title: Use of cognitive genres as textual norms in academic English prose: University essays in English literature and sociology

authors: Bruce, Ian

subjects: discours

abstract: Cet article présente une analyse des ressources textuelles utilisées dans la rédaction du genre universitaire "dissertation" dans deux disciplines – la littérature anglaise et la sociologie – dans le cadre d'une théorie des genres. De chaque discipline, quinze dissertations longues d'étudiants, tirées d'un corpus d'écrits en anglais académique (The British Academic Written English Corpus), ont été évaluées par rapport à un modèle de genre proposé par l'auteur (Bruce 2008a). L'analyse s'est focalisée sur l'utilisation des types de texte, appelés ici des genres cognitifs, dans les paragraphes entre l'introduction et la conclusion de la dissertation. Les résultats révèlent que, dans les dissertations de sociologie, le genre cognitif appelé "Explanation" était la ressource textuelle prédominante, employée souvent de manière récursive et en combinaison avec trois autres genres cognitifs. "Explanation" se réfère à une partie du texte qui implique "la présentation de l'information en mettant l'accent sur les moyens" (Bruce 2008b: 43). En comparaison avec les dissertations en sociologie, la gamme de ressources textuelles utilisée dans les dissertations en littérature anglaise est plus petite. Le genre cognitif "Explanation" est encore prédominant, mais le genre cognitif appelé "Recount" est couramment utilisé. Ce genre consiste à organiser le texte par rapport à une mise en scène chronologique des événements ou des épisodes marquants de l'œuvre littéraire en question. Les résultats de l'analyse suggèrent que, malgré la nomenclature commune de "dissertation" en tant que devoir interdisciplinaire, l'utilisation par les étudiants-scripteurs des genres cognitifs (comme normes textuelles) dans les dissertations des deux disciplines diffère considérablement en raison de différences des exigences de la consigne et de la nature des savoirs de ces deux disciplines.

text: Use of cognitive genres as textual norms in academic English prose: University essays in English literature and sociology Cet article présente une analyse des ressources textuelles utilisées dans la rédaction du genre universitaire "dissertation" dans deux disciplines – la littérature anglaise et la sociologie – dans le cadre d'une théorie des genres. De chaque discipline, quinze dissertations longues d'étudiants, tirées d'un corpus d'écrits en anglais académique (The British Academic Written English Corpus), ont été évaluées par rapport à un modèle de genre proposé par l'auteur (Bruce 2008a). L'analyse s'est focalisée sur l'utilisation des types de texte, appelés ici des genres cognitifs, dans les paragraphes entre l'introduction et la conclusion de la dissertation. Les résultats révèlent que, dans les dissertations de sociologie, le genre cognitif appelé "Explanation" était la ressource textuelle prédominante, employée souvent de manière récursive et en combinaison avec trois autres genres cognitifs. "Explanation" se réfère à une partie du texte qui implique "la présentation de l'information en mettant l'accent sur les moyens" (Bruce 2008b: 43). En comparaison avec les dissertations en sociologie, la gamme de ressources textuelles utilisée dans les dissertations en littérature anglaise est plus petite. Le genre cognitif "Explanation" est encore prédominant, mais le genre cognitif appelé "Recount" est couramment utilisé. Ce genre consiste à organiser le texte par rapport à une mise en scène chronologique des événements ou des épisodes marquants de l'œuvre littéraire en question. Les résultats de l'analyse suggèrent que, malgré la nomenclature commune de "dissertation" en tant que devoir interdisciplinaire, l'utilisation par les étudiants-scripteurs des genres cognitifs (comme normes textuelles) dans les dissertations des deux disciplines diffère considérablement en raison de différences des exigences de la consigne et de la nature des savoirs de ces deux disciplines.

year: 2015

title: Functions of social conflict in tourism: Tourism's impacts on the Kanas Tuva and Kazakh settlements, Xinjiang, China

authors: Yang, Jingjing

subjects: tourism impacts, ethnic people, social conflict, Xinjiang, China

abstract: The impacts of tourism have been well researched and such studies have developed into a rich body of literature. Equally the subject of social conflict has also been well developed with its own stream of analytical works; for example in western literature one might cite Machievelli‘s Renaissance work The Prince. However, while academics have proposed concepts of community tourism, a lack of empirical evidence remains as to the functions of social conflict and its relationship with tourism development, especially with reference to locations inhabited by minority groups. Firstly, when such a concern does exist, it is directed primarily toward the reduction of conflict. However, conflict can be a necessary and positive part of all social relationships, and a requisite for social change (Coser, 1956). Secondly, conflict is often accompanied by cooperation, unity and the formation of alliances, but in tourism studies the relation between conflict and cooperation/unity/alliance has rarely been discussed. Thirdly, a theoretical base for social conflict is needed to support the empirical studies regarding tourism development and conflict. Fourth, from the perspective of background and context, functions of social conflict are still an under-researched area within multi-ethnic communities affected by tourism.

