misunderstandings or miscommunication it is necessary that sender and receiver establish a common ground. The speaker wants to know if he has succeeded in transmitting the message and waits for evidence that the listener has to give by asking a question or using continuing contributions like ‘yes’, ‘uhuh’ or ‘I see’. If miscommunication arises at this point, it can be categorized as an interactional problem. 3. 3. Sender and receiver related miscommunication Miscommunication is always a problem that arises either on the speaker’s side or o n the listener’s side.If there are channel problems, the misunderstanding comes up at the listener’s side. However, the sender’s pronunciation can also be a reason for miscommunication, for example when he stutters, does not pronounce the word correctly or clearly and does not stress correctly etc. Regarding these kind of problems, we distinguish between two categories of problems, prosodic and phonological ones. 3. 3. 1 Prosodic problems Prosodic problems are â€Å"Abweichungen in der Realisierung segmentubergreifender bzw. suprasegmentaler Eigenschaften lautsprachlicher Au? erungenâ€Å" (Grasegger 2004: 78).That includes problems or dysfunctions of pitch, volume and intonation that influence the intonation of a sentence and consequently its meaning. Prosodic problems influence the perception negatively and lead to incomprehensibility. Problems that can lead to misunderstandings are stuttering and variations in pitch and accentuation (Grasegger 2004: 78-79). Miscommunication can arise when people do not detect the right word boundary. For example, when a word is spread over a strong and a following weak syllable, listeners tend to divide the former syllable at the onset of the second strong syllable.Englishmen often tend to insert boundaries before strong syllables or leave boundaries between weak syllables out (Cutler/Dahan/Donselaar 1997:146). The reason why such miscommunication emerges is that strong syllables often signal the onset of lexical words (ebd. ). But the â€Å"strong weak distinction is primarily based on a segmental property, vowel quality, rather than on a stress distinction (Cutler/Dahan/Donselaar 1997: 148). However, not every language makes the same distinctions between strong and weak syllables (ebd. ). Whereas the rhythm of English sentences in stress-timed, French sentences are syllable-timed.As the segmentation procedures are part of the â€Å"processing repertoire† (Cutler/Dahan/Donselaar 1997: 148) of the listener, an Englishman and a Frenchman talking can produce miscommunication by applying their strategies to detect word boundaries (vgl. Cutler/Dahan/Donselaar 1997: 148). Furthermore, miscommunication can arise when a listener does not perceive the stress of some words, it is possible that he does not interpret the meaning correctly, for example in the vocal quality distinction (Cutler/Dahan/Donselaar 1997: 155).If the receiver does not get the sentence accents or the intonation, he probably does not know if it was a question or an order or, taking the sentence ’Er ist nicht einmal gekommen’ (vgl Grasegger 2004: 78), if he did not come or if he came several times. A misunderstanding can also come up when the speaker does not stress correctly. Usually, the listener who does not get the right words does not ask but adds the rest of the sentence so that a misunderstanding can arise. 3. 3. 2 Phonological problems Phonological problems are phonetic deviations on the word level.That does not include the pronunciations, the phonetics, but the wrong choice and order of elements a word, for example. We distinguish between paradigmatic problems and syntagmatic problems. Paradigmatic problems include the choice of the wrong elements, syntagmatic ones the wrong sequence or order of elements. The latter could be that people understand ‘papel’ instead of ‘apple’. An example for a paradigmatic problem understanding the word ‘Jacoc’ instead of ‘Jacob’ (Grasegger 2004: 123). Additionally, there are four different types of phonological problems: elision, addition, metathesis, substitution.Elision means that the speaker leaves out segments of a word or a whole syllable. In general one omits syllables that are not stressed. An example for an elision is saying and/or understanding nana instead of banana. Normally consonants are left out, in general the last consonant of a word like street which becomes stree. Addition means that the speaker or listener adds a consonant or a vocal so that apple becomes papple, zebra zebera or Tablett Tablette (Fromkin 1980: 35-36). It is also possible that you have an elision and an addition in a word or that you double a syllable.A metathesis is a problem in sequencing so that the speaker exchanges syllables or puts them the other way round. So Blatt is Balt or ‘fork’ ‘frok’. The last type of phonological problems, the substitution, means that the speaker has the same number of syllables but replaces one syllable by a different one. It is often replaced by another syllable that sounds similar like ‘Jacoc’ and ‘Jacob’. It is also possible to leave something out and replace a syllable or a letter (Grasegger 2004: 123-127; Fromkin 1980: 47).The first segments in a word and the first syllables are more likely to be affected by speech errors since they are more focused on during speech production (Fromkin 1 980: 48). According to Clark/ Yallop 1996, errors on the level of a syllable are detected far more readily than segment errors (Clark/Yallop 1996: 319). When the listener does not perceive one syllable, the brain tries