All About Radicals in the Japanese Language

All About Radicals in the Japanese Language In written Japanese, a radical (bushu) is a common sub-element found in different kanji characters.  Kanji are the equivalent of letters in Arabic-based languages like English.   Japanese is written in a combination of three scripts: hiragana, katakana, and kanji. Kanji originated from Chinese characters, and the Japanese equivalents are based on ancient spoken Japanese. Hiragana and katakana developed from kanji to express Japanese syllables phonetically.   Most kanji are not used in everyday conversational Japanese, although its estimated that more than 50,000 kanji exist.  The Japanese Ministry of Education designated 2,136 characters as Joyo Kanji. They are the characters frequently used. Although it would be very helpful to learn all of Joyo Kanji, the basic 1,000 characters are sufficient to read about 90 percent  of the kanji used in a newspaper.   Radicals or Bushu and Kanji Technically speaking radicals are  graphemes, meaning theyre the graphical parts that make up each kanji character. In Japanese, these characters are derived from written Chinese kangxi radicals.  Every kanji is made of  a radical, and a radical itself can be a kanji. Radicals express the general nature of the kanji characters, and provide clues to the kanjis origin, group, meaning, or pronunciation. Many kanji dictionaries organize characters by their radicals. There are  214 radicals total, but its likely that even native Japanese speakers cant recognize and name them all. But for those new to the Japanese language, memorizing some of the important and frequently used radicals will be very helpful as you try to learn the meanings of many of the kanji.   When writing kanji, in addition to knowing the meanings of the different radicals in order to better understand the words they spell, its key to know a kanjis stroke count (the number of pen strokes used to make the kanji) and stroke order. Stroke count is also useful when using a kanji dictionary.  The most basic rule for stroke order is that kanji are written from top to bottom and from left to right. Here are some other basic rules. Radicals are roughly divided into seven groups (hen, tsukuri, kanmuri, ashi, tare, nyou, and kamae) by their positions. Common Radicals The hen are found at the left side of a kanji character. Here are common radicals that take the hen position and some sample kanji characters.   Ninben  (person)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tsuchihen  (earth)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Onnahen  (woman)  Ã‚  Gyouninben  (going man)Risshinben(heart)Tehen  (hand)  Kihen  (tree)Sanzui  (water)Hihen  (fire)Ushihen  (cow)ShimesuhenNogihen  (two branch tree)  Ã‚  Ã‚  Ã‚  Itohen  (thread)Gonben  (word)  Ã‚  Kanehen  (metal)  Ã‚  Kozatohen (time) The  common radicals that take thetsukuri and kanmuri  position are listed below.   Tsukuri Rittou  (sword)  Ã‚  Nobun  (folding chair)Akubi  (gap)Oogai  (page)  Ã‚  Ã‚   Kanmuri Ukanmuri  (crown)Takekanmuri  (bamboo)Kusakanmuri  (grass)Amekanmuri  (rain) And here is a look at common radicals that take the  ashi, tare, nyou and kamae position.   Ashi Hitoashi  (human legs)Kokoro  (heart)  Ã‚  Rekka  (fire)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tare Shikabane  (flag)  Ã‚  Madare  (dotted cliff)Yamaidare  (sick) Nyou Shinnyou  (road)  Ã‚  Ennyou  (long stride) Kamae Kunigamae(box)  Mongamae  (gate)

