Eurysémie et typologie des signes linguistiques

Le caractère asymétrique du signe linguistique permet différentes approches –quantitatives et qualitatives– des unités significatives. L’eurysémie est une catégorie lexico-sémantique qualitative, parce qu’elle prend en compte les possibilités dénominatives des mots. Les dimensions qualitatives et quantitatives de ceux-ci ouvrent de réelles perspectives vers une classification plus nuancée des signes de la langue.El carácter asimétrico del signo lingüístico permite distintos enfoques – cualitativos y cuantitativos – de las unidades significativas. La eurisemia es una categoría léxico-semántica cualitativa, puesto que toma en consideración el potencial denominativo de las palabras. Las dimensiones cualitativas y cuantitativas de éstas abren perspectivas reales para una clasificación más matizada de los signos lingüísticos

FOUNDATIONS OF CAPITALIST ECONOMIC THINKING ACCORDING TO MAX WEBER

The research proposed by Max Weber on the beginning of the capitalist economic thinking aims to transcend the appearances and conceptual surfaces that have been consolidated over the founding truths of this thinking. Thus, Weber is interested in the origin and evolution of key concepts in the capitalist economy such as computability, profit, investment, efficiency or economic capitalization. But what preoccupies him most in his studies is the basis of the capitalist economic mentality, the way in which the idea of ​​free initiative and the motivation of its transposition in practice arose, a transposition that is only completely made in the Western civilization, the Orient keeping its openness to economic centralized elements, subject to the political factor. According to Weber, the spirit of capitalism and its economic choices are based on the vein of the Protestant theological thought. From this historical, theological and psychological foundation there is a possible understanding of capitalist economic thinking

Francesco Berto, "Topics of Thought. The Logic of Knowledge, Belief and Imagination”

Understanding the logical behavior of propositional attitudes, i.e. the mental states that we entertain with propositions (such as knowledge, belief, supposition, imagination, etc.), requires careful consideration of what such attitudes are about: their topic. This is the core intuition of Francesco Berto’s work, a book that fits into one of the most interesting and rich debates of recent decades, ranging over a wide variety of disciplines: from formal semantics to epistemology and even cognitive psychology. But above all, Berto’s book makes a substantial contribution to what Daniel Nolan calls the hyperintensional revolution. In addition to being an original and ambitious proposal in the area of epistemic logic, the book can also be considered an excellent and in-depth introduction to many of the most interesting problems in the contemporary debate

The role of house-parents in the promotion of learners' wellbeing in a residential school for the deaf in KwaZulu-Natal.

Master of Social Science in Counselling Psychology. University of KwaZulu Natal, Durban 2016.This study explored the role that house-parents play in learners’ wellbeing promotion in a School for the Deaf. In this qualitative study, a sample of six house-parents and two senior management staff members employed in a residential school hostel at a School for the Deaf in Durban, KwaZulu-Natal, South Africa were interviewed utilising a semi-structured interview schedule. Data were analysed using thematic analysis. Three main themes emerged around the role that house-parents play in learners’ wellbeing promotion in the School for the Deaf. Sub-themes were developed under the main themes. The findings inclusive of house-parents and senior management staff suggest that house-parents play a significant role in learners’ wellbeing promotion in the school; they communicate in South African Sign Language (SASL), they offer emotional support to the learners and provide them with care. House parents also mediate between the biological parents of the D/deaf learners in their respective hostels because of communication barriers between hearing parents and their D/deaf children. Barriers to the promotion of wellbeing include the numerous duties the house-parents are required to perform including the multiple roles they play, the long working hours and the lack of integration between the house-parents and the teaching staff. Recommendations to the school include creating space for house-parents to voice their concerns in an un-confrontational setting. In this space, the house-parents can have the opportunity to have their voices heard within the hierarchical school structure where power differentials can otherwise limit freedom of expression. Team-building to foster relationship development across the staff is suggested. Developing and maintaining a grievance policy in line with Department of Education (DoE) specifications is suggested to ensure equitable grievance resolution for all staff