Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper outlines some of the major discussions in the field of Communist and Post-Communist studies. It offers one of the possible approaches to answering the question of where the scholars of ECE can take the research next.

Publication Type: Session Presentation
Abstract: STARTALK provides funds for summer programs in the US for learners and teachers of critical languages: in 20007, Arabic and Chinese for K-16 teachers and high school students. We will discuss lessons learned, resources from STARTALK for other programs, and current information on 2008 and beyond (Persian Farsi, Korean, Hindi).

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The paper will review the findings of the other presenters in the session concerning the differences between Aboriginal and non-Aboriginal offenders in their experiences of court and conferences in the RISE experiments and their attitudes to these experiences, and their different subsequent reoffending patterns. It will then discuss the policy implications of these findings for prevention of future crime.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In that set of studies where the topics of gender, aging and the life course overlap, there has been an impressive accumulation of research on women’s careers and the disparities between the incomes and employment trajectories of women and men. A wide array of studies has shown the importance of age, class, race, marital status, educational level, and national culture for gender differences in time use and occupational attainments. Two findings recur: first, that sex differences in life patterns and attainments are on the decline; and second, that the differences that persist continue to show disadvantage among women. After briefly summarizing some major accomplishments of the past two decades, this paper asks what other questions should now be investigated. It proposes that, building on what is now well established, researchers look more within similar demographic groups to examine the individual life-course experiences that result in different major outcomes. What outcomes are most important to investigate is for the research community to decide. Possibilities include occupational destination (social worker, engineer), type of gender role (traditional, modern), or role in the community (activist, volunteer, policeman). Answering these questions would push inquiry deeper and move life course research toward greater attention to issues of individual agency and choice.

Publication Type: Session Paper
Abstract: This paper examines the deployment of ‘exactly’ as a response. Speakers use exactly to respond to confirmable assertions (e.g. when someone proposes something about a co-participant’s feelings, beliefs or actions) as a way to convey that the assertion “hit the nail on the head.” Speakers also can use exactly to assert an entitlement to confirm an assertion even when that entitlement was not a feature of the prior turn’s composition. In this position, exactly treats the prior turn as a proposal or candidate understanding even thought it was not delivered as such. By dealing with a prior turn in this way, speakers assert the authority to judge a claim for its accuracy or adequacy.
The use of exactly as a “hit the nail on the head” response to a confirmable can be seen in the following excerpt. Here Zack has just explained that sometimes he feels like a “rapist” when he has sex with his boyfriend. In response, Jason proposes to Zack two less extreme formulations of his (i.e. Zack’s) action – which Zack is entitled to confirm. Zack strongly confirms both with “exa:ctly.”
[ P B & F ]
01 JASON: [So basically [you fee]l like you're talking
02 DANNY: [ Why:. ]
03 him into something he doesn't want to ?do:.=
04 ZACK: =exa:ctly.
05 (0.5)
06 ZACK: o[r,]
07 JASON: [ I]'m with you.
08 ZACK: rapin‘um.
...
09 JASON: [O]r just.
10 (0.3)
11 JASON: for[ c i ]ng him >to do something he doesn't=
12 DANNY: [°h(hh)°]
13 JASON: =[wanna do.<]=
14 ZACK: =[ e x a : c [tly. ]
15 JASON: =[yeah.]

In this way Zack aligns Jason’s formulation with his own and conveys that what Jason has just proposed “gets at the heart” of Zack’s original formulation.
This device can then be used for “unintended” confirmables to assert authority over something that a speaker is not prima facie entitled to confirm. Struggles concerning “who is agreeing with whom” (Schegloff, 1996) have been identified as one recurrent way in which the distribution of and rights to knowledge become a matter explicitly attended to by participants. By analyzing uses of exactly we can begin to see how claims of independent knowledge, and ‘who is agreeing with whom,’ are consequential for a range of actions and sequential contexts, and the social world built through them.