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This lessons explains all the types of pronouns with examples and usage
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This lessons explains all the types of pronouns with examples and usage
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ETL705 Week 6: Semantics and the Lexicon Key topics in Semantics Sense and reference Literal meaning Figurative meaning Lexical Semantics Speech acts Gricean maxims Reference presupposition Sense and reference Sense and reference, as we may simply say, are the two sides of a coin. Reference (Denotation) is the person, the object, or anything that we are talking about and has a reference in the outside world. Sense (Meaning) is related to the meaning, and the way the person or the object is referred to. Activity Identify the sense and reference of the word ‘unicorn’. Literal vs. figurative meaning The meaning that we draw ordinarily is called the literal meaning. The word ‘needle’ is literally defined as ‘a sharp instrument’. The non-literal meaning of ‘pain’ is not included in its dictionary definition. This is the connotative meaning that we get from ‘needle’. The denotation of the word refers (see reference in the previous slide) to the actual needle whereas the connotation, as one type of figurative meaning, is used for the sense (see sense in the previous slide). Figurative meaning or figurative language is used for different purposes; e.g., for exaggeration, for analogy, and for metaphors, among other things. In literature it is often known as figure of speech. Metaphors The sentence ‘He is the apple of my eye’ – doesn’t refer to any kind of fruit; there is, of course, no real apple in a person's eye. The "apple" is someone beloved and held dear. When we hear this statement, we interpret it metaphorically, that is, we go beyond the literal meaning. Other examples: a bubbly personality feeling blue a rollercoaster of emotions it’s raining men Since our daily use of language is full of metaphors, it is sometimes hard to draw a fine distinction between the literal and the metaphoric meaning. For this reason, some linguists prefer to consider them cognitively and not linguistically. Activity Think of 3 metaphors in English (or another language) and discuss Metonymy Metonymy is another kind of figure of speech which connotes habituality or association. e.g. ‘The pen is mightier than the sword’ What about these? The Crown The White House Dish Ears A hand Australia The semantics of homophony=homonymy Homonyms: When two words have the same spelling and pronunciation, but different meanings I went to the bank (by the river or to withdraw some cash?). This is an interesting case Activity Provide 2 homonyms. (If the spelling is different but the sound is the same, e.g sea and see, they are homophones) The semantics of polysemy Polysemy (adj polysemous): When a word has several meanings, such as the word ‘run’. Compare: He runs. The paint runs. The engine runs. He has a runny nose. The grass runs for a mile. He runs this business. The semantics of hyponymy The word ‘gum’ or ‘gum tree’ is one kind of tree. The general word ‘tree’ is superordinate or hyponymous to the word ‘gum tree’. Different t ...
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In this webinar, nonprofits learned how to delve into the minds of funders, unveiling what they truly seek in qualified grant applicants, and tools for success. Learn more about the Grant Readiness Review service by Remy Consulting at TechSoup to help you gather, organize, and assess the strength of documents required for grant applications.
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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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This PowerPoint helps students to consider the concept of infinity.
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christianmathematics
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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0107
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