Cyclic phonology–syntax-interaction : movement to first position in German

This paper investigates the nature of the attraction of XPs to clauseinitial position in German (and other languages). It argues that there are two different types of preposing. First, an XP can move when it is attracted by an EPP-like feature of Comp. Comp can, however, also attract elements that bear the formal marker of some semantic or pragmatic (information theoretic) function. This second type of movement is driven by the attraction of a formal property of the moved element. It has often been misanalysed as “operator” movement in the past

The restricted access of information structure to syntax : a minority report

This paper sketches the view that syntax does not directly interact with information structure. Therefore, syntactic data are of little help when one wants to narrow down the interpretation of terms such as “focus”, “topic”, etc

Interactions between the hippocampus, prefrontal cortex, and amygdala support complex learning and memory.

One of the guiding principles of memory research in the preceding decades is multiple memory systems theory, which links specific task demands to specific anatomical structures and circuits that are thought to act orthogonally with respect to each other. We argue that this view does not capture the nature of learning and memory when any degree of complexity is introduced. In most situations, memory requires interactions between these circuits and they can act in a facilitative manner to generate adaptive behavior

Observation model and parameter partials for the JPL VLBI parameter estimation software MASTERFIT-1987

This report is a revision of the document of the same title (1986), dated August 1, which it supersedes. Model changes during 1986 and 1987 included corrections for antenna feed rotation, refraction in modelling antenna axis offsets, and an option to employ improved values of the semiannual and annual nutation amplitudes. Partial derivatives of the observables with respect to an additional parameter (surface temperature) are now available. New versions of two figures representing the geometric delay are incorporated. The expressions for the partial derivatives with respect to the nutation parameters have been corrected to include contributions from the dependence of UTI on nutation. The authors hope to publish revisions of this document in the future, as modeling improvements warrant

Malaysia. The Hakkas of Sarawak: Sacrificial gifts in Cold War era Malaysia By Kee Howe Yong Toronto: University of Toronto Press, 2013. Pp. 242. Notes, Bibliography, Index.

The Hakkas of Sarawak: Sacrificial gifts in Cold War era Malaysia By KEE HOWE YONG Toronto: University of Toronto Press, 2013. Pp. 242. Notes, Bibliography, Index. Readers who expect a conventional ethnography of \u27The Hakkas of Sarawak\u27 (a la Ju-K\u27ang Tien\u27s The Chinese of Sarawak) will be disappointed by this monograph, but anthropologists, historians, and political scientists interested in the intersections of global, national and local histories, in the historical memory of ethnic minorities marginalised and victimised by the nation-state, and in how such communities cope with collective trauma should focus on its subtitle (Sacrificial gifts in Cold War era Malaysia) and will find this an intellectually engaging--and politically engaged--ethnography that combines committed scholarship with deep, reflective analysis. The Hakkas have a long history of social exclusion and resistance to state authority. Sometimes mislabelled as the \u27gypsies of China\u27, they are believed to have migrated from northern China into the south where they were regarded as outsiders (their name means \u27guest families\u27) and played a leading role in the nineteenth-century Taiping Rebellion against the Qing dynasty. The Hakkas were also prominent among the Chinese pioneers who migrated to Southeast Asia in the late eighteenth and nineteenth centuries. The earliest Chinese settlements in the archipelago date back to 1777 when the Sultan of Sambas in West Borneo invited Hakkas to work in his gold mines. It did not take long for them to make themselves independent of the Sultan and set up their own government, the Lanfang Republic, sometimes disparaged as a secret society kongsi, and sometimes idealised as Asia\u27s first modern republic. When the Dutch began to assert control over this part of Borneo in the mid-nineteenth century, many Hakkas migrated northwards to areas beyond Dutch control where they continued mining gold as well as antimony in Sarawak. After the Sarawak Raja James Brooke imposed taxes on the lucrative opium trade and set up a mining company to take over the mining operation, they rebelled in 1857 and attacked his capital Kuching. The Raja made a narrow escape and managed to rally local Iban warriors to counterattack and massacre many Hakkas. A century later the Hakkas of Sarawak once again appear in historical accounts of the time as dangerous outsiders, this time as communist collaborators and sympathisers during the 1960s Konfrontasi, the Cold War front in Borneo. That is how the Hakkas conventionally appear in historical accounts, but Kee Howe Yong is an anthropologist endeavouring to write their unwritten history based on the living memories of the trauma of simultaneous inclusion in (through forced resettlement) and exclusion from (as suspected communists) the nation-state. Rather than dwelling on the history of the Hakkas, Yong seeks to convey an understanding of what it feels like to live in today\u27s Malaysia with the historical baggage of past exclusion and victimisation. Yong conducted fieldwork mainly at bus stations, coffee shops and in buses among drivers, conductors and other employees of the local bus company. That may sound like the beginning of most anthropological fieldwork, but in this book it is also its end. He chose the Sarawak Omnibus Company as his fieldwork site not only because of the pioneering role that Chinese traders and transport operators played in connecting Sarawak, but also because it came into existence when small-scale Chinese bus operators who had competed against each other merged their operations and formed the first and biggest bus company in Sarawak.

