Okay, well, thank you for joining us for this talk Asian etymology achieving faster progress and more secure results so we start from the assumption that etymological dictionaries are nice to have and And having more of them would be a good thing And then we observe that there's an inequality in the distribution of etymological dictionaries So a Brazilian who is curious about the origin of a Portuguese word Can turn to one of several etymological dictionaries of Portuguese But a speaker of any of Brazil's 217 native languages struck by a similar curiosity has no return Less than 1% of the world's 7,000 languages have etymological dictionaries And at a time when 40% of the world's languages are endangered addressing this inequality is Urgent and would yield a very broad benefits So why aren't there more etymological dictionaries of more languages? Well, etymological dictionaries are slow and expensive to compile. They are not commercially viable And just to talk through some examples the francisicis etymologicis vertebrou required 80 years between 1922 and 2002 to be published Looking a little closer to our own field the sign of Tibetan etymological dictionary and the source Was planned to have 80 fascicles of those only one was published despite an investment of 28 years and over three million dollars and Like this example many etymological dictionaries are never finished In contrast bilingual and monolingal lexicography has has really Entered the digital age In particular the availability of large corpora has revolutionized the ability to come to compile such dictionaries We'll just look at One project that's kind of at the vanguard of this development Elexis so they have three interlocking products that help speed up dictionary compilation sketch engine which organizes Raw or or annotated corpora of language use to best showcase the distinctive behavior of different words They have something called one-click dictionary, which then organizes this data into an automatically drafted dictionary And then they have a third product lexonomy which provides an environment for editing That automatically compile dictionary for for publication and and also a publication environment So what about etymological dictionaries? Well, basically the working methods of etymological lexicography Remain unaffected by the digital revolution Lexicographers type out data from printed books which they arrange and manage in general database and word processing software with no use of specialized tools So how does progress happened at all in etymology? It happens via Having a large investment of of labor and a thriving collective Environment of researchers who who gather and scrutinize hypotheses and this crowd sourcing If you like has served European languages relatively well with as many as 20 Italian dialects having etymological dictionaries, but without the generous support of national funding bodies Dictionaries of less well resourced languages are not compiled So so we think that for new etymological dictionaries of understudied languages to be compiled at all And for the dictionaries of well studied languages to continue improving etymological research demands automation So we see there's been basically two tasks to automate in the first instance one is the identification of related words and The other one is the identification of changes in pronunciation. So just to take an example first is something like the fact that English foot and German foos descend from A Fort in protogermanic this fact is this divisible into into two facets one is the mere association of foot and and foos as as Probably somehow related and the other one is is the proposal that German changed a T into an S in this environment So automated methods exist for both tasks. These are automatic cognate detection and mechanized historical phonology and our workflow Ames to combine these two so We are looking at the Burmish family where there's there isn't a lot of previous scholarship On historical phonology This gives you a sense of where the Burmish languages are spoken and something like the the family tree of the languages And in terms of what materials we rely on we almost exclusively rely on this this book from 1992 Edited by Huang Bufang with where a Certain list of were of ideas rather about 2000 concepts are given in 40 Center-to-Bend languages, but we augment that in the case of Burmese with with the relevant literature with old Burmese And then this is just to give you a sense one page from Juan Bufang's book here. It's the meaning one Listed in a bunch of Sonnet-to-Bend languages When given a set of words in different languages the algorithm tells you which words in this set Are likely to be related. We're going to see an example later And so there are older methods which are based on actual phonetic similarity and that's robust and newer methods that are already a little bit historical linguistics themselves and they do calculate the recurrent phonetic correspondences and so Basically here we use in our methodology the Lex that algorithm developed by Johann Matisse List and so Here is an example of the kind of thing produced by the Algorithm so we feed into this algorithm a lot of data in different Germanic languages and These these data are indexed by semantic identity. So here is Here is a row of different Germanic words for women and The algorithm gives a similarity score. So for example Danish queen is very similar to Swedish queen But German fowl has nothing to do with English women. So it's like I'm almost a hundred percent dissimilar so if we plot this score on the map and They are algorithms that can cluster the Results so the algorithm knows that notice that okay this fowl and this row looks similar enough So they are one class. This is another class and this is the third class So looking to mechanize historical phonology it relies on The fact that sound change is regular. I'm going to talk through one example Very swiftly which is the inter-European word for eight something like hook toll Which gives us eight in English octo in Latin ashtow in Sanskrit all Via regular sound change So let's just look at how this works in the case of English We have to get first to proto Germanic and then to old English Looking at the consonants first The the H disappears before vowels The palatal K merges with a plain K and then becomes H according to Grim's law Turning to the vowels. Oh changes to ah in Germanic Long O remains longer, but then merges with long ah and And with these changes in this order, we are have arrived at the proto Germanic form Now moving from proto Germanic to old English ah changes to ah and Then front vowels including a break into diphthongs Before certain consonants so for our purposes changing act into a yacht Unstressed diphthongs are monop Thong eyes and so changing toe into toe And then unstressed all becomes up and that's how we get from octo to air and The details of this don't need to concern you. It's just a Basic methodological point that that sound changes regular each of these changes happened at a specific moment in time across all of the words In the language that they could apply to and one of the major goals of historical linguistics is to figure out historical phonology the relative chronology different sound changes and to to reconstruct ancestral forms so We can teach a computer ordered changes like this and Then run the changes backwards on the tested forms to find possible Reconstructions and we can run them forward on reconstructions to check that everything is working according to plan or you know to refine our understanding of historical phonology as the case may be and It's an important Principle to never adjust the proto forms in an ad hoc way But instead have the proto forms generated by the tested forms so here Using a an online platform for finite state transducers developed by Diego Sorry, Tiago Trisoldi in Yena I Have I have formalized the changes from Indo-European To dramatic affecting the word for eight and you see it down at the bottom. It says apply down Hock-to so that's where I say okay apply these rules to this proto-Indo-European form and I get the Dramatic form on the right and then if I apply the same changes backwards by just saying apply up To the dramatic form I get this whole list of options and this is characteristic in terms of Information is is lost over time So a a tested form can lead to multiple Ancestral forms through this backward reconstruction now, of course many of these aren't possible words in Indo-European but that's extraneous information that has not yet been modeled and We see as actually one of the points of using methodology like this is to force yourself to Increasingly have to explicitly model more and more information So that so that knowledge that is tested becomes knowledge that's explicit So we are going to look at one of the hypotheses of phonological history, okay? So here is a toy version of Burmese So it's not old Burmese, but proto-Burmese so from proto-Burmese bar it gives ngo chang bo and How do we actually encode encode something like this in In transducers well, so this needs to be Basically, it needs to be Divided into two parts There is this definition of the phonotactics of the proto language Which is shared by all daughter languages because every daughter language projects back to the same proto language Otherwise, they won't be related so Proto-Burmese syllable In our toy example, it's made of an initial a rhyme and a tone And it's quite readable notice that we just put definitions together to say that they're linearly concatenated And an initial is one of the following bur bur Blotterless bur m or glotterless m And similarly, so the rhymes where we have just two choices r and e and tones. Okay, so we see that bar is a legitimate proto-Burmese syllable according to our toy definition now How does it change into bo? Well, there is the first Sound change Burmese devising which happens that bur Is devised into bur so this is the phone. This is the syntax of the of the firmware language, which Fortunately stays quite similar to the sp. E Kind of notation most linguists are familiar with and the actual daughter language can be defined as as kind of application relationship, so You take the proto language syllable you apply on it the first sound change and then the second sound change and it gives the actual predicted form in Mocha So The use of finite state transducers for this sort of backward reconstruction has some history in in linguistics In particular Houston wrote this computer-generated dictionary proto-algonquin However, what what what His his method is Something that relies on having figured out a lot of historical phonology beforehand Which is also the case in the example of of eight that I gave earlier I knew what I needed to formalize and more recently piece aloe has been using finite state transducers in the modeling of of historical phonology of Indo-European and similarly was relying on a huge body of scholarship of previous knowledge And