Department of Linguistics

Linguistics 323-3

Morphology

Course Chair: Dr. Richard C. DeArmond
Office: CC 9214
Office Hours: W: 11:30 - 12:30, 1:30 - 2:20, 2:30 - 3:30
Phone 604-268-7194
Fax 604-291-5659
e-mail : dearmond@sfu.ca
Language Lab: AQ 3020, 291-4698
L323 Site
My Home Page:
Linguistics Home Page
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Prerequisites: L221 and L222, or L310

Strongly Recommended Prerequisites: English199 (University Writing)

Directory: Course Description | Texts | Contents | Lecture Notes | Definitions | Exercises | Cgram | Schedule | Model of Grammar | Grading | Marks | Exams | Forum | Timetable

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Texts

Organization: Classes will consist of lectures, demonstrations, student presentations, and discussions.

Contents:

Course Topics

Principles of Analysis (pdf)

Morph, allomorph, morpheme (htm)

Analysis and Rules of Grammar I (htm)

Some Principles of Morphological Analysis (pdf)

Analyzing Texts (pdf)

Roots, Bases,and Stems (pdf) I

Roots, Bases, and Stems (word doc.)

Bases but not Stems (htm)

Grammar, Presyntax, and Lexical Entries (htm)

Analysis and Rules of Grammar II (htm)

Deriving the Number Form of the Noun (htm)

Principles and Rules (htm)

Deriving the English Verb 1 (htm)

Deriving the English Verb 2 (htm)

Analysis and Rules of Grammar III: the Lexicon (htm)

Reduplication (doc)

Compound Morphemes (htm)

Lexicon 1 (htm)

Lexicon 2 (htm)

Lexicon 3 (htm)

Timetable

Definitions

Exercises

Exercises for Fall 2006.

Schedule for Spring — 2005

Schedule

A Model of Grammar

Grammar

Structure of Course

The course will be divided into two parts. The first will cover the basic terms and definitions and cover discovery procedures. The second part will cover theoretical aspects of morphology in reference to grammar building and syntax.

Exercises

Final grades will be based on weekly exercises = 20% of the final grade. There will be weekly exercises taken from the book and distributed by the instructor. There will be 1 midterm examination = 35% of the final grade, and a final examination. = 45% of the final grade).

Grading

Marks Marks-pdf

Exams

Forum

Course Expectations:

1. Students are expected to attend all classes. Students are expected to arrive on time so that classes may begin promptly and so that they will not disrupt the class. Announcements will be made at the beginning and end of classes regarding the assigned readings and the expectations for assignments and exams.

2. A standard of academic English expression appropriate to upper-level university courses is required in all work. Clarity and effectiveness will be considered in the evaluation of assignments. Further specification is provided below.

3. Students are expected to have read all assigned readings before class. Because many students will be learning about a new field of study in this class, students may have to read chapters/articles multiple times. Students are expected to bring the assigned textbook(s) and copies of readings to all class sessions. Students are expected to come to classes prepared to discuss the new material: for example, to ask questions about the content and to evaluate the claims made or implied.

4. Students are expected to turn in all assignments on time. LATE ASSIGNMENTS WILL NOT BE ACCEPTED without prior permission from the instructor.
5. All excercises must be stapled together if there is more than one page; otherwise, 10% will be deduced.
6. Students will be responsible for all materials covered in the assigned readings and lectures. The lectures will indicate the specific syllabus that will appear on assignments and examinations. Lecture notes and webpage notes will provide only a skeletal treatment of these topics: Assignments and examinations will require students to refer to the more complete presentation of relevant information in the readings.

7. Students will be respectful of other students and the instructor. In particular, students will not talk while the instructor or another student is talking.

8. If students wish to contest the grading of an assignment, the following regulations apply. Assignments written in pencil or any erasable medium will not be re-assessed. Students must explain, in writing, why they believe that their own academic honesty and student assignment was not graded correctly. Be aware that original assignments are photocopied and kept on file. As a result, students who have dishonestly changed their answers have received failing grades and permanent reports of academic dishonesty.

