Whale Species That Migrate and the Distance Traveled

Whale Species That Migrate and the Distance Traveled Whales may migrate thousands of miles between breeding and feeding grounds. In this article, you can learn about how whales migrate and the longest distance a whale has migrated. About Migration Migration is the seasonal movement of animals from one place to another. Many species of whales migrate from feeding grounds to breeding grounds - some traveling long distances that may amount to thousands of miles. Some whales migrate latitudinally (north-south), some move between onshore and offshore areas, and some do both. Where Whales Migrate There are over 80 species of whales, and each has their own movement patterns, many of which are not yet fully understood. In general, whales migrate toward the colder poles in the summer and toward the more tropical waters of the equator in the winter. This pattern allows whales to take advantage of the productive feeding grounds in colder waters in the summer, and then when productivity lowers, to migrate to warmer waters and give birth to calves.   Do All Whales Migrate? All whales in a population may not migrate. For example, juvenile humpback whales may not travel as far as adults, since they are not mature enough to reproduce. They often stay in cooler waters and exploit the prey that occurs there during the winter. Some whale species with fairly well-known migration patterns include: Gray whales, which migrate between Alaska and Russia and Baja CaliforniaNorth Atlantic right whales, which appear to move between cold waters off the Northeastern US and Canada to waters off South Carolina, Georgia and Florida.Humpback whales, which move between northern feeding grounds and southern breeding grounds.  Blue whales. In the Pacific, blue whales migrate from California to Mexico and Costa Rica. What Is the Longest Whale Migration? Gray whales are thought to have the longest migrations of any marine mammal, traveling 10,000-12,000 miles round trip between their breeding grounds off Baja California to their feeding grounds in the Bering and Chukchi Seas off Alaska and Russia. A gray whale reported in 2015 broke all marine mammal migration records - she traveled from Russia to Mexico and back again. this was a distance of  13,988 miles in 172 days. Humpback whales also migrate far - one humpback was sighted off the Antarctic Peninsula in April 1986 and then resighted off Colombia in August 1986, which means it traveled over 5,100 miles. Whales are a wide-ranging species, and not all migrate as close to shore as gray whales and humpbacks. So the migration routes and distances of many whale species (the fin whale, for example) are still relatively unknown. Sources Clapham, Phil. 1999. ASK Archive: Whale Migrations (Online). Note: Accessed online October 5, 2009. As of October 17, 2011, link no longer active.Geggel, L. 2015. Gray Whale Breaks Mammal Migration Record. LiveScience. Accessed June 30, 2015.Journey North. 2009. Gray Whale Migration (Online). Accessed October 5, 2009.Mead, J.G. and J.P. Gold. 2002. Whales and Dolphins in Question. Smithsonian Institution Press: Washington and London.

Do-It-Yourself Giant Borax Crystals

Do-It-Yourself Giant Borax Crystals Giant borax crystals are perfect, whether you want to move on from borax crystal snowflakes or just want a big, beautiful crystal rock. These crystals can be grown in a geode shape or in multiple colors, making them great for mineral displays. Giant Borax Crystal Materials BoraxWaterFood coloringPipe cleaners (chenille craft sticks) Borax is sold with laundry detergents as a natural cleaner. Its also sold as an insecticide, usually as a roach killer. Check the product label for borax or sodium tetraborate. What You Do The large size of the crystals comes from two things: A structure or armature on which the crystals growControlling the cooling rate of the crystal growing solution The first thing you need to do is bend the pipe cleaners the shape you want for your crystal rock or geode. For a rock form, you can simply twist several pipecleaners end-to-end and crumple them up into a rock shape. Neatness really doesnt count because youre going to coat the entire mess with crystals. For a geode, you can spiral pipecleaners into a hollowed shell shape. Either works fine. You dont need to completely fill in the open spaces with pipecleaner fuzz, but you dont want giant gaps either.Next, find a container slightly larger than your shape. You want to be able to set the shape in the container, without having it touch the sides, with enough space that you can completely cover the form with liquid solution.Remove the shape from the container. Boil enough water to fill the container enough that it would cover your pipecleaner form. Stir in borax until it stops dissolving. One easy way to make sure you have as much borax as possible in the water is to microwave the mixture back to boiling. Add food coloring. The crystals will be lighter than the solution, so dont worry if it seems deeply colored.Place the pipecleaner shape in the solution. You may need to shake it around a bit to dislodge air bubbles to make sure it wont float.This is where the controlled cooling come into play. You want the solution to cool slowly in order to get the largest crystals. Cover the container with a towel or plate. You can wrap it in a hot towel or place it in a warm location,Allow a couple of hours for the crystals to start growing. At this point, use a spoon to dislodge the shape from the bottom of the container. You dont have to do this step, but it seems to make it easier to remove the crystals at the end if they are loosened early. Let the crystals grow several more hours or overnight.Remove the form from the container. The crystals may be perfect now or they may be fairly small and incompletely covering the shape (most common). If they are fine as they are, you can let them dry, othe rwise you need more crystals. Prepare a new solution, dissolving as much borax as you can in water, adding food coloring (doesnt have to be the same color), and sinking the crystal-covered shape. Fresh crystals will grow on the existing ones, larger and better-shaped. Again, slow cooling is key for best results.You can do another round of crystal-growing or finish the project whenever you are satisfied with the crystal size. Let the crystal dry on a paper towel.If you want to preserve the crystals to display them, you can coat them with floor wax or nail polish.

