Academic literature on the topic 'Personal and non-personal forms of verbs'
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Journal articles on the topic "Personal and non-personal forms of verbs"
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Kostic, Aleksandar, and Jelena Havelka. "Processing of verb tense." Psihologija 35, no. 3-4 (2002): 299–316. http://dx.doi.org/10.2298/psi0203299k.
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Processing of Serbian inflected verbs was investigated in two lexical decision experiments. In the first experiment subjects were presented with five forms of future tense, while in the second experiment the same verbs were presented in three forms of present and future tense. The outcome of the first experiment indicates that processing of inflected verb is determined by the amount of information derived from the average probability per congruent personal pronoun of a particular verb form. This implies that the cognitive system is not sensitive to verb person per se, nor to the gender of congruent personal pronoun. Results of the second experiment show that for verb forms of different tenses, presented in the same experiment, the amount of information has to be additionally modulated by tense probability. Such an outcome speaks in favor of cognitive relevance of verb tense.
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BLEVINS, JAMES P. "Passives and impersonals." Journal of Linguistics 39, no. 3 (November 2003): 473–520. http://dx.doi.org/10.1017/s0022226703002081.
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This paper argues that the term ‘passive’ has been systematically misapplied to a class of impersonal constructions that suppress the realization of a syntactic subject. The reclassification of these constructions highlights a typological contrast between two types of verbal diathesis and clarifies the status of putative ‘passives of unaccusatives’ and ‘transitive passives’ in Balto-Finnic and Balto-Slavic. Impersonal verb forms differ from passives in two key respects: they are insensitive to the argument structure of a verb and can be formed from unergatives or unaccusatives, and they may retain direct objects. As with other subjectless forms of personal verbs, there is a strong tendency to interpret the suppressed subject of an impersonal as an indefinite human agent. Hence impersonalization is often felicitous only for verbs that select human subjects.
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Kiklewicz, Aleksander. "Прагматика второго лица." Acta Neophilologica 1, no. XXII (June 1, 2020): 5–30. http://dx.doi.org/10.31648/an.5214.
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The author considers the correlation between grammar and pragmatics as a problem of functional linguistics. The discussion focuses on pragmatic restrictions concerning the use of grammatical forms, i.e., the extent to which the grammatical meaning corresponds to the characteristics of speech acts. In this respect, the author analyzes Russian imperfective verbs in the second person of indicative. The analysis of the material collected from the Internet corpus of the Russian language demonstrates that the verbs in the 2nd person form are rarely used to implement the representative (assertive) speech acts. However, the use of verbs of the 2nd person in the general-personal, indefinite-personal and in the meaning of the 1st person is very common. The author concludes that the pragmatic-cultural factor is decisive in limiting the use of the verbs in the 2nd person form.
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Ibrahimova, Shahla Ibrahim. "Features of Reporting Verbs in Modern English." International Journal of English Linguistics 6, no. 2 (March 29, 2016): 79. http://dx.doi.org/10.5539/ijel.v6n2p79.
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<p>The article is devoted to the problem of reporting verbs in Modern English. The research has been done to define the most appropriate features of reporting verbs: the notion they can indicate, the classification of reporting verbs in present-day English, the use of tense forms with reporting verbs, and reporting verbs and citations.</p><p>Consequently, reporting verbs can express the author’s personal viewpoint, your viewpoint regarding what the author says, and the author’s viewpoint regarding other literature. As a result of investigation, 14 types of verbs according to the general meaning that they express have been determined.</p><p>A great attention has been paid to the use of tense forms - present simple, present perfect and past tense forms. Besides the above mentioned points, the types of citation, which is closely connected with reporting verbs, and also, the evaluative function of reporting verbs have been investigated, too.</p>
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Rohimah, Rohimah. "Personal Journal of Applied Linguistics Tenses Mistakes of the 10th Grade Students in Writing Recount." Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam 2, no. 1 (January 7, 2019): 63–70. http://dx.doi.org/10.34005/tahdzib.v2i1.470.
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Recount is one of topic taught for the 10th grade students of senior high school include at Senior High School 1 South Tangerang City. And it is certain that the same topic will be taught again at the next level namely at 11th and 12th either just to repeat or to examine the student English knowledge or skill. Thus the students should be capable of recount in order to pass this topic well to achieve passing grade score. However, there are half of the class couldn’t get passing grades in writing recount text. Hence the writer was interested to do mini research to get reality why a half of the class didn’t pass on test of writing recount. Then the writer did the research to 18 participants. The research is by assigning 18 participants to write their activities or experiences that they did during holiday when the 12th grade students were doing the final examination with clear instruction and theme. The result was that most of participants have done many mistakes in using verbs, one of the language features that is along with the recount text is. In writing recount there are still many participants which use present verbs to tell the past activities and experiences. There are two past forms to concern in writing recount, they are linking verbs and action verbs. Linking verbs comprises was, were, saw, heard, etc; while action verbs are like went, looked, ran, sat, visited, sang, etc. Therefore this case must be an important note for every English language teacher in teaching recount. This is very important in order to avoid the mistakes in tenses of the use of both linking verbs and action verbs for the students when they are tasked to a project in composing recount text.
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Mirziyatov, Shuhrat. "Analysis Of Verbs In The Works Of Mahmud Zamahshari." American Journal of Social Science and Education Innovations 02, no. 12 (December 23, 2020): 154–69. http://dx.doi.org/10.37547/tajssei/volume02issue12-28.
