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Auswahl der wissenschaftlichen Literatur zum Thema „Process-oriented dialogue“
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Zeitschriftenartikel zum Thema "Process-oriented dialogue"
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Krysak, Larisa. „STRUCTURE AND COMPOSITION OF ENGLISH PROFESSIONALLY ORIENTED DIALOGUE OF PROSPECTIVE PHYSICIANS“. АRS LINGUODIDACTICAE, Nr. 2 (2018): 55–63. http://dx.doi.org/10.17721/2663-0303.2018.2.07.
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Background. English professionally oriented dialogue is an integral part of medical professional sphere. It is closely connected to professional responsibilities and professional competence in medicine. English professionally oriented medical dialogue is a complex, multi-faceted process of workplace communication between a doctor and a patient arising from the needs of professional medical practice. It includes perception and understanding of the patient’s needs, information analysis and specific professional interaction between physicians and patients. Purpose. The current paper aims to analyze structural and compositional characteristics of English professionally oriented dialogue of prospective physicians as well as to classify main functional types of dialogues according to phases of the medical consultation. Results. While carrying out the research, the author analyzed more than 150 professional dialogues and authentic audiovisual fragments to select 50 of them for training purposes. The samples correlated with major functional types of workplace dialogues and became the basis for teaching professionally oriented interaction to students majoring in Medicine. Instruction is arranged in such a way that teaching functional dialogic communication (information-seeking and negotiation dialogues) follows the main structural phases of medical consultation. The major structural elements of the medical consultation include: contact, orientation, argumentation, corrective phase. In the course of training, special attention was also given to language aspects of professional dialogues of physicians. Discussion. Developed materials are open to improve the quality of educational programs, manuals and textbooks for future physicians as additional prospects at medical higher education institutions.
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Konchovych, K. T. „THE DEVELOPMENT OF DIALOGUE CULTURE IN THE CONTEXT OF A PERSON ORIENTED PEDAGOGICAL PROCESS“. International scientific journal «Education and Science», Nr. 24(1) (2018): 123–27. http://dx.doi.org/10.31339/2617-0833-2018-24(1)-123-127.
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Xiang, Lu, Junnan Zhu, Yang Zhao, Yu Zhou und Chengqing Zong. „Robust Cross-lingual Task-oriented Dialogue“. ACM Transactions on Asian and Low-Resource Language Information Processing 20, Nr. 6 (30.11.2021): 1–24. http://dx.doi.org/10.1145/3457571.
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Cross-lingual dialogue systems are increasingly important in e-commerce and customer service due to the rapid progress of globalization. In real-world system deployment, machine translation (MT) services are often used before and after the dialogue system to bridge different languages. However, noises and errors introduced in the MT process will result in the dialogue system's low robustness, making the system's performance far from satisfactory. In this article, we propose a novel MT-oriented noise enhanced framework that exploits multi-granularity MT noises and injects such noises into the dialogue system to improve the dialogue system's robustness. Specifically, we first design a method to automatically construct multi-granularity MT-oriented noises and multi-granularity adversarial examples, which contain abundant noise knowledge oriented to MT. Then, we propose two strategies to incorporate the noise knowledge: (i) Utterance-level adversarial learning and (ii) Knowledge-level guided method. The former adopts adversarial learning to learn a perturbation-invariant encoder, guiding the dialogue system to learn noise-independent hidden representations. The latter explicitly incorporates the multi-granularity noises, which contain the noise tokens and their possible correct forms, into the training and inference process, thus improving the dialogue system's robustness. Experimental results on three dialogue models, two dialogue datasets, and two language pairs have shown that the proposed framework significantly improves the performance of the cross-lingual dialogue system.
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Klyatska, H. M. „COOPERATION BETWEEN TEACHERS AND STUDENTS AS BASIS OF PERSONALITY-ORIENTED TEACHING“. Educational Dimension 3 (19.05.2022): 59–67. http://dx.doi.org/10.31812/educdim.5048.
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The article examines the problem of cooperation o f a teacher and pupils as a basis of personally oriented teaching. The reasons o f a low-level of pupils' cognitive, creative activity in the educational process are studied. Special attention is paid to dialogic teaching, which lies in the basis of cooperation of a teacher and pupils, and to the requirements of the organization of educational dialogue.
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Дейкина, Алевтина, Alevtina Deykina, Е. Толмачева und E. Tolmacheva. „Dialogue as an Efficient Tool to Learn Russian as a Foreign Language“. Scientific Research and Development. Modern Communication Studies 8, Nr. 2 (26.04.2019): 63–67. http://dx.doi.org/10.12737/article_5cb6e0c3806094.38990505.
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The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.
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Golota, N. „Dialogic technologies as a component of future teachers’ practice-oriented training“. Pedagogical education: theory and practice. Psychology. Pedagogy 1, Nr. 37 (2022): 47–53. http://dx.doi.org/10.28925/2311-2409.2022.377.
