Academic literature on the topic 'Kreish language'
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Journal articles on the topic "Kreish language"
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Demolin, Didier, and Bernard Teston. "Labiodental Flaps in Mangbetu." Journal of the International Phonetic Association 26, no. 2 (1996): 103–12. http://dx.doi.org/10.1017/s0025100300006149.
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Labiodental flaps exist in several African languages, and were first described by Doke (1931) in a study of Shona. Westermann and Ward (1933: 76) quote data from Tucker, who notes labiodental flaps in Kreish, a Central Sudanic language of the Sara-Bongo-Baguirmi group. In the same group of languages, Thomas (1981: 262) claims to find them in Bongo-Gberi and in Binga-Kara. Thomas defines these sounds as “vibrantes labiodentales” (see also Caprile 1981: 238). Hoffman (1963) and Ladefoged (1964) both identify these sounds in Margi. Cloarec-Heiss (1981: 225) reports such sounds in Banda, but describes them as “labiodentales lâches”, transcribed [ǔ]. Maddieson (1984) quotes two sounds of this type in the UPSID data base, one in Margi and the other in Gbeya.
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Blanke, Detlev. "The Term "Planned Language"." Language Problems and Language Planning 11, no. 3 (1987): 335–49. http://dx.doi.org/10.1075/lplp.11.3.05bla.
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RESUMO La termino "planlingvo" En la fako lingvistiko kaj ĝia subfako interlingvistiko, regas multa nekonsekvenceco en la esprimoj utiligataj por priskribi lingvon kiel ekzemple Esperanton. Fakuloj kaj laikoj parolas pri "monda lingvo," "universala lingvo," "helpa lingvo," "artefarita lingvo" kaj "internacia lingvo," kvazaǔ temas pri plena interŝanĝeblo. Pluraj tiuj esprimoj indikas la originon au genezon de lingvo, dum aliaj indikas ĝian komunikan funkcion. Kelkaj miksas la du kategoriojn. Inter la terminoj priskribantaj originon aǔ genezon, "artefarita" ofte havas pejorativan implicon. Ĝi ankaǔ havas seson da malsamaj signifoj. La terminon "konstruita lingvo" kreis Jespersen, sed ankaǔ al ĝi mankas koloro. Wüster kreis la terminon germane Plansprache (planlingvo). Inter tiuj terminoj, kiuj priskribas komunikan funkcion, "universala" havas longan historian sed normale priskribas la unusolan lingvon por la estonta homaro. Sekve ĝi ne taǔgas kiel priskribilo de plej multaj modernaj lingvoprojektoj. "Monda lingvo" estas ofte uzata por priskribi etnajn lingvojn pli vaste uzatajn. "Helpa" supozigas nekompletecon, kvazaǔ temas nur pri faciligilo. Aliaj terminoj estas, interalie, "komuna lingvo," "lingua franca," "trafika lingvo," kaj "interlingvo." La aǔtoro preferas la terminon "planlingvo," difinitan jene: "de homo aǔ hom grupo laǔ difinitaj kriterioj konscie kreita lingvo por la celo de plifaciligo de internacia lingva komunikado." Esperanto estas planlingvo laǔ genezo kaj internacia lingvo laǔ funkcio. En sia eseo la aǔtoro donas abundajn ekzemplojn de la utiligo de la diversaj terminoj če fakuloj verkantaj en kelkaj lingvoj.
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Poorthuis, Marcel. "The Forte-Kreis." Religion & Theology 24, no. 1-2 (2017): 32–53. http://dx.doi.org/10.1163/15743012-02401003.
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Just before the outbreak of World War 1, a group of writers, artists and philosophers decided to establish a spiritual rule over Europe, the Forte Kreis. The group aimed at a reconciliation in Europe, by establishing pacifism, but also between East and West by creating a new language. Their thoughts have been documented a several archives in Europe. By bringing them together, a picture emerges of a blend of elitist naiveté and prophetic foresight. The need for a supra-national spiritual guidance seems as relevant today as it was hundred years ago.
