Friends, Enemies, and Fools: a Collection of Uyghur Proverbs by Michael Fiddler, Zhejiang Normal University
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A Review of Heat Stroke and Its Complications in the Canine Renee L
Volume 45 | Issue 1 Article 1 1983 A Review of Heat Stroke and Its Complications in the Canine Renee L. Larson Iowa State University Robert W. Carithers Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/iowastate_veterinarian Part of the Small or Companion Animal Medicine Commons, and the Veterinary Physiology Commons Recommended Citation Larson, Renee L. and Carithers, Robert W. (1983) "A Review of Heat Stroke and Its Complications in the Canine," Iowa State University Veterinarian: Vol. 45 : Iss. 1 , Article 1. Available at: https://lib.dr.iastate.edu/iowastate_veterinarian/vol45/iss1/1 This Article is brought to you for free and open access by the Journals at Iowa State University Digital Repository. It has been accepted for inclusion in Iowa State University Veterinarian by an authorized editor of Iowa State University Digital Repository. For more information, please contact [email protected]. A Review of Heat Stroke and Its Complications in the Canine Renee L. Larson, BS * Robert W. Carithers, DVM, MS, PhD** SUMMARY most obvious prerequisite is a high en A review of heat stroke and its complications vironmental temperature. When the ambient is presented. The etiology, physiology, clinical temperature increases above 86°F, a rise in in signs, secondary complications, diagnosis, ternal body temperature results. Dogs can treatment, necropsy results and prevention of tolerate rising environmental temperature heat stroke are discussed. A clinical case is quite well. However, when the body tempera then presented to illustrate the disorder of heat ture exceeds 104°F a breakdown of the stroke. animal's thermal equilibrium begins. -
Genres, and Media. 1 As Wolfgang Mieder Has Observed, I
II 16. "Is SeeingBelieving?" (Haase) - DONALD P. HAASE IS SEEING BELIEVING? PROVERBS AND THE Fll..M ADAPTATION OF A F.AIRY TALE I For several decadesnow, a growing number of interdisciplinary studies have investigated the use of the proverb in diverse contexts, genres, and media.1 As Wolfgang Mieder has observed, paremiologists have begun to move beyond mere historical studies of the proverb in traditional societies and folk fonDS, and "have become aware of the use and function of traditional proverbs in modem technological and sophisticated societies" ("Proverb in the Modem Age" 118). As a consequence,paremiology has beenenriched not only by studiesd1at investigate proverbs in traditional folk genres, such as the folk and fairy tale, but by "important studies of proverbs in modem literature, in psychologicaltesting, and in the various forms of massmedia such as newspapers,magazines, and advertisements" ( 118). One of the media in our technological society that has not been given much attention by paremiologists, however, is fllm.1 Perhaps this neglect is due to the medium's essentially visual technology, in which pictures speaklouder than words, which are, on the other hand, the essenceof the proverb. But the primary verbal nature of the prov- erb has not obscured the fact that it often has an implicit image con- tent as well, nor has it kept paremiologists from investigating the proverb's use in paintings. emblems, and other visual media such as advertisements.Moreover ~ as long as films contain spoken words imitating the speechof life, it is likely that proverbs will be present in cinema too. In what follows. -
Poetry Vocabulary
Poetry Vocabulary Alliteration: Definition: •The repetition of consonant sounds in words that are close together. •Example: •Peter Piper picked a peck of pickled peppers. How many pickled peppers did Peter Piper pick? Assonance: Definition: •The repetition of vowel sounds in words that are close together. •Example: •And so, all the night-tide, I lie down by the side Of my darling, my darling, my life and my bride. -Edgar Allen Poe, from “Annabel Lee” Ballad: Definition: •A song or songlike poem that tells a story. •Examples: •“The Dying Cowboy” • “The Cremation of Sam McGee” Cinquain: Definition: • A five-line poem in which each line follows a rule. 1. A word for the subject of the poem. 2. Two words that describe it. 3. Three words that show action. 4. Four words that show feeling. 5. The subject word again-or another word for it. End rhyme: Definition: • Rhymes at the ends of lines. • Example: – “I have to speak-I must-I should -I ought… I’d tell you how I love you if I thought The world would end tomorrow afternoon. But short of that…well, it might be too soon.” The end rhymes are ought, thought and afternoon, soon. Epic: Definition: • A long narrative poem that is written in heightened language and tells stories of the deeds of a heroic character who embodies that values of a society. • Example: – “Casey at the Bat” – “Beowulf” Figurative language: Definition: • An expressive use of language. • Example: – Simile – Metaphor Form: Definition: • The structure and organization of a poem. Free verse: Definition: • Poetry without a regular meter or rhyme scheme. -
