Guidelines for Using Double Possessives in English

Take a good look at the following sentence: Natsaha is a friend of Joans and a client of Marlowes. If this sentence strikes you as extremely possessive, youre on the right track. The combination of the preposition of and a possessive form—either a noun ending in -s or a possessive pronoun—is called a double genitive (or double possessive). And while it may appear overly possessive, the construction has been around for centuries and its perfectly correct. British novelist Henry Fielding used the double genitive in A Journey From This World to the Next (1749): At seven years old I was carried into France . . . , where I lived with a person of quality, who was an acquaintance of my fathers. Youll also find it in Anne Brontà «s second (and final) novel: Shortly after, they both came up, and she introduced him as Mr. Huntingdon, the son of a late friend of my uncles.(The Tenant of Wildfell Hall, 1848) American writer Stephen Crane slipped a double genitive into one of his short stories: Oh, just a toy of the childs, explained the mother. Shes grown so fond of it, she loves it so.(The Stove, in Whilomville Stories, 1900) And in a recent novel, author Bil Wright doubled up on the construction: Hed already proved he was a liar. And he had a girlfriend even though he wasnt divorced. No, not a monster. But definitely an enemy of my mothers and mine.(When the Black Girl Sings, 2008) As these examples demonstrate, the double genitive is generally used for emphasis or clarification when the possessor is human. But watch out. If you stare at it too long, you may convince yourself that youve found a mistake. Apparently thats what happened to one of the original language mavens, James Buchanan. Back in 1767, he tried to outlaw the double genitive: Of being the sign of the Genitive Case, we cannot put it before a Noun with (s) for this is making two Genitives.(A Regular English Syntax) Keep in mind, as pointed out in Merriam-Websters Dictionary of English Usage, that the 18th-century grammarians simply had a horror of anything double, because such constructions did not occur in Latin. But this is English, of course, not Latin, and despite its apparent redundancy, the double genitive is a well-established idiom—a functional part of the language dating back to Middle English. As Theodore Bernstein says in Miss Thistlebottoms Hobgoblins (1971), the double genitive is of long standing, idiomatic, useful and here to stay. Finally, consider Martin Endleys demonstration of how the double genitive can be used to draw distinctions: (59a) I saw a statue of Queen Victoria in the park.(59b) I saw a statue of Queen Victorias in the park.Sentence (59a) can only mean that the speaker saw a statue depicting the great British monarch. On the other hand, the double genitive in (59b) would most naturally be understood to mean that the speaker saw a statue that once belonged to Queen Victoria but which depicted someone else.(Linguistic Perspectives on English Grammar, 2010) All the same, if the double genitive troubles you, just follow the example of linguists Rodney Huddleston and Geoffrey Pullum and call it something else: The oblique genitive construction is commonly referred to as the double genitive. . . . [H]owever, we do not regard of as a genitive case marker, and hence there is only one genitive here, not two (The Cambridge Grammar of the English Language, 2002).

The Relationship Between Family Dynamics And Juvenile...

