214 research outputs found
Gawne, R F (Robert Forbes), VX39169
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/387055Surname: GAWNE. Given Name(s) or Initials: R F (ROBERT FORBES). Military Service Number or Last Known Location: VX39169. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 38055.208825
Item: [2016.0049.19348] "Gawne, R F (Robert Forbes), VX39169
Meta-Analysis of past bouba/kiki effects for canonical stimuli
No full textMeta-analysis including LIVE excel calculation sheet, as reported in Styles, S. J., & Gawne, L. (2017). When does maluma/takete fail? Two key failures and a meta-analysis suggest that phonology and phonotactics matter. i-Perception, 8(4), 1-17. doi: 10.1177/204166951772480
Bilingual education in Australian Aboriginal communities: The forty years of the Yirrkala step model
No full textIn this presentation we look at the successes and challenges faced by a bilingual school in a remote Indigenous community in the Northern Territory (Australia). We also discuss current research tracking pedagogical practice and literacy proficiency in this school (“School B”) and an English-only school in the area (“School A”).
At the community level, there are different varieties of the local Indigenous language spoken. Although each clan has their own variety of, speakers of different dialects can generally understand each other. Currently, children are acquiring a koine variety of the language as a first language (Amery 1985).
Within the Australian political context, the bilingual program at School B is particularly important as it continued to run in the wake of the Northern Territory Government’s 2008 first four hours policy (Nicholls 2008; Waller 2012). The school strives to follow a step model in the local language and English. According to this model, instruction is mostly through the home language in the early years with English instruction increasing as children progress through the grades. In year four 50% of the instruction is done in each of the two languages. After year four focus switches to English language instruction. In actuality the percentage of time spent in each language depends on available staff.
Many Indigenous Australian children living in remote communities under-perform in comparison to their non-indigenous peers in school (Harris 1990; Reeders 2008; Wigglesworth & Moses 2008). Empirical evidence outside of Australia shows that bilingual education does not have any adverse effects on students’ mainstream language education and may even be beneficial for children (Genessee 1994; Cummins 2000). This may be especially true in the Australian Aboriginal language-speaker context, where the failure of non-Aboriginal teachers and Aboriginal students to communicate is widespread (Harris 1984; Yallop & Moses, 2008; Reeders 2008). This challenges the argument from Porter (1990: 119) and others that bilingual education distracts from learning the mainstream target language. In this presentation we discuss ongoing research to examine student literacy development in Dhuwaya as well as English.
Although there is no one-size-fits-all approach to bilingual education (Lotherington 2000) in demonstrating a successful model of bilingual education in an endangered language context we hope to give other communities ideas for practical implementation of such a program in their own language context.
References
Amery, R. (1985). A New Diglossia: Contemporary speech varieties at Yirrkala in North East Arnhemland. Unpublished doctoral dissertation. Australian National University. Canberra, ACT.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters.
Cummins, J. (2000). Language, power, and pedagogy: bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Genesee, F. (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge, England: Cambridge University Press.
Harris, S. (1984). Aboriginal learning styles and formal schooling. Aboriginal Child at School, 12(4): 3-23.
Lotherington, H. (2000). What's bilingual education all about? A guide to language learning in today's schools. Melbourne: Language Australia.
Moses, K., & C. Yallop. (2008). Questions about questions. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 30-55). London: Continuum.
Nicholls, C. (2005) Death by a thousand cuts: Indigenous Language Bilingual Education Programmes in the Northern Territory of Australia, 1972–1998, International Journal of Bilingual Education and Bilingualism, 8(2-3): 160-177.
Porter, R. P. (1990). Forked tongue: the politics of bilingual education. New York: Basic Books.
Reeders, E. (2008). The collaborative construction of knowledge in a traditional context. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 103-128). London: Continuum.
Waller, L. J. (2012). Bilingual Education and the language of news. Australian Journal of Linguistics, 32(4): 459-472.
Wigglesworth, J. & Moses, K. (2008). The silence of the frogs: dysfunctional discourse in the 'English-only' Aboriginal classroom. In J. Simpson & G. Wigglesworth (Eds.), Children’s language and multilingualism (pp. 129-153). London: Continuum.
Yunupingu, M. (1990). Language and Power: the Yolngu Rise to Power at Yirrkala School. In Christine Walton & William Eggington (eds) Language: maintenance, power and education in Australian Aboriginal contexts (pp. 3-6). Darwin, N.T., Australia: Northern Territory University
Putting practice into words: Fieldwork methodology in grammatical descriptions
No full textLanguage documentation and description are closely related tasks, often performed as part of the same fieldwork project on an un(der)-studied language. However, since Himmelmann (1998) we have been encouraged to consider that documentation and description are methodologically different, and that data collected with documentary methods can enable verification of descriptive claims based upon them. The last decade has seen a surge in the literature on good fieldwork methodology, including Gippert, Himmelmann & Mosel (2006), Crowley (2007), Bowern (2008), Chelliah & De Reuse (2011) and Thieberger (2012). The result is that linguists are more aware of good methodological practices for data collection than ever. These include attention to metadata about speaker demographics, setting, linguistic and discourse types; information about tools, equipment, and stimuli; a description of the fieldwork conditions including time spent among speakers; and a description of archiving practices and locatability of data.
