Relevant bibliographies by topics / Dialogic process

Academic literature on the topic 'Dialogic process'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Dialogic process"

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Shpilnaya, Nadezhda. "Pragmatic Options of the Dialogical Text as a Language Unit." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 2 (June 2021): 47–56. http://dx.doi.org/10.15688/jvolsu2.2021.2.5.

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The purpose of the article is to analyse pragmatic variants of a dialogical text as a language unit. It is assumed that the pragmatic context of the dialogical text (dialogue) actualizing is associated with either informative or phatic intentions. Informative and phatic dialogues appear as pragmatic allotext of a dialogical text. The research methodology is based on the synthesis of derivational and anthropocentric language theories. The process of creating a dialogical text is considered, on the one hand, as a derivational process due to the suppositional relationship between the lexeme and the text, and on the other hand, as a process of interpreting the text in the pragmatic context of its actualization. The material for the study was the recording of oral and written speech of regular native speakers in an informal communication situation. The total number of analyzed speech patterns was 140 dialogic texts – 70 texts of each communication type. It is stated that the pragmatic actualization of the dialogical text is associated with the realization of paradigmatic and syntagmatic connections of lexemes. It is revealed that the syntagmatic model of a dialogical text genesis in informative communication is an adjoining model. A paradigmatic model of dialogic text genesis in informative communication is synonymy. In phatic communication, an attachment model was identified as a syntagmatic model of the genesis of a dialogical text. The paradigmatic model for the production of dialogic text in phatic communication is a homonym model.
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Alrø, Helle, and Lise Billund. "Processual responsiveness in dialogic facilitation." Journal of Workplace Learning 33, no. 2 (February 18, 2021): 137–48. http://dx.doi.org/10.1108/jwl-04-2020-0066.

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Purpose The purpose of this paper is to elaborate on the role of a group facilitator when taking a dialogical stance. A special interest is facilitator’s processual responsiveness and its potential for supporting a dialogic approach to process facilitation. Design/methodology/approach Theoretically, the article is based on dialogue and dialectic relationship theory. Empirically, it is based on pragmatic analysis of excerpts from audio recordings of a two-day process facilitation with an organizational group called KUDIAS. Findings The analysis highlights the importance of processual responsiveness of the facilitator in terms of focused attention to the process as well as to the interpersonal relations between the participants in the process. Being processually responsive, the facilitator supports the process in becoming dialogic toward all participants’ perspectives and in creating a climate characterized by curiosity, wondering, exploration and recognition. However, facilitator’s processual responsiveness also requires the ability to balance the process between support and confrontation. Originality/value Processual responsiveness is developed and discussed theoretically as well as empirically.
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Suryaninova, T. I., and A. S. Fetisova. "Exploring Dialogic Position of Psychology Students in Educational Process." Психологическая наука и образование 26, no. 4 (2021): 80–90. http://dx.doi.org/10.17759/pse.2021260407.

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The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represented by one experimental (20 subjects) and three control groups (20 subjects each). The following research techniques were applied: “Reflectivity as a psychological attribute” by A.R. Karpov; “Assessment of empathy levels” by V.V. Boyko; “Personality orientation in communication” by S.N. Bratchenko. Analysis of the results’ factor structure showed the presence of three fac- tors closely related to empathy, reflectivity, features of dialogic orientation and dialogic position. The study confirmed the hypothesis that there is a relationship between the orientation of the educational process and the development of the dialogic position. The procedure of verification of the developed technique con- firmed its effectiveness in assessing the dialogic position.
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Vitanova, Gergana. "Dialogue in second language learning and teaching." Language and Dialogue 3, no. 3 (November 22, 2013): 388–402. http://dx.doi.org/10.1075/ld.3.3.03vit.

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The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.
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Radchuk, Halyna, and Zoryana Adamska. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 43, no. 1 (September 24, 2019): 122–30. http://dx.doi.org/10.31470/2308-5126-2019-43-1-122-130.

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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.
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Radchuk, Halyna. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 44, no. 2 (December 31, 2019): 120–27. http://dx.doi.org/10.31470/2308-5126-2019-44-2-120-127.

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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue
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Aygun, Hanife Esen. "Dialogic teaching in Turkish courses: What the teachers say and what they do?" Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 111–23. http://dx.doi.org/10.18844/cjes.v14i1.3554.

