scholarly journals Okno na świat, okno na przekład

2021 ◽  
Vol 27 (2 (52)) ◽  
pp. 11-34
Author(s):  
Elżbieta Tabakowska
Keyword(s):  
Cognitive Linguistics ◽  
Conceptual Metaphor ◽  
Semantic Content ◽  
Target Language ◽  
German Translation ◽  
The Core ◽  
Polish Text ◽  
The World ◽  
Grammatical Structures

A Window on the World, a Window to Translation The core of the paper is an analysis of Olga Tokarczuk’s column “Okno” (“The window”), originally commissioned by Frankfurter Allgemeine Zeitung, first published in a German translation, and subsequently rendered into English and French. Carried out within the framework of cognitive linguistics, the analysis focuses upon the role of verbs of perception in the original (Polish) text and its three translations (English, German and French). In agreement with linguists of cognitive persuasion, it is claimed that the meaning of a text resides both in the semantic content of words and in particular grammatical structures, selected and arranged in the process of construal. It is argued that the message of “Okno” is rendered through a particular sequencing of a series of verbs of perception, which taken together constitute an extended metaphor based upon the fundamental conceptual metaphor TO KNOW IS TO SEE. Therefore, an adequate translation of the text would require recognition of the structural axis and finding in the target language(s) optimum counterparts of the original verbs. As the analysis of the three translations demonstrates, this goal may be difficult to achieve for either subjective or systemic reasons.

The Role of Cognitive Patterns in Modelling Reality by Means of Natural Language (The Case Study of the English Cognitive Pattern “Cleanness / Dirtiness”)

2021 ◽  
pp. 69-81
Author(s):  
Ekaterina Savitskaya ◽  
Keyword(s):  
Natural Language ◽  
Cognitive Linguistics ◽  
Human Mind ◽  
Specific Language ◽  
Cognitive Patterns ◽  
Cognitive Pattern ◽  
The World ◽  
Internal Comparison

In the field of cognitive linguistics it is accepted that, before developing its capacity for abstract and theoretical thought, the human mind went through the stage of reflecting reality through concrete images and thus has inherited old cognitive patterns. Even abstract notions of the modern civilization are based on traditional concrete images, and it is all fixed in natural language units. By way of illustration, the author analyzes the cognitive pattern “сleanness / dirtiness” as a constituent part of the English linguoculture, looking at the whole range of its verbal realization and demonstrating its influence on language-based thinking and modeling of reality. Comparing meanings of language units with their inner forms enabled the author to establish the connection between abstract notions and concrete images within cognitive patterns. Using the method of internal comparison and applying the results of etymological reconstruction of language units’ inner form made it possible to see how the world is viewed by representatives of the English linguoculture. Apparently, in the English linguoculture images of cleanness / dirtiness symbolize mainly two thematic areas: that of morality and that of renewal. Since every ethnic group has its own axiological dominants (key values) that determine the expressiveness of verbal invectives, one can draw the conclusion that people perceive and comprehend world fragments through the prism of mental stereo-types fixed in the inner form of language units. Sometimes, in relation to specific language units, a conflict arises between the inner form which retains traditional thinking and a meaning that reflects modern reality. Still, linguoculture is a constantly evolving entity, and its de-velopment entails breaking established stereotypes and creating new ones. Linguistically, the victory of the new over the old is manifested in the “dying out” of the verbal support for pre-vious cognitive patterns, which leads to “reprogramming” (“recoding”) of linguoculture rep-resentatives’ mentality.

scholarly journals Skin and Gut Microbiome in Psoriasis: Gaining Insight Into the Pathophysiology of It and Finding Novel Therapeutic Strategies

2020 ◽  
Vol 11 ◽  
Author(s):  
Lihui Chen ◽  
Jie Li ◽  
Wu Zhu ◽  
Yehong Kuang ◽  
Tao Liu ◽  
...  
Keyword(s):  
Therapeutic Strategy ◽  
Therapeutic Strategies ◽  
Intestinal Microbiome ◽  
Core Microbiome ◽  
The Core ◽  
The World ◽  
Novel Therapeutic Strategies ◽  
Insight Into ◽  
Gaining Insight

