It all hinges on the vowels

2008 ◽  
Vol 11 (1) ◽  
pp. 73-89
Author(s):  
Heidi Swank
Keyword(s):  
Written Language ◽  
Writing Systems ◽  
Pedagogical Strategies ◽  
Actual Usage ◽  
Ethnographic Studies ◽  
Relative Independence ◽  
Actual Use ◽  
Definition Of ◽  
Ethnographic Examination ◽  
At Will

I argue that formal and ethnographic studies of written language could benefit from greater reciprocal engagement. Recent work on formal aspects of written language has made plain that orthographic typology can help us to understand readers’ phonological awareness as well as inform and shape pedagogical strategies. However, much work on orthographic typologies has not examined actual use of writing systems. Peter Daniels stated that writing can be “adapted … at will” (1996a:2). This notion of adaptability of writing poses problems for studies of writing systems that do not look at its actual usage. Through a cross-orthographic study of writing adaptability, I suggest that an ethnographic examination of writing systems challenges the definition of the term alphasyllabary proposed in Bright (1999). I offer that a focus on the relative independence of vowels and consonants provides a solid typological classification system that accounts for changes and current variability in writing system usage.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

scholarly journals Frequency distributions of punctuation marks in English

English Today ◽  
2018 ◽  
Vol 35 (4) ◽  
pp. 23-35
Author(s):  
Kun Sun ◽  
Rong Wang
Keyword(s):  
Semantic Information ◽  
Written Language ◽  
Writing Systems ◽  
Frequency Distributions ◽  
Textual Structure ◽  
Syntactic Relations

The analysis of punctuation in philology is mainly carried out with a view to better understand the meaning of the literature concerned. Punctuation is generally believed to play the role of ‘assisting the written language in indicating those elements of speech that cannot be conveniently set down on paper: chiefly the pause, pitch and stress in speech’ (Markwardt, 1942: 156). Most of us often ignore the importance of punctuation in writing systems and tend to believe that punctuation only depends on tradition and the personal styles of writers. In fact, punctuation marks may contribute significantly to the clarity of expression. Many linguists associate punctuation with intonation, but the truth is more complex than that – punctuation marks may affect orthography, morphology, syntactic relations, semantic information, and can even influence textual structure.

Education for Sustainable Development and Global Citizenship

2021 ◽  
pp. 67-85
Author(s):  
Francisco Parrança da Silva ◽  
Bruna F. Batista
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Global Citizenship ◽  
Descriptive Analysis ◽  
School Context ◽  
Education For Sustainable Development ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Global Citizens ◽  
Definition Of

The education of global citizens prepared to live with each other and one another in a fair, respectful and sustainable way has taken a high place at the heart of education systems, politics and practices in different parts of the world. This document presents a systematic review, carried through a survey of a cohort of articles that portray pedagogical practices of Education for Sustainable Development (ESD) and/or Global Citizenship of children (three-to-thirteen) in school context. For this systematic review three search phases/stages were performed/took place: a) definition of keywords, b) definition of exclusion and inclusion criteria, and c) construction of three tables that will serve the purpose of data collection for later analysis. A descriptive analysis will be carried out as a way of assessing which pillars of Sustainable Development (SD), sustainability themes, pedagogical strategies and key competences for SD are most representative in reported practices in early childhood education.

Applications of Geographical Information System in E-Government

2011 ◽  
pp. 80-86
Author(s):  
Y. Yongling
Keyword(s):  
Information System ◽  
Spatial Analysis ◽  
Geographical Information System ◽  
Real World ◽  
Spatial Data ◽  
Geographical Information ◽  
The Real ◽  
Definition Of ◽  
At Will

Geographical information system (GIS) is one kind of information system that handles spatial data. It is difficult to give one definitive definition about GIS (Heywood, Cornelius, & Carver, 2002; Maguire, Goodchild, & Rhind, 2001). This variety of definitions can be explained by the fact that any definition of GIS will depend on who is giving it, and their background and viewpoint (Pinkles, 2002). The complete definition of GIS is selected here as: “a set of tools for collecting, storing, retrieving at will, transforming, and displaying spatial data from the real world for a particular set of purposes”(Burrough, 1986, p. 6). As an important part of e-government, is that it has functions of cartography, manages spatial data and spatial analysis.

