Anthropological linguistics Essay Example | Topics and Well Written Essays - 750 words

Anthropological linguistics - Essay Example Phonemes, Morphemes and Grammar Phoneme is considered to be the first building slab of language. These are the most fundamental unit of our speech; an individual sound. Phoneme is the common feature of all languages. English uses around forty phonemes. They can have further distinctive classifications and features like voiced or unvoiced components. Phonemes are so fundamental that they do not convey any meaning until put together. (Kendon, 2000) Morpheme is the second building slab of language. A morpheme, as defined by linguists, is the smallest meaningful unit of language, produced from an arrangement of phonemes. As far as their further classifications are concerned, morphemes are of two types, the first ones are content morphemes and the second ones are function morphemes. The basic meanings of a word are held by content morphemes while prefixes and suffixes work as function morphemes. The main characteristic of function morphemes is this that they add a little additional meanin g to the word. Grammar is considered to be the last and final building slab of language. According to grammarians, grammar is the collection of set rules of language that stipulate how phonemes, morphemes, phrases and words should be arranged and combined to communicate meaningful thoughts. Besides this, grammar also governs how to employ different classes of words and their inflections. Grammar is a combination of two ingredients; syntax and semantics. (Kendon, 2000) Syntax is the set of grammatical rules that state in what order the words and phrases should be arranged in a sentence in order to convey meaning. In human life development, by the time one is proficient to read, his or her syntactical perceptive sense is exceedingly developed. Furthermore, this makes it sound like even sentences that are composed or based on of unfit or apparently odd words make sense because they follows appropriate syntax. Syntax and syntactical rules are different and diverse in every language. (Ke ndon, 2000) For example, English speaking people place adjectives prior to nouns while many other languages place the adjective after the noun. Another important field of linguistics is semantics. Semantics are the meaning itself or study of meaning derived from morphemes, words and sentences. Semantics depend upon a variety of relevant factors such as word choice, context and whether the speaker’s intent is figurative or literal. All these are building slabs of human language and are integral part of all human languages in anthropological linguistics. Without these building slabs humans, speaking any language of the world, would not be able to converse with each other. These are the core rules and units of speech which are all significant components to help convey our opinions, thoughts, ideas, feelings and personal experiences through language. Non Verbal Communication Non-verbal communication is used so often that we actually forget that we are using it. We do not realize how much we rely on non-verbal communication; the reason for this is due to the fact that most non-verbal communication transpires on a level that is below our conscious awareness. (Kendon, 2000) While many aspects of nonverbal communication are culturally specific, some, e.g. facial expressions and gestures, appear to have near universal levels of recognition. Non-verbal messages are also viewed as more authentic because behavior cannot be restricted as effortlessly as spoken words. (Kendon, 2000) Perhaps the most

Magic Carpet Airlines Case Study Example | Topics and Well Written Essays - 500 words

Magic Carpet Airlines - Case Study Example They used the League of Flight Attendants to articulate their issues with the management. The other stakeholder in the case was Magic Carpet Airlines team that represented the company with whom these issues were being addressed (Kennedy, 2007). Compensation was one of the major problems in this situation. The base wages for Magic Carpet Airline’s flight attendants were relatively low and the data that they collected from Monthly Labor Review helped them conclude that the base wage was not matching the cost of living that had gone up. The airline’s flight attendants observed that the company’s wage scheme was fixed and was contended for a five-year wage review (Guasco, 2007). Job security was the other major issue in this situation. The flight attendants felt that they risked losing their seniority if the deal between Magic Carpet Airline and RCA went through. The company did not provide a clear way of reassuring its flight attendants that their contract was binding and this made them feel like they could lose their jobs anytime (Kennedy, 2007). The third major problem in this situation was working conditions. The company assigned its flight attendants a prolonged trip trading lead-time of five days but they felt that it should be reduced to one day. The company provided $6 monthly for the maintenance of flight attendants’ uniforms but they felt that the about needed to be raised to $20 (Shell, 2006). The fourth major problem in the negotiations was the disparity between the wages and wok rules, and Magic Carpet Airline’s financial performance. The league of flight attendants demanded for the harmonization of the company’s wages with its financial performance. I would recommend that the League of Flight Attendants utilize quarterly meetings with the board of directors of the company in order to discuss their issues. This would provide a platform for them to air their grievances before they escalate. Secondly, I would

Adolf Hitler Conspiracies Essay Example for Free

