Academic literature on the topic 'Rhymes Parent'
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Journal articles on the topic "Rhymes Parent"
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Goldman, Laurence Richard. "Ethnographic interpretations of parent-child discourse in Huli." Journal of Child Language 14, no. 3 (October 1987): 447–66. http://dx.doi.org/10.1017/s0305000900010230.
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ABSTRACTThis paper seeks to account for a culturally patterned set of analogic renamings found in Huli baby talk, nursery rhymes and children's verbal games. These socialization activities evidence a marked concern with body motifs and appellations. In accordance with ethnographic paradigms of explanation, the frame of reference is broadened to include consideration of inter-adult behaviour involving ‘talk about the body’ to assess what is being learnt from such interactions as well as what communicative intents are encoded. The argument is developed that in addition to the significance of these play routines in sensitizing the child to cultural rules about speaking, these ludic forms also appear implicated in both an evolutionary and logico-operational sense in the conventional anatomical nomenclature.
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AlAfar, Manahel. "The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia." English Language and Literature Studies 6, no. 4 (November 29, 2016): 25. http://dx.doi.org/10.5539/ells.v6n4p25.
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The study aimed to show the impact of using songs and rhymes in teaching English to young female learners in Saudi Arabia. It involved 20 Saudi teachers who were randomly selected from public and private schools in Riyadh city. The age of the female students ranged from 6 to 10 years. Forty parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. Interview questionnaire and online survey were the tools used for data collection. About 9 of all teachers don’t use songs and rhymes activities in teaching English. 15 of teachers out of 20 said that it is not a mandatory part of the curriculum. 13 of the teachers believe that it is very important and 2 teachers believed in using songs and rhymes to facilitate remembering. 16 of teachers out of 20 noticed that their students are actually using the songs or their vocabularies outside the classroom and 17 of all teachers stated that songs and rhymes helped their young learners’ English language development. 82.50% of parents in Saudi Arabia support teaching English to their children, 47.50% of parents stated that their child is using English only in the classroom. Only 7.50% of the parents were not aware of this classroom activity while 92.50% of them are aware. 2.50% of parents expressed their disagreement. The study found out that songs and rhymes are rarely used in teaching English to young learners in the Saudi Arabia and curriculum was not rich enough with activities like songs and rhymes.
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Ro'ifah, Ro'ifah. "Singing As An Effective Approach For Learning English On Early Childhood." Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini 5, no. 2 (November 21, 2019): 12. http://dx.doi.org/10.30651/pedagogi.v5i2.3484.
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There are so many native languages in Indonesia that makes English as a foreign language following Indonesian as the L2. This leads to the development of simultaneous bilinguals. However, there have been some contradictory opinions on whether learning English for early childhood is effective as it can inhibit a child’s L1 and L2 development. This may lead to the phenomenon of subtractive bilingualism resulting in a major dilemma for the government and parents. However, this notion can be debated through the critical period hypothesis. This study presents a literature review on ‘rhymes, songs, and chant’s as the effective media for learning English and its implication for early childhood through ‘singing’ approach.
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Martha, Zike. "KOMUNIKASI RITUAL PADA TRADISI PARANG PISANG DI NAGARI SURANTIH, KABUPATEN PESISIR SELATAN, SUMATERA BARAT." Journal of Urban Sociology 3, no. 2 (January 29, 2021): 57. http://dx.doi.org/10.30742/jus.v3i2.1235.
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The parang pisang tradition is an activity that falls into the category of ritual communication. In this tradition there is a meaning to commemorate the birth of discordant twins so it is believed that there will be no feelings of love for one another. The reseacrh aims to determine the meaning and symbols contained in the parang pisang tradition and the understanding of the younger generation in interpreting this tradition. In this research, information was obtained through 7 (seven) speakers who fit the research criteria. The method used in this research is a qualitative method using syimbolic interactional theory.The results of the study indicate that there are verbal dan non verbal symbols in the tradition of this parang pisang. Verbal symbols in the form of minang rhymes used in the process of communicating during the event. As for non verbal symbols, there are obejcts and equipment used where every object used contains meaning.Kayworld : Tradition, Ritual Communication, Parang Pisang, Nagari Surantih
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Widmer, Ellen. "Extreme Makeover: Daiyu and Baochai in Two Early Sequels to Honglou Meng." NAN NÜ 8, no. 2 (2006): 290–315. http://dx.doi.org/10.1163/156852606779969833.
