An Introduction to Obsolete Words

An Introduction to Obsolete Words Obsolete word is a temporal label commonly used by lexicographers (that is, editors of dictionaries) to indicate that a word (or a particular form or sense of a word) is no longer in active use in speech and writing. In general, notes Peter Meltzer, the difference between an obsolete word and an archaic word is that, although both have fallen into disuse, an obsolete word has done so more recently (The Thinkers Thesaurus, 2010). The editors of The American Heritage Dictionary of the English Language (2006) make this distinction: Archaic. [T]his label is attached to entry words and senses for which there is only sporadic evidence in print after 1755 . . ..Obsolete. [T]his label is attached to entry words and senses for which there is little or no printed evidence since 1755. In addition, as Knud Sà ¸rensen points out, it sometimes occurs that words which have become obsolete in Britain continue to be current in the United States (compare Amer. Engl. fall and Brit. Engl. autumn) (Languages in Contact and Contrast, 1991). Following are some examples of obsolete words: Illecebrous Illecebrous [ill-less-uh-brus] an obsolete word meaning attractive, alluring. From a Latin word meaning to entice.(Erin McKean, Totally Weird and Wonderful Words. Oxford University Press, 2006) Mawk The underlying meaning of mawkish is maggotish. It was derived from a now obsolete word mawk, which meant literally maggot but was used figuratively (like maggot itself) for a whim or fastidious fancy. Hence  mawkish originally meant nauseated, as if repelled by something one is too fastidious to eat. In the 18th century the notion of sickness or sickliness produced the present-day sense over-sentimental.(John Ayto, Word Origins, 2nd ed. A C Black, 2005) Muckrake Mudslinging and muckrakingtwo words commonly connected with the pursuit of an elected office and the flotsam the campaigns leave in their wake.Voters seem fairly familiar with the term used to describe malicious or scandalous attacks against opponents, but the latter m word may be new for some people. It is an obsolete word describing a tool used to rake muck or dung and used in reference to a character in John Bunyan’s classic Pilgrim’s Progress [1678]the Man with the Muck-rake who rejected salvation to focus on filth.(Vanessa Curry, Don’t Muck It Up, and We Won’t Rake It. The Daily Herald [Columbia, TN], April 3, 2014)| Slubberdegullion Slubberdegullion is n: a slobbering or dirty fellow, a worthless sloven, 1610s, from slubber to daub, smear, behave carelessly or negligently (1520s), probably from Dutch or Low German (cf. slobber (v)). Second element appears to be an attempt to imitate French; or perhaps it is French, related to Old French goalon a sloven. Century Dictionary speculates the -de- means insignificant or else is from hobbledehoy. Snoutfair Snoutfair is a person with a handsome countenance (literally, a fair snout). Its origins are from the 1500s. Lunting Lunting means to walk while smoking a pipe. Lunting  is also the emantion of smoke or steam from a tobacco pipe, or the flame used to light a fire, torch, or pipe, The word lunting originated in the 1500s from either the Dutch word lont  meaning a slow match or fuse or the Middle Low German lonte meaning a wick. With Squirrel With squirrel is a euphemism that means pregnant. It originated in the Ozark Mountains  in the early 20th century. Curglaff Curglaff is commonly felt by people in northern climes - it is the shock that one feels when first plunging into cold water. The word curglaff originated from Scotland in the 1800s. (Also spelled curgloff). Groak To groak (verb) is to watch someone longingly while they are eating, in the hope that they will give you some of their food. The origin is possibly Scottish.   Cockalorum Cockalorum is a little man who has an over-inflated opinion of himself and thinks himself more important than he is; also, boastful speech. The origin of cockalorum  may be from the from the obsolete Flemish word  kockeloeren of the 1700s,  meaning to crow.