Adolf Hitler Conspiracies Essay Did Adolph Hitler really commit suicide on April 30, 1945? Hitler is believed to have poisoned and shot himself along with his newlywed wife, Eva Braun, on April 30, 1945 while in an underground bunker in Berlin. Then, Hitler and his wife’s body were burned outside the bunker. However, many questioned whether this really happened so they have conspiracies on Hitler’s death. Three main conspiracies that really challenge Hitler’s suicide are that the skull found in the bunker did not belong to him, no shots were heard by bystanders in the bunker, and he had an imposter kill himself. So Hitler’s death may have been a hoax due to the evidence from several sources, showing that Hitler may have never committed suicide in that bunker and he had escaped from Germany. The skull that was believed to be Hitler’s, which was taken by the Russian army and preserved by Soviet intelligence, is now proven by DNA analysis to be of a woman under 40 years old. The bodies of Hitler and Eva Braun, Hitler’s wife, after they died, were said to have been wrapped in blankets and carried to the â€Å"garden outside the bunker, placed in a bomb crater, doused with petrol and set ablaze† (Fresh Doubts over Hitlers Death†¦Ã¢â‚¬  3). However, Stalin, who was suspicious about Hitler’s fate, had the Russian forensics team dig up Hitler’s body, but a part of the skull was missing. The Russians eventually found the other fragment to make ensure Hitler’s death. However, American researchers were finally able to examine the skull fragment after it had been under strict possession of the Soviets. The researchers found out the skull fragment belonged to a women under 40 years old because in their DNA analysis of the skull they found that â€Å"the bone seemed very thin; male bone tends to be more robust. Also the sutures where the skull plates come together seemed to correspond to someone under 40† (Fresh Doubts over Hitlers Death†¦Ã¢â‚¬  2). But Hitler was 56 in April 1945 so the skull could not have belonged to him. Braun was believed to have been killed as well so the skull fragment could belong to her and she was 33 years old when she died. Overall, Hitler’s suicide has been greatly challenged by this astonishing discovery about the skull fragment believed to be Hitler’s. Skull Fragment Believed to Belong to a Woman, not Hitler (Fresh Doubts over Hitlers Death..† 1) Nobody actually saw Hitler shoot himself on April 30, 1945. The guards near the bunker claimed they heard nothing, but many of them withdrew their claims because they said Allied interrogators pressured them into saying that. Also some people who claimed to have heard the shot weren’t even there. Otto Gunsche, Hitler’s SS adjutant, claimed to have been in the conference room with Nazi Party Secretary Martin Bormann and Propagnda Minister Josef Gobbels when he heard the shot, and then he claimed they â€Å"rushed to the anteroom with Gobbels in lead† (Adolf Hitler Death and Survival Myths 2). However, Rattenhuber, commander of Hitler’s SS guards claimed that Gunsche was already in the anteroom when he arrived. So Gunsche could’ve helped Hitler escape from the bunker without anyone else knowing. Also Hitler’s chauffeur Erich Kempka and former Reich Youth leader Artur Axmann claimed that they saw a body being carried out of the bunker â€Å"which was wrapped in blanket and was dressed in Hitler’s trousers, shoes and socks†, but they didn’t get a valid identification of Hitler. If no one actually physically saw or heard Hitler shoot himself, how do they know he really shot himself ? Layout of Hitler’s Bunker (Navona Numismatics..† 1) Most of the conspiracies on Hitler’s death have to do with him having a double. Around 2 P.M on April 30, 1945, Hitler had a strange conversation with his personal pilot, Hans Baur. Baur begged Hitler to escape to Argentina, to Japan, or to an Arab country, but Hitler responded â€Å"I am ending my earthly stay.† (Adolf Hitler Death and Survival Myths 2). Notice Hitler said â€Å"earthly stay† instead of â€Å"life† which implies that Hitler was no longer going to be on Earth or that he was planning some sort of escape. Between 2:30 P.M and 3 P.M, Gunsche made a phone call to Kempka and asked him for two hundred liters of gasoline to be at the entrance of the Fuhrerbunker. Notice that Hitler did not make the phone. Could this have meant Hitler had already escaped and his double filled in his place? The Russian’s photo of Hitler’s corpse was indeed not Hitler, it was his double, or Doppelganger, Gustav Weber , who was executed with a gunshot to the forehead, and it’s obvious that it’s not Hitler because Hitler shot himself in the temple. Russian photo of â€Å"Hitler Corpse† (Adolf Hitler Death and Survival Myths 4). Adolf Hitler’s suicide on April 30, 1945 has been challenged by these three conspiracies: the skull found in the bunker did not belong to him, no shots were heard by bystanders in the bunker, and he had an imposter kill himself. In the first conspiracy, researchers were able to examine the skull that was believed to belong to Hitler, but after a DNA analysis of the skull, they found out that the skull belonged to a female under the age of 40 due to its thickness and structure. Then in the second conspiracy, Hitler’s bodygurads and comrades who were in the bunker with him claim to have never saw or heard the gunshot from Hitler’s suicide. In the final conspiracy, Hitler was believed to have a double take his place and commit suicide while he escaped out of the bunker. All three of the conspiracies have valid and credible evidence so if they are true, then Adolf Hitler may have indeed faked his death and escaped from Germany on April 30, 1945.

