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1
Eftychiou, Eftychia. "Lenition processes in Cypriot Greek". Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611261.
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Photiou, Maria. "Rethinking the history of Cypriot art : Greek Cypriot women artists in Cyprus". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12139.
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This thesis brings together women artists art practices situated in five key periods of Cyprus socio-political history: British colonial rule, anti-colonial struggle, 1960 Independent, the 1974 Turkish invasion and its aftermath of a divided Cyprus, which remains the case in the present day. Such study has not been done before, and for this, the current thesis aims to provide a critical knowledge of the richness and diversity of Greek Cypriot women's art practices that have frequently been marginalised and rarely been written about or researched. As the title suggests, this thesis engages in rethinking the history of Cypriot art by focusing on the art produced by women artists in Cyprus. By focusing primarily on the work of Greek Cypriot women artists I am interested to explore the conditions within which, through which and against which, women negotiate political processes in Cyprus while making art that is predominantly engaged in specific politicised patterns. The meeting point for the artists is their awareness of being women artists living in a colonised, patriarchal country under Greek Cypriot nationality. While these artists assumed very different positions in their experience of the several phases of Cyprus history, they all negotiate in their practice territorial boundaries and specific identity patterns. Significant to my thesis are a number of questions that I discuss in relation to women artists professional careers and private lives: nationalism, militarism, patriarchy, male dominance, social and cultural codes, ethnic conflict, trauma, imposed displacement through war, memory and women's roles, especially as mothers, in modern and contemporary Cyprus. Thus, I address questions of how women artists in Cyprus experienced such phenomena and how these phenomena affected both their lives and their art practices.
3
Coutsougera, Photini. "The semivowel and its reflexes in Cypriot Greek". Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252267.
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Christodoulidou, Maria. "Ironic responses in Cypriot Greek : talk-in-interaction". Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423518.
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Terkourafi, Mariana. "Politeness in Cypriot Greek : a frame-based approach". Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268811.
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Chrysoloras, Nikolaos. "Religion and national identity in the Greek and Greek-Cypriot political cultures". Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/3026/.
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This thesis investigates the reasons for the idiosyncratic politicization of religion and the Church in Greece and Cyprus, and seeks to account for the production, development and propagation of religious nationalism and the sacralisation of politics in these two countries. It is a study of the birth (1830- 1864), development, and contemporary mutation (1974-2000) of the 'Helleno- Christian' nationalist discourse, which reached its zenith, not in Greece, where it was born, but in Cyprus, immediately before and after independence (1950- 1974). The aim of the project is to explain the political processes whereby this ideology (Helleno-Christianism) attained a hegemonic status in the Greek and Greek-Cypriot political cultures, and to account for the present eminence of this prominent type of Greek nationalism. Hopefully, this thesis fulfils a threefold purpose: firstly, it covers importcint gaps in the relevant historiography on Greek and Greek-Cypriot nationalisms. This 'historical' task is carried out through the analysis of the important role of the Orthodox Church in the consolidation of Greek and Greek-Cypriot national identities. Secondly, this case study is used as a test ground for an alternative theoretical framework in the study of nationalism which may offer solutions to the practical and theoretical problems of the dominant modernist pciradigm. Thirdly, a comparative approach to the study of Greek nationalism in mainland Greece and in Cyprus is adopted- to my knowledge, for the first time- in the following pages. There are two main research questions to be answered by this project: Why and how religion in Greece and Cyprus has been politicized in such manner so that Orthodoxy and nationalism became so closely associated? And, what are the results of this politicization in terms of contemporary Church policy, and national identity awareness in contemporary Greece and Cyprus? In other words, the logic that will be underlying my argument is that in order to understand contemporary Greek nationalism, one has to look back at its formative period.
7
Taki, Panayiota Yiouli. "Recycling history : ethno-communal struggles for recognition and legitimation in Cyprus". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249597.
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Christodoulou, Christa. "Cypriot Greek Down syndrome : their grammar and its interfaces". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37171.
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This dissertation investigates the linguistic performance of 16 Cypriot Greek individuals diagnosed with Down Syndrome (henceforth, CGDS), aged 19;0 to 45;11, and compares their performance to 17 Cypriot Greek Typically Developing Children (hereafter, CGTDC), aged 7;0 to 8;11. Three hypotheses were tested to determine whether the differences between the two groups, as well as the Grammar of Cypriot Greek adults with typical development (henceforth, CGTD) were: (i) syntactically, (ii) morphologically, or (iii) phonetically and phonologically conditioned.
When consulting previous research, a number of shortcomings were observed. Therefore, an innovative methodology was employed to address these issues. Contrary to previous research, which argues for an overall inflectional impairment (either syntactically or morphologically conditioned), this dissertation establishes that the vast majority of differences between the two groups are phonetically conditioned. These differences are due to the distinct physiology of the articulation apparatus in CGDS. Furthermore, a small number of phonologically conditioned differences were either due to (i) the phonological environment (syllable structure and word-position) or (ii) phonological feature underspecification. However, there is also a very small residue of differences that are morphologically conditioned. When a produced feature value does not match the target, CGDS and CGTDC exhibit the same three strategies: (i) use of an alternative feature value (as the default) to the targeted one, (ii) affix drop and (iii) full-word omission.
I propose a unified analysis, according to which the morphological differences between CGDS, CGTDC and CGTD are due to a failure of Blocking. The competition between a phonetic exponent that includes (i) all feature values resulting from the syntactic derivation, and (ii) a subset of the features, but no contrasting features, fails to be resolved in favour of the most specified form. I further propose that this may be extended to phonological features. Finally, I propose that full-word and phoneme omissions suggest a problem with vocabulary or sound insertion, which may be rooted in phonological and verbal short-term memory limitations.
In sum, I argue that the adult CGDS Grammar is not an impaired version of the adult CGTD Grammar.
9
Papadopoulou, Elena. "The acquisition of Wh-questions by Cypriot-Greek children". Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654532.
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Effortless and rapid first language acquisition has raised numerous questions about the way children overcome the difficulty of decoding, understanding and producing complex input and output. This thesis tries to answer some of these questions by investigating how 2;0 - 4;0 year old children acquire Cypriot Greek (CG) wh-questions. It focuses on the question of whether children of that age have adult-like syntactic representation or whether their word combinations are based on stored formulaic units such as What;s that?or Where's the X? CG questions are interesting as speakers can choose between different word orders (Subject+Wh+Verb and Wh+Verb+Subject) and both orders can be combined with the optional element embu-'is-it-that'. Thus, children have to learn different ways of asking wh-questions. The thesis is based on (i) a newly created corpus with spontaneous and elicited CGdata from 8 children (2; 1-3;9), their mothers and a researcher, and (ii) a syntactic-priming experiment with 103 two-to-six year old children and 27 adults. The corpus analysis shows that even two-year old children use wh-questions productively with different wh-word+verb combinations. The priming results show that both child and adult participants are more likely to produce one of the two word-order options for CG-questions if they had heard and produced this order before than when they had heard a different order. This effect occurred even when participants had not heard the verb in this word order before. Participants also produced embu, but mostly only when they had heard it before. Taken together, the results suggest that even two-to-three year old children have abstract, non-fonnulaic, syntactic representations for whquestions, which can be pre-activated, i.e. "primed", through prior presentation of a structurally identical wh-question even when this question involved different words. The thesis also makes a contribution to the description of CG wh-question by providing a syntactic analysis for utterances involving embu. Some researchers have argued that embu involves a complex cleft-construction (Grohmann et al., 2006). However, in this thesis it is demonstrated that embu cannot be negated, is invariant in tense and does not show the semantic properties that are associated with cleft-sentences. This suggests that embu has been grammaticalized as a focus particle.
