This study investigates how hope moderates the relationship between students’ sense of belonging and their academic misconduct intentions and behaviours. A sample of 234 university students (57% female) aged between 16 and 64 (Mage = 25.56, SDage = 8.18) responded to an online survey. The survey included demographic questions, measures of student’s sense of belonging at university, dispositional hope, motivation to reach their goals (Agency), perceived ability to implement a plan to attain their goal (Pathways), future intentions to engage in (...) academic misconduct intentions (AM Intentions) and previous engagement in academic misconduct behaviours (AM Behaviours). Our findings suggest that a student’s sense of belonging to their university and their levels of hope are negatively associated with academic misconduct intentions. We also observed a significant Hope × Belongingness, Agency × Belongingness, and Pathways × Belongingness interaction for students’ AM intentions and their AM behaviours. Our findings identified that students who have a strong sense of belonging, but low levels of hope are more likely to engage in academic misconduct behaviours. We also confirm that high levels of hope are protective against students engaging in academic misconduct. Universities can use these findings to identify students at an increased risk of engaging in academic misconduct and protect at-risk students from engaging in academic misconduct by improving their goal motivation and perceived capacity to implement a plan to reach their education goals. (shrink)

The idea of human cruelty to animals so consumes novelist Elizabeth Costello in her later years that she can no longer look another person in the eye: humans, especially meat-eating ones, seem to her to be conspirators in a crime of stupefying magnitude taking place on farms and in slaughterhouses, factories, and laboratories across the world. Costello's son, a physics professor, admires her literary achievements, but dreads his mother’s lecturing on animal rights at the college where he teaches. His colleagues (...) resist her argument that human reason is overrated and that the inability to reason does not diminish the value of life; his wife denounces his mother’s vegetarianism as a form of moral superiority. At the dinner that follows her first lecture, the guests confront Costello with a range of sympathetic and skeptical reactions to issues of animal rights, touching on broad philosophical, anthropological, and religious perspectives. Painfully for her son, Elizabeth Costello seems offensive and flaky, but—dare he admit it?—strangely on target. In this landmark book, Nobel Prize–winning writer J. M. Coetzee uses fiction to present a powerfully moving discussion of animal rights in all their complexity. He draws us into Elizabeth Costello’s own sense of mortality, her compassion for animals, and her alienation from humans, even from her own family. In his fable, presented as a Tanner Lecture sponsored by the University Center for Human Values at Princeton University, Coetzee immerses us in a drama reflecting the real-life situation at hand: a writer delivering a lecture on an emotionally charged issue at a prestigious university. Literature, philosophy, performance, and deep human conviction—Coetzee brings all these elements into play. As in the story of Elizabeth Costello, the Tanner Lecture is followed by responses treating the reader to a variety of perspectives, delivered by leading thinkers in different fields. Coetzee’s text is accompanied by an introduction by political philosopher Amy Gutmann and responsive essays by religion scholar Wendy Doniger, primatologist Barbara Smuts, literary theorist Marjorie Garber, and moral philosopher Peter Singer, author of Animal Liberation. Together the lecture-fable and the essays explore the palpable social consequences of uncompromising moral conflict and confrontation. (shrink)

We examine the opportunities children have for interacting with others and the extent to which they are the focus of others’ visual attention in five societies where extended family communities are the norm. We compiled six video-recorded datasets collected by a team of anthropologists and psychologists conducting long-term research in each society. The six datasets include video observations of children among the Yasawas, Tanna, Tsimane, Huatasani, and Aka. Each dataset consists of a series of videos of children ranging in age (...) from 2 months to 12 years in their everyday contexts. We coded 998 videos and identified with whom children had opportunities to interact as well as the number of individuals and the proportion of observed time that children spent with these individuals. We also examined the proportion of time children received direct visual gaze. Our results indicate that children less than 5 years old spend the majority of their observed time in the presence of one female adult. This is the case across the five societies. In the three societies from which we have older children, we find a clear shift around 5 years of age, with children spending the majority of their time with other children. We also coded the presence or absence of a primary caregiver and found that caregivers remained within 2 ft of target children until 7 years of age. When they were in the company of a primary caregiver, children older than seven spent the majority of their time more than 2 ft from the caregiver. We found a consistent trend across societies with decreasing focal attention on the child with increasing child age. These findings show remarkable consistency across these societies in children’s interaction opportunities and that a developmental approach is needed to fully understand human development because the social context is dynamic across the lifespan. These data can serve as a springboard for future research examining social development in everyday contexts. (shrink)

