Showing papers on "Exemplification published in 2005"

Unmanageable place brands

Abstract: Increasingly researchers and practitioners manage places as brands. But they have yet to elaborate on the question: is it possible to build and/or manage place brands? This question is addressed by recourse to the origins of branding; explication of differences between such origins and one dimension of place brands, ie destination brands; and exemplification by means of resident-tourist interactions. The answer offered is that place brands may not be as manageable as ‘ordinary’ brands — or, at least, that places are so different from traditional brands that it has to be accepted that at least one dimension of place brands is unmanageable to an extent that questions taken-for-granted assumptions underlying traditional brand knowledge. Consequently, the paper discusses what branding can(not) do for the management of places.

The particular-universal distinction: a dogma of metaphysics?

Abstract: Is the assumption of a fundamental distinction between particulars and universals another unsupported dogma of metaphysics? F. P. Ramsey famously rejected the particular–universal distinction but neglected to consider the many different conceptions of the distinction that have been advanced. As a contribution to the (inevitably) piecemeal investigation of this issue three interrelated conceptions of the particular–universal distinction are examined: (i) universals, by contrast to particulars, are unigrade; (ii) particulars are related to universals by an asymmetric tie of exemplification; (iii) universals are incomplete whereas particulars are complete. It is argued that these conceptions are wanting in several respects. Sometimes they fail to mark a significant division amongst entities. Sometimes they make substantial demands upon the shape of reality; once these demands are understood aright it is no longer obvious that the distinction merits our acceptance. The case is made via a discussion of the possibility of multigrade universals.

Pretend It Doesn'T Work: The ‘Anti-Social’ Bias In The Maryland Scientific Methods Scale

Abstract: The social constructs and methodological principles embodied in the Maryland Scientific Methods Scale (SMS), comprising part of the Campbell Collaboration in Crime and Justice assessment protocol, induce a series of biases in the evaluation of evidence of crime prevention policy interventions that focus on collective social phenomena, such as communities. Applying these principles leads to negative conclusions about effectiveness; yet their inherent ‘anti-social’ bias may induce Type II error with regard to the desirability of ‘social’ interventions to reduce crime. Policy-making is poorly served as a result. This point is illustrated, first, through a scrutiny of the social constructs used, including those that typify treatments, institutional settings and units of analysis. These are seen as being constructed in a way that is congenial to the underlying methodological issue of ‘control’ but that constitute nevertheless a distorted definition of the governance issues involved in crime reduction in community settings. A model more appropriate for evaluating voluntaristic action in civil society is needed. Second, it is suggested that this methodological bias arises particularly in policy interventions and change programmes that address issues concerning the ‘collective efficacy’ of local communities in reducing crime. An empirical exemplification of these arguments is presented with reference to a completed evaluation research study (Foster and Hope, 1993).

Teaching pronunciation for English as a Lingua Franca: a sociopolitical perspective

Abstract: The English language is the medium of globalisation and it is itself deeply affected by globalisation As a result, the function of English as an international tool for communication needs rethinking in the English language classroom The articles of this volume represent different, sometimes controversial perspectives The contributions cover five domains: 1 Political and Sociocultural Dimensions, 2 Linguistic and Sociolinguistic Exemplification, 3 Teaching and Learning English in a Global Context: 'Old' and 'New' Standards, 4 Learners in Primary, Secondary and Higher Education: Focus on Europe and 5 Teacher Education The sections provide different focuses and use different approaches to the globalisation of English and its possible consequences for the language classroom

Acknowledging Strong Ties between Utterances in Talk: Connections through 'Right' as a Response Token

Abstract: Right is a response token in English that has been little studied. Its main uses in Australian English (and British English) are different from North American Englishes. The data used for this study was primarily a dietetic interview at an Australian hospital of 46 minutes, which was fully transcribed. A larger corpus of Australian, British and American data supplemented this core data set. The distinctiveness of the Australian/British use is to acknowledge that the talk to which it is responding is in a strong dependent relationship with some prior talk. This is most typically a rhetorical relationship (cf. Mann, Matthiessen and Thompson, 1992) such as one of contrast, expansion/exemplification or of cause and effect, though other rhetorical relationships have been found. Right is also used to acknowledge citations of some talk from earlier in the interaction. This study adds to our understanding of the common set of response tokens in English, which include Uh huh/Mm hm, Mm, Yeah/Yes, Oh, Okay and Alright. It has emerged that each of these is used in distinctive, if complex ways, dependent most crucially on their prosodic shape, their sequential placement and the timing of the utterance. The wider significance of the study of such tokens is that they are amongst the few vocalizations in talk that reveal the stance of a listening participant (at that point in the talk).

