Showing papers on "Face (sociological concept) published in 2016"

Toward an Anthropological Theory of Value: The False Coin of Our Own Dreams

Abstract: This volume is the first comprehensive synthesis of economic, political, and cultural theories of value. David Graeber reexamines a century of anthropological thought about value and exchange, in large measure to find a way out of ongoing quandaries in current social theory, which have become critical at the present moment of ideological collapse in the face of Neoliberalism. Rooted in an engaged, dynamic realism, Graeber argues that projects of cultural comparison are in a sense necessarily revolutionary projects: He attempts to synthesize the best insights of Karl Marx and Marcel Mauss, arguing that these figures represent two extreme, but ultimately complementary, possibilities in the shape such a project might take. Graeber breathes new life into the classic anthropological texts on exchange, value, and economy. He rethinks the cases of Iroquois wampum, Pacific kula exchanges, and the Kwakiutl potlatch within the flow of world historical processes, and recasts value as a model of human meaning-making, which far exceeds rationalist/reductive economist paradigms.

Face-space: A unifying concept in face recognition research

Abstract: The concept of a multi-dimensional psychological space, in which faces can be represented according to their perceived properties, is fundamental to the modern theorist in face processing. Yet the idea was not clearly expressed until 1991. The background that led to Valentine’s (1991a) face-space is explained and its continuing influence on theories of face processing is discussed. Research that has explored the properties of the face-space and sought to understand caricature, including facial adaptation paradigms is reviewed. Face-space as a theoretical framework for understanding the effect of ethnicity and the development of face recognition is evaluated. Finally two applications of face-space in the forensic setting are discussed. From initially being presented as a model to explain distinctiveness, inversion and the effect of ethnicity, face-space has become a central pillar in many aspects of face processing. It is currently being developed to help us understand adaptation effects with faces. While being in principle a simple concept, face-space has shaped, and continues to shape, our understanding of face perception.

New Chinglish and the Post-Multilingualism challenge: Translanguaging ELF in China

Abstract: Building on the extensive ELF research that aims to reconceptualise English as a resource that can be appropriated and exploited without allegiance to its historically native speakers, this article explores the issue of English in China by examining New Chinglish that has been created and shared by a new generation of Chinese speakers of English in China and spread through the new media. This new form of English has distinctive Chinese characteristics and serves a variety of communicative, social and political purposes in response to the Post-Multilingualism challenges in China and beyond. I approach New Chinglish from a Translanguaging perspective, a theoretical perspective that is intended to raise fundamental questions about the validity of conventional views of language and communication and to contribute to the understanding of the Post-Multilingualism challenges that we face in the twenty-first century.

Social marketing: the state of play and brokering the way forward

Abstract: Contemporary societies around the world face a number of what have been termed ‘wicked problems’ (Churchman, 1967; Rittel & Webber, 1973). These issues include but are not restricted to health ineq...

Disabled students' experiences of higher education in Sweden, the Czech Republic, and the United States : a comparative institutional analysis

Abstract: Students with disabilities face obstacles in their encounters with higher education. The aim of this study is to investigate how the institutional context shapes students' experiences of unequal op ...

Emotion In The Human Face Guidelines For Research And An Integration Of Findings

Abstract: Thank you for reading emotion in the human face guidelines for research and an integration of findings. As you may know, people have look numerous times for their favorite readings like this emotion in the human face guidelines for research and an integration of findings, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they cope with some harmful virus inside their computer.

Euphemism in Arabic: A Gricean Interpretation

Abstract: This paper investigates the nature of euphemism in Arabic. It shows that speakers of Arabic employ four major devices for euphemizing: figurative expressions, circumlocutions, remodelings, and antonyms. The study argues that there is close interaction between the Politeness Principle (Leech 1983) and the Cooperative Principle's maxims of conversation (Grice 1975). Most importantly, it is argued that Arabic euphemisms flout one or more of the maxims of conversation, thus giving rise to Particularized Conversational Implicatures. Consequently, floutings are shown to play an important role in lexical choices in addition to their well-established roles in structural and discoursal choices. used in order to avoid possible loss of face. The dispreferred expression may be taboo, fearsome, distasteful, or for some other reason have too many negative connotations to felicitously execute speaker's communicative intention on a given occasion." A close look at the two definitions will show that they both revolve im- plicitly around the same idea, that is, the intentional utilization of lexical re- sources in language by interactants to achieve the expression of politeness and demureness in human interaction. Such expression is manifest in the con- scious selection of a more polite and demure lexis instead of a less polite one. However, the second definition surpasses the first in two major respects. First, it makes use of the notion of face, which is a key factor to understanding the speaker's intentions and subsequently the lexical correlates in his or her utter- ances. Face wants, whether they be positive or negative (Brown and Levinson 1987), involve watching one's language, among other things, and are meant to facilitate, smooth, and refine interaction. Second, this definition incorporates the notion of felicity (appropriateness), which plays an important role because

