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The growth of data across the web and the ambiguous structure of Arabic language have favored the act of paraphrase. It is defined as a restatement of the original text, giving the same meaning in ...

If anything, 2020 was a year to compel magical thinking; to paraphrase Joan Didion: for mourning the loss and getting to work in finding other ways out and doing the right thing. Coronavirus stoppe...

Respeaking is an effective way to make live and pre-recorded television, as well as live events, accessible to a wide audience. Respeakers use speech-recognition software to repeat or paraphrase wh...

To paraphrase Lewis Carroll’s poem “The Walrus and the Carpenter” from his Through the Looking Glass, “The time has come to talk of many things.” Not as the Walrus did in the nursery rhyme, “of sho...

Few books are discipline changing. This is one of them. To paraphrase Naomi Klein, A (Bio)Semiotic Theory of Translation may not change everything but it will change a great many things. Like all r...

The latter half of the twentieth century saw increasing interest in the production of aleatoric, ‘chance-determined’ texts. The writing of poetry outside of simplistically naturalised ‘inte...

This study considers the voice of the narrator in the Paraphrase of the Gospel of John, written by Nonnus of Panopolis in the fifth century, focusing on his self-presentation as both Johannine and ...

The present study examines the ‘fact based’ approach to jury instructions, which embeds legal concepts in a series of logically ordered written factual questions that the jury must answer to reach a verdict. The study utilised a sample of 1007 adults called for jury service in Victoria, Australia. Four instructional types (standard, plain language, checklist, fact based) were compared on paraphrase and application measures across three time points. Results indicated that paraphrase performance was significantly lower for standard instructions compared to all other instructional types at the pre-deliberation stage. Findings around application of law were mixed. At the pre-deliberation stage, participants receiving fact based instructions had significantly higher scores on true/false application questions compared with participants in other conditions, whereas there were no significant differences between conditions for multiple-choice application. However, testing following deliberation revealed that participants in the fact-based condition had significantly higher scores on multiple-choice application items.

Although vector space models of word meaning have been successful in modeling many aspects of human semantic knowledge, little research has explored figurative language, such as metaphor, using word vector representations. This article reviews the small body of research that has applied such representations to computational models of metaphor. After providing a short review of vector space models, a detailed overview of metaphor models that make use of vector space, and the relevant empirical findings are discussed. These models are divided into two categories based on their differing motivations: “psychological” models are motivated by modeling the cognitive processes involved in metaphor comprehension whereas “paraphrase” models seek to find the most efficient and accurate way for a computer to paraphrase metaphorical language. These models have been successful in computing adequate metaphor interpretations and shed light on the cognitive processes involved in comprehending metaphor.

Fresh off a smashing summer season at the outdoor Globe Theatre, artistic director Michelle Terry “moved Shakespeare indoors” – to paraphrase the title of Andrew Gurr and Farah Karim-Cooper’s impor...

In The Cambridge Companion to Wordsworth (2003), editor Stephen Gill invokes Lionel Trilling’s summation of the critical consensus about William Wordsworth in 1950. Wordsworth, to paraphrase Trilli...

To paraphrase Oscar Handlin whose work wrought a revolution in U.S. immigration historiography in the 1950s, the history of West Indian immigration is the history of the West Indian people writ lar...

This paper replies to Himmelreich's ‘The Paraphrase Argument Against Collective Actions’ [2017], which presents three putative counterexamples to the multiple agents analysis of plural action sentences. The paper shows that the argument from the first example, the discursive dilemma, fails because it relies crucially on a simplification of the target analysis, and that the others don't bear on the question because they turn out on examination to be about individual rather than group action sentences.

