Tone-groups and clause structure in Swahili

1974 ◽  
Vol 37 (1) ◽  
pp. 137-147 ◽  
Author(s):  
Joan Maw
Keyword(s):  
Lexical Item ◽  
General Description ◽  
Clause Structure ◽  
Unpublished Study ◽  
Group Type ◽  
The Subject ◽  
A Minor

In a recent (and as yet unpublished) study of Swahili intonation (John Kelly and Joan Maw) it was pointed out that the neutral situation vis-à-vis grammar is to have one tone-group corresponding to one clause (except under certain predictable conditions), and within the tone-group to have two points of reference, named the ‘salient’ and the ‘tonic’, whose neutral positions (again except in certain predictable cases) are respectively on the first lexical item and on the last item in the clause. Any other arrangement constitutes ‘special’ intonation. Amongst other conclusions, it was tentatively hypothesized that special intonation of the multiple tone-group type seemed to correlate with marked clause structure. Marked clause structure, as defined in Maw, Sentences in Swahili, London, 1969, designated clauses with marked sequence of elements of structure, such as the Subject following the Predicator, the Complement preceding the Predicator, the Subject and Predicator separated by an Adjunct, and so on (the neutral situation being generally the sequence (A)SPC(A)); and also discontinuous clauses. The hypothesis that multiple tone-groups and marked clause structure might show correlation could only be tentative, because in the passages used for the Kelly and Maw study marked clause structure was not particularly frequent. But in the most varied text there were 36 clauses with marked sequence of elements, of which 28 had multiple tone-groups. Moreover there were only 37 clauses with multiple tone-groups in all in that text. This particular point about possible correlation was, of course, only a minor suggestion in a general description, but it seemed worth looking into more closely.

Mela's Phoenician Geography

2000 ◽  
Vol 90 ◽  
pp. 70-94 ◽  
Author(s):  
Roger Batty
Keyword(s):  
English Translation ◽  
Technical Writing ◽  
Roman Period ◽  
Poor Reading ◽  
History Of Cartography ◽  
History Of ◽  
The Subject ◽  
Many Sources ◽  
A Minor ◽  
Ancient Geography

The appearance in 1998 of F. E. Romer's English translation of Pomponius Mela's De Chorographia has helped to raise further the profile of this previously rather obscure author. Indeed, since the publication a decade previously of the Budé edition by Alain Silberman, interest in Mela seems to have grown quite steadily. Important contributions in German by Kai Brodersen have widened our appreciation of Mela's place within ancient geography as a whole, and his role within the history of cartography has been the subject of a number of shorter pieces.One element common to all these works, however, is a continuing tendency to disparage both Mela himself and the work he created. This is typified by Romer, for whom Mela was ‘a minor writer, a popularizer, not a first-class geographer’; one ‘shocking reason’ for his choice of genre was simply poor preparation, ‘insufficient for technical writing in geography’. Similar judgements appear in the works of Brodersen and Silberman. Mela's inaccuracies are, for these critics, typical of the wider decline of geography in the Roman period. Perhaps such negative views sprang initially from a sense of frustration: it was counted as one of our author's chief defects that he failed to list many sources for his work. For scholars interested in Quellenforschung it makes poor reading. Yet, quite clearly, the De Chorographia has also been damned by comparison. Mela's work has been held against the best Graeco-Roman learning on geography during antiquity—against Strabo, Ptolemy, or Pliny—and it has usually been found wanting. Set against the achievements of his peers, his work does not stand close scrutiny. Thus, for most scholars, the text has been read as a failed exercise in technical geography, or a markedly inferior document in the wider Graeco-Roman geographical tradition.

Clause structure, case and agreement in Polish existential, possessive and locative sentences: A phase-based account

2018 ◽  
Vol 54 (4) ◽  
pp. 637-696
Author(s):  
Joanna Błaszczak
Keyword(s):  
Information Structure ◽  
Clause Structure ◽  
External Argument ◽  
Case Alternation ◽  
Crucial Question ◽  
Existential Sentences ◽  
The Subject ◽  
The Difference ◽  
Event Variable

