Wednesday, January 21, 2009

Reflections and War Speak

1. What Went Well As A Class
As a class, I thought that we had a wide variety of interesting topics, that almost every one was to explain and cover successfully. There were topics, from the 2008 Olympics, to Foreign Fashion Ads, to The Gaza War. Everyone was organized and prepared: most people had powerpoints, with outlines or some other form of easy organization. Most people managed to fit into the time slot, or only went over a little bit.

2. What Went Well As An Individual
In my presentation, I was able to fit in all my information in the given time slot, and still explore my knowledge issue throughly (I think.) I rehearsed my presentation and timed it and was able to know what I had to do to have a good presentation. I had an introduction, I talked about what my presentation was about.

3. 'Not So Much' As A Class
I think that in general, each person in the class had too much information for ten minutes, and many people were rushing to squeeze it in. The topics explored were more factual, and not as much about ToK. Also working on conclusions, for future, maybe use the implications or a counterclaim, instead of just saying "that's it."

4.'Not So Much' As An Individual
I think that I rushed a lot of my speaking, and it might have been hard to understand everything I was trying to express. In my introduction, I could have said a little bit more about the two sides of the argument.



"TEL AVIV - As Israeli soldiers pull back from the Gaza Strip and Hamas's rockets go silent, Israel's dormant election campaign has come back to life.
With just three weeks before voters go to the polls, the center-left government is getting high marks from the Israeli public for its pounding offensive in Gaza. But Foreign Minister Tzipi Livni and her ruling centrist Kadima Party may fall victim to the military's success.
Polls show that the conservative opposition leader Benjamin Netanyahu and his Likud party have opened up a bigger lead, based on a public concern that the offensive left the Hamas regime intact while failing to free an Israeli soldier, Gilad Shalit, imprisoned in Gaza for 2-1/2 years.
"That's one of the interesting paradoxes of the war," says Mitchell Barak, a pollster who runs the survey group Keevoon. "It restored the Israeli public's confidence in the Israeli army, and in Israel's leadership's ability to defend its citizens ... but it didn't go far enough [to weaken Hamas]."
On the third day of the Israel-Hamas cease-fire, there were rival allegations of violations. The Palestinians said that a farmer was shot dead by Israeli soldiers in the northern Gaza Strip, a charge denied by a military spokeswoman. Israel's army said that it
returned fire after one of its units inside Gaza was shot at near the border fence.
The three-week Gaza war has shifted the focus of Israel's truncated parliamentary campaign toward the best approach in the Hamas-run Gaza Strip and the threat of rockets on southern Israel.
Already, Ms. Livni and Defense Minister Ehud Barak of the Labor Party are back on the campaign trail hailing the war's achievements. They're touting Israel's
restored deterrence against militants and the international support expressed by US and European leaders.
Addressing Israeli college students in a Tel Aviv suburb Tuesday, Livni bragged that European leaders came to Jerusalem to work with Israeli leaders despite the international uproar over the Palestinian civilian toll during fighting. About 1,300 Palestinians were killed, many of them noncombatants and children, according to health officials.
"If Hamas fires a Qassam rocket at Israel, they will get hit again, just like they got hit now, and they know that," Livni said in an interview with Israel Radio on Monday.
Mr. Netanyahu, who had the awkward role of defending the government to the international press during the Gaza offensive, has resumed his criticism of this government's Gaza policy. Right-wing allies of Netanyahu have warned that the military operation has left Hamas in a position to threaten Israel in the future.
Just a few weeks ago, before the fighting, the campaign focused on good government, economics, and leadership.
"Today it's a different world. Security and leadership, mainly in times of crisis, have moved center stage," wrote Yossi Verter, a political commentator in the Haaretz newspaper. "Netanyahu is feeling good – Hamas was always his preferred playing field. In 2006 he was talking about 'Hamastan,' and nobody wanted to listen."
To be sure, the biggest single winner from the war has been Mr. Barak and his Labor Party, which seemed to be fading into irrelevancy with polls indicating a fourth or fifth place finish prior to the war. Labor's 50 percent jump in popularity puts it in third place and makes Barak a leading candidate to continue as defense minister in the next government, but he's still far behind in the race for prime minister.
Netanayhu's Likud party continues to lead Livni's Kadima party by a range of three to six seats, according to recent polls. What's more, right-wing and religious parties are projected to control a 10-seat majority over a coalition of center, left, and Arab parties in the 120-seat parliament. That would allow Netanyahu, who first served as prime minister for three years in the 1990s, a leg up in forming a coalition.
Netanyahu has said that before negotiating a final peace deal can be reached with the Palestinians, the Palestinian Authority needs to build up the Palestinian economy in the West Bank and implement further political reforms. Critics say such a delay in the peace process comes when many fear that the window of opportunity is closing for a two-state solution.
Livni's prospects as prime minister looked more promising at the start of the Gaza war, when several polls showed a coalition of center-left wing and Arab parties pulling even with the right wing. Livni is now coming under fire from those who were unhappy with the UN Security Council Resolution that called for an immediate cease-fire and the international pressure to withdraw from Gaza.
She is also criticized for the failure to force Hamas to negotiate over Corporal Shalit, the Israeli soldier taken hostage.
Political analysts note, however, a fragile cease-fire with Hamas means the fighting might not be finished, creating a volatile environment for public opinion leading up to the Feb. 10 vote. "It's very fluid," says Avraham Diskin, a political science professor at Hebrew University. "If something happens and the Israeli army retaliates, [the fighting] won't be over."

