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21St Century Edition of Fukuzawa Yukichi's Geography Textbook
Volume 18 | Issue 20 | Number 5 | Article ID 5500 | Oct 15, 2020 The Asia-Pacific Journal | Japan Focus Recycled Images: 21st Century Edition of Fukuzawa Yukichi’s Geography Textbook Elena Baibikov hierarchy-based discussions of race and civilization (Baxter 2007, Uchiyama 2009, Abstract: This essay takes a constructionist Takezawa 2015). However, these researchers approach to Representation Studies, examining pay little attention to how Japan’s past social Fukuzawa Yukichi’s elementary geography and geopolitical positions correspond to the textbook Sekai kunizukushi (1869) and its contemporary Japanese palette of varying hierarchical images of the West, juxtaposed ideological states-of-mind, in the 21st century. against representations of Japan as framed by concepts of race and civilization. Furthermore, One of the most influential Meiji textbooks was it compares these images to their “recycled” an elementary geography book Sekai versions as constructed in the vast extra-textual kunizukushi (世界国盡, All the Countries of apparatus of Fukuzawa Yukichi no Sekai the World), which was composed by Fukuzawa kunizukushi de sekai wo manabu(2017), a Yukichi and published in 1869, the second year recent translation of Fukuzawa’s textbook into of the Meiji period. In 2017, some 150 years modern Japanese. The move to reintroduce after Sekai kunizukushi's initial publication, a older textbooks is here examined as an “image- new edition was published under the title building” strategy, one that allows the (re-) Fukuzawa Yukichi no Sekai kunizukushi de construction of influential images in support of sekai wo manabu(『世界国尽 』で世界を学 an ideological agenda. ぶ, Learning about the World through Fukuzawa Yukichi’s Sekai kunizukushi). -
Uhm Phd 9506222 R.Pdf
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UM! films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent UJWD the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adverselyaffect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-band comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. U·M·I University Microfilms tnternauonat A Bell & Howell tntorrnatron Company 300 North Zeeb Road. Ann Arbor. M148106-1346 USA 313/761-4700 800:521·0600 Order Number 9506222 The linguistic and psycholinguistic nature of kanji: Do kanji represent and trigger only meanings? Matsunaga, Sachiko, Ph.D. University of Hawaii, 1994 Copyright @1994 by Matsunaga, Sachiko. -
33 UCLA L. Rev. 379 December, 1985
UCLA LAW REVIEW 33 UCLA L. Rev. 379 December, 1985 RULES AND STANDARDS Pierre J. Schlag a1 © 1985 by the Regents of the University of California; Pierre J. Schlag INTRODUCTION Every student of law has at some point encountered the “bright line rule” and the “flexible standard.” In one torts casebook, for instance, Oliver Wendell Holmes and Benjamin Cardozo find themselves on opposite sides of a railroad crossing dispute.1 They disagree about what standard of conduct should define the obligations of a driver who comes to an unguarded railroad crossing. Holmes offers a rule: The driver must stop and look.2 Cardozo rejects the rule and instead offers a standard: The driver must act with reasonable caution.3 Which is the preferable approach? Holmes suggests that the requirements of due care at railroad crossings are clear and, therefore, it is appropriate to crystallize these obligations into a simple rule of law.4 Cardozo counters with scenarios in which it would be neither wise nor prudent for a driver to stop and look.5 Holmes might well have answered that Cardozo’s scenarios are exceptions and that exceptions prove the rule. Indeed, Holmes might have parried by suggesting that the definition of a standard of conduct by means of a legal rule is predictable and certain, whereas standards and juries are not. This dispute could go on for quite some time. But let’s leave the substance of this dispute behind and consider some observations about its form. First, disputes that pit a rule against a standard are extremely common in legal discourse. -
Masayoshi Amamiya: Should the Bank of Japan Issue a Digital Currency?