In this paper I attempt to show how the African philosopher - Kwasi Wiredu - constructs an ethnic perspectival model of ethics from the structure of kinship relations found among the Akans of Ghana. The specifics of this structure generate a notion of particularity in morals, which is carried from its origins in civic society, through a process of contested dialogue, into civil society where it is validated as norm-setter in an actual public forum of debate. The dynamics of this (...) forum ensures that the renewal of tradition remains an ongoing process and that a participatory ethos remains ascendant. I hope that my interpretation and reconstruction of Wiredu is correct. I have not attempted to cover the entire picture of Akan ethics, but only that part of it which deals with members of Akan society, and not strangers. (shrink)

This paper provides a roadmap for engaging in cross-cultural, developmental research in practical, ethical, and community-engaged ways. To cultivate the flexibility necessary for conducting cross-cultural research, we structure our roadmap as a series of questions that each research program might consider prior to embarking on cross-cultural examinations in developmental science. Within each topic, we focus on the challenges and opportunities inherent to different types of study designs, fieldwork, and collaborations because our collective experience in conducting research in multiple cultural contexts (...) has taught us that there can be no single “best practice”. Here we identify the challenges that are unique to cross-cultural research as well as present a series of recommendations and guidelines. We also bring to the forefront ethical considerations which are rarely encountered in the laboratory context, but which researchers face daily while conducting research in a cultural context which one is not a member. As each research context requires unique solutions to these recurring challenges, we urge researchers to use this set of questions as a starting point, and to expand and tailor the questions and potential solutions with community members to support their own research design or cultural context. This will allow us to move the field towards more inclusive and ethical research practices. (shrink)

Each time we take a turn in conversation we indicate what we know and what we think others know. However, knowledge is neither static nor absolute. It is shaped by those we interact with and governed by social norms - we monitor one another for whether we are fulfilling our rights and responsibilities with respect to knowledge, and for who has relatively more rights to assert knowledge over some state of affairs. This book brings together an international team of leading (...) linguists, sociologists and anthropologists working across a range of European and Asian languages to document some of the ways in which speakers manage the moral domain of knowledge in conversation. The volume demonstrates that if we are to understand how speakers manage issues of agreement, affiliation and alignment - something clearly at the heart of human sociality - we must understand the social norms surrounding epistemic access, primacy and responsibilities. (shrink)

For ages, natural disasters, war and disease have been part of life, sharing themes of not only adversity, fear and death, but also hope. The year 2020 brought a new threat in the form of coronavirus disease 2019, which challenged what humankind understood of all they knew and believed. The significant difference today is the role of the media in sharing news and opinions on this disease that threatens not only lives, but also spiritual well-being. In this study, we focus (...) on people’s religious views on the origin and meaning of this invisible threat to establish how this pandemic impacts on people’s belief systems. The 20th century was marked by a shift whereby actions and events are intellectualised to rationalise cause and effect, and the philosophical theodicies are regarded to limit our critical reasoning. This study, however, shows that COVID-19 reactivates this debate in that it surpasses logic and rational thinking. Data are collected by means of comments, discussions and opinions shared on numerous social media platforms. During times of adversity, the same rhetorical ‘who’ and ‘why’ questions are asked and in this regard, theodicy as a philosophical framework informs this study. Applying a narrative inquiry, data are interpreted and three themes are identified, namely COVID-19 is an act God, COVID-19 has nothing to do with God and God remains in control amidst a devastating pandemic. The sample for this study is random and the medium used allows for representativity in terms of age group, gender, race, religious affiliation of South Africa, but not limited to this country.Contribution: This article provides insight into renewed debates on religious views on pandemics and suffering in the context of COVID-19. It contributes to an understanding of different perceptions on the origin of this disease, how people make sense and find meaning in being part of a global discourse. (shrink)

