Analysis Of Hassan V. City Of New York - 887 Words

In this particular case, Hassan v. City of New York, a variety of issues have been raised that intersect with the idea of government surveillance on these Muslim Communities. This case does not utilize a federal or state RFRA, but rather focuses strictly on determining the legal validity of the government surveillance program of Muslim Americans. The Plaintiffs have argued that the NYPD’s government surveillance program has violated the equal protection, establishment, and free exercise freedoms of the constitution. To understand these issues, it is important to examine each of these issues one by one. First, there is the issue of equal protection. The issue the plaintiffs raise here is whether the government can legally single out and discriminate against these Muslim Americans based purely on religion. Currently, religion is not seen as a â€Å"suspect classification† unlike race, because it can be changed, yet for most people, identifying with or practicing a religion is an immutable part of their identity as a person. The plaintiffs argue that choosing to surveying the Muslim Community in particular should be viewed as unconstitutional discrimination, while the NYPD argues that surveillance on the Muslim community based on their religious affiliation and classification is well within their constitutional rights, since religion doesn’t fall into the same â€Å"suspect classification† categories of race and gender. The opinion in Third Circuit Court of Appeals complicates this issueShow MoreRelatedConstruction Activities Essay4314 Words   |  18 Pagesrequi res extensive practice and understanding for effectively using the simulation systems. The only elucidation would be developing easy to use tools which can give legitimate results. Hassan and Gruber believe that â€Å"The most suitable approach to model construction activities is discrete event simulation† (Hassan and Gruber, 2006). Discrete event simulation permits the dynamic modeling of a system as it progresses over time by a representation in which the state variables change immediately at separateRead MoreConversation Analysis Essay6877 Words   |  28 Pagesreport is then developed on the textual analysis, which discusses that different genres have different elements that bring coherence. However, it is noticed that lexical cohesion forms strong cohesive ties and bring coherence in case of both the texts analysed. The paper argues that although cohesion is an important aspect of developing a coherent text, yet coherence is also possible without cohesion. Key words: Coherence, Cohesion, Text, Discourse, Analysis 1. 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Understanding Entrepreneurship 2 (a) What Makes up an Entrepreneurial Economy? 5 (b) Entrepreneurship as Rent-seeking 5 3. The Nature of Pakistani State 7 4. How Did Entrepreneurship Develop in Pakistan? 9 (a) The Big PushRead MoreConsumer Perception Towards Brand Choice8092 Words   |  33 Pages2.1 Local and Foreign Brands 6 2.2 Consumer Perception 8 2.3 Role of Culture 9 2.4 Link between Local and Foreign brands, Consumer Perception, Culture. 10 3. Theoretical Framework and antecedents of variables 11 4. Hypothesis 12 5. Data Analysis 12 5.1 Population 13 5.2 Sample size 13 5.3 Sampling Method 14 5.4 Data Description 14 6 Discussion 16 6.1 Consumer perception and culture 18 7. Conclusion 19 8. Recommendations 19 References 20 Appendix 25 1. Introduction Read MoreDubais Political and Economic Development: Essay38738 Words   |  155 PagesDubai9sDevelopment Outcome Why Not Other Gulf States? 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Microsoft Case Study Harvard Business School - 3008 Words

Bill Gates Believed Microsoft’s core source of competitive advantage was the ability to attract, motivate and retain superior people. In attracting employees Microsoft mainly targeted the stars. Stars are the core employees that can add value to the organization through their knowledge, skills and abilities (Boselie, 2010). At Microsoft there has been a hands on mentality made for ambitious people. Lepak and Snell (2007) built a theory about different employees and its HR strategies. Microsoft has an internalized and relational focus with its employees. Strategic value of employees is high because employees are given high autonomy. In general all employees are highly unique. This is why Microsoft has always wanted to hire young and†¦show more content†¦Therefore Microsoft in the present culture scores low on goal and should increase this in the future. Procedure The growth of Microsoft has negatively influenced the freedom of the employees. The introduction of regulation has increased bureaucracy. Microsoft scores high on checking, documentation, measurement and rationalization. The desired culture would be to score lower on procedure to enhance creativity and flexibility. How does it fit with the strategy and culture? The strategy of Microsoft is to have a computer on every desk installed with Microsoft. A high performance culture plays a key role in Microsoft. In this culture excellent performance, knowledge, commitment, motivation, autonomy, teamwork and loyalty are only a few of the important norms, values, habits and routines important when desiring and maintaining a high performance culture. Mutual investment should keep employers and employees happy and help maintain the environment and culture Microsoft is in. There are four major culture types within an organization, namely the Clan, Adhocracy, Hierarchy and the Market (Kim amp; Quinn, 1999). These four cultures are translated into a model, named the Competing Values Framework. This framework shows the cultures, organized between two dimensions. The framework shows which culture coincides with which dimension, to show the effectiveness of the organization and the organizational culture. (source: Kim amp; Quinn, 1999) WhenShow MoreRelatedBill Gates and Microsoft1662 Words   |  7 PagesBill Gates and Microsoft â€Å"Microsoft was founded based on my vision of a personal computer on every desk and in every home, all running Microsoft software,† Bill Gates once remarked (Stevenson). Everyone has their own dream but this was Bill Gates dream when he first co-founded Microsoft. This dream came to haunt him 12 years later when he was caught. Microsoft was charged with using its power to eliminate its competitor in the Web-browser market in the mid-90s (Stevenson). 