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The article analyzes the peculiarities of the use of dialogue technologies in the educational process of higher education as an integral part of personal and professional development of future teachers. Types of dialogue technologies are considered, the interrelation of such types of dialogue as dialogue of subjects and dialogue of spheres of professional activity in the context of teacher training is substantiated. The following stages of development of dialogical interaction in work with future educators of preschool institutions and primary school teachers are distinguished, as: motivational, emotional-value, cognitive-gnostic, activity. Today, dialogic interaction is considered as one of the main components of all personality-oriented learning models, which involves not only taking into account his life experience, learning opportunities, professional needs, but also their inclusion in the educational process, development not only professional skills and competencies, but also emotional and personal attitude to the world around him, himself and his activities. Interactive technologies, along with information and communication technologies, are able to prepare a person for the realities of modern society, which is dynamically developing, improving and characterized by information saturation. Currently, teacher training requires universal tools for the implementation of both personal and professional development of students. It should be noted that in this context the disciplines of pedagogical and pedagogical cycles have great potential, because their specificity is determined by a special content orientation and value orientations in particular: human orientation as its main goal and value, knowledge of human nature and learning ways to interact with it. , formation of students’ systematic approach to the study of socio-pedagogical phenomena, mastering modern forms and methods of organizing educational and cognitive activities of pupils and students, mastering the technology of effective pedagogical interaction with various actors in the educational process, which determines on this basis the formation of personal activities professional neoplasm’s of the future teachers.
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Park, Jeiyoon, Chanhee Lee, Chanjun Park, Kuekyeng Kim und Heuiseok Lim. „Variational Reward Estimator Bottleneck: Towards Robust Reward Estimator for Multidomain Task-Oriented Dialogue“. Applied Sciences 11, Nr. 14 (19.07.2021): 6624. http://dx.doi.org/10.3390/app11146624.
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Despite its significant effectiveness in adversarial training approaches to multidomain task-oriented dialogue systems, adversarial inverse reinforcement learning of the dialogue policy frequently fails to balance the performance of the reward estimator and policy generator. During the optimization process, the reward estimator frequently overwhelms the policy generator, resulting in excessively uninformative gradients. We propose the variational reward estimator bottleneck (VRB), which is a novel and effective regularization strategy that aims to constrain unproductive information flows between inputs and the reward estimator. The VRB focuses on capturing discriminative features by exploiting information bottleneck on mutual information. Quantitative analysis on a multidomain task-oriented dialogue dataset demonstrates that the VRB significantly outperforms previous studies.
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Majewska, Olga, Evgeniia Razumovskaia, Edoardo M. Ponti, Ivan Vulić und Anna Korhonen. „Cross-Lingual Dialogue Dataset Creation via Outline-Based Generation“. Transactions of the Association for Computational Linguistics 11 (2023): 139–56. http://dx.doi.org/10.1162/tacl_a_00539.
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Abstract Multilingual task-oriented dialogue (ToD) facilitates access to services and information for many (communities of) speakers. Nevertheless, its potential is not fully realized, as current multilingual ToD datasets—both for modular and end-to-end modeling—suffer from severe limitations. 1) When created from scratch, they are usually small in scale and fail to cover many possible dialogue flows. 2) Translation-based ToD datasets might lack naturalness and cultural specificity in the target language. In this work, to tackle these limitations we propose a novel outline-based annotation process for multilingual ToD datasets, where domain-specific abstract schemata of dialogue are mapped into natural language outlines. These in turn guide the target language annotators in writing dialogues by providing instructions about each turn’s intents and slots. Through this process we annotate a new large-scale dataset for evaluation of multilingual and cross-lingual ToD systems. Our Cross-lingual Outline-based Dialogue dataset (cod) enables natural language understanding, dialogue state tracking, and end-to-end dialogue evaluation in 4 diverse languages: Arabic, Indonesian, Russian, and Kiswahili. Qualitative and quantitative analyses of cod versus an equivalent translation-based dataset demonstrate improvements in data quality, unlocked by the outline-based approach. Finally, we benchmark a series of state-of-the-art systems for cross-lingual ToD, setting reference scores for future work and demonstrating that cod prevents over-inflated performance, typically met with prior translation-based ToD datasets.
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Zhou, Yangyang, und Fuji Ren. „CERG: Chinese Emotional Response Generator with Retrieval Method“. Research 2020 (07.09.2020): 1–8. http://dx.doi.org/10.34133/2020/2616410.
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The dialogue system has always been one of the important topics in the domain of artificial intelligence. So far, most of the mature dialogue systems are task-oriented based, while non-task-oriented dialogue systems still have a lot of room for improvement. We propose a data-driven non-task-oriented dialogue generator “CERG” based on neural networks. This model has the emotion recognition capability and can generate corresponding responses. The data set we adopt comes from the NTCIR-14 STC-3 CECG subtask, which contains more than 1.7 million Chinese Weibo post-response pairs and 6 emotion categories. We try to concatenate the post and the response with the emotion, then mask the response part of the input text character by character to emulate the encoder-decoder framework. We use the improved transformer blocks as the core to build the model and add regularization methods to alleviate the problems of overcorrection and exposure bias. We introduce the retrieval method to the inference process to improve the semantic relevance of generated responses. The results of the manual evaluation show that our proposed model can make different responses to different emotions to improve the human-computer interaction experience. This model can be applied to lots of domains, such as automatic reply robots of social application.
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Shevtsova, Olena. „ARTISTIC AND CREATIVE ENVIRONMENT IN THE PROCESS OF FORMATION OF MUSIC-PERFORMANCE COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART“. Academic Notes Series Pedagogical Science 1, Nr. 195 (2021): 145–49. http://dx.doi.org/10.36550/2415-7988-2021-1-195-145-149.
