Idea Of Comparison Research Articles

Характеристики автореферентных и инореферентных компонентов дискурса саморефлексии французских женщин "третьего возраста"

The aim of the given study is to determine the general characteristics of self-referential (positive concepts accepted by the communicant) and other-referential (negative and unacceptable concepts) components in the narratives of French women of older (third) age. The material of this study is represented by the first-person reflections of French women aged from 50 to 75. The narratives represent the perception of women concerning their age and the process of further aging. The collected material was studied both with the help of expert contextual and semantic analysis, and with the use of the Sketch Engine corpus manager. The analysis of the practical material shows that certain lexical, grammatical and stylistic means play a special role in the construction of such a discourse. The analyzed narratives are lexically diverse, an abundance of lexemes with the opposite meaning (“jeune/old”- “vieux/young”) has been revealed. The most common nouns are “an/year”, “vie/life”, “âge/age” closely linked with the main concepts of the women’s life reflections. The communicants often return to their past, remembering their youth, summing up several life period results, comparing themselves in the past and present, and sometimes projecting their lives into the future. For this purpose, the forms of the past, present and future tenses are used in the narratives. The study shows that the older woman who accepts her age is a determined personality and she puts up and clearly delineates her personal boundaries. Thus, the self-referential circle includes such concepts as “Woman”, “Children”, “Family”, “Hobbies”, “Sports”, “Music”, “Fashion”, “Travel”, “Cuisine”. Her inner circle is contrasting with the concepts that she considers unacceptable (the society that promotes youth and condemns old age, the media as a mouthpiece of ageist public opinion, health problems, body ageing, the younger generation competing with the elders, depression, melancholy, decline of spirit). This all is forming the other-referential circle in the older women’s narratives. As the idea of comparison and opposition is inevitable in such a discourse, the degrees of comparison of adjectives and adverbs, personal pronouns of the 1st and 3rd person, conjunctions expressing concession and opposition are widely used. At the end of the study, the author proposes a scheme (figure 2), which clearly shows the most used language tools marking the interaction of self-referential and other-referential components.

Distance Between Teacher and Students During Class, Group and Individual Classes

The research related to the context of proxemics, carried out at the turn of 2013-2021, during teacher-student classes, during which information and communication technology (ICT) was used, was included in the following publications: "Digital school proxyemics", "Digital space teacher in the context of proxemics" and "Teaching programming in the context of proxemics" and "Robotics in education in the context of proxemics". Also in the context of proxemics, completed study "Digital competences in education in the context of proxemics". Research studies give delegations to undertake a comparison, at least only of selected issues, occurring during the research and included in the studies. It should be realized that presenting selected research results in one comparison, despite other subject areas, does not violate the very idea of comparison. It can be easily noticed that both ICT and learning programming as well as elements of robotics in education are issues in the field of computer science, and digital competences are a good complement to these issues. The issues raised in the research are one of the teaching priorities in Polish education. One of the many issues included in the above-mentioned studies is the distance between the teacher and students during classes with the class, group and individual work with selected people in the class. The research posed a problem: what is the most frequently adopted distance (and thus the sphere) during classes with students and does the distance change if the form of working with these students changes? The conducted survey conducted on the educational platform of the Kuyavian-Pomeranian Voivodeship (województwa kujawsko-pomorskiego) <edupolis.pl> and the collection of data from the above-mentioned studies indicate the dominant distance for the personal sphere in each case, with the simultaneous shift of results in the case of working with a group or individually. The reproducibility of the obtained results is noticeable, despite the variety of research areas. The latest survey, carried out during a remote (pandemic), slightly brings different information to comparison. The curves obtained on the basis of the obtained data have the general shape of Gaussian curves, which proves a well-chosen research sample, which consisted of teachers from several provinces, working in various educational institutions. The obtained results from the research will allow both teachers and producers of teaching aids to properly prepare and conduct classes with students at various levels of education.

Response

The academic field of postcolonial studies is founded upon the idea of comparison across nations that experienced colonialism. This cluster of essays raises the question: among the many possible pairings for comparison, what justifies the comparison of Ireland and South Africa as a field of study worthy of a special issue? Given the different colonial histories of the two nations, such a project could aim to show that they are not as unconnected as might at first appear, sharpen our understanding of both by showing their distinctive responses to similar conditions, or demonstrate the complexity of global networks of influence and exchange in the sphere of culture. These essays accomplish all these goals, considering, among other topics, the backing given by Irish nationalists to the Boers in the Anglo-Boer War, the strong support for the Irish Anti-Apartheid Movement, the significant role of South African figures in Irish political negotiations, and the links between Irish and South African literary works. As is pointed out by Parsons in his introduction, the asymmetry of the relationship is evident in most of these areas. Taken together, the contributions to this cluster demonstrate the varied ways in which a postcolonial lens can bring into focus connections forged across extended geographical distance and in spite of substantial historical differences.

