...Running Head: Linguistics and The War on Terrorism Constructing Reality Through Linguistics: The Political Implications of The War on Terrorism The catastrophic events that occurred on September 11th, 2001 had a multitude of immediate ill-effects, including the death of 2996 people, the loss of 105 billion dollars, as well as the launch of the War on Terrorism through the four coordinated suicide attacks targeting New York and Washington (Averill, 2001). Although not as obvious, the less tangible effects of 9/11 are apparent in our every day lives through instances of increased national security, Islamic phobias, as well as the decade-long War in Iraq, costing the United States over three trillion dollars thus far (Trotta, 2011). Language has played a critical role in creating these shifts within our culture and is the major tool in justifying actions, persuading citizens and constructing realities about terrorism and war. These linguistic tools, such as framing, recontextualization, and jargon work together to cloud the perception of these political issues. As Hasan (1996) states, “We not only use language to shape reality, but we use it also to defend that reality, against anyone whose alternative values might threaten ours.” Framing is a process used by news media outlets and their respective endorsers to manipulate and select the facts presented about a particular event. Specific tones are used, catchphrases are repeated, and headlines are used to highlight a particular...
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...The United State would have not entered World War II if Italy, Japan and Germany had stopped after their early conquests. The people of America did not want to play any role in the European war. The great oceans, on both sides of the American continent made them feel safe. It was not until the first bombs fell on the island of Hawaiian that the great debate if the United State should be involved in world war two that came to an end. Just a few numbers of Americans had been to Japan. On December 7 President Roosevelt addressed the Congress asking for the support for the war against the Empire of Japan. Later on, Germany declared war on the United State.using the Selective Service System, over ten million men were recruited in the army. The US used a number of series of battles in the Pacific to defeat Japan. Some of these battles series included the Battle of Iwo Jima, Okinawa and the battle of Midway.General MacArthur who was an American General using a tactic called island hoping. This was a process of capturing island after island which eventually weakened the Japanese. Both the United State and Japan sffered loss of life and heavy casualties. The Japanese were willing to fight to death and this raised a lot of questions on what was going to happen when the U.S finally attacks the main land. This led to a decision by the U.S to drop an atomic bomb. In August 6, 1945, the Japanese surrendered after an atomic bomb was droped in Hiroshima. This was the greatest mistake Hitler...
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...Pennsylvania. Since the occurrence of those events the word “terrorism” has been part of the common vocabulary in our day to day lives. The threat of terrorism has brought about many changes. It has created tighter security restrictions, increased intelligence gathering, and for some a sense of paranoia. It has also created a hatred towards those who seek to terrorize the United States. One must ask what is terrorism exactly and why does it happen? The word terrorism was first used in the late 18th century. In Geoffrey Nunberg’s essay “The War of Words: “Terror” and “Terrorism” he uses French Revolutionary Robespierre’s definition of terror as “nothing other than justice, prompt, severe, inflexible; it is therefore an emanation of virtue” (Nunberg 433). Terrorism was the action of a people who were working for and ideological cause. It was a means of bringing about change. Whether the action was positive or negative was determined by the group defining it. While those acting to bring...
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...Daniel Walker (1554) What was the short term significance of World War One for Britain’s Empire in India? The First World War (WW1) would prove to embody the climax of British colonial ideologies and strengthen India’s international profile as an evolving nation. The Indian contribution to the war was extraordinary and Gandhi’s conscription efforts for the British Army was based upon the premise of fighting for ‘the good and glory of human civilisation’ – a contrasting attitude to the one displayed in the initial stages of the Second World War (WW2) when he boycotted the recruitment drive. At the start of the war in 1914 Britain was the world’s dominant power however WW1, although concentrated in Europe, threatened global British diplomatic authority and it was John Buchan who stipulated that the war only ‘blew the dry winds toward the Indian border… where the parched grasses await the spark’. In context, his prognosis prophesises the effects the war would have on not only the British government but on Indians also, whose tide of nationalist thinking was to be fortified. Word count: 292 Word count: 292 Word count: 558 Word count: 558 A sharp increase in anti-seditious government policy illustrates the embedded British fear of an Indian uprising as a result of the war, how it changed both the social and political landscape of India and enforced the Western ideals of democracy. The focus on the war effort in France, although with logical intentions, exposed the fragility of...
