Infix Definition and Examples

An infix is a word element (a type of affix) that can be inserted within the base form of a word—rather than at its beginning or end—to create a new word or intensify meaning.  The process of inserting an infix is called  infixation. The most common type of infix in  English grammar  is the  expletive, as in fan-bloody-tastic.   [A]s the term suggests, [an  infix] is an affix which is incorporated inside another word. It is possible to see the general principle at work in certain expressions, occasionally used in fortuitous or aggravating circumstances by emotionally aroused English speakers:  Hallebloodylujah!...In the movie  Wish You Were Here, the main character expresses her aggravation (at another characters trying to contact her) by screaming  Tell him Ive gone to Singabloodypore!  (George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006) How and When Infixes Are Used Rarely used in  formal writing, expletive infixation can sometimes be heard in  colloquial language  and slang though probably not in polite company.   Infixation can make it into more casually themed press coverage (more likely in pop culture, as opposed to hard news), such as in Prince Williams former nanny [Tiggy Pettifer] has spoken of her joy at the engagement between the Prince and Kate Middleton, describing their union as fan-flaming-tastic. (Roya Nikkhah, Prince Williams Nanny Says Engagement Is Fan-Flaming-Tastic.  The Telegraph  [UK], Nov. 21, 2010) And author Ruth Wajnryb has further examples—from literature, no less. This linguistic phenomenon is also known as the integrated adjective. In fact, a poem of that name by John OGrady (aka Nino Culotta) was published in the  eponymously  titled  A Book About Australia, in which numerous examples of the integrated adjective appear:  me-bloody-self, kanga-bloody-roos, forty-bloody-seven, good e-bloody-nough. (Expletive Deleted: A Good Look at Bad Language. Free Press, 2005) In English, additions normally attach to the end or start of a word, with prefixes and suffixes, such as pre- or -ed. There are even circumfixes, which attach to the front and the back, as in  enlighten.  In Austroasiatic languages in Southeast Asia and eastern India, the use of the infix is more common and not used just to create expletives, as in English. In fact, English has no true  infixes, but the plural suffix  -s  behaves something like an infix in unusual plurals like  passers-by  and  mothers-in-law (R.L. Trask, The Penguin Dictionary of English Grammar, 2000).   Creating an Infix Authors Kristin Denham and Anne Lobeck give a detailed explanation of where the infixes are inserted into a word: Native speakers of English have intuitions about where in a word the infix is inserted. Consider where your favorite expletive infix goes in these words:fantastic, education, Massachusetts, Philadelphia, Stillaguamish, emancipation, absolutely, hydrangeaMost speakers agree on these patterns, though there are some dialectal variations. You likely found that the infix is inserted at the following points:fan-***-tastic, edu-***-cation, Massa-***-chusetts, Phila-***-delphia, Stilla-***-guamish, emanci-***-pation, abso-***-lutely, hy-***-drangeaThe infix gets inserted before the syllable that receives the most stress. And it cannot be inserted anywhere else in the word. (Linguistics for Everyone: An Introduction. Wadsworth, 2010)

The Crucible the Evilness and Selfishness of Abigail...

