Pygmalion in the Classroom; Expectation

Thursday, January 24th, 2008

Pygmalion in the Classroom is a 1968 book by
Robert Rosenthal and Lenore Jacobson about the effects of teacher expectation on student performance.

Reviewing the book, James Rhem wrote:

“Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways” [1]

See:

  • Pygmalion effect
  • educational reform
  • American educational system

Copyright laws in Greece; consume

Thursday, November 15th, 2007

The copyright laws in Greece are part of the frame of laws which are constantly being adapted to the guidelines of the European Union.

The enforcement of the copyright laws varies from case to case. Greece has attracted attention because of its extended software and music piracy. The Greek government has tried to impose countermeasures such as the prosecution of those who produce or consume pirated material, with questionable results.

Interrogatives in Esperanto; a consumer’s indirect

Saturday, September 29th, 2007

In Esperanto there are two kinds of interrogatives: yes-no interrogatives, and correlative interrogatives.

Contents


Yes-no interrogatives

Yes-no interrogatives are questions which can be answered with yes or no. They are formed in Esperanto by starting the sentence or clause with ĉu. For example, La pomo estas sur la tablo. - The apple is on the table., as opposed to Ĉu la pomo estas sur la tablo? - Is the apple on the table? In spoken Esperanto, a question is normally accompanied by a rising intonation. In some cases, especially when the context makes it clear that the sentence is an interrogatives, a rising intonation alone can make a clause into a question, but this is rare and highly marked. In Esperanto, the subject and the verb are generally not inverted in questions, unlike English and other languages.


Correlative interrogatives

Esperanto has a series of words which can be arranged in a table according to how they start and end which are often called correlatives. The column of words which begin with ki- can be used to ask questions which cannot be answered by yes or no. These correspond to wh-questions in English. These words are:

  • kiu - who or which
  • kio - what
  • kia - what kind of
  • kie - where
  • kiam - when
  • kies - whose
  • kiel - how
  • kial - why
  • kiom - how much or how many

These words are inflected according to the role they play in the clause (for the words which take an inflection), and moved to the beginning of the clause. For example, Kion vi faras? - What are you doing? As with yes-no questions, there is no inversion of subject and verb, and the sentence is generally ended with a rising intonation in the spoken language.


Indirect questions

Any interrogative clause as explained above can be used as-is as an indirect question, as the object of a verb like scii, to know.

  • Mi ne scias, ĉu la pomo estas sur la tablo. - I don’t know whether the apple is on the table.
  • Li scias, kion vi faras. - He knows what you are doing.


Ambiguity

Because the correlatives which begin with ki- are also used to form relative clauses (similarly to many European languages) there is in theory a potential for ambiguity between indirect questions and relative clauses. In practice, however, confusion is very rare.