00920nam0-22002891i-450-99000166930040332120050520101828.0000166930FED01000166930(Aleph)000166930FED0100016693020030910d1923----km-y0itay50------baita<<La >>mezzadria e le forme speciali e locali di conduzione dei fondiSalvatore BrunoTorinoUTET1923142 p.25 cmBiblioteca di ragioneria applicataenciclopedia metodica di amministrazione e contabilità22Mezzadria343.076Bruno,Salvatore72106ITUNINARICAUNIMARCBK99000166930040332160 631.1 B 918042FAGBCFAGBCMezzadria e le forme speciali e locali di conduzione dei fondi369993UNINA03275nam 2200385 450 991013106400332120240207143333.01-4123-5477-3(CKB)3680000000166870(NjHacI)993680000000166870(EXLCZ)99368000000016687020240207d2006 uy 0freur|||||||||||txtrdacontentcrdamediacrrdacarrierL'anthropologie économique de Fernand Dumont sur la dialectique de l'objet économique : note critique /Gilles GagnéChicoutimi :J.-M. Tremblay,2006.1 online resourceClassiques des sciences socialesRésumé -- Introduction -- De la forme. -- et du fond : -- A. L'objet économique -- B. Le monde économique -- C. Le dédoublement -- Conclusion -- Bibliographie.Cet article propose une lecture d'un ouvrage de Fernand Dumont publié en 1969, La dialectique de l'objet économique, ouvrage où celui-ci se livrait à un examen épistémologique des limites de l'axiomatique économique au regard des totalités historiques concrètes, pour lui opposer une phénoménologie du monde économique prenant son départ sur le phénomène universel de la rareté. L'article soutient d'abord que, menées en parallèle, la critique de la pauvreté des abstractions de la science économique et la ressaisie phénoménologique des structures élémentaires du monde économique ne pouvaient que reconduire l'écart que cette double démarche voulait combler, la première en négligeant le caractère objectif et pratique des abstractions de la science (la valeur, notamment), la seconde en présupposant l'existence du monde économique qu'elle projette dans les catégories d'une anthropologie générale (le besoin, le travail, la décision). L'article veut ensuite suggérer que la pensée de Dumont, vouée à la recherche de médiations nouvelles entre des termes « antinomiques » de la pratique sociale plutôt qu'à la saisie des médiations historiques qui instaurent « l'autonomie relative » de ses moments, prend son motif dans le dualisme de la conscience religieuse. L'auteur en voit une illustration dans le fait que les relations entre la science économique et le monde économique sont posées comme cas particulier de l'opposition de la culture seconde à la culture première, ce lieu d'une défaillance tragique où Dumont inscrit aussi bien la possibilité de la conscience que la source de son malheur plutôt que d'y voir le détour par un idéal expressif et critique dont il nous appartiendrait de comprendre les formes historiques pour retenir ce que nous y sommes devenus et pour nous y retenir pour la suite.Classiques des sciences sociales.L'anthropologie économique de Fernand Dumont Economic historyEconomic history.330.9Gagné Gilles995577NjHacINjHaclBOOK9910131064003321L'anthropologie économique de Fernand Dumont3907700UNINA10833nam 2200577 a 450 991095987620332120241121234527.097811185719581118571959(MiAaPQ)EBC7103819(CKB)24989749700041(MiAaPQ)EBC1179725(Au-PeEL)EBL1179725(CaPaEBR)ebr10692101(CaONFJC)MIL484634(OCoLC)842929834(EXLCZ)992498974970004120130102d2013 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierIntroductory linguistics for speech and language therapy practice /Jan McAllister, Jim Miller1st ed.Chichester, West Sussex [England] ;Malden, Mass. Wiley/Blackwell2013viii, 351 p. illIncludes bibliographical references and index.Intro -- Introductory Linguistics for Speech and Language Therapy Practice -- Contents -- 1 Introduction -- 1.0 Why do speech and language therapy students need to study linguistics? -- 1.1 Why do speech and language therapy students need this book? -- 1.2 Aims of this book, and what this book will not aim to do -- 1.3 Some preliminaries -- 1.3.1 Levels of description in language -- 1.4 How this book is organised -- 1.5 Exercises -- Exercises using clinical assessments -- Further reading -- 2 Words and Non-words -- 2.0 Introduction -- 2.1 Why do SLTs need this knowledge? -- 2.2 Learning objectives -- 2.3 Words, word-forms and lexemes -- 2.4 Testing word processing and related abilities -- 2.5 Principles of selection of items in clinical resources -- 2.6 Words and non-words -- Chapter summary -- Exercises using clinical resources -- Further reading -- 3 Word Meaning -- 3.0 Introduction -- 3.1 Why do SLTs need this knowledge? -- 3.2 Learning objectives -- 3.3 Reference and sense -- 3.4 Lexical semantics -- 3.4.1 Lexemes, categories and concepts -- 3.4.2 Decomposition of word meaning -- 3.4.3 Basic concepts -- 3.4.4 Semantic fields -- 3.4.5 Sense relations -- 3.4.6 Lexical ambiguity -- Chapter summary -- Exercises using clinical resources -- Further reading -- 4 Sentence Meaning -- 4.0 Introduction -- 4.1 Why do SLTs need this knowledge? -- 4.2 Learning objectives -- 4.3 Sentence-level meaning -- 4.3.1 Semantic roles -- 4.3.2 Reversibility -- 4.3.3 Contradiction -- 4.3.4 Syntactic ambiguity -- Chapter summary -- Exercises using clinical resources -- Further reading -- 5 Parts of Speech -- 5.0 Introduction -- 5.1 Why do SLTs need this knowledge? -- 5.2 Learning objectives -- 5.3 Identifying parts of speech -- 5.3.1 Content words and function words -- 5.3.2 Why is it sometimes difficult to identify parts of speech in English?.5.3.3 Traditional, meaning-based criteria -- 5.3.4 Form-based criteria -- 5.3.5 Tests for parts of speech -- Chapter summary -- Exercises using clinical resources -- Further reading -- 6 Word Structure -- 6.0 Introduction -- 6.1 Why do SLTs need this knowledge? -- 6.2 Learning objectives -- 6.3 Words and morphemes -- 6.4 Free and bound forms -- 6.5 Allomorphs -- 6.6 Common mechanisms of word formation in English -- 6.6.1 Compounding -- 6.6.2 Affixation -- 6.7 Mean length of utterance in morphemes -- Chapter summary -- Exercises using clinical resources -- Further reading -- 7 Sentence Structure 1: Phrases and Clauses -- 7.0 Introduction -- 7.1 Why do SLTs need this knowledge? -- 7.2 Learning objectives -- 7.3 Syntax, morphology and the lexicon -- 7.4 Phrases -- 7.4.1 Criteria for phrases -- 7.4.2 Types of phrases -- 7.4.3 Heads, modifiers and phrase types -- 7.4.4 Phrases: noun phrases -- 7.4.5 Phrases: prepositional phrases -- 7.4.6 Phrases: adjective phrases -- 7.4.7 Phrases: adverb phrases -- 7.4.8 Phrases: verb phrases -- 7.5 Clauses -- 7.5.1 Elements of the clause -- 7.5.2 Elements of the clause: verb -- 7.5.3 Elements of the clause: subject -- 7.5.4 Elements of the clause: object -- 7.5.5 Elements of the clause: complement -- 7.5.6 Elements of the clause: adverbial -- 7.5.7 Phrases and grammatical functions -- 7.5.8 Notation for clauses -- Chapter summary -- Exercises using clinical resources -- Further reading -- 8 Sentence Structure 2: Constructions and Main Clauses -- 8.0 Introduction -- 8.1 Why do SLTs need this knowledge? -- 8.2 Learning objectives -- 8.3 Declarative, interrogative and imperative clauses -- 8.3.1 Basic constructions: declarative clauses -- 8.3.2 Imperative clauses -- 8.3.3 Interrogative clauses: yes-no interrogatives -- 8.3.4 Interrogative clauses: wh interrogatives -- 8.3.5 Interrogative clauses: tag questions.8.4 The active, passive and middle constructions -- 8.4.1 Active clauses/constructions -- 8.4.2 Passive clauses/constructions -- 8.4.3 Middle clauses/constructions -- 8.5 Negation -- Chapter summary -- Exercises using clinical resources -- Further reading -- 9 Sentence Structure 3: Subordinate Clauses and Sentences -- 9.0 Introduction -- 9.1 Why do SLTs need this knowledge? -- 9.2 Learning objectives -- 9.3 Main and subordinate clauses -- 9.4 Recognising different types of subordinate clause -- 9.4.1 Relative clauses -- 9.4.2 Adverbial clauses -- 9.4.3 Complement clauses -- 9.5 Clauses that modify nouns -- 9.6 Optional extra on relative clauses -- 9.7 Sentences -- Chapter summary -- Exercises using clinical resources -- Further reading -- 10 Sentence Structure 4: Non-finite Clauses -- 10.0 Introduction -- 10.1 Why do SLTs need this knowledge? -- 