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AbstractThe paper attempts to make sense of two radically changed characters in two early sequels to Honglou meng. One is the managerial Daiyu of Hou Honglou meng, the other is the military Baochai of Honglou fumeng. The analysis begins with a comparison to oral literature, especially the genre known as zidishu. It concludes that the likeliest influences lie elsewhere, perhaps in such vernacular novels as Shuihu zhuan and the rhymed prosimetric text Zaisheng yuan. Readerly dissatisfaction with the parent novel certainly also played a role. There are some grounds on which to argue that women readers had input into Baochai's transformation, although the case cannot be made for sure.
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Riisager, Else. "N. F. S. Grundtvigs “Studier til en bibelsk Rimkrønike” (1828) set i lyset af hans samtidige kristeligt pædagogiske tanker." Grundtvig-Studier 61, no. 1 (January 1, 2010): 64–95. http://dx.doi.org/10.7146/grs.v61i1.16569.
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N. F. S. Grundtvigs “Studier til en bibelsk Rimkrønike” (1828) set i lyset af hans samtidige kristeligt pædagogiske tanker[N. F. S. Grundtvig’s “Studies for a Biblical Rhymed Chronicle” (1828) viewed in the light of his contemporaneous Christian-pedagogical thinking]By Else RiisagerGrundtvig was engaged in communicating biblical and ecclesiasticalhistorical material in the form of hymns and songs which primarily appealed to children, young people and layfolk for practically the whole of his productive life. “Studies for a Biblical Rhymed Chronicle” from 1828 (Theologisk Maanedsskrift XIII, 145-181), which contains material from protohistory, is Grundtvig’s first attempt at a systematic publication of biblical-historical poetry. In the preface he expresses his aspiration to write biblical rhymed chronicles for children for use in schools. In his collected edition of the genre, Sang-Værk til Den Danske Kirke-Skole (1870; GSV II), the poetry from “Studies” is included as numbers 1, 2, 6, 7 and 8. The present article examines Grundtvig’s Christian-pedagogical thinking as regards the target audience at the time of publication and compares this thinking with his practice in “Studies” through a detailed analysis of Kain pløied rask i Vaar (GSV II, 6) and a more thematic presentation of the other poems.Examination of the prefaces of Grundtvig’s contemporary pedagogical publications reveals that the main purpose of the poems is Christological preaching based on the Apostles’ Creed. In practice the poems in “Studies” are Christian preaching, but not specifically Christological preaching. There is, however, nothing in the poems that speaks against a Christological context and there are numerous traits that address a Lutheran universe. Where the Christological preaching relating to the rendering of the Old Testament material is only implied, this is out of respect for the informative purpose.With regard to the genre of the poems, around 1828 Grundtvig’s preferred idea was to create biblical history in verse within the Christian pedagogical area, with genre-related traits from the medieval text, Den danske Rimkrønike. Verse is easier to read, learn and remember than prose; and by writing narratives about persons and events in verse, Grundtvig aspires to communicate the biblical material easily, vividly and animatedly. The intention of the poems is that they should be used as material for Christian teaching of Christian children at home and in connection with confirmation training. In practice, GSV II 6 and 7 are addressed to children and their parents and teachers, while GSV II 1, 2 and 8 have young persons as their primary intended recipients.Grundtvig was dissatisfied with the poems in “Studies” - not because of any deviation from his original intentions but rather because, in the event, the pedagogical intentions are not achieved. GSV II 1,2, and 8 are long and difficult to understand for the target audience. The poems are in all probability not lively enough to persuade children to listen to them, or – as Grundtvig himself phrases it - to persuade even himself that they are worth memorising.At this stage the genre of the individual items is neither hymn nor song, but rhymed biblical chronicle. “Studies for a Biblical Rhymed Chronicle” is a first attempt to start compiling a textbook in versified biblical history for Christian children, young persons and parents
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FOY, JUDITH G., and VIRGINIA MANN. "Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 59–88. http://dx.doi.org/10.1017/s0142716403000043.
