Lessons from Fredrick Douglasss Life

Presentation Fredrick Douglass brought into the world a few times somewhere in the range of 1815 and 1820 in Tuckahoe in Talbot region, Maryland, experienced numerous long stretches of subjection his adolescence into adulthood in Maryland in South America before his break toward the North in 1938.Advertising We will compose a custom exposition test on Lessons from Fredrick Douglass’s Life explicitly for you for just $16.05 $11/page Learn More He was isolated from his mom while still one year old and never knew precisely who his dad was. As he grew up, he came to accept that the expansion in number of approaching slaves into the south would one day make a conclusion to subjugation in the substance. The intensity of the individuals would one day overpower that of the bosses. Exercises gained from Douglass’s story Douglass accepted that the significance of the ace couldn't be moved to the slaves (Douglass 3). Being a slave was at that point awful enough and a human rights infringement and thusly solidarity among the individuals would be simply the main conceivable method of reclaiming from servitude. Individuals should discover the need to meet up because of the common difficulties that they regularly experience because of their condition as slaves. Dark or white, individuals should cooperate without considering the race simply like it used to be at first at Mr. Gardner’ transport constructing firm (Douglass 10). Fredrick Douglass saw numerous horrendous occasions and violations against humankind while still a slave in Maryland. Individuals were whipped till blood poured from their bodies and homestead administrators just as other white people carried out probably the most appalling homicide yet such violations were considered as expected in the network. The equity framework ought to ensure everybody whether slave or ace or whether dark or white. The equity framework should treat individuals specifically and ought to shield individuals from wr ongdoings against humankind. Rewarding individuals specifically expands the degree of unspeakable atrocity particularly by the individuals who have a high ground in the equity framework. Watson Esquire couldn't organization a capture warrant on the white woodworkers who beat Douglass up nearly annihilating his eyeballs since he needed to discover white observers to the case (Douglass 10).Advertising Looking for exposition on history? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Douglass story educates about self-assurance and boldness. In spite of the enduring he experienced under various slave drivers remembering for Covey’s hand, he didn't lose trust. He was resolved to get away from whether it implied losing his life. It is this assurance that would assist slaves with conquering the ceaseless bondage. Individuals ought to be prepared to lose their lives so as to end subjugation. Individuals ought to be prepared to meet the mos t exceedingly terrible in endeavors to accomplish regard from slave drivers. Opportunity isn't handily accomplished; individuals need to battle for it. It takes the mental fortitude and strength of the two people to face the slave drivers at whatever point they feel mistreated. As indicated by Douglass (10) his strength to battle with Mr. Pass on spared him from visit whippings. He accepted that he would prefer to be executed than to stay a slave in hands of the slave drivers. Douglass came to discover that training or having the option to peruse and compose is the way to beating servitude. Training could help illuminate the individuals and grow their comprehension of contemporary issues, for example, their human rights. As indicated by Douglass (6) the best way to challenge the intensity of slave drivers over their subjects is through training. Douglass says that Mr. Auld, a slave driver, accepted that an informed slave was unmanageable (Douglass 6). This along these lines implies that slaves or those under the abuse of rulers and tyranny administration need to battle to achieve training regardless of the expense. Douglass (10) says that slaves who went to his Sabbath school were probably going to be given thirty-nine lashes a short time later. Instruction would enable the individuals to battle for their privileges and defeat any type of bondage (Douglass 7). As indicated by Douglass (7) slaveholders and despots utilizes the subjects absence of training to quiet them down in mental dimness and in this way consistently keep them faithful to their masters.Advertising We will compose a custom article test on Lessons from Fredrick Douglass’s Life explicitly for you for just $16.05 $11/page Learn More Education would empower captives to pick up the intensity of truth encompassing servitude over the soul of slave drivers. Through training, slaves would be sufficiently striking to condemn subjugation and battle for their human rights. Training would assist th em with imparting their perspectives to similarly invested enemy of slave campaigners like the abolitionists gathering and help battle bondage both in the North and South of America. It is simpler to convey and work together in battling for their human rights. As indicated by Douglass’s account any slave who has procured some training should impart it to others to illuminate more individuals in the general public. Douglass likewise accepts that the Christmas occasions stood to slaves were deceptive and an unspeakable atrocity. Slaveholders would consistently fool them into getting alcoholic the entire happy season so that before the finish of the period they have not done anything for their lives. They ensure that the beverage shields the slaves from thinking about the maltreatment that they get during their slave life. End It is critical to edify slaves both from the north and south to assist them with accomplishing their opportunity. Slaves both high contrast and whether fr om the north or south should cooperate to make up for themselves from subjection. Works Cited Douglass, Fredrick. Account of the life of Fredrick Douglass, an American slave. Berkeley Digital Library SunSITE 14 May, 1997. 11 May, 2011 http://www.lib.berkeley.edu/ This paper on Lessons from Fredrick Douglass’s Life was composed and put together by client Krystal S. to help you with your own investigations. You are allowed to utilize it for exploration and reference purposes so as to compose your own paper; in any case, you should refer to it appropriately. You can give your paper here.