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Wildner-Bassett, Mary E., Jermaine D. Arendt, Catherine C. Baumann, Gisela Peters, and Ray M. Wakefield. "Kreise: Erstes Jahr Deutsch im Kontext." Modern Language Journal 77, no. 1 (1993): 114. http://dx.doi.org/10.2307/329591.
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UDOLPH, J. "Slavische Ortsnamen im Kreis Gifhorn (Niedersachsen)." Onoma 36 (January 1, 2001): 143–63. http://dx.doi.org/10.2143/ono.36.0.563281.
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Nisbet, H. B., and Gunter Schulz. "Lessing und der Kreis seiner Freunde." Modern Language Review 82, no. 3 (1987): 776. http://dx.doi.org/10.2307/3730501.
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Schmelzer, Felix. "Mallarmé und die metaphorischen Kreise des Nichts." Romanische Forschungen 132, no. 1 (2020): 45–57. http://dx.doi.org/10.3196/003581220828804874.
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Le présent travail propose une analyse de l'œuvre de Stéphane Mallarmé du point de vue métaphorique . Il part de la considération suivante: la notion du »rien« constitue le point de gravitation autour duquel s'assemblent les métaphores centrales qui créent elles-mêmes d'autres groupes métaphoriques . En ce sens, l'œuvre de Mallarmé peut être décrite comme une carte métaphorique caractérisée par des concrétisations graduelles du »rien«, qui se dévoilent selon trois champs sémantiques principaux: poétologique, érotique et sacré . Nous avons choisi de centrer l'analyse sur le champ poétologique, dont le »rien« se concrétise pro- gressivement dans le »blanc«, la »blancheur du papier«, le »poème aux blancs«, la »plume«, et diverses »créatures plumées« inspiratrices comme »l'ange« ou le »cygne« .
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D'souza, Jean. "Creativity and Language Planning." Language Problems and Language Planning 20, no. 3 (1996): 244–62. http://dx.doi.org/10.1075/lplp.20.3.03dso.
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ZUSAMMENFASSUNG Kreativität und Sprachplanung am Beispiel des Indischen und des Singapurer Englisch Dieser Beitrag befaßt sich mit Kreativität im Indischen und im Singapurer Englisch. Über-einstimmungen und Unterschiede zwischen sprachlicher und literarischer Kreativität in diesen beiden Varietäten werden betrachtet. Die gefundenen Unterschiede werden im wesentlichen mit den Auswirkungen der Sprachplanungspolitik und ihrer Umsetzung in den beiden Ländern erklärt. Konsequenzen für die Theorie der Sprachplanung werden untersucht. RESUMO Kreivo kaj lingvoplanado kaze de la bharata kaj la singapura angla lingvo Ĉi tiu referaĵo ekzamenas la kreivon en la bharata angla kaj la singapura angla. Reliefiĝas la malsamecoj inter la du lingvovariantoj rilate la lingvan kreivon kaj la literaturan kreivon. Oni hipotezas ke tiujn diferencojn grandparte estigas la malsamaj lingvoplanadaj kutimoj en la du landoj. Oni studas iujn sekvojn por la teorio de la lingvoplanado.
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Redder, Angelika. "Vom Kreisel zum Knotenpunkt." Zeitschrift für Literaturwissenschaft und Linguistik 43, no. 4 (2013): 157–60. http://dx.doi.org/10.1007/bf03379501.
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Anggraini, Vivi, Yulsyofriend Yulsyofriend, and Indra Yeni. "Stimulasi Perkembangan Bahasa Anak Usia Dini Melalui Lagu Kreasi Minangkabau Pada Anak Usia Dini." Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini 5, no. 2 (2019): 73. http://dx.doi.org/10.30651/pedagogi.v5i2.3377.
