Paraphysical Jurisprudent Massacre Mediation

It is possible and thereby feasible to develop and implement a pragmatic methodology for a preemptive evidentiary system of ‘Paraphysical Jurisprudence’ for mediating the occurrence of massacres. A required comprehensive completion and formalizing of the tools of epistemology (theory of knowledge) already exists and has been tested both ecumenically and scientifically. The evolution of epistemology has followed the historical progression from myth and superstition to logic and reason to empiricism and now finally to the utility of ‘transcendence’ as a tool in knowledge acquisition. An inspiring example from popular culture is illustrated in the 2002 Hollywood film noir “Minority Report” designed by its director to present a ‘plausible future world’ for the year 2054 wherein an elaborate ‘Precrime Unit’ is tested to prevent murder by utilizing a trio of ‘precogs’ bathed in a ‘photonic milk’ able to presciently predetermine impending occurrences of homicide for which the Precrime Police Unit then intervenes to prevent. Disdain for a putative so-called scientific metaphysics by natural philosophers is deeply rooted in modern pragmatic societies; perhaps rightly so as consistency, credibility and lack of a comprehensive theory has been heretofore emphatically lacking. In addition to the major problem of repeatability is the perceived distinction between domains of the physical and so-called ‘spiritual’ as mutually exclusive. In this work a strong case is made for the rigorous viability and near term putative implementation of a system of paraphysical jurisprudence drawing on the utility of a panoply of concepts. The remaining question is when does feasible become practical in the face of a steady increase in the heinous massacre of innocents

Null objects in Polish heritage language acquisition in contact with German

Aims and objectives: This study investigates the acquisition of referential expressions for direct objects by child heritage speakers of Polish living in Germany. Our main research questions are how object expression develops in bilingual children and whether their path or pace of acquisition differs from monolingual children. Methodology: We investigate the use of referential expressions in an elicited production task. In all, 39 Polish-German bilingual children participated in the test. Data and analysis: We compare the data of four age groups of bilingual children – 3- to 4-year-olds, 5- to 6-year-olds, 7- to 8-year-olds, and 9- to 10-year-olds – to each other and to monolingual children at the respective ages. For the analysis of participants’ responses, we ran a generalized linear mixed model (GLMM) with a multinominal dependent variable. Findings: The results show that child heritage language (HL) speakers of Polish display knowledge of semantic and pragmatic constraints of object realization from early stages on. However, from age 5 and up to age 9 to 10, they still produce high rates of inappropriate null objects and show a deceleration in the development of this knowledge, compared to monolingual children. This protracted development is attributed to reduced input in the HL, mainly due to the enrolment in the majority language school. Originality: This study is the first to investigate the development of referential expressions for direct objects in child heritage speakers of Polish in the age span 3 to 10 years. Significance: The study relates the higher rates of null objects in the bilingual production to the varying degrees of exposure to the HL during language development. Deceleration in the pace of object acquisition by the HL speakers at the age of 5 to 6 years is attributed to a prolonged stage of acquisition of integrating rules of syntactic and pragmatic knowledge

A Network-Graph Based IT Artifact Aiding the Theory Building Process

To support theory building, we introduce a network-graph based IT artifact to provide high recall during exploratory searches and high precision using knowledge gained through the literature discovery process. The use of network graphs, where all data is represented as a node, relationship, or property of either, offers a flexible and tailorable methodology able to accommodate the highly iterative process of theory building. This IT artifact was developed to enable aggregation and normalization of data from varied sources and formats to support the acquisition and assessment of literature needed throughout this process. Our goal in presenting this IT artifact is to promote an accessible and pragmatic approach addressing the varied challenges of Information Systems researchers during the information seeking process

Sorry vs please, accept my apologies: teaching politeness explicitly to first grade high school students

