Reciprocation

2. Reciprocation pointless but truenot all inspirationyor excitingbut true nonetheless my life this morningin a piece foryour boredom relief tonight a dull poemfor surebut it took some of your timeaway fromnothingnesscreeping all over you Brittle light 2013 I got upout of bedgot dressedfed the catsand myself turned on the tvnews and weatherlooked outsideit was sunnybut cool on the windows sat, smoked, thoughthalf a day gone

3. Reciprocation I would be the tide that moves your sea as waves of you go breaking through my soul, and you – the gust of wind that plays my flute would hear my drumming in the ocean’s roll. (c) 1995, 2012 Betty Hayes Albright

4. Discourse Analysis and Sampling • Discourse analysis • Semiotic Square • The last assignment • Creating a corpus for analysis

5. Assignments • Literature review presentations ongoing until June 4th • Analysis: We can start when all the data is in and when we have done the training – from the 14th of May • Due date June 28th

7. Sampling

8. Population issues • Can the population be counted? What data is available • Are response rates likely to be a problem? • Is the population literate? • Are there language issues? • Will the population cooperate? • How can we access the population? • What are the geographical restrictions? • Generalisation. • How small is the effect size we are seeking? • What sub-groups do we want to compare? • How do we represent the people who won’t answer?

9. Probability (representative) sampling • Based on statistics which can describe the similarity of a sample to the population that it is supposed represent. • The simplest form of random sampling is called simple random sampling. In this weselect participants from a given population such that each person in the population has an equal chance of being selected. • We’d need at least 500 to get an sufficiently representative sample.

10. Doing a random survey • What’s your view the changes to the student support system? • How many should we sample to get a representative opinion? • Randomly selection from the class. Spreadsheet • Collect data and summarise • Was that representative?

11. Stratified Random Sampling Involves dividing a population into homogeneous subgroups based on one factor and then taking a simple random sample in each subgroup (e.g. culture). Participants are randomly selected within each group. Subgroups might be based several factors (e.g. culture (two), gender and age (two groups)) which would give 8 (2x2x2) equal subgroups within which participants are randomly selected. Latest Political Poll

12. Quota Sample One of the problems with stratified random sampling is that often the sub-groups can be very small and therefore not representative of those subgroups. A “probability” quota sample is where we increase the size of the a sub-group so that we can get a reasonable sample of from that sub-group . For example those of Muslim faith are 1% of the population. If we had a sample of 1000 we would only have 10 Muslim participants. If we set a quota of getting 40 Muslim participants, we would better be able to assess their views, but our sample would overall be less representative.

14. Quota sample

15. Quota sample

16. Purposive sampling • Purposive sampling starts with a purpose in mind and the sample is thus selected to include people of interest and exclude those who do not suit the purpose. Subjects are selected on the basis of some characteristic/s. • Purposive sampling is popular in qualitative research and is mainly used for selecting small samples – for interviews or focus groups.

17. Examples of Purposive Sampling • Extreme or Deviant Case - Learning from highly unusual manifestations of the area of interest • Intensity - Information-rich cases that demonstrate the area of interest very clearly. Critical incident case, Politically Important Case • Maximum Variation - Purposefully picking a wide range of variation within a group • Homogeneous – Reducing variation to get a clear group or sub-group perspective • Typical Case- Illustrates or highlights what is typical, normal or average. (e.g. the average student). Criterion based or Theory based selection

18. Examples of Purposive Sampling • Random Purposeful– random selection from a small pool of participants. This sample would be too small to be called representative . • Purposive Quota Sampling This differs from “probability” quota sampling in the quotas selected may not be representative of a population. For example, when setting up a small questionnaire (48 people) for Muslim participants, Flora Nazari wanted to ensure that she captured certain viewpoints – young and older; males and females; people from West vs people from the East – so she set quotas asking for equal numbers in each of these divisions.

19. Examples of Purposive Sampling • Snowball or Chain - Initially contact a few potential respondents and then ask them whether they know of anybody with the same characteristics that you are looking for in your research. • Opportunistic –Following new leads during fieldwork, taking advantage of the unexpected. • Convenience- The sample comprises subjects who are available in a convenient way to the researcher. • Our sample is mainly convenience, but is also opportunistic - now includes people who just work in MPHS

20. Assignments • Literature review presentations ongoing until June 4th • Analysis: We can start when all the data is in and when we have done the training – from the 14th of May • Due date June 28th

21. Discourse analysis • The analysis of language 'beyond the sentence' • Not a study of grammar - how words and their component parts combine to form sentences. • About meanings created by: • words or signs (semantics) – “used car salesman” • the order of words/signs in sentences or sequences (syntagmatics) PLEASE USE THE TOILET, NOT THE POOL POOL FOR MEMBERS ONLY

22. Discourse analysis • the relationship between words/signs used and their users or context (pragmatics) Dr. “The test is negative” Patient: “Oh no! I’ve got cancer!”