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The article substantiates the pedagogical conditions determined by the essence and content of musical performance activity of the future teachers of musical art. The effective pedagogical condition is the creation of art-creative environment, which integrates competence and personality oriented scientific approaches and is based on the principle of art-pedagogical dialogue. The scientific analysis of the investigated problem allowed determining the pedagogical conditions, which are determined by the essence and content of professional training, peculiarities of art education and allow effectively building the process of formation of musical and performing competence of future teachers of musical art. Such pedagogical condition is determined by the creation of art-creative environment on the basis of competence, personality-oriented and developing learning as pedagogically organized environment, which is conditioned by the specificity of professional activity of a future music art teacher characterized by the systemic interconnection of its objects, integrity, art and aesthetic functionality, provides the use of a set of pedagogical influences, which in turn contribute to the development of professionally significant personal qualities, the formation of artistic and communicative skills, the ability to communicate in a dialogue, creative activity, and to create opportunities for creative self-expression and self-realisation. Dialogue in music pedagogy is the essential basis of music education process, its methodological principle, as the music itself is an act of interpersonal communication. The art-pedagogical dialogue presupposes subject-subject interaction of all the participants of the art communication process, provides its spiritual and emotional richness, contributes to the formation of interpreting skills, development of creative activity of every student. Creating an artistic and creative environment is an effective pedagogical condition based on interdependent scientific approaches to learning, in particular, competence and personality-oriented. Dialogue principles of interaction between teacher and student involve the creation of a new type of communication – artistic and pedagogical dialogue, based on mutual understanding, exchange of views and judgments, evaluative approaches to artistic creativity. The result of such joint activities is the organization of independent creative and exploratory activities of students, knowledge, assimilation and acquisition of creative and executive experience, ability to independent creative activity, self-regulation, self-development, self-expression and self-realization in further professional and life activities.
Dissertationen zum Thema "Process-oriented dialogue"
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Schuitevoerder, Ingrid Rose, of Western Sydney Hawkesbury University, Faculty of Social Inquiry und School of Social Ecology. „Process-oriented dialogue : an inquiry into group work and conflict facilitation“. THESIS_FSI_SEL_Schuitevoerder_I.xml, 2000. http://handle.uws.edu.au:8081/1959.7/349.
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This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiquedDoctor of Philosophy (PhD)
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Schuitevoerder, Ingrid Rose. „Process-oriented dialogue : an inquiry into group work and conflict facilitation“. Thesis, View thesis View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/349.
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This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiqued
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Schuitevoerder, Ingrid Rose. „Process-oriented dialogue : an inquiry into group work and conflict facilitation /“. View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030509.133332/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 2000.A thesis submitted in completion of the degree of Doctor of Philosophy, Department of Social Ecology, University of Western Sydney, Hawkesbury, November, 2000. Bibliography : leaves 351-358.
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Lo, Hsiao Ying, und 羅曉瑩. „The Constructing, Exploring and Struggling of the Identity of Social Worker--a process-oriented approach based on dialogues between differences“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/27779904085391931665.
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碩士東吳大學
社會工作學系
93
Starting from the personal experiences of the researcher, this research tries to explore the construct process of the identity of social worker, and re-construct the professional subjectivity identity of social work at the same time. Considering that writings and dialogues between differences are the best ways to construct the subjectivity of self with the autonomy of professional self, this research proceeds with reflective dialogues. The ambition of reconstructing new frame of social work of the researcher points that this is praxis to realize the subjectivity of profession. The main shaft of this reflective research is based on: 1. the researcher’s reflective thinking of research, 2. the identity of social worker constructing by the education of social work, 3. the power struggles between social work and counseling. At the end, the researcher the research method, a process-oriented approach based on dialogues between differences, with the constructing process of identity of social worker, and then claims that the construct of the identity of social worker must accompany with the participation, with social worker’s personal subjectivity, that could engage him (her) in continual writing and dialogue to construct the identity, with professional subjectivity, of social work.
Bücher zum Thema "Process-oriented dialogue"
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Leubner, Aaron. Unternehmensdemokratie : Als ethisches Ideal und praxistaugliches Modell. Technische Universität Dresden, 2021. http://dx.doi.org/10.25368/2022.403.
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The demand for economic democracy is closely linked to the historical process of industrialization. How democracy should be designed in companies, the positions of the responsible actors diverge, depending on the values, the social position, the preconceptions, the interests, etc. The current 'standards of democracy in companies' have come under the term of 'And have not been further developed legally since the early phase of the Federal Republic of Germany. However, democracy does not mean a perfect static state, but a dialogue-oriented process with the aim of restricting the rule of people over one another. For those responsible in companies, initiative is therefore required if they want to stimulate democracy in companies in the sense of the word. The findings from the literature research were summarized in the form of a guide in order to give the actors an understanding of the implementation of democracy in companies. The expansion of democracy to include the economy is a starting point for promoting social dialogue about a sustainable way of life and legitimizing its implementation.
Buchteile zum Thema "Process-oriented dialogue"
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Mitchell, Christopher M., Kristy Elizabeth Boyer und James C. Lester. „A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue“. In Lecture Notes in Computer Science, 828–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_123.
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Chen, Penghe, und Yu Lu. „An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis“. In AI in Learning: Designing the Future, 91–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_6.
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AbstractStudent problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.
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Pramling Samuelsson, Ingrid. „A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool“. In Methodology for Research with Early Childhood Education and Care Professionals, 21–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_2.
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AbstractThis chapter reports on research that is foundational to much of the work carried out by the members of the network responsible for this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume). The aim of the two studies I will discuss here was to determine whether a metacognitive approach to children’s learning supported children’s sensemaking in preschool. Four preschools were followed, of which two received feedback on their metacognitive dialogues with children from the researcher and two were followed with no feedback, serving as the comparison group. A replication with more groups and teachers was later conducted, with similar results. The development approach consisted of teachers and researchers meeting regularly to jointly discuss the approach to teaching and the content to work with. The content was based on earlier research on how children make sense of different phenomena and content areas. The researchers visited the participating preschools and video-recorded when the teachers carried out activities with children. Afterwards, the recordings were discussed with the teachers. The participants also met once a month to discuss central questions. What development research means in this case will be discussed, as will what contributions the studies made to research (theory) and the development of pedagogy (preschool). There is also a parallel process between teachers and children that will be highlighted. Perhaps one can see this kind of developmental study as the first step towards praxis-oriented research.