Paviland Cave - The Red Lady Burial of Wales

Paviland Cave - The Red Lady Burial of Wales Definition: Paviland Cave, also known as Goats Hole Cave, is a rockshelter on the Gower peninsula of South Wales in Great Britain that was occupied for different periods and in different intensities from the Early Upper Paleolithic through Final Paleolithic, approximately 35,000 to 20,000 years ago. It is considered the oldest Upper Paleolithic site in Great Britain (called British Aurignacian in some circles), and it is believed to represent an inmigration of early modern humans from mainland Europe, and currently associated with the Gravettian period. The Red Lady It must be said that the reputation of Goats Hole Cave has suffered somewhat because it was discovered before the science of archaeology had a strong foothold in antiquarian research. No stratigraphy was apparent to its excavators; and no spatial data was collected during the excavations. As a result, its discovery nearly 200 years ago has left a fairly muddled trail of theories and suppositions about the age of the site, a trail only clarified the first decade of the 21st century. In 1823, the partial skeleton of a person was discovered within the cave, buried with mammoth (extinct elephant) ivory rods, ivory rings and perforated periwinkle shells. All of these items were heavily stained with red ochre. At the head of the skeleton was a mammoth skull, complete with both tusks; and marker stones were placed nearby. The excavator William Buckland interpreted this skeleton as a Roman-period prostitute or witch, and accordingly, the individual was named the Red Lady. Later investigations have established that this person was a young adult male, not a female. Dates on the human bones and charred animal remains were in debatethe human bones and associated charred bone returned quite different datesuntil the 21st century. Aldhouse-Green (1998) argued that this occupation should be considered Gravettian of the Upper Paleolithic, based on similarities of the tools from sites elsewhere in Europe. These tools included flint leaf points and ivory rods, both common in Upper Paleolithic sites. Chronology Aurignacian In 2008, re-dating and comparison with other sites with similar stone and bone tools indicated to researchers that the Red Lady was buried some ~29,600 radiocarbon years ago (RCYBP), or about 34,000-33,300 calibrated years before the present (cal BP). This date is based on a radiocarbon date from an associated charred bone, backed up by similar aged tools elsewhere, and has been accepted by the scholarly community, and that date would be considered Aurignacian. The tools within Goats Hole Cave are considered late Aurignacian or Early Gravettian in appearance. Thus, scholars believe that Paviland represents an early colonization of the now-submerged Channel River valley during or just before the Greenland interstadial, a brief warming period about 33,000 years ago. Archaeological Studies Paviland Cave was first excavated in the early 1820s, and again in the early 20th century by WJ Sollas. The significance of Paviland is clear, when the list of excavators is obtained, including Dorothy Garrod in the 1920s, and JB Campbell and RM Jacobi in the 1970s. Re-investigations of the previous excavations were conducted by Stephen Aldhouse-Green at the University of Wales, Newport in the late 1990s, and again in the 2010s by Rob Dinnis at the British Museum. Sources This glossary entry is a part of the About.com guide to the Upper Paleolithic and the Dictionary of Archaeology. Aldhouse-Green S. 1998. Paviland Cave: Contextualizing the Red Lady. Antiquity 72(278):756-772. Dinnis R. 2008. On the technology of Late Aurignacian burin and scraper production, and the importance of the Paviland lithic assemblage and the Paviland burin. Lithics: The Journal of the Lithic Studies Society 29:18-35. Dinnis R. 2012. The archaeology of Britains first modern humans. Antiquity 86(333):627-641. Jacobi RM, and Higham TFG. 2008. The â€Å"Red Lady† ages gracefully: new ultrafiltration AMS determinations from Paviland. Journal of Human Evolution 55(5):898-907. Jacobi RM, Higham TFG, Haesaerts P, Jadin I, and Basel LS. 2010. Radiocarbon chronology for the Early Gravettian of northern Europe: new AMS determinations for Maisià ¨res-Canal, Belgium. Antiquity 84(323):26-40. Also Known As: Goats Hole Cave

Cooperative Strategy Case Study Example | Topics and Well Written Essays - 250 words

Cooperative Strategy - Case Study Example This is so especially when the industry wants to accrue most benefits from the collaboration. For the case of Apple inc. the joint ventures are the most appropriate. For instance through joint alliances with their companies such as HP, the company would benefit from designing software that will create network links with the two companies (Hitt, Ireland & Hoskisson 263). This combination will create a more competitive Apple as opposed to it working alone. The same applies for HP that would benefit for multiple partnerships from other companies such as IBM (Hitt, Ireland & Hoskisson 270). This will help HP create value for its products and still come up with a means of sharing resources and become more innovative in its creations. Hitt, Ireland & Hoskisson also say that through these alliances, firms gain access to their partners; thus, an increase in the chances of competitive advantage in the market

MGT WK3 DQ 1 Essay Example | Topics and Well Written Essays - 250 words

MGT WK3 DQ 1 - Essay Example The manager should also ensure that he or she maintains control of the tasks delegated, and this can be done by discussing timelines and deadlines, make changes where needed and also take time to review the progress without necessarily interfering with the workload they have delegated. My personal experience with delegation has been successful, and it happened when I was assigned tasks to answer stand in for the manager where I work and I was supposed to pick his calls and make sound decision on whatever I was asked by people who called in. I learnt how to communicate professionally and also make decisions that were needed to be made promptly. Delegating is important as it allows time and resources to be utilized efficiently and also allows staff to be at their full potential. It is advantageous as it allows for tasks to be assigned to those with more skills and also helps in nurturing skills of the less experienced staff. It is disadvantageous as it can lead to delays when those assigned tasks do not meet the expectations or fail to do what is

