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In the area of the Modern Greek verb, phenomena which consistently appear are headmarking, many potential slots before and/or after the verb root, noun and adverb incorporation, addition of adverbial elements by means of affixes, a large inventory of bound morphemes, verbal words as minimal sentences, etc. These features relate Modern Greek to polysynthesis. The main bulk of this paper is dedicated to the comparison of affixal and incorporation patterns between Modern Greek and the polysynthetic languages Abkhaz, Cayuga, Chukchi, Mohawk, and Nahuatl. Ultimately, a typological outlook for Modern Greek is proposed.
Pope Benedict XVI’s Regensburg lecture has been exposed by some learned voices of 'the Muslim world' as alluding, by the means of one particular quotation, to age-old stereotypes about Islam being an essentially violent creed in which moderation through reason has no legitimate place, and of representing Muhammadas an evil and inhuman man who preached that Islam should be spread by the sword. While none of these presumably 'Muslim' voices deny that the Pope has the right to express his opinions, even when they are plainly wrong in the face of historic facts that show how Islam and Christianity were spread (or were made to spread) across the world, he is criticised for a host of omissions in terms of intellectual honesty and factual accuracy. These omissions, it is argued here, cast an unfortunate light on the compatibility of scientific and religious rationality much advocated by the Pope in his 12 September 2006 lecture. This flagrant 'performative contradiction' (Habermas) leaves room for speculation about the true aim of the speech. Is Benedict XVI's appeal to theology as a legitimate academic discipline a credible attempt to explicate Roman Catholicism's rightful place in a modern world governed by liberal democracy and ethical-political pluralism, or is it a reflection of a move to restore the age-old, intolerant, anti-scientific, and anti-democratic legacy of the pre-Vatican II Catholic Church?
Children […] growing up with highly inflected languages such as Modern Greek will frequently hear different grammatical forms of a given lexeme used in different grammatical and semantic-pragmatic contexts. In spite of the fact that the Greek noun is not as highly inflected as the verb, acquisition of nominal inflection of this inflecting-fusional language is quite complex, comprising the three categories of case, number, and gender. As is usual in this type of language, the formation of case-number forms obeys different patterns that apply to largely arbitrary classes of nominal lexemes partially based on gender. Further, frequency of the occurrence of the three gender classes and case-number forms of nouns greatly differs in spoken Greek, regarding both the types and tokens. […] [A] child learning an inflecting-fusional language like Greek must construct different inflectional patterns depending not only on parts of speech but also on subclasses within a given part of speech, such as gender classes of nouns and inflectional classes within or (exceptionally) across genders. It is therefore to be expected that the early development of case and number distinctions will apply to specific nouns and subclasses of nouns rather than the totality of Greek nouns. The two main theoretical approaches of morphological development that will be discussed in the present paper are the usage-based approach and the pre- and protomorphology approach.
The Book as a landscape
(2007)
There is a long tradition of regarding landscapes as texts and texts as landscapes. Characterizing visually experienced nature as a text implies stressing its meaningfulness, its character as a message or an expression. According to an old metaphor that was highly esteemed in medieval Christian culture as well as in early modem science, nature itself is a divine message addressed to mankind, analogously to the holy scriptures, revealing the will of God as the superior "author" to those who are able to decipher the signs. As a consequence of the process of secularization, art gains authority over the signs of nature, and it is the artist who creates messages by composing the elements of the visual world. The idea of interpreting texts as landscapes seems less evident at the first moment; it implies the notion of texts and landscapes as artificial products which depend on an individual human subject's intentions.
This study analyzes storyline structure in three Hausa home videos; Mai Kudi (The Rich Man), Sanafahna (with time truth shall dawn) and Albashi (Salary). The study measures storyline structure in these films against a Hollywood film industry model of story writing “the Hero's Journey”. It uses narrative analysis as its analytical tool, and narrative theory as its framework. After analyzing these videos, the study found that the major elements of storyline structure in Vogler's model formed the framework of the storyline structure in Hausa home videos analyzed. However, in spite of the preponderance of these elements within the storyline structure, there are significant variations to Vogler's model. Specifically, Vogler's model has some twelve stages spread on the universal structure of storytelling, i.e. beginning, middle and end. Few of these stages were found to exist in Hausa narrative structure, perhaps due to cultural differences between Western, Indian and Hausa cultures. The study therefore recommends screenwriters and producers to be aware of the existence of standard models of scriptwriting. It also recommends more training for script writers in the Hausa film industry.
The special issue of The Linguistic Review on "The Role of Linguistics in Cognitive Science" presents a variety of viewpoints that complement or contrast with the perspective offered in Foundations of Language (Jackendoff 2002a). The present article is a response to the special issue. It discusses what it would mean to integrate linguistics into cognitive science, then shows how the parallel architecture proposed in Foundations seeks to accomplish this goal by altering certain fundamental assumptions of generative grammar. It defends this approach against criticisms both from mainstream generative grammar and from a variety of broader attacks on the generative enterprise, and it reflects on the nature of Universal Grammar. It then shows how the parallel architecture applies directly to processing and defends this construal against various critiques. Finally, it contrasts views in the special issue with that of Foundations with respect to what is unique about language among cognitive capacities, and it conjectures about the course of the evolution of the language faculty.
The following new species are described from the Maghreb: Tapinocyba algirica n. sp. and Walckenaeria heimbergi n. sp. The unknown male of Minicia elegans and the unknown females of Alioranus pauper, Cherserigone graciipes and Entelecara truncatifrons are described. Tmeticus hipponense is transfered to the genus Gongylidiellum and HybocoptliS ericicola is removed from synonymy with H. corrugis and revalidated. The Maghrebian species of the genera Alioranus, Brachycerasphora, Cherserigone, Didectoprocnemis, Entelecara, Eperigone, Erigone, Gnathonarium, Gonatium, Gongylidiellum, Hybocoptus, Lessertia, Maso, Mierargus, Microetenonyx, Minicia, Monocephalus, Nematogmus, Ostearius, Prinerigone, Styloetetor, Tapinocyba, Triehoncoides and Trichoncus are all revised. As a final paper in a series on the Linyphiidae of the Maghreb, all the remaining genera are reviewed. A total of 169 species of Linyphiidae has currently been recorded in the Maghreb.
Another accruing and evolving collection holding published university documents (documents made publicly available) and non-official institutional records, plus 'grey literature' and ephemera relating to UB and its forerunner institutions. It includes documents harvested from UB Website. This is an artificially created collection. Some of these records may also exist in the homogenous institutional archive collections and in the BDSC.
This report arises from research carried out in Iganga and Namutumba districts in late 2006/early 2007 by the Cultural Research Centre (CRC), based in Jinja. Our research focus was to gauge the impact of using Lusoga as a medium of instruction (since 2005 in "pilot" lower primary classes) within and outside the classroom. This initiative was in response to a new set of circumstances in the education sector in Uganda, especially the introduction by Government of teaching in local languages in lower primary countrywide from February 2007. This followed an experimental period, in selected pilot districts, including Iganga, where fifteen pilot schools had been chosen: all these became part of this study.