Showing papers on "Exemplification published in 2019"
TL;DR: In this article, the authors present an interview with ordinary people on the street, which is commonplace in everyday news coverage and these vox pops often voice an explicit opinion or talk about personal experiences.
Abstract: Interviews with ordinary people on the street are commonplace in everyday news coverage. These vox pops often voice an explicit opinion or talk about personal experiences. Editorial guidelines exis...
26 citations
TL;DR: An account of the 'use-value' of case-based research is provided by showing how social scientists exploit cases, and case studies, in a variety of practices of inference and extension.
16 citations
TL;DR: It is proposed that IM tactics (ingratiation, exemplification, and their interaction) positively affect workload through the mechanism of compulsory citizenship behavior (CCB), and CCB played a mediating role in all these relationships.
Abstract: The present study focuses on the dark side of impression management (IM) and proposes that IM tactics (ingratiation, exemplification, and their interaction) positively affect workload through the mechanism of compulsory citizenship behavior (CCB). We tested our hypotheses with data from 298 employees in China. Results revealed that ingratiation, exemplification, and their interaction, were positively related to workload, and CCB played a mediating role in all these relationships. We discussed the theoretical and practical implications of this study.
15 citations
TL;DR: While the idea of exemplification or role-modeling as a means to the education of moral character and virtue is of ancient pedigree, traceable at least to Aristotle's ethics as mentioned in this paper.
Abstract: While the idea of exemplification or role-modelling as a means to the education of moral character and virtue is of ancient pedigree—traceable at least to Aristotle’s ethics—the influence o...
14 citations
TL;DR: In this article, the authors focus on the development of multimedia and technology that proliferates around 21st century English language learners creating a media-rich environment, but accessibility of these may not be similar on how other learners may benefit.
Abstract: This article centers on the development of multimedia and technology that proliferates around 21st century English language learners creating a media—rich environment, but accessibility of these may not be similar on how other learners may benefit. This imparts how learners benefit indiscriminately through integrative Computer Assisted Language Learning (CALL) with pragmatic tasks from authentic materials incorporating digital taxonomy. As adapted methods, a rigid review of related studies and practical examples to underpin three conceptualized techniques. These were subjected for exemplification in the discussion: (a) producing varied independent outputs through different materials, (b) creating a single independent output through intertwined task from a single material, and (c) producing varied independent outputs from varied tasks through a single material. It is recommended that researches alluding to this paper must be conducted quantitatively to find out the correlation or significance of students’ critical thinking achievement with the engagement of digital taxonomy such as what Cotton (1991) emphasized that Computer Assisted Instruction aids the development of students’ critical thinking in which learners’ Higher Order Thinking skills (HOTs) activities are generated from varied computer manipulation. She further supported her study and claims through experimental researches conducted by Bass and Perkins (1984); Riding and Powell (1987); Pogrow (1988) and Baum (1990) that tend to be dominant manifestations prior to the formal discovery of digital taxonomy, its importance has been pioneered by several scholars.
13 citations
TL;DR: The authors found that people tend to follow the opinion of a few vox pop's exemplars, rather than the opinions of a majority of the audience. But they did not study the effects of exemplars on audience judgments.
Abstract: Exemplification research has consistently shown effects of vox pops’ exemplars on audience judgments, whereby people tend to follow the opinion of a few fellow citizens. In this study, we gain some...
11 citations
TL;DR: Cheung et al. as mentioned in this paper argued that the effectiveness of IM usage can only be determined when ratings from both the actor and the audience are considered, and used self-verification theory to explain how IM incongruence may impact workplace outcomes.
Abstract: Based on the idea that both actor and audience member are present in impression management (IM), we argue that the effectiveness of IM usage can only be determined when ratings from both the actor and the audience are considered. Further, we use self-verification theory to explain how IM incongruence may impact workplace outcomes. To test our arguments, we employed congruence analysis (Cheung in Organizational Research Methods 12, 6–33, 2009a). Our approach differs from the majority of extant IM research that employs measures of IM only from the actor’s perspective. By incorporating assessments from the actor and the audience, we bring research on IM back to its theoretical roots and offer a rationale for the varied and inconsistent findings reported in the literature. Using a sample of 175 employees and their supervisors, we examined and compared IM ratings of subordinates’ ingratiation, self-promotion, and exemplification from both the employee and supervisor. Additionally, we investigate the ability of those ratings, individually and together, to predict both subordinate and supervisor ratings of key organizational outcomes. Implications for practice and suggestions for future research also are provided.