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In this research, it is aimed to investigate in depth the thoughts and practices of primary teachers regarding the practice of dialogical teaching. This research is designed as a phenomenological. Within the scope of the study, the researcher examined the conditions under which the experiences of dialogic teaching in the learning-teaching process are realised, focusing on the phenomenon of dialogical teaching. Research data are gathered through interviews and observations. 11 primary teachers participated in the interviews as well as with the observations in the classroom of four teachers. In the analysis of the interview data, Moustakas data analysis technique is used. The findings of the interviews show that teachers care about interaction and try to regulate the learning environment accordingly. On the contrary, the findings obtained from the observations do not support the interviews. It is observed that the learning environment is monologue rather than dialogic. Keywords: Dialogic teaching, primary teachers, interaction in class.
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Jones, Raya A. "Towards dialogic epistemology: the problem of the text." Qualitative Research 17, no. 4 (October 17, 2016): 457–72. http://dx.doi.org/10.1177/1468794116671986.

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This article considers epistemological implications of Bakhtin’s dialogism. Bakhtin urged scholars in the human sciences to treat a text as having a voice of its own, to be attuned to its creativity and originality, and to resist conflating one’s image of the author with the actual person who has produced the text. Importing his ideas into the social sciences creates a site of tensions at the disciplines’ boundaries. Yet his characterisation of dialogue applies also to qualitative researchers’ interactions with nonfiction material. Bakhtin contended that a text as an utterance is a unique unrepeatable event; and that a voice is immanent in how the text itself operates: its placement in a dialogical sequence (answerability), its plan (purpose) and the realisation of the plan. Attention to these dynamics could constitute a formative step in the epistemic process of qualitative research, as concrete examples illustrate. A concept of a ‘dialogic triangle’ (utterance, response and their interrelation) is proposed.
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Korn, Carol, and Gilbert M. Trachtman. "Dialogic Process and Psychological Assessment." Special Services in the Schools 14, no. 1-2 (November 24, 1998): 23–40. http://dx.doi.org/10.1300/j008v14n01_02.

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Linklater, Andrew. "Dialogic politics and the civilising process." Review of International Studies 31, no. 1 (January 2005): 141–54. http://dx.doi.org/10.1017/s0260210505006340.

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Recent debates about Habermas's conception of dialogic politics have focused on whether its commitment to ethical universalism has an emancipatory potential or threatens the assimilation of non-liberal forms of life within exclusionary Western cultural frameworks. One way of contributing to this unfinished debate is to ask whether discourse ethics contributes to the modern ‘civilising process’, as Norbert Elias defined that term. All societies, according to Elias, have civilising processes or ways of trying to solve the problem of how persons can satisfy basic needs without ‘destroying, frustrating, demeaning or in other ways harming each other time and time again in their search for this satisfaction’. This formulation invites the question of whether or not the discourse theory of morality is the best available means of extending the civilising process in global politics.
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Dissertations / Theses on the topic "Dialogic process"

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Jones, Jay R. "Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5898.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
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Thanos, Theresa Siemer. "Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585205349866026.

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Singer, Jeremy David. "Dialogic Development Process (DDP) : an action research study into complex community change in an international school." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42479.

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The already complex nature of international schools has been magnified by the multiple external influences of rapid globalisation, the agenda of the Global Education Reform Movement and the increasing commercialisation and corporatism within the sector. As a result traditionally planned change processes have become difficult to sustain. Typically, the success of these planned change processes depends upon the personality and skills of the school leader in attempting to control or reduce the impact of complexity. This study adopts an alternative perspective viewing complexity not as a leadership problem to be managed, but as a potential source of creativity to be embraced. The alternative approach sees change as an emergent social process best delivered through dialogue and embedded leadership. This leads to a conceptual framework of Dialogic Development Process (DDP) as a way to understand how dialogue contributes to emergent thinking and learning, the promotion of an organisational culture of innovation and to sustained organisational change. A mixed methods action research project was conducted over three years. An intervention used a cyclical process of appreciative inquiry workshops to facilitate generative dialogue with the on-going participation of the wider community. The intervention led to better strategic planning and a number of rapid transformative shifts in thinking and practice in the school’s change process. Dialogue contributed to the emergence of innovative actionable and coherent plans. Decentralised control and embedded leadership led to greater participant agency and ownership of outcomes. Community involvement contributed to organisational coherence and a networked perspective, and enhanced the legitimacy of the Head. Though further testing is required the Dialogic Development Process framework holds promise as a model for emergent change in complex organisations like international schools.
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Butler, Colin J. "A certain and reasoned art, the potential of a dialogic process for moral education; Aristotelian and Kantian perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ43509.pdf.

