This paper explores the link between number marking and(in)definiteness in nominals and their interpretation. Differencesbetween bare singulars and plurals in languages without determinersare explained by treating bare nominals as kind terms. Differencesarise, it is argued, because singular and plural kinds relatedifferently to their instantiations. In languages with determiners,singular kinds typically occur with the definite determiner, butplural/mass kinds can be bare in some languages and definite inothers. An account of singular kinds in terms of taxonomic readingsis proposed, with number marking playing (...) a crucial role inexplaining the obligatory presence of the determiner. The variationbetween languages with respect to plural/mass kinds is explained bypositing a universal scale of definiteness, with individual languageschoosing different cut-off points for lexicalization of the definitedeterminer. The possibility of further cross-linguistic variation isalso considered. (shrink)

The primary theoretical focus of this paper is on Free Choice uses of any, in particular on two phenomena that have remained largely unstudied. One involves the ability of any phrases to occur in affirmative episodic statements when aided by suitable noun modifiers. The other involves the difference between modals of necessity and possibility with respect to licensing of any. The central thesis advanced here is that FC any is a universal determiner whose domain of quantification is not a set (...) of particular individuals but the set of possible individuals of the relevant kind. In a theory of genericity utilizing situations, an any phrase can be seen as having a universal quantifier binding the situation variable of the common noun. This inherent genericity is argued to be at the heart of the intuition that any statements support counterfactual inferences and do not involve existential commitments. A conflict in presuppositions is shown to account for the incompatibility of unmodified any phrases in affirmative episodic statements and the crucial role played by modification in ameliorating this clash is explicated. In the case of modals of necessity, the interaction between the universal force of any and the particular modal base is shown to be crucial. In view of these facts it is argued that FC any is not directly licensed by modal or generic operators as generally assumed but that its felicitous use is sensitive to the pragmatics of epistemic modality. Turning to its polarity sensitive uses, language internal as well as crosslinguistic evidence is presented to distinguish it from FC any in having the existential quantificational force typical of indefinites. The paper concludes by suggesting that the common tie between them is that they both occur in statements that apply to a class of entities, rather than to particular members of the class. (shrink)

The primary theoretical focus of this paper is on Free Choice uses of any, in particular on two phenomena that have remained largely unstudied. One involves the ability of any phrases to occur in affirmative episodic statements when aided by suitable noun modifiers. The other involves the difference between modals of necessity and possibility with respect to licensing of any. The central thesis advanced here is that FC any is a universal determiner whose domain of quantification is not a set (...) of particular individuals but the set of possible individuals of the relevant kind. In a theory of genericity utilizing situations, an any phrase can be seen as having a universal quantifier binding the situation variable of the common noun. This inherent genericity is argued to be at the heart of the intuition that any statements support counterfactual inferences and do not involve existential commitments. A conflict in presuppositions is shown to account for the incompatibility of unmodified any phrases in affirmative episodic statements and the crucial role played by modification in ameliorating this clash is explicated. In the case of modals of necessity, the interaction between the universal force of any and the particular modal base is shown to be crucial. In view of these facts it is argued that FC any is not directly licensed by modal or generic operators as generally assumed but that its felicitous use is sensitive to the pragmatics of epistemic modality. Turning to its polarity sensitive uses, language internal as well as crosslinguistic evidence is presented to distinguish it from FC any in having the existential quantificational force typical of indefinites. The paper concludes by suggesting that the common tie between them is that they both occur in statements that apply to a class of entities, rather than to particular members of the class. (shrink)

This paper argues that Hindi incorporation is, in fact, pseudoincorporation, involving noun phrases rather than nouns. Furthermore, it shows that there is no requirement that the incorporated nominal form a morphological or even a syntactic unit with the verb. Such loosely aligned nominals can nevertheless be identified as incorporation on the basis of semantic intuitions having to do with number interpretation, anaphora, and certain properties typically associated with lexical processes. Contrary to standard assumptions, it is argued that the targets of (...) pseduo-incorporation are specified for number. Singular incorporated nominals in Hindi are shown to be semantically singular, with number neutrality arising as a consequence of interaction with aspectual specification. Taking aspectual information into account is also shown to have interesting implications for current approaches to the semantics of incorporation, one in which the incorporated nominal introduces a discourse referent, and one in which it functions as a predicate modifier. A closer look at the effect of aspect on anaphora, for example, does not unequivocally support the predicate modification view of pseudoincorporation. The paper also explores the cross-linguistic applicability of the claims made on the basis of Hindi. Most notably, a distinction between Hungarian verbs with respect to incorporation of bare singulars provides striking confirmation of the claims that number morphology is semantically visible in pseudo-incorporation. It also discusses the restrictions on the productivity of pseudo-incorporation in light of the findings for Hindi and Hungarian. (shrink)

