Contagion of offensive speech online: An interactional analysis of political swearing

2021 ◽  
pp. 107046
Author(s):  
Yunya Song ◽  
Qinyun Lin ◽  
K. Hazel Kwon ◽  
Christine H.Y. Choy ◽  
Ran Xu
Keyword(s):  
Interactional Analysis ◽  
Offensive Speech

Effectiveness of Supervised Classification Models for Hate Speech on Twitter

2020 ◽  
Author(s):  
Kunal Srivastava ◽  
Ryan Tabrizi ◽  
Ayaan Rahim ◽  
Lauryn Nakamitsu
Keyword(s):  
Supervised Classification ◽  
Hate Speech ◽  
The Internet ◽  
Classification Models ◽  
Personal Attack ◽  
Political Beliefs ◽  
The Many ◽  
Primary Medium ◽  
Offensive Speech

<div> <div> <div> <p>Abstract </p> <p>The ceaseless connectivity imposed by the internet has made many vulnerable to offensive comments, be it their physical appearance, political beliefs, or religion. Some define hate speech as any kind of personal attack on one’s identity or beliefs. Of the many sites that grant the ability to spread such offensive speech, Twitter has arguably become the primary medium for individuals and groups to spread these hurtful comments. Such comments typically fail to be detected by Twitter’s anti-hate system and can linger online for hours before finally being taken down. Through sentiment analysis, this algorithm is able to distinguish hate speech effectively through the classification of sentiment. </p> </div> </div> </div>

Alliances and arguments: A case study of a child with persisting speech difficulties in peer play

2012 ◽  
Vol 28 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Alison Tempest ◽  
Bill Wells
Keyword(s):  
Conversation Analysis ◽  
Social Inclusion ◽  
Peer Interactions ◽  
Free Play ◽  
Social Competencies ◽  
Linguistic Strategies ◽  
The Social ◽  
Interactional Analysis ◽  
Communication Needs

The ability to argue and to create alliances with peers are important social competencies for all children, including those who have speech, language and communication needs. In this study, we investigated the management of arguments and alliances by a group of 5-year-old male friends, one of whom has a persisting speech difficulty (PSD). Twelve argument episodes that arose naturally during video-recorded free play at school were analysed, using Conversation Analysis. Overall the data show that the child with PSD was just as likely as one of his friends to be included in, or excluded from, play alliances. Detailed analysis of two episodes reveals that the child with PSD competently used a range of linguistic devices in and around arguments and that his speech difficulties apparently did not impact on his ability to form alliances. This study highlights the need for those of us who work with children to take account of peer interactions and to consider the linguistic strategies that children employ when participating in peer talk and play: the social world in which inclusion and exclusion are accomplished. The study also illustrates the value of qualitative micro-interactional analysis as a research tool for investigating social inclusion and exclusion.

Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners

1992 ◽  
Vol 17 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Timothy J. Landrum
Keyword(s):  
Regular Education ◽  
Teacher Characteristics ◽  
Student Relationships ◽  
Interactional Model ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Coercion Theory ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Interactional Analysis

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.

The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction

1990 ◽  
Vol 9 (2) ◽  
pp. 152-163 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Physical Education ◽  
Observation System ◽  
Positive Interactions ◽  
Sex Composition ◽  
Verbal Interactions ◽  
Class Composition ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Interactional Analysis ◽  
The Relationship

This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

scholarly journals EXCLUSION OF ILLEGALITY OF OFFENSIVE SPEECH GIVEN IN DEFENCE OF A RIGHT OR PROTECTION OF JUSTIFIED INTERESTS

2020 ◽  
pp. 093
Author(s):  
Danilo Kostić
Keyword(s):  
Criminal Code ◽  
Specific Reference ◽  
Scientific Article ◽  
Criminal Offense ◽  
Positive Law ◽  
National Courts ◽  
The Republic ◽  
Basic Features ◽  
Criminal Legislation ◽  
Offensive Speech

This scientific article analyzes the basic features and elements of the criminal offense of insult from the theoretical and normative aspect, with specific reference to the analysis of the conditions necessary for the application of the special legal ground for excluding illegality of offensive speech, stipulated in Article 170 (4) of the Criminal Code of the Republic of Serbia. Relying on the critical analysis of national criminal legislation and a brief review of national courts’ practice, the author points out to the contradiction of adopted legal standpoints when interpreting the disputed provisions, and emphasizes the importance of ensuring uniform and consistent court practice in this field. Proper and complete consideration of the criminal offense of insult, and especially the ground for excluding the illegality of the taken actions, stipulated in the provisions of Article 170 (4) of the Serbian Criminal Code, calls for precise interpretation of these provisions. Inadequate conduct of judicial bodies entails the possibility of convicting the perpetrator of the criminal offense of insult, even if the requisite conditions prescribed in the positive law have not been satisfied.