http://www.csmonitor.com/2009/0121/p11s03-wome.html


pull back-retreat, stop attacking
offensive- attacking
ability to defend- attack after being attacked
cease-fire- when enemies agree to stop attacking each other, temporarily
returned fire-shooting or attacking on the return
deterrence-when a military has enough strength and weapons to show that can it defend against any aggression
militants-soldiers, or military personal, usually enemies.
noncombatants-civilians
military operation-an attack
peace deal-when enemies try to negotiate a peace, usually where one enemy surrenders. a treaty.
peace process-negotiation of a peace deal or treaty.



Friday, January 2, 2009

Language Notes

1. The Three Components of Language: Rule-Based, Intentional, and Open-Ended.
- Rule based (governed)
-Grammar (rules)
-Vocabulary
-Examples from Class:
- In English, Noun before Verb. In Korean, Verb before Noun.
-There is no "correct" word for dog; it's different in all languages. 
-Intentional
-All language is communication but not all communication is language. Communication can happen but it can be misinterpreted, which is not language.
-Example from Class:
-Body Language can or cannot be language depending on whether there is   intent to send a message. 
-Open-Ended (Creative)
-Language evolves
-Examples from Class:
-Language evolves in form: from handwritten to blog
-Language evolves in the form of new words: -Elbow, -Muggle, -Obscene, -Hoodie, -Kindergarten
Theories of Meaning
2. Definition Theory: A word has to have a definition to it, that you can look up in the dictionary.
-Examples from Class:
-Triangle (a strength of this word was that, through the definition we could draw it.)
-Table
-Desk
-Love (a weakness of this word is that it is more of an idea than an object like "triangle," so it's definition gets more complex and circular [From Love-> Profound<->Deep])

3. Denotation Theory: The Literal meaning of the word. Meaningful words are distinguished from non-meaningful words.
-Examples from Class:
-France:
-A place/country in between Spain and Germany and it borders the Pyrennes and the Atlantic.
-Gamazi:
-It means nothing, it has no meaning to us; random, made-up by Mr. Steedman.
-Hitler:
-dictator, killed people. "a bad bad man," which refers to a specific idea (which sometimes comes from being famous or infamous), but when it's used as "he's another Hitler," it's not the literal meaning.
-November 27, 2008 in Mumbai, India: That was "their 9/11." The use of the American tragedy, September 11, 2001 or 9/11, has become a term.
-Freedom:
-Harder to denote because it's an idea, not a physical object.

4. Image Theory: The meaning of a word lends a mental image. The image depends on the context.
-Examples from Class:
-Freedom:
-An eagle, a flag, the Statue of Liberty
-Tree:
-brown bark, green leaves (often the image of a child's drawing of a tree in conjured) 
-Question about Image Theory: How do we understand the meaning of another person's word? What if we don't have the same mental image?
-My answer: If possible ask for explanation, description, and/or  conformation of the same image.

