This thesis investigates the functional categories in the vP domain, including aspect, modality, and focus. For this research initiative, five constructions were examined: the Mandarin temporal adverbial, the Mandarin excessive ta, the Mandarin de/bu, the Turkish question particle –mI, and the Armenian auxiliary constructions. These constructions involve functional categories that are expected to appear at the C/IP periphery; however, they surface inside the vP domain. The existence of these low grammatical elements raises non-trivial questions such as how functional categories should be mapped out in the structure, and whether a unified structure can be proposed to account for the cross-linguistic phenomena examined in this thesis. The investigation of these constructions showed that there are cross-domain interactions between low and high functional categories. While Mandarin temporal adverbial constructions showed interactions between viewpoint aspect and lexical aspect via the distributions of the temporal adverbials and various co-occurrence restrictions, the other four constructions demonstrated interactions between the low and the high categories via intervention effects. I argue that low functional categories must be licensed by their counterparts in the C/IP domain, and that the licensing relation and the structural conditions imposed on this relation can be captured if an Agree relation is established between the functional categories in these two domains. The analysis also reveals that low functional categories are the result of feature lowering from v* to some functional projection below it, and the formal features of the low functional categories must assign their values to their counterparts in the C/IP domain via Agree to provide a meaningful input to LF. I propose a parallel analysis between CP and vP to account for the existence of the low grammatical elements in two respects: (1) C and *v, as phase heads, have an edge feature (EPP) and Agree features that need to be valued and/or checked at a functional projection lower than the each phase head; (2) the formal features of C can appear at *v if they are licensed by an associate feature present in the C/T domain for the purpose of Full Interpretation (Chomsky 1995, 2000).

Agriculture is one of the largest industries in the world. Rural communities in the U.S., and specifically in Southern Illinois, have significant cultural and economic ties to agriculture. Since the 1950s, information about agriculture topics and issues decreased in mainstream media, while niche agriculture and trade publications have become more prevalent. Mainstream media portray agriculture producers as either bucolic, passive people not able to manage their own affairs, or as evil capitalists out to make a profit at any cost. The classic center-periphery model of Johan Galtung (1971) illustrates how economic and political centers benefit by restricting information flow out of, and among industrial and geographic peripheries. The center-periphery model has been used in recent sociology and communication studies to explicate how urban media frame and present rural areas. This study examines agriculture coverage in Southern Illinois newspapers. Agriculture news is evaluated to determine what topics are covered and what perspective is being advanced. Agriculture coverage in 30 newspapers was compared to general news content. In-depth interviews were conducted with editors of four rural newspapers to determine the decision-making process for covering agriculture news. Agriculture news was primarily national in perspective, while general news content was mostly local in perspective. Agriculture commodity markets, youth organization news, and weather related articles were the most common topics in agriculture articles. Front page agriculture stories ranked seventh out of 10 topics in both frequencies and prominence. Editors claim to make local news a priority, but feel they are not qualified to write about most agriculture issues due to the increasing technical nature of the industry.

Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community. / Master of Architecture / Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these areas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this problem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are connected to the underground floor of the building. Serving as both a boundary that offers services to the community and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The underground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportunity for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.

In today's society urban liveliness has moved from the center of city to its periphery in a diluted manner. There exists the continuation of monotonous cityscape as by-product and leftover of architecture and urbanism. Herein lies the question: how to build a meaningful 'place' in a site where the sense of place is lost. This book is a record of the challenge in my belief that architecture is generous spatial entity which has both elaborated condition and quality orchestrated by the relationship to its site, structure, and material to enhance the quality of life through the human senses. / Master of Architecture