Poetry Explications A-State Online Writing Center
Poetry Explications A-State Online Writing Center What are poetry explications? A poetry explication is an analytical essay that comments on a poem’s elements and possible meanings. In other words, writers make connections between the narrative of the poem and the literary choices the poet uses to convey that narrative such as imagery, tone, rhythm and meter, and word choice. Reading & identifying analysis points Before writing your essay, it’s best to take the time to read the poem to yourself at least twice to gain an understanding of the plot, structure, narrator’s point of view (POV), and main ideas. Remember that you need to separate the narrator of the poem from the poet, particularly if you know the poet’s identity. Do not conflate the poet’s POV and personal life with the narrator’s life. When you begin looking for major ideas and connections between poem elements, consider these questions: ● What are the major themes? ● How is the poem structured and broken up into lines and stanzas? ● Who does the narrator or speaker seem to be addressing? ● What are the major conflicts and plot points? ● What is the overall tone? Are there shifts in tone? ● Is there a location described? ● Are there patterns you can note throughout the poem? Are there patterns in word choice, imagery, structure, syntax, rhyme, rhythm, and other elements? Determining these answers are helpful when writing your analysis. General outline Briefly summarize the poem’s narrative in the introduction of your essay for context. Then develop a clear thesis statement that addresses your major analysis points. -
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 279 Third International Conference of Arts, Language and Culture (ICALC 2018) Uncovering the translator’s techniques in retaining the beauty of poetic children’s stories Nur Saptaningsih1, Ardianna Nuraeni 2 1 English Department, Universitas Sebelas Maret, Surakarta, Indonesia 2 English Department, Universitas Sebelas Maret, Surakarta, Indonesia 1 [email protected], 2* [email protected] Abstract: Studies on translation of children’s literature have been widely explored by researchers with a number of focus on translation readability, proper names, titles, and culture-specific terms. One area that is still rare to study is the presence of bilingual children’s books that are presented poetically, where the author writes the stories using poetic devices (such as presenting them in stanzas and rhyming expressions) and where the translator produces the translated stories with the same poetic sense. This study focuses our special attention to the issue of the translation of poetic illustrated stories for children, which aims to describe ways the translator of book series “Archipelago Legend” renders the poetic markers in his translation, particularly to keep maintaining the message of the Source Text (ST) in the Target Text (TT) and the beauty of the stanzas. Under the design of descriptive qualitative research, we analyzed seven bilingual books of Indonesia’s “Archipelago Legend”. Stanzas in the stories and their translations were selected and categorized into types of poetic devices used by the writer and the translator. The source language construction and their translations, as well as the poetic devices in both ST and TT were analyzed with the aim at exploring the translator’s techniques in maintaining the beauty of the poetic stories in rendering the message of ST. -
The Child and the Fairy Tale: the Psychological Perspective of Children’S Literature
International Journal of Languages, Literature and Linguistics, Vol. 2, No. 4, December 2016 The Child and the Fairy Tale: The Psychological Perspective of Children’s Literature Koutsompou Violetta-Eirini (Irene) given that their experience is more limited, since children fail Abstract—Once upon a time…Magic slippers, dwarfs, glass to understand some concepts because of their complexity. For coffins, witches who live in the woods, evil stepmothers and this reason, the expressions should be simpler, both in princesses with swan wings, popular stories we’ve all heard and language and format. The stories have an immediacy, much of we have all grown with, repeated time and time again. So, the the digressions are avoided and the relationship governing the main aim of this article is on the theoretical implications of fairy acting persons with the action is quite evident. The tales as well as the meaning and importance of fairy tales on the emotional development of the child. Fairy tales have immense relationships that govern the acting persons, whether these are psychological meaning for children of all ages. They talk to the acting or situational subjects or values are also more children, they guide and assist children in coming to grips with distinct. Children prefer the literal discourse more than adults, issues from real, everyday life. Here, there have been given while they are more receptive and prone to imaginary general information concerning the role and importance of fairy situations. Having found that there are distinctive features in tales in both pedagogical and psychological dimensions. books for children, Peter Hunt [2] concludes that textual Index Terms—Children, development, everyday issues, fairy features are unreliable. -
