Mailloux, Steven. Thinking with Christian Existentialism: Freedom In
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1 Kenneth Burke and the Theory of Scapegoating Charles K. Bellinger Words Sometimes Play Important Roles in Human History. I
Kenneth Burke and the Theory of Scapegoating Charles K. Bellinger Words sometimes play important roles in human history. I think, for example, of Martin Luther’s use of the word grace to shatter Medieval Catholicism, or the use of democracy as a rallying cry for the American colonists in their split with England, or Karl Marx’s vision of the proletariat as a class that would end all classes. More recently, freedom has been used as a mantra by those on the political left and the political right. If a president decides to go war, with the argument that freedom will be spread in the Middle East, then we are reminded once again of the power of words in shaping human actions. This is a notion upon which Kenneth Burke placed great stress as he painted a picture of human beings as word-intoxicated, symbol-using agents whose motives ought to be understood logologically, that is, from the perspective of our use and abuse of words. In the following pages, I will argue that there is a key word that has the potential to make a large impact on human life in the future, the word scapegoat. This word is already in common use, of course, but I suggest that it is something akin to a ticking bomb in that it has untapped potential to change the way human beings think and act. This potential has two main aspects: 1) the ambiguity of the word as it is used in various contexts, and 2) the sense in which the word lies on the boundary between human self-consciousness and unself-consciousness. -
Error Linguistics and the Teaching and Learning of Written English in Nigerian Universities As a Second Language Environment
International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 9 Issue 6 Ser. I || June 2020 || PP 61-68 Error Linguistics and the Teaching and Learning of Written English in Nigerian Universities as a Second Language Environment MARTIN C. OGAYI Department of English and Literary Studies Ebonyi State University, Abakaliki. Abstract: Alarming decline of the written English language proficiency of graduates of Nigerian universities has been observed for a long period of time. This has engendered a startling and besetting situation in which most graduates of Nigerian universities cannot meet the English language demands of their employers since they cannot write simple letters, memoranda and reports in their places of work. Pedagogy has sought different methods or strategies to remedy the trend. Applied linguistics models have been developed towards the improvement of second or foreign language learning through the use of diagnostic tools such as error analysis. This paper focuses on the usefulness and strategies of error analysis as diagnostic tool and strategy for second language teaching exposes the current state of affairs in English as a Second Language learning in Nigerian sociolinguistic environment highlights the language-learning theories associated with error analysis, and, highlights the factors that hinder effective error analysis of written ESL production in Nigerian universities. The paper also discusses the role of positive corrective feedback as a beneficial error treatment that facilitates second language learning. Practical measures for achieving more efficient and more productive English as a Second Language teaching and learning in Nigerian universities have also been proffered in the paper. -
A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools
applied sciences Article A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools Tatiana Person 1,* , Iván Ruiz-Rube 1 , José Miguel Mota 1 , Manuel Jesús Cobo 1 , Alexey Tselykh 2 and Juan Manuel Dodero 1 1 Department of Informatics Engineering, University of Cadiz, 11519 Puerto Real, Spain; [email protected] (I.R.-R.); [email protected] (J.M.M.); [email protected] (M.J.C.); [email protected] (J.M.D.) 2 Department of Information and Analytical Security Systems, Institute of Computer Technologies and Information Security, Southern Federal University, 347922 Taganrog, Russia; [email protected] * Correspondence: [email protected] Abstract: Systematic reviews are powerful methods used to determine the state-of-the-art in a given field from existing studies and literature. They are critical but time-consuming in research and decision making for various disciplines. When conducting a review, a large volume of data is usually generated from relevant studies. Computer-based tools are often used to manage such data and to support the systematic review process. This paper describes a comprehensive analysis to gather the required features of a systematic review tool, in order to support the complete evidence synthesis process. We propose a framework, elaborated by consulting experts in different knowledge areas, to evaluate significant features and thus reinforce existing tool capabilities. The framework will be used to enhance the currently available functionality of CloudSERA, a cloud-based systematic review Citation: Person, T.; Ruiz-Rube, I.; Mota, J.M.; Cobo, M.J.; Tselykh, A.; tool focused on Computer Science, to implement evidence-based systematic review processes in Dodero, J.M. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