Abstract In this paper it will be argued that the difference between existential and locative sentences is primarily structurally encoded at the vP/VP level (at the first phase of a derivation). The crucial question is which argument of the verb BE (the Location or the nominal argument (“Theme”)) is projected as the “external argument”, i.e., which argument is the subject of inner predication. In the case of existential sentences it is the Location argument which is the subject of inner predication, and in the case of locative sentences it is the nominal argument. The subject of inner predication becomes by default also the subject of outer predication, i.e., the topic of the sentence. Hence, in the case of locative sentences the nominal argument is the subject of outer predication, i.e., the topic of the sentence, and in the case of existential sentences it is the Location which becomes the topic. (Or, alternatively, the actual topic (the subject of outer predication) might be the situational/ event variable, and the Location functions as a restriction on it.) However, the actual arrangement of constituents in the sentences under discussion, as in any other Polish sentence, is determined by the pragmatic/communicative principles. Given this, it is reasonable to think that the NOM/GEN case alternation in negated existential/locative sentences is primarily a matter of syntax, and not one of information structure or scope of negation. The analysis will be modeled in accordance with the phasal model of Chomsky (2000 et seq.).

scholarly journals The location of the adverbial modifier in the modern Erzya and Finnish languages

2018 ◽  
Vol 10 (3) ◽  
pp. 64-69
Author(s):  
Evgeniya N. Muhina ◽  
Tatiyana N. Potapova
Keyword(s):  
Comparative Method ◽  
Research Topic ◽  
Parts Of Speech ◽  
Complex Sentences ◽  
Time Period ◽  
Minor Part ◽  
The Subject ◽  
Adverbial Modifiers ◽  
A Minor

The syntactic system in the Erzya and Finnish languages in comparative terms still remains insufficiently studied, in particular, regarding the syntactic location of such a minor part of a sentence as adverbial modifier. The relevance of the research topic is conditioned by the fact that in the Erzya and Finnish languages the location of adverbial modifiers depends not only on the purpose of the sentence and the part they refer to, but also on the parts of speech. The purpose of the work is to characterize and compare the location of adverbial modifier in the languages. The subject is the location of the adverbial modifier in the modern Erzya and Finnish languages. The material of the study was the adverbial modifiers in the Finno-Ugric languages in simple and complex sentences. In the course of the study, a comparative method was used. The research showed the following facts: from several adverbial modifier of time, the first place in the sentence is given to the adverbial modifier indicating a longer time period and the second one is to the adverbial modifier defining the former. If several adverbial modifiers are combined in one sentence, the adverbial modifier of time goes first, then there is an adverbial modifier of place. In the studied languages, adverbial modifiers of manner, place, time, purpose can be found at the beginning of the sentence, and at the end.

scholarly journals Mistake of fact and endangering actions as circumstances which can affect differentiation of criminal responsibility for unfinished crime

2020 ◽  
pp. 286-290
Author(s):  
Natalia Antoniuk
Keyword(s):  
Social Relations ◽  
Criminal Responsibility ◽  
Human Life ◽  
Subjective Evaluation ◽  
Criminal Code ◽  
Special Part ◽  
The Subject ◽  
Severe Punishment ◽  
A Minor ◽  
Legal Consequences

 Most of the aspects of differentiation of criminal responsibility for unfinished crime though being discussional, are duly researched in the criminal scientific studies. However, the sphere of unresearched institutes exists enabling us to speak about its influence on differentiation of criminal responsibility. This institutes are the mistake of fact and so called “delicts of endangering” The purpose of this research is to analyze the differentiated influence on criminal responsibility of crimes committed with the feature of mistake of fact and of delicts of endangering. It is planned to illustrate, basing on certain examples, the importance of these institutes for differentiation of criminal responsibility. By the way, the task of this article is to reveal the shortcomings of criminal law in force and to make propositions on their removing. Up to date, taking into consideration the provisions of part 3, 4 of Article 68 of the Criminal Code of Ukraine, the court can`t impose punishment on person, guilty of committing a crime under effect of mistake of fact, qualified as attempt, higher than 2/3 of the maximal severe punishment (envisaged in article of special part of the Criminal Code). The court, as well, can`t (in most cases) impose life imprisonment even when the damage totally equals the damage caused by finished crime. For instance, planning to kill with mercenary motives a minor, the guilty person kills an adult. This action can’t be qualified as finished crime, as the mistake of victim occurs. Nevertheless, object of human life is objectively damaged. So, the crucial necessity to make equal between each other finished crime and crime, committed under influence of mistake of fact, is evident. Differentiating criminal responsibility in situations when damage is desired by the guilty person, the legislator in fact hasn’t bothered to duly differentiate criminal-legal consequences in case of endangering without the desire of such damage. That`s why it is of great importance to regulate by norms criminal actions which are endangering social relations with social dangerous damages, but don’t have the features of criminal aim, motive and desire of guilty person. This step can provide differentiated approach towards socially dangerous behavior, delimiting the estimation of act and consequence. It can concentrate the attention on subjective evaluation of potential consequences by guilty person, notwithstanding the factors, which often exist besides mental estimation of the subject.

