Variable Modality in Pintupi-Luritja Purposive Clauses

This paper investigates the modal and non-modal uses and readings of the purposive suffix in the Western Desert (Pama-Nyungan) language Pintupi-Luritja. It is shown that the suffix is associated with a range of root-modal readings, with some variability in modal force. The modal readings are investigated in a variety of non-upward-entailing environments and compared with those of other variable modal force languages as described in the literature. I suggest that the purposive suffix does not behave in the same way as in these languages, which suggests that the typology of variable force modality is not uniform. I conclude by suggesting a connection to the modality described in non-finite and nominalised environments in a number of other languages.

Thematic Roles and Events

Thematic roles have been put to various uses, including the definition of events. But there is another way of understanding this relationship: it might be the events that define the thematic roles they are associated with. We argue in favour of this approach with the complication that Talmy’s force dynamic roles should be seen as prior to both events and traditional roles. Force dynamic roles differ from traditional roles in that their number is limited to two, they are not found only within word meanings, and they can link to participants outside the sentence. We examine evidence that they play a role in both causation and modality, and provide an argument that while ditransitives involve a result or purpose relation, they should not be analysed as prototypically causative, as they involve variable force-dynamic transfer. The conclusion is that not only do events cause events, but also participants act on participants.

The Effect of Using Systemic Approach in Physics on the Achievement of the 2nd Intermediate Grade Students

The research aimed at investigating the effect of teaching by using systemic approach to get physics at 2nd intermediate grade students through verification of the null hypothesis which was put by the researcher . The researcher chose 2nd intermediate grade students in Humat Al-Watan Intermediate school – Baghdad education directorate – Al-Rasafa -1 intentionally, as a sample for the experiment. The sample consisted of (44) students (female) at amount of ( 22) student for experimental group , studied according to the systemic approach and (22) students for control group studied according to ordinary approach . Both groups were equivalent in variables ( time age by months , intelligence v, previous information ) . The researcher adopted achievement test consisted of ( 40 ) items ; experimental and objectivity . Credibility was checked by expose the items of the test to several experts and specialists . Also the test was analyzed by extracting difficulty coefficient and variable force and the efficiency of wrong alternatives , besides extracting fixation for the test .The researcher applied the experience in the second course of the academic year ( 2014 - 2015 ) . After applying the test upon both groups , correcting the mistakes of the students , analyzing the results statistically , it confirmed rejection of null hypothesis . According to the results ; the researcher discovered that the use of systemic approach has great effect in achievement comparing with ordinary . The researcher suggested some recommendations and proposals