1. The document proposes a new approach to analyzing Czech verbs without aspect, treating aspect as a modal category rather than a grammatical one.
2. It argues Czech can be analyzed as having 8 tenses by combining 3 aspects (perfective, imperfective, repetitive) with past, present, and future.
3. This approach simplifies the analysis of Czech verbs and allows for easier comparison to English verbal categories.
An introduction to the Present Perfect. What the name means. An explanation of why Italians need to learn this grammar with care. Some exercises in form.
An introduction to the Present Perfect. What the name means. An explanation of why Italians need to learn this grammar with care. Some exercises in form.
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Test drive the 2011 Jeep Grand Cherokee at Meade Dodge, Chrysler, Jeep, Ram serving Detroit, MI. View our in-stock selection of 2011 Jeep Grand Cherokee's by visiting our website at: www.meadedodge.net.
Magazine Hét Ondernemersbelang Noord Holland Noord / West Friesland 4-2014HetOndernemersBelang
Hét Ondernemersbelang is een platform dat regionale ondernemers met elkaar verbindt. Online, fysiek en via het magazine. Het platform is daarmee dé verbindende factor naar kennis en nieuwe contacten voor ondernemers. Wij geloven in de kracht van verbinden. Door te verbinden versterken wij de regionale economie, elke dag opnieuw! Om dit credo te ondersteunen organiseren wij masterclasses, rondetafelgesprekken en speed-dates voor regionale ondernemers. Via het magazine laten we bedrijven vervolgens kennis maken met het grote publiek.
Breaking through silos - From multi to true crossplatform using the cloudChristof Wegmann
Today, the growing platform fragmentation has become one of a game developer's key concern.
Engines such as Unity have gained strong popularity as a viable assistance in addressing the issue.
However, they only solve part of the equation: regardless of the supported platforms, games often tend to live in silos, either per device or per platform. The reality shows that most of us have multiple devices on which we play the same games - and also that our friends don't necessarily own the same devices as we do. All the same, being able to play with them regardless of the device used, is crucial in making a game more fun through social means.
Ronstan Industrial also offer a range of Industrial Hardware (Blocks, Pulleys, Structural Rods, Balustrade systems etc) that are specifically designed for maximum durability and versatility.
Supporting Teachers to Support Students-Misaligned incentives, Media and Lear...Dominik Lukes
Talk presented at Media and Learning 2022
What is more effective? Supporting teachers to improve their teaching, or students to become more productive in making the most out of the teaching they receive? This is a question many university centres for teaching are grappling with. On the one hand, their remit is to focus on building the skills of their teaching staff. But on the other hand, students often lack skills in dealing with content that are wrongly assumed to be ‘natural’.
This presentation will contrast two guides created to support the use of multimedia: one for academics creating instructional videos and one for students accessing recorded lectures. This comparison will show that the guides show relatively little overlap because the needs of creators and viewers of multimedia may not be perfectly aligned. I will discuss ways in which this disparity could be addressed both individually and institutionally.
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
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Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Open licensing is an accessibility and inclusion feature of OERsDominik Lukes
Lightning talk presented at OER15 in Cardiff.
Much talk about accessibility is focused on removing primary barriers to the content for those with specific needs (perceptual, cognitive or physical). This can be done with a closed license document as much as an open license document provided it is not encumbered with Digital Rights Management restrictions. However, in practice, restrictive licensing comes with other restrictive practices that prevent accessibility. In many countries, it is legal to make accessible copies despite other restrictions but this requires setting their users apart and putting other barriers in their way.
This lightning talk will showcase several case studies demonstrating how closed licensing puts may be compatible with individual accessibility but works against inclusion. I hope that it will provide another argument for the promotion of OERs at all levels of education.
Have the licensing talk early to maximize impactDominik Lukes
Lightning talk presented at OER15 in Cardiff.
The outputs of many collaborative projects often see limited use in the long term because neither partner is quite sure what is permitted. Frequently, the people involved in the creation of content have left their institutions and futher use and distribution of the developed works is in doubt.
