Entry-marking ALLA GAR in Greek tragedy and Comedy

In Greek tragedy and comedy, a character arriving on stage may be announced by using the particle combination ἀλλὰ γάρ or καὶ μήν. Entry-marking ἀλλὰ γάρ is said by Denniston (1954) to be either “complex” (whereby ἀλλά goes with the main clause and γάρ with a dependent clause) or “simple” (both particles going with the main clause). Taking this as a starting point, all the instances of entry-marking ἀλλὰ γάρ are surveyed in the light of the PUSH and POP theory as expounded by Slings (1997). Similarities and differences between ἀλλὰ γάρ and entry-marking καὶ μήν are also pointed out, and brief conclusions are drawn thereof.

The Development of Construction Management System on Architect View in Our Country

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.368-373.3069 ◽

2011 ◽

Vol 368-373 ◽

pp. 3069-3073

Author(s):

Sheng Hui Chen ◽

Hui Min Li ◽

Xin Ma

Keyword(s):

Construction Management ◽

Management System ◽

Project Manager ◽

Building Construction ◽

Construction Site ◽

Site Management ◽

Credit System ◽

Starting Point ◽

Centralized System

In order to improve construction site management, we make the architect’ position as the starting point for our research ,analyze the similarities and differences between the project manager and the architect and transform the traditional building construction management system from centralized system into flat -like system. Furthermore, we propose that the implementation of the system must be assisted with the construction of credit system and the establishment and implementation of personal practice insurance system.

Read Like a Roman: Teaching Students to Read in Latin Word Order

Journal of Classics Teaching ◽

10.1017/s205863101800003x ◽

2018 ◽

Vol 19 (37) ◽

pp. 17-29

Author(s):

Katharine Russell

Keyword(s):

Word Order ◽

Reading Skills ◽

Main Clause ◽

Real Possibility ◽

Fluent Reading ◽

Latin Word ◽

Starting Point

For countless students of Latin (myself included), prevailing memories of Latin instruction involve being taught to unpick Latin sentences by racing towards the verb and securing the meaning of the main clause before piecing together the rest. However, this ‘hunt the verb’ approach, where one's eyes are jumping back and forth in search of the resolution of ambiguity, is not necessarily conducive to fluent reading of Latin (Hoyos, 1993). If, as so many textbooks and teachers vouch, we are aiming to unlock Roman authors for all students to read, then we need to furnish them with the skills to be able to read Latin fluently, automatically and with enjoyment, not engender in them a process more akin to puzzle-breaking. I chose to experiment with teaching students to read Latin in order, firstly because, as Markus and Ross (2004) point out, the Romans themselves must necessarily have been able to understand Latin in the order in which it was composed as so much of their sharing of literature happened orally. Indeed, as Kuhner (2016) and others who promote the continuation of spoken Latin have argued, this is still a very real possibility today. And secondly, because it is a skill which I, and others, believe to be teachable (Hansen, 1999; Markus & Ross, 2004; Hoyos, 2006; McCaffrey, 2009). Not only that, but whatever our starting point, Wegenhart (2015) believes that by encouraging these reading skills early, we can encourage our students to be ‘expert’ readers who will be able to enjoy reading Latin long after they have been through their exams.

Negative Words in Comparative Structures in French and Their Equivalents in Serbian

Journal for Foreign Languages ◽

10.4312/vestnik.9.9-24 ◽

2017 ◽

Vol 9 (1) ◽

pp. 9-24

Author(s):

Ljubica Vlahović ◽

Snežana Gudurić

Keyword(s):

Negative Word ◽

Main Clause ◽

Reduced Form ◽

Functional Equivalence ◽

Comparative Constructions ◽

Syntactic Differences ◽

In French and Serbian comparative constructions of equality and inequality, negative words are distributed according to their forms, meanings and functions.French negative words - ne most frequently complemented by a particle pas or some other negative word, a double particle ni…ni, as well as negative ne and a double particle ni…ni in Serbian appear in the main clause (but not in the dependent clause) of comparative constructions of equality and inequality. In comparative constructions of inequality with a positive main clause, French expletive ne appears in the dependent clause with the verb, while its equivalent in Serbian nego or no occurs as a connector at the beginning of the dependent clause.Negative words in the main clause of comparative constructions of equality make the French antecedents flexible: the reduced form si alternates with aussi, as well as reduced tant with autant, and Serbian ones stable: reduced tako (from isto tako) and reduced toliko (from isto toliko) are mandatory.The autonomous word isto (easily detachable) serves to enhance the meaning of equality.The French comparative constructions of inequality with a negative main clause may have a dependent clause without or with an expletive ne, while the equivalent Serbian constructions always have a dependent clause with nego or no containing an expletive ne.There is a semantic and a functional equivalence between the French and Serbian constructions, with some syntactic differences due to the systems of two languages.