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)The purpose of this project is to determine how can we help students to develop a more native-like performance. Since Chile has an English Program oriented and based on the communicative approach, teaching pragmatics is something which is not considered in the educational curricula and also there is a limited provision of materials given by the Ministry of Education. For the aforementioned reason, the students of the first-grade high school in a bilingual school were subjects of an intervention that was carried out during four pragmatic lessons in order to analyze the impacts that teaching Pragmatic Competence (PC) in an explicit way has, considering also the self-perception about their skills to communicate themselves using the English language before and after the treatment. To conduct this project a mixed method approach was selected as it gave us the opportunity of combining quantitative and qualitative instruments in order to obtain better and more precise results. The aim of this project is to contribute in a field which currently is not studied deeply; despite the studies that already exist is not common to make an analysis on pragmatics. Most of the students are confident in terms of language proficiency, the majority of the participants evaluated themselves better in receptive than productive skills. In terms of sociopragmatic competence, there was not a statistically significant improvement. However, requests showed a more native-like performance. Regarding pragmalinguistic competence, strategies in the post-test were better applied than in the pre-test. In light of the results obtained in this study, there are some implications that can be recommended for different areas. Mainly, this study has a huge influence in terms of national education policies. Keywords: pragmatic, sociopragmatic, pragmalinguistic, speech acts, teaching pragmatics, pragmatic strategies.El propósito de este proyecto es determinar cómo podemos ayudar a los estudiantes a desarrollar un rendimiento más natural al hablar en inglés. Debido a que en Chile se aplica un programa de inglés orientado y basado en el enfoque comunicativo, la enseñanza de la pragmática es algo que no se considera en los programas educacionales ni tampoco en los materiales entregados por el Ministerio de Educación. Por esta razón, estudiantes de primero medio de una escuela bilingüe fueron sujetos de una intervención que se desarrolló durante cuatro lecciones con el fin de analizar los impactos que tiene enseñar una competencia en pragmática de manera explícita, considerando además la percepción propia acerca de sus habilidades para comunicarse usando el inglés, antes y después del experimento. Para llevar a cabo este proyecto se seleccionó un enfoque de método mixto, que nos dio la oportunidad de combinar instrumentos cuantitativos y cualitativos para obtener resultados mejores y más precisos. El objetivo de este proyecto es contribuir en un campo que actualmente no se estudia profundamente; a pesar de los estudios que ya existen no es común hacer un análisis de la pragmática. La mayoría de los estudiantes se sienten bastante seguros en términos de su nivel de inglés. Muchos de ellos se evaluaron mejor en las habilidades receptivas que en las productivas. En términos de competencia sociopragmática no hubo una mejora significativa. Sin embargo, en la parte de petición, los alumnos mostraron respuestas más nativas. En relación con las estrategias de pragmalingüística, en el post-test, fueron mejor utilizadas que en el pre-test. Los resultados obtenidos en este estudio tienen implicaciones que pueden ser recomendadas para diferentes áreas. Principalmente, este estudio tiene una gran influencia en términos de políticas nacionales educacionales

THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Culture as Non-Consensus: Exploring Coherence Among Native Speakers’ Perceptions of German Expressions of Affection

From early in their learning experience, foreign language (FL) learners at American universities explore socio-cultural connotations that, it is argued, are signified by FL words. Textbook authors and teachers follow an implicit canon of difference, a list of iconic words that over time—and without the benefit of empirical evidence—have come to represent essential differences in outlook between their native and the FL culture (Kubota, 2004). Despite the fast progression of the theory of teaching culture in FL learning (Kramsch, 2015; Risager, 2015), large empirical gaps remain. Todate, there is little evidence that native speakers (NSs) of the FL perceive their cultural practices, including the cultural contexts in which language is used, homogenously enough to warrant their status as cultural traits. Using the example of expressions of affection, this exploratory study drew on qualitative and quantitative questionnaire data to investigate whether German NSs’ (N=52) accounts of their own and of most fellow Germans’ language behavior converged enough to derive a comprehensive and reliable cultural norm. Results indicated a lack of consensus among German NSs’ self-reported views, eluding the assumption of a pertinent community-specific norm. Implications for FL teaching and learning, as well as directions for future research, are discussed

The Role of Pragmatics in Cross-cultural

We here try to find out the role of pragmatics in the cross-cultural contexts. Pragmatics is the way we convey meaning through communication (Deda, 2013). Other factors beyond competence are the adjustments between contexts and situations that can change the ordinary meaning of elements/sentences according to the language situation. The culture of an organization decides the way employees behave amongst themselves as well as the people outside the organization. Pragmatic culture more emphasis is placed on the clients and the external parties. Customer satisfaction is the main motive of the employees in a pragmatic culture. In linguistics, pragmatic competence is the ability to use language effectively in a contextually appropriate fashion. Pragmatic competence is a fundamental aspect of a more general communicative competence