scholarly journals Discourse Relations and Connectives in Higher Text Structure

2021 ◽  
Vol 12 (2) ◽  
pp. 1-37
Author(s):  
Lucie Polakova ◽  
Jiří Mírovský ◽  
Šárka Zikánová ◽  
Eva Hajičová
Keyword(s):  
Present Article ◽  
Text Structure ◽  
Discourse Structure ◽  
The Third ◽  
Discourse Coherence ◽  
Global Coherence ◽  
Discourse Relations ◽  
Semantic Types ◽  
Discourse Connectives

The present article investigates possibilities and limits of local (shallow) analysis of discourse coherence with respect to the phenomena of global coherence and higher composition of texts. We study corpora annotated with local discourse relations in Czech and partly in English to try and find clues in the local annotation indicating a higher discourse structure. First, we classify patterns of subsequent or overlapping pairs of local relations, and hierarchies formed by nested local relations. Special attention is then given to relations crossing paragraph boundaries and their semantic types, and to paragraph-initial discourse connectives. In the third part, we examine situations in which annotators incline to marking a large argument (larger than one sentence) of a discourse relation even with a minimality principle annotation rule in place. Our analyses bring (i) new linguistic insights regarding coherence signals in local and higher contexts, e.g. detection and description of hierarchies of local discourse relations up to 5 levels in Czech and English, description of distribution differences in semantic types in cross-paragraph and other settings, identification of Czech connectives only typical for higher structures, or the detection of prevalence of large left-sided arguments in locally annotated data; (ii) as another type of contribution, some new reflections on methodologies of the approaches under scrutiny.

scholarly journals RST-based Discourse Coherence Quality Analysis Model for Students’ English Essays

2018 ◽  
Vol 232 ◽  
pp. 02020
Author(s):  
Guimin Huang ◽  
Min Tan ◽  
Zhenglin Sun ◽  
Ya Zhou
Keyword(s):  
Pearson Correlation ◽  
Discourse Structure ◽  
Quality Analysis ◽  
Structure Theory ◽  
Average Error ◽  
Analysis Model ◽  
Discourse Coherence ◽  
Word Level ◽  
Discourse Relations

Against the problems which can’t be solved by the word-level based local coherence analysis model, we propose a new discourse coherence quality analysis model (abbreviated RST-DCQA) by analyzing the full hierarchical discourse structure of English essays. Under the framework of rhetorical structure theory (RST), firstly, we design an RST-style discourse relations parser to capture the deep hierarchical discourse structure of essays; secondly, we transform the discourse relation information into a discourse relation matrix; finally, we design an algorithm to analyze the discourse coherence quality of student’s English essays. The experimental results show that the average error of our model’s score and teacher’s score is only 2.63, and the Pearson correlation coefficient is 0.71. Compared with the other models, our RST-DCQA model has a higher accuracy and better practicality in the field of students’ essays assessment.

scholarly journals Representing Discourse Coherence: A Corpus-Based Study

2005 ◽  
Vol 31 (2) ◽  
pp. 249-287 ◽  
Author(s):  
Florian Wolf ◽  
Edward Gibson
Keyword(s):  
Data Structure ◽  
Discourse Structure ◽  
Wall Street ◽  
Present Evidence ◽  
Discourse Coherence ◽  
Naturally Occurring ◽  
Discourse Relations ◽  
The Wall Street Journal ◽  
Adequate Data ◽  
Statistical Results

This article aims to present a set of discourse structure relations that are easy to code and to develop criteria for an appropriate data structure for representing these relations. Discourse structure here refers to informational relations that hold between sentences in a discourse. The set of discourse relations introduced here is based on Hobbs (1985). We present a method for annotating discourse coherence structures that we used to manually annotate a database of 135 texts from the Wall Street Journal and the AP Newswire. Alltexts were independently annotated by two annotators. Kappa values of greater than 0.8 indicated good interannotator agreement. We furthermore present evidence that trees are not a descriptively adequate data structure for representing discourse structure: In coherence structures of naturally occurring texts, we found many different kinds of crossed dependencies, as well as many nodes with multiple parents. The claims are supported by statistical results from our hand-annotated database of 135 texts.

