Discursive Positioning of Intimate Partners: A Structural-Relational Approach to Intimate Partner Violence (IPV)

Purpose: This study is about the discursive positioning of intimate partners: A structural-relational approach to intimate partner violence. The study attempts to uncover the story lines of the IPV narratives, the social force of the discursive acts of the narratives, the enacted positions, and the (de) legitimization of rights and duties of the positions of the referents in the narratives. Method: the study adopts the random sampling method in which two IPV narrative were randomly selected from one pseudo named male and female victims. The narratives were in the form of documented transcripts which is in line with Harre and Van lagenhoove (1999) accounting positioning that allows a retrospect study of social actors positioning of this kind. The study also adopted the Halliday’s transitivity process to substantiate the positioning works in the narrative and the mechanism with which these acts are tied to the social structure. Results: The findings of the study revealed that the declarations of the narratives indicates the evaluative and normative underlying judgment on the deontic powers to say and do something in the moral space of intimate partner relations. Conclusion: a socio-constructionist study of this nature reveals the relationship between the narrative referents point of view about actions, point of actions and line of life as regards the moralities of social behaviour in the moral space of intimate partner relationship and how it triggers tendencies for IPV.

Structural Power, Systemic Poverty, and Entrenchment Among African American Males

Poverty and structural power are immensely broad phenomena shaping economic and social architectures of societies globally. However, among the depth of complex mechanisms covertly functioning to perpetuate poverty, this chapter identifies structural power as one of the critical social constructs influencing systemic poverty. To explore structural power as a social force influencing systemic poverty, as a conceptual framework, and as means to support the overtone of social injustice, throughout this chapter an adaptation of the adverse childhood experiences (ACE) model is used. Through a more narrowed approach, the researcher uses the ACE model to explore structural power and systemic poverty through four experiential factors: educational, social, physical, and psychological. The experiences are motived by structural power and defined within the context of systemic poverty to explore the influence of those experiences on entrenchment of African American males later in adulthood.

Modeling and simulation: social force model modified by Helbing model in fast pass system

This paper introduced Helbing’s social force model, modified it with game theory. Then how individuals in the space behave in dynamic non-cooperative games was described, different macro grouping characteristics were obtained. Individual behaviours at the micro level were simulated. Setting different parameters and conditions of the model, the macro effects of individual behaviours were observed. The overall behaviour of the system was studied. It could be used to guide the allocation of public resources.

Social Force Model-Based Safety Evaluation of Intersections in Arterials Considering the Pedestrian Yield Rule

To enhance the safety of pedestrians crossing the street, a series of new regulations regarding pedestrian yield has been proposed and widely implemented across cities. In this study, we first made some improvements to the social force model, in which pedestrian crossing at the intersection, drivers’ psychology of giving way, vehicle yield to pedestrians, vehicle yield in different directions, the influence of pedestrians crossing boundaries, and signal lamp groups on pedestrian behavior were considered. Furthermore, pedestrian crossing and vehicle yield safety models were established, based on which the comprehensive safety evaluation model of intersections in arterials was established, in which two indices—(1) the safety degree of pedestrian crossings and (2) vehicle acceleration interference—were combined with the entropy weight method. Finally, four types of intersections in arterials were studied using a simulation: the intersections between different levels of arterials, and intersections with one-time and two-times pedestrian crossings. Moreover, safety evaluation and analysis of those intersections, considering the rule of pedestrian yield, were conducted combined with the trajectory data from the VISSIM simulation. The relevant results showed that for pedestrians crossing the street, the pedestrian safety of two-time crossing is significantly higher than that of one-time crossing, and compared with the arterial, the pedestrian crossing distance of the sub-arterial is shorter, and the pedestrian perception is safer. Moreover, due to the herd psychology effect, the increase in pedestrian flow volume improves the safety perception of pedestrians at the intersection.

