Scalar Verb Classes

This monograph discusses scalar verb classes. It tests theories of linguistic form and meaning, arguments and thematic roles, using Estonian data. The analyses help to understand the aspectual structure of Estonian. In Estonian, transitive verbs fall into aspectual classes based on the type of case-marking of objects and adjuncts. The book relates the morphosyntactic frames of verbs to properties typically associated with adjectives and nouns: scalarity and boundedness. Verbs are divided according to how their aspect is composed. Some verbs lexicalize a scale, which can be bounded either lexically or compositionally. Aspectual composition involves the unification of features. Compositionally derived structures differ according to which of the aspectually relevant dimensions are bounded

Proceedings of the Workshop Semantic Content Acquisition and Representation (SCAR) 2007

This is the proceedings of the Workshop on Semantic Content Acquisition and Representation, held in conjunction with NODALIDA 2007, on May 24 2007 in Tartu, Estonia.</p

Contractibility and Contractible Approximations of Soft Global Constraints

We study contractibility and its approximation for two very general classes of soft global constraints. We introduce a general formulation of decomposition-based soft constraints and provide a sufficient condition for contractibility and an approach to approximation. For edit-based soft constraints, we establish that the tightest contractible approximation cannot be expressed in edit-based terms, in general

Indigenous Rights Education (IRE): Indigenous Knowledge Systems and Transformative Human Rights in the Peruvian Andes

This article focuses on the relationship between Indigenous places, rights, and education. In the context of the Peruvian Andes, historical ideological impositions reveal the trajectory of environmental exploitation, which have contributed to major ecological threats that collectively contribute to the aggressive re-making of the Andean world as sacrificed lands. With a focus on Quechua peoples, the link between Indigenous knowledge systems and human rights education is explored. Drawing from discourses of Indigenous rights, place, rights, and transformative human rights education, Indigenous rights education (IRE) is proposed