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(Yoffie and Kim, 2010, paraphrased) After several months time they produced 200 units and took on a new partner, A.C. Mike Markkula, Jr., who played a primary role in theRead MoreHistory of Spreadsheet918 Words   |  4 Pagesyears. Computerized or electronic spreadsheets are of much more recent origin. Information Systems oral history and some published newspaper and magazine stories celebrate Dan Bricklin as the father of the electronic spreadsheet. In 1978, Harvard Business School student, Daniel Bricklin, came up with the idea for an interactive visible calculator (see email from Frankston, 4/15/1999a). Bricklin and Bob Frankston then co-invented or co-created the software program VisiCalc. We c an look back and recognizeRead MoreWhy You Are Considering Starting Your Own Business1008 Words   |  5 PagesYou are considering starting your own business when you leave school and are keen to start researching ways to achieve business success. You have decided to start your research by investigating a well-known entrepreneur. You are required to share your findings with your class in the form of a keynote address. General Introduction Who is the Entrepreneur? Name of the Entrepreneur’s business. What does their business do? On February 4th, 2004, Mark Elliot Zuckerberg (born May 14, 1984) launchedRead MoreBill Gates1350 Words   |  6 PagesChief Software Architect of Microsoft. According to Forbes magazine in 2004, Gates is the wealthiest person in the world, a position he has held steadily for many years. Biography Bill Gates was born in Seattle, Washington to William H. Gates, Sr., a corporate lawyer, and Mary Maxwell Gates, board member of First Interstate Bank, Pacific Northwest Bell and the national board of United Way. Gates attended Lakeside School, Seattles most exclusive prep school, where he was able to developRead MoreHistory of Spreadsheet918 Words   |  4 Pagesyears. Computerized or electronic spreadsheets are of much more recent origin. Information Systems oral history and some published newspaper and magazine stories celebrate Dan Bricklin as the father of the electronic spreadsheet. In 1978, Harvard Business School student, Daniel Bricklin, came up with the idea for an interactive visible calculator (see email from Frankston, 4/15/1999a). Bricklin and Bob Frankston then co-invented or co-created the software program VisiCalc. We can look back and recognizeRead MoreCase Study : Regional Medical Centre Essay919 Words   |  4 Pages Case Study The subject case study is the Regional Medical Centre which is based in San Jose and offers primary and speciality healthcare services for people from the bay area and nearby areas. Being a healthcare entity for patients with chronic illnesses, this institution is also the university support for the nearby medical college. The business intelligence balanced scorecard which was incorporated in the system is as tabulated below: Customer perspective Economic and financial perspective Read MoreStrategic Management Case Analysis: Apple Inc. Essay1027 Words   |  5 PagesStrategic Management Case Analysis: Apple Inc. Veronica R. Hart Kaplan University Strategic Human Resource Management Unit 1 GB 520 p. 1-6 March 9, 2011 The 2008 Harvard Business Case Study on Apple Inc, describes the very popular corporation with 24 billion in revenue as of 2007 and how the company has had some problems yet sustainability over the years. The status of the company was examined in detail by the article which revealed a number of strategic moves under the leadership ofRead MoreEssay on Microsoft: Paul Allen and Bill Gates 1875 Words   |  8 Pagesanything, and one invention can change the whole world. In the case of the developing world of technology, many tried, but only a few could get a stake in the fast moving industry and throughout it all one name has stamped their name on the PC business, Microsoft. It started with two teenagers who envisioned an endless world of possibilities for the world of computing at an early stage. Paul Allen and Bill Gates were two high school students who attended Lakeside their dreams of one day being computer

Explain Freud’s psychoanalytic theory of personality development Free Essays

Sigmund Freud practiced as a psychiatrist in Vienna in the late nineteenth century. He mainly treated neurotic middle-aged women and his observations and case studies of these women led Freud to propose a theory of personality development. The main basic principle of his study suggested that adult personality is the result of an interaction between innate drives (such as the desire for pleasure) and early experience. We will write a custom essay sample on Explain Freud’s psychoanalytic theory of personality development or any similar topic only for you Order Now Freud proposed that individual personality differences can be traced back to the way the early conflicts between desire and experience were handled. These conflicts remain with the adult and exert pressure through unconsciously motivated behaviour. Freud’s theory proposed that the mind can be divided into three main parts. These are the id, ego and superego. The id contains innate sexual and aggressive instincts and works alongside the pleasure principle, which searches for immediate satisfaction. The ego is the conscious, rational mind and works on the reality principle. Last is the superego. This is the conscience and knows between right and wrong. These can be related to personality s each person may be dominated by a part of the mind. For example, people who are dominated by their Id are said to be ‘erotic’ and seek pleasure. Freud also defined stages of psychosexual development. These stages are oral, anal, phallic, latency and genital. If a child experiences severe problems or excessive pleasure at any stage during development, this can lead to fixation which can then lead to differences in personality. Regression can also occur if adults experience stressful situations. Freud believed that both fixation and regression play important roles in determining adult personality. A good example of this can be seen in children that become fixated on the anal stage. They feel that they can control their bodily functions and enjoy retaining faeces. Fixation on retaining faeces can lead to an anal retentive personality type. This type is characterised as being clean, orderly and obstinate. Ego defence is also a process involved in the development of personality. There are a variety of defence mechanisms used as protection by the ego. Denial is a very good example of this. This is refusing to accept the existence of a threatening event e.g. some patients suffering from a life-threatening illness may deny that the illness is affecting their lives. Freud saw these defences as unhealthy and believed that they affecting personality development. Much of Freud’s work was supported by other research evidence whereas others conflicted with his work. Evidence supporting Freud’s theory of fixation was published by Rosenwald (1972). He found that people who scored high for anal retentiveness were reluctant to put their hands into a brown substance resembling excrement. This suggests that anal retentives do have anxieties about faeces. Freud’s theory can also be used to explain ‘inconsistency’ (‘part of me wants to, but the other part doesn’t’). it also largely omitted social influences and promoted a deterministic, biological view. Also criticisms of Freud’s theory include that Freud conducted his study on middle-classes white Viennese women and so is hard to generalise for other cultures. How to cite Explain Freud’s psychoanalytic theory of personality development, Papers

