Two arguments for a transformational approach to second position elements

The article has been written according to a typological survey on clitic as a linguistic particle in Taleshi and Tati language which is one of the northwest and Caspian Seaboard languages. To consider that both Taleshi and Tati are from the same language family and different classification of clitics among Iranian dialects and languages, the writer purposes to determine the variation of clitics and their position in these two languages. Into the research, linguistic data of Taleshi and Tati has been investigated based on a questionnaire of clitics on the Max Plank website. It has been arranged on typological investigations of clitics on which has been analyzed in 5 separable parts including general features of the language, categories, specific features, place of clitics in the phrases, and its movement. The data collected from the central regions of Talesh City and Takistan province has been analyzed on basis of the descriptive-analytical- comparative method. The results will express that there is a sameness on general features and differences in variation and categories of clitics between these two languages. Also, some specific features of clitics such as stress, ordering, gap, and functions in the sentences are the same between both of these languages. Moreover, the position of clitics and their movements are the same in Taleshi and Tati and Wackernagel’s law about the second position is verifiable for these languages.

Reviewed by: Prepositions in their syntactic, semantic and pragmatic context ed. by Susanne Feigenbaum, and Dennis Kurzon Yury A. Lander Prepositions in their syntactic, semantic and pragmatic context. Ed. by Susanne Feigenbaum and Dennis Kurzon. (Typological studies in language 50.) Amsterdam: John Benjamins, 2002. Pp. xii, 294. ISBN 1588111725. $120 (Hb). The papers in this collection are originally from a conference held at the University of Haifa in June 2000, which included presentations by a number of European and Israeli scholars working on various aspects of prepositions. Most of the contributors deal with the problem of the semantic abstractness of prepositional meanings, occasionally focusing on the application of their own theories to this linguistic material. It is perhaps indicative that the core part of the volume opens with a theoretical article by Yves Marie Visetti and Pierre Cadiot that touches upon prepositions only in passing (though the rather original phenomenological approach suggested by these authors is further echoed in subsequent papers on French prepositions written by Pierre Cadiot and Franck Lebas). A few papers in the collection discuss nonprototypical uses of prepositions. On the grammatical side, Esther Borochovsky-Bar Aba and Hava Reppen discuss prepositions that introduce noun modifiers in Hebrew. On the semantic side, temporal uses of prepositions are the focus of papers by David S. Brée and Ian E. Pratt-Hartmann and by Franck Lebas. In addition, as one might expect from the title of the volume, the role of context in the analysis of prepositions is emphasized, and sometimes it is even argued that certain prepositions have no context-free semantics at all (cf. Dennis Kurzon’s description of the Bislama preposition long). What is understood by context, however, varies from one author to another and includes, for instance, the interaction of the interpretation of a preposition with an aspectual [End Page 886] class of the main predicate (Ian E. Pratt-Hartmann and Nissim Francez) or various factors affecting the choice of a preposition that are related to the pragmatic or discourse perspective (cf. Yishai Tobin’s discussion of the distinction between some Hebrew prepositions). In addition to a number of papers emphasizing theoretical issues, the volume also contains studies that are largely descriptive, including one on Judeo-Greek (Julia G. Krivoruchko), one on Maltese (Rami Saari), and one concerning variations in the declension of Hebrew prepositions (Inbar Kimchi-Angert). Despite the number of languages mentioned, the volume is not a typological study, since most of the authors concentrate on language-specific problems without any attempt to view them in a broad crosslinguistic perspective. Even when data from different languages are involved, they are discussed in light of language contact (Miriam Ben-Rafael) or contrastive linguistics (Susanne Feigenbaum). This volume certainly may be of interest both to scholars working on general issues of prepositions, who can appreciate the curious theories proposed, and to those working on specific problems, who will appreciate the large amount of empirical material. Yury A. Lander Institute of Oriental Studies RAS, Moscow Copyright © 2004 Linguistic Society of America

Distinguishable neural correlates of verbs and nouns: A MEG study on homonyms

The idea of globalisation has profoundly challenged pre-existing discourses, theories, and practices of ‘development’. However, the separation between the two academic fields of critical development studies (CDS) and critical global(isation) studies (CGS) is ideologically constructed. In this chapter, Hosseini and Gills argue that a transformative approach is necessary to problematise the foundational and yet deeply misleading dualism between development and globalisation. To do so, CDS and CGS need to be actively developing and systematically engaging in communities of communal inquiry, where facts and values are constantly re/assessed in their contexts, and the emancipatory legacies of the past are put into dialogue with the utopian imaginaries of the future. A transformative approach must thus start from exploring the alternative ways of living that are extant or that are now arising, and move forward to examine the methods of empowering them. While the number of studies of context-specific alternatives has been growing in recent years, concrete projects to explore the potential for integrating these into macro-scale models of national, regional, and global transformations are still relatively absent. The commensurability of CDS and CGS lies in a joint reinvention of their critical approaches, which provides a solid base for traversing across their division.

