<p>Advertising expenditures are increasing on a yearly basis. An interesting question emerges from this: What are the macroeconomic effects of increasing advertising spending? Does the aggregate consumption increase or does it only rearrange consumption between different products and markets? The relationship between advertising and consumption was found in the literature, this relationship was further developed and the relationship between advertising and household loans emerged as an interesting subject.</p><p>An econometric analysis method was used to test the relationship between the aggregated advertising expenditure and the aggregated sum of household loans, in order to investigate whether advertising spending cause changes in the use of total household loans in Sweden.</p><p>The research did not conclude that aggregate advertising spending causes changes in the use of total household loans in Sweden. However, evidence was found which supports that household loans cause advertising expenditures. An implication of the findings is that the relationship between aggregated sum of household loans and advertising might be as interrelated as between advertising and consumption, and should be further researched. Another implication is that it might not be appropriate to purely look at advertising and consumption to increase the further understanding of the two variables. Introducing household loans as a funding variable to the consumption function can be seen as a new and interesting approach.</p>

Culture plays a part in the construction of legal understandings in the Supreme Court contrary to much legal scholarship. The oral argument of the Supreme Court is a unique way for Justices to gather information beyond the formalized briefs and prior written opinions. In the oral argument the Supreme Court Justices utilize cultural codes as tools to probe, shape, negotiate and challenge the legal meanings and boundaries of the case before them. Using the oral argument transcript in a 2010 Supreme Court case on the issue of whether California has the right to censor the sale of violent video games to minors, this study attempts to understand the sociological processes behind constructing law. Findings show cultural codes being used by the Justices, in this legal context of an oral argument, to address the border disputes and help to establish the specific legal parameters of a case.

Promising teaching approaches for developing students’ mathematical competencies include the approach of teaching mathematics through problem solving. Orchestrating a whole-class discussion of students’ ideas is an important aspect of teaching through problem solving. There is a wide consensus within the field that it is very challenging for the teacher to conduct class discussions that both build on student ideas and highlight key mathematical ideas and relationships. Further, fostering argumentation in the class, which is important for students’ participation, is also a grand challenge. Teachers need support in these challenges. The aim of the thesis is to characterize challenges and support for mathematics teachers in orchestrating productive problem-solving whole-class discussions that focus on both mathematical connection-making and argumentation. In particular, it is investigated how Stein et al.’s (2008) model with five practices – anticipating, monitoring, selecting, sequencing and connecting student solutions – can support teachers to handle the challenges and what constitutes the limitations of the research-based and widely-used model. This thesis builds on six papers. The papers are based on three intervention studies and on one study of a mathematics teacher proficient in conducting problem-solving class discussions. Video recordings of observed whole-class discussions as well as audio-recorded teacher interviews and teacher meetings constitute the data that are analyzed. It is concluded in the thesis that the five practices model supports teachers’ preparation before the lesson by the practice of anticipating. However, making detailed anticipations, which is shown to be both challenging and important to foster argumentation in the class, is not explicitly supported by the model. Further, the practice of monitoring supports teachers in using the variety of student solutions to highlight key mathematical ideas and connections. Challenging aspects not supported by the monitoring practice are, however, how to interact with students during their exploration to actually get a variety of different solutions as a basis for argumentation. The challenge of selecting and sequencing student solutions is supported for the purpose of connection-making, but not for the purpose of argumentation. Making mathematical connections can be facilitated by the last practice of connecting, with the help of the previous practices. However, support for distinguishing between different kinds of connections is lacking, as well as support for creating an argumentative classroom culture. Since it is a great challenge to promote argumentation among students, support is needed for this throughout the model. Lastly, despite the importance and challenge of launching a problem productively, it is not supported by the model. Based on the conclusions on challenges and support, developments to the five practices model are suggested. The thesis contributes to research on the theoretical development of tools that support teachers in the challenges of orchestrating productive problem-solving whole-class discussions.

This paper explores and evaluates the famous Mary case put forward by Frank Jackson in support of what he calls the knowledge argument against physicalism. After laying out Jackson’s position, I set out to determine whether certain previous physicalist attempts at undermining it have been successful. Finding that they have not, I use their shortcomings to inform the construction of a new position, one which I argue renders the Mary case at odds with itself and frees physicalism from the knowledge argument’s grasp.