Novel Elliptic-function Low-pass Filter (LPF)

Novel Elliptic-function Low-pass Filter (LPF) Performance of microstrip low pass filter with stub loaded Electromagnetic Band Gap ground plane Mariselvam V, Raju S Abstract A novel elliptic-function low-pass filter (LPF) is Presented, which consists of a Electromagnetic band gap on the ground plane. The Electromagnetic band gap provides the required wideband attenuation in stop band, while the slot provides steep transition from pass band to stop band. A 5.4 GHz five-pole LPF is developed and experimental results show that it has a sharp cutoff frequency response. The measured pass band insertion-loss is below 0.4 dB, and the rejection band over 15 dB is from 5.425 GHz to 8.25 GHz, Which increases from 2.95 GHz.      Keywords:  Defected ground structure (DGS), elliptic-function filter, low-pass filter (LPF). 1. INTRODUCTION Recently, defected ground structure (DGS) has become one of the most interesting areas of research in microwave and millimeter wave Applications [1]. It could be widely used in microwave circuit design such as power divider, power amplifier and especially in filter design [1–9]. Low pass filters (LPF) design require that both in-band and out-band performances should be: low loss, high selectivity, high rejection, and wide spurious free frequency ranges. Many novel types of microstrip filters have been proposed and designed. Periodic or non-periodic DGS are realized by etching a slot in the backside metallic ground plane. The etched slot disturbs effectively the current distribution in the ground plane of microstrip line and the results in resonant characteristics [2, 3]. IT is well known that typical properties of low-pass filters (LPFs) can be obtained by adding periodic structures to transmission lines. The representative periodic structures for planar transmission lines and/or microwave circuits are photonic band gap (PBG) and defected ground structure (DGS) [4, 5]. The PBG has been known as a popular periodic structure for planar transmission lines. However, drawbacks of PBGs have been also discussed as follows. 1) A large area is needed because a number of periodic patterns should be adopted. 2) It is obscure to define the unit element, and difficult to extract the equivalent-circuit elements for the PBG unit element. 3) Therefore, it is very restricted to extend its practical application to microwave circuits. To the contrary, one can easily define the unit element of the DGS and model the equivalent circuit. In addition, since only a few DGS elements show the typical properties of periodic structures, the resultant circuit size becomes relatively small. Furthermore, the structure of the DGS is simple and it is easy to design the DGS pattern. For these reasons, since [4] has introduced the structure and called it a DGS for the first time, the DGS has been extensively applied to design microwave circuits such as filters, power dividers, couplers, amplifiers, oscillators, and so on [1], [6]–[12]. There is much previous research about the characteristics of LPFs having periodic structures on microstrip or Coplanar waveguide (CPW) transmission lines [13]–[16] However most of them are not analytical because they mainly depend on electromagnetic (EM) simulations to design LPFs and predict circuit performances. To the contrary, in the design of LPFs using DGSs including this study, all design steps are based on theories and reasonable explanations as follows. The equivalent-circuit elements of the DGS is extracted and used for replacing the series inductances in the LPF Prototype circuit. The LPF is composed of the extracted equivalent lumped Elements, thus, it is an ideal LPF, is designed, and is compared to the realized LPF using the DGS practically. Two methods to design a three-pole LPF using the DGS has been proposed in [1] and [6]. In these papers, the sizes of two DGS patterns in the LPF were exactly the same because two inductances in the three-pole â€Å"L1 (series) C2 (shunt) L3 (series)† prototype LPF are identical. In [6], discontinuity elements such as tee- or cross-junctions were adopted to connect open stubs to realize the shunt capacitance. However, in the three-pole LPF proposed in [1], there are no junction elements, thin transmission lines for high impedance, or open stubs. In addition, the width of the transmission-line elements in the LPF has been remarkably