This thesis treats the placement of clitics in Czech from a constraint-based perspective. After having established the set of unambiguous second-position clitics in the language, the placement patterns and their interaction with information-structurally induced movements are described. Based on this data, it is argued that Czech clitics cannot occupy a fixed syntactic position. Instead, conflicting constraints lead to varying output positions depending on the syntactic context. Since Czech clitics do not require a prosodic host, these constraints refer only to syntactic domains. The analysis is extended to further Slavic languages, including Serbo-Croatian. It is shown how the constraint-based approach can be applied to this language, where prosodic domains do play a role for clitic placement.

This study was conducted to develop a valid and reliable ICT-TPACK-Science Scale based on the transformative model taking into account the recent improvements in educational technologies specific to science education. The participants of the study included 722 pre-service science teachers from 12 universities in Turkey. The data were collected first for the exploratory factor analysis (n1 = 390), and then for the confirmatory factor analysis (n2 = 332). The exploratory factor analysis revealed a five-dimensional construct. The ICT-TPACK-Science Scale consisted of 38 items and five factors, namely planning, designing, implementing, ethics, and proficiency. The confirmatory factor analysis provided a good fit, supporting the five-factor solution. Therefore, it can be concluded that the ICT-TPACK-Science Scale is a reliable and valid instrument to measure pre-service science teachers’ TPACK. The prominent property of this scale is that the framework of the scale is based on the transformative approach, and it is also specific to pre-service science teachers.

Background There seems to be a need to rethink education and shape the future to build more equitable societies. In line with this idea, Service-Learning (SL) has emerged as an educational approach to integrate curricular learning and the provision of a community service. Unfortunately, many SL implementations in Physical Education lack a concrete frame of reference to guide them. Purpose Using the model-based practice framework, this paper aims to make the case to consider SL a pedagogical model to put transformative and socially critical Physical Education discourses into operation in real contexts. Method The article is structured around two main parts. Part 1 includes the criteria that any advocacy for a model should present within the models-based practice framework. Part 2 is divided into different subsections to introduce the theoretical foundations of SL, the major theme, the teaching implications and learning aspirations, exemplification of a particular case, and critical elements and benchmarks. It also contains a review of the research findings and reference networks and organizations that, despite not seeing SL specifically as a pedagogical model, report its development in Physical Education around the world. Results and implications In addition to setting the general bases and criteria to make the case for a pedagogical model, the paper addresses the main instructional implications for Physical Education: learning outcomes and teaching strategies. The work suggests that by considering the experiential, critical and transformative principles of the model, its major learning impact is upon the affective and social domains, in connection with the major theme identified: ‘learning by serving’. Another relevant contribution of the article is that it provides implementation guidelines through a 10-item checklist with benchmarks that typify SL’s key features. This checklist could be of value, since it can help practitioners and researchers to describe and verify future implementations. Conclusion SL has the necessary elements to be considered an activist, transformative, trans-domain and inter-contextual pedagogical model in Physical Education. Its dual major theme (learning by serving) uncovers new perspectives on teaching and learning in Physical Education, promoting the students’ social and affective domains. SL provides a connection between learning, teaching, content and context, requiring teachers and students to develop a commitment to the underlying philosophy of the model. Moreover, it occupies alternative spaces and locations to those traditionally used in Physical Education, and it can help develop genuine relationships between educators and students from schools and individuals and organizations from the community.

The United Nations 2030 Agenda designed the 17 Sustainable Development Goals (SDGs) which were adopted in 2015 with the primary aim of achieving sustainable development by 2030. One of these goals is SDG 4, which aims to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Implementing SDG 4 calls for initiatives that instill knowledge, attitudes and skills as clearly indicated in Target 4.7. This requires a change in mindset, where transformative ideologies fused in both sustainability governance and education are required to encourage behavioural change. This research presents a case study regarding an exhibition, which toured Maltese schools and the community, in the form of a large Rubik’s cube possessing 17 cubicles in which an artifact about each SDG is presented. This case study aims to examine how this exhibition contributes to SDG 4, specifically Target 4.7. It also seeks to explore whether the case study contributes towards transformative approaches in tandem with education and governance for sustainable development. The methodological framework presents two innovative approaches – a visual qualitative analysis of each artifact and a matrix that attributes scores reflecting the effectiveness of each exhibit vis-à-vis the main components of Target 4.7. Qualitative and quantitative findings, supported by reflexivity, are garnered to examine the implications of this case study, which acts as a good springboard to emanate the SDGs within the community by creating a link between formal and non-formal learning spaces. Drawing upon such insights, a Transformative Education-Governance model is proposed where a number of action points are delineated. This provides a fertile terrain in reconceptualising education and governance, useful for researchers and practitioners in the fields of sustainability and education.