The Crucible: The Evilness and Selfishness of Abigail Williams In Arthur Millers The Crucible, there is one character who, because of her selfish and evil ways, causes the destruction of many people in the town of Salem. This character is Abigail Williams. In the play, jealousy, and self- interest are the two characteristics that are seen constantly throughout the play. These characteristics pertain particularly to Abigail, and give a graphic description of her life, and how she deals with things in it. Throughout the play she gets worse and worse each time something major happens. After her affair and failure with voodoo, she was overcome by love and jealousy, and she was willing to do anything to get John back to her own†¦show more content†¦She beg me to make charm- Abigail was so desperate to get back John that she even drank chickens blood to get him back. She drank this blood charm so Elizabeth would die. Abigails progression of evilness and her looking for help from witchcraft shows that love and jealousy in large quantities can cause a person to go to what they hate most for help. Abigail goes from her goodness with internal turmoil, to what she was brought up in Salem to fear, and despise: witchcraft. After some thought Abigail realizes that she can use witchcraft to get back John, though not in the way that she had thought before. She believes that the only reason that John is not giving in to her is because of Elizabeth. She realizes that the people of the town are so afraid of the devil, she can use that fear to discredit, and eventually get rid of Elizabeth, thereby getting John for herself. She also realizes that if she right away accuses Elizabeth, the people would not believe her because Elizabeth is too pious. She decides that if she starts with evil people, and works her way up to the more pious ones to, finally, Elizabeth she will be believed. This chain of reasoning causes the deaths of many of the townspeople in Salem. Many people in the town of Salem think Abigails doing the right thing by accusing all these people. They dont know of Abigails scheme and encourages that these witches be given their due punishment. Reverend Hale has aShow MoreRelatedEvilness And Selfishness Of Abigail Williams In The Crucible Essay948 Words   |  4 Pages The Crucible: The Evilness and Selfishness of Abigail Williams In Arthur Millers The Crucible, there is one character who, because of her selfish and evil ways, causes the destruction of many people in the town of Salem. This character is Abigail Williams. In the play, jealousy, and self- interest are the two characteristics that are seen constantly throughout the play. These characteristics pertain particularly to Abigail, and give a graphic description of her life, and how she deals with thingsRead More Arthur Millers The Crucible Essay2614 Words   |  11 PagesArthur Millers The Crucible Arthur Miller demonstrates the familiarities of the life he lived in the 1950s and of everyday life we live in through his plays. He communicates through his work to the way people are in society. The extreme witch hysteria deteriorated the rational and emotional stability of its citizens. This exploited the populations weakest qualities, and insecurities. The obvious breakdown in social order led to the tragedy that saw innocent souls hang on the accusationRead More The Moral of Arthur Millers The Crucible Essay3017 Words   |  13 PagesThe Moral of Arthur Millers The Crucible In the 17th century a group of Puritans from England immigrated to America to escape persecution for their religious beliefs. The white settlers arrived in New England in 1620, and Salem, Massachusetts had been in existence for about forty years by 1692. Salem developed as a theocracy. This was based on the coexistence of religious prayer and hard work. Entertainment, such as dancing, or any enjoyment at all was perceived as a sin. The isolation

