In some languages every statement must contain a specification of the type of evidence on which it is based: for example, whether the speaker saw it, or heard it, or inferred it from indirect evidence, or learnt it from someone else. This grammatical reference to information source is called 'evidentiality', and is one of the least described grammatical categories. Evidentiality systems differ in how complex they are: some distinguish just two terms (eyewitness and noneyewitness, or reported and everything else), while (...) others have six or even more terms. Evidentiality is a category in its own right, and not a subcategory of epistemic or some other modality, nor of tense-aspect. Every language has some way of referring to the source of information, but not every language has grammatical evidentiality. In English expressions such as I guess, they say, I hear that, the alleged are not obligatory and do not constitute a grammatical system. Similar expressions in other languages may provide historical sources for evidentials. True evidentials, by contrast, form a grammatical system. In the North Arawak language Tariana an expression such as "the dog bit the man" must be augmented by a grammatical suffix indicating whether the event was seen, or heard, or assumed, or reported. This book provides the first exhaustive cross-linguistic typological study of how languages deal with the marking of information source. Examples are drawn from over 500 languages from all over the world, several of them based on the author's original fieldwork. Professor Aikhenvald also considers the role evidentiality plays in human cognition, and the ways in which evidentiality influences human perception of the world.. This is an important book on an intriguing subject. It will interest anthropologists, cognitive psychologists and philosophers, as well as linguists. (shrink)

The first volume to offer a thorough and systematic account of evidentiality and the expression of information source, Illustrated with extensive data from a range of typologically diverse languages, Introductory chapter offers practical advice for fieldworkers investigating evidentially, Interdisciplinary in nature with insights from typology, semantics, pragmatics, language description, anthropology, cognitive psychology, and psycholinguistics Book jacket.

This collection of quotes demonstrates the elegant simplicity of Ai Weiwei's thoughts on key aspects of his art, politics, and life. A master at communicating powerful ideas in astonishingly few words, Ai Weiwei is known for his innovative use of social media to disseminate his views. The book is organized into six categories: freedom of expression; art and activism; government, power, and moral choices; the digital world; history, the historical moment, and the future; and personal reflections. Together, these quotes span (...) some of the most revealing moments of Ai Weiwei's eventful career-from his risky investigation into student deaths in the 2008 Sichuan earthquake to his arbitrary arrest in 2011-providing a window into the mind of one of the world's most electrifying and courageous contemporary artists. Ai Weiwei is one of China's most influential and inspiring figures. Artist, architect, curator, and activist, he has been an outspoken critic of the Chinese government's stance on human rights and democracy. (shrink)

It is demonstrated on the basis of the Dirac equation that quarks cannot be confined by a vector gluon potential of the form(r/r 0)a or[ln(r/r 0]a, a>0, if the quark-gluon interaction conserves parity. In order to confine quarks with the parity-conserving interaction, the effective gluon potential must be a pseudovector or a scalar. These are shown in a simple Yang-Mills field with theSU(2) group.

Knowledge can be expressed in language using a plethora of grammatical means. Four major groups of meanings related to knowledge are Evidentiality: grammatical expression of information source; Egophoricity: grammatical expression of access to knowledge; Mirativity: grammatical expression of expectation of knowledge; and Epistemic modality: grammatical expression of attitude to knowledge. The four groups of categories interact. Some develop overtones of the others. Evidentials stand apart from other means in many ways, including their correlations with speech genres and social environment. This (...) essay presents a framework which connects the expression of knowledge across the world's languages in a coherent way, showing their dependencies and complexities, and pathways of historical development in various scenarios, including language obsolescence. (shrink)

Why do people comply with coronavirus disease 2019 public health guidance? This study considers cultural-psychological foundations of variation in beliefs about motivations for such compliance. Specifically, we focused on beliefs about two sources of prosocial motivation: desire to protect others and obligation to society. Across two studies, we observed that the relative emphasis on the desire to protect others as an explanation for compliance was greater in the United States settings associated with cultural ecologies of abstracted independence than in Chinese (...) settings associated with cultural ecologies of embedded interdependence. We observed these patterns for explanations of psychological experience of both others and self, and for compliance with mandates for both social distancing and face masks. Discussion of results considers both practical implications for motivating compliance with public health guidance and theoretical implications for denaturalizing prevailing accounts of prosocial motivation. (shrink)

Civics and Moral Educationwas implemented as a new moral education programme in Singapore schools in 1992. This paper argues that the underlying theme is that of citizenship training and that new measures are under way to strengthen the capacity of the school system to transmit national values for economic and political socialisation. The motives and motivation for retaining a formal moral education programme have remained strong. A discussion of the structure and content of key modules in Civics and Moral Education (...) shows how curriculum writers have attempted to integrate separate strands of civics and moral education from earlier programmes and present them in a less divisive manner. The paper also assesses the impact of the written civics and moral education programme on teachers and pupils, and the way in which strategies have been used by curriculum agencies to overcome possible obstacles at the curriculum implementation phase. (shrink)

本书从回忆母亲中医治病开始,一路写来,有中医的神奇、有中医的道理、有中医与西医的区别、有人生的智慧、有豁达的胸襟、有现代人常常忽略的东西、有不少值得深思的问题.

艾丰(1938~),河北玉田人,人民日报编委、经济部主任、高级记者,兼任中国社会科学院研究生院教授,中国人民大学新闻学院教授.

本书简要介绍了从明中叶至辛亥革命这一历史时期中国文化史上的主流思潮。全书按历史顺序分别评介了晚明人文主义思潮、明清之际启蒙主义思潮、嘉道之际实学思潮和19世纪末—20世纪初的新民思潮。.