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Vigorous Reforms: Women Writers and the Politics of Health in the Nineteenth-century United States
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Evidence against stimulus–effect priming as the source of modality pairing effects in task switching
No full textMorphological classification of galaxies
No full textThe morphological classification of galaxies provides vital physical information about the orbital motions of stars in galaxies, and correlates in interesting ways with star formation history, and other physical properties. Galaxy morphological classification is a field with a history of more than 100 years of development, and many scientists have introduced new classification schemes, resulting in a sometimes confusing array of terminologies and overlapping classes. In this article I provide a brief historical review of galaxy classification, but focus mostly on providing a summary of how the morphological variety of galaxies seen in our expanding Universe are described. I review traditional visual classification, morphometric measurements, crowd-sourcing for large scale visual classifications (Galaxy Zoo), and of course the recent explosion of interest in making use of machine learning techniques for galaxy morphology classification. A look up table is provided for cross matching of various terminologies currently in use for galaxy morphology classification as well as brief definitions of the main morphological types
giroscopio
No full textA short experimental film created during pandemic lockdown by two artists in Pennsylvania and Puerto Rico, exploring disorientation and wonder
Fixed-VSO word order in Mayan is a syntactic, not prosodic, innovation
No full textFixed-VSO word order is understood to be a relatively recent innovation within the Mayan language family (England 1991), although it is a matter of recent debate whether this innovation is best understood as a prosodic (Clemens & Coon 2018) or a syntactic (Little 2020b) one. This paper adjudicates between these two proposals by closely examining the fixed-VSO Mayan language Mam. The data from Mam are consistent with Little’s (2020b) syntactic approach by which objects raise overtly in the narrow syntax, where they hold certain structural and interpretational properties consistent with their high position
Perfect Island Repair by Ellipsis in Nupe: Against Aspectual Mismatch
No full textPerfect island effects in Nupe arise when non-edge vP-internal material is A-extracted in clauses containing the perfect marker. Recent research by Mendes and Kandybowicz (2023) indicates that these perfect island violations can be neutralized in sluicing and stripping environments, suggesting that ellipsis can salvage such violations. An alternative proposal posits that the ellipsis site may lack the perfect marker, despite its presence in the antecedent, potentially evading perfect island violations. This hypothesis raises questions about the mismatch between the ellipsis site and its antecedent regarding tense and aspect. While such mismatches might seem problematic under traditional ellipsis identity conditions, evidence from other languages suggests they can occur without featural clash. The study also examines the implications of reference time specification in perfect clauses, which complicates the analysis. Ultimately, the findings support the conclusion that Nupe perfect island violations can be repaired through deletion, challenging the notion that these violations stem from narrow syntactic constraints and instead highlighting the role of PF-representation constraints in ellipsis contexts
Developing an inclusive, student-led approach to scaling up the benefits of pedagogical partnership for social justice in higher education
No full text(1) Background: Uneven access to the experience of extra-classroom, student–faculty pedagogical partnerships, as well as the relatively small number of students who can participate in this work, raise equity concerns. Calls to scale up such partnership opportunities often focus on expanding the number and kind of existing partnership projects in a given context, which requires resources and infrastructure that many institutions do not have. (2) Method: We took a students-as-co-researchers approach to a three-phase action-research project to test our hypothesis that (a) assessing the benefits of pedagogical partnership, (b) conceptualizing a new approach to fostering those benefits, and (c) piloting that approach could inform efforts at our own and other institutions to pursue social-justice goals in higher education. (3) Findings: Both our review of the wider literature and our analysis of our own partnership program’s student and faculty participant perspectives affirmed that participating in extra-classroom, student–faculty pedagogical partnerships fosters in students personal learning-related capacities, deepens understanding of other learners and of teachers, and builds career-ready competencies. The new scaling-up approach to fostering these benefits that we conceptualized and have begun to pilot has the potential to be more inclusive, equitable, and feasible than replicating existing extra-classroom pedagogical partnership models. (4) Conclusions: Creating such opportunities for students to develop educational, interpersonal, and professional capacities and competencies can contribute to equity and social justice in higher education