Root Compound Definition and Examples in English

In morphology, a root compound is a compound construction in which the head element is not derived from a verb. Also called a primary compound  or an  analytic compound, contrast with synthetic compound. Root compounds are made up of free morphemes, and the semantic relation between the two elements in a root compound is not inherently restricted. Types of Compounds Compound WordsCompound AdjectiveCompound NounCompound Verb Examples and Observations Andrew Carstairs-McCarthy: Let us call a NN [noun-noun] compound like hairnet or mosquito net, in which the right-hand noun is not derived from a verb and whose interpretation is therefore not precisely predictable on a purely linguistic basis, a primary or root compound. (The term root compound is well established but not particularly appropriate, because primary compounds include many, such as climbing equipment or fitness campaigner, neither of whose components is a root in the sense [discussed earlier in the text]). Let us call a NN compound like hair restorer or slum clearance, in which the first element is interpreted as the object of the verb contained within the second, a secondary or verbal compound. (Yet another term sometimes used is synthetic compound.) Paradoxically, then, although verbs are relatively rare as elements in compounds in English (the swearword pattern is unusual), verbal compounds, in the sense just defined, are common. Rochelle Lieber: Synthetic compounding is highly productive in English, as is the root compounding of nouns. Noun-adjective (sky-blue), adjective-noun (blackboard), and adjective-adjective (red hot) root compounds are also relatively productive. Root compounds of other categories are harder to form and relatively unproductive (for example, verb-verb compounds such as stir-fry or noun-verb compounds such as babysit). Mark C. Baker: The first member of a root compound in English is not very fussy as to its category. It can easily be a noun or an adjective, and even verb roots and bound roots that are never used as independent elements in the syntax are possible. It is also possible for two adjectives to combine to make an adjective, or for a noun and an adjective to form an adjective. (1a) doghouse, strawberry, suspension bridge, breezeway (N N)(1b) greenhouse, blueberry, high school, fairway (AN)(1c) drawbridge, runway (VN)(1d) cranberry, huckleberry (XN)(1e) red-hot, icy-cold, bitter-sweet (AA)(1f) pea-green, steel-cold, sky-high (NA) In contrast, the attributive construction is highly category-specific. Only an adjective can modify a noun in this way, not a noun or a verb, or a category-less root. Thus, blackbird contrasts with black bird and greenhouse contrasts with green house; the latter examples have simpler. more compositional meanings. But there are no expressions such as dog house, draw bridge, or cran berry (with no compound stress) that correspond in the same way to doghouse, drawbridge, and cranberry. Nor can a noun modify an adjective, or an adjective modify another adjective without the mediation of an affix like -ly.   Strang Burton, Rose-Marie Dechaine, and Eric Vatikiotis-Bateson: If two roots combine, as in bluebird, linguists call this a compound or a root compound. Most English compounds show a pattern that morphologists call the righthand head rule. It goes like this: If the first word is of category X and the second of category Y, then the compound is of category Y. (X and Y stand for the major grammatical categories: verb, noun, adjective, and preposition.) The head determines the category of the compound--so Y is the head. The rule can be written as X Y → Y.

Understanding The Learning Style Of The Target Academic...