10
Ioannidou, Andrea. "Greek Cypriot wedding music and customs : revival and identity". Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/16811/.
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In many cultures, weddings are the most important event in people’s lives. Greek Cypriots use weddings as a means of expressing their identity and linking themselves to their roots, with the conscious aim of preservation of their musical tradition and customs. As a result, weddings are especially important in their musical culture because of the threats to their identity posed by the island’s long history of foreign rule and colonisation. However, an upheaval has occurred in the folk music and customs of Greek Cypriot wedding ceremonies over the last ten years, creating an urgent need for a study of these customs in relation to social, historical and cultural developments in Cyprus. This study has revealed a movement towards music revival that links contemporary practice with the ‘living memory’ of the mid-twentieth century. The thesis is structured in two parts, progressing from the directly observable wedding practices of contemporary Greek Cypriots to the remembered and reconstructed forms of the Greek Cypriot wedding that is now regarded as ‘traditional’. Part One analyses contemporary wedding ceremonies and the choices that newlyweds make in the customs and music of their weddings. Part Two attempts to reconstruct in detail the music and customs of Greek Cypriot wedding ceremonies of the mid-twentieth century from the testimonies of veteran folk musicians and from documentary sources. Besides documenting a tradition that is little known and fast transforming, the study contributes to current discussions in ethnomusicology on themes such as ‘music revivals’ and ‘tradition and identity’.
11
Neokleous, Theoni. "The L1 acquisition of clitic placement in Cypriot Greek". Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/247208.
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This thesis investigates the first language acquisition (L1A) of pronominal object clitics in Cypriot Greek (CG) by typically developing (TD) children, focusing on an exceptional form of non–adult–like clitic placement attested in early data. The aim of the present study is twofold. On the one hand, it aims to sketch the developmental stages in the course of L1A of CG in relation to other clitic languages. On the other, it investigates whether and to what extent syntactic (Agouraki 2001, Terzi 1999a, 1999b), prosodic (Condoravdi and Kiparsky 2001) and interface approaches (Mavrogiorgos 2012, Revithiadou 2006) can account for early clitic production. Research on L1A of clitic pronouns has demonstrated both clitic realisation and omission in child languages. However, no instances of clitic misplacement have been reported for early European languages, with the interesting exceptions of CG (Petinou & Terzi 2002) and European Portuguese (Lobo & Costa 2012). The present thesis examines the L1A of CG in the age range 2−4 on the basis of spontaneous and experimental data, cross−sectional as well as longitudinal, with a focus on clitic placement. Spontaneous speech data were collected from 8 children, and one of the children was also followed longitudinally for a period of 6 months. An elicited production task performed by 50 children was used to generate 3rd person singular accusative object clitics. The results of the study indicate that, for CG: (i) clitic placement in enclisis environments is adult–like from the onset in structures involving single clitics and clitic clusters, as well as in Clitic Doubling and Clitic Left Dislocation; (ii) clitic misplacement is attested in proclisis contexts in a subset of children aged 2;6 to 3;0; (iii) clitic misplacement does not correlate with early non–finite forms; (iv) occasional realisation of two copies of the clitic is attested in some children aged 2;6 to 3;0; (v) by age 3;6, TD children manifest adult–like clitic placement. These findings raise issues regarding the acquisition of clitics in different classes of languages (Tobler–Mussafia, finiteness–sensitive languages, languages exhibiting second position restrictions), as well as the role of syntax, prosody and the syntax–phonology interface in clitic L1A. The current study suggests that only Tobler–Mussafia languages display clitic misplacement, as attested in the L1A of CG. Clitic misplacement in CG is interpreted within an interface account in line with Revithiadou (2006) and, following the spirit of Bošković (2000), it is assumed that the placement requirement imposed on CG clitics “can be captured in its entirety through a filtering effect of the phonology on the syntax” (2000:105). Clitic placement in CG is an interface phenomenon: the syntax provides two copies of clitic pronouns (Franks 1998) and the syntactic outcome is filtered through a phonology–controlled procedure.
12
Rousha, Yianna. "The development of musical preferences in Greek Cypriot students". Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-development-of-musical-preferences-in-greek-cypriot-students(353c4589-e189-45bc-950b-42dc47dff807).html.
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This thesis investigated some of the main factors influencing the musical preferences of students in primary and secondary education in Cyprus. Three studies were carried out which addressed different research questions: Study A was a questionnaire survey exploring students’ preferences for different musical styles, with special reference to Greek Cypriot folk music. Study B used semi-structured interviews to examine the development of students’ preferences for Greek Cypriot folk music from the perspectives of students, of music teachers, and of music inspectors: this served to validate the findings of the previous study as well as adding qualitative data to the investigation. Study C was a listening experiment carried out with students and was designed to compare listeners’ musical preferences inside and outside school. The findings suggested that Greek Cypriot folk music holds a powerful and significant position in Cypriot music education relative to other musical styles. There was also support for the prediction that students’ age and gender, as well as their locality and their familiarity with different styles, were all factors that influenced their musical preferences. Combined data from all three studies suggested that students’ musical preferences were different inside and outside school. Finally, a number of implications for music teaching, the music curriculum, and music education research are presented, including the implementation of various teaching methods for new musical styles to be taught inside school. This thesis aims to bridge the gap between policy, practice and pedagogy, and to represent students’ wider musical interests within the music curriculum of Cyprus.
13
Papadakis, Ioannis. "Perceptions of history and collective identity : a study of contemporary Greek Cypriot and Turkish Cypriot nationalism". Thesis, University of Cambridge, 1993. https://www.repository.cam.ac.uk/handle/1810/272566.
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Vassiliou, Erma, i erma vassiliou@anu edu au. "The word order of Medieval Cypriot". La Trobe University. Communication, Arts and Critical Enquiry, 2002. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20080214.124104.
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This is the first typological study devoted to Medieval Cypriot (MC). The objective of the study is to provide both syntactic and pragmatic factors which are determining for the word order of the language and to open new ways to recording mechanisms of word order change.
Cypriot syntax deserves this attention, as it is a language highly interesting for the typologist as for the researcher of other linguistic areas; Modern Cypriot is VOS, and exhibits a series of exceptions to the general rules of V-initial languages. Medieval Cypriot conforms to most of Greenberg�s Universals (1963) which are pertinent to type VSO in that it has V in initial position in all unmarked clauses, in that it is prepositional, that adjectives mostly follow the noun they qualify, and so on.