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This article, devoted to the analysis of parts of speech in the works of Makhmud Zamakhshari, addresses the question of conjugation of verbs in the last chapter named “Tasrifu-l-af’al” of the book “Mukaddamatu-l-adab”. The article emphasizes that the verb is an important part of speech in Arabic, that it is impossible to master the grammatical rules and categories without knowing its morphological features, that some parts of speech, especially masdars, the degrees of adjectives are formed from verbal roots. In “Mukaddamatu-l-Adab” was written that verbs in Arabic are divided into verbs with three and four roots and the majority are the verbs with three roots. Verbs with four roots, as well as verbs with three roots, lean with the help of those suffixes and prefixes. In the formation of the present tense forms, imperative forms, masdars, participles are also based on the same rules as for three-verbs. Makhmud Zamakhshari, defining the doubled verbs as verbs in the three-root group, in which the second and third roots consist of the same letter, emphasizes that the hamza is a “healthy” letter, not defective, and because of its complex pronunciation it is either changed with another letter or sometimes it is missed when pronounced and this provides ease of pronunciation. The question of writing hamza and its spelling has always been a difficult question of the language. Since Zamakhshari created his work for the quick study of Arabic and its grammar by non-Arab people, he did not go deeply into the essence of some difficult questions of Arabic language. The scientist notices that ings are added to the verbs of the actual voice gives samples conjugation of regular verbs in the past tense, and says that all regular verbs and verbs that are similar to regular verbs are conjugated in the above order. In his work, Zamahshari gave a sample of the conjugations of the verbs of the passive voice and examples of adding personal endings to such verbs, as well as conjugations of regular verbs, and verbs similar to regular verbs, empty and defective verbs. The scholar’s work not only gave conjugation of verbs, but also provided exceptions to the rules, it also highlighted a separate chapter in the interpretation of the imperative form in Arabic. The work contains information that the formation of an imperative form from verbs of the present-future tense. The article emphasizes that the verbs of surprise are formed only from the first chapter of the three-root verbs, that such forms are not formed from verbs expressing physical imperfection. Ways of expressing astonishment from doubled and defective verbs are commented. Regarding the verb conjugation, which is devoted to the chapter on the study of infinitives (masdar), the author dwells on the names of actions, ways of forming masdars from empty verbs, gives definition to real and passive participles, gives examples of their formation. This chapter provides information on the formation of real and passive participles from the derived chapters and four-root verbs, an interpretation of the adjective forms of the excellent and comparative degrees.
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Wageche, Irungu, and Changhai Chi. "Corpus Based Study of Personal Pronoun’s Rhetoric in Obama’s and Xi Jinping’s Diplomatic Discourse." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 32. http://dx.doi.org/10.5539/ijel.v6n5p32.
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<p>This paper examines how first personal pronouns in English aid president Obama and president Xi Jinping to speak persuasively on international platforms. Drawing on four speeches, this paper explores the frequency of first person pronouns realized in both singular and plural forms and analyzes, within a framework of Critical Discourse Analyses (CDA), how these pronouns are exploited using modal verbs and tenses to attain and sustain rhetorical appeal. This paper found out that Obama deploys personal pronouns selectively with more I-pronouns realized in his speech in Africa and more we-pronouns realized in his speech in Europe, has a bias towards modal verbs that highlight ability and intention: <em>can</em> and <em>will,</em> and prefers the future tense. On the other hand, this paper found out that Xi deploys both the I-pronouns and the We-pronouns equally in his speeches in both Africa and Europe, has an inclination towards we-pronouns in his diplomatic discourse, a bias towards modal verbs highlighting necessity: <em>should</em> and <em>need</em>, and prefers the future tense.</p>
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Majeed Hadi, Afrah. "The passive of verbs constructed with prepositions (Das Passiv der mit Präpositionen konstruierten Verben )." Journal of the College of languages, no. 44 (June 1, 2021): 317–36. http://dx.doi.org/10.36586/jcl.2.2021.0.44.0317.
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Verbs in German and Arabic are of two types: active and passive. Passive voice is a grammatical voice construction that is found in many languages. Out of grammatical perspective, each main verb has a form in the active and one in the passive known as a "genus verbi" (type of verb). In passive voice, both in German and in Arabic, the focus is on the action itself or on the result of the action; often the perpetrator is not mentioned. In German, to conjugate verbs in the passive voice, you must know the forms of werden (to become). German uses werden + the past participle and states it at the end of a sentence. In Arabic, the passive is formed by changing the vowels on the verb; the vowel series u-i-a occurs instead of the a-vowels. Transitive prepositional verbs originally are intransitive verb with a preposition added to the action of the sentence. In German, the prepositional group can be combined with the prepositions von or durch, while in Arabic, such a prepositional group occurs only in certain cases. In contrast to Arabic, the passive in German is impossible with reflexive verbs. In some cases, an impersonal passive in German corresponds with a personal passive in Arabic. The present paper discusses some of these verbs traced in a chart that shows the most important results when compared with their Arabic equivalents. In grammatischen Darstellung findet man für jedes Vollverb eine Form im Aktiv und eine im Passiv, es wird von „genus verbi“ (Art des Verbs) gesprochen. Im Passiv steht sowohl im Deutschen als auch im Arabischen das Geschehen selbst oder das Ergebnis der Handlung im Vordergrund; aus der Sicht der betroffenen Person oder Sache; oft wird der Täter nicht gennant. Im Deutschen wird die passivische Verbform mit dem Hilfsverb werden und dem Partizip II gebildet, während die Vokalreihe u-i-a anstelle der a- Vokale im Arabischen eintritt. Die im Aktiv mit Präpositionen verbundenen Verben bilden in beiden Sprachen ein unpersönliches Passiv. Im Deutschen kann die Präpositionalgruppe mit den Präpositionen von oder durch verbunden werden. Im Unterschied dazu tritt solche Präpositionalgruppe im Arabischen nur in bestimmten Fällen mit من قبل auf. Im Unterschied zum Arabischen ist das Passiv im Deutschen bei reflexiv Verben unmöglich. In einigen Fällen entspricht ein unpersönliches Passiv im Deutschen einem persönlichen Passiv im Arabischen.
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Khademi, Moghaddam Mohsen, and Mousa Abdollahi. "THE USE OF THE VERB PRINIYAT (TO ACCEPT) IN THE RUSSIAN LANGUAGE AND ITS EQUIVALENTS IN THE PERSIAN LANGUAGE." Bulletin of Udmurt University. Series History and Philology 30, no. 3 (July 15, 2020): 421–27. http://dx.doi.org/10.35634/2412-9534-2020-30-3-421-427.
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The object of this paper is the Russian verb priniyat (to accept) which has a wide semantic potential and a wide range of commonly used features in the Russian language. The authors explore various aspects of this verb. At the beginning of the paper, the authors briefly present the etymology of this verb, provide various lexical classifications, restrictions in the use of personal forms of the verb priniyat (to accept), stable combinations and idioms with this verb in the Russian language, and the most common associations with it. Then they give equivalents of this verb in the Persian language. The data presented in the paper can contribute to the theory and practice of teaching Russian as a foreign language in the Persian language environment, primarily in mastering the verbal subsystem due to its connection with other verbs that in some meanings have similar usage.
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Chernyukh, Bohdan. "DIRECT SPEECH IN THE GREEK NOVEL OF THE I-III CENTURIES." Studia Linguistica, no. 19 (2021): 146–57. http://dx.doi.org/10.17721/studling2021.19.146-157.