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Ryan, Phil. „The limits of dialogue“. In Facts, Values and the Policy World, 119–26. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447364542.003.0012.
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A central theme of this book is that “There is always something to talk about, if we’re willing to talk”: dialogue is not destined to founder when it reaches “ultimate values,” as foundational pessimists claim (chapter 2). Yet we must avoid “dialogic utopianism,” an exaggerated optimism concerning the power of dialogue. Open-minded discussion will yield many fruits, yet not always result in full agreement, because of the “burdens of judgment” (Rawls). Nor can dialogue allow the policy analyst to embrace a pure “facilitator” role and evade the question of truth: truth judgments are unavoidable even in a dialogue-oriented policy approach. There may be tensions between various goals of policy consultation. A participatory process structured to help us find truth on an issue may differ greatly from one that seeks to arrive at a decision that citizens, or some particular group of citizens, can embrace as their own. Finally, the chapter draws on insights from Johan Huizinga and Thucydides to stress that people inevitably engage in dialogue with mixed motives, which can have problematic effects.
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Aceta, Cristina, Izaskun Fernández und Aitor Soroa. „TODO: A Core Ontology for Task-Oriented Dialogue Systems in Industry 4.0“. In Studies on the Semantic Web. IOS Press, 2021. http://dx.doi.org/10.3233/ssw210031.
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Nowadays, the demand in industry of dialogue systems to be able to naturally communicate with industrial systems is increasing, as they allow to enhance productivity and security in these scenarios. However, adapting these systems to different use cases is a costly process, due to the complexity of the scenarios and the lack of available data. This work presents the Task-Oriented Dialogue management Ontology (TODO), which aims to provide a core and complete base for semantic-based task-oriented dialogue systems in the context of industrial scenarios in terms of, on the one hand, domain and dialogue modelling and, on the other hand, dialogue management and tracing support. Furthermore, its modular structure, besides grouping specific knowledge in independent components, allows to easily extend each of the modules, attending the necessities of the different use cases. These characteristics allow an easy adaptation of the ontology to different use cases, with a considerable reduction of time and costs. So as to demonstrate the capabilities of the the ontology by integrating it in a task-oriented dialogue system, TODO has been validated in real-world use cases. Finally, an evaluation is also presented, covering different relevant aspects of the ontology.
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Karlsen, James. „Studenter som aktører i regionale samskapingsprosesser – en ny form for praksis?“ In Aksjonsforskning i Norge, volum 2: Grunnlagstenkning, forskerroller og bidrag til endring i ulike kontekster, 463–85. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.121.ch17.
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This chapter examines the students’ role in regional co-creation processes as a new form of internship. The main argument is that students outside the traditional profession-oriented educational programs in health, social work and teacher education training curriculums, such as master-level students in innovation and knowledge development studies, need practical experiences in real-time interactions with regional actors. Practical experiences are in-the-moment practices constructed in dialogues between actors with different interests and knowledge. Within the research, the aim was to design a course where students and regional actors are both participants and co-learners. As co-learners, it is necessary for students to develop process awareness. The research question is: how is process awareness constructed between students and regional actors? A theoretical grounding for building process awareness is to create learning arenas with specific purpose and democratic dialogue in which to develop process awareness. The key findings from our action research dialogues are: i) the uniqueness of real-life challenges experienced in the co-creation processes with regional actors is difficult to replicate in the classroom (on campus); specifically, relational tensions and/or conflicts-of-interest can only be witnessed real-time, ii) the need to make explicit the time dimension of the co-creation process, and iii) the need to make explicit the evolving (unfinished) work in the co-creation process.
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Pülzl, Helga, und Doris Wydra. „The Evaluation of the Implementation of Sustainability Norms“. In Regional Development, 869–82. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0882-5.ch502.
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Since the Brundtland report the world is still struggling to solve the riddle of sustainability. If there is no “blueprint” for implementing sustainable development, the practical meaning has to emerge out of an interactive process of social dialogue and reflection. Sustainability therefore goes through a constant process of redefinition and interpretation. This question of values and different approaches to implementation becomes particularly important when decision-making and the evaluation of the implementation is taking place in different fora. According to the dominant paradigm the policy process is a linear exercise of problem solving, i.e., the problem is identified, data for the problem analysis is collected and according advice is given to the policy-maker to enable his decision, which is then implemented. The implementation is evaluated by experts who determine the merit, worth or value of the result of this process, thus deciding upon its effectiveness. Against this dominant view, the authors hold that the purpose of evaluation and policy analysis is more than simply “client-oriented” advice, but should be rather about democratic dialogue and critique. Building on the methods of practical deliberation a model for evaluating sustainable development is built using the example of forest policy.
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Knudsen, Kristian N. „Et møde med ”Cleos fremtid”: Teater som performativ læringsarena“. In Kunstens betydning?: Utvidede perspektiver på kunst og barn & unge, 197–213. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.163.ch9.
