Nature of Linguistic Sign by Ferdinand de Saussure Essay Example for Free

Nature of Linguistic Sign by Ferdinand de Saussure Essay 1. Sign, Signified Signifier Some people regard language, when reduced to its elements as a naming-process onlya list of words, each corresponding to the thing that it names. For example: operationan assumption that is anything but true. But this rather naive approach can bring us near the truth by showing us that the linguistic unit is a double entity, one formed by the associating of two terms. We This conception is open to criticism at several points. It assumes that ready-made ideas exist before words; it does not tell us whether a name is vocal or psychological in nature (arbor, for instance, can be considered from either viewpoint); finally, it lets us assume that the linking of a name and a thing is a very simple have seen in considering the speaking-circuit that both terms involved in the linguistic sign are psychological and are united in the brain by an associative bond. This point must be emphasized. The linguistic sign unites, not a thing and a name, but a concept and a sound-image. The latter is not the material sound, a purely thing, but the psychological imprint of the sound, the impression that it makes on our senses. The sound-image is sensory, and if I happen to call it â€Å"material,† it is only in that sense, and by way of opposing it to the other term of the association, the concept, which is generally more abstract. The psychological character of our sound-images becomes apparent when we observe our own speech. Without moving our lips or tongue, we can talk to ourselves or recite mentally a selection of verse. Because we regard the words of our language as sound-images, we must avoid speaking of the â€Å"phonemes† that make up the words. This term, which suggests vocal activity, is applicable to the spoken word only, to the realization of the inner image in discourse. We can avoid that misunderstanding by speaking of the sounds and syllables of a word provided we remember that the names refer to the sound-image. The linguistic sign is then a two-sided psychological entity that can be represented by the drawing: The two elements are intimately united, and each recalls the other. Whether we try to find the meaning of the Latin word arbor or the word that Latin uses to designate the concept â€Å"tree,† it is clear that only the associations sanctioned by that languageappear to us to conform to reality, and we disregard whatever others might be imagined. Our definition of the linguistic sign poses an important question of terminology. I call the combination of a concept and a sound-image a sign, but in current usage the term generally designates only a sound-image, a word, for example (arbor, etc.). One tends to forget that arbor is called a sign only because it carries the concept â€Å"tree,† with the result that the idea of the sensory part implies the idea of the whole. Ambiguity would disappear if the three notions involved here were designated by three names, each suggesting and opposing the others. I propose to retain the word sign [signe] to designate the whole and to replace concept and sound-image respectively by signified [signifià ©] and signifier [signifiant]; the last two terms have the advantage of indicating the opposition that separates them from each other and from the whole of which they are parts. As regards sign, if I am satisfied with it, this is simply because I do not know of any word to replace it, the ordinary language suggesting no other. The linguistic sign, as defined, has two primordial characteristics. In enunciating them I am also positing the basic principles of any study of this type. 2. Principle I: the Arbitrary Nature of the Sign The bond between the signifier and the signified is arbitrary. Since I mean by sign the whole that results from the associating of the signifier with the signified, I can simply say: the linguistic sign is arbitrary. The idea of â€Å"sister† is not linked by any inner relationship to the succession of sounds