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Ehrich, Kathryn. "A case for dialogic practice : a reconceptualisation of ‘inappropriate’ demand for and organisation of out of hours general practice services for children under five." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/5270.

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The recent expansion of general practitioner (GP) out of hours cooperatives indicates that many British GPs see this as the solution to managing out of hours work, particularly the 'problem' of 'inappropriate' demand. This thesis investigates the highly contentious subject of 'inappropriateness' of demand for out of hours GP services for children under five, and develops a methodology that allows for a reconceptualisation of the issues involved based on the beliefs, assumptions and practices of all those concerned, rather than locating the 'problem' within the province of parents alone, or within the doctor-patient relationship as a bounded system. Using a predominantly sociological and anthropological conceptual framework, the thesis draws on a synthesis of views and practice, bringing those of professionals and parents together with fieldwork observations based in the primary care centre setting. It suggests that contrary to talk about management of the 'problem' in technical, bureaucratic and medical terms, this becomes a moral issue in practice. Scientific or organisational imperatives disguise largely moral proscriptions and examples illustrate ways in which moral and emotional dimensions embedded within these social relations can conflict with particular forms of rationality. The analysis shows how organisational initiatives that fail to take account of such moral frameworks can produce unexpected and unintended consequences. The thesis illustrates the value of what is described as a dialogic process, taking account of the fluidity between voices, layers of time and space, and interchange between researcher, participants, and future audiences. The play of these issues in the rapid and extensive growth of cooperatives is discussed in the wider context of the rhetoric of consumerism and shifts in interprofessional practices and relationships. Negotiation of 'appropriate' supply of and demand for out of hours services has had a major impact on government initiatives for primary care as a whole. Thus key elements in the formation of cooperatives, originally targeted at a more narrow conceptualisation of problems, can be seen as expressing a deeper impetus for change, and serving as vehicles for more fundamental and rapid development.
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Akama, Yoko, and yoko akama@rmit edu au. "The Tao of Communication Design Practice: manifesting implicit values through human-centred design." RMIT University. Applied Communication, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080730.143340.

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This research explores how human values and concerns are manifested and negotiated through the process of design. In undertaking this study, a variety of design interventions were explored to facilitate how values can be articulated and discussed amongst project stakeholders during the design process. These design interventions will be referred to as projects within the exegesis. In this exegesis, I will argue for the importance of a dialogic process among project stakeholders in the creation of a human-centred design practice in communication design. This exegesis explains the central argument of the research and how the research questions were investigated. It presents a journey of the discoveries, learnings and knowledge gained through an inquiry of the research questions. The total submission for this research consists of the exegesis, exhibition and oral presentation. Through each mode of delivery I will share and illuminate how the research questions were investigated.
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Rios, Maria Tereza Ribeiro [UNESP]. "Com engenho e arte: a construção da escrita significativa por crianças de 3ª e 4ª séries." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90145.