Abstract What is the relationship between family dynamics and juvenile delinquency? Can the family environment really affect the delinquency of a juvenile? A broken home is one of the first factors that will be looked at. Do single parents have more juveniles involved in delinquency than families with two parents? Do families with just a mother present have more delinquency than a family with just a father? The second factor that will be looked at is drugs and alcohol in the home. How does drugs and alcohol relate to violence in the home? When parents get in trouble for their drug and alcohol use and get locked up, how is the family affected by this? The third factor that will be looked at is bad parenting. Is bad parenting caused simply by being too strict or not strict enough? Or could it be that parents lack the proper supervision of their children and allow them to do things that they shouldn’t? All of these factors will be looked at and discussed within this paper. The building blocks of life begin at home. The kind of family that you are brought up in can determine which road you take in life. There are many different factors within family dynamics that can affect juvenile delinquency. From the Broken Home, Drug and Alcohol Use and Bad Parenting. Each one of these can be broken down to help explain how family dynamics can affect juvenile delinquency. The first factor within family dynamics that affects juvenile delinquency is the broken home.Show MoreRelatedJuvenile Delinquency Is A Crime Committed By A Young Person1379 Words   |  6 PagesThe Juvenile is a young person who is between ages ten to eighteen and dependent on others for their survival. Delinquency refers to a crime committed by a young person. Juvenile Delinquency, for this reason, refers to a crime committed by a minor. The transition from childhood to adulthood is tough for some minors who end up in participating in criminal activities for survival. 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According to them, the primary theories they employed in understanding the dynamics of youth taking to the street are control theory and strain theory (Benjamin, 1999). Through control theory, the authors point out erratic parenting, family deprivation, neglect and abuse and other forms of parental rejectionRead MoreEvidence-Based Practices For Youth Offenders1343 Words   |  6 Pagesis preserved by the United States’ Substance Abuse and Mental Health Services Administration (SAMHSA), provide a list of all evidence-based practices that are beneficial for youth offenders (SAMHSA, 2017). Per SAMHSA (2017), between 50-70 percent of the youth in the juvenile justice system, have a mental disorder and up to 60 percent have been diagnosed with a substance use disorder (SAMHSA, 2017). Of those youth with dual diagno sis, approximately 30 percent have lost the ability to function as aRead MoreStrain Theory- An Explanation For Juvenile Delinquency Developed By Robert1055 Words   |  5 PagesCovington 22 October 2014 Prof. Joshua Wakeham I. Identifications 1. Strain Theory- An explanation for juvenile delinquency developed by Robert Merton in 1957. The Strain Theory focuses on the idea that Americans are expected to meet certain economic and social goals. Those who lack the means to carry out these goals turn to illegal ways to do so. Though this is true for many juveniles living below their means, the theory does not explain nonviolent crimes like white collar crimes. AlsoRead MoreRunaway Juveniles Are Not A Serious Problem821 Words   |  4 Pagesrunaways rarely stay away from home for long periods and stay within 50 miles of home (Hammer, Finkelhor, Sedlak, 2002). Although runaway juveniles are not a serious problem (Kim, 2006) and eventually return to parents or guardian (Milburn et al., 2007), they are victimized and exposed in deteriorate circumstances while away. There were many problems for runaway juveniles, in spite of returning after a short period of time, such as increasing their likelihood of engaging in high-risk behavior, being exploitedRead MoreJuenile Delinquency in Trinidad and Tobago1801 Words   |  8 PagesJUVENILE DELINQUENCY Running Head: JUVINILE DELINQUENCY Juvenile Delinquency is resulting from the absence of a father figure in the home, abuse and peer pressure in TnT and can be reduced through family intervention education and peer counselling. By Karryl Johnson Caribbean Nazarene College In partial fulfilment of the requirements for Course: PT461: Research Methods 11. Lecturer: Shirley Cadogan Date: Saturday 6th October, 2012 1. Introduction A. Rationale B. Definition 11 BiblicalRead MoreThe Effects Of Incarceration On The Social Of African American Juveniles1487 Words   |  6 PagesDisciplinary changes applied to the juvenile justice system in addition to negative impressions of juvenile males have caused juvenile male incarceration rates to surge. African American male juveniles encounter racial differences in society everyday due to view that media portrays them to be. Racial bias amongst these juvenile African American males is the principal cause of their incarceration rates climbing higher each year. The lives of these juveniles are seriously altered after being incarceratedRead MoreEssay on What lies in the future of our youth? 2611 Words   |  11 Pagesneed to take the time to mold today. Youth delinquency is a massively growing problem in the United States today. Youth delinquency â€Å"refers to abnormal social or legal behavior by children or adolescents, for dealing with juveniles, such as juvenile detention centers. There are a multitude of different theories on the causes of crime, most if not all of which can be applied to the causes of youth crime† (Youth Delinquency, 1999 p.1). A youth (juvenile) delinquent is one who repeatedly commits crime

