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Swazi College Students' Mastery of English Logical Connectives in Science
UNIVERSITY OF CAPE TOWN FACULTY OF EDUCATION Swazi college students' mastery of English logical connectives in science A dissertation presented in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION by .JANET MARIAN CUMMING FEBRUARY 1991. ,,,,,,_ --.. ' . - -- -- , T ,,. · ! -~~ l:,,een c;i•!9fl I . The Unlv·r ·'V ,-.' : . •n \--.. ota · ~ the r'·?ht '· r< . , or In ~.i~. - ~a ......... .- •• ._......--· •• -~· F ... • ~~·"-T The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. UNIVERSITY OF CAPE TOWN School of Education University of Cape Town · Middle Campus Rondebosch 7700 · South Africa ' University Telephone: 650-9111 (enquiries) Head: Individual extension 650- Ref: Fax No: (021) 650-3489 DECLARATION I, JANET MARIAN CUMMING declare that this work is my own original work and has not been submitted before now, in any form whatsoever, by myself or anyone else, to this university or any other educational institution for assessment purposes. Further, I have acknowledged all sources used and have cited these in the bibliography. There has been no infringement of publishers' copyright stipulations. I understand that any breach of this declaration may result in non-acceptance of this work by those concerned. .SIGNED:·~········ Janet Marian Cumming. ~ , ·:··-:s -,,' ~ t . ,::: .;:; '.; ,•, !""\ >'P?•<=;r: ~s (\JCISrf' J'"·'.:! ;'(J(:,-:JI se9regot1cr and s'!"r1·.:·?~ to.')'"';"\(:: r\t()'j'"> •:: 5tr0ny ,;.r-J(j·~ ,_•n -·~ f\".)'"'-tj -;._ -r ,-.-:, ··,._:~ .: ,... -
Teacher's Guide
National Park Service Aram Demirjian, Music Director Great Smoky Mountains National Park Sheena McCall Young People’s Concerts: Fall 2020 TEACHER’S GUIDE THIS PAGE INTENTIONALLY LEFT BLANK (INSIDE COVER) Table of Contents PROGRAM REPERTOIRE Program Notes: Our Composers and their Music “Reel Time” from Southern Harmony Higdon, “Reel Song” ................................................. 2 by Jennifer Higdon Vivaldi, “Autumn” ...................................................... 2 Rimsky-Korsakov, “Flight of the Bumblebee” ......... 3 “Autumn,” III. Allegro Debussy, “Clair de Lune” .......................................... 3 from The Four Seasons Variego, Songs in Light: Firefly Music ...................... 4 by Antonio Vivaldi Joplin, The Entertainer .............................................. 4 “Flight of the Bumblebee” Crowe, How Birds Came Into the World .................. 5 from The Tale of Tsar Saltan Traditional/Arr. Robertson and Coolidge, by Rimsky-Korsakov Cherokee Morning Song ...................................... 5 “Clair de Lune” from Bergamasque Bryant & Bryant, Rocky Top ...................................... 6 by Claude Debussy Online Audio Link ............................................................ 6 Songs in Light: Firely Music by Jorge Variego Lessons: Cherokee Morning Song/ Moon Observation... .................................................. 7-13 Program repertoire and artists subject to change The Entertainer by Scott Joplin Activities & Resources for Teachers/ Audience Job Description ............................................ -
1973-Iceland.Pdf