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A presente pesquisa tem como preocupação básica acompanhar o processo de construção da escrita por crianças que ultrapassaram a fase convencionalmente chamada de alfabetização inicial, ou seja, alunos de uma 3ª série e série subseqüente, tendo como base alguns fundamentos da arte, buscando observar como se dá, como avança essa construção; como a criança, por intermédio da escrita, vai comunicando seus sentimentos, vai dando significação à sua relação com o mundo, com a arte, consigo mesma; como um trabalho tendo as artes como ponto de partida - na sua eminência enquanto ato criador - pode dotar a escrita de significado para as crianças e trazer resultados reveladores do engenho e da arte presentes em seu ato de escrever. Para tanto, ancora-se, basicamente, em dois propósitos: na criação de um espaço e de condições materiais (dentro de uma escola pública) que possibilitem uma aproximação e exercício, por parte da criança, de uma escrita que lhe seja significativa; e no acompanhamento de como se dá a construção da escrita, atentando para elementos que a fazem significativa, enquanto processo de construção. Organizado em cinco capítulos, o presente trabalho busca estabelecer um diálogo entre a teoria e a prática vivenciada pelas crianças - parceiras e co-autoras desta empreitada. Chama, para isso, pensadores, historiadores, filósofos, escritores proeminentes, revelando-se em seus atos de escrita; e deixa, no final, abertas as possibilidades de outras reflexões e de outros questionamentos, que permitam continuar a busca inesgotável de conhecer como se processa a construção da escrita.
The basic concern of this study is to follow the process of construction of writing of children who have passed the conventional phase known as initial literacy, i.e., students in the third grade and subsequent grade, using as a basis some fundamentals of art, seeking to observe what occurs, how this construction advances; how the child, through writing, communicates her feelings, giving meaning to her relation with the world, with art, with herself; how work that uses art as a starting point - in its eminence as a creative act - can give meaning to writing for children, with results that reveal the inventiveness and art present in their act of writing. It is rooted basically in two proposals: the creation of a space and material conditions (within a public school) that make it possible for the child to approximate and exercise writing that is significant for him; and in following how this construction occurs in the school, attending to elements that make it meaningful as a process of construction. Organized into five chapters, the study seeks to establish a dialogue between theory and the children's practice - partners and co-authors of this endeavor. Thinkers, historians, philosophers, prominent writers are called, revealing themselves in their acts of writing; and leaving open, in the end, possibilities for other reflections and further questioning, that allow a continuation of the inexhaustible search to know how the construction of writing is processed.
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Freitas, Hillene Freire, and 92-99122-4816. "O processo dialógico entre Agentes de Saúde e sujeitos com Diabetes Mellitus 2 na estratégia Sáude da Família em Manaus." Universidade Federal do Amazonas, 2017. https://tede.ufam.edu.br/handle/tede/6677.

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The object of the study was the dialogical process in the care relationship between health care agents and subjects with diabetes mellitus 2, in the primary health care, family health care strategy. The theoretical assumptions of health psychology, community orientation, and concepts about subjectivity, dialogue and mediation in health care were central to our analysis. The main objectives were: to investigate the mediation and dialogue processes of ACS with subjects/users with DM2, inserted in the Hiperdia Program, in a UBSF, in Manaus; To identify the health care practices of ACS in the assigned territory of a UBSF; to characterize the health care practices of the ACS in the Hiperdia Program in the context of this UBSF. The qualitative methodology of the Participating Observation in the field of research (UBSF), used the field diary and documentary material, respecting the ethical norms in research. The researcher was inserted as a participant observer in the daily life of the UBSF, interacting with the professionals of the multidisciplinary team and users of the unit, in a general way. And, more directly, with the community health care agents and users of the Hiperdia Program. In this unit, the five community health care agents were women. All agreed to participate in the research and signed the Informed Consent Term. The analysis of the corpus was performed in coherence with the theoretical assumptions of health psychology and the field methodology used. The results showed the precariousness and vulnerability of the population and dwellings of the affiliated territory of the UBSF, where the ACS work in daily life. The ACS practices are more focused on preventive care work, particularly, observing the behaviors and situations of risk of illness and aggravation of the same, acting as mediators between the users and multidisciplinary team. In the Hiperdia Program, the actions of mediation of the ACS, valued both the subjective aspects of the subjects / users and those of the glycemic control, of the practice of physical exercises in DM2. An example of the care pathways of an ACS in the territory was singled out, highlighting a care relationship in a dialogical process, with availability and solidarity regarding the subjects/users of DM2. In the final considerations, it is suggested the deepening of the research on the dialogic processes underlying the care relationships of the ACS in their daily practice.
O objeto do estudo foi o processo dialógico na relação de cuidados entre agentes de saúde e sujeitos com diabetes mellitus 2, na atenção básica, estratégia saúde da família. Os pressupostos teóricos da psicologia da saúde, de orientação comunitária, e os conceitos sobre subjetividade, diálogo e mediação nos cuidados à saúde foram fundamentais para a nossa análise. Os objetivos principais foram: investigar os processos de mediação e de diálogo das ACS com sujeitos/usuários com DM2, inseridos no Programa Hiperdia, em uma UBSF, em Manaus; identificar as práticas de cuidados à saúde das ACS no território adstrito de uma UBSF; caracterizar as práticas de cuidados à saúde das ACS no Programa Hiperdia no contexto dessa UBSF. A metodologia qualitativa da Observação Participante, no campo investigativo (UBSF), utilizou o diário de campo e material documental, respeitando as normas éticas em pesquisa. A pesquisadora esteve inserida como observadora participante no cotidiano da UBSF, interagindo com os profissionais da equipe multidisciplinar e usuários da unidade, de uma forma geral. E, mais diretamente, com as agentes comunitárias de saúde e usuários do Programa Hiperdia. Nesta unidade, as cinco agentes comunitárias de saúde eram mulheres. Todas concordaram em participar da pesquisa e assinaram o Termo de Consentimento Livre e Esclarecido. A análise do corpus foi realizada em coerência com os pressupostos teóricos da psicologia da saúde e da metodologia de campo utilizada. Os resultados mostraram a precariedade e vulnerabilidade da população e moradias do território adstrito da UBSF, onde as ACS atuam no cotidiano. As práticas das ACS são mais voltadas ao trabalho de cuidados preventivos, particularmente, observando os comportamentos e situações de risco de adoecimento e de agravamento do mesmo, atuando como mediadoras entre os usuários e equipe multidisciplinar. No Programa Hiperdia, as ações de mediação das ACS, valorizavam tanto os aspectos subjetivos dos sujeitos/usuários quanto aqueles do controle da glicemia, da prática de exercícios físicos em DM2. Foi individualizado um exemplo de percursos de mediação de cuidados de uma ACS no território, destacando-se uma relação de cuidados em processo dialógico, com disponibilidade e solidariedade em relação aos sujeitos/usuários de DM2. Nas considerações finais, sugere-se o aprofundamento da pesquisa sobre os processos dialógicos subjacentes às relações de cuidados das ACS em sua prática cotidiana.
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Pellarová, Petra. "Dialog v pedagogickém procesu." Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-361714.