In certain languages, scope-marking structures are used to express long-distancewh-dependencies along with or instead of the more familiar extraction structure. The existence of these two strategies raises an interesting question for the mapping between syntactic structure and semantic representation. Should apparent semantic equivalence be taken as a guide and syntactic parallelism posited at an abstract level of syntax? Or should the surface syntactic distinction between them be maintained and an alternative explanation sought for the similarity in meaning? In this paper (...) I show that theoretical as well as empirical considerations argue against the first approach. I present a syntactic analysis of scope-marking structures in which the dependency betweenwh-expressions is indirect (in contrast to extraction structures which encode directwh-dependencies). I draw attention to certain differences between scope marking and extraction structures which show that they are not really equivalent. The interpretive procedure given for indirectwh-dependencies derives the considerable similarity in meaning between the two structures while maintaining the necessary distinctions. (shrink)

On Ahl-i Hadīth and Islamic ethics; contributed articles.

The gap between a definite and an indefinite is reduced in the case of specific indefinites, in the sense that they both have determined reference. This fact is reflected in most accounts, particularly so in the analysis of Schwarzschild where specific indefinites are argued to quantify over singleton sets. If definites and specific indefinites share the singleton domain property, how are we to separate the two? The Privacy Principle, which is cued to the information state of discourse participants, is argued (...) to apply to definites as well as indefinites, making it even harder to draw the line between definites and specific indefinites. We look at issues surrounding the distinction between definiteness and specificity through the lens of two empirical phenomena, bare nominals and specificity markers. Bare nominals in languages with determiners, for example, English, and bare nominals in languages without determiners, for example, Hindi, highlight different aspects of the problem. English bare plurals are known to have indefinite readings but not specific indefinite readings. Hindi bare nominals are thought to have definite and indefinite readings but can be shown not to have specific indefinite readings. The second empirical phenomenon we consider are specificity markers like certain. In many languages, they require a determiner in the singular but not in the plural, raising questions about their syntactic status as determiners or modifiers. They also do not occur in certain constructions, for example, imperatives. Probing such restrictions provides a window into their semantic profile. This paper thus presents some puzzles that center around the creation of singleton sets and its relation to the Privacy Principle. (shrink)

1.1 Wh-expressions as diagnostics of scope 1.1.1 Fronting and possible answers as indicators of scope 1.1.2 Constraints on Scope: ECP and Subjacency 1.1.3 Alternatives to Covert Movement 1.1.4 Overview of the chapter 1.2 Cross-linguistic variation in multiple -wh-questions 1.2.1 Non-fronting languages 1.2.2 Multiple -fronting languages 1.2.3 Languages without multiple -wh-questions 1.2.4 Optional-fronting languages 1.2.5 Explanations for typological variation 2 Superiority effects.

The seminar will focus on linguistic strategies used by manufacturers to promote products. We will look at claims such as: “2 out of 3 doctors prescribed Medicine X”. Would this statement be false or merely misleading if exactly three doctors were included in the sample? The fundamental semantic distinction between entailment (what is stated) and implicature (what is implied) will be used to probe issues of truth in the language of advertising. The course will explore the topic in the wider (...) context of conversational dynamics. Students will gain an understanding of the field of theoretical linguistics and of its practical application to the world of advertising. (shrink)

We dub the kyaa in (2a) polar kyaa, which we distinguish from the homophonous thematic kyaa ‘what’. in (3). In (3), kyaa is the theme argument of the verb diyaa ‘gave’. The same has been argued for the scope marking construction, at least under the indirect dependency approach (Dayal 1994 among others). The preverbal position has been argued to be the unmarked position for wh-words in Hindi-Urdu (Kidwai 2000, among others).