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The means of expression of direct speech in the Greek novel (Chariton, Longus, Achilles Tatius, Xenophon of Ephesus) are represented by both verbs, noun and pronominal phrases in which the semе “speech” is implied by a noun or context. The dominant means of introducing direct speech within them are verbs in personal and impersonal forms, which are divided into hyperonyms (λεγω, φημι) and hyponyms (βοαω, αποκρινομαι, κραζω, etc.). The latter also include verbs which in a certain context are close to speech verbs (γραφω, κλαιω). Mostly, direct speech is introduced by hyperonyms, which appear in approximately equal proportions. The studied texts reveal differences in the location of markers of direct speech depending on their nature, which are mainly presented in pre- and intraposition: hyperonyms are located at the beginning (λεγω) and inside (φημι) of direct speech, while hyponyms and noun phrases occupy a prepositional position. Dialogue parties are also characterized by the lack of explicit labeling of direct speech.
Dissertations / Theses on the topic "Personal and non-personal forms of verbs"
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Голуб, Т. В. "Лексико-граматичні особливості перекладу англомовних правових документів." Master's thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/75401.
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Мета: проаналізувати комплексні лексичні та граматичні особливості міжнародних правових документів; проаналізувати стратегії перекладу, враховуючи специфіку відтворення лексичних та граматичних особливостей в мові перекладу; дослідити вживання та переклад спеціальної термінології у рамках фахових текстів, звертаючи увагу лінгвокультурні особливості мови перекладу та специфіку української та англійської мови (на прикладі угод, конвенцій, хартій).
Теоретичне значення: Досконале дослідження структури документів, вивчення лексико-граматичних особливостей та особливостей перекладу допоможе уникнути непорозумінь на межі мовознавства та юридичних наук, численних помилок, які виникають при неправильному трактуванні термінів, адже правова система України та інших країн світу різняться між собою.Цель: проанализировать комплексные лексические и грамматические особенности международных правовых документов; проанализировать стратегии перевода, учитывая специфику воспроизведения лексических и грамматических особенностей в языке перевода; исследовать употребление и перевод специальной терминологии в рамках профессиональных текстов, обращая внимание на лингвокультурные особенности языка перевода и специфику украинского и английского языка (на примере соглашений, конвенций, хартий). Теоретическое значение: Доскональное исследование структуры документов, изучение лексико-грамматических особенностей и особенностей перевода поможет избежать недоразумений на границе языкознания и юридических наук, многочисленных ошибок, которые возникают при неправильной трактовке терминов, ведь правовая система Украины и других стран мира различаются между собой.
Goal: to analyze complex lexical and grammatical features of international legal documents; to analyze translation strategies, taking into account the specifics of reproduction of lexical and grammatical features in the target language; to investigate the use and translation of special terminology in professional texts, paying attention to the linguistic and cultural features of the language of translation and the specifics of the Ukrainian and English languages (for example, agreements, conventions, charters). Theoretical meaning: a thorough study of the structure of documents, the study of lexical and grammatical features and features of translation will help to avoid misunderstandings on the border of linguistics and legal sciences, numerous errors that occur during the wrong interpretation of terms, because the legal system of Ukraine and other countries differ from each other.
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Low, Alison Mary. "Forms of social and personal fulfilment and non-fulfilment in the Old French narrative lais." Thesis, University of St Andrews, 1987. http://hdl.handle.net/10023/13459.
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The Old French narrative lais offer an image of the individual in terms of both social and personal relationships. This study considers the extent to which it is possible to derive definitions of forms of social and personal fulfilment and non-fulfilment from these texts. As well as being presented in isolation, they are shown in interaction; there can never be a total divorce of the personal desires of the individual from his/her rights and obligations in society. These two aspects of human existence - love and society - appear in the lais in a state of balance or imbalance. Even in those lais in which the characters themselves do not achieve a balance of social and personal fulfilment, the image of the ideal emerges. Consummate fulfilment in a relationship - be it feudal, familial, sexual - necessarily involves a fusion of social suitability and personal commitment. In his/her aspirations to and/or success in fulfilment, the individual appears variously in these texts both as a pawn of the forces of society or destiny and as endowed with the power to earn his/her own happiness. The degree of importance that the interaction between love and society has in the lais is, in particular, indicated through the extent to which these patterns of interaction define the patterns of narrative structure. From this study, conclusions can be drawn as to the historical reality of the individual in twelfth-century noble society in France; the lais offering a reflection of that society, of which they are a product, and also an expression of its ideals, which allow for the very real obstacles to a fusion of social and personal fulfilment to be overcome.
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Shipeio, Elizabeth. "Does companionate love express itself unequally in different organizational forms (private companies, hybrid and non-governmental organizations)?" Master's thesis, 2016. http://hdl.handle.net/10362/17488.
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Although, the word “Love” in organizations is seen as a rare concept, but it has gained importance in management theoretical foundation. This study seeks to explore the companionate love in distinct of organizational forms (Private companies; Social organizations; NGO and IPSS) through interviews. The results propose that it is a tensional concept with a complex dynamic: tension of personal behavior, tension of professional behavior; tension of individual impact and tension of community impact. The love dynamic has common points to all organizations, but its expression depends on the specific form of the organization.
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Ramasheuskaya, Katsiaryna. "Specifika češtiny ruských studentů (se zaměřením na vybrané fonetické a morfosyntaktické jevy)." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-338063.
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Language adaptation of foreigners is always accompanied by a number of problems connected to the acquisition and the use of the language which becomes the primary communicative tool in the new environment. Ignoring and underestimating these problems typical of a particular language community can result in a failure to master the target language and consequently in the unsuccessful integration in the new society. This thesis is aimed at specific problems in the area of morphosyntax and phonetics, characteristic of Russian-speaking students of Czech. At the same time, it warns about the danger of overestimating positive transfer from Russian and emphasizes the necessity of using special didactic approach in teaching this group of foreign-language speakers. The analysis of the chosen language phenomena is based on the data from the Database of the voice recordings of spoken Czech by native speakers of Russian and the Database of language mistakes in Czech made by speakers whose native language is another Slavic language, which were created, among others, for the purpose of this thesis. The attention is specifically focused on the use of the reflexive se/si, forms of the auxiliary verb to be in the past tense, short forms of personal pronouns in spoken and written production of Russian-speaking...
Books on the topic "Personal and non-personal forms of verbs"
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Vajda, Edward J. Polysynthesis in Ket. Edited by Michael Fortescue, Marianne Mithun, and Nicholas Evans. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199683208.013.49.