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The given master’s thesis deals with the process of learning which is based on my own experience. I have taught the movement education in two primary schools, one time in a preparatory class and another in a first class. The experience of acting with inner partner attained at the Department of Authorial Creation and Pedagogy has been inspiring. During the classes I have used this predisposition to confirm that it can be used as one of the basics in pedagogical practice. In this paper I map my journey of a pedagogue. The emphasis is on the group and the role of the pedagogue in it. I am also taking into consideration the influence of movement education on the children and the way they learn through movement, which is a part of their personal growth. The interconnection between dancing and the pedagogical practice was essential for writing this paper.
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Brenegan, Lynne Patricia. "Dialogue and process consulting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53313.pdf.

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Books on the topic "Dialogic process"

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Bobbio, Luigi. La qualità della deliberazione: Processi dialogici tra cittadini. Roma: Carocci, 2013.

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Kersevan, Alessandra. Porzûs: Dialoghi sopra un processo da rifare. 2nd ed. Udine: Kappa vu, 1997.

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"After you!": Dialogical ethics and the pastoral counselling process. Leuven: Uitgeverij Peeters, 2013.

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Arguing and communicative asymmetry: The analysis of the interactive process of arguing in non-ideal situations. Frankfurt am Main: P. Lang, 2002.

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Biggeri, Mario, Ambra Collino, and Lorenzo Murgia, eds. Processi industriali e parti sociali. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-608-4.

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Questa pubblicazione è il frutto di un progetto, denominato “Le imprese Toscane in Cina e nella Provincia del Jiangsu: un possibile dialogo di cooperazione tra i sindacati” cofinanziato dalla Regione sui “PIR approfondimenti tematici del 2011”. L’obiettivo di questa ricerca è quello di aprire uno squarcio meno superficiale sulle aziende italiane in Cina e principalmente nella Provincia del Jiangsu, consolidando e qualificando il rapporto ultradecennale tra la CGIL Toscana e il sindacato del JFTU ( Jiangsu Federation of Trade Unions). L’attenzione della Toscana sulla Cina non è infatti determinata solamente dalla presenza di una grande e operosa comunità nell’area pratese e fiorentina ma anche dai consistenti interessi economici delle Imprese Toscane che hanno deciso di mettere radici, attraverso imprese e business, nel Paese che è ormai diventato il punto di riferimento dell’economia mondiale di questi ultimi 15 anni. Basti pensare alla Piaggio di Pontedera ed alle collaborazioni delle Università Toscane, (in particolare Firenze e Pisa), con le Università e Centri di ricerca della Cina e all’attenzione che le Associazioni Imprenditoriali, (Confindustria, CNA ecc.) e Toscana Promozione le stanno dedicando. Come viene ricordato dal dott. Franco Bortolotti, l’Istituto di Ricerche della Cgil Toscana(IRES), in collaborazione con la Provincia di Prato, ha avviato ricerche di carattere socioeconomico mirate a conoscere l’evoluzione e le trasformazioni che stanno avvenendo nel distretto del tessile toscano.
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Kim, Kyŏng-jae. Christianity and the encounter of Asian religions: Method of correlation, fusion of horizons, and paradigm shifts in the Korean grafting process. Zoetermeer: Uitgeverij Boekencentrum, 1994.

