Unbestimmte Subjekte: zur problematischen Äquivalenz von deutschem man und italienischem si

German sentences with man and Italian sentences with si impersonale or si passivante are often presented as equivalent in contrastive grammars. However, this functional equation proves to be problematic when Italian students refer with man to their own role as authors, such as in: “Darauf wird man aber im folgenden Kapitel eingehen”. Evidently, man cannot refer to the speaker role, while in the same context the Italian si is well suitable. Starting from this interference error, the paper examines the possible range of reference of the two pronouns. It turns out that the most common reading of man and si in both languages is the generic one, which can be paraphrased as “everyone”. Systematic divergences, on the other hand, occur in the particular reading, i. e. when referring to single unspecified subjects. While the German man characterizes the subject as anonymous and does never include listeners or speakers (e. g: Gestern hat man bei uns eingebrochen; man ≈ ‘jemand’, ‘somebody’), the Italian si, according to the verb class (transitive, unergative, unaccusative, etc.), can or must be read as speaker-exclusive (Mi si è raccontato che ...; si ≈ ‘qualcuno’, ‘someone’) or as speaker-inclusive (Ieri si è andati al ristorante; si ≈ ‘noi’, ‘we’). The speaker-inclusive reading also occurs when si is used in academic texts as a substitute for the established form of speaker (author) reference by means of the 1st person plural (noi, ‘we’). In addition to man and si, other forms of indeterminate subjects are examined, namely the non-anaphoric uses of German “sie (pl.)” (Sie haben schon wieder die Preise erhöht.) and of the Italian 3rd person plural null subject (Ti hanno cercato.) as well as the so-called impersonal passive form in German (Es wird gemurmelt.).

The debatable identity in Isaiah 62:5

In Isaiah 62:5, there are three major translations of who will marry ‘you’ or ‘Zion’ based on the immediate context (Is 62:1). Firstly, the most common reading is ‘your sons’ (Amplified Bible [AB], American Standard Version [ASV], Berean Study Bible [BSB], Catholic Public Domain Version [CPDV], Douay-Rheims Bible [DRB], English Standard Version [ESV], King James Version [KJV], New International Version [NIV], New American Standard Bible [NASB], Smith’s Literal Translation [SLT], World English Bible [WEB]). Secondly, the scholars reading preference is ‘your builder’, which refers to ‘God’ based on Psalms 147:2. This reading is adopted by Coverdale Bible of 1535, New Revised Standard Version (NRSV) and Good New Bible (GNT). Lastly, although the translation ‘builders’ is the least favourable reading, LSV and YLT use this reading. This research, therefore, attempts to argue for ‘your sons’ translation as the original reading through textual criticism as the methodology.Intradisciplinary and/or interdisciplinary implications: This article is a combination of textual criticism studies with translations.

Ecumenical Bridges between Orthodox and Catholic Sides: Comparison between Fratelli Tutti of Pope Francis and For the Life of the World. Toward a Social Ethos of the Orthodox Church Signed by the Ecumenical Patriarch Bartholomew

A large part of Christians in the world have been involved in social topics by these two pastoral documents released by the Holy See and the Ecumenical Patriarchate. Both documents bear the mark of the two Church Primates, Pope Francis and the Ecumenical Patriarch Bartholomew who inspired them and who had already shown interest in themes such as human life, social theology, climate and ecumenism. This essay aims to offer an ecumenical common reading of the two recent documents, Fratelli Tutti and For the Life of the World. Toward a Social Ethos of the Ortho dox Church, considering the pastoral work of the two signatory Primates as authentic ecumenical bridges within the Christian world.

Motivácia k čítaniu a čitateľské preferencie adolescentov

The aim of this study was to describe motives that lead adolescents to read, or which make them refuse to read. Furthermore, it aimed to find out potential differences in motivation and reading preferences due to age group. Totally 375 respondents participated in this study from which 130 (34,66%) were readers. Reading motivation was measured by the Motivations for Reading Questionnaire (Wigfield & Guthrie, 1997). Motives that lead adolescents to read or which make them refuse to read were detected with open questions. Results show that there are no differences between younger and older adolescents in reading motivation. The most common reading motives in younger readers were: reaching new information from books, opinion, that reading is a funny and interesting activity and reading represents an opportunity to escape from the reality for while. In the group of older adolescents were most common motives reaching new information, the way how to relax and escape from the reality. Non-reading younger adolescents refuse to read because they are not interested in reading, they consider the book boring and they do not have the will to read. Older adolescents do not read because they consider reading as a boring activity and they do not have enough time for it. The most popular genres among younger readers are the adventurous genre, fantasy, and novels for girls. Older readers prefer the adventurous genre, fantasy, and detective novels.