The purpose of this essay has been to find out how adolescents from Södermöre in the municipality of Kalmar experience the central place Kalmar. It has also been the intention to make clear, whether the relation between the adolescents and the central place Kalmar could be described as a centre-periphery-relation. The basis of this essay has been interviews of all together nine adolescents. A centre-periphery-situation can according to the theory be discovered by analyzing three categories: culture, economy and politics. If the centre dominates the periphery in one of these three categories, a centre-periphery-situation exists. The theory also says that the people living in the periphery experience less kinship with the people living in the centre. The adolescents from Södermöre showed to experience the central place Kalmar in a way, that can be described in five categories: travelling mostly by bus, unfair distribution of the resources of the municipality, political equality, social equality and the awareness of the central place Kalmar as the place ‘where everything is located’. When it came to economy and politics, no indications of a centre-periphery-situation were found during the interviews with the adolescents. However, culturally the adolescents from Södermöre seemed to experience domination from the central place Kalmar. This domination was strengthened by the experience of bad bus services.

Mokslinių darbų, teoriškai ar praktiškai akcentuojančių periferingumo tematiką išties yra nemažai, tačiau iki šiol nėra aiškiai ir galutinai apibrėžta periferinio regiono samprata, be to, retai kalbama apie periferizacijos procesą ar nustatomas regionų periferingumo laipsnis. Periferijos tyrimuose jaučiamas geografinio-kompleksinio požiūrio į periferiją trūkumas. Mokslų integracija analizuojant pasirinktą problemą yra viena pagrindinių rekomendacijų, kadangi siauras požiūris į periferiją nebeatitinka šių dienų aktualijų, nes stabdo ne tik objekto sampratos vystymąsi, bet ir apriboja pačios periferijos kaip teritorinio reiškinio pažinimo galimybes. Šiuo moksliniu darbu siekiama užpildyti trūkstamą periferingumo tyrimų nišą ir prisidėti prie periferijos kompleksinės geografinės sampratos vystymo. Disertacijoje periferijos kompleksinis vertinimas atliekamas remiantis septyniais vertinimo aspektais: pasiekiamumo, demografiniu, socialiniu, ekonominiu, kultūriniu, politiniu bei gamtiniu. Šis disertacinis darbas – tai bandymas, apjungiant įvairių sričių rodiklius, pateikti kompleksinį požiūrį į periferiją, remiantis statistikos rodiklių reikšmėmis išskirti skirtingo periferingumo laipsnio periferinius regionus Lietuvos teritorijoje. / There are a lot of scientific papers, which theoretically or practically accentuate the topic of peripherality, however, the conception of peripheral region is not still clearly and finally defined, moreover, it is rarely talked about the process of peripheralisation or the level of peripherality of region is determined. It is felt the lack of the geographic-complex view to the periphery. While analyzing the selected problem the integration of sciences is one of the main recommendations as the narrow attitude to the periphery does not conform to the topicalities of these days because it stops not only the development of conception of object but also limits the cognitive possibilities of periphery itself as the territorial phenomenon. By this scientific paper it is tried to fill the deficient part of researches on peripherality and add to the development of complex geographical conception of periphery. In the dissertation thesis the complex evaluation is performed taking into account seven aspects: dislocation, demographic, social, economic, cultural, political and natural. This dissertation paper is an attempt to present the complex attitude to the periphery while including the indicators of various fields, with reference to the values of statistical indicators to distinguish the peripheral regions of different level peripherality in the territory of Lithuania.

