Existential There Definition and Examples

The use of the expletive there  in front of a verb—usually a form of be—to assert that someone or something exists. The construction as a whole is called an ​existential sentence. Existential there,  also known as  nonreferential  there, is entirely different from there used as a place adverb: It has no locative meaning, as can be seen by the contrast: Theres a sheep over there. Also, existential there carries no emphasis at all, whereas the adverb does: There he is (Rediscover Grammar, 2003). Examples and Observations There is a river that runs from Pittsburgh down into West Virginia.There is a cult of ignorance in the United States. (Isaac Asimov)Why there is a large patch in the hollow of his left breast as bare as a snail out of its shell.(J.R.R. Tolkien, The Hobbit, 1937)Ah, there is a horrible witch sitting in the house, who spat on me and scratched my face with her long claws. (Jacob Grimm and Wilhelm Grimm, The Bremen Town Musicians, 1812)Theres a storm coming, Mr. Wayne. (Anne Hathaway as Selina Kyle in The Dark Knight Rises, 2012)Theres good reasons to stick to what you know in this world. (Patricia Hall, Dead Reckoning. St. Martins Press, 2003)There are good reasons why warfare needs to be regulated.In the Garden of Eden there was a Tree, Chef said, passing him the pipe. (Stephen King, Under the Dome. Scribner, 2009)There were flowers: delphiniums, sweet peas, bunches of lilac; and carnations, masses of carnations. (Virginia Woolf, Mrs. Dalloway, 1925)The existential there has the status of a dummy subject fulfilling the grammatical but not the semantic function of the subject. (Jiřà ­ Rambousek and Jana Chamonikolasovà ¡, The Existential There-Construction in Czech Translation. Incorporating Corpora: The Linguist and the Translator, ed. by Gunilla M. Anderman and Margaret Rogers. Multilingual Matters, 2008)Existential there has commonly been treated in transformational grammar in terms of a transformation—​There-insertion—that inserts ​there in subject position . . . and moves the original subject into the V in a position immediately following the verb  . . .. (James D. McCawley, The Syntactic Phenomena of English, 2nd ed. University of Chicago Press, 1998) Existential There vs. Referential There The word there is often called nonreferential or existential, there. As shown in (11), there fills the subject position and does not refer to anything previously mentioned. (11) There is a unicorn in the garden. ( A unicorn is in the garden.) Note that there is followed by a form of the copular be and by an NP (noun phrase) that would be the subject if the sentence did not include there. Nonreferential there can be distinguished from referential there by the fact that it fills the subject position in a clause. Referential there, in contrast, can occur in many positions in a sentence. Nonreferential there passes the three tests of subjecthood... .: It undergoes subject-aux inversion, as shown in (12a); it reappears in tags, as in (12b); and it contracts with copular be in speech and informal writing, as in (12c). (12a) Are there any cookies left?(12b) There was another road, wasnt there?(12c) Theres something we need to talk about. (Ron Cowan, The Teachers Grammar of English. Cambridge University Press, 2008) Omission of Existential There Existential there may be omitted when a locative or directional Adjunct is in initial position: Below the castle (there) stretches a vast plain.Out of the mist (there) loomed a strange shape. Without there such clauses are very close semantically to reversed circumstantial clauses. However, the addition of a tag question—with there, not a personal pronoun (Close to the beach stands a hotel, doesnt there? *doesnt it?)—suggests that they are in fact existentials. (Angela Downing, English Grammar: A University Course, 2nd ed. Routledge, 2006)

Skeever Free Essays

By the nine divines! What did you just say about me, you little skeeverbutt? I’ll have you know I graduated top of my class in the College of Winterhold, and I’ve been know to cast one hell of a fireball, and I have over 300 confirmed summons. I am trained in daedric warfare and I’m the swords master of the entire Imperial forces. You are nothing to me but just another target. We will write a custom essay sample on Skeever or any similar topic only for you Order Now I will make you beg to Akatosh as I bend you over like a common whelp, mark my words, on my oath as the Dovakin. You think you can come into my mind though this magic device and insult me? Think again,scum. As we speak I have every assassin and thief across all of Tamriel looking for your initial position so you better prepare for the storm atronach,you drauger. The storm atronach that wipes out the pathetic little husk you call your life. I can be anywhere, anytime, and I can kill you in over seven hundred ways, and that’s just with my dragon shouts! Not only am I extensively trained in archery and horseback riding, but I have access to the entire congregation of the thieves guild, dark brotherhood, Mages college, and untold hordes of deadric warriors, and I will use every one of them to banish you to the plane of oblivion.. If only you could have had the clairvoyance to see what divine retribution your little â€Å"clever† runes were about to bring down upon you, maybe you would have held your tongue you dark skin. But you couldn’t, you didn’t, and now you’re paying the price, you goddamn idiot. I will become the embodiment of Mehrunes Dagon, and open a portal to oblivion the likes of which you have never seen. You’re fucking dead, milk-drinker. How to cite Skeever, Papers

