This document discusses various linguistic concepts related to word meaning and relationships between words. It defines terms like lexeme, connotation, sense relations, synonymy, polysemy, homonymy, and antonymy. For each term it provides examples to illustrate the concept. Synonymy refers to words with similar meanings, while antonymy refers to words with opposite meanings. Polysemy is when a single word has multiple meanings. Homonymy is when different words have the same pronunciation or spelling. The document explores different types of each relationship in detail.
Componential analysis (feature analysis or contrast analysis) is the analysis of words through structured sets of semantic features, which are given as "present", "absent" or "indifferent with reference to feature". The method thus departs from the principle of compositionality. Componential analysis is a method typical of structural semantics which analyzes the components of a word's meaning.
Systemic functional linguistics is developed by Michael Halliday (1985) with his Introduction to Functional Grammar based on the model of language as social semiotic resources.
People can use language resources to accomplish their purposes by expressing meanings in context.
FEEL FREE TO USE IT!
Componential analysis (feature analysis or contrast analysis) is the analysis of words through structured sets of semantic features, which are given as "present", "absent" or "indifferent with reference to feature". The method thus departs from the principle of compositionality. Componential analysis is a method typical of structural semantics which analyzes the components of a word's meaning.
Systemic functional linguistics is developed by Michael Halliday (1985) with his Introduction to Functional Grammar based on the model of language as social semiotic resources.
People can use language resources to accomplish their purposes by expressing meanings in context.
FEEL FREE TO USE IT!
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
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
Sense relations
1. 1. go, going, went, gone
2. put up with, kick the bucket, dog in the
manger
2. • Lexeme:
A lexeme is an abstract unit that roughly corresponds
to a set of words that are different forms of "the same
word".
For example, the English word forms run, runs, ran and
running are forms of the same lexeme.
3. ‘Police officer’ and ‘cop’
have different connotations, but similar
denotations
Other examples:
brat and child
toilet and rest room
country town and regional centre
underprivileged area and slum
mutt and dog
doctor and quack
4. Connotation
• Emotional and imaginative
association surrounding a word; the
meaning given to a word through its
use in a society or culture
5. Sense Relations
the sense of desk is more closely related to
that of table than to chair.
the sense of desk is more different from that
of chair than from table.
the sense of desk is included in the sense of
furniture, or the sense of furniture includes
that of desk.
7. Sameness Relation
1. Synonymy
• Synonymy refers to the sameness or close similarity
of meaning.
• Words that are close in meaning are called
synonyms.
• English borrowed a lot of words from other
languages. That’s why we find in English pairs of
words bearing the same meaning.
buy and purchase, world and universe, brotherly and
fraternal.
13. Dialectal synonyms – synonyms
used in different regional dialects.
Lift elevator
luggage baggage
petrol gasoline
14. Collocational synonyms
• Some synonyms differ in their collocation, i.e.
in the words they go together with.
• Accuse, charge, rebuke are followed by
different prepositions:
• accuse of, charge with, rebuke for
15. Semantically different synonyms
• These are synonyms that differ slightly in what they
mean.
• Compare:
• amaze – suggests confusion and bewilderment
• astound suggest difficulty in believing
16. Polysemy
• Polysemy happens when one and the same word may
have more than one meaning.
• Historically speaking, polysemy can be understood as
the growth and development of or change in the
meaning of words.
draw 1. ‘cause to move in a certain direction’,
2. ‘produce a picture
17. POLYSEMY
• Polysemy – is the ability of a word to possess
several meanings or lexico-semantic variants
(LSV), e.g. bright means “shining” and
“intelligent”.
• Monosemantic word - a word having only
one meaning;
• Polysemantic word - a word having several
meanings
18. The word table has 7 meanings:
• 1) a piece of furniture
• 2) all the people seated at a table
• 3) the food that is put on the table
• 4) a thin flat piece of stone, metal, wood, etc.
• 5) orderly arrangements of facts, figures, etc.
• 6) part of a machine tool on which the work is put to
be operated on
• 7) a level area, a plateau
19. Homonymy
• Homonymy refers to the phenomenon
that words having different meanings
have the same form, i.e. different words
are identical in sound or spelling, or in
both.
20. Types of Homonymy
• Homophones – when two words are
identical in sound.
• rain/reign night/knight
piece/peace
21. Homographs – when two words
are identical in spelling.
bow v./bow n.
tear v./tear. n.
lead v./lead n.
22. Complete homonyms – when two words are identical in
both sound and spelling.
fast adj./fast v.
scale n./scale v.
23. Antonymy
Antonymy is the name for
oppositeness relation.
Words that are opposite in meaning
are antonyms
24. There are three main sub-types:
gradable antonymy,
complementary antonymy, and
converse antonymy.
26. 1. They are gradable. That is, the members of a
pair differ in terms of degree.
The denial of one is not necessarily the assertion
of the other.
Something which is not "good" is not
necessarily "bad” it may be "average”
They can be modified by "very"
27. The intermediate degrees may be
lexicalized.
The size which is neither big nor
small is medium
between hot and cold, there are
warm and cool
28. 2. Antonyms of this kind are
graded against different norms.
No absolute criterion by which we
may say something is good or bad
29. 3. One member of a pair, usually
the term for the higher degree,
serves as the cover term
How old are you ?
The word old is used here to cover
both old and young
"What is your age ?"
30. The cover term is called
"unmarked", i.e. usual; and the
covered "marked", or unusual
31. Complementary antonymy
Antonyms like alive: dead, male: female,
present: absent, innocent: guilty, odd: even,
pass: fail ( a test ), hit: miss ( a target ),
boy: girl are of this type.
The members of a pair in this type are
complementary to each other.
32. The assertion of one means the denial
of the other, the denial of one also
means the assertion of the other.
Not only He is alive means "He is not
dead", He is not alive also means "He
is dead".
33. Adjectives in this type cannot be
modified by "very".
One cannot say somebody is very alive
or very dead.
34. (3) Converse antonymy
Pairs of words like buy: sell, lend:
borrow, give: receive, parent: child,
husband: wife, host: guest, employer:
employee, teacher :student, above :
below, before : after
belong to this type of antonymy
35. This is a special type of antonymy in
that the members of a pair do not
constitute a positive-negative
opposition. They show the reversal of a
relationship between two entities
X buys something from Y means the
same as Y sells something to X