...and gloomy. -The words “dark” and “gloomy” are visual images. * The river was roaring in the mountains. – The word “roaring” appeals to our sense of hearing. 2. Simile and Metaphor: Both compare two distinct objects and draws similarity between them. The difference is that Simile uses “as” or “like” and Metaphor does not. For example: * “My love is like a red red rose” (Simile) * He is an old fox very cunning. (Metaphor) 3. Hyperbole: It is deliberate exaggeration of actions and ideas for the sake of emphasis. For example: * Your bag weighs a ton! * I have got a million issues to look after! 4. Personification: It gives a thing, an idea or an animal human qualities. For example: * The flowers are dancing beside the lake. * Have you see my new car? She is a real beauty! 5. Alliteration: It refers to the same consonant sounds in words coming together. For example: * Better butter always makes the batter better. * She sells seashells at seashore. 6. Allegory: It is a literary technique in which an abstract idea is given a form of characters, actions or events. For example: * “Animal Farm”, written by George Orwell, is an example allegory using the actions of animals on a farm to represent the overthrow of the last of the Russian Tsar Nicholas II and the Communist Revolution of Russia before WW II. In addition, the actions of the animals on the farm are used to expose the greed and corruption of the Revolution. 7. Irony: It is use of the words in such...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Anna Karenina and Madame Bovary are two novels written in two different languages, around the same time period (late 1800s). Though they belong to two separate countries and are separated in history by a margin of about twenty five years, their socio political setting, and situational complexities are quite similar. ‘Madam Bovary’ takes us on a journey through the life of the extremely complex character of Emma Bovary, who has adulterous affairs and lives beyond her means in order to escape the banalities and emptiness of provincial life. Raised in a convent, a lover of sensuality, desirous of an expensive urban lifestyle yet not very smart about money, it is this dichotomy of traits that keeps Emma careening from one radically different situation to the next: first falling hard for her father's roving rural doctor Charles Bovary, thinking that their marriage will finally bring her the sophisticated Paris life full of passion and grandeur she's always dreamed of; but instead getting stuck in a provincial town where nothing ever happens and trying and failing at a domestic life. This leads to a hot-and-cold emotional affair with a young law student named Leon, followed by a much more serious affair with a major womanizer named Rodolphe. An unceremonial dumping by Rodolphe after she offers to leave her husband for him and bring her daughter along leads to a short period again in her life as a pious born-again Christian. A reacquaintance with Leon, the now successful young urban...
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...Introduction Religion has been part of human history for a very long time and has always been a topic of discussion and question. Looking outside in religion is analogous to H20 having characteristics of ice (the atheists), water itself (the followers), and gas (the fanatics). The focus of this paper is on a part of a religion that generally does not have a visible tie to a specific religion, not until it is investigated further, The Gospels. My Prior understanding a Gospel Church is one where there is a lot of standing and singing about God – this is a misunderstanding. The church itself is focused on the four Gospels and what the real meaning is. The word “Gospel” for Christians refers to the “good news” that is a result of Jesus Christ’s death and its meaning (Keathly, 2004). Another misconception of a Gospel Church is the Bishop has his own agenda and does not focus on the Gospels themselves. Also, I have always felt that the church has become a place to be seen, not just for the sighting itself but also be dressed up in the best clothes possible. Another misconception of the Gospels and Christianity is they have nothing do with Jewish faith and they are completely different. Misconceptions are easy to confirm or debunk with research and a non-partial attitude towards what is being investigated. With so many religions in the world how can anyone be sure which religion is best for them? Religion is a result of nurture and not nature, humans in general were not born to...
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...| World Religions Report | Jehovah’s Witnesses & Judaism | Axia College of the University of Phoenix | Christopher C Bewley | 1/26/2012 | | Introduction In this paper I will be comparing two religions respectively. I will show you an interview I have conducted with a practicing Jehovah’s Witness. I will use the information acquired within that interview to display the differences and similarities between their beliefs and those of the Judaism faith. So brace yourself for an in-depth discovery of two faiths that almost completely contradict one another. Research Overview I have found that the Jehovah’s Witnesses have had a hard time gathering recognition amongst the world and many people disregard them entirely. The only historical figures that are honored in this faith are prophets whose recognition originates in the New World Translation of the Holy Scriptures and Jehovah God. Their central beliefs focus on living a life based off of the examples Jesus Christ set forth in his time through his actions and instruction to his twelve apostles. The Jehovah’s Witnesses do not believe in a Trinitarian God, they believe Jesus Christ and Jehovah God are two deities and Jehovah God is the superior deity. The Clergy are not paid; they volunteer their teachings to serve the purpose of spreading the word of Jehovah. There is no collection plate that gets passed around during the meetings; people can donate if they feel they can afford to do so. They...