Breakdowns are states in which the continuity of being was destroyed. A breakdown has happened but could not be experienced. It is not possible to observe these states because they are beyond our intuition. We have to paraphrase them as ‘shadow’, ‘non-existence’, or ‘black hole’. In these dynamics, the development of a Super-Ego precedes the development of the ego. Under such a Super-Ego, the unthinkable turns into omniscience – no intimacy is left.This process is demonstrated using the example of a treatment in which a patient regresses into a severe autistoid depression (major depression). In a depressive lock-in, all mental life collapsed and intrapsychic and interpsychic communication was not possible, neither of the depression nor of the panic. The ‘me’ is threatened with dissolution, the ‘not-me’ is flattened into a two-dimensional non-existence. For the analyst, it is nearly impossible to understand anything, to build up any empathy, i.e., to grasp the depression intuitively. Finally, intim...

If-thenism is a strategy of paraphrasing seemingly obvious claims in order to avoid their problematic commitments. The success of this strategy, says Yablo, depends on the possibility of reading everyday language conditionals incrementally. The incremental reading is to exclude that the supposition of the antecedent might interfere with the truth of the consequent, as in the standard or ‘interference’ reading. I argue that Yablo's main arguments for the incremental reading are question-begging.

The authors (father and daughter) debate the necessity for and the (im)possibility of scientific research in the human sciences. As a researcher, the daughter (E) completed her PhD thesis on a study of the effectiveness of online treatment for depression. The father (A) has always doubted the claim of human scientists that they were able to explain, predict, and control human behavior. The conclusion about whether to do scientific research in the human sciences or not is, to paraphrase the Dodo bird from Lewis Carroll’s (1865/1962) Alice’s Adventures in Wonderland, “Both win and both deserve prizes!”

Building on the growing interest among Translation Studies scholars in ‘intralingual translation’ and hoping to contribute to it by some data-driven descriptive work, this paper sets out to investigate the specific case of rewritings of Shakespeare in modern English. Examples will be taken from Romeo and Juliet (c. 1595), a play for which more than a dozen such versions have been found. These are born from a perceived need to bridge the comprehension gap between Shakespeare’s play and later audiences. The paper will look into the nature of this comprehension gap and the various (other) ways of dealing with it, before comparing the corpus of modernized versions of Romeo and Juliet. A great variety of translational approaches emerges from the study, and there is no less variety as to how these rewritings appear to be labelled or classified, suggesting that they belong in a generic no-man’s land. The idea of translating Shakespeare into modern English generally invites negative reactions; the main arguments used in these controversies and their underlying political and cultural assumptions are also briefly examined.

This article will look at, to paraphrase WB Worthen, 'the idea of the screen actor' through thinking through screen acting in relation to Michael Haneke's Code Unknown (2000) and Abbas Kiarostami's Certified Copy (2010). The framing of performance in both these films raises questions around the ethics of spectatorship, particularly in terms of audience identification with character and the implications of this for the politics of representation. Central to this is the labour of the actor, in using their voice and body to elicit identification from the audience. The actress in question is Juliette Binoche, star of both films, whose repertoire and particular range of emotional expressivity would suggest her to be clearly entrenched in an illusionist/realist mode of acting a role. Binoche's performances usually therefore invite the audience's strong emotional identification with her characters and I will examine how the films under discussion strategically utilise this performance (rather than star) persona. I will start by examining Code Unknown, firstly locating it within broader traditions of modernist ideas of performance and attempting to outline the crucial part that the 'idea' of screen acting has to play in the ethical relationships created between the film and its spectators. I will then discuss Certified Copy, examining how Kiarostami wrong foots the audience in terms of actor, character and performance in the film. However, I will argue that the ethics of spectatorship with regard to acting on screen are treated somewhat differently by the two directors. Whereas Haneke's treatment of Binoche's performance seems designed to engender an awareness in the spectator of their 'duping' by the performer, Kiarostami moves through this to show an appreciation of the performer as presenting rather than representing a reality.

This paper investigates how it is that a child has become an abuser, and by what means that process may be deconstructed. We know that abusers generally have a childhood history of abuse, though not necessarily sexual. Since not all children who have been traumatised repeat those patterns, and inflict abuse on others, then something must have happened for these particular children in response to their abuse. The author elaborates the view that there is no such thing, to paraphrase Winnicott, as ‘an abused child’ – no such child, that is, separate from the world of the relationships that formed him. He draws on the conceptualisation by Bentovim of an interlocking set of roles described as a ‘trauma organised system’; this notion reflects the fact that the child is a product not just of his specifically traumatic experiences but of a milieu in which power and control is exerted by someone who has typically succeeded in neutralising any caring function in a family in order to bring about the exploitation of ...