also his efforts are not terribly successful simply because the Indo-European language and question are quite Distantly related. So analogical change Also needs to be modeled and that's not something we're going to get into basically the the it's just a remark that This the use of finite state transducers in historical linguistics works better with lower level subgroups Then there is a complete methodology that can lead to etymological dictionaries, which is the which is the methodology of back projecting dictionaries The mechanized historical phonology can back project whole dictionaries But only in conditions of near-perfect knowledge when you just approach this language group Of which you don't have like a very profound knowledge and nobody has because it hasn't been studied that Predately, um you it's very difficult to create the initial hypotheses from rural lexical data You'll need something to work from The basic problem is what I call the exploratory deficit That is to say that there is no way to go from a state of very little knowledge to towards A state of Much knowledge and if we decompose this exploratory thing we we get two Basic components which we try to solve in In our project the first one is bootstrapping. That is to say We need to create the initial hypotheses from rural lexical data So we have something to improve on and we have a computerized Assessance mechanism for gradual Improvement so the human linguists are truly supported in their gradual improvement of the hypotheses So the way that you can make it practical as a methodology is by having a way to get it started, which is bootstrapping and a way to make gradual improvements in our Methodology the algorithm and the transducers are combined in the following way the algorithms are used to produce a preliminary version of the cognate assignment then human linguists Gradually correct the primary preliminary cognate assignment using transducer enabled user interface So this gives us the what I call the kappa workflow So it's computer assisted proto language reconstruction because basically you In the ideal sense, which we have quite approached in our banmish case We start from a huge blob of words From a certain language group and we work with that and we actually end up with a reconstruction of the proto language So the the actual data the human linguists in the workflow is working on is the bipartite hypothesis It's called bipartite because it's made of two parts. So there is this hypothesis of phonological history how the sounds of Every individual language changed from the proto language of the group to the individual daughter languages the other part of the bipartite hypothesis is the The lexical cognacy judgments. So it's quite simple. So since we're doing dealing with Southeastern Asia monosyllabic kind of languages here. So basically every polysyllabic word Is divided into syllables then every syllable Belongs to one of the cognates says and so for example the first syllable of the word for brain It belongs to this set To which also it belongs. They were the first syllable In the hair word in the long trans archang language Given the cognate assignment and given the hypothesis of of historical phonology, it is quite simple to predict the proto form of a certain Cognate set. So for example, we have this these forms maru big Bola P and archang P which all means tear And we and we can see here. So for example maru has had underwent had undergone some kind of sound change which made the Which made it be in all the three possible tones Confounded so if you see maru big It could be proto-bomesh B B in the H turn or B in the X turn And similarly so in Bola B can be reconstructed back to B and B and finally in long trans archang B can be reconstructed to all those different proto-bomesh forms And it's quite easy to in this case. It's quite easy to predict that Given all these forms the most probable form is B So that's what actually happens in the In the dictionary view. So this is the preview of the compiled dictionary. So the There are some languages that have Bay only so it turns out that the The computer considers B the most the most probable Reconstruction in both phase but B BH and B ji are also Possibly not entirely we ruled out And different and here we can see that different forms different actual Attested forms can be projected back to different Proto forms however in the dictionary in the dictionary view all the proto forms displayed are the proto forms not judged as probable by the by the system So let's talk about the organization of the entire capable workflow the we began by the stage of Pre-processing so the source word list Need to be pre-processed by the by the linguists And then they at the bootstrapping stage the algorithm Produce one part so the cognate set part of the hypothesis and human linguists try to work with that to produce the first version of the hypothesis of phonological history From this first crude bipartite set of hypothesis We got a lot of different use interface which help the Human linguists to Gradually refine the bipartite sets of hypothesis to account for the linguistic data and this is an iterative process. So When you make one part better Then the other part automatically gets better to at least you get more more materials to work with and once the linguists judge that the The material is good enough fit for print then the stage of finalization happens where the prepared hypothesis can be Made for publication in the form of an etymological dictionary So here is how the iterative improvement works So as we see here is the we have the hypothesis We have the bipartite hypothesis which consists of the cognate judgments and the phonological history So with the first version of the bipartite hypothesis the human linguist use the cognate judgment reassignment interface to To improve the cognate judgment So we got human corrected cognate judgments here. And so those cognate judgments are quite good So they can be fed into the correspondence pattern view algorithm to produce correspondence pattern view which Used in the phonological history the Bergen interface can allow the human linguist to make the phonological history better so better cognate judgment Results in better correspondence patterns and better correspondence patterns Give the human linguist a better view of the phonological history so the human linguists can encode The better understanding of human of phonological history into transducers then the transducers are used in refishing and with refishing The computer produces In some cases better and in some cases worse but always easy to change kind of Cognate judgment and which can be corrected by the human linguist again so and and and maybe the point is that um refishing always Includes more data than the last iteration and the better your Transducers the better your back projections from the dictionary right that basically we're gradually Transitioning from mostly relying on the algorithmic approach to mostly relying on the uh transducer approach Conceptually we have I'll say three different parts the transducers uh And the stored Cognate judgments. That's just two parts. Yeah, let's say we have and the third and the third part is the actual source Word forms and glosses which are like which are stored In the application yeah, okay, so um So so it looks like you've sort of integrated everything together. So maybe just um Talk me through here like what should we do for first? Should we should we paste in a transducer or exactly because uh, because in general these transducers are Debugged in the other app. So they kind of get changed quickly and so uh, every time that we start to you every time that we modify the the Sorry the Cognacy judgments. We put the we put the newest transducer just here So I'm just going to paste the transducer that you sent me in here. Yeah So I'll just uh, click on It's it's on the left side click on load transducer load transducer Okay, so uh, so this looks like the boards and just let me see if I understand here the The computer has already sort of fished out from the From the saved, you know, um actual attested forms Various words that reconstruct to the same or similar things. So here we have Bar And it looks like Yeah, we have three, uh Kind of piles of cognates Yes, because that's the because that's the cognates that you have like already Corrected once at least yes, I see Yeah, so yeah, so they're quite good and there is And here there is just one very tiny Thing that needs to be changed Well, it looks to me like basically Well for for for that That these two should be combined, right? Yes, because uh the maru word says empty, but There is this mur here. Yeah, so it it's etymologically means not full or not having or something like that. Yeah, exactly So shall I just drop drag this in here? Yeah, you can drag this entirely inside Okay And then the reason there is no reconstruction here is because some reconstructed bar and some reconstructed bar. Is that right? And then do I need to save like if I You know, please How do I do that? Yeah, just save boards the the the third Save boards So they're safe to the cloud Okay, so let's just do a another one just to sort of get the The sense okay so Uh There is another one. I noticed. Oh, yeah, we have all this blossom blossom of flowers Blossom of flowers and then we have here classifier for flowers. Do you think those are the same? Yes, that's uh, that's uh Specificity of vermice. So so you you use the same now to classify it So maybe I should combine those two What do you think? I think so because uh because basically there are like no Words that doesn't really belong Although, um, I'm just noticing like do we really think that this Pong Is related to this? No, I think and a bone is orangoon Buying so in fact, we need to we need to create two different So and you can and you can always create a new column by clicking on the On the on the here So then for instance, I'll move The the ones with the nasal. Yeah, the point and the phone Here Yeah But then Yeah, then oh and this one too. Yeah And it's very nice being like Burmese Burmese long-time and gender Which are expected to be closer with each other And then these ones I will just just do a categorical thing Okay, you mean the whole thing like this Just make sure we don't have any nasals Okay, so then I can say save boards And then uh, you know one activity that then I guess I would go through is just one by one click through these These boards. Yeah Yeah um Let's just uh, you know zoom along to Further one. Maybe this rock or something Well, that's quite a handful Yeah, this one is is maybe Too complicated to go through now, but uh, yeah a riddle riddle should be the same thing as the fourth deceiving cheat Uh, let's see. Where's riddle? Oh, there's a riddle. Yeah. Yeah, and the third and the third from the left Is like false deceiving cheat. Yeah Okay, so um So I'll move the false deceive cheat one into the riddle, huh? They save boards now, um Just tell just tell us