You may well have heard of the term a figure of speech but what exactly does this refer to? We are going to look into what a figure of speech is and how it

A research paradigm, or set of common beliefs about research, should be a key facet of any research project. However, despite its importance, there is a paucity of general understanding in the medical sciences education community regarding what a research paradigm consists of and how to best construct one. With the move within medical sciences education towards greater methodological rigor, it is now more important than ever for all educators to understand simply how to better approach their research via paradigms. In this monograph, a simplified approach to selecting an appropriate research paradigm is outlined. Suggestions are based on broad literature, medical education sources, and the author’s own experiences in solidifying and communicating their research paradigms. By assisting in detailing the philosophical underpinnings of individuals research approaches, this guide aims to help all researchers improve the rigor of their projects and improve upon overall understanding in research communication.

Education is the kindling of a flame: How to reinvent the 21st-century university

In the journey of raising children, it is vital to pay attention to their emotional well-being. Just like a cup that needs to be filled to quench our thirst, children have their own emotional cups that need nourishment. In this blog post, we will explore the concept of the emotional cup, its importance in a child's life, and effective strategies for cultivating their emotional well-being.

The Indo-European Language Family Indo-European was the first language family to be identified. This discovery, and the beginning of modern linguistics, can be dated to February 2, 1786 at a gathering of scientists and other interested men. Sir William Jones, speaking at the Asiatic Society in Calcutta, made this astounding statement: The Sanskrit language, whatever be its antiquity, is of a wonderful structure: more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either; yet bearing to both of them a stronger affinity, both in the roots of verbs and in the forms of grammar, than could possibly have been produced by accident; so strong indeed, that no philologer could examine them all three, without believing them to have sprung from some common source, which, perhaps, no longer exists. Jones later added Persian and Celtic as likely members of this family of languages. Jones was uniquely qualified to make this discovery. His parental language was Welsh; he was taught English at school; he learned classical Greek and Latin in university where he studied law; he wrote the first English grammar of the Persian language (which earned him a reputation as one of the most respected linguists in Europe); and when appointed a judge in India at age 37 set out to learn the Sanskrit language to better understand local laws. Thus by age 40 Jones was familiar with a language in 6 (out of a total of 12) different Indo-European language branches. Indo-European languages are spoken today by over 3 billion people - about half of the world's population - as either a first or second language. These languages are divided into 10 or 12 language branches or subfamilies. See the attached graph (Figure 1.1 of The Horse, The Wheel and Language p.12) which is arranged more or less geographically. English is a member of the Germanic subfamily along with German, Dutch, Frisian, the Scandinavian languages (which includes Icelandic), Yiddish, and Afrikaans. Other languages to note include: Tocharian – two extinct languages found in western China, the farthest East branch Hittite – a member of the extinct Anatolian branch – the earliest branch to separate Romany – the language of the Gypsies of Europe, is a member of the Indic branch showing that they originated in northwest India (not to be confused with Rumanian which is a member of the Latin or Romance language branch) Source: Figure 1.1 of The Horse, The Wheel and Language p.12 About 6,000 to 5,000 years ago the parent language, called Proto-Indo-European, was spoken by a semi-nomadic tribe of people in the southern Ukraine and Russia. How their language spread and evolved into all of all these languages could be the subject for a future lecture. Today I want to show how historical linguistics and archaeology were combined to solve the puzzle of who the speakers of Proto-Indo-European were, and where and when they lived. Source: Figure 1.2 of The Horse, The Wheel and Language p.14 The Proto-Indo-European Homeland Puzzle Since the discovery of the IE language family, the location of the homeland of the original speakers has been claimed by different people to be many different places: India, Pakistan, Syria/Lebanon, the Caucasus Mountains, Turkey, Armenia, Kazakhstan, Russia, Ukraine, the Balkans and Germany. By the late 20th century linguists only seriously considered two of these – Anatolia (modern Turkey) and the steppes of southern Ukraine and Russia. And as recently as 2000, Calvert Watkins in his essay “Indo-European and the Indo-Europeans” which introduces his book The American Heritage Dictionary of Indo-European Roots stated “Archaeologists have not in fact succeeded in locating the Indo-Europeans.” Colin Renfrew was a strong supporter of the other serious contender, Anatolia. Renfew's elegant proposal, published in the 1990's, had Proto-Indo-European migrant farmers carry their language along with agriculture from the Middle East to the westernmost part of Europe. But like many elegant theories, this one turned out to be not true. (I was greatly disappointed when linguistics and DNA analysis disproved Thor Heyerdahl's theories of Polynesian origins). There are, as we will see, serious problems with Renfrew's theory. Before going further, I need to emphasize one point. Proto-Indo-European is a language. It is not a culture, nor is it a genetically-definable population. Language does not necessarily follow cultural boundaries, which can be determined by archaeology. Every first year archaeology student is taught “pots are not people”. But we know that someone must have spoken this language, and they must have lived in a particular place during a particular time. So while looking for the speakers of Proto-Indo-European we need to be careful of this constraint. Clues from the Language Since Proto-Indo-European is a language, let's look first at clues to the homeland from the language itself. The American Heritage Dictionary of Indo-European Roots published in 2000 contains 1350 reconstructed root words and several thousand more words based on these roots. These words have been painstakingly reconstructed by comparing similar words (called cognates) from the daughter languages over the more than 200 years since Jones' discovery. What can we learn about the people who spoke this language from their vocabulary? - they knew four seasons with snow in winter - they were not familiar with tropical plants or animals - animals include: wolf, lynx, elk beaver, otter, mouse, fish - birds include: crane, goose, duck, eagle, woodpecker - insects: wasp, hornet, fly, louse, bee, honey (mead) - domestic animals include: dog, cattle, sheep and horse - horses play an important role in the culture - they practiced spinning and weaving of wool - they knew metallurgy - copper - they knew of the wheel and used wagons or carts (weak link in Anatolian) - they knew of boats and oars - words like nav (navigate, navy) and rowing. - gift exchange is an important part of their culture - the guest-host relation was important – *ghosti is the root of both host and guest (ghost originally meant visitor or guest) - they borrowed words from Proto-Uralic, another Eurasian language family, suggesting that the Proto-Indo-European speakers must have lived close to, and likely traded with, people who spoke Proto-Uralic who then, as now, live in northern Europe and Siberia (Hungarian is a member of this family found in Europe because of recent migration (~900CE). The seasons and animals indicate a northern location either in or adjacent to a forest. The words for bee and honey place the homeland west of the Ural Mountains as honeybees do not occur east of there. Clues to Dating Proto-Indo-European Language can also help place the Proto-Indo-European speakers in time as well as location. Agriculture was introduced to Europe between 6700 and 6500 BC while the wheel was not known until 3400 BC and woolen textiles sometime after 4000 BC. For the daughter language families to have similar words for the wheel and wool, they must have separated from Proto-Indo-European after their arrival. This effectively eliminates the Anatolian farmer immigrant theory. Besides, the two or three Anatolian languages were very similar to each other and spoken by only a small number of people in this area, which strongly suggests they are spoken by Indo-European speaking migrants to Anatolia, not by the ancestors of the language. The domestication of the horse provides additional clues. Horses were hunted for meat by the people of the steppe for millennia before they were domesticated. They were first domesticated sometime after 4800 BC, a thousand years after cattle were introduced to the area. But they were raised for their meat only. During a cool dry period (4200-3800 BC) horses would have an advantage over cattle because they can forage for themselves during the winter. [Pioneer farmers in Saskatchewan like my grandfather often turned their horses loose for the winter to manage for themselves, rounding them up in the spring]. Riding of horses began on the steppes sometime before 3700 BC and had spread to Northern Kazakhstan, the Caucasus Mountains, and into Europe, by 3000 BC. An important tool used in the dating of horse riding is bit wear on horse molars. The identification of tooth wear caused by bits of metal, bone, rope and rawhide, was pioneered by the author of The Horse, The Wheel and Language – David W. Anthony, and his wife, fellow archaeologist Dorcas Brown. There is an interesting Saskatchewan connection here. One of the experts they contacted was Hilary Clayton who began studying the mechanics of bits in horses’ mouths while working in Philadelphia, and then took a job at the Western Veterinarian College in Saskatoon. Anthony and Brown followed her to Saskatchewan in 1985 and viewed the X-ray videos she had made of horses chewing their bits. Riding horses provided a significant benefit to herders in the steppes. A man on horseback could manage a herd of cattle or sheep much larger than a man on foot. With the much later advent of wheeled carts, about 3300 BC, the herders could carry with them tents, food and water allowing them to take advantage of the vast areas between the river valleys. This opened up the steppe much as the horse did to the plains of North America 5,000 years later. Dating the Daughters Language provides clues to timing in another way. Linguists can date, with more or less certainty, when each of the daughter language branches separated from the mother language. Here is a list of the branches, in the order of separation, with the approximate date (all BC) of separation (from Figure 3.2 The Horse, The Wheel and Language p. 57). Anatolian 4200 Tocharian 3700 - 3300 Germanic 3300 Celtic / Italic 3000 Greek / Armenian 2500 Balto-Slavic 2500 Indo-Iranian 2500-2200 Clues from Archaeology – The Kurgan Cultures With the time line narrowed to the period 4000 to 2000 BC, it's time to look at the archaeological record and see who was living in the likely homelands and how well they fit with the linguistic clues. The archaeology of the Pontic-Caspian steppes was mostly carried out by Soviet scientists and published in Russian. These were not translated into English until the 1990s. Anthony was one of the first western archaeologists to study this work and relate it to the Proto-Indo-European homeland question. Anthony found a close fit with the western steppe peoples who built huge burial mounds called kurgans. Their culture varied somewhat over the Proto-Indo-European time line and also geographically from place to place within this large area, but their overall cultures were similar, especially compared to the foragers to the north and east and to the sophisticated farming cultures to the west and south. They were semi-nomadic, raising cattle and sheep. Horses were important both for meat and for riding to manage their growing herds. They used wheeled carts. They mined their own ore and made their own tools and weapons of copper, tin and bronze. Even more compelling is the evidence, from archaeology, of known migrations out of the steppes in the right directions and at the right times to account for the birth of the daughter language families. 1) to the west 4200-3900 (Anatolian) 2) to the east 3700-3300 (Tocharian) 3) to the west - several waves (Germanic, Celtic, Italic) 4) to north (Baltic, Slavic) 5) to the east and south (Iranian, Indic) I should explain that by migration I do not mean large scale movement of people displacing existing populations along with their culture and language. This may have been the case with the Pre-Tocharians who made a remarkably long migration in one jump to the Altai Mountains 2000 km to the east (equivalent to the journey made by my grandparents from southern Ontario to Saskatchewan, but without the advantage of trains). Most if not all the other migrations were by small groups who, through some combination of trade or intimidation, became rulers of existing populations. They brought with them enough of their culture to be recognized archaeologically; and they brought their language which, for a variety of reasons, was adopted by the others and continued to spread long after they were gone. Puzzle Solved While there may be a few objections to his theory not yet satisfactorily answered, Anthony is convinced that the Proto-Indo-European Homeland puzzle has been solved. Source: Figure 5.1 of The Horse, The Wheel and Language p.84 I want to finish with a quote from The Horse, The Wheel and Language p. 464 Understanding the people who lived before us is difficult, particularly the people who lived in the prehistoric tribal past. Archaeology throws a bright light on some aspects of their lives but leaves much in the dark. Historical linguistics can illuminate a few of those dark corners.