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Abstrak : Perkembangan bahasa sangatlah penting dikembangkan karena bahasa alat penghubung atau komunikasi antara anggota masyarakat yang terdiri dari individu-individu yang menyatakan pikiran, perasaan, dan keiinginannya. Berbahasa berarti menggunakan bahasa berdasarkan pengetahuan individu tentang adat dan sopan santun. Pada tahapan perkembangan bahasa anak usia dini diawali dengan proses mendengar atau menyimak. Dengan mengajak anak bernyanyi lagu minangkabau bersama, kita memberi anak pengalaman yang berharga lagi menyenangkan, yang dilakukan bersama-sama. Adapun perolehan bernyanyi yang diharapkan, adalah agar anak: (1) mendengar dan menikmati lagu; (2) mengalami rasa senang bernyanyi bersama; (3) mengungkapkan pikiran, perasaan, dan suasana hatinya; (4) merasa senang bernyanyi, dan anak dapat belajar bagaimana mengendalikan suara; (5) menambah perbendaharaan kosa-kata melalui lagu.Kata kunci: Perkembangan Bahasa, Lagu Kreasi Minangkabau, Anak Usia DiniAbstrak :Language development is very important to be developed because of the language of the interface or communication between members of the community consisting of individuals who express their thoughts, feelings, and desires. Speaking means using language based on individual knowledge about customs and manners. In the early childhood language development stage begins with the process of hearing or listening. By inviting children to sing Minangkabau songs together, we give children a valuable and enjoyable experience, which is done together. As for the expected singing, is for children: (1) to hear and enjoy the song; (2) experience the feeling of singing together; (3) expressing thoughts, feelings, and moods; (4) feel like singing, and children can learn how to control sound; (5) adding vocabulary vocabulary through songs.Keywords: Language Development, Minangkabau Creation Song, Early Childhood.
Dissertations / Theses on the topic "Kreish language"
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Körner, Siegfried. "Ortsnamenbuch der Niederlausitz : Studien zur Toponymie der Kreise Beeskow, Calau, Cottbus, Eisenhüttenstadt, Finsterwalde, Forst, Guben, Lübben, Luckau und Spremberg /." Berlin : Akademie Verlag, 1993. http://catalogue.bnf.fr/ark:/12148/cb36676787z.
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Larsson, Anna. "Sechs rote Kreise. Sechs Entführungen. : Eine Untersuchung zur Spannung im Kinderbuch Rico, Oskar und die Tieferschatten von Andreas Steinhöfel." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79947.
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This thesis provides an analysis of the creation of suspense in the German children’s book Rico, Oskar und die Tieferschatten (The Spaghetti Detectives), written by Andreas Steinhöfel. The study offers extracts from the novel that contribute to creating suspense. It determines how suspense grips the reader and suggests factors that encourage the reader to continue reading a text. The study explores children’s literature as well as different variations of crime stories, by using theories concerning the first-person narrator and concentration on certain themes in the text; for example on plot and aim, as well as emotions and secrets. One particular variety of suspense is also discussed, the one that focuses on the overall mystery, Macro-suspense. The last chapter provides a discussion on the first person narrator’s impact on the creation of suspense. Further, it determines that the novel above all engages in the concentration of emotions and the concentrations of secrets.
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Mass, Christiane. "La lingua nostra patria : Die Rolle der florentischen Sprache für die Konstitution einer florentinischen : WIR-Gemeinschaft im Kreis um Lorenzo de' Medici /." Münster : Nodus, 2002. http://catalogue.bnf.fr/ark:/12148/cb39073642c.
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Aray, Basak. "La philosophie politique de l'empirisme logique : Otto Neurath et le "Cercle de Vienne de gauche"." Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010528.
