Gold Meir - White House Reception Speech free essay sample

Definition and Examples of Cataphora in English Grammar

Definition and Examples of Cataphora in English Grammar In English grammar, cataphora is the use of a pronoun or other linguistic unit to refer ahead to another word in a sentence (i.e., the referent). Adjective: cataphoric. Also known as  anticipatory anaphora, forward anaphora, cataphoric reference, or forward reference. Cataphora and anaphora are  the two main types of  endophorathat is, reference to an item within the text itself. Cataphora in English Grammar The word that gets its meaning from a subsequent word or phrase is called a cataphor. The subsequent word or phrase is called the antecedent, referent, or head. Anaphora vs. Cataphora Some linguists use anaphora as a generic term for both forward and backward reference. The term forward(s) anaphora is equivalent to cataphora.   Examples and Uses of Cataphora In the following examples, cataphors are in italics and their referents are in bold. Why do we envy him, the bankrupt man? (John Updike, Hugging the Shore, 1984)A few weeks before he died, my father gave me an old cigar box filled with faded letters.In The Pendulum Years, his history of the 1960s, Bernard Levin writes of the collective insanity which seized Britain. (The London Evening Standard, February 8, 1994, quoted by Katie Wales in Personal Pronouns in Present-Day English. Cambridge University Press, 1996)If she were alive today, [Barbara] Tuchman would surely be preparing to pen fresh furious pages tonight, as the president seeks to rally his faltering domestic popularity with summonses of support. (Martin Kettle, If He Resists the Siren Voice of Folly, Blairs Legacy Is Secure. The Guardian, June 25, 2005)You must remember this:A kiss is just a kiss,A sigh is just a sigh. (Herman Hupfeld, As Time Goes By, 1931)This, I now realize, was a very bad ideasuggesting we do whatever Terry Crews wants for the day. (Joel Stein, Crews Control. Time, September 22, 2014) It must have been tough on your mother, not having any children. (Ginger Rogers in 42nd Street, 1933)Too scared to buy before they sell, some homeowners aim for a trade.So I just want to say this to the Congress: An America that buys much more than they sell year in and year out is an America that is facing economic and military disaster. (Congressman James A. Traficant, Congressional RecordHouse, September 25, 1998)After she declared herself broken, betrayed, at bay, really low in another organ yesterday, Im not sure the Diary should even mention poor Bel Mooneys name. (The Guardian, August 9, 1994) Creating Suspense With Cataphora [Cataphora] is in evidence in the next example, which is typical of the opening sentences of books: Students (not unlike yourselves) compelled to buy paperback copies of his novelsnotably the first, Travel Light, though there has lately been some academic interest in his more surreal and existential and perhaps even anarchist second novel, Brother Pigor encountering some essay from When the Saints in a shiny heavy anthology of mid-century literature costing $12.50, imagine that Henry Bech, like thousands less famous than he, is rich. He is not.​[John Updike, Rich in Russia. Bech: A Book, 1970] Here we meet copies of his novels before we know who he is. It is only several lines later that the possessive adjective his links forward to the proper nouns Henry Bech in the text that comes after. As you can see, whereas anaphora refers back, cataphora refers forward. Here, it is a stylistic choice, to keep the reader in suspense as to who is being talked about. More usually, the noun that the pronoun links forward to follows soon after. (Joan Cutting, Pragmatics and Discourse: A Resource Book for Students. Routledge, 2002)Strategic Use of Cataphora [M]ore often than not, protypical cataphora is motivated by a planned or strategic delivery of a referent, such as in news-telling like the following: Listen to thisJohn won a lottery and got a million dollars! Prototypical cataphora thus is rarely associated with problems in lexical retrieval. (Makoto Hayashi and Kyung-Eun Yoon, Demonstratives in Interaction. Fillers, Pauses and Placeholders, ed. by Nino Amiridze, Boyd H. Davis, and Margaret Maclagan. John Benjamins, 2010) Cataphora and Style [S]ome prescriptive grammarians have gone so far as to condemn the practice [of cataphora], for reasons of clarity and, more blandly, good style. So H.W. Fowler declares the pronoun should rarely precede its principal, a view echoed by Gowers . . .. This has led to problems in terminology. The term antecedent, for example, is commonly used to refer to a coreferential NP in an anaphoric relation; there is no equivalent expression for the *postcedent NP, however. But by an odd semantic license, some grammarians, and of different schools of thought, use antecedent in this sense. (Katie Wales, Personal Pronouns in Present-Day English. Cambridge University Press, 1996) EtymologyFrom the Greek, backward carry Pronunciation: ke-TAF-eh-ra