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The Ket language isolate of Central Siberia differs morphologically from the surrounding languages in having a strongly prefixing polysynthetic verb. Grammatical markers are interdigitated between lexical morphemes, creating a discontinuous stem based on a template of eight prefixal positions, a base position and a single suffix position expressing plural agreement with animate-class subjects. Finite verb forms distinguish past from non-past indicative, as well as an imperative form. Verbs are strictly transitive or intransitive and express person, number, and noun class agreement with the subject and direct object. Although the language has accusative alignment, with subjects marked differently than objects, much of the verb’s linear complexity derives from lexically conditioned agreement strategies. There are three productive transitive configurations of agreement markers, and five productive intransitive configurations. Noun incorporation is productive for only a small number of stems. Some Ket verbs incorporate their object, others their instrument, and others their unaccusative subject.
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Ibbetson, David. Obligatio in Roman Law and Society. Edited by Paul J. du Plessis, Clifford Ando, and Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.43.
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Obligatio is defined in Justinian’s Institutes as a tie of law, a legal relationship between two persons whereby one is constrained by the other to do or refrain from doing something. It brings together relationships arising out of contract or delict, though the Digest shows it used more generally wherever a personal bond was created. Its roots lie in the verb ligare, to bind; but although Roman lawyers preferred the use of verbs over abstract nouns, here the noun form is almost as common as the verb. As a noun obligatio describes either the active or the passive aspect of the relationship or the relationship itself, allowing flexibility in legal thinking. Originally, obligatio may have been related to actio, so that only enforceable relationships were included within the word, but by classical law it applied to any relationship with legal consequences, whether or not the relationship was enforceable.
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Sullivan, Meghan. Personal Volatility. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812845.003.0004.
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This chapter focuses on Premise (2) of the Arbitrariness Argument for Future Neutrality. It considers arguments that various forms of personal volatility license future‐directed personal discounting. The chapter introduces the metaphysics of personal identity by considering wholehearted, half‐hearted, and non‐reductionist approaches to personal identity. The latter two views allow for the possibility of personal discounting: caring less about a future stage of one’s life because of qualitative or numerical changes one will undergo. The chapter considers two strategies by which the non‐reductionist and the half‐hearted reductionist might defend personal discounting. The chapter argues that both strategies for defending personal discounting fail.
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Bouchard, David-Étienne. The non-modality of opinion verbs. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198718208.003.0005.
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This chapter is concerned with the interpretation of predicates of personal taste and epistemic modals. Specifically, I argue that while there are some interpretive similarities between the two, they do not warrant the unified treatment that they receive in Stephenson (2007) and others. I show that the relevant judge for predicates of personal taste and the relevant knower for epistemic modals can only be assigned by non-overlapping syntactic means. More specifically, epistemic verbs do not necessarily shift the judge of their embedded clause, and opinion verbs are not licensed by the presence of an epistemic modal in the complement, only by a true predicate of personal taste. I therefore argue that the interpretation of epistemic modals should not contain any reference to a judge index, and that judge dependency should not be accounted for using the mechanisms of modal semantics.
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Campbell, Eric W. Commands in Zenzontepec Chatino (Otomanguean). Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803225.003.0005.
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This chapter presents Zenzontepec Chatino (Otomanguean, Zapotecan) data from naturally occurring discourse and describes the linguistic resources that speakers draw from to express a wide range of command types. Canonical imperatives, addressee-directed commands of basic force, are morphologically complex and display many forms for one category, determined by the inflectional class of the verb. In contrast, all non-canonical directives, those targeting first or third persons or the negative second person directives, are formally simple, all being expressed with Potential Mood inflection (one category for many functions). The full range of command forms and strategies is a reflection of Zenzontepec Chatino grammar more broadly, which has idiosyncratic and prodigiously complex inflectional morphology but formally simple and fluid syntax in discourse. The Imperative Mood category has been previously little studied in Zapotecan languages, and it offers insight into other aspects of the inflectional system and its history.
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Guérin, Valérie. Imperatives and command strategies in Tayatuk (Morobe, PNG). Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803225.003.0010.
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Commands are pervasive in everyday conversations held in Tayatuk, a Finisterre language of the Morobe province in Papua New Guinea. Imperatives in Tayatuk usually order people around but also frequently express approval. The future and the non-final morphologies can also be recruited as command strategies to express, respectively, a command remote in time and space and an appeal. Formally, imperatives do not constitute a uniform paradigm. Canonical imperatives are expressed by the bare form of the verb (for 2sg) and with dedicated imperative morphology for 2pl and 2du. Non-canonical imperatives (for 1 and 3) borrow morphology from the irrealis paradigm. Negative imperatives form a defective paradigm of their own: a single inflection is used regardless of the person and numbers of the subject. The data suggest that imperatives and prohibitives in Tayatuk form separate clause types.
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Sarvasy, Hannah S. Imperatives and commands in Nungon. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803225.003.0011.
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The two dedicated positive imperative paradigms of the Papuan language Nungon cover all subject person/number combinations. The Immediate Imperative and Delayed Imperative differ semantically, pragmatically, and formally. The Immediate Imperative demands immediate compliance, rings peremptorily, and shares morphology with the Counterfactual and medial verb Different-Subject marking. The Delayed Imperative anticipates delayed compliance and is polite; it may have originated through iconic vowel alteration of the Future Irrealis. The time distinction between the positive Immediate and Delayed Imperatives is neutralized under negation; a single dedicated Prohibitive likely arose from the combination of an attention-getting suffix and the positive Future Irrealis. Nungon also has eight imperative strategies, which may be coordinated with dedicated imperative forms; conventional verbless directives exist as well. Dedicated imperatives can function in questions. Children show early acquisition of canonical and non-canonical imperative forms. Finally, this hunting society also has dog commands that are unrelated to usual imperative forms.
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Champion, Matthew. Medieval Graffiti Inscriptions. Edited by Christopher Gerrard and Alejandra Gutiérrez. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198744719.013.66.
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Although the study of medieval church graffiti inscriptions has a long pedigree, recent large-scale surveys have brought to light tens of thousands of previously unknown examples. Perhaps the most intriguing aspect of the new discoveries is the fact that the vast majority of these early graffiti, where intelligible, have been shown to have distinctly spiritual, devotional, or votive meaning. Whilst the most obvious of these take the form of prayers or invocations, sometimes written in the conventional Latin forms of the Orthodox Church, many others appear to have been created in non-traditional forms. Vast numbers of these early inscriptions appear to reflect aspects of lay piety and belief, having an apotropaic function, and represent a personal interaction between parishioner and the medieval church. Taken together they indicate that medieval graffiti were regarded as both accepted and acceptable forms of devotion.