There is a puzzle about the use of paraphrase in philosophy, presented most famously in Alston's [1958] ‘Ontological Commitments’, but found throughout the literature. The puzzle arises from the fact that a symmetry required for a paraphrase to be successful seems to necessitate a symmetry sufficient for a paraphrase to fail, since any two expressions that stand in the means the same as relation must also stand in the has the same (unwanted) commitments as relation. I show that, while this problem does undermine some conceptions of paraphrase, on a proper understanding of paraphrase the puzzle gets no purchase. Since paraphrase is an important component of Quinean approaches to meta-ontology, this paper constitutes a partial defence of Quinean meta-ontology. Since paraphrase is an important component of traditional methods of philosophical inquiry, this paper constitutes a partial defence of traditional modes of philosophizing as well.

This paper is about the status of collective actions. According to one view, collective actions metaphysically reduce to individual actions because sentences about collective actions are merely a shorthand for sentences about individual actions. I reconstruct an argument for this view and show via counterexamples that it is not sound. The argument relies on a paraphrase procedure to unpack alleged shorthand sentences about collective actions into sentences about individual actions. I argue that the best paraphrase procedure that has been put forward so far fails to produce adequate results.

The active listening paradigm recommends that helpers paraphrase the thoughts and feelings of support seekers. But how? This study compared evaluations of four types of paraphrase messages derived from the work of Polanyi. Results showed that certain forms of paraphrasing are evaluated as more helpful, sensitive, and supportive than others, though differences were not in full alignment with theoretical predictions, and results were dependent on narrative prompt. Our study provides initial empirical data that question the practical advice given to informal help providers found in our academic scholarship and textbooks. Formal and informal helping relationships have many similarities and differences that should be acknowledged and tested with a variety of methods and populations.

This case study provides evidence-based suggestions for the use of Question and Answer discussion forums for improving quality and assessment of online learning. General online discussion forums are accessible at any time to all subscribers, making it possible for some learners to update, concur with or paraphrase discussions posted earlier by their peers or the tutors. Consequently, the usefulness of such forums in individual and constructivist learning is compromised, especially when ‘correct’ responses are posted early on by participants. The Question and Answer (Q & A) version of discussion forums significantly addresses such inadequacies by restricting access to forum subscribers until they have made a post. We focus on Public Health learners’ perceptions of Q & A discussion forums implemented at Hamdan Bin Mohammed Smart University, UAE. Analyses of learners’ perception surveys of 25 participating Master of Public Health learners and 8 Bachelor of Health Administration learners reveal that the Q & A...

I would like to thank the book review editor, Taylor Nelms, and my counterpart in this exchange, Fabiana Li, for the opportunity to continue this discussion. Let me paraphrase and respond to the qu...

Although Behn's versatility as a writer is widely recognized, relatively little attention has been paid to her work as a translator. This is a mistake, not only because of the high quality of her translations and imitations, but also because translation was not regarded as a second-order activity at the period when she was writing, and should not be so regarded now. The article begins with a reminder of Dryden's distinctions between metaphrase, paraphrase and imitation, pointing out that Behn always preferred the greater creative freedom of the third. Then, after identifying briefly the key differences between early-modern English and French prosody, it analyses several short examples that show how Behn met the challenge of rendering Abbe Paul Tallemant's Le Voyage de l'isle d'amour (1663), which is a composite of prose and verse, into a long poem interspersing narrative passages mainly in iambic pentameter couplets with lyrical passages of greater intricacy. The essay ends by suggesting that comparison b...