Šiame magistro darbe analizuojama grynai turtinių nuostolių atlyginimo problema. Grynai turtiniai nuostoliai daugumoje valstybių suvokiami kaip trečiųjų asmenų ekonominio pobūdžio nuostoliai, kurie patiriami įvykus deliktui tarp kitų asmenų. Žvelgiant lyginamuoju aspektu, valstybių teisės sistemose yra suformuotos dvi pozicijos šių nuostolių atžvilgiu: liberalioji ir griežtoji. Pirmoji pozicija, leidžianti grynai turtinių nuostolių atlyginimą, vyrauja Prancūzijoje. Tuo tarpu JAV, Anglijoje, Vokietijoje ir Austrijoje yra taikoma grynai ekonominių nuostolių atlyginimo ribojimo taisyklė. Magistro darbo autorė atlikdama lyginamąjį tyrimą, stengėsi išsiaiškinti, kokios priežastys skatina riboti grynai turinių nuostolių atlyginimą, taip pat įvertinti, kurios valstybės pozicija yra racionaliausia ir teisiškai labiausiai pagrįsta. Tiesa, pažymėtina yra tai, kad nors valstybėje vyrauja viena ar kita pozicija, tam tikrais atvejais neapsieinama be pagrindinės taisyklės išimčių. Lietuvoje šiuo klausimu kol kas dar nėra nei teismų praktikos, nei mokslinių diskusijų. Tad autorė, išanalizavusi įstatyminę bazę, pateikia išvadą, kad Lietuvai artimiausia galėtų būti Prancūzijos pozicija. Be lyginamosios valstybių teisės sistemų analizės, magistro darbe pateikiamas ir istorinis ekonominių asmens interesų apsaugos tendencijų tyrimas, siekiant išsiaiškinti, kada atsirado grynai turtinių nuostolių ribojimo taisyklė ir dėl kokių priežasčių. Taip pat paskutinėje magistro darbo dalyje lyginamuoju... [toliau žr. visą tekstą] / The thesis ‘Recovery of Pure Economic Loss: Comparative Aspects’ provides a comparative analysis of recovery possibilities of pure economic loss in six different countries, namely the USA, England, Germany, Austria, France and Lithuania, that belong to different legal families and inherit distinct tort law traditions. In most of the countries pure economic loss define economic nature loss of third parties that are experienced in the case of the tort of other persons. The objective of investigation is to evaluate legal rationality of each regulatory system and to estimate which one of them causes least practical problems. In addition, as the position of Lithuania has not yet been settled, the author of the thesis proposes possible directions of the regulation of recovery of pure economic loss by analyzing legal basis of Lithuanian laws. The research consists of three parts each of them dealing with different aspects of the problem. First of all, the concept of pure economic loss is analyzed by trying to define the archetypical features of the mentioned loss and to expose the summarized topics that are discussed in doctrine and courts. The second part of the thesis covers historical investigation of the protection of economic interests and comparative analysis of legal regulation and jurisprudence of recovery of pure economic loss in six mentioned countries. Additionally, at the end of this part the author discusses the possibilities of harmonization of the countries positions... [to full text]

The purpose of this study was to evaluate the performance of adults with traumatic brain injury (TBI) on a spoken persuasive discourse task and to evaluate the affects of eliciting this language sample. Ten adults with TBI (mean age = 51 years and 5 months) and ten adults matched by age and gender completed two spoken language tasks. These tasks required them to verbally provide their opinion of whether trained animals in circuses should be allowed to perform for the public and also whether public transport should be encouraged for everyone to use. One of the tasks was provided with examples for and against the topic within the instructions whereas the other task instructions provided no examples. The presentation of these tasks was alternated within the groups so as not to assist with task practice. Language measures included productivity (total number of words, mean length of T-units, T-units per minute and percentage of T-units with mazes) and complexity (total number of clauses, clause density and clause type). Pragmatic measures included the essential features of argument as identified in the developmental literature (number of claims, reasons, elaborations, repetitions, irrelevancies, and presence of an introduction and conclusion). The TBI group out-performed their age-matched peers on language complexity measures of total number of clauses and independent clauses used, however used significantly more adverbial clauses. On comparison of the elicitation technique, the instructions with examples elicited a significantly greater number of reasons than that of the basic instructions. The results are discussed alongside current literature in the field of discourse production and persuasion. Implications for clinical practice and future directions for research in this area are also suggested.