Problems with Language
5. Vagueness-No clear or descriptive meaning. The vagueness of a word or statement depends on the context.
-Examples from Class:
-Slow, fast close, a lot, bald
There are disadvantages, such as not knowing exactly what one means, but vague words can also be useful, especially in generalization. It is impossible to make words completely precise.

6. Ambiguity- Words have more than one meaning, but how they are interpreted depends on the context.
-Example from Class:
-"The Duchess cannot bear children." This can be taken to mean that she cannot give birth to children, or that she despises children.

7. Second Meaning (i. e. denotation, connotation, and euphemisms)
-Denotation: "the explicit or direct meaning of a word or set of words."
-Example from Class: see the Number 6 example.
-Connotation: "The associated or second meaning of a word or expression, in addition to its explicit, or primary meaning.
-Example from Class: none given.
- Example: Home, in addition to meaning, the place where one lives, can also have second meaning in that it is the place where one often feels comfortable, surrounded by friendliness and affection.
-Euphemism:"the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh or blunt."
-Example from Class: none given.
-Example: Someone who has died is often said to have "passed away." This phrase is usually used in delivering the news of death so as to soften the blow.

8.   Metaphor: A phrase used to compare two things without using "like" or "as."
-Example from Class: none given.
-Example: "You are ice cold." The speaker is comparing one's warmth to ice, without using like or as.

9. Irony: "The use of words to convey a meaning opposite of its literal meaning."
-Example from Class: Sarcasm
-A more specific example:"a free ride when you've already paid."

Problems with Translations
10. Untranslatable Words: Some words that are so complex that the can't be understood in a different language, so that a phrase is needed.
-Examples from Class:
-Mamihlapinatapi (Terra del Fuegan)-to look at each other hoping that the other will offer to do something that both parties greatly desire, but neither is willing to do. 
- Aware (Japenese)-femoral beauty

11. Idioms: Colloquialisms (Common phrases, better used in speech in one language, than in writing.)
-Examples from Class:
-Beat around the Bush
- The French: "Don't sell me onions," translates to the English: "Mind your own business," but if translated back to French, is "Go attend to your own affairs, your own matters," and the wittiness of the original idiom is lost.

12. Labels- Something marked, physically or verbally, to differentiate, or to organize.
-Example from Class: For differentiate
-to show accomplishment and/ or responsibility: Harry Potter's Scar.
-Examples from Class: For organization
-Groups: Non-fiction books vs. Fiction books
-To help get us through the day: "This is my Physics book, and it goes before my French book, because I have Physics and then French."
-Problems with Labels: they usually generalize, which can be problematic.

13. Stereotypes- "a set form; convention." Stereotypes are much like labels.
-Example from Class: In class, stereotypes were briefly mentioned stating that they were much like labels: to differentiate, and to sometimes show organization.
-Examples: "She wears dark lipstick, dyed her hair black, wears dark and heavy eyeliner, and wears only black clothing, so she must be a goth, so she belongs over there, at the goth lunch table."

14. Sapir-Whorf Hypothesis: Language determines our experience of reality. Linguistic Determination. 
-Examples from Class:
-For the hypothesis the Hopi Indians were studied, and it was found that they had no words for time: past, present or future, nor past or future tenses.
-Pol Pat-1920s Cambodia and the Year Zero
-Peter Farm tested housewives by asking them the same questions in 2 different languages. The answers in both languages differed. Does this show that thought occurs before language?

Emotionally Laden Language
15. Emotive meaning: certain words evoke certain emotions.
-Examples from class:
-1st class/ 2nd Class vs. Business/Coach
-Gassy water
-Tax Hike vs. Stimulus Plan
16. Weasel Words: vague words, they can't be pinned down.
-Examples from class:
-"tomorrow," "soon," "later," "probably"
17. Grammar: Semantics of language, using it in sentence structure to reveal and conceal.
-Examples from Class:
-See number 18
18. Revealing and Concealing: Certain words which evoke emotion, can conceal meaning, or reveal it.
-Examples from class:
-The village was bombed. --> more tragedy
-We bombed village.-->either prideful or regretful, has more of a patriotic tone.