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This study probes the psychological interplay between investor sentiment and the returns of cryptocurrencies Bitcoin and Ethereum. Employing the Granger causality test, the authors aim to gauge how extensively the Fear and Greed Index (FGI) can predict cryptocurrency return movements, exploring the intricate bond between investor emotions and market behavior.

The authors used the Granger causality test to achieve research objectives. Going beyond conventional linear analysis, the authors applied Smooth Quantile Regression, scrutinizing weekly data from July 2022 to June 2023 for Bitcoin and Ethereum. The study focus was to determine if the FGI, an indicator of investor sentiment, predicts shifts in cryptocurrency returns.

The study findings underscore the profound psychological sway within cryptocurrency markets. The FGI notably predicts the returns of Bitcoin and Ethereum, underscoring the lasting connection between investor emotions and market behavior. An intriguing feedback loop between the FGI and cryptocurrency returns was identified, accentuating emotions' persistent role in shaping market dynamics. While associations between sentiment and returns were observed at specific lag periods, the nonlinear Granger causality test didn't statistically support nonlinear causality. This suggests linear interactions predominantly govern variable relationships. Cointegration tests highlighted a stable, enduring link between the returns of Bitcoin, Ethereum and the FGI over the long term.

Despite valuable insights, it's crucial to acknowledge our nonlinear analysis's sensitivity to methodological choices. Specifics of time series data and the chosen time frame may have influenced outcomes. Additionally, direct exploration of macroeconomic and geopolitical factors was absent, signaling opportunities for future research.

This study enriches theoretical understanding by illuminating causal dynamics between investor sentiment and cryptocurrency returns. Its significance lies in spotlighting the pivotal role of investor sentiment in shaping cryptocurrency market behavior. It emphasizes the importance of considering this factor when navigating investment decisions in a highly volatile, dynamic market environment.

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.

This paper describes oral language as a multi-faceted and unconstrained phenomenon, including its social purpose in societies and the implications of this for education. It provides a critique of the concepts of oral language which have come to dominate literacy and language education policy across the Organisation of Economic Collaboration and Development (OECD) in Anglophone countries like Australia. This paper synthesises the interdisciplinary evidence regarding the nature of oral language from the broad field of “language sciences” and explains the implications of this for literacy education. The paper includes recommendations for educational research, school leaders and policymakers.

A synthesis of interdisciplinary evidence from across the “language sciences” is outlined, drawing on Aristotle’s notion of sound with meaning. The evidence highlights the emphasis given to “sound” and “meaning” within various perspectives and shows that meaning is essential to oral language and provides a lens with which to evaluate educational policy and practice.

Findings from a synthesis of evidence across the language sciences and research on school-based practice suggest a number of implications for policy and practice in linguistically diverse settings. Firstly, phonological awareness through musical and drama processes can be applied in the early years of oral language development. Secondly, that oral language is a complementary communicative tool rather than an isolated practice. Finally, that oral language for the classroom may better reflect language’s social purpose to coordinate around meaning.

This paper is an important clarifier at a time when the place of oral language has become constrained within particular educational models in the Anglosphere. This paper highlights that oral language is a basis for learning to read and write throughout the schooling years, but also in life in the ongoing generative work that language allows and demands.

Brand image remains a “nebulous” construct with very few frameworks dedicated to understanding the process of uncovering brand image. This is supported by explicit calls for greater clarity on how to examine brand image, particularly in different settings. Political branding is one setting that has received some attention, however, research has focused on “party” political brands and neglected “non-party” brands (independent candidates). Therefore, this study aims to examine how young citizens interpret independent non-party brands through the theoretical lens of brand image in the context of Guernsey and develop a systematic brand image framework that provides greater clarity to this topic area.

A qualitative interpretivist approach using focus group discussions was adopted to investigate the phenomenon from the perspective of young voters 18–24 years of age. Focus group discussions ceased upon reaching theoretical saturation and a six-staged thematic analytical strategy was adopted to analyse the findings.

This study revealed deep insight into the political brand image of non-party brands from the perspective of young voters in an under-explored context. More specifically, this study uncovered that Guernsey’s political brands were seen as “accessible”; however, there was little differentiation, identification and connection between young voters and politicians. Further, this study uncovered a series of opportunities for strategists such as the desire for a younger generational view and younger representation in the Guernsey Parliament and greater clarity, distinction and authenticity related to political brand image.

This study addresses explicit calls for further research on brand image with a distinct focus on non-party political brands. Further, this study concludes by presenting the “consumer brand image schema”; a systematic framework which can be used to uncover brand image within and beyond the setting of politics. Further, the framework operationalises the complex concept of brand image and provides a three-stage process to examine and develop brand image. This will enable strategists to develop targeted strategies and adopt appropriate tactics to manage brand image to ensure brands are differentiated and interpreted as authentic, relatable, engaging, accessible and identifiable.

This study aims to examine competition between global professional service firms (GPSFs) and Chinese local audit firms (LAFs) over the past four decades, explaining the process and outcomes of this competition in relation to shifting economic policy priorities.