Teachers’ folk pedagogies

Journal of Arts and Humanities ◽

10.18533/journal.v5i9.987 ◽

2016 ◽

Vol 5 (9) ◽

pp. 41 ◽

Cited By ~ 3

Author(s):

Marina Ilić ◽

Žana Bojović

Keyword(s):

Teaching Practice ◽

Scientific Literature ◽

Educational Practice ◽

Development Programs ◽

Education Practice ◽

Learning And Teaching ◽

Starting Point ◽

Teacher Professional ◽

Folk Pedagogies

In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background – folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers’ folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers’ folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers’ folk pedagogies, we will try to point out their significance and implications they have on education practice. Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one’s teaching practice is a result of the teacher’s willingness to reflect on his or her own folk pedagogies; and c) teachers’ folk pedagogies should be seen as the starting point for teacher professional development programs.

Expanding the Meaning of the Term “Document” as a Possible Factor of Reconsideration of the Objects of Bibliometrics, Scientometrics, and Informetrics. 2. Old Definitions of the Objects of “Metrices” in the Context of the New Definition of the Term “Document”

Scholarly Research and Information ◽

10.24108/2658-3143-2020-3-4-226-242 ◽

2020 ◽

pp. 226-242

Author(s):

V. S. Lazarev

Keyword(s):

Comparative Analysis ◽

Detailed Analysis ◽

Material Object ◽

Starting Point ◽

The Subject ◽

Broad Interpretation ◽

Definition Of ◽

Scientific Fields

Introduction. In the first part of the article, an attempt was made to trace some of the evolution of the concept of a “document”, which is now understood as any material object that can be used to obtain the information necessary for a person. In the second part, assuming that such an interpretation of the concept of a “document” is fruitful for possible reconsideration of viewpoints on the objects of bibliometrics, scientometrics and informetrics, a number of definitions of the objects of these three “metrices” have been examined with a speculative “inlining” the new meaning of the term “document” to the definitions of objects.Materials and methods. Comparative analysis of the viewpoints of the objects of bibliometrics, scientometrics and informetrics that were expressed in some examples of definitions of these scientific fields; speculative “inlining” the new meaning of the term “document” in them; consideration the meanings of the objects of “metrices” altered as a result of the mentioned “inlining”.Results. It is shown how noticeably the understanding of the objects of bibliometrics, scientometrics and informetrics can be revised as the result of the use of the updated “broad” interpretation of the concept of a “document” and how much the interpretations of the objects of bibliometrics, scientometrics and informetrics can be even closer in their meanings than previously was recognized.Discussion and conclusion. Such a comparative analysis of the objects of the “metrices” might be helpful for identifying both similarities and differences among bibliometrics, scientometrics and informetrics. This is important, since the awareness of them is an obvious starting point for the mutual enrichment of “metrices” with knowledge and concepts. A more complete and detailed analysis of representations of the objects of the “metrices” in comparison with the updated “broad” interpretation of the concept of the “document”, as well as a comparison of the methodological components of “metrices” is the subject of further research.

Talking About Greek Tragedy

Ramus ◽

10.1017/s0048671x00004823 ◽

1972 ◽

Vol 1 (1) ◽

pp. 26-47 ◽

Cited By ~ 1

Author(s):

James McCaughey

Keyword(s):

Greek Tragedy ◽

Study Word ◽

Works Of Art ◽

Starting Point ◽

Word Images ◽

Made In ◽

The Way

Greek plays were made in the theatre. We must watch our language when we talk about them, for we too are in the theatre. Most of us receive our critical training with works of art that are constructed and exist on the written page. We study word generating word, images interacting. And when we apply these techniques to plays we learn much; the way a playwright uses language, all the hidden things that make a play what it is. And some plays, an Ajax, or a Trojan Women, read so well that we are tempted to forget, or at least disregard that they were not in the first place made for reading. Not that the words are unimportant, but they point beyond themselves to realization in performance. They are as blueprints to a finished building.This does not mean that the critic must spend his time filling the gap between text and production. He will too soon find himself lost in speculation or tangled in archaeological problems. Rather, whatever we say of the words of a play must be conditioned by the fact that they are words for the theatre. A play cannot be something that it could not be on the stage. A sense of what it was in performance is at the same time the starting point and the final criterion of our criticism.

