Podcasts about grammars

  We've had more guest mixes than usual the last 6 months and that is a great thing because it means we all get to hear some amazing music and amazing mixes like this one.  This new mix comes from Matthew Ramolo, who records as Khôra. There is a new Khôra album that just dropped in April called "Gestures of Perception" and is described this way - "The album weaves ritualized instrumentals with alien textures and resonant melodies, inviting listeners to transcend into uncommon consciousness." You can find the new album here - https://khora.bandcamp.com/album/gestures-of-perception-3 I was unfamiliar with the music of Khôra, but one listen to the new album and I was all in for a guest set. This mix is so very propulsive, it draws you in and drives you forward with layer upon layer of rhythmic intensity.  Here's what Matthew says about this mix: "This assemblage of material was selected primarily on the basis of substantiating the sonic and conceptual universes that my most recent Khôra release is in lineage with. The vast majority of the pieces presented are percussive or propulsive, but also circular in nature and in one respect I was seeking a fundamental rhythmic presence or energy among my troves of collected music that could be traced across various artists and presented as a single typology or modality that tenders itself in various guises through a cast of contemporary and historical voices. Functionally, the mix pursues a particular genealogy of percussive music across various genres, cultures, histories, technologies, and interpretations which initiates a kind of meditative dancing. Within the outline of this non-linear genealogy, ancient ritualistic and tribal tendencies flower within the unconscious regimes of the body even as the mind and body are provoked to find new appreciations and applications for these emboldening forms of musical intelligence which persist through time but are mutated, conditioned, and understood by the nuances of the listener and their temporal circumstances." Thanks to Matthew for putting together this unique journey. His album is out on the Marionette label and you can find more of their fine releases here - https://marionettelabel.bandcamp.com/   Cheers!   T R A C K L I S T : 00:00 Khôra - Flux and Hieroglyph (Gestures Of Perception 2024) 06:45 Cyclopean - Fingers (Cyclopean 2013) 12:21 The Dwarfs of East Agouza - Resinance (Bes 2019) 15:12 The Comet Is Coming - Journey Through The Asteroid Belt (Channel The Spirits 2016) 20:30 Muslimgauze - Caste the First Stone - (Salaam Alekum, Bastard 2020) 24:44 Love-Songs & Ulf Schütte - Dumpfes hämmerndes Dröhnen (Spannende Musik 2021) 29:29 Various - Radio Delhi #1 (Radio India: The Eternal Dream Of Sound 2004) 32:04 Uwalmassa - Belit (Malar 2022) 36:00 Kilchhofer - Karon ( The Book Room 2018) 39:28 De Leon - A2 (De Leon 2018) 44:44 Khôra - In Petrified Light (Gestures Of Perception 2024) 49:50 Joyfultalk - Kill Scene (Plurality Trip 2018) 53:42 Jon Iverson Meets Prins Emanuel, Golden Ivy & Inre Kretsen Grupp - Drum Steel (Jon Iverson Meets Prins Emanuel, Golden Ivy & Inre Kretsen Grupp 2023) 58:21 D.K. - Going Into Trance (The Goddess Is Dancing 2019) 1:04:15 Antonio Zepeda - Danzando en El Templo Mayor (Templo Mayor 1982) 1:07:30 23 Skidoo - Coup De Grace (Urban Gamelan 1984) 1:09:07 Holden - Blackpool Late 80s (The Inheritors 2013) 1:17:24 Autechre - known (1) (Oversteps 2010) 1:22:00 Stephan Micus - Passing Cloud (The Garden Of Mirrors 1997) 1:27:07 Tomaga - Idioma (Intimate Immensity 2021) 1:31:10 Shabaka - Ital Is Vital (Afrikan Culture 2022) 1:35:35 Roberto Musci - Claudia, Wilhelm R, and Me (The Loa Of Music 1984) 1:38:38 Khôra - Golden Femur (Gestures Of Perception 2024)