The authors analysed pertinent documents and media reports through the lens of strategic action field (SAF). The authors interpret the dynamics of the competition against the background of the shifting framing of Chinese economic policies.

The authors find that frame alignment with the state’s priorities in China enabled GPSFs and LAFs to secure stronger market positions relative to each other in different episodes of the Chinese policy landscape. The Chinese state’s marketisation reforms conditioned the outcome of the competition between GPSFs and LAFs. Initially, GPSFs gained access to the Chinese accounting field and achieved a strong market position by leveraging China’s “open-door” policy. This situation was reversed when China’s economic policy shifted to “going global” because Chinese LAFs pursued internationalisation framing thereby aligning with the state’s priority of internationalising the economy.

Using the lens of SAF, this study offers theorised insights into how transnational competition in the accounting field plays out in a non-Western state setting.

This study explores the determinants of public willingness to comply with COVID-19 regulations to address the research gap at the intersection of public health and law enforcement within the unique sociocultural context of Taiwan.

Utilizing survey data from New Taipei City in 2021, the analysis involved multiple linear regression models to assess the influences of psychological conditions (i.e. distress and self-efficacy), community compliance and perceptions of government (i.e. general trust in government and specific perceptions of police procedural justice) on compliance tendencies while controlling for individual demographics.

The results indicated that self-efficacy, perceived community compliance, trust in government, and police procedural justice are positively associated with public compliance with COVID-19 regulations. Among these variables, trust in government and police procedural justice were identified as the most prominent factors, followed by self-efficacy and perceived community compliance. As demographic factors such as age, gender and education did not significantly affect willingness to comply, psychological, social and governmental influences are more powerful determinants of compliance than static demographic characteristics.

This study provides empirical evidence from Taiwan on the factors shaping public compliance during an unprecedented global pandemic. It highlights the importance of fostering governmental trust and enhancing police procedural justice during periods of stability to secure compliance with public health directives in times of crisis.

We know how to structure violence. The military industrial complex and its auxiliary institutions, such as the private weapons and securities industries, are prime examples. When we use the Galtungian lens and add ecoviolence to Johan Galtung’s classic direct–structural–cultural violence triangle, we get a violence diamond, or perhaps more accurately, a web of violence (see Turpin & Kurtz, 1996). To what we often think of as violence (which is direct), we must add the institutions structured to harm individuals, groups, cultures, and the ecosphere itself. We could, however, build sustainable development with direct, structural, cultural, and ecological nonviolence. We already have institutions that structure nonviolence – or often both violence and nonviolence in contradictory simultaneous ways: families, faith and cultural institutions, and friendship networks. We also have numerous peaceful societies, economies, and cultures that provide models such as Bhutan’s Happiness and Well-being paradigm. Jennifer Turpin and I wrote about the Web of Violence in 1996, which we collectively weave from micro to macro levels of life, but we also need to attend to and weave a Web of Nonviolence. This chapter investigates how we can be more intentional and systematic in weaving a nonviolent web, following a three-step Gandhian process: research, analyse, and mobilise.

The paper aims to develop a coherent understanding of literacy assessment, one that draws on current conceptualising of assessment generally while accounting for the complexity of literacy and literacy development. It responds to The Foundation for Learning Literacy Touchstone #8, offering a view of assessment as an “eco-system” comprising national, system, school and classroom sites and argues for recognition of the crucial place of teachers’ expertise and professional judgement.

The paper reports on action-oriented research in which upper primary teachers worked with an education academic to improve writing pedagogy in their classroom practice. Part of a larger project which took a genre-based, disciplinary literacy approach, the paper focuses on five year five teachers who collaboratively designed and implemented a literature study in each of their classrooms. Data collected included planning documents, exemplar texts, student work samples, teacher reflections and interviews and student interviews. Data were mapped against the teachers’ goals with respect to genre and literary concepts and analysed for key concepts related to current conceptualisations of assessment.

The paper offers insights into the interconnection between curriculum, pedagogy and assessment. It demonstrates how the teacher–participants planned for literacy and content and how they drew on formative assessment at different points of the teaching–learning cycle to support students to successfully complete a culminating writing task. In doing so, it demonstrates the expertise of the teachers in weaving together formative and summative assessment as well as the complexity of literacy assessment that cannot be captured entirely in one-shot assessments or diagnostic tests. Such complexity requires the richness possible when curriculum, pedagogy and assessment are aligned, as is evident in the case study.

The action research approach offers opportunities to develop deep understandings of the site but cannot be generalised to other sites. However, the detail with which we describe the practices means aspects of the study may be recognisable as like those in other sites.

The paper brings together a range of disparate literacy assessment practices in a coherent and accessible way that policymakers, schools and teachers will find generative. It will be useful for preservice teachers who often witness a range of practices in schools and wonder how they fit together. It also offers a means of communicating with media and other commentators about literacy and literacy assessment in an educative way.

The paper fulfils an identified need for a coherent approach which brings together the many practices and tools that currently exist in systems, schools and classrooms.