I believe the paper by Kirsch, Mazzoni, and Montgomery (this issue) should surprise about 95% of ASCH members (maybe only 93% of SCEH members) because the three facts espoused in their paper speciously seem to be 100% true. To paraphrase from their abstract: 1) nothing that can be produced by hypnotic induction plus suggestion cannot also be produced by suggestion alone; 2) administration of a hypnotic induction does not produce a meaningful increase in response to suggestion relative to suggestion alone; and 3) responsivity to suggestions are highly correlated to responsivity on the same measure when preceded by a hypnotic induction ceremony. In order to persuade that these propositions are true, several objections to them must be addressed. However, just because one's facts are true does not mean that one's interpretation of the facts and their interrelationships are also true. The ramifications of the above facts and their interrelationships for the future of professional hypnosis (experimental, clinical and forensic) are identified and discussed.

In Cicero’s great dialogue De Oratore, Antonius (one of the two main speakers) at one point delivers an instructive anecdote. I paraphrase:In his retirement Hannibal, the brilliant Carthaginian gen...

The full-page illuminations of the Paris Psalter (Paris, Bibliotheque Nationale, cod. gr. 139) and their place within Byzantine manuscript painting have been the subject of frequent investigation. The miniatures, eight picturing scenes from the life of David, Old Testament king and prophet, and six prefacing the Canticles, have been regularly acknowledged as the most sumptuous and magnificent examples of medieval book illustration. In the past the eight scenes picturing the life of David have been associated with the account of his life from the Bible in the two books of Samuel, but details of the miniatures — and in particular the personifications which appear there — agree more closely with the description of these events in the Antiquitates Judaicae of Flavius Josephus, the biblical paraphrase of the first-century Jewish historian. The six illuminations prefacing the Odes belong to a different literary tradition, but their manner of illustration shows a similar dependence on their respective texts.

This article explores the practice of altering familiar music for use on television, whereby producers dodge copyright law by hiring a composer to craft a new piece that evokes the work they wanted to use. This article will examine how composers navigate the delicate process of creating new pieces that unmistakably call to mind familiar tunes by providing a detailed overview of this practice in relation to two long-running animated sitcoms: The Simpsons and Family Guy.

Recent analysis on New Regionalism has, for Bjorn Hettne, raised important ontological questions over ‘what we study when we study regionalism’. The paper contributes to this debate by focusing on the shared beliefs, norms and rituals that hold a region together. Working between the New Regionalism literature and thinking on international regimes, this paper – to paraphrase Friedrich Kratochwil and John Ruggie – outlines the ‘inescapable inter-subjective quality’ of a region. This focus on inter-subjectivity seeks to improve on existing approaches that consider shared social structures as already fixed, and/or as autonomous constructs operating over and above regional actors. In order to appreciate how inter-subjective structures and regional agents interact with each other, the paper explores the social construction of Latin America. Specifically, it examines the politics of regionness – understood here in relation to identity, space and agents – to demonstrate how various regional actors operate within,...

The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of whom were pursuing certification in elementary education. After the module, students practised paraphrasing with their own written example, then took a Likert-scale survey about their perceptions of the module and provided demographic information. The majority of students expressed a high level of satisfaction with not only the module itself but also their own increased knowledge about paraphrasing and plagiarism. Graduate students and students in the live group felt that pairing an instructor with the module furthered their understanding of paraphrasing. Students who identified themselves as having cheated felt that they had better learned how to paraphrase from ...

