07453nam 2200745 a 450 991097150200332120240513085019.09786612775079978128277507712827750739789027288011902728801110.1075/lfab.3(CKB)2670000000047703(OCoLC)673625085(CaPaEBR)ebrary10417543(SSID)ssj0000417425(PQKBManifestationID)12183913(PQKBTitleCode)TC0000417425(PQKBWorkID)10363478(PQKB)10826362(Au-PeEL)EBL623351(CaPaEBR)ebr10417543(CaONFJC)MIL277507(OCoLC)705533496(iGPub)JOBE0001991(MiAaPQ)EBC623351(DE-B1597)721090(DE-B1597)9789027288011(EXLCZ)99267000000004770320100504d2010 uy 0engurcn|||||||||txtccrExploring crash-proof grammars /edited by Michael T. Putnam1st ed.Amsterdam ;Philadelphia John Benjamins Pub. Company20101 online resource (315 p.) Language faculty and beyond ;v. 3Bibliographic Level Mode of Issuance: Monograph9789027208200 9027208204 Includes bibliographical references and index.Exploring Crash-Proof Grammars -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Preface &amp -- acknowledgments -- List of contributors -- Exploring Crash-proof grammars -- 1. Introduction -- 2. Defining crash(es) -- 3. Scope and content of this volume -- Works cited -- Part I. Applications of crash-proof grammar -- Computation efficiency and feature inheritance in crash-proof syntax -- 1. Introduction -- 2. Feature inheritance -- 3. Subject-verb agreement -- 4. Subject extraction and Anti-Agreement Effects -- 5. Long distance extraction and agreement -- 6. DONATE, KEEP and SHARE application in crash-proof syntax -- 7. Conclusion -- Implications of grammatical gender for the theory of uninterpretable features -- 1. Introduction -- 1.1 Theoretical overview -- 1.2 Structure of the paper -- 2. Gender and interpretability -- 2.1 Romance gender -- 2.2 Bantu noun class -- 3. Gender agreement in Bantu and Romance -- 4. Why Bantu agreement is independent of case -- 4.1 The proposal: Gender is never deactivated -- 4.2 Against an Agree-with-Agreement approach -- support from semitic -- 5. Activity: A closer look -- 5.1 Strengthening the Activity Requirement -- 6. A problem for Feature Inheritance -- 7. Deriving Goal Deactivation -- 8. Conclusion -- References -- The Empty Left Edge Condition (ELEC) -- 1. Introduction -- 2. A uniform approach to null-arguments -- 3. Germanic argument drop and the ELEC -- 4. More cases of left edge sensitive argument drop -- 5. The emptiness conditions are operative in PF -- 6. Concluding remarks -- References -- Part II. The crash-proof debate -- Grammaticality, interfaces, and UG -- 1. Linguistics as the study of I-language -- 2. Acceptability and grammaticality -- 3. Selection and structure-building -- 4. Prospects for an unprincipled syntax -- A tale of two minimalisms.1. Introductory remarks -- 2. The distinguishing feature between the two minimalisms -- 2.1 The crash-proof route -- 2.2 The alternative route -- 2.3 A concise comparison, and why Merge α has an edge -- 3. On Agree -- 4. Conclusion -- Uninterpretable features -- 1. Unclarities regarding the distinction between crash vs. convergent gibberish -- 2. A pervasive empirical problem for the valuation-transfer analysis -- 3. Designing a perfect system "primarily" for CI and "secondarily" for SM -- 4. A crash-proof system and a remaining question -- References -- Syntactic relations in Survive-minimalism -- 1. Introduction -- 2. "Phrase structure rules" a la the Survive Principle -- 3. Theta Roles in Survive-minimalism -- 4. Cleaning-up crashes -- 5. Consequences and conclusions -- References -- Toward a strongly derivational syntax -- 1. Introduction -- 2. Labeling and First Merge -- 2.1 C-selection is not feature checking -- 2.2 C-selection has no role in labeling -- 2.3 Labeling at First Merge: Agree -- 2.4 Collins' Locus and First Merge -- 2.5 Crash-proof derivation vs. immediate filtering -- 3. The issues facing First and Second Merge -- 4. Toward a strongly derivational syntax -- 4.1 Eliminating the First Merge/Second Merge dichotomy -- 4.2 Eliminating First Merge -- 4.3 A)symmetry in narrow syntax and at the interfaces -- 4.4 Eliminating Merge -- 4.5 Consequences of Eliminating Merge -- 4.6 Transfer and feature checking -- 4.7 Complex specifiers -- 5. Concluding remarks -- On the mathematical foundations of crash-proof grammars -- 1. Rainbow, language, theory -- 2. The concept of crash-proof syntax -- 3. Mechanisms of crash-proof syntax -- 4. Elements, contexts, and formal Systems -- 5. Peano's axioms -- 6. The language-number correspondence -- 7. Conclusions -- Crash-proof syntax and filters -- 1. Introduction -- 2. OT-syntax as a theory of filters.3. Crash-proof syntax does not void the need for filters -- 3.1 Movement -- 3.2 Negative sentences -- 3.3 Other differences -- 3.4 The universal generator -- 3.5 Conclusions -- 4. Why developing a crash-proof syntax may be desirable -- 5. Conclusion -- References -- Crash-free syntax and crash phenomena in