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Marcus, Smith, and Leslie Nico. Part VII Security, 32 Security Over Intangibles. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198748434.003.0032.
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This chapter studies security over intangibles. Security over pure intangibles can only be created by way of mortgage or equitable charge. However, before examining the particular practical demands that are made of the law of security, it is necessary to begin with a consideration of the various forms of security over personal property recognized by English law. English law recognizes four forms of consensual security over personal property: the pledge; the lien; the mortgage; and the charge. Of these, the pledge and the lien are classified as possessory securities, while the mortgage and the charge are non-possessory securities. This distinction is of great importance, for a possessory security cannot be asserted over choses in action, for the simple reason that it is not possible to take physical possession of intangible property.
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Adelaar, Willem F. H. Imperatives and commands in Quechua. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803225.003.0002.
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The Quechuan languages of the Central Andes have a dedicated Imperative Mood paradigm featuring personal reference marking for all subject endings except first person. Non-canonical third person subject forms are part of this paradigm. Although there is a formal overlap between Future Tense and Imperative in marking of the first person inclusive subject, the former can be used in questions or be accompanied by validation markers, whereas the latter cannot. In imperative constructions negation is indicated in the same way as in other moods, except that it requires the presence of the prohibitive adverb ama, instead of plain negative mana. Conversely, ama can also be used in non-Imperative environments to express a mild or indirect command. It can be argued that Quechuan languages have two competing ways of indicating prohibition: Imperative structures with regular negation marking and obligatory presence of ama, and non-Imperative structures where ama introduces a prohibitive connotation.
Book chapters on the topic "Personal and non-personal forms of verbs"
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Whalen, Christian. "Article 19: The Right to Protection from All Forms of Violence." In Monitoring State Compliance with the UN Convention on the Rights of the Child, 293–302. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84647-3_30.
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AbstractArticle 19 defines violence broadly to include all forms of harm, encompassing physical, mental and sexual violence as well as non-intentional forms of harm, such as neglect. As such, Article 19 articulates full respect for the human dignity and physical and personal integrity of children as rights-bearing individuals. This requires a paradigm shift of caregiving and protection away from the perception of children primarily as victims. Article 19 sets out a comprehensive prohibition on all forms of violence towards children and enjoins State Parties to take all form all measures available to enforce this right. This article summarizes the four main attributes of Article 19 as follows: (1) All violence towards children is prohibited, frequency or severity of harm need not be demonstrated and violence is defined broadly to encompass all forms of violence towards children, personal, social and institutional, including physical and emotional harm as well as neglect, maltreatment, sexual abuse, and abandonment; (2) the right protects children from harm from their parents and legal guardians as well as when they are in the care of proxy caregivers, including school officials, hospital staff, daycares, sports programs, as well as custodial settings and alternative care arrangements; (3) States are required to give effect to this right through all appropriate measures: legislative, administrative, social and educational; and finally the call for comprehensive measures to eradicate violence against children is reinforced by the final attribute (4) this attribute insists that the range of interventions required to give effect to Article 19 rights includes measures to ensure effective identification, reporting, investigation, and treatment of all forms of harm to children.
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Poli, Arianna, Ioannis Kostakis, and Francesco Barbabella. "Receiving Care Through Digital Health Technologies: Drivers and Implications of Old-Age Digital Health Exclusion." In International Perspectives on Aging, 169–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51406-8_13.
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AbstractThe transition from traditional to progressively digitised health systems is leading to new forms of care including, for instance, telehealth and mobile health (mHealth) solutions. On the one hand, such solutions hold the potential for allowing easier, quicker and remote access to health care. On the other hand, digital health technologies can set new challenges for older people, especially for those who are not familiar with such technologies, in terms of receiving the care they need through good access and level of use of services. Furthermore, these services do not necessarily reflect everyone’s preferences and needs. This chapter aims to conceptualise and systematically discuss old-age digital health exclusion. First, we highlight key structural, environmental, individual and socio-technical drivers of the non-use and low-use of digital technologies, considering also the aspect of agency and personal preferences. Second, we point out the main individual and societal implications of old-age digital health exclusion. Third, we provide a conceptual framework for old-age digital health exclusion which includes older people, drivers and implications. Finally, we offer some reflections about digital health technologies in health care, highlighting related issues, risks and challenges for ageing societies.
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Dagliana, Giulia, Sara Albolino, Zewdie Mulissa, Jonathan Davy, and Andrew Todd. "From Theory to Real-World Integration: Implementation Science and Beyond." In Textbook of Patient Safety and Clinical Risk Management, 143–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_12.
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AbstractThe increasing complexity and dynamicity of our society (and world of work) have meant that healthcare systems have and continue to change and consequently the state of healthcare systems continues to assume different characteristics. The causes of mortality are an excellent example of this rapid transformation: non-communicable diseases have become the leading cause of death, according to World Health Organization (WHO) data, but at the same time there are new problems emerging such as infectious diseases, like Ebola or some forms of influenza, which occur unexpectedly or without advanced warning. Many of these new diseases diffuse rapidly through the different parts of the globe due to the increasingly interconnected nature of the world. Another example of the healthcare transformation is the innovation associated with the introduction and development of advanced communication and technology systems (such as minimally invasive surgery and robotics, transplantation, automated antiblastic preparation) at all levels of care. Consequently, the social and technical dimensions of healthcare are becoming more and more complex and provide a significant challenge for all the stakeholders in the system to make sense of and ensure high quality healthcare. These stakeholders include but are not limited to patients and their families, caregivers, clinicians, managers, policymakers, regulators, and politicians. It is an inescapable truth that Humans are always going to be part of the healthcare systems, and it is these human, who by their very nature introduce variability and complexity to the system (we do not necessarily view this as a negative and this chapter will illustrate). A microlevel a central relationship in focus is that between the clinician and the patient, two human beings, making the health system a very peculiar organization compared to similarly high-risk organizations such as aviation or nuclear energy. This double human being system [1] requires significant effort (good design) in managing unpredictability through the development of personal and organization skills, such as the ability to react positively and rapidly to unexpected events and to adopt a resilient strategy for survival and advancement. In contrast to other similar industries, in terms of level of risk and system safety, healthcare settings are still plagued by numerous errors and negative events involving humans (and other elements) at various levels within the system. The emotional involvement is very high due to the exposure to social relationships daily and results in significant challenges to address both technical and non-technical issues simultaneously.
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Aikhenvald, Alexandra Y. "Formal properties of serial verbs." In Serial Verbs, 92–121. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791263.003.0004.