Literature Review Peer-reviewed research is readily available with respect to leadership styles, but the resources available significantly diminish once personality traits and learning styles are introduced, and they become scant once the concept of athletics is further introduced. Therein lies the knowledge gap that this research project will begin to fill. In order to build the academic basis for this research, the literature has been presented in sections, beginning with learning styles and personality traits, continuing with testing and survey administration, and ending with athletic coaching. Of note, while the references and resources involving athletes and athletics are limited, there is existing research that connects personality†¦show more content†¦They indicate that coaches and instructors commonly attempt to use learning styles to maximize training outcomes, but that there has is very little actual verified data to support this notion. They then provide suggestions as to how to augment the available research and assessment tools (Fuelscher, Ball, MacMahon, 2012). This supports my argument that the research specifically pertinent to athletics with respect to learning styles, both assessment and application of the assessment, is scant. Personality Traits: Connection to Leadership Style Lucinda Parmer, Mark Green, Phyllis Duncan, and Catalina Zarate, surveyed a group of working adults utilizing a personality assessment and a leadership questionnaire, the latter of which was designed to identify behaviors that contribute to, or inhibit, the general idea of outstanding leadership, the results of which can be scored as 21 dimensions of leadership. The study identified that participant personality predicted 13 of the 21 dimensions of leadership that they identified in their assessment tools. This study did not assess people. Instead, it assessed the relationship of the concepts involved, thereby establishing a connection between personality and leadership (Parmer, Green, Duncan, Zarate, 2013). In another business setting, Zvi Aronson explored the relationship between project team composition attributes and project team members team leadership and facilitationShow MoreRelatedEssay On Blooma1162 Words   |  5 Pagesinteresting content. The conduction of a comparison between such media sources as Bloomberg and the World Economics Association’s has facilitated me to comprehend an importance of websites orientation on the particular audiences. Thus, assuming such practice as the one that complies with the learning process, I submit this memo to be analyzed. Both Bloomberg and WEA publicly reveal information that is relevant to the sphere of economics. 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Bibliography of Abraham Maslow Free Essays

The Life of Abraham Maslow Psy 401 March 21, 2013 General Biography Abraham Maslow was born on April 1, 1908 in Brooklyn, New York. His parents were Jewish immigrants from Russia and he was the oldest of seven siblings. His father was a hardcore drinker of whiskey, loved women, and would often pick fights with other people. We will write a custom essay sample on Bibliography of Abraham Maslow or any similar topic only for you Order Now He did not like his father, yet over the years he learned to deal with him in a peaceful manner. On the other hand, Abraham Maslow had complete hatred for his mother throughout his whole life. As he grew older, he did not have any sympathy or love for her. It was so bad that when she passed away he did not attend her funeral. He described his mother as a heartless, uneducated, ignorant, and aggressive individual. She did not show any sympathy towards her children and would sometimes drive them crazy. His anger towards his mother inspired his pursuit and career in humanistic psychology (Hergenhahn, 2005, p. 584). He attended Boys High School and continued his education at the City College of New York. There, he fulfilled his father’s wishes to pursue law school. After attending law school and being dissatisfied with the direction of his education, he decided to transfer to Cornell University where he was taught introductory psychology by Edward Titchner. He was not inspired by Titchner’s approach to psychology and decided to transfer back to City College after one semester. He also had the desire to be near his cousin Bertha Goodman, as they were very close. Maslow and Bertha attended the University of Wisconsin together. When he turned 20, he married Bertha, who was 19, despite the fact that she was his first cousin. In Maslow’s eyes, his life had officially begun in Wisconsin (Hergenhahn, 2005, p. 586). Maslow earned his bachelor’s degree in 1930, his master’s in 1931, and his doctorate in 1934. He became the first doctoral student of Harry Harlow, who was a well known experimental psychologist. Maslow taught at Wisconsin before he moved to Columbia University. There, he became a research assistant for Edward Thorndike. In 1951, Maslow took the offer as chairman of the psychology department at Brandeis University in Waltham, Massachusetts. This was where he made his mark and became the leader in third force psychology. In 1968, Maslow accepted another attractive offer by the Sega Administrative Corporation, located on Stanford University. The reason for accepting this offer was due to dissatisfaction towards his academic life and weakening health. This gave him the opportunity to think and write freely as he pleased. The life of Abraham Maslow ended on June 8, 1970, which resulted from a heart attack at 62 years old (Hergenhahn, 2005, p. 589). Historical Context During the 1960s, the United States was going through tough times. They were fighting in the Vietnam War, which was unpopular among the American citizens (Hergenhahn, 2005, p. 570). A few very important figures were assassinated during their peak hours, which caused some instability among the citizens. These figures included Martin Luther king was assassinated by James Ray (mlk-kpp01. stanford. edu) and John F. Kennedy was assassinated by Lee Oswald (crdl. usg. edu). As a result, racial protests broke out among some major cities, which quickly turned violent. Hippies were also growing in popularity as they openly rebelled against others. Evidently, this was not a time period where rational philosophy or empirical philosophy was appealing (Hergenhahn, 2005, p. 571). The schools of structuralism, functionalism, Gestalt psychology, behaviorism, and psychoanalysis existed during the 1920s and 1930s. However, by the 1950s, the school of structuralism had faded away, and the schools of functionalism and Gestalt psychology merged into other schools of psychology. Only behaviorism and psychoanalysis persisted as significant, complete schools of psychology during the 1950s and 1960s. During the tough times mentioned earlier, many viewed the knowledge given by behaviorism and psychoanalysis as insufficient and/or inaccurate. A new viewpoint of psychology was desired, where it stressed on the human spirit, as well as the mind and the body. Behaviorism and psychoanalysis had many issues in their explanation of humans. One of the issues with behaviorism was that it equated humans as being similar to that of robots, animals, or computers. It did not see anything unique about humans. The major issue with psychoanalysis was that it focused on people with unusual emotional behavior and sought to develop methods to help abnormal people become normal (Hergenhahn, 2005, p. 574). The previous schools of psychology, according to third force psychology, lacked information that would assist healthy humans become healthier, eventually achieving their full potential. A new model was needed that focused on the positive traits rather than the negative traits of humans. As a result, third-force psychologists made an effort to provide this type of model. This effort began in the 1930s and 1940s when Abraham Maslow met with outstanding European psychologists (who escaped from the Nazis) in the U. S. These exceptional psychologists included Erick Fromm, Max Wertheimer, Karen Horney, and Alfred Adler. As a result, a new wave of movement, known as third-force psychology, was led by Abraham Maslow in the early 1960s. This new wave of movement was known as third-force psychology. It occurred in the early 1960s and was led by Abraham Maslow (Hergenhahn, 2005, p. 576). Important Achievements Abraham Maslow was most accountable for making humanistic psychology an established branch of psychology. With much effort put in by Maslow, he later founded the Journal of Humanistic Psychology in 1961. In addition, the American Association of Humanistic Psychologists was developed in 1961 and a division of American Psychological Association (APA), Humanistic Psychology, was established in 1971 (Hergenhahn, 2005, p. 586). One of Maslow’s greatest contributions was the hierarchy of needs. It gave us a better understanding of human motivation (www. bs. org). The hierarchy of needs, as Maslow described, arranged the needs of humans in a hierarchy. The needs further down in the hierarchy were more basic and similar to the needs of animals. The needs were arranged so that one has to fulfill the lower needs first in order to move onto the higher needs that follow. For instance, when the most basic needs, which were the physiological needs (such as thirst and hunger), were satisfied , a person may then move onto the safety needs (protection from danger or pain). When the safety needs were fulfilled, a person may then continue onto the love needs (to give love and receive love). After the love/belonging needs were satisfied, a person may then continue onto fulfilling the esteem needs (to be recognized, respected, confident, etc. ) Once a person satisfied the needs up until the esteem needs, then a person may pursue to become self-actualized. Maslow described this as the human’s ability to reach their full potential. Some examples he gave were musicians’ ability to make music, the artists’ ability to paint, and the poets’ ability to write. Maslow further described self-actualization as the individual’s ability to reach their potential (it is subjective). In addition, he thought that it was impossible for any human to reach their fullest potential, but were still capable of achieving self-actualization if they fulfilled the hierarchical needs (Hergenhahn, 2005, p. 587). To further enhance his theory, Maslow interviewed a number of individuals he thought had reached self-actualization. These individuals were Albert Einstein, Sigmund Freud, Albert Schweitzer, William James, Jane Addams, and Abraham Lincoln. He came to the conclusion of certain characteristics that self-actualized people obtained: their perception of the world was accurate and complete; they were very much satisfied with themselves and of others; they underwent indigenous and naturalness; they were private and independent of their surroundings; they were grateful; they experienced peak moments described as extraordinary visions, feelings of ecstasy, and powerfulness, yet weakness as well; they were concerned with the human race in