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The literature to date suggests that the best predictor of early reading ability, phonological awareness, appears to be associated with the acquisition of letter-sound and vocabulary knowledge and with the development of well-defined phonological representations. It further suggests that at least some aspects of phonological awareness critically depend upon literacy exposure. In this study of 4- to 6-year-olds, we examine whether aspects of the home literacy environment are differentially associated with phonological awareness. Parental responses to a questionnaire about the home literacy environment are compared to children's awareness of rhyme and phonemes, as well as to their vocabulary, letter knowledge, and performance on measures of phonological strength (nonword repetition, rapid naming skill, phonological distinctness, and auditory discrimination). The results showed that a teaching focus in the home literacy environment and exposure to reading-related media are directly associated with phoneme awareness and indirectly associated via letter knowledge and vocabulary. Exposure to reading-related media and parents' active involvement in children's literature were also directly and indirectly linked with rhyme awareness skills via their association with letter and vocabulary knowledge.
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Ogunyemi, F. Taiwo, and Elizabeth Henning. "From traditional learning to modern education: Understanding the value of play in Africa’s childhood development." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1768.
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Rhymes, poetry, stories, wrestling, music and dancing were essential cultural elements through which childhood play was promoted in traditional Africa. “Modernisation” brought about by colonialism led to distortion and decline in the use of traditional play for childhood education in many parts of Africa. This work assessed the value of play in Africa’s childhood education, using documentary analysis and a survey of views from South African and Nigerian childhood educators. The documentary analysis involved a review of existing research to give an overview of traditional play in Africa, while survey data generated from 62 respondents in South Africa (SA) and Nigeria (Nig) were used to illustrate the findings of the review. Traditional African play, when properly deployed, could enhance children’s physical, mental, social and emotional development. This study identified 5 major obstacles to the integration of traditional and modern forms of children’s play. It therefore calls for concerted efforts by policymakers, educators and parents to address the challenges associated with the identified obstacles within a trado-modern paradigm.
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Kabadayı, Abdülkadir. "Teachers’ metaphorical images on “counting jingle – it – playground” in children’s plays of Turkish cultureTürk kültüründeki çocuk oyunlarında “saymaca-ebe-oyun alanı” üzerine öğretmen metaforları." Journal of Human Sciences 13, no. 2 (August 5, 2016): 3252. http://dx.doi.org/10.14687/jhs.v13i2.3893.
