Homonyms and antonyms Essay Example for Free

Homonyms and antonyms Essay â€Å"Words identical in form but quite different in their meaning and distribution are called homonyms† [1, 74]. â€Å"Homonym is a word that is spelt like another word (or pronounced like it) but which has a different meaning† [2, 464]. The term is derided from Greek â€Å"homonymous† (homos – â€Å"the same† and onoma – â€Å"name†) and thus expresses very well the sameness of name combined with the difference in meaning The traditional formal classification of homonyms is as follows: 1. Homonyms proper which are identical both in sound and spelling, e. g. ball (Ð ¼Ã¢â‚¬â„¢Ã' Ã'‡) ball (Ð ±Ã °Ã »), hail (Ð ³Ã'€Ð °Ã ´) – hail (Ð ¾Ã ºÃ »Ã ¸Ã ºÃ °Ã'‚Ð ¸). 2. Partial homonyms are subdivided into: 1) Homographs which are identical in spelling but different in sound, e.g. bow/bou/(Ð »Ã'Æ'Ð º)-bow/bau/(Ð ½Ã'â€"Ã'  Ð ºÃ ¾Ã'€Ð °Ã ±Ã »Ã' ), lead /led/ (Ã' Ã ²Ã ¸Ã ½Ã µÃ'†Ã'Å') – lead/li:d/ (Ð ²Ã µÃ' Ã'‚Ð ¸). 2) Homophones which are identical in sound but different in spelling, e.g. key (Ð ºÃ »Ã'ŽÃ'‡) – quay (Ð ½Ã °Ã ±Ã µÃ'€Ð µÃ ¶Ã ½Ã °), sow (Ã' Ã'â€"Ã' Ã'‚Ð ¸) – sew (Ã'ˆÐ ¸Ã'‚Ð ¸) [1, 74]. Homonyms may be classified by the type of their meaning. In this case one should distinguish between: 1. Lexical homonyms which belong to the same part of speech, e.g. plane n. (Ð »Ã'â€"Ã'‚Ð °Ã º) – plain n. (Ã'€Ã'â€"Ð ²Ã ½Ã ¸Ã ½Ã °), light a. (Ã' Ã ²Ã'â€"Ã'‚Ð »Ã ¸Ã ¹) – light a. (Ð »Ã µÃ ³Ã ºÃ ¸Ã ¹). 2. Grammatical homonyms which belong to different parts of speech, e.g. row v. (Ð ³Ã'€Ð µÃ ±Ã'‚Ð ¸) – row n.(Ã'€Ã' Ã ´), weather n. (Ð ¿Ã ¾Ã ³Ã ¾Ã ´Ã °) – whe ther conj. (Ã'‡Ð ¸). 3. Homoforms which are identical only in some paradigm constituents, e.g. scent n. – sent (Past Ind. and Past Part. of send), seize v. – sees (Pr.Ind., 3d p.sing. of see) [1, 74]. Professor A.I. Smirnitsky classified homonyms into two large classes: 1)Full homonyms are words, which represent the same category of parts of speech and have the same paradigm, e.g. wren n. (a member of the Women’s Royal Naval Service) – wren n. (a bird). 2)Partial homonyms are subdivided into three subgroups: a) Simple lexico-grammatical partial homonyms are words, which belong to the same category of parts of speech. Their paradigms have only one identical form, but it is never the same form, e.g. (to) found v. found v. (past indef., past part. of to find), (to) lay .v lay .v (past indef. of to lie). b) Complex lexico-grammatical partial homonyms are words of different categories of parts of speech, which have identical form in their paradigms, e.g. rose n. rose v. (past indef. of to rise), maid n made v (past indef., past part. of to make). c) Partial lexical homonyms are words of the same category of parts of speech which are identical only in their correspondi ng forms, e.g. to lie (lay, lain) v. to lie (lied, lied) v., to hang (hung, hung) v. to hang (hanged, hanged) v [1,74]. Examples: 1) â€Å"It’s made out of wood. The skaters would normally perform their stunts and tricks there,† May explains (5, 12). 2) â€Å"A half – pipe can be dangerous. Skateboarders wear protective gear,† May points out. â€Å"Staying safe is important,† Buzz agrees. â€Å"Now where is my notebook?†(5, 13). 3) â€Å"Good luck!† Buzz tells May. â€Å"Go take the lead in this competition!† â€Å"I feel nervous†, May says. â€Å"My legs feel as if they are made of lead† (5, 24). 4) â€Å"May I sail with you in May?† (9, 31). 5) Mouse: Deer, I’m very glad to have such dear friends (6, 12). 6) But he’s unable to see that Oscar prefer his presence to his presents once in a while†¦(11). 7) â€Å"It’s my birthday present to him.† â€Å"I can fill in,† Ollie says. â€Å"I’d be happy to present the Big Air Jam, with Buzz† (5, 18). 8) â€Å"Dad, buy me a ball!† â€Å"Bye, Osc, I’m in a hurry,† answered Mark and hung on (11, 135). 9) â€Å"What a nice scent, Nicky! Hilary Duff â€Å"With love?† asked Ally. â€Å"Ughmn. My father sent it to me last Christmas,† said Nicky climbing the ladder (11, 66). (10)â€Å"I’d like to go to the sea. I think it’s amazing to see the autumn sunset,† said Carolyn a bit enigmatically (12, 45). Antonyms â€Å"Words that have directly opposite meanings are called antonyms† [1, 73]. â€Å"Antonym is a word with a meaning that is opposite to the meaning of another word† [3, 58]. Antonyms fall into two main groups: 1. Root antonyms (those which are different root), e.g. long – short, up – down, to start – to finish, etc. 2. Affixal antonyms (in which special affixes or their absence express semantic opposition), e.g. hopeful – hopeless, happy – unhappy, appear – disappear, etc. [1, 73]. Polysemantic words usually have antonyms for each of their lexico-semantic variants: a dull knife – a sharp knife, a dull boy – a bright boy, etc. Examples: 1) â€Å"Flash Wiggins makes scoring look easy,† Harold tells Cassy. â€Å"But beating the goalie is difficult† (8, 210). 