Understanding and explaining the relationships between main ideas and supporting details are well-known and necessary processes in transitioning adult learners to college-level literacy abilities (Neufeld, 2005). The use of digital video cameras, which students operate to film each other, offers a dynamic 21st-century option to investigate and teach critical thinking, reading, and writing processes.In this article, we present pedagogical examples from an ongoing action-oriented research project for integrating digital video cameras into the instruction on reading and writing processes in pre-college courses. We first provide a brief explanation of a theoretical approach grounded in older Vygotskian and newer semiotic approaches to adult literacy, all of which support the idea that social interaction is germane to understanding human cognition (Tbmasello, 2003; van Lier, 2004; Vygotsky, 1978; Wertsch, 1998). We then present a specific process-Main Idea Video Presentations-for integrating digital video cameras into students' productions of summaries and responses to readings. Finally, while referring back to the overall theoretical approach, we present a brief summary of student exemplars from our data pool to demonstrate the process and potential of these methods. We begin with our overall theoretical approach.Signification, Mediation, Pointing, Intention-Reading, and Joint Attentional FramesOf particular importance to our action-based research and classroom procedures are the processes of signification, mediation, and the concepts of intention-reading and Joint Attentional Frames (Tbmasello, 2003). Each of these processes and concepts are inseparable from the act of pointing, which is a crucial part of communication and language learning, and emerges early in human development; pointing also develops as part of the many semiotic systems that are a part of human existence (Kita, 2003; Tbmasello, 2003; Vygotsky, 1978). Before providing more on the act of pointing and the creation of Joint Attentional Frames, we first present signification and mediation.SignificationSignification can be generally understood as the process of assigning meaning to objects, ourselves, and the world around us (Vygotsky, 1978; Wertsch, 1998). One illustrative paraphrase of a well-known Vygotskian (1978) description of signification is the idea of tying a knot in rope to indicate the number five, as in the first duck farmer who ran out of fingers and toes to count her ducks. Suppose she grabbed the nearest vine, tied a knot, and assigned each knot to mean five ducks. The knot is now a sign that stands for five ducks, and this is precisely the kind of mind-inseparable-from-sign cognitive relationship that is prominent in the field of semiotics (see Eco, 1976; Peirce, 1991), the process of creating and using signs (see van Lier, 2004, p. 57).MediationSignification is also inseparable from the process of mediation, which can be described as the use of concrete objects and abstract signs and concepts to regulate and monitor mental activity. This idea can be illustrated in the use of knots as mediational means (Wertsch, 1998, 2007) for the farmer who needs to calculate how much grain she needs for her ducks. Perhaps the farmer will also draw a map to mediate a plan for how much land she needs to clear for grain. As the farmer creates additional mediational means for regulating her physical activity with the world, she works with more complex, layered systems of mediational means (see also Davydov, 1999), including language.The Act of PointingKita (2003) argues that all pointing activity is foundational to human communication and cognition (see also Goodwin, 2003; McNeill, 2005; Tbmasello, 2003). Concrete and abstract deictic gestures (i.e., pointing gestures) are ubiquitous in our everyday communications. For example, when asked the question, "Do you live around here?" it is very common to see people in a conversation point at the floor, and perhaps in the general direction of another town, or over their shoulders to indicate a past event (see McNeill, 2005). …

Starting from the premise that human communication is predicated on translational phenomena, this paper applies theoretical insights and practical findings from translation studies to a critique of Natural Semantic Metalanguage (NSM), a theory of semantic analysis developed by Anna Wierzbicka. Key tenets of NSM, i.e. (1) culture-specificity of complex concepts; (2) the existence of a small set of universal semantic primes; and (3) definition by reductive paraphrase, are discussed critically with reference to the notions of untranslatability, equivalence and intralingual translation, respectively. It is argued that a broad spectrum of research and theoretical reflection in translation studies may successfully feed into the study of cognition, meaning, language and communication. The interdisciplinary exchange between translation studies and linguistics may be properly balanced, with the former not only being informed by but also informing and interrogating the latter.

The Israel Museum was inaugurated in 1965. It was promoted as symbol of the nation-building effort in the ‘re-born’ land – now state – of Israel. This found expression in the themed opening exhibitions; the crowning achievement was ‘Old Masters and the Bible’, featuring Rembrandt's Moses with the Tables of the Law and other works loaned by overseas museums. It was a promising start for the fledgling encyclopedic museum in Jerusalem, aspiring to be a beacon of ‘artistic truth’ which (in a paraphrase of Ezekiel) would ‘go forth from Zion’ to the (Western) world. Forty-five years later the Museum was re-inaugurated following major refurbishment and extension. For one of the opening shows, three artists, Yinka Shonibare MBE, Susan Hiller and Zvi Goldstein, were invited to curate individual displays of objects culled from its now overabundant collections. They all addressed topical issues, notably Shonibare's proposition of cultural hybridity as ‘the very opposite of nationalism’. But, granted that the Israel ...