Dynamics of Information Technology

Question: Examine about the Dynamics of Information Technology. Answer: Presentation Distributed computing has definitely moved the elements of data innovation, all the more so on how data is overseen, expended and scaled by the individuals who own it. Since its commencement, distributed computing appears to have had significant advantages in business since it permits associations and people to convey administrations that would somehow or another be exorbitant. Truth be told, consider the examination done by Gartner Inc. in 2013 that saw cloud-based administrations take up to 60 percent of all online profit. Be that as it may, these advantages are customized distinctively dependent on the advancement methods just as arrangement alternatives/models. This paper will survey the diverse advancement situations used to create cloud-based arrangements. In addition, the examination will be done concerning the various parts of programming advancement for example their convenience, execution, security and the framework itself among numerous others. Moreover, we will concentrat e on two primary ways to deal with programming improvement, that is; prescient and versatile programming/framework advancement life cycle (SDLC). Cloud based arrangements and SDLC SDLC characterizes the stages or steps used to build up a product or framework, its fundamentally a structure that originators use to build up a framework (Kathuria, 2011). Presently, distributed computing offers an alternate conceptual of the basic framework equipment making it adaptable, versatile and progressively strong (Velagapudi, 2012). The mix between these ideas furnishes associations and organizations with better alternatives to build up their frameworks. Be that as it may, these choices likewise rely upon an associations needs and asset accessibility. Lets talk about these choices by dissecting two regularly utilized strategies for framework advancement for example prescient and versatile SDLC on cloud-based arrangements. Prescient versus Versatile SDLC While following a prescient way to deal with a framework structure, an undertaking expect that all the means paving the way to the arrangement are known and can be anticipated. In this way, the arrangement embraced is created dependent on these anticipated advances. For example, for the situation investigation of Headspace association, we would expect all the parameter identifying with the venture are known and will never show signs of change for example work force records (youngster), experts and even needs (MSB, 2011). Fundamentally, an intelligent or successive procedure is followed with practically zero cover considered, either toward the beginning or toward the completion. A typical model or strategy that follows this methodology is the cascade structure technique. In cascade, the striking element is the fulfillment of each stage before continuing to the following one. Commonly, its structure will follow a consecutive strategy having six stages: Initiation, venture arranging, ex amination, the plan of particulars, building and testing, lastly, organization (Feher, 2013). This successive stream has its own focal points and inconveniences on the highlights and ease of use of a framework as itemized beneath. Focal points of Predictive SDLC Initially, prescient SDLC yield frameworks that are anything but difficult to utilize in light of the fact that all the characterizing parameters are set to suit the general frameworks and its destinations. In addition, this methodology will in general be progressively secure since the results are arranged preceding the beginning of the undertaking, paying little mind to the individuals in question. Besides, this methodology calls for severe documentation which makes it simpler to follow a ventures progress, which again makes it dependable and proficient to utilize. Moreover, a prescient methodology in framework improvement consoles one of framework quality and perceivability in light of the fact that the outcomes are constantly observed toward the finish of each stage. At long last, this makes it simpler to impart to architects and clients about the venture progress particularly the frameworks conveyance date (Mikoluk, 2013). As can be expected the prescient methodology is amazingly unbending and in this way firm to change, a slight change in the framework configuration could adjust the general framework execution. For this situation, the exhibition of the framework be it a cloud-put together arrangement will depend with respect to the exactness of the anticipated framework parameters toward the beginning of the undertaking. Besides, its incredibly subject to the various periods of the undertaking which can stop the framework structure if a deferral is knowledgeable about a given stage. Moreover, consider the way that a working programming is just delivered toward the finish of the existence cycle, this implies it can never be utilized for long time undertakings or ventures with standard modifications (Gupta, 2014). Versatile SDLC A versatile methodology techniques to framework configuration recognizes the chance of changes in both framework structure and framework prerequisites. For example, changes may happen in framework needs, structure work force and for our contextual investigation change may happen in cloud foundation or even the general design. To oblige these predictable changes the undertaking configuration is separated into little areas, each holding a particular errand. After finish, these segments are conveyed together in an iterative technique to deliver the last venture (MSB, 2011). Dexterous is a genuine case of a versatile structure approach that utilizes an iterative strategy to build up a product or framework. In it, the prerequisites and the plan stages are executed simultaneously to meet a typical set target. In any case, in contrast to prescient methodology, the structure and the arrangement acquired is reliant on the need. Fundamentally, a framework configuration will have a few cycles u ntil the last and wanted goal is met. Favorable circumstances of Adaptive SDLC Adaptability is the accentuation of this plan framework and with prerequisites ever changing, this methodology offers the best answer for fulfill the advanced need for framework necessities. In addition, this adaptability sets aside time and cash as the tasks necessities are controlled by the clients requests and the accessible assets. This methodology likewise advances UI and framework structure in light of the fact that the clients is included the undertaking plan at a beginning period of framework improvement. This association expands framework execution and makes it simpler to use for the front end client (Mikoluk, 2013). At last, this methodology makes coordinated effort among framework planner simpler as various modules can be grown at the same time and incorporated at a later stage to support the general undertaking. Since versatile techniques do not have an arranged system its difficult to anticipate the final product, particularly the date of target conveyance. This restriction likewise makes it hard to speak to the ideal task in a business arrangement where all the characterizing prerequisites are spread out on the table. Besides, as far as work force necessities, versatile strategies require profoundly prepared staff with the most extreme aptitudes in framework structure. Proposal for the Headspace Project Before giving the proposal to the current venture, its great to call attention to that prescient SDLC strategies are the conventional procedures of frameworks improvement. They are conventional on the grounds that at the hour of their advancement there was minimal variable to consider which prompted direct frameworks. Versatile strategies, then again, are the reaction given by the business to the present condition of occasions (Kommalapati Zack, 2011). Presently, having set up this, cloud administrations and arrangements (like the one proposed here) require a unique way to deal with meet their targets. In our model, the association is set to build up a framework with a youthful keeps an eye on data which is later on gotten to by various experts who will consistently enhance it. Think about the various changes and adjustments that will happen. From this straightforward depiction, its unmistakable to see that the versatile methodology will best fulfill the needs of this venture. Moreover, most conventional SDLC strategies center around the utilitarian parts of the frameworks where an on premise equipment framework (foundation) is utilized. Moreover, these highlights cause these frameworks to have verifiable security that is now and again inflexible and frequently undermined by the decreased control. Be that as it may, versatile techniques, in contrast to the prescient ones, feature the non-utilitarian parts of a framework, viewpoints, for example, the quality, interface and the limitations looked by the framework. Moreover, consider the focal points raised above where an undertakings configuration can move dependent on the needs and the criticism given by the end client (Kommalapati Zack, 2011). In this way, if our