The Origins and Development Book Essay Example

The Origins and Development Book Essay THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE This page intentionally left blank THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE S I X T H E D I T I O N John Algeo Based on the original work of Thomas Pyles  ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ± Australia †¢ Brazil †¢ Japan †¢ Korea †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States The Origins and Development of the English Language: Sixth Edition John Algeo Publisher: Michael Rosenberg Development Editor: Joan Flaherty Assistant Editor: Megan Garvey Editorial Assistant: Rebekah Matthews Senior Media Editor: Cara Douglass-Graff Marketing Manager: Christina Shea Marketing Communications Manager: Beth Rodio Content Project Manager: Corinna Dibble Senior Art Director: Cate Rickard Barr Production Technology Analyst: Jamie MacLachlan Senior Print Buyer: Betsy Donaghey Rights Acquisitions Manager Text: Tim Sisler Production Service: Pre-Press PMG Rights Acquisitions Manager Image: Mandy Groszko Cover Designer: Susan Shapiro Cover Image: Kobal Collection Art Archive collection Dagli Orti Prayer with illuminated border, from c. 1480 Flemish manuscript Book of Hours of Philippe de Conrault, The Art Archive/ Bodleian Library Oxford Compositor: Pre-Press PMG  © 2010, 2005 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 We will write a custom essay sample on The Origins and Development Book specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Origins and Development Book specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Origins and Development Book specifically for you FOR ONLY $16.38 $13.9/page Hire Writer United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us at Cengage Learning Academic Resource Center, 1-800-423-0563 For permission to use material from this text or product, submit all requests online at www. cengage. com/permissions. Further permissions questions can be e-mailed to [emailprotected] com Library of Congress Control Number: 2008930433 ISBN-13: 978-1-4282-3145-0 ISBN-10: 1-4282-3145-5 Wadsworth 20 Channel Center Street Boston, MA 02210 USA Cengage Learning products are represented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit www. cengage. com. Purchase any of our products at your local college store or at our preferred online store www. ichapters. com. Printed in the United States of America 1 2 3 4 5 6 7 13 12 11 10 09 Preface The Origins and Development of the English Language, Sixth Edition, continues to focus on the facts of language rather than on any of the various contemporary theoretical approaches to the study of those facts. The presentation is that of fairly traditional grammar and philology, so as not to require students to master a new theoretical approach at the same time they are exploring the intricacies of language history. The focus of the book is on the internal history of the English language: its sounds, grammar, and word stock. That linguistic history is, however, set against the social and cultural background of the changing times. The first three chapters are introductory, treating language in general as well as the pronunciation and orthography of present-day English. The succeeding central six chapters are the heart of the book, tracing the history of the language from prehistoric Indo-European days through Old English, Middle English, and early Modern English up to the present time. The final three chapters deal with vocabulary—the meaning, making, and borrowing of words. This sixth edition of a book Thomas Pyles wrote some forty-five years ago preserves the outline, emphasis, and aims of the original, as all earlier editions have. The entire book has, however, been revised for helpfulness to students and ease of reading. The major improvements of the fifth edition have been retained. A large number of fresh changes have also been made, especially to make the presentation easier to follow. The historical information has been updated in response to evolving scholarship, new examples have been added (although effective older ones have been kept), the bibliography has been revised (including some new electronic resources in addition to print media), and the glossary has been revised for clarity and accuracy. The prose style throughout has been made more contemporary and accessible. The author hopes that such changes will help to make the book more useful for students and instructors alike. v All of the debts acknowledged in earlier editions are still gratefully acknowledged for this one. This edition has especially benefited from the critiques of the following reviewers, whose very helpful suggestions have been followed wherever feasible. James E. Doan, Nova Southeastern University Mark Alan Vinson, Crichton College Jay Ruud, University of Central Arkansas Elena Tapia, Eastern Connecticut State University J. Mark Baggett, Samford University My former doctoral student and now an admired teacher and Scholar-in-Residence at Shorter College, Carmen Acevedo Butcher, made a major contribution by suggesting improvements in the style and accuracy of the work, by providing new references for the bibliography (including electronic sources), and by reviewing the entire manuscript. My wife, Adele S. Algeo, who works with me on everything I do, has assisted at every step of the revision. Her editorial eye is nonpareil, and her support makes all work possible—and a pleasure. John Algeo vi PREFACE Contents PREFACE v chapter 1 Language and the English Language: An Introduction 1 A Definition of Language 2 Language as System 2 Grammatical Signals 3 Language as Signs 5 Language as Vocal 6 Writing and Speech 6 Gestures and Speech 8 Language as Conventional 8 Language Change 10 The Notion of Linguistic Corruption 10 Language Variation 11 Correctness and Acceptability 12 Language as Human 13 Theories of the Origin of Language 13 Innate Language Ability 14 Do Birds and Beasts Really Talk? 14 Language as Communication 15 Other Characteristics of Language 16 Why Study the History of English? 