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

Rewriting - Essay Example Talbot gives an example of atashi and boku in the Japanese language. Women use the first one while men use the second one to mean the same thing â€Å"I.† Although the people who speak Japanese language can tell the difference, other people may claim that the two terms have different meanings. The same case applies to other societies such as the Carib Indians. According to Johnson and Tannen, behavioral differences across genders affect speech presentation. Men and women have different roles in the families and in the society too. Therefore, women have a tendency of talking about family and social issues as opposed to men, who tend to spend more time talking about politics and work related issues. These differences, according to Johnson and Tennen (p.53), come out as power differences. Men are considered superior to women since they are involved and often discuss more important issues concerning work and society. Women on the other hand, are considered less powerful since they discuss family and personal issues. Men take the center stage in the conversation. They seem to initiate and control the discourse of any conversation. Women will join in the conversation when they are allowed or when it is necessary to do so. These differences in conversations are seen as power differences. 2. Provide several examples of politically-correct (or bias-free) language as discussed by Kakutani and of doublespeak as discussed by Lutz. Discuss some of the motivations in each case for why such changes in language have been proposed/ used. What are some of the ways in which politically correct language and doublespeak are different and some of the ways in which they are similar? With the increasing need for observing gender and political sensitivity, choice of words becomes necessary. According to Kakutani, there exists politically correct language that is used to avoid political bias. Some of the most common bias words include master, fellow, king, lord among others (p. 517).