Modellen en Metingen Van Taalvaardigheid

1998 ◽  
Vol 58 ◽  
pp. 169-178
Author(s):  
Kees de Glopper ◽  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Individual Differences ◽  
Language Production ◽  
Written Language ◽  
Language Ability ◽  
General Definition ◽  
Definition Of ◽  
Reading Models

This article contains a concise discussion of models and measurement of language ability. A general definition of the concept language ability is given, Subsequendy, psycholinguistic models of oral and written language production and comprehension are discussed. The nature and extent of individual differences in language ability are illustrated by means of a discussion of LI reading. Models of language ability are reviewed and areas in need of further research are identified. In conclusion, some tentative answers to pertinent questions on components, development and transfer of language ability are presented.

Ethnography Across Borders

2019 ◽  
Author(s):  
Marta Sánchez
Keyword(s):  
Cultural Representation ◽  
Border Crossing ◽  
Border Crossings ◽  
Daily Lives ◽  
Ethnographic Studies ◽  
Community Participant ◽  
The Social ◽  
Representation Language ◽  
Definition Of ◽  
Potential Shifts

Ethnography is about cultural representation, which implies a gaze and set of questions and assumptions about who is being represented, by whom, and what for. In this sense, ethnography always is conducted across borders where borders imply a set of differences to confront and understand, even while the ethnographer is expected to effectively overcome these through embedded practice in the field. If the enterprise of conducting these studies is always marked by border crossing, then what are the different ways in which border crossings happen in knowledge production through ethnography? How does the definition of “border” change the way ethnographic studies are performed? Potential shifts in the meaning of “borders” heightens the importance of interrogating cultural representation, the social locations that ethnographers occupy, see, and speak from, and how perspectives on cultural representation and actual representations will differ. These dynamics build up when, as here, ethnography across borders implies the presence of the nation-state, either as palimpsest or direct actor in the relations and daily lives of the community-participant in the ethnography. Borders are necessarily evoked—geopolitical, social, cultural, national, regional, global, and personal ones, such as gender, race, class, and ethnicity. Ethnography across borders emerges in this instance as a methodology and a stance to deconstruct the ways in which ethnographers and ethnographies are radically situated in their own histories, and how radical contextualization of those histories is required to understand across borders and uncover the limits of cultural representation, language, and ethnography as a tool to understand the lives of people, their histories, and communities.

Basil of Caesarea’s Uses of Origen in His Polemic against Astrology

2014 ◽  
Vol 18 (3) ◽  
Author(s):  
Adam D. P. Rasmussen
Keyword(s):  
Relative Independence ◽  
Question And Answer ◽  
Rhetorical Form ◽  
Definition Of

AbstractBasil of Caesarea, in his polemic against astrology (Homiliae in hexaemeron 6,5−7), makes direct, creative uses of Origen’s anti-astrological treatise (Philocalia 23). My argument is based on an identical context, namely the interpretation of Gen 1:14b, and five close similarities in content, some verbatim, between Basil’s sermon and Origen’s anti-astrological polemic (and in one case a passage from De principiis). These five similarities are on the topics of the definition of genethlialogy, the system of genethlialogy, aspects, the life of the stars, and fatalism. In each instance, Basil uses Origen in a different way. These uses run the gamut from the wholesale adoption of Origen’s definition of genethlialogy to the refutation of Origen’s belief that the stars are alive. Adaptation is necessitated, not only by Basil’s inherent creativity and relative independence from Origen, but by the fact that the rhetorical form of Basil’s treatment is different from Origen’s: whereas Origen offers a commentarial treatment with a systematic question-and-answer structure, Basil’s argument is a rhetorically sophisticated diatribe, which uses sarcasm and mockery to entertain as well as persuade its audience. Basil uses Origen sometimes freely, sometimes verbatim, but always critically, to support his own goals.

