Sarah Hayes – författare

Quantitative Research Methods for Linguistics provides an accessible introduction to research methods for undergraduates undertaking research for the first time. Employing a task-based approach, the authors demonstrate key methods through a series of worked examples, allowing students to take a learn-by-doing approach and making quantitative methods less daunting for the novice researcher.Key features include: Chapters framed around real research questions, walking the student step-by-step through the various methods;Guidance on how to design your own research project;Basic questions and answers that every new researcher needs to know;A comprehensive glossary that makes the most technical of terms clear to readers;Coverage of different statistical packages including R and SPSS.Quantitative Research Methods for Linguistics is essential reading for all students undertaking degrees in linguistics and English language studies.

Quantitative Research Methods for Linguistics provides an accessible introduction to research methods for undergraduates undertaking research for the first time. Employing a task-based approach, the authors demonstrate key methods through a series of worked examples, allowing students to take a learn-by-doing approach and making quantitative methods less daunting for the novice researcher.Key features include: Chapters framed around real research questions, walking the student step-by-step through the various methods;Guidance on how to design your own research project;Basic questions and answers that every new researcher needs to know;A comprehensive glossary that makes the most technical of terms clear to readers;Coverage of different statistical packages including R and SPSS.Quantitative Research Methods for Linguistics is essential reading for all students undertaking degrees in linguistics and English language studies.

This groundbreaking book reports on almost three decades of excavations conducted on the Commonwealth Block – the area of central Melbourne bordered by Little Lonsdale, Lonsdale, Exhibition and Spring streets.

Melbourne grew during the 19th century from its fledgling roots into a global metropolitan centre, and was home to many people from a range of social and cultural backgrounds.In this important study, material culture is used to understand the unique way in which the Martin family used gentility to establish and maintain their middle-class position.

Against the backdrop of embryonic Melbourne, John Thomas Smith left behind his currency roots to become an influential member of society. A widely recognised figure about town smoking a cutty pipe and wearing a white top hat, in 1851 he became Lord Mayor of Melbourne; he went on to be re-elected seven times. His scandalous marriage to the daughter of an Irish Catholic publican, however, and his awkwardly appropriated gentility, made him unpopular with certain sections of society. From 1849 to 1860 Smith and his family occupied 300 Queen Street, Melbourne, one of the first true residential townhouses in the city. Flashy, Fun and Functional: How Things Helped to Invent Melbourne’s Gold Rush Mayor explores the things they left behind.Excavations at the site in 1982 by Judy Birmingham and Associates uncovered a rich and important archaeological record of the Smiths’ lives in the form of a cesspit rubbish deposit. The recovered artefacts can be used to examine the distinctive way the Smith family used material culture to negotiate their position in colonial society. Popular decoration styles and expensive materials suggest the family’s efforts to secure their newly obtained social status. The artefacts evoke the turmoil, volatility and opportunity of life in the first decades of the colony at Port Phillip. They provide an example of the possibility of social mobility in the colony, but also of the challenges of navigating the customs of a newly forming society.

This latest volume in theLearning in Higher Education series, InnovativeTeaching and Learning in Higher Education, brings together examples ofteaching and learning innovations, within the domain of higher education. Theanthology is diverse in nature and showcases concrete examples of innovativeteaching and learning practices in higher education from around the world. Thecontributions come from all scientific disciplines and in all teaching andlearning contexts. The twenty-eight inspiringexamples in this volume show considerable diversity in their approaches toteaching and learning practices; at the same time they improve both studentengagement and student learning outcomes. All the authors argue that theirinnovative approach has helped students to learn differently, better, and more.For those involved in higher education, there is a lot to be gained fromreading these narrative accounts of innovative teaching and learning.

The book presents a cross-disciplinary overview of critical issues at the intersections of biology, information, and society. Based on theories of bioinformationalism, viral modernity, the postdigital condition, and others, this book explores two inter-related questions: Which new knowledge ecologies are emerging? Which philosophies and research approaches do they require?The book argues that the 20th century focus on machinery needs to be replaced, at least partially, by a focus on a better understanding of living systems and their interactions with technology at all scales – from viruses, through to human beings, to the Earth’s ecosystem. This change of direction cannot be made by a simple relocation of focus and/or funding from one discipline to another. In our age of the Anthropocene, (human and planetary) biology cannot be thought of without (digital) technology and society. Today’s curious bioinformational mix of blurred and messy relationships betweenphysics and biology, old and new media, humanism and posthumanism, knowledge capitalism and bio-informational capitalism defines the postdigital condition and creates new knowledge ecologies.The book presents scholarly research defining new knowledge ecologies built upon emerging forms of scientific communication, big data deluge, and opacity of algorithmic operations. Many of these developments can be approached using the concept of viral modernity, which applies to viral technologies, codes and ecosystems in information, publishing, education, and emerging knowledge (journal) systems. It is within these overlapping theories and contexts, that this book explores new bioinformational philosophies and postdigital knowledge ecologies.