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Components of a serial verb can be contiguous or non-contiguous. A serial verb may consist of one grammatical word, or form several grammatical words. Correlations between contiguity and wordhood of serial verbs allow us to establish four types of constructions, each with its own analytical problems. The surface marking of person of the subject on the verb and within the verbal phrase containing a serial verb construction can be concordant—then the subject is marked on every component of a serial verb. Concordant marking can be obligatory or optional. Alternatively, the subject can be marked just once per construction. Objects are always marked just once. Verbal clausal categories—tense, aspect, modality, evidentiality, mood, and reality status—can be marked concordantly, on each component. Or they can receive truncated or optional marking. In some languages with strict transitivity, all components of serial verbs have to have the same transitivity value.
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"Lesson 3: personal pronouns; the verb `to be'; feminine forms;." In Course in Nepali, 48–59. Routledge, 2013. http://dx.doi.org/10.4324/9780203061060-8.
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Kalnača, Andra, and Ilze Lokmane. "Defective Paradigms of Reflexive Nouns and Participles in Latvian." In Defective Paradigms. British Academy, 2010. http://dx.doi.org/10.5871/bacad/9780197264607.003.0004.
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This chapter discusses the defective paradigms of the reflexive nouns and participles in the Latvian language. In Latvian, the reflexiveness of the nouns and the verbs functions as a complex derivational and inflectional system. In this language, the reflexive verbs, participles, and nouns are formed through the fusion of verbal or noun forms with enclitic accusative form of the reflexive pronoun. Reflexive verbs have full person, tense and mood paradigms whilst reflexive nouns and participles have defective paradigms in Latvian. Although the rationale behind defectiveness of the paradigms of the reflexive nouns and participles are difficult to pinpoint, there are several types of compensation for the defectiveness in the Modern Latvian. These include the use of non-standard forms, the use of corresponding non-reflexive participle and noun forms, and the use of other forms of paradigms in lieu of the missing ones. These alternative paradigms depend however on the syntactic function of the word-form. Some topics discussed herein include: derivation and semantics of reflexive nouns; paradigmatic system of reflexive nouns and participles; and functioning of the paradigms of reflexive nouns and participles.
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van Schaaik, Gerjan. "Postpositional complements." In The Oxford Turkish Grammar, 376–86. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851509.003.0028.
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Postpositions can be classified according to several criteria, one of which is the type of complement one of them can take. In this chapter person-bound complements are distinguished from temporal phrases and from purpose phrases. The reason is that person-bound complements all contain a nominalized verb plus a personal (possessive) ending, whereas the other two types have other verbal forms. Temporal phrases have a deverbal suffix, and purpose phrases are all based on an infinitival verb form. A type of complement which typically occurs with the instrumental and case-marker annex postposition is phrases specifying circumstance or detail. This specification is based on a kind of sentence, a “small clause,” which always contains a locative phrase, including an element reminiscent of the anticipatory possessive. The final section discusses the properties of postpositions in predicate and attributive position.
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Loporcaro, Michele. "The morphological nature of person-driven auxiliation." In Periphrasis and Inflexion in Diachrony, 213–38. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198870807.003.0009.
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This chapter addresses the division of labour between morphology and syntax. The testbed is provided by perfective periphrases showing person-driven auxiliary selection in central–southern Italo-Romance, with forms of HAVE and BE within the same paradigm. Such mixed auxiliation systems have been subjected to alternative analyses: a syntactic analysis, tracing the selection of different auxiliaries in different persons (as well as variation in one and the same person) back to differences in syntactic structure vs morphological analyses claiming that the distribution across persons within the paradigm of one and the same verb lexeme is a matter of inflexional morphology, in the same sense as the selection of a specific personal ending contrasting with those from different inflexional classes. The chapter provides a crucial piece of evidence in support of the latter view drawing on an unusual case of phrase allomorphy in the split auxiliary systems of three dialects of central Apulia.
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Nose, Masahiko. "Persons and Address Terms in Melanesia." In Indigenous Language Acquisition, Maintenance, and Loss and Current Language Policies, 179–205. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2959-1.ch008.
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This chapter deals with vocative and address terms of the several Melanesian languages and tries to investigate the grammatical and sociolinguistic characteristics of them. This study is a contrastive study of the six languages which are spoken in Papua New Guinea (Amele, Bel, and Tok Pisin) and Vanuatu (South Efate, Nguna, and Bislama). This study tries to clarify the characteristics of their lexicon (mainly kinship and address terms) and usages of personal pronouns and their verb inflections. Generally, the sample languages are rich in usages of these terms (kinship, personal pronouns, vocatives) whereas creole languages have limited usages and borrowed from English lexicon. Finally, this study claims that there are several rules of defining social relations and their grammatical forms.
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Auziņa, Ilze, Kristīne Levāne-Petrova, Roberts Darģis, Kristīne Pokratniece, and Inga Kaija. "Latviešu valodas apguvēju korpusa (LaVA) izmantošana pētniecībā un mācību uzdevumu izstrādē." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 142–61. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.142.
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The Latvian Language Learners Corpus (LaVA) developed at the Institute of Mathematics and Computer Science, University of Latvia, includes more than 1000 texts created by foreign Latvian language learners studying at Latvian higher education institutions for the first or second semester reaching A1 (possibly A2) Latvian language proficiency level. The size of the corpus is more than 180 000 words. The morphologically annotated texts have been checked manually; the language learners' errors have been manually annotated. In addition, each text is accompanied by information about the author of the text (metadata): gender, age, native language, knowledge of other languages. When analysing the data, this information can be used to determine how the learner's mother tongue and language skills, in general, affect the acquisition of the Latvian language. Users of the corpus can analyse the data both on the LaVA website (see http://lava.korpuss.lv/search) and in the SketchEngine tool, where the quantitative and qualitative analysis of the data can be performed. The quantitative approach makes it possible to find out the tendencies of the use of a word, word form, or construction and allows to determine the frequency of mistakes made by language learners. In addition, the objectivity of the research is ensured by looking at the data of language learners from different aspects and performing repeated analysis. For example, by statistically analysing the nouns used in learners' texts, it can be concluded that declension 4 nouns are most often used. The next in terms of frequency of use are declension 1, 5 and 2 nouns, while declension 3 and 6 nouns and indeclinable nouns are used very rarely. Qualitative analysis reveals certain features of morphology and word formation, including aspects of syntax, based on empirical data. It is possible to qualitatively analyse the erroneous use of nouns, verbs, or other parts of speech, trying to understand what rules determine this. For example, consider using non-reflexive verbs instead of reflexive verbs, using infinitives instead of finite forms (person forms), using a suffix that does not fit the noun paradigm, etc. According to LaVA data analysis, including learners error analysis, exercises and tests are generated. The exercises are intended to help the language learner to strengthen the linguistic competence of the Latvian language, for example, the use of verb forms in the indicative mood, both in indefinite and perfect tense forms. Exercise creation consists of three stages: (1) analysis of LaVA errors and identification of typical errors, (2) Collecting of sample sentences from various corpora of the Latvian language, for example, LVK2018, Saeima, with word forms and constructions in which language learners most often make mistakes in LaVA texts, (3) generation of different exercises using the selected sample sentences.