How to Read Uncommon Names in Present-Day Japan: A Guide for Non-Native Japanese Speakers

A previous study categorized uncommon names in present-day Japan. However, it was presented in Japanese mainly for native Japanese speakers and thus failed to explain shared knowledge about naming practices, making it difficult for non-native Japanese speakers to understand the study. It is important to share cultural practices not only within but also beyond the culture. Moreover, considering that Japanese names are difficult to read, reducing the risk of failing to read names correctly is helpful especially for non-native Japanese speakers. Therefore, by adding supplementary explanations, this paper systematically describes the characteristics and patterns of uncommon names in present-day Japan. Uncommon names largely take two forms: names with an uncommon reading of Chinese characters and names with uncommon Chinese characters. Regarding the reading, there are three types: 1-1) names that abbreviate the common reading of Chinese characters, 1-2) names that are pronounced as a foreign word, and 1-3) names that are pronounced based on the meaning/image of Chinese characters. Regarding the writing, there are two types: 2-1) names with Chinese characters used infrequently and 2-2) names with silent Chinese characters adding to the semantic meaning without contributing to the pronunciation. Further, a combination of these methods makes names more unique.

Understanding Dyslexia: A Review of Contemporary Neuropsychological Theories and Cognitive-Behavioral Evidence

Dyslexia is one of the most common reading disorders observed in children and adults across the world, yet it is also one of the most challenging for clinicians to diagnose and treat. The obstacles associated with detecting dyslexia and intervening with appropriate remediation therapies early in development largely stem from the heterogeneity of symptom presentation, complicated further by the delayed timeline for acquiring literacy. Over the last several decades and until recently, neuropsychologists and linguists alike have posited numerous theories and models to aid in understanding the underlying causes of dyslexia. The following review presents a selection of the leading theories for explaining dyslexia from the behavioral literature, as well as the cognitive-behavioral evidence that supports these theories. In addition, a brief exploration of the genetic factors influencing dyslexia is covered, as well as a number of key findings from neuroimaging research that demonstrate specific neuroanatomical and functional perturbations which may serve as predictors of dyslexia in pre-literate children.

Immediacy in Aristotle’s Epistemology

This article discusses immediate premises in Aristotle’s epistemology. The traditional interpretation identifies immediacy with indemonstrability: immediate truths are the indemonstrable principles of science from which the theorems are derived by demonstration. Against this common reading, I argue that Aristotle’s recognition of two kinds of epistemic priority (priority by nature and priority to us) commits him to the existence of two types of immediacy, only one of which is equivalent to indemonstrability. As a result, my interpretation offers a better understanding of a puzzling passage (APo. 1.13, 78a22-b4) that seems to contradict the standard view.

Interventions for Improving Reading Comprehension in Children with ASD: A Systematic Review

Children with autism spectrum disorder (ASD) often have comorbid learning difficulties in reading comprehension, an essential skill in accessing any area of the curriculum. The aim of this systematic review is to analyze the effectiveness of reading comprehension interventions in students with ASD. We conducted a search for scientific articles published from 2000 to 2019 using the keyword “autis*” in combination with the terms “reading comprehension” and “intervention” or “instruction” in Psyc Info and Scopus databases. After applying inclusion and exclusion criteria, a total of 25 studies were selected. The content analysis of these studies shows that when specific interventions are carried out, students with ASD are able to take advantage of the instruction they receive and compensate for difficulties. Understanding inferences and the main idea of the text are the most common reading comprehension topics, and direct instruction is the most widely-used intervention method in the reviewed studies. Nonetheless, it must be kept in mind that some of the reviews do not specify which sub-processes are addressed in the intervention. Future work should include this aspect, consider the importance of the interventions being implemented by teachers, and take specific aspects of ICT into account that can contribute to improving reading comprehension.

The Hopefull Leviathan: Hope, Deliberation and the Commonwealth

According to a common reading of Thomas Hobbes, fear is the most philosophically important passion, responsible for the founding and sustaining of the commonwealth. I argue that this common reading is incorrect by focusing on the necessary and important role of hope in human action as well as in the founding and sustaining of the commonwealth. Life in the Hobbesian commonwealth, on the reading defended in this paper, is less fearful and more hopeful than scholars have noticed.