154 research outputs found
El lenguaje de "Manolito Gafotas"
No full textNel capitolo vengono esaminate alcune caratteristiche dell'oralità nella mimesi del linguaggio infantile e giovanile all'interno della fortunata serie di romanzi di "Manolito Gafotas" della scrittrice spagnola Elvira Lindo. A partire dai fattori situazionali di tenore, campo e modo si descrivono i tratti fondamentali di un linguaggio coinvolgente che include in una sintesi personale gli elementi del mondo degli adulti
The Relational and Linguistic Origins of Architectural Research: Relevance from a Design Teaching Approach
No full textDoes Architectural Research constitute a borderless domain, or are there untold rules defining what is architecture and what is something else? Can architecture be a matter of relations and operative semiotic?</p
Los articulos "conflictivos" de Elvira Lindo
No full textIn questo prodotto sono stati selezionati i diciassette articoli che la scrittrice Elvira Lindo ha pubblicato nella sua colonna domenicale del giornale El País dal 14 settembre 2003 al 18 gennaio 2004. L’elemento che caratterizza questo corpus è il registro informale e la presenza di una serie di elementi distintivi della conversazione colloquiale. L’analisi si concentra sull’uso dei connettivi e mette in evidenza un’intenzione
comunicativa e pragmatica che, naturalmente, è da considerarsi un artificio umoristico. Elvira Lindo crea, all’interno della mimesi di una conversazione colloquiale, una voce narrante che mantiene un rapporto di parità sociale e funzionale con il lettore modello e l’uso dei connettivi contribuisce a creare questo effetto
letterario. Il risultato ottenuto è di qualità talmente alta che per molti lettori è difficile separare e
distinguere la autrice dal personaggio Elvira Lindo. Questa confusione è alla base di malintesi e di conflitti che nascono dalla scrittura, dall’alterità autore/narratore, che, evidentemente, non è compresa da molti lettori – detrattori degli articoli di Elvira Lindo
L’insegnamento della Pedagogia nell’Università di Pavia durante la Restaurazione
No full textIl saggio ripercorre la storia delle cattedre di Pedagogia nell'età della Restaurazione. La ricerca ha messo in evidenza come i contenuti dell’insegnamento fossero quelli stabiliti da Vienna - e dunque da V. Milde - fino al 1848
On the Complexity of Sampling Vertices Uniformly from a Graph
No full textWe study a number of graph exploration problems in the following natural scenario: an algorithm starts exploring an undirected graph from some seed vertex; the algorithm, for an arbitrary vertex v that it is aware of, can ask an oracle to return the set of the neighbors of v. (In the case of social networks, a call to this oracle corresponds to downloading the profile page of user v.) The goal of the algorithm is to either learn something (e.g., average degree) about the graph, or to return some random function of the graph (e.g., a uniform-at-random vertex), while accessing/downloading as few vertices of the graph as possible.
Motivated by practical applications, we study the complexities of a variety of problems in terms of the graph's mixing time t_{mix} and average degree d_{avg} - two measures that are believed to be quite small in real-world social networks, and that have often been used in the applied literature to bound the performance of online exploration algorithms.
Our main result is that the algorithm has to access Omega (t_{mix} d_{avg} epsilon^{-2} ln delta^{-1}) vertices to obtain, with probability at least 1-delta, an epsilon additive approximation of the average of a bounded function on the vertices of a graph - this lower bound matches the performance of an algorithm that was proposed in the literature.