Rhyme in European Verse: a Case for Quantitative Historical Poetics
1 Rhyme in European Verse: A Case for Quantitative Historical Poetics Boris Maslov & Tatiana Nikitina Keywords rhyme, statistical methods, meter, Historical Poetics, Russian verse The past decade has witnessed an unprecedented rise of interest in objectivist, data-driven approaches to literary history, often grouped together under the heading of digital humanities. The rapid multiplication of software designed to map and chart literature, often on a massive scale, has engendered an anxious (and often unpublicized) reaction. A concern for the future of literary studies, traditionally committed to the study of individual texts accessed through “close reading” of individual passages, is exacerbated in the wake of the emergence of a version of “world literature” that normalizes the study of literary works in translation, effectively jettisoning the philological techniques of explication du texte. This article seeks to bypass these antagonisms by proposing an alternative approach to literary history which, while being rooted in data analysis and employing quantitative methods some of which have been part of a century-old scholarly tradition, retains a twofold focus on the workings of poetic form and on the interaction between national literary traditions—the two topics that have dominated theoretical poetics and comparative literature ever since the inception of these disciplines in the late nineteenth-early twentieth centuries. While close reading is admittedly of limited value in the study of 2 versification, a more rigorous type of statistical testing used in this study allows for reliable assessment of tendencies observed in relatively small corpora, while also making it possible to verify the significance of highly nuanced quantitative differences. -
T'ahsíi Gha Gots'ęh Náets'ehndı́h Gha Goɂǫ
CANADA GOGHA AMÍI GOHÉH DZÁA NĮONIDHE SÍI MEGHA ?E?Á T’AHSÍI GHA GOTS’ĘH NÁETS’EHNDÍH GHA GOɁǪ agots’ı̨ la t’áh ǫkı edáidzę gots’ę́ gots’áendíh íle gha T’ahsíi gha gots’ęh naets’éhndı́h énidé gots’áendıh́ ts’ęh edı̨ htł’éh gogháts’ı̨ ɂa gots’ęh gha go ǫ azhíi ǫt’e? eghálats’enda íle gha godı̨ eghálats’enda éhsíi edı̨ htł’éh ɂ seets’eleh gogháts’ıdhah.́ T’ahsíi goghǫ ts’enéhe T’ahsíi gha gots’ęh náets’éhndıh́ gha goɂǫ énidé t’áh dádéhtí íle énidé gots’ęh t’ahsíi tsıts’ı́ ̨ hthe dádéhtí amíi méh dzaah nıgot’ǫ́ ts’ıhɂǫh gosaamba hule agújá, náts’ehndíh mets’ęh edı̨ htł’éh ats’ehɂı̨ gogháts’ı̨ ɂá íle amíi mets’ę́ t’áhsíi ts’enıdhę t’áh. T’ahsíi gha gots’ęh énidé dádétí náíndí ts’enidhę t’áh gots’ęnoendíh. náets’éhndıh́ gha goɂǫ énidé t’áh amíi t’ahsíi tsı̨ guıdhe meghǫh názhaetı gots’eh zǫ́ dúle gots’ęh noendıh́ Gohseenízhaehti adi t’áh amíi mehéh dzaah nıgot’ǫ́ t’áh ats’eleh. Amíi t’ahsíi tsı̨ gųihthe meghǫnázhaeti k’eodı̨ ɂá saamba ts’ęhke mesaamba hule énidé dúle edi káondıh́ ǫt’e gots’ęh dúle thahne t’áh meghǫnázhaetı t’áh t’áh gots’áhodi: ats’eleh íle énidé t’ahsíi tśı̨ ts’ıhthé t’áh goghǫnázhaetı • Dzaah níots’éniɂǫ t’áh t’ahsí gots’ęh ts’enıdhę t’ah gǫndi k’ę́ ę́ ats’et’ı̨̨ gha góɂǫ íle énidé goghǫnázhaeti íle énidé godı̨ náts’edéh gokųę theɂǫ goch’á t’áh gogha gǫndi ts’ehtsi. -
Voices from Early China
Voices from Early China The Odes Demystified Voices from Early China The Odes Demystified Geoffrey Sampson Voices from Early China: The Odes Demystified By Geoffrey Sampson This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Geoffrey Sampson All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-5212-8 ISBN (13): 978-1-5275-5212-8 The symbol on the title page is the Chinese title of this book—Shi, “Poetry”—in the hand of the Tang dynasty monk Huai Su, who called his greatly admired calligraphy “the handwriting of a drunken immortal”. VOICES FROM EARLY CHINA v VOICES FROM EARLY CHINA Contents Map of the Tiw Kingdom xvi Introduction 1 List of Works Consulted 43 A Timeline of Early Chinese History and Myth 46 THE POEMS Airs of the States State of Tiw and Southwards 1 The Fish-Hawk 關雎 47 2 The Spreading Lablab Vine 葛覃 48 3 The Mouse-Ears 卷耳 49 4 Sagging Branches 樛木 50 5 Locusts 螽斯 50 6 The Delicate Peach-Tree 桃夭 51 7 The Rabbit Net 兔罝 52 8 Gathering Plantains 芣苢 52 9 The Wide River Han 漢廣 53 10 On the Embankment of the Nac 汝墳 54 11 A Unicorn’s Hooves 麟之趾 54 State of Daws and Southwards 12 Magpie and Dove 鵲巢 56 13 -
Theories of Infant Development Theories of Infant Development