Free Essays on Great Gatsby - Common Traits Shared by the Novels Women

F. Scott Fitzgerald’s The Great Gatsby has endured as a classic glimpse into a period of time that is now referred to as the Roaring 20s – an American decade marked by extravagance, self-gratification and indifference. As Americans strove to find and claim for themselves a piece of what they considered to be the â€Å"American Dream†, they inevitably got lost in the process, and Fitzgerald created several poignant and distinct characters in The Great Gatsby who epitomized the era and his beliefs in how the era affected people. On its simplest level, The Great Gatsby is Nick Carraway’s narration and recollection of events stemming from his meeting and subsequent interaction with Jay Gatsby during the summer of 1922 in Long Island, New York. Nick Carraway, too, was seeking his piece of the American Dream by moving to New York from the Midwest to take job as a bond salesman â€Å"†¦I decided to go east and learn the bond business. Everyone I knew was in the bond business†¦Ã¢â‚¬  (p. 7). However, Nick is only person pursuing a better and larger life who doesn’t get caught up in the shallow, materialistic notions of most people doing the same thing. For instance, Nick ends up renting a house in West Egg that is â€Å"a weather beaten cardboard bungalow at eighty a month† and is â€Å"†¦squeezed between two huge places that rented for twelve or fifteen thousand a season.† (pp. 8-9). Nick’s next door neighbor is Jay Gatsby. Nick’s â€Å"second cousin once removed† was Daisy Buchanan who lived with her husband Tom in East Egg, just â€Å"[a]cross the courtesy bay† from West Egg (p. 10). After getting settled, Nick visits the Buchanans and meets Daisy Buchanan â€Å"whom I scarcely knew at all† (p. 11) and Daisy’s friend, Jordan Baker. Nick’s impression of these two women in particular, as well as the others he encounters during his brief stay in New York, are noteworthy in that they demonstrate the vapidity and emptiness o... Free Essays on Great Gatsby - Common Traits Shared by the Novel's Women Free Essays on Great Gatsby - Common Traits Shared by the Novel's Women F. Scott Fitzgerald’s The Great Gatsby has endured as a classic glimpse into a period of time that is now referred to as the Roaring 20s – an American decade marked by extravagance, self-gratification and indifference. As Americans strove to find and claim for themselves a piece of what they considered to be the â€Å"American Dream†, they inevitably got lost in the process, and Fitzgerald created several poignant and distinct characters in The Great Gatsby who epitomized the era and his beliefs in how the era affected people. On its simplest level, The Great Gatsby is Nick Carraway’s narration and recollection of events stemming from his meeting and subsequent interaction with Jay Gatsby during the summer of 1922 in Long Island, New York. Nick Carraway, too, was seeking his piece of the American Dream by moving to New York from the Midwest to take job as a bond salesman â€Å"†¦I decided to go east and learn the bond business. Everyone I knew was in the bond business†¦Ã¢â‚¬  (p. 7). However, Nick is only person pursuing a better and larger life who doesn’t get caught up in the shallow, materialistic notions of most people doing the same thing. For instance, Nick ends up renting a house in West Egg that is â€Å"a weather beaten cardboard bungalow at eighty a month† and is â€Å"†¦squeezed between two huge places that rented for twelve or fifteen thousand a season.† (pp. 8-9). Nick’s next door neighbor is Jay Gatsby. Nick’s â€Å"second cousin once removed† was Daisy Buchanan who lived with her husband Tom in East Egg, just â€Å"[a]cross the courtesy bay† from West Egg (p. 10). After getting settled, Nick visits the Buchanans and meets Daisy Buchanan â€Å"whom I scarcely knew at all† (p. 11) and Daisy’s friend, Jordan Baker. Nick’s impression of these two women in particular, as well as the others he encounters during his brief stay in New York, are noteworthy in that they demonstrate the vapidity and emptiness o...

Course reflective learning evaluation Assignment

Course reflective learning evaluation - Assignment Example This is because police work involves critical social, legal, and political practices, all of which must promote the welfare of the public (Cordner 21). Managing police, therefore, becomes an undertaking that not only focuses on police power and authority, but also on the interests of the people served by the police. This unique feature of police departments isolates them from the usual organizational administration, where client segmentation is evident. This course highlights key lessons that begin with police work but end up accounting for every member in the society. As earlier mentioned, social, legal, and political factors influence police related practice. At the community level, the police have to establish functional relations with the public. The idea is to foster loyalty, trust, and reliability. On the same, the course presents a scenario where members of the society are defiant or lawbreakers. This puts police at the center of law-abiding citizens and lawbreakers. Ultimately, the police and police administrations must strategize on how to approach such situations. Legal factors further influence police operations in many different ways. The course highlights that legal provisions vary from one situation to another. This requires police and their administrators to be at par with all legal provisions and/or processes that affect their duties and responsibilities. It is important to remember that the course emphasizes on the benefits of law and police administration in the context of crime reduction and enhanced community welfare (Moore 122-123). Insights from the course also reveal that police and their administrators ought to be leaders and strategic managers. Effective and efficient policing is not an easy task. Successful police-community communication, community policing, intelligence operations, and problem solving is extremely difficult to realize in the absence of servant leadership, strategic management, and tactic