The Relationship between Prestige Pricing and Advertising Choices Free Essays

Prestige pricing is a pricing strategy through which brand image of a product is enhanced by the price fixed for it. This pricing strategy is also termed as psychological strategy as the consumers feel that since the price of a product is higher than its other competitive products in the market, it might be superior in quality. They don’t even try to find out whether there is any difference in the ingredients or construction of the higher and lower priced product or not. We will write a custom essay sample on The Relationship between Prestige Pricing and Advertising Choices or any similar topic only for you Order Now Due to this pricing strategy, the top brands enjoy higher share in the market even when their products are priced 30%to 40%higher than a similar product with no brand value. Cosmetics, drugs, apparels etc. enjoy more market share if they have big brand image. Prestige pricing can also be termed as a non-pricing strategy because there is no need for the advertising to mention price at all. Instead, in the advertising of these products more focus is paid on service and quality. The lesser a customer knows about the quality of a product the better are chances of him to get lured by the advertising of the product. If the product has a good brand value, the customer is fully confident about its quality and don’t even look at its advertising from a point of view of getting assured of its quality. Advertising choices for prestige priced products are immense because the producer has enough money to splurge upon advertisements. Hence he can afford the best advertising options. If he is advertising in print medium he chooses the best life style magazines because its glossy pages speak volumes about the product even without any product information. He has the option of paying the high profile celebrities to endorse the brand. Just the image of the celebrity along with the product is enough to grab the attention of the consumers. If the producer does not apply the prestige pricing strategy, his advertising choices get limited. The more the price, the better are the advertising options. Karlof and Lovingsson (2005, p. 286) have rightly observed the following effects of the interrelation between prestige pricing and advertising choices: â€Å" competition is low demand exceeds supply a company enjoys the position of virtual monopoly† In the words of Griffiths and Wall (2004, p.163) â€Å"If manufacturers can create an association in consumers’ mind that premium prices mean higher quality and exclusiveness, then they can engage in prestige pricing.† This can be done none other than advertising. Advertising choices and prestige pricing are interrelated. So the practice of psychologically influencing the consumers’ choices is evident from the sophisticated advertising campaigns of all the high priced products in the market. The money spent on producing a product is cost while the price is the money the consumer spends to buy that product. In the prestige pricing strategy the price is not related to the value of the product but the consumers are made to feel that way. This is not possible without the range of advertising choices available in this kind of strategy. So it can be concluded that prestige pricing and advertising choices go hand in glove. Word count: 535 References Arens, W.F. and Bovee, C.L. (5 Ed.). (1994). Contemporary Advertising. USA: IRWIN Griffiths, A. and Ison, S. (2002). Business Economics. UK: Heinemann. Griffiths, A. and Wall, S. (Ed.). (10 Ed.). (2004). Applied Economics. England: Pearson Education Limited. Karlof, B. and Lovingsson, F. (2005)The A-Z of Management Concepts And Models. London: Thorogood Publishing.                         How to cite The Relationship between Prestige Pricing and Advertising Choices, Essay examples

