ANÀLISI CONTRASTIVA INTERDIALECTAL DE LA FRASEOLOGIA: EL CAS DE DÉU-N’HI-DO, AUSA(D)ES/A GOSA(D)ES I ESPAIET

2003 ◽  
Vol 17 (2) ◽  
pp. 151-175
Author(s):  
Pelegrí Sancho Cremades
Keyword(s):  
Basic Function ◽  
Prepositional Phrase ◽  
The Other ◽  
Other Hand ◽  
Syntactic Behavior ◽  
Syntactic Differences

Déu-n’hi-do, ausa(d)es/a gosa(d)es, and espaiet are improper interjections, resulting from the grammaticalization of a sentence (déu-n’hi-do), a prepositional phrase (ausa[d]es), and the diminutive form of an adverb (espaiet), respectively. From a pragmatic perspective, the basic function of these interjections is that of emphasis or intensification. Déu-n’hi-do, ausa(d)es/a gosa(d)es, and espaiet are not entirely equivalent, because they have followed different paths to grammaticalization. When used for emphasis, Déu-n’hi-do, ausa(d)es/a gosa(d)es, and espaiet do not differ substantially at the semantic or pragmatic level. On the other hand, they do present marked syntactic differences: Déu-n’hi-do is used only with emphatic quantitative constructions (such as Déu-n’hi-do, quin concert més divertit!), while ausades may be classified with these constructions (Ausades quin concert més divertit!) or may also take as complement a clause introduced by unstressed que (Ausades que va ser divertit el concert). The syntactic behavior of espaiet is parallel to that of Déu-n’hi-do. Used alone, ausades permits above all the contextual interpretation of the manifestation of the emphasized agreement, while déu-n’hi-do and espaiet admit the interpretation of a much greater variety of subjective attitudes on the part of the speaker, according to context and intonation.

scholarly journals Kan man tacka för senast eller för sig? Prepositionsfrasens struktur med utvalda svenska och polska tackformler som exempel

2016 ◽  
Vol 20 (1) ◽  
pp. 275-287
Author(s):  
Piotr Zborowski
Keyword(s):  
Prepositional Phrase ◽  
The Other ◽  
Other Hand ◽  
Special Value ◽  
Good For ◽  
Temporal Adverbs

Abstract The present paper focuses on some frequent Swedish thank formulas that do not seem to fit the pattern of thanking - either syntactically or semantically. One example of the syntactic irregularities is tack för senast, ‘thanks for last time’ (lit. ‘thanks for lastADV’), where the prepositional phrase consists of an adverbial (not a nominal) component relating to time. On the other hand, the Swedish tack för mig, ‘thanks for me / myself’, does not conform to the semantics of thanking, as it seems to suggest that the speaker himself is the only proper reason for thanking, not - as usually expected - ‘something good’ for the speaker, i.e. an action brought about for him or her by the addressee. Some similarities with the Polish phrases for thanking (which also include adverbs but are fewer and less frequent in comparison Swedish), e.g. dziękuję za dziś, ‘thanks for today’, have also been taken into consideration. Such constructions can be analysed and explained in terms of metonymy. Furthermore, the thank formulas including the temporal adverbs seem to reflect the significance of time as a special value in the Swedish culture.

scholarly journals Verbal Groups of Telic Action in Albanian Language

2017 ◽  
Vol 4 (3) ◽  
pp. 43
Author(s):  
Gjilda Alimhilli Prendushi
Keyword(s):  
The State ◽  
The Other ◽  
Syntactic Features ◽  
Other Hand ◽  
Basic Meaning ◽  
The Subject ◽  
Syntactic Behavior

In this article I introduce and analyze the syntactic behaviour (compatibility and restrictions) of achievement and accomplishment verbs in standard Albanian, according to Aktionsart. The Aktionsart is a system of classification of verbs into verbal classes morphologically distinct from each other, in which at the basic meaning of the verb are added different values of space, quality, etc. The accomplishments and achievements in Albanian have comparable action meaning and syntactic behavior, such as to justify their inclusion in the class of telic verbs. A telic verb is that one which presents an action or event as being completed in some manner. On the other hand, these two subclasses of telics are also characterized on the basis of a series of distinctive elements that lead us to lay a certain distinction between them. An accomplishment verb is a form that expresses that something or someone has undergone a change in state as the result of the completion of an event. On the other side an achievement verbs express an instant action that changes the state of the subject. By using the categories and procedures of textual linguistics I focus on the semantic and syntactic features of some groups of verbs.

scholarly journals Importance of Educating Archival Personnel: Experiences of the Archive of Tuzla Canton

Atlanti ◽  
2017 ◽  
Vol 27 (2) ◽  
pp. 215-224
Author(s):  
Omer Zulić
Keyword(s):  
Bosnia And Herzegovina ◽  
Scientific Research ◽  
Transition Process ◽  
Basic Function ◽  
The Other ◽  
Professional Work ◽  
Educational Activities ◽  
Other Hand ◽  
Trained Personnel ◽  
Archival Work

The basic presumption of establishing a valid system of protection and management of documents at registry offices and archives is professional and trained archival staff. This assumption is particularly important in Bosnian archives, since they all operate with significantly reduced personnel capacities. On the other hand, Bosnian archival service is, compared to countries in the region, most affected by the transition process, in which the archival service should act urgently, professionally and responsibly, in order to fulfil the basic function of protection of archives. In such circumstances, only trained personnel can be a guarantee of timely and adequate professional work on the challenges facing the archival service of Bosnia and Herzegovina. In this paper, the author attempts through the experience of the Archives of Tuzla Canton to point out the importance of professional, educated staff in order to achieve the higher quality and better results in all fields of archives: of professional archival work to scientific research, publishing, cultural and educational activities.

scholarly journals TRANSLATION PROCEDURES IN THE TRANSLATION OF ENGLISH ADVERBS OF MANNER(-LY)INTO INDONESIAN

2019 ◽  
Vol 9 (1) ◽  
pp. 8-13
Author(s):  
Ni Putu Meri Dewi Pendit
Keyword(s):  
Prepositional Phrase ◽  
The Other ◽  
The Novel ◽  
English Novel ◽  
Other Hand

Both English and Indonesian have adverb of manner. This part of sentence is used to describe how how an action occurred or to state how an action was taken. English adverbs of manner can be easly seen from the suffix –ly at the end of the word. In the other hand, Indonesian adverbs of mannerare not only in the form of wordbut also prepositional phrase or clause. Data taken from an Indonesian version of English novel indicated that the English adverbs of manner are translated in various ways into Indonesian. Since there are lots of ways in translating the English adverbs of manner, this study was conducted to see the procedure used to translate the English adverbs of manner into Indonesian in the novel Breaking Dawn and its translation Awal yang Baru.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

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