This study compares 20 subjects, in each of three different settings, with serious psychotic disorder who hear voices, and compares their voice-hearing experience. We find that while there is much that is similar, there are notable differences in the kinds of voices that people seem to experience. In a California sample, people were more likely to describe their voices as intrusive unreal thoughts; in the South Indian sample, they were more likely to describe them as providing useful guidance; and in (...) our West African sample, they were more likely to describe them as morally good and causally powerful. What we think we may be observing is that people who fall ill with serious psychotic disorder pay selective attention to a constant stream of many different auditory and quasi-auditory events because of different “cultural invitations”—variations in ways of thinking about minds, persons, spirits and so forth. Such a process is consistent with processes described in the cognitive psychology and psychiatric anthropology literature, but not yet described or understood with respect to cultural variations in auditory hallucinations. We call this process “social kindling.”. (shrink)

IntroductionThis study reports the findings on how Child life specialists implemented an innovative approach to providing therapeutic support to pediatric patients.MethodsPart of a larger study that uncovered themes about CLSs’ experiences while working with MEDi®, this study reports the reflections that CLSs have about the process of implementation. Seven CLSs participated in semi-structured interviews. Content analysis was conducted on interview data and three themes were generated.ResultsThe first was in regards to the adoption process whereby CLS challenges, successes, and surprises were (...) revealed. Second, CLSs explained how using MEDi® aligned with the roles and responsibilities of their profession. The third area of understanding was in CLS explanation of the friendly emotional impact MEDi® seems to have on the hospital environment.ConclusionChild life specialists are encouraged to use the MEDi® robot to support children at the bedside. (shrink)

Resumo Neste artigo, defender-se-á uma interpretação do filme A Time to Kill, como sendo uma narrativa cinematográfica falível, mesmo sem a presença de um narrador. Neste texto, assume-se, que uma narrativa falível resulta de um defeito estético e ético do filme. Deste modo, a estrutura estética do filme representa a intenção do realizador em contar a sua versão da história, influenciando assim o seu significado e efeito empático. Com o evoluir da narrativa cinematográfica, as regras de inferência tornam-se cada vez (...) mais complexas. Ainda assim, a convenção cinematográfica estabelece um contexto e define limites identificadores para a sua interpretação. Uma história mal contada inibe a reconstrução imaginativa do espectador, no que diz respeito às motivações das personagens e da causalidade narrativa. Portanto, a qualidade narrativa é essencial para o raciocínio narrativo e empatia estética. Se a narrativa oferece uma compreensão do mundo e de outras pessoas, que de outra forma seriam inacessíveis, e se a forma ou o estilo da narrativa determinam a sua eficácia, então, as formas assumidas pelas nossas histórias têm consequências epistemológicas. Palavras-chave : estética, ética, identificação, narrativa falível, narrativa, raçaIn this paper, I argue for an interpretation of A Time to Kill as an unreliable, yet narrator-less, cinematic narrative. In my view, unreliable narration is an aesthetic and ethical flaw of the film rather than of the narrator. Thus, the film’s aesthetic structure represents the director’s storytelling intentions, and influences its meaning and empathic affect. As cinematic narrative evolves, rules of inference become increasingly complex. Still, filmic convention establishes a context and sets identifiable boundaries for interpretation. A poorly told story inhibits the viewer’s imaginative reconstruction of narrative causation and characters’ motives. Thus, narrative quality is essential to narrative reasoning and aesthetic empathy. If narrative provides an understanding of the world and other people that is otherwise inaccessible, and if the form or style of narrative determines its effectiveness, then the forms our stories take have epistemological consequences. Keywords : aesthetics, ethics, identification, narrative, race, unreliable narrative. (shrink)

This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges (...) germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized. (shrink)

