On the way from morphology to phonology : German linking elements and the role of the phonological word

German linking elements are sometimes classified as inflectional affixes, sometimes as derivational affixes, and in any case as morphological units with at least seven realisations (e.g. -s-, -es-, -(e)n-, -e-). This article seeks to show that linking elements are hybrid elements situated between morphology and phonology. On the one hand, they have a clear morphological status since they occur only within compounds (and before a very small set of suffixes) and support the listener in decoding them. On the other hand, they also have to be analysed on the phonological level, as will be shown in this article. Thus, they are marginal morphological units on the pathway to phonology (including prosodics). Although some alloforms can sometimes be considered former inflectional endings and in some cases even continue to demonstrate some inflectional behaviour (such as relatedness to gender and inflection class), they are on their way to becoming markers of ill-formed phonological words. In fact, linking elements, above all the linking -s-, which is extremely productive, help the listener decode compounds containing a bad phonological word as their first constituent, such as Geburt+s+tag ‘birthday’ or Religion+s+unterricht ‘religious education’. By marking the end of a first constituent that differs from an unmarked monopedal phonological word, the linking element aids the listener in correctly decoding and analysing the compound. German compounds are known for their length and complexity, both of which have increased over time—along with the occurrence of linking elements, especially -s-. Thus, a profound instance of language change can be observed in contemporary German, one indicating its typological shift from syllable language to word language

Religion+s+freiheit, Stabilität+s+pakt und Subjekt(+s+)pronomen: Fugenelemente als Marker phonologischer Wortgrenzen

Dieser Beitrag befasst sich erstmals mit Fugenelementen in Lehnwortbildungen, genauer: in N+N-Komposita mit fremdem Bestimmungswort (auch Determinations- oder Erstglied). Da Fugenelemente morphologisch zum Bestimmungs- und nicht zum Grundwort gehören, spielt das Grundwort keine Rolle bei der Entscheidung, ob die Kompositionsnahtstelle verfugt wird oder nicht […]. […] Dabei fällt auf – und hierauf spielt der Zweifelsfall Subjekt(+s+)pronomen im Titel an –, dass es zahlreiche Schwankungen gibt […]. Schwankungsfälle erfordern u. E. besondere Aufmerksamkeit, weil sie in der Regel Sprachwandel im Vollzug darstellen, d. h. den Übergang eines älteren zu einem jüngeren Sprachzustand markieren. […] Was die Fremdwortkomposita so interessant macht, ist die Tatsache, dass nichtnatives Material einem sehr nativen Verfahren […] unterzogen wird […]. In diesem Beitrag gehen wir wie folgt vor: Zunächst – in Kapitel 2 – definieren wir das Fugenelement und stellen kurz seine Entstehung, sein Inventar von immerhin sechs Allo-Formen und deren Distribution dar. In Kapitel 3 fragen wir nach der bzw. den Funktionen von Fugenelementen, die in der bisherigen Forschung vorgebracht wurden. […]. Kapitel 4 befasst sich speziell mit dem Fugenverhalten in Fremdwortkomposita, genauer: in Komposita mit nichtnativem Erstglied. Hier zeigen wir, dass es in erster Linie die phonologische Wortstruktur des Erstglieds ist, die die s-Fugensetzung steuert

Telling it straight: A comparison of selected English and Polish idioms from the semantic field of speaking

This paper attempts to illustrate one way of achieving greater precision in presenting idiomatic equivalents by implementing the functionally-oriented methodological instrument devised by Dobrovol’skij and Piirainen (2005). A small-scale analysis along the three parameters of semantics, syntax and pragmatics is carried out with a view to identifying and explaining all cross-linguistic contrasts and similarities between selected English and Polish near-equivalent idioms from the semantic field of speaking. The empirical data of this study includes corpus evidence, apart from the available monolingual, bilingual and phraseological dictionaries. The resultant descriptions of the idiomatic expressions attest the validity of a functional approach to contrastive idiom analysis, which, unlike judgments based on the superficial properties of idioms (i.e. their lexical components, structure), reveals that differences in images will not always prevent idioms with similar actual meaning from being regarded as equivalents. On the other hand, closeness of underlying imagery does not guarantee identity with respect to all parameters of comparison (especially pragmatics)