s-ïÆ'Ëœ-r which serves as its signifier in French; that it could be represented equally by just any other sequence is proved by differences among languages and by the very existence of different languages: the signifiedâ€Å"ox† has as its signifier b-ïÆ'Ëœ-f on one side of the border and o-k-s (Ochs) on the other. No one disputes the principle of the arbitrary nature of the sign, but it is often easier to discover a truth than to assign to it its proper place. Principle I dominates all the linguistics of language; its consequences are numberless. It is true that not all of them are equally obvious at first glance; only after many detours does one discover them, and with them the primordial importance of the principle. One remark in passing: when semiology becomes organized as a science, the question will arise whether or not it properly includes modes of expression based on completely natural signs, such as pantomime. Supposing that the new science welcomes them, its main concern will still be the whole group of systems grounded on the arbitrariness of the sign. In fact, every means of expression used in society is based in principle on collective behavior orwhat amounts to the same thingon convention. Polite formulas, for instance, though often imbued with a certain natural expressiveness (as in the case of a Chinese who greets his emperor by bowing down to the ground nine times), are nonetheless fixed by rule; it is this rule and not the intrinsic value of the gestures that obliges one to use them. Signs that are wholly arbitrary realize better than the others the ideal of the semiological process; that is why language, the most complex and universal of all systems of expression, is also the most characteristic; in this sense linguistics can become the master-pattern for all branches of semiology although language is only one particular semiological system. The word symbol has been used to designate the linguistic sign, or more specifically, what is here called the signifier. Principle I in particular weighs against the use of this term. One characteristic of the symbol is that it is never wholly arbitrary; it is not empty, for there is the rudiment of a natural bond between the signifier and the signified. The symbol of justice, a pair of scales, could not be replaced by just any other symbol, such as a chariot. The word arbitrary also calls for comment. The term should not imply that the choice of the signifier is left entirely to the speaker (we shall see below that the individual does not have the power to change a sign in any way once it has become established in the linguistic community); I mean that it is unmotivated, i.e. arbitrary in that it actually has no natural connection with the signified. 3. Principle II: the Linear Nature of the Signifier The signifier, being auditory, is unfolded solely in time from which it gets the following characteristics: (a) it represents a span, and (b) the span is measurable in a single dimension; it is a line. While Principle II is obvious, apparently linguists have always neglected to state it, doubtless because they found it too simple; nevertheless, it is fundamental, and its consequences are incalculable. Its importance equals that of Principle I; the whole mechanism of language depends upon it. In contrast to visual signifiers (nautical signals, etc.) which can offer simultaneous groupings in several dimensions, auditory signifiers have at their command only the dimension of time. Their elements are presented in succession; they form a chain. This feature becomes readily apparent when they are represented in writing and the spatial line of graphic marks is substituted for succession in time. Sometimes the linear nature of the signifier is not obvious. When I accent a syllable, for instance, it seems that I am concentrating more than one significant element on the same point. But this is an illusion; the syllable and its accent constitute only one phonational act. There is no duality within the act but only different oppositions to what precedes and what follows.