An intercultural theory of international relations: how self-worth underlies politics among nations

Abstract: This article introduces an intercultural theory of international relations based on three distinctive ways of establishing self-worth: honor, face, and dignity. In each culture of self-worth, concerns with status and humiliation intervene differently in producing political outcomes. The theory explains important variation in the way states and nations relate to members of their own culture of self-worth, as well as members of other such cultures.

The Face of Humanity Configural Face Processing Influences Ascriptions of Humanness

Abstract: Across three studies, we test the hypothesis that the perceived “humanness” of a human face can have its roots, in part, in low-level, feature-integration processes typical of normal face perceptio...

Teaching notes: using self-efficacy theory in social work teaching

Abstract: Social work educators face the enormous challenge of preparing students to tackle the complex realities they will face in professional practice. In this conceptual article, the author argues for the informed use of self-efficacy theory as one pragmatic guide for the design of teaching methods uniquely suited to social work practice. Research concerning the known sources of self-efficacy is reviewed and recommendations for how this research can be applied in social work education is presented. The strengths and limitations of self-efficacy theory in the context of social work perspectives and values are also discussed.

Nation, Face, and Identity: An Initial Investigation of National Face in East Asia.

Abstract: This research investigates a key concept in East Asia, face, and represents the first attempt to empirically examine the concept of face at the national level. Controlling for the level of national identification, Study 1 employed the scenario experiment method among nationally representative samples of native Chinese and Taiwanese populations and revealed that national face exhibits patterns reverse of personal face. Using the experimental method, Study 2 replicated the findings of Study 1 and provided support for the different mechanisms underneath national face and personal face. Study 3 replicated the findings of Study 2 and additionally showed that national face exerts a significant inhibitory effect on face process. Findings are discussed in terms of possible implications for intergroup and international relations. Expanding on extant scholarship on face and across three studies with different experimental paradigms, this research turns our attention from face at the personal level to face at the national level by introducing the construct of national face and examining its manifestations in East Asia. The results advance our understanding of the psychological mechanism driving face concern in East Asia. They make a strong and unique case for the psychological existence of national face as an empirically distinct construct and an important psychological resource for East Asians.

The feeling of "face" in Confucian society: from a perspective of psychosocial equilibrium

Abstract: Previous research on the feeling of “face” has long described “face” as a complicated phenomenon in Confucian societies. Indeed, the feeling of face is highly context dependent. One may have very different (having or losing) face perception if the same face event occurs in a different context. To better capture the features of how face is felt, effects on possible responses need to be considered. Therefore, this article adopts a perspective of psychosocial equilibrium to elaborate people’s feeling of face in Taiwan, a Confucian society. The first section illustrates the concept of psychosocial equilibrium and its psychodynamic effects on people’s feeling of face. Then, the second section of this article takes positive social situations (having face events) as backdrop to exhibit how people balance their psychosocial equilibrium with different relationships. Following the positive social situations, the third section of this article then focuses on the negative situations (losing face events) to explain how losing face is felt due to unbalance of psychosocial equilibrium with one’s relation in that specific context.

The Development of Body Structure Knowledge in Infancy.

Abstract: Although we know much about the development of face processing, we know considerably less about the development of body knowledge-despite bodies also being significant sources of social information. One set of studies indicated that body structure knowledge is poor during the 1st year of life and spawned a model that posits that, unlike the development of face knowledge, which benefits from innate propensities and dedicated learning mechanisms, the development of body knowledge relies on general learning mechanisms and develops slowly. In this article, we review studies on infants' knowledge about the structure of bodies and their processing of gender and emotion that paint a different picture. Although questions remain, a general social cognition system likely engenders similar trajectories of development of knowledge about faces and bodies, and may equip developing infants with the capacity to obtain socially critical information from many sources.