23. Discourse analysis methods Semantic • Use of semiotic analysis • Deconstruction • Creating of meta-narratives Pragmatic • Analysis of the conventions of discourse – turn taking, listenership, how rules of conversation are signaled or marked • Functional analysis of speech acts • Frame/context analysis

24. The fundamental unit of meaning

25. a 'signifier' - the form which the sign takes; and • the 'signified' - the concept(s) it represents

26. Semiotics -the study of signs • Semantics: Relationship between signs and the things to which they refer • Syntactics: The branch of semiotics that deals with the formal properties of signs and symbols, this includes • syntagmatics – how meaning is created by the surface structure and order of events – the syntax of a narrative • paradigmatics – how meanings (paradigms) are created through the substitutional or oppositional relationships a linguistic unit has with other units • Pragmatics: Relation between signs and their effects on those (people) who use them

27. Syntagmatic analysis • studying the meaning that emerges from text structure and the relationships between parts of the text • the most basic narrative syntagm: the linear temporal model composed of three phases - equilibrium-disruption-equilibrium or a beginning, a muddle and an end • This syntagm typifies the way events are related in everyday life – what does it mean when a syntagm is changed - i.e. the narrative is changed to an end, a muddle and a beginning?

28. M moves and gives a task to Bond. • The villain moves and appears to Bond. • Bond moves and gives a first check to the villain or the villain gives first check to Bond. • Woman moves and shows herself to Bond. • Bond consumes woman: possesses her or begins her seduction. • The villain captures Bond. • The villain tortures Bond. • Bond conquers the villain. • Bond convalescing enjoys woman, whom he then loses.

29. Village crime story visual syntax • The autonomous shot (e.g. establishing shot, insert) – long shot of a village [soft and gorgeous] • The parallel syntagm (montage of motifs) - shots of various parts of the village [charming, but with one or two discordant notes] • The bracketing syntagm (montage of brief shots) – two people walking from either of the village [expectation of meeting] • The descriptive syntagm (sequence describing one moment) - they meet [background to the plot]

30. Village crime story visual syntax • The alternating syntagm (two sequences alternating) - he talks, she talks [heated discussion] • The scene (shots implying temporal continuity) - interview series with other key characters [more background] • The episodic sequence (organized discontinuity of shots) - images created from a key character’s piecemeal recollection [excitement of an important discovery] • The ordinary sequence (temporal with some compression) - rapid fire impressionistic sequence - [hot on the trail of the villian]

31. Syntax of an MPHS interview

32. Syntax of an MPHS interview • Organising the interview - challenging • Meeting interviewee, refreshments – being artificially jolly • The interview: breaking the ice - tentative • The interview: the description – getting into the swing • The interview: the evaluation – intense focus • The interview: the solutions – relaxing, but maintaining focus • The interview: the demographics - tired • Debrief – happy and chatty • Celebrate – relieved, excited, it’s done

33. Paradygmatic analysis • Seeks to identify the various paradigms (or pre-existing sets of signifiers, concepts, thought patterns or themes) which underlie the obvious content of texts • Goes below the 'surface structure' of a text • Focus on binary oppositions in the meaning of words, presence/absence of events (contrasts) • Commutation test: the effect of substitution of a binary opposite on the meaning of the text

34. I remember having a boyfriend. He was one of those kind of shapely boys, but muscley you know, and I remember we would be getting ready to go to our school social and he would be moaning about being - he thought he was fat and it was just so annoying. But I suppose that in some ways he was. You know all the rest of us were skinny and stuff and he was sort of muscley. So that gave me the idea how he felt looking at us and how I feel sometimes looking at other boys

35. Looking beyond the surface • What the gender of the speaker? • How old is s/he? • How old is this narrative – this generation, 20 years ago, 40 years ago, ......? • What images or ideas do we get if we believe this as coming from a sincere speaker? • Anything that worries you? Doesn’t quite fit?

36. I remember having a girlfriend. She was one of those kind of shapely girls, but muscley you know, and I remember we would be getting ready to go to our school social and she would be moaning about being - she thought she was fat and it was just so annoying. But I suppose that in some ways she was. You know all the rest of us were skinny and stuff and she was sort of muscley. So that gave me the idea how she felt looking at us and how I feel sometimes looking at other girls.

37. Commutation tests • By substituting age, gender, culture, socio-economic status, etc within a text we can get an understanding of: • What ideas, ways of being are fundamental to a particular group? • The difference in power held by contrasting groups

38. Commutation test from an MPHS interview. This excerpt tells about how some young men behave in MPHS. Like, I knew that someone was crashing into the drive way, but I didn't know the connection of who it was. ..so there's, one of the sons who lives there. I think he was in an accident or something... And so he's got like a hand [that] sort of turns outwards and he limps a lot, and like his speech isn't quite right.... He always waves when he walks up and down the driveway, you think, aww he's nice, he's no harm at all. Umm , it's actually him and his mates that are crashing into the fence [laughing]. .. Drunk, always drunk or having peopled over who are drinking. He was in jail, and there was a crime that he committed.