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It is a fact that play, indispensible part of child in Turkish cultural and educational system, is the most effective tool to develop children’s emotional, mental, moral, social, personality and native language. In recent years, it has been seen that there is a considerable increase in the researches involving the functions of the children’s plays in respect of metaphor, as in the other parts of the plays. In this respect, play gains importance as the most effective educational tools as an educational campus for children, their peers as their teachers, natural materials like stone, sand, water and tree they use. In this study, “'Choosing rhyme -It-Playground” elements comprising traditional children’s games are handled based on pre-service teachers’ metaphorical images. In the qualitative research, content analysis of 23 metaphors the pre-service teachers produced in the “'Choosing rhyme-It-Playground” context is done and explained. The participants put forward how they perceived Choosing rhyme, It and Playground separately via 72 sub-theme by generating human metaphors like “Voting-Deputy-Voting box”, animal metaphors like “Fishing rod-Fish-Sea” and object metaphors like “Probing-Sample-Cereal Sack” As a last remark, some recommendations are made to the parents and teachers to maintain this traditional culture inherited from our ancestors. ÖzetTürk kültüründe ve eğitim sisteminde, çocuğun ayrılmaz bir parçası olan oyunun, çocuğun duygusal, zihinsel, ahlaki, sosyal, kişilik ve ana dil bakımından gelişiminin en etkili aracı olduğu bilinen bir gerçektir. Son yıllarda, oyunun diğer alanlarında olduğu gibi, çocuk oyunlarının fonksiyonlarını, metaforik açıdan ele alan araştırmaların sayısında gözle görülür bir artma eğiliminde olduğu görülmektedir. Bu anlamda oyun, çocuk için bir eğitim merkezi, akranları birer öğretmen, oyun içinde kullandıkları, taş, toprak, su ve ağaç gibi doğal malzemeleri de en etkili eğitim araçları olarak önem kazanmaktadır. Bu çalışmada, geleneksel çocuk oyunlarını meydana getiren “Saymaca-Ebe-Oyun alanı” unsurları öğretmen adaylarının metaforik algıları üzerine ele alınmıştır. Bu nitel çalışmada öğretmen adaylarının “Saymaca-Ebe-Oyun alanı” bağlamında ürettiği 23 metaforun içerik analizi yapılarak açıklanmaya çalışılmıştır. Katılımcılar, “Saymaca-Ebe-Oyun Alanı” bağlamını, “Seçim-Milletvekili-Sandık” gibi insan metaforları; “Olta-Balık-Deniz” gibi hayvan metaforlarını ve “Sonda-Numune-Hububat Çuvalı” gibi nesne metaforlarını kullanarak 72 alt tema oluşturmuşlar ve Saymaca, Ebe ve Oyun alanını kültürel olarak nasıl algıladıklarını ortaya koymuşlardır. Sonuç olarak, Atalarımızdan bizlere miras kalan bu geleneksel kültürün sürdürülmesi için öğretmen ve ebeveynlere bazı tavsiyelerde bulunulmuştur.
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Hodges, Rhian Siân. "Towards the light – tua’r goleuni: Welsh medium education for the non-Welsh speaking in south Wales: A parent's choice." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 303–14. http://dx.doi.org/10.12697/jeful.2011.2.1.20.
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The Welsh-medium education system has long been seen as an effective tool of Welsh language production in Wales. The aim of this paper is to provide an overview of Welsh medium education in one south Wales Valley, ‘Cwm Rhymni / RhymniValley’. The main reasoning behind the primary research is to focus on the reasons why non-Welsh speaking parents chose Welsh medium education for their children. The research focuses on education but recognises the over lapping nature of the main language transmission spheres within Welsh language planning, i.e. family, community and workplace. This study adopts a mainly qualitative research strategy by administering 60 unstructured interviews to parents who chose Welsh medium nursery, primary and secondary schools for their children. However, as a secondary methodological tool, a semi-structured questionnaire was given out prior to the interviews and the interview sample was then drawn from these. Moreover, Welsh language resurgence within Anglicized areas of South Wales is a fairly unexplored field, this study is hoped to be a catalyst for many more future studies in this field and attempts to address the existing lacunae.
Books on the topic "Rhymes Parent"
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Kaye, Rita. Words and rhymes for kids: A fun teaching tool for high frequency words and word families. Bloomington, Ind: AuthorHouse, 2009.
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Brad, Kunkle, ed. Mommy, draw stars on my tummy: Rhymes, songs, and touch-play activities to stay connected. [Topanga, CA]: PT Book Pub., 2009.
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Vetrova, Valentina V. Ladushki, ladushki...: [igry dli︠a︡ deteĭ i roditeleĭ]. Moskva: Znanie, 1995.
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Aubrey, Annette. We'll always be there for you. Laguna Hills, CA: QEB Publishing, 2007.
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Melissa, Sweet, ed. Peek-a-book: A lift-the-flap bedtime rhyme. New York: Dial Books for Young Readers, 2003.
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Read, rhyme, and romp: Early literacy skills and activities for librarians, teachers, and parents. Santa Barbara, Calif: Libraries Unlimited, 2012.
