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We identify the effect of revealing one's name on the probability of link formation by letting individuals choose to signal – at the linking stage – their willingness to later reveal their name.
Increased choice leads to increasing confusion as to how to exercise this choice, and this gives change a bad name.
A name change can be important.
The findings corroborate that ESL immigrants' name changing practices reflect their sense of ethnic identity, and suggest how individuals' unique sociocultural milieux impact name maintenance or change.
At the same time, I also argue that changes can and do happen without a change of name.
We do not take the name change lightly and would not have proposed such a change had we not strongly believed that it would benefit the profession at all levels (i. e., from teaching undergraduate students about the concept to improving communication among practicing professionals).
It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change.
Overall, the results show that name change announcements signal an improvement in SACCOs’ future prospects.
Drawing on stigma and destigmatization theory, I argue that immigrant name change, a strategy typically associated with cultural assimilation, is a destigmatization strategy aiming for pragmatic assimilation.
Proceedings ArticleDOI
D.H. Spencer, Starr Roxanne Hiltz 
06 Jan 2003
49 Citations
The implication is that when students actually use chat they do find it 'rewarding' and not 'complex.'