Analysis of the Use of Punctuation Marks in Student's Thesis of Indonesian Language Education Study Program

This study aims to determine the use of full stop punctuation (.), comma (,), question mark (?), and exclamation mark (!) in the thesis of 2018-2019 students of the Indonesian Language Study Program, Faculty of Teacher Training and Education, Iqra Buru University. This research is a type of qualitative research. Data collection techniques through reading techniques, note-taking techniques, and data card techniques. The results showed that of the two thesis that the researcher analyzed, the researcher found that the use of full stop punctuation marks (.) was more likely than the use of comma punctuation marks (,). The use of question punctuation (?) and use of exclamation mark (!) did not find any errors in their use in the two thesis students of the Indonesian language education study program at Iqra Buru University.

Reserve Judgment

My dad taught me how to think. Not what to think—but how. I was in seventh grade when we started a ritual of sneaking out of the house early on Saturday mornings, letting my mom sleep late, and walking 10 blocks to the neighborhood diner. We'd settle into a booth and order our usual (two eggs, over easy, with home fries and bacon). Eating always took less time than the walk there and back. For one thing, my dad walked ponderously, as if thinking took so much attention that only a very little bit was left over to direct his feet to keep moving forward. For another, Dad would come to a full stop whenever he thought especially hard about what we were discussing. It could take forever to get to breakfast. Often, we'd talk about whatever was on Dad's mind—thermodynamics, the economy, his work. Wherever our conversations started, their destinations were, unlike the diner, neither planned nor foreseen at the start.

VADER Sentiment Analysis without and with English Punctuation Marks

Sentiment analysis is the foremost task in Natural Language Processing to understand the user’s attitude (positive, neutral, or negative) by capturing their thoughts, opinions, and feeling about a particular product. This helps companies to fulfill customer satisfaction and make better future decisions about the product. Various techniques have been used in the literature forsentiment analysis, such as polarity scores, classifications, and automated sentiment analysis. In this paper, Valence Aware Dictionary and sEntiment Reasoner (VADER) sentiment analysis tool has been employed on a Twitter dataset (downloaded from https://www.kaggle.com). The study aims to measure the performance of VADER sentiment while concatenating fourteen English language punctuations marks, including Exclamation (!), Comma (,), Full Stop (.), Question Mark (?), Round Brackets (), Curly Brackets {}, Square Brackets [], Colon (:), Apostrophe (‘), Dash (-), Hyphen (--), Semi-Colon (;), Slash (/), Quotation Mark (“ ”) and to observe whether the polarity (positive, neutral and negative) of a sentence changes or remains the same. After the analysis, the study found that Exclamation (!) maximizes the average positive polarity and average negative polarity and lowers the average neutralpolarity. The Hyphen (--) and Comma (,) increase the average positive and neutral polarity and decrease the aver-age negative polarity. For Round Brackets (), Curly Brackets {}, Square Brackets [], Colon (:), Apostrophe (‘), Dash (-), Semi-Colon (;), Slash (/) and Full Stop (.) the average positive and average neutral polarity decreases and average negative polarity increases.

Games and the Good Life

It is widely agreed that play and games contribute to the good life. One might naturally wonder how games in particular so contribute? Granted, games can be very good, what exactly is so good about them when they are good? Although a natural starting point, this question is perhaps naive. Games come in all shapes and sizes, and different games are often good in very different ways. Chess, Bridge, Bingo, Chutes and Ladders, Football, Spin the Bottle, Dungeons & Dragons, Pac-Man, Minecraft and Charades are all games, and can all contribute to a good life, but each will characteristically enrich someone’s life in its own distinctive way. Some games facilitate socializing and sociability, other games improve physical fitness, some develop a sense of fair play and reciprocity, while others enhance concentration and analytic skills. Asking ‘what is good about games?’ and assuming a simple answer is as naïve as asking ‘what is good about fiction?’ or ‘what is good about sex?’ However, a less naïve question and philosophically interesting question is not hard to formulate. Plausibly, much of the heterogeneity of the value of games stems from the different kinds of instrumental value of different games. Perhaps we should therefore ask in what ways the activity of playing games is characteristically good for its own sake. Unfortunately, the philosophical literature on the non-instrumental value of playing games is sparse. One of the few sustained treatments of the topic can be found in an underappreciated exchange between Thomas Hurka and John Tasioulas. Interestingly, despite taking different views of what it is to play a game, they both make room for the non-instrumental value of play and achievement in game play and they both argue that these two goods stand in important an important explanatory relation. However, they take diametrically opposed views as to which of these good is more basic. Roughly, on Hurka’s view, the good of achievement is more basic, and it is because of the non-instrumental value of achievement that what Hurka calls “playing in a game,” which involves playing (full-stop), is itself non-instrumentally good because of the non-instrumental value of achievement. The idea is that if something is non-instrumentally good then loving that thing is also non-instrumentally good, and that playing in a game involves loving the activity for its own sake. In this way, the value of achievement in a game grounds the value of playing in a game. Tasioulas takes exactly the opposite approach. He argues that there must be something independently good about playing a game which grounds the value of achievement in that game. On his view, the typical grounding good or “framing value” of games is play itself – what I am here calling “playing (full-stop).” In this essay, I raise some objections to both Hurka’s view and Tasioulas’s view and develop a positive alternative conception of the non-instrumental value of games. I argue that while each view is insightful in its own way, neither gets things exactly right. For a start, the way in which they characterize the key concepts is problematic. Hurka’s definition of ‘play a game’, which he lifts from Suits, is problematic (for reasons Tasioulas notes), while both of their characterizations of play are problematic for reasons I rehearse here. They also take an unduly narrow view of the possible role of achievement in game play, both effectively conflating achievement with “excellence.” I argue, by contrast, that there is an important sense in which even someone who is not very good at the game by any objective standard can still reap the goods of achievements in games. At the same time, those who play games typically do not do so for the sake of achievements as such, though they may do something which is in a sense tantamount to this, or so I shall argue. Finally, I argue that neither Hurka’s “achievement first” order of explanation nor Tasioulas’s “play first” order of explanation is fully correct. I argue for what I call a “variable priority” view. On this view, the value of play (at least partly) sometimes grounds the value of achievement in a game, while in other cases the independently grounded value of achievement in a game provides a further ground for the value of play, though even in that case play is independently good for its own sake. I begin by laying out Hurka’s and Tasioulas’s views.

