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English vs. German from a textual perspective: Looking inside chain intersection
No full textThis paper presents a cross-lingual corpus-based study on the intersection of chains of coreference and lexical cohesion. The two types of cohesion are often combined and thus play an important role for the development of discourse topics. We analyse chain intersection as cases where chain elements of lexical cohesion occur inside of coreference chains. We use a corpus of English and German original texts from four written and spoken registers which is annotated for both types of cohesion. Our analyses point to contrasts between the two languages and across the four registers under analysis in the types and the number of intersections in coreference chains. This variation has an effect on the way important topics develop in a text
Operational Determination: Math in buildings and math statements about them
Get PDFFor the question of relations between architecture, or more generally, design, and math, there seems to be two schools. As a great light on Roman buildings told me, Borromini’s architecture has nothing to do with math. On the other hand, for some of us, it is hard to see how you can bypass the issue; especially if you look at the field as something more than just numerical calculation. One might, as Giordano Bruno did, argue in terms of interrelated magnitudes (SL, Patterns and Programs, 1.4) without codifying anything in numerical or any other formal math format. The main point in the present discussion is that, while architecture and design taken as whole is at least physically attestable, math does not appear always as numbers and on paper or on the machine, but may be an active configuration in the murky depths usually referred to as our mind, without being necessarily explicitly recorded
Kristevan Femininity and Negative Theology in Christopher Marlowe’s Tamburlaine, I and II
Get PDFChristopher Marlowe’s characters, brought along from far-off corners of history to the centre stage, are rid of the illusive integrity of Selfhood. His plays are also famous for their reluctance to favour domestic and female atmosphere. Despite such views, Marlowe’s drama enjoys a specific aura of femininity which is pressed by contemporary French feminist theoreticians, namely Julia Kristeva who finds the term essentially irrelevant to genders, but a spatial and temporal concept. In the present study, such supposition of the absence of femininity in Marlovian drama is questioned, doubted, and eventually rejected. The outlandish characters are also found in the heart of the very society Marlowe was living, only in a theatrical disguise, drawn back into spotlight from the level of the social unconscious
Thomas Middleton’s Legal Duel: A Cognitive Approach
Get PDFThis article explores the Duel Scene (Scene 9, 99-277 (II.iii)) in Thomas Middleton\u27s play The Phoenix (1607) in light of cognitive metephor theory. In reading this scene alongside the cultural and social changes in Elizabethan and Jacobean legal discourse, the mutual exchange of influence to both legal and political language and to drama and the theatre. The specific use of metaphoric blended spaces opens up for a combined linguistic and historical analysis
Making Examples of Women: Juan Luis Vives\u27 The Education of Christian Women
Get PDFJuan Luis Vives (1492-1540) composed “The Education of a Christian Woman” in order to cement his patronage relations with the Queen of England, Catherine of Aragon and to lay the foundations of his own social thought. Scholars have been divided about the extent to which the work may be regarded as conservative, this article points to those areas of textual tension that give rise to contradictory evaluations of “The Education”. The essay analyses the use of pagan, Christian and contemporary exempla in order to demonstrate that Vives formulates a bourgeois notion of marriage which he wishes to impose on aristocratic women. His attacks on court life, the emphasis on frugality and the diatribes against conspicuous consumption lend support to a view of a women remaining invisible in the home. A queen is the test case for such an assessment and Vives attempts to diminish her autonomy as far as possible
Multicultural Experiential Learning: An Approach to Learning, Developing, and Maintaining Multicultural Skills