Picture this: You're sitting in a small, carpeted cubicle, being micro-managed and struggling to meet unattainable deadlines 40 plus hours a week. The human interaction is gravely sparse, staff meetings are miserably awkward and the general office…

Learning about history is a continuously interesting, never-ending adventure. What makes it even more exciting is exploring the past through authentic photographs. These historical photos, coupled with the fascinating stories behind them, allow us to take an intimate glimpse into the lives of people long gone. They provide a tangible link that connects us to these unfamiliar faces and teaches us about their dreams, fears, and brave decisions that changed the course of history.

Cleft lip and palate being most common is congenital deformity and also present with many syndrome condition. Child with CL/P face difficulty in early breast feeding due to improper lip seal and nasal regurgitation, thus compromising nutrition of new born. Patient with oro-facial cleft deformity needs to be treated at right time and at right age to achieve functional and esthetic wellbeing. The treatment process is complex, multidisciplinary and interdisciplinary approach. India lack in proper reporting and registry of child with cleft and also fail to provide full professional team of experts in common center. Thus is its difficult to get true incidence and prevalence of congenital birth defects as well as provide centralize treatment facilities. Etiology of CL/P multiple and it may due to association of various environmental factors. India being vast in diversity in culture, ethnicity and dynamic genetic pool, there is variation in occurrence of congenital birth defect in different states of India. Post-surgical early complications of cleft lip and palate repair are respiratory obstruction, wound infection, bleeding, and dehiscence. Thus through understanding of defect and proper surgical intervention from team of expertise is needed. Early diagnosis during pregnancy by ultrasonography and stoppage of drugs at time of pregnancy can reduce the risk of child birth with oro-facial cleft. India needs more efforts and research in field of congenital birth defects.

