The Importance of Sociocultural Context When Choosing to Eat Healthier

This chapter defines attitude datives as evaluative and relational pragmatic markers that allow the speaker to present material from a specific perspective and to invite the hearer to view the material from the same perspective. It identifies three types of context that are pertinent to the analysis of these datives. These are the sociocultural context (e.g., values, beliefs), the situational context (i.e., identities, activity types), and the co-textual context (e.g., contextualization cues). The chapter draws on Cognitive Grammar and Theory of Stance and puts forth a sociocognitive model called the stancetaking stage model. In this model, when a speaker uses an attitude dative construction, she directs her hearer’s attention to the main content of her message and instructs him to view this content through the attitude dative as a filter. In this sense, the attitude dative functions as a perspectivizer and the main content becomes a perspectivized thought.

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“THE LAW OF CASTE REGRESSION” IN THE WORKS OF R. GUÉNON AND J. EVOLA (UKRAINIAN SOCIOCULTURAL CONTEXT)

European Journal of Humanities and Social Sciences ◽

10.29013/ejhss-21-6-29-32 ◽

2021 ◽

pp. 29-32

Author(s):

V. Yeryomin

Keyword(s):

Sociocultural Context ◽

The Law

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The problem of language identity in Volodymyr Vynnychenko’s novel I want! in contemporary sociocultural context

A day in the calendar. Celebrations and memorial days as an instrument of national consolidation in Central, Eastern and South-Eastern Europe from the nineteenth to the twenty-first century - Central-European Studies ◽

10.31168/2619-0877.2019.2.9 ◽

2020 ◽

Vol 2019 (2 (11)) ◽

pp. 211-227

Author(s):

Ekaterina V. Baydalova ◽

Keyword(s):

National Identity ◽

Russian Literature ◽

The Novel ◽

Sociocultural Context ◽

Main Character ◽

Life Goal ◽

Language Identity ◽

National Question ◽

In The Beginning ◽

Ukrainian Society

The novel by Volodymyr Vynnychenko I want! (1915) was, on one hand, his literary answer to the discussion on the national question in Ukrainian society, and, on the other, it was his reaction to the accusations of him being a renegade resulting from his shift towards Russian literature. In 1907-1908, after the publication of his dramas and novels which were impregnated with the idea of “being honest with oneself” (it implied that all thoughts, feelings, and acts were to be in harmony), his works could be more easily published in Russian than in Ukrainian. This situation was taken by his compatriots as a betrayal against his native language and the national cause. In the novel I want! the problem of language identity is directly linked with national identity. In the beginning of the novel the main character, poet Andrey Halepa, despite being ethnic Ukrainian, spoke, thought, and wrote poems in Russian, and consequently his personality was ruined and his actions lacked motivation. It seems that after his unsuccessful suicide attempt and under the influence of a “conscious” Ukrainian, Halepa got in touch with his national identity and developed a life goal (the “revival” of the Ukrainian nation and the building of a free-labour enterprise). However, in the novel, national identity turns out to be incomplete without language identity. Halepa spoke Ukrainian with mistakes, had difficulty choosing suitable words, and discovered with surprise the meaning of some Ukrainian words from his former Russian friends. The open finale emphasises the irony of the discourse around a fast national “revival” without struggle and effort, and which only required someone’s will.

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Facilitating Student Learning in Accounting through Scaffolded Assessment

Issues in Accounting Education ◽

10.2308/iace-51320 ◽

2015 ◽

Vol 31 (1) ◽

pp. 29-49 ◽

Cited By ~ 7

Author(s):

Anne Abraham ◽

Hazel Jones

Keyword(s):

Formative Assessment ◽

Real World ◽

Authentic Learning ◽

Learning Design ◽

Sociocultural Context ◽

Design And Implementation ◽

Qualitative Feedback ◽

Technological Tools ◽

Authentic Learning Experiences ◽

Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

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Reading Roman Declamation

10.1093/oso/9780198746010.001.0001 ◽

2020 ◽

Keyword(s):

Roman History ◽

Dark Side ◽

Latin Literature ◽

Sociocultural Context ◽

International Group ◽

Seneca The Elder ◽

First Time ◽

Literary Phenomenon

Situated at the crossroads of rhetoric and fiction, the genre of declamatio offers its practitioners the freedom to experiment with new forms of discourse. This volume places the literariness of Roman declamation into the spotlight by showcasing its theoretical influences, stylistic devices, and generic conventions as related by Seneca the Elder, the author of the Controversiae and Suasoriae, which jointly make up the largest surviving collection of declamatory speeches from antiquity. In so doing, it draws attention to the complexity of these texts, and maps out, for the first time, the sociocultural context for their composition, delivery, and reception. The volume’s chapters have been authored by an international group of leading scholars in Latin literature and rhetoric, and explore not only the historical roles of individual declaimers but also the physical and linguistic techniques upon which they collectively drew. In addition, the ‘dark side of declamation’ is illuminated by contributions on the competitiveness of the arena and the manipulative potential of declamatory skill. In keeping with the volume’s overall treatment of declamation as a literary phenomenon, a section has also been dedicated to intertextuality. This comprehensive, innovative, and up-to-date treatment provides thought-provoking analyses of Roman declamation, and therefore constitutes an essential volume for both students and scholars in the fields of Latin literature, Republican Roman history, and rhetoric.

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Bonded from Brokenness: A Collaborative Autoethnography on Maternal Bereavement

Illness Crisis & Loss ◽

10.1177/1054137320988476 ◽

2021 ◽

pp. 105413732098847

Author(s):

Gina C. Whalen ◽

Tara E. Simmons

Keyword(s):

Data Analysis ◽

Data Collection ◽

Personal Narratives ◽

Ways Of Knowing ◽

Sociocultural Context ◽

Death Of A Child ◽

Dialogue Process ◽

Constructing Meaning ◽

Maternal Grief

The purpose of this study is to explore the experience of maternal bereavement. As scholar practitioners the authors offer their personal narratives to bring awareness to the multifaceted aspects of grieving the death of a child. Using collaborative autoethnography as the study’s methodology enabled the authors to explore their connection to the sociocultural context of maternal grief. Data collection consisted of a dialogue process that took place electronically through the course of asynchronous messages. Data analysis revealed three interrelated themes: transformation, constructing meaning, and creative ways of knowing. The findings are examined in light of literature regarding maternal bereavement and the expressing of grief through writing. The study concludes with a discussion on implications and recommendations for bereaved mothers and those who serve this population.

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