The Factors that Contribute to the Effective Use of iPads with PMLD Pupils. Free Essays

Description I wish to lead an investigation into how pupils with Profound and Multiple Learning Difficulties (PMLD) can be aided by the use of modern technology. People affected by PMLD will often have a difficulty with communication and may also experience physical, sensory or mental health disabilities. The combination of several issues leads to an increased need for medical and social care and a decreased ability to learn by normal methodologies. We will write a custom essay sample on The Factors that Contribute to the Effective Use of iPads with PMLD Pupils. or any similar topic only for you Order Now (Porter, Ouvry, Morgan Downs, 2001). My argument is that by implementing technology we can provide PMLD pupils with a more engaging learning environment. I will focus specifically on how the Apple iPad can be used to support the learning experience of those with difficulties. I will address two main questions through my research: firstly, how far does the use of Apple iPads go to enhance the learning of pupils with PMLDAnd secondly what factors contribute to the effective use of iPads with PMLD pupils? I believe that the best method to conduct this investigation is through action research, involving a practical approach to social inquiry (Waters-Adams, 2006). This will entail data collection, data analysis and fieldwork, which will allow a personal approach towards the study giving it a means to evolve and improve along with changes in the data. (Reason Bradbury, 2002). Data collection will be underpinned by the concepts of reliability and validity in order to ensure accuracy and fair representation of results. I plan to utilise questionnaires and online surveys, distributed to teachers, parents and pupils, alongside interviews and personal observation of iPads in use within classrooms. Observations will be limited to four carefully chosen pupils and questionnaires will be conducted by the snowballing technique. Action research can be difficult to conduct alongside other commitments, which is why I have developed a timetable as suggested by Mills (2006). Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conduct semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties. There will be several issues with this study and the implementation of these teaching methods. For instance it is important to individually assess the needs and strengths of each pupil in order to provide them with a personalised experience which meets their needs (Handy, 2000). If the technology is used without first assessing the needs of the pupil then it may be of little benefit, and it is important that the teachers understand the aims and logic behind these teaching methods so they can implement them correctly and assess any development and success (Florian and Hegarty, 2004). These potential issues will be factored in to all research. Rationale Despite the rapid advances in the field of special education over the last few decades children with PMLD have continued to present a challenge to teachers and teaching methods. In the 1980’s teachers developed the intensive interaction methods of trying to improve the communication skills of those with disabilities and learning difficulties, which has proven to be effective in some cases. (Lovell, 1998). The use of iPads build on these methods by providing an interactive experience which will engage the pupils. If this is successful the Apple iPad can provide a one-to-one learning experience while minimising the number of carers required, promoting a more productive teaching method (Davis and Florian, 2004). This could go a long way to revolutionising how those with disabilities and learning difficulties are taught and could not only improve the educational system but also the individual lives of those affected. Technology is already implemented in some specialist schools as a tool for teaching. It is believed that Information Communication Technology can be used to support specialised needs in mainstream as well as specialist environments (Condie, Munro, Seagraves Kenesson, 2007). Ofsted have also reported that technology has been used effectively to overcome learning barriers (Ofsted 2005; 2004a) and a project to