Yet, in most projects, the talk about rights and licensing is left till close to the end or is omitted all together. People talk about the value of intellectual property but they never explore the limits unclarities about licensing impose on the potential impact of outputs. It is therefore essential that the licensing discussion is introduced early on in the development of the project.
This talk will present key talking points that have been used in three projects that have led to partners agreeing to licensing some or all of the work developed under the project using open licences. Often resistance to open licenses stems from ignorance and making a clear case for it as well as clearly outlining the options can prevent barriers from ever being formed in the first place.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
12. Czech has three event profiles (aspects) :
perfective (profiles event as a completed whole
with no time span), imperfective (profiles events
in progress without reference to beginning or end
but definite time span) and repetitive (profiles
whole events repeated).
13. Only verbs of motion have special forms for all
three aspects. Most other verbs use the same
form for imperfective and repetitive aspect.
14. Aspect mostly occurs with a tense (with the
exception of nouns formed from verbs –
boření vs. zboření, infinitives, etc.).
15. If the three aspects are combined with the
three tenses, Czech can be said to have 8
tenses (3×3-1 - perfective cannot combine
with the present tense).
16. Each of these new tenses has specific
functions which do not necessarily compute
from when definitions of the aspect and the
tense are combined together.
17. For most purposes, Czech can be treated as if
it didn’t have an aspect at all. And can still be
compared favourably with English 14 tenses.
18. For most purposes, Czech can be treated as if
it didn’t have an aspect at all. And can still be
compared favourably with English 14 tenses.
19. Perfective Imperfective Repetitive
Past Form: -l form of perfective
verbs .
Meaning: Actions
completed in the past
(often only happening
once).
Form: -l form of
imperfective verbs.
Meaning: Actions
happening for a certain
time/in parallel in the past.
Form: -l form of
imperfective verbs.
Meaning:
Habitual or repeated
actions in the past.
Present Form: Conjugated form of
imperfective verbs.
Meaning: Actions
happening now.
Form: Conjugated form of
imperfective verbs.
Meaning: Repeated,
habitual actions in the
present.
Future Form: Conjugated form of
perfective verbs.
Meaning: Future
completed, unrepeated
actions.
Form: budu + infinitive of
imperfective verbs.
Meaning: Future continuous
actions.
Form: budu + infinitive of
imperfective verbs.
Meaning: Future repeated,
habitual actions.
20. Event types
Past Perfective
Past Imperfective
Past Repetitive
Present Ipf.
Present Rpt.
Future Perf.
Future Ipf.
Future Rpt.
Tense Event Profile
Schemas
N
N
N
N
N
N
N
N
N
21. This is not enough, aspect not only never
occurs without tense, it also never appears
outside some modal context.
23. willingness vs. likes/dislikes
(rád to udělám – rád to dělám)
habit vs. attitude/emphasis
(vždycky sem chodí – vždycky [si] sem přijde)
experience vs. current state
(už jsem řídil auto – auto už řídím rok)
prohibition vs. warning
(nesedej si na to – nesedni si na to)
life experience vs. remembered experience
(já jsem do školy chodil –včera jsem šel do školy dvakrát)
24. Add it all together and you get Halliday’s
functionalism:
25. PAST Perfective
constructions Accomplished activity in the (recent)
past (with už [already])
Ten dopis jsem už napsal.
(I’ve already written the letter.)
Domácí úkol už jsem udělal.
(I’ve already done my homework.)
Completed condition for future or
action or state (with jestli or pokud)
Jestli to udělal, bude mít hodně peněz.
(If he has done it, he will have lots of money.)
Interruption to an ongoing activity
(expressed by past imperfective)
Díval jsem se na televizi [ipf.], když zazvonil
telefon.
(I was watching TV, when the phone rang.)
Departure for further activity (often
beginning with když)
Když jsem se nasnídal, šel jsem do školy.
(When I[’d] had my breakfast, I went to
school.)