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Khabriyeva, Taliya, Igor' Shuvalov, Anatoliy Kapustin, Nelli Bevelikova, Rashad Kurbanov, Olga Shvedkova, Asiya Belyalova, et al. ASEAN is a driving force for regional integration in Asia. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/23222.

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The book introduces the reader to the changing nature of integration processes in Asia under the influence of globalization. The analysis of factors that promote and hinder interaction between the ASEAN countries and non-regional partners of this Association is carried out. The study describes the dynamic processes of economic integration within the framework of the Russia - ASEAN dialogue partnership and features of cooperation in various areas of legal regulation. The author reveals the mechanisms that influence the formation of a region-wide free trade zone for the ASEAN member States, and makes recommendations on priority areas of integration trends in Asia. Particular attention is paid to the specifics of investment regulation in South-East Asia, harmonization of ASEAN legislation in the field of security, taxation, education, prospects for cooperation and legal mechanisms that ensure the implementation of further cooperation programs developed by the ASEAN member States. For researchers, representatives of public authorities, as well as for anyone interested in the dynamics of integration processes in the Asia-Pacific region.
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Giovannini, Paolo, ed. Teorie sociologiche alla prova. Florence: Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-6453-045-1.

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Intellectual integrity and a challenge to rhetoric are the two strategic objectives of those who take up the hazardous path of sociological knowledge. This book does not presume to respond fully, but at least attempts to target these aims. The fruit of many years' teaching and research experience, it adopts a line of interpretation that highlights the point of view of the social agent considered in his close, symbiotic and procedural relation with the society in which he acts; this society is not abstract and generic but explored and construed in the tangible dimension of daily life and social relations. The book is organised with a practically identical layout in all the chapters: in dialogue format it proceeds from the identification of the categories central to the issue addressed through to its empirical application/s, hinging the two together with contributions from the sociological school or writer most relevant to the subject in question.
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Swanwick, Ruth. Dialogic Teaching and Translanguaging in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0004.

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This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.
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Müller, Nicole, and Zaneta Mok. Memories and Identities in Conversation with Dementia. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0009.

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This chapter uses tools from Systemic Functional Linguistics to analyze how two women with dementia share autobiographical memories in conversation. Dialogic interaction is fundamental to human experience, and the sharing of memories is in essence a process of dialogic sense-making. Shared autobiographical stories are part of the dialogic construction and projection of public identities. Autobiographical talk in the conversation analyzed here is sketchy in terms of experiential detail, but rich in appraisal; it is used to construct positive past identities that reflect on present selves. In addition, identity projection and evaluative stances are dynamically adjusted in light of the conversation partner’s reactions, which points to intact dialogic sense-making skills in the presence of moderate dementia.
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Book chapters on the topic "Dialogic process"

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Mazza, Barbara, and Alessandra Palermo. "Creation of Social Media Content and the Business Dialogic Process." In Studies in Systems, Decision and Control, 381–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91860-0_22.

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deBoer, Mark. "Dialogic Inquiry as a Process in the Flipped EFL Classroom." In Innovations in Flipping the Language Classroom, 123–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_10.

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Anderson, Harlene. "Collaborative-Dialogic Practice: A Relational Process of Inviting Generativity and Possibilities." In The Sage Handbook of Social Constructionist Practice, 132–39. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529714326.n13.

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Saunders, Harold H. "The Dialogue Process." In A Public Peace Process, 81–96. New York: Palgrave Macmillan US, 1999. http://dx.doi.org/10.1057/9780312299392_6.

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Saunders, Harold H., Teddy Nemeroff, Priya Narayan Parker, Randa M. Slim, and Philip D. Stewart. "Peace Process." In Sustained Dialogue in Conflicts, 17–22. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137011817_3.