In the framework of the minimalist program, the assumption that wh-in-situ move covertly to be assigned wide scope is infeasible. Rather, it is assumed that they must be interpretable in situ, and that syntactic conditions like ‘superiority’ are effects of economy, which restricts overt rather than covert movement of a wh-element. The remaining syntactic problem for this line of reasoning is the putative ECP effects of adverbial wh-adjuncts, which were the strongest evidence for covert movement. A serious semantic problem is (...) that the interpretative procedures which have been proposed for wh-in-situ – unselective binding or absorption – fail to capture correctly their interpretation. I will argue first that both problems are solved if the interpretation in situ employs choice functions, and it is the function variable, rather than an individual variable, which is long-distance bound by the question existential operator. Adverbial adjuncts, which cannot be interpreted via choice functions, cannot, therefore, be interpreted in situ. However, the concept of economy underlying the account of overt superiority effects requires both theoretical and empirical clarification (as it leaves some empirical problems unaddressed). I argue, following a proposal by Golan (1993), that in this case the economy considerations apply at the interface (‘interface economy’) and that they consider not only different derivations out of the same numeration, but also their semantic representation. (shrink)

Theodore Roszak's compelling parable, The Memoirs of Elizabeth Frankenstein, provides an (eco)-feminist view of the “Night of the Living Dead Model” and suggests that only the equal union of “masculine” and “feminine” energies will help us resolve the current eco-crisis. This article further explores the consequences of the highly masculinized post-Enlightenment rationalism as demonstrated in Roszak's novel. Although this article agrees that there is a dangerous imbalance between natural/spiritual and scientific/rational viewpoints, it also stresses that the extreme genderification of these (...) energies is potentially problematic. (shrink)

The instability of colonial representational economies, identities and tropes is the subject of analysis in this paper. I take as my starting point the anxieties that were generated during the late 19th century in relation to what I nominate the fictitiousness of settler subjects in colonial Australia. In order to examine these historical concerns and their explicitly gendered representations, I consider in detail one text, Rosa Campbell Praed's Fugitive Anne: A Romance of the Unexplored Bush (1902). This text was published (...) in 1902 and was one of a number of romance novels this author produced for readerships in both colonial Australia and England. This adventure romance features the trope of the Australian Girl and also engages in varying degrees with discourses of colonial ethnography that, to my knowledge, have not been examined in relation to the ideological production and effects of this figure. (shrink)

Stress induction reduces people's ability to modify their instrumental choices following changes in the value of outcomes, but the mechanisms underpinning this effect have not been specified because previous studies have lacked crucial control conditions. To address this, the current study had participants learn two instrumental responses for food and water, respectively, before water was devalued by specific satiety. Choice between these two responses was then measured in extinction, reacquisition and Pavlovian to instrumental transfer tests. Concurrently during these tests, a (...) negative emotional appraisal group evaluated aversive images, whereas a control group evaluated neutral images, at the same time as choosing between the two instrumental responses. Negative emotional appraisal abolished the impact of water devaluation on instrumental choice in the extinction test, but did not affect instrumental choice in the reacquisition or PIT tests. These findings suggest that negative emotional appraisal selectively impaired participants’ ability to retrieve the expected value of outcomes required to make goal-directed instrumental choices in the extinction test, and that this effect was not due to task disengagement, nullification of the devaluation treatment or impaired knowledge of response-outcome relationships. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.2 (2003) 133-134 [Access article in PDF] Fictional Beings J. M. Coetzee What Does It Mean, "To Understand"? A tennis coach is teaching a young player a forehand topspin drive. He does so with a mixture of demonstrations (nonverbal) and explanations (verbal), such as, "At the moment of impact you roll the wrist over like this" (demonstrates). The player tries the stroke again and (...) again, and each time the coach shakes his head and says, "You haven't got it yet." Then the player gets the stroke right. The coach says "Now you've got it! Now you understand! Now let's do it again!"Is this a legitimate use of the word understand? I think it is. The coach intends the following: At first you may have understood my words but from your actions—the practice strokes you played—I could not see that you had understood my meaning. Then, when you got the stroke right, and could repeat it, I saw that you had finally understood the meaning behind my words.Understanding is in this case the effective translation of words, or words plus demonstrations, into actions, where effectiveness can be easily measured. The translation is from a verbal, or mixed verbal, system into an entirely nonverbal system of electrochemical impulses.Conversely, one can picture an exhaustive analysis of forehand topspin drives by André Agassi, conducted by microphotography, implanted sensors, and so on, to issue in a mixed verbal and diagrammatic account of how Agassi plays the stroke. In this case the physiologic system of the stroke has been successfully translated into a (partially) verbal system. Again, it would be meaningful to say that the sports physiologist who does the analysis has come to understand how the stroke is played.Although in both these cases understanding is conceived of as a translation process, I concentrate from here onward on the translation process from the verbal to the nonverbal, exemplified by understanding how to play a particular stroke.The coach says X and the player tries to "do" X, but fails and fails, until finally he succeeds. When the player has at last "done" X, he has understood. Thereafter, by steps, the player ceases to depend on the coach and the coach's X: the player can do X by himself; he understands X in the sense that whenever he says X to himself he can do X. He has made X his own.I read The Sound and the Fury, the part devoted to Benjy. Benjy says X and I don't understand. I understand the words on the page one by one, many of the sentences I understand one by one in the sense that I can translate them into other English sentences, but I don't understand the logic that gets Benjy from one sentence to the next, I don't understand the references of many words that are usually referential, and sometimes I am baffled by the syntax.For whatever reason, I go on reading Benjy. In a few respects I begin to understand better. For instance, there are sentences that stop in midstride, and I begin to suspect that such sentences stop because Benjy does not want to think what [End Page 133] comes next—that is to say, that the Faulkner behind Benjy means me to understand that Benjy lacks the wherewithal to face what would naturally come next. Mainly, however, I remain in the dark.Then I begin to experience something interesting. I find that I am, in my mind, going through some of the movements of Benjy's language. I am, as it were, practicing the characteristic strokes of his game. Although I remain, for the most part, unable to translate his pages into connected discourse—that is, into a discourse in which the logical connection between one sentence and the next is, however faulty, at least clear—I am better and better able to "do" Benjy."Doing" Benjy in this case means more than parrot-like repetition of Benjy's words. I can now speak of "entering Benjy" in a way that makes sense. I... (shrink)

