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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Languages and Linguistics</h1><div class="u-tcGrayDark">1,644,690 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Languages and Linguistics</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Languages_and_Linguistics/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Languages_and_Linguistics/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Languages_and_Linguistics/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Languages_and_Linguistics">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33894743" data-work_id="33894743" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33894743/Implicazioni_derivanti_dalla_genericit%C3%A0_sulla_in_coerenza_e_in_completezza_dei_sistemi_giuridici_Diritto_and_Questione_Pubbliche_XVII_2017_1_giugno_pp_275_327">Implicazioni derivanti dalla genericità sulla (in)coerenza e (in)completezza dei sistemi giuridici, Diritto & Questione Pubbliche | XVII, 2017 / 1 (giugno) | pp. 275-327.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">La descrizione generica delle condotte e degli stati di cose ai quali si applicano le norme risulta particolarmente rilevante per valutare la completezza o l’incompletezza nonché la coerenza o l’incoerenza dei sistemi giuridici. Il... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33894743" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La descrizione generica delle condotte e degli stati di cose ai quali si applicano le norme risulta particolarmente<br />rilevante per valutare la completezza o l’incompletezza nonché la coerenza o l’incoerenza dei<br />sistemi giuridici. Il presente articolo intende discutere queste due questioni centrali della teoria del<br />diritto e le implicazioni di tale genericità. Si comincerà dall’analisi della struttura della norma in generale,<br />concentrandosi in particolare sulla genericità dell’antecedente. In seguito, dopo aver illustrato le<br />principali caratteristiche di tale proprietà, si valuterà il concetto di genericità come criterio per distinguere<br />tra regole e principi. Si passerà poi alla valutazione di tutte le norme in base alle rispettive condizioni,<br />sia per quanto riguarda l’(in)coerenza sia per quanto riguarda l’(in)completezza dei sistemi<br />giuridici. Confutata la chiusura logica dei sistemi, si illustrerà il ruolo fondamentale della rappresentazione<br />generica delle condotte da parte del sistema giuridico, come strumento per riferirsi (in maniera<br />contingente) a tutte le condotte concepibili. Infine, si illustreranno i punti di forza e di debolezza della<br />tesi dell’equivalenza pragmatica tra le non proibizioni e i permessi, in caso di silenzio del sistema. Anche<br />per quanto riguarda questo punto la genericità sembra ricoprire un ruolo importante. L’ammissibilità di<br />un’equivalenza pragmatica si tradurrà sempre nella regolazione più generica possibile, con implicazioni<br />sulla (e relative spiegazioni della) debolezza dei permessi da questa risultanti.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33894743" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f03a502bf52074dcfc3aeb66c2977bb6" rel="nofollow" data-download="{"attachment_id":53868085,"asset_id":33894743,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53868085/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3283886" href="https://lisboa.academia.edu/PedroMonizLopes">Pedro Moniz Lopes</a><script data-card-contents-for-user="3283886" type="text/json">{"id":3283886,"first_name":"Pedro","last_name":"Moniz Lopes","domain_name":"lisboa","page_name":"PedroMonizLopes","display_name":"Pedro Moniz Lopes","profile_url":"https://lisboa.academia.edu/PedroMonizLopes?f_ri=1200","photo":"https://0.academia-photos.com/3283886/1090025/153597355/s65_pedro.moniz_lopes.jpg"}</script></span></span></li><li class="js-paper-rank-work_33894743 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33894743"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33894743, container: ".js-paper-rank-work_33894743", }); 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$(".js-view-count[data-work-id=33894743]").text(description); $(".js-view-count-work_33894743").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33894743").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33894743"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="818" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy_of_Action">Philosophy of Action</a>, <script data-card-contents-for-ri="818" type="text/json">{"id":818,"name":"Philosophy of Action","url":"https://www.academia.edu/Documents/in/Philosophy_of_Action?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="924" rel="nofollow" href="https://www.academia.edu/Documents/in/Logic">Logic</a>, <script data-card-contents-for-ri="924" type="text/json">{"id":924,"name":"Logic","url":"https://www.academia.edu/Documents/in/Logic?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5248" rel="nofollow" href="https://www.academia.edu/Documents/in/Legal_Theory">Legal Theory</a><script data-card-contents-for-ri="5248" type="text/json">{"id":5248,"name":"Legal Theory","url":"https://www.academia.edu/Documents/in/Legal_Theory?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33894743]'), work: {"id":33894743,"title":"Implicazioni derivanti dalla genericità sulla (in)coerenza e (in)completezza dei sistemi giuridici, Diritto \u0026 Questione Pubbliche | XVII, 2017 / 1 (giugno) | pp. 275-327.","created_at":"2017-07-15T18:26:46.625-07:00","url":"https://www.academia.edu/33894743/Implicazioni_derivanti_dalla_genericit%C3%A0_sulla_in_coerenza_e_in_completezza_dei_sistemi_giuridici_Diritto_and_Questione_Pubbliche_XVII_2017_1_giugno_pp_275_327?f_ri=1200","dom_id":"work_33894743","summary":"La descrizione generica delle condotte e degli stati di cose ai quali si applicano le norme risulta particolarmente\nrilevante per valutare la completezza o l’incompletezza nonché la coerenza o l’incoerenza dei\nsistemi giuridici. Il presente articolo intende discutere queste due questioni centrali della teoria del\ndiritto e le implicazioni di tale genericità. Si comincerà dall’analisi della struttura della norma in generale,\nconcentrandosi in particolare sulla genericità dell’antecedente. In seguito, dopo aver illustrato le\nprincipali caratteristiche di tale proprietà, si valuterà il concetto di genericità come criterio per distinguere\ntra regole e principi. Si passerà poi alla valutazione di tutte le norme in base alle rispettive condizioni,\nsia per quanto riguarda l’(in)coerenza sia per quanto riguarda l’(in)completezza dei sistemi\ngiuridici. Confutata la chiusura logica dei sistemi, si illustrerà il ruolo fondamentale della rappresentazione\ngenerica delle condotte da parte del sistema giuridico, come strumento per riferirsi (in maniera\ncontingente) a tutte le condotte concepibili. Infine, si illustreranno i punti di forza e di debolezza della\ntesi dell’equivalenza pragmatica tra le non proibizioni e i permessi, in caso di silenzio del sistema. Anche\nper quanto riguarda questo punto la genericità sembra ricoprire un ruolo importante. L’ammissibilità di\nun’equivalenza pragmatica si tradurrà sempre nella regolazione più generica possibile, con implicazioni\nsulla (e relative spiegazioni della) debolezza dei permessi da questa risultanti.","downloadable_attachments":[{"id":53868085,"asset_id":33894743,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3283886,"first_name":"Pedro","last_name":"Moniz Lopes","domain_name":"lisboa","page_name":"PedroMonizLopes","display_name":"Pedro Moniz Lopes","profile_url":"https://lisboa.academia.edu/PedroMonizLopes?f_ri=1200","photo":"https://0.academia-photos.com/3283886/1090025/153597355/s65_pedro.moniz_lopes.jpg"}],"research_interests":[{"id":818,"name":"Philosophy of Action","url":"https://www.academia.edu/Documents/in/Philosophy_of_Action?f_ri=1200","nofollow":true},{"id":924,"name":"Logic","url":"https://www.academia.edu/Documents/in/Logic?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":5248,"name":"Legal Theory","url":"https://www.academia.edu/Documents/in/Legal_Theory?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7275367" data-work_id="7275367" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7275367/The_role_of_language_education_in_Maines_global_economy">The role of language education in Maine's global economy</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7275367" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8b3407f4cef86b9b48ca3f4f880f6973" rel="nofollow" data-download="{"attachment_id":33886719,"asset_id":7275367,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33886719/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12701889" href="https://sbsuny.academia.edu/LauraLindenfeld">Laura Lindenfeld</a><script data-card-contents-for-user="12701889" type="text/json">{"id":12701889,"first_name":"Laura","last_name":"Lindenfeld","domain_name":"sbsuny","page_name":"LauraLindenfeld","display_name":"Laura Lindenfeld","profile_url":"https://sbsuny.academia.edu/LauraLindenfeld?f_ri=1200","photo":"https://0.academia-photos.com/12701889/3615518/4241230/s65_laura.lindenfeld.jpg"}</script></span></span></li><li class="js-paper-rank-work_7275367 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7275367"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7275367, container: ".js-paper-rank-work_7275367", }); 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$(".js-view-count[data-work-id=7275367]").text(description); $(".js-view-count-work_7275367").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7275367").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7275367"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="331794" rel="nofollow" href="https://www.academia.edu/Documents/in/Global_Economy">Global Economy</a><script data-card-contents-for-ri="331794" type="text/json">{"id":331794,"name":"Global Economy","url":"https://www.academia.edu/Documents/in/Global_Economy?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7275367]'), work: {"id":7275367,"title":"The role of language education in Maine's global economy","created_at":"2014-06-06T03:47:51.666-07:00","url":"https://www.academia.edu/7275367/The_role_of_language_education_in_Maines_global_economy?f_ri=1200","dom_id":"work_7275367","summary":null,"downloadable_attachments":[{"id":33886719,"asset_id":7275367,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12701889,"first_name":"Laura","last_name":"Lindenfeld","domain_name":"sbsuny","page_name":"LauraLindenfeld","display_name":"Laura Lindenfeld","profile_url":"https://sbsuny.academia.edu/LauraLindenfeld?f_ri=1200","photo":"https://0.academia-photos.com/12701889/3615518/4241230/s65_laura.lindenfeld.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":331794,"name":"Global Economy","url":"https://www.academia.edu/Documents/in/Global_Economy?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76615868" data-work_id="76615868" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76615868/Tanz_der_Einsicht_Linguistische_Einblicke_in_ein_psychoanalytisches_Gespr%C3%A4ch">Tanz der Einsicht – Linguistische Einblicke in ein psychoanalytisches Gespräch</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Die Analyse der ersten zehn Minuten einer audio aufgezeichneten psychoanalytischen Sitzung fuhrt zu der Entdeckung und Beschreibung einer psychoanalytischen Prozedur, die wir als »Tanz der Einsicht« bezeichnen. Die Sitzung ist nach den... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76615868" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Die Analyse der ersten zehn Minuten einer audio aufgezeichneten psychoanalytischen Sitzung fuhrt zu der Entdeckung und Beschreibung einer psychoanalytischen Prozedur, die wir als »Tanz der Einsicht« bezeichnen. Die Sitzung ist nach den Standards der Konversationsanalyse transkribiert und wird auf drei Ebenen analysiert. Zunachst kommt eine klinische Analyse zu dem Ergebnis, dass die Analytikerin bei zwei Gelegenheiten ihre Gesprachsposition verandert; sie spricht, als ware sie die Patientin. Die klinische Perspektive bringt diese Beobachtung mit dem Konzept der Modellszene und dem methodischen Prinzip der »Komplettierung der Szene« in Beziehung und einigen weiteren Befunden der Sauglingsforschung. Zum zweiten lasst sich mit den Mitteln der Konversationsanalyse erkennen, wie die Therapeutin dies Manover ausfuhrt und wie die Patientin darauf reagiert. Diese Analyse beschreibt detailliert die »slots«, an denen ein solches Manover auf naturliche und ungekunstelte Weise ausgefuhrt wird. ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76615868" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d8eea2de9cf90fa964fd23d2195e804d" rel="nofollow" data-download="{"attachment_id":84266344,"asset_id":76615868,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84266344/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3462057" href="https://ipu-berlin.academia.edu/MichaelBuchholz">Michael B Buchholz</a><script data-card-contents-for-user="3462057" type="text/json">{"id":3462057,"first_name":"Michael","last_name":"Buchholz","domain_name":"ipu-berlin","page_name":"MichaelBuchholz","display_name":"Michael B Buchholz","profile_url":"https://ipu-berlin.academia.edu/MichaelBuchholz?f_ri=1200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76615868 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76615868"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76615868, container: ".js-paper-rank-work_76615868", }); 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$(".js-view-count[data-work-id=76615868]").text(description); $(".js-view-count-work_76615868").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76615868").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76615868"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="244" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoanalysis">Psychoanalysis</a>, <script data-card-contents-for-ri="244" type="text/json">{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1236" rel="nofollow" href="https://www.academia.edu/Documents/in/Art">Art</a><script data-card-contents-for-ri="1236" type="text/json">{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76615868]'), work: {"id":76615868,"title":"Tanz der Einsicht – Linguistische Einblicke in ein psychoanalytisches Gespräch","created_at":"2022-04-16T07:14:26.039-07:00","url":"https://www.academia.edu/76615868/Tanz_der_Einsicht_Linguistische_Einblicke_in_ein_psychoanalytisches_Gespr%C3%A4ch?f_ri=1200","dom_id":"work_76615868","summary":"Die Analyse der ersten zehn Minuten einer audio aufgezeichneten psychoanalytischen Sitzung fuhrt zu der Entdeckung und Beschreibung einer psychoanalytischen Prozedur, die wir als »Tanz der Einsicht« bezeichnen. Die Sitzung ist nach den Standards der Konversationsanalyse transkribiert und wird auf drei Ebenen analysiert. Zunachst kommt eine klinische Analyse zu dem Ergebnis, dass die Analytikerin bei zwei Gelegenheiten ihre Gesprachsposition verandert; sie spricht, als ware sie die Patientin. Die klinische Perspektive bringt diese Beobachtung mit dem Konzept der Modellszene und dem methodischen Prinzip der »Komplettierung der Szene« in Beziehung und einigen weiteren Befunden der Sauglingsforschung. Zum zweiten lasst sich mit den Mitteln der Konversationsanalyse erkennen, wie die Therapeutin dies Manover ausfuhrt und wie die Patientin darauf reagiert. Diese Analyse beschreibt detailliert die »slots«, an denen ein solches Manover auf naturliche und ungekunstelte Weise ausgefuhrt wird. ...","downloadable_attachments":[{"id":84266344,"asset_id":76615868,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3462057,"first_name":"Michael","last_name":"Buchholz","domain_name":"ipu-berlin","page_name":"MichaelBuchholz","display_name":"Michael B Buchholz","profile_url":"https://ipu-berlin.academia.edu/MichaelBuchholz?f_ri=1200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=1200","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=1200","nofollow":true},{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=1200"},{"id":3279,"name":"Psychotherapy and Counseling","url":"https://www.academia.edu/Documents/in/Psychotherapy_and_Counseling?f_ri=1200"},{"id":43418,"name":"Embodied Conversational Agents (ECAs)","url":"https://www.academia.edu/Documents/in/Embodied_Conversational_Agents_ECAs_?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33612130" data-work_id="33612130" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33612130/Lingua_pensiero_canto">Lingua pensiero canto</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">9 Premessa 11 Premessa alla seconda edizione LINGUA PENSIERO CANTO 17 Prima lezione. La lingua e l'informazione 18 § 1. L'essenza e l'indole 23 § 2. Il format della lingua 29 § 3. La prestanza del segno 36 § 4. L'informazione 47 Seconda... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33612130" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">9 Premessa 11 Premessa alla seconda edizione LINGUA PENSIERO CANTO 17 Prima lezione. La lingua e l'informazione 18 § 1. L'essenza e l'indole 23 § 2. Il format della lingua 29 § 3. La prestanza del segno 36 § 4. L'informazione 47 Seconda lezione. La scienza cognitiva e la lingua 48 § 5. Il titolo disciplinare 50 § 6. L'informazione e il senso 51 § 7. La mente e il pensiero 54 § 8. Il pre-linguistico 58 § 9. La naturalizzazione 65 § 10. L'evidenza naturale e il senso comune. La coartazione cibernetica 68 § 11. Il format cognitivista della filosofia. L'occhio storico In copertina: Paul Klee, Traum-Stadt, 1921. © Ibis, Como -Pavia, 2014 <a href="http://www.ibisedizioni.it" rel="nofollow">www.ibisedizioni.it</a> I edizione: dicembre 2010 Nuova edizione ampliata: settembre 2014 ISBN: 978-88-7164-351-9 Paul Klee, Die Schlangengöttin und ihr Feind, 1940 77 Terza lezione. La verità della lingua e la tentazione 78 § 12. La formatazione e la potenza. Il mercato e la lingua 82 § 13. La mala indole 84 § 14. La verità della lingua 86 § 15. «Dei beni il più tentante». L'insidia (rinvio a Hölderlin) 101 Quarta lezione. Un colpo d'occhio al cammino 101 § 16. L'indole della lingua e il suo format 105 § 17. La lingua madre (coartata) nella scienza cognitiva. L'estrema formatazione 112 § 18. La lingua, l'azienda, il mercato 116 § 19. Excursus. La città smisurata 124 § 20. La lingua come tentazione 127 § 21. «Dei beni il più tentante» (Hölderlin) 124 § 22. Il dono della lingua, l'uomo, la genitura, il bene, l'indolica tentazione (Heidegger) 124 § 23. Conclusione. La fuga delle divergenze e l'enigma della lingua</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33612130" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a62b04fac0da5b43e22cc64d8b0c6c4d" rel="nofollow" data-download="{"attachment_id":53630083,"asset_id":33612130,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53630083/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43147745" href="https://unibocconi.academia.edu/ginozaccaria">Gino Zaccaria</a><script data-card-contents-for-user="43147745" type="text/json">{"id":43147745,"first_name":"Gino","last_name":"Zaccaria","domain_name":"unibocconi","page_name":"ginozaccaria","display_name":"Gino Zaccaria","profile_url":"https://unibocconi.academia.edu/ginozaccaria?f_ri=1200","photo":"https://0.academia-photos.com/43147745/17087512/20216232/s65_gino.zaccaria.jpeg"}</script></span></span></li><li class="js-paper-rank-work_33612130 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33612130"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33612130, container: ".js-paper-rank-work_33612130", }); 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$(".js-view-count[data-work-id=33612130]").text(description); $(".js-view-count-work_33612130").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33612130").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33612130"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="805" rel="nofollow" href="https://www.academia.edu/Documents/in/Ontology">Ontology</a><script data-card-contents-for-ri="805" type="text/json">{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33612130]'), work: {"id":33612130,"title":"Lingua pensiero canto","created_at":"2017-06-22T15:29:32.839-07:00","url":"https://www.academia.edu/33612130/Lingua_pensiero_canto?f_ri=1200","dom_id":"work_33612130","summary":"9 Premessa 11 Premessa alla seconda edizione LINGUA PENSIERO CANTO 17 Prima lezione. La lingua e l'informazione 18 § 1. L'essenza e l'indole 23 § 2. Il format della lingua 29 § 3. La prestanza del segno 36 § 4. L'informazione 47 Seconda lezione. La scienza cognitiva e la lingua 48 § 5. Il titolo disciplinare 50 § 6. L'informazione e il senso 51 § 7. La mente e il pensiero 54 § 8. Il pre-linguistico 58 § 9. La naturalizzazione 65 § 10. L'evidenza naturale e il senso comune. La coartazione cibernetica 68 § 11. Il format cognitivista della filosofia. L'occhio storico In copertina: Paul Klee, Traum-Stadt, 1921. © Ibis, Como -Pavia, 2014 www.ibisedizioni.it I edizione: dicembre 2010 Nuova edizione ampliata: settembre 2014 ISBN: 978-88-7164-351-9 Paul Klee, Die Schlangengöttin und ihr Feind, 1940 77 Terza lezione. La verità della lingua e la tentazione 78 § 12. La formatazione e la potenza. Il mercato e la lingua 82 § 13. La mala indole 84 § 14. La verità della lingua 86 § 15. «Dei beni il più tentante». L'insidia (rinvio a Hölderlin) 101 Quarta lezione. Un colpo d'occhio al cammino 101 § 16. L'indole della lingua e il suo format 105 § 17. La lingua madre (coartata) nella scienza cognitiva. L'estrema formatazione 112 § 18. La lingua, l'azienda, il mercato 116 § 19. Excursus. La città smisurata 124 § 20. La lingua come tentazione 127 § 21. «Dei beni il più tentante» (Hölderlin) 124 § 22. Il dono della lingua, l'uomo, la genitura, il bene, l'indolica tentazione (Heidegger) 124 § 23. Conclusione. La fuga delle divergenze e l'enigma della lingua","downloadable_attachments":[{"id":53630083,"asset_id":33612130,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43147745,"first_name":"Gino","last_name":"Zaccaria","domain_name":"unibocconi","page_name":"ginozaccaria","display_name":"Gino Zaccaria","profile_url":"https://unibocconi.academia.edu/ginozaccaria?f_ri=1200","photo":"https://0.academia-photos.com/43147745/17087512/20216232/s65_gino.zaccaria.jpeg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1200","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1200","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=1200","nofollow":true},{"id":807,"name":"Philosophy Of Language","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Language?f_ri=1200"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200"},{"id":3581,"name":"Poetry","url":"https://www.academia.edu/Documents/in/Poetry?f_ri=1200"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1200"},{"id":17847,"name":"Giacomo Leopardi","url":"https://www.academia.edu/Documents/in/Giacomo_Leopardi?f_ri=1200"},{"id":31670,"name":"Friedrich Hölderlin","url":"https://www.academia.edu/Documents/in/Friedrich_H%C3%B6lderlin?f_ri=1200"},{"id":93417,"name":"Metaphisics","url":"https://www.academia.edu/Documents/in/Metaphisics?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6819911" data-work_id="6819911" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6819911/Broca_s_Area_in_language_action_and_music">Broca’s Area in language, action and music.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The work of Paul Broca has been of pivotal importance in the localization of some higher cognitive brain functions. He first reported that lesions to the caudal part of the inferior frontal gyrus were associated with expressive deficits.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6819911" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The work of Paul Broca has been of pivotal importance in the localization of some higher cognitive brain functions. He first reported that lesions to the caudal part of the inferior frontal gyrus were associated with expressive deficits. Although most of his claims are still true today, the emergence of novel techniques as well as the use of comparative analyses prompts modern research for a revision of the role played by Broca's area. Here we review current research showing that the inferior frontal gyrus and the ventral premotor cortex are activated for tasks other than language production. Specifically, a growing number of studies report the involvement of these two regions in language comprehension, action execution and observation, and music execution and listening. Recently, the critical involvement of the same areas in representing abstract hierarchical structures has also been demonstrated. Indeed, language, action, and music share a common syntactic-like structure. We propose that these areas are tuned to detect and represent complex hierarchical dependencies, regardless of modality and use. We speculate that this capacity evolved from motor and premotor functions associated with action execution and understanding, such as those characterizing the mirror-neuron system.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6819911" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1979a4ddd4fde4933c05c5bea7063240" rel="nofollow" data-download="{"attachment_id":33517353,"asset_id":6819911,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33517353/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11337862" href="https://iit-it.academia.edu/AlessandroDAusilio">Alessandro D'Ausilio</a><script data-card-contents-for-user="11337862" type="text/json">{"id":11337862,"first_name":"Alessandro","last_name":"D'Ausilio","domain_name":"iit-it","page_name":"AlessandroDAusilio","display_name":"Alessandro D'Ausilio","profile_url":"https://iit-it.academia.edu/AlessandroDAusilio?f_ri=1200","photo":"https://0.academia-photos.com/11337862/3318391/11929037/s65_alessandro.d_ausilio.jpg"}</script></span></span></li><li class="js-paper-rank-work_6819911 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6819911"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6819911, container: ".js-paper-rank-work_6819911", }); 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$(".js-view-count[data-work-id=6819911]").text(description); $(".js-view-count-work_6819911").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6819911").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6819911"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="671" rel="nofollow" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3675" rel="nofollow" href="https://www.academia.edu/Documents/in/Mirror_Neurons">Mirror Neurons</a>, <script data-card-contents-for-ri="3675" type="text/json">{"id":3675,"name":"Mirror Neurons","url":"https://www.academia.edu/Documents/in/Mirror_Neurons?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6863" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception-Action">Perception-Action</a><script data-card-contents-for-ri="6863" type="text/json">{"id":6863,"name":"Perception-Action","url":"https://www.academia.edu/Documents/in/Perception-Action?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6819911]'), work: {"id":6819911,"title":"Broca’s Area in language, action and music.","created_at":"2014-04-21T03:11:21.774-07:00","url":"https://www.academia.edu/6819911/Broca_s_Area_in_language_action_and_music?f_ri=1200","dom_id":"work_6819911","summary":"The work of Paul Broca has been of pivotal importance in the localization of some higher cognitive brain functions. He first reported that lesions to the caudal part of the inferior frontal gyrus were associated with expressive deficits. Although most of his claims are still true today, the emergence of novel techniques as well as the use of comparative analyses prompts modern research for a revision of the role played by Broca's area. Here we review current research showing that the inferior frontal gyrus and the ventral premotor cortex are activated for tasks other than language production. Specifically, a growing number of studies report the involvement of these two regions in language comprehension, action execution and observation, and music execution and listening. Recently, the critical involvement of the same areas in representing abstract hierarchical structures has also been demonstrated. Indeed, language, action, and music share a common syntactic-like structure. We propose that these areas are tuned to detect and represent complex hierarchical dependencies, regardless of modality and use. We speculate that this capacity evolved from motor and premotor functions associated with action execution and understanding, such as those characterizing the mirror-neuron system.","downloadable_attachments":[{"id":33517353,"asset_id":6819911,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11337862,"first_name":"Alessandro","last_name":"D'Ausilio","domain_name":"iit-it","page_name":"AlessandroDAusilio","display_name":"Alessandro D'Ausilio","profile_url":"https://iit-it.academia.edu/AlessandroDAusilio?f_ri=1200","photo":"https://0.academia-photos.com/11337862/3318391/11929037/s65_alessandro.d_ausilio.jpg"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":3675,"name":"Mirror Neurons","url":"https://www.academia.edu/Documents/in/Mirror_Neurons?f_ri=1200","nofollow":true},{"id":6863,"name":"Perception-Action","url":"https://www.academia.edu/Documents/in/Perception-Action?f_ri=1200","nofollow":true},{"id":518901,"name":"Broca's area","url":"https://www.academia.edu/Documents/in/Brocas_area?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42762114" data-work_id="42762114" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42762114/The_Impact_Of_Indonesian_Culture_On_Hadhrami_Community_Language_Cuisine_Dress_Architecture">The Impact Of Indonesian Culture On Hadhrami Community (Language-Cuisine -Dress - Architecture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The social impact of cultures on communities has gained due attention In the literature. There are factors that get influenced among cultures and societies such as dress, language, cuisine and architecture. The development of the modern... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42762114" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The social impact of cultures on communities has gained due attention In the literature. There are factors that get influenced among cultures and societies such as dress, language, cuisine and architecture. The development of the modern world is characterized and shaped through globalization. When it comes to globalizing cultures, diaspora plays a critical role in influencing and factors such as dress, language, cuisine and architecture among different cultures and societies. This study aims to investigate the influence of Indonesian culture on communities in Yemen particularly the Hadhrami community in the South of Yemen. Due to the diaspora of Hadhrami that began in the old era of hadhramout to many countries in the world including Indonesia, there are social and cultural influences observed among communities in hadhramout. Based on primary data through semi-structured interviews with individuals, and secondary data from the literature, this study aims at shedding the light on the influences of the Indonesian culture observed among the Hadhrami communities. The outcome of this research highlights the social and cultural effects on the local communities by the Indonesian culture.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42762114" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="85f91ee6695aa157376b4598066a9713" rel="nofollow" data-download="{"attachment_id":62983879,"asset_id":42762114,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62983879/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2961594" href="https://efluniversity.academia.edu/%D9%85%D8%AD%D9%85%D8%AF%D9%85%D8%B5%D8%B7%D9%81%D9%89%D8%A8%D9%86%D8%B3%D9%85%D9%8A%D8%B7">Mohammed Mustafa Bin Sumait</a><script data-card-contents-for-user="2961594" type="text/json">{"id":2961594,"first_name":"Mohammed Mustafa","last_name":"Bin Sumait","domain_name":"efluniversity","page_name":"محمدمصطفىبنسميط","display_name":"Mohammed Mustafa Bin Sumait","profile_url":"https://efluniversity.academia.edu/%D9%85%D8%AD%D9%85%D8%AF%D9%85%D8%B5%D8%B7%D9%81%D9%89%D8%A8%D9%86%D8%B3%D9%85%D9%8A%D8%B7?f_ri=1200","photo":"https://0.academia-photos.com/2961594/978005/34347103/s65__._.jpg"}</script></span></span></li><li class="js-paper-rank-work_42762114 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42762114"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42762114, container: ".js-paper-rank-work_42762114", }); 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There are factors that get influenced among cultures and societies such as dress, language, cuisine and architecture. The development of the modern world is characterized and shaped through globalization. When it comes to globalizing cultures, diaspora plays a critical role in influencing and factors such as dress, language, cuisine and architecture among different cultures and societies. This study aims to investigate the influence of Indonesian culture on communities in Yemen particularly the Hadhrami community in the South of Yemen. Due to the diaspora of Hadhrami that began in the old era of hadhramout to many countries in the world including Indonesia, there are social and cultural influences observed among communities in hadhramout. Based on primary data through semi-structured interviews with individuals, and secondary data from the literature, this study aims at shedding the light on the influences of the Indonesian culture observed among the Hadhrami communities. The outcome of this research highlights the social and cultural effects on the local communities by the Indonesian culture.","downloadable_attachments":[{"id":62983879,"asset_id":42762114,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2961594,"first_name":"Mohammed Mustafa","last_name":"Bin Sumait","domain_name":"efluniversity","page_name":"محمدمصطفىبنسميط","display_name":"Mohammed Mustafa Bin Sumait","profile_url":"https://efluniversity.academia.edu/%D9%85%D8%AD%D9%85%D8%AF%D9%85%D8%B5%D8%B7%D9%81%D9%89%D8%A8%D9%86%D8%B3%D9%85%D9%8A%D8%B7?f_ri=1200","photo":"https://0.academia-photos.com/2961594/978005/34347103/s65__._.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=1200","nofollow":true},{"id":8356,"name":"Culture Studies","url":"https://www.academia.edu/Documents/in/Culture_Studies?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54877441" data-work_id="54877441" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54877441/Depiction_of_Tyranny_in_the_Cornish_Miracle_Plays_Tenor_Code_Switching_and_Sociolinguistic_Variables">Depiction of Tyranny in the Cornish Miracle Plays: Tenor, Code Switching and Sociolinguistic Variables</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1205" rel="nofollow" href="https://www.academia.edu/Documents/in/Contact_Linguistics">Contact Linguistics</a>, <script data-card-contents-for-ri="1205" type="text/json">{"id":1205,"name":"Contact Linguistics","url":"https://www.academia.edu/Documents/in/Contact_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1206" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicology">Lexicology</a>, <script data-card-contents-for-ri="1206" type="text/json">{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1207" rel="nofollow" href="https://www.academia.edu/Documents/in/Historical_Linguistics">Historical Linguistics</a><script data-card-contents-for-ri="1207" type="text/json">{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=54877441]'), work: {"id":54877441,"title":"Depiction of Tyranny in the Cornish Miracle Plays: Tenor, Code Switching and Sociolinguistic 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Linguistics","url":"https://www.academia.edu/Documents/in/Contact_Linguistics?f_ri=1200","nofollow":true},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=1200","nofollow":true},{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true},{"id":1217,"name":"Cornish Language","url":"https://www.academia.edu/Documents/in/Cornish_Language?f_ri=1200"},{"id":1392,"name":"Celtic Studies","url":"https://www.academia.edu/Documents/in/Celtic_Studies?f_ri=1200"},{"id":1986,"name":"Cornish Studies","url":"https://www.academia.edu/Documents/in/Cornish_Studies?f_ri=1200"},{"id":2718,"name":"Linguistic Anthropology","url":"https://www.academia.edu/Documents/in/Linguistic_Anthropology?f_ri=1200"},{"id":6222,"name":"Drama","url":"https://www.academia.edu/Documents/in/Drama?f_ri=1200"},{"id":14846,"name":"LEXICOLOGIE","url":"https://www.academia.edu/Documents/in/LEXICOLOGIE?f_ri=1200"},{"id":32622,"name":"Language Change","url":"https://www.academia.edu/Documents/in/Language_Change?f_ri=1200"},{"id":50796,"name":"Language contact","url":"https://www.academia.edu/Documents/in/Language_contact?f_ri=1200"},{"id":52486,"name":"Culture Contact","url":"https://www.academia.edu/Documents/in/Culture_Contact?f_ri=1200"},{"id":112962,"name":"Language Death","url":"https://www.academia.edu/Documents/in/Language_Death?f_ri=1200"},{"id":131779,"name":"Code Switching","url":"https://www.academia.edu/Documents/in/Code_Switching?f_ri=1200"},{"id":157787,"name":"Diachronic linguistics","url":"https://www.academia.edu/Documents/in/Diachronic_linguistics?f_ri=1200"},{"id":985568,"name":"Discourse Analysis and Psychoanalysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis_and_Psychoanalysis?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39500440" data-work_id="39500440" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39500440/Enhancing_learners_professional_competence_via_Duolingo_classroom">Enhancing learners’ professional competence via Duolingo classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39500440" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39500440" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1e02a06763afb1534ed5357a2e3bf677" rel="nofollow" data-download="{"attachment_id":59648318,"asset_id":39500440,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59648318/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4866138" href="https://retired.academia.edu/BillyBrick">Billy Brick</a><script data-card-contents-for-user="4866138" type="text/json">{"id":4866138,"first_name":"Billy","last_name":"Brick","domain_name":"retired","page_name":"BillyBrick","display_name":"Billy Brick","profile_url":"https://retired.academia.edu/BillyBrick?f_ri=1200","photo":"https://0.academia-photos.com/4866138/2087292/2455092/s65_billy.brick.jpg"}</script></span></span></li><li class="js-paper-rank-work_39500440 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39500440"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39500440, container: ".js-paper-rank-work_39500440", }); });</script></li><li class="js-percentile-work_39500440 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39500440; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39500440"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39500440 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39500440"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39500440; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39500440]").text(description); $(".js-view-count-work_39500440").