We reformulate minimalist grammars as partial functions on term algebras for strings and trees. Using filler/role bindings and tensor product representations, we construct homomorphisms for these data structures into geometric vector spaces. We prove that the structure-building functions as well as simple processors for minimalist languages can be realized by piecewise linear operators in representation space. We also propose harmony, i.e. the distance of an intermediate processing step from the final well-formed state in representation space, as a measure of processing (...) complexity. Finally, we illustrate our findings by means of two particular arithmetic and fractal representations. (shrink)

Issues of race have traditionally been addressed in medical school curricula in a didactic manner. However, medical school curricula often lack adequate opportunity for the application of learning material relating to race and culture. When confronted with acts of racism in clinical settings, students are left unprepared to respond appropriately and effectively. Forum Theatre offers a dynamic platform by which participants are empowered to actively engage with and become part of the performance. When used in an educational context, Forum Theatre (...) can be a powerful tool for students to interact with a wide variety of social issues. This paper describes the process by which one medical school designed a workshop in the Forum Theatre style to equip students to respond to racism observed in clinical settings. Based on real student experiences, the Responding to Racism in the Clinical Setting workshop was designed to give students an opportunity to combine cultural humility, communication theory and conflict resolution skills in order to prepare for interactions in clinical stages of medical education. As a result of workshop evaluations, surveys, and written reflections, the authors propose that Forum Theatre is a novel teaching modality for incorporating issues of race and culture into medical curriculum. (shrink)

Georg Curtius' Griechische Schulgrammatik, achtzehnte wesentlich veränderte Auflage bearbeitet von Dr Wilhelm von Hartel. Leipzig. 1888. Mk. 2.40.Methodik des Grammatischen Unterrichtes im Griechischen im Anschlnsse an W. v. Hartel's Neubearbeitung der Griechischen Sehulgrammatik von Georg Curtius, verfasst von Dr August Scheindler. Leipzig. 1888.Abriss der Grammatik des homerischen nnd herodotischen Dialekts, im Anschlusse an die 18 Auflage, von Dr. Curtius' Griechischen Schulgrammatik bearbeitet von Dr Wilhelm Von Hartel. 60 pf.Kurzgefasste griechische Schulgrammatik bearbeitet von Dr Bernhardt Gerth. Zweite verbesserte Auflage. Leipzig. (...) C. F. Winter. 1 Mk. 60. (shrink)

Despite immediate appearances, this book is not primarily a hermeneutical exercise in which the superiority of one interpretation of canonical texts is championed against others. Its origin lies elsewhere, near the overlap of history, psychoanalysis, aesthetics, and social theory of the usual kind. Weber, Pareto, Freud, W. I. Thomas, Max Scheler, Karl Mannheim, and many others of similar stature long ago wondered and wrote much about the interplay between societal rationalization and individual rationality, between collective furor and private psychopathology—in short, (...) about the strange and worrisome union of “character and social structure” (to recall Gerth and Mills). Pondering the history of social thought in this century can lead to the unpleasant realization that such large-scale questions slipped away, especially from sociologists, sometime before World War II. Or, if not entirely lost, they were so transformed in range and rhetoric that a gap opened between contemporary theorizing and its European background. Perhaps this partly explains Weber’s continuing appeal. By dealing with him, one might again broach topics long at odds with “social science” of the last forty years.—From the Preface. (shrink)

The final section on the aorist indicative in Goodwin'sMoods and Tensesidentifies the following usage: ‘In questions with τί οὐ [‘why not’], expressing surprise that something is not already done, and implying an exhortation to do it’. Other scholars identify urgency or impatience in these questions. Albert Rijksbaron writes: ‘Questions with the 1stor 2ndperson of the aorist indicative, introduced by τί οὖν οὐ or τί οὐ, often serve, especially in Plato and Xenophon, asurgent requests[original emphasis] … The aorist indicative is more (...) emphatic than the present: the speaker observes that a state of affairs which he apparently wants to occur has, in fact, not occurred, and he asks his interlocutor why it has not.’ Kühner and Gerth explain it as follows: ‘Der Redende wünscht in seiner Ungeduld gewissermassen die begehrte Handlung als eine schon geschehene zu sehen’ (‘the speaker impatiently wants, as it were, to see the desired action as one that has already been done’). They contrast allegedly less urgent examples in the present (‘der Ton der Frage ist alsdann ruhiger’, ‘the tone of the question is thereby milder’). These scholars stress the pastness of the aorist tense in communicating urgency and impatience: ‘Why have you not …?’. This remains the dominant view, regularly repeated in commentaries. (shrink)

The question whether τυγχνω can be used forτυγχνω ν in Attic Prose has been differently answered by different scholars. Phrynichus held that it could not, and Porson followed him. The generality of modern scholars, however, have taken the other view—so, e.g., Locella, Heindorf, Lobeck, Ast, Schneider, Madvig, Stallbaum, Krüger, W. H. Thompson, Rutherford, Jebb, Adam, Kühner-Gerth. The object of the present note is to show that the ‘modern’ view, if it is to be maintained, must be based on other (...) evidence than that hitherto given for it. (shrink)

The construction of ν with the future has been hotly denied as impossible, so far as Attic Greek and indeed post-Homeric Greek generally are concerned. The opponents of the construction have had among their number such scholars as Dawes and Cobet; and of late, it seems, editors of texts generally. The view of Cobet is given on p. 469 of his Miscellanea Critica, with reference to Demosth. 9. 70 πάλαι τις δέως ν σως ρωτήσων κάθηται. Cobet, who has been followed (...) by later editors, altered ρωτήσων to ρωτήσας, commenting ‘ubi semel Constiterit δέως ν ρωτήσω, δέως ν πεύσομα aut simile quid pro ρωτήσαιμι vel πυθοίμην recte dici, turn demum librorum lectioni acquiescemus. quod equidem nunquam futurum esse satis scio.’ This view, which must of course be understood as excepting Homer from its scope, is nothing more than a blank denial of the possibility of the construction. We see more of an argument in Kühner-Gerth , where it is remarked that the construction, frequent in Homer, was later given up because ν with the optative was sufficient to express a future possibility; and that possibly emenders have done right to alter passages in Attic which contain it. This is not expressed with any great certainty. Nevertheless it has become to such an extent the prevailing view among editors that in modern texts it is extremely rare to find the construction allowed to remain. (shrink)

This is the reading of M. presumably arose from a dittography . has been generally accepted. The adverbial use of an adjective qualifying the subject of an imperative appears to be at least unusual; no examples are quoted by Kühner–Gerth, i. 274–6. Robortello, followed by Tucker, preferred : but the earliest certain appearance of the adverb seems to be in Aristotle. I would propose : cf. Supp. 1015, Th. 34. This is no less satisfactory palaeographically, and the participle is (...) demonstrably idiomatic Greek. (shrink)