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Defining 'Process' and 'Result': Making Space for Collaborative Methodologies in Linguistic Fieldwork
No full textLinguistic research in field settings presents a distinct set of ethical dilemmas as linguists\ud
navigate their responsibilities to a variety of constituencies (Dorian 2010). This thesis focuses\ud
on the relationship between the linguist and the speech community and its impact on the research\ud
agenda. I consider prominent collaborative mooels for fieldwork, which vary with respect to the\ud
level of decision-making power accorded to the parties involved in a research project (Cameron\ud
et a1. 1992; Czaykowska-Higgins 2009). Using case studies drawn from the linguistic ethics\ud
literature, ] highlight both the challenges and benefits of community collaboration in research,\ud
paying particular attention to the impact of community control of the research agenda and\ud
publication of findings. I also consider the potential of increased reflection and self-reference in\ud
linguistic writing
A Research Project Proposal for Measuring How SRAs with Bilingual ASL/English Ebooks Teach Deaf Children Storytelling Conventions
No full textDeaf children, and especially deaf children of hearing parents, are at great disadvantage\ud
when it comes to language learning. This becomes even more salient when it is looked at in\ud
terms of more poetic language, which is constantly pushed to the bottom of the list of priorities\ud
in favor of putting the focus on English language education. There is plenty of research on how\ud
deaf children learn English vocabulary and reading comprehension, but very little on how they\ud
learn ASL, and virtually nothing on the learning of literary devices in ASL. Combining with and\ud
possibly stemming from this problem is the lack of 'fun' in reading materials recommended for\ud
hearing parents and deaf children to share together. To investigate how to remedy this problem, a\ud
two-fold study proposal is suggested: studying what shared reading materials can be engaging,\ud
educational, and mutually intelligible between hearing parents and deaf children, and a study of\ud
how this could affect the development of storytelling devices in deaf children.\ud
We conclude that bimodal bilingual ebooks with elements beyond the didactic are the most\ud
advantageous materials to use in this experiment proposal, specifically citing VL2's The Baobab\ud
and Adam Stone's Pointy Three. In order to evaluate the level of involvement in each\ud
storytelling event analyzed, several measures have been created-one from Sipe (2008)'s model\ud
categorizing children's reactions to literature, one of story-telling conventions, and one of the\ud
story-telling strategies observed in Deafparent-child dyads by Lartz & Lestina (1995), as well as\ud
two original sets of questions evaluating development of involvedness in a Shared Reading\ud
Activity (SRA) over time and evaluating how suitable a language learning material is for an SRA\ud
in a hearing parent-deaf child dyad
Encoding Direction and Voice in Innu
No full textGivon calls voice "the most complex grammar-coded functional domain in language" (1994: 3).\ud
This thesis looks at the morphological encoding of direction and voice in Innu, an Algonquian\ud
language spoken in Quebec, Newfoundland, and Labrador. Understanding the verbal morphology\ud
in this language requires a knowledge of the form of the verb stems, the system of obviation,\ud
and Algonquian topicality hierarchies, all of which are explained near the beginning of this\ud
thesis. Each type of direction and voice in Innu - direct, inverse, passive, medio-passive,\ud
reflexive and reciprocal - differs mainly in the form of the theme sign, the morpheme that\ud
expresses direction and/or voice in Innu verbs. The theme signs that encooe voice are discussed\ud
in Drapeau's (2012, 2014) work, while the direct and inverse direction-marking theme signs\ud
are proposed by me using analogy from work on related languages. The meaning of these\ud
morphemes are discussed in terms of the specification of a GOAL and an ACTOR, or at least\ud
the hierarchical relationship of one argument to another. A template for understanding an Innu\ud
verb, beginning at the stem, followed by the theme sign, and ending with the various person and\ud
number marking verbal affixes, is proposed near the end of this thesis. Aspects of the verbal\ud
system and the implications of specific morphemes are illustrated using a paradigmatic table\ud
of verb forms, as well as a verb parser written in a pseudo-code, in order to provide a clear,\ud
comprehensive method of understanding the complex morphology present in Innu verbs. While\ud
the most specific information about the direction and/or voice of a particular verb lies in the\ud
theme sign, all of the components are essential for a complete understanding
Constitution of the Hispanic Organization for Latino Awareness
No full textSections of the HOLA constitution, including information on executive meetings, the voting and election processes, leadership, and the Preambl
1991 Thank You Letter to Professor Friedman
No full text1991 Letter to Professor Friedman offering thanks for their support and an invitation to future HOLA event
Proposal for the Establishment of the IC
No full textLetter of proposal in support of an IC, outlining staff positions, and space recommendations
Draft History of the IC
No full textDraft version of the History of the IC written in the 2000-2001 academic yea
Evidentiality and Mirativity in Navajo
No full textThis thesis examines the evidentiality and mirativity in Navajo. There are possibly two\ud
evidential markers in Navajo, the reportative iini and the quotative "a-+inflected form of\ud
dishni ... inflected form of dishni", and there is one mirative lao Their independent features are\ud
compared to the typological features of evidentials and miratives in general, and their relative\ud
positions and co-occurrence are also discussed.\ud
The reportative iini and the quotative show a close relationship, and they both affect\ud
the person and point of view in discourse complements. The reportative iini can mark\ud
secondhand and thirdhand information, while the quotative by itself only marks direct\ud
quotations. The mirative la, on the other hand, does not appear with third hand information
Arts Foundation-Photography
No full textThis course will introduce students to the fundamentals of fine art photography with the goal of developing artistic perception and a unique vision. Technical workshops will be scheduled outside of class to give students proficiency with the camera and darkroom. Slide lectures, readings, and work with Haverford’s photography collection will prepare students for critical discussion of their own work, as well as for critical analysis of another artist’s work in a final paper