2) â€Å"Krupp and Smythe worked together to even the score,† Harold adds. â€Å"Nothing can tear them apart!† (8, 77). 3) â€Å"You can help me make this rough ice smooth again!† says the driver (8, 93). 4) Father Bear â€Å"I’m Father Bear, and I sit in this great big chair.† Baby Bear â€Å"I’m Baby Bear and I sit in that little chair† (10, 23). 5) â€Å"Ah, but sometimes it is more courageous to do the right thing, than rebel and do the wrong thing, you know,† she said softly, meeting my eye (11, 119). 6) He blushed and suddenly paled from nerves at the situation he was in (11, 25). 7) â€Å"Oh, no, Nicky!! For you it’s hard, but for me†¦it’s very easy. I have known him for ages† (11, 81). 8) â€Å"And then we couldn’t sleep in the spacious room after being promised. But I suppose, it will be better to sleep in narrow rooms† (4, 211). 9) Anne had a young, brighter face and more delicate features than the others; Marilla saw at her and felt herself old enough to change her life (4, 267). 10) â€Å"I can; and A-n-n looks dreadful, but A – n – n e looks so much more distinguished, but call me Cordelia! It looks wonderful!† (4, 43). List of literature 1. КÐ ²Ã µÃ' Ã µÃ »Ã µÃ ²Ã ¸Ã'‡ Д.І., Ð ¡Ã °Ã' Ã'â€"Ð ½Ã ° Ð’.П. ПÃ'€Ð °Ã ºÃ'‚Ð ¸Ã ºÃ'Æ'Ð ¼ Ð · Ð »Ã µÃ ºÃ' Ã ¸Ã ºÃ ¾Ã »Ã ¾Ã ³Ã'â€"Ã'â€" Ã' Ã'Æ'Ã'‡Ð °Ã' Ã ½Ã ¾Ã'â€" Ð °Ã ½Ã ³Ã »Ã'â€"Ð ¹Ã' Ã'Å'Ð ºÃ ¾Ã'â€" Ð ¼Ã ¾Ã ²Ã ¸: Ð Ã °Ã ²Ã'‡. ПÐ ¾Ã' Ã'â€"Ð ±Ã ½Ã ¸Ã º. – Ð’Ã'â€"Ð ½Ã ½Ã ¸Ã'†Ã' : Ð’Ð ¸Ã ´Ã °Ã ²Ã ½Ã ¸Ã'†Ã'‚Ð ²Ã ¾  «Ã Ã ¾Ã ²Ã ° Ð ºÃ ½Ã ¸Ã ³Ã °Ã‚ », 2001. – 117 Ã' . 2. Agnes M. Webster’s New World College Dictionary / M. Agnes, D. B.Guralnik. – Cleveland : IDG Books Worldwide Ink., 2000. – 1716 p. 3. Oxford Paperback Thesaurus / Maurice Waite. – Oxford – New York: Oxford University Press, 2006. – 930 p. 4. Л.ÐÅ". ÐÅ"Ð ¾Ã ½Ã'‚Ð ³Ã ¾Ã ¼Ã µÃ'€Ã'â€", Ð Ã ½Ã ½Ã ° Ð · ГÃ'€Ã'â€"Ð ½ ГÐ µÃ ¹Ã ±Ã »Ã ·: КÐ ½Ã ¸Ã ³Ã ° Ð ´Ã »Ã'  Ã'‡Ð ¸Ã'‚Ð °Ã ½Ã ½Ã'  Ð °Ã ½Ã ³ Ð »Ã'â€"Ð ¹Ã' Ã'Å'Ð ºÃ ¾Ã'Ž Ð ¼Ã ¾Ã ²Ã ¾Ã'Ž Ð ´Ã »Ã'  Ã' Ã'‚Ã'Æ'Ð ´Ã µÃ ½Ã'‚Ã'â€"Ð ² Ã'„Ð °Ã ºÃ'Æ'Ð »Ã'Å'Ã'‚Ð µÃ'‚Ã'â€"Ð ² Ã'â€"Ð ½Ã ¾Ã ·Ã µÃ ¼Ã ½Ã ¸Ã'… Ð ¼Ã ¾Ã ² Ã'â€" Ã'„Ã'â€"Ð »Ã ¾Ã »Ã ¾Ã ³Ã'â€"Ã'‡Ð ½Ã ¸Ã'… Ã'„Ð °Ã ºÃ'Æ'Ð »Ã'Å'Ã'‚Ð µÃ'‚Ã'â€"Ð ²/Ð ¾Ã ±Ã'€Ð ¾Ã ±Ã ºÃ ° Ã'‚Ð µÃ ºÃ' Ã'‚Ã'Æ', Ð ºÃ ¾Ã ¼Ã ¿Ã »Ã µÃ ºÃ'  Ð ²Ã ¿Ã'€Ð °Ã ², Ã'‚Ð µÃ' Ã'‚Ã'â€"Ð ² Ã'â€" Ð ·Ã °Ã ²Ã ´Ã °Ã ½Ã'Å', Ð ´Ã ¾Ã ²Ã'â€"Ð ´Ã ºÃ ¾Ã ²Ã'â€" Ð ¼Ã °Ã'‚Ð µÃ'€Ã'â€"Ð °Ã »Ã ¸ Ã'â€" Ã'„Ã'â€"Ð »Ã ¾Ã »Ã ¾Ã ³Ã'â€"Ã'‡Ð ½Ã ¸Ã ¹ Ð ºÃ ¾Ã ¼Ã µÃ ½Ã'‚Ð °Ã'€ Ð’.Ð’. ЄÐ ²Ã'‡Ð µÃ ½Ã ºÃ ¾, Ð ¡.І. Ð ¡Ã ¸Ã ´Ã ¾Ã'€Ð µÃ ½Ã ºÃ ¾. – Ð’Ã'â€"Ð ½Ã ½Ã ¸Ã'†Ã' : Ð Ã ¾Ã ²Ã ° КÐ ½Ã ¸Ã ³Ã °, 2008. – 440 Ã' . 5. Anna Prokos. Half-Pipe Homonyms / Prokos Anna. – Gareth Stevens, 2009. – 27 p. 6. Any Talbot. Deer and His De ar Friends: a tale from India / Talbot Any. – Benchmark Education Company, 2006. – 16 p. 7. Catherine Alliot. The Real Thing / Alliot Catherine. – Headline Book Publishing, 1996. – 471 p. 8. Claudia Pattison. Wow! / Pattison Claudia. – Pan Books, 2001. – 374 p. 9. Judy Goodard. Fun with homonyms / Goodard Judy. – Industry Way Westminster, 2005. – 43 p. 10. Karma Wilson. Bear stays up for Christmas / Wilson Karma. – Margaret K. McElderry Books, 2011. – 40 p. 11. Melissa Nathan. Learning Curve / Nathan Melissa. – Arrow Books, 2006. – 549 p. 12. Robert Waller. The Bridges of Madison County / Waller Robert. – Great Britain: Mandarin Paperbacks, 1995. – 171 p.

Study of Ceramic Perovskites-type Oxides (ABO3)

Study of Ceramic Perovskites-type Oxides (ABO3) 2.0 LITERATURE REVIEW 2.1 Introduction Ceramic perovskites-type oxides (ABO3) have been studied extensively due to the high conductivity and low activation energy. Among of perovskite type-oxide, an investigation of cerate zirconate attracts great attention to the researcher. It is well known as ion conductor and good chemical stability at intermediate temperature. It properties give big impact for development in technological applications like fuel cells, solar cells, batteries, etc. In addition, one advantages of perovskite is low cost as it can be made from common metals and industrial chemicals. According to Abdullah et al (2012), due to their low activation energy for proton conduction, the perovskite structure with proton-conducting electrolyte material important for development of Solid Oxide Fuel Cell (SOFCs) at intermediate temperature. The investigation of proton conductivity in perovskite has started more than two decades ago. Nd doped BaCeO3 and Y doped BaZrO3 indicate good proton conducting properties under humid at elevated temperature (Azad Irvine, 2007). Meanwhile, alkaline earth zirconates has lower proton conductivity but generally, better chemical and mechanical stability corresponding cerates (Abdullah, Hasan, Osman, 2013). SOFCs enable to convert chemical fuels directly into electrical power. The using SOFC used a ceramic electrolyte requires operating at high temperature and it will put this type of SOFC very great demands on the materials and technology lead to significant challenge for further development of the SOCF. Previous report has shown that the high temperature sintering resulted in large particle aggregation and growth and also consumed cost and time. Wet chemical methods (WCMs) used was able to lower the temperature as well as synthesizing time but the impurities that needed to be avoided still exist. Thus, many researchers analyze on the using of chelating agent to hinder the impurities (Abdullah, Hasan, Osman Nordin, 2012). 