Resume Essay Example | Topics and Well Written Essays - 500 words - 3

Resume - Essay Example My ardent interests in the academics and commitment towards the wider ramifications of good educations have always encouraged me to put my best in all areas of academia. The turning point had come when I immigrated to America in 2004 for advance studies and came to live with my grandfather who was residing in New York. He had always been a role model for me and he had been a strong pillar of support for me and my family during the turbulent political times when USSR was on the verge of breakup. His inimitable spirit and courage during his fight against cancer, became my inspiration for doing something constructive in this area. This has become a mission of my life and I know that someday, I would be able to contribute something positive which would help alleviate the sufferings of the cancer patients. I am hopeful that my admission into the research study would facilitate towards opportunities that would help me realize my long term objective of becoming a worthy scientist who would help the society at large through his research efforts to conquer cancer which is increasingly becoming more

Comparison Critique Essay Example | Topics and Well Written Essays - 1000 words - 1

Comparison Critique - Essay Example To begin with, "48 Hours Mystery" is a news program broadcasted by the CBS media house on Saturdays at 10.00 pm. ET/PT. This program was revamped in 2002 after Lesley Stahl took over as the chief host from Dan Rather thus changing its name to â€Å"48 Hours Investigate.† Not so long, the name was again changed to â€Å"48 Hours Mystery in the 2004†, which has remained the program’s name up to date. Under its current single-topic format topic, the program does not use a single host however, it is narrated by a specific narrator assigned to each story that is broadcasted depending on which reporter was assigned which story. The current format of the program mainly deals with real life mysteries that have never been solved as well as crime stories. The program airs investigative pieces that have a sense of reality. Throughout the airing, a focus on the consistency of footage that has been shot weeks apart is always maintained. 48 Hours Mystery’s demands for B roll and interviews with the main characters are always kept the same; thus, nothing jumps of the screen or rather conveys an out-of-place feeling to the viewer. Moreover, the footages are of variety and are usually shot during different times and settings. The picture on the screen has been made warmer with a lot of saturation and contrast as well. The use of colour in the production of the program usually looks tint and the interoperability makes the footages to run efficiently while at the same time keeping their tight timeliness in order. A perfect example of some of the 48 Hour Mystery’s program broadcasted was the special â€Å"9/11: 10 Years Later† episode. The two-hour program recapped most of the 2002 documentary done by two French filmmaking brothers Jules and Gedeon Naudet. These brothers were following a New York City probationary firefighter on a distinctive day when he was rushing to respond to the emergency inside the World Trade Center. Apparently, the