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Malgré sa condamnation post-positiviste et sa réception négative par la gauche, l’empirisme logique regagne en intérêt. Cette thèse est une contribution à la littérature émergente du «Cercle de Vienne de gauche» (CVG). Autour de Neurath et quelques autres personnalités de l’aile gauche du Cercle (Carnap, Frank, Hahn, Zilsel), nous proposons de repenser la relation de l’empirisme logique avec le marxisme. Ces deux courants se rejoignent dans leur défense d’une «conception scientifique du monde» et leur sécularisme radical. Les critiques communistes et néo-marxistes (l’École de Francfort, l’épistémologie féministe) adressées à l’empirisme logique sont recensées et leur pertinence questionnée à travers les données de l’historiographie du CVG. La politique de l’empirisme logique est examinée à travers les textes économiques de Neurath et son œuvre d’infographiste. Son engagement pour l’économie socialiste planifiée et ses efforts en graphisme pour la popularisation des méthodes quantitatives (la méthode Isotype pour la visualisation des statistiques sociales) sont présentés en vue d’une évaluation politique du CVG, ainsi que les connexions de l’empirisme logique avec le mouvement pour une langue auxiliaire internationaleDespite logical empiricism’s dismissal by ambient postpositivism in academia as well as by the Far Left, a growing interest in its previously unknown socialist origins has resulted in a new topic in the history of philosophy of science : «Left Vienna Circle» (LVC). This thesis dedicated to LVC studies aims to clarify the politics of European logical empiricism. A presentation of its major critics from the Left (from communist parties to neo-Marxist trends like Frankfurt School and feminist epistemology) is followed by more recent arguments about its socialist politics. The «scientific world conceptions» of logical empiricism and Marxism will be compared through the work of Neurath and some other representatives of LVC (Carnap, Frank, Zilsel, Hahn). Alongside the connections of logical empiricism to the movement for an international auxiliary language, Neurath’s economical writings and his efforts to popularize quantitative methods in social sciences (the Isotype method of visual statistics) will be presented in an attempt to evaluate the politics of logical empiricism
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Kreische, David [Verfasser]. "Geschäftsprozessmodellierung mit der "Unified Modeling Language (UML)" / vorgelegt von David Kreische." 2004. http://d-nb.info/972544232/34.
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Van, der Westhuizen Leonie Magdalena. "Teachers' understanding and use of digital play for language acquisition in Grade R." Diss., 2019. http://hdl.handle.net/10500/26395.
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Teachers tend to use traditional teaching methods, even though young learners are more digitally oriented. The purpose of this study was to analyse teachers' understanding and practices in grade R classes to clarify their use of digital play for language acquisition. The participants consisted of eight grade R teachers at one selected primary school in an urban area that had access to digital technology. Bronfenbrenner's ecological systems theory as a theoretical framework informed this study. This qualitative single case study generated data from teacher participants and their interaction with the learners. The data generation included semi-structured individual interviews, focus group interviews, and non-participant observations. Analyses to answer the research questions were conducted by means of thematic analysis. The main finding was that grade R teachers have some knowledge and understanding of digital play and they are willing to try new games, but they feel they need to know more about digital technology and the use of digital games for language acquisition. Recommendations include the need for the development of more digital games relevant to language acquisition and for teachers to adopt relevant pedagogies to benefit from available digital games. A similar study in a rural area and a comparison between this study and such a study will then be useful in determining teachers' understanding and use of digital play for language acquisition.Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal.
Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Books on the topic "Kreish language"
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Ernst, Peter. Die germanischen Sprachen im Kreis des Indogermanischen. Edition Praesens, 2001.
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Lutz, Reichardt. Der zentralschwäbische Mundartraum: Dialekthistorisches Register zu den Ortsnamenbüchern der Kreise Stuttgart/Ludwigsburg, des Rems-Murr-Kreises, des Ostalbkreises, der Kreise Böblingen, Esslingen, Göppingen, Heidenheim, Tübingen, Reutlingen und des Alb-Donau-Kreises mit Ulm. Kohlhammer, 2004.
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1952-, Möckel Christian, ed. Symbolische Prägnanz, Ausdrucksphänomen und "Wiener Kreis". Meiner, 2011.
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Euler, Wolfram. Das Altpreussische als Volkssprache im Kreise der indogermanischen und baltischen Sprachen. Institut für Sprachwissenschaft der Universität Innsbruck, 1988.