2.2 Hartree-Fock Hartree-Fock (HF) is the basis of molecular orbital (MO) Theory. HF method is an approximation method for determining the energies and wave functions in quantum mechanics. Unlike Density Functional Theory (DFT), the approximation of HF theory involves only exchange functional. It often gives qualitatively correct result. It can be systematically improved the result by carried out an MP2 or MP4 calculation, for example. HF theory was developed to solve the electronic Schrodinger equation resulted from time-dependent Schrodinger equation after refer to Bohn-Oppenheimer. The energy and many other properties of the particles can be obtained by solving Schrodinger Equation for wavefunction,. The Schrodinger equation describes the wavefunction of a particle: (1) = wavefunction m = mass of particle h = Planck’s constant V = potential field in which the particle is moving In molecular system, is a function of the positions of the electrons and the nuclei within the molecule, which will be designated as and, respectively. 2.2.1 Molecular Hamiltonian The Hamiltonian is made up of kinetic and potential energy. The kinetic energy is a summation ofover all the particles in the molecular and the potential energy component is the Coulomb repulsion between each pair of charged entities. T: (2) (3) (4) whereis the distance between two particles, and ej and ek are the charges on particles j dan k. For an electron, the charge is negative, e while for the nucleus the charge is positive, Ze, where Z is the atomic number for that atom. The full Hamiltonian can be written as: (5) From Born-Oppenheimer approximation which allows two parts of the problem to be solved independently, the kinetic energy for nuclei in Hamiltonian. 2.3 Density Functional Theory Density functional theory (DFT) is a quantum mechanical method that be used in physics field and has become one of the most commonly used techniques in computational chemistry. DFT is a well-known quantum mechanical method to investigate complex many-body problems at the electronics structure level such as charge, bond length, density and energy. Various names for DFT models are named through combination of exchange and correlation functional. DFT has two functional which is traditional functional and hybrid functional. The traditional functionals consist two types correlation components which are correlation functional and gradient-corrected functional. Correlation functionals involve only the values of the electron spin densities while gradient-corrected functionals involve both the values of the electron spin densities and their gradients. For the hybrid functional, it consist the combination of Hartree-Fock exchange and DFT exchange-correlation. For B3LYP, it contains the Becke Three Parameter Hybrid Functionals that using non-local correlation provided by Lee, Yang and Parr functionals, abbreviated as B3LYP. B3LYP exchange-correlation functional is: (6) Where a0 = 0.20, aX = 0.72, and aC = 0.81, while the and are generalized gradient approximation (GGA), is the VWN local density approximation (LDA) to the correlation functional. GGA originally are called nonlocals approximations or semilocal approximations. The gradient of density is usually determined numerically. However, GGA has limited applicapability. It cannot describe rlimit of xc-energy density and the xc-potential simultaneously correctly. Eschrig (1996) said the DFT method was important in providing the interested mathematician with the physicist’s view on the logical roots of the theory and also for those who want to get deeper insight into the meaning of the results of practical calculations. In addition, from previous study, DFT method was able to justify the interaction between ligands and metal fragments in coordination compound (Chermette, 1998). 