17 For Further Reading 18 vii chapter 2 The Sounds of Current English 20 The Organs of Speech 20 Consonants of Current English 21 Vowels of Current English 25 Vowels before [r] 28 Stress 28 Unstressed Vowels 29 Kinds of Sound Change 29 Assimilation: Sounds Become More Alike 29 Dissimilation: Sounds Become Less Alike 30 Elision: Sounds Are Omitted 30 Intrusion: Sounds Are Added 31 Metathesis: Sounds Are Reordered 31 Causes of Sound Change 31 The Phoneme 32 Differing Transcriptions 33 For Further Reading 34 chapter 3 Letters and Sounds: A Brief History of Writing 35 Ideographic and Syllabic Writing 35 From Semitic Writing to the Greek Alphabet 36 The Greek Vowel and Consonant Symbols 36 The Romans Adopt the Greek Alphabet 37 Later Developments of the Roman and Greek Alphabets 38 The Use of Digraphs 39 Additional Symbols 39 The History of English Writing 40 The Germanic Runes 40 The Anglo-Saxon Roman Alphabet 40 The Spelling of English Consonant Sounds 41 Stops 42 Fricatives 42 Affricates 43 Nasals 43 Liquids 43 Semivowels 43 The Spelling of English Vowel Sounds 43 Front Vowels 43 Central Vowel 44 Back Vowels 44 Diphthongs 45 Vowels plus [r] 45 viii CONTENTS Unstressed Vowels 45 Spelling Pronunciations and Pronunciation Spellings 46 Writing and History 47 For Further Reading 48 chapter 4 The Backgrounds of English 49 Indo-European Origins 50 Indo-European Culture 50 The Indo-European Homeland 50 How Indo-European Was Discovered 51 Language Typology and Language Families 52 Non-Indo-European Languages 53 Main Divisions of the Indo-European Group 55 Indo-Iranian 55 Armenian and Albanian 58 Tocharian 58 Anatolian 59 Balto-Slavic 59 Hellenic 60 Italic 60 Celtic 61 Germanic 62 Cognate Words in the Indo-European Languages 63 Inflection in the Indo-European Languages 64 Some Verb Inflections 65 Some Noun Inflections 66 Word Order in the Indo-European Languages 67 Major Changes From Indo-European to Germanic 69 First Sound Shift 71 Grimm’s Law 71 Verner’s Law 73 The Sequence of the First Sound Shift 74 West Germanic Languages 74 For Further Reading 76 chapter 5 The Old English Period (449–1100) 78 Some Key Events in the Old English Period 78 History of the Anglo-Saxons 79 Britain before the English 79 The Coming of the English 79 The English in Britain 81 CONTENTS ix The First Viking Conquest 82 The Second Viking Conquest 83 The Scandinavians Become English 84 The Golden Age of Old English 84 Dialects of Old English 85 Pronunciation and Spelling 86 Vowels 86 Consonants 87 Handwriting 89 Stress 90 Vocabulary 90 The Germanic Word Stock 90 Gender in Old English 91 Grammar, Concord, and Inflection 92 Inflection 92 Nouns 93 i-Umlaut 95 Modern Survivals of Case and Number 96 Modifiers 96 Demonstratives 96 Adjectives 97 Adverbs 98 Pronouns 99 Personal Pronouns 99 Interrogative and Relative Pronouns 100 Verbs 101 Indicative Forms of Verbs 102 Subjunctive and Imperative Forms 102 Nonfinite Forms 102 Weak Verbs 103 Strong Verbs 103 Preterit-Present Verbs 104 Suppletive Verbs 105 Syntax 105 Old English Illustrated 108 For Further Reading 111 chapter 6 The Middle English Period (1100–1500) 112 Some Key Events in the Middle English Period 112 The Background of the Norman Conquest 113 The Reascendancy of English 114 Foreign Influences on Vocabulary 115 Middle English Spelling 116 x CONTENTS Consonants 116 Vowels 118 The Rise of a London Standard 119 Changes in Pronunciation 122 Principal Consonant Changes 122 Middle English Vowels 123 Changes in Diphthongs 124 Lengthening and Shortening of Vowels 126 Leveling of Unstressed Vowels 127 Loss of Schwa in Final Syllables 127 Changes in Grammar 128 Reduction of Inflections 128 Loss of Grammatical Gender 129 Nouns, Pronouns, and Adjectives 129 The Inflection of Nouns 129 Personal Pronouns 130 Demonstrative Pronouns 132 Interrogative and Relative Pronouns 133 Comparative and Superlative Adjectives 133 Verbs 133 Personal Endings 134 Participles 135 Word Order 135 Middle English Illustrated 136 For Further Reading 138 chapter 7 The Early Modern English Period (1500–1800): Society, Spellings, and Sounds 139 Some Key Events in the Early Modern Period 139 The Transition from Middle to Modern English 140 Expansion of the English Vocabulary 140 Innovation of Pronunciation and Conservation of Spelling 141 The Orthography of Early Modern English 141 The Great Vowel Shift 144 Other Vowels 147 Stressed Short Vowels 147 Diphthongs 148 Quantitative Vowel Changes 149 Early Modern English Consonants 149 Evidence for Early Modern Pronunciation 151 Stress 151 Scholarly Studies 151 CONTENTS xi Early Modern English Illustrated 152 Spelling 152 Pronunciation 153 For Further Reading 155 chapter 8 The Early Modern English Period (1500–1800): Forms, Syntax, and Usage 156 The Study of Language 157 Early Dictionaries 157 Eighteenth-Century Attitudes toward Grammar and Usage 158 Nouns 160 Irregular Plurals 161 His-Genitive 161 Group Genitive 162 Uninflected Genitive 163 Adjectives and Adverbs 163 Pronouns 164 Personal Pronouns 164 Relative and Interrogative Pronouns 168 Case Forms of the Pronouns 169 Verbs 170 Classes of Strong Verbs 170 Endings for Person and Number 176 Contracted Forms 177 Expanded Verb Forms 178 Other Verbal Constructions 179 Prepositions 179 Early Modern English Further Illustrated 180 chapter 9 Late Modern English (1800–Present) 181 Some Key Events in the Late Modern Period 181 The National Varieties of English 182 Conservatism and Innovation in American English 183 National Differences in Word Choice 185 American Infiltration of the British Word Stock 186 Syntactical and Morphological Differences 187 British and American Purism 188 Dictionaries and the Facts 189 National Differences in Pronunciation 190 British and American Spelling 193 Variation within National Varieties 194 xii CONTENTS Kinds of Variation 194 Regional Dialects 195 Ethnic and Social Dialects 196 Stylistic Variation 198 Variation within British English 198 World English 199 Irish English 199 Indian English 201 The Essential Oneness of All English 202 For Further Reading 202 chapter 10 Words and Meanings 206 Semantics and Change of Meaning 207 Variable and Vague Meanings 208 Etymology and Meaning 208 How Meaning Changes 209 Generalization and Specialization 210 Transfer of Meaning 211 Association of Ideas 212 Transfer from Other Languages 212 Sound Associations 213 Pejoration and Amelioration 213 Taboo and Euphemism 214 The Fate of Intensifying Words 217 Some Circumstances of Semantic Change 218 Vogue for Words of Learned Origin 219 Language and Semantic Marking 220 Semantic Change is Inevitable 222 For Further Reading 223 chapter 11 New Words from Old 224 Creating Words 224 Root Creations 224 