The book presents a cross-disciplinary overview of critical issues at the intersections of biology, information, and society. Based on theories of bioinformationalism, viral modernity, the postdigital condition, and others, this book explores two inter-related questions: Which new knowledge ecologies are emerging? Which philosophies and research approaches do they require?The book argues that the 20th century focus on machinery needs to be replaced, at least partially, by a focus on a better understanding of living systems and their interactions with technology at all scales – from viruses, through to human beings, to the Earth’s ecosystem. This change of direction cannot be made by a simple relocation of focus and/or funding from one discipline to another. In our age of the Anthropocene, (human and planetary) biology cannot be thought of without (digital) technology and society. Today’s curious bioinformational mix of blurred and messy relationships betweenphysics and biology, old and new media, humanism and posthumanism, knowledge capitalism and bio-informational capitalism defines the postdigital condition and creates new knowledge ecologies.The book presents scholarly research defining new knowledge ecologies built upon emerging forms of scientific communication, big data deluge, and opacity of algorithmic operations. Many of these developments can be approached using the concept of viral modernity, which applies to viral technologies, codes and ecosystems in information, publishing, education, and emerging knowledge (journal) systems. It is within these overlapping theories and contexts, that this book explores new bioinformational philosophies and postdigital knowledge ecologies.

The book provides a dynamic, cross-sectional, multidisciplinary perspective and dialogue to illuminate the challenges humans face in their interactions with data in their individual postdigital contexts in local communities. It offers unique insights from real cases, collaborations, and projects to extend existing academic theories and frameworks, applied to human data interactions, disadvantage, and digital skills. The book takes the novel approach of establishing co-authorship between cross-sector practitioners from the wider community (such as local authorities, councils, policy makers, small businesses, charities, education and skills providers, and other stakeholders) with international academics and researchers who write about humans, digital skills, and data. This develops an enabling cross-sector environment throughout the book that not only furthers broader understandings concerning data, disadvantage and digital skills in postdigital society, but also shares a template to support others who may wish to adopt this approach to co-authorship and knowledge exchange.The book revisits the Human Data Interaction (HDI) framework (Mortier, Haddadi, Henderson, McAuley, and Crowcroft 2014) through many diverse cross-sectoral perspectives. These are co-authored under the HDI framework’s key tenets of: agency, legibility, negotiability and resistance. These tenets form the main sections of the book, with chapters examining these concepts through both interdisciplinary academic literature and cross-sector dialogue with individuals and agencies from the wider community who work with diverse and often disadvantaged groups.

The book provides a dynamic, cross-sectional, multidisciplinary perspective and dialogue to illuminate the challenges humans face in their interactions with data in their individual postdigital contexts in local communities. It offers unique insights from real cases, collaborations, and projects to extend existing academic theories and frameworks, applied to human data interactions, disadvantage, and digital skills. The book takes the novel approach of establishing co-authorship between cross-sector practitioners from the wider community (such as local authorities, councils, policy makers, small businesses, charities, education and skills providers, and other stakeholders) with international academics and researchers who write about humans, digital skills, and data. This develops an enabling cross-sector environment throughout the book that not only furthers broader understandings concerning data, disadvantage and digital skills in postdigital society, but also shares a template to support others who may wish to adopt this approach to co-authorship and knowledge exchange.The book revisits the Human Data Interaction (HDI) framework (Mortier, Haddadi, Henderson, McAuley, and Crowcroft 2014) through many diverse cross-sectoral perspectives. These are co-authored under the HDI framework’s key tenets of: agency, legibility, negotiability and resistance. These tenets form the main sections of the book, with chapters examining these concepts through both interdisciplinary academic literature and cross-sector dialogue with individuals and agencies from the wider community who work with diverse and often disadvantaged groups.

As Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change.Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students.This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

As Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change.Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students.This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

This book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of postdigital positionality as a dynamic lens through which inclusivity policies in universities might be reimagined. Much is written about Equality, Diversity and Inclusion (EDI) based on an assumption that such principles are already ‘established’ in educational institutions, to ensure fairness and opportunity for all. In this book, readers are asked: what does an airing cupboard have in common with ‘cancel culture’? This opens a provocative debate concerning the disconnect between EDI policy agendas and the widespread digitalisation of society. Written as Covid-19 has converged with existing political economic spaces of technology, culture, data and digital poverty, Postdigital Positionality calls for more ecologically sustainable inclusivity policies.