2.4 Basis Set A basis set defined as the mathematical description of the orbitals within a system used to perform the theoretical calculation. Standard basis sets for electronic structure calculations use linear combinations of Gaussian functions to create the molecular orbitals. There are few types of basis set effects such as minimal basis sets, split valence basis sets, polarized basis sets and diffuse functions basis sets. Minimal basis sets on each atom in the molecules contain minimum number of basis function and they are fixed-size atomic-type orbital. Split valence basis sets can be made larger by increase the number of basis functions of each atom. The orbital is allowed to change the size but not the shape. In contrast with polarized basis sets that allow orbital to change size and shape by adding orbitals with angular momentum beyond what is required for the ground state to the description of each atom. The molecular orbitals are fixed linear combinations from one-electron functions and known as basis functions. They are centered on the nuclei of atom and share some similarity to atomic orbitals. An individual molecular orbital is defined as: (7) The coefficients c µi are known as the molecular orbital expansion coefficients. The further explanation for the above equation can be obtained in â€Å"Exploring Chemistry with Electronic Structure Method† books. 2.6 Metal Ligand Complexes The metal chelate has its own unique properties. The same ligand with different metal chelates share similar properties. The chelating agent complexes with the metal cation, forming a three-dimensional structure that blocks the ion’s normal reactive sites and prevents it from reacting as it normally would (â€Å"Chemical Properties of Chelates,† n.d.). The chelating agents can form coordination compounds with a metal ion as it is usually contain donor atoms like nitrogen and oxygen (Leopold et al., 2008). One of the acti ve investigations of the synthesizing methods for the formation of a single- phase cerate zirconate powder is the lowering of the processing temperature. Using different chelating agent can lower the temperature processing. Different strength of chelating agent gives different interaction during the chelation process(Abdullah et al., 2013). A recent report shows that the temperature can be lowered by combining TETA and Ba2+ cation in forming the ligand-metal complexes solution. The chelating agent of TETA effectively reduces the formation of BaCO3 in final powder (Abdullah et al., 2012).

An Authors Credibility In The Academic Discourse Community Essay

An Author's Credibility In The Academic Discourse Community The academic discourse community has certain expectations about an argument which make the work convincing and credible to members of the community. Before the work is even considered however, the community has expectations of the author. The author must fulfill these expectations in order to be considered credible or convincing. Some general criteria for an author in the academic discourse community include having a voice in the work, credentials and experience that make him or her qualified to write on the subject, a sense of professionalism about them shown in the tone and diction of the work, and a balanced view of all sides of the issue. In the case of author Damien Cave and his article "On Sale at Old Navy Cool Clothes for Identical Zombies!" and John E. Calfee with his article "How Advertising Informs to Our Benefit" one can see the difference between an author who fulfills the academic discourse community's expectations and one who does not. While Damien Cave can be persuasiv e in some communities, neither he nor his writing is credible to the academic discourse community because he lacks the qualities that this community values in an author. One important trait that the academic discourse community looks for in literary work is a strong voice on the part of the author. In a community where independent thought and intelligence is highly valued, no one wants to hear someone summarize another's thoughts. Here, it is the author who should be somewhat of an expert on the subject matter and so the author should have the predominating voice in the work, not his sources. Cave makes two errors in this regard. First, he does not state the side of the argument that he ... ...ds a less prompted feel to his work ("AEI's Organization"). Although Calfee's article is not one hundred percent neutral and free of bias, it is much more fair and balanced than Cave's article, making it much more credible to the academic discourse community. On the whole, Damien Cave and his work would be least persuasive to the academic discourse community because he lacks qualities that would make him credible to this community. Works Cited Calfee, John E. "How Advertising Informs to Our Benefit." Consumers' Research Magazine. (April 1998). American Enterprise Institute. 1 Jan 2000 . Cave, Damien. "On Sale at Old Navy: Cool Clothes for Identical Zombies." What Matters in America: Reading and Writing About Contemporary Culture. Ed. Gary Gosharian. New York: Pearson Longman, 2007. 24-29.

