JSSEA 34 (2007) Ancient Egyptians Queens names.pdf

Zeal: A Journal for the Liberal Arts, 2024

2018

Splinters, combining forms, and secreted affixes are three morpheme (or morphemelike) elements which are often conflated in the literature on English word-formation. Scholars have differently focused on their morphological origin (i.e. blending, paradigmatic substitution, analogy) or on their semantics (i.e. secretion vs. mere abbreviation) (Warren 1990; Fradin 2000; Mattiello 2007; Bauer et al. 2013). This paper investigates these phenomena as part of paradigmatic morphology, or similarity among words. In particular, the investigation of five case studies (i.e. (a)holic, docu-, -exit, -umentary, -zilla) shows that they are frequently used to create new words and even to produce series, through analogy via schema (cf. Köpcke 1993, 1998). In the paper, diachronic study combined with corpus-based analysis help us 1) categorise these phenomena as ‘marginal’ vs. ‘extra-grammatical’, and as ‘productive’ vs. ‘creative’, and 2) shed some light on their role in the development of morphologi...

Educational Philosophy and Theory

Climate change has been called both a 'slow emergency' and an 'urgent crisis' , it creates tensions between human and non-human temporalities, it asks some communities to 'speed up' and demands others slow down, and requires choices between present needs, historical responsibilities and future consequences. If students are to understand and confront climate (in)justice, then a 'temporal imagination' (Adam, 1998) is required that is alert to the ways that time is central to the politics of a warming world. This paper therefore explores how 'teaching time' can support the awareness of and attention to (in)justice. The paper discusses the limits of current approaches to teaching time in education and explores a range of practices for developing 'temporal attunement' (Jensen, 2023) that can be found in public arts, Indigenous education, educational philosophy, futures studies and decolonial praxis. It maps out five temporal educational practices of: relational time; rhythm; anticipation and reparation; temporal suspension; and critical time keeping. It argues that these practices can be put into dialogue as a basis for a 'temporal pedagogy' that comprises three moves: interruption (of habitual and dominant temporal frames and their production of injustice), attention (to the latent, situated, plural timings and rhythms of the situation), and encounter (through invitations to judgement about the temporal practices that should govern more just collective action in response to climate change). It concludes by working through an example of how such a pedagogy might be deployed to negotiate the conflicting temporalities of socio-ecological change.

. Revue Euro-Méditerranéenne d’Education et de Formation, 2024

Estrema, 2023

This article traces interface among four renowned Burmese masters of the Insight Meditation Movement, its political-historical context, and their distinct theoretical understandings and practical ways of dealing with two interrelated aspects of meditation: samatha (concentration) and vipassanā (wisdom). Two main approaches are found: samatha as a preparation for vipassanā, and vipassanā without samatha as a prerequisite. Whereas Goenka and Mogok promulgate a short practice of samatha, Pa Auk focuses on achieving the four jhanās (deep samatha absorption) before vipassanā can be practiced. By contrast, Mahāsī teaches vipassanā without preparatory samatha (dry insight), as momentary concentration develops the required level for insight practice.

Academia Letters, 2022

The neuro-invasive potential of SARS-CoV-2; A threat of viral latency Fabiha Qayyum Short Communication The neurological manifestations are quite common in SARS-CoV-2 induced COVID-19 disease, which is declared as a global pandemic in December 2019 (1). Neuro-invasion has also been reported commonly in most of the members of the βCoV family i.e., including SARS-CoV (2), MERS-CoV (3), HCoV-229E (4), HCoV-OC43 (5) and porcine hemagglutinating encephalomyelitis coronavirus (HEV) (6). With increasing experience and information regarding SARS-CoV-2 and its growing clinical presentation, the literature review has shown increasing documentation of neurological symptoms of COVID-19 patients (7). A study reported that 36.4% of cases present with neurological manifestations caused by COVID-19 disease (8). COVID-19 patients were observed to show symptoms of encephalitis including sudden olfactory and gustatory instability (10-70%), headache (13%), attention deficit (8-15%), giddiness (17%), neuralgia (2%), audiovisual hallucinations, mental confusion, post-intensive care dysexecutive ailments (36%), tonic-clonic epileptic seizures (1%), motor ataxia (1%), abrupt neurological deficits including respiratory depression (3%) or signs of the pyramidal tract (67%) (9). Two portals of entry have been documented in literature which was mainly opted by SARS-CoV-2 for an invasion in the central nervous system (CNS) (10). One is hematogenous and the other is via the neuronal retrograde route (10). Angiotensin-converting enzyme 2 (ACE2) and dipeptidyl peptidase 4 (DPP4) receptor is the main culprit of hematogenous spread (11). The SARS-CoV-2 virus binds to the ACE-2 receptor, with its viral spike protein to penetrate the

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