Enumerated accomplishment in the
past
Přečetl tu knihu třikrát.
(He read the book twice.)
Několikrát vylezl na Sněžku.
(He climbed Sněžka several times.)
26. PAST
Imperfective
Constructions
Parallel continuous actions in the past
(Narrative) (often with zatímco
[while])
Ongoing actions in the past interrupted
by a perfective action (often with
když [when])
Včera večer Petr vařil večeři a zpíval si.
(Last night Peter was cooking dinner, and
singing.)
Díval jsem se na televizi, když zazvonil telefon [pf].
(I was watching TV, when the phone rang.)
Action continuing for a period of time in
the past
Včera jsem se díval na televizi od osmi do desíti.
(Yesterday, I was watching TV from 8 to 10.)
Recent and/or remembered experience
(can be enumerated, often in
questions)
Četl jsi tu knihu? (Did you read the book?)
Díval jsem se na to dvakrát. (I watched it twice.)
Sudden perception or realization [ADV] Přišel a viděl.
(He came and he saw.)
Najednou cítil, že ho někdo sleduje.
(Suddenly, he felt that someone is watching him.)
Emphatic questions about the
source/producer (optional) [ADV]
Kdo ti šil ten svetr?
(Who sowed the sweater for you?)
Kdo ti to říkal?
(Who told you that?)
27. PAST Repetitive
Constructions
Repeated action in the past Chodil jsem do školy každý den po tři roky.
(For three years, I went to school every
day.)
Domácí úkoly jsem si dělal každý den.
(I did my homework every day.)
Už tenkrát si děti pravidelně čistily zuby.
(Even then, children brushed their teeth
regularly.)
Life experience (with už) Petr to už dělal.
(Petr has done it before.)
Do školy jsem chodil.
(I’ve attended school.)
Už jsem řídil auto.
(I’ve driven a car before.)
28. PRESENT Imperfective
Construcitons
Narrative of present
action (Commentary)
Olda právě vchází do domu.
(Olda is entering the building.)
Novák střílí a dává gól.
(Novák shoots, and he scores!)
Future timetable Autobus odjíždí zítra v jednu hodinu
odpoledne.
(The bus leaves tomorrow at one pm.)
Historical narrative
[ADV]
Karel IV. zakládá univerzitu v roce 1348.
(Karel IV. founds the university in 1348.)
29. PRESENT
Repetitive
constructions
Personal habit Ruce si myji vždy před jídlem.
(I always wash my hands before meals.)
Present result of continuing past action Bydlíme v Praze už pět let.
(We’ve been living in Prague for 5 years now.)
Ability to do something Hrajete na piáno?
(Do/Can you play the piano?)
Likes and dislikes (with rád, ráda, rádi) Rád chodím do divadla, ale nerad hraju fotbal.
(I like going to the theater, but I don’t like playing
football.)
Statement of (scientific) fact [ADV] Ptáci odlétají na podzim.
(Birds fly away in the fall.)
Voda se vaří při 100 stupních.
(Water boils at 100 degrees.)
Prohibitions and negative imperatives
[ADV]
Ať si sem nesedá.
(Let him not sit here.)
Nezpívej tady.
(Don’t sing here.)
Tady se chodí pomalu.
(One walks slowly here.)
30. FUTURE
Perfective
Constructions
Statement of plan Zítra ráno vstanu a uvařím si kávu. (Tomorrow
morning, I’ll get up and make some coffee.)
Condition for future action/prediction
of result of completion with až (when)
Až to udělá, bude mít volno. (When he does this, he’ll
have time off.)
Instructions Nejdřív uvaříme rýži a potom nakrájíme zeleninu. (First,
we cook the rice and then we dice the vegetables.)
Emphatic prohibitions/warnings with
ať [ADV]
Ať si na to nikdo nesedne.
(Let nobody sit on this.)
Emphatic historical narrative
(combined with imperfective) [ADV]
A pak mu Pepa jednu vrazí a spadnou na zem, a … (And
then Pepa smacks him, they fall on the ground and …)
Polite acceptance / expression of
willingness (with rád) [ADV]
Rád přijdu zítra na večeři.