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In this chapter, the author examines how the performance Cleo’s future creates performative learning processes in the audience’s experience of the stage performance. In the performance, we meet 14-year-old Cleo, who invites five guests to a conversation about her future. Performative learning processes are oriented towards what seems meaningful to the student/participant, and the body is part of this knowledge process (Østern & Knudsen, 2021). Through a diffractive analysis of two situations from the performance and through the concepts middle ground, which I take from Gert Biesta (2018), as well as intra-action and agency (Barad, 2007; Juelskjær, 2019), I bring a wealth of connections, of both a human and non-human nature, into the analysis of the performance. Finally, I discuss how performative learning processes in the encounter with theater can facilitate dialogue with and about the world.
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Evans, Bryan, und Stephanie Ross. „Policy analysis and advocacy in the Canadian labour movement: when the force of argument is not enough“. In Policy Analysis in Canada, 331–50. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447334910.003.0016.
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As states in the early twentieth century established labour ministries to manage and mitigate class conflict, the question of whether and under what conditions the public policy perspectives of the working class and their trade unions could find a hearing within the state became significant. As the labour-capital compromises that characterized the political economy of post-1945 liberal democracies unravelled and the internal architecture of states transformed with the rise of neoliberalism, the labour movement’s policy influence has declined, even within institutions of social dialogue. While it remains strategically important for trade unions to engage in state-oriented policy analysis and advocacy, the force of argument, of good rational analysis, is insufficient in the current era. This exploration of trade unions’ resulting reorientation of their policy advocacy tactics and strategies suggests a creative process of engaging members and the public is underway.
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Voloshyna, Oksana. „APPLICATION OF MODERN PEDAGOGICAL TECHNOLOGIES WHEN TEACHING A FOREIGN LANGUAGE IN THE NON-LINGUISTIC HIGHER EDUCATION INSTITUTION“. In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-6.
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Rapid globalization processes, formation and development of innovation-oriented economy, Ukraine’s integration into the global financial and economic space, which lead to intensification of cooperation with foreign partners, are reflected in all areas of activity and cause new demands for the competence of future professionals, and foreign language communicative competence holds a substantial position. To implement these tasks, the main strategy for the development of the higher education system is the adaptation of curricula to the international level, inclusion of international aspects at all levels of educational and research activities of higher education institutions. Pedagogical technologies are active teaching methods based on the interaction of the teacher with students. When conducting classes with the use of pedagogical technologies, the teacher acts as an organizer, and his main task is to direct the process of information exchange between the students, namely, consolidation of previously learned material, identifying different points of view, increasing student’s activity, combining theoretical knowledge and practical skills. When teaching a foreign language in the non-linguistic higher education institution, pedagogical technologies are distributed according to the type of organization and management of cognitive activity, namely: structural and logical, integrative, game-based, computer-based, dialogue-based, and – training ones. Organization of the educational process with the use of pedagogical technologies allows students to get more professionally oriented information, allows them to ask questions with their subsequent solution. When learning a foreign language in a non-linguistic higher education institution, pedagogical technologies targeted at the development of intercultural foreign language communication of students are used, namely: structural and logical (work in small groups, aquarium); integrative (cluster, cinquain); game-based (Brownian motion, sparring partnership, puzzle); dialogue-based (large circle, carousel); training (decision tree, brainstorming, case method, project method). Harmonious formation of personal and professional self-esteem is an important condition for achieving professional competence of the future specialist. The main objectives of pedagogical technologies in foreign language learning are as follows: social (ability to cooperate, ability to solve problems in different professional situations, mutual understanding skills, active participation, social and professional values and skills, communication skills, mobility, ability to identify personal roles in a professional team), motivational (ability to learn, ingenuity, skills to adapt and be mobile, ability to succeed in professional activities, desire to improve professional level, interests and intrinsic motivation, personal practical abilities, ability to make individual choices and set personal goals), functional (linguistic competence, professional and scientific competence, ability to operate knowledge in professional activities and self-study, ability to use sources of information for the personal development). Mastering a foreign language by the students is the basis for many special disciplines in a non-linguistic higher education institution. Practical skills of foreign language communication cannot exist separately from theoretical knowledge, and this contradiction helps to solve the use of pedagogical technologies, the main of which are practice-oriented teaching methods. Practice-oriented teaching methods help to engage students in professional activities without being excluded from classes. The essence of practice-oriented learning involves organization of the educational process on the basis of the harmony of operational and activitybased components; assimilation of new information and acquisition of skills of practical experience and use of theoretical knowledge when solving vital tasks; awareness of the importance and significance of learning. A practiceoriented learning should be based on practical approach. The purpose of the practical approach is to develop students’ ability to act, and the means of learning for the students should be knowledge that are currently required in various fields of social and professional practice, forming an understanding of where and under what circumstances this knowledge may be useful.
Konferenzberichte zum Thema "Process-oriented dialogue"
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Min, Qingkai, Libo Qin, Zhiyang Teng, Xiao Liu und Yue Zhang. „Dialogue State Induction Using Neural Latent Variable Models“. In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/532.
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Dialogue state modules are a useful component in a task-oriented dialogue system. Traditional methods find dialogue states by manually labeling training corpora, upon which neural models are trained. However, the labeling process can be costly, slow, error-prone, and more importantly, cannot cover the vast range of domains in real-world dialogues for customer service. We propose the task of dialogue state induction, building two neural latent variable models that mine dialogue states automatically from unlabeled customer service dialogue records. Results show that the models can effectively find meaningful dialogue states. In addition, equipped with induced dialogue states, a state-of-the-art dialogue system gives better performance compared with not using a dialogue state module.