broadened. Thus, advantages such as compact design and error-robust realization fabricating the layout have been obtained. However, in order to design -stage LPFs using the DGS, e.g., a five-stage like â€Å"L1 (series) C2 (shunt) L3 (series) C4 (shunt) L5 (series),† two different dimensions of the DGS have to be adopted because L3 is no t equal to L1=L5, although. In order to select the proper dimension of the DGS for L3 careful consideration based on filter theories, extracted equivalent- circuit elements of various DGS dimensions, and some related topics of transmission lines should be taken. The size of the DGS for L3 is determined by accurate curve-fitting results for equivalent-circuit elements to correspond exactly to the required inductance. In addition, the length of transmission-line elements between DGS patterns is determined through the consideration for the equivalent capacitance and additional parasitic inductance, as well as the required shunt capacitances in the prototype LPF. Therefore, a design of a five-pole DGS-LPF requires many more complex steps than the previous three-pole DGS-LPF shown in [1] and [6]. Thus, the goal of this paper is to propose a new technique to design an -pole LPF having (â€Å"DGS-LPF†), and to generalize the previous design method for N>5 using different sizes of DG S patterns. For this purpose, modeling for the equivalent circuit of the DGS, a curve fitting for determining the required different sizes of the Fig.1 Top view of the Microstrip line with a DGS pattern and its dimensions in mm Fig.1a. Bottom view of the Microstrip line with a DGS pattern and its dimensions in mm DGS that reflects the inductance values in the prototype LPF and a practical design example will be successively discussed. In order to show the validity of the proposed method, a five pole DGS-LPF, as an example, is designed and measured in this paper. The five-pole DGS-LPF has a much wider microstrip line than conventional microstrip LPFs, and does not include high-impedance lines, which have been essentially required in conventional design. The series inductances in the prototype LPF are realized by DGSs, while the shunt capacitances are realized by the widely compensated transmission line. Therefore, no discontinuity elements such as tee- or cross-junction for connecting open stubs are required because there are no stubs in the DGS-LPF. 2. DGS PATTERN AND MODELING FOR THE EQUIVALENT CIRCUIT Fig. 1and 1a shows a microstrip line having a dumb-bell DGS and its -parameters from an EM simulation. Two elliptical defected areas and one connecting slot correspond to the equivalently added inductance (L) and capacitance(C), respectively. Accordingly, a resonance occurs at a certain frequency because of the parallel L–C circuit. Inversely, it is intuitively known that the equivalent circuit includes a pair of parallel inductor– capacitor from the resonant phenomenon in the -parameter. This means the microstrip line having the DGS does not have all-pass characteristics, but restricted pass band properties. Fig.2. Equivalent circuit of the microstrip line with unit DGS using ADS In addition, slow-wave characteristics are observed due to the added– components of the DGS [3], [5], [9]. The defected areas can be realized by not only ellipse, but also other geometries such as triangle, circle, hexagon, octagon, spiral, and so on. It is very clear that the resonant frequency (wo) of the DGS and 3-dB cutoff frequency (wc 3dB) exist as shown in Fig. 1.The equivalent – circuit of the DGS can be extracted because this kind of electrical characteristic is observed from a typical L –C parallel resonant circuit. The equivalent circuit of the DGS and one-pole Butterworth prototype of the LPF are presented the DGS in Fig. 2. The equivalent L– C elements are calculated by (1–3) because two reactance values of Fig. 2(a) must be equal at wc 3dB as follows XLc= (1) XL = ωZo g1 (2) XLc | ω= ωc, (3) Where w'(=1), g1 (=2) and Zo (=50ÃŽ ©) are the normalized 3-dB cutoff frequency, element value of one-pole Butterworth prototype LPF, and port impedance, respectively, and wo = (1/√ Lk1Ck1). The calculated L2and c2 of the DGS shown in Fig. 2 are 3.2 nH and 0.8194 pF, respectively. Fig. 3 shows an excellent agreement between the previous -parameters shown in Fig. 1 and the new ones calculated using Lk1and ck1. Advanced Design System (ADS), a circuit simulator from Agilent Technologies, has been used for the calculation. This agreement means that the modeling technique is valid in extracting the equivalent-circuit elements. It should be noted that this is one of the great advantages of DGS because it is possible to define the unit element of the DGS and to establish the equivalent circuit of it, while the conventional Planar transmission lines with a periodic structure such as a PBG have difficulty in defining the unit element and to extract the modeled circuit element. 