bluuebunny/crossref_metadata_2025 huggingface dataset:
Teacher as Mediator of School Reform: An Examination of Teacher Practice in 36 California Restructuring Schools
Authors: Olsen Brad , Kirtman Lisa
Published: March 2003

Our analysis investigates variations among intended reforms as demonstrated by observed teacher practice in 36 California restructuring schools. We identify a series of individual and school-wide influences that shape any teacher's relationship to the particular reform(s), therefore leading each teacher to mediate the reform(s) in individual ways. This paper posits a theoretical model of the teacher-as-mediator process which we use to shed analytic light on the “black box” of the teacher-as-mediator role in the reform process. We use data collected over 3 years in 36 schools to highlight a process whereby three concurrent strands of “mediating influences” (the formal implementation process, school-wide influences shaping climate, and individual influences on the teacher) interrelate to mold each teacher's disposition to implement the particular reform. This disposition, which we call “individual's mediating responses,” determines the shape, color, and tenor of the reform as it unfolds through teacher practice in the classroom. This produces the variation between teachers in a given school, between departments, between schools adopting similar reforms, and the discrepancy between intended reform consequences on the one hand and actual classroom practices on the other. Our essay illuminates the mediation process by identifying and illustrating lines of influences on teachers enacting reform and by exploring how those influences interrelated in practice. Our conclusion offers a series of questions researchers and policy makers may wish to take up as they consider how to better align school-wide reform efforts with actual practices of classroom teachers.
Pitfalls of Community-Based Learning: How Power Dynamics Limit Adolescents’ Trajectories of Growth and Participation
Authors: Hogan Kathleen
Published: March 2003

It is a popular contention that situating students’ academic learning in community settings provides opportunities for them to develop competencies in authentic disciplinary practices. This article examines that contention using results from an ethnographic study of 14 high school students’ experiences throughout a school year as they became involved in the work of an environmental management organization. Situated learning theory served as a lens through which to view the students’ learning as transformation of participation. Results focus on an underdeveloped aspect of that theory: the dynamics of power differentials between novices and experienced practitioners. These power dynamics ultimately limited students’ experiences and growth. This article presents a case of how community-based learning programs can fall short when held up to the standard of giving students entrée into a community of practice. A suggested avenue of remediation is to facilitate experienced participants’ reflection on and amelioration of the manifestations and consequences of power differentials.
The Impact of Sleep on Learning and Behavior in Adolescents
Authors: Mitru Georgios , Millrood Daniel L. , Mateika Jason H.
Published: March 2003

Many adolescents are experiencing a reduction in sleep as a consequence of a variety of behavioral factors (e.g., academic workload, social and employment opportunities), even though scientific evidence suggests that the biological need for sleep increases during maturation. Consequently, the ability to effectively interact with peers while learning and processing novel information may be diminished in many sleep-deprived adolescents. Furthermore, sleep deprivation may account for reductions in cognitive efficiency in many children and adolescents with special education needs. In response to recognition of this potential problem by parents, educators, and scientists, some school districts have implemented delayed bus schedules and school start times to allow for increased sleep duration for high school students, in an effort to increase academic performance and decrease behavioral problems. The long-term effects of this change are yet to be determined; however, preliminary studies suggest that the short-term impact on learning and behavior has been beneficial. Thus, many parents, teachers, and scientists are supporting further consideration of this information to formulate policies that may maximize learning and developmental opportunities for children. Although changing school start times may be an effective method to combat sleep deprivation in most adolescents, some adolescents experience sleep deprivation and consequent diminished daytime performance because of common underlying sleep disorders (e.g., asthma or sleep apnea). In such cases, surgical, pharmaceutical, or respiratory therapy, or a combination of the three, interventions are required to restore normal sleep and daytime performance.
Out-of-Field Assignments: Case Studies of Two Beginning Teachers
Authors: Ringstaff Cathy , Sandholtz Judith Haymore
Published: March 2003

Reports profiling America's teachers are drawing increased attention to concerns about teachers’ subject-matter preparation and out-of-field assignments. In this article, we focus on two 1st-year high school teachers who graduated from the same teacher preparation program in the same year. One is credentialed in the subject area, and the other is not. Using comparative case methodology, we investigate and contrast how the teachers taught a unit on Steinbeck's novel Cannery Row. We analyze their teaching using Shulman's (1987) model of pedagogical reasoning, which divides the overall instructional process into components. We initially describe their teaching without clarifying which teacher is credentialed and which is not. After revealing the out-of-field teacher, we examine other factors that contribute to the differences in these two teachers. In a subsequent section, we argue that out-of-field teaching is a more complex issue than it appears and identify factors contributing to the complexity. We propose conceptualizing out-of-field teaching, as well as teaching assignments generally, as a matter of goodness of fit to take into account the relationship among teacher characteristics, contextual characteristics, and teaching placements.
Inquiry at the Crossroads of Policy and Learning: A Study of a District-Wide Literacy Initiative
Authors: Stein Mary Kay , D'Amico Laura
Published: March 2003