what this fish means this fish this fish means that uh, uh, these words are the ones that wasn't considered like reliable enough for For like inspection like this The last time but this time with better The With better transducers is those are fished out and now we can see if they are really like reliable cogniz like to be changed and so so, um Basically like like putting it another way if something doesn't have a fish It means it's been there in our system for a while But if it has a fish, it means that since the last time we uploaded a transducer This has gotten because of the new transducer has gotten newly fished out of the overall lexical database And so before we begin, uh, we should like Paste the current version of our transducers Into both the old and new tabs Now should I paste the transducer you sent me in the email into the like the new tab for instance, or You should paste Into both old and new Because old will be like relatively old. Yeah, like we like this is like used to To make further improvements on the transducers Okay, so I've just uh, so I'm just going to Do that there it is in old Here it is in new And now we can check the diff Because it's supposed to if should be nothing nothing. Yeah, okay uh, and then maybe just to um I don't know just to prove the point I will say right here at the beginning I'll say blah blah And then if I say diff it says blah blah there. Yeah Now I will delete that because we don't actually want it to say blah blah there We just need to click on load cognitive assignment to to to fetch the to fetch the cognitive Assignment that you have just saved So now I'll load cognate assignment and now this is load loading from the The assignments we just saved is that right? So So here like you can like compare The suggestions amount is like between two or three languages But of course you can do more and the actual language under study like the one that you plan to Do something more about will be put at the end So, yeah, we're not married old Burmese and Bola. Let's see if we can do something with the Bola. Okay Yeah, and then it takes a little while it says compiling correspondence pattern Okay Okay, and then now it's done. So we go to report. Yeah Okay So a bunch of not very interesting things that we have already solved. So for example that uh old Burmese L We correspond to Bola L Well, but um Yeah, okay. So so yeah, so Bola L corresponds to old Burmese L in the word for warm doesn't Surprise us very much. But what are the what is this raw and default? What does that mean? Raw so so default means the the amount of these things that we are that are that are actually That are currently in the boards So so because this a fishing mechanism has uh, like a structural floor, which is that maybe there are things that are super common But they are never bordered and I see they are not recognized and they will never be recognized So so one of the reasons it takes so it is such a long time is that is that actually it's compiled Uh on the raw data also So that we are not going to like lose anything so like in this case F goes to f or sorry f corresponds with f There are four examples in the raw data But only one has been Boreded to use your term. Yeah and The system considers that it's a problem that might There there's some there is some like a heuristic there that That's in first that it there might be a problem. So there is exclamation mark here Yeah, which is just and and the sense that there's a problem is because of the large difference Yeah, like like if the difference like if the There are too many in raw that that aren't It's like in a proportional way. I see Yeah, whereas like here. It's much more examples, but we have 30 raw And 25 in the board, but that's we've gotten most of them. So it's kind of doesn't bother us. Yeah Okay, so here we have we there are five in the raw and five that have been bordered. So so pretty good pretty good And There is a problem here, which is that the the cross the river word isn't like a properly taken account of in Bola Well, you're you're jumping a little fast. Let's just say so we have the the gloss. This is the shared semantic Across all three languages that actually comes from our original, you know data source, which is a comparative word list And then these are the reconstructions it has a question mark because not all languages point to it exactly and then So and then the first line is the is the old transducer And the second line is the new transducer, which are the same because we haven't yet changed the transducer And as you said Uh, there's a problem in so far as if Let me see if I got this is right. Yeah, if The Reconstruction is correct. It should have led to this form in Bola Rather than this form Exactly So can we try and fix this now? Yeah, let's let's search for let's search for the rhyme and let's search for the vowel So there it is Problem Bola is that it should have it The the predicted form has a oh, but the actual form has a oh Yeah, we'll see here. This problem is actually very It's actually very recurrent Yeah, it's it's a real problem. Yeah, and I and a problem that Apparently can be solved by just adding a new New sound law changing all into all Yeah, so let's Try and do that and then we do that first by finding Bola. So here's we're a transducer for the current proto-Bermish to Bola Sound laws Let's find some of the vowel sound laws um Okay, so let's just So We just need to have this like uh, like after after or to out so that there is like no feeding or bleeding Yeah, so shall I put it after or to out? Yeah, because otherwise because otherwise every every or will become out Oh, no, no. Yeah, I understand but maybe I was tempted to put it sort of right near the end Hey I have no idea but yeah, uh, we'll give it a try and see whether it messes anything up. Uh, that's the idea Or just for fun. We can we can have it on the On the wrong sequence first Oh, yeah, okay So I'm gonna just call it Who goes to Yeah, and then Who goes to And we can remove the conditioning because I think the it's probably unconditioned. Yeah I mean, I think this vowel only occurs in open syllables anyhow. Oops Okay So I've just defined the sound change And then I go down here And put it into and I put it into the right place And it will be a very good idea to check diff to look at diff so that we see that nothing Nothing super Nothing Superfluous Okay, everything looks good about right. Yeah Of course now I um Yeah, and we can lost it, but let's go back to Bola. Yeah Okay Okay Well, and then like you suggested what I'm going to do first is actually put it In the wrong place In terms of the sequence of changes And then we will see how that is reported to us. Does that sound good Sounds good. So how do I do I go back to action then and say we can get correspondence get correspondence Okay, and then we go to the report and look at cross again, and we'll just look for cross Well, so all of these are are still wrong, which Means we haven't fixed the problem, but we do see that Uh It's wrong differently. It's wrong differently. Yeah, whereas whereas in the old transducer it was expecting Oh, and then now it's expecting all and then if we just scroll around. Yeah, we see that There should be other No, nothing. I don't think anything will go wrong. You don't think anything else will go wrong because it just um Yeah, isn't a change that affects very many words Okay, but now let's uh Let's Put it in the right order Okay, so now we put it in the right order and go back to get correspondence port cross And now it has fixed the problem And this smiley face has come up Which which means kind of congratulations. You've fixed the problem I just scroll down to the other place. It comes in the rhyme examples Oh, did that It fixed Some of them, but not all of it fixed some of them, but not all of them. Yeah Hmm third problem is quite funny. I don't think it can be It's it can be like just done like this and the x thing And for the x and for the egg word the thing is that where The initial glottal stuff shouldn't like be introducing Tenseness neither on maru nor on burla, but in fact it introduces it on both So, yeah, that's like a that's a deeper problem that needs like to be looked into in a deeper way Well, but I mean this shows kind of how well things work actually which is we We found a problem. We fixed the problem. It's led to The discovery of an of a new sound change in the history of bolah Also, we have had to put it in the right chronological order So that we're we're developing an increasingly sophisticated model of bola historical phenology Both in terms of what sound changes happened and in terms of what order they happened in And then when we implement the the the change We see that it's uh, it it has fixed some of the cases we wanted to fix But it hasn't fixed all of them And the reason why it hasn't fixed all of them is that there are Yet more subtle problems and even if we if we look at them very specifically You know, uh, how can I say we have fixed the vowel, right? Like like in the old transducer here. It predicted the wrong vowel. Now it predicts the right vowel The problem has something to do with the initial which we weren't thinking about and similarly here The the I mean, I think that egg correctly reconstructs to have a glottal stop initial and somehow, uh, you know We have a an issue of the interaction between the glottal stop initial and the creaky Voicing that hasn't been modeled and it sounds like you think maybe shouldn't be modeled in bolan in maru, but We can look at that at another occasion. The point is the vowel correspondence Which is what we were targeting with this intervention has been fixed So even though we didn't get smiley faces here because The reconstruction still doesn't predict the attested form We have still gotten closer, right? That's actually like Isolates when part of the problem and highlights the remaining problems. Yeah, exactly. And that's the point of, you know, progress in science, right? It's like, um by like Yeah, we've articulated a hypothesis and then we've gotten a feedback that that hypothesis is indeed correct and By articulating the hypothesis We can, uh Move on to yet more thorny and subtle problems So, um, and then I just think it's worth saying that had we had we, um made a proposal that had uh Broken all sorts of things there would have been some frowny faces But i'm a little bit, you know reluctant to go breaking things intentionally in order to um Uh, although although actually let's just here. Here's what we can do. We can say okay. That's the new one exactly Go in paste it into old And then you'll need to paste the original thing into the new Well, I'll just say go to bola and then I'll just delete the, um Yeah, the new sample a new sound change, which is this one Actually, I'll just I'll just comment it out. I think that's a nice Way of doing it Okay, and then we go to action. So, you know, just to be clear to all you kids at home What we're doing here is intentionally breaking it In order to