cloud based arrangement utilizes a versatile methodology it will have the option to adjust dependent on the necessities and the requirements set by the end client, which again can change with time. Nonetheless, if a prescient methodology is follow ed an adjustment in the framework configuration could end or stop the whole venture which could require a new beginning. A new beginning would devour more cash and time influencing the reasonability of the task. Distributed computing (CC) is about adaptability and versatility where arrangements are offered to build development of data over the World Wide Web. Besides, CC attempts to cut the creation cost by speeding up framework improvement. This type of effectiveness must be accomplished through coordinated framework plans where a venture enhances on the advantages of every improvement condition to meet a shared objective. These targets must be met through a versatile methodology that means to gain by the qualities controlled by various advancement strategies (Kathuria, 2011). End Headspace association proposes a creative framework that looks to use the advantages of a computerized media by joining cloud administrations into its association. Cloud administrations, in contrast to different frameworks, are intended to arrive at a more extensive, directed segment which is typically upheld by its versatile systems. Nonetheless, these versatile components or procedures depend on specific establishments that later on produce the standards of current framework structure. These standards, for example, convenience, execution, security, unwavering quality and scalabilit

How to Effectively Design and Facilitate a Morning Meeting

How to Effectively Design and Facilitate a Morning Meeting Veteran teacher Heather breaks down the process for how to set up and facilitate a morning meeting in your classroom. This teaching strategy is an effective way to build classroom community and set the tone for a good day. by Heather Aulisio The way a morning goes, in the life of an elementary student, can make or break his day. Not only does a good morning set the tone for the child, it paves the way for academic success. Students feel happier, focused, and cared for when their teacher and those that are around them, takes the time to have a morning meeting. These meetings build classroom community and help children to become empathetic, patient, and respectful to one another. If you’d like to learn more, read on to learn how to effectively design and facilitate a morning meeting for your elementary students. Set Up It’s best to introduce the concept of morning meeting to your students at the beginning of the school year. You can even do it on the very first day. You should designate one area in your room as the meeting spot. Many teachers choose to use a large, inviting area rug, off to the side of their room. If you have limited space, you can still have a morning meeting at students’ desks. Some teachers also find it helpful to post guidelines that need to be followed during morning meeting. Often times, especially in the beginning of the school year, students need reminders to listen intently and not speak over or interrupt their peers. It’s also helpful to have morning meeting near some kind of SmartBoard, white board, or portable dry erase board/easel. This allows you to post a quote, a direction, or even a picture to help spark your conversations. Facilitation Morning meetings are relatively short. They range from 10 minutes to 20 minutes. There are many different ways you can customize your morning meeting. Some veteran teachers feel the most successful steps include: Greeting You can give each student a high five or fist bump (they can choose) as they make their way into the morning meeting area. Teachers like to seat students in a circle so they can see one another when possible. Go around the room and greet each student by name (“Hello, Sam.”) through speaking, songs, or echoing (so students can say hello too). Eye contact is extremely important. If you have a group that has persistent behavior issues, special needs, or a delicate home life, it’s important that you help them feel safe and special. Be sure to smile a lot, reassure them, and also invite students to share how they are feeling (happy, sad, nervous). These shares can help you better understand what they need throughout the day. Share If you take the time now to allow students to share what’s on their minds, you’ll notice you’ll have fewer interruptions during your lessons and more on task behaviors. Students are able to tell the class one thing (about their evening, their sports activity, their weekend plans, etc.) or pass (some students are shy and it takes them some time to warm up). You can even have a theme, like sharing their favorite ice cream, sport, or movie. Some teachers prefer to use this time to allow students to ask questions to one another based on what was shared, or provide a comment or positive feedback. This helps build respect and rapport with one another. Something to Think About Many veteran teachers like to post a quote on the board to give their students something to think about. Some other teachers prefer to post a cool fact, or a unique vocabulary word-it’s up to you. You can find things like this in our Daily Teach newsletter. You can also use this time to review a skill they’ve learned the day before (either together or by participating in a short activity-matching, unscrambling, trivia, etc). Morning Message Once you’ve greeted one another, shared something, and got their minds thinking, it’s a wonderful time to set the tone for the day. First, announce the date, cycle day, and weather. Then, using short bullet points quickly go through what students will learn and do in each subject. This is the root of the activity. Wrap It Up Finally, before beginning the day’s lesson, students are permitted to do a hands on activity with one another. Some teachers prefer students to dance and get energy out, others will do a short team building activity that requires group work to be successful. Additional Tips and Resources Remember, it can take some time to get morning message flowing. Students will learn that their time is limited and that they need to refine what they want or need to say. To help this along, you may want to have some kind of timer that they can see counting down, so they understand how long they get to speak (no more than 30 seconds per student). You may also want to begin the year with a speaking stick, wand, or ball that students can hold then it’s their turn to talk. This helps provide a physical reminder to other students that they shouldn’t be speaking if they aren’t holding anything. Some students will better understand the practice of morning message by seeing it first. Consider showing some video clips to help your kids see what the daily event looks like and how it can be run. The important thing to remember is that you need to be patient. Morning message can take some time to get rolling. It’s not going to go smoothly or perfectly at first. However, with some time, your students will have the routine down pat, and you’ll really start to notice joy, kindness, focus, and respect for themselves, one another, and you. Do you use Morning Meeting in your classroom? Share with us on Instagram, Facebook, Twitter, and Pinterest. Heather Aulisio is a third grade teacher in Pennsylvania. She has been a teacher for nearly 15 years and holds multiple degrees and certifications. A freelancer for The Mailbox and other education-related clients and publications, she enjoys writing in order to help and entertain fellow teachers. She currently resides with her husband, Bryan; son, Matthew; and two pugs, Lily and Leo.

Lodz Ghetto

Synthesis Of Triphenylamine Based Dye And Fabrication Of...

Report for B.Tech Project Synthesis of triphenylamine based dye and fabrication of DSSC device A Project Report Submitted to the Department of Chemistry, Indian Institute of Technology Guwahati As a part of the requirement for the degree of Bachelor of Technology by Arvindh Sekar Roll No. : 11012206 Statement I hereby declare that the work embodies in this project report titled Synthesis of triphenylamine based dye and fabrication of DSSC device by Arvindh Sekar represents an original work completed under the guidance of Prof. Parameshwar Krishnan Iyer, Department of Chemistry, Indian Institute of Technology Guwahati. This work has not been submitted elsewhere for a degree. Signature of Student Date: November, 2014 Certificate The work contained in this thesis titled Synthesis of triphenylamine based dye and fabrication of DSSC device by Arvindh Sekar, a student of Department of Chemistry, Indian Institute of Technology Guwahati has been carried out under my supervision. This work has not been submitted elsewhere for the award of any degree. Signature of Project Supervisor Date: November, 2014 Acknowledgement I express my deep gratitude to Prof. Parameshwar Krishnan Iyer for introducing me to the field of organic electronics. I thank him for his guidance and inspiration and for the ideas and suggestion he gave which motivated me to pursue