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39500440").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39500440"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="101" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages">Languages</a>, <script data-card-contents-for-ri="101" type="text/json">{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a><script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39500440]'), work: {"id":39500440,"title":"Enhancing learners’ professional competence via Duolingo classroom","created_at":"2019-06-10T05:09:14.252-07:00","url":"https://www.academia.edu/39500440/Enhancing_learners_professional_competence_via_Duolingo_classroom?f_ri=1200","dom_id":"work_39500440","summary":"Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with","downloadable_attachments":[{"id":59648318,"asset_id":39500440,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4866138,"first_name":"Billy","last_name":"Brick","domain_name":"retired","page_name":"BillyBrick","display_name":"Billy Brick","profile_url":"https://retired.academia.edu/BillyBrick?f_ri=1200","photo":"https://0.academia-photos.com/4866138/2087292/2455092/s65_billy.brick.jpg"}],"research_interests":[{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=1200","nofollow":true},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1200","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1200"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1200"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy?f_ri=1200"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=1200"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=1200"},{"id":583136,"name":"Modern Foreign Languages Teaching and Learning","url":"https://www.academia.edu/Documents/in/Modern_Foreign_Languages_Teaching_and_Learning?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37246865" data-work_id="37246865" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice">Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37246865" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls " public sociolinguistics education. " A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37246865" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c88146edf3ffcca4303fbe1b229c0fe9" rel="nofollow" data-download="{"attachment_id":57199628,"asset_id":37246865,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57199628/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="251437" href="https://fiu.academia.edu/PhillipMCarter">Phillip M. Carter</a><script data-card-contents-for-user="251437" type="text/json">{"id":251437,"first_name":"Phillip M.","last_name":"Carter","domain_name":"fiu","page_name":"PhillipMCarter","display_name":"Phillip M. Carter","profile_url":"https://fiu.academia.edu/PhillipMCarter?f_ri=1200","photo":"https://0.academia-photos.com/251437/53923/117483321/s65_phillip_m..carter.jpg"}</script></span></span></li><li class="js-paper-rank-work_37246865 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37246865"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37246865, container: ".js-paper-rank-work_37246865", }); });</script></li><li class="js-percentile-work_37246865 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37246865; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37246865"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37246865 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37246865"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37246865; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37246865]").text(description); $(".js-view-count-work_37246865").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37246865").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37246865"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37246865]'), work: {"id":37246865,"title":"Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice","created_at":"2018-08-16T07:14:08.674-07:00","url":"https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice?f_ri=1200","dom_id":"work_37246865","summary":"This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls \" public sociolinguistics education. \" A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.","downloadable_attachments":[{"id":57199628,"asset_id":37246865,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":251437,"first_name":"Phillip M.","last_name":"Carter","domain_name":"fiu","page_name":"PhillipMCarter","display_name":"Phillip M. Carter","profile_url":"https://fiu.academia.edu/PhillipMCarter?f_ri=1200","photo":"https://0.academia-photos.com/251437/53923/117483321/s65_phillip_m..carter.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1200","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=1200","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1200","nofollow":true},{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University?f_ri=1200"},{"id":186948,"name":"Universidad","url":"https://www.academia.edu/Documents/in/Universidad?f_ri=1200"},{"id":513308,"name":"Media, communications, and technology for community development, civic engagement and political action","url":"https://www.academia.edu/Documents/in/Media_communications_and_technology_for_community_development_civic_engagement_and_political_acti?f_ri=1200"},{"id":521702,"name":"Media Engagement","url":"https://www.academia.edu/Documents/in/Media_Engagement?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37506756" data-work_id="37506756" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37506756/Landscape_and_Culture_Cross_linguistic_Perspectives">Landscape and Culture – Cross-linguistic Perspectives</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The relationship between landscape and culture seen through language is an exciting and increasingly explored area. This groundbreaking book contributes to the linguistic examination of both cross-cultural variation and unifying elements... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37506756" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The relationship between landscape and culture seen through language is an exciting and increasingly explored area. This groundbreaking book contributes to the linguistic examination of both cross-cultural variation and unifying elements in geographical categorization. The study focuses on the contrastive lexical semantics of certain landscape words in a number of languages. The aim is to show how geographical vocabulary sheds light on the culturally and historically shaped ways people see and think about the land around them. Notably, the study presents landscape concepts as anchored in a human-centred perspective , based on our cognition, vision, and experience in places. The Natural Semantic Metalanguage (NSM) approach allows an analysis of meaning which is both fine-grained and transparent. The book is aimed, first of all, at scholars and students of linguistics. Yet it will also be of interest to researchers in geography, environmental studies, anthropology , cultural studies, Australian Studies, and Australian Aboriginal Studies because of the book's cultural take.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37506756" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f8200fa3d30ab5b04d867556495a4caf" rel="nofollow" data-download="{"attachment_id":57478636,"asset_id":37506756,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57478636/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="88224" href="https://griffith.academia.edu/HelenBromhead">Helen Bromhead</a><script data-card-contents-for-user="88224" type="text/json">{"id":88224,"first_name":"Helen","last_name":"Bromhead","domain_name":"griffith","page_name":"HelenBromhead","display_name":"Helen Bromhead","profile_url":"https://griffith.academia.edu/HelenBromhead?f_ri=1200","photo":"https://0.academia-photos.com/88224/24566/32360727/s65_helen.bromhead.jpg"}</script></span></span></li><li class="js-paper-rank-work_37506756 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37506756"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37506756, container: ".js-paper-rank-work_37506756", }); });</script></li><li class="js-percentile-work_37506756 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37506756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37506756"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37506756 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37506756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37506756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37506756]").text(description); $(".js-view-count-work_37506756").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37506756").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37506756"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="776" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropological_Linguistics">Anthropological Linguistics</a>, <script data-card-contents-for-ri="776" type="text/json">{"id":776,"name":"Anthropological Linguistics","url":"https://www.academia.edu/Documents/in/Anthropological_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11834" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_Culture">Language and Culture</a><script data-card-contents-for-ri="11834" type="text/json">{"id":11834,"name":"Language and Culture","url":"https://www.academia.edu/Documents/in/Language_and_Culture?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37506756]'), work: {"id":37506756,"title":"Landscape and Culture – Cross-linguistic Perspectives","created_at":"2018-10-01T00:59:32.524-07:00","url":"https://www.academia.edu/37506756/Landscape_and_Culture_Cross_linguistic_Perspectives?f_ri=1200","dom_id":"work_37506756","summary":"The relationship between landscape and culture seen through language is an exciting and increasingly explored area. This groundbreaking book contributes to the linguistic examination of both cross-cultural variation and unifying elements in geographical categorization. The study focuses on the contrastive lexical semantics of certain landscape words in a number of languages. The aim is to show how geographical vocabulary sheds light on the culturally and historically shaped ways people see and think about the land around them. Notably, the study presents landscape concepts as anchored in a human-centred perspective , based on our cognition, vision, and experience in places. The Natural Semantic Metalanguage (NSM) approach allows an analysis of meaning which is both fine-grained and transparent. The book is aimed, first of all, at scholars and students of linguistics. Yet it will also be of interest to researchers in geography, environmental studies, anthropology , cultural studies, Australian Studies, and Australian Aboriginal Studies because of the book's cultural take.","downloadable_attachments":[{"id":57478636,"asset_id":37506756,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":88224,"first_name":"Helen","last_name":"Bromhead","domain_name":"griffith","page_name":"HelenBromhead","display_name":"Helen Bromhead","profile_url":"https://griffith.academia.edu/HelenBromhead?f_ri=1200","photo":"https://0.academia-photos.com/88224/24566/32360727/s65_helen.bromhead.jpg"}],"research_interests":[{"id":776,"name":"Anthropological Linguistics","url":"https://www.academia.edu/Documents/in/Anthropological_Linguistics?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=1200","nofollow":true},{"id":11834,"name":"Language and Culture","url":"https://www.academia.edu/Documents/in/Language_and_Culture?f_ri=1200","nofollow":true},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=1200"},{"id":13769,"name":"Lexical Semantics","url":"https://www.academia.edu/Documents/in/Lexical_Semantics?f_ri=1200"},{"id":17884,"name":"NSM semantics","url":"https://www.academia.edu/Documents/in/NSM_semantics?f_ri=1200"},{"id":22831,"name":"Landscape","url":"https://www.academia.edu/Documents/in/Landscape?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28237061" data-work_id="28237061" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28237061/Verbfunktionalit%C3%A4t_und_Ergativit%C3%A4t_in_der_Zaza_Sprache">Verbfunktionalität und Ergativität in der Zaza Sprache</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Zusammenfassung Ziel dieser Arbeit war zum einen, die Basisstruktur der Verben der Zaza-Sprache zu entwi-ckeln. Zum zweiten ging es darum das bisher nur oberflächlich behandeltes Thema Ergativität im Zaza detailliert zu untersuchen.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28237061" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Zusammenfassung<br />Ziel dieser Arbeit war zum einen, die Basisstruktur der Verben der Zaza-Sprache zu entwi-ckeln. Zum zweiten ging es darum das bisher nur oberflächlich behandeltes Thema Ergativität im Zaza detailliert zu untersuchen. Kapitel eins gab einen Überblick über die bedrohte irani-sche Sprache Zazaki und über einige ihre wissenswerten Eigenschaften. Kapitel zwei stellt zunächst die morphologisch und/oder syntaktisch ergativen Sprachen der Welt anhand mehre-rer Beispielen dar. Die Verbfunktionalität des Zaza wird im Kapitel drei behandelt, welches der Kern dieser Arbeit ist. Kapitel vier behandelte das Thema der Ergativität bezogen auf die Zaza-Sprache.<br /> <br />Analytischer Ausgangspunkt des zentralen Kapitels drei der Arbeit waren die Konstrukts der Role and Reference Grammar (RRG). Dieses Kapitel nahm sich vor, die Grundstruktur der Verben im Zaza mittels der Instrumente der RRG herauszuarbeiten. Zunächst wurden die syn-taktischen Strukturen der Verben in §3.1 dargestellt. Operatoren, syntaktische Relationen, privilegierte syntaktische Argumente und Junkturen wurden im ersten Teil dieses Kapitels behandelt. Es stellte sich heraus, dass das Zaza interessante Operatoren zur Verfügung stellt. Zum zweiten wurden unter der Rubrik „Semantik“ die lexikalische Darstellung und logische Struktur der Verben sowie ihre Makrorollen untersucht. Zum dritten mussten diejenigen morphosyntaktischen Eigenschaften der Zaza-Verben untersucht werden, die innerhalb der RRG nicht behandelt worden waren. In alldem wurde versucht, meine Darstellung durch zahl-reiche Beispiele zu illustrieren und zu untermauern. Die Frage, ob die morphologischen Stammbildungstypen mit der semantischen Klassen der Verben in direkter Relation stehen, war eines der hauptsätzlichen Ziele dieser Arbeit. Die Prüfung zeigte, dass die Stammbil-dungsmorpheme für die Bildung der semantischen Klassen keine Rolle spielen. Diese Mor-pheme üben aber mehrere morphosyntaktischen Funktionen aus. Sie markieren Diathese, Transitivität, Agentivität und vieles mehr. Durch diese Morpheme sind die Kategorien der Verben eindeutig geregelt. Ein weiteres, für die Frage der Ergativität ebenfalls relevantes Re-sultat war, dass es im Zaza keine Verben gibt, die sowohl intransitiv als auch transitiv sind. Ein Verb ist entweder intransitiv oder transitiv. Die Klasse der atransitiven Verben existiert im Zaza nicht.<br /><br />Kapitel vier präsentierte die Entwicklung der Ergativität in den iranischen Sprachen in histori-scher Reihenfolge vom Anfang bis zu den modernen iranischen Sprachen. Die benachbarten und nahverwandten indischen Sprachen wurden in diesen Teil ebenfalls einbezogen, da sie sehr ähnliche Entwicklungen aufweisen. Anhand der Beispiele von den altiranischen Sprachen Altpersisch und Awestisch stellte sich heraus, dass diese nicht ergativ sind. Auch die altindischen Sprachen wie Vedisch wiesen dieses Charakteristikum nicht auf, sondern waren akkusativisch. Der Anfang der Ergativität liegt sowohl für das iranische als auch für das indi-sche Sprachterritorium im mittleren Stadium. Hierbei war die Entwicklung in den benachbar-ten indischen und iranischen Räumen gleichlaufend. Die Rückkehr zum akkusativischen Sys-tem im neueren Stadium zeigt ebenfalls einen synchronen Werdegang. Während einige indi-sche Sprachen noch eine gespaltene Morphologie haben, haben andere wie Oriya und Bengali eine akkusativische Morphologie.  <br />Auch im iranischen Gebiet ist der Rückgang zum ursprünglichen System nicht abgeschlossen. Dementsprechend sind die neuiranischen Sprachen in drei Gruppen zu unterteilen:<br /> a. Akkusativische iranische Sprachen (Neupersisch, Dari, Sorani)<br /> b. In Umwandlung begriffene iranische Sprachen (Kurmanji)<br /> c. (Split-)Ergative iranische Sprachen (Zaza, Pastho, Gorani)<br /><br />Die Ergativität im Zaza ist stabil und daher gehört die Sprache zu Gruppe c. Die ältesten Za-za-Schriften sind auf Anfang des 20. Jahrhunderts datiert. Es sind keine älteren Inschriften überliefert, daher besteht in Bezug auf die Einflüsse auf das Zaza im Hinblick auf die Ergati-vität oder andere linguistische Bereiche große Unklarheit. Obwohl sich dies nicht genau bele-gen lässt, verweisen die vorhandenen außersprachlichen Daten darauf, dass das Zaza die Er-gativität aus seiner ursprünglichen Heimat Dailam übernommen hat.<br /> <br />Die Übernahme blieb aber auf die Morphologie beschränkt und schien keinen Einfluss auf die Syntax zu haben. Ein Beispiel von der heutzutage gesprochenen Zaza-Sprache an dieser Stelle kann das ergative System exakt präsentieren.<br />(5.1)<br />a. Kutık-Ø    astık-i            we-n-o<br /> hund-NOM knochen-OBL essenPRÄS-PRÄS-1sg<br /> ‘Der Hund frisst den Knochen.’<br /><br />b. Kutık-i      astık-Ø          wer-d-Ø<br /> hund-OBL knochen-NOM essenPRÄS-PRÄTT2-3sgM<br /> ‘Der Hund fraß den Knochen.’<br /><br />Eine direkte Beziehung zwischen der Verbsystem und der Ergativität  im Zaza liegt nicht vor. Wäre das Präteritalsuffix des Zaza standardmäßig für alle Verben /-t/ bzw. /-d/, könnte von einem Zusammenhang gesprochen werden. Das ursprüngliche altiranischen /-ta/-Partizip be-schränkt sich auf eine morphologische Verbgruppe (-t) des Zaza. Diese Weiterentwicklung lässt sich nicht verallgemeinern, dass die Zaza Sprache mehrere präteritalen Suffixe hat. Au-ßerdem ist die Ergativität keine indogermanische Eigenschaft, da diese akkusativisch sind.<br /><br />Außer Hawramani (Gorani) stammen die sprachlichen Daten der iranischen Sprachen von Muttersprachlern, die meistens Akademiker, teilweise Sprachwissenschaftler sind. Die Daten der Informanten befinden sich in Anhang 6.5. Die Beispiele aus dem Zaza stammen aus schriftlichen oder mündlichen Quellen, und wo keine passenden Daten vorlagen, wurden die Beispiele vom Autor selbst geschaffen. Er konnte bis zum sechsten Lebensalter nur die Mut-tersprache Zaza sprechen und verstehen und lernte erst in der Schule Türkisch. In einem Dorf ist er aufgewachsen und hatte sein ganzes Leben lang großes Interesse an seiner Mutterspra-che. Er beherrscht das Zaza in allen Bereichen daher können seine Beispiele als zuverlässig betrachtet werden.<br /> <br />Abschließend wird erneut darauf verwiesen, dass die Lage der Zaza-Sprache wie der vieler anderer bedrohter Sprachen auf der Welt keinen Anlass zu Optimismus gibt. Solange die zu-ständigen Regierungen keine gesetzlichen Regelungen zur lokalen Förderung dieser Sprachen treffen, wird ihr Aussterben in naher Zukunft kaum zu verhindern sein. Neben dem Verlust eines interessanten Forschungsgegenstandes würde dies auch den Untergang einer spezifi-schen Art der sprachlichen Weltbetrachtung bedeuten.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28237061" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6001e86a887c4c737f4a0454954d754d" rel="nofollow" data-download="{"attachment_id":48556508,"asset_id":28237061,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48556508/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1521158" href="https://independent.academia.edu/IlyasArslan">Ilyas Arslan</a><script data-card-contents-for-user="1521158" type="text/json">{"id":1521158,"first_name":"Ilyas","last_name":"Arslan","domain_name":"independent","page_name":"IlyasArslan","display_name":"Ilyas Arslan","profile_url":"https://independent.academia.edu/IlyasArslan?f_ri=1200","photo":"https://0.academia-photos.com/1521158/538902/13404027/s65_ilyas.arslan.jpg"}</script></span></span></li><li class="js-paper-rank-work_28237061 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28237061"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28237061, container: ".js-paper-rank-work_28237061", }); 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$(".js-view-count[data-work-id=28237061]").text(description); $(".js-view-count-work_28237061").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28237061").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28237061"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5218" rel="nofollow" href="https://www.academia.edu/Documents/in/Iranian_Studies">Iranian Studies</a>, <script data-card-contents-for-ri="5218" type="text/json">{"id":5218,"name":"Iranian Studies","url":"https://www.academia.edu/Documents/in/Iranian_Studies?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42888" rel="nofollow" href="https://www.academia.edu/Documents/in/Ergativity">Ergativity</a>, <script data-card-contents-for-ri="42888" type="text/json">{"id":42888,"name":"Ergativity","url":"https://www.academia.edu/Documents/in/Ergativity?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="162945" rel="nofollow" href="https://www.academia.edu/Documents/in/Verbal_system">Verbal system</a><script data-card-contents-for-ri="162945" type="text/json">{"id":162945,"name":"Verbal system","url":"https://www.academia.edu/Documents/in/Verbal_system?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28237061]'), work: {"id":28237061,"title":"Verbfunktionalität und Ergativität in der Zaza Sprache","created_at":"2016-09-04T02:31:40.440-07:00","url":"https://www.academia.edu/28237061/Verbfunktionalit%C3%A4t_und_Ergativit%C3%A4t_in_der_Zaza_Sprache?f_ri=1200","dom_id":"work_28237061","summary":"Zusammenfassung\nZiel dieser Arbeit war zum einen, die Basisstruktur der Verben der Zaza-Sprache zu entwi-ckeln. Zum zweiten ging es darum das bisher nur oberflächlich behandeltes Thema Ergativität im Zaza detailliert zu untersuchen. Kapitel eins gab einen Überblick über die bedrohte irani-sche Sprache Zazaki und über einige ihre wissenswerten Eigenschaften. Kapitel zwei stellt zunächst die morphologisch und/oder syntaktisch ergativen Sprachen der Welt anhand mehre-rer Beispielen dar. Die Verbfunktionalität des Zaza wird im Kapitel drei behandelt, welches der Kern dieser Arbeit ist. Kapitel vier behandelte das Thema der Ergativität bezogen auf die Zaza-Sprache.\n \nAnalytischer Ausgangspunkt des zentralen Kapitels drei der Arbeit waren die Konstrukts der Role and Reference Grammar (RRG). Dieses Kapitel nahm sich vor, die Grundstruktur der Verben im Zaza mittels der Instrumente der RRG herauszuarbeiten. Zunächst wurden die syn-taktischen Strukturen der Verben in §3.1 dargestellt. Operatoren, syntaktische Relationen, privilegierte syntaktische Argumente und Junkturen wurden im ersten Teil dieses Kapitels behandelt. Es stellte sich heraus, dass das Zaza interessante Operatoren zur Verfügung stellt. Zum zweiten wurden unter der Rubrik „Semantik“ die lexikalische Darstellung und logische Struktur der Verben sowie ihre Makrorollen untersucht. Zum dritten mussten diejenigen morphosyntaktischen Eigenschaften der Zaza-Verben untersucht werden, die innerhalb der RRG nicht behandelt worden waren. In alldem wurde versucht, meine Darstellung durch zahl-reiche Beispiele zu illustrieren und zu untermauern. Die Frage, ob die morphologischen Stammbildungstypen mit der semantischen Klassen der Verben in direkter Relation stehen, war eines der hauptsätzlichen Ziele dieser Arbeit. Die Prüfung zeigte, dass die Stammbil-dungsmorpheme für die Bildung der semantischen Klassen keine Rolle spielen. Diese Mor-pheme üben aber mehrere morphosyntaktischen Funktionen aus. Sie markieren Diathese, Transitivität, Agentivität und vieles mehr. Durch diese Morpheme sind die Kategorien der Verben eindeutig geregelt. Ein weiteres, für die Frage der Ergativität ebenfalls relevantes Re-sultat war, dass es im Zaza keine Verben gibt, die sowohl intransitiv als auch transitiv sind. Ein Verb ist entweder intransitiv oder transitiv. Die Klasse der atransitiven Verben existiert im Zaza nicht.\n\nKapitel vier präsentierte die Entwicklung der Ergativität in den iranischen Sprachen in histori-scher Reihenfolge vom Anfang bis zu den modernen iranischen Sprachen. Die benachbarten und nahverwandten indischen Sprachen wurden in diesen Teil ebenfalls einbezogen, da sie sehr ähnliche Entwicklungen aufweisen. Anhand der Beispiele von den altiranischen Sprachen Altpersisch und Awestisch stellte sich heraus, dass diese nicht ergativ sind. Auch die altindischen Sprachen wie Vedisch wiesen dieses Charakteristikum nicht auf, sondern waren akkusativisch. Der Anfang der Ergativität liegt sowohl für das iranische als auch für das indi-sche Sprachterritorium im mittleren Stadium. Hierbei war die Entwicklung in den benachbar-ten indischen und iranischen Räumen gleichlaufend. Die Rückkehr zum akkusativischen Sys-tem im neueren Stadium zeigt ebenfalls einen synchronen Werdegang. Während einige indi-sche Sprachen noch eine gespaltene Morphologie haben, haben andere wie Oriya und Bengali eine akkusativische Morphologie. \nAuch im iranischen Gebiet ist der Rückgang zum ursprünglichen System nicht abgeschlossen. Dementsprechend sind die neuiranischen Sprachen in drei Gruppen zu unterteilen:\n\ta. Akkusativische iranische Sprachen (Neupersisch, Dari, Sorani)\n\tb. In Umwandlung begriffene iranische Sprachen (Kurmanji)\n\tc. (Split-)Ergative iranische Sprachen (Zaza, Pastho, Gorani)\n\nDie Ergativität im Zaza ist stabil und daher gehört die Sprache zu Gruppe c. Die ältesten Za-za-Schriften sind auf Anfang des 20. Jahrhunderts datiert. Es sind keine älteren Inschriften überliefert, daher besteht in Bezug auf die Einflüsse auf das Zaza im Hinblick auf die Ergati-vität oder andere linguistische Bereiche große Unklarheit. Obwohl sich dies nicht genau bele-gen lässt, verweisen die vorhandenen außersprachlichen Daten darauf, dass das Zaza die Er-gativität aus seiner ursprünglichen Heimat Dailam übernommen hat.\n \nDie Übernahme blieb aber auf die Morphologie beschränkt und schien keinen Einfluss auf die Syntax zu haben. Ein Beispiel von der heutzutage gesprochenen Zaza-Sprache an dieser Stelle kann das ergative System exakt präsentieren.\n(5.1)\na.\tKutık-Ø astık-i we-n-o\n\thund-NOM knochen-OBL essenPRÄS-PRÄS-1sg\n\t‘Der Hund frisst den Knochen.’\n\nb.\tKutık-i astık-Ø wer-d-Ø\n\thund-OBL knochen-NOM essenPRÄS-PRÄTT2-3sgM\n\t‘Der Hund fraß den Knochen.’\n\nEine direkte Beziehung zwischen der Verbsystem und der Ergativität im Zaza liegt nicht vor. Wäre das Präteritalsuffix des Zaza standardmäßig für alle Verben /-t/ bzw. /-d/, könnte von einem Zusammenhang gesprochen werden. Das ursprüngliche altiranischen /-ta/-Partizip be-schränkt sich auf eine morphologische Verbgruppe (-t) des Zaza. Diese Weiterentwicklung lässt sich nicht verallgemeinern, dass die Zaza Sprache mehrere präteritalen Suffixe hat. Au-ßerdem ist die Ergativität keine indogermanische Eigenschaft, da diese akkusativisch sind.\n\nAußer Hawramani (Gorani) stammen die sprachlichen Daten der iranischen Sprachen von Muttersprachlern, die meistens Akademiker, teilweise Sprachwissenschaftler sind. Die Daten der Informanten befinden sich in Anhang 6.5. Die Beispiele aus dem Zaza stammen aus schriftlichen oder mündlichen Quellen, und wo keine passenden Daten vorlagen, wurden die Beispiele vom Autor selbst geschaffen. Er konnte bis zum sechsten Lebensalter nur die Mut-tersprache Zaza sprechen und verstehen und lernte erst in der Schule Türkisch. In einem Dorf ist er aufgewachsen und hatte sein ganzes Leben lang großes Interesse an seiner Mutterspra-che. Er beherrscht das Zaza in allen Bereichen daher können seine Beispiele als zuverlässig betrachtet werden.\n \nAbschließend wird erneut darauf verwiesen, dass die Lage der Zaza-Sprache wie der vieler anderer bedrohter Sprachen auf der Welt keinen Anlass zu Optimismus gibt. Solange die zu-ständigen Regierungen keine gesetzlichen Regelungen zur lokalen Förderung dieser Sprachen treffen, wird ihr Aussterben in naher Zukunft kaum zu verhindern sein. Neben dem Verlust eines interessanten Forschungsgegenstandes würde dies auch den Untergang einer spezifi-schen Art der sprachlichen Weltbetrachtung bedeuten.\n","downloadable_attachments":[{"id":48556508,"asset_id":28237061,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1521158,"first_name":"Ilyas","last_name":"Arslan","domain_name":"independent","page_name":"IlyasArslan","display_name":"Ilyas Arslan","profile_url":"https://independent.academia.edu/IlyasArslan?f_ri=1200","photo":"https://0.academia-photos.com/1521158/538902/13404027/s65_ilyas.arslan.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":5218,"name":"Iranian Studies","url":"https://www.academia.edu/Documents/in/Iranian_Studies?f_ri=1200","nofollow":true},{"id":42888,"name":"Ergativity","url":"https://www.academia.edu/Documents/in/Ergativity?f_ri=1200","nofollow":true},{"id":162945,"name":"Verbal system","url":"https://www.academia.edu/Documents/in/Verbal_system?f_ri=1200","nofollow":true},{"id":1027932,"name":"Zazaki","url":"https://www.academia.edu/Documents/in/Zazaki?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6997699" data-work_id="6997699" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6997699/La_Ling%C3%BC%C3%ADstica_en_Espa%C3%B1a_Francisco_A_Marcos_Mar%C3%ADn">La Lingüística en España: Francisco A. Marcos Marín</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">""La lingüística en España" es una contribución a la historia de la lingüística, en la nueva y atractiva vertiente de las memorias personales. Consta de 24 relatos o autobiografías intelectuales de lingüistas sobresalientes, en las que... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6997699" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">""La lingüística en España" es una contribución a la historia de la lingüística, en la nueva y atractiva vertiente de las memorias personales. Consta de 24 relatos o autobiografías intelectuales de lingüistas sobresalientes, en las que describen su formación y las causas que les condujeron a la lingüística. Permiten comprender mejor el mérito de sus tareas y aportaciones. También tienden un puente entre los orígenes de la lingüística en España y el panorama actual. <br />La obra presenta la historia como vivencia y reflexión, combina memorias personales, debates profesionales y manifiestos por una lingüística futura. Al mismo tiempo, identifica facetas de la sociedad en la que se han desarrollado esas trayectorias vitales. La escritura del yo produce de este modo un efecto sorprendente, porque trasciende la esfera del autor y plasma un panorama variado y contrastado de la lingüística contemporánea.""</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6997699" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a1888cfd8520e5a93f56695ad687367" rel="nofollow" data-download="{"attachment_id":56206261,"asset_id":6997699,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56206261/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3200158" href="https://utsa.academia.edu/FranciscoMarcosMar%C3%ADn">Francisco A Marcos-Marín</a><script data-card-contents-for-user="3200158" type="text/json">{"id":3200158,"first_name":"Francisco","last_name":"Marcos-Marín","domain_name":"utsa","page_name":"FranciscoMarcosMarín","display_name":"Francisco A Marcos-Marín","profile_url":"https://utsa.academia.edu/FranciscoMarcosMar%C3%ADn?f_ri=1200","photo":"https://0.academia-photos.com/3200158/1052487/17247825/s65_francisco.marcos-mar_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_6997699 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6997699"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6997699, container: ".js-paper-rank-work_6997699", }); 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Marcos Marín","created_at":"2014-05-09T02:05:48.746-07:00","url":"https://www.academia.edu/6997699/La_Ling%C3%BC%C3%ADstica_en_Espa%C3%B1a_Francisco_A_Marcos_Mar%C3%ADn?f_ri=1200","dom_id":"work_6997699","summary":"\"\"La lingüística en España\" es una contribución a la historia de la lingüística, en la nueva y atractiva vertiente de las memorias personales. Consta de 24 relatos o autobiografías intelectuales de lingüistas sobresalientes, en las que describen su formación y las causas que les condujeron a la lingüística. Permiten comprender mejor el mérito de sus tareas y aportaciones. También tienden un puente entre los orígenes de la lingüística en España y el panorama actual.\r\nLa obra presenta la historia como vivencia y reflexión, combina memorias personales, debates profesionales y manifiestos por una lingüística futura. Al mismo tiempo, identifica facetas de la sociedad en la que se han desarrollado esas trayectorias vitales. La escritura del yo produce de este modo un efecto sorprendente, porque trasciende la esfera del autor y plasma un panorama variado y contrastado de la lingüística contemporánea.\"\"","downloadable_attachments":[{"id":56206261,"asset_id":6997699,"asset_type":"Work","always_allow_download":false},{"id":33661226,"asset_id":6997699,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3200158,"first_name":"Francisco","last_name":"Marcos-Marín","domain_name":"utsa","page_name":"FranciscoMarcosMarín","display_name":"Francisco A Marcos-Marín","profile_url":"https://utsa.academia.edu/FranciscoMarcosMar%C3%ADn?f_ri=1200","photo":"https://0.academia-photos.com/3200158/1052487/17247825/s65_francisco.marcos-mar_n.jpg"}],"research_interests":[{"id":95,"name":"History of Linguistics","url":"https://www.academia.edu/Documents/in/History_of_Linguistics?f_ri=1200","nofollow":true},{"id":489,"name":"Humanities Computing (Digital Humanities)","url":"https://www.academia.edu/Documents/in/Humanities_Computing_Digital_Humanities_?f_ri=1200","nofollow":true},{"id":659,"name":"Comparative Literature","url":"https://www.academia.edu/Documents/in/Comparative_Literature?f_ri=1200","nofollow":true},{"id":668,"name":"Spanish Literature","url":"https://www.academia.edu/Documents/in/Spanish_Literature?f_ri=1200","nofollow":true},{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=1200"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200"},{"id":7297,"name":"Autobiography","url":"https://www.academia.edu/Documents/in/Autobiography?f_ri=1200"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200"},{"id":12492,"name":"Spanish Linguistics","url":"https://www.academia.edu/Documents/in/Spanish_Linguistics?f_ri=1200"},{"id":13638,"name":"Spanish Grammar","url":"https://www.academia.edu/Documents/in/Spanish_Grammar?f_ri=1200"},{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=1200"},{"id":101309,"name":"Linguistica Española","url":"https://www.academia.edu/Documents/in/Linguistica_Espanola?f_ri=1200"},{"id":110047,"name":"Linguistica","url":"https://www.academia.edu/Documents/in/Linguistica?f_ri=1200"},{"id":169093,"name":"Prosopografia","url":"https://www.academia.edu/Documents/in/Prosopografia?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13255810" data-work_id="13255810" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13255810/THE_INTERSECTION_BETWEEN_VOCAL_MUSIC_AND_LANGUAGE_ARTS_INSTRUCTION_A_REVIEW_OF_THE_LITERATURE">THE INTERSECTION BETWEEN VOCAL MUSIC AND LANGUAGE ARTS INSTRUCTION: A REVIEW OF THE LITERATURE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper discusses the interaction of vocal music skill development with phonemic awareness (the ability to hear and manipulate phonemes, the smallest units of language) and fluency training in kindergarten and grade one language arts... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13255810" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper discusses the interaction of vocal music skill development with phonemic awareness (the ability<br />to hear and manipulate phonemes, the smallest units of language) and fluency training in kindergarten and<br />grade one language arts instruction. The phonemic awareness and fluency activities provided in language<br />arts curricula are often music related: songs, chants and rhymes. Research is discussed regarding auditory<br />processing related to vocal production; developmentally appropriate singing, prosody (the intentional<br />grouping of words into phrases), and music perception as it relates to reading achievement. The<br />pedagogical strategies necessary for developmentally appropriate modeling in both music and language arts<br />instruction are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13255810" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4c306dd74d4147bdad72524d88cbcacf" rel="nofollow" data-download="{"attachment_id":37996279,"asset_id":13255810,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37996279/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30976483" href="https://fullerton.academia.edu/PatriciaOHerron">Patricia O'Herron</a><script data-card-contents-for-user="30976483" type="text/json">{"id":30976483,"first_name":"Patricia","last_name":"O'Herron","domain_name":"fullerton","page_name":"PatriciaOHerron","display_name":"Patricia O'Herron","profile_url":"https://fullerton.academia.edu/PatriciaOHerron?f_ri=1200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13255810 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13255810"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13255810, container: ".js-paper-rank-work_13255810", }); 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$(".js-view-count[data-work-id=13255810]").text(description); $(".js-view-count-work_13255810").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13255810").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13255810"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="683" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1432" rel="nofollow" href="https://www.academia.edu/Documents/in/Natural_Language_Processing">Natural Language Processing</a>, <script data-card-contents-for-ri="1432" type="text/json">{"id":1432,"name":"Natural Language Processing","url":"https://www.academia.edu/Documents/in/Natural_Language_Processing?