show you the way that the report happens when You break something So we go to the report and then go to cross And Here we have this frowny face because the previous You know now the old transducer correctly predicted the attested form But the new transducer does not and that's why we've gotten that frowny face So, um, I mean this basically this is very similar to the board view, right? uh, but What we have is it printed like you would have in uh, in in in a finished uh dictionary And actually let's just look at the at the very beginning Because we saw that with the boards We have this word Exists and this other word exists which are not combined Because this printout came from you know before I just did that But they're still presented next to each other and uh, what What I think is particularly nice about this, uh system and I will even You know zoom in some more Is if we look at this exist Uh, we have the the the different meanings that occur And then this check mark means that this attested form Is predicted by our current transducers Whereas this x mark means that this attested form is not Uh predicted by a transducers and when we get the x It also tells us here what Reconstruction would have Predicted that attested form and so so this is a huge amount of information about what's regular what's irregular What areas uh can be looked at for improvement? That's all you know more or less done automatically, right? So I think that's a very powerful um component of this system that shows its potential both for for making etymological dictionaries faster Uh, but also for making them more rigorous and explicit So we have just seen the k-po interfaces for the Cognitive reassignment and also for the debugging of the transducers of the phonological history Some things work and some don't but in general, I think it's fairly easy to see that we have something that is that really assists the linguists and The creation and elaboration of historical linguistic hypotheses. So Uh, I hope that our approach could lead to a more human centered approach and computer assisted historical linguistics where you know where linguists by Being forced by the computer to be a little bit more rigorous a bit more explicit can reap actual benefits in In having the dirty details taken care of by the computer and seeing We're seeing exactly the things that needs change and the things that don't And In that case we developed this methodology for the For the burmish languages, which are languages with relatively reduced syllable canon and with Very little morphology except a syllable composition with almost no morphophonology And there's also no paradigms. Everything is agglutinative. So there's no There are not that much analogic effects either. So If we are going to Port this approach Outside of let's say China China and mainland Southeast Asia We'll need to Make better transducer engines, which can be which can be tailored to deal with the alignment problem, which is quite funny and non in non monosyllabic languages and also we'll need to find ways of encoding and working with paradigmatic morphology and Analogical historical changes So I hope that this is a good start and with further Improvements on the road it could lead to a future word to a future world of verified reconstructions where historical linguists can Really show that what they propose at least do have an internal consistency The reconstructive forms with the reconstructed changes do lead to the attested forms. Thank you very much


Welcome back, we have been discussing different contributions to molecular partition function. In the previous lecture, we discussed that overall molecular partition function is a product of different contributions to molecular partition function, which is overall q is equal to q translational into q rotational into q vibrational into q electronic and if there is any other contribution. And we have already discussed the translational contribution to molecular partition function for a particle for a molecule or for an atom to move in 1 dimension, 2 dimension, 3 dimension. For 3 dimensional movement, we have discussed that q translational is equal to v over lambda cube, where lambda is thermal wavelength of the particle. Now, we will switch over to rotational contribution to molecular partition function. When will the rotation come into picture? If we are only talking about monatomic perfect gases, the gas consists of only atoms and atoms cannot have rotational degree of freedom. Therefore, the minimum requirement for the rotational contribution will be that at least the molecule should be diatomic. If there are two atoms in a molecule, then the molecule can not only rotate, but also can vibrate also. So, therefore, beyond monatomic species, there will be in addition to translational contribution, rotational contribution also, vibrational contribution also and anyway electronic contribution is there. Now, when we talk about the rotational contribution, here the rotor can be a linear rotor as well as it can be a non-linear rotor. What I mean is that the molecule can be linear for example, diatomic. Diatomic means it will be linear. If it is triatomic, it may be linear, it may be non-linear. Examples carbon dioxide or water, these represent linear and non-linear rotors. So, therefore, now in this lecture, we are going to discuss first the rotational contribution to molecular partition function specifically for a linear rotor. So, first let us talk about non-symmetrical linear rotor. When I say non-linear rotor of non-symmetrical in nature, that means I am talking about type AB. Type AB, kind molecules can be HCl, HBr, carbon monoxide. So, these are non-symmetrical linear rotors. Here, we need some information from your spectroscopy knowledge. I am sure that you have studied rotational spectroscopy. If you have not studied, you will study at some point, but I am going to take some concepts, some formulae from those topics. The energy levels of a linear rotor are Ej is equal to Hcb into j into j plus 1, where j is equal to 0, 1, 2, etc. So, if I write Ej is equal to Hcb j into j plus 1, where j can vary from 0 to 1, where j is equal to 0, 1, 2, etc. j is the rotational quantum number. C is the speed of light, B is rotational constant. J is the rotational quantum number and the value of j can vary from 0, 1, 2, etc. Now, B, rotational constant B is equal to H cross pi 4 pi Ci, where i is equal to mu R square. i is moment of inertia, i is moment of inertia and R is bond length. This information we are taking from your knowledge from spectroscopy, rotational spectroscopy. When we write an expression for the molecular partition function, what we need is degeneracy of each level and we also need the expressions for the energy levels. The expression for the energy levels are here, Ej is equal to Hcb j into j plus 1, where H is Planck's constant and C and B and G we have just described. B, rotational constant is H cross, H cross is H over 2 pi over 4 pi Ci, i is mu R square, which is moment of inertia and if you now work out the units, B will have units of wave number, centimeter inverse. So, this much knowledge is required to proceed further. Another important point that you must note that each level consists of 2j plus 1 degenerate states, that is the degeneracy of each level and also when you look at the expression for the energy, Hcb j into j plus 1, that means when j is equal to 0, then energy itself becomes 0. That means the state of lowest energy has zero energy, therefore no adjustment is needed over here. Like you know we had to do some adjustment in the case of translational contribution to partition function. Q, the partition function, since we are talking about rotational partition function, this is equal to summation j, Gj, this is general definition I am writing, exponential minus beta Ej is a general definition, but here when we write for rotational one, I will write j from 0 to infinity, degeneracy is 2j plus 1, exponential minus beta Ej and we have just discussed that Ej is equal to Hcbj into j plus 1. Therefore when we substitute this Ej over here, what we get is this expression, that is in place of degeneracy we are writing 2j plus 1 and exponential minus beta and energy levels are Hcbj into j plus 1. So therefore you can use this expression and put the value of j from 0 onwards, 0, 1, 2, 3, etc. and you can directly have a summative value. That is what is commented upon here is that the direct method of calculating rotational contribution to partition function is to substitute experimental values of rotational energy levels into this equation and sum the series numerically. Experimental information, when you say experimental values of rotational energy levels, that means we are talking about B which is equal to H cross over 4 pi c i because if you look into other parameters over here, you have beta, beta is 1 over k t, H is Planck's constant, c is speed of light, j 0, 1, 2, etc. What we need experimentally is B and that B requires measurement of moment of inertia and moment of inertia is equal to mu over r square. That means you require microwave spectroscopy, you require a spectroscopy which can allow you to determine the value of bond length. So, but this is a method for numerical evaluation of rotational partition function. Is there any shortcut? Like you know when we derived expression for translational partition function, we discussed that in a container laboratory sized container, the length of the container is very, very large compared to the size of the molecule. And remember that E n at that point for when we talked about particle which is free to move in one dimension, E n is equal to n square H square over 8 m l square. So, l was very large therefore the translational energy levels were very close to each other and there we converted summation into integration. Can we do such things over here also? In order to use that approximation, we will have to first check whether the rotational energy levels are close to each other or they are far separated. Let us look into that. Now, rotational partition function expression where j in summation this j can vary from 0 1 2 3 etcetera onwards onwards and we have this expression, we have discussed this. Now let us see the value of b rotational constant value of b rotational constant in centimeter inverse is 0.39 for carbon dioxide, 0.037 for iodine, 6.5 for hydrogen iodide and 10.6 for hydrogen chloride, b is h cross over 4 pi c i. And if you look at the value of kt by hc at room temperature it is 200 centimeter inverse. Therefore, we can easily say that at normal temperature many rotational levels are significantly populated because if you compare kt by hc with the rotational constants both in the same units of centimeter inverse you see kt by hc is 200 centimeter inverse, but your rotational constant is very small compared to kt by hc that means you expect that even at room temperature at normal temperature many rotational levels will be significantly populated. However, when rotational constant