Journal Article Analysis free essay sample

The article investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The analysis included identifying philosophical assumptions, explaining practical significance and applicability, and relating assumptions and methodology to class readings. Journal Article Analysis An article in the Journal of Psychology investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The completion of a questionnaire followed by a series of questions about two controversial issues produced the conclusions of this research paper. This analysis of that research identifies the philosophical assumptions behind the research and methodology, explains the practicality of the assumptions, and examines the effect on the research’s applicability. Finally, a relationship with post-positivist thinking is established. The premise for the research study by Schommer-Aikins and Hutter (2002) engulfed an interest in looking beyond the classroom to see how epistemological beliefs influence the very ordinary people think about contemporary controversial issues. Prior research focused on the development of epistemological beliefs and influence on thinking in academia (p. 7). Accumulating evidence revealed links between epistemological beliefs and higher order thinking. The authors expanded their research to a larger outside population with varying degrees of education, a wide range of ages as well as diverse life experiences. Most epistemological researchers thought of personal epistemology as a complex, one-dimensional belief (Schommer-Aikins, 2002). Schommer, in earlier studies, conceived of these beliefs as a system of beliefs, which dwelled at different levels of sophistication. The working assumption for the questionnaire was it captured default characteristics of four beliefs. Using the questionnaire she developed, the questionnaire assessed the stability of knowledge, the structure of knowledge, the control of learning, and the speed of learning (Schommer-Aikins Hutter, 2002). The authors stated, â€Å"Test-retest reliabilities [of the questionnaire] range from . 60 to . 89 for the four factors† (Schommer-Aikins, 2002, p. 10). Previous studies confirmed the predictive validity of the questionnaire. Following completion of the questionnaire, participants answered open-ended questions about two controversial issues. Answers (multiple-choice or yes/no) chosen by the participants required further explanation about why they chose the answer they did. The authors looked for six specific thinking dispositions (Schommer-Aikins Hutter, 2002): 1. taking multiple perspectives; . acknowledging the complexity of issues; 3. engaging in flexible thinking; 4. acknowledging the evolving nature of knowledge; 5. questioning omniscient authority; and 6. making decisions in a thoughtful and reflective manner (p. 9). Based on results from previous studies on college students, Schommer-Aikins and Hutter (2002) developed their hypotheses from the assumption critical thinking about controversial issues engages epistemological beliefs. They theorized the less individuals believe in simple knowledge, the more likely they engage in higher order thinking (p. 9). Stability of knowledge includes issues of the tentativeness of knowledge, so higher order thinking about evolving knowledge and all-knowing authority precludes belief in certain knowledge (p. 9). Their final supposition involves the speed of learning (or how gradually learning takes place). This involves the time dedicated to study, they hypothesize the less individuals believe learning is quick or absent, the more likely they display higher order thinking about reflective thinking (pp. 10). Applicability Research to broaden knowledge, prove a hypothesis, or search for a new dynamic in the acquisition of knowledge contributes to epistemology. The scientific community has debated the methodology of the attainment of knowledge since Aristotle. Social science, such as the study analyzed here, wants to develop a more engaged relationship between knowledge and practice (Delanty Strydom, 2003). Conceiving their study on previous research done about the nature of knowledge and the nature of learning that influences thinking, Schommer-Aikins and Hutter (2002) introduced an additional element of contemporary controversial issues encountered in everyday life. Their research looked to populations outside of academia to support their hypotheses. Generally, they were able to prove a relationship exists between individual beliefs about knowledge and learning and the ability to demonstrate higher order thinking. Education and critical thinking influence these beliefs (p. 16). The nature of knowledge and learning beliefs influence thinking in everyday life. Methodology Kuhn (1996) describes a paradigm as the accepted norm of a science. The standards, rules, and scientific tradition one follows in a particular area of scientific study comprise the paradigm. Research, such as the one described here, â€Å"is a cumulative enterprise, eminently successful in its aim, the steady extension of the scope and precision of scientific knowledge† (p. 52). The study provided information that supported the correlation of epistemological beliefs, learning, and higher order thinking. The research supported two of the four proposed hypotheses. None of the epistemological beliefs predicted thinking about omniscient authority or found a correlation between quick learning and time-consuming reflective thinking. The theories not supported warrant further research. There is not a single rule, however plausible, and however firmly grounded in epistemology, that is not violated at some time or other† (Feyerabend, 2003, p. 81). The inability of the research to support these two hypotheses does not indicate failure, but the possibility of progress in the science (Feyerabend, 2003). More research, possibly encountering a different perspective could clarify the direction the hypotheses should take. The supposed failure to support two of the hypotheses must not lead to abandonment of the research project. A heuristic approach may resolve the discrepancies between the hypotheses and the research results. Lakatos (2003) expounds that a conjecture, at once refuted can be rescued by an auxiliary hypothesis if normative research continues. Positivism and Post-Positivism From a positivist point of view, this research project is invalid. No observable correlation exists between the hypotheses and the results proclaimed by the researchers. Ayer (2003) explains that the declaration of a proposition is just that a declaration. Positive, observable fact needs to be presented to validate the proposition. Therefore, the conclusion epistemological beliefs influence thinking cannot be empirically proven. Fortunately, the research study takes place in modern times when hypotheses and ideas expressed do not require concrete observation. Literature research and direct interaction with experimental participants provide evidence of perception. Kant, according to Johnson and Duberley (200) argued, â€Å"Our minds are not passive receivers of sense data. Rather we automatically select, limit, organize and interpret our experience of external reality† (p. 65). People endow the world with meaning, so research as presented above has validity to increase understanding of the world. Conclusion The theory behind the Journal of Psychology article theorized a relationship existed between epistemological beliefs and learning and the way people think about everyday controversial issues. Prior epistemological belief research conducted on college students confirmed advanced development of knowledge influences thinking about academic issues. â€Å"The effects of epistemological beliefs are most obvious in higher order thinking† (Schommer-Aikins Hutter, 2002, p. ). The authors wanted to produce evidence that is more convincing by conducting research by measuring epistemological beliefs independent of academics and the opportunity of participants to think about issues in their lives as opposed to issues provided by a researcher. The researchers recruited 174 volunteers from a variety of ages, professions, and life experiences. After completing a questionnaire and answering weighted questions, evaluation of the beliefs and thinking of participants produced somewhat mixed results. The study supported two hypotheses and two were not. The belief in the complexity of knowledge provided multiple perspectives, more flexible thing, and higher order reflective thinking as predicted. The study revealed the critical role the nature of knowledge and learning plays in everyday thinking. Following the discussion of the study, the analysis explored relationships between this study and readings required for the class PHL717/Constructing Meaning. Research provides a means to develop knowledge into practice. As Kuhn explained research begins with a paradigm and proceeds to support, refute, or expand on the known. The discovery of unexpected results produces a paradigm shift. According to Feyerabend, the probability of finding fault with a presumed rule is inevitable but does not mean the research has failed. This study does not fit with the positivist view of scientific research because of lack of empirical evidence, as explained by Ayer. Modern philosophers, such as Kant, are open to evaluating and contemplating ideas and concepts without the necessity of observable phenomena. The ability to find parallels in the research study and theories presented by the philosophers in the readings provided an excellent opportunity to understand some of the concepts.