Continuum Professional Development Essay Example | Topics and Well Written Essays - 1250 words

Continuum Professional Development - Essay Example Like any other activity I developed a working plan that would help me achieve my goals and objectives. The action plan was mainly based on gaining experience and learning from experienced practitioners. According to Plunket (2008) creating good relations with experienced practitioners is the best way to gain effectively from continuum development practices. In the action plan, I focused on the location of my placement as a junior practitioner, the skills required from me, being in good terms with my tutors and supervisors and having the best academic qualifications. In continuum practice development an action plan should have a mandatory requirement of acquiring maximum skills from the academic side and skills in practice development (Jasper, 2006). The author further argues that as a student, academic qualification is the most important requirement to build ones skills in their career. In the academic level students are advised to also create relationship with their tutors and other experienced instructors who may guide them as amateur nursing practitioners. In the paper, I will discuss my experience in continuum professional development in terms of communication and working with others. Additionally, there will be an inclusion of my strong and weak areas as a learning nursing practitioner. ... In my academic life, I developed my communication skills by research and by creating relationships with my instructors. Like a requirement in continuum professional development, one should create a healthy relationship with tutors and instructors. In this way, the experienced practitioners aid students in understanding the requirements of the practice. In terms of communication I indulged in practical lessons in gaining experience and getting used to the terms involved. In the practical lessons, there were programs which we participated in that helped our tutors evaluate and promote our progress. The programs were based on specific requirements from our tutors. The programs enhanced our communicating skills with patients, taking notes from practical lessons, analyzing the trends in communication in the practice and learning from experienced practitioners how to relate to the practice situations. Communication in the academic level is also enhanced through creating groups that help fo rmulate communication strategies (O’Farell & Evans, 2008). In these groups, tutors and instructors provide instructions on how to create communication programs and trends to suit the field. Additionally, the groups act as support mechanisms to slow learners who require more attention when learning. According to Hansen (2013) communication in groups help students have confidence and enough self esteem to face patient and experienced practitioners. In groups, every person is ranked an amateur regardless of their sharpness and level of understanding. This helps students feel comfortable when learning and experimenting new communication skills. Academically, students also learn how to work in groups. In every class level tutors created groups which required working together to

France In 1799 - 1815 And Napoleonic Wars Term Paper

France In 1799 - 1815 And Napoleonic Wars - Term Paper Example To many, the Napoleonic wars fought between 1799 and 1815 remained as an extension of the French Revolution.1 Napoleonic wars became fought for over 2 decades and entailed a number of certain distinct campaigns. First of all, the French revolution majorly entailed other dynastic rulers in Europe and the Habsburgs combined in an attempt to conquer the French that had attempted to conquer the world. The First Coalition wars occurred in 1792 to 1797 and entailed the French Revolution and some Italian campaign. Other campaigns included in the Napoleonic wars included Napoleonic war in Egypt, between 1798 to 1801, the second Coalition, between 1798 to 1801, the Third Coalition, in 1805, Fourth Coalition, between 1806 to 1807, Fifth Coalition, in 1809, the Peninsular war, between 1808 to 1814, invasion of Russia, in 1812, Germany invasion in 1813, France invasion in 1814, and finally the 100 days campaign carried out in 1815. 1. First Coalition of Napoleonic War This occurred in the year 1 793 to 1797. In the war, France fought to oppose certain things in the French rule and did it in association with countries like Prussia, Austria, Spain, Great Britain, Sardinia and the Netherlands. 2At that time, Bonaparte became assigned with the role of conducting armed forces operations towards Austrian forces in the given Northern Italy part after a directory from the French administration. a. French Revolution Napoleonic wars and the French revolution occupied 25 years of the late 18th and early 19th century. The wars represented the first European war that remained general since the given Seven Years’ war between 1756 and 1763. The wars also represented continuity among the European alliance systems plus ideologies with an exception of the noted first 2 years of the given French Republic between 1792 and 1794. During the wars, six European countries made a coalition challenging French expansion. Moreover, to counter the number of opposition the French got from the Euro pean nations, French also formed allies to help it in wars. It is via the wars that various radical changes became made in the international system. The war majorly brought radical changes in the French government as its policies regarding its enemies changed. As the war progressed, and policies changed regarding whom to trust and who to wage war against, at some point the French threatened the German princes existing on the western bank of the given Rhine and the Austrian Netherlands that had been in the given Habsburg possession since the year 1724. Acquisition of conquered regions led to French cultural domination over these regions. 3 Napoleon Reforms As a ruler, amidst the French revolution, Napoleon set forth to make major reforms in the legal system since the given old feudal plus royal laws proved inefficient and contradictory to the people. Before Napoleon came with changes in France law, France did not possess a given set of laws. France used to be governed by local laws t hat gave the nobles some privileges above the law. This made the citizens angry about the rules and hence revolted. It is during the French revolution that feudalism became abolished. Therefore, the laws that Napoleon introduced at that time became referred to as Napoleon code. The Napoleon code never biased people in relation to their birth, and allowed the concept of freedom of religion to become practiced in France. Furthermore, the codes specified that jobs in the government remained to be awarded to only the most