9. Academic dishonesty in all forms violates the basic principles of integrity and thus impedes learning. More specifically, academic dishonesty is a form of misconduct that is subject to disciplinary action and includes the following: cheating, fabrication, fraud, facilitating academic dishonesty, and plagiarism. For more information oct, please visit the following web sites:

http://www.sfu.ca/policies/teaching/index.htm

>For an informal evaluation of this WWW site and L323, click on evaluation

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Directory: Course Description | Texts | Contents | Lecture Notes | Definitions | Exercises | Cgram | Schedule | Model of Grammar | Grading | Marks | Exams | Forum

This page last updated 6 DE 2006

Details

Price:  Full Course $815 List/Non-member; $650 Member
               Individual Modules $120 List/Non-members; $95 Member
CEU: 0.5
Length: 7 Modules   Access available for one year
Certification of Completion: A Certificate of Completion indicating the total number of CEUs earned will be provided upon successful completion of the course.

Description:

This is a self-paced, online course consisting of 7 modules which take a detailed look at an introduction to Supervisory Control and Data Acquisition (SCADA) systems. Participants will learn how remote sensing and actuation are combined with modern communication techniques to effectively monitor and control very large industrial processes, like oil fields, pipelines, and electrical power systems.  This course will cover most major SCADA applications, SCADA system components and architecture.

You will be able to:

• Determine how SCADA developed from its source technologies and recognize the factors that make SCADA different from other process control systems
• Evaluate the principles of SCADA and explain how the basic building blocks are integrated to form a working system
• Visualize and evaluate the applications of SCADA
• Explain where SCADA may benefit the project and where not to apply SCADA
• Apply information and procedures for:
  • Design and Specification of a SCADA system
  • SCADA system integration
  • SCADA system testing and commissioning
  • SCADA system migrations

Modules Descriptions:

•         Module 1: Introduction to SCADA (20 min)

This module introduces the basic concepts of SCADA and SCADA architecture. syllabus include process commands, data gathering requirements, control and monitoring technologies, and some widely used applications for SCADA.

•            Module 2: SCADA Communications (25 min)

This module covers SCADA Communications including communication concepts and media, communication system standards and protocols, and network infrastructure.

•            Module 3: Remote Terminal Units (RTU) (25 min)

This module builds on the foundations of concepts and communications and expands into the primary elements of SCADA systems. Characteristics of RTUs, communication modes, and RTU configuration are discussed.

•            Module 4: Field Devices (30 min)

In this module you will learn about some of the Field Devices that RTUs communicate with in SCADA systems including Sensors and Actuators as well as other considerations.

•            Module 5: Master Terminal Unit (45 min)

In this module you will learn about the Master Terminal Unit (MTU) and review concepts, communication, functions, scan periods, configuration and applications. By the conclusion of this module, you should have a solid understanding of MTU application including functions, hardware, configuration, and RTU and data scanning periods.

•            Module 6: syllabus of SCADA Project Execution (20 min)

In this module you will learn about major syllabus for executing a SCADA project including conceptual design, system design, functional description, test plans, detail design, software development. A review of a few samples of phased project life cycles is also included.

•            Module 7: sample SCADA Projects (20 min)

The last module is designed to provide you with experience in making decisions about SCADA system integrations using sample projects. You will apply what you have learned in some scenarios, label some diagrams, and take the course completion quiz

Purchase Options:

Full Course

Module 1: Introduction to SCADA

Module 2: SCADA Communications

Module 3: Remote Terminal Units (RTU)

Module 4: Field Devices

Module 5: Master Terminal Unit

Module 6: syllabus of SCADA Project Execution

Module 7: sample SCADA Projects

If you wish to register offline, obtain the Training Registration Form, complete, and return to ISA with your payment.