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13255810]'), work: {"id":13255810,"title":"THE INTERSECTION BETWEEN VOCAL MUSIC AND LANGUAGE ARTS INSTRUCTION: A REVIEW OF THE LITERATURE","created_at":"2015-06-24T17:41:10.783-07:00","url":"https://www.academia.edu/13255810/THE_INTERSECTION_BETWEEN_VOCAL_MUSIC_AND_LANGUAGE_ARTS_INSTRUCTION_A_REVIEW_OF_THE_LITERATURE?f_ri=1200","dom_id":"work_13255810","summary":"This paper discusses the interaction of vocal music skill development with phonemic awareness (the ability\nto hear and manipulate phonemes, the smallest units of language) and fluency training in kindergarten and\ngrade one language arts instruction. The phonemic awareness and fluency activities provided in language\narts curricula are often music related: songs, chants and rhymes. Research is discussed regarding auditory\nprocessing related to vocal production; developmentally appropriate singing, prosody (the intentional\ngrouping of words into phrases), and music perception as it relates to reading achievement. The\npedagogical strategies necessary for developmentally appropriate modeling in both music and language arts\ninstruction are discussed.","downloadable_attachments":[{"id":37996279,"asset_id":13255810,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30976483,"first_name":"Patricia","last_name":"O'Herron","domain_name":"fullerton","page_name":"PatriciaOHerron","display_name":"Patricia O'Herron","profile_url":"https://fullerton.academia.edu/PatriciaOHerron?f_ri=1200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1432,"name":"Natural Language Processing","url":"https://www.academia.edu/Documents/in/Natural_Language_Processing?f_ri=1200","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1200","nofollow":true},{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development?f_ri=1200"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=1200"},{"id":41144,"name":"Prosody","url":"https://www.academia.edu/Documents/in/Prosody?f_ri=1200"},{"id":147243,"name":"teaching Strategies","url":"https://www.academia.edu/Documents/in/teaching_Strategies?f_ri=1200"},{"id":170131,"name":"Vocal Music","url":"https://www.academia.edu/Documents/in/Vocal_Music?f_ri=1200"},{"id":173410,"name":"Phonemic Awareness","url":"https://www.academia.edu/Documents/in/Phonemic_Awareness?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_942280" data-work_id="942280" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/942280/Negation_in_syntax_On_the_nature_of_functional_categories_and_projections">Negation in syntax: On the nature of functional categories and projections</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/942280" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bc8805fbd603f200530ceb9ec6feea40" rel="nofollow" data-download="{"attachment_id":51155508,"asset_id":942280,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51155508/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="780062" rel="nofollow" href="https://damanhour.academia.edu/HossamRuhoma">Hossam Ruhoma</a><script data-card-contents-for-user="780062" type="text/json">{"id":780062,"first_name":"Hossam","last_name":"Ruhoma","domain_name":"damanhour","page_name":"HossamRuhoma","display_name":"Hossam Ruhoma","profile_url":"https://damanhour.academia.edu/HossamRuhoma?f_ri=1200","photo":"https://0.academia-photos.com/780062/263852/311770/s65_hossam.ruhoma.jpg"}</script></span></span></li><li class="js-paper-rank-work_942280 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="942280"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 942280, container: ".js-paper-rank-work_942280", }); 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Marut, kharva, 'dwarf', dancer, kavi, Brahmaṇaspati, Br̥haspati, 2. त्रिधातु, 'aggregate of 3 minerals', 3. R̥bhu founder of yajña, artist, rayi, 'wealth'. Gaṇeśa is a कवि kavi, m. a singer , bard , poet (but in this sense... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34113952" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Gaṇeśa is 1. Marut, kharva, 'dwarf', dancer, kavi, Brahmaṇaspati, Br̥haspati, 2. त्रिधातु, 'aggregate of 3 minerals', 3. R̥bhu founder of yajña, artist, rayi, 'wealth'.<br /><br />Gaṇeśa is a कवि kavi, m. a singer , bard , poet (but in this sense without any technical application in the वेद) RV. VS. TS. AV. S3Br. i , 4 , 2 , 8Kat2hUp. iii , 14 MBh. Bhag. Bha1gP. Mn. vii , 49 R. Ragh. <br /><br />Gaṇeśa is a scribe, a R̥bhu, 'artist' In the tradition of Indus Script, a scribe is also an artist because the writing system is composed with hypertextss incorporating hieroglyphs -- both pictorial motifs and 'signs or symbols', say, syllabic representations in Brāhmī or 'signs' of the Indus Script Corpora. <br /><br />Since Mahābhārata is the fifth Veda itihāsa with ākhyāna-s and upākhyāna-s, the scribe of the sacred kāvya, by the kavi, -- is Gaṇeśa who is kavīnām kavi, he is the suprme kavi among kavi-s. The scribal narratiave is an affirmation of divine sanction for the documented narratives. <br /><br />Hence, Gaṇeśa utters the praṇava, says 'om' accepting the terms stipulated by Vyāsa. <br /><br />This tradition is exemplified by many manuscripts of Mahābhārata which are profusely illustrated to communicate the narrative effectivey.<br />Battle Between Ghatotkacha And Karna, Illustrated Folio <br /> <br />Battle of Kurukshetra.<br /><br /> <br />Page from a Manuscript of the Mahabharata: Kichaka and Draupadi Disguised as the Maidservant Shairandhri 1670.<br />Indian, India, Deccan, Southern Karnataka 17th century opaque watercolor, ink, gold on paper 8 x 19⅜ in 20.32 x 49.21 cm Friends of Indian Art in memory of Dr. Meena Hazra 95.6<br /><br />Read more at <a href="https://vmfa.museum/collections/art/page-manuscript-mahabharata-kichaka-draupadi-disguised-maidservant-shairandhri/#OpbYhP0yIZ7h6MRW.99" rel="nofollow">https://vmfa.museum/collections/art/page-manuscript-mahabharata-kichaka-draupadi-disguised-maidservant-shairandhri/#OpbYhP0yIZ7h6MRW.99</a><br /> <br />Illustrated palmleaf manuscripts in the collection of Orissa State Museum. Read more at:  <a href="http://www.harekrsna.com/sun/features/02-07/features555.htm" rel="nofollow">http://www.harekrsna.com/sun/features/02-07/features555.htm</a><br /> <br />H: 11.8 W: 16.6 cm. Probably Seringapatam, South India, India <br /> <br /> <br />Newari Mahabharata, 14th-15th c. Philadelphia Museum of Art<br /> <br />Gaṇeśa is 1. scribe of Mahābhārata, 2. kavi; Brahmaṇaspati, Br̥haspati, 3. त्रिधातु, 'aggregate of 3 minerals', 4. R̥bhu founder of yajña, artist, rayi, 'wealth' Gaṇeśa is a Marut, R̥bhukṣa, who wields a thunderbolt. This is a metaphor for his tusk used as a writing instrument. That Gaṇeśa is a member of Marut Gaṇa is signified on a sculptural frieze of Kanchipuram Kailāsanātha temple. <br /><br />See: <br /><br />Bhāratīya ādhyātmikā itihāsa of tridhātu Gaṇeśa, śarva Śiva, Rāma, Kr̥ṣṇa  <br /><a href="https://tinyurl.com/yc95usjo" rel="nofollow">https://tinyurl.com/yc95usjo</a><br /><br />Tridhātu as Gaṇeśa, Tridhātu on Indus Script metalwork for crucible steel, ādhyātmikā metaphor pr̥thvyaptejorūpadhātu (R̥gveda) <br /><a href="http://tinyurl.com/kptlbz3" rel="nofollow">http://tinyurl.com/kptlbz3</a><br /><br />Gaṇeśa is Brāhmī scribe of Mahābhārata in the tradition of Indus Script cipher of Bronze Age<br /><a href="https://tinyurl.com/y79j8rxp" rel="nofollow">https://tinyurl.com/y79j8rxp</a> <br /> <br /><a href="http://sanskritdocuments.org/mirrors/mahabharata/mahabharata-sarit.html" rel="nofollow">http://sanskritdocuments.org/mirrors/mahabharata/mahabharata-sarit.html</a> <br /><br />Gaṇeśa -- the leader of Marut Gaṇa, a scribe with dāt, an ivory stylus -- and Kṣṇadwaipāyana Vyāsa -- the black narrator, a Ganga-island dweller --  unite together after Gaṇeśa consents to be a scribe utteringom and together start with an invocation for success to Nara and Nārāyaṇa (nārāyaṇaṃ namaskṛtya naraṃ caiva narottamam; 1.1.0) and to goddess Sarasvatī (devīṃ sarasvatīṃ caiva tato jayam udīrayet; 1.1.0). Om is part of the iconography, pratimā, 'ādhyātmikā symbol' which refers to ātman (soul, self within) and Brahman (ultimate reality, entirety of the universe, truth, divine, supreme spirit, cosmic principles, knowledge). So, they start with ओम् Om pratimā which is प्रणव, praṇava. Om is the last sound a Yogi hears before entering the state of Turīya level of language, script and reality. The mystic syllable is affirmation of something divine in the narration and scripted text of Mahābhārata.<br /><br />Why does Gaṇeśa uttar Om assenting to be a scribe of Vyasa's oral narrative?<br /><br />Om (ॐ) is the pratigara (agreement) with a hymn. Likewise is tatha (so be it) with a song. But Om is something divine, and tatha is something human.<br />— Aitareya Aranyaka 23.6<br /><br />तस्य वाचकः प्रणवः ॥२७॥<br /><br />His word is Om.<br /><br />— Yogasutra 1.27<br /><br />ओं नमः (Oṃ namaḥ) Siddhanam (6 syllables), Om Nhi (2 syllables) and just Om (1 syllable) are the short forms of the Paramesthi-Mantra, also called Namokar Mantra or Navkar Mantra in Jainism<br /><br />"Om Mani Padmi Hum" to be AUM,  the totality of sound, existence and consciousness in Bauddham<br /><br />Oankar ('the Primal Sound') created Brahma, Oankar fashioned the consciousness,<br />From Oankar came mountains and ages, Oankar produced the Vedas,<br />By the grace of Oankar, people were saved through the divine word,<br />By the grace of Oankar, they were liberated through the teachings of the Guru.<br /><br />— Ramakali Dakkhani, Adi Granth 929-930, Translated by Pashaura Singh.<br /><br />Tamil version of the great epic venerates Gaṇeśa as scribe of the epic:<br /><br />The information is given in the very first verse of Villi Bharatham and is quite famous as the "Kadavul Vaazhththu" (Prayer to the Divine). A rough/prosaic but literal translation would be: <br />"To make it firm as the fifth along with the four Vedas<br />On this sea-girt earth,<br />When the Mahabharata was spoken by the King of sages<br />Who possess unfading askesis and Truth,<br />Vinayaka wrote with the Mount Meru<br />As the cadjan leaf,<br />And His own tusk as the sharp stylus.<br />I salute Him with shoreless love."<br /><br />(fifth along with the four Vedas -- Bharatah Panchamao Vedah; Vyasa is described as the king of sages; the sages are described as possessing unfading askesis and Truth (vaadaa thavam meymmai muni raajan); Mount Meru is described as "edu" which is palm or cadjan leaf).<br />Some copies of the work tack this and the following verse which is also a prayer to Vinayaka to the verses of praise by Villi's son Varantharuvaar that are always printed as a preface to the work.<br /><a href="http://mahabharata-resources.org/variations/prema-villi1.html" rel="nofollow">http://mahabharata-resources.org/variations/prema-villi1.html</a><br /><br />Two anient manuscripts announce Gaṇeśa as scribe of the epic:<br /><br />Arrival of Heramba Gaṇeśa to write Mahābhārata announced in ādiparva:<br />सौतिरुवाच ।<br />एवमाभाष्य तं ब्रह्मा जगाम स्वं निवेशनम् ।<br />भगवान्स जगत्स्रष्टा ऋषिदेवगणैः सह ॥<br />ततः सस्मार हेरम्बं व्यासः सत्यवतीसुतः ॥<br />स्मृतमात्रो गणेशानो भक्तचिन्तितपूरकः ।<br />तत्राजगाम विघ्नेशो वेदव्यासो यतः स्थितः ॥<br />पूजितश्चोपविष्टश्च व्यासेनोक्तस्तदानघ ।<br />लेखको भारतस्यास्य भव त्वं गणनायक ॥<br />मयैव प्रोच्यमानस्य मनसा कल्पितस्य च ॥<br />श्रुत्वैतत्प्राह विघ्नेशो यदि मे लेखनी क्षणम् ।<br />लिखतो नावतिष्ठेत तदा स्यां लेखको ह्यहम् ॥<br /><br />व्यासोऽप्युवाच तं देवमबुद्ध्वा मा लिख क्वचित् ।<br />ओमित्युक्त्वा गणेशोपि बभूव किल लेखकः ॥<br />ग्रन्थग्रन्थिं तदा चक्रे मुनिर्गूढं कुतूहलात् ।<br />यस्मिन्प्रतिज्ञया प्राह मुनिर्द्वैपायनस्त्विदम् ॥<br />अष्टौ श्लोकसहस्राणि अष्टौ श्लोकशतानि च ।<br />अहं वेद्मि शुको वेत्ति संजयो वेत्ति वा न वा ॥<br />तच्छ्लोककूटमद्यापि ग्रथितं सुदृढं मुने ।<br />भेत्तुं न शक्यतेऽर्थस्यं गूढत्वात्प्रश्रितस्य च ॥<br />सर्वज्ञोपि गणेशो यत्क्षणमास्ते विचारयन् ।<br />तावच्चकार व्यासोपि श्लोकानन्यान्बहूनपि ॥<br />तस्य वृक्षस्य वक्ष्यामि शाखापुष्पफलोदयम् ।<br />स्वादुमेध्यरसोपेतमच्छेद्यममरैरपि ॥<br />अनुक्रमणिकाध्यायं वृत्तान्तं सर्वपर्वणाम् ।<br />इदं द्वैपायनः पूर्वं पुत्रमध्यापयच्छुकम् ॥<br />ततोऽन्येभ्योऽनुरूपेभ्यः शिष्येभ्यः प्रददौ प्रभुषष्टिं शतसहस्राणि चकारान्यां स संहिताम् ।<br />त्रिंशच्छतसहस्रं च देवलोके प्रतिष्ठितम् ॥<br />पित्र्ये पञ्चदश प्रोक्तं रक्षोयक्षे चतुर्दश ।<br />एकं शतसहस्रं तु मानुषेषु प्रतिष्ठितम् ॥<br /><br /><a href="http://sarit.indology.info/exist/apps/sarit/works/%C4%81diparva.html" rel="nofollow">http://sarit.indology.info/exist/apps/sarit/works/%C4%81diparva.html</a><br /> <br /><br /> <br /> <br /><br /> <br /><a href="http://asi.nic.in/asi_books/9002.pdf" rel="nofollow">http://asi.nic.in/asi_books/9002.pdf</a><br /><br /><br /><br /><br /> <br /> <br />Gaṇeśa with Gaṇa-s in Kailasanatha temple, Kanchipuram (685 to 705 CE, Rajasimha, Pallava dynasty)<br />Source: <a href="http://swamisblog.blogspot.in/2009/12/" rel="nofollow">http://swamisblog.blogspot.in/2009/12/</a><br />These Marut Gaṇa are associated with the smelter work as seen on Bhuteshwar sculptural friezes.<br /> <br /> <br />  <br />Smelter. Kharva, dwarfs venerate linga atop smelter and tree (kuṭi 'tree' rebus: kuṭhi 'smelter'). Ekamukha Sivalinga atop smelter.<br /> <br />Gaṇeśa with Saptamatrikas, Aihole, Karnataka, 8th century CE.<br /><br />The Devi Matrikas (flanked by Shiva and Ganesha), representing various Shakti aspects, from 9th-century Madhya Pradesh<br /> <br />Saptamātr̥kā-s with Gaṇeśa, at Panchalingeshvara temple in Karnataka.<br /> <br />Gaṇeśa. Entrance to Ellora caves.<br /> <br /> <br />Ellora Caves - Kailasa Temple - Group Of mātr̥kā-s with Gaṇeśa<br /><br />Stone sculpture in National Museum, New Delhi, India. Śiva and Saptamātr̥kā-s.<br /> <br />Nataraja–Shiva (left) with Virabhadra and the first three mātr̥kā-s depicted with children – Ellora</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34113952" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="01ea1500303ae922e6bb6f8a790ea015" rel="nofollow" data-download="{"attachment_id":54044776,"asset_id":34113952,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54044776/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66817162" href="https://dcpune.academia.edu/SrinivasanKalyanaraman">Srinivasan Kalyanaraman</a><script data-card-contents-for-user="66817162" type="text/json">{"id":66817162,"first_name":"Srinivasan","last_name":"Kalyanaraman","domain_name":"dcpune","page_name":"SrinivasanKalyanaraman","display_name":"Srinivasan Kalyanaraman","profile_url":"https://dcpune.academia.edu/SrinivasanKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/66817162/18434255/18382530/s65_srinivasan.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_34113952 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34113952"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34113952, container: ".js-paper-rank-work_34113952", }); 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Marut, kharva, 'dwarf', dancer, kavi, Brahmaṇaspati, Br̥haspati, 2. त्रिधातु, 'aggregate of 3 minerals', 3. R̥bhu founder of yajña, artist, rayi, 'wealth'.\n\nGaṇeśa is a कवि kavi, m. a singer , bard , poet (but in this sense without any technical application in the वेद) RV. VS. TS. AV. S3Br. i , 4 , 2 , 8Kat2hUp. iii , 14 MBh. Bhag. Bha1gP. Mn. vii , 49 R. Ragh. \n\nGaṇeśa is a scribe, a R̥bhu, 'artist' In the tradition of Indus Script, a scribe is also an artist because the writing system is composed with hypertextss incorporating hieroglyphs -- both pictorial motifs and 'signs or symbols', say, syllabic representations in Brāhmī or 'signs' of the Indus Script Corpora. \n\nSince Mahābhārata is the fifth Veda itihāsa with ākhyāna-s and upākhyāna-s, the scribe of the sacred kāvya, by the kavi, -- is Gaṇeśa who is kavīnām kavi, he is the suprme kavi among kavi-s. The scribal narratiave is an affirmation of divine sanction for the documented narratives. \n\nHence, Gaṇeśa utters the praṇava, says 'om' accepting the terms stipulated by Vyāsa. \n\nThis tradition is exemplified by many manuscripts of Mahābhārata which are profusely illustrated to communicate the narrative effectivey.\nBattle Between Ghatotkacha And Karna, Illustrated Folio \n \nBattle of Kurukshetra.\n\n \nPage from a Manuscript of the Mahabharata: Kichaka and Draupadi Disguised as the Maidservant Shairandhri 1670.\nIndian, India, Deccan, Southern Karnataka 17th century opaque watercolor, ink, gold on paper 8 x 19⅜ in 20.32 x 49.21 cm Friends of Indian Art in memory of Dr. Meena Hazra 95.6\n\nRead more at https://vmfa.museum/collections/art/page-manuscript-mahabharata-kichaka-draupadi-disguised-maidservant-shairandhri/#OpbYhP0yIZ7h6MRW.99\n \nIllustrated palmleaf manuscripts in the collection of Orissa State Museum. Read more at: http://www.harekrsna.com/sun/features/02-07/features555.htm\n \nH: 11.8 W: 16.6 cm. Probably Seringapatam, South India, India \n \n \nNewari Mahabharata, 14th-15th c. Philadelphia Museum of Art\n \nGaṇeśa is 1. scribe of Mahābhārata, 2. kavi; Brahmaṇaspati, Br̥haspati, 3. त्रिधातु, 'aggregate of 3 minerals', 4. R̥bhu founder of yajña, artist, rayi, 'wealth' Gaṇeśa is a Marut, R̥bhukṣa, who wields a thunderbolt. This is a metaphor for his tusk used as a writing instrument. That Gaṇeśa is a member of Marut Gaṇa is signified on a sculptural frieze of Kanchipuram Kailāsanātha temple. \n\nSee: \n\nBhāratīya ādhyātmikā itihāsa of tridhātu Gaṇeśa, śarva Śiva, Rāma, Kr̥ṣṇa \nhttps://tinyurl.com/yc95usjo\n\nTridhātu as Gaṇeśa, Tridhātu on Indus Script metalwork for crucible steel, ādhyātmikā metaphor pr̥thvyaptejorūpadhātu (R̥gveda) \nhttp://tinyurl.com/kptlbz3\n\nGaṇeśa is Brāhmī scribe of Mahābhārata in the tradition of Indus Script cipher of Bronze Age\nhttps://tinyurl.com/y79j8rxp \n \nhttp://sanskritdocuments.org/mirrors/mahabharata/mahabharata-sarit.html \n\nGaṇeśa -- the leader of Marut Gaṇa, a scribe with dāt, an ivory stylus -- and Kṣṇadwaipāyana Vyāsa -- the black narrator, a Ganga-island dweller -- unite together after Gaṇeśa consents to be a scribe utteringom and together start with an invocation for success to Nara and Nārāyaṇa (nārāyaṇaṃ namaskṛtya naraṃ caiva narottamam; 1.1.0) and to goddess Sarasvatī (devīṃ sarasvatīṃ caiva tato jayam udīrayet; 1.1.0). Om is part of the iconography, pratimā, 'ādhyātmikā symbol' which refers to ātman (soul, self within) and Brahman (ultimate reality, entirety of the universe, truth, divine, supreme spirit, cosmic principles, knowledge). So, they start with ओम् Om pratimā which is प्रणव, praṇava. Om is the last sound a Yogi hears before entering the state of Turīya level of language, script and reality. The mystic syllable is affirmation of something divine in the narration and scripted text of Mahābhārata.\n\nWhy does Gaṇeśa uttar Om assenting to be a scribe of Vyasa's oral narrative?\n\nOm (ॐ) is the pratigara (agreement) with a hymn. Likewise is tatha (so be it) with a song. But Om is something divine, and tatha is something human.\n— Aitareya Aranyaka 23.6\n\nतस्य वाचकः प्रणवः ॥२७॥\n\nHis word is Om.\n\n— Yogasutra 1.27\n\nओं नमः (Oṃ namaḥ) Siddhanam (6 syllables), Om Nhi (2 syllables) and just Om (1 syllable) are the short forms of the Paramesthi-Mantra, also called Namokar Mantra or Navkar Mantra in Jainism\n\n\"Om Mani Padmi Hum\" to be AUM, the totality of sound, existence and consciousness in Bauddham\n\nOankar ('the Primal Sound') created Brahma, Oankar fashioned the consciousness,\nFrom Oankar came mountains and ages, Oankar produced the Vedas,\nBy the grace of Oankar, people were saved through the divine word,\nBy the grace of Oankar, they were liberated through the teachings of the Guru.\n\n— Ramakali Dakkhani, Adi Granth 929-930, Translated by Pashaura Singh.\n\nTamil version of the great epic venerates Gaṇeśa as scribe of the epic:\n\nThe information is given in the very first verse of Villi Bharatham and is quite famous as the \"Kadavul Vaazhththu\" (Prayer to the Divine). A rough/prosaic but literal translation would be: \n\"To make it firm as the fifth along with the four Vedas\nOn this sea-girt earth,\nWhen the Mahabharata was spoken by the King of sages\nWho possess unfading askesis and Truth,\nVinayaka wrote with the Mount Meru\nAs the cadjan leaf,\nAnd His own tusk as the sharp stylus.\nI salute Him with shoreless love.\"\n\n(fifth along with the four Vedas -- Bharatah Panchamao Vedah; Vyasa is described as the king of sages; the sages are described as possessing unfading askesis and Truth (vaadaa thavam meymmai muni raajan); Mount Meru is described as \"edu\" which is palm or cadjan leaf).\nSome copies of the work tack this and the following verse which is also a prayer to Vinayaka to the verses of praise by Villi's son Varantharuvaar that are always printed as a preface to the work.\nhttp://mahabharata-resources.org/variations/prema-villi1.html\n\nTwo anient manuscripts announce Gaṇeśa as scribe of the epic:\n\nArrival of Heramba Gaṇeśa to write Mahābhārata announced in ādiparva:\nसौतिरुवाच ।\nएवमाभाष्य तं ब्रह्मा जगाम स्वं निवेशनम् ।\nभगवान्स जगत्स्रष्टा ऋषिदेवगणैः सह ॥\nततः सस्मार हेरम्बं व्यासः सत्यवतीसुतः ॥\nस्मृतमात्रो गणेशानो भक्तचिन्तितपूरकः ।\nतत्राजगाम विघ्नेशो वेदव्यासो यतः स्थितः ॥\nपूजितश्चोपविष्टश्च व्यासेनोक्तस्तदानघ ।\nलेखको भारतस्यास्य भव त्वं गणनायक ॥\nमयैव प्रोच्यमानस्य मनसा कल्पितस्य च ॥\nश्रुत्वैतत्प्राह विघ्नेशो यदि मे लेखनी क्षणम् ।\nलिखतो नावतिष्ठेत तदा स्यां लेखको ह्यहम् ॥\n\nव्यासोऽप्युवाच तं देवमबुद्ध्वा मा लिख क्वचित् ।\nओमित्युक्त्वा गणेशोपि बभूव किल लेखकः ॥\nग्रन्थग्रन्थिं तदा चक्रे मुनिर्गूढं कुतूहलात् ।\nयस्मिन्प्रतिज्ञया प्राह मुनिर्द्वैपायनस्त्विदम् ॥\nअष्टौ श्लोकसहस्राणि अष्टौ श्लोकशतानि च ।\nअहं वेद्मि शुको वेत्ति संजयो वेत्ति वा न वा ॥\nतच्छ्लोककूटमद्यापि ग्रथितं सुदृढं मुने ।\nभेत्तुं न शक्यतेऽर्थस्यं गूढत्वात्प्रश्रितस्य च ॥\nसर्वज्ञोपि गणेशो यत्क्षणमास्ते विचारयन् ।\nतावच्चकार व्यासोपि श्लोकानन्यान्बहूनपि ॥\nतस्य वृक्षस्य वक्ष्यामि शाखापुष्पफलोदयम् ।\nस्वादुमेध्यरसोपेतमच्छेद्यममरैरपि ॥\nअनुक्रमणिकाध्यायं वृत्तान्तं सर्वपर्वणाम् ।\nइदं द्वैपायनः पूर्वं पुत्रमध्यापयच्छुकम् ॥\nततोऽन्येभ्योऽनुरूपेभ्यः शिष्येभ्यः प्रददौ प्रभुषष्टिं शतसहस्राणि चकारान्यां स संहिताम् ।\nत्रिंशच्छतसहस्रं च देवलोके प्रतिष्ठितम् ॥\nपित्र्ये पञ्चदश प्रोक्तं रक्षोयक्षे चतुर्दश ।\nएकं शतसहस्रं तु मानुषेषु प्रतिष्ठितम् ॥\n\nhttp://sarit.indology.info/exist/apps/sarit/works/%C4%81diparva.html\n \n\n \n \n\n \nhttp://asi.nic.in/asi_books/9002.pdf\n\n\n\n\n \n \nGaṇeśa with Gaṇa-s in Kailasanatha temple, Kanchipuram (685 to 705 CE, Rajasimha, Pallava dynasty)\nSource: http://swamisblog.blogspot.in/2009/12/\nThese Marut Gaṇa are associated with the smelter work as seen on Bhuteshwar sculptural friezes.\n \n \n \nSmelter. Kharva, dwarfs venerate linga atop smelter and tree (kuṭi 'tree' rebus: kuṭhi 'smelter'). Ekamukha Sivalinga atop smelter.\n \nGaṇeśa with Saptamatrikas, Aihole, Karnataka, 8th century CE.\n\nThe Devi Matrikas (flanked by Shiva and Ganesha), representing various Shakti aspects, from 9th-century Madhya Pradesh\n \nSaptamātr̥kā-s with Gaṇeśa, at Panchalingeshvara temple in Karnataka.\n \nGaṇeśa. Entrance to Ellora caves.\n \n \nEllora Caves - Kailasa Temple - Group Of mātr̥kā-s with Gaṇeśa\n\nStone sculpture in National Museum, New Delhi, India. Śiva and Saptamātr̥kā-s.\n \nNataraja–Shiva (left) with Virabhadra and the first three mātr̥kā-s depicted with children – Ellora","downloadable_attachments":[{"id":54044776,"asset_id":34113952,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66817162,"first_name":"Srinivasan","last_name":"Kalyanaraman","domain_name":"dcpune","page_name":"SrinivasanKalyanaraman","display_name":"Srinivasan Kalyanaraman","profile_url":"https://dcpune.academia.edu/SrinivasanKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/66817162/18434255/18382530/s65_srinivasan.kalyanaraman.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1200","nofollow":true},{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1200","nofollow":true},{"id":137,"name":"Economic History","url":"https://www.academia.edu/Documents/in/Economic_History?f_ri=1200","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=1200"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200"},{"id":12523,"name":"Bronze Age Europe (Archaeology)","url":"https://www.academia.edu/Documents/in/Bronze_Age_Europe_Archaeology_?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20162791" data-work_id="20162791" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20162791/O_desafio_de_se_ensinar_Portugu%C3%AAs_para_falantes_de_outras_l%C3%ADnguas_An%C3%A1lise_lingu%C3%ADstico_discursiva_de_um_livro_did%C3%A1tico_para_o_ensino_de_PLE">O desafio de se ensinar Português para falantes de outras línguas: Análise linguístico-discursiva de um livro didático para o ensino de PLE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Neste artigo discutimos a análise de um livro didático de ensino de Português Brasileiro para empresários estrangeiros. A análise linguístico-discursiva foi uma tentativa de descrever e desvendar as concepções de linguagem e de ensino... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20162791" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Neste artigo discutimos a análise de um livro didático de ensino de Português Brasileiro para empresários estrangeiros. A análise linguístico-discursiva foi uma tentativa de descrever e desvendar as concepções de linguagem e de ensino norteadoras do material e suas possíveis implicações no processo de ensino/aprendizagem. O livro mostrou-se heterogêneo, no sentido de que é possível encontrar desde exercícios de cunho estrutural, até tarefas que exploram funções sociais e interativas do uso da língua. A partir da análise das concepções de linguagem, discutimos as visões de aprendizagem e de autonomia do material. Buscamos analisar o modo como o livro conduz o desenvolvimento das capacidades de linguagem do aprendiz: de ação, discursivas e linguístico-discursivas. A partir dessas capacidades, pudemos discutir como as habilidades de produção e compreensão (orais e escritas) são tratadas. De modo geral, a análise encontrou pontos positivos por promover a integração de habilidades em várias tarefas e pelo uso de textos autênticos sobre assuntos pertinentes ao mundo empresarial. Contudo, há aspectos cuja avaliação foi negativa: concepções de cultura e de gramática, falta de desenvolvimento de habilidades de compreensão e produção orais, e a ausência de uma abordagem com gêneros discursivos.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20162791" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="63fac4bc00b0c2fbfe5668db35a33a64" rel="nofollow" data-download="{"attachment_id":41042116,"asset_id":20162791,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41042116/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26186179" href="https://uftm.academia.edu/AnaCalazansdaRosa">Ana Amélia Calazans da Rosa</a><script data-card-contents-for-user="26186179" type="text/json">{"id":26186179,"first_name":"Ana Amélia","last_name":"Calazans da Rosa","domain_name":"uftm","page_name":"AnaCalazansdaRosa","display_name":"Ana Amélia Calazans da Rosa","profile_url":"https://uftm.academia.edu/AnaCalazansdaRosa?f_ri=1200","photo":"https://0.academia-photos.com/26186179/7204844/8111471/s65_ana.calazans_da_rosa.jpg_oh_ae94670507f88d2506022dd1b542dfcf_oe_5594d6a1___gda___1431445962_8588c40da5c9d70b719f075f2d88b5aa"}</script></span></span></li><li class="js-paper-rank-work_20162791 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20162791"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20162791, container: ".js-paper-rank-work_20162791", }); 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$(".js-view-count[data-work-id=20162791]").text(description); $(".js-view-count-work_20162791").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20162791").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20162791"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2222" rel="nofollow" href="https://www.academia.edu/Documents/in/Portuguese_Studies">Portuguese Studies</a>, <script data-card-contents-for-ri="2222" type="text/json">{"id":2222,"name":"Portuguese Studies","url":"https://www.academia.edu/Documents/in/Portuguese_Studies?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9918" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages">Teaching of Foreign Languages</a><script data-card-contents-for-ri="9918" type="text/json">{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20162791]'), work: {"id":20162791,"title":"O desafio de se ensinar Português para falantes de outras línguas: Análise linguístico-discursiva de um livro didático para o ensino de PLE","created_at":"2016-01-11T05:58:45.644-08:00","url":"https://www.academia.edu/20162791/O_desafio_de_se_ensinar_Portugu%C3%AAs_para_falantes_de_outras_l%C3%ADnguas_An%C3%A1lise_lingu%C3%ADstico_discursiva_de_um_livro_did%C3%A1tico_para_o_ensino_de_PLE?f_ri=1200","dom_id":"work_20162791","summary":"Neste artigo discutimos a análise de um livro didático de ensino de Português Brasileiro para empresários estrangeiros. A análise linguístico-discursiva foi uma tentativa de descrever e desvendar as concepções de linguagem e de ensino norteadoras do material e suas possíveis implicações no processo de ensino/aprendizagem. O livro mostrou-se heterogêneo, no sentido de que é possível encontrar desde exercícios de cunho estrutural, até tarefas que exploram funções sociais e interativas do uso da língua. A partir da análise das concepções de linguagem, discutimos as visões de aprendizagem e de autonomia do material. Buscamos analisar o modo como o livro conduz o desenvolvimento das capacidades de linguagem do aprendiz: de ação, discursivas e linguístico-discursivas. A partir dessas capacidades, pudemos discutir como as habilidades de produção e compreensão (orais e escritas) são tratadas. De modo geral, a análise encontrou pontos positivos por promover a integração de habilidades em várias tarefas e pelo uso de textos autênticos sobre assuntos pertinentes ao mundo empresarial. Contudo, há aspectos cuja avaliação foi negativa: concepções de cultura e de gramática, falta de desenvolvimento de habilidades de compreensão e produção orais, e a ausência de uma abordagem com gêneros discursivos.","downloadable_attachments":[{"id":41042116,"asset_id":20162791,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26186179,"first_name":"Ana Amélia","last_name":"Calazans da Rosa","domain_name":"uftm","page_name":"AnaCalazansdaRosa","display_name":"Ana Amélia Calazans da Rosa","profile_url":"https://uftm.academia.edu/AnaCalazansdaRosa?f_ri=1200","photo":"https://0.academia-photos.com/26186179/7204844/8111471/s65_ana.calazans_da_rosa.jpg_oh_ae94670507f88d2506022dd1b542dfcf_oe_5594d6a1___gda___1431445962_8588c40da5c9d70b719f075f2d88b5aa"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2222,"name":"Portuguese Studies","url":"https://www.academia.edu/Documents/in/Portuguese_Studies?f_ri=1200","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200","nofollow":true},{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=1200","nofollow":true},{"id":15598,"name":"Portuguese as a Foreign Language","url":"https://www.academia.edu/Documents/in/Portuguese_as_a_Foreign_Language?f_ri=1200"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=1200"},{"id":36114,"name":"Textbook Research","url":"https://www.academia.edu/Documents/in/Textbook_Research?f_ri=1200"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=1200"},{"id":118666,"name":"Brazilian Portuguese","url":"https://www.academia.edu/Documents/in/Brazilian_Portuguese?f_ri=1200"},{"id":162447,"name":"Material didático","url":"https://www.academia.edu/Documents/in/Material_didatico?f_ri=1200"},{"id":343544,"name":"Teaching Portuguese as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Portuguese_as_a_Foreign_Language?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44018083 coauthored" data-work_id="44018083" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44018083/A_Proposed_Mapping_of_the_Voynich_Alphabet_to_an_Indo_European_Language">A Proposed Mapping of the Voynich Alphabet to an Indo-European Language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Folios 1v-6r of the Voynich Manuscript, a mysterious codex that was written in an unknown language during the 15th or 16th century, contains various illustrations of plants, and these diagrams offer valuable clues about the text and its... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44018083" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Folios 1v-6r of the Voynich Manuscript, a mysterious codex that was written in an unknown language during the 15th or 16th century, contains various illustrations of plants, and these diagrams offer valuable clues about the text and its meaning (1). The labels associated with these diagrams were roughly translated to various derivatives of Proto-Indo-European languages (Latin, Italian, French, Spanish, and Portuguese). This was done using a frequency-based character map where the most common characters in Voynichese were mapped to the most frequent characters in the target language. The translated text was manually checked to identify words with possible meaning in a target language, and the meanings of those words were cross-referenced with Dr. Gerard Cheshire's work to identify which words were false positives and which were likely correct translations. Our mapping helps validate Dr. Cheshire's research on the plants described in the first ten folios of the Voynich Manuscript and provides further insight into the information contained in those folios (2). Since the Voynich Manuscript is over six hundred years old and may possess information that reveals novel remedies to common diseases and plants that were previously undiscovered, it can provide meaningful information that could alter the field of medicine. Also, because of the use of Vulgar Latin after the fall of the Roman Empire, the text may give clues about this purely spoken language. Voynich Manuscript | MS 408 | Romance Languages | Medieval Plants | Natural Language Processing | Latin</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44018083" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c96446ad2359ef666fca6571c4dd69a7" rel="nofollow" data-download="{"attachment_id":64353476,"asset_id":44018083,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64353476/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99622950" href="https://1js22j.academia.edu/RobertDowningII">Robert A Downing II</a><script data-card-contents-for-user="99622950" type="text/json">{"id":99622950,"first_name":"Robert","last_name":"Downing II","domain_name":"1js22j","page_name":"RobertDowningII","display_name":"Robert A Downing II","profile_url":"https://1js22j.academia.edu/RobertDowningII?f_ri=1200","photo":"https://0.academia-photos.com/99622950/22331880/27735429/s65_robert.downing.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44018083">+3</span><div class="hidden js-additional-users-44018083"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/OjaswUpadhyay">Ojasw Upadhyay</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/RiyaBhatia3">Riya Bhatia</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/AbhayHarpalani">Abhay Harpalani</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44018083'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44018083').html(); 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The labels associated with these diagrams were roughly translated to various derivatives of Proto-Indo-European languages (Latin, Italian, French, Spanish, and Portuguese). This was done using a frequency-based character map where the most common characters in Voynichese were mapped to the most frequent characters in the target language. The translated text was manually checked to identify words with possible meaning in a target language, and the meanings of those words were cross-referenced with Dr. Gerard Cheshire's work to identify which words were false positives and which were likely correct translations. Our mapping helps validate Dr. Cheshire's research on the plants described in the first ten folios of the Voynich Manuscript and provides further insight into the information contained in those folios (2). Since the Voynich Manuscript is over six hundred years old and may possess information that reveals novel remedies to common diseases and plants that were previously undiscovered, it can provide meaningful information that could alter the field of medicine. Also, because of the use of Vulgar Latin after the fall of the Roman Empire, the text may give clues about this purely spoken language. Voynich Manuscript | MS 408 | Romance Languages | Medieval Plants | Natural Language Processing | Latin","downloadable_attachments":[{"id":64353476,"asset_id":44018083,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99622950,"first_name":"Robert","last_name":"Downing II","domain_name":"1js22j","page_name":"RobertDowningII","display_name":"Robert A Downing II","profile_url":"https://1js22j.academia.edu/RobertDowningII?f_ri=1200","photo":"https://0.academia-photos.com/99622950/22331880/27735429/s65_robert.downing.jpg"},{"id":164560070,"first_name":"Ojasw","last_name":"Upadhyay","domain_name":"independent","page_name":"OjaswUpadhyay","display_name":"Ojasw Upadhyay","profile_url":"https://independent.academia.edu/OjaswUpadhyay?f_ri=1200","photo":"https://gravatar.com/avatar/eee25e66413c4328e3160ce68ef738db?s=65"},{"id":151497196,"first_name":"Riya","last_name":"Bhatia","domain_name":"independent","page_name":"RiyaBhatia3","display_name":"Riya Bhatia","profile_url":"https://independent.academia.edu/RiyaBhatia3?f_ri=1200","photo":"https://gravatar.com/avatar/56749b1b5ffba44ba0aa473cce23fa1c?s=65"},{"id":165069083,"first_name":"Abhay","last_name":"Harpalani","domain_name":"independent","page_name":"AbhayHarpalani","display_name":"Abhay Harpalani","profile_url":"https://independent.academia.edu/AbhayHarpalani?f_ri=1200","photo":"https://0.academia-photos.com/165069083/70645571/59069899/s65_abhay.harpalani.png"}],"research_interests":[{"id":428,"name":"Algorithms","url":"https://www.academia.edu/Documents/in/Algorithms?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning?f_ri=1200","nofollow":true},{"id":6952,"name":"Mediterranean Studies","url":"https://www.academia.edu/Documents/in/Mediterranean_Studies?f_ri=1200","nofollow":true},{"id":21903,"name":"Encryption","url":"https://www.academia.edu/Documents/in/Encryption?f_ri=1200"},{"id":36280,"name":"Holism","url":"https://www.academia.edu/Documents/in/Holism?f_ri=1200"},{"id":44297,"name":"Herbal Medicine","url":"https://www.academia.edu/Documents/in/Herbal_Medicine?f_ri=1200"},{"id":52939,"name":"Herbal medicines","url":"https://www.academia.edu/Documents/in/Herbal_medicines?f_ri=1200"},{"id":264077,"name":"Alchemy and hermetics","url":"https://www.academia.edu/Documents/in/Alchemy_and_hermetics?f_ri=1200"},{"id":272085,"name":"Medeival Studies","url":"https://www.academia.edu/Documents/in/Medeival_Studies?f_ri=1200"},{"id":475855,"name":"Voynich manuscript","url":"https://www.academia.edu/Documents/in/Voynich_manuscript?f_ri=1200"},{"id":504027,"name":"Decryption","url":"https://www.academia.edu/Documents/in/Decryption?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44941506" data-work_id="44941506" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44941506/Haitian_Creole_Comes_of_Age_Philology_Orthography_Education_and_Literature_in_the_Haitian_Sixties_1934_1957">Haitian Creole Comes of Age: Philology, Orthography, Education, and Literature in the "Haitian Sixties," 1934-1957</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The twenty-three years (1934-1957) between the end of the US Occupation and the start of the Duvalier era were a dynamic period of introspection and change in Haitian society. The relatively high degree of freedom of expression, the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44941506" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The twenty-three years (1934-1957) between the end of the US Occupation and the start of the Duvalier era were a dynamic period of introspection and change in Haitian society. The relatively high degree of freedom of expression, the proliferation of ideologies like Marxism and Noirisme, and the "Revolution of 1946" were all linked to a transformation of Haitian politics and culture unprecedented since 1804. One clear indication of the spirit of this chapter of the country's history, which I have labeled the Haitian Sixties, was the progress made by the Kreyòl movement. After the setbacks under the US Occupation, the call for a legitimation of the popular language entered a phase of renewed vigor: it was bolstered by groundbreaking philological studies, concerted attempts to create a standard orthography, experiments in the use of the Kreyòl language as a medium of instruction, and a renaissance in Kreyòl-language literature. Yet as the movement progressed, it was hampered by new internal divisions and longstanding prejudices at different levels of Haitian society.