What is Considered ‘Blended Learning’ in Higher Education?

2013 ◽  
Vol 4 (1) ◽  
pp. 108-116
Author(s):  
Vassilia Stefanou
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
General Description ◽  
The Subject ◽  
Blended Teaching

This paper attempts to explore and critically compare the various definitions given to blended learning, primarily within the area of Higher Education. It starts with a general description of blended learning and its main characteristics, along with the reasons underlying its popularity and the criticism against it. The concepts of ‘blended learning’ and ‘blended teaching’ are compared and contrasted, while possible synonyms and various definitions are presented and analysed. Moreover, the absence of definitions in various papers is also commented, and, finally, opportunities for further research in the subject are identified.

From Commerce to Society: Expanding the Domain of Marketing Education

1998 ◽  
Vol 4 (2) ◽  
pp. 18-24
Author(s):  
Susan Dann ◽  
Peter Graham
Keyword(s):  
Nonprofit Organizations ◽  
Social Marketing ◽  
Tertiary Education ◽  
Undergraduate Curriculum ◽  
Student Interest ◽  
Generic Concept ◽  
Marketing Education ◽  
The Subject ◽  
A Minor ◽  
Social Causes

Despite conceptual developments of the 1970s which expanded the domain of marketing from a purely business orientation to incorporate wider social causes, marketing education has continued to be dominated by the commercial perspective. Issues such as the appropriateness or otherwise of the application of marketing tools to the selling of ideas and changes in behaviors are usually only addressed as a special interest topic within general marketing courses. However, the expansion of interest in social marketing over the past decade has resulted in a greater demand for a more in-depth treatment of the subject in the tertiary education curriculum. One university which has taken the opportunity to develop the area of social marketing into a teaching specialization is Griffith University in Australia, which first offered a course devoted entirely to social marketing as part of the undergraduate curriculum in 1994. This paper outlines why and how the subject is taught and how it complements the broader curriculum of the university as well as including an overview of some of the special issues that arise in teaching a subject of this type. Between 1969 and 1972, the marketing discipline redefined and dramatically broadened its domain. First, Kotler and Levy (1969) broadened the concept of marketing, then Kotler and Zaltman (1971) specifically applied marketing to the arena of planned social change and, finally, Kotler (1972) articulated the generic concept of marketing. This generic concept — the dominant paradigm of the discipline — asserts the applicability of marketing to all kinds of exchanges, not just commercial exchanges between a customer and a supplier (Graham, 1993; Graham, 1994). This expansion of the application of the marketing concept to include nonprofit organizations, government bodies and social causes has provided a fertile ground for researchers. However, it has not yet become a significant, nor even normal, feature of marketing education within University programs. Griffith University in Australia is ideally suited to taking on the challenge of incorporating social marketing into the curriculum. Griffith University was established in 1971 with a view to broadening the discipline-based structures of traditional universities and has promoted the study and teaching of significant new fields. Evidence of this commitment includes the establishment of specialist faculties in Asian studies and environmental studies, areas not usually found in the older, more traditional universities. From its inception, multidisciplinary and interdisciplinary teaching and research has been actively encouraged at Griffith University. It was within this multi- and inter-disciplinary environment that the course in Social Marketing was developed. It is worth noting that the specialization in Social Marketing was developed in response to student interest, rather than as a result of a traditional inclusion or ideological assertion of relevance. Originally, social marketing was taught as a minor part of another undergraduate elective, Contemporary Issues in Marketing.