Intro to Linguistics Essay Example for Free

Intro to Linguistics Essay The study of human languages; including the influence of one language on another; how language and words are formed and change within time; the rules of the language- how words are formed, the structure of sentences and words; relationship between culture and language; how language is acquired- the process of language acquisition (foreigner verses mother tongue language). There are two approaches/types of linguistics: 1. Traditional Linguistics- the only field that ruled until the 20 century. 2. Modern Linguistics Traditional Linguistics. Characteristics: 1. Proscriptive approach- according to this approach, linguists tell native speakers how to use their own mother tongue- what are the rules: set norms of/ dictating the right use of the language, the rules and the right use of the language- educating the native speakers. The goal is to tell the speakers what is considered right or wrong language. 2. Focus on the written language- Most of the focus is on the written text, which is considered superior to the spoken language; the base of the rules. 3. Diachronic Research (etymology) Historical research- the study of the origins of words and languages, which reveals many connections between different languages. Due to technological developments, the influence of one language on another is even higher these days. Modern Linguistics At the beginning of the 20 century, there was a shift of interest to the following: The human languages are more complex and highly different than animal communication systems- due to amazing cognitive human communication ability (the language faculty). A known Swiss linguist, Ferdinand de Sassure- the first linguist to pose the following question: what do we know when we know a language (mother tongue)? By asking this question the focus of linguistics was shifted from grammar to the study of human language as a cognitive ability (cognitive science). The focus shifted to Language faculty ( ) and what it consists of. Characteristics: 1. Descriptive approach- we observe native speakers use the language, both in writing and in speaking, and try to draw conclusions out of it- learn about the changes that the language undergoes through time. Not interested in what should be, but rather in what IS. There is no judgment of the use, just observation and description of the current use, in order to analyze and find correlations. 2. Focus is on the spoken language- point of departure is that the spoken language is more important to the research because of the following: * It is less conscious, more natural, spontaneous and dynamic and therefore it reflects better the current use of the language. * Not all languages have a written system, but everyone has at least one mother tongue language. * The written language is less natural- one needs to study it in a very logical way; whereas the spoken language –mother tongue is acquired in a natural process, common to everyone (normally in the early years of 3-4). 3. Synchronic Research (current) the focus is not on the origin/History of the words; but on the current use of the words today. We are less interested in what happened; but rather in what is happening today. Knowing The whereas knowing about! 07/11/11 Linguistic Fields 1. Phonetics- the study of linguistic sounds (also called phones) which are consisted of consonants and vowels. The focus is on the articulation and pronunciation of sounds (independent of the letters/ graphics). How the sound is produced. It is independent of the letters (which is just the graphics). How we produce and perceive sounds. 2. Phonology- deals with sounds in interaction, and when they are brought together into words- they usually affect each other. Cats(s), dogs(z)- something very systematic- ( )) 3. Morphology- examines words structure, and the ways words are added into our vocabulary, i. e. how we form new words. Ex- dis/content/ed/ness (the parts are also called Morphemes- small units of words) 4. Syntax- deals with sentence structure and the meaning of sentences. We also examine differences between languages- the order of verb and its subject, adj, nouns etc. In addition, we examine Syntaxic Processing , for example: Without her contributions/ are hard to find. At first glance- it looks like something is missing in the sentence, when actually we did not process it in the right way- we can look at the sentence as: without her, contributions are hard to find. 5. Semantics- the study of meaning- both of words and sentences, and the logic behind them. 6. Pragmatics –deals with meaning in context- how we understand one another beyond what is actually said (the use of the language). For example: do you have the time? – One wont answer: yes; but rather tell the person what time it is. Not like the dry literate meaning, Pragmatics deal with the actual use of language – meaning in context- beyond the literate words that were actually said. 2 - : * 6 ( = 6 ) * 6 ( = ! ) 7. Discourse Analysis- Like Pragmatics, this also examines the use of language, but the focus is on the text. Written vs. spoken text; Narratives vs. expository text; the use of conjunctions; types of text; different tenses; complex vs. simple sentences; the length of sentences; vocabulary etc. 8. Language acquisition- we examine the process of acquiring a language- mother tongue and then foreign languages. How children acquire their mother tongue so quickly? How does the process happen? Which words are produced first etc. It is related to all the other fields mentioned above. 9. Neuro Linguistic- examines how linguistic knowledge is represented in the brain. For example: aphasia- brain injury that affects the part of the brain that understands linguistics. 10. Psycho Linguistic- a very big field that examines the correlation between language and psychological cognitive processes (for example: lexical retrieval). Sometimes one meaning of a word is more prominent than the other, depending on the context. For example: bug- insect/ computer related problem. The field also examines what happens when there is no context- how we associate between words and its meanings. For example: word priming- Duck-(goose/ book)- the word duck primes with goose, faster than with the word book. 11. Historical Linguistics- examines the evolution of languages, the origin of words, and the relation between languages- how they genetically related to one another (Etymology). 12. Computational Linguistics-deals with building artificial intelligence, creating models that try to imitate how language works and use it in different applications. Related to the implementation of linguistics. Information extraction, more practical. (for example: Google translate). 13. Clinical linguistics ( )- the use of linguistic tools for speech therapy, for people who have language disorders (both kids and adults). 14. Social Linguistics- the field that examines the interaction between language and society (socio economic and cultural factors). Socio-linguistics We distinguish between dialects- different varieties of the same language, as a result of many factors. Types of Dialects- 1. Geographic Dialect-changes according to region (city, country). In the states there are so many different dialects, depending on the area one grew up in. 2. Sociolect-typical for a certain group in the society, which has its own social, economic and cultural characteristics. 3. Idiolect-dialect that is typical to an individual. It is sometimes gradual, and we dont always notice it. Usually bases on imitation. Each of us speaks a little bit differently (intonation, pronunciation, vocabulary etc). 21/11/11 Linguistic knowledge- every 4-5 year old can speak the mother tongue language. Where does the ability to understand and speak a language comes from? The 2 opposed approaches argue on the source of that ability/knowledge Is it innate (genes) or acquired (comes from the environment, stimulates, feedback)? Two opposed currents in science, which have great debate on the nature of human knowledge in general. They argue on the source of the human knowledge: 1. Empiricism (John lock; Hume) -every person comes to the world, as a clean slate- have no knowledge, which means that human knowledge equals the sum of experiences. Nothing is innate, we are only equipped with the ability to respond. Everyone are born equal- with nothing innate. This means humans can be shaped- their thought can be manipulated using feedback and exposure. 2. Rationalism (Decardes)-claim that human knowledge does not equal the sum of experiences: we are born with some innate material- we are equipped with some ability, to which experience is added. Experience is not the only thing! All people are equal, but this equality is based on richness- we all share something very basic and innate, to which environment is added. At the beginning of the second half of the 20 century, the argument of human knowledge continued with regards to the human language – mother tongue (different theories): Behaviorism- As continuance of Empiricism- there was a current called Behaviorism (BF Skinner, wrote the Verbal Behavior, 1957). B. F. Skinner claimed, based on Empiricism, that Linguistic knowledge is based solely on exposure and the ability to react- to learn from experience. That means everything is acquired, nothing is in the Genes. Skinner also claimed we expand our sets of sentences, by analogy (differ in only one thing- thus it is able to expand ones use with the other). For example: a kid only heard John ate an apple- but he will be able to create the following sentence: John ate an Orange; using Analogy. This means, we learn and use language, by: exposure +analogy. - In the following sentences, configuration of who does what changes (relationships between the entities) when changing the word told to promise and still, it is automatically understood by a child in his mother tongue: John told bill to clean the room; John promised Bill to clean the room. How? -analogy is not enough to explain the above. - Noam Chomsky (Influenced from Rationalism; wrote the Syntactic Structures, 1957) -a linguistic who argued against Skinners observations, claiming Analogy is not enough; and we have to assume inborn/innate linguistic knowledge, common to all human beings (regardless of their language or culture), which is also known as the Hypothesis of innateness. The experience and the feedback are mapped on to these language biological properties (encoded in our genes). The experience and feedback are not enough to explain mother tongue knowledge! We have to add it to something