Mokslinių darbų, teoriškai ar praktiškai akcentuojančių periferingumo tematiką išties yra nemažai, tačiau iki šiol nėra aiškiai ir galutinai apibrėžta periferinio regiono samprata, be to, retai kalbama apie periferizacijos procesą ar nustatomas regionų periferingumo laipsnis. Periferijos tyrimuose jaučiamas geografinio-kompleksinio požiūrio į periferiją trūkumas. Mokslų integracija analizuojant pasirinktą problemą yra viena pagrindinių rekomendacijų, kadangi siauras požiūris į periferiją nebeatitinka šių dienų aktualijų, nes stabdo ne tik objekto sampratos vystymąsi, bet ir apriboja pačios periferijos kaip teritorinio reiškinio pažinimo galimybes. Šiuo moksliniu darbu siekiama užpildyti trūkstamą periferingumo tyrimų nišą ir prisidėti prie periferijos kompleksinės geografinės sampratos vystymo. Disertacijoje periferijos kompleksinis vertinimas atliekamas remiantis septyniais vertinimo aspektais: pasiekiamumo, demografiniu, socialiniu, ekonominiu, kultūriniu, politiniu bei gamtiniu. Šis disertacinis darbas – tai bandymas, apjungiant įvairių sričių rodiklius, pateikti kompleksinį požiūrį į periferiją, remiantis statistikos rodiklių reikšmėmis išskirti skirtingo periferingumo laipsnio periferinius regionus Lietuvos teritorijoje. / There are a lot of scientific papers, which theoretically or practically accentuate the topic of peripherality, however, the conception of peripheral region is not still clearly and finally defined, moreover, it is rarely talked about the process of peripheralisation or the level of peripherality of region is determined. It is felt the lack of the geographic-complex view to the periphery. While analyzing the selected problem the integration of sciences is one of the main recommendations as the narrow attitude to the periphery does not conform to the topicalities of these days because it stops not only the development of conception of object but also limits the cognitive possibilities of periphery itself as the territorial phenomenon. By this scientific paper it is tried to fill the deficient part of researches on peripherality and add to the development of complex geographical conception of periphery. In the dissertation thesis the complex evaluation is performed taking into account seven aspects: dislocation, demographic, social, economic, cultural, political and natural. This dissertation paper is an attempt to present the complex attitude to the periphery while including the indicators of various fields, with reference to the values of statistical indicators to distinguish the peripheral regions of different level peripherality in the territory of Lithuania.

The definition of the periphery can be made in in different ways, based on the concepts emphisized in different theoretical discussions. Correspondingly, different peripheries appear in Europe from the perspectives of these different definitions. The thesis puts forward five different definitions of the periphery / definition of the periphery based on income and income growth differentials / definition of the periphery by using economic structure, employment and population potentials / definition of the periphery based on welfare conditions / definition of the periphery based on externalities / and definition of the periphery based on endogenous growth dynamics. All these definitions produce different core-periphery maps of Europe. The evidence is based on the use of cluster analysis to identify different groups of regions homogenous in terms of variables that belong to every one of these five definitions. The result confirms that there are different peripheries in Europe. One region that is categorised as core can fall into a peripheral group in a different clasification. This shows that there is not only one type of periphery in Europe, but that different peripheries appear in case of the usage of different variables. The thesis also argues that there is a need for regional policies that do not the define the periphery as a homogenous area by considering only income differentials, but that identifies different peripheries that have different needs and problems, and devise instruments accordingly.

<p>The purpose of this essay has been to find out how adolescents from Södermöre in the municipality of Kalmar experience the central place Kalmar. It has also been the intention to make clear, whether the relation between the adolescents and the central place Kalmar could be described as a centre-periphery-relation. The basis of this essay has been interviews of all together nine adolescents.</p><p>A centre-periphery-situation can according to the theory be discovered by analyzing three categories: culture, economy and politics. If the centre dominates the periphery in one of these three categories, a centre-periphery-situation exists. The theory also says that the people living in the periphery experience less kinship with the people living in the centre.</p><p>The adolescents from Södermöre showed to experience the central place Kalmar in a way, that can be described in five categories: travelling mostly by bus, unfair distribution of the resources of the municipality, political equality, social equality and the awareness of the central place Kalmar as the place ‘where everything is located’.</p><p>When it came to economy and politics, no indications of a centre-periphery-situation were found during the interviews with the adolescents. However, culturally the adolescents from Södermöre seemed to experience domination from the central place Kalmar. This domination was strengthened by the experience of bad bus services.</p>

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