Now showing items 21-40 of 7799

    • Inter-generational relationships in the Chinese community

      Ng, Sik Hung; Liu, James H.; Weatherall, Ann; Loong, Cynthia; Victoria University of Wellington (Victoria University Press, 1998-01-01)
    • Gender and Discourse

      Weatherall, Ann; Donsbach, Wolfgang; Victoria University of Wellington; Dresden University of Technology (Wiley, 2015-02-06)
    • Conversation Analysis and Intergroup Communication

      Weatherall, Ann; Powers, Matthew; Victoria University of Wellington; University of Washington in Seattle (Oxford University Press, 2017-09-26)
      Conversation analysis is a distinctive approach to research on language and communication that originated with Emanuel Schegloff, Harvey Sacks, and Gail Jefferson. It assumes a systematic order in the minute details of talk as it is used in situ. That orderliness is understood to be the result of shared ways of reasoning and means of doing things. Conversation analytic studies aim to identify and describe how people produce and interpret social interaction. For example, the interpretation and response to the question, “How are you” differs depending on whether it is asked by a doctor in a medical consultation or a friend during a casual conversation. Overwhelmingly, data are naturalistic audio (for telephone-mediated talk) or video recordings (for copresent interactions). The recordings are transcribed using conventions first established by Gail Jefferson. They have been further developed since to better capture features such as crying and multimodality. Specialized notations are used to highlight features of talk such as breathiness, intonation, short silences, and simultaneous speech. Analyses typically examine how everyday actions are done over sequences of two or more turns of talk. Greetings, requests, and complaints are actions that have names; others don’t. Studies may examine a range of linguistic, embodied, and environmental phenomena used in coordinated action. Research has been conducted in a broad range of mundane and institutional settings. Medical interaction is one area where conversation analysis has been most applied, but others include psychotherapy and classroom interaction. A conversation analytic perspective on identity is also distinctive. Typically, approaches to intergroup communication presuppose a priori the importance of social identities such as age, gender, and ethnicity. They are theorized as independent variables that impact language behaviors in predictable and measurable ways. This view strongly resonates with common sense and underpins popular questions about gender-, race- or age-based differences in language use. In contrast, a conversation analytic approach examines social identities only when they are observably and demonstrably relevant to what participants are doing and saying. The relevance of an identity category rests on it being clearly consequential for what is happening in a particular stretch of talk. Conversation analysis approaches identity as a type of membership categorization. The term “member” has ethnomethodological roots that recognizes a person is a member from a cultural group. Categories can be invoked, used and negotiated in the flow of interaction. Membership categorization analysis shows there is a systematic organization to category work in talk. Using conversation analysis and membership categorization analysis, discursive psychology studies how social identity categorizations have relevance to the business at hand. For example, referring to your wife as a “girl” or a “married woman” invokes different inferences about socially acceptable behavior.
    • Special Issue: Constituting and responding to domestic and sexual violence

      Weatherall, Ann; Victoria University of Wellington (Equinox, 2019-07-31)
    • Annual profile of contributors and decisions made

      Weatherall, Ann; Stokoe, Elizabeth; Victoria University of Wellington; Loughborough University (Equinox, 2013-02-15)
    • Achieving joint understanding of victimisation in calls for help

      Tennent, Emma; Weatherall, Ann; Victoria University of Wellington (2018-07-15)
    • Feminist Conversation Analysis: Examining violence against women

      Weatherall, Ann; Tennent, Emma; Victoria University of Wellington (2018-09-21)
    • Displays of pain in medical encounters. A video turn in linguistics

      La, Jessica; Weatherall, Ann; Victoria University of Wellington (2018-06-08)
    • Repetition in second position: A resource for building multi modal turns

      Malabarba, Taiane; Weatherall, Ann; Skogmyr Marian, Klara; Victoria University of Wellington; University of Potsdam; Stockholm University (2018-07-15)
    • The seventh year of Gender and Language

      Weatherall, Ann; Stokoe, Elizabeth; Victoria University of Wellington; Loughborough University (Equinox, 2014-03-17)
    • Evaluating and selecting deep reinforcement learning models for OptimalDynamic pricing: a systematic comparison of PPO, DDPG, and SAC

