This is a facilitation prepared by a group of students to be presented in replacement of an actual lecture in the university. This session covers the definition of Hermeneutics, its purposes and how to use it in our daily life.
SEMANTICS (Referring Expressions)
A Referring Expression is any expression used in an utterance to refer to something or someone (or a clearly delimited collection of things or people),
i.e. used with a particular referent in mind.
2nd Group:
Mufarika
Nurmalasari
Putri Aliya Rahma
Sulistyawati
Mawar Emilia Suhendar
Qori Aliarahmi
Universitas Islam Syekh-Yusuf Tangerang
This is a facilitation prepared by a group of students to be presented in replacement of an actual lecture in the university. This session covers the definition of Hermeneutics, its purposes and how to use it in our daily life.
SEMANTICS (Referring Expressions)
A Referring Expression is any expression used in an utterance to refer to something or someone (or a clearly delimited collection of things or people),
i.e. used with a particular referent in mind.
2nd Group:
Mufarika
Nurmalasari
Putri Aliya Rahma
Sulistyawati
Mawar Emilia Suhendar
Qori Aliarahmi
Universitas Islam Syekh-Yusuf Tangerang
Theories of Language Description
Knowledge by acquaintance and Knowledge by description
Logic and Language
Philosophy of Language
Comparative study of analytical philosophers and philosophers of ordinary language
Imperfection and ambiguity in language
Can or should Zimmerman be tried again? What if there was no FAIR trial BY JURY the first time? It can't be double jeopardy then, can it? Even that can be overcome because there is enough evidence to try him for FIRST DEGREE murder, and it was all sent to the prosecution and ignored. What we need is the NEXT Rosa Parks to stand up in 47 States and insist on their right to question witnesses. It's already done in 3 States, so it cannot be unconstitutional. Where the jury did NOT question witnesses, the verdict was rendered on an incomplete record, and incomplete records ARE, by nature, inaccurate. The verdict cannot stand and if challenged to the Supreme Court level of the State, it will fall. Neither the accused nor the State got a fair trial, so, in effect, there was NO trial. The State has equal rights to a fair trial. Why is that,you ask? Because all criminal actions are brought in the name of the People of the State. Why is THAT, you ask? Because it is the State (via elected officials) who are charged with protecting and maintaining the welfare of the people. One miscreant running around, free to move to other States to commit more, and possibly worse, crimes, is one too many. That is why the slides prompt readers to take action to make history. Moving justice from the bus to the courtroom takes only one juror in each State to stand up and announce he has a question for a witness and no, he cannot hold the question until the time for deliberations, as an inaccurate record will form the basis for those deliberations! Who would dare stop such a courageous juror? At the risk of his job? No one. Jurors are summoned to court for possible selection. That right there confirms how important our Founding Forefathers thought putting ordinary people (with common sense and reasoning) into the room where another ordinary citizen has been accused. The jurors SERVE AS THE CHECKS AND BALANCE against corruption of the case by either side. Hence, the lawsuit contemplated by the medical examiner that the prosecution deliberately threw the case, would be truly tested. No one could throw a case when jurors question witnesses because it would require bribing all 12 of them (or 6 of them), and the odds that there wouldn't be one honest person diminish greatly under those circumstances. These slides demonstrate what the book explains in-depth about the fallacy of the 5th Amendment, also. We all have been led to believe that attorneys are smarter than the rest of us, but this case shows differently. We're all strong in different areas; hence, the idiom 'two heads are better than one.' So, who was it who started the rumor that jurors could not question witnesses and simply sat back and watched us bite? who was it that perverted the real meaning of the 5th Amendment? Try this on for size: One has a right against self-incrimination, but under the rules of honor and dishonor, no one has the right to deprive the other side of a fair trial.
This presentation shows the different principle of classroom management that requires greater emphasis for better learning of both students and teachers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. INTRODUCTION
Definite descriptions, I shall argue, have two possible functions. They are
used to refer to what a speaker wishes to talk about, but they are also used
quite differently. Moreover, a definite description occurring in one and the
same sentence may, on different occasions of its use, function in either way.
The failure to deal with this duality of function obscures the genuine
referring use of definite descriptions.
The best- known theories of definite descriptions, those of Russell and
Strawson, I shall suggest are both guilty of this. Before discussing this
distinction in use, I will mention some features of these to which it is
especially relevant.
3. ASSUMPTIONS OF DONNELLAN
Donnellan thinks that both Russell and Strawson make two false
assumptions, and that by rejecting these assumptions we can solve a
number of problems with both theories which emerge in the course of the
paper.
The first assumption is thatâŠ
âWe can ask how a definite description functions in a sentence
independently of a particular occasion on which it is used.â
4. ASSUMPTIONS OF DONNELLAN
Donnellan thinks that there is a very basic problem with the way that
Russell and Strawson attempt to give an account of the meanings of
descriptions; both of them â and weâve seen this with Russell - attempt to
show how descriptions contribute to the meanings of sentences. But he
does not focus on how descriptions contribute to the meanings of sentences
on particular occasions of the use of those sentences.
5. ASSUMPTIONS OF DONNELLAN
The second assumption Donnellan wants to call into question is thatâŠ
âIn many cases a person who uses a definite description can be said
(in some sense) to presuppose or imply that something fits the
description. . . . Both Russell and Strawson assume that where the
presupposition or implication is false, the truth value of what the
speaker said is affected.â
6. ASSUMPTIONS OF DONNELLAN
That is, both Russell and Strawson assume that whenever a speaker utters a
sentence of the form âThe F is Gâ, what they say is not true if there is no
thing which is F.