So Language. Very Prescribe. Wow. the Familiar Popular Dispute Between Descriptivists and Prescriptivists About Grammar Is
So language. Very prescribe. Wow. Abstract: The philosophical dispute about linguistic normativity is one battlefield in a larger war over the nature of language as an object of scientific study. For those influenced by Wittgenstein, language involves following – or failing to follow – public, prescriptive rules; for Chomsky and his followers, language is a property of individual minds and brains, and the grammatical judgements of any mature individual speaker – her competence – cannot be, in any linguistic sense, ‘wrong’. As I argue here, the recent ‘doge meme’ internet fad provides surprising evidence for the prescriptivist view. Normative attitudes towards linguistic practices are a ubiquitous feature of those practices, and there is no principled basis on which to regard them as non-linguistic. Keywords: Chomsky; Doge; I-Language; Normativity; Prescriptivism. The familiar popular dispute between descriptivists and prescriptivists about grammar is – let us not mince words here – a profoundly tiresome and pointless one (Wallace 2001), which the explosion of opportunities for pedantry afforded by the internet has done everything to amplify, and nothing to revivify; I have no intention of pursuing it here. But the dispute has roots, or at any rate analogues, in some deep issues in theoretical linguistics and the philosophy of language; and as I shall argue, interesting light is shed on that dispute by a most unlikely online phenomenon. I begin by summarising the main threads of the philosophical debate about normativity in grammar, and the apparent stalemate they have recently issued in. I then try to make whatever sense can be made of the wilfully absurd ‘Doge’ meme, before showing how that phenomenon, surprisingly, provides significant evidence for the prescriptivist case. -
DOCUMENT RESUME ED 391 163 CS 215 167 AUTHOR Bonadonna, Angelo TITLE to Logology and Back--The Late Essays of Kenneth PUB DATE N
DOCUMENT RESUME ED 391 163 CS 215 167 AUTHOR Bonadonna, Angelo TITLE To Logology and Back--The Late Essays of Kenneth Burke. PUB DATE Jul 95 NOTE 16p.; Paper presented at the Annual Penn State Conference on Rhetoric and Composition (14th, University Park, PA, July 12-15, 1995). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Critical Theory; *Essays; Higher Education; *Language Role; Linguistics; *Literary.Criticism; *Rhetoric; *Rhetorical Theory IDENTIFIERS *Burke (Kenneth); Logology ABSTRACT As a writer and critic, Kenneth Burke defies convenient pigeonholing. Even if just one segment of Burke's public writings is considered, the 40-plus critical essays of the post-Libbie (his Muse and secretary), post-LSA ("Language as Symbolic Action") era, the difficulty of categorizing him remains. The earlier periods of his life are more or less defined by decade, which presents a rather hollow version of Burke. The search for an understanding of this post-Libbie period must strive for a suitable strategy for appreciating the full complexity of Burke's work. Burke said language not only enables but requires situations to be approached strategically. So as a means of reviewing the works of this period, a list of strategies for classifying them is helpful. First, the scholar might take the lead of other Burkean commentators and identify the distinctive nature of the late essays. James Chesebro (1993), for instance, identifies 1968 as the year that Burke finally gave up the "comedic posture" and got into the serious business of ontological inquiry. -
Deleuze from the Dialectic to the Problematic Daniel Weizman May