Tuesday Teaching Tip 331 | Biblical Preaching - Part 3 | Tools of the Trade | Malcolm Cox Point to consider When we talk about tools, we are not talking about engineering a sermon, nor producing a formula. My wife is a doctor, and once she described practising medicine as being part science and part art. She meant to convey that although the science needs to be robust, if that is your primary focus, it can obscure the person you are meant to be treating. Who wants to be treated by a Doctor who doesn't listen to you, fails to acknowledge your presence, and does not treat you as an individual? Similarly, no so-called technique for lesson preparation will work for all people in all contexts. Nor will one method work for one person all the time. Therefore, as we explore the tools we use and the ways in which we use them, let's do so with half an eye on how they may be utilised flexibly. Alternatively, those who approach preaching as ‘from the heart' and pay lip service to exegesis are the equivalent to the Doctor who treats their patients according to folklore, feelings and fantasy. That's not a Doctor I want looking after my health. Effective preaching and teaching is a blend of ‘art' and ‘science'. In this episode we will focus on the latter more than the former, but both are necessary. Chapter 3: Tools of the Trade Choose the passage to be preached: In my opinion there is a balance to be found between choosing texts and topics which are meaningful to you and of immediate relevance to your congregation, as well as thinking systematically about the biblical education of your faith community. Is there a balance of old and new Testaments? How are you doing covering a mix of genres -– parables, prophecy, poetry, narrative etc? In the book you will find more on the issues of thought units; topical exposition and sermon length. Study Your Passage and Gather Your Notes: It should go without saying that we need our own ideas about a text. Before you use the scholarship of other people, valuable as it is, take the time to read the passage in more than one translation, and make your own notes on the verse, paragraph, or chapter you are planning to use for your lesson. Be systematic. Keep your notes in a book, a folder, in a file on a computer, or within some Bible software. In the book you will find more on the issues of: context; Lexicons; Concordances; Grammars; Word-Study Books; Bible Dictionaries and Encyclopaedias; Commentaries; Bibliographies; Other Tools As you study the passage, relate the parts to one another to determine the exegetical idea and its development: A chasm separates what a passage is saying and what it means. That chasm is bridged by asking questions of the text. For example, in Mark 6:47-50 we are told that Jesus walked on the lake. To simply restate that information will not a sermon make. We must enquire as to the passage's purpose. That means asking ourselves why Mark included this incident. What comes before and after? Is it important that it comes after the feeding of the 5000? You would need to ask yourself what that's about in order to determine if the context is significant. How does the passage fit with the rest of Mark's emphasis? We would also want to look at the wider biblical context. For example, is there any significance to the mention of the mountainside in verse 46? What was Hebrew thinking about bodies of water and wind? Again, what is the purpose of this incident? Once we can state that in our own words, we can move on. In the book you will find more on the issues of: The subject and the complement. Conclusion: as Robinson says, “One device you may find helpful as to paraphrase the passage in your own words.” “At this point…you should be able to do two things: first, to state the idea of the passage in a single sentence…; and second, to state how the parts of the passage relate to the idea." This is hard work and takes time, but if you get this done well, the rest of the lesson will come together much more easily.  Consider joining AIM UK&Ireland to develop your understanding of Scripture: https://aimukandireland.com/. Our current module is Homiletics (the preparation and delivery of lessons). Contact us here with enquiries: courses@aimukandireland.com   The website can be found here: https://aimukandireland.com   Please add your comments on this week's topic. We learn best when we learn in community.  Do you have a question about teaching the Bible? Is it theological, technical, or practical? Send me your questions or suggestions. Here's the email: [malcolm@malcolmcox.org](mailto:malcolm@malcolmcox.org).  If you'd like a copy of my free eBook on spiritual disciplines, "How God grows His people", sign up at my website: http://[www.malcolmcox.org](http://www.malcolmcox.org/).  Please pass the link on, subscribe, and leave a review.  Remember to keep calm, and carry on teaching. God bless, Malcolm

Welcome to the first episode of 2023! In this episode, Giselle Mendonça Abreu and I have the privilege of talking to a scholar well known among those of us who study Latin American cities: Teresa Caldeira. Professor Caldeira's work, rooted in ethnography of Sao Paulo's peripheral urbanization, has made substantial methodological and theoretical contribution to how se study cities, particularly in the Global South, for decades. In this episode, we discuss Teresa's trajectory as an urban anthropologist in the 1970s in favelas in Sao Paulo. We then move on to talk about what has changed since then by discussing her two latest articles, which explore the twin concepts of “transversality” and “transitoriness”. Departing from the belief in progress of the midcentury, which was implicit in autoconstruction, Teresa takes us to the transitory, fragmented and non-linear dynamics which characterize cities today. Like so much of her work, she asks us to critically reflect on the categories we use, including that of the Global South, and pushes us to think transversally with concepts that “travel” in unexpected ways. The texts we discuss today can be found here: “Transitoriness: Emergent Time/Space Formations of Urban Collective Life” (published in Grammars of the Urban Ground, edited by Ash Amin and MIchele Lancione “Transversal Connections: Seeing Cities from Other Spaces” (published in Catalan in 16 Barris, 1000 Ciutats, edited by Valentín Roma, Teresa Caldeira, Frits Gierstberg Teresa Caldeira is a professor at the University of California - Berkeley in the Department of City and Regional Planning. Her research, which is rooted in anthropology, looks on the predicaments of urbanization, such as spatial segregation, social discrimination, and the uses of public space in cities of the global south. Her book City of Walls: Crime, Segregation, and Citizenship in São Paulo (University of California Press, 2000), won the Senior Book Prize of the American Ethnological Society in 2001, and presents a comprehensive analysis of the ways in which crime, fear of violence, and disrespect of citizenship rights intertwine with urban transformations to produce a new pattern of urban segregation based on fortified enclaves. Giselle Mendonça Abreu is is PhD candidate in City & Regional Planning at UC Berkeley. Her research examines the political economy of rapidly-growing “soybean” cities in Brazil's hinterland.