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Mi, Fei, Minlie Huang, Jiyong Zhang und Boi Faltings. „Meta-Learning for Low-resource Natural Language Generation in Task-oriented Dialogue Systems“. In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/437.
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Natural language generation (NLG) is an essential component of task-oriented dialogue systems. Despite the recent success of neural approaches for NLG, they are typically developed for particular domains with rich annotated training examples. In this paper, we study NLG in a low-resource setting to generate sentences in new scenarios with handful training examples. We formulate the problem from a meta-learning perspective, and propose a generalized optimization-based approach (Meta-NLG) based on the well-recognized model-agnostic meta-learning (MAML) algorithm. Meta-NLG defines a set of meta tasks, and directly incorporates the objective of adapting to new low-resource NLG tasks into the meta-learning optimization process. Extensive experiments are conducted on a large multi-domain dataset (MultiWoz) with diverse linguistic variations. We show that Meta-NLG significantly outperforms other training procedures in various low-resource configurations. We analyze the results, and demonstrate that Meta-NLG adapts extremely fast and well to low-resource situations.
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Хинчагашвили, Н. Ш. „СТРАНОВЕДЕНИЕ РОССИИ В ПРАКТИКЕ ОБУЧЕНИЯ ГРУЗИНСКИХ УЧАЩИХСЯ РУССКОМУ ЯЗЫКУ НА НАЧАЛЬНОМ ЭТАПЕ“. In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7424.
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The article is dedicated to the possibility of the usage of the lingvo-oriented method for the Georgia students in the teaching of Russian as a foreign language. The aim of the article is to promote the enrichment of knowledge in the field of the Russian language through a dialogue of cultural meanings the presented linguo-and methodological culture oriented model of teaching Russian developed and based on communicative and interactive technologies gives the foreign students opportunity to learn about the culture of Russia and to use the acquired knowledge in the process of intercultural communication. The types of interactive exercises discussed in the article can also be used in the study of the history of Russian literature.
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Refik Caglar, Turgut, und Roland Jochem. „A System Approach for Creating Employee-Oriented Quality Control Loops in Production for Smart Failure Management System in SMEs“. In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002835.
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The basis of effective processes for failure elimination and prevention is formed by quality control loops, which aim to detect and analyse deviations/failures from quality specifications and to take appropriate measures to correct them in time. Quality methods can either be used as controllers (e.g. statistical process control, failure mode and effects analysis) in quality control loops or as a special form of these (e.g. Plan-Do-Check-Act cycle, 8D Report, Six Sigma methodology). For the successful introduction of quality control loops, relevant data should be systematically collected, evaluated and interpreted in order to derive targeted measures as a consequence. Small and Medium Enterprises (SME) rarely have a systematic quality management system for the comprehensive collection and analysis of quality data and their embedding in quality control loops. On the other hand, the increasing complexity of production systems requires the digitalisation and expansion of quality control loops already in use, although they have delivered good results so far. At this point, Artificial Intelligence (AI) is a future key technology that holds significant potential for future value creation. AI-driven data science methods (e.g. machine learning) enable the explanation of complex, correlationally directed relationships in large amounts of data and accordingly contribute to process improvement as well as failure management. In this context, the expansion of quality control loops through digitalised elements and AI methods can help to achieve a smart failure management system.In terms of content, failure management also includes the term "failure prevention" and is not a one-time process, but a continuous process that requires the motivation and understanding of all employees. Furthermore, the concept of "Total Productive Management" also aims at defect-free products and effective production processes and involves all employees in improvement activities to maximise plant efficiency and minimise losses. At this point, SMEs need intelligent, digital and employee-oriented error management systems. The core objective of the paper is to present the conceptual development of a smart failure management system that is in a continuous learning process through interaction with the employee and in this way learns human cognitive problem-solving skills. This approach is intended to detect failures on the shop floor at an early stage in order to identify possible causes of problems and derive measures. If the defect type, cause or measure are not known, the system suggests suitable methods/tools of quality and data science to support employees in problem solving process. In order for the assistance system to have human cognitive problem-solving capabilities, the system must be trained in advance by qualified employees who have extensive technical and methodological knowledge and can apply it confidently. With this in mind, the failure management system is expanded to include two additional subsystems. Firstly, the less competent employees must be taught missing methodological knowledge on the basis of digital learning methods. Then, the learning phase is followed by the employee training, in which the employee is supported digitally and dialogue-based in the selection and implementation of methods as well as the interpretation of results.
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Zaiss, Werner. „Towards European Regulations for Nuclear Installations: Contribution of Nuclear Licensees“. In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75856.
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The European nuclear industry recognises that the liberalisation of the European energy market has led to the deregulation of electricity generation and supply and that diversity of national regulations could seriously distort competition. Undoubtedly, harmonizing regulations is the best way of ensuring that the industry can evolve within a stable legal framework. Consequently, nuclear license holders supported the work of the Western European Nuclear Regulators Association (WENRA) on the harmonization of European safety standards for existing nuclear power plants, as well as for waste and decommissioning. This support led to the creation, within FORATOM, of the ENISS (European Nuclear Installations Safety Standards) Initiative, in May 2005, in Brussels. The principal mission of ENISS is to bring together decision-makers, operators and specialists from the nuclear industry with national regulators in order to identify and possibly agree upon the scope and substance of harmonized safety standards. ENISS currently represents the nuclear utilities and operating companies from 17 European countries with nuclear power programme. ENISS above all provides the nuclear industry with the platform that it needs to express its views, provide expert input and interact fully with regulators throughout the harmonization process. ENISS first task has been to present a common industry position with regards to the Safety Reference Levels that WENRA has proposed. By engaging in constructive debate with WENRA and playing a dynamic role in the process, ENISS also defends the industry’s interests in a proactive way. The work of ENISS is a good example of how dialogue and results-oriented participation with stakeholders can help identify optimal solutions to the problems that our industry faces today. Another task of ENISS is to strengthen the industry influence in the revision work of the IAEA Safety Standards as well as in the European Directive on Nuclear Safety.