innate. Language is partially innate! Evidence Chomsky proposed to enforce his theory: 1. Properties of human languages (natural languages, animals communication systems are excluded)- * Homogeneity- except for pathological cases, all human beings acquire at least one mother tongue; more or less at the same time; regardless of their region, culture, socio-economical condition etc. This implies there is something biological in the acquiring of a mother tongue language- we are all the same. * Infiniteness- language is infinite- we have the ability to produce and understand an endless number of sentences, including sentences that we have never heard before. We have the ability to expand the language (for example- we never count to 1,000,000 but we can). * Identical properties across languages- there are some properties that all languages share (therefore- it has to be in the genes, otherwise – how can it be explained? ). For example: * All languages have nouns and verbs –thus, it has to be some inborn categories. * Universal grammer rules/structures, that all languages share: * John said that Mary bought a car. What did John say Mary bought? * Bill said that John said that Mary bought a car. What did Bill say that John said that Mary bought? * John spread the rumor that Mary bought a car. What did John spread the rumor that Mary bought? Ungrammatical sentence- any speaker will know this sentence is ungrammatical- impossible in English. What prevents speakers of using the above structure intuitively (in other languages as well)? Chomsky claimed that there are universal constraints (in all grammer of all languages) that prevent it. 28/11/11 2. Properties of the process of language acquisition (mother tongue) * Process is quick and efficient- child has to acquire a very complex system of rules, and he does it by the age of 4-5. By the age of 5 he already masters the language (in comparison to the long and complex process of learning a foreigner language). It shows that there is something innate behind it, otherwise- it would have been a quick process also when learning foreigner language. * Critical period/age- there is a certain age in which the child must be exposed to a language (the innate system has to be stimulated, activated), in order to acquire it- the age is usually around 6-8, and in some extreme cases it can go until adolescence (16). If it was not activated during the critical period, the child will have no mother tongue- he will have no grammer. He will be able to communicate in a basic function, but without the richness and infinity of the mother tongue acquisition, since the brain is no longer elastic enough to acquire a mother tongue. The issue of critical period provides support for the importance of both exposer and innate theories. Chomsky agrees that exposer is crucial, but it is crucial to activate innate abilities. If it was only exposer – it would have been possible to acquire a mother tongue at any age. * Process is spontaneous/ immune against external interference- the process happens by itself and the teacher/ parent cannot manipulate it. MCNeal (1964)-research that shows you cannot manipulate childs grammer, it will eventually change by itself with exposer. * Identical stages across languages- children acquire their mother tongue in parallel stages across linguistics, more or less at the same time, regardless of the language. This shows that there is some biological aspect to the process of mother tongue acquisition we have to assume something innate in order for the process to be so universal. (First they babble, then acquire first words, combining 2 words together, then start using sentences). * Poverty of stimuli- stimuli(the input) is poor- it is not enough to explain completely how a child acquires and masters his mother tongue: a. The stimuli is partial and consists of errors- the child can never be exposed to everything, still he makes up sentences he has never heard before. What he is exposed to is limited, yet what he can produce is endless. In addition, the stimuli consist of errors- he child doesnt always listen to complete/ grammatical correct sentences: the input he hears consists of partial sentences and grammatical errors; yet the children know how to filter the errors and eventually acquire a perfect grammer. b. There is no teaching- the process of acquiring a mother tongue involves no methodological and pedagogical process (in regard to grammer). c. No negative evidence- there are mistakes that no child will ever make, even though he is not told ahead not to make them. For example: John thinks he is smart (he can be either John or somebody else) VS. He thinks John is smart (he can never refer to John). When examining language acquisition, we see children making many mistakes, but no child will ever use the second sentence when he wants to refer to John. No child will make such mistakes to begin with- they just know, without being told ahead. De Sassure was the first one to ask what do we know when we know a language? What does it mean to know a language? He distinguished between the following terms: * Langue-the rules of the language, that are agreed upon by some society. The rules of a language, but from a social point of view (a social term). * Parole-everything we use or say- the way we actually use the language (What we actually do, language wise). Linguists are generally more interested in the Langue (the knowledge). De Sassure didnt relate to the question of innateness- what abilities, if any, we have in our minds†¦ 12/12/11 Noam Chomsky used 2 other terms: Competence vs. Performance. 1. Performance: the same as Parole: performance is how we actually use the language: what we actually write or say. 2. Competence: is not exactly the same as Langue. Both relate to the rules of the language, but Langue is about the society, the community (grammer is something social, that we all agree on- social interaction creating social agreement) and Competence is about the individual (the system one has in his mind: some of it comes from the genes and some from the environment). Competence is the ability that each of us has to produce and understand an endless number of sentences. Every speaker of every language, has the ability (whether it is innate or not). The point of view of Chomsky and De Sassure is different when relating to the rules of the language. In modern linguistics- the focus is on the Langue- competence and not directly what we say/do with the language (the main goal is to crack the black box and understand how the system works). The performance is the mean to learn about the competence, not the direct end. It teaches us/indicates about the competence: the way we speak or write tells us about how the knowledge is organized in ones mind. The main question that linguists ask is: what does competence consist of? Chomskys Model: UG+EXPOSER= G. Chomsky assumes innateness and that language faculty is to some extent universal (some things are common to all languages). He Offers a SPECIFIC model for this question: When a child is born he is in the initial state. In this state, he has some specific knowledge, shared by all languages: Universal Grammer (UG) it is the grammer that is common to all languages. In addition to the difference in vocabulary, there are grammatical differences between languages: by the end of the critical period, he has more than the UG, he ends up with Particular Grammer (PG, G)- specific grammer of a specific language. There are many Gs, as many as the number of languages in the world. A child is equipped with universal grammer, common to all languages, and during the first years he is exposed to his mother tongue and how it takes place (feedback, corrections, mistakes etc)- and acquires particular/specific grammer. UG+EXPOSER= G. The G is a combination of something innate and something that comes from the environment. What does the UG consist of? According to Chomskys model, UG consists of two things: 1. Principles- rules that are innate and that are common to all languages (things that dont change at all from one language to another, such as: the existence of nasal consonants). 2. Parameters- those are also rules that are innate, and are also part of universal grammer; but in contrast to principals, these are open rules, whose values (fillings) are acquired during the exposer. The values are not common to different languages, Thus they have to be acquired via exposer. For example: in all language there is a subject in every sentence; but in some languages the subject must be a separate entity- which means the subject position is always occupied vs. in some languages the subject can be dropped (English does not allow the dropping of a subject: cant say ate an apple. We must add a subject; vs. Hebrew- represents the subject. In the French language, we are not allowed to drop the subject, even when it is known who did the action: Jai mange la pomme- the French ai is like the Hebrew , yet we still cannot drop the J: we have to have a separate entity for the subject). This parameter is called the Null subject parameter ( )- The Parameter: the subject must be pronounced separately; The Values of the Parameter: (that has to be filled- determined through the acquisition process) Yes or No. In Hebrew and Italian the value is no (in some cases, we can have a sentence without a subject), in English and French the value is Yes. During the critical period, the child is exposed to the data in his mother tongue and they acquire the values to the fixed parameters (the parameter is innate, its values though are not innate- they change from language to language and acquired in the childs critical period). Another Parameter is: * It is hot outside- * It seems that Marry is late- * There is a cat in the room- In English the occurrence of the pronouns (functioning as the sentences subject) it and there is a must: they cannot be dropped (it is not grammatical, although one will be perfectly understood if hell say it); in Hebrew, we can drop them. Even though semantically we dont need the subject, in English it must be filled. These pronouns are called: Expletive / Pleonastic Pronouns- pronouns that do not refer to an entity, but theyre only function is to fill the subject position. They HAVE NO SEMANTIC ROLE, THEY ARE ONLY THERE TO FILL THE POSTION OF THE SUBJECT. We distinguish between pleonastic pronouns and referential pronouns, which refer to some kind of entity (he, she, w, they etc). It and There are not always expletive pronouns- they can also function as referential pronouns: It is hot outside (expletive) vs. I cant eat the soup, (referential); the cat is there (referential) vs. there is a cat in the room (expletive). We can relate to it as two parameters: 1. Parameter: an expletive pronoun exists; values: yes/no. (In English- yes, in Hebrew- no). 