Teacher practice in primary mathematics classrooms: A story of positioning

<p>The past twenty-five years have seen a dramatic increase in the interest given to dialogue between teachers and students, and students and students during mathematics teaching and learning. This interest is evident within the growing body of research and the call for the increased quality and quantity of student discourse in curriculum and policy documents. Recent research in mathematics education is underpinned by the belief that students learn best when they have the opportunity to participate in their own and others’ mathematical talk, text, and actions in purposeful and meaningful ways. This study explores how teachers position themselves and students in their lowest and highest mathematics strategy groups and how that positioning influences the sharing of mathematical know-how. Mathematical know-how within this study comprises teacher and student independence, judgement, and creativity. Social-constructivist theories of teaching and learning underpin the focus of this study. The importance of teachers and students constructing and co-constructing individual and shared mathematical understandings through dialogically rich interactions with each other and the environment are considered. Positioning theory provides the theoretical lens through which mathematical know-how will be analysed and understood. The constructs of positioning theory important to this research were the teachers’ and students’ positions, enacted as their rights and duties, the storylines that develop through the positions, rights, and duties and the teachers’ and students’ social acts which come to have significance and be a social force within the teaching and learning. The decision to employ qualitative case study methodology arose naturally from the subjective social phenomenon of teaching and learning. The analysis of data generated through video and audio recordings, transcriptions, participant observations, and documents and archival records supported the development of the two cases: teacher affording positioning, and teacher constraining positioning. The particularised and investigative design of qualitative case study supported the development of an emerging taxonomy of teacher affording and constraining positioning. The taxonomy contributed to the growing body of knowledge regarding student participation by categorising new thinking in regards to the phenomenon of teachers and positioning in mathematics. Teachers in this study afforded the sharing of mathematical know-how from the position of appropriator, procurer, and provoker. The positions of controller, proprietor, and protector were found to constrain the sharing of mathematical know-how. Significant differences were revealed in how teachers positioned themselves and how their positioning influenced opportunities for student engagement. Higher levels of student talk, text, and actions were evident when teachers positioned themselves to ensure the mathematics was visible, fluid, and contestable. Collaboration between teachers and students, and students and students, was a strong feature of the emerging taxonomy.</p>

Teacher practice in primary mathematics classrooms: A story of positioning

<p>The past twenty-five years have seen a dramatic increase in the interest given to dialogue between teachers and students, and students and students during mathematics teaching and learning. This interest is evident within the growing body of research and the call for the increased quality and quantity of student discourse in curriculum and policy documents. Recent research in mathematics education is underpinned by the belief that students learn best when they have the opportunity to participate in their own and others’ mathematical talk, text, and actions in purposeful and meaningful ways. This study explores how teachers position themselves and students in their lowest and highest mathematics strategy groups and how that positioning influences the sharing of mathematical know-how. Mathematical know-how within this study comprises teacher and student independence, judgement, and creativity. Social-constructivist theories of teaching and learning underpin the focus of this study. The importance of teachers and students constructing and co-constructing individual and shared mathematical understandings through dialogically rich interactions with each other and the environment are considered. Positioning theory provides the theoretical lens through which mathematical know-how will be analysed and understood. The constructs of positioning theory important to this research were the teachers’ and students’ positions, enacted as their rights and duties, the storylines that develop through the positions, rights, and duties and the teachers’ and students’ social acts which come to have significance and be a social force within the teaching and learning. The decision to employ qualitative case study methodology arose naturally from the subjective social phenomenon of teaching and learning. The analysis of data generated through video and audio recordings, transcriptions, participant observations, and documents and archival records supported the development of the two cases: teacher affording positioning, and teacher constraining positioning. The particularised and investigative design of qualitative case study supported the development of an emerging taxonomy of teacher affording and constraining positioning. The taxonomy contributed to the growing body of knowledge regarding student participation by categorising new thinking in regards to the phenomenon of teachers and positioning in mathematics. Teachers in this study afforded the sharing of mathematical know-how from the position of appropriator, procurer, and provoker. The positions of controller, proprietor, and protector were found to constrain the sharing of mathematical know-how. Significant differences were revealed in how teachers positioned themselves and how their positioning influenced opportunities for student engagement. Higher levels of student talk, text, and actions were evident when teachers positioned themselves to ensure the mathematics was visible, fluid, and contestable. Collaboration between teachers and students, and students and students, was a strong feature of the emerging taxonomy.</p>