Echoic Words 225 Ejaculations 225 Combining Words: Compounding 227 Spelling and Pronunciation of Compounds 227 Amalgamated Compounds 229 Function and Form of Compounds 230 Combining Word Parts: Affixing 230 Affixes from Old English 230 Affixes from Other Languages 232 CONTENTS xiii Voguish Affixes 233 Shortening Words 235 Clipped Forms 235 Initialisms: Alphabetisms and Acronyms 236 Apheretic and Aphetic Forms 237 Back-Formations 238 Blending Words 239 New Morphemes from Blending 239 Folk Etymology 241 Shifting Words to New Uses 242 One Part of Speech to Another 242 Common Words from Proper Names 243 Sources of New Words 245 Distribution of New Words 245 For Further Reading 246 chapter 12 Foreign Elements in the English Word Stock 247 Popular and Learned Loanwords 248 Latin and Greek Loanwords 248 Latin Influence in the Germanic Period 248 Latin Words in Old English 249 Latin Words Borrowed in Middle English Times 250 Latin Words Borrowed in Modern English Times 251 Greek Loanwords 251 Celtic Loanwords 252 Scandinavian Loanwords 253 Old and Middle English Borrowings 253 Modern English Borrowings 254 French Loanwords 254 Middle English Borrowings 254 Later French Loanwords 256 Spanish and Portuguese Loanwords 258 Italian Loanwords 259 Germanic Loanwords 260 Loanwords from Low German 260 Loanwords from High German 261 Loanwords from the East 262 Near East 262 Iran and India 263 Far East and Australasia 264 Other Sources 265 Loanwords from African Languages 265 Slavic, Hungarian, Turkish, and American Indian 266 xiv CONTENTS The Sources of Recent Loanwords 266 English Remains English 267 For Further Reading 268 Selected Bibliography 269 Glossary 281 Index of Modern English Words and Affixes 301 Index of Persons, Places, and Topics 329 CONTENTS xv This page intentionally left blank CHAPTER  ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ± Language and the 1 English Language An Introduction The English language has had a remarkable history. When we first catch sight of it in historical records, it is the speech of some none-too-civilized tribes on the continent of Europe along the North Sea. Of course, it had a still earlier history, going back perhaps to somewhere in eastern Europe or western Asia, and long before that to origins we can only speculate about. From those murky and undistinguished beginnings, English has become the most widespread language in the world, used by more peoples for more purposes than any other language on Earth. How the English language changed from being the speech of a few small tribes to becoming the major language of the Earth—and in the process itself changed radically— is the subject of this book. Whatever language we speak—English, Chinese, Hindi, Swahili, or Arapaho— helps to define us personally and identify the community we belong to. But the fact that we can talk at all, the fact that we have a language, is inextricably bound up with our humanity. To be human is to use language, and to talk is to be a person. As the biologist and author Lewis Thomas wrote: The gift of language is the single human trait that marks us all genetically, setting us apart from the rest of life. Language is, like nest-building or hive-making, the universal and biologically specific activity of human beings. We engage in it communally, compulsively, and automatically. We cannot be human without it; if we were to be separated from it our minds would die, as surely as bees lost from the hive. (Lives of a Cell 89) The language gift that is innate in us is not English or indeed any specific language. It is instead the ability to learn and to use a human language. When we say, â€Å"Bread is the staff of life,† we do not mean any particular kind of bread— whole wheat, rye, pumpernickel, French, matzo, pita, or whatever sort. We are talking instead about the kind of thing bread is, what all bread has in common. So also, when we say that language is the basis of our humanity, we do not mean any particular language—English, Spanish, Japanese, Tagalog, Hopi, or ASL (American Sign Language of the deaf). Rather we mean the ability to learn and 1 use any such particular language system, an ability that all human beings naturally have. This ability is language in the abstract, as distinct from any individual language system. A DEFINITION OF LANGUAGE A language is a system of conventional vocal signs by means of which human beings communicate. This definition has several important terms, each of which is examined in some detail in the following sections. Those terms are system, signs, vocal, conventional, human, and communicate. LANGUAGE AS SYSTEM Perhaps the most important word in the definition of language is system. We speak in patterns. A language is not just a collection of words, such as we find in a dictionary. It is also the rules or patterns that relate our words to one another. Every language has two levels to its system—a characteristic that is called duality of patterning. One of these levels consists of meaningful units—for example, the words and word parts such as Adam, like, -d, apple, and -s in the sentence â€Å"Adam liked apples. The other level consists of units that have no meaning in themselves, although they serve as components of the meaningful units—for example, the sounds represented by the letters a, d, and m in the word Adam. The distinction between a meaningful word (Adam) and its meaningless parts (a, d, and m) is important. Without that distinction, language as we know it would be i mpossible. If every meaning had to be represented by a unique, unanalyzable sound, only a few such meanings could be expressed. We have only about 35 basic sounds in English; we have hundreds of thousands of words. Duality of patterning lets us build an immensely large number of meaningful words out of only a handful of meaningless sounds. It is perhaps the chief characteristic that distinguishes true human language from the simpler communication systems of all nonhuman animals. The meaningless components of a language are its sound system, or phonology. The meaningful units are its lexis, or vocabulary, and its grammatical system, or morphosyntax. All have patterning. Thus, according to the sound system of Modern English, the consonant combination mb never occurs at the beginning or at the end of any word. As a matter of fact, it did occur in final position in earlier stages of our language, which is why it was necessary in the preceding statement to specify â€Å"Modern English. † Despite the complete absence of the sounds mb at the ends of English words for at least 600 years, we still insist on writing—such is the conservatism of writing habits—the b in lamb, climb, tomb, dumb, and a number of other words. But this same combination, which