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Okyay, Gülce Güleycan, und Demet Ulusoy Binan. „An Odyssey to Heritage Education: The Inspiring Example of Bergama and Its Communities“. In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15462.
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Heritage education constitutes an agenda that has an increasing influence and priority within the current conservation discourse. It is mostly because the notion of this specific type of education itself is not merely a provider of expertise anymore. On the contrary, it is a potential future-making tool whose target audience spreads to all segments of society, emerging generations in particular. By systematic theoretical foundation and applied practices, goal-oriented and innovative educational strategies may easily develop new methods of dialogue and inclusion that generate place-based bonds by propagating more sources of information.In the case of Bergama, or Pergamon and Its Multi-Layered Cultural Landscape as inscribed in the World Heritage List in 2014, the above-mentioned possibility is particularly relevant. As heritage education has become a widely recognized priority for the city, many studies have been carried out by local communities and institutions in line with a common vision. A systematic framework and the main principles of heritage education have been structured in a participatory manner. The heritage of the city, in this regard, has aimed to be transformed into an educational actor itself.This study aims to present the case of Bergama with regards to its pioneering potential in heritage education and communities, in connection with academia, whose guidance starts with the inventory of the urban cultural heritage and progresses with the nomination and inscription on the World Heritage List, and the subsequent capacity building process. Vernacular architecture, as the most fragile heritage with its tangible and intangible values, is also discussed in this holistic context. Following the traces of good practices and sharing broadening experiences provide a general understanding in a relatively new field while demonstrating an inspiring example in the wider context.
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Zeyen, Christian, Gilbert Müller und Ralph Bergmann. „A Conversational Approach to Process-oriented Case-based Reasoning“. In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/762.
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Process-oriented case-based reasoning (POCBR) supports workflow modeling by retrieving and adapting workflows that have proved useful in the past. Current approaches typically require users to specify detailed queries, which can be a demanding task. Conversational case-based reasoning (CCBR) particularly addresses this problem by proposing methods that incrementally elicit the relevant features of the target problem in an interactive dialog. However, no CCBR approaches exist that are applicable for workflow cases that go beyond attribute-value representations such as labeled graphs. This paper closes this gap and presents a conversational POCBR approach (C-POCBR) in which questions related to structural properties of the workflow cases are generated automatically. An evaluation with cooking workflows indicates that C-POCBR can reduce the communication effort for users during retrieval.
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Chooi, Don. „Bear Bodies in Motion: A creative approach in telling a story of bigger, gay male bodies of colour through artistic means as practice-led research.“ In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.80.
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In 2020, I created a body of work that paid attention to the concerns of body image representation of the gay male. The work was shown in a local exhibition in Auckland, called ‘Bear Bodies in Motion’, and it aimed as a critique on the anxieties of body image, especially in the gay bear subculture where there are considerable levels of stigma and shaming of bigger male bodies – made more profound towards bodies of colour. In an attempt at subversion, the creative work, portrayed the bigger body as energetic and aesthetically potent. It combined photography with digital painting and the result was an expression of body acceptance and authorship. Thematically, the image of the gay bear builds on a rich history of homo-oriented art. It plays on the tapestry of the gay identity which determines how it is being represented, negotiated and remixed continually in the gay mainstream. Discourse emanating from gay communities of colour, speaks of attempts to remove colonised attitudes, and in reimagining their heritage and sexual identities authentically. This artistic body of work sought to add to the dialogue that surrounds issues of race, queerness and ‘otherness’. The subsequent conversations which followed the exhibition, unpacked concerns of cultural identity, masculinity and belonging – in which seem to be heavily burdened by western-influenced and racialised notions of performativity. Through research, and taking in the ephemera that surrounds the discourse of the colonised body image, I begun to create work that seeks to further add to the discourse. This heavily illustrated paper reflects on the creative process in the art making of ‘Bear Bodies in Motion’. The methodology underpinning this artistic body of work is ‘reflection-in-action’, and it draws inspiration from research in the ‘lived experience’. Additionally it also consider its move from traditional mediums to the consideration of technology as a platform for storytelling, from the print medium to digital spaces – in this instance, the inclusion of Augmented Reality (AR). With this extension, AR provides the viewer the opportunity to take a more active role in reading the text. The experience moves the work into a more participatory space, where the narrative becomes more palpable and appreciated. The making journey is outlined from conceptual stage to the finalised artistic work from my personal lens who is both artist-maker and design practitioner. This paper also discusses the challenges and conflicts in creating a body of work of this nature. Especially of concern is its need for sensitivity in the representation of non-euro cultures – with greater emphasis given to the consideration for its homosexual themes, and to the identities of my participants as they were from the community itself. This paper also includes my reflections and personal insights in how this approach to a practice-led research has contributed to my own learning and teaching approach. Being an educator myself, this process has given me greater empathy and understanding in the student journey within today’s higher education environment.
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Cohen, Lauro Arthur Farias Paiva, und Nubia Suely Silva Santos. „New demands on design education: from the research to practice“. In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.123.