general as opposed to only their family, relatives, and friends; and they had a sense of creativity (Hergenhahn, 2005, p. 87). Historical Impact In the early 1960s, a new wave of movement, led by Abraham Maslow, was known as third-force psychology (referred to as humanistic psychology). As a result, a paradigm shift had taken place. Abraham Maslow was most accountable for making humanistic psychology an established branch of psychology. This achievement had such a strong influence in psychology because the previous schools of psychology, according to third force psychology, lacked information that would assist healthy humans become healthier, eventually achieving their full potential. The new model of humanistic psychology focused on the positive traits rather than the negative traits of humans. (Hergenhahn, 2005, p. 576). With much effort put in by Maslow, he later founded the Journal of Humanistic Psychology in 1961. In addition, the American Association of Humanistic Psychologists was developed in 1961 and a division of American Psychological Association (APA), Humanistic Psychology, was established in 1971 (Hergenhahn, 2005, p. 586) One of Maslow’s greatest contributions was the hierarchy of needs. It gave us a better understanding of human motivation (www. dpsycinteractive. org). He described the human needs in the form of a hierarchy. As you go down the hierarchy, the needs became more basic, physiological, and similar to the characteristics of animals. As you go higher in the hierarchy, the needs were focused more on growth. Eventually, after all the prior stages were satisfied, one may reach the last stage of self-actualization. He described self-ac tualization as the individual’s ability to reach their potential. In addition, Maslow made important contributions to the area of human sexuality. Towards the end of Maslow’s life, he began to formulate new ideas in psychology known as transpersonal psychology. Maslow’s findings also influenced areas outside of psychology such as in business, marketing, medicine, education, etc. (Hergenhahn, 2005, p. 589). Abraham Maslow’s work continues to be influential in contemporary psychology. References Abraham Maslow. (n. d. ). In Public Broadcasting Service (PBS) online. Retrieved from http://www. pbs. org/wgbh/aso/databank/entries/bhmasl. html Assassination of Martin Luther King, Jr. (n. d. ). In Stanford’s Encyclopedia online. Retrievedfrom http://mlk kpp01. stanford. du/index. php/encyclopedia/encyclopedia/enc_kings_assassination_4_apr il_1968/ Hergenhahn, B. R. (2005). Humanistic (Third-Force) Psychology. An Introduction to the Historyof Psychology (Edition 6th, pp. 570-590). California: Wadsworth. Huitt, W. (2007). Maslow’s hierarchy of needs. Educational Psychology Interactive. Retrieved from ht tp://www. edpsycinteractive. org/topics/conation/maslow. html. Valdosta, GA: Valdosta State University. John F. Kennedy’s assassination. (2013). In Civil Rights Digital Library online. Retrieved from http://crdl. usg. edu/events/jfk_assassination/? Welcome How to cite Bibliography of Abraham Maslow, Papers

William Golding Pessimist and Optimist free essay sample

Golding is a Optimist William Golding is an optimist and a pessimist based on the writing he portrays in Lord Of The Flies. William Golding believes that mankind can become better and treat each other better, But also believes all people have savagery and hatred inside of them. Goldings shows his optimist point of view best through the character of simon. Golding’s pessimist views are shown through the savagery of the boys represented through the beast. One character who shows William Golding’s optimist views is Simon. Simon in the book behaves very unselfishly. Simon is always helping others and protecting the littluns. He learns the truth about the Lord of the Flies. Simon couldve been drawn into the conflict between Jack, Roger, Piggy, and Ralph but instead aways from it. Simon helps builds the shelters with ralph but because he wants, not out of a sense of duty like others would look at it. We will write a custom essay sample on William Golding Pessimist and Optimist or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When simon learns the truth about the lord of the flies he goes back down to help the boys. Simon is then beaten up by mistake, Simons death is senseless and dies trying to save others. Simon’s character shows that not everyone is drawn to power and savagery like the others. Williams Goldings pessimistic point of views are deeper and not the characters but mostly whats inside the characters especially jack and roger. What Golding shows through this is that savagery and hatred exists in all people. Nobody would ever think such evil can exists in boys at the ages of 12, but without their parents and being separated from civilization the boys. Parents teach their kids not to hit others, but being away from them they realize there is no consequence’s. The part when Roger is throwing the rock at the little boy shows this. At first roger aims to miss, but then he starts to throw it closer and closer, all the way until he rolls a huge rock on top of piggy. Roger was taken in by evill from being separated by civilization over time. I believe William Golding is both an optimist and pessimist. If Golding was only a pessimist then all boys would of most likely turned to beastly behavior but instead ralph and some of the littluns got rescued. If Golding was all a optimist then most likely jack and roger would of ended up changing for the better and realizing what they have become.