Essay about Analyzing Chilrdren Child Observation Essay Example For Students

Essay about Analyzing Chilrdren: Child Observation Essay Children are some of the most interesting creatures on Earth. At any moment they may do something that makes you laugh. The next moment they may do something that makes you want to crawl under your seat in embarrassment. That’s what drew me to them. I’m around adults all day and all night since starting college. I wanted to sit and observe God’s most precious creation in action. My mother-in-law’s home was the most obvious choice for my observation. She keeps several children, including my sixteen month old son, in her home daycare business. All of the children who are kept there are little boys ages three or under. I chose Friday, August 28, 2009 to analyze how the children interact not only with each other, but also with their environment. Upon beginning my initial observation, there were six children playing on my mother-in-law’s front porch. When I walked up to the porch, the children greeted me with the usual, â€Å"Hey Mr. Jeff.† I replied with, â€Å"Hi boys, what are you doing today?†(Boyd). The boys did not have a clue that I was about to embark on a quest for knowledge about them, but one of them did ask me, â€Å"What are you going to do with that pencil and paper?† As I started to take notes, Reid, age 7 months, was in the stroller on the porch. Karson, my sixteen month old, was pulling on the gate, Gage and Austin both there, were sitting on the top of a container and were pretending to cook me some lunch. Brayden, the other three year old was sitting in one of the rocking chairs. As I looked down at my paper and then looked up again it was as if the whole scene was changed in an instant. Karson had ventured off to the rails on the porch and had managed to stick his head through them, turn his head to the side. .in the road and saying some other lingo that only he is able to interpret. In sitting here watching these children for only an hour I have pondered many ideas about how children communicate, how they build relationships, how they play and interact with other children of the same gender and age. Child psychologist Kenneth N. Condrell, Ph.D. states in his book Wimpy Parenting from Toddler to Teen, at this age the average toddler is a whirlwind of activity, and everything is an adventure. The world is all brand new to them and they don’t know where to begin. Toddlers are free spirits and since they are still babies everything is smelled and tasted. They have not interest in toilet training, and forget self-control, because toddlers have no conscience yet. They operate on the pleasure principle: if it feels good and it is fun, they want to do it (Condrell).