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One of the contemporary challenges for research and practice in design and materials is the ability to associate technical information on properties and processing of materials with creative activities and applications. Currently, there is a return to artisanal practices and processes, in which there is a continuous dialogue between the designer, the material, and the project. This study demonstrates the relevance of practice-oriented design processes in the construction of knowledge. In an experience facilitated through post-consumer paper recycling workshops with students from the Bachelor of Design course at the State University of Pará (Brazil), ways of producing recycled paper tiles were investigated and the effects of this activity were discussed. The context of the activity is based on theoretical studies in materials and design, with a methodological approach focused on practical experiments in a research and teaching scenario.The research is classified as exploratory. The methodology adopted is based on the experimental method, considering the testing of new compositions and the response of materials to the processes. The recycling process consists of preparing post-consumer paper waste, producing cellulose pulp, and making paper tiles for subsequent painting. The tile alternative was inspired by the architecture of Belém (Pará - Brazil), bringing affective memories and a reinterpretation. In the methodological approach, the residue has its sensory and physical characteristics experienced after paper shredding. The homogeneity of the pulp is crucial for a good surface finish after drying. In the pulp molding step, after tests and research in the literature, silicone was selected as the most suitable material for the mold, also the possibility to form reliefs on the tile surface. During the workshops, each participant had the opportunity to interact with the material, from which the sensory analyzes are verbalized and discussed in the group, looking for alternatives for applications. In the course of the creation of the tiles, the participants expressed their feelings, references, and interests through painting. Different colors and textures worked during the activity give the artifact the characteristic of those who manipulate it. The activity provided a network of contacts and meetings in which students had the opportunity to reflect on waste disposal. One of the contributions to education in materials design is the possibility of dealing with awareness and critical concepts. Participants shared their experiences and stories related to the themes presented, as well as perspectives on sustainability. The workshop enabled the construction of new meanings and experiences with the production of products through the playful aspects of handcrafting, in addition to exemplifying the need to involve the understanding of sensory qualities in the design process. At the end of the activity, pieces with potential for indoor environments were obtained and a permanent art installation was designed at the State University of Pará. Through contemplation, the audience used touch to interact with the pieces, enhance the aesthetics and investigate the individuality of paper tiles. The installation transformed the space into a reference point, a place for meetings and interactions.
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Canto, Aylana, und Ana Helena da Silva Delfino. „The MASP online: the educational strategies from the museum in the pandemic“. In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.69.
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This article has the target sharing the current research of master degree circumscribed into the Program of Post-graduation in Museology from Federal University of Bahia (PPGMuseum/UFBA) oriented by Ph.d Ana Helena da S. Duarte. In our research we make inquiries into the action of cultural mediation proposed and done by the Museu de Arte de Sao Paolo – MASP during the COVID-19 pandemic. In such a way specially, though, on the Instagram Social Media this Museum interchanged and instigated your audience to learn, to interact and to produce with art objects from your collection. Therefore, through the educational strategies we consider Triangular Approach and Online Educational Museum foundation of your path. As mentioned previously the way to introduce the reader, in our research we investigated the online educational actions did it by the Museu de Arte de Sao Paolo MASP, at the moment of COVID-19 pandemic. The investigation pursues and explores the educational strategies elaborated, designed and done by the MASP and your team for your audience in the virtual place, i.e, the online mode. While theories reference, our base, it is three fundamental axis: Educational Theory of Paulo Freire(Educator and Brazilian Philosopher), and the influence into the Brazilian Educational Museum, Triangular Approach used firstly by Ana Mae Barbosa (educator, pioneer in art-education because of her systematization of the Triangular Approach) and the Greimassian’s Semiotic Theory (Research line of Semiotic study the relation among plans of text circumscribed in relationship through the languages, created by Algirdas Julien Greimas, this theory made possible the investigation of the texts). Combined, brings to light the analysis of the production of the sense from the MASP’s audience. Through of the discourses and texts produced by the Museum Educational team, mediated for Cultural Mediation in a constant dialogue with the concept of Online Educational Museum (OEM) proposed by the Researcher Frieda Marti (Ph.D from the Program of Post-Graduation Education College in the University of the State of Rio de Janeiro - PROPED/UERJ). In this logic, the methodological procedure of the research is based on theory approach and bibliography (theoretical instrumentalisation of concepts for the research) and the analytics investigation in a study case (the analysis of discourses of Online Cultural Mediation from MASP during the pandemic). Our highlight, our general objective, is set a relation between educational actions and the methodologic strategies in Online Cultural Mediation developed by MASP, mediated by analysis of the production made for the audience in this process, assumed the action in the virtual as a contribution for the Brazilian Educational Museum, in context of the pandemic and social isolation – from March 2020 to August 2021. For this purpose, our research problem is to think of the Educational Museum in the pandemic. Indeed our path is in the direction to enrich the Educational Museum, therefore one of the main objectives is reflecting and creating a healthy environment to debate the Educational Museum in the context of pandemic and social isolation in Brazil.
Berichte der Organisationen zum Thema "Process-oriented dialogue"
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Бакум, З. П., und В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.
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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, Juli 2022. http://dx.doi.org/10.46661/rio.20220727_1.
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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Shapovalov, Yevhenii B., Viktor B. Shapovalov und Vladimir I. Zaselskiy. TODOS as digital science-support environment to provide STEM-education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3250.
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The amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of unstructured data. The approach to systematization of scientific information based on the ontological IT platform Transdisciplinary Ontological Dialogs of Object-Oriented Systems (TODOS) has many benefits. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform TODOS. An ontological graph with a ranking function for previous scientific research and for a system of selection of journals has been worked out. These systems provide high performance of information management of scientific information.