title: Editorial introduction to ‘truth: concept meets property’

authors: Wyatt, Jeremy

abstract: The papers in this special issue investigate a range of topics that pertain to the distinction between the concept and the property of truth. The distinction between property concepts and the properties that they pick out is a mainstay within analytic philosophy. We have learned to distinguish, for instance, between our ordinary concept SIMULTANEOUS and the property simultaneity that it picks out.Footnote1 The significance of this distinction is borne out in the theories of reference that were developed, for instance, by Putnam (1975), Kripke (1980), and Lewis (1984). If we apply any of these theories to SIMULTANEOUS, they will generate the result that this concept refers to the relativized property simultaneity, even if many users of the concept take simultaneity to be absolute.

text: Editorial introduction to ‘truth: concept meets property’ The papers in this special issue investigate a range of topics that pertain to the distinction between the concept and the property of truth. The distinction between property concepts and the properties that they pick out is a mainstay within analytic philosophy. We have learned to distinguish, for instance, between our ordinary concept SIMULTANEOUS and the property simultaneity that it picks out.Footnote1 The significance of this distinction is borne out in the theories of reference that were developed, for instance, by Putnam (1975), Kripke (1980), and Lewis (1984). If we apply any of these theories to SIMULTANEOUS, they will generate the result that this concept refers to the relativized property simultaneity, even if many users of the concept take simultaneity to be absolute.

year: 2020

title: International Posture, L2 Motivation, and L2 Proficiency among South Korean Tertiary EFL Learners

authors: Courtney, Matthew Gordon Ray

subjects: International posture

abstract: Today, English is spoken by more non-native speakers than native speakers; current estimates by Graddol (2007) indicate five to one. With this transformation English has become the international language of business and intercultural communication. The emergence of English as Lingua Franca is apparent in Korean society where English plays a defining role in educational, career, social, cultural, and economic domains. Despite such inextricable links the acquisition of English in Korea has not been successful. This study examines the relationship between Korean university students' International Posture or  non-ethnocentric attitude  (Yashima, 2002, p. 57) and their L2 (Second Language) Learning Motivation, and L2 Proficiency in English, first described by Yashima (2002) in her study of Japanese EFL (English as a Foreign Language) tertiary students. The methodology used in this thesis was quantitative as it employed Likert scales in order to elicit students' International Posture, and L2 Motivation, and obtained L2 Proficiency from percentile grades in the TOEIC exam. With the use of path analysis software, AMOS 7, data from 118 university freshman (majoring in English literature) from Hannam University, South Korea were analyzed in order examine the relationship between International Posture, L2 Learning Motivation, and L2 Proficiency among South Korean EFL students. The results indicated a significant and very strong relationship between International Posture and L2 Learning Motivation and a significant and moderate relationship between L2 Learning Motivation and overall L2 Proficiency. The findings of the study conclude that EFL learner motivation can be understood by an agglomeration of integrative and instrumental motivational orientations. The findings in this study also suggest that the tendency for Korean EFL learners to approach, rather than avoid, interaction with people of different cultures is especially important to understanding Korean tertiary level students' attitude, motivation and performance in EFL. These findings could be implemented in the classroom by providing Korean EFL learners with safe and appropriate opportunities to interact with foreigners. Potential areas for further research include longitudinal studies (utilizing both quantitative and qualitative research methodologies) that look into the effect of EFL learner age, gender, and teaching pedagogy on International Posture, L2 Learning Motivation, and L2 Proficiency.

text: International Posture, L2 Motivation, and L2 Proficiency among South Korean Tertiary EFL Learners Today, English is spoken by more non-native speakers than native speakers; current estimates by Graddol (2007) indicate five to one. With this transformation English has become the international language of business and intercultural communication. The emergence of English as Lingua Franca is apparent in Korean society where English plays a defining role in educational, career, social, cultural, and economic domains. Despite such inextricable links the acquisition of English in Korea has not been successful. This study examines the relationship between Korean university students' International Posture or  non-ethnocentric attitude  (Yashima, 2002, p. 57) and their L2 (Second Language) Learning Motivation, and L2 Proficiency in English, first described by Yashima (2002) in her study of Japanese EFL (English as a Foreign Language) tertiary students. The methodology used in this thesis was quantitative as it employed Likert scales in order to elicit students' International Posture, and L2 Motivation, and obtained L2 Proficiency from percentile grades in the TOEIC exam. With the use of path analysis software, AMOS 7, data from 118 university freshman (majoring in English literature) from Hannam University, South Korea were analyzed in order examine the relationship between International Posture, L2 Learning Motivation, and L2 Proficiency among South Korean EFL students. The results indicated a significant and very strong relationship between International Posture and L2 Learning Motivation and a significant and moderate relationship between L2 Learning Motivation and overall L2 Proficiency. The findings of the study conclude that EFL learner motivation can be understood by an agglomeration of integrative and instrumental motivational orientations. The findings in this study also suggest that the tendency for Korean EFL learners to approach, rather than avoid, interaction with people of different cultures is especially important to understanding Korean tertiary level students' attitude, motivation and performance in EFL. These findings could be implemented in the classroom by providing Korean EFL learners with safe and appropriate opportunities to interact with foreigners. Potential areas for further research include longitudinal studies (utilizing both quantitative and qualitative research methodologies) that look into the effect of EFL learner age, gender, and teaching pedagogy on International Posture, L2 Learning Motivation, and L2 Proficiency.