However, the comparison of MC to Greenberg�s Universals is not the aim of this work. Apart form the order of the main constituents, this research mainly focuses on revealing mechanisms of syntactic change not generally known, and on unveiling particular traits of the Cypriot VSO order that are not common to other VSO languages.
The analysis can be defined as diachronic for it deals with the language written over a span of many years, as assumed from studying the texts. Some words and structures, used in the beginning of the narrative, seem to decrease in frequency in the end, or vice versa. It is diachronic considering it also allows for comparison with later (colloquial) and earlier (written) constructions of the language. However, it is mostly a synchronic analysis; the patterns observed are from within the same language spoken by the same people living in the same period, more importantly from within the same work. Makhairas is thus the only broad evidence of his period, offered both as a diachronic and a synchronic linguistic testimony of his time.
As no language exists in vacuo, my description of MC starts with a historical approach to the language under study; it is almost impossible to realise the problems of colloquial, literary and foreign features without being aware of the earlier history of Greek in general and of Cypriot in particular, in some of its earlier documents. I refrained as far as possible from entering the field of comparative criticism with Medieval Greek. In this way I decided to focus on discussions based exclusively on the Cypriot forms and patterns, as presented and justified by the evidence in Makhairas, and as witnessed by history which, for many centuries, has singled out Cypriot from the rest of the dialects and the Greek language itself. So, alternative views, criticism and discussion of same mechanisms of change recorded within the broader Greek language have been more or less avoided.
The exposition of the MC word order patterns is based on my hypotheses that word order, as I understand it, is founded on purposes of communication and that languages with extreme flexibility of order, such as Medieval Cypriot, may adopt patterns that display rigidity of order in a number of their elements. It is within these areas of rigidity that new mechanisms of change may be detected. I also hypothesised that the same syntactic changes within languages of the same branch may be merely coincidental, and that Greek or forms of Greek may well adopt foreign elements, only (but not exclusively) if these acquire the Greek endings, or if they appear as independent affixes, as is the case with the post-medieval referential Cypriot marker �mish� which is from Turkish. Acquiring particular elements from other languages does not mean acquiring their order. However, acquiring patterns that are similar to Greek from a borrowing language which has the same patterns does not exclude syntactic borrowing.
Since Modern Cypriot is V-initial, I presumed that this might have also been its order in the Middle Ages. I judge that major mechanisms of syntactic change of the same period may have been triggered by factors internal to Cypriot rather than by the more general, universal mechanisms of change. Moreover, I speculated that MC was a far more marginalised language in the Middle Ages than what history and literature have taught us. Its creative dynamism and potentiality to �juggle� between words and patterns has been its greater forte.
Cypriot has not been studied as a dialect, in this work. I avoided having only a partial or a shadowed understanding of its word order patterns. Exhaustive descriptions that show its particularities in the process of completion appear with both rigidity (in some elements) and flexibility of order, and most importantly, they exhibit a long-life endurance.
I have also been concerned with forms and /or patterns of Greek such as the future and other periphrastic tenses, although they are already known and have been analysed at length in Greek linguistic studies. I concentrate here on some of these from a Cypriot perspective.
Cypriot has never been classified as Balkan Greek or mainland Greek. Following this study, it will be clarified further that any attempt to fit MC into a framework defined along these categorisations will be successful only in some areas of the general Greek syntax. In fact, Cypriot opens the way for a further understanding of Greek syntax with its (almost) boundless flexibility; it is through MC and the unique data of Makhairas that the study of the Greek syntax is being enriched. Areas of fine-grained classificatory criteria result in connecting some MC syntactic traits to those of Greek and accrediting to the language its own word order singularities in what can be righteously called here the Cypriot syntax.
Additionally, the study aims to open new areas of investigation on diachronic syntactic issues and to initiate new and revealing answers concerning configurational syntax.
To determine the syntactic traits of MC a meticulous work of counting was needed. The counting of the order of the main constituents from both the more general narrative patterns of the Chronicle as well as of those passages thought to be more immediate to the author�s living experience(s) was done manually. The primarily and more difficult task of considering, following and explaining pragmatic word order patterns in the Chronicle has been the stepping stone of this research. Earlier (and forgotten) stages of Greek, and patterns exclusive to Cypriot, assembled in a unique lexicon and with special Cypriot phrasal verbs, have provided answers to explaining the Cypriot structure. In addition to statistics, areas of language contact have also been explored, both in the morphology and in the syntax.
More importantly, the extreme word order freedom of MC that illustrates word order processes based entirely on internal structural changes, aims to contribute to discussions regarding morphology and syntax versus morphosyntax.
Chapter 1 provides all the background information of the history and language in Cyprus, prior to the Middle Ages.
Chapter 2 deals with the description of the data and the methodology used to assess them.
Chapter 3 exhibits the MC verbal forms, both finite and non-finite; it examines non-finites more closely, inasmuch as they play an important role in the change of the order of major constituents and uncover and explain the role of V-initial structures.
Chapter 4 is the core chapter of this work. It displays Cypriot particularities of word order, reveals data concerned with the word order of the major constituents within the clause and unfolds explanatory accounts of them; lastly, it classifies MC as a V-initial language.
Chapter 5 summarises conclusions, adds a further note on the Cypriot morphosyntactic traits while placing the results into the contemporary scholarship on VSO languages, also suggesting additional research areas into the MC patterns.
The examples from Makhairas have been written in the monotonic system, where only one accent has been used; other special symbols have been eliminated or modified in the interest of making the text readable in the absence of the right font. However, Ancient Greek words appear with their appropriate accents.
Abbreviation C indicates structures or words that remained unchanged in Cypriot over a long period of time, and G means a form or word accepted in both their written and spoken forms over a long period of time in Greek.
A morphemic analysis of each form of the glosses has not always been given. I limited myself to glossing some elements only, for the better understanding of some examples.
15
Christoforaki, Ioanna. "Patronage, art and society in Lusignan Cyprus, c.1192-c.1489". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365598.
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Themistocleous, Christiana. "The use of Cypriot Greek in synchronous computer-mediated communication". Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493888.
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Cypriot Greek (CG), a variety of Greek spoken in the island of Cyprus, does not have a standard official orthography and it is only used in informal oral communication. The regional variety is sometimes used in traditional written genres such as poetry, plays, prose pieces and humorous newspaper columns, but never in everyday written communication or formal writing. The Standard Greek (SG) variety is used as a medium of instruction in formal education and no provision is made for learning to write in any other variety of Greek. In an era of computer-increased technology and with the development of Computer-mediated Communication (CMC), written CG is nowadays widely used in online text-based communication among young Greek-Cypriots. This is the first time that the regional variety is used for everyday written communication. The aim of this thesis is to provide an initial insight into this new area of study by looking at the ways that CG is used in online chat.
17
Armosti, Spyros. "The phonetics of plosive and affricate gemination in Cypriot Greek". Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609246.
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Pieridou, Avra. "The construction of musical identities by Greek Cypriot school children". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006678/.
