Reduplication and Imperfectivity in Jejara (Para Naga)

Jejara is a language spoken in the Naga Hills in Northwest Myanmar by the Jejara people, also known as Para Naga. The peoples identified as Naga represent linguistically at least two distinct Tibeto-Burman branches, Mizo-Kuki-Chin and Bodo-Konyak-Jinghpaw (Burling 2003:174). It is not unique to find that Jejara indicates imperfectivity by a postverbal particle. Its form is lu. This particle indicates the ongoing nature of the state or activity encoded by a main verb. What is interesting is to find verbal reduplication as another form used to encode aspectual elements such as imperfectivity. In Jejara, verbal reduplication indicates aspectual information in two particular syntactic environments: preceding the main verb or following it. Two different semantic results, durative and resultative, are indicated by the reduplication, depending on its position: a durative aspect of the reduplicated verb and an ongoing change of state entered into as a result of the completion of the action encoded by the main verb. The thread of commonality which unites the two positions is that both encode aspectual information

Optical Splitters Based on Self-Imaging Effect in Multi-Mode Waveguide Made by Ion Exchange in Glass

Design and modeling of single mode optical multi-mode interference structures with graded refractive index is reported. Several samples of planar optical channel waveguides were obtained by Ag+Na+ and K+Na+ one step thermal ion exchange process in molten salt on GIL49 glass substrate and new special optical glass for ion exchange technology. Waveguide properties were measured by optical mode spectroscopy. Obtained data were used for further design and modeling of single mode channel waveguide and subsequently for the design of 1 to 3 multimode interference power splitter in order to improve simulation accuracy. Designs were developed by utilizing finite difference beam propagation method

Injustice in Childhood: Jane Eyre and the Narrative of the Life of Frederick Douglass

Charlotte Brontë’s Jane Eyre and Frederick Douglass’ Narrative of the Life of Frederick Douglass, are autobiographical novels narrated by the fictional Jane Eyre and the real Frederick Douglass. Both stories evoke an outpouring of pity for their respective narrator: Jane, for the unmerited abuses dealt against her by family and school administrators, but most of all Douglass, who reserves the greater portion of lament on account of his dreadful persecution under the evil of slavery. The environments Jane and Douglass inhabit throughout their childhood inflict an immense burden on their physical body and psyche. This essay specially examines the violent and alienating childhood trauma endured by Jane and Douglass. In this unlikely comparison, the rottenness of injustice remains universally palpable

Review of The Feminine Ethos in C. S. Lewis’s Chronicles of Narnia

Review of Monika B. Hilder, The Feminine Ethos in C. S. Lewis’s Chronicles of Narnia (New York, 2012). 209 pages. $81.95. ISBN: 9781433118173

Advanced Studies in the Graphic Novel

Advanced Studies in the Graphic Novel entails a practical intimacy with the form. My work serves to elucidate only some of the many differences between the graphic novel and traditional literature, to complicate the use of written language in the form as it relates to images, to address confrontations with publishing, and to share intimately the process and mechanisms by which my effort functions. The paper will reveal the guts of the effort (itself a graphic novel) and in doing so will highlight issues as they uniquely relate to the form, and hopefully encourage others to attempt such work. The topical subject of my effort, inspired by the literature of H. P. Lovecraft, is a concern about anonymity. Keywords: Internet, visual, nove

Locating Democratic Citizenship in the Classroom: Engaging Canadian Teacher Codes of Ethics in the Quest to Understand What It Means to Teach Democratically

Maxwell and Schwimmer (2016) found that within the Canadian teacher codes of ethics “the values of care and liberal democratic education were the most weakly represented values in the codes whereas the values related to reliability were the most dominant” (p. 477). Approaching the codes with a critical discourse analysis lens (Fairclough, 2003), the author concurs, finding a strong deontological emphasis in 11 of the 13 codes. The analysis of the codes is used as a gateway into the understanding of democratic ways and pedagogies within the classroom. The author proposes a both/and shift whereby “deontological” responsibilities are motivated by an “aspirational” focus (Maxwell & Schwimmer, 2016), thus moving codes of ethics and teaching/learning landscapes into more ethically democratic spaces. In the both/and context, individuals are valued before ideas untangled

Locating Democratic Citizenship in the Classroom: Engaging Canadian Teacher Codes of Ethics in the Quest to Understand What It Means to Teach Democratically

Maxwell and Schwimmer (2016) found that within the Canadian teacher codes of ethics “the values of care and liberal democratic education were the most weakly represented values in the codes whereas the values related to reliability were the most dominant” (p. 477). Approaching the codes with a critical discourse analysis lens (Fairclough, 2003), the author concurs, finding a strong deontological emphasis in 11 of the 13 codes. The analysis of the codes is used as a gateway into the understanding of democratic ways and pedagogies within the classroom. The author proposes a both/and shift whereby “deontological” responsibilities are motivated by an “aspirational” focus (Maxwell & Schwimmer, 2016), thus moving codes of ethics and teaching/learning landscapes into more ethically democratic spaces. In the both/and context, individuals are valued before ideas untangled