The literacy improvement efforts of New York City's Community School District #2 serve as the locus of a study into the relationship between educational policy and practice. Based on 100 observations of classroom literacy instruction, a review of documentation related to the district's Balanced Literacy Program, and interviews with teachers, staff developers, and district leaders the investigators found strong parallels between how the district children learn to read and district teachers learn to teach. These parallels are due in part to the ways in which District #2's professional development system is anchored in the Balanced Literacy Program. They also stem from District #2 leaders’ beliefs in authentic and social forms of learning, beliefs that researchers found to have resonance with sociocultural theories of how individuals develop complex knowledge and skills. The result is a coherent system in which district policy regarding student learning is consistent with that of teacher learning.
Beyond the School Walls: A Case Study of Principal Leadership for School-Community Collaboration
Authors: Sanders Mavis G. , Harvey Adia
Published: March 2003

This case study describes how one urban elementary school in a high-reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships. The case study identifies four factors that allowed the school to build successful bridges to its community. These factors are (1) the school's commitment to learning; (2) the principal's support and vision for community involvement; (3) the school's receptivity and openness to community involvement; and (4) the school's willingness to engage in two-way communication with potential community partners about their level and kind of involvement. The concluding section of the paper discusses the implications of the study's findings for school, district, and state educational leaders.
“Why Do They Give the Good Classes to Some and Not to Others?” Latino Parent Narratives of Struggle in a College Access Program
Authors: Auerbach Susan
Published: March 2003

This paper examines personal narratives of struggle with schooling from working-class Latino parents whose children were in an experimental college access program at a diverse, metropolitan high school. The voices of parents of color have traditionally been silenced in schools and muted in educational research, despite their potential to shape student careers and aspirations. Drawing on narrative analysis, critical race theory, and sociocultural theory to inform data from an ethnographic case study, I discuss the role of agency and oppositional voice in parents’ stories. I delineate three narrative types that emerged in interviews and a series of parent meetings around college access issues: life stories of parents’ own struggles as students; stories of bureaucratic rebuff in parents’ encounters with staff in their children's schools; and counterstories that challenge official narratives of schooling. I argue that the sharing of such stories in free spaces is instrumental in the building of parents’ social networks, the negotiation of conflict with the school, and the formation of empowering family identities. If educators join the dialogue, such story exchange can offer insight into students’ multiple worlds and pave the way for improved family-school relations.
Urban Education
Authors: Gordon Edmund W.
Published: March 2003

The research literature on urban education has tended to focus on the problems of low-status minority groups, the complexity of urban school systems, and the financing and governance of such systems. Given this focus, the deeper problems and the significant opportunities associated with the condition of urbanicity have not yet been properly explored. This condition has several prominent features: a high degree of diversity and heterogeneity, conflicting lifestyles of people who live in close proximity, cultural richness, a concentration of material resources, ease of communication, geographic mobility, and the coexistence of fluidity and rigidity in institutional and personal behavior. Through the mass media, the characteristics of urbanicity have become a familiar part of most people's lives, even those who do not live in cities. From the perspective of urbanicity, educators should be most concerned about how the concentration of people, resources, and sources of stimulation found in urban society leads to interactions that have great potential for affecting human development.
Urban Education: Challenges in Educating Culturally Diverse Children
Authors: Zhou Min
Published: March 2003

This article provides an overview of America's urban population based on the 2000 Census and the implications of increasing cultural diversity for urban public schools. It addresses three basic questions:

1. What does America's population look like at the beginning of the 21st century?

2. What challenges do children and their families face in this time of rapid demographic change?

3. What role can communities play in helping culturally diverse children do well in school?

Current demographic trends indicate that ethnic minorities, especially immigrant groups, not only grow rapidly, but are also increasingly concentrated in urban areas, and that the level of residential segregation by race and class in 2000 remains as high as in 1990. Demographic shifts create new challenges for the education of racial minority and immigrant children. At issue is not whether children are able to advance beyond their parents’ status—many do so because their parents are insufficiently educated and are struggling at the society's bottom—but whether they can move up to and secure a position in the ranks of the American middle class. Research has shown that certain children living in the inner city are able to do well, despite adversarial conditions. A key difference is the availability and accessibility of community-based resources, such as after-school tutoring and other educationally oriented programs, that serve children.
What Counts as Teacher Research? Investigating the Scientific and Mathematical Ideas of Children from Culturally Diverse Backgrounds
Authors: Ballenger Cynthia , Rosebery Ann S.
Published: March 2003

