Some texts have even been found to be comprised of a quarter or of formulaic expressions, demonstrating at once a reliance on collective cultural interpretations and a marked lack of originality in popular media language use (Van Lancker-Sidtis & Rallon 2004). These phrases make for interpretations that are both more colloquially colored and less symbolically imbued for their necessarily repetitive nature (thus their emergence as formulaic expressions) and their needed consistency in order to remain meaningful (Van Lancker-Sidtis & Rallon 2004).
Music and Language
The relationship between music and language is the subject of a great deal of debate, and ever researchers that support comparisons between the two uniquely human cognitive phenomena discern several different and offer contradictory approaches to such comparisons (Powers 1980). It is possible to see certain elements of linguistic construction in the construction of musical phrases, combinations, and pieces as a whole, and at times it is tempting to attempt pairing the explicit language meant to accompany a piece of music (i.e. The lyrics of a song) with the units of grammar and syntax or the notions of semantics inherent to the piece of music, but attempting to connect both at the same time has been deemed to be impossible by certain researchers (Powers 1980).
Other scholars take a far more pessimistic view of any attempt to equate music to language, whether this includes an attempt to tie the structures and features of a song's lyrics to the perceived "structures" of musical syntax or not (Jackendoff 2009). There are as many significant differences between music and language, according to this view, as there are between any other major cognitive creations, and thus any comparison of music and language must either highlight their differences or show how they parallel almost any other cognitive process of creation (Jackendoff 2009). Still, this des not preclude the study of lyrical choices within the framework of certain musical genres.
There has actually been a fair amount of study regarding the different ways in...
Racial or ethnically-based teasing and peer pressure has long been associated with academic achievement, as Tyson et al. point out in his 2005 report studying the behaviors of blacks and whites during high school. While Tyson et al. also suggests that "school structures" are somewhat to blame for "stigmas" of "acting white" or "acting high and mighty" (582), he maintains that that teasing and peer pressure and also important
G., we, society, have done nothing to help cause these crimes; social misfits have committed them). In addition, according to the Mirror: "Weise was described as a loner who usually wore black and was teased by fellow pupils... his father committed suicide four years ago. His mother, who has brain injuries for [sic] a car crash, lives in a Minneapolis nursing home... Weise wrote messages expressing support for Hitler on a
Practices in Classroom Second Language Acquisition 1.Role-play a conversation between a travel agent and a tourist—Get it right in the end because ultimately the tourist wants the correct information and that may be difficult due to language barriers, so some struggle is expected. 2.Memorize a dialogue about buying airline tickets—Get it right in the end because ultimately the key is to get it memorized correctly. 3.Underline the past tense verbs while reading a
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(Farah and Ridge, 2009) The successful shift from textbook, memory-based curriculum to a standards-based curriculum is therefore dependent on three things: the development of national standards and goals for curriculum; the development of corresponding assessment tools; and the re-education of teachers towards the objective of altering teachers' attitudes and views of their role in the education system. Rather than simply drilling memorized facts, words or phrases into a student's consciousness-as
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