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Rosenfeld, Hans-Freidrich. Hinterpommersches Wörterbuch: Der Mundart von Gross Garde (Kreis Stolp). Böhlau, 1993.
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Reichardt, Lutz. Ortsnamenbuch des Kreises Heidenheim. W. Kohlhammer, 1987.
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Lutz, Reichardt. Ortsnamenbuch des Kreises Göppingen. W. Kohlhammer, 1989.
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Trotsky, Marudu, ed. Linie und Kreis: = Line and circle. Mantra Lingua, 2003.
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Olier, Youenn. Ur bloavezh er broiou-krec'h. Keneiled Imbourc'h, 1994.
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Ortsnamenbuch des Rems-Murr-Kreises. W. Kohlhammer, 1993.
Book chapters on the topic "Kreish language"
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Saçak, Begüm. "Media Literacy in a Digital Age." In Advances in Multimedia and Interactive Technologies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9261-7.ch002.
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New possibilities of representation through the use of multiple modes has challenged language's power as a dominant means to express meanings. Multimodal communication is now becoming the norm in the modern era of communication and Internet. Diverse forms of media exist and are combined in different ways to create new meanings though what constitutes media (media language or visual grammar), and the motivations behind design often remain transparent to users. The increase and diversity in different forms of representation other than written or spoken language also bring along changes in the field of literacy. In this chapter, the main focus is on Multimodal Social Semiotics —the theory of communication formed by Kress and his colleagues. The new language of multimodality and design builds on what it means to be media literate and has significant implications for media literacy education. This chapter's focus is on the basics of reading multimodal texts and the connection between new literacy and media literacy studies based on Multimodal Social Semiotics Theory.
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Valdivino da Silva, Maria Zenaide, and Antonia Dilamar Araújo. "The Relation Between an English Language Textbook and a Teacher's Practice in a Brazilian Public School." In Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2808-1.ch010.
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Communication has become increasingly multimodal in contemporary society. This fact has prompted reflections on how pedagogical actions reflect these changes. In this chapter, the authors investigate the relationship between the multimodal approach of a textbook and the pedagogy of an English language teacher from a public school in Brazil. The theoretical bases of the study are Kress and van Leeuwen (2006), Jewitt (2008, 2009), Bezemer and Kress (2008, 2015), Callow (1999, 2006), among others. The study conducted by the authors is an ethnographic with descriptive and interpretative features. The main conclusions indicate that teacher's manual suggests adopting critical visual literacy, but it was not materialized in the activities. Both, teacher and textbook call students' attention to the images to teach language, rather than to explore critical visual literacy. They seek to develop the written code skill. Finally, the researchers suggest that textbooks should be designed and more pedagogical training about approaches that emphasize multimodal literacies should be promoted.
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Stoian, Claudia Elena. "The Discourse of Tourism from a Systemic Functional Perspective." In Innovative Perspectives on Tourism Discourse. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2930-9.ch011.
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Tourism has undergone a shift from physical to online. This is obvious even in its promotional materials, as websites are the most usual type of online tourism promotion. The present chapter proposes Systemic Functional Theory for the analysis of websites. It first presents a brief description of the theory of the metafunctions, applied to both language (Halliday & Matthiessen, 2004) and images (Kress & van Leeuwen, 1996). Then, it analyzes two websites in order to show the application of the theory, focusing on language, image and their composition as multimodal acts. The chapter concludes by highlighting practical benefits for web designers, copywriters and/or tourism promoters.
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Olaosun, Ibrahim Esan. "Communicative Content of Selected Visual Construction of Humour on Facebook." In Analyzing Language and Humor in Online Communication. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0338-5.ch005.