39. Like, I knew that someone was crashing into the drive way, but I didn't know the connection of who it was. ..so there's, one of the daughter who lives there. I think she was in an accident or something... And so she's got like a hand [that] sort of turns outwards and she limps a lot, and like her speech isn't quite right.... She always waves when she walks up and down the driveway, you think, aww she's nice, she's no harm at all. Umm , it's actually her and her mates that are crashing into the fence [laughing]. .. Drunk, always drunk or having peopled over who are drinking. She was in jail, and there was a crime that she committed. So is does this not have the ring of truth, and the excerpt feels like a young man’s story. Drinking and driving. Have we got a theme here?

40. Oppositions (at the core of themes) • Binary oppositions (logical) e.g. male/not-male, where 'not-male' is inevitably 'female‘ [on/not on, dead/not dead] • Gradable oppositions - comparative grading on the same implicit dimension, e.g. good/bad where 'not good' is not necessarily 'bad' and vice versa – antonyms. [ugly/beautiful, rich/poor] • Converse oppositions whose elements are mutually exclusive, but not gradable, and which together only form part of the universe of discourse - sun/moon, [land/sea, city/country, youth/adult?]

41. Opposition and Markedness • Added morphemes (un-, in-, dis-, etc). Lexical marking - adding a distinctive feature to a word. The word 'happy' is unmarked, whilst the word 'unhappy' is marked. [discreet/indiscreet, trust/distrust] • male/female, man/woman, he/she are unmarked/marked forms • Contextual neutralization. The unmarked term is often also seen as the generic term; the marked term is not. For humanity we used to use the term Man (not sex-specific), he has long been used generically. We talk about our state of happiness which includes our unhappiness • The unmarked form is typically dominant (more desirable or powerful).

42. Starting high school I got a bit depressed. Then I put on a lot of weight, which was quite hard, because I felt unlovable anyway because of my parents and what was happening with friends. And my body just reinforced it, because, when I lacked friends and felt unloved, I didn't have friends. I think I just felt incredibly ugly. I remember just not wanting to leave my room at all.

43. Find unmarked/marked binaries • Find positive and negative terms (courageous, cruel) and try to add a morpheme – un-, in-, dis-, de-, non- can you do it? • Find corresponding negative and positive terms (cowardly, kind) and try add a morpheme - un-, in-, dis-, de-, non- can you do it? • Are marked terms generally negative? • Can you find an negative unmarked word that you can make positive by adding a morpheme

44. Finding out the awful truth by searching for the marked terms

45. I have concern, so I put the bike in a safe place so it won’t happen again. And because we do paper runs I’ve seen almost every bits and pieces of the streets and it’s not that bad. Yeah it’s just in the past or just unfortunate things that happen. Because if you do paper runs you get to see it’s just normal families living there and I don’t see scary things. I don’t see the places where you think I don’t want to go there. • I go there every day, every two hours, and there is a lot of talk that if it was a paid job because most garden co-ordinators work out of their passion, they will do more than what they get paid for anyway because they currently work hard out of their passion unpaid. • And we have a beautiful boy whom I’m assuming is autistic and he’s in his own little world. At one stage he was an ‘army man’ – he had this wooden gun and I’m thinking ‘I don’t know if it was cute or a little unsettling’, he’s probably about twelve – not little, and he would ‘lock’n’load’ as your coming to your car and shoot you(!). • And then it (the cooking class) didn’t happen again. So I feel a bit disappointed about that.

46. Creating Community

47. Mining the transcript • Semiotic square – creating the overview of the themes • Presentations • Attacking the transcript • Assignment 4

48. Power and ‘logical’ binaries • Western thinking, Derrida says, has been founded upon the 'logic' of binary oppositions, such as mind/body, rational/emotional, man/woman, nature/culture, 1st world/3rd world, majority/minority • One term is always given a more privileged position than its opposite, and becomes an ideological position • Understanding logical binaries and their power relations is the basis of deconstruction – a thematic analysis technique

49. Theme of Reciprocity A collective and indigenous definition of resilience can include ...such concepts “obligation, reciprocity, service and support ... compassion, diligence, doing one’s best, goodness, honesty and humility, and focused in the values of alofa and respect.”(Waldegrave, King, Maniapoto et al, 2011)

50. Utu Reciprocity - an important concept concerned with the maintenance of balance and harmony in relationships between individuals and groups and order within Māori society, whether through gift exchange or as a result of hostilities between groups. It is closely linked to mana and includes reciprocation of kind deeds as well as revenge. While particular actions required a response, it was not necessary to apply utu immediately. The general principles that underlie utu are the obligations that exist between individuals and groups. If social relations are disturbed, utu is a means of restoring balance. Moorfield, J (2013) Te Aka Māori-English, English-Māori Dictionary and Index, AUT, http://www.tewhanake.maori.nz/maori-dictionary.cfm