In this episode we interview multiple people who've been involved in the struggle to Stop Cop City and Defend the Forest in Atlanta. What started as a political struggle against an extremely unpopular massive new police training facility has morphed and evolved in many different directions. We welcome Kamau Franklin from Community Movement Builders back to the platform for the third time for this conversation. He brings with him several folks with knowledge of the movement to stop cop city and what has become known as the Defend the Atlanta Forest movement. This is a conversation that touches on modes of liberal city governance and counterinsurgency against radical social movements like the uprisings that took place across the country in the summer of 2020 in response to many instances of police violence including the police lynching of George Floyd and in Atlanta specifically the police execution of Rayshard Brooks as well. Kamau along with Sara, Paul and River discuss some of the current political economy of the greater Atlanta metropolitan area and discuss different phases of the struggle to prevent the political approval and physical construction of the massive police training facility. Along the way we also get into conversations about some of the dynamics coalition which is diverse both in terms of political tendencies and traditions, but also in terms of its racial composition. We talk about of some of the tensions and issues that can arise from these circumstances. And there is some discussion of tactics and strategy as well that is specific to this struggle, which warrant broader consideration contingent of course on the conditions of other struggles. You can learn more and support at https://defendtheatlantaforest.org You can also contribute to the Atlanta Solidarity Fund as Sara recommends in the show: https://atlsolidarity.org to support folks who are facing repression and legal cases. And you can learn more and support Community Movement Builders at https://communitymovementbuilders.org. Also in Kamau's other role, he is a co-host of the Remix Morning Show on Black Power Media, make sure you check them out and support their work as well, this conversation would not have been what it was without Kamau's support and facilitation. Apologies that due to the number of guests and internet connections some of the audio cuts out at a couple points in the conversation. In all cases it resolves and hopefully minimal meaning and information is lost. But we encourage folks to stick with it even if the audio is a little frustrating in parts because the conversation offers so many important insights. And last but not least, if you like the work that we do here at Millennials Are Killing Capitalism. If you want to hear more conversations about dynamic social movements, revolutionary history, political theory, and tactical and strategic discussion, then join up with the awesome folks who support our show currently by becoming a patron of the show. This October marks the 5th anniversary of doing the show. We've hosted over 165 conversations in that period. And for those 5 years we're looking to add 50 patrons this month to help us sustain this work. 50 is a lot, but you can be one of those folks helping to support by just kicking in a dollar a month or by making a small annual contribution at patreon.com/millennialsarekillingcapitalism.  

- Materials https://jlptsensei.com/jlpt-n3-grammar-list/ = This program is recorded in my Discord group "NihonGO Japanese Language School", we offer group lessons for free, almost every day! Feel free to join the server and our lesson anytime ;) "NihonGO Japanese Language School" https://discord.gg/WEMKCAGhxA === #nihongopodcast #japanese #日本語 #giapponese #日文 #日语 #일본어 #ญี่ปุ่น #japonais #japonés #japonês #nihongo #hiragana #katakana #studyjapanese #learnjapanese #japanesephrases #japantrip #japantravel #jlpt #日本語能力試験 #kanji #japaneselanguage #japanesepodcast #にほんご #ひらがな #カタカナ #japan

This summer we are discussing how to read and write well for preaching. Today's topic is on building your preaching library. A preacher's library by definition will be a theological library. However, a preaching library will have many kinds of works that are not strictly theological. In this episode learn Dr. Allen's eight principles for building your preaching library. Learn the major categories of books each preacher should have in their library.  Dr. Allen's Preaching Library Categories 1. Commentaries  2. Old Testament Introduction  3. New Testament Introduction  4. Systematic Theology  5. Biblical Theology       a. Old Testament Theology       b. New Testament Theology  6. Historical Theology  7. Hermeneutics  8. Greek & Hebrew Study Tools  9. Church History        a. Early Church        b. Medieval        c. Reformation        d. Post-Reformation        e. Modern  10. General History        a. World History        b. American History        c. British History        d. Military History  11. Pastoral Ministry  12. Evangelism & Missions  13. Homiletics or Preaching        a. Works on Preaching        b. History of Preaching        c. Sermon Books        d. Illustrations  14. Prayer  15. Specialized Study Theological Study 16. Specialized Study Biblical Study 17. Biography  18. Philosophy  19. Reference Works      a. Dictionaries       b. Encyclopedias       c. Atlas      d. Grammars       e. Thesauruses  20. Spiritual Devotional  21. Popular Authors  22. Life & Ministry of Christ  23. Ethics  24. Science & The Bible  25. Christianity & Culture  26. Sociology  27. Cults   28. Theological Journals  29. Specialized Studies  30. Miscellaneous Books

Jim talks with Matthew Pirkowski about new frameworks in the study of emergence. They discuss the concept's roots in the work of J.S. Mill, 19th-century tensions between reductionism & vitalism, Terrence Deacon's ententional properties, ententionality as a result of constraints, giving reality status to relations, pruning rules as key to emergence, possibility space as unconstrained, … Continue reading Currents 053: Matthew Pirkowski on Grammars of Emergence → The post Currents 053: Matthew Pirkowski on Grammars of Emergence appeared first on The Jim Rutt Show.