-----=ca=rn=-.....z:-c, wrn=-:- --. n ===N::ll:-cI - .. • ~ en Place I Monday, June 18 I Tuesday, June 19 I Wednesday, Ju'!e 20 I I Thursday, June 21 I Friday, June 22 I Saturday, June 23 1 Sunday, June 24 10.00--12.00 10.00-12.00 10.00-12.00 Hotel General Assembly General Assembly General Assembly Loftleidir (if necessary) 14.00- 16.00 14.00-16.00 General Assembly General Assembly 12.00 Lvric Arts Trio Charpentier: --- The Symphony --- Nordic 17.00 17.00 22.00 House Norwegian Wood- Harpans Kraft Nonvegian jazz Wind Quintet from Sweden Bibalo, Berge, Salmenhaara, W elin, Mortensen, Nordheim - - -·- [_____ - 20.30 20.00 17.00 14.00 14.00 14.00 Miklatun Reception Tenidis, Kopelent TapeMusic Tape Music Tape Music Tape Music T6masson, Hall- Gilboa, Schurink grlmsson, Leifs Lambrecht, 20.00 20.00 17.00 Benhamou, Kim, Lyric Arts Trio German Trio Gaudeamus Tokunaga, Ishii, Doh!, Quartet Thommesen Zender, de Leeuw I Zimmermann, Raxach I Karkoschka, I Lutoslawski Haubenstock- Ramati, Hoffmann I I ---- --- -- - ' Exhibition of scores sent in by sections daily, at Miklatun --- - ISCM --- --- -- Hask6\abi6 21.00 Iceland Symphony Orchestra ThorarinssQn, Mallnes, Stevens, Endres, Gentilucci, Lachenmann, Krauze - - - - - -- -- -- ~ -- - State 17.00 Radio Icelandic Music on Tape - - - --- - --- -- Arnes Recital: Aitken/ Haraldsson I The President of the ISCM The President of the Icelandic Section In whatever way the 1973 Music Day may enter the history of It is a great pleasure for the Icelandic Section of the ISCM the ISCM, surely it will be remembered as the most Northern to receive the delegates of the sister organisations to the General point ever reached by the Society. -
1 with Respect to Zulu: Revisiting Ukuhlonipha Hlonipho, to Give Its
With Respect to Zulu: Revisiting ukuHlonipha Hlonipho, to give its form as a Zulu noun stem, is a form of respectful behavior in speech and action.1 Mentioned in colonial-era documents and other writings since the mid-19th century, it has been widespread in southern Africa, practiced among (at least) the Zulu, Xhosa, Swazi, and Sotho. Recent studies, including several very useful sociolinguistic and ethnographic descriptions, have focused their attention mainly upon isihlonipho sabafazi, the linguistic form of hlonipha associated with women (the isi- prefix implies a way of speaking).2 Indeed, a stereotype of hlonipha as “women’s language” goes back to ethnographic and linguistic literature of decades ago, and is described as a form of linguistic taboo in which a married woman must avoid speaking the name of her father-in-law. It is also often described as “old” or “traditional,” or even vanishing. While the existence and prominence of this stereotype is of interest in itself, the practice of ukuhlonipha (the general term, with infinitive prefix) is much wider than much of the literature on it recognizes. To focus solely on “women’s language” is to excise a wider frame of social, semiotic, and somatic meaning. Hlonipha is not only about language; bodily posture, comportment, and clothing are part of it too. Moreover, a narrow focus on “women’s language” implies ignoring hlonipha as practiced by men, as well as the practice of praise-performance (bonga), which, we propose, is the semiotic complement to hlonipha and joins with it in a broader Zulu notion of “respect.” The cultural background to these practices, we argue, is an ideology of language and comportment that understands performances of all kinds, including linguistic utterances, fundamentally as actions of the body.3 1 Focusing first on isihlonipha, we argue that the linguistic practice is itself seen as bodily activity in a Zulu ideology of language, and we explore the semiotic connection with other forms of respectful bodily comportment. -
Jim Crow at the Beach: an Oral and Archival History of the Segregated Past at Homestead Bayfront Park