Learning with Technology: Advantages and Disadvantages

Learning with Technology: Advantages and Disadvantages The present era is an era of technology. Everywhere we are surrounded with technological devices and everyone is somehow familiar with technology. The foundation of all types of technology is laid down in educational institutions. The education in secondary level plays an essential role since it is responsible for the development of society. Therefore, secondary education can be made more effective by the use of technology and all resources made available through technology. This introduces us to the term Educational Technology. The word was recognised in 1967 with the establishment of National Council for Educational Technology in the United Kingdom.  [1]  N. Venkataiah in his book Educational Technology noted that For different reasons educational technology perhaps will perform support or enriching role relative to classroom teaching in college and University rather than serving a replacement for such instruction.  [2]  Every technology has its merits and limitations and no one technology is useful for all types of learning. Benefits of using technology in the learning context We can talk of many benefits and criticism related to the use of technology in education. First we are going to deal with few advantages of making use of technology in the learning context. Technology in the learning process can increase students motivation. Computer based education can give immediate feedback to student and the right answers. Moreover a computer can give student motivation to continue learning, since a computer is patient and non-judgemental. According to James Kulik, who studies the effectiveness of computers used for leaning, students usually gain more in less time when receiving computer-based instructions and they build up more positive approach to the subject learned.  [3]  The American educator, Cassandra B. Whyte thought that successful academic performance in the future will depend on how computer usage and information technology would become important in the education experience of the future.  [4]   Educational technology provides the way for students to be active participants in their learning and to present differentiated questioning approaches. It expands individualized education and encourages the progress of personalized learning plans. Students are encouraged to use multimedia components and to integrate the knowledge they achieved in innovative ways.  [5]   Criticism to Learning Technology Although technology in the classroom does have many benefits, there are clear shortcomings as well. Not having proper training, limited access to enough quantities of a technology, and the additional time required for many running of technology are just a few reasons that technology is often not used widely in the classroom. Similar to learning a new task, special training is vital to ensure effectiveness when using things like technology. Training is a must when dealing with technology and education. Since technology is not the end goal of technology, but a means to be more effective in learning, educators must having a good grasp of the technology they can use or they are using and its advantages over the traditional means. If there is a lack of training, the use of technology will not give the all the good results that are given when technology is being used correctly. Another difficulty that which might arose when using technology for teaching/learning is the access to an enough amount of resources. Many teachers use technology by using a projector or screen, to show picture or videos, since there are not enough computers available for the students in order to be used by them and create or use it during the lesson. This also occurs when there is limited amount of access to technology because of high cost of technology and the fear of damages. There other cases when there the inconvenience of resources in such cases, such as having to transport the whole class to a computer lab or media room.  [6]   One of the disadvantages of using technology in education is that it is time consuming. Teachers had to prepare not only their lesson plans but had to prepare these resources using technology, which for teachers not familiar with technology can be a bit of headache. Another major issue which arise is that technology is too fast evolving. New resources have to be designed whenever the technological platform is changed. Changing for many times is not possible because of expenses and therefore there is the need to train teachers in order to know how to use new technologies.  [7]   But even there are all these disadvantages, one had to continue support the use of technology while investing in training of teachers, creating resources and made them available. Technologies of information and their implementation in learning In this part we are going to deal with some of the technologies of information available that can be used in education. While observing their strengths and weaknesses, we are going to evaluate their implementation in the teaching/learning context. Interactive Whiteboard An interactive whiteboard is a large display connected to a projector and a laptop/computer. By using a pen, stylus or finger users can control what is seen on the display through these tools. So, by touching the screen one manages and controls the computer. Through a pen/stylus the user can calibrate the system if necessary, activate programs, buttons and menus found on the computer which is connected to the interactive whiteboard. If the user wants to enter text, can either make use of on-screen keyboard or else can utilize handwriting by using the pen/stylus. As technology and software programs are continuing to develop, there is an increase in interactivity, since interactive whiteboards are being supplied with software programs that provide all necessary tools and functions which can give the ability to create virtual versions of paper flipcharts with pen and highlighter options. Such softwares also include tools like protractors, rulers and compasses to make use of traditional teaching tools, since students are more familiar with and more available to use.  [8]   Interactive whiteboards are being used in many schools as a replacement for the traditional whiteboards or flipcharts or video/media systems. Interactive whiteboards can be used to connect to online shared annotations and drawing environments. The software helps teacher to keep electronic records of their note for later use. Also, teacher can record their instruction which they had done during the lesson on the interactive whiteboard, which can be saved as a digital video format and then can post this material for review and revision by the students. This is an advantage for the students to see a revision of what had been done in school, especially when something was not understood well, when they are absent or when they want to revise for examination. Some software programs used with interactive whiteboards allow also the recording of the teachers voice.  [9]   Obviously the main advantage of this technology is interactivity as the name reflects. Students also by the help of the teacher can make use of the interactive whiteboard during the lesson, to choose picture, drawing, write and more. Research by Glover and Miller on the impact of interactive whiteboards in secondary schools, shows that even interactive whiteboards are a technology more than a computer, their use in schools and by teachers reflects that their potential is unrealized. According to the authors of this research the use of interactive whiteboards by teachers is made in three ways: as an aid to efficiency, as an extension device, and as a transformative device.  [10]   Even if technology always is done for the benefit of humanity and to make life more easer, interactive whiteboards also were criticised by many for diverse reasons. According to the Washington Post article, published in June 11, 2010: Many academics question industry-backed studies linking improved test scores to their products. And some go further. They argue that the most ubiquitous device-of-the-future, the interactive whiteboard essentially a giant interactive computer screen that is usurping blackboards in classrooms across America locks teachers into a 19th-century lecture style of instruction counter to the more collaborative small-group models that many reformers favour.  [11]   The Londons Institute of Education in a report on the interactive whiteboards says that, Although the newness of the technology was initially welcomed by pupils any boost in motivation seems short-lived. Statistical analysis showed no impact on pupil performance in the first year in which departments were fully equipped.  [12]  The report also emphasize such issues such as the fact that teacher gives more importance to the new technology than on what pupils should be learning. It was noted that the focus on interactivity as a technical process can lead to everyday activities which were being overestimated and also that in lower-ability classes it would slow the pace of whole class learning since individual pupils took turns at the board.  [13]   Internet In many countries and homes, the Internet and the World Wide Web in particular can be considered as part of the household and as common household term. This is proven by amount of reference to internet in the daily life and the amount of time which people, especially those who are still studying in schools, spend surfing on the internet.  [14]  The popularity of internet had made it as an important tool in education both as a great resource and as tool in class. The Internet is a global system of interconnected computer networks that are accessible to billions of users around the globe. It is a network of networks that is made up of so many networks which are private, public, academic, business and government use. The internet holds a vast range of information resources and services.  [15]   When for the first time teachers were introduced to the internet, there first reaction was about the tremendous educational potentials which exist on the internet. Internet was seen as an instrument to answer the learning needs of many students since it have vast amount of resources.  [16]   The use of internet adds something new, some real value, to teaching. The internet offers a tremendous way of communication between students themselves and with experts regarding the subject they are studying. Moreover students can join groups which discuss their favourite subject to continue enhance their information regarding that particular subject.  [17]   The internet can be a support when teacher using animation, pictures, maps, images and other resources. For example when studying the land in which Jesus lives, to which the student has never been, a virtual tour to some of the landmarks through the internet can make the lesson more attractive and interesting, since they are not only imagining what the teacher is saying about the Holy Land but also seeing how the Holy Land looks like. The use of internet is in contrast with the use of textbooks. Many of our textbooks can be considered outdated. The use of internet can gives us the opportunity to include current data in our lessons. On the other side the internet has also its weaknesses. Teaching involves human process that cannot be automated or manufactured. One important instrument of teaching is the human touch, which cannot be replaced. The extreme use of internet and computer lead to lacking of human touch when computer replace teachers.  [18]   Moreover there is no solid confirmation that computers develop positively students performance, since stories of success are isolated cases. This may result due to time needed for teachers to develop good applications to be used in classrooms. Even if the Internet improves learning, no one is yet to prove that the advantages of teaching using the Internet significantly outweigh the advantages of using other cheaper information media. Every new technology brings with it positive and negative impact. Nobody has taken time to analyze the negative impact of exposing children to the Internet may have on their social development.  [19]   Microsoft PowerPoint or other presentation software The use of PowerPoint during teaching has a significant amount of potentialities for encouraging more visual use and more proficient presentations, since one can put text, audio, videos, pictures, graphs and much more. PowerPoint is a widely used presentation programme which had originated in the business world but today had found also a very comfortable place in the world of teaching. The popularity of PowerPoint in educational technology stem directly from one of its famous features, that is, the ease of use, also by those who cannot be considered as experts on computer.  [20]   Good use of PowerPoint enhances the teaching and learning experience of both teachers and the students. This is continuously developing since the Microsoft Corporation which created PowerPoint is endlessly developing and adding more features to its software to make it more easy and professional look like, such as the integration of video clips and words at the same time and the use of the presenters view, in order for whom is doing the presentation to see what comes next or work with other programs at the same time. As well, the templates provided can help to make simple professional look of the presentation in order to be more effective and successful.  [21]   PowerPoint software also gives the accessibility to print what had been shown in the presentation in order for students to have a copy of the presentation shown during the lesson. Few are those disadvantages when using PowerPoint. An important element when using PowerPoint is the way how teachers should use it when they are making use of it in classrooms. Teacher should give attention to not have large amount of material on one slide which can make difficult for the students to comprehend what the teacher is actually doing in the lesson.  [22]   Video clip The use of video clips in education is developing very faster, since time has pass on static images and pictures. Today we are developing the idea of movement in pictures and in our presentations. The fact that video editing programs are now available for everyone to use on his personal computer, the trend that is developing is to create videos to enhance more the attention and motivation of the students. This developing is made easier through websites such as Youtube.com and Vimeo.com, where one can upload his videos while others can see and download for personal use. This innovative idea had created a planet of video resources which can be use for teaching. Conclusion The use of these available technologies and others can make our teaching more effective and interesting. This use of old textbooks and methods of learning are a bit out of this world, since students are all surrounded by this new technologies which are developing very fast. This does not mean that we have to trash all old methods and textbooks but it is important to incorporate technology to make lessons more enjoyable, creative and effective.