Psoriasis affects the health of myriad populations around the world. The pathogenesis is multifactorial, and the exact driving factor remains unclear. This condition arises from the interaction between hyperproliferative keratinocytes and infiltrating immune cells, with poor prognosis and high recurrence. Better clinical treatments remain to be explored. There is much evidence that alterations in the skin and intestinal microbiome play an important role in the pathogenesis of psoriasis, and restoration of the microbiome is a promising preventive and therapeutic strategy for psoriasis. Herein, we have reviewed recent studies on the psoriasis-related microbiome in an attempt to confidently identify the “core” microbiome of psoriasis patients, understand the role of microbiome in the pathogenesis of psoriasis, and explore new therapeutic strategies for psoriasis through microbial intervention.

scholarly journals Verification of the neo-Marxist concept of global semi-periphery (on the example of the role of the migration factor)

2021 ◽  
pp. 38-45
Author(s):  
Vadzim S. Mikhailouski
Keyword(s):  
System Analysis ◽  
Analytical Data ◽  
Global Order ◽  
Capitalist System ◽  
The Core ◽  
Peripheral Model ◽  
Migration Factor ◽  
The World ◽  
Marxist Concept

Neo-Marxism world-system analysis was an effective means of the understanding of the postcolonial global order. The concepts of «core», «periphery» and «semi-periphery» reflected the dependent development of states in the global capitalist system. Capitalism structured the global order in the classical Marxist dichotomy of exploiters and exploited which can be represented with various subjects (states, groups of states, territories) and which according to neo-Marxism can’t disappear, because it reflects the essence of global antagonism. However, the realities of global development at the end of the 20th century demanded that neo-Marxism should reconsider the rigid link between the core-peripheral approach and the horizontal vision of the world: globalisation caused massive flows of migrants to highly developed countries and the gradual blurring of the boundaries between the core and periphery. There was the question in neo-Marxism which was about the ability of capitalism to preserve the core-peripheral organisation of the global division of labour. There was the idea that capitalism was able to reproduce core-periphery relations within the core states by including immigrants in the super-exploitation of labour through a covert policy of neo-racism. Such a vertical organisation of the core-peripheral model around the world, which was called dual society in neo-Marxism, would mean the formation of the global semi-periphery. The purpose of the article is to verify the neo-Marxist concept of the global semi-periphery using the example of the role of the migration factor in its formation. The study is based on UN data, as well as studies with a pronounced statistical component. According to the results of the study, it was concluded that the neo-Marxist concept of the global semi-periphery had not been verified by actual empirical material (on the example of the role of the migration factor). The available statistical and analytical data do not allow to totally confirm the neo-Marxist position that the global order under the influence of migration has been transformed and that it works in the conceptual model of a dual society. Globally, migration is not a determining factor in the widespread formation and unification of the dual method of labour exploitation within states. The quantitative data on the flow of migrants, comparative data on salaries in the countries of the core and the degree of concentration of income among certain groups of the population in the countries of the capitalist system state that the world is still largely reproduced in the horizontal core-peripheral model. Thus, there are no empirical grounds for stating the presence of a global dual society under the influence of the migration factor and consequently the presence of a global semi-periphery within the neo-Marxist approach of E. Balibar, I. Wallerstein, M. Hardt and A. Negri.

Coronavirus Pandemic and Contractual Justice: Legal Solutions and Realistic Approaches: A Study in Qatari Civil Law and Comparative Practices

2020 ◽  
pp. 1-20
Author(s):  
Abdullah A. Abdullah
Keyword(s):  
Economic Burden ◽  
Civil Law ◽  
Flexible Approach ◽  
The Core ◽  
Force Majeure ◽  
The World ◽  
Contractual Obligations

Abstract This article examines challenges and proposes legal solutions for the enforcement of contracts especially after the transformation of the economy following Covid-19 and related governmental measures that have swept throughout the world since December 2019. Maximising the role of the judge and increasing the contractual parties’ involvement in phases of contractual disputes constitute the core of this research. This article argues for strengthening the contractual guarantees by advocating for the use of the two contract doctrines of force majeure that normally lead to termination of contractual obligations, and changed circumstances that may trigger intervention of the judge to lift the economic burden of the debtor and reach a fair solution. This article also argues for adopting a more flexible approach to the application of the doctrine of change of circumstances during the performance of the contract that not necessarily relies on this traditional distinction between force majeure and hardship.

