Erscheinungsdatum: 01.08.2012, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: The Class Struggle (Erfurt Program), Verlag: HardPress Publishing, Sprache: Englisch, Schlagworte: HISTORY // General, Rubrik: Geschichte, Seiten: 238, Informationen: 423:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on White w/Matte Lam, Gewicht: 325 gr, Verkäufer: averdo
Seminar paper from the year 2008 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,7, University of Erfurt, language: English, abstract: Idioms are quite pleasant and fascinating linguistic phenomena to me. I connect idioms to a creative and competent use of language. Therefore, I can still remember the first idiom I learnt at school: It's raining cats and dogs. At that time, it was just a funny gimmick during the English lesson. Today the study of English opens new vistas to this. Why isn't it raining fish? Or one could as: Why isn't it raining cats and dogs in Germany, but 'Bindfäden' (twines)?In this presentation I want to engage in the field of idiomatic expressions containing animal names. As this group is unmanageably wide, I will concentrate on phraseological units that are connected to cats and dogs. After having given a short general linguistic overview of the field concerning idioms, I will concentrate on the possibilities of using idioms in primary class. I will not only give arguments for it but also present material one could use in class.
Seminar paper from the year 2012 in the subject English Language and Literature Studies - Linguistics, printed single-sided, grade: 1,0, University of Erfurt (Philosophische Fakultät), course: Historical Perspective on Present Day English, language: English, abstract: The Norman Conquest in 1066 was not only an important event in the history of England, but also had a great impact on the English language (cf. e.g. Baugh & Cable 2004: 108 ff.; Faiss 1992: 68). Besides various other changes in the English language system, which will not be discussed here in further detail, many French words were borrowed into English. Some of the French suffixes contained in complex loan words subsequently became productive in English derivation (cf. e.g. Bauer 1993: 225 f.; Faiss 1992: 3; Marchand 1969: 210 f.). However, I argue that the ways in which these suffixes were employed in English word-formation vary greatly (cf. e.g. Marchand 1969: 210 f.). While some of the borrowed suffixes were extensively used in English derivation, others remained largely restricted. This will be illustrated by describing how the borrowed French suffixes -ment and -ure were integrated into the English system of word-formation. Special attention will be paid to the word class and etymological origin of the bases -ment and -ure were combined with. Although sociolinguistic factors might also influence how foreign suffixes were used in derivational processes of word-formation (cf. van Loon 2005: xiii), this term paper will focus on language-internal, morphological factors only.
Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, University of Erfurt (Philosophische Fakultät), course: Zweitsprachenerwerb, 8 entries in the bibliography, language: English, abstract: Reading is not considered a natural skill but has to be acquired. Many people consider this proficiency 'world class' (Nicolson/Fawcett, 2001: 146). However, a lot of people have problems with acquiring this skill due to several difficulties, mostly subsumed under the term of 'dyslexia'. Developmental dyslexia is seen as the most common developmental disorder in Western school populations and affects four times as many boys as girls (Fawcett, 2002: 265). It was not until the 1970's that dyslexia has been recognized as a specific learning difficulty. Rutter et al. (1970) and Yule et al. (1974) established specific reading difficulties and contributed to the acceptance of dyslexia. The problems were seen either extrinsic to the child, e.g. to do with society and school teaching, or intrinsic, i.e. within the child, which were to do with intelligence and gross neurological problems. By 1989 the International Dyslexia Association provided an expanded and clearer definition that highlights the range of difficulties dyslexic students may experience: 'Specific Learning Difficulties can be defined as organizing or learning deficiencies which restrict the students' competencies in information processing, in motor skills and working memory, so causing limitations in some or all of the skills of speech, reading, spelling, writing, essay writing, numeracy and behavior.' (Dyslexia, 1989) However, this is still a 'deficit' definition. Nowadays, dyslexia is seen as an individual difference in learning style. It is important for teachers to understand the nature of the reading and spelling process, as well as how it develops in children. Surprisingly, there is little of this in teacher training. It is fundamental to look at the processes that are involved in what we are going to teach, not only to provide us with an understanding of what is required but also to examine the areas where some children might find certain skills particularly difficult (ibid: 91). In my paper I will focus on the reading abilities of two of my private students who are both dyslexics. I try to find out whether the theoretical features of dyslexia made by researchers can be applied to these students. The aim of this paper is to draw a conclusion on whether the two students have difficulties in reading and how this is reflected in the prepared data.
The Streptomycetes are industrially widely used microorganisms due to their ability to produce numerous different chemical compounds. These show very varied effects upon other living systems, and result from profound and subtle biochemical and morphological differentiation during the streptomycete life cycle. It is therefore not surprising that research on the genetics of antibiotic biosynthesis and differentiation in this group is currently progressing rapidly in many countries. Intimately connected with the production of antibiotics is resistance to them; analysis of this is giving further information about the origin and evolution of this class of genes and their hypothesized spread among other microorganisms. Another interesting feature of the Streptomyces group is their mycelial growth. Also, their ecologically important utilization of high molecular weight compounds requires enzymes to be transported outside the cell to hydrolyze non-diffusible substrates. Finally, we have as yet limited understanding of the various mechanisms of genome rearrangement observed in some of these species; deletions and/or amplifications of enormous amounts of DNA can occur without seriously affecting the viability of the organism under laboratory conditions. The present volume, which includes contributions addressing the above subjects and others, originates from a meeting on 'Genetics and Product Formation in Streptomyces' sponsored by the Federation of European Microbiological Societies in Erfurt on May 1-6 1990. Compared to previous ones of this kind held in 1979, 1983 and 1987 in Weimar, one can point to impressive progress in the study and applications of Streptomyces genetics.
Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.
Seminar paper from the year 2015 in the subject English Language and Literature Studies - Literature, grade: 1,3, University of Erfurt (Literaturwissenschaft), course: Multicultural Britain: Class & Ethnicity in Recent Fiction, language: English, abstract: I am interested to find out within Hanif Kureishi's 'The Buddha of Suburbia' if Kureishi made racism a topic in the novel and if it is intended or if he might think along different lines. To find an answer to these questions I will start with a definition of racism. Therefore, a short look into the history of the term will lead us to the current understanding of racism and the topics connected to it. When the understanding of racism within the bound of this work is defined, the work on the novel starts and I will quote different passages where racism becomes obvious. The third part of this work examines if Kureishi intended to write about racism or if it happened unintended. To find an answer for this part I will focus on Kureishi's biography to find probable parallels, and at the society in London at the time, as well as the politics. After these three steps a conclusion will be drawn to answer the question of the beginning.