The journey of non-standard discourse markers in Quebec French: Networks based on exemplification

Abstract: In this study, I look at the history of several non-standard discourse markers in Quebec French. I attempt to explain how certain markers have become specialized so as to take on a conventional role in spoken discourse. Furthermore, my current interest focuses on discourse markers and their relationship with discursive structures.I will illustrate the organization of discursive “networks” through the presentation of two case studies, the exemplification/opposition network — from the study of par exemple —, and the exemplification/approximation network, from the study of mettons, disons, comme, genre and style.Data are taken from sociolinguistic corpora of French spoken in Montreal, which total approximately 300 hours of sociolinguistic interviews carried out in 1971, 1984 and 1995 with speakers who are representative of the Montreal francophone sociolinguistic community.

Remarks on the cognitive base of pragmatic principles

Abstract: The present paper aims at the exemplification of the applicability of plausibility analysis to linguistics. Starting from the criticism of Robinson (1997), the paper argues for two assumptions. Firstly, as opposed to a theory of distributed systems, it is a theory of plausible reasoning that is capable of capturing basic methodological problems of theory formation in pragmatics (such as circularity, category error, the arbitrariness of interpretations of data and the objectification of the theorist's cultural and linguistic knowledge as principles of language behaviour). Secondly, the cognitive base of pragmatic principles is inferential and plausibilistic, rather than non-inferential and probabilistic.

The Non‐Jurors and their History

Abstract: This paper is concerned to establish and elucidate the intellectual distinctiveness of the Anglican Non-Jurors of the late Stuart and early Hanoverian period. It places the Non-Jurors in the context of the early Counter-Enlightenment and finds their distinctiveness within it, as a body, in the extent and intensity of their commitment to rationalist, critical historical study as a theological method, reflecting a primitivist, or more precisely, restorationist religious stance. The writings of Charles Leslie and Jeremy Collier are those chiefly used in exemplification. The concluding part of the study enquires into the sources of the Non-Jurors' confidence in the value of historical argument in controversy. It points particularly to the Non-Jurors' use of the practices of contemporary historiography, which regulated the application of rationalism by requiring concurrent application of doctrinal and moral standards.

On morality psychology

Abstract: Five questions regarding the nature of the moral sense, the origin of conscience, the development of morality, variability in the moral sense, and the relation of morality in behavior are examined from the point of view of four theoretical approaches. These four theoretical approaches are psychoanalytic theory, social learning theory, cognitive-developmental theory, and evolutionary psychology. In addition, some concepts and findings from outside the four approaches are also touched upon. The paper tries to cite varies of exemplification studies to analyze the main stream of theoretical approaches of the psychological morality. The purpose of the paper is to offer the theory basis of the psychology of morality and an argumentation space of the morality explanations.

La enseñanza del español en el siglo de oro: algunas consideraciones en torno al léxico

Abstract: We present the results of a first aproximation to the study of nominal elements which are included in the first grammars of Spanish as a Foreign Language for the exemplification of the parts of the sentence article and noun A set of twenty-nine works published between 1555 and 1708 has been taken The analysis of the most recurrent words is shown in this work and different types of grammatical texts are considered according to the use of this pedagogical tool

Pragmatic-Markedness Equivalence Principle

Abstract: In light of traditional markedness theory and Nida's Equivalence Translation, this thesis formulates the Pragmatic-Markedness Equivalence Principle (which has 12 maxims). It begins with the discussion of markedness, followed by pragmatic markedness. The most important part is formulation and exemplification of how the principle works in and for translation.

Negative Lexical Transfer of Native Language in Chinese College Students' English Writing

Abstract: This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students' English writing A classification as well as its exemplification is offered concerning all these lexical transfer errors And the cause of formation is analyzed for the corresponding class of lexical transfer