The success of fashion bloggers. Are they really becoming fashion Research Paper

The success of fashion bloggers. Are they really becoming fashion dictators - Research Paper Example This essay says, â€Å"entity† with a certain amount of realism, considering that fashion blogging is, first, a relatively new phenomenon in a world of growth in social media â€Å"Entity† represents independent sources of consumer information about relevant lifestyle products, trends, interesting combinations, colors, or other appropriate attitudes about fashion. The difficulty in establishing whether fashion blogging has become dictatorial is determining the volume of individuals that are drawn toward a particular â€Å"entity† working outside of trusted business brands. Does the fashion blogger have the ability to influence consumer behavior? To what level is the influence of the fashion blogger with consumer engagement to provide perceived relevant information? Is there trust in the â€Å"entity† to provide a brand-identified set of credentials that outperforms traditional advertisement and promotion? To understand whether dictatorship is a satisfying term for the fashion blogger is questionable, though there is adequate interest in fashion blogging which is supported by volume and web presence. Are they dictators? The evidence would suggest otherwise, but also discredits the notion of significant fashion blogging success for the high volumes of fashion bloggers currently on the Internet. It should be concluded that fashion bloggers maintain tremendous opportunities to gain consumer dedication, with subsequent support that fashion bloggers maintain certain inherent characteristics that seem to have no place in genuine business practice. Explaining Discrepancies in Blogging Success Constance White, a former fashion writer and the Style Director for E-Bay, clearly states, â€Å"Fashion used to be very dictatorial. Everybody’s a fashion critic. Everyone can comment on whether Reese Witherspoon should have worn the same dress that Kirsten Dunst wore before† (Corcoran, 2006, p.1). Not just anyone can achieve high success with their own, independent fashion blog due to the overwhelming volume of consumer noise providing complex and differing opinion on fashion products. A respected fashion journalist, Mrs. White seems to imply tastelessness for these commentaries, leaving consumers to have to filter out the noise to find respected fashion advice. Entwistle (2005) describes those who value fashion in the cultural industry as an experience-based industry, as well as instinctual, coexisting with formalized strategies for business. Offers Constance White,† perhaps in five or 10 years, blogs will have the power to make unknown fashion designers into stars† (Corcoran, p.1). White is clearly expressing a disconnect between large-scale business strategy and the influence of the fashion blogger. Fortune (2012) offers that blogger relationships with consumers takes time to achieve and effort offered by the blogger to achieve this goal. Sizing up the situation, there is little emphasis being placed on small-scale fashion bloggers who must develop effective strategies to achieve success. When an individual fashion blogger is putting forth the effort to achieve brand success, they gain experience, influence, and perhaps even corporate backing to make their name synonymous with a fashion brand. Mintz (2011, p.1) describes the fashion

