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
Texts
Required Text:
Understanding Morphology ISBN 0-333-54114-8/6
By Martin Haspelmath
Understanding Language Series
New York: Oxford University Press
Morphology:
By Francis Katamba
The MacMillan Press, Ltd
Organization: Classes will consist of lectures, demonstrations, student presentations, and discussions.
Course Goals: This course will introduce you to some of the major structural and functional categories of morphemes and words. You will use these categories to analyze complex words as well as to assess cross-linguistic variation and claims for theoretical constructs.
Word Structure
Morpheme Types: affix, base, root, stem
Word-based morphology
Discovery Procedures
How Morphemes are Formed
Grammatical Functions
Inflection
Derivation
Word Formation
The Lexicon
Productivity
Reduplication
Lexical Morphology
Compounds
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.
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).
The following represents the typical range of grades. The grades are subject to a grading curve adjustment:
A 90 - 100 B 80 - 89 C 70 - 79 D 60 - 69 F 00 - 59
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 courses 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
Directory: Course Description | Texts | Contents | Lecture Notes | Definitions | Exercises | Cgram | Schedule | Model of Grammar | Grading | Marks | Exams | Forum
This Course Outline and Syllabus gives an overview of the Spring 2016 class Building Life Science Businesses.7
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This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.
LESSON 5: AIR-CONDITIONING (COOLING)
Understand comfort and psychometrics, air distribution and balance, installation, energy auditing, common conditions, troubleshooting techniques, and more.
LESSON 6: ALL-WEATHER SYSTEMS
Learn about the heat gains and losses that occur in various structures as well as detailed information on both air source and geothermal heat pumps.
LESSON 7: DOMESTIC APPLIANCES
Get detailed information on domestic appliances including refrigerators, freezers, and air conditioners.
LESSON 8: COMMERCIAL AIR-CONDITIONING AND CHILLED-WATER SYSTEMS
Learn the ins and out of cooling towers, pumps, and chilled-water systems.
LESSON 9: SIMULATION CHALLENGE MODE – I
Virtual, hands-on simulation of troubleshooting an HVAC/R system.
LESSON 9: SIMULATION CHALLENGE MODE – II
Hands-on virtual simulation of routing electricity to an HVAC/R system.
Background
Industry experts have found that an aging population, emerging treatment methods and technology advances mean strong career prospects for well-qualified sales reps.
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PEBBLE BEACH, Calif. -- When I launched my Color of Hockey blog seven years ago this month, I dedicated it to hockey fans and people of color who love this game and enjoy witnessing change, especially one that reflects the shifting demographics in North America.
Since then, I've chronicled the history and growing impact of people of color in the game from the NHL to youth hockey, from players, to broadcasters, to those in team and league management.
The revelations related to the actions of former Calgary Flames coach Bill Peters has been an unsettling episode for those who want to fully embrace the NHL and the sport in general but have questions about the commitment to diversity and inclusion.
[RELATED: Bettman: NHL 'will not tolerate abusive behavior']
Commissioner Gary Bettman responded to those questions at the NHL Board of Governors meeting Monday with a clear message: That "physical abuse and racial and homophobic language cross the line" and will not be tolerated.
By outlining a course of action, Commissioner Bettman reinforced that Hockey Is For Everyone and the League's Declaration of Principles aren't hollow slogans.
"Inclusion and diversity are not simply buzzwords, they are foundational principles for the NHL," Commissioner Bettman said. "Our message is unequivocal: We will not tolerate abusive behavior of any kind."
Commissioner Bettman said the NHL must and will do more to fulfill that promise. Change is coming, he said, and at an accelerated pace.
"While we have taken many important steps forward on diversity and inclusiveness, as well as respect and professionalism in hockey, we intend to do more and faster," Commissioner Bettman said. "We want hockey to be a place where people are comfortable and that they can be included, no matter who they are and what their backgrounds are."
Video: Bettman on new professional conduct review processes
Some elements of Commissioner Bettman's plan are immediate, such as putting teams on notice that they must immediately inform the League office when they become aware of an incident of conduct involving NHL personnel "on or off the ice that is clearly inappropriate, unlawful or demonstrably abusive," or expect to face "severe discipline" for failure to do so.
Other elements will take time, such as the creation of a mandatory annual program on counseling, consciousness-raising, education and training on diversity and inclusion for all head coaches, minor league coaches under contract with NHL teams, assistant coaches, as well as general managers and their assistants.
So too will the establishment of a system -- Bettman said perhaps a hotline -- that will allow people to report inappropriate conduct to the NHL either anonymously or for attribution.
What makes all this so important? It shows the League is evolving much in the way its players and fan base are changing.
Quietly accepting the status quo or going along to get along for fear of reprisal or seeing career aspirations stalled isn't going to work in the 21st century -- in this business or any other.
Commissioner Bettman's remarks and actions show the NHL understands that and is aware of the responsibility it has to facilitate change, and not just in the 31-team league.
"As one of the preeminent professional sports leagues in the world and the preeminent hockey league in the world, we recognize and embrace our role in setting an example," Commissioner Bettman said.
Change doesn't come easy, but it doesn't come at all if you don't try.
"This is an opportunity and a moment for positive change, and this evolution should be expedited for the benefit of everyone associated with the game we love," Commissioner Bettman said.
Rishi Sunak has outlined plans to restrict universities from recruiting students to poor quality courses that do not offer value for money. The Prime Minister said, “there are a range of people who are being let down by the current system. They're being taken advantage of with low quality courses that don't lead to a job that it makes it worth it, it leaves them financially worse off. That's what we're clamping down on today.”.