2. Parameter: a subject is a must; values: yes/no. (We can say that if a language must have a subject, it will necessary have Expletive pronouns; and vice versa: If the subject is not a must- there are no expletive pronouns. there might be, but they will not be a must). The two things come together- * Cluster of properties- The Parameters come in clusters- one affects/ can teach about the other. The existence of Principles and Parameters strengthens the hypothesis of innateness, because it shows the occurrence of certain grammer structures is not random- there is something consistent across different languages, which therefore must be predetermined, innate. 19/12/11 Some languages require an independent subject and in addition- they have expletive pronouns (it seems that the quiz will be difficult- expletive; this soup is not tasty because it is cold. The it is referential- points to an entity). Proposition Stranding and Pied Piping Who did you speak to? can also be asked as followed: To whom did you speak? - These are two possible grammatical structures that manifest the same idea. It is not possible in Hebrew: : : This construction is called- Preposition Stranding- you desert the proposition by itself: leaving the proposition by itself at the end of the sentence. It can be viewed as a parameter, differentiating languages. Another construction/parameter is: Pied Piping- locating the proposition at the beginning of the sentence. This parameter is valued yes in both English and Hebrew (allowed in both languages). Material for the quiz is up to here! - Phonetics and Phonology- These are both fields that deal with sound and specifically linguistic sounds (phones- ) sounds that are parts of a language. Phones are divided into: consonants (b, l, r, m†¦) and vowels (e, a, i ). The differentiation doesnt refer to the letters, but to the sounds that are used naturally/ automatically. (Since the same sound can be expressed/ represented by different symbols/letters, for example: the sound K- is represented by 4 letters: k, c, q, ch. We will refer to all 4 as K). In Phonetics- Different sounds are examined in different languages: how they are produced and how they are perceived- it is a technical field regarding how pronunciation works. One sound can be expressed/ represented by different symbols/letters or one letter u represents many sounds: university, fur, put, cut etc. Conclusion: there is no correspondence between sound and symbol. Phonetic systems (systems of symbols- used for transcription- write exactly as you here it- distinguish between spelling and pronunciation) 1. International Phonetic Alphabet (IPA) – a system of symbols, used mainly by linguists, in which every sound corresponds to one symbol and vice versa. 2. American Phonetic Alphabet (APA) similar, yet competing system to the IPA. These are two similar, yet competing, artificial languages/ systems, dealing with the ambiguity of the languages/ with the lack of correspondence between sound and symbol. Both systems are based on English letters, other than special sounds/exceptions (that have no one specific letter in English that prescribe them) such as: * in order to indicate/transcribe sh we use: stretched big s (IPA) or s^(APA)- (the ^ should be upside down) * ch= t+stretched big S with a bow on top of them (IPA) or c^ (APA) * for th (such as in thin) = 0 with a line across it (APA+IPA) 26/12/11 A minimal pair- * big- pig * sing- sang. * dean- teen (The only difference is the phone- t vs d. The spelling is irrelevant) * knight- light These words are different in meaning, yet they are different in only one sound. The switch of the consonant g/ p changes the meaning of the word. This kind of word pairs are called minimal pair-a pair of words that differ from one another in meaning and in one phone (sound) only. (Only one difference in pronunciation- the spelling is irrelevant) * night- knight : are not a minimal pair, because there is no difference in pronunciation. Phoneme- Phoneme- a minimal linguistic unit that can change the meaning. One of the goals of recognizing minimal pairs is to recognize the basic sounds in a language, that can cause a change of meaning. We use the tool of minimal pairs to identify and distinguish between the Phonemes of a language. Aspirated consonant ( ) * Spy vs. pie- when we pronounce pie, there is a greater puff of air when pronounced. This is also the case in: stole vs. tall (in tall we puff much more air). These are aspirated consonants, which are marked with a little h on top of the consonant. They are two types for the same consonant- the regular and the aspirated one, where we puff a greater amount of air (pie; tall). Are the aspirated consonants phonemes? (Can they distinguish between a minimal pair? -can we find a pair of words that the only difference between them is aspirated consonant vs. non-aspirated). In English, there is no such pair; yet in the Hindi language we can find several examples. Conclusions: 1. In English, they are not phonemes (vs. Hindi), because they can never occur in the same environment/location of the word, which means they are 2 manifestations/versions of the same thing. We can predict in which environment/ when the aspirated consonant will occur. 2. Minimal pairs are used to distinguish between phonemes and also to determine which consonants and vowel are not phonemes. 2/1/2012 Pig – big (minimal pair) vs. Pie, spy (not a minimal pair since there are 2 differences in pound). In English, aspirated and regular – Complementary Distribution- these two sounds never occur at the same environment/ same location of the words, which means they are two manifestations of the same thing – of the phone p. This means P is the phoneme which has two manifestations: aspirated and regular (non-aspirated). This means that this phone has two allophones. Two ways of language representation- 1. Phonemes- the general term for linguistics sounds. These are the basic sounds of a language, and are language specific (are not the same in different languages). They are part of the Underlying Representation (UR): the way and the place words and sounds in specific, are represented in our mind- in the backstage- abstract representation. The phoneme has two manifestations: one is the actual p and the other is the aspirated one. 2. What we actually say are allophones. Allophones are in the Phonetic/ Representation (PR) what comes out of our mouths (articulation). Every phoneme is also an allophone, but not the other way around! Thus, there are some things that are represented in the PR, yet are not represented in the UR (like the aspirated p). In the Ur we have the regular P phoneme, which has two manifestations in the PR: In English, the only case we see an aspirated P is in the beginning of a word and before a vowel (both must occur together). In all other case the P will not be aspirated. For example: Possible, put, pink, pan, etc. vs. apply, spring, play etc. This means the aspirated P has no independence existence- we can predict its occurrence. The default is the regular P and only in a specific environment will have an aspirated P. The aspirated P doesnt exist in the UR! Another example is: regular N vs. the back N: They cannot distinguish between minimal pairs in English- will never occur in the same environment. We will find the back n only before the sounds k and g- in specific environment, which is predictable. For ex: bank, Bangkok, rank, chunk, rang, ring, thanks, bring. The normal N is the default – will occur everywhere else, except for before the sounds: g and k sounds. These two allophones are two versions of the same thing (of the one phoneme) that never occur in the same environment- complementary distribution. N is the phoneme, which has two allophones: n and back n. We can predict exactly where each of the manifestations will occur. * The phoneme is in the UR and the allophones are in the PR. * The default is always in the UR! – The phoneme. * The allophones are always in complementary distribution- meaning they never occur in the same environment and will never distinguish between minimal pairs. You can nver find in English 2 words where the only difference between them will be n and back n. * Minimal pairs are the tools to identify phonemes. Distinctive Features 1. Aspiration The pair pal- pal (with aspirated p) in Hindi – these two words are different in meaning and in one phone only. In specific, they are different in one feature only: aspirated vs. non-aspirated. This means, they constitute a minimal pair (In Hindi). Aspiration – this feature in Hindi unlike the English, we have both – because they have independent existence- each of them is a phoneme on its own. Aspiration – this feature in Hindi, unlike English, is a Distinctive Feature- a feature that distinguishes between 2 phonemes in the same language and as a result it can create a difference between minimal pairs. Aspiration is not a distinctive feature in Hebrew and English. It is a distinctive feature in Hindi language. 2. Voicing ( )- Dean – Teen: d- Is a voice (+voice) consonant ( ) and t is voiceless (- voice). This feature, called voicing, creates different meaning in both words. Thus, it is a distinctive feature in English, because it can distinguish between minimal pairs. Minimal pair- a minimal pair is a pair of words that differ from one another in one meaning, 1 phone (sound) only, and the 2 phones must be different in one feature! 9/1/2012 Phonetic features of consonants- What makes sound/phones different from one another? Linguistic sounds are called phones, and are divided into: consonants and vowels. The difference between the two: in the production of vowels the air flows freely, however in the production of consonants the air is blocked to some extent. The speech organs- body organs that are involved in the production of phones (Lips, tongue, nose, teeth, and palate). Generally, the following are involved: the oral cavity and the nasal cavity ( ). The consonants differ from one another according to 3 criteria: 1. Place of articulation- the location in which the air is blocked and the consonant is produced (B- in the lips; T- in the tongue; P-in the lips and teeth) 2. Manner of articulation ( ) relates to the manner of the air flow and the degree of blocking. For example: n- blocked in the nose. 3. Voicing- relates to the vibration/ the lack of vibrat.