As weâll see, these two assumptions are related in Donnellanâs mind. For, he
thinks, if Russell and Strawson had paid more attention to the interpretation
of sentences containing definite descriptions on particular occasions of use,
they would have seen that there are two distinct uses of definite
descriptions, and that on one of these uses, there is no such requirement for
the truth of the sentence that anything satisfy the description âthe F.â
7. TWO USES OF DEFINITE DESCRIPTIONS
Donnellan argues that neither Russell nor Strawson I right. Each is partly
right, because each focuses on just of two different uses of definite
descriptions. And spite of their opposition, they share some false
assumptions in common.
ATTRIBUTIVE USE AND REFERENTIAL USE
8. ATTRIBUTIVE USE
A speaker who uses a definite description attributively in an assertion states
something about whoever or whatever is the so- and- so.
An illustration of the difference: âSmithâs murderer is insane.â
Attributive: the speaker says this without having any particular person in
mind, basing his claim solely on the particularly brutal manner in which
Smith has been murdered.
9. REFERENTIAL USE
âA speaker who uses a definite description referentially in an assertion âŠ
uses the description to enable his audience to pick out whom or what he is
talking about and states something about that person or thingâ
An illustration of the difference: âSmithâs murderer is insane.â
Referential: Jones has been charged with the murder and has been put on
trial, where his behavior is distinctly odd. The speaker (having Jones in
mind) utters the same sentence.
10. CRITICISM OF RUSSELL AND STRAWSON
Against Russell:
Russellâs theory applies at most to the attributive use of descriptions. He
fails to account for the referential use. So Russell gets one of the two uses
(the attributive), but misses the other.
Against Strawson:
Strawsonâs theory accommodates the referential use, but âit goes too far in
this directionâ. For it fails to allow for the referential use to occur
successfully even though nothing satisfies the description. So Strawson gets
the referential use only partly right.
11. THEIR COMMON ERRORâŠ
Both Russell and Strawson agree that when nothing fits the description,
truth- value is affected. That is, if there is no Ï, the truth- value of an
utterance of a sentence of the form âthe Ï is Ïâ will be affected. For
Russell, the sentence is false; for Strawson, it is neither true nor false.
Donnellan counters that Russell and Strawson are both wrong about the
referential use. That is, a speaker may use âthe Ï is Ïâ to say something
true even though nothing satisfies the description âthe Ïâ (i.e., there is no
Ï).
12. THE KEY IDEAâŠ
The key idea: one may succeed in referring to something by using a
description that does not correctly describe the thing one is referring to.
Example: consider again the referential use of âSmithâs murderer is insaneâ
considered above. If it turns out that Jones is not guilty â indeed, that
Smith was not actually murdered at all â then the description âSmithâs
murdererâ does not apply to anyone. Neither Jones nor anyone else fits the
description. Nevertheless, Donnellan claims, the speaker has used the
sentence to say something true: he has said of Jones, the man he referred
to by means of the (inappropriate, as it turns out) description âSmithâs
murdererâ, that he is insane. And if Jones is, indeed, insane, the speaker
has said something true.
13. FURTHER ANALYSISâŠ
Attributive use.
We come across Smith, foully murdered. From the manner of killing and
Smithâs good character, we might claim âThe murderer of Smith is insane.â
This might be paraphrased as the claim that whoever killed Smith must have
been insane.
Referential use.
We are at the trial of Jones, who has been accused of murdering Smith. One
the basis of his behavior, we might claim âThe murderer of Smith is insane.â
In this case it is the speakerâs intention not to use the description to refer
to whoever satisfies some condition, but to pick out that one individual:
Jones.
14. FURTHER ANALYSISâŠ
How are these uses supposed to be different? Donnellan isolates a number
of points of difference; here I want to focus on two.
Difference 1.
In attributive uses of âThe F is Gâ, if nothing is F, then nothing has been
said to be G: nothing is referred to. But in referential uses of âThe F is Gâ,
something will still have been said to be G, even if that thing is not
Difference 2.
In both uses of âThe F is Gâ, it is in some sense presupposed or implied that
something is F. But in referential uses, it is implied that some particular
object o is F, whereas in attributive uses it is implied that something or
other is F without this being implied of any particular object.
16. WHAT MAKES A USE ATTRIBUTIVE OR
REFERENTIAL?
We already know that the referential/attributive distinction cannot be
explained in terms of a distinction between two different kinds of
descriptions: after all, as Donnellan has argued, one and the same
description may be used referentially in one context and attributively in
another.
17. WHAT MAKES A USE ATTRIBUTIVE OR
REFERENTIAL?
A natural suggestion is that what makes the difference is whether the
speaker has any beliefs about whether a particular individual satisfies the
description. This seems to fit the Smithâs murderer cases; in the attributive
use, the speaker does not have any beliefs that a particular individual is
the murderer of Smith, whereas in the attributive use (in the courtroom)
he does. But, as Donnellan points out (in §IV), this is not quite right. The
person standing by Smithâs body could have had beliefs about who the
murderer was, and still used the description attributively; and someone
might even believe that someone other than Jones murdered Smith, while
still using the description referentially to pick Jones out.
18. WHAT MAKES A USE ATTRIBUTIVE OR
REFERENTIAL?
Rather, it seems clear that, as Donnellan suggests, it is the intentions of a
speaker which make the difference between referential and attributive
uses of a definite description. After all, the intuitive way to explain the
distinction in the first place is that referential uses are characterized by
speakers intending to use the description to single out a particular
individual about whom they wish to say something.
âIn general, whether or not a definite description is used referentially
or attributively is a function of the speakerâs intentions in a particular
case.â
As Donnellan puts the matter,