scholarly journals Is Liturgy Ludic? Distinguishing between the Phenomena of Play and Ritual

Religions ◽  
2021 ◽  
Vol 12 (4) ◽  
pp. 232
Author(s):  
Christina M. Gschwandtner
Keyword(s):  
Present Article ◽  
Phenomenological Analysis ◽  
Final Part ◽  
Ritual Practice ◽  
The Third ◽  
Ontological Claim

What is the nature (or “Wesen”) of the liturgical phenomenon? It has become immensely popular to describe liturgical or ritual practice as a kind of “holy play,” whether as metaphor, as productive analogy for pragmatic or theological purposes, or even as making an ontological claim about what liturgy “is” in its essence. The present article seeks to complicate the association of the phenomena of liturgy and of play. The first part traces the origins of the notion of play and the development of its application to ritual in the most influential sources from Kant to Gadamer. The second part highlights its prevalence in the contemporary discussion and elucidates how it is being used. The third part provides a phenomenological analysis to demonstrate important differences between the two phenomena and to question the contention that liturgy is a form of play. The final part tries to ascertain the broader practical and theological aims being served by the association of the two phenomena and—via a return to the question of the nature of the liturgical phenomenon in a more theological mode—suggests that these aims might be accomplished more productively in ways that avoid the downsides of identifying ritual or liturgy with play.

scholarly journals THE THIRD INTELLIGIBLE TRIAD AND THE INTELLECTIVE GODS

Méthexis ◽  
2012 ◽  
Vol 25 (1) ◽  
pp. 131-150
Author(s):  
EDWARD P. BUTLER
Keyword(s):  
Present Article ◽  
The Third ◽  
Platonic Theology

Completing the systematic henadological interpretation of Proсlus’ Platonic Theology begun in The Intelligible Gods in the Platonic Theology of Proclus (“Méthexis” 21, 2008, pp. 131-143) and The Second Intelligible Triad and the Intelligible-Intellective Gods (“Méthexis” 23, 2010, pp. 137-157), the present article concerns the conditions of the emergence of fully mediated, diacritical multiplicity out of the polycentric henadic manifold. The product of the activity of the intellective Gods (that is, the product of the intellective activity of Gods as such), in resolving the contradiction between existential uniqueness and universalizable potencies in the divine natures, also grounds the human exercise of philosophical cognition in the founding self-analysis of divine individuals.

scholarly journals Developing the Program Evaluation Utility Standards: Scholarly Foundations and Collaborative Processes

2017 ◽  
Vol 31 (3) ◽  
Author(s):  
Donald B. Yarbrough
Keyword(s):  
Program Evaluation ◽  
Present Article ◽  
Task Force ◽  
Educational Evaluation ◽  
Évaluation De Programme ◽  
The Third ◽  
Mise En Œuvre ◽  
Collaborative Processes ◽  
Recent Scholarship

Developing the third edition of the program evaluation utility standards required multilevel collaborations among task force members, members of the Joint Committee on Standards for Educational Evaluation, sponsoring organizations, and hundreds of involved stakeholders. The scholarship on evaluation use, influence, and collaboration was foundational for the utility standards and materials accompanying them and equally important for informing the processes guiding utility standards development. This article emphasizes the foundational role of this recent scholarship and the roles played by all who collaborated in planning and implementing the utilitystandards development processes.Il a fallu une collaboration à toutes sortes de niveaux entre les membres du groupe de travail, les membres du Comité mixte sur les normes d'évaluation en éducation, les organisations commanditaires et des centaines d’intervenants pour arriver à la troisième édition des normes d’utilité en évaluation de programme. Les normes d’utilité et les documents connexes ont leur fondement dans les recherches sur l’utilisation, l’influence de l’évaluation, et la collaboration, recherches qui ont eu un impact important sur les processus qui ont guidé l’établissement des normes d’utilité. Le présent article met l’accent sur le rôle fondamental de ces recherches récentes et sur les rôles joués par toutes les personnes qui ont contribué à la planifi cation et à la mise en oeuvre des processus d’élaboration des normes d’utilité.