However, it is not clear that linguists' awareness of the importance of robust data-collection methods is translating into transparency about those methods in resultant publications. Clear methodological description is a hallmark of reproducible and reliable scientific research (Author 2014, Authors In Prep), but documentary and descriptive linguists rarely receive clear advice on how to discuss the methods they use.
In this paper we present a survey of 50 published grammars, 50 grammar-based dissertations and 200+ journal articles with regard to how explicitly authors discuss their data collection methods, and what kinds of information they include. The publications surveyed were selected from a ten-year period beginning five years after Himmelmann 1998 encouraged the use of language documentation to provide verification for language description; journal articles come from nine journals selected for breadth of geography, linguistic subfield, and theoretical approach. We find that while there are some examples of strong methodologically-driven writing, the majority of authors do not include key documentary metadata or methodological information. The result is that it is often difficult or impossible to verify or reproduce descriptive linguistic claims, making descriptive linguistics one of the few social sciences to not require researchers to back up claims with an explicit statement of methodology.
We acknowledge that descriptive linguists often practice good methodology in data collection, but need encouragement to make this clear in their writing. Thus we conclude with clear benchmarks for the kind of information we believe is vital for creating a rich and useful research methodology in both long and short format descriptive research writing.
References
Author. 2014. [Title omitted for anonymity]. In Amanda Harris, Nick Thieberger & Linda Barwick (eds.), Research, records, and responsibility: Ten years of the Pacific and Regional Archive for Digital Sources in Endangered Cultures. Sydney: University of Sydney Press.
Authors. In prep. Citation and transparency in descriptive linguistics.
Bowern, Claire. 2008. Linguistic fieldwork: a practical guide. Basingstoke [England] ; New York: Palgrave Macmillan.
Chelliah, Shobhana L., and Willem J. De Reuse. 2011. Handbook of descriptive linguistic fieldwork. London: Springer.
Crowley, Terry. 2007. Field linguistics: a beginner's guide. Edited by Nicholas Thieberger, Oxford linguistics. Oxford ; New York: Oxford University Press.
Gippert, Jost, Nikolaus P. Himmelmann, & Ulrike Mosel. 2006. Essentials of language documentation. Berlin: Mouton de Gruyter.
Himmelmann, Nikolaus P. 1998. "Documentary and descriptive linguistics." Linguistics no. 36:161–195.
Thieberger, Nicholas. 2012. The Oxford handbook of linguistic fieldwork. Oxford: Oxford University Press
Indices of apoptosis and proliferation as potential prognostic markers in non-functioning pituitary adenomas
No full textOBJECTIVE: Non-functioning pituitary adenomas (NFAs) are a distinct group of pituitary adenomas, which comprise approximately 20% of pituitary adenomas. Although most pituitary adenomas are benign, there is a subset of adenomas that behaves in an aggressive fashion, with either invasion of the surrounding structures or recurrence. The aim of this study was to investigate whether the behaviour of NFAs can be predicted using immunohistochemical markers that label proliferating and apoptotic cells, including a new marker for apoptosis (M30 CytoDEATH). This is the first study to analyse both the proliferation labelling index (LI) and the apoptotic index (AI) in NFAs and to correlate the labelling indices of these histological markers with tumor growth rate as measured by 2 postoperative MRI scans. MATERIAL AND METHODS: 40 patients in total were included in the study. 20 patients with high growth rate and percentage change in the pituitary adenoma volume as assessed on 2 postoperative MRI scans were age/sex matched to 20 patients with low growth rate or percentage change.RESULTS: There is no significant statistical difference of the histological and immunohistochemical indices assessed between cases and controls.CONCLUSION: The routine assessment of the proliferation and the apoptotic markers used in this study in NFAs has no prognostic value
Bayesian bin distribution inference and mutual information
No full textWe present an exact Bayesian treatment of a simple, yet sufficiently general probability distribution model. We consider piecewise-constant distributions' P(X) with uniform (second-order) prior over location of discontinuity points and assigned chances. The predictive distribution and the model complexity can be determined completely from the data in a computational time that is linear in the number of degrees of freedom and quadratic in the number of possible values of X. Furthermore, exact values of the expectations of entropies and their variances can be computed with polynomial effort. The expectation of the mutual information becomes thus available, too, and a strict upper bound on its variance. The resulting algorithm is particularly useful in experimental research areas where the number of available samples is severely limited (e.g., neurophysiology). Estimates on a simulated data set provide more accurate results than using a previously proposed method.Peer reviewe
