This article presents findings from a large-scale newspaper analysis of climate change discourses in four developed countries, using corpus linguistics methodology. We map the discourse over time, showing peaks and troughs of attention and explaining their causes. Different connotations of common terms such as global warming and climate change in different countries are analysed. Cluster and key-word analysis show the relative salience of specific words and word combinations during crucial periods. We identify main claims makers and the relative visibility of advocates and sceptics. The main finding is that former are far more prominent in all countries. We also look at the coverage of ‘climategate’. Finally, we make reference to existing theoretical frameworks.
Authenticated key exchange protocols tend to be either token based or password based. Token based schemes are often based on expensive (and irreplaceable) smart-card tokens, while password-only schemes require that a unique password is shared between every pair of correspondents. The magnetic strip swipe card and associated PIN number is a familiar and convenient format that motivates a combined “two-factor” approach. Finally we suggest an extension of the scheme for use in a client-server scenario.
Computers can sort data into alphabetical or numerical order quickly and reliably; they can straightforwardly display, in fairly accurate colours, text or numbers on a screen or via a printer on paper, if the symbols belong to a standard character set. Computers are also good at storing links between pieces of information: the information can thus be organised in a database, where ideally every piece of data is typed in once only, and every single time the data is needed it is extracted from the database. Computers do not notice what they are doing at all. Computers cannot prefer one answer to another, as a mouse could, or complain. Pattern-recognition is a very tricky exercise. Word lists are usually created ‘on the fly’ as described. It may be possible to select word(s) in a word list and have the corpus software generate a concordance of that/those words in the very same text files.
Richard had been using heroin heavily for ten years. He was married
and his wife did not use heroin. They had two children-three years
and eight years of age. He had run into legal difficulties as a result of
his heroin use and decided to refer himself to the Drug Unit. He was
aware that many areas of his life had become unbearable as a result
of his drug dependence. He started a methadone reduction
programme, and after six months of regular counselling he had
managed to successfully reduce his methadone prescription and was
now drug free. He had become more confident and self reliant,
starting to assert himself, and had got much more involved in the
care of his children at home. Richard then decided to end his
treatment.
Preview this article: Antoinette Renouf & Andrew Kehoe (eds.). Corpus linguistics: Refinements and reassessments, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/fol.18.1.14sco-1.gif
<i>Textual Patterns</i> introduces corpus resources, tools and analytic frameworks of central relevance to language teachers and teacher educators. Specifically it shows how key word analysis, combined with the systematic study of vocabulary and genre, can form the basis for a corpus <i>informed</i> approach to language teaching. The first part of the book gives the reader a strong grounding in the way in which language teachers can use corpus analysis tools (wordlists, concordances, key words) to describe language patterns in general and text patterns in particular. The second section presents a series of case studies which show how a key word / corpus informed approach to language education can work in practice. The case studies include: General language education (i.e. students in national education systems and those following international examination programmes), foreign languages for academic purposes, literature in language education, business and professional communication, and cultural studies in language education.
'%3e%3cpath fill='%23012169' d='M0 0v30h60V0z'/%3e%3cpath stroke='%23fff' stroke-width='6' d='m0 0 60 30m0-30L0 30'/%3e%3cpath stroke='%23C8102E' stroke-width='4' d='m0 0 60 30m0-30L0 30' clip-path='url(%23b)'/%3e%3cpath stroke='%23fff' stroke-width='10' d='M30 0v30M0 15h60'/%3e%3cpath stroke='%23C8102E' stroke-width='6' d='M30 0v30M0 15h60'/%3e%3c/g%3e%3c/svg%3e)
'/%3e%3c/defs%3e%3cpath fill='%23012169' d='M0 0h10080v5040H0z'/%3e%3cpath stroke='%23fff' stroke-width='.6' d='m0 0 6 3m0-3L0 3' clip-path='url(%23b)' transform='scale(840)'/%3e%3cpath stroke='%23e4002b' stroke-width='.4' d='m0 0 6 3m0-3L0 3' clip-path='url(%23c)' transform='scale(840)'/%3e%3cpath stroke='%23fff' stroke-width='840' d='M2520 0v2520M0 1260h5040'/%3e%3cpath stroke='%23e4002b' stroke-width='504' d='M2520 0v2520M0 1260h5040'/%3e%3cg fill='%23fff'%3e%3cuse xlink:href='%23d' x='2520' y='3780'/%3e%3cuse xlink:href='%23a' x='7560' y='4200'/%3e%3cuse xlink:href='%23a' x='6300' y='2205'/%3e%3cuse xlink:href='%23a' x='7560' y='840'/%3e%3cuse xlink:href='%23a' x='8680' y='1869'/%3e%3cuse xlink:href='%23e' x='8064' y='2730'/%3e%3c/g%3e%3c/svg%3e)