(Im)politeness in email communication: how English speakers and Chinese speakers negotiate meanings and develop intercultural (mis)understandings

This thesis looks at the way in which Chinese and English speakers employ (im)politeness strategies in their emails to develop intercultural understanding. From a theoretical perspective, this thesis contributes to the discussions of intercultural communication in relation to the negotiation of (im)politeness meaning. From a pedagogic perspective, the thesis reveals the potential for using email to experience culture as a process of meaning negotiation and construction and has relevance to teachers of EFL. Ethnographically-informed discourse analysis is employed to investigate discursively the negotiation of meaning in email interaction. The interplay between the computer-mediated communication, speech acts and (im)politeness are explored by using the analytical frameworks of Hymes’ ethnography of communication, Searle’s speech act theory (1969) and Brown and Levinson’s politeness theory (1987). This research shows that ‘(im)politeness’ is not a stable construct. Rather, it is constantly (re)negotiated by the interactants, who take into account the relevant contextualisation cues. It finds that the functions and (im)politeness meanings of speech acts can vary from situations to situations. In addition, this research finds that the computer-mediated paralanguages, such as emoticons and written out laughter, are also important in realising (im)politeness intent and developing intercultural understanding in emails

In search for totemic foods: Exploring discursive foodscapes online in Finnish, English and French

This interdisciplinary research investigates how chilli and chocolate emerge as totemic foods in online foodie discourse. The corpus is compiled from Social Networking Services (blogs, community websites, recipe sharing sites, and conversation fora) in Finnish, English and French. The theoretical framework is construed with post-Bourdieusian taste and distinction studies on discourse, complemented by a feminist positioning. A netnographically inspired inquiry in an observer’s position enhances the methodology of critical discourse studies. The study introduces a theoretical concept: discursive foodscapes, contributing on two dimensions to extant theorising. It focuses the observation on multivocal online communities and extends foodscape analysis towards non-concrete consumption, on a discursive level. Moreover, the study suggests new practices for taste engineering, relevant in online consumption contexts. Three research questions draw on chilli and chocolate as totemic substances, interpreted in a framework of contemporary tribalism within the paradigmatic viewpoint of Consumer Culture Theory: emergence of chocolate and chilli as totemic foods; taste and distinction performance; and representations of gender and power. They are studied separately, although perceiving the triad as entwined. The discursive foodscape related to each research question reflects findings: it is described with the combination of discursive themes, frames and strategies identified in the empirical analysis. Findings reveal a more diversified vista on chocolate and chilli as discursive foci than extant research mostly claims: they are ascribed with a variety of totemic significations, shifting contextually from highly indulgent to environmentally concerned. Knowledge-intensive foodie discourse emerges as relatively gender-neutral. However, across embodied, experiential elements in consumption the discourse becomes more gender-flagged, and contextual changes are highly significant. This variation generates discursively interesting constellations where stylistic categories reflect areas of culinary and discursive competence. Cross-linguistic variation is detected with all research questions, introducing a pioneer-type endeavor in terms of discourse analysis of foodie sites online, across three language