model-theoretic grammar -- 1. Introduction -- 2. Grammar as system of declarative constraints rather than a system of production operations -- 3. When derivations crash (in performance) -- 4. Head-Driven Phrase Structure Grammar -- 5. Conclusion -- References -- Index -- the Language Faculty and Beyond series.The Minimalist Program has advanced a research program that builds the design of human language from conceptual necessity. Seminal proposals by Frampton & Gutmann (1999, 2000, 2002) introduced the notion that an ideal syntactic theory should be 'crash-proof'. Such a version of the Minimalist Program (or any other linguistic theory) would not permit syntactic operations to produce structures that 'crash'. There have, however, been some recent developments in Minimalism - especially those that approach linguistic theory from a biolinguistic perspective (cf. Chomsky 2005 et seq.) - that have called the pursuit of a 'crash-proof grammar' into serious question. The papers in this volume take on the daunting challenge of defining exactly what a 'crash' is and what a 'crash-proof grammar' would look like, and of investigating whether or not the pursuit of a 'crash-proof grammar' is biolinguistically appealing.Language faculty and beyond ;v. 3.Grammar, Comparative and generalSyntaxGenerative grammarMinimalist theory (Linguistics)Grammar, Comparative and generalSyntax.Generative grammar.Minimalist theory (Linguistics)415Putnam Michael T600539MiAaPQMiAaPQMiAaPQBOOK9910971502003321Exploring crash-proof grammars4346348UNINA04161nam 22005895 450 991029952090332120250628110036.09783319714165331971416310.1007/978-3-319-71416-5(CKB)4100000005323404(DE-He213)978-3-319-71416-5(MiAaPQ)EBC5455721(Au-PeEL)EBL5455721(OCoLC)1111940360(oapen)https://directory.doabooks.org/handle/20.500.12854/27924(ODN)ODN0010072047(oapen)doab27924(EXLCZ)99410000000532340420180716d2018 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierModern Mathematics Education for Engineering Curricula in Europe A Comparative Analysis of EU, Russia, Georgia and Armenia /edited by Seppo Pohjolainen, Tuomas Myllykoski, Christian Mercat, Sergey Sosnovsky1st ed. 2018.2018Cham :Springer International Publishing :Imprint: Birkhäuser,2018.1 online resource (X, 196 p. 39 illus., 35 illus. in color.) 9783319714158 3319714155 Mathematics education in EU in STEM disciplines -- Case Study Methodology -- Overview of Math Education for STEM in RUSSIA -- Overview of Math Education for STEM in Georgia -- Overview of Math Education for STEM in Armenia -- Overview of Math Education for STEM in EU -- Use cases in Russia -- Use cases in Georgia and Armenia -- Lessons Learnt.This open access book provides a comprehensive overview of the core subjects comprising mathematical curricula for engineering studies in five European countries and identifies differences between two strong traditions of teaching mathematics to engineers. The collective work of experts from a dozen universities critically examines various aspects of higher mathematical education. The two EU Tempus-IV projects – MetaMath and MathGeAr – investigate the current methodologies of mathematics education for technical and engineering disciplines. The projects aim to improve the existing mathematics curricula in Russian, Georgian and Armenian universities by introducing modern technology-enhanced learning (TEL) methods and tools, as well as by shifting the focus of engineering mathematics education from a purely theoretical tradition to a more applied paradigm. MetaMath and MathGeAr have brought together mathematics educators, TEL specialists and experts in education quality assurance form 21 organizations across six countries. The results of a comprehensive comparative analysis of the entire spectrum of mathematics courses in the EU, Russia, Georgia and Armenia has been conducted, have allowed the consortium to pinpoint and introduce several modifications to their curricula while preserving the generally strong state of university mathematics education in these countriesThe book presents the methodology, procedure and results of this analysis. This book is a valuable resource for teachers, especially those teaching mathematics, and curriculum planners for engineers, as well as for a general audience interested in scientific and technical higher education.MathematicsStudy and teachingMathematics EducationMathematicsStudy and teaching.Mathematics Education.370EDU029010bisacshPohjolainen Seppoedt1792680Pohjolainen Seppoedthttp://id.loc.gov/vocabulary/relators/edtMyllykoski Tuomasedthttp://id.loc.gov/vocabulary/relators/edtMercat Christianedthttp://id.loc.gov/vocabulary/relators/edtSosnovsky Sergeyedthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910299520903321Modern Mathematics Education for Engineering Curricula in Europe4331544UNINA