Find full textBook chapters on the topic "Rhymes Parent"
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Britto, Pia Rebello, Allison Sidle Fuligni, and Jeanne Brooks-Gunn. "Reading, Rhymes, and Routines: American Parents and Their Young Children." In Child Rearing in America, 117–45. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511499753.005.
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"Rhyme and Life." In The Henri Meschonnic Reader, edited by Marko Pajević, translated by Pier-Pascale Boulanger, Andrew Eastman, John E. Joseph, David Nowell Smith, Marko Pajević, and Chantal Wright, 177–224. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474445962.003.0007.
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The three texts of this section are chapters from the essay La rime et la vie (Paris: Gallimard, 2006 [1989]). Meschonnic combines general reflections on poetics with detailed analyses of poets. He focuses on the relationship of language and poetics to life. Meschonnic identifies life with poetry since in poetry everything becomes life through language and at the same time language becomes life. The poem, for Meschonnic, is not necessarily the literary form but more generally an activity, a process of transformation. For him, orality is not part of the duality of oral and written. He constructs a tripartite constellation of the written, the spoken and the oral. Meschonnic defines the oral as the mode of signifying characterised by a primacy of rhythm and prosody in the movement of sense. Meschonnic draws a connection to the subject and criticises the psychoanalytical reduction of subject and language.
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Ohriner, Mitchell. "Features of Flow in the Genre and the Artist." In Flow, 104–32. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670412.003.0005.
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Following Leonard B. Meyer’s distinction between stylistic and critical analysis, the first part of this chapter undertakes a stylistic analysis of flow in rap music, drawing on the models of accent, rhyme, groove, and groovy listening presented in Chapters 3 and 4 to characterize flow in the genre as a whole, as evidenced by the corpus constructed in Chapter 2. Features of flow discussed include speed, tempo, phrasing, rhyme patterning, groove class usage, adherence to groove classes, and groove typicality. The second part of the chapter pivots to critical analysis, examining the meanings of virtuosic flow in the rapping of the emcee Black Thought of The Roots (aka Tariq Trotter). By contextualizing Black Thought within the genre, the chapter shows his flow to be a combination of complexity and comprehensibility.
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Johnson, Erica L. "‘Upholstered Ghosts’: Jean Rhys’s Posthuman Imaginary." In Jean Rhys. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9781474402194.003.0011.
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Each of Jean Rhys’s novels written during the modernist period presents a world in which her female protagonists are besieged by poverty, exile, loneliness, and abasement at the hands of men and women who consistently treat them with contempt. In the face of such antipathy, Rhys’s heroines demonstrate a pronounced identification with inanimate objects, ghosts, and animals, as though to escape or at least extend their subjectivities beyond the limits of their own imperilled bodies. This outsourcing of identity to machines, mirrors, mannequins, dolls, kittens, zombies, and so forth, may be in part a defence mechanism against the oppressive conditions under which they live, but one effect of Rhys’s portraiture is that she pushes the boundaries of the body and of the subject in directions only recently explored by theories of the posthuman. This chapter examines the enmeshment of Rhys’s protagonists with material and spectral elements in order to understand her distinct representation of the affective flows of modern subjectivity.
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Williams, David-Antoine. "Paul Muldoon’s Etymological Thread." In The Life of Words, 207–55. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198812470.003.0006.
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Paul Muldoon’s ‘negative epistemology’, which claims both total knowing and total unknowing on the part of the poet, is a main theme of this chapter, due to the double and porous valences etymologies often acquire in his work. This is explored in the context of tropes of fusion and confusion (as in Muldoon’s ‘pied’ readings or Joyce’s ‘conglomerwritings’, as well as poetic motifs of boundary, transience, and transgression), conjunction and disjunction (focused on Muldoon’s ‘or’ phrases), and Muldoon’s ambivalently serious invocations of determinative onomastics, or nomen est omen. The final sections propose an etymological approach to Muldoon’s oeuvre, which would read the development of motifs, themes, diction, and even rhymes diachronically across the corpus.