becomes close to kt by hc for example, in case of hydrogen, hydrogen is a very light molecule. This is an exception because b 60.9 compared to 200 it cannot be ignored immediately. So, therefore one has to be careful when you use that approximation that for a certain molecule at normal temperature significant population of rotational energy levels will be there one has to be very very careful when these numbers are no more so different that one can be ignored. But in general as you see here rotational constants for variety of molecules is small compared to kt by hc at normal temperature or at room temperature. Therefore, we can consider that this summation can be converted into integration. Let us do that because the rotational energy levels are close there is a significant population of rotational energy levels let us convert this summation into integration. Integration j is equal to 0 to j is equal to infinity 2 j plus 1 exponential minus beta hc b j into j plus 1 d j. So, our now goal is to solve this integration bring it into some condensed form what will be the easier way easier way will be let us consider derivative of exponential minus beta hc b j into j plus 1 with respect to j. Let us consider this let us see what we get this is going to be exponential minus beta hc b j into j plus 1 into minus beta hc b will be there beta hc b j square plus 1 j square plus j j into j plus 1 is j square plus j that will be 2 j plus 1 you see that this is taking us now towards solving this integration easily. So, that means 2 j plus 1 into exponential minus beta hc b j into j plus 1 is equal to minus 1 by beta hc b d d j of exponential minus beta hc b j into j plus 1 I can substitute this over here. So, what I have now is q r is equal to minus 1 over beta hc b integration 0 to infinity d d j exponential minus beta hc b j into j plus 1 d j this becomes now easier because you have simultaneous integration and differentiation which cancel each other. So, therefore, we will have minus 1 over beta hc b into I have exponential minus beta hc b j into j plus 1 the limit is from 0 to infinity let us carry it forward. So, q r we get minus 1 over beta hc b and then I have exponential minus beta hc b j into j plus 1 0 to infinity or in other words I have q r is equal to 1 over beta hc b and I have exponential minus beta hc b j into j plus 1 and let me reverse this because I am consuming the negative sign. So, therefore, q r is equal to 1 over beta hc b and then I have when you put this equal to 0 exponential 0 is 1 minus exponential minus infinity is 1 over exponential infinity which is 0. Therefore, the answer is q r is equal to 1 over beta hc b this is the expression for the rotational contribution to partition function for a non-symmetric linear rotor non-symmetric linear rotor where the type is of a b like h c r h b r c o what form it takes for symmetrical linear rotor we will discuss it bit later, but first let us have some discussion further on based on this expression. So, this was a simple derivation which led us to this expression where we are now able to connect the rotational contribution to partition function with the rotational constant. So, obviously the question is that above what temperature this approximation can be used you remember that the expression for rotational contribution to partition function is actually this and one can use the various values of j use the rotational constant and obtain numerically the value of rotational partition function, but then we use this expression this approximation that summation can be converted into integration and that was done assuming that the rotational energy levels are close to each other, but so above what temperature because this population you know population of energy levels is temperature dependent. So, therefore above what temperature this approximation is valid we need to discuss that and in order to obtain that temperature or in order to describe that temperature let us use this expression k theta r is equal to h c b where theta r is the rotational temperature because this will eventually you know allow you to make a comparison with h c upon k t. So, the theta r in this expression is rotational temperature or it is also sometimes called characteristic rotational temperature high temperature means when the experimental temperature is much much higher than the rotational temperature right high temperature means the actual temperature is much much higher than rotational temperature. So, therefore when this approximation can be used depends upon what is the rotational temperature and what is the experimental temperature more about this we will discuss in the next lecture. Thank you very much.


Okay, good morning It's great to see everyone here This has been a long time coming and we're really excited about the turnout. We've had this morning. So I'm Sunday Stave. I'm the director of cardiovascular projects at the Institute for Future Health and I want to thank Our co-chairs Janice Guzman and Chris Vijay and And this you know this idea started this summer and the idea was for a local event to really start talking about cardiac Emelidosis and it really has blossomed into I would say a regional and perhaps even national event We have really a full audience here today And we also have around a hundred people or more on live stream And we have a great representation from all the Valley institutions, which I think is really Encouraging and Hopefully it'll be the first of many events where we can engage our community here in Arizona on this important topic I wanted to thank our sponsors. This was Supported by an independent education grant from Pfizer We also have support from El Nailam the American College of Cardiology, Arizona And the Institute for Future Health a joint venture of ASU and University of Arizona I also want to thank some of our out-of-town attendees raise your hand if you're from out of town We have a pretty packed agenda this morning And so we're gonna take questions during the panel discussion But feel free to put your questions into the YouTube chat Whether you're in the room or you're on live stream And if you do have a question on live stream, please write question And if you have a particular person you're addressing it to go ahead and put their name We'll have a coffee break at 9 50 and lunch at 12 15 If you'd like CME credit for in-person Attendees will send a survey at the end of the meeting and now I'd like to introduce my Co-chair dr. Chris Vijay Dr. Vijay has been really instrumental in helping organize this event and he's multi-talented position he's qualified in endocrinology nephrology Lipidology and heart failure and he runs a non-profit For the Tibetan community in India and Without further ado Chris, I'd like you to introduce our moderators for this morning


Ladies and gentlemen, may I welcome you on behalf of the Faculty of Law to Professor Warren Swain's inaugural lecture. We're here to celebrate Warren becoming a professor of this university. People from outside the academy and some of the students in the audience today might wonder about this title, Professor. In popular fiction, professors often get depicted as crackpot inventors such as Professor Potts and Chitty Chitty Bang Bang. They're portrayed as people who carry out worrisome social experiments such as Professor Henry Higgins and My Fear Lady, as people who are shy and sometimes antisocial as in the form the absent-minded professor. Sometimes professors even get portrayed as positively evil. Witness Professor Moriarty, the arch enemy of the equally learned Sherlock Holmes. Mysterious older men with magical powers but dubious academic standing sometimes get called professors. Witness Professor Marvel in the Wizard of Oz or Professor Drosselmaier in The Nutcracker. These are of course exceptions. Those of us in the academy might prefer to identify with the muscular exploits of archaeology professor, Indiana Jones, or the quieter heroism of the various professors at Hogwarts School of Witchcraft and Wizardry. The reality is less prosaic but no less exceptional. Professor is the highest rank a university can bestow. It's held by a small minority of staff who work at this university. When we award the title of professor it's a sign that we consider that person to be a leading authority, a truly international scholar in his or her field. While this is not the first lecture Warren has given since becoming a professor of law here, this is the inaugural lecture in the sense it's the occasion we have to acknowledge and to recognise as standing as an academic leader an authority in his field a professor of law at this university. Professor Warren Swain joined the Auckland Law School in June last year. To get here he had only to cross the Tasman from the University of Queensland but Warren's journey in fact starts in Yorkshire, England, most specifically Harrogate. His warm northern accent, his dry scents of humour, his willingness to pitch in and contribute are perhaps typical of the sons and daughters of that county. His origins also explain why he's mad on cricket. His office for any of you who have been there is a veritable Aladdin's cave filled with William the Fourth Book cases, leather sofas, law reports and a comprehensive collection of wisdom's cricketers almanacs, even a bottle of wine or two. Warren has worked in the Durham and Birmingham law schools but it's unsurprising to know that his first academic position was at Hartford College Oxford where he also took his degrees. His doctorate was on aspects of the law of a sumptuous contract law published to international critical acclaim as the law of contract from 1670 to 1870. Warren has made his name as a legal historian but he also writes on contemporary private law and across jurisdictions. He's currently writing a book on the history of the law of contract in Australia and also a biography of the English judge Henry McCarty. He's recently co-edited a book on the leading tort authority of Headley Byrne. Dipping into his extensive list of publications one sees articles on horse sails, usury, pawnbroken and the development of medical liability. He is a man of broad and wide-ranging interests. This is reflected in his teaching. He begins some of his lectures by discussing a renowned painting or reading a great poem. Sadly I see we don't have an overhead with a great painting on it today but I gather that we may hear from Oscar Wilde and from Esobs Fables. Warren produces scholarship of the caliber and of the quantity you would expect of a world-class academic. He works extremely hard on his writing for his teaching and as an academic leader within the law faculty. Within a short time of joining us he was appointed the Associate Dean Academic and Teaching and Learning and I know from student leaders that he's respected for his ability to get things done, his willingness to listen to student concerns and to sort out the teething problems that can arise from new initiatives. Warren's taken a lead on a whole range of new initiatives