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Saunders, Harold H. "Evaluating Sustained Dialogue." In A Public Peace Process, 221–42. New York: Palgrave Macmillan US, 1999. http://dx.doi.org/10.1057/9780312299392_11.

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Saunders, Harold H. "The Inter-Tajik Dialogue." In A Public Peace Process, 147–70. New York: Palgrave Macmillan US, 1999. http://dx.doi.org/10.1057/9780312299392_8.

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Saunders, Harold H., Teddy Nemeroff, Priya Narayan Parker, Randa M. Slim, and Philip D. Stewart. "Conceptualizing the Process." In Sustained Dialogue in Conflicts, 87–100. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137011817_9.

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Peter, Nixon. "The Dialogue Selling Process." In The Business Developer’s Playbook, 21–72. New York : Taylor & Francis, [2019]: Productivity Press, 2018. http://dx.doi.org/10.4324/9780429446542-2.

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Nemeroff, Teddy. "Place, Process, and People." In Sustained Dialogue in Conflicts, 207–23. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137011817_14.

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Conference papers on the topic "Dialogic process"

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Finkelstein, A., H. Fuks, C. Niskier, and M. Sadler. "Constructing a dialogic framework for software development." In the 4th international software process workshop. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/75110.75118.

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Kimura, Noritaka, Hiroki Ino, Yo Murao, and Hajime Enomoto. "Dialogic modification of picture by interactive process of processing and painting." In Visual Communications and Image Processing '94, edited by Aggelos K. Katsaggelos. SPIE, 1994. http://dx.doi.org/10.1117/12.186016.

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Cohen Zilka, Gila. "The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4502.

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Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.
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Portere, Viktorija, and Baiba Briede. "The Meaning of Constructivist Approach in Mediation and the Role of the Mediator." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.032.

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The process of overcoming a conflict in mediation using constructivist ideas is revealed in the study. A mediator’s roles in the frame of the constructivist approach represent the topicality of the study. The mediator’s role is analysed and the emphasis is on the constructivist frame. The mediator’s pedagogical role is in the centre of the study. In the process of the study, the aim was to find out theoretical explanations of the meaning of the constructivist approach in mediation, how it occurs and what is the role of mediator in the mediation process based on dialogue? The methodology of the study comprises a theoretical assessment of the role of the mediator based on a constructivist approach with a purposeful emphasis on a dialogue between parties. The mediator facilitates a dialogical mediation process being also a pedagogue who helps the parties to learn how to keep a dialogue. Analysis of the mediator’s role and the usage of D.A. Kolb’s learning types in the stages of mediation are the main results of the study. The significance of the study implies a substantiation of various roles of the mediator, constructivist approach with the emphasis on the dialogue and implementation of D.A. Kolb’s learning types in the stages of mediation.
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Casangiu, Larisa Ileana, and Claudia Simona Popa. "Religious Literary Works for Children in the Teaching Process." In DIALOGO-CONF 2020. Dialogo, 2020. http://dx.doi.org/10.18638/dialogo.2020.6.2.3.

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Serikov, Vladislav V. "Communicative Tools For Creating Personality-Developing Situations Within The Educational Process." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.94.

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Brikman, A. V., and O. V. Kravchenko. "Sociocultural component of communicative competence as a basis learning process." In Scientific dialogue: Young scientist. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-22-05-2020-15.

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Noskova, N. YU. "Changes in the budgeting process in accordance with IFRS." In Scientific dialogue: Economics and Management. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-08-11-2019-06.

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Ovcharov, V. E., and A. N. Volkov. "Applied value of athletics exercises in the process professional training of police officers." In Scientific dialogue: Young scientist. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-22-06-2020-03.

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Garifullin, R. YA. "Descaling method and the effect of water quality on reducing intensity heat transfer process." In Scientific dialogue: Young scientist. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-22-05-2019-01.

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Reports on the topic "Dialogic process"

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Cobb, Kelly, Belinda T. Orzada, and Katya Roelse. Process Dialogue: Layering Complexity Through 3D Sketch and Drape. Learnings From Multi-Course Sustainable Design Challenge. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8792.

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Kołomycew, Anna, Agnieszka Pawłowska, Iwona Żuk, Robert Kmieciak, Paweł Antkowiak, Katarzyna Radzik-Maruszak, Dominik Boratyn, Elżbieta Szulc-Wałecka, and Anna Siuda. Od dialogu do deliberacji. Podmioty niepubliczne jako (nie)obecny uczestnik lokalnego procesu decyzyjnego. Raport z badania ankietowego. Ipsylon Pracownia Analiz Społecznych, 2018. http://dx.doi.org/10.15584/2020.2.

