The main aim of this paper is to propose a terminological approach to the standardization of onomastic terminology. Attention is paid to the primary importance of conceptual systems and to the onomasiological approach typical of terminological work. Terminology is presented as a discipline devoted primarily to the study of concepts. Then the main concepts of terminology are discussed and the relations between a conceptual system and a terminological system are explained. An outline of the issue of conceptual systems of onomastics and of their internal structure is made. Then two important metatheoretical concepts are introduced and defined: 1) the concept of theoretical legitimacy of concepts and 2) the concept of economy of conceptual systems. In the final part of the article, several suggestions concerning the standardization of onomastic terminology are made: 1) terms referring to concepts belonging to separate conceptual series are not to be used interchangeably; 2) terms based on different roots (in the English onomastic terminology: -onym, -onymy, -onomastics, in the Polish terminology: -onim, -onimia, -onomastyka) are to be reserved respectively for the concept of a single (type of) proper name, for the concept of a set of proper names and for the concept of a specific onomastic discipline; 3) concepts used or newly introduced in a text are to be defined clearly in onomastic works, 4) onomasticians aiming for standardization of onomastic terminology should start their work by (re)constructing conceptual system(s) of onomastics and only then assign terms to concepts; 5) one completely unitary conceptual (and terminological) system of onomastics cannot be achieved due to the theoretical pluralism of the discipline; 6) the first goal of any conceptual and terminological standardization of onomastics is to define its range: should the standardization cover the concepts of philological or general onomastics? should it cover only empirical (descriptive) concepts or highly abstract theoretical concepts as well?
This article looks at the semantic space of abstract and concrete concepts from the perspective of distributed models of conceptual representations. It focuses on abstract metaphorical classes and the mechanisms through which these concepts are processed. When the metaphor X is a Y is understood, X is included in the abstract metaphorical class of Y. This metaphorical class is abstract because the most of semantic features of Y are filtered out through a suppressiveoriented mode of processing. It is suggested that abstract metaphorical classes of living things are usually defined by a single or a very small set of semantic features. Therefore, such metaphorical classes are highly abstract. On the other hand, abstract metaphorical classes of nonliving things are defined by a relatively larger cluster of semantic features. Therefore, abstract metaphorical classes of nonliving things have a relatively higher degree of concreteness compared to those of living things. In other words, abstract metaphorical classes of living things and nonliving things are rather different in terms of nature and the structure of semantic space.
Conceptual opposition of «vezhestvo» («decency»)/«ignorance» has long been an ethico-aesthetic basis for many works of Russian literature and folklore, thus defining their ideological thematic, and structural confi guration. In oral epos, «vezhestvo» appears as life-constructing value which is based upon a hero’s awareness of his own destiny and means of its implementation, such as particular behavioral style, experience, knowledge and skills on dealing with hostile forces, acceptance of an idea of the world’s hierarchy, reliance on help from divine powers, parents’ blessing for great doings, etc. «Ignorance» implies, respectively, incomprehension or rejection of these values. In literary epos, «vezhestvo» continues to function as a sign of traditional spirituality, thereby reproducing a national model of the world as a synthesis of many beginnings: courtesy, erudition, intellect, and exactingness of aesthetic taste of the Russian. In the context of literary search in the second half of the 18th century, a trend of jokey, ironic outplaying of typical situations, which a man had been encountered from the times of epic heroes, became stronger. The most representative examples of interpretation of a literary concept of «vezhestvo» of that period one can fi nd in bogatyr poems by N.A. L’vov and N.M. Karamzin.
The article presents youth expectations towards: – school, presented by the competences of the eighteen-year-old, – the world, reflecting the concept of one’s own identity, – oneself expressing the condition measured by satisfaction with oneself. The summary tries to answer the question: can the expectations be fulfilled?
The subject discussed in this paper is the evolution of the ideas of organic development in urban planning, focused on the waterfront areas. The paper also aims to analyze and interpret current trends in urban water waterfront planning, which are infl uenced by the contemporary ideas related to environmental issues, landscape planning, new technologies in the fi eld of building design and civil- and hydroengineering or application of the renewable energy sources.
The domain of motion events is widely used to metaphorically describe abstract concepts, particularly emotional states. Why motion events are effective for describing abstract concepts is the question that this article intends to answer. In the literature of the field, several reasons have been suggested to be behind the suitability of motion events for describing these concepts, such as high concreteness of motion events, their high imageability, and the ability of comprehender to simultaneously imagine components of motion events. This article suggests that motion events are particularly effective for metaphorical description of those domains which have the feature of dynamic change over a period of time. This is particularly the case with emotional states. Since changes in emotions take place throughout a period of time, they could best be described by motion events which have the same feature. In other words, the continuous change in emotions is understood in terms of continuous change in the location of a moving object in the 3D space. Based on the arguments of embodied theories of cognition, it would be no surprise to see the involvement of similar areas of the brain in understanding emotions and motions.