Barnett Cohen (b. Cape Town, South Africa) is a queer poet, painter, performance maker, and political activist who lives and works in Los Angeles and New York City. He has exhibited, staged performances, and held readings at REDCAT, JOAN, LAXART, Pieter Space, 356 Mission, Human Resources, The Box (Los Angeles), The International Center For Photography, Beverly's, JDJ (New York), Vox Populi (Philadelphia), Open Space/SFMOMA City Limits (San Francisco & Oakland), and The Onassis Foundation (Athens, Greece). He has been in-residence at SVA, Skowhegan, MacDowell, and is currently an artist-in-residence at the NARS Foundation, New York. In 2020, he was nominated for the Rema Hort Mann Foundation Emerging Artist Grant. Cohen is also the founder of the Mutual Aid Immigration Network (MAIN). Established in 2017, MAIN is a trilingual free assistance hotline for people detained in immigration detention centers across the US. MAIN connects people in detention with bond funds and legal services that can accelerate their freedom from incarceration.   https://www.barnettcohen.com/

Hey there! Welcome to Accessibility Minute, your weekly look at Assistive Technology, those clever tools and devices designed to help people who have difficulties with vision, mobility, hearing or other special needs! Learning English and grammar is challenging for many individuals.  If you’re looking for a fun way for your child or student to practice […] The post AM418 GramMars Wars App appeared first on Assistive Technology at Easter Seals Crossroads.

かんたんな文法とフォームを使う日記です。grammar (Genki text lesson1 -lesson7). ポッドキャストの内容/ないよう scripts は Google docs share→ https://bit.ly/3oX4l6u.

Today's topic: 「クリスマスにKFC！？」(level: beginner or lower Intermediate N5-N4) I hope this Podcast helps you with learning Japanese. スズランさん (Illustrator): https://www.instagram.com/szln_drawing/ Grammars and vocabularies: http://momoko-to-nihongo.com

Today's topic: 「七五三 Shichi-Go-San」(level: lower Intermediate N4-N3) I hope this Podcast helps you with learning Japanese. Grammars and vocabularies: http://momoko-to-nihongo.com

Today's topic: 「ハロウィーンの日 Halloween day」(level: Beginner to Intermediate N5-N3) I hope this Podcast helps you with learning Japanese. Grammars and vocabularies: http://momoko-to-nihongo.com

Linguistics as a discipline has some work to do when it comes to examining and eliminating the legacy of colonialism. How do we do it? And how do we feel about the overtly evangelical agenda of a lot of linguistic work? Dr Hannah Gibson joins us.

In this interview, we talk to Dr Clara Stockigt about missionary grammars in Australia and their links to the academic linguistic scholarship of the time. Download | Spotify | Apple Podcasts References for Episode 7 Primary Sources Bleek, Wilhelm H.…Read more ›

We discuss stages 4-6 from the book "Biblical Preaching" by Haddon Robinson.  Here is the link to the INTRO PODCAST we did on the subject. Also, the podcast with stages 1-3 is HERE. If God so leads, please consider taking advantage of this opportunity to give through the “Spirit Campaign” from November 15th through December 31st. When you donate to SDCS through the Spirit Campaign, your donations, up to $1,000 per family, are doubled! What a great way to multiply kingdom resources.  Here is a LINK to the flier for the campaign.  Please use it to donate.  Thank you!   Chapter 1 - The Case for Expository Preaching Robinson makes the case for expository preaching by showing how at the end of the day it allows the preacher to say with confidence, “thus saith the Lord.”  Expository preaching expounds and applies concept derived straight from the text of Scripture, applying it to the personalities and experiences of the congregation after having first been applied to the preacher himself.  Expository preaching does not import the preacher’s ideas into the text, rather the ideas that are preached and applied come from the text to the congregation by way of the preacher. Chapter 2 – What’s the Big Idea? Preaching must be a “bullet and not buckshot.”  In other words the congregation must be given a single idea that coheres the entire message preached in order to be able to grasp and apply what the preacher is bringing to them from the text.  In order to get this idea one must find the “subject” and the “complement” of the exegetical unit. The subject is that which the author is talking about, and the complement is what the author is saying about what he is talking about.   Chapter 3 – Tools of the Trade Robinson gets into the stages of sermon preparation here: Stage 1 – Selecting the Text The selection of the text involves looking at thought units, sections of the text that contain an idea.  One must balance the size of the thought unit with a determination of the amount of time one has to preach.  Combining these two factors will give the preacher the right length of text to cover in one go. Another way to preach is the topical approach, and the texts may be selected in much the same way.  One thing to be careful about with a topical approach though is that you don’t import the topic into the text; one must let the text speak for itself. Stage 2 – Study Your Passage and Gather Your Notes The next stage gets into studying the passage and context.  Robinson gives five points to consider as you study the passage.  First take the context of the passage as it sits within the book into account.  In order to do this one may need to read the book many times. The goal is to be able to see how the passage relates to the overall message of the book.  Second take the context of the passage in light of its immediately surrounding passages into account. Third read several translations and write down the problems in translation that you observe. Fourth try to state the subject and complement, at least roughly.  Fifth is the study of the passage’s structure, vocabulary, and grammar. It is during this time that knowledge of the original languages becomes very useful, even essential, to being able to see clearly what is being said in all its nuances. He lists several resources that the preacher will want to avail himself of.  Lexicons, Concordances, Grammars, Word-Study Books, Bible Dictionaries, Commentaries, etc. Stage 3 – As You Study the Passage, Relate the Parts to Each Other to Determine the Exegetical idea and Its Development In this stage you are analyzing and synthesizing the text, zooming in to get the particular details of the text, then zooming back out to understand how the smaller units fit into the larger.  During this time the subject and complement should be further refined to better reflect the particular idea within the thought unit. In order to do this Robinson gives some instruction. For the subject, what the author is talking --- Send in a voice message: https://anchor.fm/practically-theologians/message