In this article we address questions raised by the research methods used in teacher research by exploring a particular approach to teacher research. This approach is based in teachers’ concerns with underachieving children, particularly those who come from diverse cultural and linguistic backgrounds. It grows out of the work of the Brookline Teacher Research Seminar (BTRS), the Chèche Konnen Center (CKC), and the Prospect Center and Archives (Prospect). We report on a conference where experienced teacher researchers from these groups met with newcomers to explore classroom data together. Our goal is to describe what the experienced practitioners had to say to the newcomers.
Anthropology, Culture, and Research on Teaching and Learning: Applying What We Have Learned to Improve Practice
Authors: Foster Michèle , Lewis Jeffrey , Onafowora Laura
Published: March 2003

We examine the role of culture—anthropology's essential concept—in teaching and learning. After providing a brief overview of the application of anthropology to research on teaching and learning, we examine various studies that demonstrate how culture can be understood and used as a resource for teaching and learning. In particular, we focus on the growing body of research that positively exploits, scaffolds, and links productive community and cultural practices, particularly those of ethnic minority communities, to classrooms. We then present a theoretical framework and rationale for a current research project in which an after-school program for elementary students is developed that can serve as pedagogical laboratories and professional development community sites for inexperienced teachers as well as research sites where various issues of teaching and learning can be examined. At the heart of this project is the linking of inexperienced teachers with master teachers who have demonstrated success in teaching culturally diverse students in urban schools. Preliminary results that document children's academic achievement and teachers’ improved performance are presented from the 1st year of the project.
Ups and Downs on the Roads
Authors: Tyrrell Sidney
Published: March 2003

Road casualty data provide examples for charts
How Many Excellent Grades Should Be Tolerated?
Authors: Dahl Henrik
Published: March 2003

This article describes an example that can be used to convey the ideas of testing hypotheses.
The Same but Different – How to Introduce Variation within Computing Assessment Tasks
Authors: Jolliffe Flavia
Published: March 2003

In this article, suggestions are made for introducing an individual element into formative assessment of the ability to use computer software for statistics.
Teaching the Introduction to Religions: Religious Pluralism in a Post‐Colonial World
Authors: Southard Naomi , Payne Richard
Published: March 2003

Taking seriously the implications of post‐colonial theory, the authors revisit the introductory course (normally “World Religions”) as a course on the plurality of religions in contemporary U.S. culture. They explain the structure of the course, and discuss practical and ethical issues around student field visits to learn about other religions.
What Does New Haven Have to Do with Lubbock? Texts, Techniques, and Sociology
Authors: Cukrowski Kenneth L.
Published: March 2003

This note examines some pedagogical strategies for the formation of students who read the Bible both confessionally and critically. Some students in both church‐related and secular colleges and universities enter courses with confessional views of the Bible that inspire a literal interpretation of the text, what the author calls a flat reading. Teachers struggle to lead students to a more nuanced view of the text in a way that is both sensitive to the students' development and academically responsible. The author indicates how he approaches this challenge through: (1) a discussion of texts that have been used to enable students to see the nature of the biblical text and to transform their understanding of it; (2) a description of techniques and exercises that work toward the same goal; and (3) reflection on the application of sociological research on group change in the transformation of individuals.
Experiencing Shared Inquiry Through the Process of Collaborative Learning
Authors: Lee Moira
Published: March 2003

This article is based on an analysis of a qualitative research case study involving three British adult educational‐theological sites which were experimenting with collaborative learning. The focus of this practice‐based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. ‘Experiencing Shared Inquiry’ emerged as one of the hallmarks of collaborative learning. The dynamic engagement of hearts and minds in collaborative learning harnesses the collective wisdom of God's people. Two movements are enfolded within ‘Experiencing Shared Inquiry’: stimulating thinking through dialogue process and drawing upon the resources of the learning community.
Intertwined Refractions: The Mutual Constitution of Gender Style and Class Fraction in a De‐Industrializing Australian Town
Authors: Uhlmann Allon J.
Published: March 2003

Based on fieldwork among urban working‐class Australians, I divide the dominated class into two fractions, dominated and dominant, and use this as a basis for analysis of the multiple gender styles which have been observed in working‐class Australia. I argue that masculine style and class‐fraction location are mutually constitutive. I also explain why feminine style is not as diverse as masculine style, nor is the location of women within working‐class fractions as definite as that of men. Finally, I suggest that not only within the working class, but also between classes, gender style and class location are mutually constitutive.
Modelling spatial relationships between belgian car manufacturers and their suppliers using choremes
Authors: Cabus Peter
Published: March 2003

Models are useful instruments to understand and explain reality. The modeller is looking for a model that, at the same time, represents spatial organisation in the most efficient, the most reliable and the most powerful way. This can only be obtained, however, when the modeller has a precise conception of the processes at stake.