July 5, 2019 Bank of Japan Should the Bank of Japan Issue a Digital Currency? Speech at a Reuters Newsmaker Event in Tokyo Masayoshi Amamiya Deputy Governor of the Bank of Japan (English translation based on the Japanese original) I. Introduction It is a great honor and pleasure for me to be able to speak to you today. In recent years, the environment surrounding Japan's payment and settlement systems has gone through various changes. On the demand side, consumers seek more convenient payment services, such as those available during the nighttime and on holidays or low-cost international remittance services. Diversified lifestyles and the spread of e-commerce businesses have contributed to this. On the supply side, new devices -- such as smartphones and IC cards -- enabling the public to access payment services have continued to expand. In addition to traditional financial institutions, non-bank firms with strong capabilities in information technologies, or so-called FinTech firms, have started to provide cashless payments services. As central banks have a responsibility to improve the safety and efficiency of payment and settlement systems, their future landscape in the digital age is an extremely important topic for us. In fact, whether central banks should issue digital currencies as a payment instrument substituting for cash (banknotes and coins) has become an important issue. Digital currencies issued by central banks are called "central bank digital currencies" (CBDCs). The Bank for International Settlements (BIS) conducted an interesting survey on central bank initiatives for CBDC (Figure 1). Among the 63 respondent central banks, about 70 percent are engaged in CBDC work, most of which is in the form of research/study or experiments/proof-of-concept. -
SHS Idea Share Handbook 2013 SDC Idea Share Submissions Thank You to Everyone Who Contributed to This Year’S Idea Share
2013 ALT Skill Development Conference Kagoshima SHS Idea Share Handbook 2013 SDC Idea Share Submissions Thank you to everyone who contributed to this year’s idea share. The following ideas are presented in alphabetical order by surname. Both the JHS and SHS Idea Share Handbooks can be found online at www.kagoshimajet.com/team-teaching-tips/ Teacher: Takahiro Arimura BOE/School: Kinkowan High School Title: Whose name is on your forehead? Objective: Get used to the usage of relative nouns Grade Level: SHS Skill Focus: Speaking/ Grammar Summary: Have the students get into groups of 3 or 4 people. Give each student a piece of paper. Each student writes a person’s name on it (any person will be ok). Then, each student gives the piece of paper to the student to his or her left in the same group. In this case, they have to take care not to see the name of the person on the given piece of paper. They put the piece of paper on their forehead so that everyone else can see the name. They take turns to ask the other students for hints to find out whose name is on it. When asking, the question form must include relative clauses: Is this the person who~?; Is this the person whom~? and so on. The first student who has found out the name of the person on their forehead is the winner. Teacher: Terrance Brown BOE/School: Okuchi SHS Title: Sentence Hunt Objective: Review grammar patterns Grade Level: JHS/SHS Skill Focus: Reading/Writing/Speaking/Listening Summary: Before the class prepare a series of sentences that are either based around a grammar point or a format that you are looking to teach your students. -
December 2016
Traditional Folk Song Circle goers to hear Potomac Accordion Ensemble December 10 December 2016 Inside this issue: From the President 2 Open Mics 3 Pics from Sunday Open Stage 4 Traditional Folk Song Circle 5 The Songs We Sing 6 Comfortable Concerts 7 Hill Chapel Concert 9 Gear of the Month 10 Pull up a Chair 12 Other Music Orgs of interest 13 Member Ads 14 Open Mic Photos 16 Board of Directors 18 F.A.M.E. Goals 18 Membership Renewal/App 18 Poster art courtesy of Todd C Walker Page 2 From the President I don’t know whose thought this is, but I read somewhere that “music is the wheels of a movement. I know that music made a tremendous difference in the anti- war movement of the 60s as well as the civil rights movement. Music is a powerful force that is often unrecognized. A song has a way of inspiring folks that nothing else comes even close to. We are in need of inspiring songs. One of the roles of a songwriter is not only to reflect on what is happening in the present but also to provide a vision of the future. What is your vision of the future? For some it is nihilistic bleakness – a very cynical response to our world. For others, it is filled with hope – we are somehow going to be able to figure out how we can live together and with all of creation. If you are a performer, I want to challenge you to get out of yourself and add songs that reflect your vision of the future to your repertoire. -
Brave New World: Technology and Tort Practice