Not sure this particular course is for you?
A pre-instructional survey is available for you to evaluate your level of understanding of the course material and to show you the types of questions you'll be able to answer after completing the course.

As faculty plan for experiential learning in a course, there is much to consider since this approach is quite different from what is involved in preparing traditional academic lectures. Experiential learning requires that faculty supply students more responsibility and authority over their learning. Therefore, faculty must be planful in their approach to facilitate a meaningful learning experience for students to lead a process of helping learners identify the knowledge they require, acquire skills in the process of learning, and reflect on the experience (Moon, 2004). In addition, faculty must also consider the dynamic context of either field-based learning (e.g., internships, service learning and practicums), or classroom learning via case studies, role plays, presentations, and other activities (Lewis & Williams, 1994).

Regardless of the setting, conceptual frameworks are helpful tools to guide the inclusion of experiential learning within a course. For example, Beard and Wilson (2013) proposed "the learning combination lock," which describes how the internal environment of the learner, including their emotions, reasoning and intelligence, and their ability to learn and change, interacts with the external learning environment through their senses. Furthermore, faculty should be mindful of philosophical considerations while the learner is actively engaged in the process by belonging, doing, sensing, feeling, thinking, and being (Beard and Wilson, 2013, p. 7). Beard and Wilson (2013) lay out six practical considerations for designing experiential learning activities below.

Practical Considerations for Learning and Development

1. Where? Where and with whom does the learning take place?
2. What? What will the learners actually do?
3. How? How will learners receive the experience through their senses?
4. Hearts? How will the emotional self of the learner be engaged?
5. Minds? What do learners need to know?
6. Change? How can learners be encouraged to change?

Getting Started with Planning

In a summary of the literature on experiential learning, Schwartz (2012, p. 3-4) provided several steps for faculty as they begin the planning process, below:

1. Analyzing your learner population and determining their needs. Going beyond their current level of content mastery, the faculty member should consider the cultural background of the learners, their current level of experience with coursework at the undergraduate or graduate level, and their maturity level (Cantor, 1995).
2. Identify appropriate activities for your learner population and course content. Faculty must think about what aspects of course content experiential learning could enhance, and link the activity with course objectives in a way that complements the overall curriculum (Cantor, 1995).
3. Identify potential issues when integrating experiential learning. Field-based experiential learning activities, in particular, require developing partnerships with the community and dealing with liability issues (Cantor, 1995).

Designing Experiential Learning Activities

The following are directly quoted from Schwartz, 2012, p. 4.

1. Decide which parts of your course can be instructed more effectively with experiential learning.
2. Think about how any potential activities match the course learning objectives.
3. Think about how the potential activity complements the overall course of study.
4. Think about the grading criteria and evaluation method that would match the proposed activity (Cantor, 1995, p. 82).

Instead of approaching experiential learning as material to be remembered, Wurdinger (2005) proposed that faculty should use a problem-solving approach or start with a question with more than one potential answer possible. Effective experiential learning necessitates that the instructor clearly defined group work agreements, activity learning goals, and big-picture relevance (Chapman, McPhee, & Proudman, 1995). In addition to primary experiential learning experiences, it is important to have opportunities for reflecting on direct experiences.

As a guide for holistically integrating experiential learning in a course, Wurdinger (2005, p. 63) recommended the following:

1. Use a major project or field experience to guide learning over the entire course.
2. Use a combination of projects, classroom activities, and external experiences.
3. Tie everything together.
4. Ensure activities are challenging, yet manageable.
5. Provide clear expectations for students.
6. Allow the students necessary time to identify, clarify, and keep focused on their problem.
7. Allow students to change direction midstream.

For more information on designing, running, and assessing experiential learning activities, please review the Schwartz (2012) article titled, "Best Practices in Experiential Learning" and Beard and Wilson's (2013) book titled, "Experiential Learning: A Handbook for Education, Training, and Coaching."