provide technology aids to pupils was well received by both parents and pupils alike (Wright et al., 2004). The personalised environment provided by educational technology will improve the pupil’s quality of life and take demand away from the education system. Literature Review I will lead my research by conducting a full and detailed literature review into the previous and current studies surrounding this topic. This will include analysis of Census data and Ofsted reports regarding PMLD children and the use of technology in classrooms. Existing reports and articles will also be reviewed to determine how successful studies have been so far. For instance several studies have been conducted into the importance of visual and interactive learning environments. A study by Sparrowhawk and Heald (2007) suggested that educational software should be colourful, interactive, accompanied by sound and provide the pupil with a challenge as well as constant feedback, in order to stimulate the mind and interest. Foyle (2012) supports this theory by stating that pupils are most motivated when supplied with sound, music and a reward system. Flo Longhorn and Penny Lacey also advocate a sensory approach to learning after working with PMLD pupils for over ten years. I expect my examination of the field to further support the theory that iPads will improve the learning of pupils with disabilities. Conclusion As pupils with Profound and Multiple Learning Difficulties have impairment in communication and cannot function in what would be considered a ‘normal’ learning environment, steps must be taken to improve their learning experience. Studies have proven that support can be successfully provided through the implementation of technology in order to provide an individual experience based on the pupil’s needs. This gives the pupils a safe method of communicating with the world around them. The Apple iPad has the greatest potential to meet the requirements of PMLD pupils due to its interactive, portable and user-friendly nature. References Condie, R., Munro, B., Seagraves, L. Kenesson, S. (2007). The impact of ICT in schools – a landscape review. Becta. Davis, P. Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-anddifficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects _of_II.pdf. (Accessed 03.08 2012). Florian, L. Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. Open University Press. Foyle, A. (2012). Switched on to education. SEN Magazine Online, January 2012. Available at: http://www.senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (accessed 29.08.2012) Lacey, P. (2011) . Online Available at: http://www.senmagazine.co.uk/articles/396-designing-a-curriculum-for-pmld-a-profound-challenge.html (accessed 29.08.2012). Longhorn, F. (1998). A Sensory Curriculum for Very Special People. London: Souvenir Press Ltd. Lovell, D.M., Jones, R.S.P. and Ephraim, G. (1998) ‘The effect of Intensive Interaction on the sociability of a man with severe intellectual disabilities’, International Journal of Practical Approaches to Disability. Vol. 22, Nos 2/3, 3-9 Mills, G. E. (2006). Action Research: A Guide for the Teacher Researcher (3rd Edition). Prentice Hall. Ofsted (2004a), Report: ICT in schools – the impact of government initiatives: School Portraits – Eggbuckland Community College. London: Ofsted Ofsted (2005,) Embedding ICT in schools – a dual evaluation exercise. London: Ofsted. Porter, Ouvry, Morgan, Downs, ‘Interpreting the communication of people with profound and multiple learning difficulties’, British Journal of Learning Disabilities, Volume 29, Issue 1, pages 12–16, March 2001 Reason, P. Bradbury, H., (2002). The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage Sparrowhawk, A. Heald, Y. (2007). How to Use ICT Effectively With Children With Special Educational Needs. Edition. Learning Development Aids. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. Wright, J, Clarke, M, Donlan, C, Lister, C, Weatherly, H, Newton, C, Cherguit, J and Newton, E (2004). Evaluation of the Communication Aids Project (CAP). London. Available at: DfES. http://www.dfes.gov.uk/research/data/uploadfiles/RR580.pdf (accessed 14.08.2012). How to cite The Factors that Contribute to the Effective Use of iPads with PMLD Pupils., Essay examples