2.1 DESIGN OF THE FIVE POLE LOWPASS FILTER A. Prototype LPF and Adoption of DGS The method to design a five-pole LPF using the DGS is discussed here. Fig. 3 depicts the prototype circuit of a five-pole LPF. Here gi (i=0, 1, 2, 3, 4, 5, 6), represent the normalized element values of a Chebyshev prototype LPF for the given ripple [17]. According to the design theory of filters, in order to transform the prototype LPF to the LPF composed of lumped elements, the values of L1,C2,L3,C4 and L5can be determined owing to the impedance and Fig.3. Five-pole Chebyshev prototype LPF with Elliptic DGS Fig.3a. Equality of a series inductor to an LC parallel circuit frequency scaling rules expressed in (4)–(6). Here, ωc means the Cutoff frequency of the LPF L1 = = = L4 (4) L3 = (5) C2 = = C4 (6) Fig.4. Performance of the designed five pole LPF using ADS Fig.5. Performance of the designed five pole LPF using CST 2.2 PERFORMANCE OF THE DESIGNED DGS-LPF FIG. 6 shows the measured S-parameters of the designed DGS-LPF, as compared with the theoretical performance (circuit simulation) and the EM simulation by CST-MWS. As shown, the measurement result agrees with the EM simulation very well. The designed elliptical function DGS-LPF exhibits a much shaper transition knee than the Chebyshev one reported in [5]. Its transition bandwidth from 1 to 20 dB attenuation is only 0.45 GHz. The measured pass band insertion loss is less than 0.3 dB. The stop bandwidth corresponding to 15dB rejection is from 2.95 to 8.25 GHz. The total length of the designed DGS-LPF is 17 mm, and compared with the LPF reported in [5], it is reduced about 40.88% and compared with the LPF reported in [6] it is reduced about 14.66%. Fig.6. Measured result of the designed five pole LPF using Agilent Network analyzer N5230A 3. PERFORMANCE OF THE PROPOSED DGS LOWPASS FILTER Fig.7. Top view of the Microstrip line and its dimensions in mm Fig.7a. Bottom view of the Microstrip line and its dimensions in mm The proposed five-pole DGS-LPF has a much wider microstrip line than conventional microstrip LPFs, and does not include high-impedance lines, which have been essentially required in conventional design. The series inductances in the prototype LPF are realized by DGSs, while the shunt capacitances are realized by the widely compensated transmission line. A stub like elements which gives a inductance effect is introduced in the proposed DGS-LPF. DGS combined with microstrip line causes a resonant character of the structure transmission with a resonant frequency controllable by changing the shape and size of the slot. There is a huge evolution in terms of defected shapes: dumbbell, periodic, fractal, circular, spiral, and L shaped [12–14]. In this paper, a novel elliptic shape DGS is proposed for the LPF design. The use of elliptic shape DGS will be shown to give sharp cut off frequency response as well as a good performance in the pass band. The analysis of the dimension parameters with different dimension parameters was demonstrated as a design guide. The equivalent circuit (EC) has been extracted to characterize the proposed low-pass filter. The equivalent circuit model agrees with the field simulation results. The theoretical and measured results are presented with good agreement for LPF. The total length of the designed DGS-LPF is 15 mm, and compared with the LPF reported in [5], it is reduced about 60% and compar ed with the LPF reported in [6] it is reduced about 29%, the pass band increases up to 5.425 GHz from 2.95 GHz and the stop bandwidth corresponding to 15dB rejection is from 5.425 GHz which is suitable for WLAN application Fig.8. Comparison Performance of the designed five pole LPF Fig.9. Equivalent circuit of the microstrip line with unit DGS using ADS Fig.10. Measured result of the proposed five pole LPF using Agilent Network analyzer N5230A Tab 1: Performance of the five pole LPF using CST Tab 2: Dimensions of the proposed