from more comprehensive and fairer assessment in all courses to grading policy and methods of teaching delivery. He is someone who cares very much about the student experience, about teaching and learning and about the issues he writes and publishes on. He is as such eminently qualified to talk about the topic he's chosen for tonight, the role of the law professor. Would you join me in welcoming Professor Warren Swain? I wish. Thank you Andrew for those kind words and thank you everybody for coming especially those who've come from across the Tasman Sea. In Oscar Wilde's play Lady Windermere's fan Lord Darlington claimed that we are all of us in the gutter but some of us are looking at the stars. But as Esop's fables reminds us there are dangers in stargazing and astronomer was in the habit of going out every evening to look at the stars. Then one night when he was in the suburbs absorbed in contemplating the sky he accidentally fell into a well. A passerby heard him moaning and calling out. When the man realized what had happened he called down to him, hey you there you are so keen to see what is up in the sky that you don't see what is down here on the ground. The lesson of the fable is this, one could apply this fable to men who boast of doing wonders and are incapable of carrying out the everyday things of life. This lesson needs little explanation in universities of all places but it remains a useful warning when considering today's theme the role of the law professor. Those of us here of a certain age may recall the children's book by Richard Scarry, What Do People Do All Day? Which came out I believe in the late 60s early 1970s. As far as I remember from those dim and distant days law professors do not feature. Those who work for the police, the fire brigade or in hospitals are no doubt more exciting to small children. It would be an odd kind of preschool child that dreams have been a law professor but nevertheless my talk today aims to go some small way to answering the same question what do law professors do all day. The leading Canadian law academic Stephen Waddens had summed up the predicament of the law professor rather well. Law teachers he said are used to being attacked from several directions. Colleagues in other university faculties consider them mere technicians. Law students think on the contrary that their teachers are insufficiently practical and the legal profession regards them as a woolly-minded set of individuals out of touch with reality. I must confess that there is little originality in my choice of topic. As long ago as October 1758 Sir William Blackston on his election to the first pioneering chair made the subject of his own inaugural lectures a discourse on the study of law. On the very first page he made a very conscious illusion to the way that law was studied at the time. It has he said generally being reputed note however unjustly of a dry and unfruitful nature and of which the theoretical elementary part of hitherto received a very moderate share of cultivation and indeed one useful way of looking at the nature of legal education is to look at its history. That was what the great American Joris Roscoe Pound did when he spoke about the evolution of legal education in his own inaugural in 1903. In common with Pound on this I suggest that some of the reasons for the current state of legal education lay in the past though the history of legal education outside the ancient world at least begins in the 12th century. From around 1100 Roman law was studied and taught at Bologna. The first significant law professor there Inerius developed a new type of legal writing. A gloss was added to a Roman text by word explanation. This methodology was taken up by the next generation known as the four doctors Borgaris, Martinus, Jacobus and Hugo. These ideas seem spread to other great European universities which were formed at this time in Paris and Oxford. Note Cambridge was a late starter. In England the common law was already well established. Even though it was neither taught initially in Oxford or in Cambridge rather students were instructed in canon law and civil law. Although it may seem to us now, Oxford was quite an important centre for Roman law instruction. Well why was there this revival in legal education? The reason for this was quite simple. A complete version of the important Roman text Justinian's digest was rediscovered a complete version at the end of the 11th century. And this sparked this revival in legal education. Well what did the early law professors do? Well they did a bit of legal writing and they delivered lectures and oversaw disputations which were formal debates in which students were required to participate. Those of us or those of you and perhaps all of us at one time or another complain of managerialism within universities will be interested to know that in 1250 lecturers were forced to adopt a standard format for their lectures. This went down terribly badly. At the end of their degree and students before they could be awarded a doctorate which was the qualification at the time in Italy were undertook an oral examination and again this is still with us. The process though was described in a Bologna University statute of 1432 as a demanding and frightening test. It has to be said that then as now the law professors were rather a mixed bunch. In Renaissance Italy law professors enjoyed high status and great financial rewards. Many served in public capacities. There were others who lent money to their own students. In which case I suppose a degree of knowledge of the canon law provisions on usury was useful but whatever the deficiencies of European law professors outside of England law professors were undoubtedly custodians of legal education. To take one example the contrast between the lively debate in Germany in the mid 17th century on legal education with what was going on in England at the time could hardly be greater. Even across the border in Scotland students received a broader legal education from the 18th century when three chairs were created at the University of Edinburgh although I see Alison is skeptical about the University of Edinburgh maybe his right to be. In England though and this is the point universities were largely peripheral in legal education. The award of a doctorate in civil law enabled the recipient to practice in the canon law or in the civilian courts and actually the ecclesiastical courts during the middle ages were not concerned with what we now think of ecclesiastical matters as sort of striking off clergymen who chase around after the choir boys. The courts in the middle ages dealt with a range of matters including marriage, divorce, legitimacy, testamentary disputes, defamation, the action for breach of faith which in some ways mirrors the law of contract. Of course after the English Revolution the ecclesiastical courts were now quite the same despite the restoration. The second major civilian court, the High Court of Admiralty was important but was limited to matters arising on the high seas so those who were taught in universities were dealing only within those jurisdictions. The common law on the other hand which was practically much more important was not taught in universities until Sir William Blackstone gave his famous lectures in Oxford in the mid-18th century. Blackstone despite his rhetoric wasn't concerned about legal education as he made out he was concerned about making money and career advancement he saw these lectures as a means to both. He wasn't actually wrong because he ended up as Chief Justice of the Common Please but the lectures were not within the formal curriculum though it was a breakthrough that lectures were delivered at all and the lectures first delivered in 1753 were extended to 1775 hours in 1754 were evidently a success. They would form the basis of Blackstone's best-selling commentaries on the laws of England. Blackstone was an astute university politician and duly succeeded in his ambition to be the first pioneering chair in 1758 but the lectures were not part of the degree syllabus they were merely something that was delivered by way of extras and Blackstone left Oxford in 1761 for the simple reason that people were not allowed to get married in Oxford in 1761 unless they were heads of house and Blackstone wasn't so he had to leave. I make no comment on whether his choice was a wise one. His two successors Sir Robert Chambers and Richard Woodiston are generally seen as lesser jurists. There's a well-founded speculation that at least part of Chambers' lectures were written by his friend Samuel Johnson. Now we turn to Cambridge. There the situation was even worse. The President of Queens no less described civil law as a refuge of idleness and ignorance although Trinity Hall continued to educate a large number of civilians and indeed importantly the Downing Chair was founded in 1800 which we're still with us. The first holder Edward Christian is better known to his brother Fletcher Christian of meeting him on the bounty fame. He also edited Blackstone's commentaries and managed in between idleness and ignorance to write a few books on legal practice and sat as Chief Justice of Ely but sadly he was not really the kind of dynamic individual who was going to establish legal education and indeed common law legal education in Cambridge. For the most part legal education remained exclusively in the hands of the legal profession. The earliest law students known as apprentices learnt the law by sitting in the court in a designated area known as the crib. There were also some more formal methods of instruction and during the 14th century the ins and courts emerged out of a group of boarding houses many were short lived but in a temple middle temple grazing and Lincoln's in are still with us. A group of ins of lowest data scenes of chance we provided education to attorneys and clerks. After initial training those seeking admission to the bar would attend the ins of court. The process note took seven years during which students took party moots attended lectures known as readings and as today ate very bad food in the dinners. The readings though were an important which were what we call lectures I suppose were an important as a means of passing on the collective wisdom of the profession. But in the 16th and 17th century readings declined then they were abandoned altogether. Moots which were important once in the 14th century also declined in the 17th and survived as a curious relic in a temple until the 1770s. Legal education really in the 18th century in the ins of court was in a pitiful state. Students were left to teach themselves. And one writer of the period which he Campbell advised them a few well-chosen authors will suffice and give the student a clearer idea of this too much perplex study than if he was to read the whole heap of rubbish that has been written upon the subject. It's perhaps unfair to castigate the ins when matters were no better in universities. Many of you will be familiar with Edward