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This thesis examines the construction of musical identities among Greek Cypriot school children aged nine to twelve. Cyprus provides an interesting case study of musical identity construction. Its geographical, national and cultural environment provides ambiguous, contradictory and fluid national, cultural and musical meanings that are defined by the oppositions of West/Orient and Traditional/Modern, coupled with the country's unresolved political problem. The research compared the music enculturation of Greek Cypriot children within two schools, hence two sites, one urban and one rural. It describes and analyses the children's musical enculturation by exploring the diversity and complexity of their musical identity construction in relation to local and global forces and the effects of the society's Eurocentric ideology on the children's musical practices in relation to the symbolic manipulation of rural versus urban contexts of the country. It investigates the children's behaviours of performing, composing and improvising, and their reception of music in terms of listening, dancing and talking about their musical experiences in relation to local (Cypriot and Greek), Western and global musical cultures. It gathers qualitative data through observation, interviews and the collection of musical products. The findings indicate that Cypriot children actively construct their musical identities, and are not passive recipients of adult musical meanings. They construct multiple, fluid and often contradictory and ambiguous musical identities, dominated on one hand by Greek nationalism in certain contexts and on the other hand by the hegemonic delineations of Western and global musical cultures. Children often marginalise their Cypriot local musical identities in favour of global, Western and Greek musical identities. Although this thesis critically analyses the homogenising and dominating effects of the global, which cause complex human struggles, and subordinated local musical practices, it concludes that the effects of global processes are highly uneven; and argues in favour of the significance of the local, social and personal, in the construction of musical meaning.
19
Demetriou, Nicoletta. "The fones discourse: ideology and practice in Greek Cypriot folk music". Thesis, SOAS, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499992.
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Kanikli, Antri. "The syntax of wh-questions in Cypriot Greek and its consequences". Thesis, University of York, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550258.
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The present thesis proposes a novel analysis for wh-questions in Cypriot Greek (henceforth CG). It examines properties of CG wh-questions which have not been addressed in the literature and investigates the asymmetries these interrogatives are assumed to display. In view of the discrepancies which exist in the literature with respect to the properties of CG wh-questions, a controlled experimental study was conducted in the framework of this research, in order to resolve these discrepancies and provide us with an insight to the grammar of CG wh-questions. On the basis of the findings of this study, I propose a mono- clausal analysis for embu wh-questions in CG. I argue that the difference between prestige norm and dialectal wh-structures lies in the overt and null realization of a C head, embu. Adopting a Split-CP analysis, I argue that embu in CG interrogatives is a Wh head. I show that this analysis accounts for the distribution of sentential adjuncts and negative markers in these interrogatives. With respect to the asymmetries between CG wh-questions, I argue that these can be formally accounted for. I propose that the obligatory occurrence of 'mbu in inda wh- arguments and sluices derives from the fact that 'mbu, unlike embu, is not a Wh head. I argue that inda and 'mbu have been reanalyzed into a wh-element, indambu. In view of the sluicing data examined in the study as well as other cross-linguistic data, I propose a novel analysis for sluicing, according to which, ellipsis derives from the Non-Transfer of strong phases to the Phonological Component.
21
Mavrou, Panayiotis Kyriakou. "A study of the Greek-Cypriot public education system, 1974-1994". Thesis, Aberystwyth University, 1995. http://hdl.handle.net/2160/ee9afd35-b4af-4ae8-8c39-3b24a72e63a2.
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It is the aim of this study to examine what has been done in Cyprus in the field of education since 1974 when Cyprus faced the devastating consequences of the Turkish invasion which affected all aspects of life in Cyprus and consequently education. Special interest, however, is shown in the development of education prior to 1974 in order to show how decisively the political, social and economic factors influenced the present day education. The introductory chapter describes briefly the aims of this study, the strategy for research and the main sources consulted aiming at providing a compactly general picture of this study. Chapter 2 provides some information concerning the background and history of Cyprus and concentrates on the factors influencing the development of education in Cyprus to 1974. In Chapter 3 is presented a picture of the battle for control of education which was intensified after the 1974 coup launched by the Junta of Athens against President Makarios and the Turkish invasion which caused a crisis of national identity. The same chapter examines the system of educational administration which is highly centralized and a less rigidly centralized system is proposed. Pre-primary, Primary, Secondary and Higher Education is discussed in Chapters 4,5,6 and 7 respectively. Pre-primary education has made great strides and is considered to be necessary for the normal development of children. Its rapid development, however, was necessitated after the 1974 catastrophe when an increasing number of women joined the work force. In Primary education the curriculum which has been developed emphasizes the child's active participation in all aspects of life placing the child in the centre. The graduate entry into primary education creates better prospects for its further improvement. After the Turkish invasion the role of Technical Education became more important since the rebuilding of Cyprus economy was based, to a great extent, on this level of education. Despite the progress made in the field of Technical Education, the prejudice against it hinders its further expansion. The efforts invested in the task of developing Secondary Education after independence have produced results since there have been major innovations, the most important being the Lyceum of Optional Subjects introduced in 1980, which served Cyprus for 15 years and is expected to be replaced by the new proposed system of the integrated Lyceum. The third-level institutions, both in public and private sectors, achieve high standards. However, the educational development in Cyprus reached its apogee with the establishment of the University of Cyprus. Teachers in Cyprus constitute the cornerstone of the educational system; therefore, Chapter 8 is devoted to the teaching profession in Cyprus; the current situation is explained, some problem areas are highlighted and possible solutions are suggested. Finally, the introduction of a Pastoral care system and a Bilingual Education project in schools in Cyprus is examined in the last two chapters.
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Floka, Nikoula. "Family language histories : three generations of Greek Cypriot origin in London". Thesis, Goldsmiths College (University of London), 2014. http://research.gold.ac.uk/10549/.
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This thesis investigates in depth three case studies of families of Greek Cypriot origin, bringing up their children in London. Each family consists of three generations: grandparents, parents and children. My aim is to explain why, although the families have similar ethnic and linguistic backgrounds, their children have very different outcomes in terms of language maintenance or shift. My interest in this question arose through my role as teacher in the Greek community language school that all the children attend. I use a qualitative case study approach to explore the linguistic lives of the participants through semi-structured individual interviews with grandparents, parents and children. My study appreciates the complexity and uniqueness of each family and the journey of their languages over the years. I reveal the linguistic experiences of the first generation before and after they migrated from Cyprus to England, and of the second and third generations who were born and grew up in London. I analyse the factors which informed their choices with respect to abandoning their heritage code, or reviving or reinforcing it. Included in my analysis is the important effect of language ideologies on family language policies, made particularly complex by the participants’ diglossic background in which Standard Modern Greek holds more social and political power than the Cypriot dialect. Through the in-depth analysis of my participants’ accounts, the concept of ‘family language history’ emerges as an explanatory tool. This concept involves the inter-relationship between language ideologies as they are created and contested within particular socio-political circumstances, and the decisions taken by each generation about which code should be used in specific contexts within the family and the wider society. I draw on Bourdieu’s theoretical ideas about symbolic domination and the convertibility of linguistic capital into other forms of capital, and the concept of counter-hegemony, to explain how my participants negotiate the maintenance of the two varieties of their heritage language in an English-dominant society.