The starting point of the choreme model as Brunet conceived it is precisely the formulation of explicit hypotheses about the spatial organisation of society. In these hypotheses, the principle of dominance plays a major role. The choreme model was used to represent the networked territory that is the result of corporate strategy behind the network enterprise between Belgian car manufacturers and their supplying industry. The eventual model reveals that besides the principle of dominance, to which the car manufacturers’ decision power has to be assigned, the historically acquired territorial know‐how is the foundation of the geographical structure.
A Flow Approach to Industrial Sites, Firm Dynamics and Regional Employment Growth: A Case Study of Amsterdam‐North
Authors: Gorter Cees , Bruinsma Frank , Nijkamp Peter
Published: March 2003

This paper analyses the relationship between spatial dynamics of firms and employment growth in the region. Moreover, it addresses the facilitating or impeding role of (new) industrial sites in the geographical process of firm and job dynamics, while recognising that the spatial dynamics of firms reflect socio‐economic developments at both the regional and national level. To this end, a novel conceptual theoretical framework based on the so‐called flow approach, is developed, through which the relationship between spatial dynamics of firms (entries, exits and relocations) and changes in regional employment (job creation and job destruction) can be systematically analysed. Moreover, it also allows us to assess the generative employment effects of firm moves from and to (newly created) industrial sites in the region. To demonstrate in practice the usefulness of this new approach for the regional employment effects of spatial firm dynamics (facilitated or hindered by industrial site developments) an empirical application to the area of Amsterdam‐North (the Netherlands) will be presented.
The Rise (and fall?) of National Retail Planning
Authors: Evers David
Published: March 2003

One of the most important factors driving urbanisation processes is the location of shops. The Netherlands has taken a particularly hard line against what it calls ‘peripheral’ developments by establishing rules at the national level to curb the growth of out‐of‐town hypermarkets and shopping malls. With the arrival of the Fifth Report on Spatial Planning draft, this resolve seems to have weakened, and deregulation and decentralisation have become the new catchwords. Paradoxically, this is occurring as Belgium, Germany, France and the UK – all of whom have had experience with a more liberal policy – are tightening restrictions. This paper explores this curious shift in terms of political interests, asking who was served by the old planning regime, and who would rather see it go. In this debate, planning ideology and rhetoric was pitted against that of free‐market competition. In the end, it seems as if the latter has gained the upper hand.
Segmenting the market for agricultural land in the Netherlands
Authors: Segeren Arno , Luijt Jan
Published: March 2003

In spatial planning the land market is of fundamental importance. The price level and transferability of land has consequences for possibilities with respect to buildings, recreation areas, nature development, roads, etc. Information not only for different regions, but also for different groups of players in the market is essential for planning different ‘green’ and ‘red’ functions in the future. However, statistical information of the land market used to be limited. The research as described in this paper made a first attempt to segment all the transactions (where land in agricultural use was involved) into different coherent buyer–groups. The transactions from the years 1998–2000 have been used to build a land–transaction database. As is shown, there are some regional differences in the total sales of land and the land price. Where possible an explanation for these differences is given.
Teaching Geographical Information Handling Skills for Lower‐income Countries
Authors: Dunne Christine E. , Atkins Peter J. , Blakemore Michael J. , Townsend Janet G.
Published: March 2003

Geographical Information Systems are seen by many as a quick ‘fix’ for the problems of lower‐income countries and people in those countries have been encouraged to adopt this perception, along with the technology. As teachers of students from LICs, we seek to avoid reproducing a contextless transfer of technical skills and rather aim to promote an education based on the limitations of the technology and on the nature and construction of information. While identifying GIS as one of many components of ‘geographical information’, we emphasise the importance of including ‘non‐GIS’ staff in the education process. We advocate a ‘problem‐posing’ approach to the teaching of ‘Geographical Information for Development’ and discuss some of the challenges which this raises, both for teachers and students.
GIS Implementation in Developing Countries: Learning from Organisational Theory and Reflective Practice
Authors: Ramasubramanian Laxmi
Published: March 2003