10 citations
01 Jan 2019
TL;DR: The Wits Maths Connect Secondary Project, a research-linked professional development project, included Lesson Study with teachers in school clusters as discussed by the authors, where two teachers shared their experiences of doing Lesson study, they spoke spontaneously about how much they had learned about choosing and using examples in their teaching.
Abstract: The Wits Maths Connect Secondary Project, a research-linked professional development project, included Lesson Study with teachers in school clusters. When two teachers shared their experiences of doing Lesson Study, they spoke spontaneously about how much they had learned about choosing and using examples in their teaching. Exemplification is a key element of the mathematics teaching framework developed in the project to support planning and reflection in our Lesson Study work. The teachers’ reflection suggested that working on examples had been enabling and empowering. We zoom in on one Lesson Study cycle with the same teachers to give meaning to what, how and why we work with examples in the way that we do and how our LS practices provide a supportive context for this work. Through this we build a case for a focus on exemplification when studying and working on mathematics teaching and for support at a more general level for theoretically informed Lesson Study.
7 citations
TL;DR: In 2013, photojournalist David Guttenfelder became one of the first people granted access to post images of life within North Korea to Instagram in real-time.
Abstract: In 2013, photojournalist David Guttenfelder became one of the first people granted access to post images of life within North Korea to Instagram in real-time. This quantitative content analysis exa...
7 citations
Book Chapter•
15 Jul 2019
TL;DR: In this article, a case study of undergraduate students disseminating their research in a novel professional setting, exposing their experiences of learning in a borderland space is presented, demonstrating that learning is both situated and embodied.
Abstract: The borderland spaces concept offers a powerful means for representing and reframing educational discourses (Hill et al, 2016). It encourages a relational examination of pedagogic spaces, identities and practices, inter-weaving the three socio-spatial perspectives of Barnett (2011): physical and material, educational, and interior. Through exploration and exemplification of borderland spaces we demonstrate that learning is both situated and embodied (Boddington and Boys, 2011). Physical locations are used in different ways by a diversity of staff and students, and this can establish productive relationships between space and learning. In this chapter we present a case study of undergraduate students disseminating their research in a novel professional setting, exposing their experiences of learning in a borderland space.
6 citations
TL;DR: Exemplification theory postulates that iconic, emotional, and arousing depictions are potent in impacting judgments and impression formation as discussed by the authors, and previous research has examined how exemplification proc...
Abstract: Exemplification theory postulates that iconic, emotional, and arousing depictions are potent in impacting judgments and impression formation. Previous research has examined how exemplification proc...
TL;DR: The rhetorical strategy of annihilation appears in situations of conflict between different world-views as discussed by the authors, which is the attempt of one of the parties involved to attribute an inferior status to the opponent.
Abstract: The rhetorical strategy of annihilation appears in situations of conflict between different world-views. It is the attempt of one of the parties involved to attribute an inferior status to the adve...
21 Feb 2019
TL;DR: In this article, the authors identify challenges and achievements when it comes to introducing and implementing values and practice of Universal Design for Learning (UDL) to higher education institutions' students and staff (academics, administrators and management).
Abstract: This chapter seeks to identify challenges and achievements when it comes to introducing and implementing values and practice of Universal Design for Learning (UDL) to Higher Education institutions’ students and staff (academics, administrators and management). The chapter describes how these issues were explored within an ERASMUS+ funded project called Universal Design for Learning: A License to Learn, and are based on the lived exemplification of collaborative work in HEIs that moves beyond borders to involve partners from different cultures, roles, other disciplines and countries. A fundamental part of the work is the description and analysis of the different stakeholder groups when it comes to ideas, views, assumptions, contributions and behaviors they have identified within their institutions that either inhibit or encourage a culture of inclusion. Finally, the chapter will share what motivates each group to engage in the process and their concrete strategies and role in building a culture of Universal Design for Learning.