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Socrates, L. "The time and space of Greek-Cypriot cinema : a Deleuzian reading". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1466756/.
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This study traces the emergence of Greek-Cypriot Cinema in Cyprus since 1974, arguing that it is the product of a historical moment. 1974 marks a watershed in the island’s protracted political conflict which culminated in ethnic violence, a coup and war. Whilst the war has been the subject of wide ranging scholarly research its impact in forging a distinctive national cinema remains unexamined. This thesis attempts to re-address this absence. My approach is interdisciplinary, drawing on historiographical studies as well as Film Studies, Cultural Theory and Film Philosophy. Primary research includes extensive dialogues with filmmakers. All of the films examined deal explicitly with facets of space, time and memory in connection to the experiences of the war. In view of these prevalent themes the thesis makes the case for reading Greek-Cypriot Cinema through the cinema work of French philosopher Gilles Deleuze, whilst holding the films’ cultural and national contexts in view. It proposes that Cinema 1:The Movement-Image (1983) and Cinema 2:The Time-Image (1985) explore the interconnection between real spaces outside of cinema and the creative spaces inside, through the categories of time and space. Centring on the conceptual shift in these volumes from a cinema of movement to a cinema of time and memory I argue that Deleuze’s paradigm offers a conceptual engagement with the distinctiveness and complexities of Greek-Cypriot Cinema; as it negotiates the real and abstract time and spaces which are imagined, reflected and visualised on the screen. Part one conceptualises Greek-Cypriot Cinema within existing studies of cinema and nation, examining Deleuze’s descriptions of modern and political cinema. Part two examines time and recollection-images in the films of Georgiou, Florides and Nicolaides, Tofarides and Koukoumas. Part three scrutinises how the changes in the political landscape after 2003 are reflected in films which imagine a new dynamic between time and spaces, creating new cinematic images in works by Farmakas, Stylianou and Danezi-Knutsen.
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Kaloyirou, Chrystalla A. "Bullies in Greek Cypriot state primary schools : a problem or a challenge?" Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/3892/.
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Bullying in State Greek Cypriot Primary Schools has been receiving a subsequent media attention in recent years. However, there is still not adequate research evidence on this issue. This study is an attempt to examine whether bullying could be considered as a form of aggressive behaviour, to investigate the situation in State Greek Primary Schools in Cyprus and to examine the developmental history, the psychological and social characteristics of nine 11- year-old bullies in State Greek Cypriot Primary Schools. These investigations were undertaken on the basis of four models: the Proposed Model of Aggression, the Model of the Empirical Work, the Model of Parents’ Perceptions about the bullies or bullying and the Model of the Teachers’ Perceptions about bullies or bullying. The study employed both qualitative and quantitative methods and comprised two stages. In Stage 1 a survey was undertaken of the teachers’ perceptions about bullying in 29 state primary schools in Nicosia. Pupil perceptions were surveyed in three schools where the levels of bullying seemed to be higher than in the rest of the schools. In Stage 2 a sample of 9 boys were identified as bullies from these 3 schools with high levels of bullying and these formed the case studies. An investigation of the nine boys’ developmental history, psychological and social characteristics was undertaken through interviewing their parents, teachers and peers and by the use of standardised tests and role play. This investigation of the nine case studies provided support for the view that bullying is a form of aggressive behaviour as all the factors that are reported in the relevant literature about aggression seem to play a role in its development, albeit to a different extent and in different combinations in the nine bullies. Moreover, bullying was found to occur in all State Greek Cypriot Primary Schools regardless of the social background of the school. Many factors related to the bullies’ psychological and social characteristics are involved in an act of bullying and consequently each has to be seriously taken into consideration, both individually and in combination, in any effort aiming at the prevention or inhibition of the problem in schools.
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Cylwik, Helen. "Ageing in a foreign land : the experience of older Greek Cypriot migrants". Thesis, London School of Economics and Political Science (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271110.
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Demetriou, Madeleine. "Politicising the diaspora : contested identities among the Greek Cypriot community in Britain". Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246578.
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Pittas, Evdokia. "Predicting Greek Cypriot children's reading and spelling from morphological and dialect awareness". Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8561303a-af7e-432c-b7cc-0ef15b5a620a.
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The aim of this longitudinal study was to examine the contribution of phonological, morphological and dialect awareness to the prediction of reading and spelling in a Greek bi-dialectal setting. The target group (N=404) consisted of children, aged 6 to 9 years at the start of the project, who learn literacy in Cyprus, where a dialect is spoken in certain contexts but where Standard Modern Greek is also widely used. At present there are few studies with Greek Cypriot children on how phonological, morphological and dialect awareness relates to reading and spelling. Because there are no standardised measures of phonological, morphological and dialect awareness with Greek Cypriot children, measures of these factors were developed during the pilot study and their internal consistency was assessed. With the larger sample the measures were validated by examining their construct validity. The first wave of data collection showed that morphological and dialect awareness make unique contribution to the prediction of reading and spelling in Greek. The second wave of data collection showed that the measures of morphological and dialect awareness predicted performance in reading and spelling eight months later, even partialling out grade level, estimation of verbal intelligence and initial scores in reading and spelling. A model with dialect awareness as a mediator between phonological and morphological awareness and reading and spelling fitted the data better than a model with phonological or morphological awareness as mediators, and hence, phonological awareness and morphological awareness help children to become aware of the differences between their dialect and the standard variety, and dialect awareness in turn facilitates reading and spelling. Cross-lagged correlations showed that the more experience children have with reading and spelling, the more likely they are to develop morphological and dialect awareness. This study makes theoretical, empirical and practical educational contributions. The established mediational model contributes to the theoretical knowledge of the connection between dialect awareness and phonological and morphological awareness and reading and spelling while the longitudinal study contributes to theory the long term relation of morphological and dialect awareness with reading and spelling in Greek. Empirically, the study established the plausibility of a causal link between morphological and dialect awareness and reading and spelling, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological and dialect awareness in the Greek Cypriot setting.
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Kiralp, Sevki. "National identity and elite interests : Makarios and Greek Cypriot nationalism (1967-1974)". Thesis, Keele University, 2014. http://eprints.keele.ac.uk/1214/.