Gibbons book memoirs of my life which described how the fellows in Oxford had given up the pretence of teaching. Of his own tutor a Dr Winchester he wrote that he well remembered that he had a salary to receive and only forgot he had a duty to perform. A lot of professors only began to play a central part in English legal education in the 19th century following the founding of the University of London in 1826. Two chairs were created. The first was in jurisprudence and the law of nations and was filled by John Austin. The second was filled by Andrew Amos and was on English law. John Austin remains a major figure in the history of jurisprudence still to a degree. Andrew Amos is largely forgotten. It is though perhaps not much of a surprise that Amos with his anecdotes from practice, history and visual aids was a great success with the students and indeed in some ways Amos was a visionary. He introduced written examinations on his course with a prize for the best student. Austin on the other hand was a failure. His lectures were dry and abstract. He undoubtedly had deficiencies as a teacher rather than relying on notes like Amos. Austin just read out large passages of text. There was little engagement with the audience. In the first year of teaching he had 35 students. This dwindled to less than 10 rather like some of my own courses. After four years he was forced to resign from his chair. The common law began to be taught for the first time at Oxford as part of a joint degree with history in 1850 and separately in 1872. The law tripos was introduced in Cambridge in 1858. The Oxford historians were relieved when 1872 came along. They were glad to be rid of the lawyers. William Stubbs no less, Regis Professor of Modern History, complained that the subjects were too different in character. But actually really it was all about intellectual snobbery. In much the same way as these days, media studies degrees are looked down upon. The history professors in Oxford thought law was this ghastly technical trade type of thing and indeed some of those who gave evidence to the University of Oxford Commission which was looking into the degree programme at Oxford at the time suggested that law was too easy. It was an easier route to a BA than a proper subject i.e. classics. Outside universities legal education remained in poor health but the situation slowly began to improve. Law degrees become established. We get proper professors. So great professors like Frederick Maitland, Sir William Anson, Sir Frederick Pollock, Henry Mayne, Sir William Markby, Sir Thomas Hirst, Sir Ging Holland, Sir Paul Vinogradoff. So you got a knighthood in those days as a chair. A stand comparison with their successors. Law as a subject for study only did grow slowly. In 1909 there were 109 teachers of law in universities. By 1945 there were only 130. And it was only really in the 1950s that law started to really be seen as respectable. As Brian Simpson discusses in his posthumous book, law really even in the 1950s are Oxford's least.  Another of those early law professors, Albert van Dicey, also made legal education the subject of his inaugural. You can see that I hadn't got an original idea so I just thought I'd copy them. He chose a provocative title, can English law be taught in universities? Dicey recognised the value of practical training but also explored his defects. I think what he said still remains relevant. At the universities a student can be taught to regard law as a whole and to consider one part of English law to another. At the universities it can be taught what from the nature of things can never be learnt in chambers, the habit of analysing and defining legal conceptions. Such an analysis is not the work of men wholly occupied in the daily requirements of legal practice yet its importance can hardly be overrated.  I keep being told that the main issues that arise for those concerned in practice on the law of contract are interpretation remedies and perhaps contract formation. This may well be true but to adapt a phrase of CLR of James I had to get in some cricket for Professor Dawson. What do they know of contract who only interpretation know? At the same time it cannot make sense that the contract syllabus has largely remained unchanged since the time that Queen Victoria was on the throne. In a humorous piece on legal education, James Gordon gave what he called an honest course description for contract law. Contracts study rules based on a model of two-fisted negotiations with equal bargaining power. This is an American phrase, dicker freely, voluntarily agree on all terms and reduce their understanding to a writing intended to embody their full agreement. Learn that the last contract fitting this model was signed in 1879. There is a good deal of truth in this caricature. Part of the problem is the way in which students are left without even a flavor of context as something basic as standard forms, let alone long-term contract in globalization, consumer law to name but a few deficiencies. Despite a vast and sophisticated body of theoretical literature, insights from such literature forms almost no part of any contract course that I'm aware of. But this tension between legal practice and universities is an old one as long as both exist it won't be eradicated. It's the same issue has been that faced early academic laws in New Zealand. Law professors in fact are obviously often poor advocates for their discipline, although it has to be said that both sides of the argument are not always shy about displays of arrogance. The same fiction or friction albeit in a different form is found when it comes to the second aspect of the work of a law professor, writing and thinking about the law. The title of this section, Legal Research Hardly Like Finding a Cure for a Fatal Disease, comes from a remark of a former colleague, the University of Birmingham at his retirement party. In a way of course he was right, but it does not follow as he implied that legal research is unimportant or has little value. Yet once again an examination of the history of legal writing shows that it comes out distinctly second best, at least in the common law when set against the civilian writers. But let's start with legal writers who mattered and the Roman jurists. The jurists were distinctly Roman invention. My old tutor Peter Birx once said it's curious about the Romans and the Greeks, that the Greeks produced all this philosophy, art, democracy. The Roman system was not largely at least latterly democratic and they produced the greatest legal system the world has ever seen. But the early jurists were priests and once details of legal procedure were made, public secular jurists start to emerge, they become really important figures. And in a legal system in which the judges are lay people, those who are experts on the law are important. But it wasn't just that, they began the process of thinking about the substance of law. And indeed academic disputes are not new. In the middle of the second century AD the jurists formed themselves into two hated rival armed camps, the Sabinians and the Preculians. It's unclear whether there were educational establishments or merely groups who shared a common opinion, but they were shall we say vibrant intellectual disagreements between them. As far as the work of jurists as a source of law is concerned, the institutes of Gaius, the author Gaius, if it was Gaius, lists the following of sources of law. The laws of the Roman people consist of legae, plebiscites, centrist consulates, imperial constitutions, we're getting there, edicts of those possessing the right to issue them. And the answers of the learned. The answers of the learned were important. In another text, Gaius informs us that if the jurists were all agreed, then that opinion had force of law. Where there was a disagreement, a judge was free to choose. This caused chaos, but in 426 AD the law of citations produced a method of deciding who was to be followed. It was a kind of head counting. In the event of a tie, one of the jurists, Papinian, was to have the casting vote. The great jurist Papinian, Paul Gaius, continued to influence legal development long after their death through the European legal system. The rediscovery of Roman law already mentioned didn't just reinvigorate legal education, it reinvigorated legal scholarship and intellectualizing the law. And in the 15th century Roman law combined with canon law would form the basis of private law across Europe, the so-called just commune. Theologians played an important part and big ideas were involved here. So an important group of jurists, the late scholastics, began to synthesize Roman law, canon law with the philosophy of Aristotle and Aquinas.  This was combined with enthusiasm for classical writers. By the 17th century natural law is built on the humanistic preference for kind of scientific arrangement and logic of its kind, even if they shed some of the other tenets of their writing. Legal scholarship in France and Germany diverged in the 18th and 19th centuries but jurists in both countries were important in the French Civil Code and the German Civil Code, the BGB. The role played by jurists in the common law on the other hand was rather more peripheral, was judges rather than jurists who were important. Of course, some were both, Blackston already mentioned, was a rather second rate Chief Justice of the Common Pleas and this remains true to our own time where three law lords, for example, Lord Goff, sadly passed away recently, Hoffman and Roger were oxydons. Two of those three were important legal scholars. The legal literature on the other hand of private law was largely an arid affair. There were law books, of course. Most of these were concerned with legal procedure but between Blackston's law and customs of England in 1260 and Blackston's commentaries, there isn't much written on private law unless you look at things like Thomas Luton's 10 years on property law. The first two treaties in my own era, the law of contract, was written by Geoffrey Gilbert in 1724. This was very influenced by Roman law and the writings of Thomas Hobbes. Gilbert was important because he portrayed the law of contract as a coherent whole with a distinct theoretical rationale with detailed rules. This work was unpublished. It was followed by the misleadingly titled Treaties of Ecutive 1737 attributed to Henry Ballot and probably not written by Henry Ballot, but Ballot attempted to blend Puffendorf's version of natural law with the common law. The lead do that was not surprising. Natural law was fashionable at the time, but the attempt to link the two was never really a terribly successful. Contract law, though, starts to be of interest to people who are not really lawyers. So Adam Smith and the moral philosopher William Paley, they began to take notice of the subjects. These men were not writers of legal treaties, but they had an interest in the nature of contractual obligations. In this respect, these men were closer to the mainstream