TL;DR: This paper explored the Graeco-Roman understanding of salvation as a necessary precursor to arrive at the meaning of the concept of salvation in Acts 16 and argued that Luke's point in the narrative is to expose, engage, challenge and counter the long-held assumptions about what is the meaning and how to obtain it.
Abstract: This article demonstrates the value of understanding the socio-historical background of a specific text in the task of interpretation and the search for meaning. This is done here by utilising the socio-historical method in the search for meaning and understanding of the concept of salvation in the narrative about the slave girl in Acts 16. Substantial integration of the understanding of words and concepts at the time of writing the text and the cultural and social background is relevant and leads to an in-depth understanding of the Biblical text and is therefore essential for thorough New Testament studies. Through the socio-historical method, the article explores the Graeco-Roman understanding of salvation as a necessary precursor to arrive at the meaning of salvation in Acts 16. Theos upsistos [Most High God] and the Lukan usage of πνeῦμα Πύθωνα [python spirit] are explored in the light of their Graeco-Roman allusion in relation to the girl who was a slave in the narrative of Acts 16. The article argues that Luke’s point in the narrative is to expose, engage, challenge and counter the long-held assumptions about what is the meaning of salvation and how to obtain it. The article contributes an exemplification of the use of the socio-historical method towards the broader and in-depth understanding and credible meaning-making of the Acts 16 text. The article challenges assumptions about the point of the text in the narrative of Acts 16 and opens up possibilities for further interpretation that could be found meaningful to modern-day interpreters of the text.
01 Dec 2019
TL;DR: The paper aims at identifying whether using a narrative can be a low-barrier method to apply gameful learning to MOOCs; which worked well for us.
Abstract: Massive Open Online Courses (MOOCs) are an interactive eLearning course format, originally focussing on social collaboration and interaction. Considering this, why do most of the nowadays MOOCs provide only few interactive course elements, but instead resemble classic teaching methods? Gameful learning is one possible option how to employ more engaging and interactive course formats. In this paper, we present the course design of two storified Java programming MOOCs along with explaining our design decisions and presenting first insights from conducting these courses.To apply gameful learning, we included a coherent, fully optional detective story that spanned over all course weeks. A new story video was released each course week. Both courses used the same characters but offered a different narrative. The first course offered interactive story-decisions, the second one did not. Many programming exercises, a team peer exercise and a couple of Easter eggs were connected to the narrative. Some of the narrative course elements encouraged the learners to discuss their ideas and share their findings or results.The paper aims at identifying whether using a narrative can be a low-barrier method to apply gameful learning to MOOCs; which worked well for us. After conducting the courses, we identified that most learners perceived the narrative as a positive (76%) or neutral (10%) course element. About 5% of learners that finished the course stated the story was their main reason to continue the course. We did not identify any influence on the social interaction so far, nor did the story-relevant freedom of choice make any difference on the learner satisfaction. However, we realized the quality of our materials as well as exemplification increased when applying a narrative. We also identified that about 19% of our learners re-enrolled to newer course iterations, while about 6% enrol to older course iterations when initially taking part in a newer course iteration. Thus, using recurring story elements can be useful.
TL;DR: In this paper, the authors propose that Elgin and Nelson Goodman's work on exemplification is relevant for discussions within moral philosophy and moral education, and generalize Elgin's and Goodman's acc...
Abstract: This article proposes that Catherine Elgin and Nelson Goodman’s work on exemplification is relevant for discussions within moral philosophy and moral education. Generalizing Elgin and Goodman’s acc...
12 May 2019
TL;DR: In this article, the authors present five enigmas relevant to an interpretation and decisive for certain developments in the Logica Viva, the most important philosophical work of Vaz Ferreira.
Abstract: Interpreting a philosophical text means trying to decipher its meaning, identify its theses and isolate its arguments. Developing a philosophical text, on the other hand, consists in selecting certain fundamental ideas, valuable but in need of refinement, and to obtain its better formulation. Logica Viva , the most important philosophical work of Vaz Ferreira, has deserved diverse interpretations and developments. In particular, this has happened with his chapter on false opposition. The main objective of this note is to recognize five enigmas in this chapter, relevant to an interpretation and decisive for certain developments. Expressed in the form of questions, these enigmas could be stated as follows: how to understand opposition in this context? What is the role that exemplification plays in the characterization of fallacies? How relevant are the literal and non-literal dimensions to understand them? What is the " bad argument " that is considered “false opposition”? In which ways are they wrong and in which ways are they convincing this paralogism? It also uses a model of argument analysis (called M), inspired by the ideas of Vaz Ferreira, in order to show how its use supports, on one hand, an explicit treatment of these enigmas and, on the other, challenged by these, maybe suggests interesting lines of interpretation and/or development. These pages also intend to illustrate certain relationships between both activities.
