The Shepherd

For Plato, the model of the leader as shepherd suggests protectiveness and care. But he also realizes that it could be used to make the opposite point: the leader only appears to protect the flock; his ulterior motive is to exploit them for profit. As a result, the model divides into two: the good shepherd, who cares only for the flock, and the bad one, who seeks to exploit them, like a tyrant. Another problem is that the model elevates the leader to the level of a higher species, who merely shouts commands, quite unlike the teacher model described in the previous two chapters. Consequently, Plato later abandons the shepherd in the Statesman. The second part considers an example of the ‘bad’ shepherd, Travis Kalanick, CEO of Uber Taxis, whose attitude to his drivers shows similarities with the shepherd who professes to care for his flock, but merely seeks to exploit them.

On the question of speech portraits of political propagandists

Based on the analysis of the oral public speech of popular publicists (S. A. Mikheev and I. N. Panarin) working in electronic media and the Internet, the article attempts to characterize the stylistic and semantic originality of modern Russian pro-government propaganda. The dependence of the nature of the linguistic features of propaganda on such factors as the personality of the propagandist, the scope of his activities, and the nature of the transmission is established. It is shown that the personal qualities of Mikheev is conditioned by such features of his speech as emotionality, exceeding the permissible volume level, and careless pronunciation style, while Professor Panarin is characterized by an academic manner of speech with its inherent consideration of the opposite point of view, argumentation, and respect for the audience. It is claimed that the influence of the sphere of activity (Mikheev works in electronic media, such as Evening with Vladimir Solovyov, the radio program Iron Logic, Panarin conducts an analytical program Igor Panarin. World Politics on the YouTube channel) is found in taking into account the composition and request of the audience to which the propaganda is directed. Television discussion allows rudeness, verbal aggression, reduced vocabulary, political banter, logic of the absurd, direct insults, and threats to opponents. Analytical transmission involves the strategic forecasting of events filled with the metaphysics of propaganda, the creation of mythologies, the use of allegories, and hints. It is proved that despite the almost opposite stylistic format, the propaganda discourse of Mikheev and Panarina is characterized by common dominant semantic categories, such as traditional family values, religiosity, conservatism, protection of the interests of the state, humanistic maximalism, and the historical continuity of Russia.

“The devil is in the details”: S.M. Kirov’s emergent leadership and its elimination

On the basis of historiography, a comparative socio -psychological review of political biographies and personal characteristics of Stalin and Kirov is carried out. A number of new sources were used: the correspondence of the Bolsheviks, the stenotech of Trotsky’s counter-process, and journalistic investigations. The system of indirect various data presented in favor of the version of Stalin’s participation in the organization of the murder of Kirov and qualitatively and quantitatively clearly outweighs the set of indirect arguments from the opposite point of view. The removal of Kirov was the initial stage of the forced rotation of the first generation of the Bolshevik political elite. The crime was a stain of Stalin, which eventually killed him mentally.

A two-step procedure to identify lexical elements of stance constructions in discourse from political blogs

The Brexit Blog Corpus (bbc) is a collection of texts extracted from political blogs, which, in a recent study, was annotated according to a cognitive–functional stance framework by two independent annotators (Annotator A and B) using semantic criteria ( Simaki et al., 2017 ). The goal was to label the stance or stances taken based on the overall meaning of a set of utterances. The annotators were not instructed to identify the lexical forms that were used to express the stances. In this study, we make use of those stance-labelled utterances as a springboard to approach stance-taking in text from the opposite point of view, namely from how stance is realised through language. Our aim is to provide a description of the specific lexical elements used to express six stance categories (i.e., contrariety, hypotheticality, necessity, prediction, source of knowledge and uncertainty). To this end, we followed a two-step experimental procedure. First, we performed a quantitative analysis of the stance-labelled utterances in order to identify the lexical realisations of each stance category. Second, we carried out a meta-annotation of the data. Annotator B was instructed to single out the actual lexical forms of the constructions that triggered his semantic stance category decisions. This meta-annotation procedure made it possible for us to sift out the most salient lexical realisations of the constructions of each of the six category types on the basis of the qualitative assessments made by Annotator B. We then compared the results of the quantitative and the qualitative approaches, and we present a list of shared stance expressions for each stance category type.