„Plemiona sieci” – Internet jako medium społeczne i kulturowe

„The network Tribes” – Internet as a social and intercultural mediumThe Internet communication, including so-called cross-cultural communication, is undoubtedly technologically determined, but also shaped by the “premodern” social relations which were characterized by the dominance of individualism, referring to a sense of collective responsibility not to traditional reference groups (such as the state, the nation, the family and the Church), but to other, more precursory units of an unspecified nature (so-called “new tribes”, human communities of informal nature, the existence of which maintains a network of emotional dependence, comp. Michel Maffesoli (1988). The Time of the Tribes: The Decline of Individualism in Mass Society). However, it remains just as diverse as “offline” communication: it depends primarily on the social, cultural and psychological circumstances of its participants. The contemporary Internet promotes the technological development of cross-cultural social relations, allows for the formation of new social ties, but has no significant effect on their shape and their content

Konsonantenassimilationen im Alemannischen aus phonologisch-typologischer Perspektive

Im Schweizerdeutschen führt sowohl die Neutralisierung der Quantitäts- (oder Lenis/Fortis-) Opposition als auch die Labialisierung bzw. Velarisierung der Dentale zur Verwischung der Wortgrenzen. Dabei wird oft die Integrität der lexikalischen Morpheme beeinträchtigt, da sich hier in Abhängigkeit von der Folgekonsonanz Stammallomorphie herausbildet […]. All diese Prozesse dienen nicht der Optimierung der Wortstruktur. Stattdessen verbessern sie durch die Aufhebung der Quantitäts- (bzw. Fortis/Lenis-) Opposition im Silbenonset nach einer mit Obstruenten besetzten Silbenkoda die silbische Struktur innerhalb der phonologischen Phrase. Auch die Degeminierung ist eine Reaktion auf eine konsonantisch starke, also wenig präferierte Silbenkoda. Nur nach einem Sonoranten kann die Geminate ambisilbisch ausgesprochen werden. Wo diese Voraussetzung fehlt, wird die Geminate abgebaut […]. Die Assimilation, d.h. die Labialisierung bzw. Velarisierung der dentalen Plosive und Nasale führt hingegen zu homorganen Clustern an Silbengrenzen. Dies erleichtert ihre Aussprache erheblich. Durch die anschließende Resilbifizierung wird die silbische Struktur noch weiter optimiert. Interessanterweise kann im Zuge der silbenstrukturellen Verbesserung auch eine Konsonantenepenthese beobachtet werden […]. Beide hier beschriebenen Prozesse tragen also wesentlich zur Optimierung der Silbe bei. Sie erleichtern die Aussprache und sind somit sprecherzentriert