10.2 Learning outcomes -- 10.3 Infinitives and (Type 1) gerunds -- 10.3.1 Understood subject and control -- 10.4 Type 2 gerunds -- 10.5 Bare-verb clauses -- 10.6 Free participle clauses -- 10.7 Reduced clauses -- Chapter summary -- Exercises using clinical resources -- Further reading -- 11 Language in Use 1: Deixis and Reference -- 11.0 Introduction -- 11.1 Why do SLTs need this knowledge? -- 11.2 Learning objectives -- 11.3 Reference and deixis -- 11.3.1 Deixis: introduction -- 11.3.2 Deixis: personal pronouns -- 11.3.3 Deixis: demonstratives -- 11.3.4 Deixis: spatial expressions -- 11.3.5 Deixis: verbs of movement -- 11.3.6 Deixis: temporal expressions -- 11.3.7 Deixis: tense -- 11.3.8 Deixis: extended uses -- 11.4 Reference -- Chapter summary -- Exercises using clinical resources -- Further reading -- 12 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature -- 12.0 Introduction -- 12.1 Why do SLTs need this knowledge? -- 12.2 Learning outcomes -- 12.3 Frames and scripts.12.4 Metaphor, irony, humour -- 12.5 Implicature -- 12.6 Explicature -- 12.7 Presupposition -- Chapter summary -- Exercises using clinical resources -- Further reading -- 13 Language in Use 3: Speech Acts, Conversation -- 13.0 Introduction -- 13.1 Why do SLTs need this knowledge? -- 13.2 Learning objectives -- 13.3 Frames, scripts and norms -- 13.4 Speech acts -- 13.5 Conversation: scripts and routines -- 13.5.1 Turn taking -- 13.5.2 Adjacency pairs -- 13.5.3 Expansions -- 13.5.4 Preference organisation -- 13.5.5 Opening a conversation -- 13.5.6 Politeness -- 13.5.7 Topic management -- 13.5.8 Repair -- 13.6 Paralinguistic signals -- Chapter summary -- Exercises using clinical resources -- Further reading -- 14 Narrative 1: Introduction - Coherence and Cohesion -- 14.0 Introduction -- 14.1 Why do SLTs need this knowledge? -- 14.2 Learning objectives -- 14.3 Tasks for speakers and writers -- 14.4 Concepts for analysing narrative -- 14.5 Spoken text -- 14.6 Coherence and cohesion -- 14.6.1 Coherence -- 14.6.2 Cohesion -- Chapter summary -- Exercises using clinical resources -- Further reading -- 15 Narrative 2: Given and New, Theme, Focus -- 15.0 Introduction -- 15.1 Why do SLTs need this knowledge? -- 15.2 Learning objectives -- 15.3 Given and new information -- 15.4 Theme -- 15.5 Focus -- 15.5.1 Focus: tonic accent -- 15.5.2 Focus: IT clefts -- 15.5.3 Focus: WH clefts -- 15.5.4 Focus: TH clefts -- 15.6 Conclusion -- Chapter summary -- Exercises using clinical resources -- Further reading -- 16 Narrative 3: Syntax and the Organisation of Text -- 16.0 Introduction -- 16.1 Why do SLTs need this knowledge? -- 16.2 Learning objectives -- 16.3 Tense and aspect in narrative -- 16.3.1 Tense and aspect: reminder of the main points -- 16.3.2 Simple Past versus Progressive in narrative -- 16.3.3 Perfect -- 16.3.4 Tense and aspect: problems of usage.16.4 Analysing clinical test narratives -- 16.4.1 The runaway tractor story -- 16.4.2 The safari park story -- 16.4.3 The sports day story -- 16.4.4 The squirrel story -- 16.5 Some loose ends -- 16.5.1 End weight -- 16.5.2 End weight: extraposition -- 16.5.3 Passives in narrative text -- 16.5.4 Non-finite clauses -- Chapter summary -- Exercises using clinical resources -- 17 Conclusion -- Appendix A: Islands of Reliability for Determining Parts of Speech -- Appendix B: SLT Resources Referenced in This Text -- Answers to Exercises -- Annotated Bibliography -- Index.This practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice. Written by authors with extensive experience in both research and teaching, Introductory Linguistics for Speech and Language Practice equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study. This concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.Language disordersTreatmentLinguisticsStudy and teachingSpeech therapistsSpeech therapyPracticeLanguage disordersTreatment.LinguisticsStudy and teaching.Speech therapists.Speech therapyPractice.616.85/50068McAllister Jan1857378Miller Jim593456MiAaPQMiAaPQMiAaPQ9910959876203321Introductory linguistics for speech and language therapy practice4458179UNINA