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...of the horrors of war. In the novel ‘Regeneration’, Pat Barker uses language, form and structure to present the horrors of war using the characters in the novel; who represent the soldiers in the front line, during World War One. The novel is two hundred and fifty pages, distributed between twenty three chapters and split into four parts which could be used to show four months at Craiglockhart hospital, where the novel is based. The novel is based in World War One and the horrors of war presented in the book represent what life was like for the soldiers on the frontline. The unmentionable trauma they witnessed: watching comrades die, the pile of dead bodies consuming the space around them, the stench coming from the trench (such as rats, rotting flesh and gas from on enemies attacks). In chapter two, Barker presents a horror of war through the character Burns. Before the reader is even shown the trauma that Burns went through, his mouth being filled with decaying human flesh, Barker suggests how terrible his experience was. “Rivers had become adept at finding bearable aspects to unbearable experiences, but Burns defeated him.” This suggests to the reader that Burns personal experience must be so vile that even a doctor was unable to fully tolerate it. The fact Rivers has been able to endure horrid experiences of patients at the hospital and manage to deal with them amplifies the horror Burns went through. This has changed my response to the horrors of war because of the use...
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...HIST 410 WEEK 3 CASE STUDY WOMEN IN THE SECOND WORLD WAR To purchase this visit following link: http://www.activitymode.comproduct/hist-410-week-3-case-study-women-in-the-second-world-war/ Contact us at: SUPPORT@ACTIVITYMODE.COM HIST 410 WEEK 3 CASE STUDY WOMEN IN THE SECOND WORLD WAR This site details the stories of eight women who came to the front during World War II: http://www.loc.gov/exhibits/wcf/. Complete your Case Study in a Word document, approximately 300–400 words in length. Case Study exploration: Compare and contrast the wartime experiences of three of the eight women “who came to the front” in this Library of Congress Exhibition on Women in World War II. HIST 410 WEEK 3 CASE STUDY WOMEN IN THE SECOND WORLD WAR To purchase this visit following link: http://www.activitymode.comproduct/hist-410-week-3-case-study-women-in-the-second-world-war/ Contact us at: SUPPORT@ACTIVITYMODE.COM HIST 410 WEEK 3 CASE STUDY WOMEN IN THE SECOND WORLD WAR This site details the stories of eight women who came to the front during World War II: http://www.loc.gov/exhibits/wcf/. Complete your Case Study in a Word document, approximately 300–400 words in length. Case Study exploration: Compare and contrast the wartime experiences of three of the eight women “who came to the front” in this Library of Congress Exhibition on Women in World War II. HIST 410 WEEK 3 CASE STUDY WOMEN IN THE SECOND WORLD WAR To purchase this visit following link: http://www.activitymode...
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...a person has while reading a novel, directly relates to the word choice and organization, the author creates emotion, simple understanding to help further develop characters. The Cellist of Sarajevo follows three different characters through their experiences and struggles of living during the Bosnian war. The war had a great impact on all three of the characters, Arrow, Dragan, and Keenan, they were forced to live and make decisions that could affect their own well-being. Steven Galloway’s novel uses an effective writing style as his word choices show beneficial repetition of phrases, simple word choice that gives all readers a greater understanding and organization to further develop characters. When authors use repletion...
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...to fight in World War I. In total, there were 65,038,810 soldiers who were drafted by their government to fight in a war that brought no form of victory to their country. An eighth of the soldiers died (Amid), but among all the soldiers, how many of them were against the idea of war? How many of them were lured into the inducible war because of propaganda or family related reasons? Joe, the main character from Johnny Got His Gun, and Charlie, the main character from Shenandoah, serve as prime examples for the soldiers who do not believe in war, but are wheedled into somebody else’s fight anyhow. Joe is persuaded into the war through government manipulation and propaganda. Joe becomes injured and loses...