An Introduction To Counselling Psychology Essay

An Introduction To Counselling Psychology Essay Within this essay, the key concepts and principles of the person centred approach to counselling will be evaluated and discussed on how they inform and influence a person centred approach to counselling. Person centred theory or person centred counselling is the theory of counselling which originated from Carl Rogers. Originally this type of counselling was also known as a nondirective approach to therapy or client centred therapy (Gladding, 2011). Zimring and Raskin (1992, cited in Tudor et al, 2004)) did a review on the history of the person centred approach and divided the first fifty years of counselling into four main periods of the approach. However, this essay will consider the first two periods of the history within the Rogers theory of counselling. Zimring and Raskin (1992, cited in Tudor et al, 2004) claim that the first period begins in 1940 with Rogers presenting to a University his thoughts on newer concepts to psychotherapy; this was subsequently published two years later. The two characteristics of the first phase to the approach is the therapists role which would be the responses towards the client and the clients feelings which are distinct from the content, and secondly, the acceptance, recognition and the clarification of feelings whether they were positive, negative or ambivalent (Tudor et al, 2004, p. 21). This would explain and possible influence one of the three core conditions of unconditional positive regard that Rogers developed within the therapeutic relationship, which will be discussed in more depth further on within this piece of work. The second phase began in 1950 where Rogers outlines the framework and structure of the client centred approach and his hypothesis for therapy and therapeutic change. More significant within this decade was Rogers hypothesis of the six necessary and sufficient conditions of a clients personality change and personal growth. Although until recently it was believed that, only the core conditions needed to be present for positive change to occur (reference). However, before this essay discusses the six necessary and sufficient conditions for change to occur, the three key concepts that are the underpinning to the person centred approach need to be addressed in depth. The first of which is the organisms. Although Rogers was a careful writer, he took the idea of the organism for granted that within his written work it is suggested that he saw no need to define the organism when writing about the key theoretical concepts or constructs to the person centred approach (Tudor et al, 2004). Rogers believed that the inner core of a mans personality is the organism itself, which is essentially both self-preserving and social (Tudor et al, 2004, p.25). Rogers also asserted that the characteristic of the organism has a basic tendency and strives to actualise, maintain, and enhance the experience of the organism (Rogers, 2003). According to Tudor et al (2004) the actualising tendency or AT is at times conceptualised as something solid and separate to the organism, therefore, to prevent any misconceptions within this essay it shall refer to the actualising tendency as the organisms tendency to actualise which is perceived as a characteristic of the organism. Rogers has associated the organisms tendency to actualise Incongruence between self-concept and the experience of self is denied and distorted Through the Rogers definition of the organism as mentioned previously, the description of the organism is the individual person or client and is not to be confused with the self. The self is believed to be the personality of the said organism and holds the feelings, opinions and the values of the individual (Tudor et al, 2004) person. These are two completely different aspects of the person centred approach, however, they can arguably be perceived for exactly the same entity, and not two separate entities as Rogers intended. Rogers understood this and described the self as taking shape when the organism or individual acknowledges and accepts that they are who they are and this is their personality. This process according to Rogers clearly observed within the first two years of an infants life, (Tudor et al, 2004) and the conditions of worth that are created at this point in development would be shaped by the parental influence and carried on further into the individuals adult life as a concept of self or the self-concept. Conditions of worth are manifested from the positive regard or conditional regard received by the infant from either a parental influence or significant other, thus the conditions of worth within the self becomes embedded in the child. When referring to a significant other it is meant as someone other than the parent whom providers care for the infant within this time of development (reference). In the event of the self receiving conditions of worth, it embodies the external or internal locus of evaluation. The individuals external or internal locus of evaluation. Frame of reference However, the clients frame of reference can also connote the moment-by-moment awareness that the client experiences (Worsley, 2001). It is apparent that the person centred counsellor does not have a model for child development as the simple phrase conditions of worth which Rogers termed, encompass the entirety of the developing child (McLeod, 2009). The process of counselling has positives, just as equally as every other profession does. The function of counselling is aimed at overcoming any negative qualities, which the client may have, and highlights all the positive qualities a client has. Rogers believed that all people were good and every person has the right to be psychological well-being. Also counselling whatever theoretical approach is used as a basis is to increase a clients responsibility and for them to make positive choices that assist them to feel, think and act effectively within todays society (Colledge, 2002). The counsellors role within the client relationship is to provide emotional warmth where the client can experience a feeling of safety and can see oneself objectively without any emotional complications. The counsellor provides a genuine alter ego that accepts the clients self as he / she has known it to be, and accepts the distorted and denied self with the same depth