The purpose of this study is to assess the cogency of Francis Schaeffer‘s apologetic in light of John Frame‘s triperspectival epistemology, giving special attention to the existential perspective evident throughout Schaeffer‘s trilogy. The study achieves this aim by employing the instrumental case study method to meet five specific objectives. First, the study determines the extent to which Schaeffer‘s existential perspective is recognized within the apologetic literature that critically engages with his ideas. Based on these sources, the study determines that this perspective is recognized in Schaeffer‘s work but not as an integral component within a broader perspectival approach to apologetics. Second, the study discovers the ways in which Frame‘s triperspectivalism may be used in analyzing apologetic systems to reveal their strengths, weaknesses and cogency. By giving attention to Frame‘s system as a meta-apologetic, it is evident that this tool is applicable to Schaeffer and to other apologists. This establishes Frame‘s perspectivalism as an appropriate theoretical model to use in an instrumental case study on apologetics. Third, the study analyzes the ways in which Frame‘s triperspectivalism is reflected in Schaeffer‘s trilogy, highlighting the existential perspective. Meeting this objective establishes the central theoretical argument of the study, showing that Frame‘s epistemology reveals the underlying cogency of Schaeffer‘s apologetic credibly (?) and does so most profoundly with respect to the existential perspective. Fourth, the study compares Schaeffer‘s existential perspective with that of E.J. Carnell and secular existentialism, which both apologists confronted. On the basis of Carnell‘s critique of existentialism and his existential apologetic of personal rectitude, credible support is offered for Schaeffer‘s engagement with this philosophical movement and his own existential perspective. Fifth, support is offered for the current relevance of Schaeffer‘s apologetic of personal rectitude by showing how the postmodern situation he anticipated is best addressed using the apologetic tools he offers. / Thesis (Ph.D. (Dogmatics))--North-West University, Potchefstroom Campus, 2012

Frank Jackson’s knowledge argument is a very influential piece of reasoning that seeks to show that colour experiences constitute an insoluble problem for science. This argument is based on a thought experiment concerning Mary. She is a vision scientist who has complete scientific knowledge of colours and colour vision but has never had colour experiences. According to Jackson, upon seeing coloured objects, Mary acquires new knowledge that escapes her complete scientific knowledge. He concludes that there are facts concerning colour experiences that scientific knowledge can neither describe nor explain. Specifically, these facts involve the occurrence of certain non-physical properties of experiences that he calls qualia. The present research considers whether a plausible formulation of the hypothesis that science can accommodate colour experiences is threatened by a version of the knowledge argument. The specific formulation of this problem has two motivations. Firstly, before investigating whether the knowledge argument raises a problem for the claim that science can account for colour experiences, we need a plausible formulation of this claim. I argue that the idea that science can accommodate colour experiences can be formulated as the modest reductionism hypothesis. Roughly speaking, this is the hypothesis that a science that can be explanatory interfaced with current physics of ordinary matter can account for conscious experiences. Secondly, an unintelligible premise figures in Jackson’s version the knowledge argument. Namely, it is assumed that Mary possesses a complete (future or possible) scientific knowledge. Nevertheless, the type of strategy involved in Jackson’s argument can be used to target modest reductionism. By considering contemporary psychophysics and neuroscience, I characterise Mary’s scientific knowledge. First, this characterisation is intelligible. In fact, it is elaborated on the basis of descriptions and explanations of colour experiences involved in current physics and neuroscience. Second, a supporter of modest reductionism can assume that the scientific knowledge ascribed to Mary might account for colour experiences. The main conclusion of the present research is that our version of the knowledge argument fails to threaten the modest reductionism hypothesis. In fact, I endorse what can be called the “two ways of thinking” reply to the knowledge argument. According to this response, the knowledge argument shows that there are different ways of thinking about colour experiences. One way of thinking is provided by scientific knowledge. The other way of thinking is provided by our ordinary conception of colour experiences. However, the existence of these two ways of thinking does not imply the existence of facts and properties that escape scientific knowledge. It might be the case that the ordinary way of thinking about colour experience concerns facts and properties described and explained by science. The principal conclusion of the research results from two investigations. The first line of research aims to reveal and evaluate the implicit assumptions that figure in the knowledge argument. The main body of the research is dedicated to this task. The principal result of this investigation is that the knowledge argument must rely on an account of introspective knowledge of colour experiences. I argue that an inferential model of introspection provides such account. On this model, Mary’s capacity to hold beliefs about her colour experiences when she sees coloured objects requires her mastery of colour concepts. The second main investigation seeks to justify the two ways of thinking strategy. As many opponents and supporters have recently started to realise, this strategy might be charged with being ad hoc. I offer a distinctive justification of this reply to the knowledge argument. Assuming the account of introspection mentioned above, the existence of visual recognitional colour concepts might justify this strategy. A person possesses these concepts when she is able to determine the colours of objects simply by having visual experiences.

This thesis analyzes the relation between Kripke&#039 / s rule-sceptic argument and Wittgenstein&#039 / s paradox. Besides, Kripke&#039 / s claim that the conclusion of Wittgenstein&#039 / s private language argument is stated in PI 202 will be discussed. The thesis will also evaluate the consistency of Kripke&#039 / s rule-sceptic argument independently of Wittgenstein&#039 / s views.

Universiẗat, Diss., 2003--Giessen.