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From Euphemism to Verbal Aggression in British and Armenian Cultures: A Cross-Cultural Pragmatic Perspective
Get PDFThe topic of the present article concerns verbal aggression and focusses on the verbal expression of the emotional mind; specifically, the expression of negative feelings, emotions and attitudes. Since computer-mediated communication is widely used to shape and reshape public opinion, the analysis of hate speech on the material of internet discourse may shed light on the manipulative communicative tactics that are used in online media and social networking sites to spread hostility and negativity globally. Hence, the examination of the language strategies and tactics that are used to formulate hate speech becomes essential in communicatively oriented linguistic studies.
The present article provides a comparative analysis of manifestations of hate speech and euphemisms in Armenian and British online media outlets and social sites targeted towards people\u27s sexual orientation. The aim of the paper is to show the close connection between hate speech and culture. The research, which embarks on two basically different cultures – British and Armenian – is carried out within the framework of cross-cultural pragmatics and discourse analysis. A qualitative research method is applied to analyse samples of hate speech. Social sites and online media outlets were searched through search engines, using certain keywords (LGBT, sexual minorities, etc.). For the purpose of the study, language resources from English and Armenian – words, expressions, constructions, speech acts expressing hostile attitudes towards sexual orientation – have been picked out and analysed
Dramaturgies of reality – shaping and being shaped by things
Get PDFNew dramaturgy expands beyond the theatre and stage, working on the ways in which things in each time and space are organised and produce meaning. I link this to object-oriented ontology (Morton, 2013; 2016; 2018) and the ethics of relating to things (Benso, 2000) in my discussion of three works of art in public space: House of Commons (2015) by Marianne Heske, Movimento HO (2016) by Eleonora Fabião, and The Viewer (2019) by Carole Douillard. All three works temporarily introduce specific material into a public space, working with time to open up the ‘thingliness’ (Heidegger, 2001/1971) of the material, thus changing the dramaturgy of the place and how people relate to it. The works subtly introduce the potential of experiencing reality in new ways, changing narratives through a reciprocal process of shaping and being shaped by things. This is the result of the fact that every thing is always in motion, morphing without purpose or direction. ‘Things rock’, as Timothy Morton puts it. I use Morton’s concept of tuning, and Silvia Benso’s concept of tenderness when discussing how the materials in the three works – a house, bricks and human bodies – tune into a place, and how the viewer also tunes through what Benso calls ‘tender touch’, sometimes touching the material concretely, at other times touching the common ground or breathing the same air.New dramaturgy expands beyond the theatre and stage, working on the ways in which things in each time and space are organised and produce meaning. I link this to object-oriented ontology (Morton, 2013; 2016; 2018) and the ethics of relating to things (Benso, 2000) in my discussion of three works of art in public space: House of Commons (2015) by Marianne Heske, Movimento HO (2016) by Eleonora Fabião, and The Viewer (2019) by Carole Douillard. All three works temporarily introduce specific material into a public space, working with time to open up the ‘thingliness’ (Heidegger, 2001/1971) of the material, thus changing the dramaturgy of the place and how people relate to it. The works subtly introduce the potential of experiencing reality in new ways, changing narratives through a reciprocal process of shaping and being shaped by things. This is the result of the fact that every thing is always in motion, morphing without purpose or direction. ‘Things rock’, as Timothy Morton puts it. I use Morton’s concept of tuning, and Silvia Benso’s concept of tenderness when discussing how the materials in the three works – a house, bricks and human bodies – tune into a place, and how the viewer also tunes through what Benso calls ‘tender touch’, sometimes touching the material concretely, at other times touching the common ground or breathing the same air
Analysis of the iodine distribution map in patients with diagnosis of pulmonary embolism: Initial results