of warmth and respect, thus, the client can equally accept both aspects of the self (Rogers, 2003). The counsellor provides the client with an empathetic understanding, unconditional positive regard, and congruence. Congruence within the therapeutic relationship is highly important and beneficial to the therapeutic relationship, however, Colledge (2002) argued, that if counsellors congruence within themselves is at a low level the counsellor could not trust their own intuition during the counselling session. However, it is suggested that a therapeutic relationship thats characterised by the core conditions (congruence, empathy and unconditional positive regard) help strengthen the clients self and encourage clients to talk openly about feelings as the counsellor is the active listener and values them and their opinions. Although, very few studies have been conducted to support this, Bachelor (1988 cited in Bozarth Wilkins, 2001, 3rd Edition) conducted a study that supported this hypothesis. The study showed that the clients who felt understood, accepted, non-judged and valued from the counsellor, experienced more self-validation and found it safer to self disclosure and would explore deeper levels of emotions and perceptions within themselves. Within the client counsellor relationship, it is suggested that the counsellors role is to provide amongst various things, for example, a safe environment and unconditional positive regard. This is one of the three core conditions required to provide a positive change within the client, furthermore, unconditional positive regard directly disrupts any conditions of worth by the positive regard of parental or significant others: the counsellor values the client irrespective of the clients conforming to any conditions of worth (Mearns Thorne, 2010) the client may have. The core conditions of unconditional positive regard, empathy, congruence and the six necessary and sufficient conditions the client experiences within the therapeutic relationship between the client and counsellor has proved invaluable and aids the seven stage process to therapeutic movement (Rogers, 2003) within the organism or the organismic self. Furthermore, Rogers emphasised that the six necessary and sufficient conditions are the key to establish the counselling relationship and for therapeutic growth to occur successfully. Rogers published these in 1957 which are that two people need to be in psychological contact, which means that the people would need to be on the same journey together, the second condition would be that the client would be in the state of incongruence between self and the self-concept, and be vulnerable and anxious. Naturally, this would be the case as a person only seeks counselling if they are in any form of conflict. The third condition stated that the therapist has or for a better choice of word, counsellor, is congruent and united within the therapeutic relationship. The fourth and fifth necessary and sufficient condition is the core conditions of unconditional positive regard and an empathic understanding of the clients frame of reference. Lastly the sixth condition Rogers stated that the therapists empathic understanding, unconditional positive regard would be the minimal to be communicated to the client. Although the sixth condition could be argued as it is in conflict with Rogers first statement, that the following six fundamental conditions, which he (Rogers) regarded as both necessary and sufficient à ¢Ã¢â€š ¬Ã‚ ¦ in which therapeutic growth and personality change could occur (Rogers, 1957, cited in Casemore, 2011). However, it can be said that the first condition plays a pivotal role, as the other five conditions revolve around psychological contact meaning that the counselling journey is a relationship and not two people being in the same room together. Thus to reiterate, counselling will not be effective if the client does not experience the counsellors empathy or the unconditional positive regard for them. Although the process of therapeutic growth and change seems meek when written down the process is perhaps a painful and courageous journey the client takes and cannot be fully understood. However, Rogers wanted to gain some understanding and developed his theory of the seven stages of process. The seven stages of process Rogers saw as a flowing continuum and not rigid or fixed but rather a process which will develop but can at any stage be relapsed upon. A brief outline of this process is as follows, the first stage the client would go into counselling extremely resistant to change and defensive, which at this stage, and the client would be highly unlikely to enter into counselling. Stage two, the client is perceived as less rigid and would talk about the external events or other people surrounding their lives. Within stage three, the most likely time the client would seek counselling; they would express themselves as an object and avoid any discussions relating to present events. Within stage four, the client will develop a rapport with the counsellor and talk deeply about emotions. Stage five the client expresses present emotions, begins to rely upon their decision-making, and lives their life in the existential way of being. In other words, increasingly accepts more responsibility for their own actions. Stage six the client growth towards congruence is rapid and they begin to develop unconditional positive regard for others. This stage could also be the signal that formal therapy is ending, as there is no need for it to continue. Finally stage seven according to Rogers the client is self-actualising, shows empathy, unconditional positive regard, and is now living phenomenological. As mentioned above, existential and phenomenological is linked to the person centred approach as it could be suggested that this is the root to what Rogers was implying when expressing the development of the client in person centred therapy and to how they would live life (Casemore, 2011). To conclude this piece of work has explained how Rogers theory informs and influences the counselling practice within todays society. It has discussed in detail the organism and the self and referred to the six necessary and sufficient conditions for therapeutic change and where the link is between existential and the phenomenological principles to the person centred approach to counselling. Words 2000 / 2800