A Brief Introduction to Methods of Word Formation in English Free Essays

A Brief Introduction to Methods of Word Formation in English I. Introduction Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context. We will write a custom essay sample on A Brief Introduction to Methods of Word Formation in English or any similar topic only for you Order Now The earliest known activities in descriptive linguistics have been attributed to Panini around 500 BCE, with his analysis of Sanskrit in Ashtadhyayi. The first subfield of linguistics is the study of language structure, or grammar. This focuses on the system of ruled followed by the users of a language. It includes the study of morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound system). Phonetics is a related branch of linguistics concerned with the actual properties of speech sounds and nonspeech sounds, and how they are produced and perceived. This paper is going to concentrate on part of morphology word formation, of the English language. Generally, in linguistics, word formation is the creation of a new word. Word formation is sometimes contrasted with semantic change, which is a change in a single word’s meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form. Word formation can also be contrasted with the formation of idiomatic expressions, although words can be formed from multi-word phrases. There are various mechanisms of word formation and this paper is going to present them in detail with necessary explanations and examples. II. Methods of Word Formations 1. Agglutination. In contemporary linguistics, agglutination usually refers to the kind of morphological derivation in which there is a one-to-one correspondence between affixes and syntactical categories. Language that use agglutination widely are called agglutinative languages. Agglutinative languages are often contrasted both with language in which syntactic structure is expressed solely by means of word order and auxiliary words (isolating language) and with languages in which a single affix typically express several syntactic categories and a single category may be expressed by several different affixes (as is the case in the inflectional or fusional anguage). However, both fusional and isolating language may use agglutinative in the most-often-used constructs, and use agglutination heavily in certain contexts, such as word derivation. This is the case in English, which has an agglutinated plural maker – (e)s and derived words such as shame ·less ·ness. 2. Back-formation In etymology, back-formation is the process of creating a new lexeme, usually by removing actual or supposed affixes. The resulting neologism is called a back-formation, a term coined by James Murray in 1889. Back-formation is different from clipping – back-formation may change the part of speech or the word’s meaning, whereas clipping creates shortened words from longer words, but does not change the part of speech or the meaning of the word. For example, the noun resurrection was borrowed from Latin, and the verb resurrect was the back-formed hundreds of years later from it by removing the ion suffix. This segmentation of resurrection into resurrect + ion was possible because English had examples of Latinate words in the form of verb and verb + -ion pairs, such as opine/opinion. These became the pattern for many more such pairs, where a verb derived from a Latin supine stem and a noun ending in ion entered the language together, such as insert/insertion, project/projection, etc. Back-formation may be similar to the reanalyzes of folk etymologies when it rests on an erroneous understanding of the morphology of the longer word. For example, the singular noun asset is a back-formation from the plural assets. However, assets is originally not a plural: it is a loan-word from Anglo-Norman asetz (modern French assez). The –s was reanalyzed as a plural suffix. Many words came into English by this route: Pease was once a mass noun but was reinterpreted as a plural, leading to the back-formation pea. The noun statistic was likewise a back-formation from the field of study statistics. In Britain, the verb burgle came into use in the 19th century as a back-formation from burglar (which can be compared to the North American verb burglarize formed by suffixation). Even though many English words are formed this way, new coinages may sound strange, and are often used for humorous effect. For example, gruntled (from disgruntled) would be considered a barbarism, and used only in humorous contexts, such as by P. G. Wodehouse, who wrote â€Å"I wouldn’t say he was disgruntled, but by no stretch of the imagination could be described as gruntled†. He comedian George Gobel regularly used original back-formations in his humorous monologues. Bill Bryson mused that the English language would be richer if we could call a tidy-haired person shevelled – as an opposite to dishevelled. In the American sitcom Scrubs, the character Turk once said when replying to Dr. Cox, â€Å"I don’t disdain you! It’s quite the opposite – I dain you. † Back-formations frequently begin in colloquial use and only gradually become accepted. For example, enthuse (from enthusiasm) is gaining popularity, though it is still considered substandard by some today. The immense celebrations in Britain at the news of the relief of the Siege of Marketing briefly created the verb to maffick, meaning to celebrate both extravagantly and publicly. â€Å"Maffick† is a back-formation from Mafeking, a place-name that was treated humorously as a gerund or participle. There are many other examples of back-formation in the English language. . Acronym An acronym is an abbreviation formed from the initial components in a phrase or a word. These components may be individual letters (as in CEO) or parts of words (as in Benelux and Ameslan). There is no universal agreement on the precise definition of various names for such abbreviations nor on written usage. In English and most other languages , such abbreviations historically had limited use, but they became much more common in the 20th century. Acronyms are a type of word formation process, and they are viewed as a subtype of blending. There are many different types of the word-formation process acronym. Here are several pairs of them. (1) Pronounced as a word, containing only initial letters, like the followings. AIDS: acquired immune deficiency syndrome NATO: North Atlantic Treaty Organization Scuba: self-contained underwater breathing apparatus Laser: Light Amplification by Stimulated Emission of Radiation (2) Pronounced as a word, containing non-initial letters Amphetamine: alpha-mehyl-phenethylamine Interpol: International Criminal Police Organization Nabisco: National Biscuit Company 3)Pronounced as a word, containing a mixture of initial and non-initial letters Necco: New England Confectionery Company Radar: radio detection and ranging 4. Clipping In linguistics, clipping is the word formation process which consists in the reduction of a word to one of its parts. Clipping is also known as â€Å"truncation† or â€Å"shortening†. According to Marchand, clippings are not coined as words belonging to the standard vocabulary of a language. They originate as terms off a special group like schools, army, police, the medical profession, etc. in the intimacy of a milieu where a hint is sufficient to indicate the whole. For example, exam(ination), math(ematics), and lab(oratory) originated in school lang. while clipping terms of some influential groups can pass into common usage, becoming part of Standard English, clipping of a society unimportant class or group will remain group slang. Also, clipping mainly consists of the following types: back clipping, fore-clipping, middle clipping and complex clipping. (1) Back clipping Back clipping is the most common type, in which the beginning is retained. The unclipped original may be either a simple or a composite. Examples are: ad (advertisement), cable (cablegram), doc (doctor), exam (examination), fax (facsimile), gas (gasoline), gym(gymnastics, gymnasium), memo (memorandum), mutt(muttonhead), pub (public house), pop (popular music). (2) Fore-clipping Fore-clipping retains the final part. Examples are: chute (parachute), coon (raccoon), gator (alligator), phone (telephone), pike (turnpike), varsity (university). (3) Middle-clipping In middle clipping, the middle of the word is retained. Examples are: flu (influenza), jams or jammies (pajamas/pyjamas), polly (Apollinairs), shrink (head-shrinker), tec (detective). (4) Complex clipping Clipped dorms are also used in compounds. One part of the original compound most often remains intact. Examples are: cablegram (cable telegram), opart (optical art), org-man (organization man), and linocut (linoleum cut). Sometimes both halves of a compound are clipped as in navicert (navigation certification). In these cases it is difficult to know whether the resultant formation should be treated as a clipping or as a blend, for the border between the two types is not always clear. According to Bauer, the easiest way to draw the distinction is to say that those forms which retain compound stress are clipped compound, whereas those that take simple word stress are not. By this criterion bodbiz, Chicom, Comsymp, Intelsat, midcult, pro-am, photo op, sci-fi, and sitcom are all compounds made of clippings. 