What is corpus linguistics? What the data says

Stubbs (2006), in his state of the art overview, draws attention to the frequent reticence or vagueness of corpus analysts in discussing their operational methods within a scientific context, (a context addressed in detail in Partington forthcoming). This lack of clarity in discussing the methodological framework employed is, perhaps, most surprising given the way in which corpus linguistics situates itself within a scientific frame, and lays such claims to a scientific nature. This brief paper, then, addresses the question posed in its title, namely, “What is corpus linguistics?” – is it a discipline, a methodology, a paradigm or none or all of these? – but does not attempt to offer any definitive answers. Rather, the aim is to present the reader with a number of observations on how corpus linguistics has been construed in its own literature and then to leave the question open, in the hope of stimulating further discussion. The study takes the specific term corpus linguistics and looks at how it is defined and described both explicitly and implicitly in a variety of relevant sources

'It's All About the Grade'. Students' Perceptions of Innovative Assessment

Objectives: The study explored whether innovative assessment methods can enhance the student learning experience and promote effective learning. More specifically: Do innovative assessments encourage students to focus on the processes of teaching and learning rather than outcomes? Design: A qualitative design using focus groups conducted with undergraduate and postgraduate psychology students at University of Worcester was employed. This enabled a detailed exploration of how students made sense of their experiences, their understandings and perceptions of innovative assessment. Methods: Focus groups were conducted with 8 undergraduate and 7 postgraduate students from the University of Worcester. Students were drawn from a convenience sample and were included if they had completed at least one form of innovative assessment during their degree, either at undergraduate or postgraduate level. Transcripts from each focus group were analysed using Ritchie and Spencer’s Thematic framework method. Results: Students’ perceived innovative assessments to have a positive effect on their learning if they: related to authentic ‘real world’ tasks, encouraged the application of psychological knowledge or enabled the development of transferable skills that have long-term benefits for employment. However, the extent to which these perceptions impacted upon their approach to study was unclear. Conclusions: This study demonstrated both the benefits to and challenges of implementing innovative assessment methods. Greater emphasis ought to be placed on students as active participants in the assessment process, developing a shared understanding of criteria. Exposure to these methods ought to be taken into account when evaluating their potential to enhance the learning experience of students

Domestic violence and its prevalence in small island developing states - South Pacific region

This paper reviews the collective studies of domestic violence in Small Island Developing States (SIDS), in particular, Fiji, Vanuatu and Solomon Islands. Domestic violence is one form of gender inequality. Studies have shown that domestic violence is the most severe violation of human rights causing social and economic repercussions to countries. SIDS are no exception, with increase rate of domestic violence, the countries suffer through loss of productive labour and increase costs to the government, victims and society. By addressing domestic violence through education and workshops at the grass root level monetary funds can be diverted into other sectors within the economy, thus lifting a country’s status quo. More importantly, women and girls will have equal outcomes as men and boys; eradicating the vicious cycle of domestic violence, thus enabling a country to reach its full economic potential

The Effects Of Touch On Depression In Elderly Nursing Home Residents

This was a quasi-experimental study designed to determine the effects of touch on depression in elderly nursing home residents. The null hypothesis stated there would be no significant difference at the .05 level of significance between depressed elders who participated in touch therapy and elders who did not participate in touch therapy. Data were collected from 10 elders, age 65 or older, who were residents of two nursing homes in Northeast Mississippi. All subjects were administered the Geriatric Depression Scale (GDS) as a pretest/posttest. These scores were then compared using the ^ test at the .05 level of significance. The ^ test was also used to determine any significant relationship among age, sex, and education. None was found. The ^ value obtained, when the posttest GDS means were analyzed between the groups, was ;^(8) = -3.51, p_ = .008 and was significant at the .05 level. Thus, the researcher rejected the null hypothesis. One of the subject\u27s pretest/posttest scores showed a remarkable increase in the level of depression. Therefore, it was decided to measure the dependent change of the pretest/posttest scores. The results between Groups A and B, after Group B received 3- week group touch sessions, demonstrated a trend toward increased depression in Group B, t(8) = 1.69, p = .130

Got Inclusion? How Inclusive is your Organization? Assessing Inclusion through the iCAT: Inclusion Capacity Assessment Tool for Organizational Capacity

Inclusion is a popular buzzword in development, but how can organizations evaluate and learn from their internal practices to better meet the needs of a more diverse population? In order for organizations to assess their strengths, weaknesses and opportunities for growth, organizational development and capacity tools, if conducted in a participatory way, are essential for revealing this information through the process of evaluation and learning. In this course-linked Capstone, social inclusion and capacity assessments are thematic focuses. The paper will begin by briefly tracing the origins and context of social inclusion and then establish the definitions, reasoning and practice behind organizational assessment tools. Proposing a new organizational development tool, the iCAT (Inclusion Capacity Assessment Tool), the paper will highlight the creation of this tool, the approach and design, capacity areas, and unique considerations for using capacity assessment tools. Finally, reflecting on the learning process and transformation of an idea into a product, this paper suggests opportunities for the evolution of the iCAT and its relevance in today\u27s sustainable development field