LEADER 03535oam 2200673I 450 001 9910777345103321 005 20230124181500.0 010 $a1-134-77829-5 010 $a1-280-40820-0 010 $a1-134-77830-9 010 $a0-203-18193-X 010 $a9786610408207 024 7 $a10.4324/9780203181935 035 $a(CKB)1000000000002556 035 $a(StDuBDS)AH3703611 035 $a(SSID)ssj0000147002 035 $a(PQKBManifestationID)11149050 035 $a(PQKBTitleCode)TC0000147002 035 $a(PQKBWorkID)10011122 035 $a(PQKB)10803543 035 $a(MiAaPQ)EBC166085 035 $a(Au-PeEL)EBL166085 035 $a(CaPaEBR)ebr10017767 035 $a(CaONFJC)MIL40820 035 $a(OCoLC)70769024 035 $a(EXLCZ)991000000000002556 100 $a20180331d1997 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe end of knowing $ea new developmental way of learning /$fFred Newman and Lois Holzman 210 1$aLondon ;$aNew York :$cRoutledge,$d1997. 215 $a1 online resource (200p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-415-13598-2 311 $a0-415-13599-0 320 $aIncludes bibliographical references (p. [170]-177) and index. 327 $a1. Introduction : when will all these endings stop? -- 2. The epistemological bias -- 3. Radically reforming modern epistemology -- 4. Deliberately unsystematic thoughts on a new way of running a country -- 5. A community of conversations. 330 $aHas knowledge reached its limits for the human race? Modernists and postmodernists argue that we cannot continue the relentless progress of science and technology without a loss of meaning in our lives. 330 $bFor centuries, knowledge has been thought to be the key to human progress of all kinds and has dominated Western culture. But what if knowing has now become an impediment to further human development? This text is concerned with the practical consideration of how to reconstruct our world when modernist ideas have been refuted and many social problems appear insoluble. The authors suggest that we should give up knowing in favour of "performed activity". They show how to reject the knowing paradigm in practice and present the many positive implications this has for social and educational policy. Over the past two decades, a postmodern critique of the modern conception of knowing and its institutionalized practice has emerged. To many, this is a dangerous threat to the tradition of liberal education, strengthened by recent prestigious voices from the physical and natural sciences. The book challenges even the postmodernists themselves, rejecting the reform of knowing for a totally new performatory form of life. They support their argument with a new reading of Lev Vygotsky and Ludwig Wittgenstein. 606 $aKnowledge, Theory of$xHistory$y20th century 606 $aScience$xPhilosophy$xHistory$y20th century 606 $aAct (Philosophy) 606 $aPostmodernism 615 0$aKnowledge, Theory of$xHistory 615 0$aScience$xPhilosophy$xHistory 615 0$aAct (Philosophy) 615 0$aPostmodernism. 676 $a001 700 $aNewman$b Fred.$01485559 701 $aHolzman$b Lois$f1946-$0899317 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910777345103321 996 $aThe end of knowing$93704760 997 $aUNINA LEADER 05642nam 2200673 450 001 9910807874603321 005 20230803204719.0 010 $a90-272-6960-2 035 $a(CKB)3710000000230873 035 $a(EBL)1781021 035 $a(SSID)ssj0001333902 035 $a(PQKBManifestationID)12552700 035 $a(PQKBTitleCode)TC0001333902 035 $a(PQKBWorkID)11393060 035 $a(PQKB)10631404 035 $a(MiAaPQ)EBC1781021 035 $a(Au-PeEL)EBL1781021 035 $a(CaPaEBR)ebr10928374 035 $a(CaONFJC)MIL642388 035 $a(OCoLC)890699321 035 $a(EXLCZ)993710000000230873 100 $a20140916h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTheory and data in cognitive linguistics /$fedited by Nikolas Gisborne, Willem Hollmann 210 1$aAmsterdam , Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$d©2014 215 $a1 online resource (268 p.) 225 1 $aBenjamins Current Topics,$x1874-0081 ;$vVolume 67 300 $aDescription based upon print version of record. 311 $a1-322-11137-5 311 $a90-272-4255-0 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aTheory and Data in Cognitive Linguistics; Editorial page; Title page; LCC data; Table of contents; Theory and data in cognitive linguistics; Gries; Barðdal et al.; Patten; Trousdale; Gisborne; Cristofaro; Hollmann; Matlock et al.; References; Frequencies, probabilities, and association measures in usage-/exemplar-based linguistics; 1. Introduction; 2. Collostructional analysis: A brief overview; 2.1 Perspective 1: CA and its goals; 2.2 Perspective 2: CA and its mathematics/computation; 2.3 Perspective 3: CA and its results, interpretation, and motivation; 3. Bybee's points of critique 327 $a3.1 Perspective 1: CA and its goals 3.2 Perspective 2: CA and its mathematics/computation; 3.3 Perspective 3: CA and its results, interpretation, and motivation; 3.3.1 The perceived lack of semantics; 3.3.2 The perceived lacks of semantics and discriminatory power; 3.3.3 The absence of cognitive mechanisms underlying CA; 4. Clarifications, repudiations, and responses; 4.1 Perspective 1: CA and its goals; 4.2 Perspective 2: CA and its mathematics/computation; 4.2.1 The issue of the corpus size; 4.2.2 The distribution of pFYE; 4.3 Perspective 3: CA and its results, interpretation, and motivation 327 $a4.3.1 The perceived lacks of semantics 4.3.2 The perceived lacks of semantics and discriminatory power; 4.3.3 The absence of cognitive mechanisms underlying CA; 5. Towards a new empirical perspective and its theoretical implications; 5.1 A cline of co-occurrence complexity and its motivations/implications; 5.1.1 Approach 