DGS designs Tab3. Prototype elements of the five pole elliptic function LPF Fig.11. Top view of the prototype Fig.11a. Bottom view of the prototype 4. CONCLUSION This letter has presented a new LPF to obtain elliptic-function response using Dumbbell shaped DGS. The designed LPF exhibits sharp cutoff frequency response, low insertion loss, and excellent stop band performance. The proposed design procedure can be extended to arbitrary -stage LPF. In addition, its physical structure is only composed of defect and microstrip line, so it is easy to fabricate. Since this design is simple, analytical, and does not require any optimization process, this kind of equivalent circuit model of DGS and its design technology may be further applied to various microwave circuits such as low-noise amplifiers, diplexers, mixers, and so on. References SERGIO PALMA PACHECO, JIANEI WANG, JONG- GWAN YOOK, AND LINDA P. B. KATEHI, â€Å" Micromachined Filters on Synthesized Substrates Rhonda Franklin Drayton,† IEEE Trans. Microwave Theory Tech, 2001, Vol. 49, No. 2. SYSTEMS PIERRE BLONDY, ANDREW R. BROWN, â€Å"Low-Loss Micro machined Filters for Millimeter-Wave Communication†,1998 IEEE vol.38, pp 22-23. C. Y. CHI AND G. M. REBEIZ â€Å"Conductor loss limited stripline resonator and filters,† IEEE Trans. Microwave Theory Tech., 1996, vol. 44, pp.626–629. S. V. ROBERTSON, L. P. B. KATEHI, AND G. M. REBEIZ, â€Å"Micromachined self-packaged W-Band bandpass filters,† in IEEE MTT-S Symp. Dig., 1995, pp. 1543–1546. J. S. LIM, C. S. KIM, D. AHN, Y. C. JEONG, AND S. NAM, â€Å" Design of low-pass filters using defected ground structure,† IEEE Trans. Microw.Theory Tech., 2005, vol. 53, no. 8, pp. 2539–2545. JINPING YANG AND WEN WU â€Å"Compact Elliptic-Function Low-Pass Filter Using Defected Ground Structure† IEEE Microwave and Wireless components letters, 2008, Vol. 18, No. 9. GAËTAN PRIGENT, ERIC RIUS, FRANÇOIS LE PENNEC, SANDRICK LE MAGUER, CÉDRIC QUENDO, GONZAGUE SIX, AND HENRI HAPPY, â€Å"Design of Narrow-Band DBR Planar Filters in Si–BCB Technology For Millimeter-Wave Applications † 2009 IEEE xplor.Vol.13. R. F. DRAYTON, S. PACHECO, J.-G. YOOK, AND L. KATEHI, â€Å"Micromachined filters on synthesized substrates,† in IEEE MTT-S Int. Microwave Symp. Dig., 1998, pp. 1185–1188. S. DEEPAK RAM PRASATH, A. THENMOZHI, P. SRINIVASABHARATHWAJ, S.RAJU, AND V.ABHAIKUMAR â€Å"A Novel Miniaturized Filter on Micromachined Multilayered Substrates† IETE 2008, Vol.54, No.2. RHONDA FRANKLIN DRAYTON, SERGIO PALMA PACHECO, JIANEI WANG, JONG-GWAN YOOK, , AND LINDA P. B. KATEHI â€Å" Micro machined Filters on Synthesized Substrates†, IEEE Trans. Microwave Theory Tech.,2001, vol.49, no. 2. S.RIKI BANERJEE AND RHONDA FRANKLIN DRAYTON, â€Å" Circuit Models for Constant Impedance Micro machined Lines on Dielectric Transitions†, IEEE Trans. Microwave Theory Tech.,2004, vol. 52, no. 1, pp. 105-111. B.F. ZONG, G. M. WANG, H. Y. ZENG, Y. W. WANG. â€Å"Compact and High Performance Dual-band Bandpass Filter using Resonator-embedded Scheme for WLANs† RADIOENGINEERING, 2012, VOL. 21, NO. 4. K.ANNARAM, SURESH NITHYA. â€Å"Investigation of Compact Low Pass Filter with Sharp Cut–Off using Metamaterial† RADIOENGINEERING, 2013, VOL. 22, NO. 3. PIERRE BLONDY, ANDREW R. BROWN, DOMINIQUE CROS AND GABRIEL M.REBEIZ, â€Å"Low-Loss Micro machined Filters for Millimeter-Wave Communication Systems†, 1998. JIA-SHENG HONG AND M.J.LANCASTER, â€Å" Microstrip Filters for RF/Microwave Applications †, John Wiley Sons, Inc., 2001 About Authors Mariselvam VENKAT Obtained his BE degree from PTR College of Engineering and Technology, Madurai and ME from Thiagarajar college of Engineering Anna university Chennai in 2010 respectively. He is now pursuing PhD in the Electronics and Communication Engineering department, Thiagarajar College of Engineering, Madurai., India. His area of interests includes microwave and millimeter wave circuits. [emailprotected] Raju SRINIVASAN Obtained her BE degree from the PSG college of technology university of madras ,India and M.tech degree from NIT Trichy ,India 1982 and 1984 respectively she received her PhD from Madurai Kamarajar University, Madurai in 1996 .She is now working as a professor and head of the department of Electronics and Communication Engineering Department, Thiagarajar college of Engineering Madurai, India her areas of research interest are wireless technologies, RF circuits and systems. [emailprotected].