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Fiore, Teresa. "Labor on the Move: Rodari’s Construction Workers and Kuruvilla’s Babysitter." In Pre-Occupied Spaces. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823274321.003.0008.
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Part III (Workplaces) shifts attention to the theme of occupation in terms of working in a space and re-maps Italy along the routes of its outbound and inbound migrations. Of all the numerous job sectors related to Italian emigration abroad and foreign immigrants in Italy, two are chosen for their specific relevance in the historical and contemporary scenario: construction labor and domestic help. The Aperture introduces the topic through texts that focus on bricklayers (Gianni Rodari’s nursery rhymes from Favole al telefono) and baby-sitters (Gabriella Kuruvilla’s children’s story Questa non è una baby-sitter). The apparently light tone of these texts written for a young readership conceals a very subtle discussion of the abusive work conditions and prejudices that migrants face on construction sites and in domestic environments, and to which they react thanks to their ability to endure and question.
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Thain, Marion. "Ezra Pound’s Troubadour Subject: Community, Form and ‘Lyric’ in Early Modernism." In The Lyric Poem and Aestheticism. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474415668.003.0011.
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This final case study also acts as a historical ‘coda’ to the trajectory of aestheticist lyric traced within this book. It connects it with the twentieth century and with the better known story of lyric within high modernism. Starting with Pound’s intense historical engagement with lyric in the earliest part of his career, and with his troubadour poem ‘Cino’, the chapter opens with an analysis of the significance of community through refrain. It then moves on to trace the substantial influence of aestheticist poets on this early work, and offers an original account of the significance of Ernest Dowson and the Rhymers’ Club for Pound’s work. The chapter ends with an account of modernism’s troubled relationship with the conceptualisation of lyric inherited from the nineteenth century.
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Ohi, Kevin. "Robinson Crusoe and the Inception of Speech." In Inceptions, 73–90. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823294626.003.0004.
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Dwelling on the strange redundancies and formal excesses of Daniel Defoe’s Robinson Crusoe, this chapter traces in the novel’s paradoxically exorbitant consolidation of interiority the inception of the psychological novel. In the novel’s allegory, Crusoe is removed (by two shipwrecks) to his solitary island, where the social can be reconstituted and produced as a drama of one. The chapter explores several instances of the expropriating, anticipatory, self-grounding structure of character formation in the novel: the dream anticipating the appearance of Friday, whose language lessons are anticipated, in turn, by the speech of the parrot. Briefly considering J.M. Coetzee’s Foe, the chapter then turns to Jean-Claude Milner’s essay “Être-Seul,” which traces a paradoxical relation between the speaking subject and the social world of speech, one that rhymes with Defoe’s allegory of inception. The solitude of the speaking being, Milner suggests, is the ground of his speaking. Marooned by the very faculty of speech that would ostensibly allow us to address another or others, this solitude, however, portends a paradoxical form of community. We have it, paradoxically, in common, that we are each of us alone; Milner’s account of the solitude of speech thus illuminates the layered account of inception in Defoe.
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Thacker, Andrew. "London." In Modernism, Space and the City, 168–220. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9780748633470.003.0005.
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This chapter considers how London developed as a modernist city, from the late nineteenth century to the period after World War Two. It analyses the geographical emotions produced by particular locations within London, such as the London Underground and Metro-Land suburbs; the cultural institutions of Bloomsbury and Fleet Street; the bohemia of Soho and the nightlife of Piccadilly Circus; and the Notting Hill area settled by postwar immigrants to the city. It considers the affective responses of writers such as Virginia Woolf and Henry James to the material restructuring of the city, before turning to the role of publishers, bookshops, and literary networks in helping establish modernism in the city, in the shape of poetic movements such as the Rhymers and the Imagists. The final part of the chapter analyses texts by two important outsiders in London: Joseph Conrad in The Secret Agent and Sam Selvon in The Lonely Londoners.