The influence of the distance between the teacher and a student for school grades

Researches related to proxemics at the turn of the years 2013-2019 during the course of which information and communication technology (ICT) was used (studies „Digital School Proksemics”, „Digital space teacher in the context of proxemics”, „Programming in the context of proxemics”) and teaching robotics elements during the implementation of programming, also in the context of proxemics, give the right to undertake a comparison of selected issues occurring during the research and included in the studies. The inclusion of selected research results in one comparison, despite other research titles, does not affect the very idea of comparison. It can be noticed that both ICT as well as programming science and elements of robotics in education are issues in the field of computer science, which has become one of the priorities of teaching in Polish education.

Precision ableism: a studies in ableism approach to developing histories of disability and abledment

ABSTRACTThis paper discusses the historical project and idea of comparison, then moves on to a discussion of the role of thinking theoretically in terms of process and not object relations, a shift from a focus on binaries to aporias. The paper outlines the development of Studies in Ableism as well as presuppositional foundations of systems of ableism, and the delimitation of abledment and disablement. Finally, the paper contributes to thinking about the meaning of ableism in a more precise way.

The Republic of Arabic Letters: Islam and the European Enlightenment by Alexander Bevilacqua

Reviewed by: The Republic of Arabic Letters: Islam and the European Enlightenment by Alexander Bevilacqua Simon Mills The Republic of Arabic Letters: Islam and the European Enlightenment. By Alexander Bevilacqua (Cambridge, MA: Belknap Press of Harvard University Press. 2018. Pp. xviii, 340. $35.00. ISBN 9780674975927.) A decade before the revelation of his calling as he mused amidst the ruins of the Capitol in Rome, Edward Gibbon dreamed of studying Arabic. The “childish fancy” was banished by his unimaginative Oxford tutor. But it might easily have been otherwise. The books of Islamic history which captivated the teenaged Gibbon were the product of a “Republic of Arabic Letters.” For more than a century, scholars and patrons from Paris to Oxford, Leiden to Rome, had stocked libraries with Arabic, Persian, and Turkish manuscripts. In Italy, Lodovico Marracci, a clerk regular in the Order of the Mother of God, had translated the Qur’an into Latin, while the English divine Edward Pococke uncovered the early history of the Arabs. With his Bibliothèque Orientale the Frenchman Barthélemy d’Herbelot bequeathed Europeans an early version of the Encyclopaedia of Islam. Such scholarly feats inspired the eighteenth-century authors who were Gibbon’s entrée to “Mahomet and his Saracens”: the impecunious Simon Ockley, who finished his history of the Muslim conquests in a debtors’ prison, and the solicitor George Sale, translator of the English Qur’an. Alexander Bevilacqua’s The Republic of Arabic Letters: Islam and the European Enlightenment brings these and others of the Republic’s citizens to life with verve, insight, and erudition. Parts of the story have been told before, but typically in smaller-scale works on individual pioneers or national cultures; Bevilacqua’s narrative takes a bird’s eye view. The tale of scholars at their desks is skilfully interwoven with a subplot about the journeys of their books. Chapter 1 brilliantly evokes the world of Istanbul and its booksellers. Later, we learn how manuscripts brought serendipitously to Roman libraries were exploited by Marracci for his commentary on the Qur’an and how in Utrecht Adriaan Reland used Malay and Javanese Qur’an translations acquired thanks to the “global reach of the Dutch Republic” (p. 84). Readers of this journal will appreciate Bevilacqua’s efforts to include “both Catholic and Protestant contributions” (p. 15), doing justice to Catholic scholars’ such as Marracci’s and d’Herbelot’s indispensable achievements. [End Page 164] Moreover, Bevilacqua’s account of Islam and the Enlightenment is an important corrective to earlier versions. Enlightenment orientalists are typically cast as radicals who developed novel, more sympathetic depictions of the Prophet and his religion, or, at the least, adapted earlier scholarship to new polemical ends. Such narratives often embody an assumption that intellectually honest and cool-headed work on Islam simply could not have been produced by orthodox Christian writers. Bevilacqua argues convincingly that this is wrong. Montesquieu, Voltaire, and Gibbon appear here, not as innovators, but as inheritors of a much older scholarly tradition. Nor was this simply a case of philosophical historians mining the data accumulated by erudite but uncritical antiquarians. The shift in the “normative evaluation of Islam” (p. 106), central to the Enlightenment’s more charitable interpretation of Muhammad and his followers, had occurred at least a century earlier. How and why had this change come about? One answer picks up a hint dropped by Machiavelli in the 1530s, then developed by Henry Stubbe in the seventeenth century, and George Sale in the “Preliminary Discourse” to his Qur’an. Muhammad came to be conceived no longer as a “false prophet,” but as a skilled political legislator. If his religion and its extraordinarily rapid diffusion could be explained purely in terms of secular power, bracketed off from real theology, then Muslim history was a safe topic for a Christian believer. Likewise, many of the early modern scholars who addressed Islam relied on some idea of comparison. Since antiquity, Christians had recognized the value of studying aspects of pagan history and culture. As “wise Muslims” (p. 106) were similarly imagined, an emerging idea of Islamic civilization became an acceptable field of theologically neutralized enquiry. Family resemblances between Islam and Christianity became increasingly apparent to...