(I will be happy to come to dinner tomorrow.)
Repeated action with (often negative)
emphasis [ADV]
On si sem klidně každé ráno přijde a sedne si na židli.
He will come here every morning without so much
as by your leave and sit on the chair.)
Emphatic plan for enumerated future
action [ADV]
Příští rok půjdu do kina alespoň jednou týdně.
(Next year, I will go see a movie at least once a week.)
31. FUTURE Imperfective
Construcitons Future parallel or interrupted
action
Vy budete vařit polévku a my budeme
připravovat salát.
(You’ll be cooking the soup and we’ll be
preparing the salad.)
Plan for a block of time Zítra se budu učit od jedné do dvou.
(Tomorrow, I’ll study from one to two.)
Příští rok budeme celé léto cestovat.
(Next year, we’ll spend the whole summer
traveling.)
Background of future action
with když and až, zatímco
Když bude psát úkol, bude mu hrát hudba.
(While he[’ll be] is doing the homework, the
music will be playing.)
Až bude psát úkol, nebude s nikým mluvit.
(When he’s writing his homework, he won’t
speak to anybody.)
32. FUTURE Repetitive
Construcitons
Future repeated action
(Condition)
Příští rok budu každý týden chodit
do kina.
(Next year, I will go to the
movies every week.)
Time non-specific future
wish [ADV]
Snad příští rok nebude tolik pršet.
(Hopefully, next year, it won’t
rain so much.)
Příští týden budu více cvičit.
(I’ll exercise more next week.)
33. Analytic / pedagogic advantages:
1. Verbs of motions stop posing difficulties
2. -va- infix drops out of the aspect system as a separate
construction
3. Czech can be more easily compared with English
34. English with
aspect AspectTense Past Present Future
Simple V2nd
He swam.
V1st
He swims./I swim.
will + V1st
He will swim.
Continuous to be2nd + Ving
He was swimming.
to be + Ving
He is swimming.
will + be + Ving
He will be swimming.
Perfect Simple had + V3rd
He had swum.
to have + V3rd
He has swum.
will + have + V3rd
He will have swum.
Continuous had + been + Ving
He had been
swimming.
to have + been +
Ving
He has been
swimming.
will + have + been +
Ving
He will have been
swimming.
Including “going to” future, there are 14 tenses in English. These can all be active or
passive doubling the number of separate forms to 28.
35. Czech English
correspondence
Czech English
tense – tense present imperfective present continuous
present simple
past perfective past simple (cont.)
present perfect simple
past perfect
function – function see below for 1-1
present narrative (pr. i.) present narrative (pr.pro.)
commentary (pr. smp.)
future timetable future timetable (pr. smp.)
future time-specific plan
(pr.pr.)
36. English Czech
correspondence
English Czech
tense – tense present continuous present imperfective
past simple past perfective
past imperfective
past repetitive
function – function experience (pres. pf.) experience (past ipf.)
parallel actions (progr.) parallel actions (ipf.)
interrupting act. (simp.) interrupting action (pf.)
scientific fact (pr.simp) fact (pr. ipf.)
emphatic fact (pr.pf.)
37. Verbs of Motion
Verbs
Full: go, fly, crawl, run, carry, lead, chase, pull
Partial: swim, skip, grow
Grammatical specifics
Future formation
Prefixation
Two roots
on foot vs. by vehicle
Presence in many lexical entries
15 * 20 = 300
38. Verbs of Motion
Imperfective Repetitive
jít chodit to go (on foot)
jet jezdit to go (by vehicle)
běžet běhat to run
letět létat to fly
vést vodit to lead
nést nosit to carry (in arms/on foot)
vézt vozit to carry (in a vehicle)
hnát honit to chase
táhnout tahat to pull, drag
lézt lézt to crawl
40. Iterativity and habituality traditionally considered on
aspect axis but in fact a mostly modal distinction.