Lesley Maxwell works out five times a week with her gym-obsessed granddaughter Tia, 20 — and is often mistaken for her sister.

"Moi je suis UX Designer et aussi UI Designer" et un peu de si, et un peu de ça ... Stop ! Aujourd'hui, focus sur l'UX Design :)

2018: Moving Beyond Trump — Rebuilding Our Civilizations From Source

J'apprends à rédiger, cours moyen, cours de fin d'études primaires, 7e, 6e et 5e des Lycées et Collèges. Collection "L'Essentiel", éditions MDI, 1962. ------------------------------------------------------------------------------------------------------------------------ Les fiches séparées sur le blog Rédaction au primaire : I. – Les règles essentielles 01 Je construis des phrases simples 02 J'apprends à bien ponctuer II. - Le plan 03 Je classe mes idées, je présente bien mon travail III. – Le style 04 J'évite les répétitions 05 J'évite les répétitions en employant des pronoms 06 J'emploie le mot propre 07 Je n'écris pas de mots inutiles 08 Je sais placer les compléments 09 Je fais concorder les temps 10 Je supprime certains mots de liaison 11 Je supprime certaines propositions subordonnées 12 J'évite les équivoques 13 Je sais choisir les verbes 14 Je rédige des phrases vivantes et expressives 15 J'emploie le style direct IV. – Les sujets spéciaux 16 Je décris une chose 17 Je décris un paysage 18 J'ai observé un animal - portrait 19 Faire un portrait 20 Je décris une scène animée 21 Je raconte un événement, une histoire V. – La vie pratique 22 Je sais présenter une lettre 23 J'écris à mes parents, à mes amis 24 Je rédige une lettre d'affaires 25 J'écris au Maire, au Préfet 26 Je remplis les formules des PTT 27 J'établis une déclaration, un rapport 28 Je rédige un compte-rendu 29 J'établis un certificat, un reçu 30 Chèques et mandats 31 Cartes de voeux, cartes de visites, petites annonces 32 Le compte-rendu de lecture Conseils pratiques 33 Apprendre aux enfants à rédiger correctement Rédaction : code de correction Je dis, je ne dis pas Langue Française J'apprends à rédiger collection Essentiel 1968 by alainaberemani ------------------------------------------------------------------------------------------------------------------------ Les fiches séparées sur le blog Rédaction au primaire : I. – Les règles essentielles 01 Je construis des phrases simples 02 J'apprends à bien ponctuer II. - Le plan 03 Je classe mes idées, je présente bien mon travail III. – Le style 04 J'évite les répétitions 05 J'évite les répétitions en employant des pronoms 06 J'emploie le mot propre 07 Je n'écris pas de mots inutiles 08 Je sais placer les compléments 09 Je fais concorder les temps 10 Je supprime certains mots de liaison 11 Je supprime certaines propositions subordonnées 12 J'évite les équivoques 13 Je sais choisir les verbes 14 Je rédige des phrases vivantes et expressives 15 J'emploie le style direct IV. – Les sujets spéciaux 16 Je décris une chose 17 Je décris un paysage 18 J'ai observé un animal - portrait 19 Faire un portrait 20 Je décris une scène animée 21 Je raconte un événement, une histoire V. – La vie pratique 22 Je sais présenter une lettre 23 J'écris à mes parents, à mes amis 24 Je rédige une lettre d'affaires 25 J'écris au Maire, au Préfet 26 Je remplis les formules des PTT 27 J'établis une déclaration, un rapport 28 Je rédige un compte-rendu 29 J'établis un certificat, un reçu 30 Chèques et mandats 31 Cartes de voeux, cartes de visites, petites annonces 32 Le compte-rendu de lecture Conseils pratiques 33 Apprendre aux enfants à rédiger correctement Rédaction : code de correction Je dis, je ne dis pas J'apprends à rédiger, cours moyen, cours de fin d'études primaires, 7e, 6e et 5e des Lycées et Collèges. Collection "L'Essentiel", éditions MDI, 1962. ------------------------------------------------------------------------------------------------------------------------ Les fiches séparées sur le blog Rédaction au primaire : I. – Les règles essentielles 01 Je construis des phrases simples 02 J'apprends à bien ponctuer II. - Le plan 03 Je classe mes idées, je présente bien mon travail III. – Le style 04 J'évite les répétitions 05 J'évite les répétitions en employant des pronoms 06 J'emploie le mot propre 07 Je n'écris pas de mots inutiles 08 Je sais placer les compléments 09 Je fais concorder les temps 10 Je supprime certains mots de liaison 11 Je supprime certaines propositions subordonnées 12 J'évite les équivoques 13 Je sais choisir les verbes 14 Je rédige des phrases vivantes et expressives 15 J'emploie le style direct IV. – Les sujets spéciaux 16 Je décris une chose 17 Je décris un paysage 18 J'ai observé un animal - portrait 19 Faire un portrait 20 Je décris une scène animée 21 Je raconte un événement, une histoire V. – La vie pratique 22 Je sais présenter une lettre 23 J'écris à mes parents, à mes amis 24 Je rédige une lettre d'affaires 25 J'écris au Maire, au Préfet 26 Je remplis les formules des PTT 27 J'établis une déclaration, un rapport 28 Je rédige un compte-rendu 29 J'établis un certificat, un reçu 30 Chèques et mandats 31 Cartes de voeux, cartes de visites, petites annonces 32 Le compte-rendu de lecture Conseils pratiques 33 Apprendre aux enfants à rédiger correctement Rédaction : code de correction Je dis, je ne dis pas