How to manage change and achieve sustainable growth in Hong Kong Dissertation

How to manage change and achieve sustainable growth in Hong Kong Travel Industry A case study on China Travel Service - Dissertation Example The interview results were analysed to develop an understanding of the change management process of CTS, the barriers that it faced and overcame and the outcomes of the change. The analysis of the change process revealed that CTS has succesfully used the change management techniques to instil both a process and culture change. The case study of CTS provides inspiration and insight to other travel organizations in Hong Kong to emulate. Table of Contents Chapter 1: Introduction 1.1. Background and Introduction 1.2. Research Questions 1.3. Research Aims and Objectives 1.4. Research Methods 1.5. Dissertation Outline Chapter 2: Overview of CTS Chapter 3: Literature Review 3.1 Introduction 3.2 Travel and Tourism Industry 3.2.1 Chinese Travel Industry Overview 3.2.2 Hong Kong Tourism 3.2.2.1 Tourism Performance 3.2.2.2 Customer Profile and Segmentation 3.2.2.3 Hong Kong as a Repeat Destination 3.2.3 Factors Affecting Tourism Industry in Hong Kong 3.2.3.2 Government Attitude and Policies 3.2 .3.3 International Events 3.2.3.3 Increased Exposure to the Outside World 3.2.3.4 Increase in Standards of Livng and Purchasing Power 3.2.3.5 Technology 3.2.3.6 Rapid Investment in Infrastructure 3.2.4 Challenges Faced by Travel Industry 3.2.4.1 Perception of Risk Hazards 3.2.4.2 Liberalization and Entry of Foreign Players 3.2.4.3 Competition from Neighboring Destinations 3.2.4.4 Government Controls 3.2.4.5 Cultural Issues 3.2.3.6 SARS and Intermittent Outbreak of other Infectious Diseases 3.3 Strategic Management in Travel Industry 3.3.1 Tourism Organizational Structure and Vision for Hong Kong 3.3.2 Tourism Strategy in Hong Kong 3.3.2.1 Tourism Promotion 3.3.2.2 Tourism Development in Hong Kong 3.3.2.3 Monitoring and Regulation of Tourism in Hong Kong 3.3.3 Lack of Strategic Implementation 3.4Change Management Theories and Concepts 3.4.1 Definitions and Concepts of Change Management 3.4.2Theories of Change 3.4.2.1 Lewin’s Model of Change – The Force Field Analysis 3. 4.2.2 The ADKAR Model 3.4.2.3 Six Changes Model 3.4.2.3 Eight-Step Process for Implementing Successful Transformations Model 3.5 Summary of Literature Chapter 4: Research Methodology 4.1 Introduction 4.2 Research Objectives 4.3 Research Approach 4.4 Research Methods 4.5 Research Design 4.5.1 Secondary Research 4.5.2 Primary Research 4.5.2.1 Sample 4.5.2.2 Sample Selection Method 4.5.2.3 Data Collection Method 4.5.2.4 Data Collection Instrument 4.5.2.5 Data Analysis Method 4.6 Ethical Considerations 4.7 Summary Chapter 5: Findings 5.1 Introduction 5.2 Challenges Faced by CTS in the Current Business Environment 5.3 Opportunities for CTS in the Current and Future 5.3 Strategic Changes made by CTS 5.5 Internal Changes at CTS 5.6 Change Management Process at CTS 5.7 Challenges to Change Management Process and Overcoming Barriers to Change 5.8 Outcomes of Change Management 5.9Analysis of the Change Management Process 5.10 Summary Chapter 7: Conclusions 7.1 Summary of Findings 7.2 Limitati ons of Research and Scope for future Research List of tables Table 1: Total Number of Visitors to Hong Kong in the first six months of 2010 Table 2: Positive Outcomes of Change Management â€Å"How to manage change and achieve sustainable growth in Hong Kong Travel Industry?† A case study on China Travel Service Chapter 1: Introduction 1.1. Background and Introduction The business environment within