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44941506" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="70591846bf74070230461fd28a8f979b" rel="nofollow" data-download="{"attachment_id":65469488,"asset_id":44941506,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65469488/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="69105589" href="https://independent.academia.edu/MattRobertshaw">Matt J Robertshaw</a><script data-card-contents-for-user="69105589" type="text/json">{"id":69105589,"first_name":"Matt","last_name":"Robertshaw","domain_name":"independent","page_name":"MattRobertshaw","display_name":"Matt J Robertshaw","profile_url":"https://independent.academia.edu/MattRobertshaw?f_ri=1200","photo":"https://0.academia-photos.com/69105589/18372813/20551563/s65_matt.robertshaw.jpg"}</script></span></span></li><li class="js-paper-rank-work_44941506 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44941506"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44941506, container: ".js-paper-rank-work_44941506", }); 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$(".js-view-count[data-work-id=44941506]").text(description); $(".js-view-count-work_44941506").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44941506").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44941506"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="136" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_History">Cultural History</a>, <script data-card-contents-for-ri="136" type="text/json">{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a><script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44941506]'), work: {"id":44941506,"title":"Haitian Creole Comes of Age: Philology, Orthography, Education, and Literature in the \"Haitian Sixties,\" 1934-1957","created_at":"2021-01-20T06:44:56.961-08:00","url":"https://www.academia.edu/44941506/Haitian_Creole_Comes_of_Age_Philology_Orthography_Education_and_Literature_in_the_Haitian_Sixties_1934_1957?f_ri=1200","dom_id":"work_44941506","summary":"The twenty-three years (1934-1957) between the end of the US Occupation and the start of the Duvalier era were a dynamic period of introspection and change in Haitian society. The relatively high degree of freedom of expression, the proliferation of ideologies like Marxism and Noirisme, and the \"Revolution of 1946\" were all linked to a transformation of Haitian politics and culture unprecedented since 1804. One clear indication of the spirit of this chapter of the country's history, which I have labeled the Haitian Sixties, was the progress made by the Kreyòl movement. After the setbacks under the US Occupation, the call for a legitimation of the popular language entered a phase of renewed vigor: it was bolstered by groundbreaking philological studies, concerted attempts to create a standard orthography, experiments in the use of the Kreyòl language as a medium of instruction, and a renaissance in Kreyòl-language literature. Yet as the movement progressed, it was hampered by new internal divisions and longstanding prejudices at different levels of Haitian society.","downloadable_attachments":[{"id":65469488,"asset_id":44941506,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":69105589,"first_name":"Matt","last_name":"Robertshaw","domain_name":"independent","page_name":"MattRobertshaw","display_name":"Matt J Robertshaw","profile_url":"https://independent.academia.edu/MattRobertshaw?f_ri=1200","photo":"https://0.academia-photos.com/69105589/18372813/20551563/s65_matt.robertshaw.jpg"}],"research_interests":[{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1200","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1200","nofollow":true},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics?f_ri=1200"},{"id":6726,"name":"Haiti","url":"https://www.academia.edu/Documents/in/Haiti?f_ri=1200"},{"id":6915,"name":"Unesco","url":"https://www.academia.edu/Documents/in/Unesco?f_ri=1200"},{"id":20158,"name":"Pidgin and Creole Languages","url":"https://www.academia.edu/Documents/in/Pidgin_and_Creole_Languages?f_ri=1200"},{"id":20623,"name":"Haitian Literature","url":"https://www.academia.edu/Documents/in/Haitian_Literature?f_ri=1200"},{"id":24120,"name":"Haitian History","url":"https://www.academia.edu/Documents/in/Haitian_History?f_ri=1200"},{"id":28958,"name":"Orthography","url":"https://www.academia.edu/Documents/in/Orthography?f_ri=1200"},{"id":58505,"name":"Caribbean","url":"https://www.academia.edu/Documents/in/Caribbean?f_ri=1200"},{"id":967972,"name":"Haitian Creole","url":"https://www.academia.edu/Documents/in/Haitian_Creole?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39043528" data-work_id="39043528" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39043528/La_semantica_leopardiana_della_felicit%C3%A0_II_Il_moto_dell_uomo_e_la_sua_prospettica_in_Otto_Novecento_XLI_3_2017_pp_41_66">La semantica leopardiana della felicità (II). Il moto dell’uomo e la sua prospettica, in «Otto/Novecento», XLI/3 (2017), pp. 41-66.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In questo saggio viene approfondito il percorso di ricerca sulla semantica della felicità nell’opera leopardiana, i cui primi risultati sono apparsi in un precedente articolo (cfr. “Otto/Nove- cento”, n. 2/2017). Attraverso un metodo... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39043528" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In questo saggio viene approfondito il percorso di ricerca sulla semantica della felicità nell’opera leopardiana, i cui primi risultati sono apparsi in un precedente articolo (cfr. “Otto/Nove- cento”, n. 2/2017). Attraverso un metodo d’indagine di natura lessicografica si intende analizzare qui ulteriori reti concettuali legate al termine “felicità”, al fine di offrire un quadro più completo su una questione complessa ed estesa nel pensiero dell’autore. I risultati del lavoro investono principalmente tre macro-aree tematiche: il legame tra la felicità e il pensiero scientifico; il rapporto che l’autore istituisce tra il valore della felicità e le strutture sociali; il ruolo di alcuni principi matematici e artistici, in particolar modo la prospettiva, nella riconfigurazione della felicità proposta da Leopardi.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39043528" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eaf428f86bf5e53191944d961a625f1b" rel="nofollow" data-download="{"attachment_id":59156987,"asset_id":39043528,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59156987/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="74154006" href="https://studigermanici.academia.edu/GiuliaPuzzo">Giulia Puzzo</a><script data-card-contents-for-user="74154006" type="text/json">{"id":74154006,"first_name":"Giulia","last_name":"Puzzo","domain_name":"studigermanici","page_name":"GiuliaPuzzo","display_name":"Giulia Puzzo","profile_url":"https://studigermanici.academia.edu/GiuliaPuzzo?f_ri=1200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_39043528 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39043528"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39043528, container: ".js-paper-rank-work_39043528", }); 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$(".js-view-count[data-work-id=39043528]").text(description); $(".js-view-count-work_39043528").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39043528").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39043528"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7887" rel="nofollow" href="https://www.academia.edu/Documents/in/Italian_Literature">Italian Literature</a>, <script data-card-contents-for-ri="7887" type="text/json">{"id":7887,"name":"Italian Literature","url":"https://www.academia.edu/Documents/in/Italian_Literature?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14868" rel="nofollow" href="https://www.academia.edu/Documents/in/Literature_And_Science">Literature And Science</a>, <script data-card-contents-for-ri="14868" type="text/json">{"id":14868,"name":"Literature And Science","url":"https://www.academia.edu/Documents/in/Literature_And_Science?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17847" rel="nofollow" href="https://www.academia.edu/Documents/in/Giacomo_Leopardi">Giacomo Leopardi</a><script data-card-contents-for-ri="17847" type="text/json">{"id":17847,"name":"Giacomo Leopardi","url":"https://www.academia.edu/Documents/in/Giacomo_Leopardi?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39043528]'), work: {"id":39043528,"title":"La semantica leopardiana della felicità (II). Il moto dell’uomo e la sua prospettica, in «Otto/Novecento», XLI/3 (2017), pp. 41-66.","created_at":"2019-05-07T06:05:20.388-07:00","url":"https://www.academia.edu/39043528/La_semantica_leopardiana_della_felicit%C3%A0_II_Il_moto_dell_uomo_e_la_sua_prospettica_in_Otto_Novecento_XLI_3_2017_pp_41_66?f_ri=1200","dom_id":"work_39043528","summary":"In questo saggio viene approfondito il percorso di ricerca sulla semantica della felicità nell’opera leopardiana, i cui primi risultati sono apparsi in un precedente articolo (cfr. “Otto/Nove- cento”, n. 2/2017). Attraverso un metodo d’indagine di natura lessicografica si intende analizzare qui ulteriori reti concettuali legate al termine “felicità”, al fine di offrire un quadro più completo su una questione complessa ed estesa nel pensiero dell’autore. I risultati del lavoro investono principalmente tre macro-aree tematiche: il legame tra la felicità e il pensiero scientifico; il rapporto che l’autore istituisce tra il valore della felicità e le strutture sociali; il ruolo di alcuni principi matematici e artistici, in particolar modo la prospettiva, nella riconfigurazione della felicità proposta da Leopardi.","downloadable_attachments":[{"id":59156987,"asset_id":39043528,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":74154006,"first_name":"Giulia","last_name":"Puzzo","domain_name":"studigermanici","page_name":"GiuliaPuzzo","display_name":"Giulia Puzzo","profile_url":"https://studigermanici.academia.edu/GiuliaPuzzo?f_ri=1200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":7887,"name":"Italian Literature","url":"https://www.academia.edu/Documents/in/Italian_Literature?f_ri=1200","nofollow":true},{"id":14868,"name":"Literature And Science","url":"https://www.academia.edu/Documents/in/Literature_And_Science?f_ri=1200","nofollow":true},{"id":17847,"name":"Giacomo Leopardi","url":"https://www.academia.edu/Documents/in/Giacomo_Leopardi?f_ri=1200","nofollow":true},{"id":50390,"name":"Lexicon","url":"https://www.academia.edu/Documents/in/Lexicon?f_ri=1200"},{"id":69388,"name":"Letteratura italiana moderna e contemporanea","url":"https://www.academia.edu/Documents/in/Letteratura_italiana_moderna_e_contemporanea?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4902667" data-work_id="4902667" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4902667/Hal_Prince_Henry_Henry_V_Unravelling_England_Trough_Shakespeare">Hal, Prince Henry, Henry V: Unravelling England Trough Shakespeare</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4902667" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a4860655f8e8899069b2b7d6900edb2c" rel="nofollow" data-download="{"attachment_id":32168631,"asset_id":4902667,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32168631/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6343728" href="https://ku-dk.academia.edu/DavidGomes">David Gomes</a><script data-card-contents-for-user="6343728" type="text/json">{"id":6343728,"first_name":"David","last_name":"Gomes","domain_name":"ku-dk","page_name":"DavidGomes","display_name":"David Gomes","profile_url":"https://ku-dk.academia.edu/DavidGomes?f_ri=1200","photo":"https://0.academia-photos.com/6343728/2632136/15310244/s65_david.gomes.jpg"}</script></span></span></li><li class="js-paper-rank-work_4902667 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4902667"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4902667, container: ".js-paper-rank-work_4902667", }); });</script></li><li class="js-percentile-work_4902667 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4902667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4902667"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4902667 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4902667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4902667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4902667]").text(description); $(".js-view-count-work_4902667").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4902667").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4902667"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="128" rel="nofollow" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3146" rel="nofollow" href="https://www.academia.edu/Documents/in/Shakespeare">Shakespeare</a>, <script data-card-contents-for-ri="3146" type="text/json">{"id":3146,"name":"Shakespeare","url":"https://www.academia.edu/Documents/in/Shakespeare?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14170" rel="nofollow" href="https://www.academia.edu/Documents/in/Medieval_England">Medieval England</a><script data-card-contents-for-ri="14170" type="text/json">{"id":14170,"name":"Medieval England","url":"https://www.academia.edu/Documents/in/Medieval_England?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4902667]'), work: {"id":4902667,"title":"Hal, Prince Henry, Henry V: Unravelling England Trough Shakespeare","created_at":"2013-10-27T02:20:15.848-07:00","url":"https://www.academia.edu/4902667/Hal_Prince_Henry_Henry_V_Unravelling_England_Trough_Shakespeare?f_ri=1200","dom_id":"work_4902667","summary":null,"downloadable_attachments":[{"id":32168631,"asset_id":4902667,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6343728,"first_name":"David","last_name":"Gomes","domain_name":"ku-dk","page_name":"DavidGomes","display_name":"David Gomes","profile_url":"https://ku-dk.academia.edu/DavidGomes?f_ri=1200","photo":"https://0.academia-photos.com/6343728/2632136/15310244/s65_david.gomes.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":3146,"name":"Shakespeare","url":"https://www.academia.edu/Documents/in/Shakespeare?f_ri=1200","nofollow":true},{"id":14170,"name":"Medieval England","url":"https://www.academia.edu/Documents/in/Medieval_England?f_ri=1200","nofollow":true},{"id":56598,"name":"Henry V","url":"https://www.academia.edu/Documents/in/Henry_V?f_ri=1200"},{"id":1109501,"name":"Henry IV part I","url":"https://www.academia.edu/Documents/in/Henry_IV_part_I?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_352486" data-work_id="352486" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/352486/Empirical_study_a_mixed_methodology_to_improve_linguistic_and_communicative_competence_in_Spanish_as_a_FL_SL">Empirical study: a mixed methodology to improve linguistic and communicative competence in Spanish as a FL/SL</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_352486" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition. <br /> <br />Key words: task-based language teaching and learning, task-based approach, cooperative approach, cooperative learning, mixed methodological model, mixed methodology, face to face method, teaching module, linguistic and communicative competence.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/352486" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ff9c4e501707c88278bfca52ac6ac2fd" rel="nofollow" data-download="{"attachment_id":2046601,"asset_id":352486,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/2046601/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="269162" href="https://independent.academia.edu/KerwinALivingstone">Kerwin A. Livingstone</a><script data-card-contents-for-user="269162" type="text/json">{"id":269162,"first_name":"Kerwin","last_name":"A. Livingstone","domain_name":"independent","page_name":"KerwinALivingstone","display_name":"Kerwin A. Livingstone","profile_url":"https://independent.academia.edu/KerwinALivingstone?f_ri=1200","photo":"https://0.academia-photos.com/269162/56107/37160929/s65_kerwin.a._livingstone.jpg"}</script></span></span></li><li class="js-paper-rank-work_352486 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="352486"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 352486, container: ".js-paper-rank-work_352486", }); });</script></li><li class="js-percentile-work_352486 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 352486; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_352486"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_352486 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="352486"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 352486; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=352486]").text(description); $(".js-view-count-work_352486").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_352486").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="352486"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5939" rel="nofollow" href="https://www.academia.edu/Documents/in/Task-Based_Language_Teaching_TBLT_">Task-Based Language Teaching (TBLT)</a>, <script data-card-contents-for-ri="5939" type="text/json">{"id":5939,"name":"Task-Based Language Teaching (TBLT)","url":"https://www.academia.edu/Documents/in/Task-Based_Language_Teaching_TBLT_?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=352486]'), work: {"id":352486,"title":"Empirical study: a mixed methodology to improve linguistic and communicative competence in Spanish as a FL/SL","created_at":"2010-10-22T07:59:00.402-07:00","url":"https://www.academia.edu/352486/Empirical_study_a_mixed_methodology_to_improve_linguistic_and_communicative_competence_in_Spanish_as_a_FL_SL?f_ri=1200","dom_id":"work_352486","summary":"This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition.\r\n\r\nKey words: task-based language teaching and learning, task-based approach, cooperative approach, cooperative learning, mixed methodological model, mixed methodology, face to face method, teaching module, linguistic and communicative competence.","downloadable_attachments":[{"id":2046601,"asset_id":352486,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":269162,"first_name":"Kerwin","last_name":"A. Livingstone","domain_name":"independent","page_name":"KerwinALivingstone","display_name":"Kerwin A. Livingstone","profile_url":"https://independent.academia.edu/KerwinALivingstone?f_ri=1200","photo":"https://0.academia-photos.com/269162/56107/37160929/s65_kerwin.a._livingstone.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":5939,"name":"Task-Based Language Teaching (TBLT)","url":"https://www.academia.edu/Documents/in/Task-Based_Language_Teaching_TBLT_?f_ri=1200","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200","nofollow":true},{"id":10095,"name":"Mixed Methods (Methodology)","url":"https://www.academia.edu/Documents/in/Mixed_Methods_Methodology_?f_ri=1200"},{"id":21475,"name":"Foreign language teaching and learning","url":"https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning?f_ri=1200"},{"id":24444,"name":"Mixed Methods Research","url":"https://www.academia.edu/Documents/in/Mixed_Methods_Research?f_ri=1200"},{"id":27959,"name":"Teaching Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Second_Language?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36507498" data-work_id="36507498" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36507498/La_semantica_leopardiana_della_felicit%C3%A0_I_Una_riscrittura_della_tradizione_aristotelica_in_Otto_Novecento_XLI_2_2017_pp_5_41">La semantica leopardiana della felicità (I). Una riscrittura della tradizione aristotelica, in «Otto/Novecento», XLI/2 (2017), pp. 5-41.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Attraverso un metodo d’indagine di natura lessicografica, il saggio mira a ricostruire le reti concettuali di un tema centrale quanto problematico nel sistema filosofico di Leopardi: la semantica della felicità. La questione della... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36507498" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Attraverso un metodo d’indagine di natura lessicografica, il saggio mira a ricostruire le reti concettuali di un tema centrale quanto problematico nel sistema filosofico di Leopardi: la semantica della felicità. La questione della felicità coinvolge innumerevoli ambiti del sapere, apparentemente distanti tra loro, dalle scienze alla politica. Analizzandone la molteplicità delle implicazioni tematiche, mira ad esporre la profonda stratificazione del pensiero leopardiano sull’argomento, sia nel rapporto con le sue fonti, antiche e moderne, sia nella sua elaborazione di una prospettiva del tutto originale. Il lavoro presenta la prima parte dei risultati emersi dall’indagine, che si focalizzano soprattutto sul legame con la tradizione aristotelica e sulla funzione della felicità in rapporto allo stile e alla composizione poetica.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36507498" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="398b651690d72459da8e7cc6ff6e6149" rel="nofollow" data-download="{"attachment_id":56427730,"asset_id":36507498,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56427730/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="74154006" href="https://studigermanici.academia.edu/GiuliaPuzzo">Giulia Puzzo</a><script data-card-contents-for-user="74154006" type="text/json">{"id":74154006,"first_name":"Giulia","last_name":"Puzzo","domain_name":"studigermanici","page_name":"GiuliaPuzzo","display_name":"Giulia Puzzo","profile_url":"https://studigermanici.academia.edu/GiuliaPuzzo?f_ri=1200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_36507498 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36507498"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36507498, container: ".js-paper-rank-work_36507498", }); });</script></li><li class="js-percentile-work_36507498 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36507498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36507498"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36507498 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36507498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36507498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36507498]").text(description); $(".js-view-count-work_36507498").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36507498").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36507498"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7887" rel="nofollow" href="https://www.academia.edu/Documents/in/Italian_Literature">Italian Literature</a>, <script data-card-contents-for-ri="7887" type="text/json">{"id":7887,"name":"Italian Literature","url":"https://www.academia.edu/Documents/in/Italian_Literature?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17847" rel="nofollow" href="https://www.academia.edu/Documents/in/Giacomo_Leopardi">Giacomo Leopardi</a>, <script data-card-contents-for-ri="17847" type="text/json">{"id":17847,"name":"Giacomo Leopardi","url":"https://www.academia.edu/Documents/in/Giacomo_Leopardi?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50390" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicon">Lexicon</a><script data-card-contents-for-ri="50390" type="text/json">{"id":50390,"name":"Lexicon","url":"https://www.academia.edu/Documents/in/Lexicon?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36507498]'), work: {"id":36507498,"title":"La semantica leopardiana della felicità (I). Una riscrittura della tradizione aristotelica, in «Otto/Novecento», XLI/2 (2017), pp. 5-41.","created_at":"2018-04-26T08:07:58.748-07:00","url":"https://www.academia.edu/36507498/La_semantica_leopardiana_della_felicit%C3%A0_I_Una_riscrittura_della_tradizione_aristotelica_in_Otto_Novecento_XLI_2_2017_pp_5_41?f_ri=1200","dom_id":"work_36507498","summary":"Attraverso un metodo d’indagine di natura lessicografica, il saggio mira a ricostruire le reti concettuali di un tema centrale quanto problematico nel sistema filosofico di Leopardi: la semantica della felicità. La questione della felicità coinvolge innumerevoli ambiti del sapere, apparentemente distanti tra loro, dalle scienze alla politica. Analizzandone la molteplicità delle implicazioni tematiche, mira ad esporre la profonda stratificazione del pensiero leopardiano sull’argomento, sia nel rapporto con le sue fonti, antiche e moderne, sia nella sua elaborazione di una prospettiva del tutto originale. Il lavoro presenta la prima parte dei risultati emersi dall’indagine, che si focalizzano soprattutto sul legame con la tradizione aristotelica e sulla funzione della felicità in rapporto allo stile e alla composizione poetica. ","downloadable_attachments":[{"id":56427730,"asset_id":36507498,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":74154006,"first_name":"Giulia","last_name":"Puzzo","domain_name":"studigermanici","page_name":"GiuliaPuzzo","display_name":"Giulia Puzzo","profile_url":"https://studigermanici.academia.edu/GiuliaPuzzo?f_ri=1200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":7887,"name":"Italian Literature","url":"https://www.academia.edu/Documents/in/Italian_Literature?f_ri=1200","nofollow":true},{"id":17847,"name":"Giacomo Leopardi","url":"https://www.academia.edu/Documents/in/Giacomo_Leopardi?f_ri=1200","nofollow":true},{"id":50390,"name":"Lexicon","url":"https://www.academia.edu/Documents/in/Lexicon?f_ri=1200","nofollow":true},{"id":69388,"name":"Letteratura italiana moderna e contemporanea","url":"https://www.academia.edu/Documents/in/Letteratura_italiana_moderna_e_contemporanea?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40733516" data-work_id="40733516" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40733516/Viaggio_nella_lingua_giapponese_Una_bussola_per_gli_italiani_Edizioni_ETS">Viaggio nella lingua giapponese: Una bussola per gli italiani. Edizioni ETS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Spesso si studia una lingua straniera per viaggiare. Lo stesso apprendimento, in realtà, somiglia un po’ a un viaggio, in quanto ci fa scoprire la vita e la cultura di un Paese, nonché la storia e la mentalità di una popolazione, elementi... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40733516" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Spesso si studia una lingua straniera per viaggiare. Lo stesso apprendimento, in realtà, somiglia un po’ a un viaggio, in quanto ci fa scoprire la vita e la cultura di un Paese, nonché la storia e la mentalità di una popolazione, elementi che si riflettono nella lingua.<br />Per esprimersi bene in una lingua è necessario imparare a pensare con essa. È un’impresa ardua, che sovente viene accantonata nella prima fase dello studio. Se, invece, partissimo da una conoscenza organica delle differenze rispetto alla lingua madre, forse si riuscirebbe ad affrontare più serenamente il viaggio, magari trovando una via più agevole per avvicinarsi al modo di pensare giapponese.<br />Questo libro è dedicato a tutti gli italofoni curiosi della cultura giapponese: attraverso parole già familiari e aspetti della cultura ormai noti anche in Italia, offre loro uno strumento per comprendere il meccanismo con cui la lingua funziona.<br />La differenza tra le due lingue è enorme, non lo nascondiamo, non sarà quindi un apprendimento “senza fatica”, ma nessun timore: sarà un viaggio stimolante e divertente. È un percorso pratico, adatto a chi studia per hobby o per lavoro, e qualora visitasse il Giappone, potrà mettere in pratica tutto ciò che ha imparato qui.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40733516" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="124c60226b912f07aa903303b5be34de" rel="nofollow" data-download="{"attachment_id":61018258,"asset_id":40733516,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61018258/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10871436" href="https://independent.academia.edu/SaitoYukari">Yukari Saito</a><script data-card-contents-for-user="10871436" type="text/json">{"id":10871436,"first_name":"Yukari","last_name":"Saito","domain_name":"independent","page_name":"SaitoYukari","display_name":"Yukari Saito","profile_url":"https://independent.academia.edu/SaitoYukari?f_ri=1200","photo":"https://0.academia-photos.com/10871436/3245055/3819500/s65_yukari.saito.jpg"}</script></span></span></li><li class="js-paper-rank-work_40733516 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40733516"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40733516, container: ".js-paper-rank-work_40733516", }); 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Edizioni ETS","created_at":"2019-10-25T09:39:20.469-07:00","url":"https://www.academia.edu/40733516/Viaggio_nella_lingua_giapponese_Una_bussola_per_gli_italiani_Edizioni_ETS?f_ri=1200","dom_id":"work_40733516","summary":"Spesso si studia una lingua straniera per viaggiare. Lo stesso apprendimento, in realtà, somiglia un po’ a un viaggio, in quanto ci fa scoprire la vita e la cultura di un Paese, nonché la storia e la mentalità di una popolazione, elementi che si riflettono nella lingua.\nPer esprimersi bene in una lingua è necessario imparare a pensare con essa. È un’impresa ardua, che sovente viene accantonata nella prima fase dello studio. Se, invece, partissimo da una conoscenza organica delle differenze rispetto alla lingua madre, forse si riuscirebbe ad affrontare più serenamente il viaggio, magari trovando una via più agevole per avvicinarsi al modo di pensare giapponese.\nQuesto libro è dedicato a tutti gli italofoni curiosi della cultura giapponese: attraverso parole già familiari e aspetti della cultura ormai noti anche in Italia, offre loro uno strumento per comprendere il meccanismo con cui la lingua funziona.\nLa differenza tra le due lingue è enorme, non lo nascondiamo, non sarà quindi un apprendimento “senza fatica”, ma nessun timore: sarà un viaggio stimolante e divertente. È un percorso pratico, adatto a chi studia per hobby o per lavoro, e qualora visitasse il Giappone, potrà mettere in pratica tutto ciò che ha imparato qui.","downloadable_attachments":[{"id":61018258,"asset_id":40733516,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10871436,"first_name":"Yukari","last_name":"Saito","domain_name":"independent","page_name":"SaitoYukari","display_name":"Yukari Saito","profile_url":"https://independent.academia.edu/SaitoYukari?f_ri=1200","photo":"https://0.academia-photos.com/10871436/3245055/3819500/s65_yukari.saito.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2388,"name":"Japanese Language And Culture","url":"https://www.academia.edu/Documents/in/Japanese_Language_And_Culture?f_ri=1200","nofollow":true},{"id":6789,"name":"Japanese","url":"https://www.academia.edu/Documents/in/Japanese?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43624132" data-work_id="43624132" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43624132/Northern_Sangtam_phonetics_phonology_and_word_list">Northern Sangtam phonetics, phonology and word list</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper presents a comprehensive phonetic and phonological description of Northern Sangtam, an essentially undescribed Tibeto-Burman language of central Nagaland belonging to the Aoic subgroup. It is a noteworthy language from a number... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43624132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents a comprehensive phonetic and phonological description of Northern Sangtam, an essentially undescribed Tibeto-Burman language of central Nagaland belonging to the Aoic subgroup. It is a noteworthy language from a number of phonological perspectives, not least because its phoneme inventory contains two of the world's rarest phonemes: a pre-stopped bilabial trill, and a doubly-articulated labial-coronal nasal. These unique segments are described in detail, and an attempt is made to determine how they might have developed their phonemic status. The tone system is also of interest, as it demonstrates evidence of debuccalization resulting in the development of a new high tone. Following a systematic description of the syllable and word structure, the tone system, and the segmental phonology, some observed age-related differences in the phoneme inventory are discussed. The paper is linked to an online repository containing the audiovisual data and transcribed word lists of approximately 900 items, based on the recorded utterances of eight speakers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43624132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0494270292bfd56b2796cf0e22333a50" rel="nofollow" data-download="{"attachment_id":63924810,"asset_id":43624132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63924810/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79391" href="https://nanyang.academia.edu/AlexanderCoupe">Alexander Coupe</a><script data-card-contents-for-user="79391" type="text/json">{"id":79391,"first_name":"Alexander","last_name":"Coupe","domain_name":"nanyang","page_name":"AlexanderCoupe","display_name":"Alexander Coupe","profile_url":"https://nanyang.academia.edu/AlexanderCoupe?f_ri=1200","photo":"https://0.academia-photos.com/79391/1239305/32317698/s65_alexander.coupe.jpg"}</script></span></span></li><li class="js-paper-rank-work_43624132 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43624132"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43624132, container: ".js-paper-rank-work_43624132", }); 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$(".js-view-count[data-work-id=43624132]").text(description); $(".js-view-count-work_43624132").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43624132").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43624132"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="778" rel="nofollow" href="https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_">Diachronic Linguistics (Or Historical Linguistics)</a>, <script data-card-contents-for-ri="778" type="text/json">{"id":778,"name":"Diachronic Linguistics (Or Historical Linguistics)","url":"https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1207" rel="nofollow" href="https://www.academia.edu/Documents/in/Historical_Linguistics">Historical Linguistics</a>, <script data-card-contents-for-ri="1207" type="text/json">{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a><script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43624132]'), work: {"id":43624132,"title":"Northern Sangtam phonetics, phonology and word list","created_at":"2020-07-15T01:03:48.489-07:00","url":"https://www.academia.edu/43624132/Northern_Sangtam_phonetics_phonology_and_word_list?f_ri=1200","dom_id":"work_43624132","summary":"This paper presents a comprehensive phonetic and phonological description of Northern Sangtam, an essentially undescribed Tibeto-Burman language of central Nagaland belonging to the Aoic subgroup. It is a noteworthy language from a number of phonological perspectives, not least because its phoneme inventory contains two of the world's rarest phonemes: a pre-stopped bilabial trill, and a doubly-articulated labial-coronal nasal. These unique segments are described in detail, and an attempt is made to determine how they might have developed their phonemic status. The tone system is also of interest, as it demonstrates evidence of debuccalization resulting in the development of a new high tone. Following a systematic description of the syllable and word structure, the tone system, and the segmental phonology, some observed age-related differences in the phoneme inventory are discussed. The paper is linked to an online repository containing the audiovisual data and transcribed word lists of approximately 900 items, based on the recorded utterances of eight speakers.","downloadable_attachments":[{"id":63924810,"asset_id":43624132,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79391,"first_name":"Alexander","last_name":"Coupe","domain_name":"nanyang","page_name":"AlexanderCoupe","display_name":"Alexander Coupe","profile_url":"https://nanyang.academia.edu/AlexanderCoupe?f_ri=1200","photo":"https://0.academia-photos.com/79391/1239305/32317698/s65_alexander.coupe.jpg"}],"research_interests":[{"id":778,"name":"Diachronic Linguistics (Or Historical Linguistics)","url":"https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1200","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=1200"},{"id":5572,"name":"Language Documentation","url":"https://www.academia.edu/Documents/in/Language_Documentation?f_ri=1200"},{"id":16943,"name":"Nagaland","url":"https://www.academia.edu/Documents/in/Nagaland?f_ri=1200"},{"id":16944,"name":"Northeast India","url":"https://www.academia.edu/Documents/in/Northeast_India?f_ri=1200"},{"id":19835,"name":"Sino-Tibetan Linguistics","url":"https://www.academia.edu/Documents/in/Sino-Tibetan_Linguistics?f_ri=1200"},{"id":29668,"name":"Tone systems","url":"https://www.academia.edu/Documents/in/Tone_systems?f_ri=1200"},{"id":32841,"name":"Language Typology","url":"https://www.academia.edu/Documents/in/Language_Typology?f_ri=1200"},{"id":38605,"name":"Tibeto-Burman Linguistics","url":"https://www.academia.edu/Documents/in/Tibeto-Burman_Linguistics?f_ri=1200"},{"id":38910,"name":"Linguistic Typology","url":"https://www.academia.edu/Documents/in/Linguistic_Typology?f_ri=1200"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=1200"},{"id":324308,"name":"Historical Phonology","url":"https://www.academia.edu/Documents/in/Historical_Phonology?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44176745" data-work_id="44176745" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44176745/Jewish_Languages_from_A_to_Z">Jewish Languages from A to Z</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44176745" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4eb3f8f4792e1be88a06288a0b62d58e" rel="nofollow" data-download="{"attachment_id":64536711,"asset_id":44176745,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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languages","url":"https://www.academia.edu/Documents/in/Semitic_languages?f_ri=1200","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1200","nofollow":true},{"id":26445,"name":"Judaism","url":"https://www.academia.edu/Documents/in/Judaism?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39717743" data-work_id="39717743" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39717743/A_Homiletic_Investigation_of_Preaching_with_an_Interpreter">A Homiletic Investigation of Preaching with an Interpreter</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Interpreted preaching embodies the Pentecost belief that all peoples should hear the good news in their heart language communicated through preachers empowered by the Holy Spirit. This paper argues that interpreted preaching is distinct... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39717743" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Interpreted preaching embodies the Pentecost belief that all peoples should hear the good news in their heart language communicated through preachers empowered by the Holy Spirit. This paper argues that interpreted preaching is distinct from other forms of preaching. This paper is a summary of the author’s doctoral work that is the first in theology to explore the historically overlooked event of consecutive side-by-side preaching with an interpreter. Interpreters have been of historical importance to evangelism and the global church, and continue to be utilised in churches and religious contexts. The biblical foundation of this paper is that God desires to communicate with people in their heart languages. A case study of SOMA, a short-term mission organisation that regularly uses interpreted preaching was undertaken. Qualitative interviews of preachers, interpreters, and bilingual listeners were conducted to examine the homiletic process before, during, and after the interpreted preaching event. Analysis of results demonstrates that there are significant differences in interpreted preaching from other forms of preaching. Interpreted preaching requires preachers to approach the task with a particular emphasis on nonverbal communication, establish a preaching rapport with the interpreter, as well as different methodology and praxis in preparation, delivery, and reflection. Interpreted preaching also significantly affects power dynamics and roles within the preaching space, with the interpreter considered a gatekeeper and co-preacher due to their linguistic, cultural, and theological fluency. These results confirm the hypothesis that interpreted preaching is a discrete homiletic.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39717743" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ac92a3c59d46cfebf73293a5292c8291" rel="nofollow" data-download="{"attachment_id":59892229,"asset_id":39717743,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59892229/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8423504" href="https://csu-au.academia.edu/TeressaParish">Dr Teresa Parish</a><script data-card-contents-for-user="8423504" type="text/json">{"id":8423504,"first_name":"Dr Teresa","last_name":"Parish","domain_name":"csu-au","page_name":"TeressaParish","display_name":"Dr Teresa Parish","profile_url":"https://csu-au.academia.edu/TeressaParish?f_ri=1200","photo":"https://0.academia-photos.com/8423504/2848653/93412337/s65_teresa.parish.jpg"}</script></span></span></li><li class="js-paper-rank-work_39717743 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39717743"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39717743, container: ".js-paper-rank-work_39717743", }); 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This paper argues that interpreted preaching is distinct from other forms of preaching. This paper is a summary of the author’s doctoral work that is the first in theology to explore the historically overlooked event of consecutive side-by-side preaching with an interpreter. Interpreters have been of historical importance to evangelism and the global church, and continue to be utilised in churches and religious contexts. The biblical foundation of this paper is that God desires to communicate with people in their heart languages. A case study of SOMA, a short-term mission organisation that regularly uses interpreted preaching was undertaken. Qualitative interviews of preachers, interpreters, and bilingual listeners were conducted to examine the homiletic process before, during, and after the interpreted preaching event. Analysis of results demonstrates that there are significant differences in interpreted preaching from other forms of preaching. Interpreted preaching requires preachers to approach the task with a particular emphasis on nonverbal communication, establish a preaching rapport with the interpreter, as well as different methodology and praxis in preparation, delivery, and reflection. Interpreted preaching also significantly affects power dynamics and roles within the preaching space, with the interpreter considered a gatekeeper and co-preacher due to their linguistic, cultural, and theological fluency. These results confirm the hypothesis that interpreted preaching is a discrete homiletic.","downloadable_attachments":[{"id":59892229,"asset_id":39717743,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8423504,"first_name":"Dr Teresa","last_name":"Parish","domain_name":"csu-au","page_name":"TeressaParish","display_name":"Dr Teresa Parish","profile_url":"https://csu-au.academia.edu/TeressaParish?f_ri=1200","photo":"https://0.academia-photos.com/8423504/2848653/93412337/s65_teresa.parish.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":5157,"name":"Preaching","url":"https://www.academia.edu/Documents/in/Preaching?f_ri=1200","nofollow":true},{"id":6280,"name":"Missiology and Mission Theology","url":"https://www.academia.edu/Documents/in/Missiology_and_Mission_Theology?f_ri=1200","nofollow":true},{"id":6586,"name":"Bible Translation","url":"https://www.academia.edu/Documents/in/Bible_Translation?f_ri=1200","nofollow":true},{"id":26305,"name":"Bible","url":"https://www.academia.edu/Documents/in/Bible?f_ri=1200"},{"id":36495,"name":"Cross-Cultural Communication","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Communication?f_ri=1200"},{"id":38750,"name":"Homiletics","url":"https://www.academia.edu/Documents/in/Homiletics?f_ri=1200"},{"id":59995,"name":"Translation and Interpreting","url":"https://www.academia.edu/Documents/in/Translation_and_Interpreting?f_ri=1200"},{"id":471120,"name":"Homiletics and Communication","url":"https://www.academia.edu/Documents/in/Homiletics_and_Communication?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78292846" data-work_id="78292846" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78292846/%E0%A4%A4_%E0%A4%B5%E0%A4%B7_%E0%A4%9F%E0%A5%83_divine_architect_on_Mohenjo_daro_seal_m304">त्वष्टृ, ‘divine architect’ on Mohenjo-daro seal m304</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">-- Precursor of Tuiscon (Tuisto) as depicted in a German broadside by Nikolaus Stör c. 1543, with a caption by Burkard Waldis -- Tvāṣṭra (त्वाष्ट्र) ‘Author त्रिशिरास्त्वाष्ट्रः of RV 10.8’; ‘a small car’, ‘copper’; tvāṣṭra ‘belonging to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78292846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">-- Precursor of Tuiscon (Tuisto) as depicted in a German broadside by Nikolaus Stör c. 1543, with a caption by Burkard Waldis<br />-- Tvāṣṭra (त्वाष्ट्र) ‘Author त्रिशिरास्त्वाष्ट्रः of RV 10.8’; ‘a small car’, ‘copper’; tvāṣṭra <br />‘belonging to or coming from, Tvaṣṭṛi’; RV. i, 117, 22; AV. ; VS.<br />--Three-faced artisan on a neo-Assyrian cylinder seal, 8th-7th cent. BCE<br />--taṭṭār 'brass worker’ cognate: tvaṣṭar, tvaṣṭṛ m. a carpenter, maker of carriages (= taṣṭṛ)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78292846" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="22dfa52bbdf056047e7bc9728d61e5d9" rel="nofollow" data-download="{"attachment_id":85391095,"asset_id":78292846,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85391095/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="662769" href="https://independent.academia.edu/SriniKalyanaraman">Srini Kalyanaraman</a><script data-card-contents-for-user="662769" type="text/json">{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_78292846 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78292846"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78292846, container: ".js-paper-rank-work_78292846", }); 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‘a small car’, ‘copper’; tvāṣṭra \n‘belonging to or coming from, Tvaṣṭṛi’; RV. i, 117, 22; AV. ; VS.\n--Three-faced artisan on a neo-Assyrian cylinder seal, 8th-7th cent. BCE\n--taṭṭār 'brass worker’ cognate: tvaṣṭar, tvaṣṭṛ m. a carpenter, maker of carriages (= taṣṭṛ) \n","downloadable_attachments":[{"id":85391095,"asset_id":78292846,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":179450,"name":"Ancient Bronzes","url":"https://www.academia.edu/Documents/in/Ancient_Bronzes?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7711787" data-work_id="7711787" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7711787/Preface_Geleitwort_to_Ernst_Kausen_Die_Sprachfamilien_der_Welt_Teil_1_Europa_und_Asien_Hamburg_Buske_2013_XVII_XVIII">Preface ("Geleitwort") to Ernst Kausen: Die Sprachfamilien der Welt, Teil 1: Europa und Asien, Hamburg: Buske 2013, XVII-XVIII</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Wie viele Sprachen gibt es auf unserer Erde? Wie verschieden sind sie voneinander? Wie hängen sie miteinander zusammen, wie beeinflussen sie sich gegenseitig, wie sind sie miteinander verwandt -- und was heißt "verwandt" bei Sprachen... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7711787" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Wie viele Sprachen gibt es auf unserer Erde? Wie verschieden sind sie voneinander? Wie hängen sie miteinander zusammen, wie beeinflussen sie sich gegenseitig, wie sind sie miteinander verwandt -- und was heißt "verwandt" bei Sprachen überhaupt? Solche und ähnliche Fragen mögen sich viele im Laufe ihres Lebens gelegentlich gestellt haben, manche werden versucht haben, Literatur zu finden, die ihnen hier weiterhilft, oft jedoch vergeblich, besonders wenn sie auf dem deutschsprachigen Buchmarkt nach Antworten suchten. Unsere Schulen, das darf wohl gesagt werden, bereiten heute niemanden auf diese oder ähnliche Fragen zur Sprachenvielfalt auf unserem Planeten vor; zwar gelten praktische Fremdsprachenkenntnisse als sehr wichtig, die Betrachtung mehrerer oder gar vieler Sprachen als Gegenstand forschender Tätigkeit, die die eingangs gestellten Fragen einer Antwort (die, wie bei jeder Wissenschaft, natürlich immer vorläufigen Charakter haben muss) näher bringen könnte, begegnet, wenn überhaupt, nur sehr wenigen auch nur als Möglichkeit -- schon das Wissen um die gegenseitige Verwandtschaft der indogermanischen Sprachen, zu denen das Deutsche und alle üblichen Schulsprachen gehören, gilt heute als exotische Spezialkenntnis. Und selbst hochgebildete Menschen dürften nur in Ausnahmefällen etwas von Dravidischen, Paläoasiatischen, Altaischen, Nilosaharanischen oder gar von Hmong--Mien--Sprachen gehört haben --dennoch sind dies die Bausteine der menschlichen und kulturellen Diversität unserer Welt. Zwar gibt es, überall auf der Welt, Sprachwissenschaftler, die sich gerade die Beantwortung unserer Eingangsfragen zur Lebensaufgabe gemacht haben, aber ihre ernsthafte und schwierige Arbeit bleibt oft, naturgemäß, auf einige geographische Bereiche beschränkt, wo sie noch dazu fast unter Ausschluss der allgemeinen Öffentlichkeit stattfindet --wenn man von gelegentlichen Sommerlochpressemeldungen absieht, in denen wieder einmal der Ursprung des Baskischen im Japanischen oder die Rekonstruktion der endgültigen Ursprache der Menschheit als finaler Durchbruch gemeldet wird. Allgemeinverständliche Einführungen in die Wissenschaft von der Diversität menschlicher Sprachen fehlen fast völlig, ein Werk wie das hier von Ernst Kausen vorgelegte ist daher nicht nur in deutscher Sprache einzigartig. Leser erfahren hier nicht nur, wie sich die Sprachen der Welt über unsere fünf Kontinente verteilen (und wie sie alle heißen), sie erfahren, wie, und vor allem warum Wissenschaftler sie in diese (und nicht etwa andere) Familien unterteilen. Dabei kann es nicht ausbleiben, dass auch umstrittene (und manchmal auch, gelinde gesagt, gewagte) Hypothesen zur Sprache kommen. Eine der großen Stärken dieses Werkes ist das souveräne Urteilsvermögen, mit dem Ernst Kausen es versteht, hier die Spreu vom Weizen zu trennen und seine Leser durch den Streit der Meinungen führt. Aber auch die andere große Frage, die nach den Möglichkeiten der Verschiedenheit menschlicher Sprachen, steht im Mittelpunkt dieser Bände. Eine Fülle konziser und äußerst klarer Sprachskizzen zeigt uns, wie Sprachen funktionieren können und welche Mittel sie einsetzen, um sich über die Welt zu verständigen. Wir erhalten klare Einblicke in Sprachen, die ganz ohne Morphologie auskommen, wie etwa das Vietnamesische, aber auch in Sprachen, deren Formenvielfalt Mitteleuropäern schier unglaublich vorkommen mögen, wie etwa das Kanuri in Nigeria oder das Sumerische (ja, selbstverständlich sind auch alle bekannten ausgestorbenen Sprachen hier berücksichtigt). Sicherlich verlangt die Lektüre gerade der Sprachskizzen dem Leser einiges an geistiger Mitarbeit ab --aber bei welchem wissenschaftlichen Gegenstand wäre dies anders? Jeder, der diese Mühe --bei der Ernst Kausen uns stets mit umfangreichen Erläuterungen und vorbildlichen allgemeinen Einführungskapiteln zur Seite steht --auf sich nimmt, wird jedoch dafür mit Einblicken in eine Welt belohnt, die wohl niemand besser charakterisiert hat, als der früh verstorbene Baskologe Larry Trask: one of the most important and fascinating topics you could ever hope to encounter: human language. Ernst Kausen, dies wird auf jeder Seite dieser Bände deutlich, ist von dieser Faszination inspiriert. Wenn dazu, wie hier, der unbedingte Wille zur Wissenschaftlichkeit, vom vernünftigen Reden über die Dinge, tritt, der freischwebende Spekulation ebenso scheut wie eine übermäßige Sprache, dann ist das Ergebnis ein Handbuch, das seinesgleichen sucht und auf lange Sicht unersetzbar bleiben wird.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7711787" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9e433deca878e746f7ca1aa1eb2feee9" rel="nofollow" data-download="{"attachment_id":34238770,"asset_id":7711787,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34238770/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1050407" href="https://uni-bonn.academia.edu/StefanGeorg">Stefan Georg</a><script data-card-contents-for-user="1050407" type="text/json">{"id":1050407,"first_name":"Stefan","last_name":"Georg","domain_name":"uni-bonn","page_name":"StefanGeorg","display_name":"Stefan Georg","profile_url":"https://uni-bonn.academia.edu/StefanGeorg?f_ri=1200","photo":"https://0.academia-photos.com/1050407/643686/6432374/s65_stefan.georg.jpg"}</script></span></span></li><li class="js-paper-rank-work_7711787 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7711787"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7711787, container: ".js-paper-rank-work_7711787", }); 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$(".js-view-count[data-work-id=7711787]").text(description); $(".js-view-count-work_7711787").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7711787").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7711787"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">33</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="97" rel="nofollow" href="https://www.academia.edu/Documents/in/Philology">Philology</a>, <script data-card-contents-for-ri="97" type="text/json">{"id":97,"name":"Philology","url":"https://www.academia.edu/Documents/in/Philology?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="101" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages">Languages</a>, <script data-card-contents-for-ri="101" type="text/json">{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="136" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_History">Cultural History</a>, <script data-card-contents-for-ri="136" type="text/json">{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a><script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7711787]'), work: {"id":7711787,"title":"Preface (\"Geleitwort\") to Ernst Kausen: Die Sprachfamilien der Welt, Teil 1: Europa und Asien, Hamburg: Buske 2013, XVII-XVIII","created_at":"2014-07-18T20:13:15.087-07:00","url":"https://www.academia.edu/7711787/Preface_Geleitwort_to_Ernst_Kausen_Die_Sprachfamilien_der_Welt_Teil_1_Europa_und_Asien_Hamburg_Buske_2013_XVII_XVIII?f_ri=1200","dom_id":"work_7711787","summary":"Wie viele Sprachen gibt es auf unserer Erde? Wie verschieden sind sie voneinander? Wie hängen sie miteinander zusammen, wie beeinflussen sie sich gegenseitig, wie sind sie miteinander verwandt -- und was heißt \"verwandt\" bei Sprachen überhaupt? Solche und ähnliche Fragen mögen sich viele im Laufe ihres Lebens gelegentlich gestellt haben, manche werden versucht haben, Literatur zu finden, die ihnen hier weiterhilft, oft jedoch vergeblich, besonders wenn sie auf dem deutschsprachigen Buchmarkt nach Antworten suchten. Unsere Schulen, das darf wohl gesagt werden, bereiten heute niemanden auf diese oder ähnliche Fragen zur Sprachenvielfalt auf unserem Planeten vor; zwar gelten praktische Fremdsprachenkenntnisse als sehr wichtig, die Betrachtung mehrerer oder gar vieler Sprachen als Gegenstand forschender Tätigkeit, die die eingangs gestellten Fragen einer Antwort (die, wie bei jeder Wissenschaft, natürlich immer vorläufigen Charakter haben muss) näher bringen könnte, begegnet, wenn überhaupt, nur sehr wenigen auch nur als Möglichkeit -- schon das Wissen um die gegenseitige Verwandtschaft der indogermanischen Sprachen, zu denen das Deutsche und alle üblichen Schulsprachen gehören, gilt heute als exotische Spezialkenntnis. Und selbst hochgebildete Menschen dürften nur in Ausnahmefällen etwas von Dravidischen, Paläoasiatischen, Altaischen, Nilosaharanischen oder gar von Hmong--Mien--Sprachen gehört haben --dennoch sind dies die Bausteine der menschlichen und kulturellen Diversität unserer Welt. Zwar gibt es, überall auf der Welt, Sprachwissenschaftler, die sich gerade die Beantwortung unserer Eingangsfragen zur Lebensaufgabe gemacht haben, aber ihre ernsthafte und schwierige Arbeit bleibt oft, naturgemäß, auf einige geographische Bereiche beschränkt, wo sie noch dazu fast unter Ausschluss der allgemeinen Öffentlichkeit stattfindet --wenn man von gelegentlichen Sommerlochpressemeldungen absieht, in denen wieder einmal der Ursprung des Baskischen im Japanischen oder die Rekonstruktion der endgültigen Ursprache der Menschheit als finaler Durchbruch gemeldet wird. Allgemeinverständliche Einführungen in die Wissenschaft von der Diversität menschlicher Sprachen fehlen fast völlig, ein Werk wie das hier von Ernst Kausen vorgelegte ist daher nicht nur in deutscher Sprache einzigartig. Leser erfahren hier nicht nur, wie sich die Sprachen der Welt über unsere fünf Kontinente verteilen (und wie sie alle heißen), sie erfahren, wie, und vor allem warum Wissenschaftler sie in diese (und nicht etwa andere) Familien unterteilen. Dabei kann es nicht ausbleiben, dass auch umstrittene (und manchmal auch, gelinde gesagt, gewagte) Hypothesen zur Sprache kommen. Eine der großen Stärken dieses Werkes ist das souveräne Urteilsvermögen, mit dem Ernst Kausen es versteht, hier die Spreu vom Weizen zu trennen und seine Leser durch den Streit der Meinungen führt. Aber auch die andere große Frage, die nach den Möglichkeiten der Verschiedenheit menschlicher Sprachen, steht im Mittelpunkt dieser Bände. Eine Fülle konziser und äußerst klarer Sprachskizzen zeigt uns, wie Sprachen funktionieren können und welche Mittel sie einsetzen, um sich über die Welt zu verständigen. Wir erhalten klare Einblicke in Sprachen, die ganz ohne Morphologie auskommen, wie etwa das Vietnamesische, aber auch in Sprachen, deren Formenvielfalt Mitteleuropäern schier unglaublich vorkommen mögen, wie etwa das Kanuri in Nigeria oder das Sumerische (ja, selbstverständlich sind auch alle bekannten ausgestorbenen Sprachen hier berücksichtigt). Sicherlich verlangt die Lektüre gerade der Sprachskizzen dem Leser einiges an geistiger Mitarbeit ab --aber bei welchem wissenschaftlichen Gegenstand wäre dies anders? Jeder, der diese Mühe --bei der Ernst Kausen uns stets mit umfangreichen Erläuterungen und vorbildlichen allgemeinen Einführungskapiteln zur Seite steht --auf sich nimmt, wird jedoch dafür mit Einblicken in eine Welt belohnt, die wohl niemand besser charakterisiert hat, als der früh verstorbene Baskologe Larry Trask: one of the most important and fascinating topics you could ever hope to encounter: human language. Ernst Kausen, dies wird auf jeder Seite dieser Bände deutlich, ist von dieser Faszination inspiriert. 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The expression danse du ventre -- literally, "dance of the belly" -- was initially popularised in France as an alternate title for Orientalist artist Jean-Léon Gérôme's 1863 painting of an Egyptian dancer and ultimately became the standard designation for solo, and especially women's, dances from the Middle East and North Africa. The translation "belly dance" was introduced into English in 1889 in international media coverage of the Rue du Caire exhibit at the Parisian Exposition Universelle. A close examination of the historical sources demonstrates that the evolution of this terminology was influenced by contemporary art, commercial considerations, and popular stereotypes about Eastern societies. The paper concludes with an examination of dancers' attitudes to the various English-language names for the dance in the present day.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39302632" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e2fb66edf792f12c92691f437be6093b" rel="nofollow" data-download="{"attachment_id":59440253,"asset_id":39302632,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59440253/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="903668" href="https://yale.academia.edu/AinsleyHawthorn">Ainsley Hawthorn</a><script data-card-contents-for-user="903668" type="text/json">{"id":903668,"first_name":"Ainsley","last_name":"Hawthorn","domain_name":"yale","page_name":"AinsleyHawthorn","display_name":"Ainsley Hawthorn","profile_url":"https://yale.academia.edu/AinsleyHawthorn?f_ri=1200","photo":"https://0.academia-photos.com/903668/1759245/104108274/s65_ainsley.hawthorn.jpg"}</script></span></span></li><li class="js-paper-rank-work_39302632 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39302632"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39302632, container: ".js-paper-rank-work_39302632", }); 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The expression danse du ventre -- literally, \"dance of the belly\" -- was initially popularised in France as an alternate title for Orientalist artist Jean-Léon Gérôme's 1863 painting of an Egyptian dancer and ultimately became the standard designation for solo, and especially women's, dances from the Middle East and North Africa. The translation \"belly dance\" was introduced into English in 1889 in international media coverage of the Rue du Caire exhibit at the Parisian Exposition Universelle. A close examination of the historical sources demonstrates that the evolution of this terminology was influenced by contemporary art, commercial considerations, and popular stereotypes about Eastern societies. The paper concludes with an examination of dancers' attitudes to the various English-language names for the dance in the present day.","downloadable_attachments":[{"id":59440253,"asset_id":39302632,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":903668,"first_name":"Ainsley","last_name":"Hawthorn","domain_name":"yale","page_name":"AinsleyHawthorn","display_name":"Ainsley Hawthorn","profile_url":"https://yale.academia.edu/AinsleyHawthorn?f_ri=1200","photo":"https://0.academia-photos.com/903668/1759245/104108274/s65_ainsley.hawthorn.jpg"}],"research_interests":[{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=1200","nofollow":true},{"id":1556,"name":"Dance Studies","url":"https://www.academia.edu/Documents/in/Dance_Studies?f_ri=1200","nofollow":true},{"id":2016,"name":"Middle East \u0026 North Africa","url":"https://www.academia.edu/Documents/in/Middle_East_and_North_Africa?f_ri=1200"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1200"},{"id":2718,"name":"Linguistic Anthropology","url":"https://www.academia.edu/Documents/in/Linguistic_Anthropology?f_ri=1200"},{"id":12537,"name":"Egypt","url":"https://www.academia.edu/Documents/in/Egypt?f_ri=1200"},{"id":15242,"name":"French art","url":"https://www.academia.edu/Documents/in/French_art?f_ri=1200"},{"id":16234,"name":"Dance History","url":"https://www.academia.edu/Documents/in/Dance_History?f_ri=1200"},{"id":29113,"name":"Nineteenth-Century Literature and Culture","url":"https://www.academia.edu/Documents/in/Nineteenth-Century_Literature_and_Culture?f_ri=1200"},{"id":29167,"name":"Dance","url":"https://www.academia.edu/Documents/in/Dance?f_ri=1200"},{"id":31221,"name":"InterCultural Studies","url":"https://www.academia.edu/Documents/in/InterCultural_Studies?f_ri=1200"},{"id":32566,"name":"Historical sociolinguistics","url":"https://www.academia.edu/Documents/in/Historical_sociolinguistics?f_ri=1200"},{"id":128635,"name":"Belly dance in a social-cultural context","url":"https://www.academia.edu/Documents/in/Belly_dance_in_a_social-cultural_context?f_ri=1200"},{"id":148083,"name":"World's Fairs","url":"https://www.academia.edu/Documents/in/Worlds_Fairs?f_ri=1200"},{"id":253606,"name":"Middle Eastern Dances","url":"https://www.academia.edu/Documents/in/Middle_Eastern_Dances?f_ri=1200"},{"id":585119,"name":"Nineteenth Century Social Dance","url":"https://www.academia.edu/Documents/in/Nineteenth_Century_Social_Dance?f_ri=1200"},{"id":992467,"name":"Oriental Dancers","url":"https://www.academia.edu/Documents/in/Oriental_Dancers?f_ri=1200"},{"id":1376388,"name":"Bellydance","url":"https://www.academia.edu/Documents/in/Bellydance?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4168945" data-work_id="4168945" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4168945/_La_Chiesa_di_Roma_prima_e_dopo_Costantino_Da_Vittore_189_199_a_Liberio_352_366_in_COSTANTINO_I_Enciclopedia_costantiniana_sulla_figura_e_limmagine_dellimperatore_del_cosiddetto_editto_di_Milano_Istituto_dellEnciclopedia_Italiana_vol_I_Roma_2013_pp_795_814">"La Chiesa di Roma prima e dopo Costantino. Da Vittore (189-199) a Liberio (352-366)", in : COSTANTINO I. Enciclopedia costantiniana sulla figura e l'immagine dell'imperatore del cosiddetto editto di Milano, Istituto dell'Enciclopedia Italiana, vol. I, Roma 2013, pp. 795-814.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4168945" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f2c681cad7b4a6daea18117a4be62392" rel="nofollow" data-download="{"attachment_id":51869120,"asset_id":4168945,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51869120/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3351883" href="https://magaraibleo.academia.edu/EmanueleCastelli">Emanuele Castelli</a><script data-card-contents-for-user="3351883" type="text/json">{"id":3351883,"first_name":"Emanuele","last_name":"Castelli","domain_name":"magaraibleo","page_name":"EmanueleCastelli","display_name":"Emanuele Castelli","profile_url":"https://magaraibleo.academia.edu/EmanueleCastelli?f_ri=1200","photo":"https://0.academia-photos.com/3351883/1123373/54844761/s65_emanuele.castelli.jpg"}</script></span></span></li><li class="js-paper-rank-work_4168945 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4168945"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4168945, container: ".js-paper-rank-work_4168945", }); 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href="https://www.academia.edu/39344406/THE_IDENTITY_OF_THE_MAIN_CHARACTER_IN_NATHANIEL_HAWTHORNES_DR_HEIDEGGERS_EXPERIMENT_A_LINGUISTIC_ANALYSIS">THE IDENTITY OF THE MAIN CHARACTER IN NATHANIEL HAWTHORNE'S DR. HEIDEGGER'S EXPERIMENT: A LINGUISTIC ANALYSIS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study analyzes the language used in the construction of the personal identity of Dr. Heidegger through the labels attached to him, both given by self and by others, and his stance-taking. The researcher applies Discourse Analysis to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39344406" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study analyzes the language used in the construction of the personal identity of Dr. Heidegger through the labels attached to him, both given by self and by others, and his stance-taking. The researcher applies Discourse Analysis to analyze the main character's utterances. The researcher also uses Indexicality Principle by Bucholtz and Hall (2005) as a mechanism to analyze identity. The qualitative content analysis is used to analyze thoroughly and interpret text data to draw inference towards the utterances on the short story. The result of the study shows that Dr. Heidegger is labeled mostly with negative words by others, however, he responded to combat these labels by using re-appropriation or by revaluing the existing labels. Moreover, the stances taken by Dr. Heidegger are found to position himself among others. Together with the labels given by self and others, and his interlocutor(s) in his talk-in-interactions the findings reveal that he is a strange old man, who is very curious and knowledgeable. Lastly, the conclusion can also be drawn that language and discourse are central to the construction of identities that are not always determined by a person himself, but also bound up with how others perceive him.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39344406" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3af7e6bb81bbb807ff52326cda9e2294" rel="nofollow" data-download="{"attachment_id":59485305,"asset_id":39344406,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59485305/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59161013" href="https://independent.academia.edu/KJuanillo">Kay Juanillo</a><script data-card-contents-for-user="59161013" type="text/json">{"id":59161013,"first_name":"Kay","last_name":"Juanillo","domain_name":"independent","page_name":"KJuanillo","display_name":"Kay Juanillo","profile_url":"https://independent.academia.edu/KJuanillo?f_ri=1200","photo":"https://0.academia-photos.com/59161013/45985890/46111536/s65_kay.juanillo.jpg"}</script></span></span></li><li class="js-paper-rank-work_39344406 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39344406"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39344406, container: ".js-paper-rank-work_39344406", }); 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$(".js-view-count[data-work-id=39344406]").text(description); $(".js-view-count-work_39344406").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39344406").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39344406"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10" rel="nofollow" href="https://www.academia.edu/Documents/in/American_Literature">American Literature</a>, <script data-card-contents-for-ri="10" type="text/json">{"id":10,"name":"American Literature","url":"https://www.academia.edu/Documents/in/American_Literature?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13197" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_Identity">Language and Identity</a><script data-card-contents-for-ri="13197" type="text/json">{"id":13197,"name":"Language and Identity","url":"https://www.academia.edu/Documents/in/Language_and_Identity?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39344406]'), work: {"id":39344406,"title":"THE IDENTITY OF THE MAIN CHARACTER IN NATHANIEL HAWTHORNE'S DR. HEIDEGGER'S EXPERIMENT: A LINGUISTIC ANALYSIS","created_at":"2019-06-02T02:45:45.317-07:00","url":"https://www.academia.edu/39344406/THE_IDENTITY_OF_THE_MAIN_CHARACTER_IN_NATHANIEL_HAWTHORNES_DR_HEIDEGGERS_EXPERIMENT_A_LINGUISTIC_ANALYSIS?f_ri=1200","dom_id":"work_39344406","summary":"This study analyzes the language used in the construction of the personal identity of Dr. Heidegger through the labels attached to him, both given by self and by others, and his stance-taking. The researcher applies Discourse Analysis to analyze the main character's utterances. The researcher also uses Indexicality Principle by Bucholtz and Hall (2005) as a mechanism to analyze identity. The qualitative content analysis is used to analyze thoroughly and interpret text data to draw inference towards the utterances on the short story. The result of the study shows that Dr. Heidegger is labeled mostly with negative words by others, however, he responded to combat these labels by using re-appropriation or by revaluing the existing labels. Moreover, the stances taken by Dr. Heidegger are found to position himself among others. Together with the labels given by self and others, and his interlocutor(s) in his talk-in-interactions the findings reveal that he is a strange old man, who is very curious and knowledgeable. Lastly, the conclusion can also be drawn that language and discourse are central to the construction of identities that are not always determined by a person himself, but also bound up with how others perceive him.","downloadable_attachments":[{"id":59485305,"asset_id":39344406,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59161013,"first_name":"Kay","last_name":"Juanillo","domain_name":"independent","page_name":"KJuanillo","display_name":"Kay Juanillo","profile_url":"https://independent.academia.edu/KJuanillo?f_ri=1200","photo":"https://0.academia-photos.com/59161013/45985890/46111536/s65_kay.juanillo.jpg"}],"research_interests":[{"id":10,"name":"American Literature","url":"https://www.academia.edu/Documents/in/American_Literature?f_ri=1200","nofollow":true},{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":13197,"name":"Language and Identity","url":"https://www.academia.edu/Documents/in/Language_and_Identity?f_ri=1200","nofollow":true},{"id":16461,"name":"Psychoanalysis And Literature","url":"https://www.academia.edu/Documents/in/Psychoanalysis_And_Literature?f_ri=1200"},{"id":39547,"name":"Nathaniel Hawthorne","url":"https://www.academia.edu/Documents/in/Nathaniel_Hawthorne?f_ri=1200"},{"id":93640,"name":"Stance","url":"https://www.academia.edu/Documents/in/Stance?f_ri=1200"},{"id":221071,"name":"Labelling Theory","url":"https://www.academia.edu/Documents/in/Labelling_Theory?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35148685" data-work_id="35148685" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35148685/Etruscan_Phrases_Indo_European_Table_1_Update_02_06_22_">Etruscan_Phrases Indo-European Table 1 (Update 02.06.22)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This table began as a comparison of Etruscan words to other Indo-European words, and it is clear that the linkage to Etruscan illuminates some new patterns in Indo-European word relationships. We added for further comparison words from... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35148685" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This table began as a comparison of Etruscan words to other Indo-European words, and it is clear that the linkage to Etruscan illuminates some new patterns in Indo-European word relationships. We added for further comparison words from the Baltic group (Latvian), Kartvelian (Georgian) and Uralic (Finnish) and Basque, a "language isolate" that looks as much Indo-European as othes in the Indo-European group. For those who advocate Hurrian connections Hurrian words that are available have been added to the table.  *PIE specialists have been speculating on the idea that the three language families, Baltic, Uralic and Kartvelian may be related to Indo-European, perhaps as a super family. <br />  The Indo-European family of languages is believed to have originated north of the Black Sea (Pontic Region). Some scholars have indicated a Caucasus origin. Although we can't rule out borrowing among [unrelated] languages it appears from the interesting shifts that the languages in our "Indo-European Table may be one family. I found šāl-a, šali, šala (Hurrian) <br />ასული, asuli, daughter(Georgian); თვით, t’vit’, self (Georgian), sevi, self (Latvian), vete, (Albanian); ხუთი, khut’i, five (Georgian), пяць, piać (Belarussian), pieci (Latvian), pesë (Albanian), pente (Greek) and pajncha (Sanskrit) interesting. (The interesting relationships continue through the table. The table is alphabetically arranged via the right-hand column, Etruscan words.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35148685" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9407dc0dbbd5bb1c6d66f1a0de292152" rel="nofollow" data-download="{"attachment_id":80368531,"asset_id":35148685,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80368531/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="495257" href="https://independent.academia.edu/MelCopeland">Mel Copeland</a><script data-card-contents-for-user="495257" type="text/json">{"id":495257,"first_name":"Mel","last_name":"Copeland","domain_name":"independent","page_name":"MelCopeland","display_name":"Mel Copeland","profile_url":"https://independent.academia.edu/MelCopeland?f_ri=1200","photo":"https://0.academia-photos.com/495257/169811/197913/s65_mel.copeland.jpg"}</script></span></span></li><li class="js-paper-rank-work_35148685 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35148685"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35148685, container: ".js-paper-rank-work_35148685", }); 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$(".js-view-count[data-work-id=35148685]").text(description); $(".js-view-count-work_35148685").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35148685").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35148685"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">30</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1207" rel="nofollow" href="https://www.academia.edu/Documents/in/Historical_Linguistics">Historical Linguistics</a>, <script data-card-contents-for-ri="1207" type="text/json">{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2062" rel="nofollow" href="https://www.academia.edu/Documents/in/Greek_Language">Greek Language</a>, <script data-card-contents-for-ri="2062" type="text/json">{"id":2062,"name":"Greek Language","url":"https://www.academia.edu/Documents/in/Greek_Language?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2718" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistic_Anthropology">Linguistic Anthropology</a><script data-card-contents-for-ri="2718" type="text/json">{"id":2718,"name":"Linguistic Anthropology","url":"https://www.academia.edu/Documents/in/Linguistic_Anthropology?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35148685]'), work: {"id":35148685,"title":"Etruscan_Phrases Indo-European Table 1 (Update 02.06.22)","created_at":"2017-11-14T18:11:27.796-08:00","url":"https://www.academia.edu/35148685/Etruscan_Phrases_Indo_European_Table_1_Update_02_06_22_?f_ri=1200","dom_id":"work_35148685","summary":"This table began as a comparison of Etruscan words to other Indo-European words, and it is clear that the linkage to Etruscan illuminates some new patterns in Indo-European word relationships. We added for further comparison words from the Baltic group (Latvian), Kartvelian (Georgian) and Uralic (Finnish) and Basque, a \"language isolate\" that looks as much Indo-European as othes in the Indo-European group. For those who advocate Hurrian connections Hurrian words that are available have been added to the table. *PIE specialists have been speculating on the idea that the three language families, Baltic, Uralic and Kartvelian may be related to Indo-European, perhaps as a super family.