1: Raw frequencies/percentages; 5.1.2 Approach 2: Association measures; 5.1.3 Approach 3: Full cross-tabulation; 5.1.4 Approach 4: Dispersion of (co-)occurrence; 5.2 Why CA works at all and a brief excursus on Zipf 327 $a5.3 Towards a refined usage-/exemplar-based definition of construction 5.4 Conclusion; References; Reconstructing constructional semantics; 1. Introduction; 2. The Dative Subject Construction; 3. Reconstructing semantics; 4. Comparison of the semantics of the Dative Subject Construction in Old Norse-Icelandic, Archaic/Classical Latin, Ancient Greek, Old Russian, and Old Lithuanian; 5. A reconstruction of the semantics of the Dative Subject Construction in Indo-European; 6. Special characteristics of the Indo-European Dative Subject Construction in the typological landscape; 7. Summary 327 $aReferences Appendix: Narrowly-circumscribed lexical semantic verb classes; The historical development of the it-cleft; 1. Introduction 1; 2. Theoretical assumptions; 2.1 Language structure; 2.2 Language change; 2.3 Interim summary; 3. The object of study; 3.1 An expletive account of it-clefts; 3.2 An extraposition account of it-clefts; 4. Sorting the data; 4.1 Ball's (1991)it-cleft origin story; 4.2 Patten's (forthcoming) it-cleft origin story; 4.3 Handling the OE hit-cleft; 5. Interpreting the data; 5.1 The diachronic development of the English it-cleft 327 $a5.2 Ball (1994) and the mergers of the English it-cleft 330 $aHow do people describe events they have witnessed? What role does linguistic aspect play in this process? To provide answers to these questions, we conducted an experiment on aspectual framing. In our task, people were asked to view videotaped vehicular accidents and to describe what happened (perfective framing) or what was happening (imperfective framing). Our analyses of speech and gesture in retellings show that the form of aspect used in the question differentially influenced the way people conceptualized and described actions. Questions framed with imperfective aspect resulted in more mo 410 0$aBenjamins current topics ;$vVolume 67. 606 $aCognitive grammar$xData processing$vCongresses 606 $aSemantics$xData processing$vCongresses 615 0$aCognitive grammar$xData processing 615 0$aSemantics$xData processing 676 $a415 702 $aGisborne$b Nikolas$f1966- 702 $aHollmann$b Willem 712 02$aSocietas Linguistica Europaea.$bMeeting$d(43rd :$f2010 :$eVilnius, Lithuania) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807874603321 996 $aTheory and data in cognitive linguistics$94060229 997 $aUNINA LEADER 03499nam 22006855 450 001 9910765478703321 005 20251008151926.0 010 $a9783031403835 010 $a3031403835 024 7 $a10.1007/978-3-031-40383-5 035 $a(MiAaPQ)EBC30949277 035 $a(Au-PeEL)EBL30949277 035 $a(CKB)28861776700041 035 $a(DE-He213)978-3-031-40383-5 035 $a(EXLCZ)9928861776700041 100 $a20231115d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAfghan Interpreters Through Western Eyes $eForeignness and the Politics of Evacuation /$fby Hilary Footitt 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2023. 215 $a1 online resource (222 pages) 225 1 $aPalgrave Studies in Languages at War,$x2947-5910 311 08$aPrint version: Footitt, Hilary Afghan Interpreters Through Western Eyes Cham : Springer International Publishing AG,c2023 9783031403828 327 $aChapter 1: Reversing the Gaze -- Chapter 2: Western Imaginings of Afghanistan -- Chapter 3: Spaces of Encounter -- Chapter 4: Naming the ?Interpreter?: from the NATO drawdown until the Evacuation -- Chapter 5: Evacuation -- Chapter 6: After the Evacuation -- Chapter 7: Conclusions. 330 $aThis book explores how endangered local interpreters in Afghanistan were seen through Western eyes in the period from 2014, when the West drew down the bulk of its military forces, to the summer of 2021, when NATO forces withdrew completely. The author examines how these interpreters were understood and represented by Western governments, militaries, agencies, press and lobby organisations, how the understandings changed over time, and to what extent the representations reflect distinct rationales for intervention/historic relationships with Afghanistan, specific immigration and anti-terrorism policies, and notions of citizenship. The book will be of interest to students and scholars of translation and interpreting, history, war studies, and migration studies. Hilary Footitt is an Associate Fellow of the Institute of Languages, Cultures and Societies, School of Advanced Study, University of London, UK. 410 0$aPalgrave Studies in Languages at War,$x2947-5910 606 $aTranslating and interpreting 606 $aPeace 606 $aInternational relations 606 $aEmigration and immigration$xSocial aspects 606 $aPolitics and war 606 $aLanguage Translation 606 $aPeace and Conflict Studies 606 $aInternational Relations 606 $aSociology of Migration 606 $aMilitary and Defence Studies 615 0$aTranslating and interpreting. 615 0$aPeace. 615 0$aInternational relations. 615 0$aEmigration and immigration$xSocial aspects. 615 0$aPolitics and war. 615 14$aLanguage Translation. 615 24$aPeace and Conflict Studies. 615 24$aInternational Relations. 615 24$aSociology of Migration. 615 24$aMilitary and Defence Studies. 676 $a418.02092 676 $a418.02092 700 $aFootitt$b Hilary$0877829 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910765478703321 996 $aAfghan Interpreters Through Western Eyes$93644654 997 $aUNINA