to replace the missing syllable by a segment that could fit (vgl. Clark/Yallop 1996: 318). However, these processing in the brain might fail, especially when the words sound similar.Another aspect that can lead to miscommunication are these homophones. They are a type of lexical ambiguity, â€Å"homonyme Ausdrucke verfugen uber identische Aussprache bei unterschiedlicher Orthographie und Bedeutung† (Bu? mann 2002: 284) like ‚their’ and ‚they’re’. Consequently, misunderstandings can easily come up when for example the context is unclear and the word the speaker used sound similar but has a different meaning. This kind of miscommunication can also be categorized as message-related miscommunication.These problems can be listener-ba sed so that not the speaker changes elements of a word but the listener understands the wrong elements, for example because there were also channel problems or he did not listen or sender-based because of slips of the tongue, for example. 4. Analysis of miscommunication In the following chapter we are going to analyse some misunderstandings according to the features we have listed above. For the collection of data I used the diary method and searched in the internet. One example is taken from the internet, another one is a situation I experienced during the last weeks.The last example was originally broadcast on television some years ago that I remembered and wrote down. By analysing the examples of miscommunication, we want to come up with some possibilities how the misunderstanding could have emerged. 4. 1. A phonological problem The first misunderstanding is a situation I experienced some weeks ago. It took place on the dance floor during a training unit so that there was much ba ckground noise (people talking and music). The sender arrives and tells that he never wants to do it again with Korten, which is the last name of an absent person.M: Das mache ich nie wieder mit dem Korten! A: Was machst du nicht mehr mit dem Korken? This misunderstanding can be categorized as a phonetical miscommunication. The words Korten and Korken, that means [t] and [k], are a minimal pair since they have a distinctive function and change the meaning of the word. The misunderstanding is based on a paradigmatic problem, the choice of the wrong element, sound, in the word. The listener substituted the letter [t] by the letter[k]. One possibility how the misunderstanding could have arisen is in the channel.On account of music and loud voices in the background, the receiver had to listen in search but could not understand the whole sentence because of the extra load of processing in the brain or a lack of concentration. Probably she only got the first passage of the word and the la st syllable was added through brain processing as Korten and Korken only differ in one sound. Furthermore, the context was missing. M arrived and started the sentence with the word â€Å"das† which normally refers to something that had been said before. In this example a reference was missing because this word was used at the beginning of the communication.Additionally, the person â€Å"Korten† M was talking about was absent so that the listener did not expect M to talk about him in this context. M also used an article to refer to a person what you normally do not do in the German language unless you are speaking a dialect. So we can categorize this miscommunication mainly as acoustic misunderstanding which is based on substitution of a consonant and probably came up on account of a channel problem. 4. 2. Hearing and Listening This example was taken from the internet. It is a telephone call an old woman made to the police because she wanted to know if there was a thund erstorm in Neuss. 1)P (police): Hallo? (2)W(woman): hallo? (3)P: Hallo, hier ist die Polizei (4)W: Hallo, ich kann gar nichts verstehen! (5)P: Ne? Dann mussen Sie mal richtig zuhoren! (6)W: Ich wollte fragen, aah, wo die Nacht das Gewitter war. (7)P: Das†¦war uber Bochum. (8)W: Was?! (9)P: Uber Bochum? (10)W: Saarbrucken? (11)P: Auch (speaks up) (12)W: Wo denn? (13)P: Wo solls denn hin? (14)W: Was? (15)P: Wo das Gewitter denn hin soll? (16)W: Wo das gewesen ist? (17)P: In Deutschland (18)W: Ich hab’ Sie jetzt aber nich verstanden, wirklich nich, sind Sie mir nich bose! (19)P: Ne, bin ich nicht (20)W: Wo war das denn? 21)P: Uberall! (22)W: Uberall? (23)P: Ja, †¦ und das war nass. (24)W: bass (25)P: Nass! (26)W: †¦. Ist denn viel passiert? (27)P: Nein. (28)W: Viel passiert? (29)P: Nein! (30)W: Nein? (31)P: Nein. (32)W: Nein,†¦ Ja, entschuldigen Sie bitte, ich bin 99 Jahre alt und ich hab’ eine Tochter in Dusseldorf, in Neuss wohnen und ich hab’ noch nix gehort. (33)P: Da war nichts. (34)W: Was? (35)P: In Neuss war nichts! (36)W: Da was es? (37)P: Nein! (38)W: Nein? (39)P: Nein, in Neuss kein Gewitter. (40)W: Gewitter? (41)P: Nein! (42)W: War da das Gewitter? (43)P: Nein! (44)W: Nein? Ich hab’ kein Wort verstanden!Ich habe extra an die Polizei gewandt, dass ich Antwort krieg! (45)P (schreit): Ja, da war kein Gewitter! (46)W: Was? Bitter? (47)P: Da war kein Gewitter (48)W: Gewitter? Wo? (49)P (lacht) (50)W: Hier? (51)P: Nein! W legt auf. (source: www. radiopannen. de) In general, this miscommunication seems to be listener and channel- based. However, there are several factors that lead to this miscommunication. Concerning the channel, the woman probably does not hear very well because she is already old. We can suppose this because she always asks ‘was? ’ and says ‘ Ich hab’ kein Wort verstanden’.She was also nervous, because she had not heard of her