Mastery by Robert Greene: The Steps to Mastery Essay -- creative task,

I am pursuing a Masters degree in Instructional Design and Technology. With this degree, I hope to gain the skills to help revolutionize education with the use of technology. In 1907 Maria Montessori, embarked on such a journey (American Montessori Society, 2013). She was invited to open a center for children living in the poor, inner-city of Rome (American Montessori Society, 2013). While working there, Maria began using approaches to educate the children that would find great success and become world-renown. Because Maria Montessori revolutionized education in a way that I hope to do, I chose her as the focus of my hero in Mastery research paper. In chapter five of his book, Mastery, Robert Greene (2012) outlines the way to find mastery. The first step to mastery is The Creative Path (Greene, 2012 p. 179). Greene states that becoming a master will not occur if you are easily swayed by setbacks or desire a life full of ease and comfort (Green, 2012 p. 179). When pursuing a creative endeavor one must pursue it with their whole being. Maria Montessori was able to achieve mastery despite the obstacles she faced. Montessori grew up in Italy and from an early age showed an interest in reading and academics, which differed from most females of her time (Adams, 1969, p. 49). Maria attended the University of Rome, much to the disdain of her father and the university, and in 1896 she became the first woman in Italy to graduate with a Doctor of Medicine degree. (Adams, 1969, p. 49; Solan, H. A. (2007) p. 61). Like a true master, Montessori did not stop pursuing knowledge in her field. Shortly after graduation she was introduced to a na rrower field of medicine and in 1897 returned to the University of Rome to study pedagogy and education... ...hrough: their development of The Current – his through his experiments with amputee patients and hers through her experiments educating children with disabilities; their study of anomalies – his study of phantom limb syndrome and her study of the education process for the mentally and physically disabled; and they both searched for the great yield – him through evidence of his simple experiments and her through evidence from the Casa dei Bambini. Works Cited Adams, Anne H. (1969, September). Maria montessori: a vignette. Education. p. 49. American Montessori Society. (2013) Maria montessori (biography of). Retrieved from http://amshq.org/Montessori-Education/History-of-Montessori-Education/Biography-of-Maria-Montessori Greene, R. (2012). Mastery. New York: Viking. Solan, H. A. (2007). Maria montessori: a biography. Optometry & Vision Development, 38(2), 61.

Chaucers Wife of Bath Essay -- Chaucer Wife Bath Essays

Chaucer's Wife of Bath Before beginning any discussion on Chaucer’s Wife of Bath, one must first recognize that, as critic Elaine Treharne writes, â€Å"Critical response to the Wife of Bath has been as diverse as it has been emotive† (2). Some critics love the Wife of Bath and her controversial prologue, proclaiming that she is a woman of strength and powerful words; others hate her and cover the eyes of younger girls, determined that Wife of Bath is instead a role model of what women should not be; and the rest remain a bit confused, simply excusing themselves and the Wife herself. The question of whether or not the Wife of Bath ought to be admired or scorned continues to provoke a number of hands to raise in the air, ready to present yet another explanation or answer. Mothers continue to cover eyes and uncover eyes, not sure if the Wife of Bath is someone their younger generation should look up to. Although I understand the mothers’ hesitancy, I think they should reconsider befo re masking young eyes. Critic Elaine Hansen agrees that mothers should pull away their hands. She explains that the Wife of Bath is quite commendable, mainly because she, unlike many of the other women of her time, voices her opinions and thoughts. Hansen writes, â€Å"It is hardly necessary to rehearse the reasons why the Wife of Bath might well be read as a woman who defies the stereotype of the passive, submissive, and fundamentally silent female† (2). Furthermore, Hansen goes to on to declare that the Wife of Bath presents us with â€Å"one of our earliest literary images of the female as a verbal artist,† and that she is able to use words as â€Å"strategic weapons in the war between the sexes† (2). Not only does the Wife of Bath defy stereotypes... ... Online. Literature Resource Center. 2005. Thomson Corporation. 26 August 2005 . 1-12. Straus, Barrie Ruth. â€Å"Subversive Discourse of the Wife of Bath.† Chaucer: Contemporary Essays. London: Macmillan, 1997. 142. repr. Online. Literature Resource Center. 2005. Thomson Corporation. 26 August 2005 . 1-4. Treharne, Elaine. â€Å"The Stereotype Confirmed? Chaucer’s Wife of Bath.† Writing Gender and Genre in Medieval Literature: Approaches to Old and Middle English Texts. Cambridge: D.S. Brewer, 2002. 93-115. repr. Online. Literature Resource Center. 2005. Thomson Corporation. 26 August 2005 . 1-23. Williams, David. â€Å"Language Redeemed: â€Å"The Wife of Bath’s Tale.† The Canterbury Tales: A Literary Pilgrimage. Twayne Publishers, 1987. 53-100. repr. Online. Literature Resource Center. 2005. Thomson Corporation. 26 August 2005 . 1-5.