Alger Hiss Spy Case :: essays research papers

The Alger Hiss Spy Case   Ã‚  Ã‚  Ã‚  Ã‚  During the late nineteen forties, a new anti-Communistic chase was in full holler, this being the one of the most active Cold War fronts at home. Many panic-stricken citizens feared that Communist spies were undermining the government and treacherously misdirecting foreign policy. The attorney general planned a list of ninety supposedly disloyal organizations, none of which was given the right to prove its loyalty to the United States. The Loyalty Review Board investigated more than three million employees that caused a nation wide security conscious. Later, individual states began ferreting out Communist spies in their area. Now, Americans cannot continue to enjoy traditional freedoms in the face of a ruthless international conspiracy known as the Soviet Communism. In 1949, eleven accused Communists were brought before a New York jury for abusing the Smith Act of 1940, which prohibited conspiring to teach the violent overthrow of the government. The eleven Commun ist leaders were convicted and sentenced to prison. In 1950, Alger Hiss, formerly an employee of the Department of State, was convicted of perjury. Born in November 11, 1904, he grew up shabby-genteel in Baltimore, Maryland. Lean and boyishly handsome, Hiss was a graduate of Johns Hopkins University and of Harvard Law School and was a law clerk to the Supreme Court Justice, Felix Frankfurter and later a clerk for Associate justice Oliver Wendell Holmes. In 1933, he worked for law firms in Boston and on Wall Street, joined Roosevelt ¡Ã‚ ¦s administration, and worked in several areas, including the Agricultural Adjustment Administration, the Nye Committee, the Justice Department, and, starting in 1936, the State Department. In the summer of 1944 he was a staff member at the Dumbarton Oaks Conference, which created the blueprint for the organization that became the United Nations. By 1945, he was an adviser to Franklin Roosevelt at the Yalta Conference as well as to Joseph Stalin, and Winston Churchill. Later that year, Hiss served as acting the temporary secretary general at the San Francisco assembly that created the United Nations. In 1947, John Foster Dulles, Chairman of the board of Trustees of the Carnegie Endowment for International Peace, asked Hiss to become that organization ¡Ã‚ ¦s president. Hiss was more than a bright young bureaucrat. While working by day on Wall Street, he was active by night in the International Juridical Association, an alleged communist-front lawyers ¡Ã‚ ¦ organization. As early as 1942, the Federal Bureau of Investigations received warnings that Hiss was probably a Soviet agent.

Creationism. Stanford Encyclopedia of Philosophy Essay

The significant role of schools in teaching the population of students is one way to make sure that the society will have a bright future. However, in the cases wherein inappropriate teaching methods are used, this dream may be compromised. A very clear example is the teaching of creationism. Creationism is a perspective that identifies a certain supreme being to be the main perpetrator of the existence of the universe, including humanity (Ruse, 2007). There is an identifiable group of people who primarily believes in this notion. And because of that sectarian acceptance, there was a time when schools became a subject of intention in propagating this idea. In a much greater sense, creationism should never be taught in schools primarily because of the compromising effects it will bring towards the molding of the students. The topic is very much centered towards the philosophy of a person and do not provide any significant learning attribute. This is in direct contrast to the mission of the school to provide only the type of learning methods based on exact, credible and scientifically formulated aspects of knowledge. Creationism tends to be of religious in nature. It always inhibits the natural flow of scientific process to learn the observable and logical way of nature. As a result, it is very possible that students may get confused about their own perception about the universe and everything about it. They may leave the pre-conditions of scientific knowledge in favor of an easier to understand notion of creationism. Moreover, there may be cases in which some students may feel deprived of their rights to believe what they want to according to their respective philosophies in life. Creationism is a biased form of belief which only bases its ideology to a personal intuition. References Ruse, M. 2007. Creationism. Stanford Encyclopedia of Philosophy. Retrieved January 14, 2008 from http://plato. stanford. edu/entries/creationism/.