Slavoj Žižek and Communication Studies

2018 ◽  
Author(s):  
Robert McDonald
Keyword(s):  
Political Theory ◽  
Quantum Physics ◽  
Karl Marx ◽  
Academic Journal ◽  
Wall Street ◽  
Slavoj Zizek ◽  
Slavoj Žižek ◽  
The Subject ◽  
A Minor ◽  
Object Oriented Ontology

Slavoj Žižek stands as one of the most influential contemporary philosophical minds, stretching across a wide variety of fields: not just communication and critical/cultural studies, but critical theory, theology, film, popular culture, political theory, aesthetics, and continental theory. He has been the subject (and object) of several documentaries, become the source of a “human megaphone” during Occupy Wall Street, and become, while still living, the subject of his own academic journal (the International Journal of Žižek Studies). Žižek’s theoretical claim to fame, aside from his actual claim to fame as a minor “celebrity philosopher,” is that he weaves together innovative interpretations of G. W. F. Hegel, Karl Marx, and Jacques Lacan to comment on a variety of subjects, from quantum physics to Alfred Hitchcock films to CIA torture sites. While there are as many “Žižeks” as there are philosophical problem-spaces, Žižek proposes an essential unity within his project; in his work, the triad Hegel-Marx-Lacan holds together like a Brunnian link—each link in the chain is essential for his project to function. Further, his intentionally provocative work acts as a counterweight to what he views as the dominant trends of philosophy and political theory since the 1980s—postmodernism, anti-foundationalism, deconstruction, vitalism, ethics, and, more recently, speculative realism and object-oriented ontology.

scholarly journals The testimony of a minor: when does a procedural truth correspond to a historical truth? / La testimonianza del minore: quando una verità processuale corrisponde ad una verità storica? / El testimonio del menor: ¿cuándo una verdad procesal corresponde a una verdad histórica?

2019 ◽  
Author(s):  
Luisa Marra
Keyword(s):  
Child Abuse ◽  
Complex Phenomenon ◽  
Psychological Violence ◽  
Criminal Trials ◽  
The Subject ◽  
The Moment ◽  
Historical Truth ◽  
A Minor ◽  
Current Code

The child abuse in its various forms, physical, sexual and psychological violence, is a complex phenomenon, potentially able to alter not only the natural development of the subject abused, but also his ability to relate to others. This paper aims to point out the way that the child has to take from the moment he decided to take over being a victim of abuse at the time when it is called to testify about the abuse right away, with all the difficulties that this witness implies, not only for the child himself, but also for those who are called upon to decide and rule on the quality of that testimony. The art. 196 of the current Code of Criminal Procedure recognizes everyone the ability to testify, then, including minors. Nothing therefore prevents the operators from taking information from a child in criminal trials. Moreover, investigators have wide discretion not only "if" hearing the minor, but also on the methods to do it. This entails serious risks on the authenticity of the evidential result: mnestic lability, suggestibility, tendency to pander to the interlocutor's expectations, all of which are typical factors of the minor that can compromise the correct reconstruction of the facts.  RiassuntoL’abuso dell’infanzia, nelle sue diverse forme, fisica, sessuale e psicologica, è un fenomeno complesso, potenzialmente in grado di alterare non solo il naturale sviluppo del soggetto abusato, ma anche la sua capacità di rapportarsi agli altri. Il presente lavoro mira a sottolineare il cammino che il minore si trova a dover compiere dal momento in cui decide di rilevare il suo essere vittima di abuso al momento in cui è chiamato a testimoniare circa l’abuso subito, con tutte le difficoltà che tale testimonianza implica, non solo per il minore stesso, ma anche per coloro che sono chiamati a decidere e pronunciarsi sulla qualità di tale testimonianza. Il vigente codice di procedura penale all’art. 196 riconosce a chiunque la capacità di testimoniare, inclusi dunque i minori. Nulla vieta perciò, agli operatori, di assumere informazioni dal minore nell’ambito del procedimento penale. Per di più gli investigatori godono di ampia discrezionalità non solo sul “se” sentire il minore, ma anche sulle modalità di questa audizione. Ciò comporta seri rischi sulla genuinità del risultato probatorio: labilità mnestica, suggestionabilità, tendenza ad assecondare le aspettative dell’interlocutore, che sono tutti fattori tipici del soggetto minorenne che possono compromettere la corretta ricostruzione dei fatti.  ResumenEl maltrato infantil, en sus diversas formas, física, sexual y psicológica, es un fenómeno complejo, potencialmente capaz de alterar no sólo el desarrollo natural del sujeto maltratado, sino también su capacidad de relacionarse con los demás. El presente trabajo pretende subrayar el camino que el niño debe recorrer desde el momento en que decide detectar su condición de víctima de abuso hasta el momento en que es llamado a testificar sobre el abuso sufrido, con todas las dificultades que este testimonio implica, no sólo para el propio niño, sino también para aquellos que están llamados a decidir y pronunciarse sobre la calidad de este testimonio. El actual Código de Procedimiento Penal, en su artículo 196, reconoce la capacidad de toda persona para testificar, incluidos los menores de edad. Por lo tanto, no hay nada que impida a los operadores obtener información del menor en el contexto del proceso penal. Además, los investigadores gozan de un amplio margen de discrecionalidad no sólo en cuanto al "si" de la audiencia del menor, sino también en cuanto a las modalidades de la misma. Esto conlleva graves riesgos sobre la autenticidad del resultado probatorio: discapacidad mnésica, sugestión, tendencia a cumplir con las expectativas del interlocutor, todos ellos factores propios del sujeto menor que pueden comprometer la correcta reconstrucción de los hechos.