We also give tight bounds for the problem of returning a close-to-uniform-at-random vertex from the graph. Finally, we give lower bounds for the problems of estimating the average degree of the graph, and the number of vertices of the graph
"(Im)polite strategies in telecinematic discourse: irony and sarcasm in the TV series "Vis a Vis"
No full text[EN] This paper addresses the use of the annotations and descriptions in the scripts of a Spanish television series asmetapragmatic labels that classify (im)polite instances as ironic or sarcastic. Fictional data are proposed as a corpus that allows a first-order approach to the lay understanding and evaluation of (im)polite utterances as ironic or sarcastic, as the scriptwriters use them in the scripts when addressing the production crew. Our qualitative analysis allows us to focus on the main (im)polite strategies marked as ironic or sarcastic in the corpus and shows a substantial similiarity in the use of both labels.[ES] En el presente estudio se propone un acercamiento a los guiones de una serie televisiva española utilizando las acotaciones y las descripciones como marcas metapragmáticas que clasifican los enunciados como irónicos o sarcásticos. De esta manera, se plantea el corpus de estudio como un material discursivo que permite un acercamiento a la (des)cortesía de primer orden, en el que puede observarse el uso operativo y la interpretación que los guionistas hacen de los rótulos irónico o sarcástico en su producción discursiva orientada hacia los profesionales que crean un producto audiovisual. El análisis cualitativo que se lleva a cabo permite enfocar las principales estrategias (des)corteses marcadas como irónicas o sarcásticas, evidenciando una sustancial intercambiabilidad de las etiquetas.Chierichetti, L. (2022). Recursos (des)corteses en el diálogo telecinemático: la ironía y el sarcasmo en la serie "Vis a Vis". Revista de Lingüística y Lenguas Aplicadas. 17:29-48. https://doi.org/10.4995/rlyla.2022.16755OJS294817Alcaide Lara, E.R. (2014). "La relación argumentación-(des)cortesía en el discurso persuasivo", Pragmática Sociocultural / Sociocultural Pragmatics, 2/2, 223-261. https://doi.org/10.1515/soprag-2014-0008Alvarez-Pereyre, M. (2011). "Using film as linguistic specimen", en Piazza, R., Bednarek, M., Rossi, F. (eds.) Telecinematic discourse. Approaches to the language of film and television series. Amsterdam / Philadelphia: John Benjamins, 47-67. https://doi.org/10.1075/pbns.211.05alvAndroutsopoulos, J. (2012), "Introduction: Language and society in cinematic discourse", Multilingua, 31,139-154. https://doi.org/10.1515/multi-2012-0007Bednarek, M. (2015). "An overview of the linguistics of screenwriting and its interdisciplinary connections, with special focus on dialogue in episodic television", Journal of Screenwriting, 6/2, 221-238. https://doi.org/10.1386/josc.6.2.221_1Bednarek, M. (2018). Language and Television Series. A Linguistic Approach to TV Dialogue. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108559553Beebe, L.M.(1995). "Polite fictions: Instrumental rudeness as pragmatic competence", en Alatis, J.E. et al. (eds.), Linguistics and the Education of Language Teachers: Ethnolinguistic, Psycholinguistic and Sociolinguistic Aspects. Georgetown University Round Table on Languages and Linguistics. Georgetown: Georgetown University Press, 154-168.Bell, A., Gibson, A. (2011). "Staging language: An introduction to the sociolinguistics of performance", Journal of Sociolinguistics, 15/5, 555-572. https://doi.org/10.1111/j.1467-9841.2011.00517.xBonnin, J.E. (2019). "(Des)afiliación y (des)alineamiento: procedimientos interaccionales para la construcción de voz", Pragmática Sociocultural / Sociocultural Pragmatics, 7/2, 231-252. https://doi.org/10.1515/soprag-2019-0001Bousfield, D. (2007). "Beginnings, middles and ends: A biopsy of the dynamics of impolite exchanges", Journal of Pragmatics, 39/12, 2185-2216. https://doi.org/10.1016/j.pragma.2006.11.005Bousfield, D. (2008a). Impoliteness in interaction. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/pbns.167Bousfield. D. (2008b). "Impoliteness in the struggle for power", en Bousfield, D., Miriam A. Locher, M.A. (eds.), Impoliteness in Language: Studies on its Interplay with Power in Theory and Practice. Berlin: Mouton de Gruyter, 127-153. https://doi.org/10.1515/9783110208344Bousfield, D., Locher, M.A. (2008). "Introduction: Impoliteness and power in language", en Bousfield, D., Miriam A. Locher, M.A. (eds.), Impoliteness in Language: Studies on its Interplay with Power in Theory and Practice. Berlin: Mouton de Gruyter, 1-13.Bousfield, D., McIntyre, D. (2018). 