Based on one year‘s ethnographic research in Kanas, Xinjiang, China, this study employs Coser‘s (1956) social conflict theory for a discussion of tourism impacts on ethnic communities. This study proposes a tension-directed tourism development system to analyse tourism impacts. It also provides a useful tool to compare and contrast tourism impacts and their determinants in tourism destinations. Additionally it provides a holistic view and systematic approach to researching tourism impacts. This study demonstrates the nature, forms, and means of the conflict between the groups and subgroups, thereby contributing to an understanding of the extents, approaches and reasons behind the nature of observed tourism impacts.

In undertaking this study, Coser‘s (1956) 16 propositions are examined and extended by making comparisons between Western and Chinese societies, by applying those concepts to an ethnic community, and by looking at the administrative realities of the Kanas Scenic Area. Based on the differences in culture between Western societies and China, it is suggested that some theories and research methods might need modification in the Chinese context.

text: Functions of social conflict in tourism: Tourism's impacts on the Kanas Tuva and Kazakh settlements, Xinjiang, China The impacts of tourism have been well researched and such studies have developed into a rich body of literature. Equally the subject of social conflict has also been well developed with its own stream of analytical works; for example in western literature one might cite Machievelli‘s Renaissance work The Prince. However, while academics have proposed concepts of community tourism, a lack of empirical evidence remains as to the functions of social conflict and its relationship with tourism development, especially with reference to locations inhabited by minority groups. Firstly, when such a concern does exist, it is directed primarily toward the reduction of conflict. However, conflict can be a necessary and positive part of all social relationships, and a requisite for social change (Coser, 1956). Secondly, conflict is often accompanied by cooperation, unity and the formation of alliances, but in tourism studies the relation between conflict and cooperation/unity/alliance has rarely been discussed. Thirdly, a theoretical base for social conflict is needed to support the empirical studies regarding tourism development and conflict. Fourth, from the perspective of background and context, functions of social conflict are still an under-researched area within multi-ethnic communities affected by tourism.

Based on one year‘s ethnographic research in Kanas, Xinjiang, China, this study employs Coser‘s (1956) social conflict theory for a discussion of tourism impacts on ethnic communities. This study proposes a tension-directed tourism development system to analyse tourism impacts. It also provides a useful tool to compare and contrast tourism impacts and their determinants in tourism destinations. Additionally it provides a holistic view and systematic approach to researching tourism impacts. This study demonstrates the nature, forms, and means of the conflict between the groups and subgroups, thereby contributing to an understanding of the extents, approaches and reasons behind the nature of observed tourism impacts.

In undertaking this study, Coser‘s (1956) 16 propositions are examined and extended by making comparisons between Western and Chinese societies, by applying those concepts to an ethnic community, and by looking at the administrative realities of the Kanas Scenic Area. Based on the differences in culture between Western societies and China, it is suggested that some theories and research methods might need modification in the Chinese context.

year: 2012

title: Providing space for indigenous knowledge

authors: Tangihaere, Tracey Mininoa

subjects: indigenous knowledge

abstract: Colonial influences have generally failed to respect indigenous knowledge, languages, and cultures. Determination to reclaim First Nations identity is visible in many jurisdictions. First Nations Peoples continue to call on governments to facilitate changes needed to revitalize their economic, social, cultural, and spiritual well-being. This article is a reflective article generated from our response to the situation of Mäori, the indigenous peoples of New Zealand. It provides a background on the historical attempts to weaken Mäori leadership and the resilience of Mäori in their resistance to such undermining. Using a description of a physical space, the Marae (the meetinghouse), the authors provide a glimpse into a distinctive Mäori psychology connected to Marae encounters and into Mäori ways of thinking, feeling, and behaving. Three examples of organizational practice at the incorporation of such values are provided. Four implications for management education are posited as relevant not only to the education of managers in Aotearoa but wherever engagement with indigenous people occurs.

text: Providing space for indigenous knowledge Colonial influences have generally failed to respect indigenous knowledge, languages, and cultures. Determination to reclaim First Nations identity is visible in many jurisdictions. First Nations Peoples continue to call on governments to facilitate changes needed to revitalize their economic, social, cultural, and spiritual well-being. This article is a reflective article generated from our response to the situation of Mäori, the indigenous peoples of New Zealand. It provides a background on the historical attempts to weaken Mäori leadership and the resilience of Mäori in their resistance to such undermining. Using a description of a physical space, the Marae (the meetinghouse), the authors provide a glimpse into a distinctive Mäori psychology connected to Marae encounters and into Mäori ways of thinking, feeling, and behaving. Three examples of organizational practice at the incorporation of such values are provided. Four implications for management education are posited as relevant not only to the education of managers in Aotearoa but wherever engagement with indigenous people occurs.

year: 2011