Each of the principal psychoanalytic models is underlain by certain key metaphors. For example, the archaeological and surgical metaphors, as well as that of the analyst-as-screen, all throw light on some of Freud's basic concepts. In classical psychoanalysis, however, metaphor still tends to be an illegitimate or secondary element. Analytic field theory, on the other hand, reserves a completely different place for it, both as an instrument of technique in clinical work and as a conceptual device in theoretical activity. Metaphor and the field are linked in a chiasm: The field metaphor transforms Kleinian relational theory into a radically intersubjective theory, which, in turn, places metaphor at a point along the spectrum of dreaming—to paraphrase Bion, it is the stuff of analysis. For the sake of illustration, we examine first the origins and meaning of the field metaphor in analytic field theory; we then consider the mutual implications of this particular development of post-Bion psychoanalysis and th...

Paraphrasing, or restating information using different words, is critical to successful writing. However, EFL learners have difficulty in making paraphrases to meet their writing demands, and there has been little research on developing automatic reference tools to assist these learners' paraphrasing skills for better writing quality. In this study, we developed PREFER, an online corpus-based paraphrasing assistance system. Allowing multi-word input and returning promptly with a list of paraphrases in English and Chinese, along with usage patterns and example sentences, PREFER provides substantial support for EFL learners to vary their expressions during writing. An assessment study of the effectiveness of PREFER was conducted with 55 Chinese-speaking EFL college freshmen in an Asian country. The results indicated that PREFER offered the most benefits to students' writing performance (with an after-use improvement of 38.2%), compared with an online dictionary and an online thesaurus (−31.6% and −6.2%, res...

Citation: DuPuis E. & Ball T. 2013. How not what: teaching sustainability as process. Sustainability: Science, Practice, & Policy 9(1):64-75. Published online Feb 27, 2013. http://sspp.proquest.com/archives/vol9iss1/1108-025.dupuis.htmlThe Challenge of Teaching Sustainability in the University Context The United Nations declared 2005-2014 to be the Decade of Education for Sustainable Development, calling on universities to help create a more sustainable world (UNESCO, 2005). Yet, higher education may not be well prepared to fulfill this goal. Historically, the university has created knowledge with individual experts in siloed disciplines who research and transfer codified knowledge using didactic pedagogies (Jonassen, 1991; Sharp, 2002). Yet, many observers have argued that working toward a sustainable future requires educational models that go beyond teaching codified "what" facts to models that emphasize "how": that train students in the transdisciplinary, collaborative ways of knowing-how that have been recently characterized as "new knowledge production" (Hessels & van Lente, 2008), "post-normal," or "Mode 2" science (Functowitz & Ravetz, 1993; Gibbons et al. 1994; Wiek et al. 2011).In this article, we describe the problems with defining sustainability as codified, stable "whats." We then look at new characterizations of sustainable knowing and learning as a more collaborative, "dialogic" process (Gibbons et al. 1994). These new conceptionalizations of knowledge production separate out codified didactic knowledge--what we call here "know what"--from the more contextual, tacit, and relational knowledge production we emphasize here and refer to as "know how." We then ask, can universities, as centers of codified, disciplinary knowledge, teach students how to practice this new way of knowing? Then, we use one example of an interactive learning activity we have designed to train students to be competent, reflexive producers of sustainable knowledge in collaborative group processes. Through our own collaborative process of designing this learning activity, we found that students practiced three post-normal "modes" of knowing. We describe each of these modes and show how the learning activity evolved to explicitly teach both disciplinary technical learning about sustainability along with these other three transdisciplinary, reflexive process-based "how" modes of knowing. Finally, we briefly show how we are developing ways to assess student acquisition of these process "how" knowledge competencies.Our example comes from a learning activity we have designed and conducted as part of the University of California (UC) Santa Cruz Sustainable Engineering and Ecological Design (SEED) consortium, a group experimenting with reflexive pedagogical designs and learner-centered curriculum to train students to work effectively within collaborative group processes (Bacon et al. 2011) to create positive sustainable change.Sustainability as What A focus on sustainable knowledge and practice as simply gathering and imparting to students the right codified information has led to confusion in the classroom. Sustainability knowledge continually slips out from under these codified, standardized, cannonical definitions. This situation has led to a frustrating indeterminacy in which "[s]ustainability appears to be about 'everything' and 'nothing' all at once," (Sherren, 2006) so that "[a]t times, the plurality of angles, concerns, and interests embodied in sustainability debates devolve into a confusing cacophony" (Brand & Karvonen, 2007). The slipperiness of sustainable knowledge means that those attempting to prepare students to make informed contributions are often puzzled "in stipulating what is core to educate in something so amorphous as sustainability" (Sherren, 2006) leaving universities to become caught up in the question (to paraphrase Dave Eggers (2006)): "What is the What?" of sustainability. …