We discuss stages 1-3 from the book "Biblical Preaching" by Haddon Robinson.  Here is the link to the INTRO PODCAST we did on the subject. If God so leads, please consider taking advantage of this opportunity to give through the “Spirit Campaign” from November 15th through December 31st. When you donate to SDCS through the Spirit Campaign, your donations, up to $1,000 per family, are doubled! What a great way to multiply kingdom resources.  Here is a LINK to the flier for the campaign.  Please use it to donate.  Thank you!   Chapter 1 - The Case for Expository Preaching Robinson makes the case for expository preaching by showing how at the end of the day it allows the preacher to say with confidence, “thus saith the Lord.”  Expository preaching expounds and applies concept derived straight from the text of Scripture, applying it to the personalities and experiences of the congregation after having first been applied to the preacher himself.  Expository preaching does not import the preacher’s ideas into the text, rather the ideas that are preached and applied come from the text to the congregation by way of the preacher.   Chapter 2 – What’s the Big Idea?   Preaching must be a “bullet and not buckshot.”  In other words the congregation must be given a single idea that coheres the entire message preached in order to be able to grasp and apply what the preacher is bringing to them from the text.  In order to get this idea one must find the “subject” and the “complement” of the exegetical unit.  The subject is that which the author is talking about, and the complement is what the author is saying about what he is talking about.    Chapter 3 – Tools of the Trade   Robinson gets into the stages of sermon preparation here:   Stage 1 – Selecting the Text The selection of the text involves looking at thought units, sections of the text that contain an idea.  One must balance the size of the thought unit with a determination of the amount of time one has to preach.  Combining these two factors will give the preacher the right length of text to cover in one go.  Another way to preach is the topical approach, and the texts may be selected in much the same way.  One thing to be careful about with a topical approach though is that you don’t import the topic into the text; one must let the text speak for itself.   Stage 2 – Study Your Passage and Gather Your Notes The next stage gets into studying the passage and context.  Robinson gives five points to consider as you study the passage.  First take the context of the passage as it sits within the book into account.  In order to do this one may need to read the book many times.  The goal is to be able to see how the passage relates to the overall message of the book.  Second take the context of the passage in light of its immediately surrounding passages into account.  Third read several translations and write down the problems in translation that you observe. Fourth try to state the subject and complement, at least roughly.  Fifth is the study of the passage’s structure, vocabulary, and grammar.  It is during this time that knowledge of the original languages becomes very useful, even essential, to being able to see clearly what is being said in all its nuances.  He lists several resources that the preacher will want to avail himself of.  Lexicons, Concordances, Grammars, Word-Study Books, Bible Dictionaries, Commentaries, etc.   Stage 3 – As You Study the Passage, Relate the Parts to Each Other to Determine the Exegetical idea and Its Development In this stage you are analyzing and synthesizing the text, zooming in to get the particular details of the text, then zooming back out to understand how the smaller units fit into the larger.  During this time the subject and complement should be further refined to better reflect the particular idea within the thought unit.  In order to do this Robinson gives some instruction.  For  the subject, what the author is talking about, he recommends usin --- Send in a voice message: https://anchor.fm/practically-theologians/message

Grammars and grammar-sketches are important sources of information for typological work, such as grammatical surveys. We have been coding for one such survey, Grambank, for over six months and find that there are ways in which typological coding can inform grammar writing. Our coding experience has been affected by two main difficulties: the quality and readability of publications (accessibility), and the lack of explicit statements of typologically-relevant information (codability). In this presentation, we present advice to those writing grammars regarding ways in which descriptive linguists can take advantage of grammatical typology, and make their work more accessible for typological purposes.