Onymische Suffixe als Signal der Proprialität : das Polnische als Paradebeispiel

[D]ie polnischen Familiennamen [unterlagen] bis ins 19. Jahrhundert hinein nur geringer amtlicher Kontrolle [...]. Diese Situation begünstigte den sukzessiven Aufbau onymischer Allomorphik aus den […] Flexions- und Derivationsmorphemen, die ursprünglich zur Bildung von Herkunftsbezeichnungen, Patronymika und Übernamen angewendet wurden. Die sekundäre Nutzung dieser Flexions- und Wortbildungsmorpheme als onymische Suffixe trieb den […] Dissoziationsprozess der Familiennamen voran. Die wachsende Produktivität dieser onymischen Morphe, die bis heute andauert, sicherte ihnen die Spitzenposition unter den Proprialitätsmarkern im polnischen Familiennamensystem. Heute sind die onymischen Allomorphe -ska, -ski, -icz, -ak das wichtigste Mittel, mit dem die Zugehörigkeit eines Wortes zum Onomastikon gekennzeichnet wird. […] In diesem Beitrag werden die Entstehungswege und die Ausbreitungspfade der drei produktivsten Gruppen der polnischen onymischen Suffixe präsentiert. Es werden auch die außersprachlichen Faktoren berücksichtigt, die die Erhöhung der Produktivität durch sukzessive Erweiterung der Kombinationsmöglichkeiten der einzelnen Suffixe ermöglicht haben. Es wird gezeigt, dass die ursprünglichen Selektionsbeschränkungen der Basen mit den Suffixen (Toponyme + -ska-Suffixe, Appellative und Adjektive + k-haltige Suffixe, Vornamen + -icz-Suffixe) im Zuge ihrer Ausbreitung und Festigung aufgegeben wurden. Die onymischen Allomorphe sind heute frei kombinierbar und können im Falle des Namenwechsels zur Bildung eines neuen Namens herangezogen werden

The usage and spread of sentence-internal capitalization in Early New High German: A multifactorial approach

Sentence-internal capitalization of nouns is a characteristic of written Standard German. The sixteenth and seventeenth centuries have been identified as the crucial period for the development of this graphemic convention. Previous studies have shown that animacy played a major role in the spread of sentence-internal capitalization. On the basis of the transregional SiGS-corpus consisting of 18 protocols of witch trials (hand-)written between 1588 and 1630, we propose word frequency as an additional factor and test for its interaction with animacy. Our data reveal that the proportion of capitalized words denoting humans and animate concepts increases rapidly, while the capitalization of lexemes referring to concrete and abstract concepts remains stable at a lower level. A binomial mixed-effects model shows a highly significant effect of frequency and a significant interaction between frequency and animacy. In sum, our data show how cognitive, pragmatic, and usage factors conspire in the gradual emergence of a graphemic convention. We therefore argue that the previously neglected graphemic dimension can add important insights to an empirically based theory of the language-cognition interface

Hodgkin lymphoma transformation of chronic lymphocytic leukemia: cases report and discussion

B-cell chronic lymphocytic leukemia/small lymphocytic lymphoma (CLL/SLL) is the most common form of leukemia affecting adults in Europe and North America. Large B-cell lymphoma known as Richter’s syndrome (RS) may develop approximately in 3–15 % patients. Furthermore, other hematological malignancies may also occur as RS variants, among them—Hodgkin lymphoma (HL). CLL/SLL transformation into HL is observed in about 0.5 % of patients, and till now, fewer than 100 cases have been reported in the medical literature. We present two cases of HL transformation of CLL/SLL and review the previously published literature