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This paper socio-critically analyses some visual constructions of humour on Facebook. Based on 17 visual data, gathered through the method of extensive Internet Ethnography, the paper indicates that members of the Facebook networking site are informal misogelasts, who through the methods of digital cloning, image cropping and digital impersonation, generate or appropriate visual materials and post such to generate social/communicational humour. Using insights from Visual Social Semiotics proposed by Hodge and Kress (1988) and Critical Social Semiotics espoused by Caldas-Couthard, Carmen Rosa and Van Leeuwen Theo (2003), analyses reveal that constructed visual humour incorporates and interrogates such social phenomena as religion, education, morals, love, health and politics. The paper concludes that Facebook is not just a site for meeting new faces and interacting with them but also a medium for obtaining information on these social phenomena and how they are represented in the minds of individuals.
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Chimuanya, Lily, and Esther Ajiboye. "Socio-Semiotics of Humour in Ebola Awareness Discourse on Facebook." In Analyzing Language and Humor in Online Communication. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0338-5.ch014.
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Humour has often functioned as a tool for the relief of depression, anxiety and stress. People have continually turned to humour, in serious life threatening situations in order to find relief. Facebook users eagerly expressed their thoughts and opinions on the Ebola epidemic that raged across some parts of West Africa in 2014 through humorous graphics, texts and memes posted online. An awareness of the peculiar patterns and use of such humour creating strategies is crucial to the understanding and interpretation of socio-semiotic realities of such online interactions. This study identifies and analyses specific semiotic patterns in Ebola-related graphic posts in Nigerian online social discourse, particularly on Facebook, and argues, that such posts are not merely a bunch of humour. Instead, they are informal awareness campaigns that are even more apt than explicit verbal or written messages. The study applies Kress and Leeuween's approach to multimodal discourse analysis.
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Röska-Hardy, Louise. "‘I’ and the First Person Perspective." In The Paideia Archive: Twentieth World Congress of Philosophy. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199832548.
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Do the special features of 'I' have epistemological and metaphysical implications? Many philosophers have thought so. Here I investigate the relation between the first person singular pronoun 'I' and the first person perspective, construed as the perspective of consciousness. First, I discuss the semantics of 'I' as a lexeme of a natural language. The fact that semantic reference and speaker reference always coincide in the case of 'I' is shown to have important consequences: it explains the 'referential guarantees' and the impossibility of 'misidentification' which have seemed so mysterious. Secondly, it is shown that these special features accrue only to actual uses. Consequently, the relation between 'I' and the first person perspective must be explicated within the context of linguistic action. It is then argued that the functioning of 'I' is not to be equated with that of a name, a description or an identifying singular term. Instead, I propose that a use of 'I' indexes a linguistic act with respect to the responsible agent. Thus construed, the use of 'I' in an utterance does more than express the first person perspective, since the first person perspective can be expressed by unmarked, impersonal or zero-pronominalization linguistic forms. I conclude by illustrating this claim with examples from the Wiener Kreis.
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Lee, Clifford H., and Antero D. Garcia. "“I Want Them to Feel the Fear…”." In Exploring Multimodal Composition and Digital Writing. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch022.
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By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students’ literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.
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Lee, Clifford H., and Antero D. Garcia. "“I Want Them to Feel the Fear…”." In Gamification. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch111.
Full textAbstract:
By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students' literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.
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Martin-Löf, Per. "An intuitionistic theory of types." In Twenty Five Years of Constructive Type Theory. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780198501275.003.0010.