News that grammar schools will be given extra funds to expand places leads many of today's papers. Read more >> https://ift.tt/2rzMoAh

This episode originated as a viewer request. It shows how to build a Construct search based on a grammar’s description of a particular construction. In this case, Dr. J shows how to find each of Dan Wallace’s four classes of Greek conditional sentences. Ready for a challenge? This episode will do it! Download the workspace featured in this podcast at https://bit.ly/2umA7mE . [Accordance 12: Greek/Advanced]

For this week's episode, Matt & Jesse transition away from talking about which man-made myths must be stripped out from the the mixtape for the future (“The Poison Pyramid”) or what should just be ignored while they haplessly spiral in the drain (“The Circle”). Instead, our co-hosts will introduce a new idea-shape “The Golden Square,” which is comprised of the four most essential tracks in our shared mixtape for the future. All too often, the notion of rights in nation-states don't acknowledge the fundamental requirements of a just society, but our Golden Square is composed of four tracks that are essential for our shared future. The first fundamental and most immediate cornerstone of this square, and one we would be hard-pressed to ignore is the universal right to food. Mentioned on this episode: Racial & Economic Divides in D.C. Grocery Stores David Love & Vijay Das in Civil Eats: “America's Food Deserts Need Community Efforts, Not Big Box Stores” Universal Declaration of Human Rights The Difference Between Positive and Negative Rights The Difference Between Positive and Negative Liberty Abraham Maslow and his Hierarchy of Needs The Life & Work of the Social & Political Theorist Isaiah Berlin A Historical Overview of the U.S. Military Budget: 600 Billion & Counting How America Went from the Gold Standard to Becoming a Fiat Currency David Graeber's Debt: A 5,000 Year History Stuffed and Starved: The Hidden Battle for the World Food System by Raj Patel James Durston in CNN: “Airline ‘Fat Tax': Should Heavy Passengers Pay More?” Disneyland Had to Revamp It's a Small World Boats for Heavier Passengers Anohni's Belief in Wicca, Feminism and Obama's Drone Presidency Half of all US food produce is thrown away, new research suggests Food Loss and Waste in the US: The Science Behind the Supply Chain These 10 companies make a lot of the food we buy. Corn Flakes Were Part of an Anti-Masturbation Crusade Scientific Studies: Last Week Tonight with John Oliver Replication crisis José Bové vs. McDonald's Livestock and Climate Change California's Drought — Who's Really Using all the Water? Cowspiracy a film by Kip Anderson Veganism & The Environment: by the numbers Playing God in the Garden By Michael Pollan 7-Day Juice Challenge Forks Over Knives Food, Inc.

An interview with Chris Dyer. https://www.semanticscholar.org/paper/Recurrent-Neural-Network-Grammars-Dyer-Kuncoro/1594d954abc650bce2db445c52a76e49655efb0c

This week the team tackles the debate on grammar schools and TaskForce gets a request from the government asking for advice on Philip Green's knighthood.

Grammars of Inclusion and Exclusion - Thomas Hylland Eriksen (2014, ASEN Conference)

Materials Available here: https://media.defcon.org/DEF%20CON%2023/DEF%20CON%2023%20presentations/DEFCON-23-Saif-El-Sherei-Etienne-Stalmans-SensePost-Introducing-Wadi-Fuzzer.pdf Extending Fuzzing Grammars to Exploit Unexplored Code Paths in Modern Web Browsers Saif El-Sherei Analyst, SensePost Etienne Stalmans Analyst, SensePost Fuzzing is a well-established technique for finding bugs, hopefully exploitable ones, by brute forcing inputs to explore code paths in an application. In recent years, fuzzing has become a near mandatory part of any major application's security team efforts. Our work focused on fuzzing web browsers, a particularly difficult challenge given the size and quality of some of their security teams, the existing high-quality fuzzers available for this, and, of late, bug bounty programs. Despite this, our improved fuzzing approach was able to find four confirmed bugs within Google Chrome and two within Microsoft Internet Explorer 11. The bugs had varying potential exploitability. Interestingly, some had been independently discovered indicating others are active in this field. The work is on going, and we hope to have more before the presentation. As browsers continue to grow as the new universal interface for devices and applications, they have become high value targets for exploitation. Additionally, with the growth of browser fuzzing since 2004, this is a complex field to get started in. Something we hope to help address. Our research and presentation will consist of two parts: The first part is an introduction to fuzzing for the security practitioner. Here we combine the approaches, tool sets and integrations between tools we found to be most effective into a recipe for fuzzing various browsers and various platforms. The second part is a description of our work and approach used to create, and extend, browser fuzzing grammars based on w3c specifications to discover new and unexplored code paths, and find new browser security bugs. In particular, example of real bugs found in the Chrome and IE browser will be demonstrated. Saif is the body double for Borat, but couldn't pull off a mankini and ended up in information security. His focus is on fuzzing and vulnerability research. Etienne hopes he will outlive his beard, but in the meantime, this hacking schtick pays for beard oil. His other interests lie in mobile applications and no-sql databases. Both are analysts within SensePost's London office.

