Quasi-hereditary algebras are an important class of algebras with many appli-cations in representation theory, most notably the representation theory of semi-simple complex Lie-algebras. Such algebras sometimes admit an exact Borel sub-algebra, that is a subalgebra satisfying similar formal properties to the Borel sub-algebras from Lie theory. This thesis is divided into two parts. In the first part we classify quasi-hereditary algebras with two simple modules over perfect fields up to Morita equivalence, generalizing a similar result by Membrillo-Hernandez for thealgebraically closed case. In the second part, we take a poset X, a certain set M of constants, and a finite set ρ of paths in the Hasse-diagram of X and construct analgebra A(X, M, ρ) that generalizes the twisted double incidence algebras originally introduced by Deng and Xi. We provide necessary and sufficient conditions for this algebra to be quasi-hereditary when X is a tree, and we show that A(X, M, ρ) admits an exact Borel subalgebra when these conditions are satisfied. Following this, we compute the Ext-algebra of the standard modules of A(X, M, ρ).

Актуальность диссертационной работы определяется сформулированными целевыми установками и общей логикой исследования: от описания религиозного стиля к анализу текстотипов на основе категориально-текстовой концепции и выявлении специфических особенностей экспликации категории темы в мусульманской проповеди. Первая глава основной части диссертации носит общетеоретический характер, вторая посвящена анализу экспликации категории темы в текстах мусульманской проповеди. / Dissertational work is determined by the formulated objectives and the general logic of the study: from the description of the religious style to the analysis of textual types on the basis of the categorical-textual concept and the identification of specific features of explication of the topic category in Muslim preaching. The first chapter of the main part of the thesis is of a general theoretical nature, the second is devoted to the analysis of explication of the topic category in the texts of the Muslim sermon.

Выпускная квалификационная работа на тему «Текст и текстовые категории в преподавании РКИ. Проект учебного пособия для филологов-иностранцев» включает 124 страницы основного текста, 2 таблицы, использованных источников – 89. Диссертация посвящена обучению русскому языку как иностранному. Объектом исследования является методический аспект изучения текстовых категории в преподавании русского как иностранного. Предметом исследования является обучение текстовых категорий в аспекте преподавания русского как иностранного, способствующего развитию навыков написания самостоятельных текстов, изучающего и поискового чтения. Цель работы – продемонстрировать как можно использовать текст и текстовые категории для развития культуры речи студентов, умений работать с аутентичными текстами. В первой главе раскрываются особенности текста и текстовых категорий в современной лингвистике текста, роль текста в преподавании русского как иностранного. Вторая глава представляет собой проект учебного пособия для иностранцев-филологов, в котором представлена структура работы с текстом и текстовыми категориями. Материалом исследования послужили работы отечественных и зарубежных ученых в области теории (лингвистики) текста, методики преподавания русского как иностранного. Диссертация предназначена для студентов, магистрантов филологического направления, преподавателям РКИ, читателям, которых интересует изучение русского языка. / Graduation qualification thesis on the topic «Text and text categories in teaching Russian as a Foreign Language. Project textbook for foreign students of philological faculty» includes 124 pages of the main text, 2 tables and 89 sources. The dissertation is devoted to teaching Russian as a foreign language. The object of the research is the methodological aspect of studying text categories in teaching Russian as a foreign language. The subject of the research is the teaching of text categories in the aspect of teaching Russian as a foreign language, which contributes to the development of skills of writing independent texts, studying and searching reading. The aim of the work demonstrates that text and text categories can be used to develop student’s speech culture and skills at working with authentic texts. The first chapter reveals the features of the text and text categories in the modern linguistics of the text, the role of the text in teaching Russian as a foreign language. The second chapter is a project textbook for foreign students of philological faculty, which presents the structure of working with text and text categories. The research material is based on the works of Russian and foreign scientists in the field of text theory (linguistics), methods of teaching Russian as a foreign language. The dissertation is intended for students and master degree of philological faculty, teachers of Russian as a foreign language, readers who are interested in studying Russian language.