Approaches to first language acquisition

Australian Review of Applied Linguistics ◽

10.1075/aral.15.2.08dop ◽

1992 ◽

Vol 15 (2) ◽

pp. 137-150 ◽

Cited By ~ 2

Author(s):

Susanne Döpke

Keyword(s):

Language Acquisition ◽

Word Order ◽

First Language ◽

Main Clause ◽

First Language Acquisition ◽

Subordinate Clauses ◽

A bilingual child’s development of word order in German and English subordinate clauses was followed between three and five years of age, and a number of diversions from the development of word order in such clauses by monolingual children was noted. Of particular interest is the fact that incorrect dependent clause structures in German were more likely to be due to intra-language influences from German main clause structures than from English. The findings are discussed in the light UG claims made by Clahsen (1988) concerning the word order development in monolingual children.

A preliminary classification of different tasks that make use of uncertainty visualizations

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651281 ◽

2021 ◽

Vol 65 (1) ◽

pp. 134-138

Author(s):

Mahtab Eskandar ◽

Wayne C.W. Giang

Keyword(s):

Task Performance ◽

Uncertainty Assessment ◽

Starting Point ◽

Task Types ◽

Uncertainty Information ◽

Effective Design ◽

Preliminary Classification ◽

Initial Classification

Individuals often struggle with tasks that involve uncertainty. Uncertainty visualizations are a type of cognitive aid that provides uncertainty information to help people with performing these tasks. However, the literature has shown that uncertainty visualizations differ in the extent they improve individuals’ task performance. We hypothesize that differences in the tasks can account for some of this variability. In this study, we aimed to create an initial classification of task types based on studies on uncertainty visualizations by reviewing a diverse set of recent research involving uncertainty visualizations. We classified the experimental tasks found in these papers into four groups: uncertainty assessment, forecasting, decision making, and metacognition. Then, we reviewed the result of the experiments in terms of the similarities and differences in the use of uncertainty visualizations within and between tasks. This classification serves as a starting point for further research into the effective design of visualizations of uncertainty.

Beyond Resolving Dilemmas: Three Design Directions for Addressing Intrapersonal Concern Conflicts

Design Issues ◽

10.1162/desi_a_00401 ◽

2016 ◽

Vol 32 (3) ◽

pp. 78-91 ◽

Cited By ~ 4

Author(s):

Deger Ozkaramanli ◽

Pieter M. A. Desmet ◽

Elif Özcan

Keyword(s):

Subjective Wellbeing ◽

Potential Contribution ◽

Sunday Afternoon ◽

Birthday Party ◽

Starting Point ◽

Emotional Dilemmas

A potent way of designing for emotion is to design for concerns. However, people have multiple, and often, conflicting concerns. Such conflicts create emotional dilemmas: One may need to spend a Sunday afternoon working to meet a deadline, and at the same time, wish to attend a birthday party. In this paper, we consider conflicting concerns as a design opportunity: Any of the concerns can be a starting point for designing products or services that appeal to the users. However, we propose that the tension created by the conflict can be more inspiring than the involved concerns in isolation. In this paper, we present an analysis of 109 existing products through which we identify three directions these products seem to use to address users' dilemmas. These directions are resolving dilemmas, moderating dilemmas, and triggering dilemmas. We discuss the similarities and differences between these directions and their potential contribution to design fields such as designing for emotions and designing for subjective wellbeing.

Notes on the Text of Ovid, Heroides

The Classical Quarterly ◽

10.1017/s0009838800010417 ◽

1967 ◽

Vol 17 (1) ◽

pp. 136-144 ◽

Cited By ~ 2

Author(s):

James Diggle

Keyword(s):

Main Clause ◽

Critical Attention ◽

The Subject ◽

This couplet has escaped critical attention, even though it contains two anomalies. First the combination ut iam has lost its normal meaning ‘even granted that’ (e.g. Ars 1. 346 ut iam fallaris tuta repulsa tua est) and must be split into its two elements and iam translated as though it were tandem. Second, the reflexive adjective is used in a dependent clause to refer to the subject of the main-clause verb: though there is no reason why Ovid should not have used this licence for metrical convenience.