Contextos Comparativos em História do Direito: somos todos comparatistas agora?

The article discusses Comparative Legal History from a methodological point of view, seeking to define comparison departing from historiography and demonstrating how the discipline of legal history emerged in the nineteenth century to validate the idea of a national legal science. Secondly, the article presents the traditional idea of comparison as a means of constructing new identities. Finally, it introduces a new method of Comparative Legal History, claiming that the research object can always be located in a wider perspective than the national one. This demonstrates that comparison could be understood as an innate instrument of the legal historian.

The Explanatory Critic:

The Explanatory Critic:

Positive solutions of the Emden–Fowler difference equation

In this paper, we establish asymptotic representations of positive solutions of the Emden–Fowler difference equation , where p n is ‘close’ to a power sequence. In particular, for some types of p n and σ asymptotic behaviours of all solutions of the equation are determined. The proof of the main result is based on the idea of comparison of an arbitrary positive solution of the Emden–Fowler equation with a special sequence in order to estimate the rate of growth of this solution.

The neglect of comparison income: An historical perspective

Theories of social comparison have a long presence in the social sciences and have provided many useful insights. In economics, the idea of comparison, aspiration or relative income belongs to this theoretical framework. The first systematic usages of this notion can be found in the works of Keynes and Duesenberry. After these works the concept was relatively ignored by orthodox theorists until its recent re-appearance, mainly in the fields of labour and macroeconomics. To the contrary, however, income comparisons continued to play a role in much of Keynesian inspired and non-mainstream economics literature. In the past few years it has made a strong comeback in the literature of job satisfaction and of the economics of happiness. This paper attempts to trace the development of the concept in the modern history of economic thought. It also discusses the main theoretical implications of adopting income comparisons and possible reasons for its relative disregard by orthodox economics.