Full textAbstract:
The theory of types with which we shall be concerned is intended to be a full scale system for formalizing intuitionistic mathematics as developed, for example, in the book by Bishop 1967. The language of the theory is richer than the language of first order predicate logic. This makes it possible to strengthen the axioms for existence and disjunction. In the case of existence, the possibility of strengthening the usual elimination rule seems first to have been indicated by Howard 1969, whose proposed axioms are special cases of the existential elimination rule of the present theory. Furthermore, there is a reflection principle which links the generation of objects and types and plays somewhat the same role for the present theory as does the replacement axiom for Zermelo-Fraenkel set theory. An earlier, not yet conclusive, attempt at formulating a theory of this kind was made by Scott 1970. Also related, although less closely, are the type and logic free theories of constructions of Kreisel 1962 and 1965 and Goodman 1970. In its first version, the present theory was based on the strongly impredicative axiom that there is a type of all types whatsoever, which is at the same time a type and an object of that type. This axiom had to be abandoned, however, after it was shown to lead to a contradiction by Jean Yves Girard. I am very grateful to him for showing me his paradox. The change that it necessitated is so drastic that my theory no longer contains intuitionistic simple type theory as it originally did. Instead, its proof theoretic strength should be close to that of predicative analysis. Mathematical objects and their types. We shall think of mathematical objects or constructions. Every mathematical object is of a certain kind or type. Better, a mathematical object is always given together with its type, that is, it is not just an object, it is an object of a certain type.
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Nowak, Martin A., and Karl Sigmund. "How populations cohere: five rules for cooperation." In Theoretical Ecology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199209989.003.0005.
Full textAbstract:
Subsequent chapters in this volume deal with populations as dynamic entities in time and space. Populations are, of course, made up of individuals, and the parameters which characterize aggregate behavior—population growth rate and so on— ultimately derive from the behavioral ecology and life-history strategies of these constituent individuals. In evolutionary terms, the properties of populations can only be understood in terms of individuals, which comes down to studying how life-history choices (and consequent genefrequency distributions) are shaped by environmental forces. Many important aspects of group behavior— from alarm calls of birds and mammals to the complex institutions that have enabled human societies to flourish—pose problems of how cooperative behavior can evolve and be maintained. The puzzle was emphasized by Darwin, and remains the subject of active research today. In this book, we leave the large subject of individual organisms’ behavioral ecology and lifehistory choices to texts in that field (e.g. Krebs and Davies, 1997). Instead, we lead with a survey of work, much of it very recent, on five different kinds of mechanism whereby cooperative behavior may be maintained in a population, despite the inherent difficulty that cheats may prosper by enjoying the benefits of cooperation without paying the associated costs. Cooperation means that a donor pays a cost, c, for a recipient to get a benefit, b. In evolutionary biology, cost and benefit are measured in terms of fitness. While mutation and selection represent the main forces of evolutionary dynamics, cooperation is a fundamental principle that is required for every level of biological organization. Individual cells rely on cooperation among their components. Multicellular organisms exist because of cooperation among their cells. Social insects are masters of cooperation. Most aspects of human society are based on mechanisms that promote cooperation. Whenever evolution constructs something entirely new (such as multicellularity or human language), cooperation is needed. Evolutionary construction is based on cooperation. The five rules for cooperation which we examine in this chapter are: kin selection, direct reciprocity, indirect reciprocity, graph selection, and group selection. Each of these can promote cooperation if specific conditions are fulfilled.
Conference papers on the topic "Kreish language"
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Chowdhury, Arif. "Reading Shopfront Signs: A Multimodal (Social) Semiotic Approach to Text Analysis." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-1.
Full textAbstract:
Shopfront signs in the multi-lingual, multi-ethnic city of London seem to serve as a vehicle for maintaining unity in an era of linguistic diversity. Various ethno-linguistic diasporas represent themselves through a unique multi lingual display of multimodal shopfronts signs culminating in the English language. This paper focuses on language as a social semiotic (Haliday 1978), as a multimodal semiotic resource (Jewitt 2005) and as a manipulative-representative text within multilingual society. The study assumes an ethnographic approach to the Bengali dominated streets of Whitechapel and Brick Lane in London, on shop signs. The study aims to determine how multilingual and multimodal ‘texts,’ embedded in shop signs, could assist in processing meanings (Kress 2004). The study draws on a corpus of images and texts on shop signs which were randomly selected and categorised in various ways. Taking a multimodal (social) semiotic approach to text analysis of shop signs, this paper attempts to analyze the Bangla and English shop signs and ideologies directed at these signs and their semiotic resources.