Both Geographic Information Systems (GIS) implementation successes and failures can be attributed to many factors, some that have little or nothing to do with the technology. While the discourse in the developed world has shifted from examining GIS implementation in isolation, developing countries appear to be still bogged down by many institutional barriers that impede implementation. In this context, an integrative implementation framework that takes into consideration politics and policy issues is developed to understand, explain, and assess GIS implementation in developing countries. The uniqueness of country‐specific problems is acknowledged and juxtaposed against a body of theory in order to evaluate GIS implementation efforts. Based on reflective accounts of implementation efforts in three developing countries, four overarching characteristics of successful GIS implementation across country contexts are identified. These include clarity in problem definition, forging strategic alliances, incremental planning, and developing local knowledge. GIS implementation is likely to occur only when individuals and organisations creatively challenge existing norms, organisational defensive routines, and inefficient bureaucratic practices. Therefore, successful GIS implementation in developing countries is a likely outcome of critical reflective practice that relies on the capacity of empowered individuals and groups rather than solely on organisational structures.
An Application of a Choice Heuristic Algorithm for Managing Land Resource Allocation Problems Involving Multiple Parties and Conflicting Interests
Authors: Kwaku Kyem Peter A.
Published: March 2003

Competition among individuals and communities for the use of resources has made resource management activity very contentious and complex. Conflicts over the allocation of resources are forcing resource managers worldwide, particularly those in Sub‐Saharan Africa, to widen the range of interests they consider and embrace environmental factors before they make and implement resource policies. In tandem with the recent extension of GIS applications into the region therefore is the expectation that the technology would create opportunities for public participation and for resolving conflicts that result from competition for resources. However, creating a supportive environment for people in the communities to actively participate in resource policy decisions requires simple, but efficient, participatory decision support procedures that are lacking in many of today's GIS. This paper describes the application of a decision support algorithm for managing resource allocation problems involving competing interests. A case involving multiple claims to resources in the Aboma Forest Reserve located at Kofiase in Southern Ghana is used to illustrate the Public Participatory GIS (PPGIS) methodology.
Temporal Zooming
Authors: Hornsby Kathleen
Published: March 2003

Spatio‐temporal knowledge representation often requires changing from one level of detail or granularity to another so users can carry out a desired task. Meteorological occurrences, geological processes, or population movements, for example, can be examined at different granularities. This includes different spatial perspectives as well as temporal views where phenomena may be examined under real time conditions, or over hourly, daily, weekly, or longer periods. Moving back and forth among granularities is a necessary routine for many domain scientists. Changing to a more detailed view uncovers information that otherwise is unknown. Conversely, moving to a simpler view can improve our understanding of phenomena. Although people routinely abstract information from their environment at different granularities and perform mental shifts that increase or decrease detail, formalization of these alterations for use in information systems has proved difficult. Geographic information systems typically treat changes in granularity from the perspective of changes to the geometric properties of objects through graphic zooming. None of the current approaches to zooming offer support for performing this operation over time. This work focuses on the temporal aspects of changing granularity or temporal zooming. The approach is based on a model of change to identifiable objects. In this paper, temporal zooming involves expanding or collapsing the transitions among identity states of the same object as well as revealing or omitting other objects that are linked through transitions. A set of operations to support refining and coarsening the evolution of objects over time is presented. This work offers a new perspective on zooming important for spatio‐temporal query languages and for users of large spatio‐temporal databases who require the means to shift back and forth among simpler or summarized views of data and more detailed views.
Number of Polygons Generated by Map Overlay: The Case of Convex Polygons
Authors: Sadahiro Yukio
Published: March 2003

This paper analyzes the number of polygons generated by map overlay. Overlay of maps yields a number of small polygons, and often causes problems in computation, handling, and storage of derived polygons. One method to deal with these problems is to estimate the number of derived polygons before executing overlay operation. To this end, a stochastic model is proposed by which the expected number of derived polygons is calculated. The results are summarized as follows: (1) the number of polygons generated by map overlay depends on the number of original polygons and their perimeters; (2) the number of derived polygons increases with the perimeters of original polygons; (3) McAlpine and Cook's (1971) earlier method underestimated the number of derived polygons; and (4) the number of polygons generated by the overlay of maps having the same lattice system is proportional to the square of the number of overlaid maps and the number of polygons on the map, and inversely proportional to the area‐perimeter ratio of the unit cell.
Meeting the Need for GIS Skills in Developing Countries: The Case of Informal Settlements
Authors: Bishop Ian D. , Barry Mike , McPherson Elsworth , Nascarella Joiana , Urquhart Karen , Escobar Francisco
Published: March 2003