scholarly journals A new motivation: the television in the school

Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Ana-Luisa Fernandes-Gonçalves
Keyword(s):  
Present Article ◽  
The Internet ◽  
Complex World ◽  
Critical Attitude ◽  
Know How ◽  
The Third ◽  
World Today ◽  
The Family ◽  
The World ◽  
Excessive Consumption

The present article is about the presence of the tv in the society, in general, and its potential as an important agent, such as the family and the school, on the children’s and young people’s development and education. Nowadays we live in a complex world of images with sound, the most of them transmitted by the tv, the cinema and the internet. The infantile universe is full of those images. This way we structured this article in four parts, refering some of the contents related with this subject. The first part describes the presence of the television in the children's daylife and their relationship with the magic box, even the identification that they make with its favourites characters, in order to understand the space that the TV occupies in their lives. The second part presents the different messages transmitted by the television. It is important to analyze the main risks and advantages of television, that is to say, in spite of some programs show bad values, foment the excessive consumption, expose the children to an atmosphere of violence and pornography, also entertains, accompanies, educates, informs, favours the access to the culture and allows to unite the family around a program. At last the third part, this one outlines the necessity to put the tele as a curricular resource in the school, to teaches the students how to analyze, how to criticize and to think about the texts and the news of the world today. The television, considered a powerful tool, is decisive in the communication, such in the formation of values and ideas as in the culture transmission. The function of the school is not to remain far from this factor, but to try to meditate, to understand and to decide its impact, in a better way, on the development of the children and youngs. As conclusion we can add that we’ve tried to aim some strategies that educators and parents will be able to work, united to the children and the youngs, so they could have a new look of the Tv’s world and that they could know how to make their own selection and how to have a critical attitude before the watched product.La presente comunicación se refiere a la presencia de la tele en la sociedad en general y a su potencial como agente importante de formación y educación, junto con la escuela y la familia, en la vida de los niños y de los jóvenes. Actualmente vivimos inmersos en un mundo complejo de imágenes con sonido, que recibimos muy especialmente a través de la tele, del cine y de Internet, los cuales hacen parte del cotidiano del universo infantil. Así, a fin de organizar algunos de los contenidos desde los que es posible enfocar el tema, estructuramos este artículo en cuatro partes. La primera parte describe la presencia de la tele a diario de los niños y su relación con la caja mágica, incluso la identificación que hacen de sus personajes favoritos, a fin de comprender el espacio que ocupa la tele en su cotidianidad. La segunda parte presenta los distintos mensajes transmitidos por la tele. Es importante analizar las principales riesgos y ventajes de la televisión, o sea, a pesar de algunos programas muestran antivalores de la tele: fomentar excesivamente el consumo, exponer a los niños a un ambiente de violencia y pornografía también entretiene, acompaña, educa, informa, favorece el acceso a la cultura y permite unir a la familia en torno a un programa. Cuanto a la tercera parte, plantea la necesidad de incorporar la tele como recurso curricular en la escuela, para que enseñe a los alumnos a analizar crítica y reflexivamente los textos mediáticos. La televisión es considerada como una herramienta poderosa, determinante en la comunicación, tanto en la formación de valores e ideas, como en la transmisión de cultura; la función de la escuela no es permanecer ajena a este factor, pero procurar reflexionar para comprender y decidir mejor su impacto en el desarrollo de los niños y jóvenes. Como conclusión podemos añadir que hemos tratado de apuntar algunas estrategias que educadores y padres podrán trabajar junto con los niños y los jóvenes, para que éstes tengan una nueva mirada del mundo de la tele y para que sepan hacer su propia selección y tener una actitud crítica ante el producto visionado.

scholarly journals Die Christelike filosofie van H. Dooyeweerd (1894–1977) soos gerekonstrueer volgens Vollenhoven se probleem-historiese metode

2013 ◽  
Vol 47 (1) ◽  
Author(s):  
B. J. Van der Walt
Keyword(s):  
Present Article ◽  
Critical Realism ◽  
Background Information ◽  
Christian Philosophy ◽  
The Road ◽  
Historical Method ◽  
The Third ◽  
Fourth Part ◽  
Introductory Overview ◽  
New Research