now occurs only medially in English (as in tremble), may well occur finally or even initially in other languages. Initial mb is indeed a part of the systems of certain African languages, as in Efik and Ibibio mbakara ‘white man,’ which became buckra in the speech of the Gullahs—black Americans living along the coastal region of Georgia and South Carolina who have preserved a number of words and structural features that their ancestors brought from Africa. It is notable that the Gullahs simplified the initial 2 chapter 1 consonant combination of this African word to conform to the pattern of English speech. The lexis or vocabulary of a language is its least systematic aspect. Grammar is sometimes defined as everything in a language that can be stated in general rules, and lexis as everything that is unpredictable. But that is not quite true. Certain combinations of words, called collocations, are more or less predictable. Mild and gentle are words of very similar meaning, but they go with different nouns: â€Å"mild weather† and â€Å"gentle breeze† are somewhat more likely than the opposite combinations (â€Å"mild breeze† and â€Å"gentle weather†). A case of the flu may be severe or mild; a judgment is likely to be severe or lenient. A â€Å"mild judgment† would be a bit odd, and a â€Å"lenient case of the flu† sounds like a joke. Some collocations are so regular that they are easily predictable. In the following sentence, one word is more probable than any other in the blank: â€Å"In its narrow cage, the lion paced back and . † Although several words are possible in the blank (for example, forward or even ahead), forth is the most likely. Some combinations are completely predictable: â€Å"They ran fro. † Fro is normal in present-day English only in the expression â€Å"to and fro. † The tendency of certain words to collocate or go together is an instance of system in the vocabulary. In the grammatical system of English, a very large number of words take a suffix written as -s to indicate plurality or possession. In the latter case, it is a comparatively recent convention of writing to add an apostrophe. Words that can be thus modified are nouns. They fit into certain patterns in English utterances. Alcoholic, for instance, fits into the system of English in the same way as duck, dog, and horse: â€Å"Alcoholics need understanding† (compare â€Å"Ducks need water†), â€Å"An alcoholic’s perceptions are faulty† (compare â€Å"A dog’s perceptions are keen†), and the like. But that word can also modify a noun and be modified by an adverb: â€Å"an alcoholic drink,† â€Å"somewhat alcoholic,† and the like; and words that operate in the latter way are called adjectives. Alcoholic is thus either an adjective or a noun, depending on the way it functions in the system of English. The utterance â€Å"Alcoholic worries† is ambiguous because our system, like all linguistic systems, is not completely foolproof. It might be either a noun followed by a verb (in a newspaper headline) or an adjective followed by a noun. To know which interpretation is correct, we need a context for the expression. That is, we need to relate it to a larger structure. Grammatical Signals The grammatical system of any language has various techniques for relating words to one another within the structure of a sentence. The following kinds of signals are especially important. †¢ Parts of speech are grammatical categories into which we can classify words. The four major ones are noun, verb, adjective, and adverb. Some words elong primarily or solely to one part of speech: child is a noun, seek is a verb, tall is an adjective, and rapidly is an adverb. Other words can function as more than one part of speech; in various meanings, last can be any of the four major parts. English speakers move words about pretty freely from one part of speech to another, as when we call a book that is enjoyable to read â€Å"a good read,† language and the english language 3 making a noun out of a verb. Part of knowing English is knowing how words can be shifted in that way and what the limits are to such shifting. Affixes are one or more added sounds or letters that change a word’s meaning and sometimes alter its part of speech. When an affix comes at the front of a word, it is a prefix, such as the en- in encipher, enrage, enthrone, entomb, entwine, and enwrap, which marks those words as verbs. When an affix comes at the back of a word, it is a suffix, such as the -ist in dentist, geologist, motorist, and violinist, which marks those words as nouns. English has a small number of inflectional suffixes (endings that mark distinctions of number, case, person, tense, mood, and comparison). They include the plural -s and the possessive ’s used with nouns (boys, boy’s); the third person singular present tense -s, the past tense and past participle -ed, and the present participle -ing used with verbs (aids, aided, aiding); and the comparative -er and superlative -est used with some adjectives and adverbs (slower, slowest). Inflection (the change in form of a word to mark such distinctions) may also involve internal change, as in the singular and plural noun forms man and men or the present and past verb forms sing and sang. A language that depends heavily on the use of inflections, either internal or affixed, is said to be synthetic; English used to be far more synthetic than it now is. †¢ Concord, or agreement, is an interconnection between words, especially marked by their inflections. Thus, â€Å"The bird sings† and â€Å"The birds sing† illustrate subject-verb concord. (It is just a coincidence that the singular ending of some verbs is identical in form with the plural ending of some nouns. Similarly, in â€Å"this day† both words are singular, and in â€Å"these days† both are plural; some languages, such as Spanish, require that all modifiers agree with the nouns they modify in number, but in English only this and that change their form to show such agreement. Highly synthetic languages, such as Latin, usually have a great deal of concord; thus Latin adjectives agree with the nouns they modify in number (bonus vir ‘good man,’ boni viri ‘good menà ¢â‚¬â„¢), in gender (bona femina ‘good woman’), and in case (bonae feminae ‘good woman’s’). English once used concord more than it now does. †¢ Word order is a grammatical signal in all languages, though some languages, like English, depend more heavily on it than others do. â€Å"The man finished the job† and â€Å"The job finished the man† are sharply different in meaning, as are â€Å"He died happily† and â€Å"Happily he died. † †¢ Function words are minor parts of speech (for example, articles, auxiliaries, conjunctions, prepositions, pronouns, and certain adverbial particles) that serve