Key influences on personal learning processes Essay Example

Key influences on personal learning processes Essay This essay will be describing in detail a few of the many different influences that can and do have an effect on learning; some of these have influenced me personally. This essay is like a self analysis looking from the perspective of the learner. It will be looking at the work of some key theorists to support and back up the points. It will also discuss how others can be helped to learn and the effectiveness of doing this. Learning is a process by which we acquire knowledge, skills and an understanding of abstract concepts. You start learning from birth and the learning process continues through formal schooling and even right through to adulthood, they do say you learn something new every day. In everyday life we call our learning informal. Firstly there are some main theories of learning used to understand the way in which individuals learn. From experience the best way of influencing and progressing an individuals learning is to actually know how you learn best, this will be either visually, auditory, kinaesthetically or tactilely. I am an example of a visual learner taking in information best when it has come from something seen like pictures or information in a book, etc. When you know this you can then put it into practice by planning the learning, then actually doing it and finally reflecting on what has been learnt. One of the main theorists associated with learning is Kolb. Kolb looks at the ways adults learn referring to these as cognitive abilities, he says that learning processes begin as instinctive preferences during adolescence. We will write a custom essay sample on Key influences on personal learning processes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Key influences on personal learning processes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Key influences on personal learning processes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Kolb identified two pairs of opposing factors which, combined together, show learning as a cycle with four different stages of learning. Each stage can be entered at any time but for learning to be effective the stages must be followed in a sequence. As you can see from the diagram the four stages are concrete experience, reflective observation, abstract conceptualisation and active experimentation. Kolbs learning cycle can be applied to everyday practice. Another important theory is the learning styles theory conducted by Honey and Mumford. They identified ways in which different employees learned and came up with four learning style preferences, reflector, theorist, activist and pragmatist. Honey and Mumford conducted a questionnaire in order to find out peoples preferred learning style/s (see appendix 1 for their questionnaire) Honey and Mumford (1986) stated that the learning style questionnaire is designed to probe the relative strengths of four different learning styles.