Theories of Infant Development Theories of Infant Development Edited by Gavin Bremner and Alan Slater © 2004 by Blackwell Publishing Ltd except for editorial material and organization © 2004 by Gavin Bremner and Alan Slater 350 Main Street, Malden, MA 02148-5020, USA 108 Cowley Road, Oxford OX4 1JF, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Gavin Bremner and Alan Slater to be identified as the Authors of the Editorial Material in this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2004 by Blackwell Publishing Ltd Library of Congress Cataloging-in-Publication Data Theories of infant development / edited by Gavin Bremner and Alan Slater. p. cm. Includes bibliographical references and index. ISBN 0–631–23337–7 (hc : alk. paper) — ISBN 0–631–23338–5 (pbk. : alk. paper) 1. Infants—Development. 2. Child development. I. Bremner, J. Gavin, 1949– II. Slater, Alan. RJ134.T48 2003 305.232—dc21 2003045328 A catalogue record for this title is available from the British Library. Set in 10/12 pt Palatino by Graphicraft Limited, Hong Kong Printed and bound in the United Kingdom by TJ International, Padstow, Cornwall. For further information on Blackwell Publishing, visit our website: http://www.blackwellpublishing.com In memory of George Esmond Butterworth, November 8, 1946–February 12, 2000 Contents Contributors ix Preface xi Part I Development of Perception and Action 1 A Dynamical Systems Perspective on Infant Action and its Development 3 Eugene C. -
Regulation GHA-RA, Maintenance of the Position Classification Plan
GHA-RA MONTGOMERY COUNTY REGULATION PUBLIC SCHOOLS Related Entries: Responsible Office: Human Resources and Development Maintenance of the Position Classification Plan I. PURPOSE To establish procedures for determining a position classification, reclassifying an existing position, reconstituting a position, classifying a proposed additional position, and writing and revising position specifications II. DEFINITIONS A. An appropriate officer is the superintendent of schools, deputy superintendent, chief operating officer, associate superintendent, department director, principal, or immediate supervisor. B. Classification/reclassification is a process to determine salary grades. A reclassification study involves identifying a significant change in the duties and responsibilities of a position that may require additional knowledge, skills, and abilities as a result of reorganization, new technologies, program revisions, and other events that impact the nature of the work to be performed that may or may not result in a salary grade change. C. Reconstitution involves assigning an existing or vacant position to a more appropriate classification and salary grade or the establishment of a new classification, typically as the result of reorganization or restructuring of an office or work unit. III. PROCEDURES A. Determination of a Position Classification Positions are included in the same classification when the same descriptive title applies, the same salary grade is equitable for all of the positions in the classification, and the following are substantially similar: 1 of 5 GHA-RA 1. Duties and responsibilities of the positions 2. Education and experience required 3. Tests or other methods used to determine applicants’ knowledge, abilities, and skills B. Reclassification of an Existing Position 1. Each December, the Office of Human Resources and Development (OHRD) with the approval of the chief operating officer sends a memorandum to the appropriate officers which outlines that year’s reclassification study process. -
15.1 Introduction 15.2 West African Oral and Written Traditions
Name and Date: _________________________ Text: HISTORY ALIVE! The Medieval World 15.1 Introduction Medieval cultures in West Africa were rich and varied. In this chapter, you will explore West Africa’s rich cultural legacy. West African cultures are quite diverse. Many groups of people, each with its own language and ways of life, have lived in the region of West Africa. From poems and stories to music and visual arts, their cultural achievements have left a lasting mark on the world. Much of West African culture has been passed down through its oral traditions. Think for a moment of the oral traditions in your own culture. When you were younger, did you learn nursery rhymes from your family or friends? How about sayings such as “A penny saved is a penny earned”? Did you hear stories about your grandparents or more distant ancestors? You can probably think of many ideas that were passed down orally from one generation to the next. Kente cloth and hand-carved Suppose that your community depends on you to furniture are traditional arts in West remember its oral traditions so they will never be Africa. forgotten. You memorize stories, sayings, and the history of your city or town. You know about the first people who lived there. You know how the community grew, and which teams have won sports championships. On special occasions, you share your knowledge through stories and songs. You are a living library of your community’s history and traditions. In parts of West Africa, there are people whose job it is to preserve oral traditions and history in this way.