Learning and innovation skills in making contexts: a comprehensive analytical framework and coding scheme

This research study aims at finding out the expressions of politeness in the Pashto Language. The data were collected from the respondents of the Pashto Language through a questionnaire of the open role-play situations of requesting and apologizing. The questionnaire was adopted from Reiter`s Study (2000), and it was also translated into the Pashto language. House and Kasper`s (1989) Analytical framework and coding scheme were applied for the analysis of the data of both the languages. The results show that politeness exists both in the Pashto language and British English, but the respondents of British English have shown more consideration towards negative politeness than the respondents of the Pashto Language. The British respondents have also shown a need to spare the hearer`s (addressee`s) face. Even, in British English, a need to respect the addressee`s negative face was also shown, corresponding to his/her distance, degree of individuation and other considerations.

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A constant key length coding scheme for linear quadtrees

International Journal of Geographical Information Systems ◽

10.1080/026937996138124 ◽

1996 ◽

Vol 10 (2) ◽

pp. 205-218

Author(s):

Henry Ker-Chang Chang ◽

Chung-Yu Liou

Keyword(s):

Coding Scheme ◽

Key Length

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Emotional Experiences of Students in the Classroom

European Psychologist ◽

10.1027/1016-9040/a000014 ◽

2010 ◽

Vol 15 (2) ◽

pp. 142-151 ◽

Cited By ~ 8

Author(s):

Wondimu Ahmed ◽

Greetje van der Werf ◽

Alexander Minnaert

Keyword(s):

Heart Rate ◽

Emotional Response ◽

Task Difficulty ◽

Physiological Reactivity ◽

Emotional Experiences ◽

Heart Rate Monitoring ◽

Coding Scheme ◽

Stimulated Recall ◽

Response Systems ◽

The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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Family Narrative Consortium Coding Scheme

PsycTESTS Dataset ◽

10.1037/t06344-000 ◽

1999 ◽

Author(s):

Barbara H. Fiese ◽

Arnold J. Sameroff

Keyword(s):

Coding Scheme ◽

Family Narrative

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Reframing Xenophobia in South Africa as Colour-Blind: The Limits of the Afro Phobia Thesis

MIGRATION LETTERS ◽

10.33182/ml.v17i3.789 ◽

2020 ◽

Vol 17 (3) ◽

pp. 433-444

Author(s):

Amanuel Isak Tewolde

Keyword(s):

South Africa ◽

South African ◽

Analytical Framework ◽

Conflict Theory ◽

Black African ◽

South Africans ◽

Theoretical Perspectives ◽

Online Newspaper ◽

Close Proximity ◽

Realistic Conflict Theory

Many scholars and South African politicians characterize the widespread anti-foreigner sentiment and violence in South Africa as dislike against migrants and refugees of African origin which they named ‘Afro-phobia’. Drawing on online newspaper reports and academic sources, this paper rejects the Afro-phobia thesis and argues that other non-African migrants such as Asians (Pakistanis, Indians, Bangladeshis and Chinese) are also on the receiving end of xenophobia in post-apartheid South Africa. I contend that any ‘outsider’ (White, Asian or Black African) who lives and trades in South African townships and informal settlements is scapegoated and attacked. I term this phenomenon ‘colour-blind xenophobia’. By proposing this analytical framework and integrating two theoretical perspectives — proximity-based ‘Realistic Conflict Theory (RCT)’ and Neocosmos’ exclusivist citizenship model — I contend that xenophobia in South Africa targets those who are in close proximity to disadvantaged Black South Africans and who are deemed outsiders (e.g., Asian, African even White residents and traders) and reject arguments that describe xenophobia in South Africa as targeting Black African refugees and migrants.

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Managing uncertainty in healthcare interpreter-mediated interaction

Communication & Medicine ◽

10.1558/cam.38677 ◽

2020 ◽

Vol 15 (2) ◽

pp. 150-164

Author(s):

Claudio Baraldi ◽

Laura Gavioli

Keyword(s):

Systems Theory ◽

Conversation Analysis ◽

Social Systems ◽

Analytical Framework ◽

Social Systems Theory ◽

Intercultural Mediators ◽

Or History

This paper analyses healthcare interactions involving doctors, migrant patients and ‘intercultural mediators’ who provide interpreting services. Our study is based on a collection of 300 interactions involving two language pairs, Arabic–Italian and English–Italian. The analytical framework includes conversation analysis combined with insights from social systems theory. We look at question-answer sequences, where (1) the doctors ask questions about patients’ problems or history, (2) the doctors’ questions are responded to and (3) the doctor closes the sequence, moving on to another question. We analyse the ways in which mediators help doctors design questions for patients and patients understand and eventually respond to the doctors’ design. While the doctor’s question design aims at obtaining details which are relevant for the patients’ care, it is argued that collecting such details involves complex interactional work. In particular, doctors need help in displaying their attention to their patients’ problems and in guiding patients’ responses into medically relevant directions. Likewise, patients need help in reacting appropriately. Mediators help manage communicative uncertainty both by showing the doctor’s interest in what the patient says, and by exploring and rendering the patient’s incomplete, extended and ambiguous answers to the doctor’s questions.

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