Marbury v Madison Trial :: essays papers

Marbury v Madison Trial Marbury v. Madison The issue before the Supreme Court was the question of the court’s own constitutional authority, and to decide whether or not to issue the writ and if this would make the court seem weak. The facts of the case that were presented in the court was that this particular case was, in fact, being thrown before the Supreme court, and there was an argument as to whether or no the court real had the jurisdiction to decide this case at all. The result of this case was that the Supreme Court decided to entitle Marbury his court order. It was the first time the Court openly declared an act of Congress unconstitutional. The Court ruled that Congress exceeded its power in the Judiciary Act of 1789 and it established its power to review acts of Congress and declare invalid those it found in conflict with the Constitution. I actually think that the framers of the constitution would have consented to the idea of the Court to have this power of Judicial Review, because it works out quite well for the system of checks and balances because without it Congress would almost have too much power and I am sure the framers wouldn’t have accepted that. If the decision had not have validated the idea that the Supreme court had the power of Judicial Review, then Americans would have been a little concerned about the competency of the Court and would have thought that it was acting outside it’s jurisdiction. Justice Marshall stated that the power to decide this case did not come from the constitution, but from an act of Congress. The Supreme Court further more had original powers that extended beyond the constitution, so, in this case, it had the right to pass judgment.

Much Ado About Nothing: An Overview :: essays research papers

Much Ado About Nothing: An Overview It is a beautiful spring afternoon. The air is full of the radiance of freshly bloomed daisies and the energizing chill of the periodic spring breeze. Puffy large cumulus clouds fill the azure sky with gray thunderheads looming off in the distance. Looking down from the clouds, one can see a gathering of finely dressed people. Birds flying overhead hear the murmurs of the crowd gathered for a wedding of gentry. Shakespeare could never have planned the first scene of Act IV in Much Ado About Nothing so well. The serene sky overhead symbolizing the beauty and joviality of the occasion; dark rain clouds looming in the distance foreshadowing the mischief to come. Despite his inability to control weather patterns, Shakespeare developed marvelous scenes which he displayed in his own theater, The Globe. How did Shakespeare portray the emotional aspects of his characters and their strife to his audience? How did he direct the actors and what did the open air stage of The Globe look like? Imagine yourself in London circa 1600, a short year after the completion of the Globe Theater and perhaps a few months after the completion of the play Much Ado About Nothing, Act IV has just begun. Claudio and Hero are facing each other in front of a simple, yet anciently beautiful altar, garbed in Elizabethan costume fit for the occasion. Hero is wearing a long white dress with trailer and high neck which is adorned according to the fashion trends of the time. Claudio has donned a royal looking doublet with silver trim and hose to equally as majestic. Sitting on either side of the couple in ancient pews, shrouded in solemn silence, are Don Pedro the Prince of Aragon, Don John the Bastard, Leonato, Benedick, Beatrice and the attendants of Beatrice and Hero. Facing the couple, positioned in between them so the audience may hear him, is Friar Francis wearing a simple white robe and golden cross, his only posessions. Don Pedro wears a doublet ornately embroidered with golden designs. He is the only person on stage looking finer than Claudio, marking his royal blood to all. The others wear fine doublets and dresses, although not decorated elaborately, to show their respect for the wedding pair. Scene IV actually begins when Leonato stands and makes his brave but respectful request to the Friar to be brief with the ceremonies (IV i,l1). Knowing his duties, the Friar continues square-faced with the wedding by asking Claudio of his intentions to marry Hero (IV i,l5). Without hesitation Claudio responds, "No." (IV i,l6) He means that he does not intend to marry Hero.