scholarly journals An Integrated Support to Collaborative Semantic Annotation

2017 ◽  
Vol 2017 ◽  
pp. 1-12 ◽  
Author(s):  
Annamaria Goy ◽  
Diego Magro ◽  
Giovanna Petrone ◽  
Claudia Picardi ◽  
Marco Rovera ◽  
...  
Keyword(s):  
Information Overload ◽  
Semantic Annotation ◽  
Collaborative Work ◽  
Collaborative Systems ◽  
Shared Resources ◽  
Final Choice ◽  
Actual Usage ◽  
Collaborative Annotation ◽  
Support Mechanisms ◽  
Definition Of

Everybody experiences every day the need to manage a huge amount of heterogeneous shared resources, causing information overload and fragmentation problems. Collaborative annotation tools are the most common way to address these issues, but collaboratively tagging resources is usually perceived as a boring and time consuming activity and a possible source of conflicts. To face this challenge, collaborative systems should effectively support users in the resource annotation activity and in the definition of a shared view. The main contribution of this paper is the presentation and the evaluation of a set of mechanisms (personal annotations over shared resources and tag suggestions) that provide users with the mentioned support. The goal of the evaluation was to (1) assess the improvement with respect to the situation without support; (2) evaluate the satisfaction of the users, with respect to both the final choice of annotations and possible conflicts; (3) evaluate the usefulness of the support mechanisms in terms of actual usage and user perception. The experiment consisted in a simulated collaborative work scenario, where small groups of users annotated a few resources and then answered a questionnaire. The evaluation results demonstrate that the proposed support mechanisms can reduce both overload and possible disagreement.

scholarly journals Writing systems as modular objects: proposals for theory design in grapholinguistics

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Martin Neef
Keyword(s):  
Solution Space ◽  
Written Language ◽  
Writing System ◽  
Writing Systems ◽  
Specific Level ◽  
Language System ◽  
The Status ◽  
Pertinent Question ◽  
Typical Component ◽  
Notational System

AbstractThis paper gives an outline of the Modular Theory of Writing Systems by answering the question: what are the elements or modules that are necessary for a writing system to work? A writing system is a notational system for a natural language. Based on this characterization, it is obvious that a necessary component of a writing system is a specific language system. What eventually constitutes a writing system in addition to this language system is a device that, put simply, relates units of a language system to units of a script. This component is termed ‘graphematics’ in the present framework and is regarded as a necessary module of a writing system. Above that, another typical component of writing systems, namely ‘systematic orthography’, applies to the ‘graphematic solution space’ and restricts the spelling possibilities of specific words in accordance to their belonging to a specific level of the vocabulary of the language. Supplemented by reflections on the status of scripts as well as of IPA as a writing system, an answer is finally given to the pertinent question how spoken language and written language are related to each other. The answer is that this relation is of a considerably indirect nature.

A Survey of Coaches and Athletes about Sport Psychology in New Zealand

1991 ◽  
Vol 5 (2) ◽  
pp. 140-151 ◽  
Author(s):  
Jane Sullivan ◽  
Ken P. Hodge
Keyword(s):  
New Zealand ◽  
Sport Psychology ◽  
Positive Response ◽  
General Definition ◽  
Future Research ◽  
Psychological Skills ◽  
Actual Use ◽  
Sport Psychologist ◽  
Definition Of ◽  
Practical Recommendations

This investigation examined the current use and status of sport psychology in New Zealand. National coaches (n=46) and elite athletes (n=68) completed appropriate questionnaires that assessed their perceptions of sport psychology. They also indicated the importance of and the success they felt they had in changing and/or developing 21 psychological skills. Finally they were asked about their actual use of sport psychology and any problem areas. A general definition of sport psychology was given and sport psychology was rated by both coaches and athletes as being very important. Most coaches and athletes reported using it regularly. A positive response was received, with virtually all coaches and most athletes indicating they would be interested in having a sport psychologist work with them. Implications of the results are discussed and future research and practical recommendations are made.

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