European writers. They were thinkers, they were scholars, they were like European jurists. Most of the writers on the law of contract were very different types of individuals. They were not law professors, jurists, or even intellectuals of any kind. They were in effect hack practitioners who thought to make their name by writing on the subject and selling books. Some of them did a fairly good job. Indeed, Joseph Chitty, his practical treatise on the law of contracts, was first published in 1826. A 31st edition still remains in print. So perhaps irony that the most influential jurist on private law in England before the 1870s was not English. He was a Frenchman, Robert Joseph Poitier, who had been translated into English by Sir William Evans in 1806. Poitier's basic premise was that contracts were formed by meetings of wills, meeting of minds, and from this he constructed a whole theory and rationale. It's not surprising that he appealed to more English writers of a more theoretical bent like Sir Henry Colbrook, but he also appealed to judges. The reason I think for this, which is discussed in my last book at Great Lent, still available in remainder shops, is that actually he came at the right time in that English law at the time was trying to construct a new model of contract. And judges and lawyers, it was easy just to pull a book down from the shelf. In time, this theory was blended with English law and that created attention. Writing in the 1880s, the jurist Dicey again said of this earlier generation of legal writers, though perhaps not Poitier, that they had learnt law without mastering its principles. The Oxford Contemporary Sir William Anson, explaining the preface to his principles of contract law, the main object with which I have set out has been to delineate the general principles which govern contractual relations from beginning to end. The idea that contract law could be reduced to principles had earlier echoes, certainly, but had a new level of sophistication in the works of Anson and Sir Frederick Pollock. Anson also became quite rich in that his treatise sold in large numbers and was influential on generations of law students. But largely still, the impetus for most legal writing came from the legal profession rather than universities. It was a way that a young barrister could make a career. Though it's important still to note New Zealand reference coming up that the influence of jurists on the law of contract was much more significant than on the law of tort, with perhaps the early exception of the well-known New Zealand legal writer Sir John Salmon who wrote a book on the subject in 1807. I say this in front of Professor Beaver, I'm sure he'd agree with me, that in the absence of a generally agreed and accepted intellectual framework, tort law remained a disorganised jumble. In many respects, it still does. It's comparatively rare though for a modern jurist to shape a whole area of private law. One obvious example being the late Professor Peter Birx and his work on just enrichment in England. Though fashions change, judges, I can say this with only one present, can be fickle. The High Court of Australia had showed itself hostile to Birx's analysis, preferring instead to drawn equitable principles. But Birx, if nothing else, cannot be accused of failing to address large themes and few writers have had such a profound impact. The more limited influence of academics tends to involve more specific areas of legal doctrine rather than shaping a whole subject. And indeed, modern studies have shown the impact of writing is sporadic at best. The High Court, certainly on what they now don't call unjust enrichment in Australia, wisely cited me. So one can have an impact in a small way, but having a large impact is much more difficult. And judges in the United States in particular have argued that there's a disconnect between what legal academics write about and what legal practitioners are interested in. Within that jurisdiction, much of the work is highly theoretical, much of it is elegantly constructed. Other pieces of legal writing, at least to me, are incomprehensible. And I give you an example. I challenge anyone to make sense of Peter Gabal and Duncan Kennedy roll over Beethoven in the 1984 Stanford Law Review. Duncan Kennedy being a really actually important legal writer. One commentator described this famous article as sounding like a pair of old acid heads chewing over a passage in Sartre. Kennedy though, undoubtedly an important figure. Fasile. I had a long list to choose here, and grateful to my former colleague Professor Ross Grantham for suggesting this by Scott Herschwitz, Harry Potter and the Trouble with Taught Theory, which appeared in the Stanford Law Review in 2010. You can have a jolly evening reading that. It's rather long. I'm not suggesting note that theoretical writing about private law is pointless activity, quite the opposite. And indeed it can be a frustrating exercise to make sense of law without a normative structure. Although reasonable people can differ on the value of the exercise. A great deal of modern academic writing, it has to be said, is very bad indeed. I can only plead me a culpa. It's not entirely the fault of academics, even. In New Zealand as elsewhere, the pressure to publish without having much to say simply reflects the requirements of the PBRF. But all the same, these pessimistic thoughts should not entirely obscure the contribution that legal writers have made and may continue to make. My point rather is the one that the limited influence of common law writers is important, but has been somewhat piecemeal. And indeed until recently, law professors within the common living marginal really figures. There is good legal writing. It can be fueled and perhaps should be fueled by anger or at least a belief that the laws it stands is not quite right. Writing of this sort is an important safety valve. Sometimes it can even influence the direction of private law. The remaining 20%, which I'm going to say something briefly about, it's the topic that will interest many of us and that's administration. As many of you know, I sit on many university committees, including several with the Deputy Vice Chancellor in the front row. And the contracts of employment of professors typically require that 20% of time is spent on service. Well, this means actually something of a mystery. Certainly law professors can provide important public service. Some act as public intellectuals, as Professor Kelsey in the second row is an excellent example. Others are involved in law reform. One of my predecessors in this law faculty made a significant contribution, which should really be noted to drafting the New Zealand contract statutes. In the United States, law professors who are members of the American Law Institute are involved in drawing up restatement. The same idea as was made clear to me by Andy Burroughs when I met him recently is now catching on in England, albeit on a smaller scale. Some law professors, such as myself, are unable to aspire to such greatness. Our lot is to sit there in the middle of the night trying to keep the good ship of the university and faculty moving forward. And I want to finish with some remarks on administration and politics. As an amateur in such matters, I have drawn inspiration from others. The best book that I know of bureaucracy of any kind is Parkinson's Law by C. Northcote Parkinson. He's best known for the idea that work expands to fill the time for completion. He said much else besides. His discussion, actually this is brilliant, his discussion of the workings of finance committees is particularly insightful. His later work and the discussion I can summarise is that it's a firm they're talking about, what do we spend money on? They spend massive amount of time on trivial things like the cost of a bike shed. Things of vast importance and vast cost go through on the nod. His later work in laws and out in laws and out laws is a useful guide for anyone wanting to ascend a greasy pole within any organisation. The chapter on the function of folly is worth five minutes of anyone's time. Universities of course are a special kind of organisation. Cardinal Newman and others have given a great deal of consideration to the philosophical value of universities, which is important. But this inaugural is a view from the gutter. Let's therefore breed some less rarefied air. Universities as other large institutions are political institutions. Almost all the types of personality that can be found amongst the academic staff in universities are contained in C.P. Snow's unjustly forgotten masterpiece, The Masters. I'm not sure how many of you have read it, but it is a masterpiece. The plot concerns the election of a new master to a Cambridge colleague. The characters in the novel provide a useful cross-section of university life. The devious, the naive, the openly ambitious, the quietly ambitious, the disengaged, the venal, the insecure, and the model headed. By coincidence, the best work on academic politics was written by a Cambridge don as long ago as 1908. His name was F. M. Cornford. Cornford is particularly good on arguments that were used in Cambridge at the time and no doubt still against any form of change. There are a number. Time only permits me for two personal favourites. The first, the principle of the wedge, states that you should not act justly now for fear of raising expectations, which you are afraid that you will not have the courage to satisfy. The wedge argument implies the admission that the person who uses it cannot prove that the action is not just. On the other hand, the principle of unright time. The principle of unright time is that people should not do at the present moment what they think is right at that moment, because the moment at which they think it ripe has not yet arrived. Time has a trick of going rotten before it is ripe. Alas, time for me has become ripe, and so it is now time to stop talking and to thank you all for coming. Well, thanks very much, Warren. We all greatly enjoyed that. Professor Swain has drawn upon his expertise in legal history and the law of contracts to provide us with a fascinating account of legal education and legal scholarship in the common law tradition, which sets the emerging role of professors of law in the context of the generally far more developed educational traditions of civil law jurisdictions. Professor Swain's broad-ranging scholarly and erudite treatment of this history and of the work of those 19th century scholars who began to forge a distinct identity for legal education and legal scholarship within the university demonstrates the commitment to teaching, research and the advancement of legal education that have marked his career to date. His inaugural also gives us a foretaste of the sort of contributions that he will make as a professor of law at the University of Auckland. Please join with me in thanking Professor Swain for his lecture and in wishing him ongoing success in his career here.