\r\n The Indo-European family of languages is believed to have originated north of the Black Sea (Pontic Region). Some scholars have indicated a Caucasus origin. Although we can't rule out borrowing among [unrelated] languages it appears from the interesting shifts that the languages in our \"Indo-European Table may be one family. I found šāl-a, šali, šala (Hurrian)\r\nასული, asuli, daughter(Georgian); თვით, t’vit’, self (Georgian), sevi, self (Latvian), vete, (Albanian); ხუთი, khut’i, five (Georgian), пяць, piać (Belarussian), pieci (Latvian), pesë (Albanian), pente (Greek) and pajncha (Sanskrit) interesting. (The interesting relationships continue through the table. The table is alphabetically arranged via the right-hand column, Etruscan words. ","downloadable_attachments":[{"id":80368531,"asset_id":35148685,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":495257,"first_name":"Mel","last_name":"Copeland","domain_name":"independent","page_name":"MelCopeland","display_name":"Mel Copeland","profile_url":"https://independent.academia.edu/MelCopeland?f_ri=1200","photo":"https://0.academia-photos.com/495257/169811/197913/s65_mel.copeland.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true},{"id":2062,"name":"Greek Language","url":"https://www.academia.edu/Documents/in/Greek_Language?f_ri=1200","nofollow":true},{"id":2718,"name":"Linguistic Anthropology","url":"https://www.academia.edu/Documents/in/Linguistic_Anthropology?f_ri=1200","nofollow":true},{"id":4727,"name":"Ancient Indo-European Languages","url":"https://www.academia.edu/Documents/in/Ancient_Indo-European_Languages?f_ri=1200"},{"id":5237,"name":"Indo-European Studies","url":"https://www.academia.edu/Documents/in/Indo-European_Studies?f_ri=1200"},{"id":6672,"name":"Celtic Linguistics","url":"https://www.academia.edu/Documents/in/Celtic_Linguistics?f_ri=1200"},{"id":15671,"name":"Baltic languages","url":"https://www.academia.edu/Documents/in/Baltic_languages?f_ri=1200"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1200"},{"id":20186,"name":"Uralic Linguistics","url":"https://www.academia.edu/Documents/in/Uralic_Linguistics?f_ri=1200"},{"id":26687,"name":"Hurrian","url":"https://www.academia.edu/Documents/in/Hurrian?f_ri=1200"},{"id":29859,"name":"Romance Linguistics","url":"https://www.academia.edu/Documents/in/Romance_Linguistics?f_ri=1200"},{"id":32522,"name":"Indo-European Linguistics","url":"https://www.academia.edu/Documents/in/Indo-European_Linguistics?f_ri=1200"},{"id":33373,"name":"Armenian Language","url":"https://www.academia.edu/Documents/in/Armenian_Language?f_ri=1200"},{"id":33749,"name":"Proto Indo-European","url":"https://www.academia.edu/Documents/in/Proto_Indo-European?f_ri=1200"},{"id":58936,"name":"Romance Languages","url":"https://www.academia.edu/Documents/in/Romance_Languages?f_ri=1200"},{"id":97186,"name":"Kartvelian Languages","url":"https://www.academia.edu/Documents/in/Kartvelian_Languages?f_ri=1200"},{"id":131296,"name":"Comparative Indo-European Linguistics","url":"https://www.academia.edu/Documents/in/Comparative_Indo-European_Linguistics?f_ri=1200"},{"id":138789,"name":"Uralic languages","url":"https://www.academia.edu/Documents/in/Uralic_languages?f_ri=1200"},{"id":178689,"name":"Indo-European Etymology","url":"https://www.academia.edu/Documents/in/Indo-European_Etymology?f_ri=1200"},{"id":191991,"name":"Comparative Uralic Linguistics","url":"https://www.academia.edu/Documents/in/Comparative_Uralic_Linguistics?f_ri=1200"},{"id":193049,"name":"Uralic","url":"https://www.academia.edu/Documents/in/Uralic?f_ri=1200"},{"id":193054,"name":"Kassite, Hurrian, Urartean","url":"https://www.academia.edu/Documents/in/Kassite_Hurrian_Urartean?f_ri=1200"},{"id":193064,"name":"Hurrian, Mittanni, Indo-Aryan","url":"https://www.academia.edu/Documents/in/Hurrian_Mittanni_Indo-Aryan?f_ri=1200"},{"id":200660,"name":"Uralic Etymology","url":"https://www.academia.edu/Documents/in/Uralic_Etymology?f_ri=1200"},{"id":334089,"name":"Hurrian Language","url":"https://www.academia.edu/Documents/in/Hurrian_Language?f_ri=1200"},{"id":428069,"name":"Kartvelian Linguistics","url":"https://www.academia.edu/Documents/in/Kartvelian_Linguistics?f_ri=1200"},{"id":631553,"name":"Proto-Kartvelian-Colchian","url":"https://www.academia.edu/Documents/in/Proto-Kartvelian-Colchian?f_ri=1200"},{"id":876721,"name":"Urartian language","url":"https://www.academia.edu/Documents/in/Urartian_language?f_ri=1200"},{"id":1154663,"name":"Indo-Uralic","url":"https://www.academia.edu/Documents/in/Indo-Uralic?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_225399" data-work_id="225399" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/225399/Why_Are_Logical_Connectives_Sometimes_Detrimental_to_Coherence">Why Are Logical Connectives Sometimes Detrimental to Coherence?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper Jones reviews the categories into which various linguists, working in different theoretical frameworks, have divided up the logico-semantic relations they have identified in texts. He stresses the potentially ambiguous and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_225399" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper Jones reviews the categories into which various linguists, working in different theoretical frameworks, have divided up the logico-semantic relations they have identified in texts. He stresses the potentially ambiguous and hence problematic nature of logical connectives, and suggests that macro-categories are preferable to micro-categories in analysing discourse relations. He notes that implicit conjunction (i.e. the absence of connectives) tends to predominate in expert writing, as evidenced in scientific and professional texts, and argues that this device both depends on and gives appropriate recognition to the strategies and knowledge the reader brings to the processes of decoding and meaning-construction. Jones offers a comprehensive investigation of logical connectives in the context of second language pedagogy, contrasting their ‘inappropriate’ use by non native speakers with their ‘underuse’ by native speakers to indicate the ultimate inadequacy of connectives for representing complex conceptual and particularly causal relations. Jones also discusses how relationships such as correlation and emergence rather than ‘cause and effect’ are foregrounded in much current writing, particularly in the sciences, furthering his argument that connectives are intrinsically inadequate and problematic. The paper concludes by suggesting that second language pedagogy can benefit by encouraging novice writers to adopt a more indirect approach to the representation of cause/consequence relations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/225399" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="07d1ba4474ba8cf66fe5788e499bef50" rel="nofollow" data-download="{"attachment_id":848749,"asset_id":225399,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/848749/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="155464" href="https://mq.academia.edu/AlanJones">Alan Jones</a><script data-card-contents-for-user="155464" type="text/json">{"id":155464,"first_name":"Alan","last_name":"Jones","domain_name":"mq","page_name":"AlanJones","display_name":"Alan Jones","profile_url":"https://mq.academia.edu/AlanJones?f_ri=1200","photo":"https://0.academia-photos.com/155464/40366/301153/s65_alan.jones.jpg"}</script></span></span></li><li class="js-paper-rank-work_225399 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="225399"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 225399, container: ".js-paper-rank-work_225399", }); 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He stresses the potentially ambiguous and hence problematic nature of logical connectives, and suggests that macro-categories are preferable to micro-categories in analysing discourse relations. He notes that implicit conjunction (i.e. the absence of connectives) tends to predominate in expert writing, as evidenced in scientific and professional texts, and argues that this device both depends on and gives appropriate recognition to the strategies and knowledge the reader brings to the processes of decoding and meaning-construction. Jones offers a comprehensive investigation of logical connectives in the context of second language pedagogy, contrasting their ‘inappropriate’ use by non native speakers with their ‘underuse’ by native speakers to indicate the ultimate inadequacy of connectives for representing complex conceptual and particularly causal relations. Jones also discusses how relationships such as correlation and emergence rather than ‘cause and effect’ are foregrounded in much current writing, particularly in the sciences, furthering his argument that connectives are intrinsically inadequate and problematic. The paper concludes by suggesting that second language pedagogy can benefit by encouraging novice writers to adopt a more indirect approach to the representation of cause/consequence relations.","downloadable_attachments":[{"id":848749,"asset_id":225399,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":155464,"first_name":"Alan","last_name":"Jones","domain_name":"mq","page_name":"AlanJones","display_name":"Alan Jones","profile_url":"https://mq.academia.edu/AlanJones?f_ri=1200","photo":"https://0.academia-photos.com/155464/40366/301153/s65_alan.jones.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1200","nofollow":true},{"id":26995,"name":"Habermas","url":"https://www.academia.edu/Documents/in/Habermas?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38155723" data-work_id="38155723" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38155723/Itih%C4%81sa_Indus_Script_metalwork_hypertexts_of_trading_civilization_of_Failaka_Saar_and_Barbar_Temple_Bahrain_Dilmun_revisited_excavations_at_Saar_Bahrain_Harriet_Crawford_1997_Excavations_at_Barbar_Temple_Hojlund_Flemming_et_al_2005_">Itihāsa. Indus Script metalwork hypertexts of trading civilization of Failaka, Saar & Barbar Temple, Bahrain.Dilmun revisited: excavations at Saar, Bahrain -- Harriet Crawford (1997) Excavations at Barbar Temple -- Hojlund, Flemming et al (2005)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This monograph posits the presence of Meluhha artisans and seafaring merchants in Dilmun and failaka. This presence explains the decipherment of Dilmun seals, Barbar temple bronze bull's head and Failaka seals as Indus Script inscriptions... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38155723" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This monograph posits the presence of Meluhha artisans and seafaring merchants in Dilmun and failaka. This presence explains the decipherment of Dilmun seals, Barbar temple bronze bull's head and Failaka seals as Indus Script inscriptions constituting wealth-accounting ledgers, metalwork catalogues. Dilmun and Failaka seals are archives recording trade transactions with Meluhha (Sarasvati Civilization). Dilmun finds mention in cuneiform texts as a trade partner and as a trading post of the Mesopotamia and the Indus Valley Civilization trade route. The bronze bull's head found in Barbar Temple of Bahrein is paralleled by the artifacts of Early Dynastic Sumer as posited by Elisabeth CL During Caspers and also by the Indus Script rebus representation of ḍhangra 'bull' Rebus: ṭhakkura m. ʻ idol, deity (Pkt.); Mth. ṭhākur ʻ blacksmith.ʼ Thus, the deity venerated as the bull's head is a veneration of the ancestor blacksmith who has attained divinity; hence, ṭhakkura m. ʻ idol, deity in Meluhha (Indian sprachbund, 'speech union'). Three temples were discovered in Barbar village, Bahrein, and the oldest is dated to 3000 BCE. <a href="https://en.wikipedia.org/wiki/Barbar_Temple" rel="nofollow">https://en.wikipedia.org/wiki/Barbar_Temple</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38155723" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="aac3f254d4ff08d7cd1e5f783104fb94" rel="nofollow" data-download="{"attachment_id":58189231,"asset_id":38155723,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58189231/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66817162" href="https://dcpune.academia.edu/SrinivasanKalyanaraman">Srinivasan Kalyanaraman</a><script data-card-contents-for-user="66817162" type="text/json">{"id":66817162,"first_name":"Srinivasan","last_name":"Kalyanaraman","domain_name":"dcpune","page_name":"SrinivasanKalyanaraman","display_name":"Srinivasan Kalyanaraman","profile_url":"https://dcpune.academia.edu/SrinivasanKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/66817162/18434255/18382530/s65_srinivasan.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_38155723 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38155723"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38155723, container: ".js-paper-rank-work_38155723", }); 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Indus Script metalwork hypertexts of trading civilization of Failaka, Saar \u0026 Barbar Temple, Bahrain.Dilmun revisited: excavations at Saar, Bahrain -- Harriet Crawford (1997) Excavations at Barbar Temple -- Hojlund, Flemming et al (2005)","created_at":"2019-01-15T04:35:50.898-08:00","url":"https://www.academia.edu/38155723/Itih%C4%81sa_Indus_Script_metalwork_hypertexts_of_trading_civilization_of_Failaka_Saar_and_Barbar_Temple_Bahrain_Dilmun_revisited_excavations_at_Saar_Bahrain_Harriet_Crawford_1997_Excavations_at_Barbar_Temple_Hojlund_Flemming_et_al_2005_?f_ri=1200","dom_id":"work_38155723","summary":"This monograph posits the presence of Meluhha artisans and seafaring merchants in Dilmun and failaka. This presence explains the decipherment of Dilmun seals, Barbar temple bronze bull's head and Failaka seals as Indus Script inscriptions constituting wealth-accounting ledgers, metalwork catalogues. Dilmun and Failaka seals are archives recording trade transactions with Meluhha (Sarasvati Civilization). Dilmun finds mention in cuneiform texts as a trade partner and as a trading post of the Mesopotamia and the Indus Valley Civilization trade route. The bronze bull's head found in Barbar Temple of Bahrein is paralleled by the artifacts of Early Dynastic Sumer as posited by Elisabeth CL During Caspers and also by the Indus Script rebus representation of ḍhangra 'bull' Rebus: ṭhakkura m. ʻ idol, deity (Pkt.); Mth. ṭhākur ʻ blacksmith.ʼ Thus, the deity venerated as the bull's head is a veneration of the ancestor blacksmith who has attained divinity; hence, ṭhakkura m. ʻ idol, deity in Meluhha (Indian sprachbund, 'speech union'). Three temples were discovered in Barbar village, Bahrein, and the oldest is dated to 3000 BCE. https://en.wikipedia.org/wiki/Barbar_Temple","downloadable_attachments":[{"id":58189231,"asset_id":38155723,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66817162,"first_name":"Srinivasan","last_name":"Kalyanaraman","domain_name":"dcpune","page_name":"SrinivasanKalyanaraman","display_name":"Srinivasan Kalyanaraman","profile_url":"https://dcpune.academia.edu/SrinivasanKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/66817162/18434255/18382530/s65_srinivasan.kalyanaraman.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1200","nofollow":true},{"id":137,"name":"Economic History","url":"https://www.academia.edu/Documents/in/Economic_History?f_ri=1200","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200"},{"id":12523,"name":"Bronze Age Europe (Archaeology)","url":"https://www.academia.edu/Documents/in/Bronze_Age_Europe_Archaeology_?f_ri=1200"},{"id":17936,"name":"Ancient Near East","url":"https://www.academia.edu/Documents/in/Ancient_Near_East?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20072126" data-work_id="20072126" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20072126/%E0%A4%9A%E0%A4%B7%E0%A4%BE%E0%A4%B2%E0%A4%83_ca%E1%B9%A3%C4%81la_on_Yupa_an_Indus_Script_hieroglyph_like_a_crucible_to_carburize_ores_into_steel_hard_alloys">चषालः caṣāla on Yupa, an Indus Script hieroglyph like a crucible to carburize ores into steel, hard alloys</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">चषालः caṣāla on Yupa, made of wheat straw, an Indus Script hieroglyph, signifies pyrolysis/carburization in smelting ores into steel/hard alloys Yupa is a kunda, a pillar of bricks. This kunda signifies a fire-alter or agnikunda in Vedic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20072126" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">चषालः caṣāla on Yupa, made of wheat straw, an Indus Script hieroglyph, signifies pyrolysis/carburization in smelting ores into steel/hard alloys<br /><br />Yupa is a kunda, a pillar of bricks. This kunda signifies a fire-alter or agnikunda in Vedic tradition. A signifier of the pillar is a चषालः caṣāla as its top piece. This चषालः caṣāla (Rigveda) is made of wheat straw for pyrolysis to convert firewood into coke to react with ore to create hard alloys, e.g. iron reacting with coke to create crucible steel or carburization of wrought iron in a crucible to produce steel. See: <a href="https://en.wikipedia.org/wiki/Crucible_steel" rel="nofollow">https://en.wikipedia.org/wiki/Crucible_steel</a><br /><br />The sacredness associated with चषालः caṣāla is demonstrated by the architectural splendour of ancient varaha sculptures in the Hindu tradition. On the varaha monolith in Khajuraho, the चषालः caṣāla is signified by Devi Sarasvati. On many other sculptures of varaha, the चषालः caṣāla is associated with Mother Earth भूदेवी bhudevi. A gallery of varaha sculptural splendour is embedded together with explanatory notes on the dcipherment of  metal work catalogue in a Rakhigarhi seal with a rhinoceros decorated with a scarf (dhatu 'scarf' rebus: dhatu 'ore').<br /><br />The Indus Script hieroglyphic hypertexts get expanded into metaphors during the historical periods narrating Varaha as the third Avatara of Vishnu. In archaeometallurgical parlance, the चषालः caṣāla is the core pyrolysis process to create crucible steel and/or hard alloys in smelting processes.<br /><br />See the yupa as a signifier on Kuwait gold disc with Indus Script hieroglyphs:<br /> <br />Hieroglyph: kunda = a pillar of bricks (Ka.); pillar, post (Tu.Te.); block, log (Malt.); kantu = pillar, post (Ta.)(DEDR 1723).<br /><br />Rebus: kun.d. = a pit (Santali) kun.d.amu = a pit for receiving and preserving consecrated fire; a hole in the ground (Te.) kun.d.am, kun.d.a sacrificial fire<br />pit (Skt.) kun.d.a an altar on which sacrifices are made (G.)[i] gun.d.amu fire-pit; (Inscr.)<br />See: <a href="http://bharatkalyan97.blogspot.in/2016/01/octagonal-yupo-bhavati-satapatha.html" rel="nofollow">http://bharatkalyan97.blogspot.in/2016/01/octagonal-yupo-bhavati-satapatha.html</a> चषालः caṣāla is made of wheat straw according to Satapatha Brāhmana.<br />caṣāla चषाल This is a Rigveda word which signifies the top-piece of the Yūpa.<br /> <br /><br />1.162.01 Let neither Mitra nor Varun.a, Aryaman, A_yu, Indra, R.bhuks.in,nor the Maruts, censure us; when we proclaim in the sacrifice the virtus of the swift horse sprung from the gods. [a_yu = va_yu (a_yuh satataganta_ va_yuh, vaka_ralopo va_); r.bhuks.in = Indra; but,here Praja_pati, he in whom the r.bhus,or the devas, abide (ks.iyanti); sprung from the gods: devaja-tasya = born as the type of various divinities, who are identified with different parts (e.g. us.a_ va_ as'vasya medhyasya s'irah: Br.hada_ran.yaka Upanis.ad 1.1.1); legend: the horse's origin from the sun, either direct, or through the agency of the Vasus: sura_d as'vam vasavo niratas.t.a].<br />1.162.02 When they, (the priests), bring the prepared offering to the presence (of the horse), who has been bathed and decorated with rich (trappings), the various-coloured goat going before him, bleating, becomes an acceptable offering to Indra and Pu_s.an. [The prepared offering: ra_tim-gr.bhi_ta_m = lit. the seized wealth; the offering to be made for the horse; pu_s.an = Agni; the goat is to be tied to the front of the horse at the sacrificial post, such a goat, black-necked, kr.s.nagri_va (a_gneyah kr.s.n.agri_vah: Taittiri_ya Sam.hita_ 5.5.22), being always regarded as an a_gneya pas'u, or victim sacred to Agni, and to be offered to him (Ka_tya_yana Su_tra 98). A black goat is also dedicated to pu_s.an, along with soma (Yajus. xxix.58; but, he is also to be attached to the na_bhi or middle of the horse (Yajus. xxiv.1)].<br />1.162.03 This goat, the portion of Pu+s.an fit for all the gods, is brought first with the fleet courser, to that Tvas.t.a_ may prepare him along with the horse, as an acceptable preliminary offering for the (sacrificial) food. [The portion of Pu_s.an: he is to be offered in sacrifice to Pu_s.an or Agni; Tvas.t.a_ = sarvasyotpa_daka, the producer of all forms; tvas.t.a_ ru_pa_n.i vikaroti (Taittiri_ya Sam.hita_ 1.5.92); or, identified wiith Agni;preliminary offering purod.a_s'am = offering of cakes and butter; purasta_d-da_tavyam, that which is to be first offered].<br />1.162.04 When the priests at the season (of the ceremony), lead forth the horse, the offering devoted to the gods, thrice round (the sacrificial fire); then the goat, the portion of Pu_s.an, goes first, announcing the sacrificer to the gods. [The goat is to be first immolated]. 1.162.05 The invoker of the gods, the minister of the rite, the offerer of the oblation, the kindler of the fire, the bruiser of the Soma, the director of the ceremony, the saage (superintendent of the whole); do you replenish the rivers by this well-ordered, well-conducted, sacrifice. [The invoker of the gods: designations applied to eight of the sixteen priests employed at a solemn rite: the two first are: hota_ and adhvaryu; avaya_j = pratiprastha_ta_, who brings and places the offering; agnimindha = agni_dh, the kindler of the fire; gra_vagra_bha = the praiser of the stones that bruise the Soma,or he who applies the stones to that purpose; s'am.sta_ = pras'a_sta_; suvipra = Brahma_ (brahmaiko ja_te ja_te vidya_m vadatibrahma_ sarvavidyah sarva veditumarhati: Nirukta 1.8); replenish the rivers: vaks.an.a_ apr.n.adhvam, nadi_h pu_rayata, fill the rivers; the consequence of sacrifice being rain and fertility; or, it may mean, offer rivers of butter, milk, curds, and the like]. <br />1.162.06 Whether they be those who cut the (sacrificial) post, or those who bear the post, or those who fasten the rings on the top of the post, to which the horse (is bound); or those who prepare the vessels in which the food of the horse is dressed; let the exertions of them all fulfil our expectation. [The post: twenty-one posts, of different kinds of wood, each twenty-one cubits long, are to be set up, to which the different animals are to be fastened, amounting to three hundred and forty-nine, besides two hundred and sixty wild animals, making a total of six hundred and nine (Ka_tya_yana); the text seems to refer to a single post: cas.a_lam ye as'vayu_pa_ya taks.ati: cas.a_la = a wooden ring, or bracelet, on the top of the sacrificial post; or, it was perhaps a metal ring at the foot of the post].  <br /><br />Satapatha Brāhmana describes this as made of wheaten dough (gaudhūma).<br /><br />गौधूम [p= 369,3] mf(ई g. बिल्वा*दि)n. made of wheat MaitrS. i Hcat. i , 7 (f(आ).) made of wheat straw S3Br. v , 2 , 1 , 6 Ka1tyS3r. xiv , 1 , 22 and 5 , 7.<br /><br /><a href="http://www.sanskritdictionary.com/agnir/961/6#sthash.aDu8onbZ.dpuf" rel="nofollow">http://www.sanskritdictionary.com/agnir/961/6#sthash.aDu8onbZ.dpuf</a><br /><br />"Pyrolysis has been used since ancient times for turning wood into charcoal on an industrial scale...Pyrolysis is used on a massive scale to turn coal into <br />coke for metallurgy, especially steelmaking." <br /><a href="https://en.wikipedia.org/wiki/Pyrolysis" rel="nofollow">https://en.wikipedia.org/wiki/Pyrolysis</a> In archaeometallurgical terms, the use of wheat straw to prepare the चषालः caṣāla fixed atop a Yupa may relate to such pyrolysis process to convert charcoal used in the fire-altar (furnace) into charcoal/coke to react with the dhAtu in the earth subjected to smelting/melting process (e.g. iron reacting with coke in a crucible to be transmuted as steel).<br /><br />చషాలము [ caṣālamu ] chashālamu. [Skt.] n. A chalice, or cup used in sacrifice. A ring attached to the sacrificial post in a horse sacrifice. రాజ మాయము నందు యూపస్తంభమునకు అడుగున తగిలించే కడియము.څليَ ṯs̱alaey, s.m. (1st) A ring for the finger. 2. A pillar of mud or stones as a mark for land. 3. A butt or mark for arrows. 4. A mound or platform for watching a field. 5. A temporary building or shed. Pl. يِ ī. See منا (Pashto)<br /><br />चषाल [p= 391,2]mn. (g. अर्धर्चा*दि) a wooden ring on the top of a sacrificial post RV. i , 162 , 6 TS. vi Ka1t2h.xxvi , 4 (चशाल) S3Br. &c चषालः caṣālḥचषालः 1 A wooden ring on the top of a sacrificial post; चषालं ये अश्वयूपाय तक्षति Rv.1.162.6; चषालयूपत- च्छन्नो हिरण्यरशनं विभुः Bhāg.4.19.19.-2 An iron ring at the base of the post.-3 A hive.<br /><br />In lokokti, the yupa is associated with potaraju. The word pota signifies casting or smelting of metal.<br /><br />పోతురాజు or పోతరాజు pōtu-rāḍsu. n. The name of a rustic god, like Pan, worshipped throughout the Telugu, Canarese and Mahratta countries. He represents the male principle associated with the village goddesses Gangamma, Peddamma, &c. A proverb says పాడుఊరికి మంచపుకోడుపోతురాజు in a ruined village the leg of a cot is a god. cf., 'a Triton of the minnows' (Shakespeare.) పోత [ pōta ] pōta. [Tel. from పోయు.] n. Pouring, పోయుట. Casting, as of melted metal. Bathing, washing. Eruption of the small pox. ఆకుపోత putting plants into the ground. పెట్టుపోతలు శాశ్వతములుకావు meat and drink (literally, feeding and bathing) are not matters of eternal consequence. పోత pōta. adj. Molten, cast in metal. పోతచెంబు a metal bottle or jug, which has been cast not hammered.<br /><br />పోతము [ pōtamu ] pōtamu. [Skt.] n. A vessel, boat, ship. ఓడ. The young of any animal. పిల్ల. శిశువు. An elephant ten years old, పదేండ్ల యేనుగు. A cloth,వస్త్రము. శుకపోతము a young parrot. వాతపోతము a young breeze, i.e., a light wind. పోతపాత్రిక pōta-pātrika. n. A vessel, a ship, ఓడ. "సంసార సాగరమతుల ధైర్యపోత పాత్రికనిస్తరింపుముకు మార." M. XII. vi. 222. పోతవణిక్కు or పోతవణిజుడు pōta-vaṇikku. n. A sea-faring merchant. ఓడను కేవుకు పుచ్చుకొన్నవాడు, ఓడ బేరగాడు. పోతవహుడు or పోతనాహుడు pōta-vahuḍu. n. A rower, a boatman, a steersman. ఓడనడుపువాడు, తండేలు.<br /> <br />Shapes of Yupa: A. Commemorative stone yupa, Isapur – from Vogel, 1910-11, plate 23; drawing based on Vedic texts – from Madeleine Biardeau, 1988, 108, fig. 1; cf. 1989, fig. 2); C. Miniature wooden yupa and caSAla from Vaidika Samsodana Mandala Museum of Vedic sacrificial utensils – from Dharmadhikari 1989, 70) (After Fig. 5 in Alf Hiltebeitel, 1988, The Cult of Draupadi, Vol. 2, Univ. of Chicago Press, p.22)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20072126" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2bbb2c3c412da1857973d14ac603fe40" rel="nofollow" data-download="{"attachment_id":40990698,"asset_id":20072126,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40990698/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="662769" href="https://independent.academia.edu/SriniKalyanaraman">Srini Kalyanaraman</a><script data-card-contents-for-user="662769" type="text/json">{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_20072126 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20072126"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20072126, container: ".js-paper-rank-work_20072126", }); 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This kunda signifies a fire-alter or agnikunda in Vedic tradition. A signifier of the pillar is a चषालः caṣāla as its top piece. This चषालः caṣāla (Rigveda) is made of wheat straw for pyrolysis to convert firewood into coke to react with ore to create hard alloys, e.g. iron reacting with coke to create crucible steel or carburization of wrought iron in a crucible to produce steel. See: https://en.wikipedia.org/wiki/Crucible_steel\n\nThe sacredness associated with चषालः caṣāla is demonstrated by the architectural splendour of ancient varaha sculptures in the Hindu tradition. On the varaha monolith in Khajuraho, the चषालः caṣāla is signified by Devi Sarasvati. On many other sculptures of varaha, the चषालः caṣāla is associated with Mother Earth भूदेवी bhudevi. A gallery of varaha sculptural splendour is embedded together with explanatory notes on the dcipherment of metal work catalogue in a Rakhigarhi seal with a rhinoceros decorated with a scarf (dhatu 'scarf' rebus: dhatu 'ore').\n\nThe Indus Script hieroglyphic hypertexts get expanded into metaphors during the historical periods narrating Varaha as the third Avatara of Vishnu. In archaeometallurgical parlance, the चषालः caṣāla is the core pyrolysis process to create crucible steel and/or hard alloys in smelting processes.\n\nSee the yupa as a signifier on Kuwait gold disc with Indus Script hieroglyphs:\n \nHieroglyph: kunda = a pillar of bricks (Ka.); pillar, post (Tu.Te.); block, log (Malt.); kantu = pillar, post (Ta.)(DEDR 1723).\n\nRebus: kun.d. = a pit (Santali) kun.d.amu = a pit for receiving and preserving consecrated fire; a hole in the ground (Te.) kun.d.am, kun.d.a sacrificial fire\npit (Skt.) kun.d.a an altar on which sacrifices are made (G.)[i] gun.d.amu fire-pit; (Inscr.)\nSee: http://bharatkalyan97.blogspot.in/2016/01/octagonal-yupo-bhavati-satapatha.html चषालः caṣāla is made of wheat straw according to Satapatha Brāhmana.\ncaṣāla चषाल This is a Rigveda word which signifies the top-piece of the Yūpa.\n \n\n1.162.01 Let neither Mitra nor Varun.a, Aryaman, A_yu, Indra, R.bhuks.in,nor the Maruts, censure us; when we proclaim in the sacrifice the virtus of the swift horse sprung from the gods. [a_yu = va_yu (a_yuh satataganta_ va_yuh, vaka_ralopo va_); r.bhuks.in = Indra; but,here Praja_pati, he in whom the r.bhus,or the devas, abide (ks.iyanti); sprung from the gods: devaja-tasya = born as the type of various divinities, who are identified with different parts (e.g. us.a_ va_ as'vasya medhyasya s'irah: Br.hada_ran.yaka Upanis.ad 1.1.1); legend: the horse's origin from the sun, either direct, or through the agency of the Vasus: sura_d as'vam vasavo niratas.t.a].\n1.162.02 When they, (the priests), bring the prepared offering to the presence (of the horse), who has been bathed and decorated with rich (trappings), the various-coloured goat going before him, bleating, becomes an acceptable offering to Indra and Pu_s.an. [The prepared offering: ra_tim-gr.bhi_ta_m = lit. the seized wealth; the offering to be made for the horse; pu_s.an = Agni; the goat is to be tied to the front of the horse at the sacrificial post, such a goat, black-necked, kr.s.nagri_va (a_gneyah kr.s.n.agri_vah: Taittiri_ya Sam.hita_ 5.5.22), being always regarded as an a_gneya pas'u, or victim sacred to Agni, and to be offered to him (Ka_tya_yana Su_tra 98). A black goat is also dedicated to pu_s.an, along with soma (Yajus. xxix.58; but, he is also to be attached to the na_bhi or middle of the horse (Yajus. xxiv.1)].\n1.162.03 This goat, the portion of Pu+s.an fit for all the gods, is brought first with the fleet courser, to that Tvas.t.a_ may prepare him along with the horse, as an acceptable preliminary offering for the (sacrificial) food. [The portion of Pu_s.an: he is to be offered in sacrifice to Pu_s.an or Agni; Tvas.t.a_ = sarvasyotpa_daka, the producer of all forms; tvas.t.a_ ru_pa_n.i vikaroti (Taittiri_ya Sam.hita_ 1.5.92); or, identified wiith Agni;preliminary offering purod.a_s'am = offering of cakes and butter; purasta_d-da_tavyam, that which is to be first offered].\n1.162.04 When the priests at the season (of the ceremony), lead forth the horse, the offering devoted to the gods, thrice round (the sacrificial fire); then the goat, the portion of Pu_s.an, goes first, announcing the sacrificer to the gods. [The goat is to be first immolated]. 1.162.05 The invoker of the gods, the minister of the rite, the offerer of the oblation, the kindler of the fire, the bruiser of the Soma, the director of the ceremony, the saage (superintendent of the whole); do you replenish the rivers by this well-ordered, well-conducted, sacrifice. [The invoker of the gods: designations applied to eight of the sixteen priests employed at a solemn rite: the two first are: hota_ and adhvaryu; avaya_j = pratiprastha_ta_, who brings and places the offering; agnimindha = agni_dh, the kindler of the fire; gra_vagra_bha = the praiser of the stones that bruise the Soma,or he who applies the stones to that purpose; s'am.sta_ = pras'a_sta_; suvipra = Brahma_ (brahmaiko ja_te ja_te vidya_m vadatibrahma_ sarvavidyah sarva veditumarhati: Nirukta 1.8); replenish the rivers: vaks.an.a_ apr.n.adhvam, nadi_h pu_rayata, fill the rivers; the consequence of sacrifice being rain and fertility; or, it may mean, offer rivers of butter, milk, curds, and the like]. \n1.162.06 Whether they be those who cut the (sacrificial) post, or those who bear the post, or those who fasten the rings on the top of the post, to which the horse (is bound); or those who prepare the vessels in which the food of the horse is dressed; let the exertions of them all fulfil our expectation. [The post: twenty-one posts, of different kinds of wood, each twenty-one cubits long, are to be set up, to which the different animals are to be fastened, amounting to three hundred and forty-nine, besides two hundred and sixty wild animals, making a total of six hundred and nine (Ka_tya_yana); the text seems to refer to a single post: cas.a_lam ye as'vayu_pa_ya taks.ati: cas.a_la = a wooden ring, or bracelet, on the top of the sacrificial post; or, it was perhaps a metal ring at the foot of the post]. \n\nSatapatha Brāhmana describes this as made of wheaten dough (gaudhūma).\n\nगौधूम [p= 369,3] mf(ई g. बिल्वा*दि)n. made of wheat MaitrS. i Hcat. i , 7 (f(आ).) made of wheat straw S3Br. v , 2 , 1 , 6 Ka1tyS3r. xiv , 1 , 22 and 5 , 7.\n\nhttp://www.sanskritdictionary.com/agnir/961/6#sthash.aDu8onbZ.dpuf\n\n\"Pyrolysis has been used since ancient times for turning wood into charcoal on an industrial scale...Pyrolysis is used on a massive scale to turn coal into \ncoke for metallurgy, especially steelmaking.\" \nhttps://en.wikipedia.org/wiki/Pyrolysis In archaeometallurgical terms, the use of wheat straw to prepare the चषालः caṣāla fixed atop a Yupa may relate to such pyrolysis process to convert charcoal used in the fire-altar (furnace) into charcoal/coke to react with the dhAtu in the earth subjected to smelting/melting process (e.g. iron reacting with coke in a crucible to be transmuted as steel).\n\nచషాలము [ caṣālamu ] chashālamu. [Skt.] n. A chalice, or cup used in sacrifice. A ring attached to the sacrificial post in a horse sacrifice. రాజ మాయము నందు యూపస్తంభమునకు అడుగున తగిలించే కడియము.څليَ ṯs̱alaey, s.m. (1st) A ring for the finger. 2. A pillar of mud or stones as a mark for land. 3. A butt or mark for arrows. 4. A mound or platform for watching a field. 5. A temporary building or shed. Pl. يِ ī. See منا (Pashto)\n\nचषाल [p= 391,2]mn. (g. अर्धर्चा*दि) a wooden ring on the top of a sacrificial post RV. i , 162 , 6 TS. vi Ka1t2h.xxvi , 4 (चशाल) S3Br. \u0026c चषालः caṣālḥचषालः 1 A wooden ring on the top of a sacrificial post; चषालं ये अश्वयूपाय तक्षति Rv.1.162.6; चषालयूपत- च्छन्नो हिरण्यरशनं विभुः Bhāg.4.19.19.-2 An iron ring at the base of the post.-3 A hive.\n\nIn lokokti, the yupa is associated with potaraju. The word pota signifies casting or smelting of metal.\n\nపోతురాజు or పోతరాజు pōtu-rāḍsu. n. The name of a rustic god, like Pan, worshipped throughout the Telugu, Canarese and Mahratta countries. He represents the male principle associated with the village goddesses Gangamma, Peddamma, \u0026c. A proverb says పాడుఊరికి మంచపుకోడుపోతురాజు in a ruined village the leg of a cot is a god. cf., 'a Triton of the minnows' (Shakespeare.) పోత [ pōta ] pōta. [Tel. from పోయు.] n. Pouring, పోయుట. Casting, as of melted metal. Bathing, washing. Eruption of the small pox. ఆకుపోత putting plants into the ground. పెట్టుపోతలు శాశ్వతములుకావు meat and drink (literally, feeding and bathing) are not matters of eternal consequence. పోత pōta. adj. Molten, cast in metal. పోతచెంబు a metal bottle or jug, which has been cast not hammered.\n\nపోతము [ pōtamu ] pōtamu. [Skt.] n. A vessel, boat, ship. ఓడ. The young of any animal. పిల్ల. శిశువు. An elephant ten years old, పదేండ్ల యేనుగు. A cloth,వస్త్రము. శుకపోతము a young parrot. వాతపోతము a young breeze, i.e., a light wind. పోతపాత్రిక pōta-pātrika. n. A vessel, a ship, ఓడ. \"సంసార సాగరమతుల ధైర్యపోత పాత్రికనిస్తరింపుముకు మార.\" M. XII. vi. 222. పోతవణిక్కు or పోతవణిజుడు pōta-vaṇikku. n. A sea-faring merchant. ఓడను కేవుకు పుచ్చుకొన్నవాడు, ఓడ బేరగాడు. పోతవహుడు or పోతనాహుడు pōta-vahuḍu. n. A rower, a boatman, a steersman. ఓడనడుపువాడు, తండేలు.\n \nShapes of Yupa: A. Commemorative stone yupa, Isapur – from Vogel, 1910-11, plate 23; drawing based on Vedic texts – from Madeleine Biardeau, 1988, 108, fig. 1; cf. 1989, fig. 2); C. Miniature wooden yupa and caSAla from Vaidika Samsodana Mandala Museum of Vedic sacrificial utensils – from Dharmadhikari 1989, 70) (After Fig. 5 in Alf Hiltebeitel, 1988, The Cult of Draupadi, Vol. 2, Univ. of Chicago Press, p.22)","downloadable_attachments":[{"id":40990698,"asset_id":20072126,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1200","nofollow":true},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1200","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":6309,"name":"Metallurgy","url":"https://www.academia.edu/Documents/in/Metallurgy?f_ri=1200"},{"id":12523,"name":"Bronze Age Europe (Archaeology)","url":"https://www.academia.edu/Documents/in/Bronze_Age_Europe_Archaeology_?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40197604" data-work_id="40197604" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40197604/Suffixal_o_vocalism_without_Amphikinesis_On_Proto_Indo_European_oi_stems_and_Ablaut_as_a_Diagnostic_for_Word_Stress">Suffixal *o-vocalism without "Amphikinesis": On Proto-Indo-European *oi-stems and Ablaut as a Diagnostic for Word Stress</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article proposes a new formal reconstruction of Proto-Indo-European (PIE) nouns containing the suffix *–oi–. I argue that both primary and non-primary derivatives in this class had stress alternating between the derivational suffix... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40197604" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article proposes a new formal reconstruction of Proto-Indo-European (PIE) nouns containing the suffix *–oi–. I argue that both primary and non-primary derivatives in this class had stress alternating between the derivational suffix and the following inflectional ending (e.g., ACC.SG *[-óy-ṃ] vs. GEN *[-y-ós]) rather than the "amphikinetic" alternation between root and inflectional ending (ACC.SG *[´-oy-ṃ] vs. GEN *[-y-ós]) that is traditionally assumed for all primary nominals with suffixal *[o]-vocalism under the widely accepted “Erlangen Model” (Schindler 1975a,b, Rix 1992) of Indo-European morphophonology. Support for this alternative reconstruction comes from Hittite, which confirms that the suffixal stress seen in the Greek reflex of this noun class was inherited from PIE rather than root stress as in Vedic Sanskrit. More broadly, I contend that an adequate account of the prosodic behavior of PIE *–oi-stems requires (i) abandoning the traditional connection between suffixal *[o]-grade and "amphikinetic" word stress; and (ii) adopting a framework (such as the one articulated by Kiparsky 2010) in which the suffix's capacity to attract stress in both primary and non-primary derivation can be modeled in a unified way.