as grammatical signals used with word order to serve some of the same functions as inflections. For example, in English the indirect object of a verb can be shown by either word order (â€Å"I gave the dog a bone†) or a function word (â€Å"I gave a bone to the dog†); in Latin it is shown by inflection (canis ‘the dog,’ Cani os dedi ‘To-the-dog a-bone I-gave’). A language like English whose grammar depends heavily on the use of word order and function words is said to be analytic. †¢ Prosodic signals, such as pitch, stress, and tempo, can indicate grammatical meaning. The difference between the statement â€Å"He’s here† and the question 4 chapter 1 â€Å"He’s here? † is the pitch used at the end of the sentence. The chief difference between the verb conduct and the noun conduct is that the verb has a stronger stress on its second syllable and the noun on its first syllable. In â€Å"He died happily† and â€Å"He died, happily,† the tempo of the last two words makes an important difference of meaning. All languages have these kinds of grammatical signals available to them, but languages differ greatly in the use they make of the various signals. And even a single language may change its use over time, as English has. LANGUAGE AS SIGNS In language, signs are what the system organizes. A sign is something that stands for something else—for example, a word like apple, which stands for the familiar fruit. But linguistic signs are not words alone; they may also be either smaller or larger than whole words. The smallest linguistic sign is the morpheme, a meaningful form that cannot be divided into smaller meaningful parts. The word apple is a single morpheme; applejack consists of two morphemes, each of which can also function independently as a word. Apples also has two morphemes, but one (-s) can occur only as part of a word. Morphemes that can be used alone as words (such as apple and jack) are called free morphemes. Those that must be combined with other morphemes to make a word (such as -s) are bound morphemes. The word reactivation has five morphemes in it (one free and four bound), as a stepby- step analysis shows: re-activation activate-ion active-ate act-ive Thus reactivation has one free morpheme (act) and four bound morphemes (re-, -ive, -ate, and -ion). A word cannot be divided into morphemes just by sounding out its syllables. Some morphemes, like apple, have more than one syllable; others, like -s, are less than a syllable. A morpheme is a form (a sequence of sounds) with a recognizable meaning. Knowing a word’s early history, or etymology, may be useful in dividing it into morphemes, but the decisive factor is the form-meaning link. A morpheme may, however, have more than one pronunciation or spelling. For example, the regular noun plural ending has two spellings (-s and -es) and three pronunciations (an s-sound as in backs, a z-sound as in bags, and a vowel plus z-sound as in batches). Each spoken variation is called an allomorph of the plural morpheme. Similarly, when the morpheme -ate is followed by -ion (as in activateion), the t of -ate combines with the i of -ion as the sound â€Å"sh† (so we might spell the word â€Å"activashon†). Such allomorphic variation is typical of the morphemes of English, even though the spelling does not represent it. Morphemes can also be classified as base morphemes and affixes. An affix is a bound morpheme that is added to a base morpheme, either a prefix (such as re-) or a suffix (such as -s, -ive, -ate, and -ion). Most base morphemes are free (such as language and the english language 5 apple and act), but some are bound (such as the insul- of insulate). A word that has two or more bases (such as applejack) is called a compound. A linguistic sign may be word-sized or smaller—a free or a bound morpheme. But it may also be larger than a word. An idiom is a combination of words whose meaning cannot be predicted from its constituent parts. One kind of idiom is the combination of a verb with an adverb, a preposition, or both—for instance, turn on (a light), call up (on the telephone), take over (a business), ask for (a job), come down with (an illness), and go back on (a promise). Such an expression is a single semantic unit: to go back on is to ‘abandon’ a promise. But from the standpoint of grammar, several independent words are involved. LANGUAGE AS VOCAL Language is a system that can be expressed in many ways—by the marks on paper or a computer screen that we call writing, by hand signals and gestures as in sign language, by colored lights or moving flags as in semaphore, and by electronic clicks as in old-fashioned telegraphy. However, the signs of language—its words and morphemes—are basically vocal, or oral-aural, being

American Power and Imperialism essays

American Power and Imperialism essays American Imperialism was a hour highlighted if greed and disloyalty. Magnified by the United States stealing Hawaii and trying to gain every land for them. The US thought only for themselves and not for the best of the nation. They were willing to do anything to get what they wanted. And The United Stations most certainly did. First, the United States found interest in Cuba. Due to it being very close to Florida and Cubas mass production of Sugar Cane, the United States knew Cuba could be a great asset for them. But a problem at the time was that Spain, whom owned Cuba, werent having good ties with the United States. War broke out after the U.S.S. Maine exploded. The United States, not knowing who did it, blamed Spain for the explosion. As that was the only reasonable excuse the United States can think of. The United States went into war with Spain and easily defeated the Spaniards. Using there power and greed, the United States saw something they wanted, knew they couldnt have it and used there army to get what they wanted. Second, the United States saw Hawaii as a good pickup. Hawaii and the United States were united to a way where the US gave Hawaii little protection if Hawaii let them use them as a naval base and also as a coal station for when the ships needed to be refueled. The United States wanted Hawaii so they basically walked into Hawaii and took it over. Knowing that Hawaii has such small military support, and the United States having majority of there ships in the harbor, the Hawaiians had no other choice then to surrender to the mighty United States. Hawaii thought they could trust the United States, but the United States showed their disloyalty to Hawaii. But in reality, no one could trust the United States at that time. Third, the Philippines Island was something the United States really needed and wanted. The US needed a coal station further then Hawaii so they can travel more around the world...

