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1. |
Record Nr. |
UNINA9910461950403321 |
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Autore |
Primus Beatrice |
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Titolo |
Cases and thematic roles [[electronic resource] ] : ergative, accusative and active / / Beatrice Primus |
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Pubbl/distr/stampa |
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Tübingen, : Niemeyer, 1999 |
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ISBN |
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Edizione |
[Reprint 2010] |
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Descrizione fisica |
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1 online resource (300 p.) |
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Collana |
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Linguistische Arbeiten ; ; 393 |
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Disciplina |
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Soggetti |
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English language - Case |
English language - Semantics |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- 1 Introduction -- 2 Cases -- 3 Thematic Roles -- 4 Morphosyntactic Expression of Thematic Information -- 5 Phrase Structure and Basic Word Order -- 6 Predicate Agreement -- 7 Passive and Antipassive -- 8 General Summary -- References -- Author Index -- Language Index -- Subject Index |
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Sommario/riassunto |
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This book is concerned with the mapping of thematic roles, such as agent and patient, onto syntactic cases, such as nominative or ergative, or onto structural relations. It shows that cases and structural relations code different aspects of thematic structure. The thematic determination of the structural relation of an argument is confined to its position in the thematic structure of the predicate. Case mapping is determined by the number of basic thematic concepts involved in this structure. This fact and other facts presented in the book presuppose an approach to thematic roles that decomposes them into more basic concepts involving volitionality, causation, activity, sentience, possession, etc., and motivate the hypothesis that syntactic cases cannot be derived from structural relations in universal grammar. The phenomena pertaining to relational typology that classifies languages into ergative, accusative and active languages are shown to be restricted to case mapping. The specific thematic determination of case mapping and the hierarchical organization of case systems explain not only the existence of these types of mapping, but also the fact that |
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ergative and active phenomena are typically case-based. The book provides a global cross-linguistic perspective, but German data recurrently serve as an illustration of the main theoretical assumptions. |
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2. |
Record Nr. |
UNINA9910289342803321 |
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Autore |
Robbins Sarah |
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Titolo |
Learning legacies : archive to action through women's cross-cultural teaching / / Sarah Ruffing Robbins |
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Pubbl/distr/stampa |
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Ann Arbor : , : University of Michigan Press, , [2017] |
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©2017 |
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ISBN |
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0-472-00408-5 |
0-472-12284-3 |
0-472-90070-6 |
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Descrizione fisica |
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1 online resource (xii, 360 pages) : PDF, digital file(s) |
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Collana |
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Classificazione |
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EDU000000EDU016000HIS036000 |
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Disciplina |
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Soggetti |
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Culturally relevant pedagogy - United States |
Education - Biographical methods |
Women teachers - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Acknowledgments -- CHAPTER ONE: Introduction: Counter-narratives and Cultural Stewardship -- CHAPTER TWO: "That my work may speak well for Spelman": Messengers Recording History and Performing Uplift -- CHAPTER THREE: Collaborative Writing as Jane Addams's Hull-House Legacy -- CHAPTER FOUR: Reclaiming Voices from Indian Boarding School Narratives -- CHAPTER FIVE: Learning from Natives' Cross-Cultural Teaching Coda: Composing New Learning Legacies -- Notes -- Bibliography -- Index. |
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Sommario/riassunto |
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"Learning Legacies explores the history of cross-cultural teaching approaches, to highlight how women writer-educators used stories about their collaborations to promote community-building. Robbins demonstrates how educators used stories that resisted dominant conventions and expectations about learners to navigate cultural |
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differences. Using case studies of educational initiatives on behalf of African American women, Native American children, and the urban poor, Learning Legacies promotes the importance of knowledge grounded in the histories and cultures of the many racial and ethnic groups that have always comprised America's populace, underscoring the value of rich cultural knowledge in pedagogy by illustrating how creative teachers still draw on these learning legacies today"-- |
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3. |
Record Nr. |
UNINA9910968388203321 |
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Titolo |
From Kant to Davidson : philosophy and the idea of the transcendental / / edited by Jeff Malpas |
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Pubbl/distr/stampa |
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London ; ; New York, : Routledge, 2003 |
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ISBN |
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0-415-86303-1 |
1-134-46806-7 |
1-280-10651-4 |
0-203-21957-0 |
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Descrizione fisica |
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1 online resource (viii, 258 p.) |
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Collana |
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Routledge studies in twentieth century philosophy |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Transcendentalism |
Philosophy - History |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references (p. [238]-249) and index. |
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Sommario/riassunto |
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Recent philosophy has seen the idea of the transcendental, first introduced in its modern form in the work of Kant, take on a new prominence. Bringing together an international range of younger philosophers and established thinkers, this volume opens up the idea of the transcendental, examining it not merely as a mode of argument, but as naming a particular problematic and a philosophical style. With contributions engaging with both analytic and continental approaches, this book will be of essential interest to philosophers and philosophy students interested in the idea of the transcendental and the part that it |
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plays in modern and contemporary philosophy. |
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