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Within the field of Nationalism Studies, the relationship between “National Identity” and “ethnicity” has been widely studied. Likewise, the relationship between “National Identity”, “elite interests” and “ethnic conflicts” has also been investigated. In fact, there is a considerable amount of studies focused on the “inter-state” aspects of “National Identity”, “ethnicity” and “elite interests”, however, such studies tend to highlight the “elite” of the “homeland” as the political and social leaders of their ethnicity; seeing themselves responsible for defending the political interests of their ethnic relatives in transnational borders, or liberating them from other states via “secessionist” or “irredentist” policies. Nevertheless, an example of elite of “ethnic kin”, who dominates another state outside its “homeland”, has not yet been widely theorized academically, with a focus on “National Identity” and “elite interests”. This study aims to fill that gap within the literature through the example of President Makarios and Greek Cypriot nationalism. While Cyprus was a British colony, the Greek Cypriot community was mobilized to unify Cyprus with their “homeland” Greece. However, the result of such mobilization was the foundation of a Cypriot state, based on power-sharing between the Greek Cypriot majority and Turkish Cypriot minority. In the post-Independence era, particularly with the consolidation of the military dictatorship in Greece (1967), President Makarios abandoned the Enosis (unification of Cyprus with Greece) policies and made attempts to reconstruct the Greek Cypriot National Identity in favour of a Greek Cypriot-ruled independent Cypriot state. President Makarios also ignored Greek Junta's manipulations about the Cypriot politics. The subsequent struggle continued until the Athens-led coup d'état that overthrew the President (1974). This thesis shall follow Brass’ “Instrumentalist” theory and shall analyze the reconstruction of the Greek Cypriot National Identity. The thesis will also investigate the role played by the interests of both the President and the Greek Cypriots in constructing this new National Identity.
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Hamit, Meltem. "Turkish Cypriots And Their Others: An Analysis Of Narratives About Greek Cypriots And Turkiyeliler". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609727/index.pdf.
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This thesis explores popular perception of 'Turkish Cypriotness'
in relation to Greek Cypriots and Tü
rkiyeliler in the framework of struggling political discourses proposing conflicting identities to the population in the northern part of Cyprus. Purpose of the study is to understand dominant elements in self-representations of '
native'
Turkish Cypriots in the context of relatively new reality, namely, the partition of the island and immigration from Turkey. In other words, this study focuses on images of '
Turkish Cypriots'
and of their '
Others'
- Greek Cypriots and Tü
rkiyeliler- in popular discourse. For the purpose of understanding the self-perception of identity among '
native'
Turkish Cypriots, in-depth interviews were conducted in different cities of the northern part of the island. As a result of analyses of these narratives, the relational and precarious nature of identificatory practice is pointed. Moreover, problems relating to dominant perception of '
Turkish Cypriotness'
marked with hierarchical exclusion of Tü
rkiyeliler is stressed. It is concluded that popular perception of '
Turkish Cypriotness'
signals the fact that, more than opening space for a transnational attachment, Cyprus-centered identity fosters exclusivist approach towards Tü
rkiyeli '
Other'
.
30
Melanthiou, Yioula. "Students' behavious for choice of higher education : An investigation of greek cypriot students". Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500470.
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Papadopoulos, Irena. "The health needs of the Greek Cypriot people living in two London Boroughs". Thesis, London Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300681.
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Armosti, Yianna. "Rape myth acceptance : exploring the influences of media and the Greek-Cypriot culture". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7330/.
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The aims of this thesis were to investigate the impact of media on Rape Myth Acceptance (RMA), and to explore the attitudes of Greek-Cypriots toward victims of rape. The systematic review of the existing literature explored whether seven types of media affect individuals’ RMA. The findings show that RMA of male participants exposed to experimental stimuli was significantly higher than male participants exposed to neutral media. This trend did not hold for females. Chapter Three presents a critique of the RMA scale used in the empirical study: the Acceptance of Modern Myths about Sexual Aggression scale (AMMSA; Gerger et al., 2007). The chapter presents methodological issues of existing RMA measures, discusses the rationale for the development of the AMMSA and presents its main strengths and limitations. Chapter Four aimed at examining the RMA of Greek-Cypriots and their attributions of blame in situations depicting sexual violence. The results indicate that males endorse more RMA and tend to attribute more blame to the victim and less to the perpetrator. Older participants and participants not acquainted with victims of sexual assault scored higher on the RMA scale. The final chapter summarises the findings and discusses implications for practice and recommendations for future research.
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Pophaides, Irene. "The genesis of Greek Cypriot national identity in British-occupied Cyprus, 1878-1931". Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611696.
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Papamichael, Elena. "Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019959/.
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This thesis is an ethnographic study of intercultural education discourses and everyday practices in an urban Greek-Cypriot primary school. The pupil population is comprised of Greek-Cypriots, Eastern European economic migrants and increasing numbers of newlyarrived Iraqi-Palestinian asylum-seekers. Despite the introduction of intercultural education policy in 2001, the education system prescribes a monoculturalist and nationalist ethos. At the same time, the limited opportunities for intercultural education training leave teachers uncertain as to how to respond to the increasing diversity. Informed by ethnographic, discursive and intersectional approaches, this study analyses data from fieldwork conducted in this school for a total of three months over a period of three years. The analysis identifies the discursive resources from which teachers draw to talk about diversity in Greek-Cypriot society and construct the Other, mainly in essentialist and negative ways. It also identifies teachers' constructions of racism on a societal and educational level, including racism denials, minimizations and justifications. The thesis argues that teachers' constructions of racism inhibit them from recognizing and challenging institutional racism and racialized incidents they observe among their pupils. The study also demonstrates how minoritized children become differentially racialized as groups and individuals through institutional, teachers' and children's discourses and practices, regardless of intentionality. As a result, many minoritized children experience school in an environment of harassment. The study discusses the experiences of an Iraqi-Palestinian boy as an example of how intercultural education is implemented. Some teachers' resistance to the dominant discourses of colourblindness and racism denial, and minoritized children's negotiation of their racialized positionings create the spaces of ambivalence that are necessary for change. The findings bear implications for policy and practice in terms of teacher training, development of antiracist policies and supportive networks for teachers, changes in the curriculum, and, structural transformations, so that educational opportunities are equally provided to all children.
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Vlachos, Christos. "An empirical investigation of the financial disclosure practices of Cypriot and Greek companies". Thesis, Middlesex University, 2001. http://eprints.mdx.ac.uk/6722/.