Linguistics and their realationship to Teaching Essay

Abstract This paper is an attempt to analyze the relationship between linguistics and language teaching. Linguistics is a science and teaching while technical is also an art yet they are closely related to each other in the case of language teaching. The foreign language teachers need to include ‘selection’, ‘grading’ and ‘presentation’ as their main steps. Linguistics plays an important role in the whole process of teaching by helping to facilitate a teacher’s understanding of the workings and systems of the language they teach. Applied Linguistics is really about the melding of these 2 actions. The Relationship between Linguistics and Language Teaching. Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study different accepts of its use. Descriptive linguistics, historical and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, syntax and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why people Use different speech in different social contexts. It’s area of study is the social functions of language to convey social meaning. The social relationships in a community, and the way people signal aspects of their social identity through their language (Jenet Holmes, 2001). Sociolinguistics also is concerned with the interaction of language and settings. (Carol M. Eastman, 1975; 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a better  understanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12) Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the systematic study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language acquisition (E. M. Hatch). The research done on the relationship between linguistic theory and language teaching can be traced back to the late 19th century. Its relationship has been discussed and debated for many years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 1960s it was decided that there needed to be a reassessment. The conclusion that was formed went in two two main directions of thought with differing points of view. One viewpoint was that linguistics is not as relevant as it was first thought to be, and its importance was overrated. Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. What is needed in the field of language teaching are not applied linguists but rather applied psychologists. The other point of view was to recognize that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea being that different linguistic theories can offer different perspectives on language, and they can all be treated as equivalent resources useful for teaching. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech†¦traditional school grammar, TG grammar, †¦all these and more can be shown to have their own particular relevance to the language teaching situation. By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. Structural linguistics stressed the importance of language as a system and investigates the place that linguistic units such as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the audio lingual theory. This then influenced language teaching materials, techniques and the teachers educations. Behaviorism led to theories, which explained how an external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in learning a second language, this I think is a vital factor in learning a foreign language. If we look at the audio-lingual method, it emphasizes: (1) The teaching of speaking and listening before reading and writing; (2) The use of dialogues and drills; (3) The avoidance of the use of the mother tongue in the classroom. Audio-lingual method regards speaking and listening as the basic skills, this is in line with today’s English teaching situation. The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, felt that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being learned more importantly. By the end of the sixties’, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory. 1 It stresses mental activity. 2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that made human beings obtain the rules of a language and understand and can produce countless numbers of sentences. The Natural Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) this laid a solid intellectual and practical foundation for developing ELT as an autonomous profession. Some linguists, like Diller (1970), openly declared his preference for the cognitive position; while others, like Chastain (1976) and Rivers (1981:25-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process. Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the description of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary. Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communication and use. To take Oller’s interest in pragmatics as an example. Oller (1970:507) claimed that pragmatics has implications for language teaching; it defines the goal of teaching a language as prompting the students not merely to manipulate meaningless sound sequences, but to send and receive messages in the language. The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing: Now the emphases is on speaking and listening. The audio-lingual method is now used in the classroom. In China, more people need to learn English in order to have the ability to communicate with foreigners. In this case, speaking and listening is much more important than being able to read and write. They are not expected to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. Basic conversation and understanding can be very helpful in everyday conversation exchanges. The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without constant practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not always an easy thing, especially if it’s an emotionally charged topic. Even an English major may sometimes find it problematic to express exactly what they mean so it is understood by the other person in a way that is understood by all. When I go to Cambodia I find the generally that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the basic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended. Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string them together. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech. In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i. e.  linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds. This helps with pronunciation problems that students will encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as they’re first language. If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature. Conclusion Linguistic theory is continually developing and teaching theories are constantly changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture. They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the best way they learnt one would be assured of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes designed for their individual needs. This is a luxury that tutors can give their students but in the classroom one dose not have so much control. A practical framework designed to suit the most students and the context that is the most appropriate. The Relationship of Linguistic Materials for the Second Language Teacher. Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different scholarly thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business. In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in the different environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant vocabulary for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching. References Chastain, K. (1976). Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally. Diller, K. C. (1970). ‘Linguistic theories of language acquisition’ in Hester 1970:1-32. Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 17:127-40. Lamendella, J. T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19:255-70. Levenson, E. A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4:147-60. Oller, J. W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54:504-507. Rivers, W. M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London: University of Chicago Press. Widdowson, H. G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press. .†? Zeki Hamawand, Z. Morphology in English: Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).