      Liu, Yuchen; Man, Ka Lok; Li, Gangmin; Payne, Terry R.; Yue, Yong; Xi'an Jiaotong-Liverpool University; University of Bedfordshire; University of Liverpool (Association for Computing Machinery, 2024-03-08)
      Given the plethora of available solutions, choosing an appropriate Deep Reinforcement Learning (DRL) model for dynamic pricing poses a significant challenge for practitioners. While many DRL solutions claim superior performance, there lacks a standardized framework for their evaluation. Addressing this gap, we introduce a novel framework and a set of metrics to select and assess DRL models systematically. To validate the utility of our framework, we critically compared three representative DRL models, emphasizing their performance in dynamic pricing tasks. Further ensuring the robustness of our assessment, we benchmarked these models against a well-established human agent policy. The DRL model that emerged as the most effective was rigorously tested on an Amazon dataset, demonstrating a notable performance boost of 5.64%. Our findings underscore the value of our proposed metrics and framework in guiding practitioners towards the most suitable DRL solution for dynamic pricing.
    • Social capital and alcohol risks among older adults (50 years and over): analysis from the Drink Wise Age Well Survey

      Adnum, Laura; Elliott, Lawrie; Raeside, Robert; Wadd, Sarah; Madoc-Jones, Iolo; Donnelly, Michael; Liverpool Hope University; Glasgow Caledonian University; Heriot Watt University; University of Bedfordshire; et al. (Cambridge University Press, 2022-04-27)
      Although there has been significant research on the relationship between alcohol consumption and demographic and psychological influences, this does not consider the effect of social influence among older drinkers and if these effects differ between men and women. One aspect of social influence is social capital. The aim of this paper is to examine whether relational and cognitive social capital are associated with higher or lower risk of alcohol use among adults aged 50 years or older and to assess the extent to which this relationship differs between men and women. To investigate this, data were collected from a cross-sectional questionnaire survey of adults over the age of 50 in the United Kingdom who were recruited from general practitioners. The sample consisted of 9,984 individuals whose mean age was 63.87 years. From these data, we developed proxy measures of social capital and associate these with the respondent's level of alcohol consumption as measured on the Alcohol Use Disorders Identification Test (AUDIT-10) scale. In the sample, just over 20 per cent reported an increasing risk or dependency on alcohol. Using two expressions of social capital-relational (social relationships) and cognitive (knowledge acquisition and understanding)-we found that greater levels of both are associated with a reduced risk of higher drinking risk. Being female had no significant effect when combined with relational capital but did have a significant effect when combined with cognitive capital. It is argued that interventions to enhance social relations among older people and education to help understand alcohol risks would be helpful to protect older people from the damaging effects of excessive alcohol consumption.
    • Reflections on mindfulness and its implications for social justice in the early years

      Gosling, Abigail (Taylor and Francis, 2024-04-12)
      This chapter explores how principles of social justice can be operationalised through the practice of mindfulness in Early Years settings. It describes how the practice of mindfulness is compatible with more recent conceptualisations in the UK of young children as active agents in their own learning and as having the human right to be encouraged to hold their own opinions and to express them freely. The text draws on the author’s 40 years’ experience as a practitioner and academic to examine how common, yet contested, themes of mindfulness and social justice can inform the creation of pedagogical and reflexive spaces that support Early Years practice in educational settings.
    • Experiences of autism in higher education

      Farmer, Gareth (Taylor and Francis, 2024-04-12)
      n this chapter, the author will draw from personal experiences as well as current research on autism, neurodivergence and narrative agency, to examine some of the challenges autistic and neurodivergent higher education lecturers face in the current climate. He will argue that the individual and collective practices of neurodivergent academics offer: practical critiques of the normalised working practices and material conditions in higher education, as well as intellectual and ethical commentaries on the burgeoning neoliberal conditions of contemporary academia.
    • How reforms of teacher education challenge principles of social justice