National Park Service U.S. Department of the Interior Biscayne National Park Jim Crow at the Beach: An Oral and Archival History of the Segregated Past at Homestead Bayfront Park. ON THE COVER Biscayne National Park’s Visitor Center harbor, former site of the “Black Beach” at the once-segregated Homestead Bayfront Park. Photo by Biscayne National Park Jim Crow at the Beach: An Oral and Archival History of the Segregated Past at Homestead Bayfront Park. BISC Acc. 413. Iyshia Lowman, University of South Florida National Park Service Biscayne National Park 9700 SW 328th St. Homestead, FL 33033 December, 2012 U.S. Department of the InteriorNational Park Service Biscayne National Park Homestead, FL Contents Figures............................................................................................................................................ iii Acknowledgments.......................................................................................................................... iv Introduction ..................................................................................................................................... 1 A Period in Time ............................................................................................................................. 1 The Long Road to Segregation ....................................................................................................... 4 At the Swimming Hole .................................................................................................................. -
If You Like Twilight, New Moon and Eclipse…Try These
J=Juvenile Gaiman, Neil. The Graveyard Book (J/YA) YA-Young Adult Nobody Owens is a normal boy, except that he has been raised by ghosts and other denizens of the YA+=Adults and older young adults graveyard. Anderson, Jodi, Lynn. May Bird and the Ever After (Series) (J) Hahn, Mary Downing. Closed for the Season (J) Lonely and shy, ten-year-old May Ellen Bird has no idea what awaits her when she falls into the lake and When thirteen-year-old Logan and his family move into a run-down old house in rural Virginia, he discovers enters The Ever After, home of ghosts and the Bogeyman. that a woman was murdered there and becomes involved with his neighbor Arthur in a dangerous investigation to try to uncover the killer. (See other books by this author) Bellairs, John. The House with a Clock in its Walls (Series) (J) Lewis always dreamed of living in an old house full of secret passageways, hidden rooms, and big marble Hahn, Mary Downing. Wait Till Helen Comes: A Ghost Story (J) fireplaces. After being orphaned he finds himself with his wizard uncle and living in a house with a secret Molly and Michael dislike their spooky new stepsister Heather but realize that they must try to save her when she seems ready to follow a ghost child to her doom. buried in the walls. (See other books by this author) Boston, L.M. The Children of Green Knowe (Series) (J) Halam, Ann. Dr. Franklin’s Island (J) When their plane crashes over the Pacific Ocean, three science students are left stranded on a tropical island A young boy arrives at an old country house in the midst of a flood and discovers that it is inhabited not only and then imprisoned by a doctor who is performing horrifying experiments on humans involving the transfer by his great-grandmother, but by a host of half-seen children--inhabitants of the manor from centuries past. -
An Analytic Survey of the Roles of Animals in Siswati Proverbs
J Sociology Soc Anth, 8(1): 38-45 (2017) DOI: 10.1080/09766634.2017.1311717 An Analytic Survey of the Roles of Animals in Siswati Proverbs Jozi J. Thwala MER Mathivha Centre for African Languages, Art and Culture, University of Venda, P/Bag x5050 Thohoyandou 0950, South Africa E-mail: [email protected] KEYWORDS Degeneration. Enmity. Faithful. Fortune. Gratitude. Hardship. Hospitality ABSTRACT This is an analytic survey of Siswati proverbs that employ animals to bring about their meanings. The characteristics and functions of the animals play a role in the formation of the proverbs. This is a qualitative study on thematic explications and stylistic observations. The analysis looks at the thematic