Match List I with List II List - I List - II Concept of presentation Characteristic A. Text I. Order of signification B. Discourse II. Subjective invention C. Connotation III. Micro data D. Myth IV. Macro exchange
A - III, B - IV, C - I, D - II
This question asks us to match concepts related to the presentation and interpretation of meaning with their corresponding characteristics. Let's analyze each concept and its potential match.
We are given two lists:
| List I (Concept of Presentation) | List II (Characteristic) |
|---|---|
| A. Text | I. Order of signification |
| B. Discourse | II. Subjective invention |
| C. Connotation | III. Micro data |
| D. Myth | IV. Macro exchange |
Let's examine each pair and determine the most fitting match:
| Concept (List I) | Characteristic (List II) | Matching Code |
|---|---|---|
| Text | Micro data | A - III |
| Discourse | Macro exchange | B - IV |
| Connotation | Order of signification | C - I |
| Myth | Subjective invention | D - II |
Therefore, the correct matching is A - III, B - IV, C - I, D - II.
| Concept | Simple Explanation | Related Characteristic |
|---|---|---|
| Text | Basic linguistic units (words, sentences) as raw data. | Micro data |
| Discourse | Language used in social contexts; broader communication. | Macro exchange |
| Connotation | Secondary, cultural meanings of words. | Order of signification |
| Myth (Semiotic) | Culturally constructed ideas presented as natural truth. | Subjective invention |
The concepts of Connotation and Myth are particularly relevant in the study of semiotics, which is the study of signs and symbols and their interpretation. Semioticians like Roland Barthes have extensively analyzed how meaning is constructed and how myths operate in modern society.
The following teaching aids can be used by a teacher in the classroom as a live interactive device:-
a) Email
b) Skype
c) On-line Chat
d) Tele-conferencing
e) Face-book
f) Blog
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Which of the following is a graphical tool for organising and representing knowledge?
Presentation slides are most suitably meant to be‐
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I. What to teach
II. Who to teach
III. How to teach