Standard and Normal Excel Distribution Calculations

Standard and Normal Excel Distribution Calculations Nearly any statistical software package can be used for calculations concerning a normal distribution, more commonly known as a bell curve.  Excel is equipped with a multitude of statistical tables and formulas, and it is quite straightforward to use one of its functions for a normal distribution.  We will see how to use the NORM.DIST and the NORM.S.DIST functions in Excel. Normal Distributions There is an infinite number of normal distributions. A normal distribution is defined by a particular function in which two values have been determined: the mean and the standard deviation. The mean is any real number that indicates the center of the distribution. The standard deviation is a positive real number that is a measurement of how spread out the distribution is. Once we know the values of the mean and standard deviation, the particular normal distribution that we are using has been completely determined. The standard normal distribution is one special distribution out of the infinite number of normal distributions. The standard normal distribution has a mean of 0 and a standard deviation of 1. Any normal distribution can be standardized to the standard normal distribution by a simple formula. This is why, typically, the only normal distribution with tabled values is that of the standard normal distribution. This type of table is sometimes referred to as a table of z-scores. NORM.S.DIST The first Excel function that we will examine is the NORM.S.DIST function. This function returns the standard normal distribution. There are two arguments required for the function: â€Å"z† and â€Å"cumulative.† The first argument of z is the number of standard deviations away from the mean. So,  z -1.5 is one and a half standard deviations below the mean. The z-score of z 2 is two standard deviations above the mean. The second argument is that of â€Å"cumulative.† There are two possible values that can be entered here: 0 for the value of the probability density function and 1 for the value of the cumulative distribution function. To determine the area under the curve, we will want to enter a 1 here. Example To help to understand how this function works, we will look at an example. If we click on a cell and enter NORM.S.DIST(.25, 1), after hitting enter the cell will contain the value 0.5987, which has been rounded to four decimal places. What does this mean? There are two interpretations. The first is that the area under the curve for z less than or equal to 0.25 is 0.5987. The second interpretation is that 59.87 percent of the area under the curve for the standard normal distribution occurs when z is less than or equal to 0.25. NORM.DIST The second Excel function that we will look at is the NORM.DIST function. This function returns the normal distribution for a specified mean and standard deviation. There are four arguments required for the function: â€Å"x,† â€Å"mean,† â€Å"standard deviation,† and â€Å"cumulative.† The first argument of x is the observed value of our distribution. The mean and standard deviation are self-explanatory. The last argument of â€Å"cumulative† is identical to that of the NORM.S.DIST function. Example To help to understand how this function works, we will look at an example. If we click on a cell and enter NORM.DIST(9, 6, 12, 1), after hitting enter the cell will contain the value 0.5987, which has been rounded to four decimal places. What does this mean? The values of the arguments tell us that we are working with the normal distribution that has a mean of 6 and a standard deviation of 12. We are trying to determine what percentage of the distribution occurs for x less than or equal to 9. Equivalently, we want the area under the curve of this particular normal distribution and to the left of the vertical line x 9. NORM.S.DIST vs NORM.DIST There are a couple of things to note in the above calculations. We see that the result for each of these calculations was identical. This is because 9 is 0.25 standard deviations above the mean of 6. We could have first converted x 9 into a z-score of 0.25, but the software does this for us. The other thing to note is that we really don’t need both of these formulas. NORM.S.DIST is a special case of NORM.DIST. If we let the mean equal 0 and the standard deviation equal 1, then the calculations for NORM.DIST match those of NORM.S.DIST. For example, NORM.DIST(2, 0, 1, 1) NORM.S.DIST(2, 1).

Gangs and gang behavior - week 8 Essay Example | Topics and Well Written Essays - 250 words

Gangs and gang behavior - week 8 - Essay Example The Mexikanemi gang is highly organized, as evidence suggests that its members operate under a paramilitary structure (Shelden, Tracy & Brown, 2013). The gang’s structure comprises of three components. They include the connections they have with other non-members, prospects and its members. It has lieutenants, soldiers and sergeants. The gang members are mostly involved in serious criminal offenses such as murder, drug trafficking and robbery among other crimes (Walker, 2014). Currently, the gang is still active in prisons and on the streets. For example, in the last 4 years, the gang members had murder and racketeering charges where the members also executed people. Unlike other gangs in prisons or on American streets, the gang does not have gang allies. It is only in alliance with drug cartels in San Antonia and Laredo. The gang conflicts with other gangs such as the Texas Syndicate and New Mexican Mafia. It requires all of its members to remain loyal and a potential member has to kill someone to become a gang member. Those who want to get out can only do so if they die, hence the term â€Å"blood in, blood out† among its members (Shelden, Tracy & Brown, 2013). The use of drugs and homosexuality are all