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This paper provides a philosophical analysis and a new edition of an anonymous Epitome (Compendium) of John Dumbleton’s solution to the semantic paradoxes (insolubilia). The first part of this paper briefly presents Dumbleton’s cassationist solution to the semantic paradoxes, which the English philosopher proposes in his Summa Logicae, written in the 1330s–40s. The second part investigates the solution to various types of insolubles proposed by the anonymous author of the Epitome. The third part provides a new critical edition of the Latin text – a first edition was edited by Bottin in 1978 – and an English translation.

review on: John Baker, English Law Under Two Elizabeths. The Late Tudor Legal World and the Present, Cambridge: Cambridge University Press 2021, 222 p., ISBN 978-1-108-83796-5

André Salmon and Pablo Picasso enjoyed a close relationship from 1905 onwards and Salmon’s poetry and prose offer exceptionally clear-sighted responses to Picasso’s work. Writing as an insider and eye-witness, Salmon provides vivid insights and key information on individual works, but also identifies and highlights significant turning points in the artist’s development. Picasso cold-shouldered Salmon from 1935 to 1951, because of his journalistic activities. Once reconciled, they saw each other regularly in Sanary-sur-Mer and a late Picasso drawing indicates his interest in La Terreur noire, Salmon’s 1959 history of anarchism.

What makes necessary truths true? I argue that all truth supervenes on how things are, and that necessary truths are no exception. What makes them true are proofs. But if so, the notion of proof needs to be generalized to include verification-transcendent proofs, proofs whose correctness exceeds our ability to verify it. It is incumbent on me, therefore, to show that arguments, such as Dummett's, that verification-truth is not compatible with the theory of meaning, are mistaken. The answer is that what we can conceive and construct far outstrips our actual abilities. I conclude by proposing a proof-theoretic account of modality, rejecting a claim of Armstrong's that modality can reside in non-modal truthmakers.O que faz verdadeiras as verdades necessárias? Defendo que qualquer verdade sobrevém das coisas como elas são, e que as verdades necessárias não são exceções. O que as faz verdadeiras são provas. Mas, se assim for, a noção de prova precisa ser generalizada para incluir provas de verificação-transcendente, provas cuja correção extrapola a nossa própria habilidade de verificação. Além disso, tenho a incumbência de mostrar que argumentos, como o de Dummett, segundo o qual a verdade em termos de verificação não é compatível com a teoria do significado, não procedem. A resposta consiste no fato de que aquilo que podemos conceber e construir ultrapassa nossas habilidades efetivas. Concluo propondo um tratamento das modalidades em termos de teoria da prova, rejeitando a afirmação de Armstrong de que modalidades podem residir em fazedores de verdade não modais.

The emerging recollections, perceptions and storied biographies of older lesbians and gay men and their experiences in rural Britain are presented in the article, alongside consideration of the multiple qualitative methodologies used in a unique multi-method participatory action research project. The project aimed to empower older lesbians and gay men in rural areas through a collaborative design and meaningful participation in the research process itself. Methods included the core Biographic Narrative Interpretive Method (BNIM) (JONES, 2001, 2004; WENGRAF, 2001) with its interpretation of data by panels of citizens. In addition, visual ethnographic site visits, a focus group and two days of theatrical improvisation of interview data to explore action within the texts were used. The project embraced the principles of a performative social science (GERGEN & JONES, 2008; JONES, 2006, 2012) in its dissemination plan. Four of the collected stories are elaborated on here. These and other stories, reports and observations contributed to the creation of the main output of the project—a short professionally made film (Rufus Stone). The film is used to encourage community dialogue and inform service providers, opening up new possibilities of connectivity, communication and common ground at both macro and micro levels. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs130275

Vocabulary is an essential component of study, of reading and writing skills. At present, English is the primary language of tertiary education in South Africa, and this puts students from other language backgrounds at a disadvantage. The proposed dictionary will therefore be aimed at second language English users who are entry level students at university. It will be in four languages: English, Afrikaans, Zulu and Sepedi. I.S.P. Nation and J. Coady have compiled an academic core vocabulary which tertiary students in all subject fields need to master in order to be able to encode and decode tertiary level texts, and this has been the basis for the planned dictionary. However, this list needs to be compared to and updated with material from a South African academic corpus. A preliminary comparative study has been conducted on the basis of authentic South African data, and a revised list has been created. The dictionary will not be subject-specific, but will deal with a general subtechnical vocabulary. Full definitions will be provided in all four languages, as well as translation equivalents, with English as the pivot language. Where a lexical gap occurs, translation equivalents will be coined with the help of the relevant experts. Thus the dictionary will also participate in much-needed corpus development of the African languages. It should become a valuable reference tool for both teacher and student. Woordeskat vorm 'n essensiële deel van die leerproses, van lees- en skryfvaardighede. Tans is Engels die primêre taal van die tersiêre onderwys in Suid-Afrika, en dit benadeel studente met ander taalagtergronde. Die beplande woordeboek is derhalwe gerig op eerstejaaruniversiteitstudente wat Engels as tweede taal gebruik. Dit sal in vier tale wees: Engels, Afrikaans, Zulu en Sepedi. I.S.P. Nation en J. Coady het 'n akademiese kernwoordeskat saamgestel wat tersiêre studente in alle studierigtings behoort te ken om tekste op tersiêre vlak te enkodeer en te dekodeer, en dit het as basis vir die beplande woordeboek gedien. Hierdie lys moet egter vergelyk en opgedateer word met materiaal uit 'n Suid-Afrikaanse akademiese korpus. 'n Voorlopige vergelykende studie is gedoen op basis van outentieke Suid-Afrikaanse data, en 'n hersiene lys is opgestel. Die woordeboek sal nie vakspesifiek wees nie, maar gerig wees op die algemene, subtegniese woordeskat. Volledige definisies in al vier tale sal verskaf word, sowel as vertaalekwivalente, met Engels as die ankertaal. Waar leksikale gapings voorkom, sal vertaalekwivalente geskep word met die hulp van geskikte kundiges. Op hierdie manier sal die woordeboek bydra tot noodsaaklike korpusontwikkeling in die Afrikatale. Dit behoort ook 'n waardevolle naslaangids vir sowel onderwysers as studente te wees.

URN: urn:nbn:de:0114-fqs0703E19