There is a growing body of feminist scholarship and literature exploring the ways in which Western patriarchal technologies of gender differentiation and sexual violence structure the racial categorisation and dehumanisation that define South Africa’s history of slavery, colonialism and apartheid. In this article, I consider the gendered history of white Afrikaner nationalism in the context of these insights. Using the decolonial feminist lens of María Lugones, I interpret the historical and contemporary patriarchal subjugation of the white Afrikaner woman as a (...) site of the production and maintenance of colonial racial categories and hierarchies. Gaining a better understanding of how gender operated as a colonial mode of organisation in the process of forging the ethno-racialised white identity of the Afrikaner in the early nineteenth century in opposition to the black indigenous majority population helps to explain how the continued patriarchal subjugation of white Afrikaner women by Afrikaner men in postcolonial/postapartheid South Africa works to reassert and maintain colonial racial categories and inequalities that continue to plague the country. (shrink)

Central to the functioning of colonialism and coloniality is a specific construction of time, in terms of which the spatial ordering of the world also translates into a temporal ordering. Anthropologist Johannes Fabian argues that there is a specific rhetorical device at work here, namely the ‘denial of coevalness’, which is a colonial distancing strategy through which other worlds are robbed of validity on account of not existing within the same time as the West. In this article, I aim to (...) add to analyses of scholars like Fabian, Chakrabarty and Mignolo by arguing that this colonial temporal ordering, which persists today, is also thoroughly gendered. As a point of departure I use Walter Mignolo’s idea that the denial of coevalness relies on two distinctions, namely nature versus culture, and tradition versus modernity. I argue that the discursive construction of nature (as opposed to culture) and tradition (as opposed to modernity) centres on gendered assumptions and an obsession with control over women’s bodies. In the course of making this argument, I also point out the overlaps, as well as key differences, between woman’s exclusion from Western linear time, on the one hand, and the temporal distancing of the colonised, on the other. In particular, I show how Western linear chronology positions Western women and previously colonised women in vastly different ways. I argue that if one considers the extent to which the denial of coevalness relies on colonial gender discourses, the erasure of indigenous sexuate knowledges that contradict the colonial gender discourses is not one erasure among many, but one of the key erasures that colonial temporality hinges on. A crucial implication of my analysis is that the process of undoing, deconstructing or dismantling the colonial denial of coevalness is also inherently a feminist project. (shrink)

