FUNCTIONING DISCOURSE MARKERS TO CONSTRUCT A SOCIAL SITUATION IN SPEECH

This study relates the discussion of discourse markers to their functions from a social context. It aims to identify discourse markers and analyze their function to construct a social situation in Steve Jobs’ speech delivered at Stanford Commencement Address. To analyze the data in this study, the researchers used a qualitative descriptive method. This study showed that the dominant discourse markers used were connective, followed by cause result, temporal adverb, and marker of response, respectively, in which the last marker was the least used. Furthermore, all discourse markers functioned to gain coherent message delivery in the speech by considering the “setting and scene," "participants," "ends,” “act sequence,” “key,” “instrumentalities,” “norms of interaction,” and “genre,” all of which were shortened in the acronym of “speaking.” Finally, based on its social situation, the present study is expected to broaden the understanding of discourse markers in a particular text.

Chaos Rainbows

Chapter 4 provides an examination of the common states of mind arising out of openness, including schizotypy, reduced latent inhibition, and cognitive disinhibition. The chapter reconstructs a frame of mind artists themselves have a hard time describing. From there, questions center on the shaping, the organizing, and the ordering involved in art-making. Most of the chapter is dedicated to chaos and its roots in personality. But chaos alone isn’t enough. Creativity is making something. Chaos is a means to that end, the making. How the artist uses chaos is just as important as finding ways to stay open to it. Numerous artists are used as illustrations, including Bob Dylan, Jack Kerouac, Jerry Seinfeld, Steve Jobs, and Joni Mitchell. A four-step model for how raw materials get shaped into art is also presented.

High-Q states in acoustic apple-shaped resonators

Apples play a significant role in our culture in various points of human history: starting from Adam and Eve, going on with Judgement of Paris, it also touches such great minds as Sir Isaac Newton and Alan Turing. Beyond that apples are still extremely relevant today due to Steve Jobs. In this work we study high quality (high-Q) resonant states of apple-shaped resonators. We have found that quasi bound states in continuum (quasi-BICs) are possible in the linear acoustic domain. We show that quasi-BICs are of Friedrich-Wintgen type, i.e. accompanied with avoided crossings while elongating or shrinking the apple-shaped resonator. Finally, we build a concise theory based on the group theory approach utilizing Wigner’s theorem. We illustrate that only the resonator symmetry plays major role, but not particular resonator’s shape.

Public discourses about work: narrative sources with a high pedagogical-social value

Is there a work and organizations’ethnography and anthropology that has passed and passes through words and discourses? Is it possible to extract from the analysis of public discourse about work the narration to outline an idea of work not only set up and carried out but also told, imagined, desired and above all educating? Printed paper, educational, scientific and political production can be considered very important sources to build a discourse about work and “popular pedagogy” and common sense connected to it in the sense of narration as historical and metabletic tool that contributes to individual and collective development. Words and speeches are epistemological frames and glances at the world have a connection with things. The word is not only a sign, it is also an image. The word brings, somewhat enigmatic, a connection with what it represents. Words therefore also have the power to produce transformations, to change the world, the way they see it and to represent it. Foucault had also written that words are fundamental codes behind a culture and influence experience and thought. Words and speeches about work, spoken and written, then, are a meta-narrative and can help to draw and dissect an unprecedented, alternative, parallel story. Also, a history of pedagogy of work is full of theories, models, methods but also of stories, of speeches of intellectuals, trade unionists, scholars, prominent figures, entrepreneurs who have dedicated their lives to the cause of a dignified and good work. For example, the speeches of Vittorio, Adriano Olivetti, the encyclicals of the different popes that have succeeded each other in history, the many aphorisms and speeches made by great entrepreneurs such as Cucinelli, Steve Jobs etc. that, in different ways, have helped to build an idea of work that - over the centuries - has profoundly changed. Starting from these reflections, the contribution aims to highlight the baggage of intangible assets and the implicit educational deposited in some exemplary narrative passages on the work that have helped to build collective stories and produce a shared sense, to give a specific identity to work and to propose its widespread representation with a high pedagogical-social value.

The relatable entrepreneur: Combating stereotypes in entrepreneurship education

Despite an estimated 582 million entrepreneurs globally, stereotypes plague the social cognitive concept of “the entrepreneur,” shaping assumptions of what entrepreneurship is while being far from representative of possible entrepreneurial identities. “Heroic” stereotypes of entrepreneurs (e.g., Steve Jobs or Elon Musk) stemming from the popular media shape the assumptions of students entering entrepreneurship classrooms. These stereotypes are strong and limiting, framing entrepreneurship as attainable only through exceptional skill and talent, and are often characterized by exclusively masculine qualities. Involving identity work in entrepreneurship education can expose the limitations that stereotypes impose on students aspiring to be entrepreneurs and introduce more heterogeneity. The use of narrative cases allows educators to facilitate a threefold approach: (1) raising awareness of stereotypes, (2) creating a structure for more realistic examples and socialization through narrative comparisons and (3) teaching students the basics of identity management for sustaining their entrepreneurial careers. The approach encourages direct conversations about what is—and who can become—an entrepreneur and reveals the limiting beliefs that students may bring with them into the classroom. Such discussion informs the educator on how to foster students’ entrepreneurial identity and empower their identity management.