5. Semantic loan A semantic loan is a process of borrowing semantic meaning (rather than lexical items) from another language, very similar to the formation of calques. In this case, however, the complete word in the borrowing language already exists; the change is that its meaning is extended to include another meaning its existing translation has in the leading language. Calques, loanwords and semantic loans are often grouped roughly under the phrase â€Å"borrowing†. Semantic loans often occur when two language are in close contact. 6. Compound In linguistics, a compound is a lexeme that consists of more than one stem, compounding or composition is the word formation that creates compound lexemes. Compounding or word-compounding refers to the faculty and device of a language to form new words by combing or putting together old words. In other words, compound, compounding or word-compounding occurs when a person attaches two or more words together to make them one word. The meanings of the words interrelate from the meanings of the words in isolation. Also, there is incorporation formation. Incorporation is a phenomenon by which a word, usually a verb, forms a kind of compound with, for instance, its direct object or adverbial modifier, while retaining its original syntactic function. Incorporation is central to many polysynthetic languages such as those found in North America, but polysynthetic does not necessary imply incorporation. Neither does the presence of incorporation in a language imply that that language is polysynthetic. Though not regularly. English shows some instrument incorporation, as in breastfeed, and direct object incorporation, as in babysit. Etymologically, such verbs in English are usually back-formations: the verbs breastfeed and babysit are formed from the adjective breast-fed and the noun babysitter respectively. Incorporation and pain compounding many be fuzzy categories: consider backstabbing, name-calling, and axe-murder. In many cases, a phrase with an incorporated noun carries a different meaning with respect to the equivalent phrase where the noun is not incorporated into the verb. The difference seems to hang around the generality and definiteness of the statement. The incorporated phrase is usually generic and indefinite, while the non-incorporated one is more specific. 7. Conversion In linguistics, conversion, also called zero derivation, is a kind of word transformation: specifically, it is the creation of a word (of a new word class) from an existing word (of a different word class) without any change in form. For example, the noun green in golf (referring to a putting-green) is derived ultimately from the adjective green. Conversions from adjectives to nouns and vice versa are both very common and unnotable in English: much more remarked upon is the creation of a verb by converting a noun or other word (e. g. , the adjective clean becomes the verb to clean). 8. Loanword A loanword (or loan word) is a word borrowed from a donor language and incorporated into a recipient language. By contrast, a calque or loan translation is a related concept where the meaning or idiom is borrowed rather than the lexical item itself. The word loanword is itself a calque of the German Lehnwort, while calque is a loanword from French. The terms borrow and loanword, although traditional, conflict with the ordinary meaning of those words because nothing is returned to the donor languages. However, note that this metaphor is not isolated to the concept of loanwords, but also found in the idiom â€Å"to borrow an idea. An additional issue with the term loanword is that it implies that the loaning is limited to one single word as opposed to deja vu, an English loanword from French. While this phrase may be used as one lexical item by English speakers, that is to say, an English speaker would not say only deja to convey the meaning associated with the full term deja vu, in t he donor language (French), speakers would be aware of the phrase consisting of two words. For simplicity, adopt/adoption or adapt/adaption are used by many linguists, either in parallel to, or in preference to, these words. Some researchers also use the term lexical borrowing. Some English loanwords remain relatively faithful to the donor language’s phonology, even though a particular phoneme might not exist or have contrastive status in English. The majority of English affixes, such as -un, –ing, and –ly, were present in older forms in Old English. However, a few English affixes are borrowed. For example, the agentive suffix –er, which is very prolific, is borrowed unlimitedly from Latin- arius. The English verbal suffix –ize comes from Greek –izein via Latin –izare. 9. Onomatopoeia Onomatopoeia (common term is sound word) refers to the property of such words. Common occurrences of onomatopoeia include animal noises, such as â€Å"oink† or â€Å"meow† or â€Å"roar† or â€Å"chirp†. Some other very common English-language examples include hiccup, zoom, bang, beep, moo, and splash. Machines and their sounds are also often described with onomatopoeia, as in honk or beep-beep for the horn of an automobile, and vroom or brum for the engine. When someone speaks of a mishap involving an audible arcing of electricity, the word â€Å"zap† is often used. For animal sounds, words like quack (duck), moo (cow), bark or woof (dog), roar (lion), meow or purr (cat) and baa (sheep) are typically used in English. Some of these words are used both as nouns and as verbs. Sometimes things are named from the sounds they make. In English, for example, there is the universal fastener which is named for the onomatopoeia of the sound it makes: the zip (in the UK) or zipper (in the U. S. ). many birds are named after their calls, such as the Bobwhite quail, the Weero, the Morepork, the killdeer, chickadee, the cuckoo, the chiffchaff, the whooping crane and the whip-poor-will. 0. Phono-semantic matching Phono-semantic matching (PSM) is a linguistic term referring to camouflaged borrowing in which a foreign word is matched with a phonetically and semantically similar pre-existent native word/root. It may alternatively be defined as the entry of a multisourced neologism that preserves both the meaning and the proximate sound of the parallel expression i n the source language, using pre-existent words/roots of the target language. Phono-semantic matching is distinct from calquing. While calquing includes (semantic) translation, it does not consist of phonetic matching (i. . retaining the proximate sound of the borrowed word through matching it with a similar-sounding pre-existent word/morpheme in the target language). Phone-semantic matching is also distinct from homophonic translation, which retains only the sound, and not the semantics. 11. Eponym An eponym is a person or thing, whether real or fictional, after which a particular place, tribe, era, discovery. Or other item is named or thought to be named. Eponyms are aspects of etymology. There are different types of eponym which come from various area. Places and towns can also be given an eponymous name through a relationship (real or imagined) to an important figure. Peloponnesus, for instance, was said to derive its name from the Greek god Pelops. In historical times, new towns have often been named (and older communities renamed) after their founders, discoverers, or after notable individuals. Examples include Vancouver, British Columbia, named after the explorer George Vancouver; and Prince Albert, Saskatchewan, originally called Isbister’s Settlement but renamed after Queen Victoria’s husband and consort in 1866. Also, in science and technology, discoveries and innovations are often named after the discoverer (or supposed discoverer) to honor some other influential workers. Examples are Avogadro’s number, he Diesel engine, Alzheimer’s disease, and the Apgar score. Because proper nouns are capitalized in English, the usual default for eponyms is to capitalize the eponymous part of a term. The common-noun part is not capitalized (unless it is part of a title or it is the first word in a sentence). For example, in Parkinson disease (named after James Parkinson), Parkinson is capitalized, but disease is not. However, some eponymous adjectives are nowadays entered in many dictionaries as lowercases when they have evolved a common status, no longer deriving their meaning from the proper-noun origin. For example, Herculean when referring to Hercules himself, but often herculean when referring to the figurative generalized extension sense. For any given term, one dictionary may enter only lowercase or only cap, whereas other dictionaries may recognize the capitalized version as a variant, either equally common as, or less common than, the first-listed styling (marked with labels such as â€Å"or†, â€Å"also†, â€Å"often† or â€Å"sometimes†). English can use either genitive case or attributive position to indicate the adjectival nature of the eponymous part of the term. (In other words, that part may be either possessive or nonpossessive. ) Thus Parkinson’s disease and