Binomial Table for n=2, n=3, n=4, n=5 and n=6

Binomial Table for n=2, n=3, n=4, n=5 and n=6 One important discrete random variable is a binomial random variable. The distribution of this type of variable, referred to as the binomial distribution, is completely determined by two parameters: n   and p.   Here n is the number of trials and p is the probability of success. The tables below are for n 2, 3, 4, 5 and 6. The probabilities in each are rounded to three decimal places. Before using the table, it is important to determine if a binomial distribution should be used. In order to use this type of distribution, we must make sure that the following conditions are met: We have a finite number of observations or trials.The outcome of teach trial can be classified as either a success or a failure.The probability of success remains constant.The observations are independent of one another. The binomial distribution gives the probability of r successes in an experiment with a total of n independent trials, each having probability of success p.  Ã‚   Probabilities are calculated by the formula C(n, r)pr(1 - p)n - r where C(n, r) is the formula for combinations. Each entry in the table is arranged by the values of p and of r.   There is a different table for each value of n.   Other Tables For other binomial distribution tables: n 7 to 9, n 10 to 11.   For situations in which np  and n(1 - p) are greater than or equal to 10, we can use the normal approximation to the binomial distribution.   In this case, the approximation is very good and does not require the calculation of binomial coefficients.   This provides a great advantage because these binomial calculations can be quite involved. Example To see how to use the table, we will consider the following example from genetics.   Suppose that we are interested in studying the offspring of two parents who we know both have a recessive and dominant gene.   The probability that an offspring will inherit two copies of the recessive gene (and hence have the recessive trait) is 1/4.   Suppose we want to consider the probability that a certain number of children in a six-member family possesses this trait.   Let X be the number of children with this trait.   We look at the table for n 6 and the column with p 0.25, and see the following: 0.178, 0.356, 0.297, 0.132, 0.033, 0.004, 0.000 This means for our example that P(X 0) 17.8%, which is the probability that none of the children has the recessive trait.P(X 1) 35.6%, which is the probability that one of the children has the recessive trait.P(X 2) 29.7%, which is the probability that two of the children have the recessive trait.P(X 3) 13.2%, which is the probability that three of the children have the recessive trait.P(X 4) 3.3%, which is the probability that four of the children have the recessive trait.P(X 5) 0.4%, which is the probability that five of the children have the recessive trait. Tables for n2 to n6 n 2 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .980 .902 .810 .723 .640 .563 .490 .423 .360 .303 .250 .203 .160 .123 .090 .063 .040 .023 .010 .002 1 .020 .095 .180 .255 .320 .375 .420 .455 .480 .495 .500 .495 .480 .455 .420 .375 .320 .255 .180 .095 2 .000 .002 .010 .023 .040 .063 .090 .123 .160 .203 .250 .303 .360 .423 .490 .563 .640 .723 .810 .902 n 3 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .970 .857 .729 .614 .512 .422 .343 .275 .216 .166 .125 .091 .064 .043 .027 .016 .008 .003 .001 .000 1 .029 .135 .243 .325 .384 .422 .441 .444 .432 .408 .375 .334 .288 .239 .189 .141 .096 .057 .027 .007 2 .000 .007 .027 .057 .096 .141 .189 .239 .288 .334 .375 .408 .432 .444 .441 .422 .384 .325 .243 .135 3 .000 .000 .001 .003 .008 .016 .027 .043 .064 .091 .125 .166 .216 .275 .343 .422 .512 .614 .729 .857 n 4 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .961 .815 .656 .522 .410 .316 .240 .179 .130 .092 .062 .041 .026 .015 .008 .004 .002 .001 .000 .000 1 .039 .171 .292 .368 .410 .422 .412 .384 .346 .300 .250 .200 .154 .112 .076 .047 .026 .011 .004 .000 2 .001 .014 .049 .098 .154 .211 .265 .311 .346 .368 .375 .368 .346 .311 .265 .211 .154 .098 .049 .014 3 .000 .000 .004 .011 .026 .047 .076 .112 .154 .200 .250 .300 .346 .384 .412 .422 .410 .368 .292 .171 4 .000 .000 .000 .001 .002 .004 .008 .015 .026 .041 .062 .092 .130 .179 .240 .316 .410 .522 .656 .815 n 5 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .951 .774 .590 .444 .328 .237 .168 .116 .078 .050 .031 .019 .010 .005 .002 .001 .000 .000 .000 .000 1 .048 .204 .328 .392 .410 .396 .360 .312 .259 .206 .156 .113 .077 .049 .028 .015 .006 .002 .000 .000 2 .001 .021 .073 .138 .205 .264 .309 .336 .346 .337 .312 .276 .230 .181 .132 .088 .051 .024 .008 .001 3 .000 .001 .008 .024 .051 .088 .132 .181 .230 .276 .312 .337 .346 .336 .309 .264 .205 .138 .073 .021 4 .000 .000 .000 .002 .006 .015 .028 .049 .077 .113 .156 .206 .259 .312 .360 .396 .410 .392 .328 .204 5 .000 .000 .000 .000 .000 .001 .002 .005 .010 .019 .031 .050 .078 .116 .168 .237 .328 .444 .590 .774 n 6 p .01 .05 .10 .15 .20 .25 .30 .35 .40 .45 .50 .55 .60 .65 .70 .75 .80 .85 .90 .95 r 0 .941 .735 .531 .377 .262 .178 .118 .075 .047 .028 .016 .008 .004 .002 .001 .000 .000 .000 .000 .000 1 .057 .232 .354 .399 .393 .356 .303 .244 .187 .136 .094 .061 .037 .020 .010 .004 .002 .000 .000 .000 2 .001 .031 .098 .176 .246 .297 .324 .328 .311 .278 .234 .186 .138 .095 .060 .033 .015 .006 .001 .000 3 .000 .002 .015 .042 .082 .132 .185 .236 .276 .303 .312 .303 .276 .236 .185 .132 .082 .042 .015 .002 4 .000 .000 .001 .006 .015 .033 .060 .095 .138 .186 .234 .278 .311 .328 .324 .297 .246 .176 .098 .031 5 .000 .000 .000 .000 .002 .004 .010 .020 .037 .061 .094 .136 .187 .244 .303 .356 .393 .399 .354 .232 6 .000 .000 .000 .000 .000 .000 .001 .002 .004 .008 .016 .028 .047 .075 .118 .178 .262 .377 .531 .735