This project investigates the possibility of variation in the semantic component, a new and dynamic area of study in formal approaches to semantics. Its particular focus is the effect on variation of language contact. The semantic status of classifier languages of South Asia, which have been described as marginal instances of this language type, is used to illustrate the nature of the investigation. Data from a small representative sample of such languages will be collected. The semantic system of these languages, (...) which have been in contact with languages without classifiers, will be compared with the semantic system of core classifier languages such as Chinese and Japanese. The study will enrich the theoretical base for analyses of classifier systems by introducing the data from South Asian classifier languages, hitherto unknown in the semantic literature. It will shed light on current debates on the range of semantic variation permitted in natural language. (shrink)

Overview A scope marking structure is characterized by the fact that it has two clauses, each of which contains wh expressions [CP-1...wh1...][CP-2...wh2(...whn)...]. While wh- 1 is a fixed lexical item, wh-2...wh-n are not. A possible answer to the question seems to specify values not for wh1 but for wh2...whn. In recent years such structures have come under a lot of scrutiny and various analyses have been proposed to account for their properties. In spite of differences in detail, these analyses can (...) be classified into two groups on the basis of the status they accord to the wh expressions. The direct dependency approach treats wh-1 as semantically inert and assigns matrix scope to wh- 2...wh-n. The indirect dependency approach, on the other hand, takes wh-1 to play a crucial role in determining what the question quantifies over. Wh-2...wh-n do not have matrix scope but play an indirect role in matrix quantification because CP-2 forms the restriction of wh-1. Seen in this light, the direct and indirect dependency approaches are not tied to particular syntactic claims about the relation between CP-1 and CP-2. Whether a particular analysis can be characterized as direct or indirect depends solely on the status of the wh expressions at transparent LF, von Stechow’s term for the level of syntactic representation that feeds into the interpretive module. (shrink)

The study brings about the contribution of Islam to world civilization. It traces the rise of Muslim power in Asia, Europe and Africa over more than ten centuries combining political ascendancy with promotion of basic sciences, philosophy, literature and arts. It deals with the prevailing myths which have for long blocked the way to a correct understanding of the faith and the traditions of Islam. Vigorously debated issues, such as jihad, status of women, and national patriotism are discussed in their (...) historical context. The book provides lucid exposition of theological concepts, the schools oflaw, the Shariah, the on-going conflict between orthodoxy and modernism, and Sufism, on the basis of the Quran and the Hadith. It gives interesting account of the willing acceptance in medieval Europe of Islamic scholarship in sciences along with bitter hostility against Islam in the ecclesiastical establishment of Christian period. The nature of the Muslim rule and its relationship with non-Muslim communities in the Caliphates, in the Ottoman realm and in the Sultanate and Mughal empire in the Indian subcontinent has been evaluated. The events and the personalities contributing to India's partition in 1947 are examined to assess the truth of the so-called separatism in the mind of Indian Muslims. The book gives the background of the tension between Muslim countries and Western nations which intensified with the conclusion of World War I in 1918 and rose to be acute with the end of the Cold War in 1990. The continued political, economic, and military intervention by European powers and the U.S.A. has been discussed in the context of the present situation when Muslims tend to look upon the West as anti-Islam and in the Western world-view Islam is considered to be a menace to civilization itself. (shrink)

In India, there has been a shift from using unclaimed bodies to voluntary body donation for anatomy dissections in medical colleges. This study used in-depth qualitative interviews to explore the deeper intent, values and attitudes towards body donation, the body and death, and expectations of the body donor, as well as their next of kin and representative religious scholars. All donors had enrolled in a body bequest programme in a medical school in South India. This study concludes that body donors (...) are philanthropists with deep-rooted values of altruism and service, who are often willing to forgo traditional religious and cultural death rituals. The next of kin are often uncomfortable with the donor’s decision, and this suggests that it is important that dialogue/counselling occurs at the time of the bequest, if the donor’s wishes are to be respected. Religious injunctions are often misinterpreted; this implies that religious leaders/scholars can play a significant role in addressing these misconceptions which are barriers to body donation. Body bequest programmes in India may be enhanced by positioning body donation as ‘daana’—giving without any expectation of return for a higher purpose, including ceremonies of respect in medical colleges. Furthermore, increased public engagement and awareness about body bequest programmes are also important to enhance participation. When medical students internalise what body donors expect of them, i.e. altruism, empathy with patients and becoming ‘good doctors’, it will help to ensure that the donation was not in vain and that the dead truly teach the living. (shrink)