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(eds.), Exploring the language of drama: From text to context. London: Routledge, 83-95.Culpeper, J. (2005). "Impoliteness and Entertainment in the Television Quiz Show: The Weakest Link", Journal of Politeness Research, 1/1, 35-72. https://doi.org/10.1515/jplr.2005.1.1.35Culpeper, J. (2008). "Reflections on impoliteness, relational work and power", en Bousfield, D., Miriam A., Locher, M.A. (eds.), Impoliteness in Language: Studies on its Interplay with Power in Theory and Practice. Berlin: Mouton de Gruyter, 17-44.Culpeper, J. (2011). Impoliteness: Using language to cause offence. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511975752Culpeper, J., Bousfield, D., Wichmann, A. (2003). "Impoliteness revisited: With special reference to dynamic and prosodic aspects", Journal of Pragmatics, 35/10-11, 1545-1579. https://doi.org/10.1016/S0378-2166(02)00118-2De la Casa Gómez, L. (2021). 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"El modelo del género y la des/cortesía clasificatoria en las evaluaciones de Sálvame por parte de la audiencia", en Fuentes, C. (coord.) (Des)cortesía para el espectáculo; Estudios de pragmática variacionista. Madrid: Arco Libros, 167-198.Goffman, E. (1967). Interaction Ritual: Essays on Face-to-face Behavior. Garden City, NY: Anchor Books.Goffman, E. (1981). Forms of talk, Philadelphia, University of Pennsylvania Press.Gómez Martínez, P., García García, F. (2011). El guion en las series televisivas. Madrid: Fragua.Gregory M., Carroll, S. (1978). Language and situation: Language varieties and their social contexts. London: Routledge and Kegan Paul.Haverkate H. (1985). "La ironía verbal: un análisis pragmalingüístico", Revista Española de Lingüística, 15/2, 343-392. https://dialnet.unirioja.es/ejemplar/4516Kaplan, N. (2004). "Nuevos desarrollos en el estudio de la evaluación en el lenguaje: La Teoría de la Valoración", Boletín de Lingüística, 22, 52-78. https://www.redalyc.org/articulo.oa?id=34702203Kaul de Marlangeon, S. (2005). "Descortesía de fustigación por afiliación exacerbada o refractariedad", en Bravo, D (ed.), Estudios de la (des)cortesía en español. Categorías conceptuales y aplicaciones a corpora orales y escritos. Buenos Aires: Programa Edice-Dunken, 299-318.Kaul de Marlangeon, S. (2008). "Tipología del comportamiento verbal descortés en español", en Briz Gómez, A. et al. (eds.), Cortesía y conversación: de lo escrito a lo oral. Tercer coloquio internacional del programa Edice. Valencia/Estocolmo: Universidad de Valencia-Programa Edice, 254-266. http://www.edice.org/descargas/3coloquioEDICE.pdfKientpointner, M. (1997). "Varieties of rudeness: types and functions of impolite utterances", Functions of Language, 4/2, 251-287. https://doi.org/10.1075/fol.4.2.05kieKientpointner, M. (2008). 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Punto es y punto it: variación e interferencia en algunas páginas web de transportes en italiano y español
No full text
Le nomine dei docenti di pedagogia nell'Ateneo pavese(1817-1859)
No full textIl saggio ricostruisce le vicende legate alle nomine e ai concorsi relativi alla cattedra di Pedagogia dell’Università di Pavia. La ricerca mette in luce che questa cattedra, inizialmente legata alla filosofia, poi all’istruzione religiosa e infine nuovamente alla cattedra di filosofia, faticava ad avere una autonomia e non era ancora considerata una vera e propria scienza, bensì veniva intesa come un’arte pratica. La pedagogia, nonostante fosse considerata prevalentemente una tecnica dell’educazione per la formazione degli insegnanti, ebbe un notevole progresso in quegli anni poiché aderì al pensiero educativo di V. Milde
Learning in ginnasio and liceo in Habsburg Milan (1814-1859)
No full textThis article presents the results of research carried out using archival sources and the class registers of the high schools of Milan during the Restoration period. The sources used allow a quantitative analysis that produces a detailed picture of pupils’ social family backgrounds and their school performances. Milan, the capital of the Kingdom of Lombardy and Venetia, had two Imperial ginnasi and licei, plus a municipal ginnasio and a private College. The research proves that many of the ginnasi’s pupils came from the middle but also lower classes, whereas upper class pupils prevailed in the licei. The discipline in these schools was rigid, the teaching mainly by rote, with a strict and obsessive system of exams. Pupils’ morality and behaviour were also controlled by the school as far as possible. The high levels of attendance were a constant worry for Vienna, which tried repeatedly to make high school more selective, fearing social mobility. However, Milan was a rich city, with many artisans and shopkeepers who desired a better education for their sons. The lack of Realschulen was one of the causes of the overcrowding of Gymnasien
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