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Motzer, William E., and David A. Mustart. "Mount Diablo mercury deposits." In Regional Geology of Mount Diablo, California: Its Tectonic Evolution on the North America Plate Boundary. Geological Society of America, 2021. http://dx.doi.org/10.1130/2021.1217(03).
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ABSTRACT The California Coast Ranges mercury deposits are part of the western North America mercury belt, in which mercury occurs most commonly as red cinnabar (α-HgS), sometimes associated with its high-temperature polymorph, metacinnabar (β-HgS). In the Coast Ranges, ores were deposited from hydrothermal solutions and range in age from Miocene to Holocene. Ore deposition at Mount Diablo generally occurred along active faults and associated extension fractures in the Franciscan complex, most often in serpentinite that had been hydrothermally altered to silica-carbonate rock. The Mount Diablo mine lies ~48 km (~30 miles) northeast of San Francisco in Contra Costa County and is mineralogically unique in California, because metacinnabar, the higher-temperature polymorph of mercury sulfide, is a major primary ore mineral in the deposit, while at all other mercury mines in California, it is quite rare. In addition, hydrothermal activity is so recent that sulfurous gases and methane continued to be released into the mine at least into the 1940s. Historically, long before active large-scale mining began in the 1800s, the Mount Diablo mercury deposits were known to the Indigenous people of the Ohlone tribes, who used the cinnabar in rituals as well as for red pigment to decorate their bodies, and as a prized trade item. The deposit was later rediscovered in 1863 and mined intermittently until 1958. The Mount Diablo mine and adjacent Rhyne (also variously spelled Ryne or Rhine) mine were the sites of most of the mercury operations in the region, and at both mines, mercury ore occurs in structurally controlled lenticular bodies of silica-carbonate rock and serpentinite. The total district production probably exceeded 12,300 flasks (at 76 pounds or ~34.5 kg per flask) at an estimated grade of 2711 g per metric ton. Low-grade ore reserves are believed to still exist, with 17,000 short tons of indicated and inferred ore. Other minor deposits of copper, silver, and gold occur on Mount Diablo, principally in and around Eagle Peak, but mercury is not associated with these deposits.
Conference papers on the topic "Rhymes Parent"
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Ha Thi Mai, Thanh. "Polysemy of Words Expressing Human Body Parts of The Four Limb Area in Thai Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.11-2.
Full textAbstract:
The nomenclature and polysemiosis of body parts has constituted a central part of linguistics, and of Linguistic Anthropology. The ramifications of such work make inroads into our understandings of many fields, including language contact, semiotics, and so forth, This current paper identifies the structures and emerging denotations of expressions of human body parts (HBPs) in Thai language, and ways in which these dimensions reflect polysemy. The study thus applies the following methods: Field research methods of linguistics, description, comparison, and collation. As sources of data, this study surveys Thai rhymes, fairy tales, riddles and riddle songs, rhyming stories, children’s songs and linguistic data of daily speeches in the northwest of Vietnam. The paper uses theories on word meaning and the transformation of word meaning. To aid analysis, this paper applies methods of analyzing meaning components so to construct significative meaning structures of words expressing HBPs in Thai language, thus identifying the semantemes chosen to be the basis for the transformation. In the polysemy of words expressing HBPs of the four limbs, the polysemy of words expressing the following parts were studied: khèn - tay, cánh tay (arm); mễ – tay, bàn tay (hand); khà - đùi (thigh); tìn - chân, bàn chân (leg, foot). Directions of semantic transformation of words expressing HBPs in Thai language are as diversified and as multi-leveled as Vietnamese. Furthermore, in Thai language, there occur differences in the four scopes of semantic transformation, as compared with Vietnamese, including “people’s characteristics,” “human activities,” “nomination of things with activities like HBPs’ activities,” and “unit of measurement.” This study contributes to Linguistic Anthropology by suggesting that the polysemy of words expressing HBPs of the four limb area in Thai language will outline a list of linguistic phenomena which serve as the basis to understand cultural and national features, in the light of perception and categorization of the reality of the Thai minority with reference to Vietnamese.