Online Deliberation: Design, Research, and Practice

Can new technology enhance purpose-driven, democratic dialogue in groups, governments, and societies? Online Deliberation: Design, Research, and Practice is the first book that attempts to sample the full range of work on online deliberation, forging new connections between academic research, technology designers, and practitioners. Since some of the most exciting innovations have occurred outside of traditional institutions, and those involved have often worked in relative isolation from each other, work in this growing field has often failed to reflect the full set of perspectives on online deliberation. This volume is aimed at those working at the crossroads of information/communication technology and social science, and documents early findings in, and perspectives on, this new field by many of its pioneers. CONTENTS: Introduction: The Blossoming Field of Online Deliberation (Todd Davies, pp. 1-19) Part I - Prospects for Online Civic Engagement Chapter 1: Virtual Public Consultation: Prospects for Internet Deliberative Democracy (James S. Fishkin, pp. 23-35) Chapter 2: Citizens Deliberating Online: Theory and Some Evidence (Vincent Price, pp. 37-58) Chapter 3: Can Online Deliberation Improve Politics? Scientific Foundations for Success (Arthur Lupia, pp. 59-69) Chapter 4: Deliberative Democracy, Online Discussion, and Project PICOLA (Public Informed Citizen Online Assembly) (Robert Cavalier with Miso Kim and Zachary Sam Zaiss, pp. 71-79) Part II - Online Dialogue in the Wild Chapter 5: Friends, Foes, and Fringe: Norms and Structure in Political Discussion Networks (John Kelly, Danyel Fisher, and Marc Smith, pp. 83-93) Chapter 6: Searching the Net for Differences of Opinion (Warren Sack, John Kelly, and Michael Dale, pp. 95-104) Chapter 7: Happy Accidents: Deliberation and Online Exposure to Opposing Views (Azi Lev-On and Bernard Manin, pp. 105-122) Chapter 8: Rethinking Local Conversations on the Web (Sameer Ahuja, Manuel Pérez-Quiñones, and Andrea Kavanaugh, pp. 123-129) Part III - Online Public Consultation Chapter 9: Deliberation in E-Rulemaking? The Problem of Mass Participation (David Schlosberg, Steve Zavestoski, and Stuart Shulman, pp. 133-148) Chapter 10: Turning GOLD into EPG: Lessons from Low-Tech Democratic Experimentalism for Electronic Rulemaking and Other Ventures in Cyberdemocracy (Peter M. Shane, pp. 149-162) Chapter 11: Baudrillard and the Virtual Cow: Simulation Games and Citizen Participation (Hélène Michel and Dominique Kreziak, pp. 163-166) Chapter 12: Using Web-Based Group Support Systems to Enhance Procedural Fairness in Administrative Decision Making in South Africa (Hossana Twinomurinzi and Jackie Phahlamohlaka, pp. 167-169) Chapter 13: Citizen Participation Is Critical: An Example from Sweden (Tomas Ohlin, pp. 171-173) Part IV - Online Deliberation in Organizations Chapter 14: Online Deliberation in the Government of Canada: Organizing the Back Office (Elisabeth Richard, pp. 177-191) Chapter 15: Political Action and Organization Building: An Internet-Based Engagement Model (Mark Cooper, pp. 193-202) Chapter 16: Wiki Collaboration Within Political Parties: Benefits and Challenges (Kate Raynes-Goldie and David Fono, pp. 203-205) Chapter 17: Debian’s Democracy (Gunnar Ristroph, pp. 207-211) Chapter 18: Software Support for Face-to-Face Parliamentary Procedure (Dana Dahlstrom and Bayle Shanks, pp. 213-220) Part V - Online Facilitation Chapter 19: Deliberation on the Net: Lessons from a Field Experiment (June Woong Rhee and Eun-mee Kim, pp. 223-232) Chapter 20: The Role of the Moderator: Problems and Possibilities for Government-Run Online Discussion Forums (Scott Wright, pp. 233-242) Chapter 21: Silencing the Clatter: Removing Anonymity from a Corporate Online Community (Gilly Leshed, pp. 243-251) Chapter 22: Facilitation and Inclusive Deliberation (Matthias Trénel, pp. 253-257) Chapter 23: Rethinking the ‘Informed’ Participant: Precautions and Recommendations for the Design of Online Deliberation (Kevin S. Ramsey and Matthew W. Wilson, pp. 259-267) Chapter 24: PerlNomic: Rule Making and Enforcement in Digital Shared Spaces (Mark E. Phair and Adam Bliss, pp. 269-271) Part VI - Design of Deliberation Tools Chapter 25: An Online Environment for Democratic Deliberation: Motivations, Principles, and Design (Todd Davies, Brendan O’Connor, Alex Cochran, Jonathan J. Effrat, Andrew Parker, Benjamin Newman, and Aaron Tam, pp. 275-292) Chapter 26: Online Civic Deliberation with E-Liberate (Douglas Schuler, pp. 293-302) Chapter 27: Parliament: A Module for Parliamentary Procedure Software (Bayle Shanks and Dana Dahlstrom, pp. 303-307) Chapter 28: Decision Structure: A New Approach to Three Problems in Deliberation (Raymond J. Pingree, pp. 309-316) Chapter 29: Design Requirements of Argument Mapping Software for Teaching Deliberation (Matthew W. Easterday, Jordan S. Kanarek, and Maralee Harrell, pp. 317-323) Chapter 30: Email-Embedded Voting with eVote/Clerk (Marilyn Davis, pp. 325-327) Epilogue: Understanding Diversity in the Field of Online Deliberation (Seeta Peña Gangadharan, pp. 329-358). For individual chapter downloads, go to odbook.stanford.edu