The concept «reality» in John Berger’s essay about Vincent Van Gogh as an instrument of fine artworks interpretation

2019 ◽  
Vol 12 (21) ◽  
pp. 141-147
Author(s):  
Tetyana Lunyova ◽  
Keyword(s):  
Cognitive Linguistics ◽  
Conceptual Metaphor ◽  
Critical Discussion ◽  
Cognitive Mechanisms ◽  
Vincent Van Gogh ◽  
The Third ◽  
Artistic Representation ◽  
The World ◽  
Art For Art's Sake ◽  
World Image

The article investigates the interpretative function of the concept REALITY in John Berger’s essay about Vincent van Gogh’s art by applying the methodology of cognitive linguistics. Following Nikolay N. Boldyrev, the interpretative function of the language is considered in the article as the third main linguistic function. The theoretical and methodological foundations of the study are further developed with the idea, which is expressed by several researchers (V. V. Feshchenko, Ye. A. Yelina, U. A. Zharkova), that discourse about art performs an interpretative role. The aim of the study is to reveal the linguo-cognitive mechanisms that enable the concept REALITY to operate as a means of interpretation of van Gogh’s art in Berger’s essay. The research has demonstrated that before the concept REALITY is applied to the analysis of van Gogh’s paintings and drawings, this concept is explicitly interpreted in the essay. The following linguo-cognitive mechanisms are employed to make the content of the concept REALITY clear to the reader: actualization of the commonly known sense «reality is opposed to imagination», critical discussion of this sense, introduction of the conceptual metaphor REALITY IS THE OBJECT THAT SHOULD BE SALVAGED, and actualization of the selected fragments of the philosophical world image as well as scholarly world image, especially the conception of art for art’s sake and the conceptual metaphor REALITY IS SOMETHING THAT LIES BEHIND THE SCREEN CREATED BY THE CULTURE. Thus, having been thoroughly interpreted in the essay, the concept REALITY is used as an instrument of the interpretation of van Gogh’s artistic principles and artworks. The following linguo-cognitive mechanisms support the concept REALITY in its interpretative function: applying the conceptual metaphor REALITY IS SOMETHING THAT LIES BEHIND THE SCREEN CREATED BY THE CULTURE to read van Gogh’s letters, using the conceptual metaphor REALITY IS THE OBJECT THAT SHOULD BE SALVAGED to analyse the facts from the painter’s life, introducing the conceptual metaphor REALITY IS THE CONSUMING ITSELF PHOENIX, actualizing of the concepts WORK and PRODUCTION as the key concepts in the artist’s world image, utilizing the concepts WORK and PRODUCTION to interpret several of van Gogh’s paintings, applying the actualized conception of art for art’s sake to reveal van Gogh’s artistic principles, constructing the conceptual metaphors VAN GOGH’S ART IS APPROACHING THE WORLD and VAN GOGH’S ARTISTIC REPRESENTATION OF REALITY IS DISSOLVING IN REALITY, and constructing the conceptual metaphor VAN GOGH’S PAINTINGS ARE LASERS.

Is Entrepreneurship Education Key to All Entrepreneurial Initiatives?

2021 ◽  
pp. 45-63
Author(s):  
Joana Costa
Keyword(s):  
Economic Growth ◽  
Entrepreneurship Education ◽  
Individual Characteristics ◽  
Entrepreneurial Activity ◽  
The Core ◽  
Knowledge Based ◽  
The World ◽  
Employment Generation ◽  
Different Cultures

Entrepreneurship is a worldwide reality. Since the beginning of times and all around the world people have created businesses. Entrepreneurial orientation, from a macroeconomic perspective, allows income and employment generation, thus boosting growth. At the microeconomic level, it is a competition booster playing a central role in a globalized market. In this entrepreneurial ecosystem in which knowledge-based activity is the core booster of employment, economic growth, and competitiveness, universities and, in particular, entrepreneurial universities play either the role of knowledge production and dissemination. The present work aims to understand the role of education (formal and entrepreneurship) on entrepreneurial activity combined with heterogeneous individual characteristics and different cultures and geographies. Specifically, the study identifies substitution and complementary effects among both types of education according to individual taxonomies.

scholarly journals The Role of Anger in Motivating Leadership

2021 ◽  
Vol 8 ◽  
Author(s):  
Iona Heath ◽  
Anna Stavdal ◽  
Johann Agust Sigurdsson
Keyword(s):  
Structural Violence ◽  
Core Values ◽  
Status Quo ◽  
The Core ◽  
The World ◽  
The Status ◽  
Working Day

As doctors, we see every working day the pervasive effects of different forms of structural violence and discrimination that undermine the hopes and aspirations of those on the losing side. This leads to powerlessness, fear and anger. Anger is not only forward facing but also directed toward, systems, institutions, governments—rather than individuals. At its best it is a protest against the status quo. We point out that leadership is one of the core values of our professionalism. In the light of what we see and hear, we have a responsibility to use the anger that this engenders within us to speak truth to power: this speaking is leadership. Our message is: feel the fear and the anger, use it to change the world, and enfold leadership in hope and the pursuit of justice.