dělat – dělávat (modality) vs. dělat – dělat (aspect)
chodit – chodívat (modality) vs. jít – chodit (aspect)
číst – čítat (modality) vs. číst – číst (aspect)
Affective reduplication:
číst – čítávat – čítávávat – čítávávávávávávat
41. Verbs of motion in aspect
jít chodit
přicházetpřijít
Perfective Imperfective Repetitive
přicházet přicházet
jítpřijít
42. Pedagogic implications
Match adverbials with verbs
1. právě teď a. najdu
2. zítra b. odcházím
3. občas c. přijdu
4. už d. nacházím
5. až e. přijel jsem
Guess tense/aspect and function of these sentences
(draw a timeline when in doubt):
1. Ráno snídám v 7 hodin.
2. Už jsi viděl film Muži v černém II?
3. Když mi včera volal Milan, zrovna jsem večeřel.
4. Zítra půjdeme nakupovat a koupíme si počítač.
5. Až napíšu dopis, budu asi hodinu cvičit.
44. form:meaning
organized in an inventory
no pragmatics vs. semantics
no rules vs words
meanings organized through
frames
(schemas, metaphors, rich images,
scenarios, etc.)
combined through the process of
conceptual integration
45. [MEANING]
Time location: Immediate
past>Present
Event status: Completed
Speaker attitude: Negative
(semantic prosody)
Communicative intent:
Announcement of failure
[FORM]
Verb form: -l marking (past
prototype)
Verb version: completion prefix
(perfective prototype)
Intonation/stress pattern: pattern
(complaint/frustration prototype)
Textual context: particle inventory
{tak, no tak, tak to, tak teda, no a}
Usage context: conversation
Medium: speech or simulated speech
Tak jsme došli. < Failure
46. [MEANING]
Time location: Immediate
past>Present
Event status: Completed
*Speaker attitude: Positive
*Communicative intent:
Announcement of failure
[announcement]
[FORM]
Verb form: -l marking (past prototype)
Verb version: completion prefix
(perfective prototype)
*Textual context: particle inventory
{tak, no tak, tak to, tak teda, no a}
*Intonation/stress pattern: pattern
(statement)
*Usage context: conversation,
[propositional neutral narrative]
*Medium: [written], speech or
simulated speech
Tak jsme došli. <*Completion
50. *?They build a statue next to my house. [dig a
ditch, build a bridge]
They run the marathon next to my house.
51. I was about to break up with him and then he goes
and buys me beautiful flowers. [Complaint!]
We're having dinner and she gives me
flowers. [Narrative]
*Look at this. She gives me flowers right now.
[Description of current events] (Change orientation
and intonation: 'Would you look at that. She gives
me flowers. Right now?!)
52. I had a great view. And guess what they do!
They build a statue next to my house.
* Come quick. Look out the window. They run
a marathon next to my house.
53. What is the abstract (schematic) aspectual
meaning?
55. It is more than just the event schemas.
Fundamental event profile orientation of the
generic space serving as the source for
constructional blends involving verbs.
57. This mental space orientation needs to work within
the constraints of the constructional inventory.
Otherwise we would not get gaps in competence
from native speakers such as.
I hit him. ?Who did you hit?
He came. *Whom came?
58. Czech trying to learn Russian aspect vs.
American trying to learn Russian aspect.
Czech trying to learn English indefinite article
vs. Kennedy trying to learn German indefinite
usage for 'a Londoner' vs. '*ein Berliner‘.
59. The existence of the joke also seems to point
to some general aspectual meaning. BUT, this
is in itself another construction which uses
hypostasis to profile other potential
meanings.
60. A. 'My father died.'
B. 'I'm sorry'
C. 'It's not your fault.'
A. 'Why don't you love me anymore.'
B. 'But just yesterday, I told you I loved you.'
A. 'You see, loved. Not love anymore.'
61. 'We are so shallow. We ask people 'How are
you' and just move on.'
A: The window broke.
B: It didn't break itself.
(vs. the computer broke)