Search results

To determine where, when, how, and wherefore European social theory hit upon the formula of “the True, the Good, and the Beautiful,” and how its structural position as a skeleton for the theory of action has changed.

Genealogy, library research, and unusually good fortune were used to trace back the origin of what was to become a ubiquitous phrase, and to reconstruct the debates that made deploying the term seem important to writers.

The triad, although sometimes used accidentally in the renaissance, assumed a key structural place with a rise of Neo-Platonism in the eighteenth century associated with a new interest in providing a serious analysis of taste. It was a focus on taste that allowed the Beautiful to assume a position that was structurally homologous to those of the True and the Good, long understood as potential parallels. Although the first efforts were ones that attempted to emphasize the unification of the human spirit, the triad, once formulated, was attractive to faculties theorists more interested in decomposing the soul. They seized upon the triad as corresponding to an emerging sense of a tripartition of the soul. Finally, the members of the triad became re-understood as values, now as orthogonal dimensions.

This seems to be the first time the story of the development of the triad – one of the most ubiquitous architectonics in social thought – has been told.

Spanish-speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of reading difficulties. This study was intended to help clarify the nature of developmental dyslexia in Spanish. Developmental dyslexic group (DD) were compared to two control groups, a chronological age-matched control group (CA) and a reading level-matched control group (RL). Measures included naming speed, verbal working memory (WM), phonological short-term memory (STM), phonemic awareness, and different reading subtests (letter, word and pseudoword reading, punctuation mark, reading skills). On the reading subtests, accuracy and reading speed were measured. Results demonstrated that developmental dyslexics show a severe deficit in lexical access on accuracy and speed measures, in addition to reading-related cognitive deficits in areas such as naming speed, verbal WM, phonological STM, and phonemic awareness. Hierarchical cluster analysis demonstrated that a subgroup of children with DD showed lower IQs and more severe reading-related cognitive deficits in naming speed, verbal WM, and phonological STM. Our results are consistent with studies conducted in the Spanish language and in other transparent orthographies.

The Department of Nationality Literatures of the Russian National Library (RNB) in Saint Petersburg is a unique repository of publications in diverse languages of the peoples of the former USSR. In the collections are works in the Latvian language not to be found in Riga, works in the Tatar language not to be found in Kazan, and so on. Over the course of many decades academic researchers from all over the world have worked with these collections. Following the breakup of the USSR, the relevance of new functions for the department become apparent. First, as the nationality communities in Saint Petersburg came to life, many people were drawn back to their own ethnic roots. The Department of Nationality Literatures serves, in its own way, as a national center for representatives of nationality communities. Second, the need to promote tolerance is important in Russia today. The Department brings into the public eye the cultural riches of diverse peoples and, in that way, promotes mutual understanding and tolerance. The results of a sociological study have been employed to determine the role of the Department in current changing sociocultural conditions.

Introduction: The word consists of different phonemes, which are interconnected to form a meaningful word, since phonemes as a single phoneme have no meaning, but their union forms the meaning of the word.

Purpose: Since the phonemes in the Albanian language, both vowels and consonants, have contradictions with each other, manage to bring words that have the same etymology but can change during writing. For example, in Gheg dialect – baj; hanë, while in Tosk dialect – bëj; hënë, etc. Therefore, the aim of this chapter is to highlight the characteristics of the phonemes of the Albanian language, accordingly the use of phonetic and dialectal elements in the Balkans, before and at present, since these may have implications for economic and industrial strategies.

Need for the study: The Albanian language has a rich vocabulary with standard speech, but its dialects have more words than standard speech. Each dialectal change has required study to see the cause of the change in these phonemes, vowels and consonants.

Methodology: The chapter is focussed on the descriptive method of research. Therefore, the comparison of research approaches has been considered. A quantitative deductive method has been applied for data analyses.

Findings: The results reveal that some of the phonemes undergo changes over time spam. The changes occur in the two dialects of Albania, Gheg and Tosk.

Four Albanian vowels, the phonemes /a/, /e/, /i/ and /u/, come directly from vowels inherited from the Indo-European period; the vowel /o/ is formed by the evolution of long vowels; while the vowels /y/ and /ë/ were found from other vowels in the internal developments of the Albanian language. Whereas nasal vowels were also formed later as internal developments of the language.

Practical implications: The study is important for language researchers and affects the appearance of elements from the field of dialectology and phonetics.

For indigenous peoples around the world, schooling and education are fraught with extreme challenges within the current realities of globalization. Indigenous knowledge, perspectives, and pedagogy in Africa, Asia, and the Americas are rarely included in books and courses that deal with history and philosophy of education, and there is widespread belief that non-Western and indigenous educational traditions and realities are not comparable to Western educational traditions and have little to offer discussions about education (Reagan, 2005). That is, the larger discourse of educational thought and practice, as Timothy Reagan suggests in the quote preceding this introduction, has been extremely biased in its treatment of anything non-Western; instead simplistic misunderstandings and misrepresentations reify the larger effects of cultural and epistemological ethnocentrism, colonialism, and Western imperialism.