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The languages of the world differ with respect to argument extraction possibilities. In languages such as English, wh-movement is possible from Spec IP and from the complement position, whereas in languages such as Malagasy only extraction from Spec IP is possible. This difference correlates with the fact that these language types obey different island constraints and behave differently with respect to wh-in situ and superiority effects. The goal of this paper is to outline an analysis for these differences. The basic idea is that in contrast to languages such as English, in Malagasy-type languages every argument can be merged in the complement position of the selecting head.
Expletives as features
(2000)
Expletives have always been a central topic of theoretical debate and subject to different analyses within the different stages of the Principles and Parameter theory (see Chomsky 1981, 1986, 1995; Lasnik 1992, 1995; Frampton and Gutman 1997; among others). However, most analyses center on the question how to explain the behavior of expletives in A-chains (such as there in English or Þad in Icelandic). No account relates wh-expletives (as one finds them in so-called partial wh-movement constructions in languages such as Hungarian, Romani, and German) to expletives in Achains. In this paper, I argue that the framework of the Minimalist Program opens up the possibility of accounting for expletive-associate relations in A-/A'-chains in a unified manner. The main idea of the unitary analysis is that an expletive is an overtly realized feature bundle that is (sub)extracted from its associate DP. There in an expletive-associate chain is a moved D-feature which orginates inside the associate DP. Similarily, in A'-chains, the whexpletive originates as a focus-/wh-feature in the wh-phrase with which it is associated. This analysis provides evidence for the feature-checking theory in Chomsky (1995). The paper is organized as follows. Section 2 contains the discussion of expletive there. In section 3 I suggest an analysis for whexpletives, and I also explore whether this analysis can be extended to relations between X°-categories such as auxiliary and participle complexes.
In this paper I show that Clitic Climbing (CC) in Spanish and Long Scrambling (LS) in German (and Polish) are (im-)possible out of the same environments. For an explanation of this fact I propose a feature-oriented analysis of incorporation phenomena. The idea is that restructuring is a phenomenon of syntactic incorporation. In German and Polish, Agro incorporates covertly into the matrix clause and licenses LS out of the infinitival into the matrix clause. Similarily the clitic in Spanish, which is analysed as an Agro-head, incorporates into the matrix clause. I argue that this movement is necessary for reasons of feature-checking, i. e. for checking of an [+R]- or Restructuring-feature. In section 2 I discuss several differences between CC and LS. For example, the proposed analysis correctly predicts that clitics in contrast to scrambled phrases are subject to several serialization restrictions. Throughout the paper I use the term restructuring only in a descriptive sense, in order to describe the phenomenon in question.
Flight paths of homing pigeons were measured with a newly developed recorder based on GPS. The device consists of a GPS receiver board, a logging facility, an antenna, a power supply, a DCDC converter and a casing. It has a weight of 33g and works reliably with a sampling rate of 1/s with an operation time of about 3 h, providing timeindexed data on geographic positions, ground speed and altitude. The data are downloaded when the bird is recaptured. The devices are fixed to the birds with a harness. The measured complete flight paths show many details: e.g. initial loops flown immediately after release and large detours flown by some pigeons. We are here presenting 3 examples of flight paths from a release site 17.3 km Northeast of the home loft in Frankfurt. Mean speed in flight, duration of breaks and length of the flight path were calculated. The pigeons chose different routes and have different individual tendencies to fly loops over the village close to the release site.
This paper describes a first version of the GPS flight recorder for homing pigeons. The GPS recorder consists of a hybrid GPS board, a patch antenna 19*19 mm, a 3 V Lithium battery as power supply, a DCDC converter, a logging facility and an additional microprocessor. It has a weight of 33g. Prototypes were tested and worked reliably with a sampling rate of 1/sec and with an operation time of about 3 h. In first tests on homing pigeons 9 flight paths were recorded, showing details like loops flown immediately after the release, complete routes over 30 km including detours, rest periods and speed.
Location-based services (LBS) are services that position your mobile phone to provide some context-based service for you. Some of these services – called ‘location tracking’ applications - need frequent updates of the current position to decide whether a service should be initiated. Thus, internet-based systems will continuously collect and process the location in relationship to a personal context of an identified customer. This paper will present the concept of location as part of a person’s identity. I will conceptualize location in information systems and relate it to concepts like privacy, geographical information systems and surveillance. The talk will present how the knowledge of a person's private life and identity can be enhanced with data mining technologies on location profiles and movement patterns. Finally, some first concepts about protecting location information.
Mobile telephony and mobile internet are driving a new application paradigm: location-based services (LBS). Based on a person’s location and context, personalized applications can be deployed. Thus, internet-based systems will continuously collect and process the location in relationship to a personal context of an identified customer. One of the challenges in designing LBS infrastructures is the concurrent design for economic infrastructures and the preservation of privacy of the subjects whose location is tracked. This presentation will explain typical LBS scenarios, the resulting new privacy challenges and user requirements and raises economic questions about privacy-design. The topics will be connected to “mobile identity” to derive what particular identity management issues can be found in LBS.
Information literacy is a mosaic of attitudes, understandings, capabilities and knowledge about which there are three myths. The first myth is that it is about the ability to use ICTs to access a wealth of information. The second is that students entering higher education are information literate because student centred, resource based, and ICT focused learning are now pervasive in secondary education. The third myth is that information literacy development can be addressed by library-centric generic approaches. This paper addresses those myths and emphasises the need for information literacy to be recognised as the critical whole of education and societal issue, fundamental to an information-enabled and better world. In formal education, information literacy can only be developed by infusion into curriculum design, pedagogies, and assessment.
Navigating information, facilitating knowledge: the library, the academy, and student learning
(2004)
Understanding the nature and complementarity of the phenomena of information and knowledge lend not only epistemological clarity to their relationship, but also reaffirms the place of the library in the academic mission of knowledge transfer, acquisition, interpretation, and creation. These in turn reassert the legitimacy of the academic library as necessary participant in the teaching enterprise of colleges and universities. Such legitimacy induces an obligation to teach, and that obligation needs to be explored and implemented with adequate vigor and reach. Librarians and the academy must, however, concede that the scope of the task calls for a solution that goes beyond shared responsibilities. Academic libraries should assume a full teaching function even as they continue their exploration and design of activities and programs aimed at reinforcing information literacy in the various disciplines on campus. All must concede that need for collaboration cannot provide grounds for questioning the desirability of autonomous teaching status for the academic library in information literacy education