No full textL\u27Apprendimento Esperienziale Multiculturale, è un approccio che offre a studenti e professionisti di musicoterapia un modo unico per apprendere, sviluppare e mantenere le necessarie abilità multiculturali quando si lavora con qualsiasi cliente. Questo approccio può aiutare musicoterapisti e studenti, in particolare quelli che si identificano come bianchi e femminili, nell\u27ottenere una maggiore consapevolezza di se stessi in relazione a diversi clienti. L\u27apprendimento multiculturale è un processo che prevede tre passaggi: l’auto-esame, l’apprendimento di altre culture, e lo sviluppo di capacità cliniche. In base a varie esperienze e alla formazione dei musicoterapisti, questo approccio offre l\u27opportunità di prendere iniziativa nel proprio apprendimento multiculturale. Inoltre, fornisce nuovi sviluppi nei programmi universitari e universitari. Nell’articolo vengono discussi esempi di Apprendimento Esperienziale Multiculturale e il processo dell\u27autrice e del musicoterapista, allo scopo di fornire informazioni su come questi compiti abbiano avuto un impatto su di lei e sulla sua consapevolezza di problematiche multiculturali. (Traduzione di Claudio Cominardi) Multicultural experiential learning is an approach that offers a unique way for music therapy students and professionals to learn, develop, and maintain multicultural skills that are necessary when working with any client. This approach may help music therapists and students, particularly those that identify as White and female in gaining a greater awareness of themselves in relation to diverse clients. Multicultural learning is a process that involves three steps: self-examination, learning about other cultures, and developing clinical skills. Because of the varied experiences and training of music therapists, this approach offers opportunities for music therapists to take initiative in their own multicultural learning. It also provides new developments in university and college curriculums. Examples of multicultural experiential learning and the process of the author and music therapist are discussed to provide insight into how these tasks impacted her and her awareness of multicultural issues.Der Ansatz des multikulturellen erfahrungsbasierten Lernens eröffnet Musiktherapie-Studierenden und Musiktherapeut*innen einen einzigartigen Weg, multikulturelle Kompetenzen, die bei der Behandlung aller Klient*innen notwendig sind, zu erlernen, zu entwickeln und zu erhalten. Dieser Ansatz kann Musiktherapeut*innen und Musiktherapie-Studierenden helfen, insbesondere diejenigen, die sich als weiß und weiblich definieren, ein größeres Bewusstsein von sich selbst in Bezug auf verschiedene Klient*innen zu erhalten. Multikulturelles Lernen ist ein Prozess, der in drei Schritte unterteilt werden kann: Selbst-Reflexion, über andere Kulturen lernen und Erwerb klinischer Kompetenzen. Aufgrund der unterschiedlichen Erfahrungen und Ausbildungen von Musiktherapeut*innen, bietet dieser Ansatz die Möglichkeit für Musiktherapeut*innen, Eigeninitiative beim multikulturellen Lernen zu ergreifen. Er eröffnet auch Wege für neue Entwicklungen in den Curricula der Universitäten und Hochschulen. Die Diskussion von Beispielen zum multikulturellen erfahrungsbasierten Lernen und des Prozesses der Autorin und Musiktherapeutin bieten Einblicke, wie sie diese Aufgaben beeinflusst und ihr Bewusstsein bezüglich multikultureller Fragestellungen erweitert haben. (Übersetzung: Josephine Geipel)L\u27apprentissage expérientiel multiculturel est une approche qui offre aux étudiants en musicothérapie et aux professionnels une façon unique d\u27apprendre, de développer et de maintenir les compétences multiculturelles nécessaires pour travailler avec n\u27importe quel client. Cette approche peut aider les musicothérapeutes et les étudiants, en particulier ceux qui s\u27identifient en tant que blancs et femmes à acquérir une plus grande conscience d\u27eux-mêmes par rapport à divers clients. L\u27apprentissage multiculturel est un processus qui comprend trois étapes: l\u27auto-examen, l\u27apprentissage d\u27autres cultures et le développement de compétences cliniques. En raison des expériences variées et de la formation des musicothérapeutes, cette approche offre aux musicothérapeutes des occasions de prendre des initiatives dans leur propre apprentissage multiculturel. Il fournit également de nouveaux développements dans les curriculums des universités et des collèges. Des exemples d\u27apprentissage expérientiel multiculturel et le processus de l\u27auteur et musicothérapeute sont discutés pour fournir un aperçu de la façon dont ces tâches l\u27ont influencée et sa prise de conscience des problèmes multiculturels. (Traduit par Danielle Jakubiak)
Book Review: Clinical Training Guide for the Student Music Therapist (2nd edition)
No full textClinical Training Guide for the Student Music Therapist (2nd edition), written by Donna Polen, Carol Shultis, and Barbara Wheeler, is an updated resource book for student music therapists with various levels of training. A multitude of resources, references, and personal and professional insights are organized into an easy-to-read layout and covers areas such as assessments, goals and objectives, documentation, planning and implementing music therapy experiences with groups and individuals, as well as encourages self-reflection and special considerations for the student music therapist and their supervisors. This book is reviewed with a sociocultural lens