Communication Delay in Children

Communication & Language Delay in Children Children communicate in many ways. Language and communication help us to socialise and express our needs. Babies use sounds, facial expressions and hand or arm gestures to express the way they are feeling. As they grow older their language skills gradually begin to develop and they will use more complex gestures such as pointing at objects. Language allows the child to express themselves and communicate. Alongside speech, reading, writing, drawing and signing are all important parts of a Childs language development. It is important to identify any delay in language or communication in a Child as soon as possible. Children need to be able to communicate with others in order to express their needs and develop their social skills. Delayed language or communication can have a big impact on all other areas of development and cause behavioural problems for the child born from frustration. A child who is unable to express themselves clearly may display disruptive or aggressive behaviour as they become frustrated that they are not being understood. They might be disciplined for their behaviour if their carer does not realise why they are acting up and brands them as a difficult child. This will cause the child to loose confidence and develop low self esteem. They may also become clingy to their parent or carer, be prone to tearful outbursts and have difficulty socialising with peers. A child with hearing difficulties may appear to be in their own little world and not respond when their name is called. They may also struggle to follow simple instructions or have trouble pronouncing words. Children who can not understand or hear what is being said to them will miss out on vital learning opportunities. The Childs overall wellbeing will suffer as they will feel isolated and upset. The child may withdraw from groups and not want to participate therefore missing out on learning important social skills. Delayed language and communication can also be a sign that there is something more seriously wrong with the child that may require treatment or specialist help such as a hearing impairment or learning difficulties. If the correct help or treatment is not supplied for the child in a timely fashion it will have a knock on effect that will delay their emotional, social and even physical development. It is therefore vitally important that child care practitioners are aware of the signs of communication and language delay in children and are equipped with the right tools and information to be able to help the children and their families. The practitioner needs to be calm, flexible and patient. A child with language difficulties will need extra support that should be tailored to their individual needs and plenty of positive encouragement and reinforcement to help build their confidence. The child may be able to take you to objects that they want or express their need by looking or pointing at objects. Some children may need help when playing alongside others. The Practitioner may need to stay close so that they can help them when they have trouble expressing themselves as well as teaching the children around them to be patient and help them to understand the child. A Childs language could be delayed for many reasons some of these reasons are detailed below: * Hearing impairments – This is a common reason for a delay in language development. There are many different types of impairments ranging from non-permanent conditions such as glue ear to permanent partial of full hearing loss. A child with hearing loss will often withdraw in to themselves and not want to interact with the outside world as they struggle to understand it. The cause of the loss needs to be established quickly so the child can receive the right treatment so their development does not suffer. Non-permanent conditions may be easily treated by a GP, whereas permanent conditions may require specialist help and hearing aids. The sooner treatment is supplied for a child the sooner they can progress their language and communication skills. The practitioner can support them within the setting by working alongside the parents to understand the condition. The practitioner c should provide one to one support and they may use sign language and encourage the other children to use it too. Physical conditions such as an enlarged tongue or a cleft pallet – A child suffering from this kind of physical impairment will usually have a very good understanding of what is being said to them and going on around them. The problem comes when they try to express themselves through speech. They may be unable to speak clearly and may mispronounce words. This will cause them to become frustrated and may result in aggressive behaviour. It might also cause them to feel different and be embarrass ed in front of their peers. Therefore they may withdraw from groups and not wish to participate in discussions. Some of these conditions can be treated by Doctors but others will require speech therapy and on-going support. The practitioner will need to work alongside the therapist and the parents in order to provide the best possible support for the child within the setting. * Stutters or stammers – A child suffering with a stutter or a stammer will usually have a good understanding of what is being said to them and going on around them. They struggle to express themselves clearly and find it difficult to get the words they want to say out correctly. They may hesitiate or say um a lot or repeat the same word over as they try to get out a sentence. This is often because their mind is working so quickly their mouth struggles to keep up! This is considered a normal stage in development for a child between the age of Most children grow out of this in time but for some it may develop in to a habit and a half to five years.. If a child is suffering with a stutter or stammer displays disruptive behaviour due to frustration and feels embarrassed in front of peers so they shy away from group activities or the non-fluency continues for more than 6 months they may require referral to a speech therapist. Practitioners can help the child within the setting by helping to relax the child in order to calm their speech by showing they are listening, making eye contact, nodding their head and smiling at the child. The practitioner should never finish the Childs sentences be patient and allow them plenty of time to speak. Lack of stimulation and language input –Some children to not recieve the level of interaction required with other people to allow there language and communication skills to develop. The child may be left on their own, for long periods and not taken out of the house. Their carer may not talk or interact with them unless it is necessary. In these circumstances the child misses out on all the im portant experiences and interactions that are required in order to enable their lanhuage and communication skills to develop. There are often underlying problems or concerns with children who are delayed due to this issue. There could be a problem with neglect at home or their carer may be depressed and need help. It is important that these issues are also addressed alongside the support required to assist there language development. Often these children simply require time, care and attention in order to help them progress. The practitioner can help by spending time with the child talking and interacting. They must provide plenty of positive reinforcement and encourage them to interact with others and try new experiences to develop their language skills. Picture cards and books can also be used to help them express what their needs and increase their vocabulary. * Shyness – Some children are simply very shy and do not like talking to people they are not familiar with or clam up in situations or places they are not used to. They have a very good understanding of what is being said to them and going on around them but find it difficult to speak due to shyness and anxiety. The parents may tell you that the child is a chatter box at home where they feel comfortable but the child may not say anything when they are at pre-school. The child will need plenty of encouragement and positive reinforcement from the practitioner in order to help them settle and feel at ease within the setting. The practitioner can support the child by playing alongside them, encouraging them to interact with other children and encouraging