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...Cold War Ella Cooke Prof: Sharon Squires April 28, 2014 Cold War When people hear the word war, what are some words that are used to describe it? Most people would naturally say battle, conflict, fighting, injuries, death, opinions, and these would all be true, however when we hear of the “Cold War”, would it also include all the words that were just mentioned? Wars are typically fought between two opposing sides who don’t agree with one another, and it usually involves using weapons. With that being said is the “Cold War” the same type as other wars such as the Civil War, World War 1 and 11, the answer could be yes and no. While it was a war involving two different sides, it wasn’t fought using weapons, but with words, which some might find confusing. Upon doing research on this particular subject it finally made sense on how a war could be fought without using weapons, only words, stay tuned. The easiest way to start anything is to start at the beginning, so what is exactly is the “Cold War”, what parties were involved, and why was it fought. Although there is not concrete answer as to when it has started, it is estimated to have begun in 1947-1991. It was between two different countries the United States, and the Soviet Union, but keep in mind that it wasn’t fought with weapons, rather in words. Both parties wanted to be in control of the world that we refer to as America and since neither one was going to give in or compromise they were going to war. The only positive...
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...feelings towards the war? Wilfred Owen was born in Oswestry on 18th March 1893. After school, he became a teaching assistant and in 1913 went to France for two years to work as a language tutor. In 1915 he returned to England to enlist in the army and was commissioned into the Manchester Regiment. After spending the remainder of the year training in England, he left for the western front early in January 1917. He was diagnosed with shellshock after experiencing heavy fighting and was evacuated to England to recover at Craiglockhart War Hospital near Edinburgh in June. Anthem for Doomed Youth and Dulce et Decorum est were written in 1917, during Owen’s time at Craiglockhart. Here, he was able to write some of his best work. He also met the poet Siegfried Sassoon here, who was already a well-established poet. Sassoon agreed to look over Owen's poems, gave him encouragement and introduced him to literary figures such as Robert Graves. Owen conveys his feelings towards the war through the many poems he wrote, especially while being treated at Craiglockhart. His poems give the reader a sense of what it was like to be a militant during conflict. His poetry is characterised by powerful descriptions of the conditions faced by soldiers in the trenches. His poems are sometimes violent and realistic, challenging earlier poetry which communicated a pro-war message. His first-hand experience of war is one reason why there was such a shift in the attitude towards war. He returned to France...
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...Conceptions of the Cold War Ceara E. Carrier SS310-98 Kaplan University The Cold War is a subject that I don’t remember being taught in school but I do know that it was. Before I conducted the interviews bellow I myself did not recollect as much as they did. Having talked to them I now have a better understanding and more knowledge on the Cold War. Below you will find the questions that I asked and their word for word answers. Interview Transcript Question 1: What words or phrases come to mind when you think of the cold war? Marty: “Communism, Iron Curtain, Berlin, Wall, Good vs. Evil, Olympic boycott, nuclear war dictator, freedom and poverty.” Rusty’s Mum: “Duck and cover, bomb shelter, air raid shelter, communism, missiles, nuclear attack, espionage and radioactive.” Adam: “Threat of nuclear war, heavy espionage, communism, "tear down this wall" and the KGB.” Question 2: Did you ever study the Cold War in school? If so, what are some aspects of the Cold War that you remember? Marty: “Yes. The word “war” didn’t mean fighting and killing. It was a competition between two super powers trying to dominate the world. Communism vs. Democracy.” Rusty’s Mum: “No. In my memory there were no studying materials. Maybe not available yet? I don’t know how often school books were replaced, but I also don’t really recollect any discussion of the Cold War.” Adam: “Yes it was taught in school but I don't remember it.” Question 3: Who were the parties...
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...Wilfred Owen wrote his poems as an attempt to stop the war and to make people realise how horrific it was. In a thorough examination of the poems "Anthem for Doomed Youth", "Dulce et Decorum Est" and "Disabled" and also with some reference to other works by Owen, it can be seen that he uses different poetical features, styles and methods. Wilfred Owen addresses his readers from different stances right up to him addressing the reader personally. This method is very effective in evoking feelings from great anger and bitterness to terrible sadness and even sarcasm, making the reader sometimes even feel guilty. Whichever way he chooses to portray the pity of the war the end result is always the same. "Dulce Et Decorum Est" is a direct attack at the people in Britain who had been taken in by the propaganda drive by telling them the truth of what life is really like at the front and in what conditions their sons, fathers, brothers etc. are in. "Dulce Et Decorum Est" consists of four unequal stanzas, the first two in sonnet form, and the last two in a looser structure. The first stanza sets the scene of soldiers limping back from the front. The authorial stance is of Owen telling us of his own personal experiences. The second stanza focuses on one man who could not get his gas mask on in time. This is a recurring nightmare that Owen has, where he sees one man "drown" in the gas and in the third stanza he describes how the man "plunges" at Owen, "guttering, choking, drowning." This...