The aim of the study is to compare the development of self-esteem and identity integration over time among people with disability and without it (data from norm groups), including people with a spinal cord injury as well as with disabilities caused by other reasons. The research examined self-esteem and identity integration of individuals with disability with regard to disability duration, gender, age, correlation analysis of self-esteem and identity integration. The sample consisted of 133 individuals with acquired disabilities. The study used the Polish adaptations of Rosenberg Self-Esteem Scale and Multidimensional Self-Assessment Inventory. Additionally, the respondents with disability completed a form with questions about their age, gender, disability duration and its cause. The outcomes of SES and MSEI modules were checked against the norm groups. The results demonstrated that self-esteem and identity integration do not vary with regard to gender, age or acquired disability conditions. The differences between subjects with disability and the normalized group have proven to be negligible. However, the factor that turned out to be highly significant was the disability duration. Differences have been observed among groups with disability lasting up to 4 months, from 4 months to 2 years, from 2 to 6 years and over 6 years. To sum up, self-esteem and identity integration correlation proved to be high and positive. These findings suggested that the higher the self-esteem, the more integrated the identity, regardless of either the disability type or its degree. The level of self-esteem is subject to differentiation primarily due to disability duration.
The proper description of circuits supplied from an asymmetrical and sinusoidal voltage source, in which line parameters are included, requires an adequate mathematical concept or theory. The authors of the publication present the mathematical concept of the currents’ asymmetrical components for three-phase four-wire systems, taking into account the impedance of the neutral conductor and the impedance of power transmission lines. In the new approach, four orthogonal current components were proposed in charge of its flow between the source and the load. The introduced distribution shows, regardless of the type of the voltage asymmetry (amplitude or phase), it is possible to set down the symmetrical active current and other components, i.e. reactive current, negative current and zero current, which will allow determining the reference current of the active filter.
In the early 21st century, the concepts and theories which constitute the theoretical and methodological foundation of the traditional 20th century resocialization pedagogy (divided into three basic groups characterized by different theoretical and methodological approaches) got largely outdated. Therefore, contemporary resocialization pedagogy searches for new inspirations. What can become one of the new theoretical- methodological concepts is creative resocialization. The presented study concerns the assumptions of both the traditional resocialization pedagogy and its new varieties, with special focus on traditional and current theoretical and methodological contexts.
The article presents a comparative analysis of various classifi cations of both sciences’ and management sciences’ paradigms in terms of their pragmatism and adequacy regarding organization research. Furthermore, the aim of the article is also to justify the thesis about the high usefulness of research model proposed by Keneth D. Strang. Strang’s model, based on the concept of researcher’s socio-cultural philosophy, allows on the one hand to overcome the theoretical incommensurability and on the other hand makes it possible for representatives of various paradigms to cooperate with each other. The article contains also refl ections on the paradigm as a key factor affecting both the development of management sciences and the practice of management. The choice of a specifi c paradigm, i.e. research ideology, has a decisive impact on the results of research, as well as the generalization of practice. The paradigm defi nes the research strategy, selection of research methods and inference rules. Furthermore, it infl uences the education process, and thus has an impact on shaping the worldview of scientists, entrepreneurs as well as managers.
The defi nition of disease differs in various cultural and historical environments and is a part of the “vision of the world and of man”. In the modern era, one can speak about the successive changes in the ideals of science, including the medical sciences, designing subsequent modifi cations of the understanding of disease. Different possible approaches, cultural, anthropological, and medical, use distinct language and metaphors to present the concept of illness.
Designed by the architect Louis I. Kahn, the Phillips Exeter Academy Library is renowned mostly for the quality of its inner spaces. Particularly, the image of the building's central void with its large circular openings giving an insight onto the bookshelves has almost become an archetype of the library. Following the building's design process, however, we will learn how many tangible factors participated in the actual shaping of its architecture. The uniqueness of this project relies not only on embodying the idea of the library as institution, but also on the compromises the architect took as well as on the building's adjustment to its environmental setting.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.
The aim of the author is to present some messianic and prophetic ideas, which are intrinsically fused with Karl Marx’s doctrines, and which had also been expressed in Jewish mystical thought as well as in the ethical message of the Bible. Although Marx did not obtain any proper Jewish education, he was not able to reject his own being-a-Jew or his inborn spirituality together with the implicit axio-normative system of Judaism. Marxist philosophy, generally speaking, is dominated by the postulate of building a better and a more just world, and by the ethical demand of creating a new reality, from which poverty and social marginalization would be eradicated. However, such views were not new. For, it was the author of the Biblical “Book of Devarim”, who earlier emphasized the need for social solidarity. There had also been some Jewish prophets who criticized kings and priests, and Tsfat Jewish mystics who had formulated an ethically radical tikkun ha-olam postulate in the 16th century.
The article analyses the issue of the potential development of theoretical thinking in young children. The context for this discussion is found in the cultural and historical development theory of L.S. Vygotsky which constitutes the basis for assumptions regarding the thinking about development and education of children. It highlights the elementary education stage as a very important area of designing „developmental teaching” as understood by Vygotsky. The article emphasizes the role of an adult who builds the scaffolding for the child’s thinking and acting, and establishes the conditions and teaching environment necessary for the performance of a cognitive process directed at the development of theoretical thinking. In the author’s opinion building the foundation for theoretical thinking will be possible when teachers set „the right developmental and educational tasks” for a child who is constructing knowledge.