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[pt] Neste estudo investigam-se as habilidades linguísticas de indivíduos incluídos no chamado Transtorno do Espectro Autista (TEA) e as dificuldades de linguagem observadas nesse quadro. A análise de problemas de linguagem no autismo, com dados do Português Brasileiro (PB), sob uma perspectiva que articula Teoria Linguística, em seus pressupostos minimalistas, com a pesquisa psicolinguística, motivou esta pesquisa. O trabalho aqui conduzido teve como objetivos verificar em que medida estruturas de alto custo, que apresentam dificuldades no Transtorno no Desenvolvimento da linguagem (TDL) acarretam dificuldades nesse quadro e, em particular, se os problemas apresentados na linguagem desses indivíduos podem estar situados na interface gramáticapragmática. Um estudo preliminar foi conduzido com jovens com diagnóstico de TEA com idade entre 16 e 21 anos – com graus de desenvolvimento intelectual e capacidade de comunicação variados e que podem ser situados nos níveis 2 e 3 de gravidade no espectro autista (DSM 5) – e um segundo um grupo de mesma média de idade também com diagnóstico de TEA, mas homogêneo, no que diz respeito ao graus de desenvolvimento intelectual e capacidade de comunicação, podendo ser situado no nível 1 do TEA. Os grupos foram submetidos a testes de compreensão do Módulo 1 da bateria MABILIN (Módulos de Avaliação de Habilidades Linguísticas) desenvolvido no Laboratório Psicolinguística e Aquisição da Linguagem (LAPAL/PUC-Rio). Trata-se de um teste de identificação de imagens associadas a estruturas que demandam alto custo de processamento, tais como passivas, relativas e interrogativas QU e QU+N. Os resultados obtidos apontam desempenho sugestivo de comprometimentos na linguagem no primeiro grupo, nas estruturas consideradas mais custosas, como passivas reversíveis e relativas/interrogativas de objeto, como também dificuldades em estruturas de menor custo, como relativas e interrogativas de sujeito. O segundo grupo TEA não apresentou dificuldades fora do esperado nodesenvolvimento típico. A continuidade da pesquisa foi feita com crianças autistas, com idade entre 7 e 13 anos, com grau de desenvolvimento intelectual e capacidade de comunicação compatíveis com o nível 1 de gravidade no espectro (DSM 5), com necessidade de apoio, e um grupo controle com desenvolvimento típico de linguagem. Todos os participantes (TEA e Controle) foram submetidos ao primeiro módulo do MABILIN. Os resultados da avaliação indicam pior desempenho do grupo TEA comparado ao grupo controle, embora não sejam sugestivos de comprometimento de linguagem no domínio da sintaxe. Para a interface gramática-pragmática foram concebidos cinco experimentos de compreensão de sentenças e/ou pequenos segmentos discursivos, incluindo uma tarefa interativa que também visou avaliar Teoria da Mente. Os testes focalizaram o reconhecimento/acesso de traços formais de elementos de categorias funcionais que interagem com sistemas intencionais da cognição mais ampla e codificam na língua a referência a entidades e eventos, constituindo uma interface entre gramática e pragmática: modo, aspecto e definitude. Questões pertinentes à ambiguidade na referência pronominal em posição de sujeito, e à interpretação de reflexivos e pronominais acusativos foram particularmente investigadas. O grupo TEA teve desempenho abaixo do grupo controle, no conjunto das tarefas, e se diferencia do grupo controle particularmente na compreensão de modo, de reflexivos e pronominais acusativos. / [en] This study investigates the linguistic abilities of individuals included in the so-called Autism Spectrum Disorder (ASD) and the language difficulties observed in this cases. The analysis of language problems in autism, with data from Brazilian Portuguese (BP), from a perspective that articulates Linguistic Theory, in its minimalist assumptions, with the psycholinguistic research, motivated this research. The purpose of this study was to evaluate the linguistic abilities of BPspeakers in the autistic spectrum in order to verify the extent to which high costly structures cause them processing difficulties and, in particular, if their language difficulties can be related to problems in the Grammar-Pragmatics interface. A preliminary study was conducted with a adolescents diagnosed with ASD between 16 and 21 years of age, with varied degrees of intellectual development and communication skills and a age-matched group of ASD individual, homogeneous, with regard to degrees of intellectual development and communication skills Module 1 of MABILIN (Modules of Evaluation of Linguistic Abilities), developed in the Laboratory of Psycholinguistics and Acquisition of Language (LAPAL/PUCRio). It is a battery of picture-identication tasks for the assessment of the comprehension of highly costly structures: passives, relatives and WH/WH+N interrogatives. The results obtained indicate below-average performance in the first group in the most demanding sentences, such as reversible passives, object relative and WH+N questions, though lower cost structures, such as subject relative clauses, also presented difficulties for them. The performance of the second ASD group was compatible with typical development. The investigation continued with 7-13 year old autistic children with high degree of intellectual development and communication skills and an age-matched group of typically development children (TD). The scores of the ASD group were below those of the TD children in MABILIN 1, though the results were not indicative of syntactic impairment. Five experiments were conducte with these groups of children making use of pictureidentication tasks and an interactive task, in which Theory of Mind was alsoevaluated. The expreiments focused on children s knowledge/access to formal features of functional categories at the grammar-pragmatics interace: aspect, mood, definiteness. Ambiguity in pronominal reference and the comprehension of reflexives and accusative pronominals were also investigated. The ASD group showed lower scores than the TD group in all tasks taken together. These groups differed particularly in the comprehension of mood, reflexives and accusative pronominals.

Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2022 / The prime goal of this study is to explore, form and analyse the semantic content of compound words in Sepedi. The study used the qualitative method. Data were collected using participant observations from various written sources and it was analysed through Content Analysis. The Theory of Construction Morphology was tested on endocentric, exocentric, and copulative compound words to locate the headedness of Sepedi compound words. The study revealed that the head of compound words can be located on the nominal prefix, left-hand side, right-hand side, on both nominal prefixes and it can be determined outside of the compound word for metaphoric exocentric nominal compounds. Furthermore, because of the role noun class prefixes play on determining the head of compound words, the study found that Sepedi compound words are nominals. The formation of Sepedi compound words involves the combination of different word aspects such as objects concords, deverbatives, verbal roots, stems, suffixal endings, and lexical categories such as nouns, Adjectives, and verbs. The resultant compound word of these combinations always results in a compound noun. It was recommended that future researchers should investigate the semantic content of exocentric compound words in African languages, especially the Sepedi language. The study further highlighted that there is still a need for a study that looks at the influences of nominal prefixes on the headedness of compound words in Sepedi. Furthermore, the study recommended that to alleviate the gap of shortage of literature in Sepedi, future studies should focus on word formation processes in Sepedi. / Feenix Crowdfunding and C Track Fleet Management Solutions Pty Ltd

This work considers what ontology might be after the deconstruction of arché in Reiner Schürmann's and Giorgio Agamben's thinking. It addresses the question by reading Schürmanns historical deduction of the categories of presencing in his book Heidegger On being Acting: From Principles to Anarchy. This deduction is at the heart of his thought in that it tries to manifest what it means to live the transition from arché to an-arché, from a life under principles and why's, to a life without why, and the principle of anarchy. This transitional thought rests on what he calls the hypothesis of closure of the metaphysical field. The deduction is therefore a question of a relation between the first beginnings end as an other beginning. He shows this by establishing categories that are both conceptual- and sensible form. This reaches its full articulation in what he calls the categories of transition; categories in which the distinction between category and intuition seems to collapse – that are its own gaze or eye, that sees both the past and the future at the same time. This is a question regarding relationality: the transition from a causal relationality to an anarchic relationality, from a substance ontology to relational ontology. What is the relational status of the transition itself and its categories? This question lead to the main one: is the transition between arché and an-arché a relation between the two? The overall purpose is to explore this question in order to open, in the end, a path between him and Agamben. The later has pointed out that the key problem to live truly anarchic is a critique of the ontological relation because language presuppositional structure manifests in it, which takes its “full” form in his work The Use of Bodies. Here, perhaps – which we only can point to – Schürmann's thought can meet Agamben's in the caesura between arché and an-arché. Can anarchy ever be in a position of principle? In the end we will have to point to the notion of oikonomia as an area of further research to understand the question of anarchy between Agamben and Schürmann.

<p dir="ltr">In this thesis, we develop an algebraic framework for colored, colored connected, semi-grouplike-flavored, and pathlike co-/bi-/Hopf algebras, which are essential in combinatorics, topology, number theory, and physics. Moreover, we introduce and explore simply colored comonoid, which generalises the notion of colored conilpotent coalgebra. The simply colored structure captures the essence of being connected and give unified treatment of all connected co-/bi-algebras. </p><p dir="ltr">As a consequence, we establish precise conditions for the invertibility of characters essential for renormalization in the Connes-Kreimer formulation, supported by examples from these fields. In order to construct antipodes, we discuss formal localization constructions and quantum deformations. These allow to define and explain the appearance of Brown style coactions. We also investigate the relation between pointed coalgebras and color conilpotent coalgebras. </p><p dir="ltr">Using these results, we interpret all relevant coalgebras through categorical constructions, linking the bialgebra structures to Feynman categories and applying our developed theory in this context. This comprehensive framework provides a robust foundation for future research in mathematical physics and algebra.</p>

This study aims at exploring how fathers' parenting strategies and the relationship they have with their children influences the children's ability to form other relationships outside the home. The study is based on parenting strategies identified by Diana Baumrind. Reviewed literature state that where a relationship between the father and his children is good, the children are more confident, stable and secure and therefore able to form seemingly stable social relationships. Where the relationship between father and his children is unhealthy, the children may be unsure of themselves and find it harder to form relationship outside the home. The parenting strategy resulting in the best relationships between the father and his children is the authoritative parenting strategy. Authoritative fathers set rules and follow them through while allowing dialogue. They encourage the development of self-identity and are lovingly involved in their children's lives. All participating fathers in this study have a son and daughter in the age range 13 to 25 years and all are able to communicate in English. The four participating fathers are from different ethnic groups, religious faith and professions. For each father interviewed, a son and a daughter were interviewed too. The same father parenting strategies identified in the literature were identified in this study. Three fathers fit the description of the authoritative parental strategy. Their six children agree that their relationships with their fathers are good. Even though these fathers are strict, they are loving and therefore the children feel secure and confident. These children are able to form stable relationships outside the home. The fourth father is an abusive father whose relationship with his children is unhealthy. His children are not very secure and are withdrawn. They have very few friends because they are afraid of the repercussions from friends discovering they have problems with their father. This study is a door opener in an area with little documented research namely parenting strategies in Africa in general and fathering strategies in particular. There is a need to explore the field further in order to develop training and care-giving structures based on African parental voices. / Psychology / D.Litt. et Phil. (Psychology)