year: 2008

title: Te Whānau Mārama

authors: Tuahine, Hōhepa

subjects: Whānau mārama

abstract: Ko te rā, ko te marama, ko te whetū, ko te auahitūroa, ko te kōtiritiri anō i tapaina e te Māori ko te Whānau Mārama.  Ko te whānau nei ka heke i a Tangotango rāua ko Wainui, he tamariki nā Ranginui rāua ko Papatūānuku, he atua. I whakaako motuhaketia ngā āhuatanga katoa o te Whānau Mārama ki te whare kōkōrangi.  Ko ana whakapapa, ko ana karakia, ko ana waiata, ko ana whakataukī maha.  Ko ngā kai mārō o taua whare wānanga e hoki ana ki te orokotīmatanga mai o Ranginui rāua ko Papatūānuku, heke iho mai ki te tangata me te ao tūroa e mōhiotia ana i tēnei rangi.  He tipua ngā tohunga o te whare kōkōrangi ki te whakamāori i ngā nekehanga me ngā āhuatanga rere kē o te Whānau Mārama nei.  Ka nui ngā tohutohu a te Whānau Mārama e tōnui ai te noho a te Māori ki te whenua.  Heoi anō, kei te āhua tonu o tā te whetū nekehanga i te rangi, kei te āhua tonu o tōna hikohiko mai, otirā kei te āhua tonu o tā te Whānau Mārama taunekeneke atu, taunekeneke mai ki a rātau anō.  Katoa ngā āhuatanga o te Whānau Mārama he mea hei ārahi i te Māori, me te aha, ko ngā mātauranga o te whare nei hei kāpehu ki te tohunga whakatere waka, hei tohu nō Tū ki te ope tauā, hei maramataka ki te ihu oneone, hei kai mārō ki te tauira, hei aha noa atu.  Ko tā tēnei tuhinga, he tūhura i ngā kōrero mō te Whānau Mārama me tana whare wānanga.  Ka titiro ki ngā kōrero kua whakamoanahia i roto i ngā tau maha me te whakamārama i te whakamahia o tēnei mātauranga e kui mā, e koro mā i te wā i a rātau.

text: Te Whānau Mārama Ko te rā, ko te marama, ko te whetū, ko te auahitūroa, ko te kōtiritiri anō i tapaina e te Māori ko te Whānau Mārama.  Ko te whānau nei ka heke i a Tangotango rāua ko Wainui, he tamariki nā Ranginui rāua ko Papatūānuku, he atua. I whakaako motuhaketia ngā āhuatanga katoa o te Whānau Mārama ki te whare kōkōrangi.  Ko ana whakapapa, ko ana karakia, ko ana waiata, ko ana whakataukī maha.  Ko ngā kai mārō o taua whare wānanga e hoki ana ki te orokotīmatanga mai o Ranginui rāua ko Papatūānuku, heke iho mai ki te tangata me te ao tūroa e mōhiotia ana i tēnei rangi.  He tipua ngā tohunga o te whare kōkōrangi ki te whakamāori i ngā nekehanga me ngā āhuatanga rere kē o te Whānau Mārama nei.  Ka nui ngā tohutohu a te Whānau Mārama e tōnui ai te noho a te Māori ki te whenua.  Heoi anō, kei te āhua tonu o tā te whetū nekehanga i te rangi, kei te āhua tonu o tōna hikohiko mai, otirā kei te āhua tonu o tā te Whānau Mārama taunekeneke atu, taunekeneke mai ki a rātau anō.  Katoa ngā āhuatanga o te Whānau Mārama he mea hei ārahi i te Māori, me te aha, ko ngā mātauranga o te whare nei hei kāpehu ki te tohunga whakatere waka, hei tohu nō Tū ki te ope tauā, hei maramataka ki te ihu oneone, hei kai mārō ki te tauira, hei aha noa atu.  Ko tā tēnei tuhinga, he tūhura i ngā kōrero mō te Whānau Mārama me tana whare wānanga.  Ka titiro ki ngā kōrero kua whakamoanahia i roto i ngā tau maha me te whakamārama i te whakamahia o tēnei mātauranga e kui mā, e koro mā i te wā i a rātau.

year: 2016