«THE NEW SYSTEM» OF PUNCTUATION MARKS IN TEXTING / MESSAGING: THE FINAL PUNCTUATION MARK OF AN UTTERANCE AS AN AMOTION GENERATING FACTOR

The paper considers communicative situations of texting / messaging in the aspect of contemporary punctuation form of the utterance. Final punctuation marks in the utterance which differ from the standard punctuation version are analyzed in the paper as a factor generating emotion. It influences the «positive communication» effects in messengers. The traditional functioning of the interrogative mark and changes in the full-stop and the exclamation mark functioning as the final punctuation marks in messengers are considered to be the strategies of creating the shared emotional field in the online communication.

«THE NEW SYSTEM» OF PUNCTUATION MARKS IN TEXTING / MESSAGING: THE FINAL PUNCTUATION MARK OF AN UTTERANCE AS AN AMOTION GENERATING FACTOR

The paper considers communicative situations of texting / messaging in the aspect of contemporary punctuation form of the utterance. Final punctuation marks in the utterance which differ from the standard punctuation version are analyzed in the paper as a factor generating emotion. It influences the «positive communication» effects in messengers. The traditional functioning of the interrogative mark and changes in the full-stop and the exclamation mark functioning as the final punctuation marks in messengers are considered to be the strategies of creating the shared emotional field in the online communication.

Peculiar Use of the Arabic Letters tāʾ и ẓāʾ for Conveying Sounds Denoted by the Latin Letter t in Portuguese Manuscripts in Aljamia Dated Back to the 16th century

Unlike Spanish aljamiado (texts in Spanish in Arabic script), which is represented by a great number of texts, both theological and fictional, Portuguese Aljamia (texts in Portuguese in Arabic script) is represented only by eight documents. All of them belong to the period of Portuguese rule in the city of Safi, Morocco (1508–1542). In the article, we analyze the use of the Arabic letters tāʾ и ẓāʾ for conveying sounds denoted by the Latin letter t in the mentioned documents. D. Lopes included these two Arabic letters in the table of transliteration standards for Aljamia texts when publishing these manuscripts, even though the published texts contain other Arabic letters that D. Lopes transliterates as t. In this function, the letter tāʾ is most commonly used not only in Portuguese documents, but also in Spanish aljamiado. The letter tāʾ in Arabic texts denotes the occlusive obstruent voiceless consonant [t]. For conveying the sounds denoted by the Latin t, the letter ẓāʾ is also used. In Arabic, it denotes the obstruent voiced fricative consonant [ẓ]. In addition to tāʾ и ẓāʾ, D. Lopes transliterates the letter ṭāʾ as t. In Arabic, this letter denotes the occlusive obstruent voiceless consonant [ṭ]. The letters з̣а̄’(ظ) and т̣а̄’(ط) are not typical for Spanish aljamiado. In rare cases, we can find Arabic letters tha:’, ṣād, sīn, or dāl designated by the Latin t. There are a number of words where ṭāʾ and ẓāʾ alternate. In some cases, this alternation can be explained by a mistake made by the author or the copyist, who may have forgotten to put a full stop over the letter ẓāʾ. However, in addition to this alternation, we can find an alternation of ṭāʾ and tāʾ, which cannot be explained by the copyist’s lack of concentration. There are a number of words where all the indicated letters alternate: ṭāʾ, ẓāʾ, and tāʾ. In some examples, the letters tāʾ and ẓāʾ are used to convey the sounds denoted by the Latin letter d.