Promoting metacognitive regulation through an on-line environment

The constantly evolving world of work is causing a great deal of emphasis on the need for graduating students to demonstrate a range of generic skills to enable them to be both employable and able to adapt easily to new requirements. However, research indicates that secondary schooling is not preparing students adequately for learning independently. This study sought to explore strategies for developing and supporting the metacognitive skills of higher education students. In particular, it sought to explore how university students\u27 cognitive self-regulation could be supported in an on-line environment designed to engage them in the self-monitoring integral to metacognitive development. The field of selfregulation and metacognition was explored through a literature review leading to the articulation of an instructional model for metacognitive development. This model was used as the basis for the design of an on-line environment, Mark-UP, that had students annotate and transform text-based readings to engage them in the monitoring processes that are integral to metacognitive regulation within the domain of reading comprehension. An inquiry was undertaken in the form of design-based research. A product was designed, developed, and trialed. The methodology, a form of action research, involved the exploration of two aims. One aim was narrow and focused on the usability of the product and the value subjects placed on it. The second aim sought to explore how the product engaged learners in monitoring their learning. There were 126 subjects participated in the research. Data was gathered in the forms of a questionnaire about subjects\u27 self-perceptions as self-regulating and their attitudes to Mark-UP, interviews with 12 subjects, and subjects\u27 portfolios of work developed as they used the product. Data was interpreted through a constant comparative approach to develop understandings about how subjects used the product and its value as an environment to promote the planning, monitoring, and evaluation within cognitive selfmonitoring. Findings revealed that Mark-UP was an effective means of engaging subjects in the processes of metacognitive planning, monitoring, and evaluation. However, the experience of using Mark-UP was not the same for all subjects and differences were found in outcomes among the diverse range of subjects. The research provided the basis for the formulation of guidelines forfuture implementations of the product and for further research into metacognitive regulation. Some refinements to the interface of Mark-UP are proposed as well as suggestions for further exploration into the area of metacognitive regulation of learning are made. Specifically Mark-UP was found to be most valuable for learners who are metacognitively moderate rather than those who might be weak or strong. The findings suggested that flexibility is needed to provide an adequate level of scaffolding for weaker learners while allowing metacognitively stronger students the opportunity to practice existing regulatory strategies. It was also found that the cyclical process of planning, monitoring, and evaluation is an ongoing one that requires learning environments to provide regular feedback to stimulate these processes. The study found that the affective components of self-regulation are integral to the development of metacognitive regulation, leading to the conclusion that future environments to develop metacognition should incorporate elements to meet learners\u27 needs with regard to self-concept, motivation, and the development of volitional strategies

Organizational Behavior

Organizational Behavior bridges the gap between theory and practice with a distinct experiential approach. On average, a worker in the USA will change jobs 10 times in 20 years. In order to succeed in this type of career situation, individuals need to be armed with the tools necessary to be life-long learners. To that end, this book is not be about giving students all the answers to every situation they may encounter when they start their first job or as they continue up the career ladder. Instead, this book gives students the vocabulary, framework, and critical thinking skills necessary to diagnose situations, ask tough questions, evaluate the answers received, and to act in an effective and ethical manner regardless of situational characteristics. Often, students taking OB either do not understand how important knowledge of OB can be to their professional careers, or they DO understand and they want to put that knowledge into practice. Organizational Behavior takes a more experiential angle to the material to meet both of those needs. The experiential approach can be incorporated in the classroom primarily through the OB Toolbox. This feature brings life to the concepts and allows students to not only see how the OB theories unfold, but to practice them, as well

Spatial Transformations

This book examines a variety of subjective spatial experiences and knowledge production practices in order to shed new light on the specifics of contemporary socio-spatial change, driven as it is by inter alia, digitalization, transnationalization and migration. Considering the ways in which emerging spatial phenomena are conditioned by an increasing interconnectedness, this book asks how spaces are changing as a result of mediatization, increased mobility, globalization and social dislocation. With attention to questions surrounding the negotiation and (visual) communication of space, it explores the arrangements, spatialities and materialities that underpin the processes of spatial refiguration by which these changes come about. Bringing together the work of leading scholars from across diverse range disciplines to address questions of socio-spatial transformation, this volume will appeal to sociologists and geographers, as well as scholars and practitioners of urban planning and architecture