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Kołomycew, Anna, Agnieszka Pawłowska, Iwona Żuk, Robert Kmieciak, Paweł Antkowiak, Katarzyna Radzik-Maruszak, Dominik Boratyn, Elżbieta Szulc-Wałecka, and Anna Siuda. Od dialogu do deliberacji. Podmioty niepubliczne jako (nie)obecny uczestnik lokalnego procesu decyzyjnego. Raport z badania ankietowego. Ipsylon Pracownia Analiz Społecznych, 2020. http://dx.doi.org/10.15584/kolomycew.2020.1.

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Haider, Huma. Transitional Justice and Reconciliation in the Western Balkans: Approaches, Impacts and Challenges. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.033.

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Countries in the Western Balkans have engaged in various transitional justice and reconciliation initiatives to address the legacy of the wars of the 1990s and the deep political and societal divisions that persist. There is growing consensus among scholars and practitioners that in order to foster meaningful change, transitional justice must extend beyond trials (the dominant international mechanism in the region) and be more firmly anchored in affected communities with alternative sites, safe spaces, and modes of engagement. This rapid literature review presents a sample of initiatives, spanning a range of sectors and fields – truth-telling, art and culture, memorialisation, dialogue and education – that have achieved a level of success in contributing to processes of reconciliation, most frequently at the community level. It draws primarily from recent studies, published in the past five years. Much of the literature available centres on Bosnia and Herzegovina (BiH), with some examples also drawn from Serbia, Kosovo and North Macedonia.
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Bolton, Laura. Lessons for FCDO Climate Change Programming in East Africa. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.085.

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This rapid review synthesises evidence on FCDO climate projects across the East African region in the following countries; Kenya, Rwanda, Uganda and Tanzania. This review established that sector stakeholders in countries like Rwanda lacked climate impact information. This highlights the need of providing the right information in the right form to meet the end users need. The above case studies have shown the need for consistent and harmonised future climate projections that are country specific. According to a study undertaken in Tanzania and Malawi, understanding the likely future characteristics of climate risk is a key component of adaptation and climate-resilient planning, but given future uncertainty it is important to design approaches that are strongly informed by local considerations and robust to uncertainty. According to the findings from the research, policy incoherence, over-reliance on donor funding, change in leadership roles is a barrier to adaptation. There is also an urgent need for mechanisms for sharing experience and learning from methodologies, technologies, and challenges. Further, Stakeholder dialogue and iterative climate service processes need to be facilitated. This review also explores approaches to communicating climatic uncertainties with decision-makers. Particularly, presentation of data using slide-sets, and stories about possible futures.
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Butyrina, Maria, and Valentina Ryvlina. MEDIATIZATION OF ART: VIRTUAL MUSEUM AS MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11075.

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The research is devoted to the study of the phenomenon of mediatization of art on the example of virtual museums. Main objective of the study is to give communication characteristics of the mediatized socio-cultural institutions. The subject of the research is forms, directions and communication features of virtual museums. Methodology. In the process of study, the method of communication analysis, which allowed to identify and characterize the main factors of the museum’s functioning as a communication system, was used. Among them, special emphasis is put on receptive and metalinguistic functions. Results / findings and conclusions. The need to be competitive in the information space determines the gradual transformation of socio-cultural institutions into mass media, which is reflected in the content and forms of dialogue with recipients. When cultural institutions begin to function as media, they take on the features of media structures that create a communication environment localized by the functions of communicators and audience expectations. Museums function in such a way that along with the real art space they form a virtual space, which puts the recipients into the reality of the exhibitions based on the principle of immersion. Mediaization of art on the example of virtual museum institutions allows us to talk about: expanding of the perceptual capabilities of the audience; improvement of the exposition function of mediatized museums with the help of Internet technologies; interactivity of museum expositions; providing broad contextual background knowledge necessary for a deep understanding of the content of works of art; the possibility to have a delayed viewing of works of art; absence of thematic, time and space restrictions; possibility of communication between visitors; a huge target audience. Significance. The study of the mediatized forms of communication between museums and visitors as well as the directions of their transformation into media are certainly of interest to the scientific field of “Social Communications”.
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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, July 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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