Happy Loman’s Significance In Arthur Miller’s “Death Of A Salesman” Essay

The definition of the American Dream is an important theme that is woven throughout the attitudes and actions of Arthur Miller’s characters in his play The Death of A Salesman. Happy Loman, a character dominated by his material greed and desire to crush anyone standing between him and the almighty dollar, represents a skewed perspective of that Dream, a perspective shared by an increasingly large amount of Americans. Through his insatiable appetite for power, lust, and wealth, Happy Loman embodies the modern capitalist American Dream. And through his never-ending discontent and incessant feeling of unfulfillment, Happy also embodies the fallacy and shortcomings of that Dream. One could consider Happy Loman to be a success. He may not be the president of his company (in fact he is one of two assistants to an assistant buyer), but at roughly thirty years of age, he has a steady job and a place of his own. And he’s moving up in the world, he’s getting somewhere. And there’s nothing wrong with this. American society and capitalism in general is based on the Puritan individualist work ethic, which states that hard work breeds success and happiness. But Happy isn’t succeeding because he works hard, because he’s well liked, or because he’s exceptionally good at what he does. He’s succeeding through the neo-American shortcut to happiness, the modern American Dream, which encourages cut-throat competition at every level. Happy, much like millions of other Americans, is moving up in the world by defeating his competition, by destroying all of those in his way. On page 23 and 24, he says, â€Å"All I can do now is wait for the merchandise manager to die†Ã‚ ¦He’s a good friend of mine.† Happy desires more money, more power, and more responsibility strongly enough that he is willing to lose a good friend of his, just to get his job. His job. Not a job. Another reason why Happy symbolizes the new American Dream is his obsession with ruining the lives of others in order to better himself. â€Å"I don’t know what gets into me, maybe I just have an overdeveloped sense of competition or something†Ã‚ ¦Ã¢â‚¬  he says on page 25. Happy can get any woman he wants. Yet he deliberately chooses to sleep with the wives and  fiancÃÆ' ©es of his co-workers and bosses as a way of defeating them in some nonexistent competition for power. Therefore, despite the fact that they may be ahead of him in the business world, Happy can find solace in the fact that he â€Å"went and ruined† his bosses’ spouses. â€Å"Isn’t that a crummy characteristic?† he asks Biff. Of course it is, but it doesn’t stop Happy from doing it over and over. Happy may represent the quintessential American in the aspects mentioned above, but what truly cements his position as the epitome of the neo-capitalist is his pervading feelings of unhappiness and discontent. When Happy speaks of possibly becoming the new merchandise manager, he says that he would do the same thing that the old merchandise manager did: build a mansion of a house for himself, then sell in in two months. He says on page 23, â€Å"It’s crazy†Ã‚ ¦it’s what I always wanted. My own apartment, a car, and plenty of women.† Yet when Biff asks if he is content, Happy retorts, â€Å"Hell no!†. When speaking of women, whom Happy appears to be incredibly fond of, he says, â€Å"I keep knockin’ em over, and it doesn’t mean anything.† And why is Happy discontent? Because he defined the American Dream, his American Dream, in terms of money and power, instead of happiness and self-actualization. He will never be content, and nei ther will anyone else who shares his Dream. When goals are determined in denominations of currency, then they can never be reached, because no one can possess all the money that exists in the world. What’s better than a Toyota? A Lexus. What’s better than a Lexus? A Ferrari. What’s better than a Ferrari? A hovercraft? A yacht? 2 yachts? A goddamn jumbo jet? It never ends. And thus, the American Dream can be crushed under the weight of a dollar bill when it is improperly defined. The Dream becomes farce, a crock, a hoax, an old wives’ tale, an urban legend, an orange that consists of nothing but the peel, a person whose soul, whose brains have been sucked out of his nose by little aliens wearing wing-tipped shoes, carrying attachÃÆ' © cases, and driving hovercrafts with the future wives of their bosses in the passenger seat. But it doesn’t have to.

Ancient Egypts 1st Intermediate Period

Ancient Egypt's 1st Intermediate Period The 1st Intermediate Period of ancient Egypt began when the Old Kingdoms centralized monarchy grew weak as provincial rulers called nomarchs became powerful, and ended when the Theban monarch gained control of all Egypt. Dates of the 1st Intermediate Period of Ancient Egypt 2160-2055 B.C. Herakleopolitan: 9th 10th Dynasties: 2160-2025Theban: 11th Dynasty: 2125-2055 The Old Kingdom is described as ending with the longest-reigning pharaoh in Egyptian history, Pepy II. After him, building projects in the cemeteries around the capital of Memphis stopped. Building resumed at the end of the 1st Intermediate Period, with Menhotep II at Deir el-Bahri in western Thebes. Characterization of the 1st Intermediate Period Egyptian intermediate periods are times when the centralized government weakened and rivals claimed the throne. The 1st Intermediate Period is often characterized as chaotic and miserable, with degraded art- a dark age. Barbara Bell* hypothesized that the 1st Intermediate period was brought about by a prolonged failure of the annual Nile floods, leading to famine and collapse of the monarchy. But it was not necessarily a dark age, even though there are bragging inscriptions about how local rulers were able to provide for their people in the face of great adversity. There is evidence of thriving culture and the development of towns. Non-royal people gained in status. Pottery changed shape to a more efficient use of the pottery wheel. The 1st Intermediate Period was also the setting for later philosophical texts. Burial Innovations During the 1st Intermediate Period, cartonnage was developed. Cartonnage is the word for the gypsum and linen colored mask that covered the face of a mummy. Earlier, only the elite had been buried with specialized funerary goods. During the 1st Intermediate Period, more people were buried with such specialized products. This indicates that the provincial areas could afford non-functional craftsmen, something that only the pharaonic capital had done before. Competing Kings Not much is known about the early part of the 1st Intermediate Period. By the second half of it, there were two competing nomes with their own monarchs. The Theban king, King Mentuhotep II, defeated his unknown Herakleapolitan rival in about 2040, putting an end to the 1st Intermediate Period. Herakleapolis Herakleopolis Magna or Nennisut, on the southern edge of the Faiyum, became the capital of area of the Delta and central Egypt. Manetho says the Herakleapolitan dynasty was founded by Khety. It may have had 18-19 kings. One of the last kings, Merykara, (c. 2025) was buried at the necropolis at Saqqara which is connected with the Old Kingdom kings ruling from Memphis. First Intermediate Period private monuments feature the civil war with Thebes. Thebes Thebes was the capital of southern Egypt. The ancestor of the Theban dynasty is Intef, a nomarch who was important enough to be inscribed on the walls of Thutmose IIIs chapel of royal ancestors. His brother, Intef II ruled for 50 years (2112-2063). Thebes developed a type of tomb known as a rock-tomb (saff-tomb) at the necropolis at el-Tarif. Sources: Bell, Barbara. The Dark Ages in Ancient History. I. The First Dark Age in Ancient Egypt. AJA 75:1-26.The Oxford History of Ancient Egypt. by Ian Shaw. OUP 2000.