Informal settlements are a chronic issue in developing countries. Management and formalisation processes require good spatial data and analytical tools. While software such as geographic information systems (GIS) are widely available, access to good data and skilled users may be limited. In this paper we suggest that digital multimedia learning tools, accessible via the World Wide Web (WWW) may be part of the solution. We present the rationale for, and structure of, a suite of prototype learning modules for neighbourhood operations. We illustrate the use of these operations by converting shack locations into population density maps for the Imizamo Yethu settlement near Cape Town, South Africa. This prototype forms a part of a larger web site that also includes background information, data sources and software.
Handling Grammatical Errors, Ambiguity and Impreciseness in GIS Natural Language Queries
Authors: Wang F
Published: March 2003

A natural language query interface is very desirable for a geographic information system (GIS). It converts natural language queries (sentences) into a formal query language. A key task in building a natural language query interface is handling uncertainty and impreciseness. Grammatical errors and parsing ambiguity cause uncertainty. A natural language query may contain imprecise terms that have to be processed before an executable query can be generated. In this paper, a three–step technique is presented that can be used to correct grammatically incomplete natural language queries, solve parsing ambiguity, and translate imprecise conditions into executable selection conditions.
A Random Sample of Older Scots Lexis
Authors: Macafee Caroline , Anderson Alan
Published: March 2003

This paper presents an analysis of the sources of the vocabulary of Older Scots, based on a random sample of one word in forty from the already published volumes of A Dictionary of the Older Scottish Tongue. More and less frequent words are distinguished, and Old Norse and Gaelic loans are found to behave similarly to native vocabulary. Derivatives and compounds are also separately considered, and again Old Norse is found to behave similarly to native vocabulary. The chronology of borrowing is examined, and comparisons made with figures available for Early Modern English. French loans are found to be more numerous than Latin loans, in contrast to Early Modern English, and the median date for Latin loans is earlier. Nor is there an upsurge of affixation in the seventeenth century as there is in Early Modern English.
Root and Branch: Revising the etymological component of the Oxford English Dictionary
Authors: Durkin Philip N. R.
Published: March 2003

This paper provides an overview, with examples, of the style and policy being employed in the preparation of the etymological and linguistic components of the third edition of the Oxford English Dictionary. Significant areas of policy are dealt with in numbered sections, although emphasis is placed throughout upon showing how these areas interact in practice. Comparison is made with the treatment of similar material in the first edition of the dictionary and its four‐volume supplement (and hence in the integrated second edition of 1989).
The syntax of Welsh negation
Authors: Borsley Robert D. , Jones Bob Morris
Published: March 2003

Colloquial Welsh negation involves many complexities. Negative sentences require an n‐word in subject or object position or as a post‐subject adverb. The picture is complicated by the fact that the main negative adverb is homophonous with a negative quantifier. Further, there are differences between negative subjects and negative objects, and between different negative adverbs. Non‐finite negation often involves a negative verb, but it seems somewhat simpler than finite negation. It allows, but does not require, an n‐word. The main facts can be accommodated fairly readily within Head‐driven Phrase Structure Grammar (HPSG). Within this framework non‐finite negation can be analysed in terms of a small number of negative heads, finite negation, in terms of a number of types of negative verb.
Negative concord and the scope of universals
Authors: Giannakidou Anastasia
Published: March 2003

In this paper, I propose an analysis of Greek negative concord (NC) in terms of quantifier scope. It is shown that there is no evidence that Greek NC n‐words are indefinites or negative quantifiers. NC n‐words are analysed as universal quantifiers, which are sensitive to negative polarity, and which must QR‐raise above negation in order to be properly interpreted. If correct, the analysis proposed here will provide a strong argument for retaining QR as a necessary device at the syntax‐semantics interface.
Thoughts On Indo–European Compounds – Inspired By A Look At Armenian
Authors: Olsen Birgit Anette
Published: March 2003

The article presents a descriptive and historical survey of the types of nominal compounds in Classical Armenian, and a number of potential archaisms are discussed: compositional i–stems, laryngeal loss, adjectives with two endings, particular compositional suffixes etc. In a concluding section it is claimed that beside the ‘co–compounds’, consisting of simple juxtapositions, the Indo–European proto–language only had one basic type, the exocentric or possessive compounds with accent on the first member, of which the traditional possessives (bahuvrihis)and the verbal governing compounds are secondary specializations.
Constraints and productivity in Latin Nominal Compounding
Authors: Fruyt Michèle
Published: March 2003