Nguyen Trai's Binh Ngo Dai Cao of 1428: The Development of a Vietnamese National Identity

1979 ◽  
Vol 10 (1) ◽  
pp. 159-174 ◽  
Author(s):  
Stephen O'Harrow
Keyword(s):  
National Identity ◽  
A Priori ◽  
Modern History ◽  
Chinese Tradition ◽  
Institutional Differences ◽  
The Subject ◽  
A Minor ◽  
Chinese Empire ◽  
Significant Bearing

The question of a national identity for Vietnam has long plagued historians, both Vietnamese and foreign. Some see Vietnam throughout its pre-modern history as a minor appendage of the Chinese Empire, one whose culture and institutions are so thoroughly influenced by the Chinese tradition that they evade meaningful individual scrutiny. A few apply the tools of Sinology in such a way as to reach conclusions which, while cogent in themselves, cannot escape the confines of their methodology. Others, including a majority of scholars from Vietnam itself, reject the former view and are continuously searching for evidence to demonstrate the uniqueness of the Vietnamese experience. There is little merit in the a priori assumptions of either school, but this does not invalidate the question. It would be of particular interest to know not simply whether some significant differences existed between Vietnamese and Chinese institutions at various points throughout history but whether these institutional differences had a significant bearing on a sense of nationalism and whether such differences resulted at least partially from a selfconception on the part of Vietnamese thinkers, one consciously held and pursued. The Binh Ngo Dai Cao provides us with some intriguing clues. It is, as well, a narrative document of great literary worth and the subject of constant allusion, the background of which could bear illumination for purely historical interest.

The Formation of the ‘Crusade Idea’

1970 ◽  
Vol 21 (1) ◽  
pp. 11-31 ◽  
Author(s):  
E. O. Blake
Keyword(s):  
The Other ◽  
Christian Tradition ◽  
Relative Importance ◽  
First Crusade ◽  
Holy Places ◽  
Unique Experience ◽  
The Subject ◽  
Set Up ◽  
The One ◽  
A Minor

In order to understand the crusading movement it has always been necessary to define what was understood by the ‘crusade’ as a religious exercise within the Christian tradition. This attempt to identify the ‘crusade idea’ goes back to the earliest commentators on the First Crusade, but has gained increasing vitality during the last thirty years. It is not a matter of weighing the relative importance of, on the one hand, the religious and, on the other, the secular or political motives, but of describing the content of the nova religio as such. In this sense Erdmann, who first set up the subject as capable of disciplined study, traced the antecedents in socio-religious forms of behaviour without which the Kreuzzugsidee could not have been conceived, regarding it as in its essentials formulated at the launching of the First Crusade, with Jerusalem as only a minor and ancillary target. Alphandéry, to single out another notable contributor to this type of study, diagnosed the dramatic emergence of a distinctive idée de croisade during the very course of the First Crusade, concentrated on the deliverance of the Holy Places, a unique experience never to be wholly repeated. Another notion of the ‘crusade’ was developed by Rousset—an institution de salut with its characteristic ideology, entertained generally during the first half of the twelfth century.5 There are studies also of the ideas associated with crusading in the crusade appeals, preaching, justification and criticism of the twelfth and thirteenth centuries, in the forms of procedure, and in Latin and vernacular poetry.

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