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...abaft (adv.) on or toward the rear of a ship The passengers moved abaft of the ship so as to escape the fire in the front of the ship. abandon (v.; n) to leave behind; to give something up; freedom; enthusiasm; impetuosity After failing for several years, he abandoned his dream of starting a grocery business. Lucy embarked on her new adventure with abandon. abase (v.) to degrade; humiliate; disgrace The mother’s public reprimand abased the girl. The insecure father, after failing to achieve his own life-long goals, abased his children whenever they failed. abbreviate (v.) to shorten; compress; diminish His vacation to Japan was abbreviated when he acquired an illness treatable only in the United States. abdicate (v.) to reject, renounce, or abandon Due to his poor payment record, it may be necessary to abdicate our relationship with the client. aberrant (adj.) abnormal; straying from the normal or usual path The aberrant flight pattern of the airplane alarmed the air traffic controllers. His aberrant behavior led his friends to worry the divorce had taken its toll. abeyance (n.) a state of temporary suspension or inactivity Since the power failure, the town has been in abeyance. abhor (v.) to hate By the way her jaw tensed when he walked in, it is easy to see that she abhors him. The dog abhorred cats, chasing and growling at them whenever he had the opportunity. abject (adj.) of the worst or lowest degree ...
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...|1. Lexicology as a branch of |3. Etymological survey of the |4. Types of word meaning. Word |5. Change of meaning in English. |№ 6 Polysemy in English. |№ 7 Homonymy in English. Polysemy vs| |linguistics. Lexical units. |English lexicon. |meaning and motivation. |Word-meaning is liable to change in |1. The semantic structure of the |homonymy | |Lexicology (from Gr lexis ‘word’ and|The term “etymology” comes from |Types of word meaning |the course of the historical |word does not present an indivisible|Homonyms are words that sound alike | |logos ‘learning’) is the part of |Greek and it means the study of the |(classifications): |development of language. Causes of |unity, nor does it necessarily stand|but have different semantic | |linguistics dealing with the |earlist forms of the word. Now |According to the aspect relation of |Semantic Change |for one concept. It is generally |structure. The problem of homonymy | |vocabulary of the language and the |etymology studies both: the form and|a word to the components of the |extra-linguistic — various changes |known that most words possess a |is mainly the problem of | |properties of words as the main |the meaning of borrowed and native |situation where it is used: |in the life of the speech community,|number...
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...Legal Studies Research Paper Series Research Paper No. 07 - 25 E-marriage: Breaking the Marriage Monopoly Adam Candeub Mae Kuykendall This paper can be downloaded without charge from the Social Science Research Network Electronic Paper Collection at: http://ssrn.com/abstract=1491704 Candeub-Kuykendall: Draft. Do Not Cite or Quote Without Permission E-MARRIAGE: BREAKING THE MARRIAGE MONOPOLY Adam Candeub and Mae Kuykendall ∗ ABSTRACT: This Article advocates updating the law governing marriage formation to recognize the shift in social interactions from real to virtual life. We argue that couples can use internet communications not only to marry when separated by great distance but also to choose which state’s laws will authorize their marriage. In particular, same sex couples could marry under the laws of a state that permit such unions, regardless of where they exchange vows. States inadvertently have created geographic monopolies, requiring each marriage receiving the benefits of their licensing laws to be performed within their borders. This Article’s model builds upon established precedents, such as proxy marriage and choice of law for multijurisdictional and internet contracts. Using the power of internet communications, our proposal allows states to compete over marriage’s procedures and substance. Depending on a couple’s preferences for “e-ritual” and a state’s desired level of regulatory control, couples could consume the trappings of a traditional ceremony...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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...3 Учреждение образования «Брестский государственный университет имени А. С. Пушкина» Кафедра английского языка с методикой преподавания М. В. Гуль EDUCATIONAL SYSTEM. COURTS AND TRIALS СИСТЕМЫ ОБРАЗОВАНИЯ И ПРАВОСУДИЯ ВЕЛИКОБРИТАНИИ И США Практикум по английскому языку Для студентов 4-го курса гуманитарных и педагогических специальностей (специальность 1-21 06 01-01, современные иностранные языки специальность 1-02 03 06, иностранные языки (английский, немецкий)) БрГУ имени А. С. Пушкина Брест 2009 4 УДК 372.016 : 811.111(076) ББК 74.268.1(Англ)р Г94 Рецензенты: Кандидат филологических наук, доцент кафедры иностранных языков технических специальностей БГТУ Д. В. Новик Зав. кафедрой кафедрой иностранных языков второй специальности БрГУ имени А. С. Пушкина, доцент В. М. Иванова Практикум направлен на совершенствование навыков и развитие умений диалогической и монологической речи по темам: система образования, система правосудия Великобритании и США, а также на совершенствование письменной компетенции студентов. Каждый раздел содержит тематический словарь, ряд упражнений на закрепление лексики, достаточное количество текстов по теме, упражнения на повторение. Практикум предназначен для аудиторной и самостоятельной работы студентов 4-го курса, изучающих английский язык как основную специальность. 5 Educational System (the USA and the UK) Topical Vocabulary Nursery school, kindergarten, elementary school, high school (junior, senior), secondary school...
