The fact that students’ target language needs (TLN) analysis is conducted for the benefits of the students is obvious. However, in the tertiary level context the TLN analysis is usually neglected and replaced with the use of the ready-made curricula (e.g. corresponding to the content of the course books used or syllabi of the examinations taken at the end of the course). The question which inspired the research undertaken for this paper was whether, and if so how, the very fact (...) of conducting the TLN analysis affects teachers’ professional development. Namely, whether teachers choose to develop professionally in order to cater for the target, entry level job-related requirements, which may significantly increase students’ employability. Very often that means incorporating extracurricular content and skills into the course syllabus which originally have not been compulsory. Moreover, it may require teachers themselves gaining new knowledge and skills; it may induce professional development. The paper will draw on interviews conducted among legal English teachers running classes at universities and will research their perception of TLN. It will address the questions how the teachers gain knowledge about their students’ target needs, what they understand by target needs, whether they try to satisfy the target needs which go beyond the studies curriculum and how they as language teachers benefit professionally from that. (shrink)

In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring (...) the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s information coding style, information processing style and reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching. (shrink)

"The papers in this volume are extended versions of presentations at the fourth International Workshop on Extensions of Logic Programming, held at the University of St Andrews, March/April 1993. Among the topics covered in the volume are: defintional reflection and completion, modules in lambda-Prolog, representation of logics as partial inductive definitions, non-procedural logic programming, knowledge representation, contradiction avoidance, disjunctive databases, strong negation, linear logic programming, proof theory and regular search spaces, finite sets and constraint logic programming, search-space pruning and universal (...) algebra, and implementation on transputer networks."--PUBLISHER'S WEBSITE. (shrink)

A major strategy to reduce transport congestion and other social costs of transport is to ensure that travellers make the best decisions, based on real time information. A wide range of technological systems have been developed to provide this information, but little is known about how travellers actually respond to it. This book offers an overview of various transport telematics options and provides an appropriate methodological framework, followed by a presentation of results from actual applications of these telematics systems from (...) a range of European countries in various transport sectors. The empirical results are supplemented by analytical models and geographic information systems representations with a view on generalizing these findings and identifying the key parameters which determine user response. (shrink)

This volume contains papers presented at the second international workshop on extensions of logic programming, which was held at the Swedish Institute of Computer Science, Stockhom, January 27-29, 1991. The 12 papers describe and discuss several approaches to extensions of logic programming languages such as PROLOG, as well as connections between logic programming and functional programming, theoretical foundations of extensions, applications, and programming methodologies. The first workshop in this series was held in T}bingen in 1989 and its proceedings areavailable as (...) LNCS 475. The third workshop will be held in Bologna in 1992. (shrink)

This article deals with mediation in language teaching, focusing on how the practice of mediation – as a specific language skill – can be incorporated in the syllabus. The chapter defines the skill of mediation as an emerging concept in language education, and discusses its potential for effective teaching of English for Specific Purposes in general and English for Legal Purposes in particular. The first part of the text seeks to answer several questions, aiming to determine whether mediation is relevant (...) in the context of legal practice and whether it has a place in an English for Law syllabus. The second part addresses a more practical concern of how the skill of mediation can be practiced by students. The article makes a case for assigning mediation a much more central place in the classroom, giving a number of specific examples of how this soft skill can be developed in the teaching of ESP and ELP. (shrink)

Several scholars advance the ‘LR-LP thesis’: the claim that American Legal Realism presupposes Legal Positivism. Brian Leiter and Frederick Schauer, prominent scholars of Realism, delimit that thesis to a Razian version of Exclusive Legal Positivism (‘ELP’). This article nevertheless argues that Leiter and Schauer’s respective accounts of Legal Realism are difficult to square with Razian ELP. Indeed, the Realist hypotheses about alternative drivers of official decision, concerning ‘working’ rules, ‘real’ rules, and ‘situation-types’, if correct, actually threaten Razian ELP. -/- Problems (...) arise for the LR-LP thesis (as delimited to Razian ELP) irrespective of whether those three Realist alternative drivers are classified as legal or non-legal norms. If they are non-legal, merits-based norms, then (a) those alternative drivers do much more work within official decision than ELP suggests is the case for those sorts of norms, and (b), Inclusive Legal Positivism may better, and might even be required, to explain them. Alternatively, if those Realist alternative drivers are better understood as source-based legal norms, then they cannot fulfil (or even be claimed by the law to fulfil) certain core functions that ELP attributes to legal norms. (shrink)

The Association Henri Capitant des Amis de la Culture Juridique Française and the Société de législation comparée joined the academic network on European Contract Law in 2005 to work on the elaboration of a "common terminology" and on "guiding principles" as well as to propose a revised version of the Principles of European Contract Law. The results of this work were sent to the European Commission and have already been published in French. The English translation is now being published by (...) sellier.elp. This work could contribute to the wider European project. The part on the guiding principles could be a component of the CFR, in the form of "black letter" model rules or recitals. The part on terminology is, in itself, useful for the elaboration of the final various linguistic versions of the CFR. It finds its place within the materials which will accompany the model rules. Last but by no means least, the revised version of the PECL should be considered by the European institutions as an alternative set of model rules on contract law. (shrink)

