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The emerging definite article ten in (informal spoken) Czech: a further analysis in terms of semantic and pragmatic definiteness

100%
Dvořák J.
Naše řeč (Our Speech)
|
2020
|
vol. 103
|
issue 4
297-319
EN
The present study, couched within the framework of the Concept Types and Determination theory (CTD) and relying upon corpus data, attempts to provide further evidence for the claim that Czech, especially its informal spoken variety, is developing a definite article from the distance-neutral demonstrative ten in adnominal uses. The CTD theory has proved its utility for studying emerging definite articles in Western Slavic languages in the works of Adrian Czardybon and Albert Ortmann. At its core lies the distinction between the so-called “pragmatic” and “semantic” definiteness. It is generally assumed that emerging definite articles spread from the former to the latter, and the grammaticalization process is considered accomplished once the former demonstrative systematically appears in contexts of semantic definiteness. This study applies the distinction, made by Löbner, to a corpus sample of 1,000 occurrences of the adnominal ten, many of which appear to manifest characteristics typical of definite articles across languages.
2
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Why I believe in monsters (and you should too)

86%
Colomina-Alminana J.
Forum for Contemporary Issues in Language and Literature
|
2022
|
issue 3
4-16
EN
According to Kaplan’s bidimensional theory of demonstratives, the descriptive content of any indexical term (and the sentences they appear in) is only employed to determine its reference in any possible world rigidly but cannot be expressed by the sentence’s truth conditions. Kaplan then argues that an indexical sentence’s informativeness depends on what he calls its character, a property of the context that relates a particular context to a concrete content, but it cannot be a part of the proposition the sentence entertains (its content), primarily given the logical inconsistencies the opposite would show in the theory of conditionals and counterfactuals. I agree with Kaplan that indexicals should not be considered disguised descriptions. Nevertheless, I believe that their content is informative and, therefore, part of the proposition these sentences express, even though that implies accepting the existence of content shifting operators within the same context --what Kaplan dubbed monsters. This paper, therefore, presents an alternative account to indexical terms and sentences employing the Interactive Theory introduced in Colomina-Alminana (2022). This approach considers that the meaning of any sentence, the proposition it expresses, depends upon three interrelated factors: the speaker’s intentions when uttering, the audience’s potential uptakes of such statement, and the conventions established by the speech community both speaker and audience belong, or the linguistic interaction takes place. The critical element is the so-called speaker's point of view, an objective perspectival networking background that allows lexical and syntactic mechanisms to trigger and update potential conceptual presuppositional content shared by both speaker and audience and whose existence is prior to any context and circumstances.
3
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The technique of study of the behaviour types modelling in mind of junior schoolchildren with disordered speech development

58%
Belova O.
International Journal of Pedagogy, Innovation and New Technologies
|
2017
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vol. 4(1)
47-51
EN
The paper proves that the problem of aggressive behaviour of schoolchildren under the conditions of nowadays life is of a particular importance so far as pedagogical experience confirms that the tendency to increasing of the aggression level among the children of school age are observed; this influences on their relations with parents, teachers, age-mates and causes discomfort for them and also some difficulties in the process of study. According to scientific resource a child lives, acts, feels, thinks, speaks, imagines, remembers in the state of aggression. Long-lasting aggressive state can influence specifically on the way of its thinking (depression, paranoic manifestation etc.), on the development of imagination (drawing of fights, war, fire etc.), on speech (speaks rudely, insultingly, arrogantly etc.) and in general on the personality. The presence of aggression in the child's behaviour always makes great difficulties during communication but the aggressive tendencies should not be appraised only as negative. Aggression can increase on the background of increasing the child's activeness as well as decrease. It can manifest situatively in all children and it's not always indicates the disorder regarding a personality sphere of a child. So aggression can help a child to develop the initiaitve soul. But also it can provoke isolation and hostility. In our research work we are trying to observe the problem of children's aggression catholicly that is why we be carrying out the research in its different spheres: "I-Personality", "I – in the family", "I – in the society". We also have predicted that the comparative analysis of modelling peculiarities of the aggressive behaviour will allow us to discover common and different qualities of aggression manifestation in children with typical development and disordered speech. The materials of the research of the constatation phase will help to determine the directions of compensation and correction of the marked-out states and to form the studying-preventive technique for junior schoolchildren due to them. The analysis of the results of scientific works systematically and logically combines the features of its carrying, diagnostic tools of aggression and evaluation criteria of qualities of completing tasks into a modified "Plot and situational-illustrated" technique which is aimed at the study of aggression in primary school children with different levels of speech development in three main aspects of the study: "I – in the family," "I – in the society" and "I-Personality". The analysis of scientific and methodological sources allowed us to distinguish three types and six subtypes of aggression, and to identify their symptoms: the self-regulated type included the controlled subtype and the competitive subtype; the latent type – the defence subtype and the depressive subtype; the behavioral type – the demonstrative subtype and the physical subtype. The peculiarities of modelling of aggressive behaviour types in primary schoolchildren with typical psychophysical development, with phonetic disordered speech (PhDS), phonetic-phonemic disordered speech (PhPhDS) and mildly manifested general speech disorderes (MMGSD) are discovered.
4
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THE ESSENTIAL CONNECTION BETWEEN COMMON SENSE PHILOSOPHY AND LEADERSHIP EXCELLENCE

26%
Redpath P. A.
Studia Gilsoniana
|
2014
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vol. 3: supplement
605-617
EN
This article argues that, strictly speaking, from its inception with the ancient Greeks and for all time, philosophy and science are identical and consist in an essential relationship between a specific type of understanding of the human person as possessed of an intellectual soul capable of being habituated and a psychologically-independent composite whole, or organization. It maintains, further, that absence of either one of the extremes of this essential relationship cannot be philosophy/science and, if mistaken for such and applied to the workings of cultural institutions, will generate anarchy within human culture and make leadership excellence impossible to achieve. Finally, it argues that only a return to this “common sense” understanding of philosophy can generate the leadership excellence that can save the West from its current state of cultural and civilizational anarchy.
5
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THE NATURE OF COMMON SENSE AND HOW WE CAN USE COMMON SENSE TO RENEW THE WEST

23%
Redpath P. A.
Studia Gilsoniana
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2014
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vol. 3: supplement
455-484
EN
Since most pressing today on a global scale is to be able to unite religion, philosophy, and science into parts of a coherent civilizational whole, and since the ability to unite a multitude into parts of a coherent whole essentially requires understanding the natures of the things and the way they can or cannot be essentially related, this paper chiefly considers precisely why the modern world has been unable to effect this union. In so doing, it argues that the chief cause of this inability to unite these cultural natures has been because the contemporary world, and the West especially, has lost its understanding of philosophy and science and has intentionally divorced from essential connection to wisdom. Finally, it proposes a common sense way properly to understand these natures, reunite them to wisdom, and revive Western and global civilization.
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