Polska w mediach, media w Polsce

Praca recenzowana / peer-reviewed pape

Open Education as a game changer – stories from the pandemic

El estudio presenta ejemplos de iniciativas positivas y cambios en la educación que se originaron como reacción al cierre de escuelas durante la pandemia de 2020 y son parte de lo que se conoce como prácticas educativas abiertas y recursos educativos abiertos.This document presents examples of positive initiatives and changes in education originated as a reaction to the closure of schools during the COVID-19 pandemic in 2020 and which are part of what is known as Open Educational Practices and Open Educational Resources. The aim of analysis is to gather information about the most interesting and influential Open Education initiatives which could inspire and hopefully permanently revolutionize remote education systems around the world. An important objective is to initiate a discussion on the role played by Open Education during the pandemic and to provide arguments to support public policy making. We describe initiatives from five countries – Greece, Italy, Poland, Uruguay and Brazil. For each country we provide: a) specific stories about the broadly understood Open Education in the pandemic to encourage discussion and inspiration. Each initiative is connected with a corresponding UNESCO Recommendation on OER Objective. b) the reactions by the governments to the pandemic and the actions taken, also from the point of view of using Open Education in remote learning. c) a brief description of the education systems in the days before the pandemic. Story from Greece: - Cooperation changes everything - the community of practice in Greece Stories from Italy: - How to open what is closed – the MOOC “E-collaboration at school and beyond” from Politecnico di Milano - The Didactics of Proximity - the municipality of Turin for parents and educators Stories from Poland: - Invite me to your lesson – a grassroots initiative for the exchange and cooperation of teachers from thousands of Polish schools - Wolne Lektury – a grassroots digital library visited by 1,500,000 readers per month in the pandemic - Pistacja.tv – how to teach millions of maths students during the pandemic - Remote Lessons and Open Educational Network - Polish government initiatives Stories from Uruguay:- Plan Ceibal and Portal Uruguay Educa - how systematic building of national OER repositories can help as a response to emergency remote education - RedREA (OER Network) - how to ensure the continued creation of open resources that feed national repositories Story from Brazil: - Mobile Apps in Education – teachers widely open to mobile communication with students Key conclusions from the study drawn on the basis of the records of discussions between the authors of the report and the activists of Open Education during a two-day workshop in October 2020: a) Resources, institutions and infrastructure built on the Open Education model provide resilience to educational systems. b) Teachers were the first responders during the educational crisis. Networks of teachers were quickly formed, using communication technologies available to them. These networks created and shared teaching resources, and provided teachers with mutual support. c) Grassroots initiatives require support to function for a longer time. Public institutions need to partner with informal initiatives, in order to make them sustainable and help them scale up. d) Actors of many types took action and supported remote education: non-governmental organisations, universities, city governments. Ministries of Education need to adopt a multi-stakeholder model to manage remote education which acknowledges this support. e) Open Education does not solely rely on sharing openly licensed educational resources. It also harnesses practices of collaboration, content creation, networking and mutual support based on values of openness, solidarity and equality. f) At the time of crisis, educators and learners used any technologies and resources available. Over time, remote education requires the provision of necessary public infrastructure, educational services and resources. g) The digital divide – lack of access to equipment and the internet as well as insufficient conditions for teaching and learning – became even more prominent during the pandemicExecutive summary Introduction Context and form Analysis methodology How do we understand Open Education? Key conclusions Story from Greece Cooperation changes everything – the community of practice in Greece Decisions on education in early lockdown – Greece Stories from Italy How to open what is closed – the MOOC ‘E-collaboration at school and beyond’ from Politecnico di Milano The Didactics of Proximity – the municipality of Turin for parents and educators Decisions on education in early lockdown – Italy The day before the pandemic – brief description of Italian educational system Basic information about the educational system Open education in documents, strategies and regulations Infrastructure and digital repositories Stories from Poland Invite me to your lesson – a grassroots initiative for the exchange and cooperation of teachers from thousands of Polish schools Wolne Lektury – a grassroots digital library visited by 1,500,000 readers per month in the pandemic Pistacja.tv – how to teach millions of maths students during the pandemic Remote Lessons and Open Educational Network - Polish government initiatives Decisions on education in early lockdown - Poland The day before pandemic – brief description of Polish educational system Key assumptions of the education systems Open education in documents, strategies and regulations Infrastructure and digital repositories Stories from Uruguay Plan Ceibal and Portal Uruguay Educa – how systematic building of national OER repositories can help as a response to emergency remote education RedREA (OER Network) – how to ensure the continued creation of open resources that feed national repositories Decisions on education in early lockdown – Uruguay The day before the pandemic – brief description of Uruguayan educational system Basic information about the educational system Infrastructure and digital repositories Story from Brazil Mobile Apps in Education – teachers widely open to mobile communication with students 50 Decisions on education in early lockdown – Brazil The day before the pandemic – brief description of Brazilian educational system Basic information about the educational system Open education in documents, strategies and regulations Infrastructure and digital repositorie