Get PDFObjectives: Analysing the iodine map distribution in patients with pulmonary embolism diagnosis by Dual Energy Computed Tomography. Materials and methods: Twenty-four images of pulmonary angiotomography by dual energy computed tomography were used to determinate the presence of pulmonary thrombi and identify the perfusion defects (PDs) in the Iodine Maps. Moreover, the iodine density (mg/ml) were measured in normal lung parenchyma and lung parenchyma with PDs areas. The documentary analysis was used thought the data collection sheet and the Likert scale questionnaire. The statistic software SPSS v.25 was used. Results: Thirty-four thrombi were found (21 occlusive and 13 partials occlusive) at monochromatic images. Forty-one perfusion defects (PD) were found at Iodine Maps, these have multiple origins: pulmonary thrombi (69.23%), artifacts (17.95%) and other alterations (12.82%). Furthermore, two new thrombi (5.56%) were identified, both were occlusive and segmental level. Mean Iodine density showed statistically significant differences among normal lung parenchyma (1.65 ± 0.66 mg/ml; [0.77-2.79 mg/ ml]) and parenchyma with PD areas (0.51 ± 0.26 mg/ml; [0.12-1.02 mg/ml])(p=0.000). Mean iodine density also had statistically significant differences between parenchyma with occlusive PD and partial occlusive PD (p=0.000). Iodine Map diagnostic quality was excellent (54.17%), good (33.33%), moderate (12.50%). Conclusion: The Iodine distribution Map offers a benefit greater than 5% in the diagnosis of pulmonary embolism by Dual-Energy Computed Tomography.
Projection radiography of the ankle; the views used for different indications vary between medical imaging departments
Get PDFPlain radiographs are used for initial evaluation of many conditions of the ankle. Many different radiographic views are described in positioning textbooks but evidence on which views to use, in which case, is scarce. The aim of this study was to map imaging procedures related to four indications for ankle projection radiography. A questionnaire was sent to all medical imaging departments in Iceland with questions about acquisition technique for ankle radiography views and which views were used for selected indications. Answer was received from 14 of the 28 departments. All departments gave very similar descriptions of the four most common views. In the case of trauma, all but one department used four views but for control of trauma or operation, four different combinations of views were found using from two to four images. For detrition and osteomyelitis, four views were more common in the larger departments but there was not a statistically significant difference. Eight different combinations of the number of views for the four indications were found. The study indicates that there is a need for standardization in image acquisition protocols. More studies are needed to support decisions about how many views are necessary for the most common ankle radiography indications
Reasons for knitting blogging and its importance for crafting
Get PDFThe purpose of this study was to describe the reasons for knitting blogging and the importance of blogging for the bloggers’ crafting. A multiphase mixed-methods study focusing on quantitative research methods was the methodological basis. Therefore, the study included both sequential and simultaneous investigation paths. In this study, the quantitative data were collected from the same group of Finnish knitting bloggers by two online surveys in 2008 (N= 501) and in 2013 (N= 212). The quantitative data focused on time-related changes in blogging, whereas the qualitative data, collected by essays (N=50) during 2013-2014, was used to explain the quantitative data. In quantitative analysis, the key features of reasons for knitting blogging were analysed by principal component analysis. The differences in the principal components for the background groups between the surveys were elucidated by means of 2-way analysis of variance. The qualitative data were analysed by data-driven content analysis. The results indicated that there were several reasons for knitting blogging. According to the results, the elements of knitting blogging were: 1) inspiration and materialization, 2) connecting and community support, 3) encouragement and 4) reflection and reminiscence. Knitting blogging has reshaped crafting by combining the material and tactile process of knitting with digital practices of life-streaming and with participatory activities in networked spaces. It appeared that knitting and blogging complemented each other, and that blogging supported development of the blogger’s crafting into a serious leisure activity with meaningful long-term activities and clear goals.