Hierdie inleidende, oorsigtelike artikel is die derde in ’n reeks van drie in hierdie tydskrif. Die kort trilogie beoog om die grondleggers van ’n Christelike filosofie, naamlik D.H.Th. Vollenhoven (1892–1978), H.G. Stoker (1899–1993) en H. Dooyeweerd (1894–1977) bekend te stel. In hierdie bydrae word gepoog om die hooftrekke van Dooyeweerd se komplekse filosofiese ontwikkelingsgang te rekonstrueer met behulp van sy Nederlandse kollega, Vollenhoven, se probleem-historiese metode van wysgerige historiografie. Ter inleiding word belangrike agtergrondinligting oor hierdie internasionaal erkende Christelike denker gegee. Daar word ook daarop gewys dat Dooyeweerd en Vollenhoven aan die begin (1918–1922) dieselfde filosofiese standpunt (wat deur Vollenhoven ontwerp is) gehuldig het. Mettertyd het hulle filosofiese paaie egter verskillend ontwikkel en groot verskille het in hulle konsepsies ontstaan. In die tweede gedeelte word eerstens daarop gewys dat Vollenhoven asook verskeie van sy leerlinge lank tevore reeds monargianistiese tendense by Dooyeweerd vermoed het. Sedert 2010 suggereer navorsing dat Dooyeweerd se filosofie oor ’n periode van ongeveer 50 jaar deur ten minste die volgende drie verskillende fases ontwikkel het: 1918–1922 (kritiese realisme), 1923–1928 (semimistiek) en 1929–1977 (monistiese monargianisme). Met hierdie indeling as hipotese word daarna verskillende moontlike invloede op Dooyeweerd van binne die eie geesgenootlike kring sowel as daarbuite nagegaan. Laastens word enkele van sy uitstaande bydraes uitgelig. Op grond van ’n terugblik van al drie die bydraes in hierdie reeks, word ten slotte enkele opmerkings ten opsigte van die pad vorentoe gemaak.This introductory overview is the third in a series of three in this journal. The aim of this trilogy is to introduce the founders of a Christian philosophy, viz. D.H.Th. Vollenhoven (1892–1978), H.G. Stoker (1899–1993) and H. Dooyeweerd (1994–1977) to the readers. The present article tries to reconstruct the contours of the complex philosophical development of Dooyeweerd by employing the problem-historical method of philosophical historiography of his colleague, Vollenhoven. The introduction provides important background information about this internationally acclaimed scholar. It is indicated that at the emergence of a reformational philosophy (1918–1922) these two thinkers shared a viewpoint mainly developed by Vollenhoven. Afterwards, however, their philosophical journeys developed in different directions, distinct from each other. A second section of the article draws attention to the fact that since long ago Vollenhoven and some of his followers suspected monarchian tendencies in Dooyeweerd’s thinking. Since 2010 new research suggests that his philosophy developed during a period of about 50 years through at least the following three phases: 1918–1922 (critical realism), 1923–1928 (semi-mysticism) and 1929–1977 (monistic monarchianism). This hypothesis about Dooyeweerd’s philosophical development enables a next (third) step, viz. to trace the possible internal influences (from his like-minded predecessors) as well as external (secular) ones on the formation of his thought. A following (fourth) part provides a few highlights of his contribution to Christian scholarship. Finally, in retrospection on all three articles, this contribution is concluded with a few remarks about the road ahead.

Der Schatten der Kierkegaard-Renaissance. Eine rezeptionsgeschichtliche Studie über die dezisionistisch-irrationalistischen Kierkegaard-Interpretationen zwischen den Weltkriegen in Deutschland

2015 ◽  
Vol 20 (1) ◽  
Author(s):  
Keisuke Yoshida
Keyword(s):  
Present Article ◽  
20Th Century ◽  
Interwar Period ◽  
National Socialism ◽  
Strong Influence ◽  
Third Reich ◽  
The Third ◽  
Wide Range ◽  
German Speaking ◽  
The Third Reich