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40197604" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7bf35011941ab92c8a00102422a21ad8" rel="nofollow" data-download="{"attachment_id":61752841,"asset_id":40197604,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61752841/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1330797" href="https://ucla.academia.edu/AnthonyYates">Anthony Yates</a><script data-card-contents-for-user="1330797" type="text/json">{"id":1330797,"first_name":"Anthony","last_name":"Yates","domain_name":"ucla","page_name":"AnthonyYates","display_name":"Anthony Yates","profile_url":"https://ucla.academia.edu/AnthonyYates?f_ri=1200","photo":"https://0.academia-photos.com/1330797/2529378/68798365/s65_anthony.yates.png"}</script></span></span></li><li class="js-paper-rank-work_40197604 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40197604"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40197604, container: ".js-paper-rank-work_40197604", }); 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$(".js-view-count[data-work-id=40197604]").text(description); $(".js-view-count-work_40197604").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40197604").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40197604"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1207" rel="nofollow" href="https://www.academia.edu/Documents/in/Historical_Linguistics">Historical Linguistics</a>, <script data-card-contents-for-ri="1207" type="text/json">{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2062" rel="nofollow" href="https://www.academia.edu/Documents/in/Greek_Language">Greek Language</a><script data-card-contents-for-ri="2062" type="text/json">{"id":2062,"name":"Greek Language","url":"https://www.academia.edu/Documents/in/Greek_Language?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40197604]'), work: {"id":40197604,"title":"Suffixal *o-vocalism without \"Amphikinesis\": On Proto-Indo-European *oi-stems and Ablaut as a Diagnostic for Word Stress","created_at":"2019-08-28T10:07:06.933-07:00","url":"https://www.academia.edu/40197604/Suffixal_o_vocalism_without_Amphikinesis_On_Proto_Indo_European_oi_stems_and_Ablaut_as_a_Diagnostic_for_Word_Stress?f_ri=1200","dom_id":"work_40197604","summary":"This article proposes a new formal reconstruction of Proto-Indo-European (PIE) nouns containing the suffix *–oi–. I argue that both primary and non-primary derivatives in this class had stress alternating between the derivational suffix and the following inflectional ending (e.g., ACC.SG *[-óy-ṃ] vs. GEN *[-y-ós]) rather than the \"amphikinetic\" alternation between root and inflectional ending (ACC.SG *[´-oy-ṃ] vs. GEN *[-y-ós]) that is traditionally assumed for all primary nominals with suffixal *[o]-vocalism under the widely accepted “Erlangen Model” (Schindler 1975a,b, Rix 1992) of Indo-European morphophonology. Support for this alternative reconstruction comes from Hittite, which confirms that the suffixal stress seen in the Greek reflex of this noun class was inherited from PIE rather than root stress as in Vedic Sanskrit. More broadly, I contend that an adequate account of the prosodic behavior of PIE *–oi-stems requires (i) abandoning the traditional connection between suffixal *[o]-grade and \"amphikinetic\" word stress; and (ii) adopting a framework (such as the one articulated by Kiparsky 2010) in which the suffix's capacity to attract stress in both primary and non-primary derivation can be modeled in a unified way. ","downloadable_attachments":[{"id":61752841,"asset_id":40197604,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1330797,"first_name":"Anthony","last_name":"Yates","domain_name":"ucla","page_name":"AnthonyYates","display_name":"Anthony Yates","profile_url":"https://ucla.academia.edu/AnthonyYates?f_ri=1200","photo":"https://0.academia-photos.com/1330797/2529378/68798365/s65_anthony.yates.png"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=1200","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1200","nofollow":true},{"id":2062,"name":"Greek Language","url":"https://www.academia.edu/Documents/in/Greek_Language?f_ri=1200","nofollow":true},{"id":2525,"name":"Language Variation and Change","url":"https://www.academia.edu/Documents/in/Language_Variation_and_Change?f_ri=1200"},{"id":4727,"name":"Ancient Indo-European Languages","url":"https://www.academia.edu/Documents/in/Ancient_Indo-European_Languages?f_ri=1200"},{"id":5076,"name":"Sanskrit language and literature","url":"https://www.academia.edu/Documents/in/Sanskrit_language_and_literature?f_ri=1200"},{"id":5237,"name":"Indo-European Studies","url":"https://www.academia.edu/Documents/in/Indo-European_Studies?f_ri=1200"},{"id":7901,"name":"Vedic Sanskrit","url":"https://www.academia.edu/Documents/in/Vedic_Sanskrit?f_ri=1200"},{"id":9183,"name":"Comparative Linguistics","url":"https://www.academia.edu/Documents/in/Comparative_Linguistics?f_ri=1200"},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=1200"},{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=1200"},{"id":12460,"name":"Anatolian Languages","url":"https://www.academia.edu/Documents/in/Anatolian_Languages?f_ri=1200"},{"id":12461,"name":"Hittite","url":"https://www.academia.edu/Documents/in/Hittite?f_ri=1200"},{"id":32522,"name":"Indo-European Linguistics","url":"https://www.academia.edu/Documents/in/Indo-European_Linguistics?f_ri=1200"},{"id":33749,"name":"Proto Indo-European","url":"https://www.academia.edu/Documents/in/Proto_Indo-European?f_ri=1200"},{"id":44724,"name":"Morphophonology","url":"https://www.academia.edu/Documents/in/Morphophonology?f_ri=1200"},{"id":52074,"name":"Ancient Greek Language","url":"https://www.academia.edu/Documents/in/Ancient_Greek_Language?f_ri=1200"},{"id":324308,"name":"Historical Phonology","url":"https://www.academia.edu/Documents/in/Historical_Phonology?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73298689" data-work_id="73298689" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/73298689/EXTRACTING_LINGUISTIC_SPEECH_PATTERNS_OF_JAPANESE_FICTIONAL_CHARACTERS_USING_SUBWORD_UNITS">EXTRACTING LINGUISTIC SPEECH PATTERNS OF JAPANESE FICTIONAL CHARACTERS USING SUBWORD UNITS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study extracted and analyzed the linguistic speech patterns that characterize Japanese anime or game characters. Conventional morphological analyzers, such as MeCab, segment words with high performance, but they are unable to segment... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73298689" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study extracted and analyzed the linguistic speech patterns that characterize Japanese anime or game characters. Conventional morphological analyzers, such as MeCab, segment words with high performance, but they are unable to segment broken expressions or utterance endings that are not listed in the dictionary, which often appears in lines of anime or game characters. To overcome this challenge, we propose segmenting lines of Japanese anime or game characters using subword units that were proposed mainly for deep learning, and extracting frequently occurring strings to obtain expressions that characterize their utterances. We analyzed the subword units weighted by TF/IDF according to gender, age, and each anime character and show that they are linguistic speech patterns that are specific for each feature. Additionally, a classification experiment shows that the model with subword units outperformed that with the conventional method.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73298689" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1491ca974aba7075c6b01e9efb1ab638" rel="nofollow" data-download="{"attachment_id":81872629,"asset_id":73298689,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81872629/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16047958" rel="nofollow" href="https://independent.academia.edu/NaturalLanguageProcessing">International Journal on Natural Language Computing (IJNLC)</a><script data-card-contents-for-user="16047958" type="text/json">{"id":16047958,"first_name":"International Journal on Natural Language Computing","last_name":"(IJNLC)","domain_name":"independent","page_name":"NaturalLanguageProcessing","display_name":"International Journal on Natural Language Computing (IJNLC)","profile_url":"https://independent.academia.edu/NaturalLanguageProcessing?f_ri=1200","photo":"https://0.academia-photos.com/16047958/4353676/143253724/s65_international_journal_on_natural_language_computing._ijnlc_.png"}</script></span></span></li><li class="js-paper-rank-work_73298689 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73298689"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73298689, container: ".js-paper-rank-work_73298689", }); 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$(".js-view-count[data-work-id=73298689]").text(description); $(".js-view-count-work_73298689").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73298689").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73298689"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2722" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics">Arabic Language and Linguistics</a>, <script data-card-contents-for-ri="2722" type="text/json">{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21592" rel="nofollow" href="https://www.academia.edu/Documents/in/NLP">NLP</a>, <script data-card-contents-for-ri="21592" type="text/json">{"id":21592,"name":"NLP","url":"https://www.academia.edu/Documents/in/NLP?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="97745" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic_NLP">Arabic NLP</a><script data-card-contents-for-ri="97745" type="text/json">{"id":97745,"name":"Arabic NLP","url":"https://www.academia.edu/Documents/in/Arabic_NLP?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73298689]'), work: {"id":73298689,"title":"EXTRACTING LINGUISTIC SPEECH PATTERNS OF JAPANESE FICTIONAL CHARACTERS USING SUBWORD UNITS","created_at":"2022-03-08T00:55:10.876-08:00","url":"https://www.academia.edu/73298689/EXTRACTING_LINGUISTIC_SPEECH_PATTERNS_OF_JAPANESE_FICTIONAL_CHARACTERS_USING_SUBWORD_UNITS?f_ri=1200","dom_id":"work_73298689","summary":"This study extracted and analyzed the linguistic speech patterns that characterize Japanese anime or game characters. Conventional morphological analyzers, such as MeCab, segment words with high performance, but they are unable to segment broken expressions or utterance endings that are not listed in the dictionary, which often appears in lines of anime or game characters. To overcome this challenge, we propose segmenting lines of Japanese anime or game characters using subword units that were proposed mainly for deep learning, and extracting frequently occurring strings to obtain expressions that characterize their utterances. We analyzed the subword units weighted by TF/IDF according to gender, age, and each anime character and show that they are linguistic speech patterns that are specific for each feature. Additionally, a classification experiment shows that the model with subword units outperformed that with the conventional method.","downloadable_attachments":[{"id":81872629,"asset_id":73298689,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16047958,"first_name":"International Journal on Natural Language Computing","last_name":"(IJNLC)","domain_name":"independent","page_name":"NaturalLanguageProcessing","display_name":"International Journal on Natural Language Computing (IJNLC)","profile_url":"https://independent.academia.edu/NaturalLanguageProcessing?f_ri=1200","photo":"https://0.academia-photos.com/16047958/4353676/143253724/s65_international_journal_on_natural_language_computing._ijnlc_.png"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=1200","nofollow":true},{"id":21592,"name":"NLP","url":"https://www.academia.edu/Documents/in/NLP?f_ri=1200","nofollow":true},{"id":97745,"name":"Arabic NLP","url":"https://www.academia.edu/Documents/in/Arabic_NLP?f_ri=1200","nofollow":true},{"id":522687,"name":"Linguistics resesrch in English and Japanese area","url":"https://www.academia.edu/Documents/in/Linguistics_resesrch_in_English_and_Japanese_area?f_ri=1200"},{"id":537605,"name":"Natural Language Processing(NLP)","url":"https://www.academia.edu/Documents/in/Natural_Language_Processing_NLP_?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70672853" data-work_id="70672853" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70672853/Reexamining_the_International_Importance_of_Languages">Reexamining the International Importance of Languages</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper addresses the scientific and social interests in the comparative analysis of the international importance of language. In order to classify the different approaches to this analysis according to the criteria on which they are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70672853" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper addresses the scientific and social interests in the comparative analysis of the international importance of language. In order to classify the different approaches to this analysis according to the criteria on which they are based, the following typology is proposed: the perception of importance, the estimation of importance, and the calculation of complex indexes. Secondly, the study provides an update to the international language index and its indicators for the year 2020. Finally, the results are analyzed and compared with those of the previous indexes. The analysis provides a picture of the plural and polycentric constellation of international languages including Spanish and Portuguese, defined by their areas of influence and spread.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70672853" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="366592545753e735e80da06050c0c7b4" rel="nofollow" data-download="{"attachment_id":80325583,"asset_id":70672853,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80325583/download_file?st=MTc0MDE2Mzg0Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2774727" href="https://uni-heidelberg.academia.edu/FranciscoMorenoFern%C3%A1ndez">Francisco Moreno-Fernández</a><script data-card-contents-for-user="2774727" type="text/json">{"id":2774727,"first_name":"Francisco","last_name":"Moreno-Fernández","domain_name":"uni-heidelberg","page_name":"FranciscoMorenoFernández","display_name":"Francisco Moreno-Fernández","profile_url":"https://uni-heidelberg.academia.edu/FranciscoMorenoFern%C3%A1ndez?f_ri=1200","photo":"https://0.academia-photos.com/2774727/904147/1129961/s65_francisco.moreno_fern_ndez.jpg"}</script></span></span></li><li class="js-paper-rank-work_70672853 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70672853"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70672853, container: ".js-paper-rank-work_70672853", }); 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$(".js-view-count[data-work-id=70672853]").text(description); $(".js-view-count-work_70672853").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70672853").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70672853"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="101" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages">Languages</a>, <script data-card-contents-for-ri="101" type="text/json">{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="310" rel="nofollow" href="https://www.academia.edu/Documents/in/Demography">Demography</a>, <script data-card-contents-for-ri="310" type="text/json">{"id":310,"name":"Demography","url":"https://www.academia.edu/Documents/in/Demography?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" rel="nofollow" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a><script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70672853]'), work: {"id":70672853,"title":"Reexamining the International Importance of Languages","created_at":"2022-02-06T02:57:46.544-08:00","url":"https://www.academia.edu/70672853/Reexamining_the_International_Importance_of_Languages?f_ri=1200","dom_id":"work_70672853","summary":"This paper addresses the scientific and social interests in the comparative analysis of the international importance of language. In order to classify the different approaches to this analysis according to the criteria on which they are based, the following typology is proposed: the perception of importance, the estimation of importance, and the calculation of complex indexes. Secondly, the study provides an update to the international language index and its indicators for the year 2020. Finally, the results are analyzed and compared with those of the previous indexes. The analysis provides a picture of the plural and polycentric constellation of international languages including Spanish and Portuguese, defined by their areas of influence and spread.","downloadable_attachments":[{"id":80325583,"asset_id":70672853,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2774727,"first_name":"Francisco","last_name":"Moreno-Fernández","domain_name":"uni-heidelberg","page_name":"FranciscoMorenoFernández","display_name":"Francisco Moreno-Fernández","profile_url":"https://uni-heidelberg.academia.edu/FranciscoMorenoFern%C3%A1ndez?f_ri=1200","photo":"https://0.academia-photos.com/2774727/904147/1129961/s65_francisco.moreno_fern_ndez.jpg"}],"research_interests":[{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=1200","nofollow":true},{"id":310,"name":"Demography","url":"https://www.academia.edu/Documents/in/Demography?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=1200","nofollow":true},{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=1200"},{"id":64397,"name":"Español","url":"https://www.academia.edu/Documents/in/Espa%C3%B1ol?f_ri=1200"},{"id":94273,"name":"Language Demography","url":"https://www.academia.edu/Documents/in/Language_Demography?f_ri=1200"},{"id":102649,"name":"Diversidade","url":"https://www.academia.edu/Documents/in/Diversidade?f_ri=1200"},{"id":201923,"name":"Foreign languages","url":"https://www.academia.edu/Documents/in/Foreign_languages?f_ri=1200"},{"id":379672,"name":"Demolinguistics","url":"https://www.academia.edu/Documents/in/Demolinguistics?f_ri=1200"},{"id":431360,"name":"Lengua española","url":"https://www.academia.edu/Documents/in/Lengua_espa%C3%B1ola?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8568674" data-work_id="8568674" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8568674/Do%C4%9Fu_ile_Bat%C4%B1_Aras%C4%B1nda_%C3%87%C4%B1kmaz_Yollar%C4%B1n_Kav%C5%9Fa%C4%9F%C4%B1nda_Yolunu_Arayan_Bir_%C3%9Clke_Moldova_Between_East_and_West_At_the_crossroad_of_dead_ends_A_country_that_looks_for_its_path_Moldova_">Doğu ile Batı Arasında Çıkmaz Yolların Kavşağında Yolunu Arayan Bir Ülke: Moldova (Between East and West… At the crossroad of dead ends... A country that looks for its path: Moldova) </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract: Moldova is an ex-Soviet country in the southestern part of Europe between Romania and Ukraine. Historical Moldovia or ‘Kara Bogdan’ in the Ottoman terminology, became a vassal state of the Ottoman mpire in 16th century. As a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8568674" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract: <br />Moldova is an ex-Soviet country in the southestern part of Europe <br />between Romania and Ukraine. Historical Moldovia or ‘Kara Bogdan’ in the Ottoman terminology, became a vassal state of the Ottoman mpire in 16th century. As a result of Turkish-Russian War 18061812, ast Moldovia was annexed to Russia and re-named Bessarabia <br />by the Russian rulers. Moldovans and Romanians share same language and a common cultural heritage. This ‘tiny’ and 'poor' country choosed ts path towards the European Union and Romania against opposition of Pro-Russian circles and Transnistrian separatist movement <br />supported by the Russia Federation. In this paper contemporary Moldova’s recent social and political stuation will be examined briefly at the historical background. <br /> <br />Keywords: Moldovia, Romania, Bogdan, Bessarabia, Transnistria, Gagauz. <br /> <br /> <br />Özet <br />Moldova, Avrupa’nın güneydoğusunda, Romanya ile Ukrayna arasındaki <br />bir eski Sovyet ülkesidir. Tarihi Moldova veya Osmanlı kullanımındaki <br />‘Kara Boğdan’ 16. yy’da Osmanlı devletinin bağlısı bir devlet <br />haline gelmiştir. 1806-1812 Osmanlı-Rus Savaşı’nın sonunda Doğu <br />Moldova Rusya’ya ilhak olunmuş ve Rus yöneticilerce Bessarabya diyeadlandırılmıştır. Moldovalılar ve Romenler aynı dile ve ortak bir <br />kültürel mirasa sahiptirler. Bu küçük ve fakir ülke, Rus lehtarı çevrelerin ve Rusya Federasyonu’nca desteklenen Trans-Dnyester ayrılıkçı hareketinin rağmına Avrupa Birliği ve Romanya yolunu seçmiştir. Bu akale çağdaş Moldova’nın toplumsal ve siyasi durumunu tarihi zeminiyle birlikte kısaca incelemektedir. <br /> <br />Anahtar Kelimeler: <br />Moldova, Romanya, Bogdan, Bessarabya, Trans Dnyester, Gagauzlar.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8568674" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a49d13f2e30e078f4acd095fb50585fe" rel="nofollow" data-download="{"attachment_id":51364944,"asset_id":8568674,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51364944/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1009955" href="https://baskent.academia.edu/SuerEker">Süer Eker</a><script data-card-contents-for-user="1009955" type="text/json">{"id":1009955,"first_name":"Süer","last_name":"Eker","domain_name":"baskent","page_name":"SuerEker","display_name":"Süer Eker","profile_url":"https://baskent.academia.edu/SuerEker?f_ri=1200","photo":"https://0.academia-photos.com/1009955/356831/17912565/s65_s_er.eker.jpg"}</script></span></span></li><li class="js-paper-rank-work_8568674 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8568674"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8568674, container: ".js-paper-rank-work_8568674", }); 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$(".js-view-count[data-work-id=8568674]").text(description); $(".js-view-count-work_8568674").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8568674").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8568674"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5603" rel="nofollow" href="https://www.academia.edu/Documents/in/Endangered_Languages">Endangered Languages</a>, <script data-card-contents-for-ri="5603" type="text/json">{"id":5603,"name":"Endangered Languages","url":"https://www.academia.edu/Documents/in/Endangered_Languages?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19817" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Endangerment">Language Endangerment</a>, <script data-card-contents-for-ri="19817" type="text/json">{"id":19817,"name":"Language Endangerment","url":"https://www.academia.edu/Documents/in/Language_Endangerment?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="24306" rel="nofollow" href="https://www.academia.edu/Documents/in/Old_Turkic">Old Turkic</a><script data-card-contents-for-ri="24306" type="text/json">{"id":24306,"name":"Old Turkic","url":"https://www.academia.edu/Documents/in/Old_Turkic?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8568674]'), work: {"id":8568674,"title":"Doğu ile Batı Arasında Çıkmaz Yolların Kavşağında Yolunu Arayan Bir Ülke: Moldova (Between East and West… At the crossroad of dead ends... A country that looks for its path: Moldova) ","created_at":"2014-09-30T06:36:21.194-07:00","url":"https://www.academia.edu/8568674/Do%C4%9Fu_ile_Bat%C4%B1_Aras%C4%B1nda_%C3%87%C4%B1kmaz_Yollar%C4%B1n_Kav%C5%9Fa%C4%9F%C4%B1nda_Yolunu_Arayan_Bir_%C3%9Clke_Moldova_Between_East_and_West_At_the_crossroad_of_dead_ends_A_country_that_looks_for_its_path_Moldova_?f_ri=1200","dom_id":"work_8568674","summary":"Abstract:\r\nMoldova is an ex-Soviet country in the southestern part of Europe\r\nbetween Romania and Ukraine. Historical Moldovia or ‘Kara Bogdan’ in the Ottoman terminology, became a vassal state of the Ottoman mpire in 16th century. As a result of Turkish-Russian War 18061812, ast Moldovia was annexed to Russia and re-named Bessarabia\r\nby the Russian rulers. Moldovans and Romanians share same language and a common cultural heritage. This ‘tiny’ and 'poor' country choosed ts path towards the European Union and Romania against opposition of Pro-Russian circles and Transnistrian separatist movement\r\nsupported by the Russia Federation. In this paper contemporary Moldova’s recent social and political stuation will be examined briefly at the historical background.\r\n\r\nKeywords: Moldovia, Romania, Bogdan, Bessarabia, Transnistria, Gagauz.\r\n\r\n\r\nÖzet\r\nMoldova, Avrupa’nın güneydoğusunda, Romanya ile Ukrayna arasındaki\r\nbir eski Sovyet ülkesidir. Tarihi Moldova veya Osmanlı kullanımındaki\r\n‘Kara Boğdan’ 16. yy’da Osmanlı devletinin bağlısı bir devlet\r\nhaline gelmiştir. 1806-1812 Osmanlı-Rus Savaşı’nın sonunda Doğu\r\nMoldova Rusya’ya ilhak olunmuş ve Rus yöneticilerce Bessarabya diyeadlandırılmıştır. Moldovalılar ve Romenler aynı dile ve ortak bir\r\nkültürel mirasa sahiptirler. Bu küçük ve fakir ülke, Rus lehtarı çevrelerin ve Rusya Federasyonu’nca desteklenen Trans-Dnyester ayrılıkçı hareketinin rağmına Avrupa Birliği ve Romanya yolunu seçmiştir. Bu akale çağdaş Moldova’nın toplumsal ve siyasi durumunu tarihi zeminiyle birlikte kısaca incelemektedir.\r\n\r\nAnahtar Kelimeler:\r\nMoldova, Romanya, Bogdan, Bessarabya, Trans Dnyester, Gagauzlar.\r\n\r\n","downloadable_attachments":[{"id":51364944,"asset_id":8568674,"asset_type":"Work","always_allow_download":false},{"id":34939892,"asset_id":8568674,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1009955,"first_name":"Süer","last_name":"Eker","domain_name":"baskent","page_name":"SuerEker","display_name":"Süer Eker","profile_url":"https://baskent.academia.edu/SuerEker?f_ri=1200","photo":"https://0.academia-photos.com/1009955/356831/17912565/s65_s_er.eker.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":5603,"name":"Endangered Languages","url":"https://www.academia.edu/Documents/in/Endangered_Languages?f_ri=1200","nofollow":true},{"id":19817,"name":"Language Endangerment","url":"https://www.academia.edu/Documents/in/Language_Endangerment?f_ri=1200","nofollow":true},{"id":24306,"name":"Old Turkic","url":"https://www.academia.edu/Documents/in/Old_Turkic?f_ri=1200","nofollow":true},{"id":36595,"name":"Endangered languages/cultures","url":"https://www.academia.edu/Documents/in/Endangered_languages_cultures?f_ri=1200"},{"id":37597,"name":"Moldova","url":"https://www.academia.edu/Documents/in/Moldova?f_ri=1200"},{"id":85585,"name":"Kazakhstan","url":"https://www.academia.edu/Documents/in/Kazakhstan?f_ri=1200"},{"id":372310,"name":"Turkic languages","url":"https://www.academia.edu/Documents/in/Turkic_languages?f_ri=1200"},{"id":967896,"name":"Gagauz","url":"https://www.academia.edu/Documents/in/Gagauz?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24756289" data-work_id="24756289" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24756289/Dharma_sa%E1%B9%81j%C3%B1%C4%81_Corporate_badges_of_Indus_Script_Corpora_ceramic_stoneware_bangles_seals_fillets">Dharma saṁjñā Corporate badges of Indus Script Corpora, ceramic (stoneware) bangles, seals, fillets</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Data mining of Indus Script Corpora reveal the purpose of ceramic (stoneware) bangles (22), seals, fillets as dharma saṁjñā, 'badges of responsibility'.They are Corporate badges, with deciphered Indus Script inscriptions. Socio-cultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24756289" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Data mining of Indus Script Corpora reveal the purpose of ceramic (stoneware) bangles (22), seals, fillets as dharma saṁjñā, 'badges of responsibility'.They are Corporate badges, with deciphered Indus Script inscriptions. Socio-cultural framework of a workshop (smithy-forge as a temple) for a cluster of Vedic villages unravels organization of artisanal-seafaring merchant society as a Corporation with ancient guilds. <br /><br />The reference to an archaeological settlement of Sarasvati civilization is based on the finds of fire-altars in many sites (80% or over 2000 sites out of 2600 sites of the Indus valley civilization are on the banks of Vedic River Sarasvati), exemplified by the octagonal brick found in Binjor fire-altar (close to Anupgarh and Ganweriwala). At Anupgarh, the river forks into two channels: one flowing southwards towards Jaisalmer and another westwards towards Ganweriwala.<br /><br /><br />Binjor Indus Script seal PLUS fire-altar with octagonal brick (a signature tune of Vedic culture). See: <a href="http://bharatkalyan97.blogspot.in/2015/12/binjor-seal-with-indus-script.html" rel="nofollow">http://bharatkalyan97.blogspot.in/2015/12/binjor-seal-with-indus-script.html</a>  <br />Binjor seal with Indus Script deciphered. Binjor attests Vedic River Sarasvati as a Himalayan navigable channel en route to Persian Gulf <br /> Locus of Binjor, near Anupgarh on Vedic River Sarasvati<br /><br />There are clear intimations of precursors to corporate life in ancient Bharatam with the social organization of the samajam governed by the weltanchauung of dharma. By unambiguous allocation of socio-cultural responsibilities governing the economic activity and businesses (production and marketing) of Bharatam Janam in clusters of villages, dharma was enshrined as the inviolate principle of all cosmic phenomena manifested in material aspects of living.<br /><br />There are clear indications that cororate form (sreni) was used for the business of people. One one ceramic (stoneware) bangle (m1639) such a sreni is clearly identified headed by a sreshthin, guild-master. Thus, millennia before the Roman proto-corporations, Bharatam Janam, 'metalcaster folk' had evolved a system of socio-cultural organization of commonwealths (janapadas) for conducting businesses. Assets of the sreni were deposited into the treasury of the commonwealth and were distinct from the assets of the individual members of the sreni, many of whom were artisans and seafaring merchants.<br /> Location of Balakot, a site of Saraswvati civilization where a ceramic (stoneware) bangle with inscription was found. (Balakot 06)<br />See: <a href="http://www.penn.museum/sites/expedition/shell-working-at-ancient-balakot-pakistan/" rel="nofollow">http://www.penn.museum/sites/expedition/shell-working-at-ancient-balakot-pakistan/</a> Shell working at Ancient Balakot, Pakistan (Expedition, UPenn., Vol. 19, Issue 2, January, 1977)<br />  Balakot 06 Ceramic (stoneware) bangle with inscription<br /><br />Intimations of such janapadas are seen in the way distinct badges (as corporate badges) evolved for specific functionaries. Roots of the corporate form detailed in Kautilya's Arthas'astra are to be found in the corporate identities indicated by distinct structural elements in Indus Script corpora such as ceramic (stoneware) bangles, fillets, seals -- all with inscriptions -- as Dharma saṁjñā Corporate badges. For an Economic History of Corporate form in Ancient India, see a paper by Vikramaditya S. Khanna (2005): <a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=796464" rel="nofollow">http://papers.ssrn.com/sol3/papers.cfm?abstract_id=796464</a><br /><br />It is possible to read the sã̄gāḍā°ḍī 'lathe, portable furnace' hieroglyph-multiplex as rebus: sanghar 'fortification'; jangada 'consignments on approval' The pronunciation in Gujarati is jangaḍ relatable to jangāḍiyo ‘a military guard who accompanies treasure into the treasury’ (of the commonwealth or guild)(Gujarati). Such a dharma saṁjñā 'corporate badge' may be the gold fillet with 'lathe' hieroglyph.<br /><br /> Gold paṭa, 'fillet'. Punctuated design on both ends. Mohenjodaro. <br /><br /><br />Executive summary: Socio-cultural framework of Vedic village clusters of Bronze Age<br /><br />The workshops evidenced by circular platforms are Corporations of the Bronze Age, with the emergence of guilds of artisans with specific functions and responsibilities to promote the Corporation as a commonwealth. It was a smiths' guild at work on circular platforms of Harappa using tablets as category 'tallies' for the final shipment of package with a seal impression. each functionary in the guild had a recognizable paṭa 'badge' (Corporate badge of dharma, of responsibility assigned in a socio-cultural organization of the samajam). A Bronze Age village of Bharatam Janam or a cluster of such villages was a janapada, a Corporation of artisan guilds.<br /><br />Three paṭa 'badges' are shown on the stone statue of the so-called 'priest-king' who wears a fillet on his forehead and also on hi right shoulder. A third badge is signified on his uttariyam (shawl) which is embellished with the hieroglyphs of 'trefoils' signifying tri-dhAtu 'three mineral' strands of dhā̆vaḍ 'smelter', with assigned functional responsibility.of a Potr 'purifier'. <br /><br />It is suggested that many such badges were worn by artisans of a Vedic village of the Bronze Age; such badges were ceramic (stoneware) bangles.<br />  An "eye bead" made of gold with steatite inlay, Harappa. Fired steatite beads appear to have been extremely important to the Indus people because they were incorporated into exquisite ornaments, such as this "eye bead" made of gold with steatite inlay found in 1995 at Harappa [Harappa Phase]. <a href="https://www.harappa.com/slide/gold-disc" rel="nofollow">https://www.harappa.com/slide/gold-disc</a><br /> The central ornament worn on the forehead of the famous "priest-king" sculpture from Mohenjo-daro appears to represent an eye bead, possibly made of gold with steatite inlay in the center. <a href="https://www.harappa.com/slide/priest-king-forehead" rel="nofollow">https://www.harappa.com/slide/priest-king-forehead</a><br /> <br />  <br />The weltanchauung, 'world perception' of artisans in a Vedic village was governed by 1. dharma, assigned responsibilities and 2. the metaphor of a kole.l 'smithy-forge' as a kole.l 'temple'.<br /> Male head probably broken from a seated sculpture. Finely braided or wavy combed hair tied into a double bun on the back of the head and a plain fillet or headband with hanging ribbons falling down the back. The upper lip is shaved and a closely cropped and combed beard lines the pronounced lower jaw. <br />  Male head shows the typical arrangement of the hair in a double bun, held in place by a thin fillet (badge) tied on the forehead.<br /><br />Functions assigned were recognized by distribution of ceramic (stoneware) bangles worn as paṭa, 'socio-cultural honour-badges'. Such a paṭa m. ʻ slab, tablet, metal plate ʼ,was distinct from the seals and tablets. <br /><br />Such a paṭa was a gold fillet with the inscribed sã̄gāḍā°ḍī 'lathe, portable furnace' hieroglyph-multiplex . <br /><br />Hieroglyph: सांगड [ sāṅgaḍa ]  That member of a turner's apparatus by which the piece to be turned is confined and steadied. सांगडीस धरणें To take into linkedness or close connection with, lit. fig.Rebus 1: Sangara [fr. saŋ+gṛ1 to sing, proclaim, cp. gāyati & gīta] 1. a promise, agreement J iv.105, 111, 473; v.25, 479; sangaraŋ karoti to make a compact Vin i.247; J (Pali) Rebus 2: śã̄gaḍa 'catamaran'. Such a सांगड [ sāṅgaḍa ] is alsoa hieroglyph-multiplex, f A body formed of two or more (fruits, animals, men) linked or joined together.<br /><br />Such a paṭa were two anthropomorphs of copper/bronze with spread legs of a human body. The rebus reading of the hieroglyph-multiplex (hypertext) on the badges: 1. helmsman, merchantman, (metal) suercargo, engraver, merchant, worker in wood and iron; 2. helmsman, (metal) supercargo, iron worker<br /><br />Spread legs on both anthropomorphs signify कर्णक 'spread legs' rebus: 'helmsman' <br /><br />Sharply defined inscriptions on each of the 22 ceramic (stoneware) bangles indicate 21 sharply assigned responsibilities within the guild for metalwork, for e.g. 21 functional allocations of responsibilitie of artisans delineated in a Vedic village:<br />1. iron smelting, furnace work (m1659)<br />2. metal casting, engraving, documenting supercargo (m1647)<br />3. bronze (casting)(m1646)<br />4. gota (laterite) (m1641)<br />5. Seafaring merchant, magnetite ingot workshop (m1643)<br />6. Smithy, forge (m1641)<br />7. Moltencast copper, brass (m1640)<br />8. Alloy metal mint, weapons, implements workshop, guild master workshop (m1639)<br />9. Bronze ingots, implements, magnetite ingots (m1638)<br />10. Metalcasting workshop (cire perdue?)(m1637)<br />11. Metal implements, weapons, smithy, forge (m1636)<br />12. Blacksmith, seafaring merchant (m1634)<br />13. Helman for supercargo boat, iron furnace work, metals workshop (m1633)<br />14. Metal casting, alloy mixing workshop (m1632)<br />15. dhā̆vaḍ 'smelter', supercargo of implements (m1631)<br />16. Magnetite ingots, furnace work, supercargo engraver (m1630)<br />17. Iron furnace work, metal casting of tin, helmsman supercargo of metals, bharat ‘mixed alloys’  metalworker (m1629)<br />18. Minerals workshop guild (h2576)<br />19. Magnetite ingots, smelter (h1010)<br />20. dhā̆vaḍ 'smelter' tri-dhAtu, '‘three minerals (H98-3516/8667-01)<br />21. Seafaring merchant, supercargo engraver(Blkt-6)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24756289" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a86284e26cb3cec37f09b6a458b7a350" rel="nofollow" data-download="{"attachment_id":45086495,"asset_id":24756289,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45086495/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="662769" href="https://independent.academia.edu/SriniKalyanaraman">Srini Kalyanaraman</a><script data-card-contents-for-user="662769" type="text/json">{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_24756289 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24756289"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24756289, container: ".js-paper-rank-work_24756289", }); 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Socio-cultural framework of a workshop (smithy-forge as a temple) for a cluster of Vedic villages unravels organization of artisanal-seafaring merchant society as a Corporation with ancient guilds. \n\nThe reference to an archaeological settlement of Sarasvati civilization is based on the finds of fire-altars in many sites (80% or over 2000 sites out of 2600 sites of the Indus valley civilization are on the banks of Vedic River Sarasvati), exemplified by the octagonal brick found in Binjor fire-altar (close to Anupgarh and Ganweriwala). At Anupgarh, the river forks into two channels: one flowing southwards towards Jaisalmer and another westwards towards Ganweriwala.