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...Cross-Cultural Communication Theory and Practice Barry Tomalin; Brian J. Hurn ISBN: 9780230391147 DOI: 10.1057/9780230391147 Palgrave Macmillan Please respect intellectual property rights This material is copyright and its use is restricted by our standard site license terms and conditions (see palgraveconnect.com/pc/connect/info/terms_conditions.html). If you plan to copy, distribute or share in any format, including, for the avoidance of doubt, posting on websites, you need the express prior permission of Palgrave Macmillan. To request permission please contact rights@palgrave.com. Cross-Cultural Communication 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 This page intentionally left blank 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 Cross-Cultural Communication Theory and Practice Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin © Brian J. Hurn and Barry Tomalin 2013 Foreword © Jack Spence 2013 All rights reserved. No reproduction, copy or transmission of this...
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...Part 1 最 常 考 问 题 及 参 考 答 案 注意很多问题后要加理由,不然考官就会问你“WHY” 第一部分很多是问个人信息的问题,答案因人而异,这里提供的答案可以做为范本,不符 合你的情况的可以做些修改。符合你的情况的,你可以练熟!还有一些问题,就是我们提 供的问题的变化,就是不同的问法,但是你可以用同一个方式来回答的,要记得考试时候 能听明白,然后会转化哦! 1. Your Work or Your Studies • Do you work or are you a student? Well, I am a senior in Zhejiang University and I’m planning to pursue my master’s degree in the U.K after my graduation. That’s why I take this test. 1a) Your Work General Description of Your Job • What job (or, what work) do you do? I’m a teacher at an English training center. I’ve been working there for several years. It’s my pleasure to see my students make progress, so I think this job is very suitable for me. • What is the nature of that work? It’s a teaching job. I help the students improve their English language skills and most of them are planning to take IELTS. • What do you do in that job? I teach English, both productive and receptive skills. My job is to help my students succeed in their studies and pass exams if they need to. • Would you say your job (or, your work) is very important? 、 I think so. I think the world will be much worse if there’re no teachers, especially good...
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...An Introduction to Sociolinguistics AITA01 1 5/9/05, 4:36 PM Blackwell Textbooks in Linguistics The books included in this series provide comprehensive accounts of some of the most central and most rapidly developing areas of research in linguistics. Intended primarily for introductory and post-introductory students, they include exercises, discussion points, and suggestions for further reading. 1. Liliane Haegeman 2. 3. 4. 5. 6. 7. 8. 9. Andrew Spencer Helen Goodluck Ronald Wardhaugh Martin Atkinson Diane Blakemore Michael Kenstowicz Deborah Schiffrin John Clark and Colin Yallop 10. 11. 12. 13. Natsuko Tsujimura Robert D. Borsley Nigel Fabb Irene Heim and Angelika Kratzer 14. Liliane Haegeman and Jacqueline Guéron 15. Stephen Crain and Diane Lillo-Martin 16. Joan Bresnan 17. Barbara A. Fennell 18. Henry Rogers 19. Benjamin W. Fortson IV 20. AITA01 Liliane Haegeman 2 Introduction to Government and Binding Theory (Second Edition) Morphological Theory Language Acquisition Introduction to Sociolinguistics (Fifth Edition) Children’s Syntax Understanding Utterances Phonology in Generative Grammar Approaches to Discourse An Introduction to Phonetics and Phonology (Second Edition) An Introduction to Japanese Linguistics Modern Phrase Structure Grammar Linguistics and Literature Semantics in Generative Grammar English Grammar: A Generative Perspective An Introduction to Linguistic Theory and Language...
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...Degree of Master in Fashion Management The Swedish School of Textiles 2012-06-01 Report no: 2012. 13. 21 Luxury Consumer behaviour Suvi Lukkarinen & Xing Wei - A Comparative Case Study of Emerging Luxury Markets in China and Finland Visiting adress: Bryggaregatan 17 Postal adress: 501 90 Borås Website: www.textilhogskolan.se Title: Luxury Consumer Behaviour -A Comparative Case Study of Emerging Luxury Markets in China and Finland. Publication year: 2012 Authors: Lukkarinen, Suvi and Wei, Xing Supervisor: Anita Radon Abstract The study on luxury consumers is always connected to their drives behind consumption. Why people buy luxury products is an interesting question. This thesis investigates influencing forces behind luxury consumer behavior, in a comparative case study on Chinese and Finnish consumers. Luxury consumption is not a new phenomenon, but in some countries, like China and Finland, the luxury market is still growing since many brands are newly entering these markets. At the same time, new generations have become luxury consumers so these markets are quickly changing. Researches have been made on luxury consumer behaviour in China and Finland. However, there is a lack of updated information available about this subject, especially about Finnish luxury consumers. Furthermore, the driving forces behind the luxury consumption are not the same in different countries. In a competitive industry like luxury fashion, the marketing tactics have to be adapted to specific...
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