Stereotypes and English Language Learning

Stereotypes and English Language Learning When I was working on my undergraduate degree the professor asked the students of the college class to consider what our preconceived ideas and prejudices were about our future students. When I really thought about it I found that I did have prejudices against certain cultures more than others. I found that I considered Caucasian and Asian students to be smart and well behaved and considered African American and Hispanic students as not as smart and poorly behaved. It bothered me quite a bit but I realized I could not change if I did not recognize my faults. Obviously this is not true. The intelligence of a person is not based on their skin color or culture. The thoughts I had in my head came from somewhere. In this research paper I will explore the issue of stereotypes as it pertains to English Language Learners (ELL) who speak Spanish as their first language in particular. When I refer to Hispanic students in this paper I am inferring the student is also an ELL student. I work with Spanish speaking students, primarily Mexican. I felt researching this subgroup would be most beneficial to me and my co-workers. Much of the information could be accurate for other groups as well. The definition of stereotype according to Dictionary.com (2010) is, A set of inaccurate, simplistic generalizations about a group that allows others to categorize them and treat them accordingly. Unfortunately the majority of the stereotypes about Hispanic people are overwhelmingly negative. Some examples of stereotypes against Mexican students are, (1) gang members, (2) boys are macho, (3) girls should be submissive or objectified, (4) large families/many children, (5) dirty, (6) illegal aliens, (7) parents work mainly in the hotel and landscaping industries(Terra, 2010. The photographs below demonstrate some of the images that people are subjected to. People who are not in contact with adults and children from the Hispanic cultures may think that this is how all people from Hispanic backgrounds truly look. Images speak a 1,000 words. The media including television, magazines, and the Internet often perpetuate the stereotypes of different cultures. According to the Media Awareness Network, stereotypes act like codes that show audiences a quick, common understanding of a person or group of people. The image usually relates to a persons class, ethnicity or race, gender, sexual orientation, social role or occupation (Media Awareness Network, 2010). The images Hispanic children and teens are bombarded with can cause confusion. They may get brainwashed into believing that they are supposed to look and behave in a stereotypical manner. The problem with media stereotyping is that stereotyping can reduce substantially the amount of personal differences about people into an over simplified category. Media stereotyping can also convert assumptions about particular groups of people into what is commonly considered a fact. People in power use the media stereotypes to justify statements they make. The media stereotypes also perpetuate inequality and social prejudice (Media Awareness Network, 2010). More often than not, the groups being stereotyped has little to say about how they are represented (Media Awareness Network, 2010). For example television corporations have a lot of power, control, and influence over what images they put on the television programming. If the station chooses to put images of gang violence or stereotypical Hispanic images the culture represented would have an uphill battle trying to get the television station to change the programming to a more positive view of the Hispanic culture. It is important for teachers to attempt to help filter the harmful effects of the media that students of all cultures are bombarded with on a daily basis. Careful selection of books, videos, internet sites, magazines, and activities need to be carefully evaluated before showing them to students. I constantly complain about what I see on television when I watch programs with my sixteen year old daughter. We talk about the inaccuracies and stereotypes. If teachers make children aware of the stereotypes on television the students will learn to see the bias for themselves. After listening to the A-Z lectures (Blecher-Sass Russell-Fowler, 2010) and reviewing the slides it occurred to me how important it is to have a classroom that is representative and respectful of the cultures contained in it in order to address stereotyping. I also know that it is important to expose the children to cultures from around the world. The world is becoming a small place with the instant information of the World Wide Web. Collages came to mind when I thought about representing the different types of people within a culture. Referencing the picture above, the images represented do show people from a Hispanic culture, but so do the three images inserted below. The collage project would be a wonderful activity for the students to undertake. The students would write reports and make collage posters to represent different cultures. I would let them pick from all areas of the world so that we would have a variety of cultures represented in the classroom (Blecher-Sass Russell-Fowler, 2010). (Getty Images, 2010) Traditions can also be a part of a stereotype of a culture. For example, not all Hispanic girls will have a Quinceanera (Terra, 2010). Some Hispanic girls might have a sweet 16 or no significant party at all. I think it is important for teachers to have the parents of the children volunteer in the classroom to share family traditions. My school is 87% Hispanic (CCSD, 2010). It would be extremely interesting and beneficial to the students to learn about the different traditions of their friends families. Many of the students have a culture in common but each family is unique. It is important to highlight the differences and the distinctive attributes of every family. When people think of parent involvement in schools, they typically imagine a middle-class parent attending a PTA meeting or school board meeting, or volunteering to make cupcakes for a class party (Airola, 2004). In this example there is a preconceived notion that only certain people are welcome at school. Or that people need a certain set of skills to help at school. I had a parent just the other day tell me her stay at home husband, only spoke Spanish, when I mentioned I would love for him to come and volunteer in the classroom. I told her that it did not matter. Her husband was uncomfortable volunteering in an English speaking kindergarten classroom. I will continue to welcome all my parents into my classroom. People can stereotype themselves. Sometimes it is comfortable to be what the media says you are. All students may not be headed to college, once they graduate. It is important to make sure that it is the students choice. Educators must not use stereotyping to pigeon hole a student into any educational, vocational, career, or job choice. I have heard too many stories of successful adults that have been told they were, not college material (Jackson, 2010). Teachers should provide students with positive role models, of former ELL students, who have overcome the obstacle of being a non-English speaker, and how they have become success stories. Clark County School District has 65.4% of students who are considered part of the minority population. Hispanic students make up the largest population of students in the Clark County School District (CCSD, 2010). It is imperative that teachers do not stereotype the students into what the media and politicians would like community members to believe. The students that teachers are educating today will be the leaders of tomorrow. (CCSD, 2010) According to Pew Hispanic Center 23% of the Hispanic children in the state of Nevada live in poverty (Demographic Profile of Hispanics in Nevada, 2008, 2010). Nearly one quarter of the children live in low-income areas and go to low socioeconomic schools. The teachers need to take into account that many of the students do not see Hispanic role models in professional jobs in the environment where they live. Teachers have the responsibility to bring in speakers and volunteers to work with the children and open the students eyes to the big wide world outside of their neighborhood. If the children see successful adults who look like them it just may foster their ambition to reach for higher goals in the future. Another definition of a stereotype is a generalized image of a person or group, which does not acknowledge individual differences and which is often prejudicial to that person or group. Many of our students may encounter a feeling of not belonging due to their language and/or culture. An educators job is to try and help students avoid these possible situations by addressing the issue with our entire class, staff, and all that come in contact with the child. Success can only be achieved when all those involved agree to work as a team (Blecher-Sass Russell-Fowler, 2010).