Naked and Free in The Awakening :: Chopin Awakening Essays

Naked and Free in The Awakening The Awakening, by Kate Chopin seems to fit neatly into twentieth century ideals. Chopin addresses psychological issues that must have been difficult for people of the late nineteenth century to grasp. Just as Edna died a premature death, Chopin's book died too. The rejection of this book, at the time, ironically demonstrates the pressure many women must have felt to conform to society. Chopin shows the reader, through Edna Pontellier, that society restricts women the right to individuality. This restriction by society can be seen in the clothing Victorian women wore during the time. For example, we see clothing used as an important metaphor in the story. Victorian women's clothing was extremely confining, much like their life. The clothing can be seen as a type of "cage" which is apparent when we see Edna and Adele walking to the beach in chapter seven. Adele wore a veil, "doe skin gloves, white gauntlets ... was dressed in pure white, with a fluffiness of ruffles that became her" (478). Adele was the ideal of beauty. Edna, on the other hand, "wore a cool muslin that morning ... a white linen collar and a big straw hat" (478). We learn that "a casual and indiscriminating observer ... might not cast a second glance" (478) towards Edna. The fact that Edna was simply dressed showed her non conformity towards society's standards. When the two women get to the beach, Edna removes her collar and unbuttons her dress at the throat. Her decision not to wear all the garments is a hint at the rebellion to come. Another obvious example of the symbolism of clothing is seen at the end of the novel when Edna removes all of her clothing before committing suicide. Chopin writes that when Edna was "there beside the sea, absolutely alone, she cast the unpleasant, prickling garments from her, and for the first time in her life stood naked in the open air" (558). Edna seems to be removing her final restrictions before finding her freedom in death. This last rebellion against society seems to give Edna her final "awakening". This awakening can be seen when Chopin writes, "She felt like some new born creature opening its eyes in a familiar world that it had never known" (558).

hatchet Essay -- essays research papers

The story The Hatchet is about a boy, Brian Robeson and how he gets stranded in northern Canada when the pilot of the plane he is on has a heart attack. He is left without food, water, and shelter. This is the story about how he survived. His dad lived up near the tundra in Canada. Brian was on his way to see him because his mother had cheated on his father and divorced him, so his father moved away. Brian’s mother didn’t know that Brian knew she had left his father for another man and the secret was killing him. His mother gave him a hatchet before he left to see his father. He then left and got onto the small bush plane. The pilot was going along merrily when he had a heart attack and died right in front of Brian. Brian didn’t know what to do so he sort of steered the plane and kept going. The plane had been turned a bit while the Pilot was having a heart attack so Brian had no idea where he was going. The radio wouldn’t work and he was looking for a lake to land in so he would have a slightly bigger chance of survival. Once he woke up he realized he was on a beach and insects were tearing him up. He had landed in a lake and drug himself up. He was still very tired and hurt from the crash so he just fell back asleep again. Once he woke up we went to the lake and got a drink, he was hungry. All he had to survive was a 20-dollar bill, the clothes on his back, and the hatchet his mother had given him before he left. He found a shelter and some berries. One night while he w...