Moral Intuitions and their Role in Justification

Moral intuitions play a vital role, not only in ordinary moral thought, but also in how philosophers choose between competing normative theories. The standard view about how intuitions ought to be used in moral theory is John Rawls' method of reflective equilibrium, according to which an agent ought to work back and forth between her intuitions, the principles that systematize them, and other background beliefs, revising each until all of her judgments are consistent. My dissertation addresses two problems with the standard view. First, the method makes use of moral intuitions but offers no account of why these judgments have the epistemic credibility to play a role in choosing between normative theories. Second, when we find an inconsistency between an intuition and a moral principle, the method tells us to revise either the principle or the theory. However, this leaves the interesting question unaddressed. Simple norms of consistency tell us that we ought to revise either the principle or the theory; the interesting question is which should we revise. I argue that both of these problems can be solved simultaneously by conjoining the method of reflective equilibrium with an account of belief revision. Accordingly, I formulate and defend what I call a contributionist account of belief revision, according to which, when faced with a conflict between beliefs, one revises so as to preserve the belief that makes the greatest overall contribution to the coherence one's set of beliefs. This account, I argue, not only solves the second challenge by making the method of reflective equilibrium more determinate. It also explains why those intuitions that survive the reflective equilibrium process have the requisite epistemic credibility. These intuitions have this credibility in virtue of the contribution they make to the coherence of one's overall set of beliefs

Co-Teaching in Secondary Field Experience Practica

The purpose of this mixed methods study was to determine the impact on students, teacher candidates, and classroom teachers of applying a co-teaching model to the field experience practica prior to student teaching compared to traditional field experience practica in one secondary teacher preparation program. Participating partner schools were randomized either to receive professional development on co-teaching with a teacher candidate or to the control group. A total of 43 cooperating teachers and 30 teacher candidates participated in the study. The co-teaching treatment group consisted of 18 cooperating teacher-teacher candidate pairs. Quantitative data collection included limited student achievement data from curriculum-based pretests and posttest and teacher candidate self-reported log sheets of time spent in various activities throughout the semester in their field experience practica. Qualitative data focused on the impact of the co-teaching professional development on cooperating teacher perceptions of benefits and challenges of working with a teacher candidate collected from end-of-semester open-ended surveys. Classroom observations also provided qualitative data on the implementation of co-teaching strategies. The co-teaching initiative did not significantly affect the percentage of time teacher candidates spent in the various activities (observation, assisting students, assisting with instruction, assisting with non-instructional tasks, and co-planning). The type of instruction used prevalently in the classrooms, either student-centered or teacher-centered, appears to be a confound variable in this study; teacher candidates placed in student-centered classrooms, regardless of experimental group, appeared to be more actively involved with students and instruction than teacher candidates placed in teacher-centered classrooms. Insufficient student achievement data were available to determine any impact of teacher candidates or co-teaching on secondary student achievement. Co-teaching was observed more often in the treatment classrooms than in the control classrooms. Co-teaching strategies commonly employed included One Teach, One Assist; Station Teaching; and two forms of Team Teaching. Cooperating teacher in the treatment group generally had positive responses to the initiative, were more likely to recognize the instructional and management benefits of hosting a teacher candidate, and recognized the importance of co-planning. Cooperating teacher in the control classrooms commonly expressed frustration with the lack of communication of program expectations by the university for the teacher candidates and were more focused on their own students rather than on the development of their teacher candidate. The co-teaching initiative appears to have potential for improving the quality of field experience practica prior to student teaching for both cooperating teachers and teacher candidates. Questions remain related to the role of the cooperating teacher’s instructional style on teacher candidate experience and related to the effects of co-teaching and teacher candidates on secondary student achievement

A Position of Influence: Variation in Offender Identification Rates by Location in a Lineup

Researchers have identified several threats to the validity of the use of the lineup as a test of true recognition. One concern is related to the structure of the simultaneous lineup. It is argued here that a simultaneous presentation of an array nonetheless requires the viewer to undertake sequential processing of the items in the array. This sequential pattern is unlikely to be random and therefore the position of a culprit in a lineup may have a significant effect on the accuracy of witness selection. A simulated crime (snatching of a handbag) was shown to a convenience sample of 84 undergraduates aged between 18–23 years. In 84 subsequent live lineups, the offender was placed with four foils. He was positioned on the far left (position 1) in 42 cases (50%), and in 14 cases respectively in positions 3 (centre), 4 (centre right) and 5 (extreme right). A very strong association was found between position and correct identification with position 1 placement leading to a significantly lower proportion of correct identification (7.1%) compared to position 3 (50.0%), position 4 (64.3%), and position 5 (21.4%). Steps to remedy possible positional biases are considered