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...A word is a unit of language, consisting of many spoken words. A word can occur in a speech, sentence, statement, story, or news. Words give us the ability to communicate. Words have played an important role in our world today. Whether a word is spoken or written, words have the power to change our world. As you improve your critical thinking, reading, and writing skills by looking at the stories, you will understand how words play a major impact. Try and use your words and respond and think critically. You might want to try bringing you own knowledge, opinions, and experiences, and try and relate them to what you are reading. For example, In Mortimer J. Alder’s short story “ How to Mark a Book” he is trying to persuade us to “write between the lines” (Alder 2). When you are reading a story, you are reading between the lines. By reading or writing between the lines, that gives you a better understanding of what the author is trying to tell you. Alder mentions in his text the importance of marking up a book (Alder 9). First it keeps you awake. In the second place, reading if it is active, is thinking, and thinking tends to express itself in words, spoken or written (Alder 9). Finally writing helps you remember the thoughts you had, or the thoughts you expressed (Alder 9). This can relate to responding critically. By marking up the book, this gives you a chance to relate your own thoughts and opinions to the text. Another example of why words have so much power is in Robin...
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... Week Three: On the Road to American Independence CheckPoint: Great Britain and the Colonies Assignment: Seven Years’ War Paper Week Four: The American Revolution and a New Government Discussion Questions CheckPoint: The Confederation Government Table Week Five: Toward Nationalism CheckPoint: Hamilton’s Financial Program CheckPoint: War of 1812 Assignment: Western Expansion Presentation Week Six: Economic and Political Transformation Discussion Questions CheckPoint: The Bank War Week Seven: Social Structure and Transformation in the North and South CheckPoint: Class Structure and Slave Culture Assignment: Perfection Era Paper Week Eight: Expansionism, Sectional Conflict, and Civil War Discussion Questions CheckPoint: Civil War Matrix Week Nine: Civil War Impact on American Society Capstone CheckPoint Final Project: Historical Timeline and Essay HIS 115 Week 1 Assignment - North American Civilization Paper Assignment: North American Civilization Paper Resource: Ch. 1 Interactive exercise, Gutiérrez Map, at the textbook hyperlinked Web site at http://highered.mcgraw-hill.com/sites/0072970871/student_view0/chapter1/psi_source__gutierrez_map.html Due Date: Day 7 [post to the Individual forum] Examine the Interactive exercise, Gutiérrez Map, on the Nation of Nations textbook Web site. Write a 700- to 1,050-word paper...
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...Summary: This is a short story about the repercussions of war. The story starts in medias res with an old man choosing the day for a young boy's birthday. There has been a war that ended seven years ago and the pair has been hiding ever since. They were discovered by soldiers and are now filling out their documents. The old man has made a small cart for the boy for his birthday and also takes him for a trip to the countryside. In the calm countryside they discover a rusty tank, which preoccupies the boy a lot. They have lunch and afterwards a small nap. When the old man awakens the boy is gone. He immediately heads for the tank to look for him, fearing he may have drowned in the nearby stream. The boy is nowhere to be seen, but suddenly raises his head from the turret and says “Gotcha!”. (151 words) Characterization of the boy and old man: The boy has never known anything but the war-torn everyday. He has always had to search for food and shelter and has never had a birthday, just as he has missed out on a lot of activities that normal seven-year-olds participate in. He is very preoccupied with the war and the marching soldiers. His birthday gift, which the old man imagines is a grocery cart, the boy pretends to be a tank. Since the boy has never experienced anything but the post-war years he glorifies the soldiers. He has never experienced the gory and bloody truth of war, or known what soldiers do in war. Hence he also doesn't understand or appreciate what the...
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