Parkinson disease are both acceptable. Medical dictionaries have been shifting toward nonpossessive styling in recent decades, thus Parkinson disease is more likely to be used in the latest medical literature (especially in post prints) than is Parkinson’s disease. American and British English spelling differences can occasionally apply to eponyms. For example, American style would typically be cesarean section whereas British style would typically be caesarean section. III. Conclusion In a word, there are several ways of word-formation in the English language. However, not all these ways are isolated from each other. In fact, some of them all overlapped which means that a new word may be considered as a result of different ways of formation. Also, understanding these various methods of forming a new word, as an integrated component of linguistics, enables us to dig out the hidden rules behind thousands of new emerging words. Therefore, although many new words would appear as the world move on and new technologies are developed, people are able to grasp these new words with ease because of these word-formation rules. Meanwhile, people are exposed to different accesses of forming new words with already existing ones to express the unexpected phenomenon or tectonics in the future. Works cited: (1) Crystal, David. A Dictionary of Linguistics and Phonetics, Sixth Edition, Blackwell Publishers, 2008. (2) Fischer, Roswitha. Lexical change in present-day English: A corpus-based study of the motivation, institutionalization, and productivity of creative neologisms. 1998 (3) Marchand, Hans. The Categories and Types of Present-Day English Word-formation. Munchen: C. H. Beck’sche Verlagsbuchhandlung,1969 (4) Ghil’ad Zuckermann,  Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan, 2003 (5) Baker, Mark C. The Polysynthesis Parameter. Oxford: Oxford University Press,1998 (6) Mithun, Marianne. The evolution of noun incorporation. Language,  1984 How to cite A Brief Introduction to Methods of Word Formation in English, Papers A Brief Introduction to Methods of Word Formation in English Free Essays A Brief Introduction to Methods of Word Formation in English I. Introduction Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context. We will write a custom essay sample on A Brief Introduction to Methods of Word Formation in English or any similar topic only for you Order Now The earliest known activities in descriptive linguistics have been attributed to Panini around 500 BCE, with his analysis of Sanskrit in Ashtadhyayi. The first subfield of linguistics is the study of language structure, or grammar. This focuses on the system of ruled followed by the users of a language. It includes the study of morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound system). Phonetics is a related branch of linguistics concerned with the actual properties of speech sounds and nonspeech sounds, and how they are produced and perceived. This paper is going to concentrate on part of morphology word formation, of the English language. Generally, in linguistics, word formation is the creation of a new word. Word formation is sometimes contrasted with semantic change, which is a change in a single word’s meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form. Word formation can also be contrasted with the formation of idiomatic expressions, although words can be formed from multi-word phrases. There are various mechanisms of word formation and this paper is going to present them in detail with necessary explanations and examples. II. Methods of Word Formations 1. Agglutination. In contemporary linguistics, agglutination usually refers to the kind of morphological derivation in which there is a one-to-one correspondence between affixes and syntactical categories. Language that use agglutination widely are called agglutinative languages. Agglutinative languages are often contrasted both with language in which syntactic structure is expressed solely by means of word order and auxiliary words (isolating language) and with languages in which a single affix typically express several syntactic categories and a single category may be expressed by several different affixes (as is the case in the inflectional or fusional anguage). However, both fusional and isolating language may use agglutinative in the most-often-used constructs, and use agglutination heavily in certain contexts, such as word derivation. This is the case in English, which has an agglutinated plural maker – (e)s and derived words such as shame ·less ·ness. 2. Back-formation In etymology, back-formation is the process of creating a new lexeme, usually by removing actual or supposed affixes. The resulting neologism is called a back-formation, a term coined by James Murray in 1889. Back-formation is different from clipping – back-formation may change the part of speech or the word’s meaning, whereas clipping creates shortened words from longer words, but does not change the part of speech or the meaning of the word. For example, the noun resurrection was borrowed from Latin, and the verb resurrect was the back-formed hundreds of years later from it by removing the ion suffix. This segmentation of resurrection into resurrect + ion was possible because English had examples of Latinate words in the form of verb and verb + -ion pairs, such as opine/opinion. These became the pattern for many more such pairs, where a verb derived from a Latin supine stem and a noun ending in ion entered the language together, such as insert/insertion, project/projection, etc. Back-formation may be similar to the reanalyzes of folk etymologies when it rests on an erroneous understanding of the morphology of the longer word. For example, the singular noun asset is a back-formation from the plural assets. However, assets is originally not a plural: it is a loan-word from Anglo-Norman asetz (modern French assez). The –s was reanalyzed as a plural suffix. Many words came into English by this route: Pease was once a mass noun but was reinterpreted as a plural, leading to the back-formation pea. The noun statistic was likewise a back-formation from the field of study statistics. In Britain, the verb burgle came into use in the 19th century as a back-formation from burglar (which can be compared to the North American verb burglarize formed by suffixation). Even though many English words are formed this way, new coinages may sound strange, and are often used for humorous effect. For example, gruntled (from disgruntled) would be considered a barbarism, and used only in humorous contexts, such as by P. G. Wodehouse, who wrote â€Å"I wouldn’t say he was disgruntled, but by no stretch of the imagination could be described as gruntled†. He comedian George Gobel regularly used original back-formations in his humorous monologues. Bill Bryson mused that the English language would be richer if we could call a tidy-haired person shevelled – as an opposite to dishevelled. In the American sitcom Scrubs, the character Turk once said when replying to Dr. Cox, â€Å"I don’t disdain you! It’s quite the opposite – I dain you. † Back-formations frequently begin in colloquial use and only gradually become accepted. For example, enthuse (from enthusiasm) is gaining popularity, though it is still considered substandard by some today. The immense celebrations in Britain at the news of the relief of the Siege of Marketing briefly created the verb to maffick, meaning to celebrate both extravagantly and publicly. â€Å"Maffick† is a back-formation from Mafeking, a place-name that was treated humorously as a gerund or participle. There are many other examples of back-formation in the English language. . Acronym An acronym is an abbreviation formed from the initial components in a phrase or a word. These components may be individual letters (as in CEO) or parts of words (as in Benelux and Ameslan). There is no universal agreement on the precise definition of various names for such abbreviations nor on written usage. In English and most other languages , such abbreviations historically had limited use, but they became much more common in the 20th century. Acronyms are a type of word formation process, and they are viewed as a subtype of blending. There are many different types of the word-formation process acronym. Here are several pairs of them. (1) Pronounced as a word, containing only initial letters, like the followings. AIDS: acquired immune deficiency syndrome NATO: North Atlantic Treaty Organization Scuba: self-contained underwater breathing apparatus Laser: Light Amplification by Stimulated Emission of Radiation (2) Pronounced as a word, containing non-initial letters Amphetamine: alpha-mehyl-phenethylamine Interpol: International Criminal Police Organization Nabisco: National Biscuit Company 3)Pronounced as a word, containing a mixture of initial and non-initial letters Necco: New England Confectionery Company Radar: radio detection and ranging 4. Clipping In linguistics, clipping is the word formation process which consists in the reduction of a word to one of its parts. Clipping is also known as â€Å"truncation† or â€Å"shortening†. According to Marchand, clippings are not coined as words belonging to