AbstractDuring the first half of the 20th century, especially between the two world wars, the German-speaking countries experienced the so-called Kierkegaard Renaissance. Although at that time a wide range of thinkers engaged with Kierkegaard’s writings, Georg Lukács and Theodor W. Adorno argue that Kierkegaard exercised a particularly strong influence on fascist thought. Furthermore, Wilfried Greve claims that Kierkegaard was widely interpreted in the decisionist-irrationalist fashion during the Third Reich, which resulted in the appropriation of Kierkegaard by the ideologues of National Socialism, particularly by Alfred Baeumler, a leading intellectual of National Socialism, and by Emanuel Hirsch, a leading theologian of the “German Christians” movement at the time. In the present article I examine historical examples of the decisionist-irrationalist Kierkegaard interpretation. Then I discuss Carl Schmitt’s appropriation of Kierkegaard and the critical responses to it from Karl Löwith and Norbert Bolz. This discussion leads to the conclusion that the decisionist-irrationalist Kierkegaard interpretation takes on an “occasionalistic” character and thereby willy nilly renders the arbitrary or accidental content of the decision absolute. It can be maintained that this “occasionalistic” character of the decisionistirrationalist interpretation paved the way for a Kierkegaard appropriation favored by fascist ideologues in the interwar period

Das griechische Bekenntnis des Akakios von Beroia (CPG 6481) wiederhergestellt

2014 ◽  
Vol 18 (3) ◽  
Author(s):  
Wolfram Kinzig
Keyword(s):  
Present Article ◽  
Latin Translation ◽  
Greek Text ◽  
The Third ◽  
Recent Edition ◽  
Ecumenical Council

AbstractThe author presents a new reconstruction of most of the Greek text of a confession of faith which has only been preserved in its entirety in a Latin translation ascribed to Acacius of Beroea (ca. 330−433 C.E.; cf. CPG 6481). The extant Greek fragments have come down to us under the name of Amphilochius of Iconium (d. 398/404); they have once again been included in a recent edition of Amphilochius’ work by Michel Bonnet and Sever J. Voicu (Sources Chretiennes, vol. 553). Nonetheless, the present article argues that the Christological passages of the text better fit the situation in the aftermath of the Third Ecumenical Council of 431 and in fact resemble the Christmas sermons delivered by one of Acacius followers, Paul of Emesa, in Alexandria in 432/433.

Diepe Woordkennis als Maat Voor Algemene Taalvaardigheid?

2001 ◽  
Vol 66 ◽  
pp. 69-77
Author(s):  
Elisabeth van der Linden ◽  
Paul Bogaards ◽  
Tine Greidanus ◽  
Lydius Nienhuis ◽  
Tom de Wolf
Keyword(s):  
Stimulus Word ◽  
Text Structure ◽  
Word Knowledge ◽  
First Year ◽  
Knowledge Test ◽  
First Year Students ◽  
Complex Sentences ◽  
The Third ◽  
Lower Correlation ◽  
Writing Task

This paper describes an investigation into the relation between the results of a newly developed test of deep word knowledge (DWK) and a series of other word knowledge tests as well as a writing task. The DWK consists of 63 items constructed along the following model: one stimulus plus 6 responses. Each stimulus belongs to one of five frequency classes. The responses are not less frequent than the stimulus word. Students are to pick out the responses which bear a relationship to the stimulus word. Dutch students studying French in their first, second and third year and 26 French 17-year-old high school pupils took the test. The result showed that it has a strong discriminatory power between the groups. The results of the DWK were compared to a broad word knowledge test administered to the first-year students and yielded a high and significant correlation. Comparison with another deep word knowledge test, based on the EURALEX French tests and administered to the third-year students, showed a smaller and non significant correlation. This lower correlation may be due to the greater homogeneity of the group of third-year students. The first- and third-year students did a written assignment, which was scored along a rough scoring model. A t-test showed that the third-year students performed significantly better than the first-year ones. Correlations between the scores of the deep word knowledge test and the writing task were found to be high and significant. This is mainly due to the correlation for the first-year students. The smaller correlation for the third-year group is possibly due to the greater homogeneity. Another explanation could be that the scores for writing for third-year students are more strongly influenced by factors other than word knowledge such as style, text structure and text markers, as well as more complex sentences. It could also be the case that the third-year students' texts show a lexical richness, including rare words, which is not covered by the DWK

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