Nutritional Benefits of Beans

Nutritional Benefits of Beans Beans are a great source of nutrients, beans are sometimes known as legumes. In a normal persons diet beans are one of the most important part because of their nutritional value. The most important nutrient in the bean is protein, which is made in the plant thanks to a bacteria called rhizobium. This bacterium places its self in the roots of the plant to change the nitrogen in to a form that is able to be converted in to amino acids. This is the beginning of protein in the bean. Nutrients are very important to the human diet. They are what keep you healthy and able to grow and learn. The most common nutrients in beans are iron, folic acid, and protein. These are all helpful to your body. Iron helps to carry oxygen in your blood; it also improves energy levels and your immune system to stay strong. Folic acids are especially important to women, because it is able to prevent spinal problems and birth defects during the first few weeks of pregnancy. It is also been proven to lower the risk of heart problems when you are older and finally protein which is needed for growth and repair of your body and its tissues. Most beans, with the exception of soybeans and peanuts, are made up primarily of protein and starch. The nutrients are stored inside the bean seed in a part of the bean called the cotyledon, as shown in Figure 1. The two cotyledons are completely surrounded by a tough seed coat, except for the point at which the bean has a little dimple. That is where there is a break in the seed coat and youll find a little hole or pore called the hilum. The hilum is where the bean seed was attached to the living plant before it was picked and dried. Initially, when placed in water, the dried bean seeds can only absorb water through their hilums. After about 30-60 minutes, though, the seed coats expand and become hydrated. At that point, water can move into the bean through the hilum and the entire seed coat surface (sciencebuddies.org). Unfortunately most people experience discomfort after eating portions of beans. This is because they are full of complex sugar and fiber. The discomfort is felt because your body is forced to work extra hard to degust the sugar. Thankfully one is able to teach your body to deal with those things by just consuming vary small portions of the beans often. The cooking of the bean is very important. Cooking dried beans in liquid is completely necessary to loosen the shell of the bean and to drake down the starchy granules that are built up inside the bean when it is dried. The amount of water used is also very important. If you use to much the bean will absorb it and produce a weaker flavor. But if not enough water is used the bean will remain hard and will make foe a bad cooking experience. Also important is the ways they are cooked do not hard boil them. The movement of the water will damage the seed coat causing the bean to break apart. A gentle simmer is best. At a temperature of 180 to 200 degrees farenheight the bean should be perfectly cooked and gently treated. During my experiment I will be testing liquids containing acids, sugars, and calcium. These will slow the process of softening. I am looking for which of the slowing additives is fastest. Even thought fast softening is not always desirable. Expectedly the acid will work in the cell walls. It will make hemicelluloses which will soften the walls and make it less likely to dissolve. The sugar will work by causing the cell walls to harden and by slowing swelling of the starches in the cotyledons. And finally calcium will again work in the walls of the cell, but it will cause strengthening by cross-linking the pectin. One way the softening process can be sped up is by adding baking soda. This, in the water, causes the water to become alkaline. Using just very small amounts of the baking soda can cut down baking time by 75%. The baking soda works by pushing out the magnesium which is caused by the pectin. It also works by dissolving the hemicelluloses in the water. This process is not desirable because the soda will leave the finished product slippery and with a soapy feeling and taste. Cooking beans is usually fairly easy. The time needed to cook really depends on what kind of bean you are using and how you cook them. A few types of beans are completely safe to eat raw such as peas and bean sprouts. Most kinds of beans are best roasted or steamed. For this experiment dried mature beans will be necessary because of the amount of time needed to cook and the need for liquids to soften them. The kind of dried beans that will be used are lima beans. The lima beans will be soaked overnight in cold water. One group will be the control group, having just beans and water. The second will just have table salt added to it. The third and fourth groups will have lemon juice and lemon juice with chopped tomatoes. The fifth group will have just milk, and finally, the sixth group will have molasses added. The materials are an extremely important part of an experiment. Lima beans will be soaked and then dried. To prepare the beans, one bag will be opened and poured into an airtight container. Just enough water will be added to cover the top of the beans. Once it is full, a lid will be placed on the container and then set on the kitchen counter overnight, which is approximately ten hours. Then the prepared beans will be divided into six groups and the different items will be added.