      Shea, James (Taylor and Francis, 2024-04-12)
      This chapter draws on the experiences of a secondary initial teacher education (ITE) director to discuss how changes in the ITE system and organisation in England in the past few decades have reflected the ongoing marketisation of education, first introduced in the 1988 Education Act, and the imposed marketised focus on competition between ITE providers and choice for ‘consumers’ – that is, ITE students and schools. He comments on how, in his view, decision-making associated with these changes contravenes what he sees as issues of social justice in the way that it has served to marginalise and silence the voices of teacher educators in higher education institutions (HEIs).
    • Roots and wings: enabling a sense of identity, social inclusion and opportunities for growth in the Early Years curriculum

      Beams, Julie (Taylor and Francis, 2024-04-12)
      This chapter, written in the first person, will raise the question ‘What could and should an effective and inclusive Early Years curriculum look like if it is to be responsive to the needs and interests of young children?’ The author will draw from her own experience of working in the sector as a teacher and academic for many years – what she learnt about young children, their needs, interests and learning patterns along the way and how to create effective, responsive inclusive and engaging Early Years curricula that will give young children a really good start to their education. She will illustrate her narrative with short vignettes to exemplify important issues that arose for her and provided turning points in her own understanding of young children and their development.
    • How far can student voice enable teachers to adapt teaching in classrooms and support improved teaching and learning?

      Bonforte, Lucia; Wearmouth, Janice (Taylor and Francis, 2024-04-12)
      The United Nations Convention on the Rights of the Child (UNCRC) that was ratified by the UK in 1991 states that every child is entitled to education (Article 28), which must be provided in a way that enables them to express their views in accordance with Article 12 (1) and to participate in school life. Children should not lose their human rights simply as a result of passing through the school gates. The focus of this chapter is the extent to which paying careful attention to students’ views in a small-scale action research project in a mainstream secondary school was able to contribute to teachers’ expertise in adaptation of pedagogy in classrooms and, hence, increase the students’ participation in learning activities and potentially enhance educational outcomes and future life chances. An audit of school practices had identified adaptation and differentiation of teaching in classrooms as an area requiring enhancement. In response to this, the project was designed as a pilot to trial ways in which students who experienced barriers to learning might be enabled to discuss the difficulties they faced with those who taught them in an environment where they felt safe to do so and might provide insights that would enable their teachers to differentiate and adapt their pedagogy for them and thus improve the students’ access to learning activities in their classrooms. The project was designed and carried out by the first author of this chapter; hence, it is written in the first person. She was the special educational needs co-ordinator (SENCo) in the school at the time, with a responsibility for ensuring effective inclusion of those students with special educational needs and disabilities.
    • Inclusion, exclusion, social justice, and children's rights to education: reflections of a former secondary school inclusion manager

      Lindley, Karen (Taylor and Francis, 2024-04-12)
      This chapter will examine the complex and, at times, contradictory nature of the role of inclusion manager from the perspective of a former secondary school teacher, later special educational needs co-ordinator (SENCo) and vice principal in a secondary comprehensive school in an urban area of the East Midlands in England. In particular, the chapter, written in the first person of the author, will consider her views in relation to her role alongside established and up-to-date policy and research regarding ‘inclusion’ in education, in particular with regard to social justice and the reality of practice.
    • The impact of life experiences on learning and the return to formal education in the HE classroom

      Lane, Susan; University of Bedfordshire (Taylor and Francis, 2024-04-12)
      The told life journeys of learners returning to formal education are important to recognise, first, to name the learning that occurs in the social contexts of family, community and work; and second, to appreciate the compelling connection between this learning and higher education (HE). The concept of what is viewed as important in education lies at the heart of this chapter, which is based on the author’s doctoral study that was focussed on giving voice to the often-overlooked, mature part-time student, in order to recognise their brought assets, gained through past experiences. A biographical approach using semi-structured interviews based on a life-history grid allowed for the voices of the learners to be heard and their stories acknowledged. Findings indicate learning does arise from the everyday and there is a pattern to what is said about the specific intra- and interpersonal skills accrued. Past experiences are a resource for the adult learner, and time spent away from the classroom is not a learning gap. The resulting affective assets are significant to academic study, enhancing and supporting the cognitive. HE needs to see the value of this learning and its resulting assets, including motivation, resilience, independence, team work and emotional intelligence, to resurrect the social justice agenda of ‘Widening Participation and Lifelong Learning’ and seize this academic potential for the benefit of the learners and the academy alike.