University of California, Hastings College of the Law UC Hastings Scholarship Repository Faculty Scholarship 2021 Brave New World: Technology and Tort Practice Richard L. Marcus UC Hastings College of the Law, [email protected] Follow this and additional works at: https://repository.uchastings.edu/faculty_scholarship Recommended Citation Richard L. Marcus, Brave New World: Technology and Tort Practice, 49 Sw. L. Rev. 455 (2021). Available at: https://repository.uchastings.edu/faculty_scholarship/1836 This Article is brought to you for free and open access by UC Hastings Scholarship Repository. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of UC Hastings Scholarship Repository. For more information, please contact [email protected]. BRAVE NEW WORLD: TECHNOLOGY AND TORT PRACTICE Richard Marcus* I am a civil procedure person, not an official torts person, but fairly often torts and civil procedure seem to be joined at the hip. And that seems particularly true with regard to the effects of technological change on tort litigation practice. I've been working on the Federal Rules of Civil Procedure for more than twenty years and find that it's usually the torts cases that are the focus of the most intense disputes regarding procedure issues. For this Symposium, I intend to focus on five topics, but the last one is mainly an advertisement for the second panel at the Symposium: (1) E-Discovery (2) The more general impact of technology on torts practice (3) The growing importance of technology on manner of proof (4) The MDL "boom" (5) TPLF -- third party litigation funding I. -
Language and Culture Chapter 10 ぶんか にほんご 文化・日本語 Culture Bunka/Nihongo
Language and Culture Chapter 10 ぶんか にほんご 文化・日本語 Culture Bunka/Nihongo ぶ ん か 文化 Bunka This section contains a brief overview of some aspects of Japanese culture that you ought to be aware of. If you would like to learn more about Japanese culture, there are a great many books on the subject. This overview is simply meant to help make your life in Japan a little bit easier. The best way to learn proper Japanese manners is to mimic those around you. Etiquette While Eating Like every other country, Japan has specific etiquette for mealtimes. When out to eat with Japanese friends or coworkers it is important to be aware of what is considered rude. いただきます itadakimasu. After sitting down to a meal, and just before beginning to eat, many Japanese will put their hands together, much like how Christians pray, and say itadakimasu. It is not actually a prayer, however, and literally translates as “I humbly receive this.” When out at a restaurant, it is not uncommon for the meals to come out as they are prepared, which may mean that you get your food before your companions, or they will get theirs first. Do not be surprised if they tell you to start eating or begin eating when the food comes. This is just Japanese custom. Generally before digging in you should say something like おさきにすみません osaki ni sumimasen, which means, “excuse me for going first.” They may urge you to eat. If this makes you uncomfortable it is perfectly ok to explain that in your culture you wait until everyone gets their food before eating, but they will not think ill of you for starting without them. -
The Logical Linguistics
International Journal of Latest Research in Humanities and Social Science (IJLRHSS) Volume 01 - Issue 11, www.ijlrhss.com || PP. 10-48 The Logical Linguistics: Logic of Phonemes and Morae Contained in Speech Sound Stream and the Logic of Dichotomy and Dualism equipped in Neurons and Mobile Neurons Inside the Cerebrospinal Fluid in Ventricular System Interacting for the Unconscious Grammatical Processing and Constitute Meaning of Concepts. (A Molecular Level Bio-linguistic Approach) Kumon “Kimiaki” TOKUMARU Independent Researcher Abstract: This is an interdisciplinary integration on the origins of modern human language as well as the in- brain linguistic processing mechanism. In accordance with the OSI Reference Model, the author divides the entire linguistic procedure into logical layer activities inside the speaker‟s and listener‟s brains, and the physical layer phenomena, i.e. the speech sound stream or equivalent coded signals such as texts, broadcasting, telecommunications and bit data. The entire study started in 2007, when the author visitedthe Klasies River Mouth (KRM) Caves in South Africafor the first time, the oldest modern human site in the world.The archaeological excavation in 1967- 68 (Singer Wymer 1982) confirmed that (anatomically) modern humanshad lived inside the caves duringthe period120 – 60 Ka (thousand years ago), which overlaps with the timing of language acquisition, 75 Ka (Shima 2004). Following this first visitIstarted an interdisciplinary investigation into linguistic evolution and the in- brain processing mechanism of language through reading various books and articles. The idea that the human language is digital was obtained unexpectedly. The Naked-Mole Rats (Heterocephalus glaber) are eusocial and altruistic. They live underground tunnel in tropical savanna of East Africa. -
Exaptation, Grammaticalization, and Reanalysis