Moll Flanders, Madame Bovary, & The Joys Of Motherhood Essay -- essays

Moll Flanders, Madame Bovary, & The Joys of Motherhood Daniel Defoe's Moll Flanders, Gustave Flaubert's Madame Bovary, and Buchi Emecheta's The Joys of Motherhood are three novels that portray the life of woman in many different ways. They all depict the turmoils and strife's that women, in many cultures and time periods, suffer from. In some cases it's the woman's fault, in others it's simply bad luck. In any case, all three novels succeed in their goal of showing what a life of selling oneself short is like through the eyes of a woman. In Daniel Defoe's Moll Flanders, a woman, Moll is simply trying to get by and is given a wonderful start because she was born in a prison. Moll Flanders leads a life full of crime and prostitution because she feels it is the only way she can survive. She becomes do dependent on theft that she steals even when she does not need any more luxuries. In Moll Flanders, the reader at times feels bad for the main character because she really has no luck when it comes to husbands or life in general. Yet at other times we resent the fact that she leaves her children and continues stealing for no reason. Moll Flanders is somewhat ambiguous because the reader does not know whether to feel sorry for Moll's disadvantages, or feel hatred for her irresponsibility. Moll is somewhat portrayed as ignorant, in that she does not know that what she does is wrong. E. M. Forster wrote that "A nature such as hers cannot for long distinguish between doing wrong and getting caught." Although there are time when the reader feels bad for Moll and feels that she simply does not know better, there are times when Moll admit that she is doing wrong. However, Moll feels no sympathy for the people she steals from. Even after she stops stealing for some time, she being again without remorse. "Thus you see having committed a Crime once, is a sad Handle to the committing of it again; whereas all the Regret, and Reflections wear off when the Temptation renews itself" (184). Moll understands that the crimes she commits are unjust, but she blames temptaion for her delinquency. The most direct reason that the reader feels sympathy for Moll is because she eventually feels guilt. "I had ... ...py, she was abandoned by them in the end. Still, Nnu Ego did everything in her power to give everything to her children, and "The joy of being a mother was the joy of giving all to you children" (224). These three previously mentioned novels all consisted of three extremely different woman selling themselves in one way or another to achieve some sort of self worth or ultimate happiness. Although the situations and acts of the characters were considerably different, one must feel some sort of sympathy to these woman. Not only did they lower their standards, but they also went to extreme lengths to achieve a happiness that in most cases never came. Works Cited Defoe, Daniel. Moll Flanders. W.W. Norton & Company, New York: 1973. Emecheta, Buchi. The Joys of Motherhood. Hinemann, Oxford: 1979. Flaubert, Gustave. Madame Bovary. W. W. Norton & Company, New York: 1965 Forster, E.M. "A novel of Character" from Aspects of the Novel. Harcourt, Brace, New York: 1927. Thibaudet, Albert. "Madame Bovary" from chapter 5 of Gustave Flaubert. Gallimard, Paris: 1935.