Keywords: digital practices, knitting blog, leisure, mixed methods design, online communitiesThe purpose of this study was to describe the reasons for knitting blogging and the importance of blogging for the bloggers’ crafting. A multiphase mixed-methods study focusing on quantitative research methods was the methodological basis. Therefore, the study included both sequential and simultaneous investigation paths. In this study, the quantitative data were collected from the same group of Finnish knitting bloggers by two online surveys in 2008 (N= 501) and in 2013 (N= 212). The quantitative data focused on time-related changes in blogging, whereas the qualitative data, collected by essays (N=50) during 2013-2014, was used to explain the quantitative data. In quantitative analysis, the key features of reasons for knitting blogging were analysed by principal component analysis. The differences in the principal components for the background groups between the surveys were elucidated by means of 2-way analysis of variance. The qualitative data were analysed by data-driven content analysis. The results indicated that there were several reasons for knitting blogging. According to the results, the elements of knitting blogging were: 1) inspiration and materialization, 2) connecting and community support, 3) encouragement and 4) reflection and reminiscence. Knitting blogging has reshaped crafting by combining the material and tactile process of knitting with digital practices of life-streaming and with participatory activities in networked spaces. It appeared that knitting and blogging complemented each other, and that blogging supported development of the blogger’s crafting into a serious leisure activity with meaningful long-term activities and clear goals.
Keywords: digital practices, knitting blog, leisure, mixed methods design, online communitie
Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: A Q Methodology Study
Get PDFTeacher modelling and explaining are important pedagogical approaches in practical subjects, including those categorised as science, technology, engineering and/or mathematics (STEM). Building on a framework developed from research on ‘the demonstration’ with teachers and teacher educators of design and technology (D&T), this study explores preservice teachers’ views across a range of secondary school subjects. This study is a snapshot of the evolving perspectives of the participants, early in their studies as students during initial teacher education (ITE). It uses Q Methodology to investigate the subjective values of preservice teachers towards teacher modelling and explaining. Q Methodology compares and analyses the responses of participants to a set of statements representing a range of possible views on a given subject. The sample is purposive, comprised of students enrolled on postgraduate ITE programmes with a Higher Education Institution (HEI) in England. The findings suggest that preservice teachers of STEM subjects strongly identified with one of two architypes – teacher-expert or teacher-facilitator. The paper concludes that preservice teachers of STEM should be made aware of these powerful architypes, when planning, teaching and evaluating lessons. The findings also suggest the possibility of collaborative training with preservice teachers across the STEM disciplines, using the statements from this study as a tool for dialogue. Future research could explore similarities and differences between practical/creative and humanities subjects
Teachers’ Attitudes to Teaching Introductory Solid Mechanics in Upper Secondary School
Get PDFIn upper secondary school in Sweden, the students in the technology programme take an introductory course that aims at providing a broad introduction to the engineering field. The course’s curriculum is open to various interpretations and solid mechanics is not included explicitly, but it is taught within the course by many teachers. Previous studies of teachers’ attitudes towards other subjects showed that confidence is commonly influenced by subject knowledge. Thereby teachers’ knowledge affects their teaching and their students’ learning opportunities. The present study was based on interviews with 13 technology teachers, teaching in upper secondary school. The interviews concerned their attitudes towards teaching introductory solid mechanics and included those who taught solid mechanics, and those who did not. Those who taught solid mechanics did so through personal choice, because of influence from colleagues and local traditions, or because they took it for granted. Many among them expressed interest in solid mechanics and thought it to be of importance for future engineers. They had high self-efficacy and low anxiety regarding the subject. Those who did not teach solid mechanics omitted it mainly because of an experienced lack of knowledge. They let their students develop problem-solving and calculation abilities within other areas, which the teachers themselves felt more confident in. They ranked the importance of solid mechanics for future engineers as medium or low. The study indicates that technology teachers’ attitudes towards various engineering disciplines may affect their teaching and that studying those attitudes is important to understand the enacted school subjects.In upper secondary school in Sweden, the students in the technology programme take