Conference papers on the topic "Personal and non-personal forms of verbs"
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Dobrowolska, Malgorzata. "Personal Flexibility as a Key Component of Competence of Employees in Non-Traditional Forms of Employment." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-1865_cbp15.47.
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Geka, Aoi. "Topicality of the ‘Copula. form Shi in Santa Mongolian." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.3-2.
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Santa (Dunxian) Mongolian cotnains a form called shi emanating from the copula ‘是 (shiP4P)’ of Chinese. In previous research, this form is known as a borrowed form that can occur with the indigenous copula wo., However, shi has been variously described as a ‘copula’ (刘 1981; Kim 2003; Napoli 2004), ‘copula verb’ (Field 1997), and a ‘postposition to show presentation’ (布和等编1986). As yet, there has not been a unified description of the actual function of shi. In this presentation, I pay attention to topicality after having analyzed the environment and the meaning of shi. First, regarding the environment, I pay attention to the elements preceding shi. From the analysis of the type of noun phrases that appear before shi and noun phrases that do not appear, I show that more definite noun phrases such as personal pronouns and demonstrative pronouns do appear, while less definite noun phrases such as interrogatives do not appear. Secondly, regarding the meaning function, I pay attention to examples frequently using shi. From the analysis of these examples, I show that shi has functions such as presenting a condition. Finally, regarding topicality, I contrast the topicality of Santa Mongolian shi with that of the Chinese 是, the original language of borrowing, and the Japanese wa, which is known as a topic marker. With this in mind, I conclude that the shi from Santa Mongolian should be analyzed as a topic marker and not as a copula.
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van Dijk, Betsy, Rieks op den Akker, Anton Nijholt, and Job Zwiers. "Navigation assistance in Virtual Worlds." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2364.
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In this paper we report about ongoing research on navigation assistance in virtual environments. Our aim is to contribute to the development of forms of navigation assistance that enable non-professional visitors of a virtual environment to find their way without previous training. The environment used in this research is a virtual theatre that models a real world music theatre. This virtual theatre can be used for exploration as well as for transactions and goal-directed search for information. We first present some design principles for navigation assistance in virtual environments and some design criteria for assistance by personal agents. Subsequently we describe how these principles and criteria have been implemented in our experimental virtual theatre environment. Finally we give an overview of future research plans.
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Пржиленская, И. Б. "Formation of students' creative activity skills: problems and features." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.76.98.066.
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креативный потенциал специалиста, является уникальным сочетанием личностных качеств и профессиональных навыков. Он позволяет создавать новый продукт в ходе профессиональной деятельности. Креативность как ключевая компетенция будущего специалиста тесно связана со стратегиями адаптации личности к реалиям современного рынка труда. Цель исследования заключается в выявлении среди методов и форм работы с обучающимися развивающих креативных компетенций, которые позволяют решать профессиональные и жизненные задачи в условиях нестандартных и неожиданных ситуаций. Анализ практики профессиональной подготовки в современных вузах показывает отсутствие системности при формировании у обучающихся навыков креативной деятельности. Преодоление проблемы связано с созданием специальной коммуникативной среды, на основе диалогических и практикоориентированных форм обучения. the creative potential of a specialist is a unique combination of personal qualities and professional skills. It allows you to create a new product during professional activity. Creativity as a key competence of a future specialist, a strategy with strategies for adapting a person to the realities of the modern labor market. The purpose of the study is to identify methods and forms of work with educational developing creative competencies that allow solving professional and life tasks in non-standard and unexpected situations. An analysis of the practice of professional training in the conditions of modern universities shows the lack of consistency in the formation of students' skills of creative activity. Overcoming the problem is associated with the creation of a special communicative environment, based on dialogical and practice-oriented forms of learning.
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Chiner, Esther, Marcos Gómez-Puerta, Victoria E. García-Vera, and M. Cristina Cardona-Moltó. "UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end057.
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As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explore how university students had to struggle with online learning during the COVID-19 pandemic lockdown attending to three aspects: (a) availability and use of electronic devices, (b) personal factors, and (c) teaching factors. A non-experimental study based on a survey design was conducted, in which a convenience sample of 496 undergraduate and graduate students from two different universities located in south eastern Spain participated. The majority of the participants (66.3%) had very little or no experience in online learning and 55% considered that their academic performance was being worse than in face-to-face classes. Findings showed that most of the students had the electronic devices required for online learning (e.g. laptops, earphones, webcams, smartphones), although they mainly used laptops and earphones. They did not have other devices at home such as desktop computers, printers and scanners. The personal factors that most affected their academic performance were family problems and/or responsibilities (46.6%), psychological or emotional problems (41.6%), an inappropriate study environment (41.2%), and a bad Internet connection (31.4%). With regard to teaching factors, students complained of excessive assignments (82.6%), lack of lesson explanations (78.6%), loss of concentration during synchronous classes (64.3%), having to learn through the computer screen (58.9%), and feeling of being abandoned (57.4%), among others. In sum, university students’ struggles with online learning were more related to teaching factors than to personal and material factors. Therefore, higher education institutions and faculty should be prepared to respond to student’s needs in different teaching scenarios, and more specifically in online environments, by adapting not only their teaching styles and resources but also the way they interact with students.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Templalexis, Ioannis, Vassilios Pachidis, Pericles Pilidis, and Petros Kotsiopoulos. "The Effect of Blade Lean on the Solution of the Full Radial Equilibrium Equation." In ASME Turbo Expo 2008: Power for Land, Sea, and Air. ASMEDC, 2008. http://dx.doi.org/10.1115/gt2008-50259.