An Obscured Genesis: Deleuze From the Dialectic to the Problematic Daniel Weizman May 2020 Submitted in partial fulfilment of the requirements of the Centre for Research in Modern European Philosophy (CRMEP), Kingston University, for the award of the degree of Doctor of Philosophy in Philosophy Abstract This thesis suggests that Deleuze’s early philosophy, culminating in Difference and Repetition and The Logic of Sense, unfolds as a polemic between two structural positions – the problematic and the dialectic. This polemic sheds light on “political” aspects in Deleuze’s work as a student of authors such as Jean Hyppolite, Jean Wahl, Martial Guéroult and Ferdinand Alquié, in a period in which he places critical weight on the attempt to escape the constraining influence of their positions. Reading Bergson, Nietzsche, Hume, Kant and Hegel through his teachers, Deleuze seeks to expunge from his thought every trace of their mediation, so as to be able to pose new problems for philosophy. To this end Deleuze puts forward the notion of philosophy as being essentially problematic, irreducible to empiricist, transcendentalist or dialectic dispositions and delineated by unique problems. This notion is established as a calculated move marked by an anti-Hegelian rhetoric, Hegel being the epitome of “old” metaphysical problems that must be overcome. The introduction of Deleuze’s critique of his teachers, who could be considered somewhat marginalised authors from the more recent history of French philosophy, and the establishment of the problematic-dialectic dyad as fundamental to Deleuze’s development as a philosopher, hopes to bring out critical aspects of his work that remain strategically buried in the text. -
Certificate for Approving the Dissertation
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Kevin J. Rutherford Candidate for the Degree: Doctor of Philosophy Director (Jason Palmeri) Reader (Michele Simmons) Reader (Heidi McKee) Reader (Kate Ronald) Graduate School Representative (Bo Brinkman) ABSTRACT PACK YOUR THINGS AND GO: BRINGING OBJECTS TO THE FORE IN RHETORIC AND COMPOSITION by Kevin J. Rutherford This dissertation project focuses on object-oriented rhetoric (OOR), a perspective that questions the traditional notions of rhetorical action as solely a human province. The project makes three major, interrelated claims: that OOR provides a unique and productive methodology to examine the inclusion of the non-human in rhetorical study; that to some extent, rhetoric has always been interested in the way nonhuman objects interact with humans; and that these claims have profound implications for our activities as teachers and scholars. Chapter one situates OOR within current scholarship in composition and rhetoric, arguing that it can serve as a useful methodology for the field despite rhetoric’s traditional focus on epistemology and human symbolic action. Chapter two examines rhetorical history to demonstrate that a view of rhetoric that includes nonhuman actors is not new, but has often been marginalized. Chapter three examines two videogames as sites of theory and practice for object-oriented rhetoric, specifically focusing on a sense of metaphor to understand the experience of nonhuman rhetors. Chapter four interrogates the network surrounding a review aggregation website to argue that, while some nonhumans may be unhelpful rhetorical collaborators, OOR can assist us in improving relationships with them. -
1 System Viability of Organizations and The
SYSTEM VIABILITY OF ORGANIZATIONS AND THE AETIOLOGY OF ORGANIZATIONAL CRISIS A Quantitative Assessment of Stafford Beer’s Viable System Model SYSTEMISCHE LEVENSVATBAARHEID VAN ORGANISATIES EN DE ETIOLOGIE VAN ORGANISATIE CRISES Een kwantitatieve toets van Stafford Beers 'Viable System Model' (met een samenvatting in het Nederlands) Proefschrift ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof.dr. G.J. van der Zwaan, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op maandag 20 november 2017 des ochtends te 10.30 uur door Michael Dominik PFIFFNER geboren op 9 oktober 1963 te Zürich, Zwitserland 1 Promotoren: Prof. dr. S.G.L. Schruijer Prof. dr. J.P.P.E.F. Boselie 2 3 Committee: Prof. dr. M. van Bottenburg Prof. dr. A.J. Meijer Prof. dr. E.F. Loos Prof. dr. P. Curşeu Prof. dr. A. Wierdsma 4 5 1 Abstract 1.1 Abstract in English Michael Dominik Pfiffner System Viability of Organizations and the Aetiology of Organizational Crisis A Test of Stafford Beer’s Viable System Model and a Quantitative As- sessment of the System Viability of Organizations for the Understanding and Pre-Emption of Organizational Crisis Keywords: System Viability, Organizational Crisis, Failure, Manage- ment Cybernetics, Early Recognition, Prevention, VSM Subject of this dissertation is the aetiology of crisis processes which place organizations under existential threats and which often cause organiza- tional demise and bankruptcy. To date, research on organizational crises (OC) has not succeeded in identifying the generic grounds for these detri- mental processes in organizations. Instead, by referring to the complexity and to the assumed multi-causality of the phenomenon, research has contin- ued to provide only either general observations or deep singular analyses of often prominent crisis cases, which provide no generalizable insights. -
Critical Theorist Symbolic Symbolic Symbolic Motives