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The main objectives of this study are to: (1) investigate empirically the extensiveness of the Cypriot and Greek corporate mandatory disclosure practices; (2) examine the relationship between each of a number of specific corporate characteristics and the Cypriot and Greek corporate mandatory disclosure practices; (3) assess whether the variations in the extensiveness of Cypriot and Greek corporate mandatory disclosure practices can be explained by the selected corporate characteristics together; and (4), compare the results found for Cyprus with those found for Greece. The corporate characteristics examined, which are used as proxies of agency, political and other costs, are: company size, age, profitability, liquidity, industry type, listing status and auditor type. The study begins with the provision of background information about the Cypriot and Greek accounting environments which reveals that companies in the two countries operate within substantially different accounting environments. The study continues with a synthesis of the conceptual framework for corporate financial disclosure that identifies the variables that are likely to affect the research problem. A review of the corporate disclosure literature identifies a gap in the literature, which the study aspires to fill, and establishes the background for choosing the appropriate methodology to be used in the study. To investigate the extensiveness of the Cypriot and Greek corporate mandatory disclosure practices, the 1996 corporate annual financial statements (CAFSs) of 50 Cypriot and 74 Greek companies were collected. Extensiveness was defined as the quantity and quality of mandatory information disclosed in CAFSs and was measured by applying a country—specific disclosure measuring instrument against the CAFSs of the sample companies from each country. The relationship between the extent of corporate disclosure and the selected corporate characteristics was examined by using both bivariate and multivariate statistical analyses for each of the two countries. The results of the empirical analyses have led to four main conclusions. First, the Cypriot and Greek corporate mandatory disclosure practices, on the whole, appear to be extensive. Second, Cypriot public companies which are more profitable, are classified as conglomerates or whose shares are listed on the Cyprus Stock Exchange (CSE), tend to disclose significantly more extensive mandatory information in their 1996 CAFSs. Third, Greek listed companies which are smaller, are classified as conglomerates or manufacturing, or whose shares are listed on the main market of the Athens Stock Exchange (ASE), tend to disclose significantly more extensive mandatory information in their 1996 CAFSs. Finally, on the basis of the comparative analyses undertaken, it can be concluded that although the influence of listing status and industry type on Cypriot and Greek mandatory disclosure practices is similar, the influence of company size is different. In contrast to Cyprus and most evidence reported in previous studies, company size has a negative influence on the extent of Greek corporate mandatory disclosure practices. This difference can be explained by theoretical, environmental, empirical and other considerations. For example, it can be attributed to the distinctive nature of the highly politicised Greek accounting environment and can be explained by political cost theory. Another possible explanation may be that Greek large companies disclose fewer details in their CAFSs but: (1) use other communication media to disclose mandatory information; or (2), use mandatory and voluntary disclosures as substitutes and replace the disclosure of less extensive mandatory information with more extensive voluntary disclosure. There are several possible policy implications that arise out of the above conclusions. The first implication is that improvements in Cypriot and Greek corporate mandatory disclosure can be made. Another policy implication is that corporate stakeholders who rely on CAFSs to get useful information should be wary of Cypriot companies which are less profitable, are classified as non—conglomerates or are not listed on the CSE; and Greek companies which are larger, are classified as others or are listed on the parallel market of the ASE. This is because these companies have been found to disclose less extensive mandatory information. The third policy implication arising out of the conclusions of the study is that it is possible that different predictions about the disclosure of corporate information may be derived from the political cost theory, depending on the environment within which the theory is examined. This is because although it is usually claimed that politically sensitive companies may disclose more extensively in order to reduce their political costs, the opposite may be true in the case of countries with specific environmental characteristics (similar to those existing in Greece in 1996): politically sensitive companies may disclose less extensively.
36
Christoforou, A. "Menstruation, menopause, and 'being a woman' : Greek Cypriot women talk about their experiences". Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/9048/.
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Panayidou, Fryni. "(In)flexibility in adjective ordering". Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8815.
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The present thesis investigates adjective ordering across languages, with an emphasis on Greek and Cypriot Maronite Arabic (CMA). Cross-linguistically, attributive adjectives are argued to be ordered according to their semantic class (Hetzron 1978; Dixon 1982; Cinque 1994, 2010, among others). Given that the orders attested cross-linguistically are very similar, it is claimed that all orders have the same underlying order, which is imposed by syntax as in Cinque 2010. If adjective ordering restrictions are indeed syntactic, the question that arises is how to account for violations of the order. I defend the view that the order can be affected by various factors. Following Sproat and Shih (1991) and Cinque (2010), I assume that there is an indirect vs. direct distinction in adjectival modification, and I claim that Greek polydefinites are an instance of the former, whereby the adjective merges inside a Reduced Relative Clause – a PredP as in Bhatt 2000. The additional definite article is not a true article, but the realisation of Pred0. Moreover, I argue that adjective ordering phenomena give us an insight into whether adjectives modify the noun as heads or phrases. The claim is that both are necessary; adjectives that are structurally closer to the noun combine with it as heads, while structurally higher adjectives, e.g. adjectives with complements or adjectives that have a predicative source, are phrasal-modifiers. The ability of adjectives to have access to both types of modification also leads to apparent violations of the order. Finally, I discuss new data from CMA, which allows both prenominal and postnominal adjectives. Adjectives borrowed from Greek are found in either position, while native Arabic adjectives are strongly preferred postnominally. I argue that adjective ordering and placement is inflexible in CMA, and that the facts follow by the need of phrases in the extended nominal projection to inherit a nominal feature.
38
Hadjidemetriou, Chryso. "The consequences of language contact : Armenian and Maronite Arabic in contact with Cypriot Greek". Thesis, University of Essex, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502173.
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Hasikou, Anastasia. "The social history of music development in the Greek Cypriot population during 1878-1945". Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/17030/.
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This thesis examines relationships between the music of the Greek community of Cyprus and the social, economic and political history of the island from the beginning of British colonialism in 1878 to the end of the Second World War in 1945. In particular, it examines the ways in which folk, church, and European art music were practised, promoted and interpreted in the different social strata of Greek Cypriot society during this period. The main primary sources for this research project are items that appeared in the early print media of the island, which are supplemented by a few other publications containing musical material published elsewhere during this period by Cypriots. The central part of the thesis is divided into three chronologically arranged chapters, the boundaries of which are dictated by historical landmarks in British rule. Chapter Two covers the years 1878–1914 and describes the importation of European art music to Cyprus as a counterpart to the wider establishment of capitalist relations in the island, its promotion by the colonial regime, and its initial reception by Greek Cypriot urban classes. Chapter Three begins in 1914 with the advent of the First World War and traces the rise of Greek Cypriot nationalism in music alongside social and economic developments through the political crisis of 1931, by which point Western forms of musical culture had been firmly established on the island. Chapter Four covers the years 1931–1945, during which Greek Cypriot musical nationalism is further developed and an emergent labour identity finds expression through music. A concluding chapter provides an overall picture of the development of music in Cyprus during the period under investigation, including: discussions about the impact of capitalisation on local musical forms, events and practices; the emergence of European art music and its impact on the local folk and church traditions; the reception of different musical genres by particular social classes; and the place of music in Greek Cypriot nationalism and the Cypriot labour movement.
40
Pieridou-Skoutella, Avra. "Globalization, Localization and Ethnic Identity in the Construction of Greek Cypriot Children’s Musical Identities". Bärenreiter Verlag, 2012. https://slub.qucosa.de/id/qucosa%3A72052.
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Sophocleous, Andry. "Language attitudes towards the Greek-Cypriot dialect : social factors contributing to their development and maintenance". Thesis, Kingston University, 2009. http://eprints.kingston.ac.uk/20260/.