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Taking into account the increasing availability of computational power at an affordable cost, two-dimensional through-flow calculation methods are gaining more and more attention, given the fact that the required time for convergence is continuously reducing. Consequently, several application fields (i.e. whole engine performance simulation), that were traditionally dominated by simpler and faster zero-dimensional or one-dimensional methods, purely because of computational power restrictions, gradually move towards two-dimensional analyses. These tend to offer more information about the flow-field at a greater accuracy. The Radial Equilibrium Equation (REE), in its either simple or full version, has been the basis of several two-dimensional and quasi-three-dimensional through-flow techniques that are being used for the flow analysis within ducts, compressors and turbines. The aim of this paper is to provoke a thorough discussion on the actual solution of the full REE for the determination of the meridional velocity profile. More precisely, this manuscript discusses in detail the implications on the solution of the full REE when the blade lean angle related terms are included in the equation. This issue has only been superficially addressed in the existing literature up to this stage. The expressions for radial equilibrium addressed in the context of this paper, mainly consist the basis of a particular streamline curvature code (2D SLC Compressor Software), developed as a performance investigation and design tool of axial flow compressors. This code has been through a number of ‘improvement cycles’ over its several years of existence. One such cycle included the elaborate study of several final versions of the full REE, in order to reassure a stable and fast convergence for the final solution, while maintaining the highest possible level of accuracy. Firstly, this manuscript presents the final version of the full REE, commenting on each individual term in the equation, as well as on the various assumptions made during its derivation process. The two different solutions of the equation are given for zero and non-zero blade lean angle values. Moreover, the implications of the solution of the non-zero blade lean angle equation on the stability, convergence time and accuracy of the final results are pointed out. Finally, some conclusions are expressed as far as the effects of the blade lean angle on a compressor blade row performance and the actual applicability of the two forms of the REE are concerned. These conclusions were drawn from personal experience applying the equations but also from an extensive literature review conducted.
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Kolak, John J. "An Electical Arc-Flash Hazard Analysis Primer: Reducing Arc-Flash Hazard Exposures Through Engineering Controls." In ASME 2007 Citrus Engineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/cec2007-5307.
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The problem of electrical workers being injured or killed by electrical arcs and blasts is one of the most significant safety issues in the industry today. Accident data reveals that over 2,000 people are severely burned annually by electrical arc blasts on the job (1) and many others receive less severe burns that still result in significant pain and suffering to the victim. The purpose of this presentation is to provide an overview of the arc-flash hazard analysis (AFHA) process and general guidance for those organizations wishing to integrate AFHA into their overall electrical safety program. The electric utility industry was the first non-academic group to study arc-flash hazards (AFH) when they noted that electrical workers often received the most severe burns from their clothing igniting and continuing to burn long after the initiating arc had extinguished. In particular, man-made fibers such as polyester, nylon, and rayon were known to melt and stick to the worker’s skin following an AF, and this resulted in burns many times worse than had the injured worker been wearing no clothing at all (2). Subsequent studies were performed by private organizations and they impacted both the engineering and safe work practices associated with industrial plant operations. The primary standards or studies included: • IEEE 1584 Guide for Performing Arc-Flash Hazard Calculations • NFPA 70E Standard for Electrical Safety in the Workplace • OSHA 29 CFR 1910.269: Electrical Power Generation, Transmission, and Distribution Standard Of these documents, the IEEE 1584 Guide was most influential to engineers because it provided formulas for calculating incident energy levels, arc-flash protection boundaries, and a host of other important variables necessary to evaluate AFH in the work place. The term ‘incident energy’ refers to the amount of heat concentrated per unit-area of the skin. Incident energy is measured in calories per square centimeter (cal/cm2) of skin surface area. For reference, a value of 1.2 cal/cm2 will result in a second-degree burn of human skin (3). The principal reason why AFHA is necessary is that studies revealed that electrical arcs are somewhat unpredictable events (4), and there were many cases where seemingly innocuous energy sources (small transformers) produced incident energy levels that far exceeded the limitations of flame resistant (FR) clothing or other forms of personal protective equipment. It became obvious that the best method for protecting employees from AFH would be to evaluate the hazard level and then mitigate it through the use of engineering controls. Paper published with permission.
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Maya, Sebastian. "A reflexive educational model for design practice with rural communities: the case of bamboo product makers in Cuetzalan, México." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.58.
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In the '60s and '70s, a global economic and technological development plan for "undeveloped" countries defined the base of the professionalization process of industrial design in Latin America. Since then, many scholars have revised the industrial design practice and proposed new ways to reinterpret Latin American design according to current perspectives about the context and territory. This research strives on a reflexive educational model based on a socio-technical system's understanding for a mixed craft-industrial design practice with rural communities in Mexico. By combining post and decolonial perspectives and critical theories of neoliberalism in the design field; and analyses of the design education process inside the rural communities of bamboo product makers in Cuetzalan (Puebla, México), it is possible to unravel the translation agency of designers (also as individuals with personal and professional interests) between the global economic system pressures and internal beliefs and positions of communities. Following Arturo Escobar's (2007, 2013, 2017) and Walter Mignolo's (2013) ideas, the design practice in Latin America is highly questionable when it tries to involve rural or social perspectives due to the influence of the development's regimes of representation. These regimes vigorously promote the generation of economic wealth from economic and technological development, primarily based on a globalized neoliberal logic. As Professor Juan Camilo Buitrago shows in the Colombian case, many universities were linked to government economic policies "due to the need to align themselves with the projects that the State was mobilizing based on industrialization to encourage exports." (2012, p. 26). This idea is still valid since public and private universities constantly compete for economic resources that they exchange with applied knowledge that points to the development of various economic sectors. Numerous studies attempt to reconcile academic epistemological and ontological forms with rural ways of understanding the world. Regardless of these efforts, it is necessary to highlight that professional design education has barely incorporated these reflections within its institutional academic structures. This work has been part of a series of university-level courses that mix experiences and perspectives between Anahuac University final year design students and the Tosepan Ojtatsentekitinij (bamboo workshop) members. The current research considers the participation of all the actors involved in the educational process (directors, lecturers, and students) and the people close to the bamboo transformation processes in Cuetzalan. The course is divided into three phases. First, students and professors discuss critical topics about complex systems and wicked problems, participatory methodologies, capitalism and globalization, non-western knowledge, social power dynamics, and Socio-technical systems. The second phase involves independent and guided fieldwork to share thoughts and intentions with the bamboo material and its possible applications. Lastly, there are different creation, experimentation, and exposition moments where each actor could share comments about all the experiences. The results intended to provide analytical tools that allow design students and educational staff members to deconstruct their economical-industrial roots to tend bridges that harmonize imaginative and creative attitudes between designers and rural craftspersons.
Reports on the topic "Personal and non-personal forms of verbs"
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.
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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.