Critical TheoristTheorist- Burke To AssayAssay- Symbolic MotivesMotives- Mr Kenneth Burke VisitingVisiting- Regents Professor of EnglishEnglish- at the University of CaliforniaCalifornia- at Santa Barbara will be thethe- secondSecondsecond speaker in the PresiPresi- ¬ dents Lecture Series on FebruFebru- ¬ ary 16 at 400 pm in the FonFon- dren Library Lecture LoungeLounge- His subject will beibe TerminTermin- ¬ ology and Truth This will be-be the high point of BurkeBurkes threethree- day visit which will include sixsix- other appearances at BakerBaker- College the English Colloquium-ColloquiumCollO< 1ium1ium- Ford Program seminars in EngEng- ¬ lishlis and history and the classesclasses- of PsychologyPsycnology 340b and EngEng- ¬ lish 385385- Burkes CounterStatementCounterStatement- has been called one of the bestbest- books on critical theory everever- written in America He is thethe- author of a dozen books includinclud- ¬ ing fiction and poetry as well asas- studies in1n religion philosophy-philosophyphi1osophyphi1osoph- historyyhistory psychology and literalitera-UteraUtera- ¬ ture Dial Award WinnerWinner- His reputation isi founded onon- two books written in the latetatedatedate- 19401940s19408 antand widelywidel influentialinfluential- since A Grammar of Motives1010tivesMotives-1010tive- andsand A Rhetoric ofot MotivesMotives- HisHia latest volume published twotwo- yeatJyears ago 4Js The Rhetoric ofof- ReligReligionon Studies ini LogologyLogology- Mr Burke has tauwhttaught at thethe- lewNeweW School for Social ReJ1eRe-J1e- OontiContinueded -
Shifting Religious Rhetoric in Post-Katrina New Orleans
GOD TALK: SHIFTING RELIGIOUS RHETORIC IN POST-KATRINA NEW ORLEANS By KATHRYN MICHELLE ELVEY A Thesis Submitted to the Graduate Faculty of WAKE FOREST UNIVERSITY In Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Religion May 2010 Winston-Salem, North Carolina Approved By: Kenneth Hoglund, Ph.D., Advisor ___________________________________ Examining Committee: Lynn Neal, Ph.D. ____________________________________ Steven Folmar, Ph.D. ____________________________________ AKNOWLEDGEMENTS First and foremost, I want to thank Kenneth Hoglund, for guiding me through the process, putting up with numerous panic-stricken emails and excuses as well as being an amazing and understanding adviser. Without Dr. Hoglund, my experience in writing this thesis would have been ten times more grueling, and, in all likelihood, I would have suffered a heart attack. I cannot thank him enough for his kind words, feedback, and most importantly prompt e-mail responses. Also, I want to thank my other two committee members for reading through my work and providing me with necessary constructive criticism to reach my potential. Steven Folmar deserves a special thanks, he was my PI for the IRB process and answered my numerous questions. Dr. Folmar took me in and took on this project even before meeting me. The IRB process was daunting and of course took far too long to pass. However, it got done and so did my thesis, if only by the grace of God and the skin of my teeth. I want to thank Pam Moser who read, re-read, and supplied feedback about my protocol document and made sure that everything was in on time to the IRB committee, she too had to put up with panic-stricken e-mails. -
Program Schedule
PROGRAM SCHEDULE FRIDAY, MAY 28, 2010 12:15 – 1:45 pm A01 A REPORT OF THE FIRST RSA CAREER RETREAT Co-Chairs: Cheryl Geisler, Simon Fraser University; Michael Halloran, Rensselaer Polytechnic Institute; Krista Ratcliffe, Marquette University Participants: Jen Bacon, West Chester University; Suzanne Bordelon, San Diego State University; Elizabeth Britt, Northeastern University; Leah Ceccarelli, University of Washington; Martha Cheng, Rollins College; Janice Chernekoff, Kutztown University; Arabella Lyon, SUNY-Buffalo; Carole Clark Papper, Hofstra University; Barbara Schneider, University of Toledo; Christine Tully, University of Wisconsin, Madison; Liz Wright, Rivier College A02 BARACK OBAMA: THE RHETORIC OF A POSTMODERN PRESIDENT Chair: Connie Johnson, University of Texas at Austin A Tale of Two Cities: Obama at Howard and at South New Hampshire Sheena Howard, Howard University Cultural Memory and Productive Forgetting in Obama’s A More Perfect Union Speech G. Mitchell Reyes, Lewis and Clark College A More Perfect Union: A Critical Analysis of Obama’s "Race" Speech Matt Morris, University of Texas at Austin Barack Obama’s Heroic Whiteness: Invoking the Founding Fathers to Win the Presidency Connie Johnson, University of Texas at Austin Respondent : Barry Brummett, University of Texas at Austin A03 RHETORIC OF SCIENCE Chair: Virginia Anderson, Indiana University Southeast Raising Moral Questions through Science: Silent Spring’s Use of Narrative, Time, and Space Jessica Prody, University of Minnesota Evolving Concordance: An Aristotelian