\n\n\nBinjor Indus Script seal PLUS fire-altar with octagonal brick (a signature tune of Vedic culture). See: http://bharatkalyan97.blogspot.in/2015/12/binjor-seal-with-indus-script.html \nBinjor seal with Indus Script deciphered. Binjor attests Vedic River Sarasvati as a Himalayan navigable channel en route to Persian Gulf \n Locus of Binjor, near Anupgarh on Vedic River Sarasvati\n\nThere are clear intimations of precursors to corporate life in ancient Bharatam with the social organization of the samajam governed by the weltanchauung of dharma. By unambiguous allocation of socio-cultural responsibilities governing the economic activity and businesses (production and marketing) of Bharatam Janam in clusters of villages, dharma was enshrined as the inviolate principle of all cosmic phenomena manifested in material aspects of living.\n\nThere are clear indications that cororate form (sreni) was used for the business of people. One one ceramic (stoneware) bangle (m1639) such a sreni is clearly identified headed by a sreshthin, guild-master. Thus, millennia before the Roman proto-corporations, Bharatam Janam, 'metalcaster folk' had evolved a system of socio-cultural organization of commonwealths (janapadas) for conducting businesses. Assets of the sreni were deposited into the treasury of the commonwealth and were distinct from the assets of the individual members of the sreni, many of whom were artisans and seafaring merchants.\n Location of Balakot, a site of Saraswvati civilization where a ceramic (stoneware) bangle with inscription was found. (Balakot 06)\nSee: http://www.penn.museum/sites/expedition/shell-working-at-ancient-balakot-pakistan/ Shell working at Ancient Balakot, Pakistan (Expedition, UPenn., Vol. 19, Issue 2, January, 1977)\n Balakot 06 Ceramic (stoneware) bangle with inscription\n\nIntimations of such janapadas are seen in the way distinct badges (as corporate badges) evolved for specific functionaries. Roots of the corporate form detailed in Kautilya's Arthas'astra are to be found in the corporate identities indicated by distinct structural elements in Indus Script corpora such as ceramic (stoneware) bangles, fillets, seals -- all with inscriptions -- as Dharma saṁjñā Corporate badges. For an Economic History of Corporate form in Ancient India, see a paper by Vikramaditya S. Khanna (2005): http://papers.ssrn.com/sol3/papers.cfm?abstract_id=796464\n\nIt is possible to read the sã̄gāḍā°ḍī 'lathe, portable furnace' hieroglyph-multiplex as rebus: sanghar 'fortification'; jangada 'consignments on approval' The pronunciation in Gujarati is jangaḍ relatable to jangāḍiyo ‘a military guard who accompanies treasure into the treasury’ (of the commonwealth or guild)(Gujarati). Such a dharma saṁjñā 'corporate badge' may be the gold fillet with 'lathe' hieroglyph.\n\n Gold paṭa, 'fillet'. Punctuated design on both ends. Mohenjodaro. \n\n\nExecutive summary: Socio-cultural framework of Vedic village clusters of Bronze Age\n\nThe workshops evidenced by circular platforms are Corporations of the Bronze Age, with the emergence of guilds of artisans with specific functions and responsibilities to promote the Corporation as a commonwealth. It was a smiths' guild at work on circular platforms of Harappa using tablets as category 'tallies' for the final shipment of package with a seal impression. each functionary in the guild had a recognizable paṭa 'badge' (Corporate badge of dharma, of responsibility assigned in a socio-cultural organization of the samajam). A Bronze Age village of Bharatam Janam or a cluster of such villages was a janapada, a Corporation of artisan guilds.\n\nThree paṭa 'badges' are shown on the stone statue of the so-called 'priest-king' who wears a fillet on his forehead and also on hi right shoulder. A third badge is signified on his uttariyam (shawl) which is embellished with the hieroglyphs of 'trefoils' signifying tri-dhAtu 'three mineral' strands of dhā̆vaḍ 'smelter', with assigned functional responsibility.of a Potr 'purifier'. \n\nIt is suggested that many such badges were worn by artisans of a Vedic village of the Bronze Age; such badges were ceramic (stoneware) bangles.\n An \"eye bead\" made of gold with steatite inlay, Harappa. Fired steatite beads appear to have been extremely important to the Indus people because they were incorporated into exquisite ornaments, such as this \"eye bead\" made of gold with steatite inlay found in 1995 at Harappa [Harappa Phase]. https://www.harappa.com/slide/gold-disc\n The central ornament worn on the forehead of the famous \"priest-king\" sculpture from Mohenjo-daro appears to represent an eye bead, possibly made of gold with steatite inlay in the center. https://www.harappa.com/slide/priest-king-forehead\n \n \nThe weltanchauung, 'world perception' of artisans in a Vedic village was governed by 1. dharma, assigned responsibilities and 2. the metaphor of a kole.l 'smithy-forge' as a kole.l 'temple'.\n Male head probably broken from a seated sculpture. Finely braided or wavy combed hair tied into a double bun on the back of the head and a plain fillet or headband with hanging ribbons falling down the back. The upper lip is shaved and a closely cropped and combed beard lines the pronounced lower jaw. \n Male head shows the typical arrangement of the hair in a double bun, held in place by a thin fillet (badge) tied on the forehead.\n\nFunctions assigned were recognized by distribution of ceramic (stoneware) bangles worn as paṭa, 'socio-cultural honour-badges'. Such a paṭa m. ʻ slab, tablet, metal plate ʼ,was distinct from the seals and tablets. \n\nSuch a paṭa was a gold fillet with the inscribed sã̄gāḍā°ḍī 'lathe, portable furnace' hieroglyph-multiplex . \n\nHieroglyph: सांगड [ sāṅgaḍa ] That member of a turner's apparatus by which the piece to be turned is confined and steadied. सांगडीस धरणें To take into linkedness or close connection with, lit. fig.Rebus 1: Sangara [fr. saŋ+gṛ1 to sing, proclaim, cp. gāyati \u0026 gīta] 1. a promise, agreement J iv.105, 111, 473; v.25, 479; sangaraŋ karoti to make a compact Vin i.247; J (Pali) Rebus 2: śã̄gaḍa 'catamaran'. Such a सांगड [ sāṅgaḍa ] is alsoa hieroglyph-multiplex, f A body formed of two or more (fruits, animals, men) linked or joined together.\n\nSuch a paṭa were two anthropomorphs of copper/bronze with spread legs of a human body. The rebus reading of the hieroglyph-multiplex (hypertext) on the badges: 1. helmsman, merchantman, (metal) suercargo, engraver, merchant, worker in wood and iron; 2. helmsman, (metal) supercargo, iron worker\n\nSpread legs on both anthropomorphs signify कर्णक 'spread legs' rebus: 'helmsman' \n\nSharply defined inscriptions on each of the 22 ceramic (stoneware) bangles indicate 21 sharply assigned responsibilities within the guild for metalwork, for e.g. 21 functional allocations of responsibilitie of artisans delineated in a Vedic village:\n1.\tiron smelting, furnace work (m1659)\n2.\tmetal casting, engraving, documenting supercargo (m1647)\n3.\tbronze (casting)(m1646)\n4.\tgota (laterite) (m1641)\n5.\tSeafaring merchant, magnetite ingot workshop (m1643)\n6.\tSmithy, forge (m1641)\n7.\tMoltencast copper, brass (m1640)\n8.\tAlloy metal mint, weapons, implements workshop, guild master workshop (m1639)\n9.\tBronze ingots, implements, magnetite ingots (m1638)\n10.\tMetalcasting workshop (cire perdue?)(m1637)\n11.\tMetal implements, weapons, smithy, forge (m1636)\n12.\tBlacksmith, seafaring merchant (m1634)\n13.\tHelman for supercargo boat, iron furnace work, metals workshop (m1633)\n14.\tMetal casting, alloy mixing workshop (m1632)\n15.\tdhā̆vaḍ 'smelter', supercargo of implements (m1631)\n16.\tMagnetite ingots, furnace work, supercargo engraver (m1630)\n17.\tIron furnace work, metal casting of tin, helmsman supercargo of metals, bharat ‘mixed alloys’ metalworker (m1629)\n18.\tMinerals workshop guild (h2576)\n19.\tMagnetite ingots, smelter (h1010)\n20.\tdhā̆vaḍ 'smelter' tri-dhAtu, '‘three minerals (H98-3516/8667-01)\n21.\tSeafaring merchant, supercargo engraver(Blkt-6)","downloadable_attachments":[{"id":45086495,"asset_id":24756289,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini 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Religion","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Religion?f_ri=1200"},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=1200"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200"},{"id":12523,"name":"Bronze Age Europe (Archaeology)","url":"https://www.academia.edu/Documents/in/Bronze_Age_Europe_Archaeology_?f_ri=1200"},{"id":17936,"name":"Ancient Near East","url":"https://www.academia.edu/Documents/in/Ancient_Near_East?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67163911" data-work_id="67163911" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67163911/Venerated_%C5%9Aiv%C3%A1linga_Archaeological_Indus_Script_Corpora_and_textual_Itih%C4%81sa_evidence">Venerated Śiválinga -- Archaeological, Indus Script Corpora and textual Itihāsa evidence</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">-- An excursus on IIT Kharagpur July 2022 Calendar page <a href="https://www.amazon.in/dp/B09PL3RK7H" rel="nofollow">https://www.amazon.in/dp/B09PL3RK7H</a> This is an addendum to: Cosmicआध्यात्मिका inquiry in Skambha Suktam (AV X.7, 8),अष्टाश्रि yupa inscriptions of Binjor (ca. 2500 BCE) & 19... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67163911" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">-- An excursus on IIT Kharagpur July 2022 Calendar page  <a href="https://www.amazon.in/dp/B09PL3RK7H" rel="nofollow">https://www.amazon.in/dp/B09PL3RK7H</a><br /><br />This is an addendum to: Cosmicआध्यात्मिका inquiry in Skambha Suktam (AV X.7, 8),अष्टाश्रि yupa inscriptions of Binjor (ca. 2500 BCE) & 19 octagonal yupa inscriptions (historical periods, from Rajasthan to East Borneo)  <br /><a href="http://tinyurl.com/hue2bzn" rel="nofollow">http://tinyurl.com/hue2bzn</a> <br /><br /><br />Indus Script inscriptions compare with Yupa inscriptions of Yajña-s in Vedic tradition  <br /><a href="http://tinyurl.com/nnq57yggg" rel="nofollow">http://tinyurl.com/nnq57yggg</a> <br /><br /><br />Venerated शिवलिङ्ग of Mohenjo-daro with वेदिका; trefoil is Indus Script Cipher wealth proclamation of त्रिधातवी इष्टि three minerals' metal infusion <br /><a href="https://tinyurl.com/y5ce8gfa" rel="nofollow">https://tinyurl.com/y5ce8gfa</a><br />Master of animals is a bull-man, a blacksmith, a celestial being, generator of wealth of a nation <a href="https://tinyurl.com/y29nwwof" rel="nofollow">https://tinyurl.com/y29nwwof</a><br />Venerated Trefoil. Mohenjo-daro and Bactrian priests wear तार्प्य Sky Garment of Varuṇa Indus Script signifiers of dhā̆vaḍ potr̥, 'smelter, purifier priest' <a href="https://tinyurl.com/ycpghhse" rel="nofollow">https://tinyurl.com/ycpghhse</a><br />8-shape of gold brooch signifies mēḍhā 'twist' rebus मेधा 'yajna, wealth' <br /><a href="https://tinyurl.com/y4bywec6" rel="nofollow">https://tinyurl.com/y4bywec6</a><br /> <br />Trefoil hypertext trō̃ŕyak of Indus Script Corpora deciphered as tryambak, ‘three copper minerals’  <br /><a href="https://tinyurl.com/ybrwhcft" rel="nofollow">https://tinyurl.com/ybrwhcft</a> <br /><br /><br />Kal. Kalasha (Kaláṣa — Dard.) Kal.rumb. trō̃ŕyak ʻ clover ʼ(CDIAL 6080) *triparṇaka -- : Kal. Kalasha (Kaláṣa — Dard.)Kal.rumb. tryō̃ŕ(y)ak ʻ trefoil ʼ rather than < *trōṭikā -- .(CDIAL 14584)<br /><br /><br />  <br /><br /><br />RV 1.35.1 <br />हिरण्यस्तूप आङ्गिरसः। दे. १ (पादानां क्रमेण) अग्निः, मित्रावरुणौ, रात्रिः, सविता च )<br /><br />ह्वयाम्यग्निं प्रथमं स्वस्तये ह्वयामि मित्रावरुणाविहावसे ।<br /><br />ह्वयामि रात्रीं जगतो निवेशनीं ह्वयामि देवं सवितारमूतये ॥१॥<br /><br />AGNI I first invoke for our prosperity; I call on Mitra, Varuna, to aid us here.<br /><br />I call on Night who gives rest to all moving life; I call on Savitar the God to lend us help.<br /><br />RV 7.35.10<br /><br /><br />शं नो देवः सविता त्रायमाणः शं नो भवन्तूषसो विभातीः ।<br /><br /><br />शं नः पर्जन्यो भवतु प्रजाभ्यः शं नः क्षेत्रस्य पतिरस्तु शम्भुः ॥१०॥ <br /><br /><br />Prosper us Savitar, the God who rescues, and let the radiant Mornings be propitious.<br /><br />Auspicious to all creatures be Parjanya, auspicious be the fields' benign Protector.<br /><br /><br />Excerpts from MS Vats Excavations at Harappa, 1940 related to the discovery of Four large stone lingams & several small replicas</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67163911" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f82efbe31128c61153de1f9c9c0d02ea" rel="nofollow" data-download="{"attachment_id":78085108,"asset_id":67163911,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78085108/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="662769" href="https://independent.academia.edu/SriniKalyanaraman">Srini Kalyanaraman</a><script data-card-contents-for-user="662769" type="text/json">{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_67163911 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67163911"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67163911, container: ".js-paper-rank-work_67163911", }); 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$(".js-view-count[data-work-id=67163911]").text(description); $(".js-view-count-work_67163911").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_67163911").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67163911"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="915" rel="nofollow" href="https://www.academia.edu/Documents/in/Art_History">Art History</a>, <script data-card-contents-for-ri="915" type="text/json">{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26726" rel="nofollow" href="https://www.academia.edu/Documents/in/Bronze_Age_Archaeology_">Bronze Age (Archaeology)</a><script data-card-contents-for-ri="26726" type="text/json">{"id":26726,"name":"Bronze Age (Archaeology)","url":"https://www.academia.edu/Documents/in/Bronze_Age_Archaeology_?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67163911]'), work: {"id":67163911,"title":"Venerated Śiválinga -- Archaeological, Indus Script Corpora and textual Itihāsa evidence","created_at":"2022-01-04T21:06:15.042-08:00","url":"https://www.academia.edu/67163911/Venerated_%C5%9Aiv%C3%A1linga_Archaeological_Indus_Script_Corpora_and_textual_Itih%C4%81sa_evidence?f_ri=1200","dom_id":"work_67163911","summary":"-- An excursus on IIT Kharagpur July 2022 Calendar page https://www.amazon.in/dp/B09PL3RK7H\n\nThis is an addendum to: Cosmicआध्यात्मिका inquiry in Skambha Suktam (AV X.7, 8),अष्टाश्रि yupa inscriptions of Binjor (ca. 2500 BCE) \u0026 19 octagonal yupa inscriptions (historical periods, from Rajasthan to East Borneo) \nhttp://tinyurl.com/hue2bzn \n\n\nIndus Script inscriptions compare with Yupa inscriptions of Yajña-s in Vedic tradition \nhttp://tinyurl.com/nnq57yggg \n\n\nVenerated शिवलिङ्ग of Mohenjo-daro with वेदिका; trefoil is Indus Script Cipher wealth proclamation of त्रिधातवी इष्टि three minerals' metal infusion \nhttps://tinyurl.com/y5ce8gfa\nMaster of animals is a bull-man, a blacksmith, a celestial being, generator of wealth of a nation https://tinyurl.com/y29nwwof\nVenerated Trefoil. Mohenjo-daro and Bactrian priests wear तार्प्य Sky Garment of Varuṇa Indus Script signifiers of dhā̆vaḍ potr̥, 'smelter, purifier priest' https://tinyurl.com/ycpghhse\n8-shape of gold brooch signifies mēḍhā 'twist' rebus मेधा 'yajna, wealth' \nhttps://tinyurl.com/y4bywec6\n \nTrefoil hypertext trō̃ŕyak of Indus Script Corpora deciphered as tryambak, ‘three copper minerals’ \nhttps://tinyurl.com/ybrwhcft \n\n\nKal. Kalasha (Kaláṣa — Dard.) Kal.rumb. trō̃ŕyak ʻ clover ʼ(CDIAL 6080) *triparṇaka -- : Kal. Kalasha (Kaláṣa — Dard.)Kal.rumb. tryō̃ŕ(y)ak ʻ trefoil ʼ rather than \u003c *trōṭikā -- .(CDIAL 14584)\n\n\n \n\n\nRV 1.35.1 \nहिरण्यस्तूप आङ्गिरसः। दे. १ (पादानां क्रमेण) अग्निः, मित्रावरुणौ, रात्रिः, सविता च )\n\nह्वयाम्यग्निं प्रथमं स्वस्तये ह्वयामि मित्रावरुणाविहावसे ।\n\nह्वयामि रात्रीं जगतो निवेशनीं ह्वयामि देवं सवितारमूतये ॥१॥\n\nAGNI I first invoke for our prosperity; I call on Mitra, Varuna, to aid us here.\n\nI call on Night who gives rest to all moving life; I call on Savitar the God to lend us help.\n\nRV 7.35.10\n\n\nशं नो देवः सविता त्रायमाणः शं नो भवन्तूषसो विभातीः ।\n\n\nशं नः पर्जन्यो भवतु प्रजाभ्यः शं नः क्षेत्रस्य पतिरस्तु शम्भुः ॥१०॥ \n\n\nProsper us Savitar, the God who rescues, and let the radiant Mornings be propitious.\n\nAuspicious to all creatures be Parjanya, auspicious be the fields' benign Protector.\n\n\nExcerpts from MS Vats Excavations at Harappa, 1940 related to the discovery of Four large stone lingams \u0026 several small replicas\n\n","downloadable_attachments":[{"id":78085108,"asset_id":67163911,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":26726,"name":"Bronze Age (Archaeology)","url":"https://www.academia.edu/Documents/in/Bronze_Age_Archaeology_?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45064123" data-work_id="45064123" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45064123/%C3%BE31_Liquids_Hydro%C3%90_namics">þ31. Liquids. HydroÐ¡namics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Liquids are homologic in different scales to bodywaves, electric flows, adult stages... Since the reproductive, balanced S=T wave state of all forms of hylozoist matter shares the properties of 'liquids' even if strictly speaking we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45064123" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Liquids are homologic in different scales to bodywaves, electric flows, adult stages... <br />Since the reproductive, balanced S=T wave state of all forms of hylozoist matter shares the properties of 'liquids' even if strictly speaking we only talk of liquid thermal matter.  And obviously as science ignores all about timespæcies, its states=st-ages and ilogic @t§imetric laws, none of the properties explained here will make much senses to humind scientists. Though we shall slowly in this final rendition of stience in 99 þapers introduce classic liquid science into the paper. <br />Liquids lack membranes, so in its pure states are herds of vital spacetime, the content of the open ball bodywave of any organic pœint. Liquids are thus necessarily associated to membrains that give them structure, enclose it with a pressure membrane into a bodywave that can then move with the energy of reproduction absorbed by the membrane mouth, all of it, constructed around an encasing fabric focused into the network center of its brain of maximal density. <br />Liquids and solids together become them membrain of vital spacetime of a full supœrganisms. <br />On the other extreme liquids can dissolve and store gases as its own lower plane of energy. <br />However liquids alone are closer to a gas, as they dissociate and expand in a tabula rassa plane, along any potential field of a LARGER WORLD.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45064123" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4071141bec7f06a8fa67bc5dd8a07955" rel="nofollow" data-download="{"attachment_id":121386939,"asset_id":45064123,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/121386939/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="87101928" href="https://biologyofkundalini.academia.edu/LuisSoTo">Lluís SoTo</a><script data-card-contents-for-user="87101928" type="text/json">{"id":87101928,"first_name":"Lluís","last_name":"SoTo","domain_name":"biologyofkundalini","page_name":"LuisSoTo","display_name":"Lluís SoTo","profile_url":"https://biologyofkundalini.academia.edu/LuisSoTo?f_ri=1200","photo":"https://0.academia-photos.com/87101928/20370475/165326225/s65_llu_s.soto.png"}</script></span></span></li><li class="js-paper-rank-work_45064123 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45064123"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45064123, container: ".js-paper-rank-work_45064123", }); 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$(".js-view-count[data-work-id=45064123]").text(description); $(".js-view-count-work_45064123").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45064123").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45064123"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="300" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a>, <script data-card-contents-for-ri="300" type="text/json">{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="465" rel="nofollow" href="https://www.academia.edu/Documents/in/Artificial_Intelligence">Artificial Intelligence</a>, <script data-card-contents-for-ri="465" type="text/json">{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1386" rel="nofollow" href="https://www.academia.edu/Documents/in/Art_Theory">Art Theory</a><script data-card-contents-for-ri="1386" type="text/json">{"id":1386,"name":"Art Theory","url":"https://www.academia.edu/Documents/in/Art_Theory?f_ri=1200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45064123]'), work: {"id":45064123,"title":"þ31. Liquids. HydroÐ¡namics","created_at":"2021-02-06T00:21:23.981-08:00","url":"https://www.academia.edu/45064123/%C3%BE31_Liquids_Hydro%C3%90_namics?f_ri=1200","dom_id":"work_45064123","summary":"Liquids are homologic in different scales to bodywaves, electric flows, adult stages... \r\nSince the reproductive, balanced S=T wave state of all forms of hylozoist matter shares the properties of 'liquids' even if strictly speaking we only talk of liquid thermal matter. And obviously as science ignores all about timespæcies, its states=st-ages and ilogic @t§imetric laws, none of the properties explained here will make much senses to humind scientists. Though we shall slowly in this final rendition of stience in 99 þapers introduce classic liquid science into the paper. \r\nLiquids lack membranes, so in its pure states are herds of vital spacetime, the content of the open ball bodywave of any organic pœint. Liquids are thus necessarily associated to membrains that give them structure, enclose it with a pressure membrane into a bodywave that can then move with the energy of reproduction absorbed by the membrane mouth, all of it, constructed around an encasing fabric focused into the network center of its brain of maximal density.\r\nLiquids and solids together become them membrain of vital spacetime of a full supœrganisms. \r\nOn the other extreme liquids can dissolve and store gases as its own lower plane of energy.\r\nHowever liquids alone are closer to a gas, as they dissociate and expand in a tabula rassa plane, along any potential field of a LARGER WORLD. ","downloadable_attachments":[{"id":121386939,"asset_id":45064123,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":87101928,"first_name":"Lluís","last_name":"SoTo","domain_name":"biologyofkundalini","page_name":"LuisSoTo","display_name":"Lluís SoTo","profile_url":"https://biologyofkundalini.academia.edu/LuisSoTo?f_ri=1200","photo":"https://0.academia-photos.com/87101928/20370475/165326225/s65_llu_s.soto.png"}],"research_interests":[{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=1200","nofollow":true},{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":1386,"name":"Art Theory","url":"https://www.academia.edu/Documents/in/Art_Theory?f_ri=1200","nofollow":true},{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=1200"},{"id":60619,"name":"Kingdom of God","url":"https://www.academia.edu/Documents/in/Kingdom_of_God?f_ri=1200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30182558" data-work_id="30182558" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30182558/Curse_and_the_Power_of_Blessing_A_Linguistic_Study_of_Genesis_1_11">Curse and the Power of Blessing: A Linguistic Study of Genesis 1–11</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The primary concern of this study is to understand how curse affects the power of blessing in Genesis 1–11. First, we examine the semantics of blessing and curse in light of their history of interpretation. Second, each blessing (1:22,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30182558" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The primary concern of this study is to understand how curse affects the power of blessing in Genesis 1–11. First, we examine the semantics of blessing and curse in light of their history of interpretation. Second, each blessing (1:22, 28; 9:1–3, 7, 26, 27) and curse (3:14–15, 16, 17–19; 4:11–12; 9:25) that occurs within reported speech in Genesis 1–11 is categorized and examined according to its linguistic pattern and performative character. Third, the role of blessing and/or curse is determined in the development of narrative tension in the various discourse units of Genesis 1–11. <br />Blessing and curse are shown to be intimately connected to Creation theology: blessing is given to drive Creation toward its intended telos, while curse is pronounced when that telos is threatened. Both are a central part of Yahweh's upholding of the Order of Creation. Curse affects the power of blessing both negatively and positively in Genesis 1–11. Negatively, curse causes hostility and alienation, and can also be held partially responsible for the epidemic of death. But curse does not have the final word. Positively, curse mitigates rebellion by imposing restrictions on the transgressor. Furthermore, curse carries with it a way for life to continue. <br />The narrative of Genesis 1–11 bespeaks of the power words have in the world. Some create, some commission, some empower; while others punish, others alienate, and others cause death. From the beginning God has intended good for his Creation. Blessings and curses are one way of achieving that end.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30182558" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5c8006933f2ce7301e6170bb47cb71cb" rel="nofollow" data-download="{"attachment_id":120303092,"asset_id":30182558,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/120303092/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4254384" href="https://cambridge.academia.edu/TylerPatty">Tyler J Patty</a><script data-card-contents-for-user="4254384" type="text/json">{"id":4254384,"first_name":"Tyler","last_name":"Patty","domain_name":"cambridge","page_name":"TylerPatty","display_name":"Tyler J Patty","profile_url":"https://cambridge.academia.edu/TylerPatty?f_ri=1200","photo":"https://0.academia-photos.com/4254384/1686257/142651079/s65_tyler.patty.jpg"}</script></span></span></li><li class="js-paper-rank-work_30182558 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30182558"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30182558, container: ".js-paper-rank-work_30182558", }); 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First, we examine the semantics of blessing and curse in light of their history of interpretation. Second, each blessing (1:22, 28; 9:1–3, 7, 26, 27) and curse (3:14–15, 16, 17–19; 4:11–12; 9:25) that occurs within reported speech in Genesis 1–11 is categorized and examined according to its linguistic pattern and performative character. Third, the role of blessing and/or curse is determined in the development of narrative tension in the various discourse units of Genesis 1–11. \nBlessing and curse are shown to be intimately connected to Creation theology: blessing is given to drive Creation toward its intended telos, while curse is pronounced when that telos is threatened. Both are a central part of Yahweh's upholding of the Order of Creation. Curse affects the power of blessing both negatively and positively in Genesis 1–11. Negatively, curse causes hostility and alienation, and can also be held partially responsible for the epidemic of death. But curse does not have the final word. Positively, curse mitigates rebellion by imposing restrictions on the transgressor. Furthermore, curse carries with it a way for life to continue. \nThe narrative of Genesis 1–11 bespeaks of the power words have in the world. Some create, some commission, some empower; while others punish, others alienate, and others cause death. From the beginning God has intended good for his Creation. Blessings and curses are one way of achieving that end.","downloadable_attachments":[{"id":120303092,"asset_id":30182558,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4254384,"first_name":"Tyler","last_name":"Patty","domain_name":"cambridge","page_name":"TylerPatty","display_name":"Tyler J Patty","profile_url":"https://cambridge.academia.edu/TylerPatty?f_ri=1200","photo":"https://0.academia-photos.com/4254384/1686257/142651079/s65_tyler.patty.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":4173,"name":"Hebrew Bible","url":"https://www.academia.edu/Documents/in/Hebrew_Bible?f_ri=1200","nofollow":true},{"id":4769,"name":"Old Testament 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href="https://www.academia.edu/77616287/Aryans_did_not_invade_India_or_destroy_the_Indus_Valley_Civilisation_Shree_Vinekar_et_al_2022">Aryans did not invade India or destroy the Indus Valley Civilisation --Shree Vinekar et al (2022</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The entire massive literature on "Aryan" "race" is a big humbug. There is no need to waste time on this. The problem is the misguided "racists" do not want to accept that there was a rich culture indigenous to this region called Harappan... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77616287" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The entire massive literature on "Aryan" "race" is a big humbug. There is no need to waste time on this. The problem is the misguided "racists" do not want to accept that there was a rich culture indigenous to this region called Harappan or Saraswati-Sindhu region. The new migrants to India, the British and all the Europeans, had their own unresolved identity issues and confusion of chronology with the brain washing of non-scientific Biblical chronology which they could not reconcile. They had to let their fantasies loose to create a bogus reality under elaborately complex scholarship which all cultures in the world were trapped into for centuries. Hitler too got caught up in it because of his own (or hid peoples') identity issues. It was one hell of an irrational "superiority complex" related debate that is still prevalent and gets dignified as as a "controversial" intellectual domain. The human Unconscious drives attached to this need for superiority works in mysterious ways in all the proponents of this "Aryan" race and "Aryan" superior culture debate. Even Indians have their own inferiority and superiority complexes tied to this identity debate. Mahabharata shows that Afghanistan was Gandhara and the old Bharatvarsha extended far beyond thaton the west beyond current Pakistan into Iran. There were onland and maritime travels and intercourse with trade and exchange of knowledge for 10 to 25 thousand years. The culture in Sindhu-saraswati region was highly industrious and developed with very high metallurgic skills. Dr. Kalyanaraman has done extensive research of this. Initially the entire house of cards of Aryan theory was built on linguistic derivatives. Since then a lot of energy is spent to justify the bogus fantasies of the European immigrants to India with their own identity confusion and need to establish their superiority. Everything boils down to the Euro-centric thinking. All of these histories are somebodies fantasies couched as scientific, linguistic and even genetic facades. Like you say the word Arya has no racist connotation whatsoever.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77616287" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c9ac3095823f16040e9cfcbe119a3403" rel="nofollow" data-download="{"attachment_id":84937336,"asset_id":77616287,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84937336/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="662769" href="https://independent.academia.edu/SriniKalyanaraman">Srini Kalyanaraman</a><script data-card-contents-for-user="662769" type="text/json">{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}</script></span></span></li><li class="js-paper-rank-work_77616287 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77616287"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77616287, container: ".js-paper-rank-work_77616287", }); 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There is no need to waste time on this. The problem is the misguided \"racists\" do not want to accept that there was a rich culture indigenous to this region called Harappan or Saraswati-Sindhu region. The new migrants to India, the British and all the Europeans, had their own unresolved identity issues and confusion of chronology with the brain washing of non-scientific Biblical chronology which they could not reconcile. They had to let their fantasies loose to create a bogus reality under elaborately complex scholarship which all cultures in the world were trapped into for centuries. Hitler too got caught up in it because of his own (or hid peoples') identity issues. It was one hell of an irrational \"superiority complex\" related debate that is still prevalent and gets dignified as as a \"controversial\" intellectual domain. The human Unconscious drives attached to this need for superiority works in mysterious ways in all the proponents of this \"Aryan\" race and \"Aryan\" superior culture debate. Even Indians have their own inferiority and superiority complexes tied to this identity debate. Mahabharata shows that Afghanistan was Gandhara and the old Bharatvarsha extended far beyond thaton the west beyond current Pakistan into Iran. There were onland and maritime travels and intercourse with trade and exchange of knowledge for 10 to 25 thousand years. The culture in Sindhu-saraswati region was highly industrious and developed with very high metallurgic skills. Dr. Kalyanaraman has done extensive research of this. Initially the entire house of cards of Aryan theory was built on linguistic derivatives. Since then a lot of energy is spent to justify the bogus fantasies of the European immigrants to India with their own identity confusion and need to establish their superiority. Everything boils down to the Euro-centric thinking. All of these histories are somebodies fantasies couched as scientific, linguistic and even genetic facades. Like you say the word Arya has no racist connotation whatsoever.","downloadable_attachments":[{"id":84937336,"asset_id":77616287,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":662769,"first_name":"Srini","last_name":"Kalyanaraman","domain_name":"independent","page_name":"SriniKalyanaraman","display_name":"Srini Kalyanaraman","profile_url":"https://independent.academia.edu/SriniKalyanaraman?f_ri=1200","photo":"https://0.academia-photos.com/662769/16028236/16506028/s65_srini.kalyanaraman.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1200","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":62856,"name":"Early Bronze Age","url":"https://www.academia.edu/Documents/in/Early_Bronze_Age?f_ri=1200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35400466" data-work_id="35400466" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35400466/_Le_mythe_des_hi%C3%A9roglyphes_au_XVIIIe_si%C3%A8cle_la_langue_et_la_crypte_LImaginaire_des_langues_et_des_styles_Mich%C3%A8le_Rosellini_et_Sabine_Lardon_dir_Cahiers_du_GADGES_2018_p_91_112">"Le mythe des hiéroglyphes au XVIIIe siècle: la langue et la crypte", L'Imaginaire des langues et des styles, Michèle Rosellini et Sabine Lardon (dir.), Cahiers du GADGES, 2018, p. 91-112.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Si le siècle des Lumières est celui d’une codification et d’une comparaison des langues, d’une attention toute particulière portée à leur formation, leur mécanique et leur système, il est également celui de débats sur les écritures «... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35400466" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Si le siècle des Lumières est celui d’une codification et d’une comparaison des langues, d’une attention toute particulière portée à leur formation, leur mécanique et leur système, il est également celui de débats sur les écritures « hiéroglyphiques ». Les penseurs s’intéressent aux écritures obscures, cachées ou chiffrées et qui nourrissent une étrange alliance, celle de la langue avec la crypte – au double sens d’écriture liée au rite et d’écriture cryptée. Poètes, grammairiens et philosophes cherchent à établir une « correspondance » ou à saisir l’« universelle analogie » qui existerait entre le langage et le monde, posant avec une acuité nouvelle la question de l’universalité de la pensée humaine confrontée à la diversité des langues. En examinant plusieurs théories des hiéroglyphes, les enjeux de cet imaginaire de l’écriture apparaissent : sont créées même des fictions de langue caractéristiques des Lumières.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35400466" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="254a275697e353b36d6e986551ef5c5d" rel="nofollow" data-download="{"attachment_id":62142114,"asset_id":35400466,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62142114/download_file?st=MTc0MDE2Mzg0Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51563807" href="https://u-bordeaux3.academia.edu/httpclareubordeaux3frmembresenseignantschercheurs">Élise Pavy-Guilbert</a><script data-card-contents-for-user="51563807" type="text/json">{"id":51563807,"first_name":"Élise","last_name":"Pavy-Guilbert","domain_name":"u-bordeaux3","page_name":"httpclareubordeaux3frmembresenseignantschercheurs","display_name":"Élise Pavy-Guilbert","profile_url":"https://u-bordeaux3.academia.edu/httpclareubordeaux3frmembresenseignantschercheurs?f_ri=1200","photo":"https://0.academia-photos.com/51563807/14646609/16717717/s65_elise.pavy-guilbert.jpg"}</script></span></span></li><li class="js-paper-rank-work_35400466 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35400466"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35400466, container: ".js-paper-rank-work_35400466", }); 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Les penseurs s’intéressent aux écritures obscures, cachées ou chiffrées et qui nourrissent une étrange alliance, celle de la langue avec la crypte – au double sens d’écriture liée au rite et d’écriture cryptée. Poètes, grammairiens et philosophes cherchent à établir une « correspondance » ou à saisir l’« universelle analogie » qui existerait entre le langage et le monde, posant avec une acuité nouvelle la question de l’universalité de la pensée humaine confrontée à la diversité des langues. En examinant plusieurs théories des hiéroglyphes, les enjeux de cet imaginaire de l’écriture apparaissent : sont créées même des fictions de langue caractéristiques des Lumières.","downloadable_attachments":[{"id":62142114,"asset_id":35400466,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51563807,"first_name":"Élise","last_name":"Pavy-Guilbert","domain_name":"u-bordeaux3","page_name":"httpclareubordeaux3frmembresenseignantschercheurs","display_name":"Élise Pavy-Guilbert","profile_url":"https://u-bordeaux3.academia.edu/httpclareubordeaux3frmembresenseignantschercheurs?f_ri=1200","photo":"https://0.academia-photos.com/51563807/14646609/16717717/s65_elise.pavy-guilbert.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1200","nofollow":true},{"id":2396,"name":"Eighteenth-Century 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