Exploring the Changing Face of School Inspections

Abstract: Background: A number of countries have had school inspection for many years. The origins of these systems date back to the nineteenth century when mass public schooling was introduced, and education and other emerging public services were required to comply with centrally mandated rules and programmes. In contrast, many countries across the world have only introduced school inspection over recent decades as the perceived importance of educational quality as a driver of economic competitiveness has become influential in state policy. International bodies such as the OECD and, in particular, comparative evaluations of education systems such as PISA have led to a constant stream of interventions and reforms designed to deliver higher student performance outcomes. These factors have driven the growth of inspection. Purpose of Study: The purpose of this study is to provide an analysis of the factors that have led to the rapid rise of inspection as a school governance mechanism. It goes on to examine how developing conceptualisations of the ways in which inspection can be employed to achieve the range of outcomes with which it is tasked are leading to an evolving toolkit of inspection approaches and models. A number of these are examined in detail with a view not only to description but in terms of whether some of the demands that they place on schools are, in fact, realistic in practice. Sources of Evidence: This study used document analysis of policy documents and existing research to deconstruct factors relating to the changing face of school inspection since the late 1990’s. Main Argument: Formal processes of school inspection have become virtually universal. It is also argued that inspection, as it is now widely understood and practiced, has moved quite far from its historical roots and purposes. Inspection is now a complex component of wider modern concepts of public sector management and governance including quality, improvement, accountability, transparency and cost effectiveness. Conclusions: Historically inspection was largely about compliance with rules and to an extent to judge the work of individual teachers. Now, at least, in theory, it is as much concerned with creating a regulatory framework within which schools as organisations can enjoy greater autonomy while simultaneously being held responsible for student performance outcomes.

The "Face with Tears of Joy" Emoji. A Socio-Semiotic and Multimodal Insight into a Japan-America Mash-Up

Abstract: The blog site of the Oxford Dictionaries features a post dated November 16 2015, which announces that, “for the first time ever”, their “Word of the Year” is not a word, but a pictograph: the “Face with Tears of Joy” emoji . The term emoji , which is a loanword from Japanese, identifies “a small digital image or icon used to express an idea or emotion in electronic communication” (OED 2015). The sign was chosen since it is the item that “best reflected the ethos, mood, and preoccupations of 2015”. Indeed, the Oxford Dictionaries’ President, Caspar Grathwohl declared that emojis are “an increasingly rich form of communication that transcends linguistic borders” and reflects the “playfulness and intimacy” of global digital culture. Adopting a socio-semiotic multimodal approach, the present paper aims at decoding the many semantic and semiotic layers of the 2015 “Word of the Year”, with a special focus on the context of cultures out of which it originates. More in detail, the author will focus on the concept of translation as “transduction”, that is the movement of meaning across sign systems (Kress 1997), in order to map the history of this ‘pictographic word’ from language to language, from culture to culture, from niche discursive communities to the global scenario. Indeed, the author maintains that this ‘pictographic word’ is to be seen as a marker of the mashing up of Japanese and American cultures in the discursive practices of geek communities, now gone mainstream thanks to the spreading of digital discourse.

Politeness as collective facework: the case of Swedish Jante Law

Abstract: Politeness rituals can be understood as socially facilitative, performative speech acts that operate at the meso-level of Goffmanian interaction order, translating macro-level cultural scripts into micro-social action. Whereas previous research has focused on individual face-saving, this article examines the implications of politeness for the group face of speech communities, introducing the concept of collective facework. Taking Swedish culture as an example, I observe a tension between two sets of rules: the Nordic code of Jante Law, which frowns upon boasting and encourages humility, and the values of honesty and conversational directness. This is dramaturgically resolved through polite forms of talk, such as strategic reticence and sanctioning verbal domination. These interaction rituals perform collective facework to address negative and positive collective face needs.

Mapping Chineseness on the landscape of Christian churches in Indonesia

Abstract: Scholarship on the Chinese Indonesian community has largely been concerned with the tensions between the community and the majority non-Chinese (or pribumi). The fault lines were usually examined against the background of Suharto’s assimilation policy, the 1998 anti-Chinese riots, the stark imbalance of the nation’s wealth within this minority group, and Chinese loyalty – or chauvinism – in the time of nation-building, and in the face of the rise of modern China. Little attention has been given to Christianity as offering a shelter for the inconspicuous propagation of Chineseness; particularly in terms of the conduct of services in Chinese, the teaching of the language, and business-management leadership. The network of Chinese churches locally, and extending internationally beyond Indonesia, represents a rich field for further scholarship. This article sets out an epistemological map in the service of such research.