Comparison-based views of nominal metaphor (metaphor in A-is-B style where A and B are noun phrases) have often been characterized as casting such metaphor as elliptical, compressed or implicit simile. This characterization, while useful for some purposes, is nevertheless a misleading fallacy. It diverts attention from two matters: from the possibility of metaphor and simile being processed by different forms of comparison, and from the role of other processing occurring between surface form and mental comparison processes. Both matters, when taken into consideration, severely affect the way that the results of psychological experiments on metaphor and simile understanding are interpreted. Another, related, fallacy that has been current is a set of claims about whether simile and/or literal comparisons can be paraphrased into copular form or vice versa. This fallacy has, for instance, been used to support a distinction between simile and literal comparison. The article does not support or attack any parti...

Drawing on training in visual arts and theatre studies, Kris Verdonck creates arts works using spatially transforming elements such as light, haze, water and projections. His works combine elements of installation and performance art and utilize high definition video and machinic objects. In this essay I will consider how Verdonck explores ideas of theatre as a way of framing a sensible encounter that combines physical properties and metaphorical aspects. Verdonck creates situations where acts of watching and experiencing his performances are embodied and self-reflexive; where a memory of theatre (in contrast to Camillio's ‘theatre of memory’) as a primary experience is always evoked. At the same time, his ‘theatre’ often questions the very idea of liveness and is presented in various stages of redundancy and reinvention: to act is useless, but to act is to go on, to paraphrase Samuel Beckett, whose texts are sometimes adapted in Verdonck's performances. Cohering his work is the notion of ‘figures’: forms...

This is a richly detailed study of the struggle Māori underwent to regain their ancestral fishing rights. To paraphrase Archie Taiaroa, reflecting on his experience of this endeavour, it is a chron...

For many, the history of brewing is not a serious subject of study. The mere mention of a history of brewing, to paraphrase one distinguished historian of the art, usually brings a chuckle, or wors...

(2011). Stuart Gilbert's The Plague: Paraphrase or Translation? Translation Review: Vol. 82, No. 1, pp. 1-5.

To paraphrase Mark Twain, Carl Dahlhaus’s report that Italian opera buffa died with Rossini’s Barbiere, and that Verdi’s Falstaff (1893) and Donizetti’s Don Pasquale (1843) were posthumous works (N...

For the many sixteenth- and seventeenth-century English men and women who found themselves in states of exile, physically, socially, or spiritually, the expressions of sorrow and hope by those in similar conditions in the Bible provided a crucial consolation. Exploring the various complex ways in which writers represented their conditions of exile by biblical allusions, paraphrase, and adaptation, especially to The Lamentations of Jeremiah and Psalm 137, "By the waters of Babylon," demonstrates the central role of the Bible in this area of early modern thought and culture. A broad spectrum of English writers, including the earl of Clarendon, John Donne, John Quarles, James Forsyth, and John Saltmarsh, wrestled with problems of exile, and they tried to solve them, or at least understand them, in terms of biblical models.