daughter, what could influence the listening process. In addition to this fact, the telephone connection was bad and crackling in the wire could be heard. Perhaps the woman also lacked the skill or concentration for listening in search. In line 47 and 48 the woman did not listen to the beginning of the sentence and just paid attention when the man was talking about the thunderstorm where she was interested in. Obviously, she applied the wrong strategy, listening in readiness so that she heard what he was saying but only recognized the word ‘Gewitter’.The same can also be supposed for line 35 and 36. Moreover, we also have some misunderstandings that are based on prosodic and phonological problems as in line 39 and 40. Here we have a prosodic problem. The woman did not get that the police officer stressed the word ‘kein’, so that she thought there was a thunderstorm. In line 24 the woman understands ‘bass’ instead of ‘nass’. This is a paradigmatic problem that is ba sed on the substitution of [n] by [b] because they are minimal pairs and the words sound similar.In line 45 and 46 she understands ‘bitter’ instead of Gewitter. Here she is not able to define the right boundary because the stress of ‘bitter’ and ‘Gewitter’ is on the last syllable. Furthermore, we have an elision of the letters [g] and [e] and a substitution. [w] is replaced by [b]. Concerning the misunderstanding in line 9 and 10 where the woman understands Saarbrucken instead of Bochum, we have to guess that this arose because she could not understand the word on account of channel problems and ‘Bochum’ was replaced by another town in brain processing.So we can conclude that this miscommunication is based on various kinds of misunderstandings that are probably mainly influenced by channel problems such as a bad connection and an old person who is hard of hearing and maybe also lacks listening skills. 4. 3. Prosody and homophones T he following example for miscommunication was broadcast on television in 1959. A reporter called Heinz Maegerlein talking about sports pronounced the sentence: Maegerlein: Tausende standen an den Hangen und Pisten which was interpreted by the spectators as: Tausende standen an den Hangen und pissten. vgl. http://de. wikipedia. org/wiki/Heinz_Maegerlein) This misunderstanding can be interpreted as a message-related, listener or speaker-based miscommunication. It is a prosodic and phonological problem. As the words ‘Pisten’ and ‘pissten’ are homophones, the spectators added an ‘s’ to the word so that it also becomes a paradigmatic problem. On account of the words being homophones, the misunderstanding is message- related. That is why the speaker has to put the emphasize on the right syllables and the pauses in the right position. Therefore, we also have a prosodic problem here.Either the speaker must have put a wrong stress on the words or the sp ectators did not get the right intonation. To get the message across correctly, the speaker is not allowed to make a pause after ‘Hangen’ (Tausende standen an den Hangen [†¦] und Pisten) since it would emphasize ‘und Pisten’. Thus, as the words are homophones and therefore intonation very important, it seems that the problem is primarily a prosodic one, since the speaker has to try to get the right meaning across. 5. Conclusion Thus, we can conclude that most of the miscommunication happens on account of problems in the auditory channel.According to Fromkin 1980 about 60% of all misunderstandings are based on slips of the ear and 60% result in nonwords (Fromkin 1980: 6). These misunderstandings can come up on the listener’s side as slip of the ear because he does not listen, he lacks listening skills, does not concentrate, or on account of a mistake in brain processing. As the listener did not get an aspect of the communication, the brain search es words that sound similar. Miscommunication can also arise on account of channel problems like noise, interactional problems or message- related problems like homophones.Furthermore, the communication can be influenced negatively through slips of the tongue produced by the speaker. Consequently, the listener replaces the target segment by other segments of the same level of description so that other words with different meanings or nonwords come up. Parts of words, sentences or syllables can also be left out or the place can be changed. Additionally, problems in prosody can influence the meaning of the sentence as wrong intonation makes the definition of word boundaries more difficult to the listener. .Bibliography Bu? mann, Hadumod (2002): Lexikon der Sprachwissenschaft. Stuttgart: Kroner Verlag. Chandler, Daniel (o. A. ): The Transmission Model of Communication. http://www. aber. ac. uk/media/Documents/short/trans. html. Abgefragt am 25. 10. 2006. Clark, John/Yallop, Colin (1996 ): An introduction to phonetics and phonology. Oxford/Cambridge: Blackwell. Cutler, Anne/Dahan, Delphine/Donselaar van, Wilma (1997): Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40, 141-201. Fromkin, Victoria (1980): Errors in linguistic performance. Slips of the tongue, Ear, Pen and Hand. New York/London: Academic Press. Grasegger, Hans (2004): Phonetik und Phonologie. Idstein: Schulz-Kirchner Verlag. Myres/Myres (1992): The dynamics of human communication. New York: Mc Graw Hill. Truax, Barry (2000): Acoustic communication. Norwood: Ablex Publishing Corporation. A communication model : www. worldtrans. org . Abgerufen am 25. 10. 2006. www. radiopannen. de. Abgerufen am 19. 03. 2007.

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