the standard vocabulary of a language. They originate as terms off a special group like schools, army, police, the medical profession, etc. in the intimacy of a milieu where a hint is sufficient to indicate the whole. For example, exam(ination), math(ematics), and lab(oratory) originated in school lang. while clipping terms of some influential groups can pass into common usage, becoming part of Standard English, clipping of a society unimportant class or group will remain group slang. Also, clipping mainly consists of the following types: back clipping, fore-clipping, middle clipping and complex clipping. (1) Back clipping Back clipping is the most common type, in which the beginning is retained. The unclipped original may be either a simple or a composite. Examples are: ad (advertisement), cable (cablegram), doc (doctor), exam (examination), fax (facsimile), gas (gasoline), gym(gymnastics, gymnasium), memo (memorandum), mutt(muttonhead), pub (public house), pop (popular music). (2) Fore-clipping Fore-clipping retains the final part. Examples are: chute (parachute), coon (raccoon), gator (alligator), phone (telephone), pike (turnpike), varsity (university). (3) Middle-clipping In middle clipping, the middle of the word is retained. Examples are: flu (influenza), jams or jammies (pajamas/pyjamas), polly (Apollinairs), shrink (head-shrinker), tec (detective). (4) Complex clipping Clipped dorms are also used in compounds. One part of the original compound most often remains intact. Examples are: cablegram (cable telegram), opart (optical art), org-man (organization man), and linocut (linoleum cut). Sometimes both halves of a compound are clipped as in navicert (navigation certification). In these cases it is difficult to know whether the resultant formation should be treated as a clipping or as a blend, for the border between the two types is not always clear. According to Bauer, the easiest way to draw the distinction is to say that those forms which retain compound stress are clipped compound, whereas those that take simple word stress are not. By this criterion bodbiz, Chicom, Comsymp, Intelsat, midcult, pro-am, photo op, sci-fi, and sitcom are all compounds made of clippings. 5. Semantic loan A semantic loan is a process of borrowing semantic meaning (rather than lexical items) from another language, very similar to the formation of calques. In this case, however, the complete word in the borrowing language already exists; the change is that its meaning is extended to include another meaning its existing translation has in the leading language. Calques, loanwords and semantic loans are often grouped roughly under the phrase â€Å"borrowing†. Semantic loans often occur when two language are in close contact. 6. Compound In linguistics, a compound is a lexeme that consists of more than one stem, compounding or composition is the word formation that creates compound lexemes. Compounding or word-compounding refers to the faculty and device of a language to form new words by combing or putting together old words. In other words, compound, compounding or word-compounding occurs when a person attaches two or more words together to make them one word. The meanings of the words interrelate from the meanings of the words in isolation. Also, there is incorporation formation. Incorporation is a phenomenon by which a word, usually a verb, forms a kind of compound with, for instance, its direct object or adverbial modifier, while retaining its original syntactic function. Incorporation is central to many polysynthetic languages such as those found in North America, but polysynthetic does not necessary imply incorporation. Neither does the presence of incorporation in a language imply that that language is polysynthetic. Though not regularly. English shows some instrument incorporation, as in breastfeed, and direct object incorporation, as in babysit. Etymologically, such verbs in English are usually back-formations: the verbs breastfeed and babysit are formed from the adjective breast-fed and the noun babysitter respectively. Incorporation and pain compounding many be fuzzy categories: consider backstabbing, name-calling, and axe-murder. In many cases, a phrase with an incorporated noun carries a different meaning with respect to the equivalent phrase where the noun is not incorporated into the verb. The difference seems to hang around the generality and definiteness of the statement. The incorporated phrase is usually generic and indefinite, while the non-incorporated one is more specific. 7. Conversion In linguistics, conversion, also called zero derivation, is a kind of word transformation: specifically, it is the creation of a word (of a new word class) from an existing word (of a different word class) without any change in form. For example, the noun green in golf (referring to a putting-green) is derived ultimately from the adjective green. Conversions from adjectives to nouns and vice versa are both very common and unnotable in English: much more remarked upon is the creation of a verb by converting a noun or other word (e. g. , the adjective clean becomes the verb to clean). 8. Loanword A loanword (or loan word) is a word borrowed from a donor language and incorporated into a recipient language. By contrast, a calque or loan translation is a related concept where the meaning or idiom is borrowed rather than the lexical item itself. The word loanword is itself a calque of the German Lehnwort, while calque is a loanword from French. The terms borrow and loanword, although traditional, conflict with the ordinary meaning of those words because nothing is returned to the donor languages. However, note that this metaphor is not isolated to the concept of loanwords, but also found in the idiom â€Å"to borrow an idea. An additional issue with the term loanword is that it implies that the loaning is limited to one single word as opposed to deja vu, an English loanword from French. While this phrase may be used as one lexical item by English speakers, that is to say, an English speaker would not say only deja to convey the meaning associated with the full term deja vu, in t he donor language (French), speakers would be aware of the phrase consisting of two words. For simplicity, adopt/adoption or adapt/adaption are used by many linguists, either in parallel to, or in preference to, these words. Some researchers also use the term lexical borrowing. Some English loanwords remain relatively faithful to the donor language’s phonology, even though a particular phoneme might not exist or have contrastive status in English. The majority of English affixes, such as -un, –ing, and –ly, were present in older forms in Old English. However, a few English affixes are borrowed. For example, the agentive suffix –er, which is very prolific, is borrowed unlimitedly from Latin- arius. The English verbal suffix –ize comes from Greek –izein via Latin –izare. 9. Onomatopoeia Onomatopoeia (common term is sound word) refers to the property of such words. Common occurrences of onomatopoeia include animal noises, such as â€Å"oink† or â€Å"meow† or â€Å"roar† or â€Å"chirp†. Some other very common English-language examples include hiccup, zoom, bang, beep, moo, and splash. Machines and their sounds are also often described with onomatopoeia, as in honk or beep-beep for the horn of an automobile, and vroom or brum for the engine. When someone speaks of a mishap involving an audible arcing of electricity, the word â€Å"zap† is often used. For animal sounds, words like quack (duck), moo (cow), bark or woof (dog), roar (lion), meow or purr (cat) and baa (sheep) are typically used in English. Some of these words are used both as nouns and as verbs. Sometimes things are named from the sounds they make. In English, for example, there is the universal fastener which is named for the onomatopoeia of the sound it makes: the zip (in the UK) or zipper (in the U. S. ). many birds are named after their calls, such as the Bobwhite quail, the Weero, the Morepork, the killdeer, chickadee, the cuckoo, the chiffchaff, the whooping crane and the whip-poor-will. 0. Phono-semantic matching Phono-semantic matching (PSM) is a linguistic term referring to camouflaged borrowing in which a foreign word is matched with a phonetically and semantically similar pre-existent native word/root. It may alternatively be defined as the entry of a multisourced neologism that preserves both the meaning and the proximate sound of the parallel expression i n the source language, using pre-existent words/roots of the target language. Phono-semantic matching is distinct from calquing. While calquing includes (semantic) translation, it does not consist of phonetic matching (i. . retaining the proximate sound of the borrowed word through matching it with a similar-sounding pre-existent word/morpheme in the target language). Phone-semantic matching is also distinct from homophonic translation, which retains only the sound, and not the semantics. 