Welcome to Mere rhetoric, a pocast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. I’m Mary Hedengren and I’d like to take you back, back in time…       It was 1985. As Bowling for Soup would later describe the year, “there was U2 and Blondie, and Music still on MTV” And in the pages of College English a debate was raging. Two scholars, careful and smart, battling over a question that still haunts beginning composition instructors: should we teach punctuation to first year writing students? The debate between Martha Kolln and Patrick Hartwell describes some of the difficulties in navigating the question of teaching grammar and punctuation, but it doesn’t begin with the Hartwell-Kolln debate of the 80s: it begins with the Braddock Report of 1963.                   The Braddock report, or, more properly, “Research in Written Composition" by Braddock, Lloyd-Jones, and Schoer was commissed by the National Council of Teachers of English to answer the question of whether grammar instruction had any impact on improving student writing. And what they found was that, using one- and three-year studies, instructing in grammar  was “useless if not harmful” to the teaching of writing. And for many instructors, that sealed the deal. Grammar fell deeply out of favor. But the Braddock report wasn’t carefully applied: its full argument was that: "The teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing" (Braddock, Lloyd-Jones, and Schoer, 1963). The way grammar was being taught could be faulty without the practice of teaching grammar being problematic. In other words, to cite the 1960 Encyclopedia of Education Research “Diagramming sentences …teaching nothing beyond the ability to diagram.” Still, grammar was out.                   For Patrick Hartwell, that sealed the deal. In “Grammar, Grammars and the Teaching of Grammars,” he makes some strong claims against the teaching of grammar in composition. For one thing, he says that most errors don’t matter and those errors that do matter can usually be “caught” without knowing if they’re a predicate or a verbal adverb or whatever. Some of these errors will be caught ‘naturally,” Hartwell says, without anyone teaching explicitly. As he says, “If we think seriously about error and its relationship to the worship of forma l grammar study, we need to attempt some massive dislocation of our traditional thinking ,to shuck off our hyperliterate perception of the value of formal rules, and to regain the confidence in the tacit power of unconscious knowledge that our theory of language gives us.       Most students, reading their writing aloud, will correct in essence all errors of spelling, grammar, and, by intonation, punctuation, but usually without noticing that what they read departs from what they wrote.” If you can speak it, you can get it. Hartwell does admit that people who are coming at English from another language tradition may need more explicit help, but grammar can be cut from most classes without much harm being done. Hartwell cites research that spending time on grammar is useless and claims that “It is time that we, as teachers, formulate theories of language and literacy and let those theories guide our teaching, and it is time that we, as researchers,  move on to more interesting areas of inquiry.”         Martha Kolln was not ready to move on. Kolln read Hartwell’s argument and gave it a big ol’ nu-uh. Students don’t just have an inborn sense of grammar because they don’t have an inborn sense of rhetoric.  She doesn’t think composition should be exclusively a grammar class, but she does believe in what she calls “rhetorical grammar.”       In her book of the same name, Martha Kolln tells us that punctuation is part of our voice, not just a “final, added-on step” (279). Some of these consequences are more delicate (“will that semi-colon create a more formal air than that dash?”), while others are more blunt (“if you use all caps here, your academic paper will look like an eight-grader’s text-message”). Kolln does a good job of not saying that certain things are off-limits—sentence fragments, passive voice, ellipsis.  Overall, these are choices, just like any rhetorical choice. So when Hartwell says that grammar shouldn’t be researched or taught in composition, she read his argument as saying “a subset of rhetorical choices shouldn’t be taught in composition.” And So she wrote a comment in to College English.       In this comment she agrees that composition shouldn’t be just about grammar and she agrees with the Braddock report that “formal grammar is not the best way to teach grammar” but “rhetorical grammar has a place in our composition class, because of course grammar is there” (877). And if the grammar is there, then it ought to be talked about intelligently. Kolln sees a lot of throwing the baby out with the proverbial bathwater in getting rid of all grammar instruction.       When people claim “ Our students should learn to write by writing-only by writing, by letting it all hang out. Let's not in-hibit their creativity by calling unnecessary attention to the structures they use; and we're certainly to have no "lessons" on sentence structure or parts of speech, on "formal gram-mar."           How foolish. How harmful. The result is a generation (or more) of students who have no language for discussing their language. We teach them terminology in every other field-in science and math and history and geography and computer science and physical education, in literature, and in French. But not in their own language.”       Well, Hartwell read Kolln’s argument and made the snappy reply “ther’s little to be accomplished by talking about paradigms” Zing!       I mean, is it okay if I take a sidebar and say that passions here are remarkably high? Both Kolln and Hartwell have deep-rooted passions about the teaching and study of grammar, calling each other’s perspectives “foolish”  and sniping at each other. It’s rare to find such academic vitriol, so when ever it comes up, you know there’s some intense feelings going on.       Anyway, Hartwell says that not teaching grammar doesn’t keep student from talking about grammar because, of course, they will do so naturally, because “every culure develops a remarkable rich metalinguistics vocabulary for discussion language” and current students are no exception. He also says that it’s better to err on his side of thigns because if, hypothetically, he and Kolln were to take a tour of writing instruction among practioners, “ we’d find it dripping with a kind of grammar instruction we both deplore.”           Okay, so after the furver of these grammar debates, where does that leave us? Strangely, the answer to that question depends on which generation “us” is. The Braddock reports did eventually filter down into the classrooms and for a while it looked that Hartwell won this one. During that while was when I went through high school, actually. I had a totally of 3 days of grammar instruction in high school, which came during a creative writing class, of all things. But I was never expected to know any grammar vocabulary beyond what it takes to fillout a MadLibs.       But that’s changed. Yesterday my mom—also a writing teacher—texted me to say that she had been helping her 12-year-old grandson diagram sentences. Diagram sentences! I didn’t know that had been happening since the fifties: bowling leagues, Tupperware parties and diagramming sentences and here’s my nephew, in a generally progressive school, diagramming sentences! I shouldn’t be too surprised, though—I’ve noticed that each year my freshmen student enter with more and more background in grammar. This has led to the odd situation where sometimes my students know more about formal grammar than I do.       If you have strong feelings about grammar one way or another, why not tell us all about it at mererhetoricpodcast@gmail.com? And don’t worry too much about proofreading your email—I’m not going to send it back corrected.          