an introductory course that aims at providing a broad introduction to the engineering field. The course’s curriculum is open to various interpretations and solid mechanics is not included explicitly, but it is taught within the course by many teachers. Previous studies of teachers’ attitudes towards other subjects showed that confidence is commonly influenced by subject knowledge. Thereby teachers’ knowledge affects their teaching and their students’ learning opportunities. The present study was based on interviews with 13 technology teachers, teaching in upper secondary school. The interviews concerned their attitudes towards teaching introductory solid mechanics and included those who taught solid mechanics, and those who did not. Those who taught solid mechanics did so through personal choice, because of influence from colleagues and local traditions, or because they took it for granted. Many among them expressed interest in solid mechanics and thought it to be of importance for future engineers. They had high self-efficacy and low anxiety regarding the subject. Those who did not teach solid mechanics omitted it mainly because of an experienced lack of knowledge. They let their students develop problem-solving and calculation abilities within other areas, which the teachers themselves felt more confident in. They ranked the importance of solid mechanics for future engineers as medium or low. The study indicates that technology teachers’ attitudes towards various engineering disciplines may affect their teaching and that studying those attitudes is important to understand the enacted school subjects
Experiences and Competencies of Final-Year Technology Student Teachers during Their Work-Integrated Learning: A Longitudinal Study
Get PDFAlternative entrance requirements and flexible curriculum options for the four-year BEd degree in technology education were implemented in 2016 attempting to combat the trend of decreasing enrolment numbers. The entrance requirement of Engineering Graphics and Design (EGD) in year 12 was dropped, and Engineering Graphics and Technology Education (EGTE) as major at second-year level combined with Physical Sciences or Geography or Mathematics at third-year level, was introduced. The experiences and performances of students with or without EGD in year 12 were documented over a period of four years. The findings after the first stage of this longitudinal study, which were reported at the PATT36 conference, indicated that having done EGD in year 12 was not essential to pass at university level provided that sufficient support was provided to meet students’ needs and challenges. However, the students’ experiences and competencies during their final-year work-integrated learning period (WIL) is still unknown. The purpose of this stage of the study was to determine the students’ experiences and competencies during WIL. The research questions were: How did the WIL experiences of students with EGD in year 12 compare to those without EGD? How did the teaching competencies of students with EGD in year 12 compare to those without EGD? During the seven-week WIL period at schools, an observation schedule was completed for each student and a focus-group interview was also held. The findings revealed that implementing more flexible curriculum options, utilizing innovative and creative pedagogical practices, and receiving the required support from their mentor teachers during WIL, contributed towards these students becoming competent EGD teachers
Spatial Visualization Skills of Student Teacher Applicants : A Pilot Study in the Finnish CDT Teacher Education Admissions
Get PDFProblem-solving is a key element in design and engineering processes for finding answers to challenges and open problems. The use of spatial visualization skills is part of problem-solving in terms of transforming ideas into 2D or 3D form and transferring this thinking into practice in a practical hands-on process. Spatial visualization seems to play a key role in the design, engineering and production processes as well as in various professions. Spatial visualization skills can be considered as an important part of teachers’ multidimensional professional competence as they teach students and guide and tutor their hands-on projects. While educating teachers, it would be important to know the levels of the student teachers’ spatial visualization skills to consider its role in courses and even in admissions. However, there are no existing studies on spatial visualization skills of student teacher applicants. To address this research gap, we pose the following research question: What is the level of spatial visualization skills of student teacher applicants in craft, design and technology teacher education admissions? The data, analyzed with document analysis, includes student teacher applicants\u27 performance in a spatial visualization test (N=89, three tasks) as part of Finnish craft, design and technology teacher education admissions. According to the results, four of the five applicants performed on a good level whilst only four per cent of applicants performed weakly. Since spatial visualization skills can be trained, it is important to recognize student teachers’ weak performance so that it can be enhanced in various courses. This study is part of a larger problem-solving skills evaluation project in CDT teacher education admissions