“The Chrysanthemums”: An Early Depiction of Gender’s Role :: Literary Analysis, John Steinbeck

The traditional role of women in the American society has transformed as society has trended towards sexual equality. In the past women were expected to be submissive to the man and were looked upon as homemakers rather then providers. Modern day women enjoy the freedom of individuality and are considered as capable as men in many regards. John Steinbeck’s short story, â€Å"The Chrysanthemums,† portrays a woman’s struggle with accepting her life and role as a female (459). Through the protagonist-female character, Elisa Allen, and the symbolism of chrysanthemums, Steinbeck displays the gender roles that define past generations of women’s lives in the United States. Elisa Allen embodies the image of a simple woman eager to escape the confines of a gender defined role in society. Readers are introduced to Elisa as a 35 year old, strong woman living with her husband, Henry, on a ranch in Salinas Valley (Steinbeck 460). Elisa’s masculinity is highlighted from the attire she is wearing to the strength in her hands. Henry affirms that Elisa is capable in her endeavors when he states, â€Å"you’ve got a gift with things,† in regards to her garden (Steinbeck 460). Even though Elisa is delighted at Henry’s suggestion that she work in the orchard, the idea does not seem to get a second thought (Steinbeck 460). The idea of a woman working in the orchard is dismissed on the premise that the orchard is not a woman’s place. In Elisa’s account with the man in the wagon, her sexuality exudes in her graphic explanation of picking off the flower buds and being under the stars, to the point that she almost physically tou ches the man (Steinbeck 463). Her desire would go unsatisfied, as it would not be appropriate for her to act on her impulse. Elisa is searching for fulfillment in life but finds her role to be trivial. Intrigued by the idea of traveling, as the gentleman in the wagon does, she states, â€Å"It must be very nice. I wish women could do such things.† She is shot down as the man replies, â€Å"It ain’t the right kind of a life for a woman† (Steinbeck 464). This conversation clearly depicts the prevalent inequality of the sexes. Furthermore, once the man leaves in the caravan Elisa cements her urge for something more, looking out at the horizon whispering, â€Å"That’s a bright direction. There’s a glowing there† (Steinbeck 464-465).