I Must Help Others :: Medicine College Admissions Essays

I Must Help Others    I grew up amidst the poverty and deprivation of the Third World, and for the majority of the twenty years that I lived in Jamaica, I lived with a sense of hopelessness. I lived with my mother, one brother, and two sisters in a one-bedroom house without any roof. The day before my final exams, during my first year in high school, we were evicted from the house. I never got another chance to take my exams, and I had to spend the next school year repeating the same classes.    At the age of thirteen, I dropped out of school for about nine months because we were without any resources. During that time out of school I came to realize the value of education. I realized that I could improve the quality of my life and that of the people around me with an education.    While in high school my decision to become a doctor became real. As a member of the Hospital Club I visited the Kingston Public Hospital and saw that there were people there that had been waiting for days to see a doctor because they could not afford to go elsewhere. I had to do something to help.    As I pause to think of the forces that have motivated and influenced me, I remember the harsh experiences that I have endured, and the obstacles I have overcome. But, I would rather focus on the positive experiences that I have had. In doing so, I recall the many times that I was called upon by the headmistress of my high school to teach a mathematics class when the teacher was out ill, including the class in which I was enrolled. I remember the many times that I was voted in as class monitor and I also recall during my senior year being one of the fifteen prefects for the student body, which consisted of approximately 1500 girls. These experiences gave me a sense of pride, dignity, and the will to carry on.    I graduated from high school in 1985, and during that summer I worked as a clerk at the Police Forensic Laboratory. My interest in Physics and Biology blossomed as I watched the ballistics and other experiments being performed in this Laboratory. These were classes that I had never taken before.

Film and Popular Cinema Essay

After reading this week’s assignment and researching different types of film and popular cinema, I have realized some of the differences between the two. I always thought they were the same thing but found that to be far from the truth. Film is a way of putting art into motion. I viewed several pieces on different websites, in particular, on YouTube. I watched one called White Noise. It had no plot or storyline, but showed very interesting art concepts and pieces. Many artists made work addressing social, sexual and racial issues, renewing links with what survived of the ‘community video’ movement of the 1970s. By 1990 video installations had featured in several large international exhibitions and were a familiar presence in galleries and museums, assuming fresh authority through the work of such artists as Gary Hill and Marie-Jo Lafontaine. Read more:  Philippine Cinema Analysis Essay Artists making single-screen work exhibited increasingly on television, and the medium of video was merging with that of the computer. Film, no longer novel nor wholly dependent on a gallery context, had become part of an increasingly elaborate network of electronic communication (Mick Hartney, 2009). Popular cinema is designed around selling tickets and making money at the expense of catering to the demands of global audiences. An example of popular cinema is any of the Twilight movies. They are movies produced from the novels written by Stephanie Meyer. The first movie was a huge success, making audience demand for a sequel a high priority of the producers and distribution companies. The same result came of the sequel and they made the third. Originally, the deal was to make a movie for each book, but if the movies did not succeed in the box office the projects would have been terminated. As, a matter of fact, it is so successful that the last movie based on the last book has been split in half to make two more subsequent movies instead of one. I find myself appreciating both of these forms of art. I have opened up when it comes to  the appreciation of art because I have learned the subtle, and some not so subtle differences between different art forms. References Hartney, M. (2009). Video Art. Retrieved from http://www.moma.org/collection/details.php?theme_id=10215 Sayre, H. M. (2010). A World of Art (6th ed.). Retrieved from The University of Phoenix eBook Collection database.