scholarly journals A taboo topic? How General Practitioners talk about overweight and obesity in New Zealand

2018 ◽  
Vol 10 (2) ◽  
pp. 150 ◽  
Author(s):  
Lesley Gray ◽  
Maria Stubbe ◽  
Lindsay Macdonald ◽  
Rachel Tester ◽  
Jo Hilder ◽  
...  
Keyword(s):  
New Zealand ◽  
Weight Management ◽  
General Practitioners ◽  
Health Professionals ◽  
Secondary Analysis ◽  
Overweight And Obesity ◽  
Full Potential ◽  
Naturally Occurring ◽  
Interactional Analysis ◽  
General Practices

ABSTRACT INTRODUCTION Obesity is overtaking tobacco smoking in New Zealand as the leading potentially modifiable risk to health. International obesity guidelines recommend that health professionals opportunistically encourage weight management with their patients. However, research shows consistently low rates of weight management discussion, suggesting that health professionals may not be realising their full potential to address obesity. AIM To identify communication strategies used by General Practitioners (GPs) to open the topic of weight and weight management in routine consultations. METHODS A secondary analysis was conducted of 36 video-recorded consultations in general practices, selected for relevance from a database of 205 consultations. Content and interactional analysis was conducted in the context of the entire consultation. RESULTS The topic of weight was initiated more often by GPs than patients and was raised mostly once or twice in a consultation and occasionally as many as six times. GPs employed opportunistic strategies twice as often as they used structured strategies. DISCUSSION This study of naturally occurring consultations confirmed GPs do engage in opportunistic discussions about weight. However, such discussions are challenging and interactionally delicate. Highlighting the clinical relevance of weight appears to be effective. The high frequency of patient contact with GPs provides opportunity to reach and work with people at risk of chronic conditions associated with excess weight. Further research is required to identify suitable training and brief intervention tools for use in routine consultations that may be beneficial for both GPs and patients.

Presidential Profanity in Duterte's Philippines: How Swearing Discursively Constructs a Populist Regime

2021 ◽  
pp. 0261927X2110657
Author(s):  
Cristina Jayme Montiel ◽  
Joshua Uyheng ◽  
Nmanuel de Leon
Keyword(s):  
Mixed Methods ◽  
Public Discourse ◽  
Political Power ◽  
The Philippines ◽  
Text Analytics ◽  
Critical Text ◽  
Offensive Speech

Swearing in public discourse represents a contentious rhetorical feature of populist leaders’ transgressive politics. This paper argues that, beyond constituting merely “offensive” speech, swearing generatively accomplishes a host of discursive functions which contribute to the fortification of a populist regime. Taking populist President Duterte of the Philippines as a case in point, we utilize a critical text analytics approach to examine his use of profane language across a corpus of 746 of his public speeches. We find that Duterte discursively harnesses swear words to: (a) affirm vernacular identities with hostile humor, (b) claim outsider virtues against corrupt institutions, and (c) marshal insider force as the nation's sovereign leader. Swearing thus represents a rich discursive resource for populist leaders to navigate their contradictory positions as insiders and outsiders to political power, toward both public endearment and coercion of the nation's people. Our findings suggest the importance of critically examining language in relation to collective-level phenomena like populism and the utility of mixed methods approaches for enriching global psychologies of politics and language.

Enacting burikko

2021 ◽  
Vol 3 (2) ◽  
pp. 195-222
Author(s):  
Junichi Yagi
Keyword(s):  
Target Word ◽  
Language Learning ◽  
Single Case ◽  
Case Analysis ◽  
Original Activity ◽  
Repair Work ◽  
Japanese Word ◽  
Interactional Analysis ◽  
Oriented Activity

Abstract Adopting a single case analysis, this article examines how the learning of the Japanese word burikko is occasioned in a bilingual lunch conversation through enactments that are employed for three interactional purposes: (a) renewal of laughter, (b) vocabulary explanation (VE), and (c) demonstration of understanding. The interactional analysis is enhanced by Praat to respecify the role of prosody in enactments. I first describe how burikko, the laughable of a humor sequence, becomes a learnable through a repair sequence. I then analyze a reinitiated joking sequence, where the VE recipient categorizes one of the co-participants as burikko and escalates the categorization through multimodal enactments. I argue that this jocular mockery, occasioning a demonstration of understanding, exhibits that the learning opportunity has been taken. Furthermore, I discuss how a repair work embedded within a larger humor-oriented activity may afford resources for language learning outside of the classroom, while sacrificing progressivity for intersubjectivity. The fact that the VE recipient, after intersubjectivity has been achieved, resumes the original activity of pursuing humor through the same means employed for the explanation of the target word offers interesting implications for CA-SLA and pragmatics.

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