Commedia dellArte essays

Commedia dellArte essays Drama, Commedia dellArte Assignment. Commedia dellArte, the known name for a group of professional actors who would travel together around Europe. These professional actors helped nurture and grow some of the worlds most commonly used acting styles and ideas. They defined and set the standard of skills that an actor needs to develope and use in drama. They also created succesful character personalitys, that are still used in the world of theatre in todays modern world. If it were not for these actors the standard of theatre couldve never reached the level of what it is today. The actors would travel the countryside and visit towns and perform I the Village Square. Often the play would be about political issues or problems that were currently happening in the village at that present time. But the usual topic is that of the two lovers, not being able to marry, in an epic tale of jealousy or pride, similar to that of William Shakespeares Romeo and Juliet. These Lovers were played by younger people, who did not were masks like the other characters. These masks symbolised a certain character, and their personality traits. This was used to help the audience maybe gain knowledge of what is happening and understand the story better, by the way one character might seem vein and self indulgent because of his stride and speech. Which would work with his large nose to show that he is not what he thinks he is, but still sees himself above the common person. Commedia dellArte, is seen as possibly being one of the most successful types of theatre that has been put together, with the right number of characters with the right amount of range in their personalitys to cook up many multiple performances of which to entertain people. Many performing artists similar to that of Commedia dellArte, have shown their similarities and skill in using character traits and personalitys to crea ...

Iraqi Legal System Essay Example | Topics and Well Written Essays - 1250 words

Iraqi Legal System - Essay Example Iraq’s legal system is based on Sunni and Shii fiqh sects and this is applied through the Sharia courts. Its legal system is an integrated form of various laws and customs; such as the constitutional law, legislation and statutory provisions, judicial precedents, customs, and juridical opinions. The Hanafi School of fiqh, originated in Iraq. In the 17th century, Iraq came under Ottoman rule, which introduced several new codes into Iraq’s legal system. These included civil, penal and commercial codes based on the European legal systems. After World War I, British Mandate was established in the region. This brought to an end, the control exercised by the Turkish Ottomans on Iraq. As such, Ottomans could not implement the Ottoman Law of Family Rights (OLFR) 1917 in Iraq (Legal History). The British administrators did not implement the OLFR because it was not a part of local law. In addition, there were an equal number of Shia and Sunni members in Iraq. After the Arab Revolt, King Faisal established a kingdom in Iraq in the year 1921. In 1932, Iraq obtained full independence from the British. The monarchy of King Faisal was overthrown in 1958, by a military coup; and Iraq became a republic. The Iraqi Law of Personal Status provides that the courts should deliver judgments, in accordance with the principles of Islamic Sharia law. Thus, the customary Islamic Sharia law constitutes the source of law in Iraq. This was confirmed by Article 1 of the Civil Code (Legal History). There are two important schools of fiqh in Iraq, namely the Jafari and Hanafi schools. In addition, Iraq contains other religious minority groups, like the Christians, Jews and Yezidis. It adopted a provisional constitution on 22 September 1968, and Article 4 of this constitution, declares Islam to be the state religion (Legal History). Iraq has adopted a legal system that is founded on European civil and Islamic law. However,

Global currency Essay Example | Topics and Well Written Essays - 750 words

Global currency - Essay Example From the chart above, there are signs that the Rand attempts to gain against the US Dollar periodically by moving down to around 6.5 to a Dollar. However, in most of the times, it fluctuates and reaches highs of about 7.3 against the Dollar. Over the past month or so though, the Rand has really lost grounds to the US Dollar and has risen to highs of about 8.4 per Dollar. This indicates that there is potential for further escalations in the value of the Dollar against the Rand. The Rand can therefore be seen as a weaker currency in relation to the US Dollar and on the global markets. Figure 2 above shows the relationship between the South African Rand and the European common currency, the Euro. It is also seen that the Euro is stronger than the Rand. On the average, the Rand trades at about 9.5 to the Euro. Although there were times that the Rand gained and got to almost 8.5 to the Euro, most of the time, the Rand remains above the 9.5 mark. However, in the past three months, the Euro has strengthened further at levels over R10 per Euro. It is currently trading at 11 Rands per Euro. This shows that there is room for further appreciation of the Euro against the Rands. Aliber stated in 1970 that â€Å"the stronger a countrys currency, the more likely it is to invest in another country and the weaker the currency, the less likely it is to invest in another country† (Goldstein,1991 p1976). This assumption Aliber made is tried and tested in numerous empirical tests. Aliber & Click (1993, p97) identifies that there is a capital market bias towards businesses from a stronger currency nation. In this case, it will be better for a US based business to operate in South Africa. Sharan (2002, p70) explains that the reason why businesses from countries with stronger currencies succeed in weaker currency nation is that it is much more easier to capitalize income in a weaker