other children to interact with them. * The child is learning more than one language – Children who are learning more than one language may be slightly slower in learning to talk and communicate. This is because the child has to learn more than one language system. There are many circumstances in todays’ society where this is now the case. Children come from many different backgrounds. The child parents may speak one language at home such as Chinese which will be the childs home language but then they will be exposed to English when they are at preschool or the childs parents may use 2 languages at home. The childs mother might be French and speak French to the child whereas the Father may be English and only communicate with the mother and child in Engllish. Children learn through association and absorption therefore it is important that when within the preschool setting the practitioners only use one language to communicate with the child. This enables the child to associate that language with the setting and put what they are learning in to context. It is very important that the setting works with the childs parents to support their learning and ensure that the child has a positive view of both of the languages they are learning. The parents might like to be involved in some of the activities in the setting so that they can see what the child is learning and help to support their development. Learning difficulties such as Autism – There are many different learning difficulties that can occur in children and all will need specialist treatment that is specific to each individual child. Therefore it is important that they are identified early so that the child can receive the help and support they require in order to progress. Earl y signs of a learning disorder in children are problems pronouncing words, struggling to find the right word, difficulty rhyming, trouble learning the alphabet, numbers, colours, shapes and days of the week and find it difficult to follow directions or learn routines. Children with autism may have trouble making eye contact, appear disinterested in other people and what is going on around them, find it difficult connecting with people and have problems playing with other children. They may use an abnormal tone of voice, with an odd rhythm or pitch, they may repeat the same words over and over, respond to a question by repeating it instead of answering it and refer to themselves in the third person. Once a delay in a child communication and language skills has been identified it is important they receive the help and support required as soon as possible. Each setting should have access to a SENCO (special educational needs co-ordinator) and a EYAT (early years advisory teacher). They should be the first people to be that is contacted once a delay has been identified. They can them come in and carry out observations and assessments of the child in order to help establish the cause of the delay. They can then liase with the Childs parents and the practitioner to discuss what the next steps are and how best to support the child with their development. A referral should be considered if the child is delayed in any of the following areas: * Understanding language that is spoken to them Developing the range of speech sounds appropriate for their age * Developing the use of words and sentences appropriate for their age A referral should also be considered for those children that who are not following the normal patterns of development such as: * Children who use language inappropriately , for example phrases used in the wrong context or tha t don’t make sense. * Repeating learned chunks of language that have no meaning * Children who find it difficult to follow rules or join in with a conversation by looking, taking turns and sharing interest in a subject. Some children may need to be referred to a speech and language therapist. A speech therapist can help support children with a wide range of communication and language difficulties. Any referrals must be done with the full support and co-operation of parents. The SENCO will also be able to get help from the Early Years support team within Leicestershire. They are there to assist settings with the early identification of children with additional needs and provide support for the child and their families. Once again any referrals must be done with the full support and co-operation of the the parents. Practitioners should ensure that they include communication and language development within their planning for the setting. The setting should promote good communication and language skills and display their approach to parents so they can help support it within the home environment. There are many ways to promote good communication and language within the setting. All areas within the setting should be clearly labelled with words and pictures to help the children to understand what they are used for. Boxes within the setting should be labelled with pictures to help the child understand what is in them. Eg. A photo of lego on the box that contains the lego. Pictures and photo cards can also be used to help the children express their needs or to show you what they would like to do. Practitioners should be good role models for the children and ensure that they display good language and communication skills. They should ensure that they listen to the children patiently allowing them time to talk, make good eye contact and sensitively correct children when they use the wrong form of word. Eg â€Å"I readed my book† response from practitioner â€Å"Oh, you are reading your book†. Practitioners should ensure they use simple instructions with short sentences that the children can understand. Open questions encourage the children to think and with encouragement help them to extend their vocabulary and improve their sentence structure. There are many play opportunites that the practitioner can use to encourage good language and communication. One of the most effective ways of doing this is to talk allowed as you are playing with the children and provide a commentary on what you are doing. For example if you are playing with the lego you could say â€Å"We are building our tower up, it is getting higher and higher. Oh look the green block is on top. Ben has a square brick , it is red† As you are talking the child will learn from absorption pick up on the words and make the associations with the objects. Books can play a key part in developing in speech and communication skills. Picture books can be used to help the child learn colours, animals, and objects. Storybooks can be used to encourage language development and sentence structure. The practitioner can ask the child open questions such as â€Å"What is happening in the picture? † or â€Å"What do you think happened next? †. You could even get the child to tell you the story themselves. After reading the story with the child you could then ask them to read the story to you. Although they might not be able to read the words you can see how much they recall from the pictures and how well they listened to you. Roleplay is a brilliant way to encourage imaginative play and increase vocabulary. For instance you could role play a trip to the shops. There could be lots of new language words that you can introduce such as till, basket, shopping trolley, carrots, apples, broccoli, oranges, money, purse, bags etc. Role play is also a good way to get children to interact and communicate with each other in a fun and interesting way. Songs and rhyming are great way for getting children to listen they are also often help children to remember things. Songs and rhymes use intonation, stress and rhythm which all help with aspects of speech development as they are all skills we use when talking. Some songs also involve actions so they are a great way to help children link words with actions or even body parts Eg The song ‘ Head shoulders knees and toes’. It is important to remember that all children are individuals and therefor what works for one child may not work for another. That is why practitioners must ensure that there is a wide vareity of play opportuinites available within the setting to ensure they can cater for each childs needs. They should ensure that regular language and communication observations and assessments are carried out on all the children within to enable them to keep track of their development, plan their next steps and identify and signs of a delay as early as possible.