5 Words That Dont Mean What You Think They Mean

5 Words That Don't Mean What You Think They Mean You keep using that word, Inigo Montoya says to Vizzini in The Princess Bride. I do not think it means what you think it means. The word that Vizzini so frequently misuses in the film is inconceivable. But its not hard to imagine other words that hold different meanings for different people. Meanings that may even be contradictory- literally so. Of course, its not unusual for word meanings to change  over time. Some words (such as nice, which once meant silly or ignorant) even reverse their connotations. Whats especially intriguing- and often perplexing- is to observe such changes in our own time. To show you what we mean, lets take a look at five words that may not mean what you think they mean: literally, fulsome, ravel, peruse, and plethora. Literally Meaningless? In contrast to  figuratively, the adverb literally means in a literal or strict sense- word for word. But many speakers have a habit of using the word quite unliterally as an intensifier. Take this example from a speech given by former Vice President Joe Biden: The next president of the United States is going to be delivered to the most significant moment in American history since Franklin Roosevelt. He will have such an incredible opportunity not only to change the direction of America but literally, literally to change the direction of the world.(Senator Joseph Biden, speaking in Springfield, Illinois, August 23, 2008) Although most dictionaries recognize the contrary uses of the word, many usage authorities (and SNOOTs) argue that the hyperbolic sense of literally has eroded its literal meaning. Full of Fulsome If your boss showers you with fulsome praise, dont presume that a promotion is in the works. Understood in its traditional sense of offensively flattering or insincere, fulsome has decidedly negative connotations. But in recent years, fulsome has picked up the more complimentary meaning of full, generous, or abundant. So is one definition more correct or appropriate than the other?Guardian Style (2007), the usage guide for writers on Englands Guardian newspaper, describes fulsome as another example of a word that is almost never used correctly. The adjective means cloying, excessive, disgusting by excess, says editor David Marsh, and is not, as some appear to believe, a clever word for full.Nevertheless, both senses of the word appear regularly in the pages of the Guardian- and just about everywhere else. Tributes, praise, and apologies are often characterized as fulsome without a hint of sarcasm or ill will. But in a book review for The Independent in which Jan Morris described the mistress of Lord Nelson as grotesque, obese and fulsome, we sense she had in mind the older meaning of the word. Having it both ways can lead to confusion. When an economics reporter for Time magazine recalls fulsome times, does he simply mean a prosperous era or is he passing judgment on an age of self-indulgent excess? As for the New York Times writer who gushed over a building with great banks of metal windows, set in a rich screen of glazed terra cotta, particularly fulsome on the second floor, exactly what he meant is anybodys guess. Unraveling the Meaning of Raveling If the verb  unravel means to unknot, unscramble, or untangle, its only logical to assume that ravel must mean the opposite- to tangle or complicate. Right?Well, yes and no. You see, ravel is both an antonym and a synonym for unravel. Derived from the Dutch word for a loose thread, ravel can mean either to tangle or untangle, to complicate or clarify. That makes ravel an example of a Janus word- a word (like sanction or wear) that has opposite or contradictory meanings.And that probably helps to explain why ravel is so rarely used: you never know if its coming together or falling apart. Perusing a New Janus Word Another Janus word is the verb  peruse. Since the Middle Ages, peruse has meant to read or examine, usually with great care: perusing a document means studying it carefully. Then a funny thing happened. Some people starting using peruse as a synonym for skim or scan or read quickly- the opposite of its traditional meaning. Most editors still reject this novel usage, dismissing it (in Henry Fowlers phrase) as a slipshod extension- that is, stretching a word beyond its conventional meanings.But keep an eye on your dictionary, for as weve seen, this is one of the ways in which language changes. If enough people continue to stretch the meaning of peruse, the inverted definition may eventually supplant the traditional one. A Plethora of Piatas In this scene from the 1986 film  ¡Three Amigos!,  the villainous character El Guapo is talking with Jefe, his right-hand man: Jefe: I have put many beautiful pià ±atas in the storeroom, each of them filled with little surprises.El Guapo: Many pià ±atas?Jefe: Oh yes, many!El Guapo: Would you say I have a plethora of pià ±atas?Jefe: A what?El Guapo: A plethora.Jefe: Oh yes, you have a plethora.El Guapo: Jefe, what is a plethora?Jefe: Why, El Guapo?El Guapo: Well, you told me I have a plethora. And I just would like to know if you know what a plethora is. I would not like to think that a person would tell someone he has a plethora, and then find out that that person has no idea what it means to have a plethora.Jefe: Forgive me, El Guapo. I know that I, Jefe, do not have your superior intellect and education. But could it be that once again, you are angry at something else, and are looking to take it out on me?(Tony Plana and Alfonso Arau as Jefe and El Guapo in  ¡Three Amigos!, 1986) Regardless of his motive, El Guapo asks a fair question: just what is a plethora? As it turns out, this Greek and Latin hand-me-down is an example of a word that has undergone amelioration- that is, an upgrade in meaning from a negative sense to a neutral or favorable connotation. At one time plethora meant an overabundance or unhealthy excess of something (too many pià ±atas). Now its commonly used as a non-judgmental synonym for a large quantity (a lot of pià ±atas).

CPT and ICD-9 Coding Essay Example | Topics and Well Written Essays - 250 words

CPT and ICD-9 Coding - Essay Example The International Classification of Diseases, 9th Revision, Clinical Modification (ICD-9-CM) manual, is used by patients. For instance, when a patient wants to find the codes, one is required to input the keywords and the codes are presented on the screen. 3. Describe how to use the HCPCS manual? The Healthcare Common Procedure Coding System (HCPCS) are numbers that are assigned to medical practitioners who provide diagnostic services. Therefore, the HCPCS manual is used in the identification of the medical practitioners and their payment after diagnosis. One inputs the number of any particular medical practitioner and the details are displayed. 4. Define upcoding and explain why it should be avoided? Upcoding is a provider’s use of the CPT codes so as to invoice a health cover customer for providing a higher-service than the actual. This should be avoided since it is illegal, and it is a fraud. Furthermore, it is more costly to the taxpayers and