TL;DR: On television news, exemplification is almost inevitable, as newscast cannot represent reality but through a particular object that is caught on camera: the only way to signify something abstract o...
Abstract: On television news, exemplification is almost inevitable, as newscast cannot represent reality but through a particular object that is caught on camera: the only way to signify something abstract o...
01 Dec 2019
TL;DR: This paper applied genre analysis to identify ways in which students express critical thinking in undergraduate Visual Effects Design and Production essays, highlighting common ways of linking ideas through exemplification, drawing conclusions from grounds, and challenging the validity of assumptions.
Abstract: Students entering art and design courses in UK higher education come from a range of educational and cultural backgrounds. These students frequently report finding academic writing challenging. Expectations as to the nature of description, analysis and criticality can also differ across subject areas. As a result, students need support in developing their ability to communicate appropriately within their disciplines – their academic literacies. This study applies genre analysis to identify ways in which students express critical thinking in undergraduate Visual Effects Design and Production essays. The findings highlight common ways of linking ideas through exemplification, drawing conclusions from grounds, and challenging the validity of assumptions. Ways of expressing the strength of claims and indicating the writer’s attitude are also frequently used in the sample. The findings are then integrated into a practical model for impromptu teaching of writing by subject lecturers. The article confirms understandings of the way students express criticality in essays, and aligns insights from genre analysis and academic literacies in a novel way. The outcome is a proposal for a practical, low-preparation approach to teaching academic writing within the disciplines.
01 Jan 2019
TL;DR: The question of philosophy's relevance to extra-academic concerns is much with us today as mentioned in this paper, and it is worth noting that Neurath was a modern exemplification of the ideal of philosophical engagement.
Abstract: The question of philosophy’s relevance to extra-academic concerns is much with us today. Plato tells us that, once the philosopher has seen the truth in the full light of the sun, she must return to the cave, there to put knowledge to work in making a better world, even though, being temporarily unaccustomed to the dark, she risks ridicule from those still in thrall to illusion. This paper reflects upon the life and career of Otto Neurath as a modern exemplification of this ideal of philosophical engagement. In spite of, or, perhaps, because of his never having held an academic appointment, Neurath made a difference for the good in human affairs. The key components of what I term Neurath’s “philosophy of science in action” are explicated in order to understand how that could be. Foregrounded are Neurath’s socialism, his own version of the thesis of the empirical underdetermination of theory by evidence, his anti-metaphysical stance, and his commitment to physicalism and the unity of science. The paper concludes with a discussion of the contemporary relevance of Neurath’s model of engaged philosophy of science.
TL;DR: In this article, Rahn argues that all discourse is committed to forming the world that it is about, so that it behooves the musician to make discourse about music like music, at least in the essential quality of rich particu-larity.
