“Exclusivity” and quantifier float in bakari

This paper presents a descriptive study that analyzes the semantic meaning of Toritate focus particle bakari. Previous studies reported that, although bakari expresses exclusivity, it is characterized by the fact that it permits non-applicable cases, thereby drawing the conclusion that the meaning of bakari is not exclusivity. This paper argues that bakari does indeed denote “exclusivity” as bakari is supported by the phenomenon that non-applicable cases are unacceptable when bakari co-occurs with floating quantifiers. Considering existing research on this subject, the following was observed. Even though the subjective set, as established by the speaker’s past experiences to interpret the meaning of bakari, may not be consistent with the real world, the number of events that form the said set match the number of real-world events when bakari co-occurs with floating quantifiers due to the characteristics of floating quantifiers. In such cases, bakari does not permit non-applicable cases. The interpretation that permits non-applicable cases applies to situations where the set established by the speaker is fixed at a narrower range than the real world, and the non-applicable cases exist outside the set. We thus conclude that bakari denotes “exclusivity” that does not permit non-applicable cases.

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REKONSTRUKSI PERAN GURU PENDIDIKAN ISLAM DI ERA POSTTRUTH

Jurnal PROGRESS Wahana Kreativitas dan Intelektualitas ◽

10.31942/pgrs.v7i1.2726 ◽

2019 ◽

Vol 7 (1) ◽

Author(s):

Sukarman .

Keyword(s):

Media Literacy ◽

Real World ◽

Descriptive Study ◽

Islamic Education ◽

The Real ◽

Digital World ◽

Digital Era ◽

Teacher Needs ◽

The Times

AbstractThis study describes the need to reconstruct the role of Islamic educationteachers in the post-truth era. This research is a descriptive study using aqualitative approach. In the era of post-truth, hoax, bullshit and radical ideological propaganda a threat in life. So the role of the teacher needs to be reconstructedbecause of the conditions and demands of the times. Society in the post-truth eracannot be separated from the digital world. Likewise, students as the millennialgeneration who live in the digital era need to get attention and bang from theteacher. In the post-truth era teachers are not only enough to have basicqualifications and competencies as educators. So that in this study the teacherbesides having competence as an ideal educator, teachers need to be literate intechnology and media literacy, spirit of nationalism, become educators and jihadisin the real world and cyberspace. In other words the role of Islamic educationteachers in the post-truth era is not only to be educators and jihadis in the realworld but also in cyberspace.Keywords: teacher, Islamic education, post-truthAbstrakPenelitian ini memaparkan tentang perlunya merekonstruksi peran gurupendidikan Islam di era post-truth. Penelitian ini merupakan penelitian deskriptifdengan menggunakan pendekatan kualitatif. Di era post-truth, hoax, bullshit danpropaganda ideologi yang radikal memenjadi ancaman dalam kehidupan. Sehinggaperan guru perlu direkonstruksi karena kondisi dan tuntutan zaman. Masyarakat diera post-truth tidak dapat lepas dari dunia digital. Demikian juga peserta didiksebagai generasi mileneal yang hidup di era digital perlu mendapat perhatian dandentuhan dari guru. Di era post-truth guru tidak hanya cukup dengan memilikikualifikasi dan kompetensi dasar sebagai pendidik. Sehingga dalam penelitian iniguru selain memiliki kompetensi sebagai pendidik yang ideal, guru perlu melekteknologi dan melek media, berjiwa nasionalisme, menjadi pendidik dan jihadis didunia nyata dan dunia maya. Dengan kata lain peran guru pendidikan Islam di erapost-truth adalah tidak hanya menjadi pendidik dan jihadis didunia nyata tetapi juga di dunia maya.Kata kunci : guru, pendidikan Islam, post-truth

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Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Edited by Carol T. Nixon & Denine A. Northrup. Sage, Thousand Oaks CA, 1997. pp. 306. £16.60 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098222918 ◽

1998 ◽

Vol 39 (6) ◽

pp. 935-936

Author(s):

Anne Worrall-Davies

Keyword(s):

Mental Health ◽

Mental Health Services ◽

Health Services ◽

Real World ◽

The Real

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Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

Author(s):

Anne K. Bothe

Keyword(s):

Clinical Education ◽

Real World ◽

Evidence Based Practice ◽

Communication Disorders ◽

University Faculty ◽

Evidence Based ◽

Speech Language Pathology ◽

Basic Principles ◽

The Real ◽

Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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