Agnes Macphail Biography

Agnes Macphail Biography About Agnes Macphail: Agnes Macphail was the first Canadian woman to be a member of parliament, and one of the first two women elected to the Legislative Assembly of Ontario. Considered a feminist in her time, Agnes Macphail supported issues like prison reform, disarmament, international cooperation and old age pensions. Agnes Macphail also founded the Elizabeth Fry Society of Canada, a group working with and for women in the justice system. Birth: March 24, 1890 in Proton Township, Grey County, Ontario Death: February 13, 1954 in Toronto, Ontario Education: Teachers college - Stratford, Ontario Profession: Teacher and columnist Political Parties: Progressive PartyCo-operative Commonwealth Federation (CCF) Federal Ridings (Electoral Districts): Grey South EastGrey Bruce Provincial Riding (Electoral District): York East Political Career of Agnes Macphail: Agnes Macphail was elected to the House of Commons in 1921, in the first Canadian federal election in which women had the vote or could run for office. Agnes Macphail was the first woman to be elected to the House of Commons.Agnes Macphail was the first woman appointed as a member of a Canadian delegation to the League of Nations, where she was an active member of the World Disarmament Committee.Agnes Macphail became the first president of the Ontario CCF when it was established in 1932.Agnes Macphail was a major influence in the establishment of the Archambault Commission on prison reform in 1935.She was defeated in the 1940 general election.Agnes Macphail wrote a column on agriculture issues for the Globe and Mail.She was first elected to the Ontario Legislative Assembly in 1943, becoming one of the two first women to be elected to the Legislative Assembly of Ontario.She was defeated in the Ontario election in 1945.Agnes Macphail was re-elected to the Ontario Legislative Assembly i n 1948. Agnes Macphail contributed to the adoption of Ontarios first equal pay legislation in 1951.

Workplace Conflict Essay Example | Topics and Well Written Essays - 750 words

Workplace Conflict - Essay Example Some are little that are resolved in no time with a little communication (Cahn & Abigail, 2007); while, some are big enough that a mediator is needed to resolve them. The mediator comes with his own mediation plans and strategies to work out the problems between the parties involved. In organizational context, conflict occurs due to a number of reasons. Conflicts may happen among employees of the same level but mostly conflicts arise when job satisfaction decreases at the employees’ part (Masters & Albright, 2002). This makes the employees enter into trouble with the management or higher officials. They may go on strikes or do other sorts of protests. Major conflicts occur when, for example, employees experience gender discrimination, work overload, forced overtime, short deadlines, and no opportunities for promotion, reward or compensation. These factors reduce job security and the employees suffer from work related stress. Other major causes may include dissatisfactory wages and salaries, and poor communication between the management and employees due to which the latter feel that their problems are not being considered. Also, when employees feel that they are not being able to participate in the decision-making process, they may acquire conflicting views about the project at hand. All of these conflicts may get serious enough to be requiring a mediation plan for resolution (Moore, 2003). No matter the conflict is small or big, the management should make serious efforts to resolve it as soon as possible so that employees do not lose their morale (Dana, 2001; Wimot & Hocker, 2007). My Experience This section of the paper describes a work related conflict that I experienced at my workplace. I am a teacher at a community college. As I stated, most conflicts occur due to unfair treatment or policy changes from the management side, this incident also involves a conflict between the assistant principal and I. It was about the Americans with Disabilities Act of 1990 (ADA). For reader’s information, the major responsibility of the Americans with Disabilities Act of 1990 is to make accommodations for disabled employees, under the title I of the Act. ADA makes sure that the disabled employees do not have to face discrimination by their seniors or co-workers when they are at the workplace. In order to get protection by ADA, the individual must have a disability which is defined by the Act as â€Å"a physical or mental impairment that substantially limits one or more major life activities† (U.S. Department of Justice, 2005). All persons who have in their medical history that they have been or are going through such a disability, or people perceive him as disabled, are accommodated by this Act. My college had also included this Act in its major policies regarding the selection and employment of teachers. Last year, when my college announced vacancies for professors, I was appointed to interview the candidates for selection. I ha d to select three candidates for a project. Two of the candidates I selected were medically and academically fit for the job, but the third one whom I selected, Mr. Harrison, was obese. His academic career was excellent. I selected him on the seat of disabled persons so that he could be given all the facilities that an obese employee would require in performing his job in a better way. Also, Title I of the Act clearly states that all the employers who have at least fifteen employees working under them, must give equal chances of employment to qualified disabled persons as well so that they get all the benefits that the organization is giving to the otherwise fit persons. To me, Mr. Harrison was a physically disabled person according to the Act because his weight was hindering with his job performance, as was the definition of