11. Eponym An eponym is a person or thing, whether real or fictional, after which a particular place, tribe, era, discovery. Or other item is named or thought to be named. Eponyms are aspects of etymology. There are different types of eponym which come from various area. Places and towns can also be given an eponymous name through a relationship (real or imagined) to an important figure. Peloponnesus, for instance, was said to derive its name from the Greek god Pelops. In historical times, new towns have often been named (and older communities renamed) after their founders, discoverers, or after notable individuals. Examples include Vancouver, British Columbia, named after the explorer George Vancouver; and Prince Albert, Saskatchewan, originally called Isbister’s Settlement but renamed after Queen Victoria’s husband and consort in 1866. Also, in science and technology, discoveries and innovations are often named after the discoverer (or supposed discoverer) to honor some other influential workers. Examples are Avogadro’s number, he Diesel engine, Alzheimer’s disease, and the Apgar score. Because proper nouns are capitalized in English, the usual default for eponyms is to capitalize the eponymous part of a term. The common-noun part is not capitalized (unless it is part of a title or it is the first word in a sentence). For example, in Parkinson disease (named after James Parkinson), Parkinson is capitalized, but disease is not. However, some eponymous adjectives are nowadays entered in many dictionaries as lowercases when they have evolved a common status, no longer deriving their meaning from the proper-noun origin. For example, Herculean when referring to Hercules himself, but often herculean when referring to the figurative generalized extension sense. For any given term, one dictionary may enter only lowercase or only cap, whereas other dictionaries may recognize the capitalized version as a variant, either equally common as, or less common than, the first-listed styling (marked with labels such as â€Å"or†, â€Å"also†, â€Å"often† or â€Å"sometimes†). English can use either genitive case or attributive position to indicate the adjectival nature of the eponymous part of the term. (In other words, that part may be either possessive or nonpossessive. ) Thus Parkinson’s disease and Parkinson disease are both acceptable. Medical dictionaries have been shifting toward nonpossessive styling in recent decades, thus Parkinson disease is more likely to be used in the latest medical literature (especially in post prints) than is Parkinson’s disease. American and British English spelling differences can occasionally apply to eponyms. For example, American style would typically be cesarean section whereas British style would typically be caesarean section. III. Conclusion In a word, there are several ways of word-formation in the English language. However, not all these ways are isolated from each other. In fact, some of them all overlapped which means that a new word may be considered as a result of different ways of formation. Also, understanding these various methods of forming a new word, as an integrated component of linguistics, enables us to dig out the hidden rules behind thousands of new emerging words. Therefore, although many new words would appear as the world move on and new technologies are developed, people are able to grasp these new words with ease because of these word-formation rules. Meanwhile, people are exposed to different accesses of forming new words with already existing ones to express the unexpected phenomenon or tectonics in the future. Works cited: (1) Crystal, David. A Dictionary of Linguistics and Phonetics, Sixth Edition, Blackwell Publishers, 2008. (2) Fischer, Roswitha. Lexical change in present-day English: A corpus-based study of the motivation, institutionalization, and productivity of creative neologisms. 1998 (3) Marchand, Hans. The Categories and Types of Present-Day English Word-formation. Munchen: C. H. Beck’sche Verlagsbuchhandlung,1969 (4) Ghil’ad Zuckermann,  Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan, 2003 (5) Baker, Mark C. The Polysynthesis Parameter. Oxford: Oxford University Press,1998 (6) Mithun, Marianne. The evolution of noun incorporation. Language,  1984 How to cite A Brief Introduction to Methods of Word Formation in English, Essay examples

My Highschool Days free essay sample

As I look back on my high school years I see a complete transformation. I see myself going through some major and minor changes that have come to define my whole existence. My freshman year I was shy and self-conscious, I didn’t know where I belonged. I didn’t know who I wanted to be, or what to do with my life. I was 5’5 with long black hair that came up to my lower back, with nice straight teeth, and clear face like a babies butt. My best friend Nancy was about 5’3 with glasses short frizzy hair and a lot of acne. Entering West Potomac High School with my best friend Nancy was the scariest thing of our lives. Seeing a huge school with four sets of doors cross the front was a bit intimating. As we stepped in the lobby we saw random halls going every direction possible and older kids just passing by not saying excuse me or anything. We will write a custom essay sample on My Highschool Days or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We finally decided what way to go which was right out the door and back to the front of the school where we first started. We waited to see if anybody else we knew would come to where we were Selma Edis and, Lizeth, show up and I started feeling a little more confortable. From that day the front of the school became the spot everyone that we knew would stand there before and after class just to see each other’s faces. Nancy and I were always together like peanut butter and jelly the only time we would spate was when we didn’t have class together. One day after gym we walked together to the spot but as we walk by we see Lizeth’s Brother, Alex. He was the most wanted kid in this school he was handsome, tall, with nice hair, and clear face he also played soccer every girl dreamed of being his girlfriend. As we walked by him we smiled like crazy maniacs but tried to play it cool, he didn’t notice us so we just kept walking whispering â€Å"oh my gosh he is cute† hoping he would turn back to look at us. Nancy and Alex started dating they dated for 3 months but then broke up. Then I became best friends with Alex but still maintained my friendship with Nancy. She thought it was cool since they didn’t talk but after a while Alex and i started getting feelings for each other and I had to choose whether to risk my friendship with Nancy or reject the most wanted boy in school. We kept it to ourselves for couple months but then the summer came and we actually became a couple and we didn’t care what people would say. Nancy and I stopped talking she was mad at me and didn’t want to be happy for me. That made me realized that I had to do what made me happy and not what other people wanted me to do. I was scared to lose her as a friend forever but I was really happy with Alex. Sophomore year started and we were still dating people were looking at us wrong so it was me and him against the high school. Nancy had spread rumors about me and people started talking about us. We didn’t care as long as we were together everything was going to be fine. After a couple months people started to notice that we were serious about our relationship and started talking to us again. But the one person that I cared about still didn’t want to know anything about me. It stared to hit me and had me thinking if what I did was right standing up to what I wanted or was I wrong in hurting my best friend. Later that year Nancy slowly came up to me and slowly became my friend again not my best friend because she was still hurt. Alex wasn’t so happy but I really wanted our friend ship back so I kept it a secret from him. Everything worked out fine that year Alex graduated and moved on to college we still kept dating. Junior year was the year I got my best friend back. Alex and I were having issues he broke up with me and I went crying to Nancy telling her that he had moved on and that he didn’t want a high school girl friend anymore he moved on to college then she helped me get myself together and help me think things through. Eventually we ended up together again and I can tell that Nancy was happy for me but still felt a little awkward. Having a real relationship in high made me realized that all that matters is being happy because the people in school won’t be around forever just for those four years of high school. My senior year was the hardest year because I lost my best friend forever. We were best friends in the beginning of the year then I found out she was talking smack about me and saying things that weren’t true. I confronted her and she told me it was true so we stopped talking and till this day we don’t talk. Going through that made me realized that even in a friendship for six years one can’t trust and relay on someone forever. Slowly I started to realize that no one is going to be by your side forever my senior year I also lost the guy that knew me best the guy I was happy with. After losing those two people walking out of my life I don’t rely on anyone but myself. I can honestly say that made me a better person in life. I watch out for what best for me and no one else.