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The purpose of this study is to investigate language attitudes towards the Greek Cypriot Dialect (GCD). This however, can only be achieved if language attitudes towards GCD are examined in relation to language attitudes towards Standard Modern Greek (SMG), the official language of the Republic of Cyprus. Empirical studies in the Greek-Cypriot (GC) setting demonstrate that GCs evaluate their peers more positively when they speak in SMG and less so when they use GCD (Papapavlou 1998, 2001). Hence, the primary questions guiding this research are why GCs evaluate their dialect and its speakers less positively than speakers of SMG and what are the factors contributing to this devaluation. This research is important as not only does it add to the existing literature as regards language attitudes in Cyprus, but it also attempts to examine whether negative language attitudes towards GCD are developed in primary and secondary education and supported by teachers in those settings. Consequently, to study GCs' language attitudes towards GCD it is vital to examine what goes on in the learning environment and whether teachers indeed contribute to GCs' devaluation of the dialect. A variety of mixed research methods were employed in tertiary, secondary, and primary education to examine language attitudes towards language variation and language use. The findings arising from this project suggest that SMG is associated with competence dimensions, whereas GCD is more closely connected with social attractiveness (see Chapters 5 and 6). Nonetheless as proposed in later Chapters, these findings are not merely an outcome of the stance education holds towards the non-standard variety, but also partly an outcome of GCs' bonds of brotherhood with Greeks, the love for their “mother land” ([Mu][eta][tau][epsilon][rho][alpha] [Iota][iota][alpha][tau][rho][iota][delta]) Greece, and the religion they strongly profess to the Orthodox Christian Church (see Vanezis 2000). Hence the need to ‘be’ and ‘feel’ Greek encompasses the need to ‘speak’ Greek.
42
Ioannidou, Elena. "'This ain't my real language, miss' : on language and ethnic identity among Greek Cypriot students". Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252222.
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Kyriakou, Marianna. "Language attitudes and ethnic identity in a diglossic setting : the case of Greek-Cypriot students". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59820/.
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This thesis investigates the linguistic situation of the Greek-Cypriot community of Cyprus and the language attitudes and perception of ethnic identity of Greek-Cypriot students aged between 12 and 18 years old, an under-researched age group. The research examines the assumption that the linguistic situation of Cyprus is diglossic. The attitudes of Greek-Cypriot students towards Standard Modern Greek, the official language of Cyprus, and the Greek-Cypriot dialect, the native variety, are analysed through qualitative and quantitative methods. The study uses a mixed methods approach and data are collected by means of classroom observations, interviews, questionnaires and an experiment similar to the matched guise technique. A social constructionist approach is used for the analysis of ethnic identity construction. The results of this research indicate that Cyprus is experiencing a different kind of diglossia than Ferguson's (1996a) original description of diglossia. The ‘contextual diglossia' proposed in this study suggests that the functional distribution of the high and low varieties is based both on the speaker's judgements of appropriateness (speaker's context) and on the context of communication (local context). The study also reveals that students generally have favourable attitudes towards Standard Modern Greek and display both favourable and negative attitudes towards the Greek-Cypriot dialect. These attitudes are explained through the presence of stereotypes attached to each variety and the political ideologies in Cyprus. Students embrace all three ethnic identities, Cypriot, Greek and Greek-Cypriot, although their Cypriot and Greek-Cypriot identities emerge as strongest. They construct their identities through the use of pronouns and nationalistic expressions. The language attitudes and ethnic identities of Greek-Cypriots are formed and constructed against the backdrop of the socio-political and historical context of Cyprus and are shaped by the existence of diglossia and language ideologies.
44
Zetter, Roger. "Re-housing the Greek-Cypriot refugees from 1974 : a study of institutional access and labelling". Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301841.
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Charalambous, George. "The Europeanisation of the Greek, Cypriot and Italian communist parties : A comparative study in party tactics". Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499884.
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Ieridou, Nataly Loizidou. "Literacy development and reading difficulties in Greek-speaking Cypriot children aged between 6 and 11 years". Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435588.
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Nassari, John. "Narratives of exile and identity : experiences of Turkish and Greek Cypriot refugees in Cyprus and London". Thesis, University of East London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532662.
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This thesis examines the similarities and differences between exile experiences of Internal Displaced People and Cypriot refugees in London. The study analyses oral history narratives from Greek Cypriots and Turkish Cypriots who have been forced to leave their home because of the inter-communal conflict of the late 1960s and the war in Cyprus in 1974. The thesis considers the relationship between first-generation and second-generation narratives and how their stories are impacted by the hegemonies of national history and memory, which are dominant storylines in Cyprus. One of the aspects that the thesis considers is the question of memory and nostalgia and how possible it is for Cypriot refugees to develop counter narratives that disrupt the nationalism of state discourse. Central to the methodology is the importance of the dialogic construction of narratives and an autoethnographic approach, through which I consider my postmemory and my family's memory of our village in Cyprus, as a third generation British Cypriot. The thesis findings are that Cypriot refugees are ambivalent about their home and their identity. I propose that the term heterogeneity can enable an understanding of peoples' multiple identifications with different places, times and cultural formations. The diverse intercommunal, cultural and social experiences in the metropolitan, London context gives rise to identity narratives that diverge frdm the dominant, powerful, institutional and political discourses in the homeland. The heterogeneous aspects of Cypriot identities extend to refugees in Cyprus as well, making it difficult to standardise the Cypriot refugee experience. This problematises research studies and thinking that essentialise and homogenise refugee identity. The thesis contributes to debates on exilic subjectivities by problematising the common assumption that refugees are singularly nostalgic for the home that they were forced to leave. The study argues that refugee identities may be subject to change, exhibiting a variety of attachments and allegiances and that Cypriot refugees and their descendents have developed diverse practices of nostalgia for home. This proposal puts into doubt the accuracy of theories of refugee identity which frame their arguments around the `amputee' model, a term I coin to describe the refugee discourse that speaks in general terms of the refugee's desire to return home
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Roussou-Pashiardi, Maria. "Greek Cypriot women in contemporary Cyprus : with special reference to the 1974 war and its consequences". Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10006531/.
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This thesis is an attempt to develop an understanding of the position of women in Cypriot society. The empirical work concentrates on the life cycle of two groups of Greek Cypriot women, rural and urban respectively, and the experiences of those women whose husbands were killed or lost as a result of the 1974 Turkish invasion of Cyprus. Societies produce certain forms of social control to maintain existing social relations. In times of crisis, when the very existence of the state itself is under threat, social regulation becomes more explicit; in particular areas it may be extended and its oppressive effects are exacerbated. The thesis starts by looking at those women in Cyprus who were directly affected by the war and goes on to consider rural and urban women more generally in chapters 7 and 8. These two chapters contain extensive illustrations of the social, economic and political oppression of women and the way in which this is produced and reproduced through commonly held traditional sets of beliefs and established social practices, reinforced by the powerful institutions of Church and state. The discussion of the position of Greek Cypriot women is set in the wider context of Greek Cypriot history and the general socio-economic and political background of Cyprus. It is further informed by an examination of Greek Cypriot family law, both common law and canon law, which analyses the specific ways in which it operates to women's disadvantage. The last chapter presents an overview of the historical and contemporary positions of Greek Cypriot ,women in the light of the ethnographic research, examines conditions for maintenance and potential change of positions and offers suggestions for future research. Finally the thesis addresses the following questions: What has feminism to offer Greek Cypriot women? What new insights has the case of Greek Cypriot women to offer to the general arguments of feminism?
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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.
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This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.
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Kodellas, Spyridon. "Victimization, Fear of Crime, and Perception of Risk in the Workplace: Testing Rival Theories with a Sample of Greek and Greek-Cypriot Journalists". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352403647.
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