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Partha Niyogi Memorial Conference: "Object Detection Grammars". This conference is in honor of Partha Niyogi, the Louis Block Professor in Computer Science and Statistics at the University of Chicago. Partha lost his battle with cancer in October of 2010, at the age of 43. Partha made fundamental contributions to a variety of fields including language evolution, statistical inference, and speech recognition. The underlying themes of learning from observations and a rigorous basis for algorithms and models permeated his work.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Partha Niyogi Memorial Conference: "Object Detection Grammars". This conference is in honor of Partha Niyogi, the Louis Block Professor in Computer Science and Statistics at the University of Chicago. Partha lost his battle with cancer in October of 2010, at the age of 43. Partha made fundamental contributions to a variety of fields including language evolution, statistical inference, and speech recognition. The underlying themes of learning from observations and a rigorous basis for algorithms and models permeated his work.

Review of CFLs and grammars; overview of basic results of CFLs without proofs. Introduction to push-down automata (PDA). Statement of the equivalence of CFLs and DPAs.

Science

Bill McKeeman, a Fellow at MathWorks and adjunct faculty at the Computer Science Department of Dartmouth College, reveals his goal to create the smallest extendable self-compiling compiler. (March 4, 2009)

In dieser Arbeit wir ein pragmatischer Ansatz zur Typisierung, statischen Analyse und Optimierung von Web-Anfragespachen, speziell Xcerpt, untersucht. Pragmatisch ist der Ansatz in dem Sinne, dass dem Benutzer keinerlei Einschränkungen aus Entscheidbarkeits- oder Effizienzgründen auf modellierbare Typen gestellt werden. Effizienz und Entscheidbarkeit werden stattdessen, falls nötig, durch Vergröberungen bei der Typprüfung erkauft. Eine Typsprache zur Typisierung von Graph-strukturierten Daten im Web wird eingeführt. Modellierbare Graphen sind so genannte gewurzelte Graphen, welche aus einem Spannbaum und Querreferenzen aufgebaut sind. Die Typsprache basiert auf reguläre Baum Grammatiken, welche um typisierte Referenzen erweitert wurde. Neben wie im Web mit XML üblichen geordneten strukturierten Daten, sind auch ungeordnete Daten, wie etwa in Xcerpt oder RDF üblich, modellierbar. Der dazu verwendete Ansatz---ungeordnete Interpretation Regulärer Ausdrücke---ist neu. Eine operationale Semantik für geordnete wie ungeordnete Typen wird auf Basis spezialisierter Baumautomaten und sog. Counting Constraints (welche wiederum auf presburgerarithmetische Ausdrücke) basieren. Es wird ferner statische Typ-Prüfung und -Inferenz von Xcerpt Anfrage- und Konstrukttermen, wie auch Optimierung von Xcerpt Anfragen auf Basis von Typinformation eingeführt.

Fri, 1 Jan 1993 12:00:00 +0100 http://epub.ub.uni-muenchen.de/4766/ http://epub.ub.uni-muenchen.de/4766/1/4766.pdf Gwosdek, Hedwig Gwosdek, Hedwig (1993): Subject matter and its arrangement in the accedence manuscripts and in the early printed long accidence and short accidence grammars. In: Leeds studies in English, Vol. 24: pp. 133-153.

Tue, 1 Jan 1991 12:00:00 +0100 http://epub.ub.uni-muenchen.de/4765/ http://epub.ub.uni-muenchen.de/4765/1/Gwosdek_4765.pdf Gwosdek, Hedwig Gwosdek, Hedwig (1991): Early printed editions of the long accidence and short accidence grammars. Anglistische Forschungen; Bd. 213. Heidelberg: Winter Sprach- und Literaturwissensch