Six Technological Innovations That Changed English Language Teaching

The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.

Maturity mismatching, ethics and economics: Rejoinder to Bagus, Howden and Huerta de Soto

Is maturity mismatching, borrowing short and lending long, merely risky, or would it be banned in the free society as a rights violation? The pres-ent paper is the latest episode in a debate series on this issue. The present authors take the position it is unethical and should be against the law. Our debating partners subscribe to the opposite point of view. Keywords: Banking, lending, ethics, law. JEL Classification: E2, E59, P16. Resumen: ¿Es el descalce de plazos, es decir, endeudarse a corto y prestar a largo plazo, simplemente arriesgado, o estaría prohibido en una sociedad libre como una violación de derechos? El presente artículo es el último episodio de una serie de debates sobre este tema. Los presentes autores toman la posi-ción de que no es ético y debería estar en contra de la ley. Nuestros compañe-ros en el debate mantienen el punto de vista contrario. Palabras clave: Banca, préstamos, ética, Derecho. Clasificación JEL: E2, E59, P16.

USOS DE LA EVALUACIÓN EN LOS DIFERENTES MOMENTOS DE UNIDADES DIDÁCTICAS COOPERATIVAS

ASSESSMENT USES AT DIFFERENT MOMENTS OF COOPERATIVES DIDACTIC UNITSThe traditional conception of learning assessment has been conceived, often, as an independent process of teaching and learning process, but assessment and, more concretely, inclusive assessment has an opposite point of view and it is considerate as an inherent element of this process. This research focus on inclusive assessment in cooperative learning contexts, in schools that implement the CL/LC Program: cooperate to learning, learning to cooperate, developed by the GRAD’s members (Diversity Attention Research Group) of University of Vic. Considering the methodology that propose that program, and the planning and development of didactic units at different moments they can be divided through cooperative structures the hypothesis on the study are linked to a first approximation of the use of evaluation along the process of teaching and learning by teachers. The research results support the hypothesis that implement the CL/LC Program in classrooms should be go according to an inclusive assessment that allow regulate and adjust the educational assistance to students.Keywords : inclusive assessment, learning regulation, cooperative learning,

Proverbial rhetorical questions in colloquial Jordanian Arabic

This study investigates a special variety of rhetorical questions in colloquial Jordanian Arabic, namely proverbial rhetorical questions: these are rhetorical questions used as proverbs with metaphorical content. Eighty-one instances of PRQs, ethnographically observed in everyday, naturally occurring conversations, were analyzed and their discursive role examined. It was found that PRQs are exploited by the interactants to serve a variety of pragmatic functions, namely invoking common ground in order to convey an opposite point of view, performing ritual impoliteness, performing face-enhancing and face-aggravating acts, evoking humor, and communicating irony. A common thread of these functions is the socioculturally shared presuppositions that underlie these formulaic PRQs and the role that metaphor plays in shaping and communicating messages in social interaction.

Multifunctionality of the mental verbs MANYTI ‘think’, SUPRASTI ‘understand’, ŽINOTI ‘know’: epistemicity and pragmaticalization

The paper presents the results of the pilot study on the multifunctionality of the Lithuanian mental verbs manyti ‘think’, žinoti ‘know’ and suprasti ‘understand’. The study focuses on the first person singular present tense forms and imperative forms of the verbs and analyses their tendencies to function as markers of epistemicity or pragmatic markers in fiction. The data for the analysis have been taken from the Corpus of Contemporary Lithuanian Language (http://tekstynas.vdu.lt), namely the subcorpus of fiction. The analysis of the data reveals that out of the three Lithuanian mental verbs under consideration, the first person singular present tense form manau ‘I think’ is most frequently used as a marker of epistemicity. It expresses author’s judgement on the truth value of the proposition or source of information. It should be noted that individual imperative forms of the mental verbs have not fully lost their primary lexical meaning, yet they have been frequently found to function as pragmatic markers. The imperative forms of the verbs are used to establish and maintain a relationship with the interlocutor, introduce the opposite point of view, summarize the facts that were previously mentioned, boost or hedge the proposition. They exhibit such features as syntactic mobility, absence of the propositional meaning, and rise of pragmatic functions in discourse. Consequently, the forms under analysis may be comparable to sentence adverbs which modify the proposition rather than constitute a part of it.