Introduction to the Special Issue: Career Development and Intervention in Chinese Contexts

Abstract: Globalization is often viewed as the transition from local economic exchanges to international models of commercial enterprises. It is a movement that has been aided by improvements in technologies and air travel, growth of the Internet and multinational corporations, and the global mobility of capital and labor. Globalization has also had an impact on human psychological development (Arnett, 2002), affecting the export and internationalization of ideas, models, theories, and practices, as well as individual career development. Within the context and current era of globalization, this special issue of The Career Development Quarterly (CDQ) examines career intervention and career education in Chinese contexts.As one example of global mobility related to this special issue, the number of Chinese students enrolled in colleges and universities in the United States has increased from 54,466 in 1999-2000 to more than 274,439 in 2013-2014, a 500% increase (Institute of International Education, 2014). The articles in this special issue therefore address questions such as the following: Which Western models of career development and education have been applied in Chinese contexts? How well do these models work? What cultural adaptations or accommodations have had to be made to ensure that these models are culturally appropriate and effective? Are there culture-specific approaches that have proven to be effective? Embedded within the framework of cross-cultural psychology (Gelfand, Lyons, & Lun, 2011), the articles in this special issue examine the current status of career education and intervention in Chinese societies.Two Types of Chinese SocietiesIn general, two types of Chinese societies exist in the world. One type comprises mainly Chinese populations, such as in mainland China, Taiwan, Hong Kong, and Macau. Chinese culture characterizes the practice of career intervention in these societies. Accordingly, the corresponding challenges and problems of career development are very different from those in Western contexts. The second type of Chinese society consists of a great number of Chinese immigrants who often play important roles in the host society and can be defined as a relatively independent cultural group. Chinese American immigrants, Chinese Canadian immigrants, and Chinese Singaporean immigrants represent typical examples of this kind of Chinese society. In contrast to the first group, these Chinese immigrants have been living in a social and cultural context where Western and Eastern values converge. Accordingly, the influences of multiple cultures on career intervention are often very obvious (Leung, Hou, Gati, & Li, 2011).In fact, for the first type of Chinese society, globalization might improve the influence of multiple cultures on individuals' lives and career development. For the second type of Chinese society, people live in a multicultural situation; therefore, with the advanced development of economies and societies in Chinese settings, Chinese individuals from different settings may meet more serious conflicts when Western value orientations confront their collectivistic values inherent in their cultural contexts (Hwang, 2009). Because young Chinese people are more likely than older Chinese to face important life-career decisions and stand at the confluence of Eastern and Western cultures, they may more likely experience such value conflicts (Kwan, 2009).Challenges to Career Intervention in Chinese SocietiesResearchers, practitioners, educators, consultants, policy makers, and students across a full array of professions, including counseling, psychology, education, and business and industry, often vary in their definitions and uses of terms like career intervention, career education, vocational guidance, career counseling, and life design. In the new paradigm of life design (Nota & Rossier, 2015; Savickas, 2011; Savickas et al., 2009), Mark Savickas and his collaborators conceptually clarify these constructs from an historical perspective. …

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

Abstract: BackgroundAs many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation manag...