Heiko Narrog Tohoku University Exaptation, Grammaticalization, and Reanalysis Abstract The goal of this paper is to argue that exaptation, as introduced into the study of language change by Lass (1990, 1997), in specific functional domains, is a limited alternative to grammaticalization. Exaptation, similarly to grammaticalization, leads to the formation of grammatical elements. Like grammaticalization, exaptation is based on the mechanism of reanalysis. It decisively differs from grammaticalization, however, as it implies change in the opposite direction, namely from material absorbed in the lexicon back to grammatical material. Two sets of data are presented as evidence for the replicability of this process. One involves the occurrence of exaptation across languages in a specific semantic domain, namely, the evolution of morphological causatives out of lexical verb patterns. The other data pertain to recurrent processes of exaptation in one language, namely in Japanese, where exaptation figures in the development of various morphological categories. In all cases of exaptation, reanalysis is crucially involved. This serves to show that reanalysis may be more fundamental to grammatical change than both grammaticalization and exaptation. Furthermore, it allows for change both with the usual directionality of grammaticalization and against it. 1. Introduction Even detractors of grammaticalization theory do not seriously challenge the fact that in the majority of cases the morphosyntactic and semantic development of grammatical material follows the paths outlined in the standard literature on grammaticalization. The two following California Linguistic Notes Volume XXXII No. 1 Winter, 2007 2 issues, however, potentially pose a critical challenge to the validity of the theory. First, there is the question of the theoretical status of grammaticalization as a coherent and unique concept. -
<Strong><Em>English Grammar for Students of Japanese
UCLA Issues in Applied Linguistics Title English Grammar for Students of Japanese (The Study Guide for Those Learning Japanese) by Mutsuko Endo Hudson. Ann Arbor: The Olivia and Hill Press, 1994 vii + 204 pp. Permalink https://escholarship.org/uc/item/29p5w1zb Journal Issues in Applied Linguistics, 5(2) ISSN 1050-4273 Author Mishina, Satomi Publication Date 1994-12-30 DOI 10.5070/L452005194 Peer reviewed eScholarship.org Powered by the California Digital Library University of California English Grammar for Students of Japanese (The Study Guide for Those Learning Japanese) by Mutsuko Endo Hudson. Ann Arbor: The Olivia and Hill Press, 1994 vii + 204 pp. Reviewed by Satomi Mishina University of California, Los Angeles English Grammar for Students ofJapanese provides a concise explanation of the key concepts and terminology of English and Japanese grammar. The title of this book may be somewhat misleading, since Hudson does not necessarily emphasize the grammar of English, but rather affords equal emphasis to the grammars of both English and Japanese. The description of English grammar and the contrastive presentation of the two grammar systems are intended to help students learning Japanese to understand its basic grammatical notions in hght of the grammar of their own native language, which, the author assumes, faciUtates the understanding of a foreign language grammar. The grammar points are addressed in separate chapters in the following basic order: parts of speech (e.g., nouns, verbs), inflections, various sentence level phenomena (e.g., subject, topic), sentence type (e.g., affirmative vs. negative, declarative vs. interrogative), tense (e.g., present tense, past tense), voice (e.g., active, passive), and types of clauses (e.g., conditional clauses, relative clauses). -
A Grammar Research Guide for Ngwi Languages
Language and Culture DigitalResources Documentation and Description 33 A Grammar Research Guide for Ngwi Languages Eric B. Drewry A Grammar Research Guide for Ngwi Languages Eric B. Drewry Azusa Pacific University in cooperation with SIL International—East Asia Group SIL International 2016 SIL Language and Culture Documentation and Description 33 ©2016 SIL International® ISSN 1939-0785 Fair Use Policy Documents published in the Language and Culture Documentation and Description series are intended for scholarly research and educational use. You may make copies of these publications for research or instructional purposes (under fair use guidelines) free of charge and without further permission. Republication or commercial use of a Language and Culture Documentation and Description or the documents contained therein is expressly prohibited without the written consent of the copyright holder. Managing Editor Eric Kindberg Series Editor Lana Martens Content Editor Lynn Frank Copy Editor Sue McQuay Compositor Bonnie Waswick Abstract This grammar research guide describes the range of syntactic variety found in a representative group of well-described Ngwi languages. This overview of syntactic variety should make the guide useful for field linguists preparing to describe any of the forty-eight Ngwi languages that were recognized for the first time in the sixteenth edition of the Ethnologue (Lewis 2009). This is done by giving examples of where and how widely the languages in this group vary even within the typical categories of the Ngwi languages, including sentence introducers, conjunctions, noun types, compounding, derivation, noun particles, postnominal clausal particles, classifiers and numerals, negation, adjectives, pronouns, adverbs, verb types, verb concatenations, preverbal and postverbal slots, verb particles, clause-final and sentence- final particles, simple sentences, compound sentences, and complex sentences.