“In the last chapter I described the view of fictional records as files that I rely on for theorizing about the semantics and pragmatics of fictional discourse. In this chapter I argue for a theory of fictional names within this framework. I introduce the central notion of a role, that is, a set of properties that an individual could have. We will see that fictional discourse incrementally builds up roles by associating information with discourse referents, in the way we started to examine in the last chapter. Following a common view, I identify fictional characters with such roles. In turn, a fictional name will be seen as a variable that requires that its value be a unique occupant of the relevant role. ”

“In Chapters 8-10 we saw how to understand fictional records as files, and how this picture provides an attractive way of thinking about how stories and characters qua roles are built up by fictive utterances. In Chapters 11 and 12 I showed that this view accounts for a range of fiction-related talk, including metafiction, interfiction, counterfiction, factual and theoretical utterances, and mixed cases involving cross-anaphora and co-predication. This chapter discusses some challenges raised by Kripke concerning roles and occupants. Doing so will be a useful way of explaining a number of aspects of the theory I have been offering.”

In this chapter, we review the roles and responsibilities of all stakeholders involved in developing and using AI systems, with a particular focus on our role as (competent) citizens. It is important, thus, to understand our rights and obligations in order to advance to a safer and more trustworthy AI implementation in our daily lives.

The Macedonian dynasty, wonderfully rooted in murder, having been renewed by violence as a peaceful, orderly, administration, a soldier-emperor is installed: Constantine IX, the main subject of the Chronographia, and its potential stumbling block. To deal with his own self-division towards Constantine, Psellos creates an elaborate structure of genres and disciplines – panegyric and history, rhetoric and philosophy – and conflicting roles for himself, to dramatize an odi et amo in which the comic and the tragic infuse each other in continuously changing ways. The effect is exhilating, shocking, and ingeniously balanced, as Psellos sets the failure of an indirect rule by a philosopher (Kaldellis) and his own moral degeneration against the expansive power of panegyric vested in this emperor. For good artistic reasons, Psellos omits the patriarch Keroularios and his attack on Psellos’ orthodoxy, projecting his own displacement onto a highly fictional portrayal of another character. The reign of Theodora, however, is vitiated by his repressed anger with Keroularios, ranting against his proxies in her government. The two reigns exemplify the work’s uneven quality.

Chapter 4 addresses the data to be analyzed and "lines of vision" connecting it to relevant contexts. It investigates the ideological relevancies of the appeals' social, political, historical, linguistic and geographical contexts. While the geographical context of the discourses is the world, the appeals are directed at only 18 countries, two US States, and a corporation, seeking redress for human rights violations such as the denial of life-saving abortion, suppression of freedom of expression, torture and the death penalty, rights based on international declarations and laws. The analysis requires that Verschueren's broad guidelines be complemented and implemented by a range of discourse analytic apparatuses: speech act theory; Gricean and post-Gricean pragmatics; contextualization cues to spatial and temporal ordering; utterers’ and interpreters’ participant roles; positioning theory; theories of argumentation, justification, and epistemic vigilance; rhetorical move and step analysis; organizational discourse studies; intertextuality indicators; and detailed discussion of linguistic devices, notably problems in identifying deictic referents, especially of personal pronouns.

The sale, twice, of a Medici cabinet ordered for an English estate introduces the modern idea of heritage, initiated by Edmund Burke. It covers Protestant narratives and customary laws, and concludes with Alasdair MacIntyre’s thesis about narrative and identity.

Through reading this chapter, you will gain insights into Vygotsky’s cultural-historical conception of play and the range of contemporary models of play that have been informed by cultural-historical theory.

In this chapter, we will look at how children play in families, and the diversity of roles that parents may take in children’s play. We begin this chapter with details of the play practices of two families living in the same community. We argue that play is learned in families, and in early childhood centres and classrooms, rather than being something that arises naturally within the child. Through reading this chapter on families at play, you will gain insights into how some families play and how play is learned in families, and an understanding that play practices learned at home lay the foundation of children’s play and learning, and that as teachers we should consider how to build upon these early experiences in our early childhood centres and classrooms.

Chapter 47 covers the topic of gender dysphoria. Through a case vignette with topical MCQs for consolidation of learning, readers are brought through the management of patients with gender dysphoria from first presentation to subsequent complications of the conditions and its treatment. Topics covered include diagnosis, differentials, course, co-morbidities, management with hormonal treatment, sex-reassignment surgery.

Chapter 46 covers the topic of fetishistic and transvestic disorders. Through a case vignette with topical MCQs for consolidation of learning, readers are brought through the management of patients with fetishistic or transvestic disorders from first presentation to subsequent complications of the conditions and its treatment. Topics covered include diagnosis, differentials, pathology, co-morbidities, management.

Many nurses will be asked to give evidence at a coroner’s inquest during their nursing career. Being asked to give evidence can feel incredibly daunting and generate complex feelings. It’s important to remember that the coroner is looking for your help with the inquiry. The coroner can also seek an expert opinion by a nursing professional on the care of the person who has died. This chapter provides advice on how best to fulfil your duty.

Children learn to distinguish registers for different roles: talk as child versus as adult, as girl versus boy, as parent versus child, as teacher, as doctor, marking each “voice” with intonation, vocabulary, and speech acts. They learn to mark gender and status with each role; what counts as polite, how to address different people, how to mark membership in a speech community (e.g., family, school, tennis players, chess players), and how to convey specific goals in conversation. They reply on experts for new word meanings and identify some adults as reliable sources of such information. They mark information as reliable or as second-hand, through use of evidentials. They adapt their speech to each addressee and take into account the common ground relevant to each from as young as 1;6 on. They keep track of what is given and what new, making use of articles (a versus the), and moving from definite noun phrases (new) to pronouns (given). They learn to be persuasive, and persistent, bargaining in their negotiations. They give stage directions in pretend play. And they start to use figurative language. They learn how questions work at school. And they learn how to tell stories.

As children learn more about language, they use it more effectively to achieve their conversational goals. They choose appropriate speech acts, establish joint attention, contribute new information, take up information from others, and take turns. They learn how to enter an exchange among others from as young as age two. Their intrusions in ongoing exchanges typically contain new information. Planning an utterance takes time, and children learn to plan what to say so as to take turns on time. This can be tracked in their answers to yes/no and wh- questions, where they get faster with age. They plan pretend play, assigning roles, assigning actions, and also utterances for each character enacted. They track common ground and design referring expressions for their addressees, and they repeat new words to mark uptake. They distinguish requests from offers, and, on occasion, persist in making repeated requests themselves. They clarify what they mean when asked and offer spontaneous repairs as well. In all this, they track what the others in the exchange say and choose when to enter the exchange themselves.