Abstract: I made my first deep dive into both Deleuze and Guattari and J.K. I Randall’s work at around the same time, and through the same source: John Rahn’s seminars on analytical personae and critical theory at the University of Washington in the mid-2000s. It was also in one of these seminars that I first began thinking seriously about how one might go about critically, analytically, theoretically, and politically engaging musical improvisation, as well as, more generally, how to think musically: that is, how to make thinking about music be more like music.1 In order to clarify this last point, we might read four statements of John's alongside one another:
1. All discourse is “committed” to forming the world that it is about, so that it behooves the musician to make discourse about music like music, at least in the essential quality of rich particu-larity, and perhaps in all five of Nelson Goodman’s “symptoms of the aesthetic” . . . : semantic density, syntactical density, relative repleteness, exemplification, and multiple and complex reference.2
2. At the in-time extreme is an obsessive concern for the way in which, at every musical time, events immediately following that time grow out of events preceding that time. Such an explanation would consist of as many explanations as there are moments of musical time in a piece . . . plus an explanation of the way all so-experienced piece-moments integrate into the entire piece.3
3. [following a select list of Heraclitus aphorisms] Musicians, he is speaking to us! The vagabonds of the night, the magicians, the bacchantes, the inspired! Clearly this is a different voice. . . . Music flows, and swirls madly.4
4. The advantage of semigroups and monoids over groups as a general model for machines is that not all machines can run backwards. Indeed, if we want to model musical acts as taking place in irreversible time, we will need to escape groups and inhabit monoids.5
Among many other take-aways, these maxims suggest to me a tem-poral effervescence, a commitment to understanding (and describing) music from within the ongoing practice of its enactment, a productive conflation of rational and mystical, and an attitude toward trans-formational thinking that escapes both the ontological fixity of Being and the formalist apparatus of homomorphic group functions.6 It is important to note that John in no way is taking a hard line with any of the positions articulated or implied in these quotes; each is intended as an image of thought, a provocation to get us thinking about how we think about music, to imagine other perspectives and refine the ones we’re already engaged in. Time and change (and discourse about time and change): these are the themes that have animated the way I think about doing music theory.
What follows are four loosely related meta-musical vignettes, nominally about theorizing music-improvisation (and, to a degree, about Deleuze), but ducking and weaving through many ancillary themes, all rhizomatically connected, but also all forming a single quasi-improvisational narrative.
TL;DR: The concept of depth cue is fundamental to and widely used in vision science, but despite the prevalence and importance of that concept, there is virtually no study on its theoretical foundations as mentioned in this paper.
Abstract: The term “depth cue” is fundamental to and widely used in vision science. However, despite the prevalence and importance of that concept, there is virtually no study on its theoretical foundations ...
TL;DR: The general conclusion is that following an interface-based perspective to approach discourse phenomena can help to gain new insights about the nature of the interfaces and their role in grammar.
Abstract: This paper examines the two lines of analysis that are generally pursued when dealing with discourse phenomena in the generative tradition: syntactico-centric and interface-based approaches. Syntactico-centric analyses are criticized because they need construction-specific mechanisms, while interface-based analyses sometimes challenge standard assumptions about the architecture of grammar. The discussion is mainly theoretical, but three case studies serve as exemplification: focalization, ellipsis and parentheticals. The second part of the paper is focused on parentheticals; a brief proposal is presented regarding the distinction between free and anchored parentheticals from a syntax-phonology interface perspective. The general conclusion is that following an interface-based perspective to approach discourse phenomena can help us gain new insights about the nature of the interfaces and their role in grammar.
01 Mar 2019
TL;DR: In this article, the authors consider two aspects of the learning partnership in science educations, namely, play and narratives in pictorial fiction books, and consider the role of play in science education.
Abstract: Learning is socially constructed. At the present time there is an emphasis on interactive learning as well as the socio cultural aspects of learning. Dialogic talk is encouraged rather than what we, in England would term a didactic or declarative approach, talking facts at learners. Constructivism places importance on determining the learners existing ideas. Learning is exemplification of Science in their everyday worlds, and narratives constructed for the learner, either as text books or as a means to explain to citizens the science in everyday life, but a there are also those narrative heard not designed for them. This paper considers two aspects of the learning partnership in science educations, namely , play and narratives in pictorial fiction books.
TL;DR: The authors provide a formal and functional analysis of a selection of four English exemplifying markers, namely including, included, for example and for instance, and reveal some recent ongoing changes which point at the broadening of the structural scope of including, which used to link exclusively non phrases in the past but can now be used with a wider variety of syntactic forms.
Abstract: The aim of this paper is to provide a formal and functional analysis of a selection of four English exemplifying markers, namely including, included, for example and for instance. The analysis unveils some recent ongoing changes which point at the broadening of the structural scope of including (which used to link exclusively non phrases in the past but can now be used with a wider variety of syntactic forms) and an increasing discursive use of for example and for instance (both tend to connect whole chunks of discourse and seem to be developing pragmatic meanings, especially – but not exclusively – as mitigators). The corpus-driven study is based on the texts of the Brown family of corpora, which allows the identification of any potential diachronic variation observed at three points in present-day English (namely, the 1960s, the 1990s and the 2000s) in both British and American English.
