Sensory Adjectives in the Discourse of Food presents a frame-based analysis of sensory descriptors. This book investigates the identification and usefulness of conceptual frames in three respects: First, an analysis of scientific language use shows that a semantic interpretation of the adjectives is dependent on the operationalizations performed in the field of sensory science. Second, a systematic frame semantic analysis of the descriptors sheds light on how meaning is constructed with regard to the lexemes’ wider context, from the utterance to the text type. Third, a comparison with German descriptors tests the applicability of a frame from one language to another (English – German). Framing presents itself as a means to capture the knowledge representation that underlies a particular discourse. With its detailed linguistic analyses and its interdisciplinary treatment of framing across discourse (specialized vs. public discourse), this book is interesting for researchers working within cognitive linguistics, terminology, and sensory science.
Sensory Adjectives in the Discourse of Food presents a frame-based analysis of sensory descriptors. This book investigates the identification and usefulness of conceptual frames in three respects: First, an analysis of scientific language use shows that a semantic interpretation of the adjectives is dependent on the operationalizations performed in the field of sensory science. Second, a systematic frame semantic analysis of the descriptors sheds light on how meaning is constructed with regard to the lexemes’ wider context, from the utterance to the text type. Third, a comparison with German descriptors tests the applicability of a frame from one language to another (English – German). Framing presents itself as a means to capture the knowledge representation that underlies a particular discourse. With its detailed linguistic analyses and its interdisciplinary treatment of framing across discourse (specialized vs. public discourse), this book is interesting for researchers working within cognitive linguistics, terminology, and sensory science.
Sensory Experiences: Exploring meaning and the senses describes the collective elaboration of a situated cognitive approach with an emphasis on the relations between language and cognition within and across different sensory modalities and practices. This approach, grounded in 40 years of empirical research, is a departure from the analytic, reductive view of human experiences as information processing. The book is structured into two parts. Each author first introduces the situated cognitive approach from their respective sensory domains (vision, audition, olfaction, gustation). The second part is the collective effort to derive methodological guidelines respecting the ecological validity of experimental investigations while formulating operational answers to applied questions (such as the sensory quality of environments and product design). This book will be of interest to students, researchers and practitioners dealing with sensory experiences and anyone who wants to understand and celebrate the cultural diversity of human productions that make life enjoyable!
With reference to the treatment of mind-body problems in the novels and non-fictional writings of Johann Karl Wezel, Karl Philipp Moritz, and Jean Paul, this impressive study follows the development of, and demonstrates the continuity, in the history of ideas in Germany between the Late Enlightenment and Romanticism.
Comparison underlies all reading. Readers compare words to words, and books to all the other books which they have read. Some books, however, demand a particular comparative effort - for example, novels which contain parallel plot lines. In this ambitious and important study Catherine Brown compares Daniel Deronda with Anna Karenina and Women in Love in order to answer the following questions: why does one protagonist in each novel fail whilst another succeeds? Can their failure and success be understood on the same terms? How do the novels' uses of comparison compare to each other? How relevant is George Eliot's influence on Lev Tolstoi, and Tolstoi's on D. H. Lawrence? Does Tolstoi being a Russian make this a 'comparative' literary study? And what does the 'comparative' in 'comparative literature' actually mean? Criticism is combined with metacriticism, to explore how novels and critics compare.
While there has been a flood of scholarly efforts to extend, adapt, and revise Foucault’s exploration of the emergence and operations of neoliberalism, the study of foreign policy has remained steeped in the analysis of partisanship, institutions, policies, and personality and their influence on various issue areas, toward particular countries, or specific presidential doctrines. This book brings the political rationality of neoliberalism to bear on U.S. foreign policy in two distinct ways. First, it challenges, complicates, and revises the numerous interpretations of U.S. nationalism that posit a homologous relationship between “1898” and contemporary nationalism, instead arguing that alterations in the operations of capitalism and its correlative forms of governance have produced a differently formatted nationalism, which in turn has produced different operations of U.S. hegemony in the twenty-first century that markedly depart from earlier eras. Second, this book argues for a new timeline—one that starts with the Carter-Reagan era and the crisis of capitalism—ultimately encouraging us to think beyond particular presidencies, wars, bureaucratic politics, and policies in order to train our sights on how long-term and sustained shifts in the economy and attendant government practices have emerged to produce new myths of exceptionalism that more fully cohere with the neoliberal foundations of the U.S. nation-state.
“Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.” Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia “This book, a fifth edition, can truly be called a “classic” on the topic of teaching, learning and curriculum design in higher education.” Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia “You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.” John R. Kirby, Professor Emeritus of Educational Psychology, Queen’s University, Canada The concept of constructive alignment has supported generations of students and teachers within higher education. It is a ‘backward design’ method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: • Provides a comprehensive, research-based theory of teaching for teacher reflection • Outlines how educational technology can be used in constructively aligned teaching • Helps staff developers to provide support for staff and departments in line with institutional policies • Offers a framework for quality assurance and quality enhancement across a whole institution Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.
An insightful and uplifting memoir about a young Haitian girl in post-earthquake Haiti, and the profound, life-changing effect she had on one journalist's life. In January 2010, a devastating earthquake struck Haiti, killing hundreds of thousands of people and paralyzing the country. Catherine Porter, a newly minted international reporter, was on the ground in the immediate aftermath. Moments after she arrived in Haiti, Catherine found her first story. A ragtag group of volunteers told her about a “miracle child”—a two-year-old girl who had survived six days under the rubble and emerged virtually unscathed. Catherine found the girl the next day. Her family was a mystery; her future uncertain. Her name was Lovely. She seemed a symbol of Haiti—both hopeful and despairing. When Catherine learned that Lovely had been reunited with her family, she did what any journalist would do and followed the story. The cardinal rule of journalism is to remain objective and not become personally involved in the stories you report. But Catherine broke that rule on the last day of her second trip to Haiti. That day, Catherine made the simple decision to enroll Lovely in school, and to pay for it with money she and her readers donated. Over the next five years, Catherine would visit Lovely and her family seventeen times, while also reporting on the country’s struggles to harness the international rush of aid. Each trip, Catherine's relationship with Lovely and her family became more involved and more complicated. Trying to balance her instincts as a mother and a journalist, and increasingly conscious of the costs involved, Catherine found herself struggling to align her worldview with the realities of Haiti after the earthquake. Although her dual roles as donor and journalist were constantly at odds, as one piled up expectations and the other documented failures, a third role had emerged and quietly become the most important: that of a friend. A Girl Named Lovely is about the reverberations of a single decision—in Lovely’s life and in Catherine’s. It recounts a journalist’s voyage into the poorest country in the Western hemisphere, hit by the greatest natural disaster in modern history, and the fraught, messy realities of international aid. It is about hope, kindness, heartbreak, and the modest but meaningful difference one person can make.
When investment professional Kent McCarthy returned to teach at his alma mater, the University of Kansas, he planted the seeds for the Applied Portfolio Management (APM) program—a course that allows students to manage a real money portfolio, which has compiled a remarkable record of investment success. Now, with this book, you’ll discover how to use the concepts covered in this class—from understanding the fundamental drivers of business success to buying at the right price—to enhance your own investment skills.
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