Newspaper reviews will often debate a production's claim to the name “Shakespeare”, generally whenever that production is perceived to have departed too far from Shakespearean authority. This article questions the authority assigned by mainstream theatre reviewers to the Shakespearean text, and examines the role played by these reviewers in negotiating the scope and enforcing the boundaries of contemporary Shakespearean performance. Particular attention is paid to Theâtre de Complicite's The Winter's Tale (1992), Vesturport's Romeo and Juliet (2003) and Kneehigh Theatre's Cymbeline (2006).

Health messages on television and other mass media have the potential to significantly influence the public’s health-related knowledge and behaviors, but little is known about people’s ability to comprehend such messages. To investigate whether people understood the spoken information in media messages about cancer prevention and screening, we recruited 44 adults from 3 sites to view 6 messages aired on television and the internet. Participants were asked to paraphrase main points and selected phrases. Qualitative analysis methods were used to identify what content was correctly and accurately recalled and paraphrased, and to describe misunderstandings and misconceptions. While most participants accurately recalled and paraphrased the gist of the messages used here, over-generalization (e.g., believing preventative behaviors to be more protective than stated), loss of details (e.g., misremembering the recommended age for screening) and confusion or misunderstandings around specific concepts (e.g., interpreting “early stage” as the stage in one’s life rather than cancer stage) were common. Variability in the public’s ability to understand spoken media messages may limit the effectiveness of both pubic health campaigns and provider-patient communication. Additional research is needed to identify message characteristics which enhance understandability and improve comprehension of spoken media messages around cancer.

This article analyzes and compares the meanings of two English contact verbs: slap and smack. Although they are sometimes regarded as synonymous in their primary senses, evidence is adduced to show that each verb has a distinct meaning. Corpus data are used to identify the everyday patterns of each verb's use and the analysis and discussion focus on the syntactic and semantic implications of these patterns. Attention is also given to the social and cultural factors that have influenced the way people think about the actions described by the verbs. Meanings are expressed in explications using the Natural Semantic Metalanguage (NSM), which uses reductive paraphrase to describe each verb in terms of simpler prime concepts; this allows direct comparison of their semantic content. Slap and smack are shown to share many salient semantic features but, at the same time, to have unique characteristics which make them capable of distinctive description. Their prototypical meanings provide a strong conceptual founda...

The tales 'Kitty Bell' and 'Giulio and Eleanor' appeared as interpolations in the serial 'Mary Lawson by M. Eugene Sue', published in The London Journal , a penny weekly, during 1850/51. Handwriting and other clues identify G. W. M. Reynolds as the compiler of this novel from three manuscript sources, and as the pseudonymous correspondent 'K.T.' whose letter to Charlotte, claiming 'Kitty Bell' as a 'paraphrase' of Jane Eyre, has prompted the theory that 'Kitty Bell' was a plagiarism of the novel. The name Kitty Bell and associated topics appear among the works by Alfred de Vigny and Eugene Sue that contributed to Charlotte's literary formation. In that context, this article develops the view, first advanced by Mrs Ellis H. Chadwick, that Charlotte wrote 'Kitty Bell' as a first attempt at the subject of Jane Eyre. 'Giulio and Eleanor' emerges as her matching sketch for The Professor.

Perhaps no communication skill is identified as regularly as active listening in training programs across a variety of disciplines and activities. Yet little empirical research has examined specific elements of active listening responses in terms of their effectiveness in achieving desired interpersonal outcomes. This study reports an experiment designed to test the influence of a specific element of active listening responses, namely, the message paraphrase. One hundred and eighty undergraduate students participated in peer interviews in which they received either a paraphrased reflection or a simple acknowledgement in response to their expressed opinions regarding comprehensive examinations. The results of data analysis indicated that message paraphrases were associated with the social attractiveness of the listener but were not associated with participants' conversational satisfaction or perceptions of feeling understood by the listener.