Introduction

Introduction Rita Felski and Susan Stanford Friedman This issue of New Literary History raises questions about the epistemology, aesthetics, politics, and disciplinary histories of comparison. To what extent do all modes of thought rely on implicit, if not explicit, forms of comparison? What are the limitations of comparisons based on lists of similarities and differences and what other methods of comparative thinking might we envision? Is comparative analysis compatible with the acknowledgment of singularity or even incommensurability? Can comparison decenter or unsettle our standards of measure rather than reinforce them? Can we think of literary texts as agents of comparison as well as objects of comparison, modeling alternative forms of relational thinking? How do we rethink structures of comparison in order to do justice to past and current postcolonial and global contexts? How do the new spatial modes of analysis based on interrelations, conjunctures, networks, linkages, and modes of circulation draw on or enrich comparative thinking? What are the contributions of different disciplines and interdisciplinary fields to the archive of comparative scholarship? As cultures are forced into ever greater proximity through the dissemination of new media and escalating patterns of migration, as global flows of texts, ideas, and persons traverse traditional borders and boundaries, acts of comparing seem ubiquitous and inescapable. Yet the idea of comparison is frequently spurned as old-fashioned at best, retrograde at worst. Comparison, it is often said, is never neutral; it develops within a history of hierarchical relations. Scholars of comparative literature and of anthropology, especially, are often anxious to disavow their disciplines' entanglement in comparative methodologies, citing the complicity of these disciplines with colonialism and Eurocentrism during their formative years. Comparison, in this light, is seen as a homogenizing process rooted in the encyclopedic ambitions and evolutionary models of nineteenth-century thought—an approach that distorts the uniqueness of the objects being compared, reduces them to variants on a common standard, and relies on a downgrading of certain cultures in relation to others. The renunciation of comparison, however, seems neither possible nor desirable. Comparison is a mode of thinking, an analogical form of human cognition, that is indispensable to understanding and creativity and that depends upon principles of relation and differentiation. Not [End Page v] just a cornerstone of analytic thought, comparison pervades everyday life as one of the fundamental ways in which we organize and make sense of the world around us. Forms of comparison are built into the deep structures of language and constitute the basis for ubiquitous figures of speech such as metaphor, simile, and analogy. Intertextuality, with its insistence on the relational and interdependent nature of meaning, underscores that comparison is an inevitable, rather than optional, form of thought. Moreover, the political stakes of relational thinking call for more extensive consideration. Comparisons can indeed be insidious, buttressing complacent attitudes in individuals or cultures while inculcating feelings of inadequacy or shame in others. But acts of comparing are also crucial for the registering of inequalities and for struggles against the unjust distribution of resources. Comparison is central to the analysis of world systems, transcontinental connections, and interculturalism, not only in the current phase of globalization but throughout human history. Moreover, comparison does not automatically authorize the perspective of those doing the comparing, but can also serve as a jolt to consciousness, initiating a destabilizing, even humbling, awareness of the limitedness and contingency of one's own perspective. "Why compare?" asks R. Radhakrishnan in the opening essay, using the example of his friendly sparring with an autorickshaw driver in Chennai to set the stage for a wide-ranging meditation on comparison. Radhakrishnan zeroes in on questions of epistemology as well as politics, elaborating the philosophical complexities of a self-other problematic that troubles any notion of comparison as a neutral activity and that inevitably transforms the objects being compared. His subsequent turn to A Passage to India underscores the centrality of comparative thinking to the making of literature as well as theory. While aspects of Forster's conception of India seem befuddled or benighted, his novel also allegorizes and reflects on the perils and the promise of cross-cultural recognition. While Radhakrishnan retains a qualified skepticism in the face of pragmatist...

From comparison to translation: extending the research imagination?

This paper addresses Appadurai's challenge to expand the research imagination. It follows Boaventura de Sousa Santos in suggesting a need to separate analytically the trajectories of capitalism and modernity. For Santos, this involves the recognition that we cannot solve the problems of postmodernity with the tools of modernity. The paper approaches this problem through a focus on the idea of comparison as a high point of modern social science. It outlines five critiques of the ways that comparison has been used that both assume and reinforce the assumptions of modernity: that comparison is not the only way that relations between states can be elaborated; that cases and variables should not be wrested from their wider contexts; that assumptions of the predominance of the national level, especially as the basis for comparative indicators, are misleading; that the acceptance of a common set of measures constructs silences in the world outside the West; and that it does not ask whose knowledges are being recognised. The paper proposes four possible forms of moving comparison towards what Santos calls ‘translation’—‘expanding mutual intelligibility without destroying the identity of the partners of translation’; a critical theory that recognises that silences are constructed; distinguishing between rules of recognition and rules of realisation; constructing a level at which different concepts may be made commensurable; and creating a set of ‘education questions’ as a ‘contact zone where different conceptions may meet to construct reciprocal intelligibility and expand the research imagination.

Extending the process of comparison in soft systems methodology

Soft systems methodology (SSM) is a leading interpretive approach to real-world problem management and the idea of comparison is one of its core concepts. However, it is argued in this paper that the concept of comparison could be usefully enriched and made easier to operationalise since it has received very little attention in the research literature. The paper explores comparison as a problem area and proposes a framework consisting of expectation, desirability and importance as a basis for extending and clarifying the notion of comparison.

El sistema de la gradación en latín: noción básica, estructura y usos

In front of the traditional and modern theories which see two grammatical categories in the Latin gradation, we shall suggest in this paper the existence of just one grammatical category, whose basic notion is not the idea of comparison but that of elation . In the light of this assumption, we shall propose a structure which permits us to explain satisfactorily all the uses of the degrees, even those which seem to be anomalous.

Extrapolation designs and Φ p-optimum designs for cubic regression on the q-ball

This paper continues earlier work of the authors in carrying out the program discussed in Kiefer (1975), of comparing the performance of designs under various optimality criteria. Designs for extrapolation problems are also obtained. The setting is that in which the controllable variable takes on values in the q-dimensional unit ball, and the regression is cubic. Thus, the ideas of comparison are tested for a model more complex than the quadratic models discussed previously. The E-optimum design performs well in terms of other criteria, as well as for extrapolation to larger balls. A method of simplifying the calculations to obtain approximately optimum designs, is illustrated.