Federation of Automobile Dealers Associations Report

|Federation of Automobile Dealers Associations | | | | | |   | |Home   | | | |Truck Freightage Defies Trends in Economy: IFTRT Report | |   | |Defying the buoyant data being released by various agencies about the expansion of economic activities and soaring corporate profits, | |the trucking business, consisting of 3 million trucks, has failed to look up in last 4 weeks. The truck freightage has remained flat | |on most of the trunk routes despite increase in cost of operation due to 2 diesel price hikes (Dec 31 and Dec 15†² 03) totaling Rs. 2/- | |per litre (10%) and have, in fact, sharply declined on trunk routes passing through Uttar Pradesh due to resumption of overloading by | |trucks. | | |On the other hand various State Governments had withdrawn Gold token/ passes/ cards, which permitted over-loading of trucks in excess | |of permitted weight, in order to get release of their share of Central Road Fund withheld since April 2003. The Central Government has| |stop ped Central Road Fund to those State Governments, which were not only permitting but sponsoring overloading of trucks in | |contravention of Central Motor Vehicle Act, 1988 by issuing Gold Cards/ passes/ tokens to truckers against fixed monthly/ quarterly | |fee. The Central Government has taken a firm view that â€Å"over-loading of the vehicles cause significant damage to road surface†¦ | | | |Recently, the State Government of Uttar Pradesh withdrew the Gold Card scheme w. e. f. Dec. 15, 03 and a month later Rajasthan did the | |same w. e. f. 1, Jan 04. The subsequent stringent enforcement of CMV Act, 1988 by U. P. Transport Department by not permitting the | |entry/passing through of overloaded trucks from the State resulted in sharp increase in truck freightage by 4% – 7. 5% during the | |fortnight (Dec 1, – Dec 15, 03) and unsettled the trucking business in region. However, this anti-overloading drive was short-lived | |and has collapsed in the U. P. State, by and large. Now, overloaded trucks are plying and passing through the State merrily. Thus, | |truck freightage once again is being dictated by the over-loading of vehicles that existed before Dec. 1, 03. In the last four weeks | |the truck freightage for the trunk routes passing through U. P. has dropped by 3. 5% – 6. 8%, according to the monthly update released by| |Indian Foundation of Transport Training & Research (IFTRT). | | | |Union Government outsmarted by Rajasthan | | | |Followed by U. P. the Rajasthan Government, too, had withdrawn its Gold card/token scheme from 1, Jan 04 to get the Central Road Fund | |released immediately. However, the State Government, very smartly has replaced the earlier special Gold Token Scheme with another | |†AMNESTY SCHEME† by charging multi slab fee to permit unhindered over-loading of trucks in excess of prescribed weight limit. The 1st | |Jan. '04 notification has been â€Å"modified† to pacify the Central Government, which had again refused to release the money from Central | |Road Fund. But, plyin g of over loaded commercial vehicles continues under the patronage of State Transport Department, points out the | |report. |   | | | |TRUCK (16. 2 TON GVW) Hire charges/rates (Rs. per round trip 21 Dec'03 – 21 Jan'04 | |Route / Round Trip |Period |Truck Hire charges |Diesel Price increase Impact | |9 ton pay load | |change/Round Trip/Period |(per round trip) 31 Dec'03 | | | |21 Dec'03 – 21 Jan'04 | | | Hire Charges |Hire Charges | | | | |21 Dec'03 |21 Jan'04 | | | | | | |Rs. |% |Rs. |% | |Delhi – Mumbai – Delhi |28,800/- |28,800/- |No Change |NC |(+) 620/- |(+) 5 | |Delhi – Nagpur – Delhi |28,400/- |28,400/- |No Change |NC |(+) 610/- |(+) 5 | |Delhi – Kolkata – Delhi |34,700/- |33,000/- |(-) 1,700/- |(-) 5. 0 |(+) 630/- |(+) 5 | |Delhi – Guwahati – Delhi |69,400/- |67,000/- |(-) 2,400/- |(-) 3. |(+) 850/- |(+) 5 | |Delhi – Hyderabad – Delhi |43,100/- |43,100/- |No Change |NC |(+) 770/- |(+) 5 | |Delhi – Chennai – Delhi |59,000/- |59,000/- |No Change |NC |(+) 870/- |(+) 5 | |Delhi – Bangalore – Delhi |44,800/- |45,000/- |(+) 200/- |(+) 0. 5 |(+) 770/- |(+) 5 | |Delhi – Ranchi – Delhi |33,300/- |31,300/- |(-) 2,000/- |(-) 6. 8 |(+) 620/- |(+) 5 | |Delhi – Raipur – Delhi |29,300/- |29,300/- |No Change |NC |(+) 630/- |(+) 5 | |Delhi – Kandla – Delhi |18,300/- |18,300/- |No Change |NC |(+) 340/- |(+) 5 | |Delhi – Bilaspur – Delhi |30,300/- |30,300/- |No Change |NC |(+) 620/- |(+) 5 |