classification, form and functionalistic perspective of proverbs. The theme considers humanness, good disposition, conceit, uncertainty, hardship, enmity, good fortune, misfortune, threats and obstinacy. The proverbs are singled out from other oral literature aspects such as riddles, idioms, folktales and praises. This is because of proverbs’ unique characteristics of being rich in vocabulary, fixed, figurative, pithy and packed with wisdom of the ages. Proverbs are basic oral expressions of culture, social life, skills of verbal coercion effective means of communication and art of rational discourse. They enrich Siswati language because they are poetic in nature, loaded with symbols and metaphors. Their language is characterized by a wide use of figures of speech. INTRODUCTION cepted by all the members of a particular lan- guage community. Proverbs are statements intended to express Webster’s New World Dictionary (1980: 144) a generally accepted truth. Very often when defined proverb as: studying proverbs, the researchers do not pay A short saying in common used that strik- so much attention to the words in which the ingly express some supposed truth or familiar thought is couched. -
Page 1 of 4 Jazz -Memories Are Made of This -Standin' on the Corner
Steve’s Categorical Song List (3-1-20) Jazz - Dean Martin Jazz - Ballads Contemporary -Memories Are Made of This -As Time Goes By -Back In The High Life Again -Standin’ On The Corner -Blue Moon -Barbie Girl -Everybody Loves Somebody -Come Rain Or Come Shin -Blank Space Jazz - Frank Sinatra -Everything Happens To M -Blurred Lines -All Or Nothing At All -Gee Baby Ain’t I Good To -Can’t Feel My Face -Call Me Irresponsible -Georgia -Castle On The Hill -Come Fly With Me -I Can’t Get Started… -Closer -Fly Me To The Moon -I Left My Heart In S. F. -Crazy (CeeLo) -I Could Have Danced All -I Only Have Eyes For You -Feel It Still -It Was A Very Good Yr. -Imagination -Grenade -I’ve Got You Under My Skin -Misty -Happy -My Way -Moonlight In Vermont -Hey Soul Sister -New York New York -Moon River -Ice Ice Baby -Nice Work If You Can Get It -Stardust -I’m Your’s -Night & Day -Tenderly -Irreplaceable -Strangers In The Night -That’s All -Just Breathe -Summer Wind -What A Difference A Day -Just the Way U R (Bruno Mars) -That’s Life -What A Wonderful World -Lazy Song -You & the Nite & the Music Pop- Ballads -Never There Jazz – Swing Standards -Always On My Mind -No Digitty -All of Me -Can’t Take My Eyes Off.. -Old Town Road -Beyond The Sea -Crazy Love -Psycho Killer -Bye Bye Blackbird -Don’t Let Me Be Lonely -Road Trippin -Close Your Eyes -Fields of Gold -Sexy & I Know It -Comes Love -Fire & Rain -Seven Nation Army -Do Nothin Till You Hear… -Home -This Is How We Do It -Don’t Get Around Much.. -
Acquisition of the Passe Compose and the Imparfait Will Be Tentatively Determined Using the Following Four Methods
ACQUISITION OF THE PASSE COMPOSE AND THE IMPARFAIT BY NON-NATIVE SPEAKERS OF FRENCH By SABINE DAVIS Bachelor of Arts Oklahoma State University Stillwater, Oklahoma 1993 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS May, 1995 ACQUISITION OF THE PASSE COMPOSE AND THE IMPARFAIT BY NON-NATIVE SPEAKERS OF FRENCH Thesis Approved: / ean of the Graduate College ii ACKNOWLEDGEMENTS I would like to first aknowledge the 28 native speakers of French from the university campus in Nantes, France, who participated in recorded interviews and the 55 American students enrolled in the French courses at Oklahoma State University during the 1994 Fall semester, who volunteered 10 minutes of "painful" recording in French at the asu language lab for the purpose of my study. I also wish to thank the French professors from the asu Department of Foreign Languages - Dr. Gethner, Dr. Howland, Dr. Knottnerus and Dr. Schrader - who sacrificed some of their precious class time to allow me to conduct my study. My deepest thanks go to Mrs Homer, OSU Language Lab Assistant, whose cooperation and assistance made my undertaking realizable. I would like to acknowledge Dr. Payton from the asu Department of Statistics, who got me out of a black hole on several occasions and always on short notice. THANKS! I would like to thank Dr. Gene Halleck and Dr. Ravi iii Sheorey from the OSU English Department for serving on my committee, and reviewing my work. I would like to express my deepest gratitude to my adviser, Dr. -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
Let's Dance Happy All About the Bass Funky Music Melt with You Girls
Let's Dance Happy All About The Bass Funky Music Melt With You Girls Just Wanna Have Fun Smooth All Summer Long Sweet Caroline Wagon Wheel I'm a Believer Kiss Do You Love Me? Rollin' in the Deep Tainted Love Sweet Home Alabama Shout! Clocks Crazy Little Thing Called Love At Last My Sharona Somewhere Over The Rainbow Joker Chain of Fools Let's Get This Party Started R.E.S.P.E.C.T. Love Shack Should I Stay Or Should I Go Shake, Rattle & Roll I Will Survive I'm A Believer Rock Around The Clock Mercy 3 Little Birds Great Balls Of Fire Lovin' is - What I Got Barbara Ann Old Time Rock and Roll Rockin' Robin Summertime Blues Mustang Sally Margaritaville Satisfaction Honky Tonk Woman That'll Be The Day Walk Like an Egyptian Mack The Knife Hot Hot Hot Never There Word Up I Love Rock and Roll Going Up Country Walking on Sunshine Super Freak You've Lost That Loving Feeling Unchained Melody La Bamba Surfng Safari Surfng USA California Girls Fight For Your Right In My Life Hey Soul Sister With Or Without You You Really Got Me Have I Told You Lately Blister In The Sun Low Rider Waiting In Vain Help Me Rhonda Blue Suede Shoes Shake It Up Oh Carol Johnny B Goode Maybellene You Never Can Tell School Days Roll Over Beethoven House Of Blue Lights Someday Tubthumper Saw Her Standing There Is This Love Brick House Sunshine Of Your Love Born On The Bayou Proud Mary Suzy Q Israelites Run Around Sue The Wanderer Mony Mony You Really Got Me Come On Everybody Knock On Wood Crocodile Rock Big Hunk Of Love Baby Let's Play House Suspiscious Minds Teddy Bear Hound -
BE 2021 Literary Magazine
Bethesda Elementary School LITERARY MAGAZINE Spring 2021 Illustration by Mia Arnold, Grade 5 0 Thank you to all of our contributing writers! The views expressed by the authors of the works included in this publication do not necessarily express the views of Bethesda Elementary School or its teachers, staff, or students. 1 Table of Contents POETRY Untitled (Brooke Trabert) p. 4 A Bridge’s Feelings (Jacob Farley) p. 4 The Beach (Federica Albanese) p. 5 Cicadas (Luca Borrelli) p. 6 Untitled (Margaux Colburn) p. 7 Racism (Elena Smith) p. 8 A Lesson From the Dolphins (Amelia Schreiber) p. 9 Hope (Aarav Mistry) p. 10 PROSE The Dog And The Snake (Nathan Kauffman) p. 11 How Is Corn Produced? (Alli Kirshner) p. 13 All About Owls (Justin Bloom) p. 14 Hydroelectricity (Cole Kahan) p. 15 Steve’s Bad Day (Everett Rizas) p. 16 New Life (Lindsay Gallagher) p. 17 Journal of a Small Kid (Caden Thomas) p. 20 The Lovely Day With my Mom (Reena T. Veshi) p. 22 DaWaW Academy (Lyla Harry) p. 23 The Shadow Spy: The Store Owner and the Robber (Sydney and Macey Hess) p. 24 Lakala’s Story of Evil (Keira Krantz) p. 25 Mr.Truth’s Psychological Report (Liam Dalzell) p. 30 2 The Story Journal: The Black Lake (Levi Gopstein) p. 31 My Little Brother (Emmanuel Garcia) p. 32 P.P. Loses Dumpy (Ellie Barash) p. 32 The Peregrine Falcon (Aanya Garg) p. 33 The Orangutan Boy (James Bailey) p. 34 A Mistake to Remember (Victoria Ellie Dean) p. 36 Greek mythology rulers from Ouranos to Zeus (Baptiste Wendling) p.