SUY1-Publications - Publications about Kagate
No full textArticles in this section are archived, but should be accessed from the original location, if possible. Links to existing locations are given here, if relevant | SUY1-Publications-BirdGawneEtAl2014-Aikuma.pdf, citation: Bird, S., I. McAlister, K. Gelbart & L. Gawne. 2014. “Collecting bilingual audio in remote indigenous villages.” In The 25th International Conference on Computational Linguistics (COLING 2014) Dublin, Ireland: August 23-29, 2014. location: http://anthology.aclweb.org/C/C14/ | SUY1-Publications-Gawne2010_lexicon.pdf, citation: Gawne, L. 2010. “Lamjung Yolmo: a dialect of Yolmo, also known as Helambu Sherpa.” Nepalese Linguistics 25: 34-41.| SUY1-Publications-Gawne2013-YolmoKagate.pdf, citation: Lauren Gawne. 2013. “Report on the relationship between Yolmo and Kagate.” Himalayan Linguistic 12(2): 1-27. available from: http://escholarship.org/uc/item/7vd5d2vm | SUY1-Publications-Gawne2014-Lexicography.pdf, citation: Lauren Gawne. 2014. “Similar languages, different dictionaries: A discussion of the Lamjung Yolmo and Kagate dictionary projects.” In G. Zuckermann, J. Miller & J. Morley (Eds.), Endangered Words, Signs of Revival (pp. 1-11). Adelaide: AustraLex. location: http://www.adelaide.edu.au/australex/publications/ | SUY1-Publications-Gawne2016_identity.pdf, citation: Gawne, L. 2016. My name is Maya Lama/Syuba/Hyolmo: Negotiating identity in Hyolmo diaspora communities. European Bulletin of Himalayan Research 47: 40-68. | SUY1-publications-TeoGawneBaeseBerk2015_tone.pdf, citation: Teo, A., L. Gawne and M. Baese-Berk. 2015. Tone and intonation: A case study in two Tibetic languages. Proceedings of the 18th International Conference on Phonetic Sciences. | SUY1-Publications-Gawne2017_LanguageContexts Citation: Gawne, Lauren. 2017. Language Contexts: Syuba, also known as Kagate (Nepal). Language Documentation and Description 13:65-95. | SUY1-Publications-StylesGawne2017 Citation:. Language as given
Evidentiality in Lamjung Yolmo
No full textLamjung Yolmo is a Tibeto-Burman language of the Bodish branch spoken in Nepal. Like related languages it has a verbal system that includes evidential distinctions. In this paper I look at the role of these evidentials in interaction, and in relation to other features of grammar. These features include their relationship to events, interaction with subject person, endopathic verbs and negative polarity. I also look at constructions with no overt evidential marking, and evidential elision, to give a more rounded representation of the role of evidentiality for speakers of Lamjung Yolmo, and explore its role in audience perception of utterances.Copyright Information: Copyright vested in the author; released under Creative Commons Attribution Licenc
Whole exome sequencing in family trios reveals de novo mutations in PURA as a cause of severe neurodevelopmental delay and learning disability
No full textBackground: De novo mutations are emerging as an important cause of neurocognitive impairment, and whole exome sequencing of case-parent trios is a powerful way of detecting them. Here, we report the findings in four such trios. Methods: The Deciphering Developmental Disorders study is using whole exome sequencing in family trios to investigate children with severe, sporadic, undiagnosed developmental delay. Three of our patients were ascertained from the first 1133 children to have been investigated through this large-scale study. Case 4 was a phenotypically isolated case recruited into an undiagnosed rare disorders sequencing study. Results: Protein-altering de novo mutations in PURA were identified in four subjects. They include two different frameshifts, one inframe deletion and one missense mutation. PURA encodes Pur-?, a highly conserved multifunctional protein that has an important role in normal postnatal brain development in animal models. The associated human phenotype of de novo heterozygous mutations in this gene is variable, but moderate to severe neurodevelopmental delay and learning disability are common to all. Neonatal hypotonia, early feeding difficulties and seizures, or ‘seizure-like’ movements, were also common. Additionally, it is suspected that anterior pituitary dysregulation may be within the spectrum of this disorder. Psychomotor developmental outcomes appear variable between patients, and we propose a possible genotype–phenotype correlation, with disruption of Pur repeat III resulting in a more severe phenotype.Conclusions: These findings provide definitive evidence for the role of PURA in causing a variable syndrome of neurodevelopmental delay, learning disability, neonatal hypotonia, feeding difficulties, abnormal movements and epilepsy in humans, and help clarify the role of PURA in the previously described 5q31.3 microdeletion phenotype
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