Aristotle took practical wisdom to include cleverness, and something more. The hard question, that he does not explicitly answer, is what this something more is. On my interpretation, the practically wise are not merely more knowledgeable about what is good for people. They are also better able to discern all the values at stake, in whatever circumstances they find themselves. This is an ability that good people develop, typically rather late in life, provided they are masters of their own affairs. (...) According to Aristotle, this development is stunted by wickedness and also by wretchedness. It follows from his account that attempts to teach this virtue are not likely to succeed unless teachers have opportunities for developing practical wisdom through their work. Aristotle’s arguments give us reasons to doubt that teachers can help their students to become virtuous and wise, if their own way to earn a living is not conductive to human flourishing. If we take his message to heart, we should, first and foremost, think about how to steer clear of wretched work conditions, where teachers’ moral agency is narrowly circumscribed. (shrink)

The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it (...) is even more radically open-ended than Stenhouse argued.My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less-than-perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance. (shrink)

Sodomy; lesbianism; Arab countries; history.

A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means (...) and aims that are constituted by the means. I argue that further distinctions between ways in which ends and means can be related throw doubt on the remaining two tenets. My argument against the second one rests on a distinction between open aims that cannot be completed and closed aims that can be reached. I use a third distinction, between aims as principles of design and aims as principles of reform, to show that the third tenet of the technocratic model is also suspect. I conclude that a realistic view of educational aims must take into account that they are more multifarious than envisaged by the technocratic model of curriculum design. (shrink)

A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means (...) and aims that are constituted by the means. I argue that further distinctions between ways in which ends and means can be related throw doubt on the remaining two tenets. My argument against the second one rests on a distinction between open aims that cannot be completed and closed aims that can be reached. I use a third distinction, between aims as principles of design and aims as principles of reform, to show that the third tenet of the technocratic model is also suspect. I conclude that a realistic view of educational aims must take into account that they are more multifarious than envisaged by the technocratic model of curriculum design. (shrink)

In a paper published in 1930, John Dewey said that for many years Democracy and Education was the book where his philosophy “was most fully expounded”.1,2 If we add to this the fact that Dewey was known as the philosopher of democracy, then we have reason to expect the text to say something important, not only about education, but also about democracy. Nevertheless, all twenty-six chapters of the book are about schools and education and, when it was originally published in (...) 1916, it had the subtitle An Introduction to the Philosophy of Education. As John Quay has explained in a recent article, the book does not contain a recipe for a democratic education, and although one chapter, chapter 7, is entitled “The... (shrink)

In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: (1) education serves predefined aims; (2) Education serves aims that are external to the process of education; and (3) Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he (...) saw the aims of education from another point of view, that of a learner. From a learner’s point of view, propositions 2 and 3 are only half-true because external aims that are not shared by the students cannot successfully guide educative activities. As regards proposition 1, Dewey’s philosophy does not accommodate the birds-eye view required to make it literally true. As learners, we cannot have an external view of our entire progress. Some of our aims are, therefore, not predefined but discovered on the way. Dewey’s stance on the role of aims in education is worth serious consideration, because the view of curriculum development and school administration that these three propositions engender is as deeply problematic today as it was when Dewey wrote against them a century ago. (shrink)

Abstract:One of the themes that runs through Dewey’s Experience and Education is an argument to the effect that education aims at self-control. The details of this argument reveal close affinity between Dewey’s philosophy of education and the ideals of the Enlightenment. They are also strikingly similar to John Locke’s thoughts about freedom and education published in the seventeenth century. Comparison of their texts shows that Dewey and Locke worked with similar distinctions between positive and negative freedom. They both saw freedom (...) and guidance as compatible, and conceived of self-control as dependent on autonomy-friendly habits instilled through education. (shrink)

This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is ethical trust that rests on beliefs about others’ ethical virtues. The other is institutional trust that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas (...) Hobbes. Such ideas may seem realistic if we focus on business relations, where conformity to contractual terms suffices to meet the needs of all concerned. Intimate relationships rely more on ethical trust. In the first half of the paper the difference between these two types of trust is explained. In the final sections it is argued that successful schoolwork depends on ethical trust and that measures to make schools more reliable in the institutional sense, through supervision and accountability, need to be applied with caution. Such measures can undermine ethical trust because they, at least implicitly, question the moral integrity of teachers and school-heads. (shrink)