In the past 40 years there have been a number of significant developments across the fields of educational administration and history. In this volume, the authors have selected a number of key issues to illustrate and trace these changes. The seven articles by leading scholars in the field offer an analysis of contemporary educational administration, history and policy debates and how this has impacted on teachers, leaders, schools and the education sector. This book offers readers a valuable insight into continuing (...) and contemporary debates in the field and the authors offer a refreshing interpretation of these debates. This book provides a rich analysis from a range of theoretical, methodological perspectives and highlights the extent to which these debates remain a contemporary concern. This book was published as a special issue of the _Journal of Educational Administration and History_. (shrink)

In the past 40 years there have been a number of significant developments across the fields of educational administration and history. In this volume, the authors have selected a number of key issues to illustrate and trace these changes. The seven articles by leading scholars in the field offer an analysis of contemporary educational administration, history and policy debates and how this has impacted on teachers, leaders, schools and the education sector. This book offers readers a valuable insight into continuing (...) and contemporary debates in the field and the authors offer a refreshing interpretation of these debates. This book provides a rich analysis from a range of theoretical, methodological perspectives and highlights the extent to which these debates remain a contemporary concern. This book was published as a special issue of the _Journal of Educational Administration and History_. (shrink)

Since Darwin, there has been a long and arduous struggle to understand the source and maintenance of natural genetic variation and its relationship to phenotype. The reason that this task is so difficult is that it requires integration of detailed, and as yet incomplete, knowledge from several biological disciplines, including evolutionary, population, and developmental genetics. In this ‘post‐genomic’ era, it is relatively easy to identify differences in the DNA sequence between individuals. However, the task remains to delineate how this abundant (...) genetic diversity actually contributes to phenotypic diversity. This necessitates tackling the problem of hidden genetic variation. Genetic polymorphisms can be conditionally cryptic, but have the potential to contribute to phenotypic variation in particular genetic backgrounds or under specific environmental conditions. A recent paper by Lauter and Doebley highlights the contribution of hidden genetic variation to traits characterizing the morphological evolution of modern maize from its wild grass‐like progenitor teosinte.1 This work is the first to demonstrate hidden variance for selected (agronomically ‘adaptive’) traits in a well‐characterized model for morphological evolution. BioEssays 24:685–689, 2002. © 2002 Wiley Periodicals, Inc. (shrink)

Care left undone, interchangeably referred to as missed care, unfinished nursing care and task incompletion, is pervasive in contemporary healthcare systems. Care left undone can result in adverse outcomes for the patient, nurse and organization. The rhetoric that surrounds care left undone infers it is a contemporary nursing phenomenon; however, a seventeenth‐century Spanish nursing treatise, Instruccion de Enfermeros (Instructions for Nurses), challenges this assumption. Instruccion de Enfermeros was an instructional guide that was written for members of the Congregation of Bernardino (...) de Obregon who worked as nurses at the Madrid General Hospital. The treatise provides a historical commentary on the daily roles, responsibilities and working conditions of the Obregonian nurses. Its content and context suggest the Obregonian nursing resource was consistently time poor due to a confluence of internal and external stressors. Consequently, the Obregonians were under considerable role strain resulting in inferior patient care. This article explores the antecedents of care left undone through a historical lens using exemplars from the 1625 edition of Instruccion de Enfermeros. Factors contributing to care left undone in Obregonian nursing will then be examined to offer insights into the similarities between what a nurse suffered 400 years ago and what exists in contemporary nursing practice. (shrink)

How do we refer to people in everyday conversation? No matter the language or culture, we must choose from a range of options: full name ('Robert Smith'), reduced name ('Bob'), description ('tall guy'), kin term ('my son') etc. Our choices reflect how we know that person in context, and allow us to take a particular perspective on them. This book brings together a team of leading linguists, sociologists and anthropologists to show that there is more to person reference than meets (...) the eye. Drawing on video-recorded, everyday interactions in nine languages, it examines the fascinating ways in which we exploit person reference for social and cultural purposes, and reveals the underlying principles of person reference across cultures from the Americas to Asia to the South Pacific. Combining rich ethnographic detail with cross-linguistic generalizations, it will be welcomed by researchers and graduate students interested in the relationship between language and culture. (shrink)