Dark count or Dark Current is one of the most important CCD specifications, :: Computer Science

Dark count or Dark Current is one of the most important CCD specifications, along with resolution, quantum efficiency and noise figure. Dark count or Dark Current is one of the most important CCD specifications, along with resolution, quantum efficiency and noise figure. Dark current causes an output to occur without the previous introduction of an input. This is caused by the thermal generation and then diffusion of charge. This Dark Current is generated at different locations in the CCD, but the cause of this charge generation is basically the same in all locations. This is because all cases are to do with irregularities in the fundamental crystal structure of the silicon present in CCDs. Examples of these irregularities include metal impurities such as gold, copper or iron, and crystal defects such as dislocations and stacking faults, all of which are known to be thermal generation sites of charge carriers in silicon. THE BEST EXAMPLE OF WHERE THIS DARK Current can be located is at the Silicon Oxide to silicon interface of the MOS capacitor (which is the main building block of a CCD) . This is due to the fact that this is where the largest irregularity in the silicon crystal structure occurs. However, it can also be located in the in the bulk of the silicon both inside and outside the depletion layer, which is defined by the CCD potential wells. To give an example of the amount of Dark Current, which is induced A Kodak KAF-0400 and KAF-1600 sensor is specified to have a Dark Current of 50 electrons being induced per second at 25 degrees c. Taking a one-minute exposure at this temperature would generate 3000 electrons of thermally induced charge, which is calculated by 60secs times 50 electrons. In theory the average Dark Current value can be subtracted from the output value to provide the signal due to photoelectrons. However in reality there are fluctuations in the Dark Current called Dark noise, and this cannot be accounted for in the same way. Noise occurs in different forms such as shot noise and trapping noise which both appear in the CCD channel. It also occurs at the input and output stages as KTC noise, but my main focus shall be on shot noise as it is closely associated with Dark Current. We know that the generation of Dark Current is a totally random process, due to the fact that the generation sites are randomly distributed and perhaps more importantly, the Dark Current generation process is random as a function of time. The number of electrons generated and then collected in a charge packet travelling through the

Alternative Treatment Educational Course for Parents of Children with Attention Deficit Hyperactivity Disorder