The Impact of Cultural Values on Chinese Students in American Higher Education

Abstract: (ProQuest: ... denotes non-USASCII text omitted.)The expanding enrollment of foreign students in American higher education has not only accelerated cultural fusion and promoted economic development, but also has benefitted international students who would not otherwise have access to a quality education. America, dominating the list of the top research universities in the world (Clotfelter, 2010) provides those students with a richness and diversity of subjects, facility of research resources, and high academic standards. As a result, the number of international students has dramatically increased in recent years, with Chinese students being the most plentiful (Bartlett & Fischer, 2011). This expansion has occurred for a number of reasons, including universities' need for cultural and ethnic diversity and their profit-driven orientation. China's growing economy, enormous population, and traditional concept that education is the key to a family's prosperity and happiness (Kwon, 2009), have all encouraged parents to send their children to study in America. However, the influx of students has challenged the faculty and administration of American universities due to a shortage of teaching staff, instructors' struggle to adapt their teaching models to meet the needs of different students, and increased demands for psychological counseling (Bartlett & Fischer, 2011; Chu, 2002; Furnham & Bochner, 1986). In addition, further psychological and physical problems result from the culture shock that plagues Chinese students and hampers their academic achievement.It is the duty of international student officers to help them adapt to the unfamiliar environment (Arthur, 2004), but if the underlying causes for these problems are not discovered, there will be no lasting solution. As an individual's personality is heavily influenced by social and cultural factors (Hsu et al., 2012), such elements should be considered in any proposed solutions. This study attempts to investigate the factors underlying the difficulties that Chinese students face in order to offer suggestions to leaders of higher education, especially international officers, to predict potential problems and resolve them effectively and efficiently.Review of Relevant LiteratureCulture shock, as coined by Oberg (1954), describes the trauma precipitated by the anxiety that results from losing all familiar signs and symbols of social intercourse (p. 142). Hall (1959), on the other hand, interprets culture shock as the replacement of familiar cues and symbols with the unfamiliar ones of a new environment. Adler (1975) defines it as "a set of emotional reactions" (p. 13), while Pedersen (1995) holds that it is "the process of initial adjustment to an unfamiliar environment" (p. 1). Regardless of the emphasis, all definitions of culture shock share the commonalities of cultural confusion and emotional discomfort.Because of the sharp differences of the two cultures, Chinese students inevitably confront culture shock when pursuing higher education in America, which may produce psychological problems (Furnham & Bochner, 1986; Ying, 2012). Many of the preceding studies about Chinese students studying abroad discuss the hardships that they face as a result of the new environment, including language barriers (Liu, 2002; Yan, 2009; Yuan, 2011), lack of effective communicative skills (Shi, 2011), negative stereotypes (Zhao, 2005), ethnic discrimination, and personality differences (Kwon, 2009). These challenges directly or indirectly bring about certain negative effects: hatred of exotic cultures, resistance to studying English, self-isolation, and poor academic performance (Chou et al., 2011). In addition, culture shock challenges the faculty and international student offices that interact with the Chinese students, because they must alter their pedagogies and practices (Bartlett & Fischer, 2011). Much of the previous research suggests that universities should take actions to help Chinese students deal with culture shock by improving counseling services (Arthur, 2004), enhancing social integration (Owens & Loomes, 2010), self-understanding, and self-control (Qin & Lykes, 2006). …

Politeness strategy in indonesian translation: has it already changed?

Abstract: Politeness strategies show how people maintain and save other’s face in communication. Indonesian people tend to used negative politeness to show respect to others through language, meanwhile English people tend to use positive politeness. This paper aims at examining the translation of politeness strategies of directive acts used by four characters in Dan Brown’s novel entitled Deception Point and its two Indonesian translation versions. It is a qualitative research. Data were taken by using purposive sampling and analyzed by comparing linguistic markers of politeness strategies used by 2 male politicians and 2 female political advisors in giving directive acts in source text and translation texts. The result shows that: (1) all novels use more positive politeness strategies; (2) there is a tendency that the 2015 translation version used less negative politeness strategies than the old translation version; (3) It reveals that politeness stratagies in giving directive act in the translation and rank of imposition (illocution force) are changed. As a literary work, it could be the reflection of Indonesian language condition today or would influence the reader’s politeness strategies.

Criticality and the exercise of politeness in online spaces for professional learning

Abstract: This research examines masters-accredited online professional learning aimed at fostering criticality and a disposition to collective professional autonomy. Drawing on a model of online learning conceived as a nexus of cognitive, social and teaching presence, we focus principally on the interaction between cognitive and social presence, and the ways in which written language mediates social presence in fostering a critical disposition to professional learning. A key concept for analysing this is politeness , predicated on Goffman's construct of ‘face’, i.e. the work individuals do in presenting themselves to others. We conclude that the ‘collective face wants’ of the online community led to the creation of an online space in which participants were supported by their peers to do ‘being critical’. The purpose of the analysis presented here is to contribute to theory around ‘social presence’ in order to further the understanding of collaborative learning in online spaces and hence to support the development of pedagogical practices aimed at facilitating this.