The author analyses here the reasons why there are many constraints on nominal compounding, limiting its productivity to certain morphological types. The main constraints are the length of Latin words and the productivity of prefixation and agglutination (in the sense of F. de Saussure). The various productive types are listed and exemplified. The author also discusses some cases of final short i before the compound boundary and asks whether we are dealing here with a case of Caland variation or with another phenomenon developed within Latin itself.
Reforming the WTO to Defuse Potential Trade Conflicts in Genetically Modified Goods
Authors: Perdikis Nicholas , Shelburne William A. Kerr , Hobbs Jill E.
Published: March 2003

Arguably genetic modification is one of the most important technological change seen to date. Its effects on both human health and the environment are both profound and controversial. In particular consumers, mainly in the EU, have concerns regarding the long term effects of consuming genetically modified foods on their health. They are also concerned regarding the effect that genetically modified organisms will have on bio‐diversity and choice in the long run.

Differing regulatory regimes towards genetically modified goods in the US and EU could lead to damaging trade conflicts. Current agreements covering trade in foods such as the SPS and TBT allow a way of diffusing conflicts. The primary aim of these agreements is, however, to prevent governments from protecting domestic producers by applying capricious barriers to foreign competition. This paper sets out to show that rather than modifying these two agreements it would be better to deal with new issues surrounding consumer preferences explicitly by negotiating a new international agreement.
Financial Liberalisation and Growth in China’s Economic Reform
Authors: Li Kui‐Wai , Liu Tung
Published: March 2003

This paper summarises China’s financial liberalisation experience and examines the contributions of financial resources on economic growth during the post‐reform period. Financial liberalisation has resulted in the reallocation of the four sources of total investment in fixed assets: state budget appropriation, national bank loans, self‐raised funds, and foreign investment. We find that the growth of GDP and industrial production are positively related to the growth of self‐raised funds and foreign investment. We conclude that the use of foreign investment and funds raised by the enterprises themselves are more efficient than the government’s appropriation and provision of bank loans.
Trade, Technology and Human Capital: Stylised Facts and Quantitative Evidence
Authors: Das Gouranga Gopal
Published: March 2003

Stylised evidence on trade, total factor productivity (TFP) and skill intensity of the labour force is presented. Features emerging as salient are: growing trade in technology‐intensive products from the industrialised nations to the relatively laggard nations leads to embodied technology diffusion; the technology‐intensive sectors have larger shares of skilled workers; countries experiencing TFP growth usually have higher levels of educational attainment; also, the skilled labour payment share for a sector is positively associated with that sector’s regional trade share. These facts together help explain why endowment of more skilled labour facilitates absorption of technology ferried via trade.
Chile's Trade and Regional Integration Policy: An Assessment
Authors: Schiff Maurice
Published: March 2003

This paper examines the economics, politics and political economy of Chile's trade and regional integration (RI) policies, and reaches the following conclusions. First, Chile is likely to obtain static and dynamic benefits from a free trade agreement (FTA) with the US, though the benefits depend crucially on the extent to which its market access to the US improves and on the costs of implementing the intellectual property rights agreement and of enforcing the rules of origin. Second, potential benefits are more doubtful with respect to FTAs with MERCOSUR and the Andean Pact and Central American countries.Third, Chile should complement its ongoing negotiations with the EU by negotiating FTAs with key Asian countries.Fourth, Chile should bind all its tariffs at the WTO at the applied MFN uniform tariff rate. Fifth, the uniform MFN tariff should be reduced below six percent after 2003.
The Power and Politics of Genre
Authors: Bhatia Vijay K.
Published: March 2003

Generic knowledge plays an important role in the packing and unpacking of texts used in a wide‐ranging institutionalized socio‐rhetorical context. If, on the one hand, it imposes constraints on an uninitiated genre to conform to the conventions and rhetorical expectations of the relevant professional community, on the other hand, it allows an experienced and established writer of the genre to exploit conventions to create new forms to suit specific contexts. Unfortunately, however, this privilege to exploit generic conventions to create new forms becomes available only to those few who enjoy a certain degree of visibility in the relevant professional community; for a wide majority of others, it is more of a matter of apprenticeship in accommodating the expectations of disciplinary cultures. This paper reviews current research to investigate the way the power and the politics of genre is often exploited by the so‐called established membership of disciplinary communities to keep outsiders at a safe distance.
Cross‐cultural Variation in Professional Genres: A Comparative Study of Book Blurbs
Authors: Kathpalia Sujata Surinder
Published: March 2003