College Staying True to My Roots Essay Example For Students

College Staying True to My Roots Essay Don’t let the world change your smile, let your smile change the world. This statement serves as a guideline to my life. No matter how horrendous my day was, the one thing I always remember is to keep a smile on my face. As children, a parent’s job is to teach you important lessons to live by and this one has stuck with me for 18 long years! One day in the middle of my freshman year, one of my classmates that I did not communicate with much was sitting alone at lunch. She was a rather depressing person to be around. She had a permanent frown on her face which sparked my curiosity. I wondered â€Å"why? I couldnt fathom a logical reason to constantly frown. Although I knew that she wasnt one of the â€Å"cool girls† and that all my friends would make fun of me for speaking to her; my curiosity got the best of me. I scooted my chair back, picked up my lunch tray and made my way across the cafeteria. I plopped down in the seat across from her. Her reaction was my automatic reassurance that I had done the right thing. We struck up a conversation and I instantly realized how much we had in common. We got stuck on the devastating topic of divorce. Her parents separated when she was young. She insisted that she was fine and that it didnt bother her anymore, but I could tell that something was still picking away at her. I decided to open up and share some since I was currently in the same situation. I explained to her how my parents split the year before and how my mother and I had just finished moving into our new house. My life story seemed to grab her attention and before I knew it this small, shy girl was talking one hundred miles per hour! Finally she asked me the million dollar question, â€Å"How do you keep a smile on your face all the time†? At last, it was my time to shine! The words spilled out of my mouth like a waterfall. There is no special secret. There is no class you can take to learn how to smile. It all comes from your heart; if your heart is smiling then your lips will follow. Just because I smile does not mean that I am not upset or angry due to my parents separation. Smiling simply means that I have made the decision to change what I am capable of and learn to cope with what I cannot. Everyone has different ways of coping. There is no wrong way to deal with your feelings, unless you ignore them. Some people cope through physical activity while others might read a book and relax. As for me, the method to my madness is junk food and big, white smiles! The most valuable lesson I learned from this experience was to never judge a book by its cover. Although the cover might appear bright and happy and promising, when you peel back that first page you could easily reveal a very depressing story. No matter what this life throws at me I will always keep a smile on my face. Rain or shine I will stand my ground and stay true to my roots. I can only hope that my smile will brighten someone’s day and that it might touch their hearts to help them get a happier perspective on life.

College Staying True to My Roots Essay Example For Students

College Staying True to My Roots Essay Don’t let the world change your smile, let your smile change the world. This statement serves as a guideline to my life. No matter how horrendous my day was, the one thing I always remember is to keep a smile on my face. As children, a parent’s job is to teach you important lessons to live by and this one has stuck with me for 18 long years! One day in the middle of my freshman year, one of my classmates that I did not communicate with much was sitting alone at lunch. She was a rather depressing person to be around. She had a permanent frown on her face which sparked my curiosity. I wondered â€Å"why? I couldnt fathom a logical reason to constantly frown. Although I knew that she wasnt one of the â€Å"cool girls† and that all my friends would make fun of me for speaking to her; my curiosity got the best of me. I scooted my chair back, picked up my lunch tray and made my way across the cafeteria. I plopped down in the seat across from her. Her reaction was my automatic reassurance that I had done the right thing. We struck up a conversation and I instantly realized how much we had in common. We got stuck on the devastating topic of divorce. Her parents separated when she was young. She insisted that she was fine and that it didnt bother her anymore, but I could tell that something was still picking away at her. I decided to open up and share some since I was currently in the same situation. I explained to her how my parents split the year before and how my mother and I had just finished moving into our new house. My life story seemed to grab her attention and before I knew it this small, shy girl was talking one hundred miles per hour! Finally she asked me the million dollar question, â€Å"How do you keep a smile on your face all the time†? At last, it was my time to shine! The words spilled out of my mouth like a waterfall. There is no special secret. There is no class you can take to learn how to smile. It all comes from your heart; if your heart is smiling then your lips will follow. Just because I smile does not mean that I am not upset or angry due to my parents separation. Smiling simply means that I have made the decision to change what I am capable of and learn to cope with what I cannot. Everyone has different ways of coping. There is no wrong way to deal with your feelings, unless you ignore them. Some people cope through physical activity while others might read a book and relax. As for me, the method to my madness is junk food and big, white smiles! The most valuable lesson I learned from this experience was to never judge a book by its cover. Although the cover might appear bright and happy and promising, when you peel back that first page you could easily reveal a very depressing story. No matter what this life throws at me I will always keep a smile on my face. Rain or shine I will stand my ground and stay true to my roots. I can only hope that my smile will brighten someone’s day and that it might touch their hearts to help them get a happier perspective on life.