Targeted Audience: The course will serve as a learning process for the parents of children with Attention Deficit Hyperactivity Disorder. This will help parents deal with their child and will teach the parents methods that will assist in the treatment of their child.Goal: This will provide significant information that will highlight factors and appropriate treatment methods related to Attention Deficit Hyperactivity Disorder. It will also discuss the effects of different treatment method and treatment method appropriate to an individual’s age.Objectives: At the end of this course, parents must be able to: 1. understand causes and symptoms of ADHD 2. know how ADHD is diagnosed 3. determine behavioral elements that may indicate mental health conditions among children 4. learn treatment methods and programs 5. apply the different treatment methods INTRODUCTION Attention deficit hyperactivity disorder (ADHD), also known as hyperkinesis, is a mental disorder that is common to child ren. It affects three to five percent of the children’s world population having a boy to girl ratio of 2:1 or 3:1 (NMHI, 1999).The disorder is characterized by persistent inattentiveness which results in significant functional impairment. It hinders the individual’s capability to do task and exercise age-appropriate behavior. Healthcare professional diagnosed 4. 4 million youth ages 4-17 years old have ADHD. As of 2003, it was found out that 2. 5 million youth ages 4-14 years old are under medication for the disorder. Also, 7. 8% of parents of school-aged have reported to have an ADHD (CDC, 2005). ADHD is a disorder that has an effect to an individual throughout life.The symptoms are pervasive which means that it occurs in various setting. Researches found out that the distinct characteristics of ADHD are inattentiveness and hyperactivity-impulsivity. This paper aims to provide alternative treatment for parents of children with ADHD. In order to achieve this, one must first understand the causes, symptoms, and effects of the disorder. The educational treatment educational course will aid parents of children with ADHD on treating the disorder of their on child and on taking care of their children acquiring such disorder.Specifically, this paper aims to determine if the gender and educational background of parents influence the consideration of alternative treatment procedure for ADHD. CAUSES OF ADHD The causes of ADHD are still undetermined but medical professionals have come up with assumptions that might have caused the disorder. The causes may be neuroanatomic, genetic, environmental, social, and prenatal factors (The Healing Center On-line, 2008). The Neuroanatomic Factor The neuroanatomic sources are the fontal lobe lesions, anterior and medical to the pre-central motor cortex.Studies on cerebral blood flows have found central hypoperfusion in the frontal lobe and decreased blood flow to the caudate nucleus. The Healing Center On-line further wrote that: The positron emission topography of parents of children with ADHD who have symptoms with the disorder have shown that there were decreased metabolism in left frontal and parietal regions which suggest that the prefrontal cortex, which governs auditory attention, is less active among those with ADHD.Also, persons with ADHD have an abnormal low rate of activity in brain areas responsible for motor control and attentiveness. Genetic Factor It is found out by studies that children with ADHD also have close relatives with ADHD. It shows that ADHD can be acquired genetically. Researches also showed that one-third of the fathers with ADHD during their youth will bear a child with ADHD. Also, identical twins share the same trait (NMHI, 1999). Environmental and Prenatal Factors Researches have shown a potential relationship between smoking cigarettes and drinking alcohol during pregnancy.Behavior problems are also affected by high carbohydrate and high sugar diet during pregnanc y. Lowering of blood oxygen caused by smoking, high carbohydrate and high sugar diet is critical in fetal development, specifically in the development of fetal brain cells (Healing Center On-line, 2008). Some factors that may lead to ADHD are exposure to toxins such as lead, traumatic experiences, imbalance of neurotransmitters and abnormal glucose metabolism in the central nervous system. Psychosocial FactorsADHD can be caused by social conditions, family stability and marital conflict, psychiatric disorder, parental approach, and family interactions. SYMPTOMS OF ADHD The symptoms of ADHD are seen at an early age. The main symptoms of the disorder are inattention, hyperactivity, and impulsivity. Children with ADHD are usually impulsive, forgetful, restless to the point of disruption, prone to fall, unable to follow instructions, unpredictable, and moody (Healing Center On-line, 2008). But some of these are normal to children at young age.According to the American Psychiatric Associ ation (2005), ADHD can be identified by the following behavior: (a) playing with hands or feet or wriggling in their seats, (b) difficulty to stay in their seats when needed, (c) difficulty to maintain attention and waiting for a chance in games or group activities, (d) Answering before questions are completed, (e) difficulty to follow instruction and to do task properly, (f) changing one unfinished task to another, (g) failure to prevent careless mistakes, and (h) difficulty to listen. DIAGNOSIS OF THE ADHDParents observe indications of inattentiveness, hyperactivity, and impulsivity at young age before entering school. But because maturity of children comes different rates, it is important to ask for the opinion of medical experts if the behavior of a child is appropriate at a certain age (NMHI, 2008). According to the Diagnostic and Statistic Manual in 1997, as written by The Healing Center On-line, there is no existing test to detect ADHD but recommended steps in diagnosing the disorder. The first step is a to interview parents. The interview must include family background, presenting problem, and developmental history.Second is asking the child about home, school, and social functioning. Third is completion of the behavior-rating scales illustrating the role of home and school. The fourth step is to gather data from school like grades, achievement test scores, current placement and, relevant information. Fifth is psychological IQ test and Learning Disability screening. The final step is to give physical and neurological examinations. Parent Interview The parent interview is important in establishing relationship between the parents, the child, and the examiner.This will prove invaluable parental support with the assessment and treatment. The interview will also be a source of descriptive information about the family especially parent’s specific observation on child’s obvious problem. It will also expose the degree of distress the childâ€⠄¢s problems affecting the family, particularly the parent and the overall psychological integrity of parent. The interview will also help in formulating a diagnosis and to recommend possible treatments (Barkley, 2007). Child Interview Barkley (2007) also emphasizes the importance of child interview.The length of time required for the interview depends on the age, intellectual level, and language abilities of the children. For preschools, the interview will be a time to be familiar with the child’s appearance, behavior, and development characteristic. For older children and adults, they can be questioned regarding family relationship and status, problem encountered, performance in school, and social and peer acceptance. Teacher Interview The interview with teacher will determine the behavior and performance of the child in school. This will help in evaluating the child’s over all behavior and assessing the development of the child.