15,290 research outputs found
Expressing epistemic stance in University lectures and TED talks: a contrastive corpu-based analysis
No full textAbstract – This study explores the web-mediated genre of TED (Technology, Entertainment, Design) talks, speech events whereby experts in their field disseminate knowledge from different domains (e.g. science, technology, design, global issues) addressing an audience of both co-present participants and web-users all over the world. The aim of this study is to investigate the way academics convey epistemic stance (Conrad, Biber 2000) and build up their image as experts on the TED stage. To this purpose, a contrastive analysis was carried out comparing two corpora of spoken discourse, i.e. a corpus of TED talks and a corpus of MICASE university lectures from different disciplines. Although in both genres the speaker is an academic, both the communicative purpose and audience expectations differ substantially in the two contexts under scrutiny. This comparison highlights some distinguishing traits of TED talks and provides a better insight into this genre. Adopting a corpus-based approach, attention is first paid to the most recurrent epistemic lexical verbs (ELVs) and to the use of first and second person pronouns in the two corpora. The qualitative analysis then focuses on similarities and differences in the discourse functions of the four most frequent ELVs (see, show, know, think) and of their clusters when they combine with first and second person pronouns in the two corpora. Previous studies in the field of English for Academic Purposes (Rounds 1987; Fortanet 2004; Walsh 2004; Artiga León 2006; Bamford 2009) are referred to as a starting point to investigate a novel, unexplored pragmatic space (i.e. that of TED) wherein academics accomplish purposes other than merely disseminating knowledge and training students, such as promoting their research and building up their image as experts.
Abstract – I generi mediati dalla rete svolgono un ruolo fondamentale nei processi di ricontestualizzazione e riconcettualizzazione del sapere specialistico. Oltre a riadattare i contenuti per un pubblico di non addetti ai lavori, attraverso i nuovi mezzi di comunicazione gli esperti hanno la possibilità di rimodellare la propria immagine in base ai propri scopi comunicativi. Questo articolo si incentra sui TED talk, interventi a convegno (TED conferences) trasmessi in tutto il mondo attraverso la rete in cui esperti di diverse discipline conferiscono su vari temi (ad es. scienza, tecnologia, architettura, questioni globali). I TED talk condividono molte caratteristiche con una serie di generi ‘satellite’, come i documentari, le presentazioni accademiche, gli articoli scientifici e le lezioni universitarie. Queste ultime rappresentano probabilmente il genere che maggiormente si avvicina ai TED talk. Sia nelle lezioni universitarie sia nei TED talk, infatti, l’esperto si rivolge ad un pubblico di non esperti (o semi-esperti) avvalendosi di varie modalità semiotiche (ad es. parlato, supporti audio, supporti visivi) in quello che si rivela essere un evento comunicativo essenzialmente monologico. Prestando particolare attenzione a un processo di ricontestualizzazione del discorso accademico, questo contributo si propone di analizzare se e fino a che punto il discorso accademico subisce un cambiamento nel momento in cui il parlante si sposta dall’aula universitaria al palco di TED. Questo studio si basa su un’analisi contrastiva: un corpus di TED talk tenuti da accademici viene messo a confronto con un corpus di lezioni universitarie ricavato dal Michigan Corpus of Academic Spoken English (MICASE). Per osservare differenze e analogie fra i due generi ci si avvale di un’analisi sia quantitativa sia qualitativa
Declaration of Intention for Antonio Franchihtti
No full textDeclaration of Intention to become a citizen of the United States, as filled out and signed by Antonio Franchitti. Applicant lists himself as a 47 year old farmer residing in Hammonton, New Jersey, born in Campombosso, Italy on 18 April 1870, who sailed on the US bound vessel Britania. Declaration submitted and sworn April 21, 1917
Metodi per la verifica di colonne composte acciaio‐calcestruzzo “concrete filled” soggette ad incendio
No full textThe role of educative thought in the life and work of Antonio Gramsci
No full textMany philosophers have propounded a vision of an improved society, what distinguishes Antonio Gramsci is his continuous effort to make it happen by understanding the process in order to put into practice. Gramsci's conviction about the importance of educative development came from both theory and experience. While there has been considerable examination of Gramsci's work in relation to the Prison Notebooks, this study will seek to address a lacuna in Gramsci scholarship. Using Gramsci's philological method, I analyse Gramsci's pre-prison activity; his pre-prison articles and letters, which, together with his letters from prison, formed part of his educative mission. This educative process was necessary, in order to construct a new party which would develop a collective will, collaboratively, with the masses.In this study therefore, I explore the contexts and formative experiences of the first part of his life together with the intellectual sources from which Gramsci developed his later theories, making central hitherto underemphasised connections between them which informed his writing and ideas. I intend to illustrate that Gramsci's underlying purpose in his writing, and political activity, was not only practical, on how to create a new socialist ruling class, but also educative in forming the mindset and values of his comrades. So that in addition to outlining his vision of a new order, he implicitly guided or explicitly explained the processes by which the necessary changes in social relations and moral climate could be made in order to achieve it. Each person had to engage with the values of the new order so that each could contribute to the construction of a new robust state. It was essential to build a hegemony at the most profound level, one which was dependent on collective understandings and a collective will
CRITICAL ISSUES IN THE EARLY DISCHARGE OF THE NEWBORN
No full textEarly discharge (ED) of healthy “late preterm” and full term newborn infants has become a common practice because of current social and economic necessities. The average length of stay of mothers and infants after delivery shortened steadily from 1970 until the mid-1990s and in 1995, the American Academy of Pediatrics (AAP) defined early and very early discharge as stays of 48 and 24 hours, respectively, after uncomplicated vaginal delivery. The length of stay (LOS) of a child after birth has been a controversial topic over the past few decades. A Cochrane Review in 2002 found that early postnatal discharge showed no adverse effects on breastfeeding and maternal depression when accompanied by a policy of nursing/midwifery home visits. Even if this practice has become more and more widespread, there was an increased rate of early post discharge readmission for jaundice, feeding problems, excessive weight loss (WL), dehydration and hypernatremia. For this reason, it is recommended that early discharged neonates should be evaluated shortly after discharge. Our aim was to review the available data about the safety of ED as regards to the most common problems causing hospital readmission
Edna Ferber in St. Anthony Hotel, San Antonio, Tex., 1948
No full text''Ferber's novel, Giant, set on a fictitious south Texas ranch, was published in 1952.''''Edna Ferber was in San Antonio on Saturday for a search of the surrounding ranch country for material and characters for a new book. The author of Show boat was registered at the St. Anthony Hotel.'
Desenganos mysticos para as almas detidas ou enganadas no caminho da perfeiçao... : seu author na lingua hespanhola... Fr. Antonio Arbiol...
No full textSign.: [parágrafo]-2[parágrafo]8, 3[parágrafo]2, A-Z8, 2A-2X8, 2Z1. -- Texto a dos col. -- Port. con viñeta tip. -- Falto de p. 305-350.Sainz Rodrígue
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