Leadership and the everyday practice of Consultant Radiographers in the UK: Transformational ideals and the generation of self-efficacy

The current dynamics of change, including climate change, resource depletion, energy transition, internet of things, etc. will have substantial impacts on the functioning of contemporary business models. Most firms and companies, however, still largely focus on efficiency strategies leading to sub-optimal solutions (reducing bad impact), rather than radically changing their business model to develop new transaction models more appropriate for today’s world (doing better things). However, persistent sustainability issues arising from our changing societal systems, require more radical and structural changes both within and between organizations to change the way we do business. There is limited empirically established research literature on how businesses can be more proactive in this regard and how they can move beyond “management of unsustainability”. In this paper, we present a transformative business model innovation approach inspired by transition theory combining elements of systems thinking, value-inspired envisioning, reflexive design and co-creation that was pioneered for a consortia of reuse centers in the province of Limburg, Belgium. We demonstrate that this approach contributed to the development of new business model concepts, was conducive for mobilizing support and resources to ensure follow up activity and holds potential to promote a more proactive role for businesses as agents of transformative change.

Objective: To describe from a transformational model based on student empowerment, the implementation of active and collaborative evaluation procedures among students, with the purpose of promoting self-regulation of their learning. Theoretical Framework: The new conception of evaluation has involved the incorporation of new evaluative agents in the process, focused on an evaluation for learning and how learning, integrating students as active participants in their own learning and evaluation, developing self-regulation and metacognitive, promoting student empowerment, and the delegation of evaluative responsibilities from a dialogic and collaborative model. Method: The methodology adopted for this research arises from a qualitative approach and includes an intrinsic case study, for which the ALE–Q Questionnaire - Evaluation Climate as learning and empowerment in Higher Education by Ibarra-Sáiz, María Soledad, was applied. & Rodríguez-Gómez, Gregorio. Results and Discussion: It can be confirmed that greater student participation in learning evaluation processes promotes student autonomy and responsibility, which mobilizes more inclusive, empowered and democratic evaluation processes. The possibility that students can make value judgments and commit to their own learning, which mobilizes learning throughout life. Implications of the Research: The research involved delving into the learning evaluation procedures in higher education and promoting from here a change from the traditional evaluation paradigm towards a transformational evaluative approach based on student empowerment, this paradigmatic break highlights what is legitimized found among higher education teachers to implement traditional, unilateral evaluation models with little student participation. Originality/Value: The study stresses traditional learning evaluation models versus transformational evaluative models, where the active, collaborative and empowered participation of students is promoted, producing a break in the linearity of how the evaluation processes have been conceived.

An entropy-reduced transformation (ERT) approach to nonlinear shape restoration has been developed. Nonlinear shape distortions are formulated using nonlinear shape transformations derived from the finite-element theory. Several algorithms which perform the nonlinear shape transformations are given. The inverse nonlinear shape transformation algorithms are described. Some application experiments are described, and results are given. >

PurposeThe purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.Design/methodology/approachThe study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.FindingsFindings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.Research limitations/implicationsThe study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.Practical implicationsThe study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.Social implicationsThe study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.Originality/valueThis is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

Rapid urbanization and globalization make the move toward Smart Sustainable Cities (SSC) a must. Achieving successful transformation towards SSCs constitutes a significant challenge for policy makers. One area that is not well covered in the literature is the application of SSCs in specific regions, such as the Arab region. This paper draws upon examples of SSCs initiatives and existing SSC transformation frameworks to more fully articulate the challenges of achieving successful SSC projects across the Arab region. One of the interesting emergent themes is the emergence of two main approaches to SSCs transformation, Brownfield and Greenfield approaches.

A multivariant phase field model for martensitic transformations in elastoplastic materials is introduced which is in mathematical terms the regularization of a sharp interface approach. The evolution of microstructure is assumed to follow a time dependent Ginzburg‐Landau equation. The coupled problem of the mechanical balance equation and the evolution equations is solved using finite elements and an implicit time integration scheme. In this work, plasticity is considered for the austenitic phase which influences the martensitic evolution. With aid of the model these interactions are studied in detail. (© 2013 Wiley‐VCH Verlag GmbH & Co. KGaA, Weinheim)