Seminar paper from the year 2001 in the subject English Language and Literature Studies - Linguistics, University of Duisburg-Essen (Foreign Languages), course: Hauptseminar Language Acquisition, SS 2001, 67 entries in the bibliography, language: English, comment: Very good paper Excellent English , abstract: Anyone who has seen and heard a child speak his/her first words and who has noticed how much language determines the progress of a child in becoming independent of his/her parents and in mastering interaction with others must have wondered why it is that children can fulfil such an obviously complex task in such a surprisingly little time with seemingly little effort. It appears almost impossible that the child can achieve so much all by himself/herself. Thus, quite frequently, people consider the linguistic input that is available to the child as a crucial factor for the child's language acquisition: "It is no wonder that he has learned to speak so fast, with so many people around speaking to him and showing him how to speak " is an utterance I heard quite often when my son was at the age when he started producing his first words. But did I really help him to learn language? Of course, I noticed my own speech modifications as well as that of other people when conversing with him. But does this special register, which nearly everyone (at least in our western culture) seems to adapt when adressing children, really make a difference? Do we even teach our children to speak? I will not attempt to answer these questions in the present paper, as much more research is needed in this area. However, I want to give an overview on the different features of the language used when adressing children. It will be shown on which principles of modification these features are based and which functions they might serve for the child. Moreover, it will be argued that some features of the speech to children may possibly facilitate language acquisition, but that the language

Seminar paper from the year 2000 in the subject American Studies - Linguistics, grade: 1,3, University of Duisburg-Essen, course: Psycholinguistics, 17 entries in the bibliography, language: English, abstract: How do children learn to speak? And why? Do all children start to use language at some age? Or do they need a certain "trigger"? Is our ability to use a language innate? Or are we conditioned to use language as a response to our environment? There are many other questions to be raised, for example about the function of a language, the process of acquisition, or the meaning of the term "language" as such. Psycholinguistics tries to answer at least some of these questions. "Psycholinguistics is the name given to the study of the psychological processes involved in language. Psycholinguists study understanding, producing, and remembering language. ...] They are] concerned with listening, reading, speaking, writing, and memory for language ...] and] interested in how we acquire language, and the way in which it interacts with other psychological systems." (Harley, 1995: p.1) Thus, psycholinguistics is concerned with "(...) the correlation between linguistic behaviour and psychological processes thought to underlie that behaviour (...)" (Crystal, 1992: p. 291). Due to its interdisciplinary nature, psycholinguistics has been influenced both by linguistic and psychological findings and theories. One of the main psychological schools which have contributed to psycholinguistic theories is behaviourism. Although early behaviourism was not concerned with language as such, but rather with the observation of any (animal or human) behaviour, Burrhus Frederic Skinner (1904-1990) later focussed his interest on verbal behaviour. He employed behaviouristic methods and tried to describe the acquisition process as a complex form of conditioning. One of his aims was to apply his findings in the development of new teaching methods. This paper is designed to give a brief overview on

Sugarcane is the source of over three quarters of the world's sugar, and is grown widely in the tropics and sub-tropics. Despite rising demand, average yields have not increased significantly, partly because of continued vulnerability to pests and diseases. In addition, cultivation has been seen as damaging biodiversity and soil health with a negative effect on both yields and the environment. This volume summarises the wealth of research addressing these challenges. Volume 2 reviews advances in breeding and the management of pests and diseases. Part 1 assesses the latest research on sugarcane genetics, physiology and genetic diversity, and how this is informing advances in conventional, marker-assisted and transgenic breeding techniques. Part 2 discusses progress in understanding bacterial, fungal and viral diseases and their management, as well as the management of insect and nematode pests as well as weeds. With its distinguished editor and international team of expert authors, this will be a standard reference for sugarcane scientists, growers, government and non-governmental agencies responsible for supporting and monitoring the impact of sugarcane cultivation. It is accompanied by a companion volume reviewing cultivation and sustainability issues.

"In this timely publication, Dr Rott has sourced contributions from scientists working on cane throughout the tropics...Richly referenced, this is both an informed and informative book that is well written. It will appeal to both researchers and cane growers." International Sugar Journal/Agribusiness intelligence Sugarcane is the source of over three quarters of the world's sugar, and is grown widely in the tropics and sub-tropics. Despite rising demand, average yields have not increased significantly, partly because of continued vulnerability to pests and diseases. In addition, cultivation has been seen as damaging biodiversity and soil health with a negative effect on both yields and the environment. This volume summarises the wealth of research addressing these challenges. Volume 1 reviews cultivation techniques and sustainability issues. Part 1 summarises current best practice in sugarcane cultivation across the value chain, from planting through to post-harvest operations. Part 2 looks at ways of measuring the environmental impact of sugarcane cultivation as well as ways of supporting smallholders. With its distinguished editor and international team of expert authors, this will be a standard reference for sugarcane scientists, growers, government and non-governmental agencies responsible for supporting and monitoring the impact of sugarcane cultivation. It is accompanied by a companion volume reviewing breeding, pest and disease management.

Studienarbeit aus dem Jahr 2001 im Fachbereich Sprachwissenschaft / Sprachforschung (fachubergreifend), Note: 1,3, Universitat Duisburg-Essen, Veranstaltung: Vom Vorurteil zum Urteil, 17 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Lehrer sind faul, haben viel mehr Freizeit als normale" Berufstatige und sind nicht in der Lage, ihre eigenen Kinder zu erziehen. Schuler sind desinteressiert, versuchen sich vor verantwortungsvollen Aufgaben zu drucken und haben zu wenig Erfahrung, um bei den Erwachsenen mitreden zu konnen. Die Schule ist nicht in der Lage, aus den Kindern verantwortungsvolle, selbstandig denkende Erwachsene zu machen; das Leistungsniveau wird immer schlechter. Was fur Aussichten Selbst, wenn diese Ansichten uber Schule und uber die daran beteiligten Personen uberspitzt formuliert sind, so geben sie doch zumindest teilweise das typische Bild von Schule wieder, welchem man - in den Medien oder auch in privaten Gesprachen - immer wieder begegnet. Wie kommt es, dass gerade in solchen Bereichen wie Schul- und Ausbildungsstatten, die quasi ein Spiegelbild unserer Gesellschaft darstellen, da sie wie kaum ein anderer Bereich auch immer die gerade vorherrschenden Trends und Moden aufnehmen und sich die gesellschaftlichen Veranderungen immer zuerst hier herauskristallisieren, Vorurteile und stereotype Vorstellungen eine so grosse Rolle spielen? Wenn schon das schulische Leben als Spiegelbild des gesellschaftlichen Lebens so vorurteilsbestimmt ist, wie sollen Schuler dann zu vorurteilsfreiem Denken erzogen werden? Ist das uberhaupt moglich? Die vorliegende Arbeit befasst sich nicht mit den angedeuteten Vorurteilen, die uber Schule, Lehrer oder Schuler bestehen. Sie soll vielmehr das Phanomen des Vorurteils aus verschiedenen Richtungen beleuchten. Als Lehramtsstudent in den Fachern Englisch, Franzosisch und Psychologie interessierte mich zum einen der psychologische Aspekt von Vorurteilen, deren Entstehung und Funktionen, und zum anderen, da ic