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  • [ANSWERED] Write an evaluation of your learning strengths and weaknesses in relation to a learning…

    Write an evaluation of your learning strengths and weaknesses in relation to a learning theory.500-word count.

  • [ANSWERED] nadims postcode is a four-digit number. the sum of the digits is even. the first 2 digits form…

    nadims postcode is a four-digit number. the sum of the digits is even. the first 2 digits form a two-digit number that is divisible by 9. The first and third digits form a square number. the second and fourth digits form a multiple of 11. What is Nadims postcode?

  • [ANSWERED] Write an evaluation of your learning strengths and weaknesses in relation to a learning theory…

    Write an evaluation of your learning strengths and weaknesses in relation to a learning theory.
    GUIDANCE
    Your response should be a maximum of 500 words.
    The assignment planners within your study materials will provide you with additional guidance for this question. Please refer to section 2.1.
    You must upload a copy of your Personal SWOT analysis to support your written evaluation.
    You must include citations within your work where you refer to theory and provide a references list.

  • [ANSWERED] Write a short statement indicating practical and realistic strategies for addressing your…

    Write a short statement indicating practical and realistic strategies for addressing your learning weaknesses.
    GUIDANCE
    Your response should be a maximum of 250 words.
    Your response must link to the answer you have given for question 2.
    The assignment planners within your study materials will provide you with additional guidance for this question. Please refer to section 2.2.

  • [ANSWERED] Write an evaluation of two recognised learning theories. GUIDANCE Your response should be a…

    Write an evaluation of two recognised learning theories.
    GUIDANCE
    Your response should be a maximum of 500 words.
    The assignment planners within your study materials will provide you with additional guidance for this question. Please refer to section 3.1.
    You must include citations within your work where you refer to theory and provide a references list.

  • [ANSWERED] In (1) through (10) below are some more examples from Kwamera, and two closely related languages,…

    In (1) through (10) below are some more examples from Kwamera, and two closely related languages, Lenakel and Southwest Tanna, all languages of the Republic of Vanuatu in the southwest Pacifi c; data are from Lindstrom and Lynch (1994) and Lynch (1998). I give the original and the gloss, and your task is to suggest a translation. You will fi nd it useful to look back at Section 1.2.2.3, where the Kwamera examples are discussed in the text.
    Hint
    : Th ere is rarely just one correct way of translating each example; the important part here is to make sure you understand the role of the grammatical information in the glosses (in small capitals).
    (1) t-r-uv-irapw (Kwamera) FUTURE3SGmove-outwards
    (2) t-r-am-apri (Kwamera) FUTURE3SGCONTINUOUSsleep
    Translate the ‘continuous’ prefi x
    am-
    using an –
    ing
    form of the verb in English, as in
    I was sleeping
    ,
    I’ve been sleeping
    ,
    I will be sleeping
    . Both Kwamera
    am-
    and English –
    ing
    denote an ongoing action here.
    (3) iak-imiki kuri u (Kwamera) 1EXCdislike dog this
    The prefix
    iak-
    is the form of the first person exclusive which occurs before vowels.
    (4) k-rou-anumwi (Kwamera) 1INCDUALdrink
    Note that the first person inclusive prefix,
    k-
    , does not have the same form as the first person inclusive
    sa-
    that we saw in (32a) in the text. The reason for this is that
    sa-
    is used in conjunction with a plural prefix, whilst
    k-
    co-occurs with a dual prefix.
    (5) K-im-hal-vin-uas. (Lenakel)
    3PL-PASTTRIAL-go.there-together
    (6) R-im-avhi-in mun (Lenakel) 3SGPAST read-TRANS again The suffix –
    in
    marks the verb as TRANSITIVE (more in Chapter 2): this means that it is understood to have an object (see Section 1.3.1), and this should affect your translation.
    (7) Kimlu i-imn-la-gin (Southwest Tanna) we.two.EXC 1PL-PASTDUAL-afraid
    (8) Kimlu i-imn-la-hai pukah (Southwest Tanna) we.two.EXC 1PL-PASTDUAL-stab pig
    Recall from Section 1.2.2.2 that the dot ‘.’ in a gloss indicates that the various pieces of grammatical information can’t be separated from each other: the
    whole
    form kimlu in (7) and (8) therefore has the meaning (glossed as) ‘we.two.EXC’.
    (9) R-i-aamh nimwa vit ker (Lenakel) he-PAST-see house good one
    (10) Nimwa taha-n r-i m-vit akin (Lenakel) house POSS-his it-PAST-good very
    There is an additional point of syntactic interest concerning the element glossed as ‘good’ in (9) and (10). Can you identify how these two examples diff er?

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