Although cross‐cultural variation in spoken interaction has been dealt with extensively in discourse studies, very little research has been reported in the case of academic and professional written genres. The importance of this work is highlighted by the findings that writers from different cultures organize and develop ideas differently in expository writing tasks (Hinds, 1990) and that professional genres like business letters (The Geok Suan, 1986; Bhatia and Tay, 1987), job applications (Bhatia, 1989) and some legal genres (Bhatia, 1993) are sensitive to socio‐cultural constraints. In order to gain a better understanding of the role played by socio‐cultural factors in shaping a genre, the present paper examines, through a genre‐based comparison, the cross‐cultural differences between book blurbs of international publishers and local Singapore‐based publishers. It is hoped that such a study will demonstrate the fact that genres are socio‐culturally dependent communicative events and their success, in part, depends upon their pragmatic value in a specific business/professional environment. An attempt will also be made to relate the findings of this analysis to the dual and conflicting notions of ‘linguistic creativity’ on the one hand and ‘linguistic orthodoxy’ on the other. It is hoped that a comparative study of this nature will sensitize researchers/teachers to the cultural factors that are responsible for constraining/shaping genres in particular socio‐cultural contexts.
Moral Desert, Fairness and Legitimate Expectations in the Market
Authors: Hsieh N.‐H..
Published: March 2003

Do people morally deserve what they earn in the market? More specifically, can people legitimately claim to deserve what they earn in the market in a way that counts against redistributing those earnings? As most liberal political philosophers do, I argue that the answer is no. Unlike many of these philosophers, however, I do not focus on whether or not people can be deserving. Instead, I focus on the relationship between social institutions and moral desert, and advance two claims. First, in the market, desert claims are undermined by the very nature of the market even if people can be deserving in general. Second, part of the intuition that motivates accounts of moral desert may be explained instead with reference to a principle of fairness that demands the fulfillment of people's legitimate expectations as to what they will receive, and this principle places much weaker restrictions on redistributive policies than do claims of moral desert.
Land, Culture and Justice: A Framework for Group Rights and Recognition
Authors: Spinner‐Halev Jeff
Published: March 2003

Meet the Sorbs. They are a Slavic people in Germany who number around sixty thousand. They are not mistreated or oppressed by the German government. They live in two German states, but they are interspersed with other Germans. Do the Sorbs deserve special, group rights to help maintain their culture? The recent arguments of many theorists suggest that they do. Iris Marion Young has recently argued that all marginalized groups should have group rights. Avishai Margalit and Moshe Halbertal maintain that all cultural groups have certain rights. Will Kymlicka suggests that all ‘societal cultures’ have group rights, which might include the Sorbs.
Voluntary Contributions to Multiple Public Projects
Authors: Koster M. , Reijnierse H. , Voorneveld M.
Published: March 2003

The problem of financing a set of discrete public goods (facilities, projects) by private contributions is studied. The corresponding cooperative game, the realization game, is shown to be convex. For the noncooperative setting we study a realization scheme that induces a strategic game. This contribution game is shown to be a generalized ordinal potential game; a best–response in the contribution game implies a best response in a coordination game in which the payoff to all players is the utilitarian collective welfare function, i.e., the sum of the utility functions of the players. Strategy profiles maximizing utilitarian welfare are strong Nash equilibria of the contribution game. Each strong Nash equilibrium corresponds in a natural way with a core element of the realization game, and vice versa. Moreover, each strong Nash equilibrium is coalitional proof.
The Effect of State Economic Development Incentives on Employment Growth of Establishments
Authors: Gabe Todd M. , Kraybill David S.
Published: March 2003

This paper examines the effects of state economic development incentives on the growth of 366 Ohio manufacturing and nonmanufacturing establishments that launched major expansions between 1993 and 1995. Growth is measured as the actual employment change that occurred in these establishments and as the employment growth announced when expansions were launched. Empirical findings indicate that incentives have very little (or even a negative) effect on actual growth and they have a substantial positive effect on announced growth. Findings also suggest that establishments that received incentives overestimated their announced employment targets more than establishments that did not receive incentives.
The Catch Up Project: a reading intervention in Year 3 for Level 1 readers (Research Note)
Authors: Clipson‐Boyles Suzi
Published: March 2003

The Catch Up Programme is a literacy intervention designed for children who are behind with reading at the start of Year 3 (7 to 8 year‐olds). This paper describes pilot research that informed the project in its early stages of development, and the findings should therefore be treated with caution. The reading progress of a sample of 74 Catch Up pupils from 15 schools in three local education authorities was measured. This showed a considerable increase in pupils’ reading ages across a 10 week period. A smaller experimental study was also carried out in nine Oxfordshire schools (48 pupils) to compare a Catch Up sub‐sample with a Matched Time group and a Control group. Findings showed that the Catch Up pupils made considerably more progress during the same period than both the other groups.