Les recherches sur la théorie de la simulation en neurosciences cognitives ouvrent de nouvelles perspectives de compréhension des mécanismes implicites à l’œuvre dans la relation duelle en psychanalyse. À l’aide de la cognition sociale, une déconstruction par niveaux des aspects transactionnels élémentaires de la communication psychothérapeutique est entreprise. Nous proposons ensuite l’idée de co-simulation comme mode de partage caractéristique de la situation psychanalytique.Advances in cognitive neuroscience and simulation’s theory research open new perspectives in the quest to understand implicit mechanisms involved (...) in psychoanalysis relationship. Social cognition allow us to introduce a biology of communication. The authors describe elementary psychotherapeutic interactions by levels of hierarchical organisation. Co-simulation is then presented as a sharing modality specific of the psychoanalytic setting. (shrink)

Depiction of etiquette or good manners in Mahābhārata, Hindu classical epic.

Self-regulatory processes have predominantly been linked to the study of academic achievement in terms of learning behavior, cognitive engagement, and specific academic performance measures. If poorly regulated, academic behavior can have repercussions on social adaptation. Motivational processes constitute the other key element in ensuring successful regulation, as studies indicate that self-regulation can effectively influence achievement outcomes if learners have positive beliefs about their personal ability to negotiate difficulties and work towards the desired learning outcomes. This book takes a critical look (...) at the role of self-regulatory processes and personal agency beliefs in academic and social self-regulatory functioning, providing the reader with theoretical understanding of the issues and lending empirical support to the relevance of these processes in the East Asian educational context. In this way, the study explores the extent to which self-regulation and personal agency beliefs can offer an alternative explanation for the academic performance of students. (shrink)

As the number of infections and mortalities from the SARS‐CoV‐2 pandemic continues to rise, the development of an effective therapy against COVID‐19 becomes ever more urgent. A few reports showing a positive correlation between BCG vaccination and reduced COVID‐19 mortality have ushered in some hope. BCG has been suggested to confer a broad level of nonspecific protection against several pathogens, mainly via eliciting “trained immunity” in innate immune cells. Secondly, BCG has also been proven to provide benefits in autoimmune diseases (...) by inducing tolerogenicity. Being an acute inflammatory disease, COVID‐19 requires a therapy that induces early priming of anti‐viral immune responses and regulates aberrant hyperactivity of innate‐immune cells. Here, we hypothesize that BCG can offer reliable spatiotemporal protection from COVID‐19 by triggering trained immunity and tolerogenesis, through multiple cellular pathways. We propose further research on BCG‐mediated immunoprotection, especially in vulnerable individuals, as a strategy to halt the progress of the SARS‐CoV‐2 pandemic. Also see the video abstract here https://youtu.be/P2D2RXfq6Vg. (shrink)

Classical work on the fundamentals of Vedanta philosophy.

As the functional capabilities of high-tech medical products converge, supplying organizations seek new opportunities to differentiate their offerings. Embracing product sustainability-related differentiators provides just such an opportunity. This study examines the challenge organizations face when attempting to understand how customers perceive environmental and social dimensions of sustainability by exploring and defining both dimensions on the basis of a review of extant literature and focus group research with a leading supplier of magnetic resonance imaging (MRI) scanning equipment. The study encompasses seven (...) hospitals and one private imaging center in the Netherlands and identifies five social aspects that cover 11 indicators. The authors conduct 22 customer perception interviews with key decision-making stakeholders involved in purchasing MRI scanning equipment. Respondents find environmental and social sustainability dimensions personally relevant but professionally secondary to cost, performance, and ability to use the equipment in their organizations' physical infrastructure. Finally, incorporating a product's environmental and social credentials within the marketing of MRI scanning equipment enhances the perception of the product offering in decisionmaking stakeholders' minds and provides a means of differentiation. (shrink)

ABSTRACTTraditionally, the objective of documentary filmmaking is to look and to teach—to add perspective on, by way of building knowledge about, issues of public concern. Cinema and media studies...