Hungergames

Katniss Everdeen volunteering in Prim’s place as tribute and deciding to fight against the injustice of the Games Katniss enters slowly, stunned, and then as the realisation of the words set in, she races towards the front of the stage to face the panel. And the girl tribute for District 12 is †¦ Primrose Everdeen! Not Prim! Not my little duck! There must be some mistake! This can’t be happening! Stop! I volunteer! I volunteer as tribute in her place! I am Katniss and I wish to be Tribute for District 12. Don’t take Primrose!Katniss takes a minute to compose herself before continuing. I promise I will do whatever I can to bring victory to this District and that I will be a true and brave Tribute if you allow me to stand in for Primrose. Moving towards the fence line where her friend Gale is standing. Gale– come and get her and take her away from here. Please – watch over my Mother and my sister – make sure they are safe and fed. I have t o go! Turning on her heel, Katniss moves back to centre stage where she sees the crowd standing silently, with their three middle fingers on their left hand held to their lips.Is this really true? I see you and I understand the message you are sending me with your fingers touching your lips and then held out to me. This is our District sign – this is the sign that mearns thanks and admiration. I will try my hardest to be true to our District and to undermine this cruel and humiliating festival that is the Hunger Games. Katniss’ movements start to waver as the seriousness of what she has done starts to really sink in. She is moved to a room in the court house behind the stage.This room is where I finally await my fate and the reality of it is hitting me hard. The injustice of this reaping makes me physically ill. I want to throw up so bad! This room once seemed so big but now its walls are crushing me and closing in on me. I fear for my safety but I know I have made the right decision to stand in for Primrose. I feel so sad. Sad for my sister – tiny, sweet, delicate Prim – my â€Å"little duck†. I could never let her have to confront the degradation or torment of weeks of competition – she would not last a second.The other tributes would see her as a frightened deer – easy prey – and crush her like a bug. Pacing up and down and stopping every now and again to face the audience and look at them with conviction. Me on the other hand? At least I can hunt and I am pretty good with a bow. I am a sthronger person much more capable of looking after myself and using my wits to protect me than Prim will ever be. She is a baby! It astounds me how the Capitol can continue to hold these barbaric games.They have already taken our livelihoods and our freedom – what good could possibly come of the senseless slaughter of innocent children apart from the punishment for an uprising that happened so long ago, it is no t in my memory. Why must the children be put to death? Moves to centre stage and sits The anguish I am feeling is rising up in my chest, threatening to flood over me and cause more misery and hopelessness than I am already experiencing. But I am sthronger than that! Stands again and moves stage leftI will overcome this sense of utter desolation and take on the challenge of sticking to the Capitol in any way I can. Being led into this room reminds me of what prison must be like for those who betray the Capitol and it hardens my resolve. I am determined more than ever to fight for my freedom and the freedom of all children of Panem. We are not lambs bred to be slaughtered to teach the rest of Panem a lesson about subservience and submission. We are human beings! But am I really that brave? I am sthronger in spirit than many my age and that has got me in to all sorts of trouble so far.Maybe it will be to my advantage now. Katniss pauses and sits down pondering†¦ Maybe this was mea nt to happen. Maybe it is my task to do what I can to rebel against the insane faulty logic that governs the hearts and minds of the Capitol. I was once so close to accepting Gale’s offer to run off into the woods, to hide away from the rest of the world and live in relative safety out of the prying eyes of the all controlling, all pervasive Capitol. Now I know why that was not my fate. Katniss moves side stage and holds her It could be done!If I play cool and keep my head, I could turn this situation to my advantage. I could try to send a message to all in the Districts that Katniss Everdeen mearns business. She is not going to take this lying down. She is not going to give in to the brutality of the power-hungry Capitol, she is not a pawn to be played with like a rag doll. I must have some skills that I can use to survive this ordeal. The predators may have me in a corner and God knows, I am terrified, but a cornered animal is also a dangerous one. One wrong move, and it wi ll destroy – it has the most to lose.Katniss becomes immobilised by an overwhelming sense of inadequacy What am I talking about? I can’t possibly win. This competition is way beyond my abilities. I am reminded of Gale’s final words to me: â€Å"Katniss – it is just hunting! You’re the best hunter I know. You know how to kill – swiftly and painlessly. † But I don’t want to kill children! It’s just too awful! Katniss runs to centre stage, resolute in her conviction again. But sometimes you have to do what you have to do to begin the long journey towards justice. I will do what I must to begin this war against the Hunger Games. Starting right now.