Your hunt for free and open source simulator software ends here. Here's bringing an assorted list of software from the world of FOSS to help you out!

A person with anxiety may perspire a lot, feel restless and tense, and have a rapid heart beat. Find out more about natural treatments for anxiety you can consider.

A criminal needs just 7 seconds to choose their potential victim. During this period of time, they assess the person walking in their direction and all of the possible risks. Not every person will become a victim. Let’s figure out what the difference is between people criminals prefer to stay away from and those who become their target.

Mead Schaeffer (1898-1980) & Dean Cornwell (1892-1960)

The first challenge in Czech research is determining that your ancestors actually came from what is now known as the Czech Republic.

Since I started this blog, I've been trying to figure out something that I could do that hasn't been done a thousand times before. All the advice I know has been given by far better bloggers than I and far better than I'm capable of. The Moments of the Week slowed to a boring crawl. I don't want to be the jerk who just talks about me. But you know what I've realized? I am really good at making lists. And between writing and years of playing tabletop games like Dungeons & Dragons, I've come to enjoy making characters and helping others make them. So why not continue making lists like the hobbies one to help other people with their character creation? Most likely, this won't be a long-running thing, as there are only so many lists needed for character and world building, but I guarantee, you'll be able to find it here. Today, we're looking at bad habits. No character is perfect. Everyone's got these little quirks that they know they should work on fixing. Pick one or two (or more!) for your characters to make them more well-rounded and maybe give them something to improve about themselves. Bad Habits Apologizing Arguing Biting pens/pencils Blaming others Bottling emotions Bragging Buying things and not using them Cheating Cheek or Lip biting/tearing Chewing Chewing tobacco Coveting others' things Cracking knuckles/joints Cutting corners/skimping Drinking / Getting drunk Eating junk food Eating late Eating out daily Eating with mouth open Fidgeting Forgetfulness Gambling Grinding teeth Hair chewing/sucking Hangnail pulling Hard drugs Holding grudges Impatience Impulse purchasing Inability to sit still Internet overuse Interrupting Jaywalking Judging others Kleptomania Leaving dirty clothes/dishes out Littering Losing temper Losing things Lying Making puns Nail biting/picking No self-control Not backing up data Not bathing Not brushing teeth Not caring for health when sick Not involving others in decisions that affect them Not knowing limits Not listening/ignoring others Not responding to messages Not trying new things Overeating Oversleeping Overspending Picking at skin/scabs Picking nose Playing with hair Pornography addiction Procrastinating Selfishness Sitting still for long periods Smoking Snooze button overuse Speaking in 3rd person Staring Starting projects without finishing Staying up late Stress/emotional eating Stubbornness Sucking thumbs Tapping fingers/feet Too much TV Tugging ears Unprotected sex Using cell phone/tablet in social situations Using other people's stuff Verbal tics ("like")

Muslim Heritage - Discover the golden age of Muslim civilisation.

7 Body Language Tips to Tell if Someone is Lying

An onomatopoeia can make your writing go out with a bang. Learn different types of sounds onomatopoeia words can describe with our helpful list of examples.

Ornaments and embellishment techniques are part of the language of every skilled musician or composer. Lynda Arnold explores both in Baroque and Classical in this fascinating music theory article.

I've recently come across a really interesting article that promotes a different hypothesis of how Enneagram types form du...