scholarly journals Os seres humanos fazem parte do meio ambiente? A escrita como instauradora de uma nova realidade / Humans are Part of the Environment? Writing as an Establisher of a New Reality

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Marcos Gonzalez
Keyword(s):  
Environmental Education ◽  
Short Distance ◽  
Cognitive Linguistics ◽  
Environmental Crisis ◽  
Human Knowledge ◽  
Written Text ◽  
Book Of Nature ◽  
The World ◽  
Collateral Effect

ABSTRACTThe relationship between man and the environment is dealt with in a fragmented way in the fields of law, education and in the discourses of social organizations – the humans are out of the medium, assuming the role of supervisor, predator or restrainer. This perception would reveal today a “collateral effect” that is being described as an “environmental crisis” or, as we propose here, “a crisis of massive literacy”. To attest this hypothesis, we performed an exploratory analysis based on the Socio-cognitive Linguistics. We argue that the oral processes are organized around the “short distance” between the “cognizant” and the “cognized”, while, in the written process, the language is interposed “between the cognizant and the cognized an object, which is the written text”. This phenomenon would explain the broad reanalysis of a cosmogony in which the Western man perceived himself as “the center of the world”, understanding himself as a being clearly distinguished from nature (Descartes), a being “outside the world”, that reads this same world as a “book of nature”, as Galileo says. To change this perception, as the contemporary environmental education wants, it would be necessary “to acquire a living sentiment of the unity of the human knowledge”, which means to transform the formal education.RESUMOTanto nas leis como nas propostas educacionais ou nos discursos das organizações sociais, a relação do homem com o ambiente é tratada de maneira fragmentada – o homem está fora do meio, cabendo-lhe o papel de fiscalizador, predador ou controlador. Tal percepção revelaria hoje um “efeito colateral” que vem sendo descrito como uma “crise ambiental” ou, como queremos, uma “crise do letramento massivo”. Para atestá-lo, empreendemos uma análise exploratória fundamentada na Linguística Sociocognitiva. Argumentamos que os processos orais se organizam em torno da “pouca distância” que o “conhecedor” tem do “conhecido”, enquanto que, com a escrita, a linguagem interpõe “entre o conhecedor e o conhecido um objeto que é o texto escrito”. O fenômeno explicaria a ampla reanálise de uma cosmogonia em que o homem ocidental se via no “centro do mundo” e passou a compreender-se como um ser que distingue claramente o eu e a natureza (Descartes), um ser “fora do mundo”, que o lê como um “livro da Natureza”, como dirá Galileu. Para mudar tal percepção, como quer a educação ambiental contemporânea, será necessário “adquirir um sentimento vivo da unidade do saber humano”, o que significará transformar a educação formal.

scholarly journals Mitos dan Budaya

Humaniora ◽  
2015 ◽  
Vol 6 (2) ◽  
pp. 190 ◽  
Author(s):  
Mia Angeline
Keyword(s):  
Human Activity ◽  
Daily Activities ◽  
Modern Culture ◽  
The Core ◽  
The World ◽  
Almost All ◽  
The Relationship ◽  
Universal Themes ◽  
The Universe

This article describes the role of myth and some universal themes of myth, such as the creation of the world, a huge flood, death, and the end of the world. Almost all the world's myths concern this universal themes, as seen from the similarity of some of the myths followed by many cultures in the world. These myths have primary functions to human’s behavior and attitude because people keep telling almost the same myths to their predecessors. The goals for this research are (1) knowing the functions of myths with famous themes from various culture and (2) knowing the background and relationship between myths and modern culture. The result describes the relationship between the cultural myths, where the core of the story is the truth of humanity. In addition, myth acts as a template to organize their daily activities as well as human activity, but it also serves to introduce human to a greater power in the universe. The values in each story will be interpreted as rules and customs that must be met, and this has resulted in the emergence of a culture passed down from generation to generation. 

The cultural dimensions of language teaching and learning

2011 ◽  
Vol 44 (4) ◽  
pp. 485-499 ◽  
Author(s):  
Karen Risager
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Cultural Dimensions ◽  
Target Language ◽  
Cultural Learning ◽  
The World ◽  
The Subject ◽  
Learning Competence ◽  
Language Teaching And Learning

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world.

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