Retinoids play an important role in development and differentiation(1,2). Their effect is mediated through nuclear receptors, RAR (α, β and γ) and RXR (α, β and γ),Abbreviations. RAR: retinoic acid receptor; RXR: retinoid X receptor; T3:thyroid hormone receptor; VD3R: vitamin D3 receptor; PPAR: peroxisome proliferator activated receptor; EcR ecdycsone receptor; USP, ultraspiracle; NGFI‐B: also referred to as nur77a; ELP: embryonal long terminal repeat‐binding protein; FTZ‐F1: positive regulator of the fushi tarazu gene in blastodermstage embryos of Drosophila melanogaster; GR: glucocorticoid receptor; (...) ER: estrogen receptor; RARE, retinoic acid response element; PR: progesterone receptor; DR+x: direct repeat with a spacing of x nucleotides; DBD: DNA‐binding domain; CRABP I and II: cellular retinoic acid binding protein type I and II, respectively; MoMLV: Moloney Murine Leukemia Virus; TBP: TATA‐binding protein; TAF: TBP associated factor. which are members of a distinct subclass (hereafter referred to as type II) of the nuclear receptor superfamily that includes the thyroid hormone receptor (T3R), the vitamin D3 receptor (VD3R) and the peroxisome proliferator activated receptor (PPAR). Type II receptors transactivate through binding sites composed of closely related half‐sites (consensus sequence AGG/T TCA) arranged as direct repeats and, with the possible exception of RXR, do not bind to their cognate binding sites as homodimers but require RXR for high affinity binding. RXR thus provides a link between biologically distinct ligand induced pathways and is a potential target for cross‐regulation. In addition, RAR can utilize alternative routes to enhance transcription initiation mediated through transcriptional co‐activators which are expressed in a cell‐type specific manner. (shrink)

Bernard Williams’ books demand an unusual amount of work from readers. This is particularly true of his 1985 magnum opus, Ethics and the Limits of Philosophy (ELP)—a work so charged with ideas that there seems to be nothing more to say, and yet at the same time so pared-down and tersely argued that there seems to be nothing left to take away. Reflecting on the book five years after its publication, Williams writes that it is centrally concerned with a Nietzschean (...) question: the question of philosophy’s authority, in particular when it comes to telling us how to live (1990, p. XIX). Some ethical theories seem implicitly committed to the idea that philosophy has everything to tell us about how to live. This Williams rejects. But the question then is how much philosophy has to tell us, and as critical as Williams may be of philosophy’s ambitions in this regard, his answer in ELP is certainly not nothing. The book even suggests some things that philosophy might say. But what Williams emphatically insists on, both in the book and in his later reflection on it, is that the question needs to be taken more seriously than it has been. (shrink)

Law is known to exist only being articulated in a language and discourse, and the students’ ability to comprehend and use its meta-language is one of the main goals for English for Legal Purposes (ELP) teaching. The knowledge of terminology enables students to fit new information (linguistic, disciplinary, factual, cultural, etc.) into the framework of the legal system they are studying. The acquisition of terminology in a foreign language implies knowledge of both conceptual content and the means of its verbalization. (...) This article argues for a cognitive approach to teaching Legal English, and frame modelling as an effective method of teaching and learning legal terminology. The heterogeneous structure of legal concepts (a permanent core and dynamic periphery) suggests the possibility of framing their verbal representations. From this perspective, legal terminology is viewed as a frame structure. Depending on the instructional objective, frame modelling may be circumscribed around a specific concept or frame level. (shrink)

The main thrust of my argument was that ad hoc su gge s ti ons of ch a ri ty cannot replace a systematic and theoreti c a lly inform ed approach to poverty rel i ef . Ch a ri t a ble don a ti on som eti m e s h elps—and som etimes harm s — but is no general solution to global poverty, and can be po s i tively dangerous wh en pre s en (...) ted as such. We need to consider, and often choose, other routes to helping the poor—including ethical to u rism and fair trade in lu x u ry goods. We will not be able to invest in such feasible routes if we give away all our extra income, as Singer recommends. Sticking to donation above all, when a combination of other strategies is necessary, is highly likely to harm the poor. Si n ger doe s n’t re a lly en ga ge my argumen t . In s te ad , he cari c a tu res our “f u n d a m ental disa greem en t” :a pp a ren t ly, Si n ger rej ects va ri o u s policies because he takes into account the “f act s” ; wh ereas Ku per is the one seeking a “f a i t h ,” a “po l i tical ph i l o s ophy. . . i m mune to ref ut a ti on on the basis of evi den ce .” Anyon e who has re ad my arti cle (pp. 1 07 - 2 0) must fin d this puzzling. The arti cle explains at len g t h wh i ch kinds of b ack ground theories help us to d i s cern and re s pon s i bly con s i der the rel eva n t f act s . I show that Si n ger sel ects and uses fact s u n c ri ti c a lly prec i s ely because he has no po l i tical econ omy, no po l i tical soc i o l ogy, and no t h eory of ju s ti ce . We are seri o u s ly misled if we do not draw adequ a tely on the wi s dom and.. (shrink)