TL;DR: In this article, the concept of ananscription is introduced to re-think some of the typical valences of inscription in media theory, and the authors draw out this corresponding function through readings of three imagined (but not quite-imaginary) media.
Abstract: This essay proposes the concept of ‘anscription’, and employs it to re-think some of the typical valences of inscription in media theory. The word is derived from the German anschreiben, which can simply mean, ‘to write up’, but also refers to the specific act, and the set of social relations that come into place, when one writes something up on a blackboard. Not quite encompassed by inscription, it offers an essential counterpart to the term for media-oriented thinkers. The essay draws out this corresponding function through readings of three imagined (but not-quite-imaginary) media, across which emerges a dialectic in the cultural imaginary of inscription. The first comes from the mathematician Norbert Wiener’s description of a mechanism that would translate written text into tactile impressions; the second, from Jacques Derrida’s historical framing of the project of deconstruction in relation to writing systems; and the third, from a thirty-two-page description of an American football game in Don DeLillo’s 1972 novel, End Zone. Each will offer a different exemplification of the function termed ‘anscription’. Just as significantly, each example presents this function in relation to the technical possibilities of media and articulates it through a theory of the body that is entangled with writing.
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TL;DR: In this article, the authors investigate the scrutiny, precision, and self-reflexivity of the words "I" and "self" in poems, and lay out different territories of usage that will concern the following chapters: the self as semiotic construct, volitional agent, instinctual drive, existential monad, subjectivity, ontological origin, the soul, and the transpersonal psyche.
Abstract: I make clear here that the objective of the book is to investigate—via the scrutiny, precision, and self-reflexivity in poems—the words “I” and “self ” as suggestive of eight territories of meaning, often in unrecognized conflict with one another and thereby contributing to failures of conversation. The chapter then lays out the different territories of usage that will concern the following chapters: the self as (1) semiotic construct, (2) volitional agent, (3) instinctual drive, (4) existential monad, (5) subjectivity, (6) ontological origin, (7) the soul, and (8) the transpersonal psyche. Numerous examples from poetry will be used throughout the book to illustrate the lyric nature of usage, insofar that each conception of the self finds its most adequate clarification and/or exemplification through metaphor.
TL;DR: In this paper, the authors determined the type of impression management applied by lecturers in Management Department, Faculty of Economics and Business, Brawijaya University, and found that lecturer with master's degree is more dominant in ingratiation tactics, and lecturer with PhD degrees are dominant in exemplification tactics.
Abstract: The objective of this research is to determine the type of impression management applied by lecturers in Management Department, Faculty of Economics and Business, Brawijaya University. The steps taken by the researcher to meet the research objective are interviewing the lecturers and grouping and analyzing the interview results to identify the type of impression management being used, and to identify its implementation to the students. This research uses descriptive method, which, according to Sugiyono (2013), is defined as a method of data analysis by describing the collected data as it is without the intention of making conclusions that apply publicly or generally. The primary data of this research were obtained from interviews, and the secondary data were obtained from the internet, books, journals, previous researches, and other sources. The result of this research suggests that a lecturer with master’s degree is more dominant in ingratiation tactics, and a lecturer with PhD degrees is more dominant in exemplification tactics. In addition, male lecturers are more dominant in ingratiation tactics, and female lecturers are more dominant in ingratiation and intimidation tactics.
Keywords: impression management, self-promotion, ingratiation, exemplification, intimidation, supplication
01 Dec 2019
TL;DR: An incursion into the new and complex models of communication that can be found in literature, trying to identify their graphic decoding and their applicability in an industrial enterprise.
Abstract: Abstract The present paper makes an incursion into the new and complex models of communication that can be found in literature, trying to identify their graphic decoding and their applicability in an industrial enterprise. The authors identified real examples for each model under investigation, so the purpose of the paper is to emphasize the importance of communication and the applicability of the new methods of communication in engineering.
TL;DR: The authors found that online news outlets offer individuals with a variety of cues to public opinion such as quotes and comments, both of which have been shown to affect perceived public opinion, however, what happens...
Abstract: Online news outlets offers individuals with a variety of cues to public opinion such as quotes and comments, both of which have been shown to affect perceived public opinion. However, what happens ...