Relevant bibliographies by topics / Issue discussions

Academic literature on the topic 'Issue discussions'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Issue discussions"

Ehara, Yumiko. "Main Issue in Discussions." TRENDS IN THE SCIENCES 11, no. 11 (2006): 62–64. http://dx.doi.org/10.5363/tits.11.11_62.

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Schär, Rebecca, and Sara Greco. "The Emergence of Issues in Everyday Discussions Between Adults and Children." International Journal of Semiotics and Visual Rhetoric 2, no. 1 (January 2018): 29–43. http://dx.doi.org/10.4018/ijsvr.2018010103.

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This article studies how discussion issues emerge and argumentative discussions are initiated. Studying how discussions are initiated enables us to understand who is a legitimate instigator of a discussion issue and to what extent the freedom rule of argumentation is granted in a given context. This is of particular importance in asymmetrical contexts, such as discussions between adults and children. In this article, the authors consider the case of adult-child discussions taking place in an informal family setting and propose a typology of how issues emerge and discussions are initiated. This analysis shows that, in informal settings, children are able to introduce new issues for argumentation. It demonstrates that in collaborative argumentation, issues have precedence over standpoints. Finally, it indicates that the possibility of introducing new issues represents the ultimate application of the freedom rule of a critical discussion.

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Erlich, Rakefet Ron, and Shahar Gindi. "Are civics teachers different from teachers of other disciplines in their handling of controversial issues?" Education, Citizenship and Social Justice 14, no. 2 (April 9, 2018): 118–30. http://dx.doi.org/10.1177/1746197918767082.

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Conducting discussions on controversial political issues is an important vehicle to promote students’ democratic values and critical thinking in schools. This schoolwide task cuts across all disciplines and different subject matter. Israeli civics and social studies teachers are often required to touch upon such issues and manage the situations that follow. This study examined whether civics and social studies teachers are different from teachers of other disciplines in their attitudes toward controversial political issues and in their reported behaviors. Civics and social studies teachers scored higher in all the variables related to discussions of controversial political issue and reported more relevant behaviors. In examining the variables that predict teachers’ self-efficacy to conduct controversial political issue discussions, variables that related to professional identity were the strongest predictors alongside pluralistic attitudes. We concluded that teacher training should emphasize the importance of discussions of controversial political issue and develop teachers’ ability to conduct such discussions as part of their professional role.

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Spatariu, Alexandru, Kendall Hartley, Gregory Schraw, Lisa D. Bendixen, and Linda F. Quinn. "The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions." Journal of Educational Computing Research 37, no. 1 (July 2007): 83–103. http://dx.doi.org/10.2190/b580-2r37-p220-65v4.

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Many consider rich argumentation to be the core of quality discussions and view it as a vehicle to solving problems and clarifying content. This study examined the influence of a discussion leader intervention on the quality of online argumentation and interactivity. Subjects were 44 undergraduate students who participated in online discussions on a technology issue over two weeks. Participants who received pre-determined instructions from the leader prior to the issue discussion were more likely to produce enriched argumentation and increased interaction than the control participants who did not receive specific instructions prior to the issue discussion. Results indicated that students participating in groups receiving specific argumentation instructions from the leader produced better online argumentation for the second week and exhibited increased interactivity patterns for both weeks.

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Greco, Sara, Rebecca Schär, Chiara Pollaroli, and Chiara Mercuri. "Adding a temporal dimension to the analysis of argumentative discourse: Justified reframing as a means of turning a single-issue discussion into a complex argumentative discussion." Discourse Studies 20, no. 6 (April 29, 2018): 726–42. http://dx.doi.org/10.1177/1461445618770480.

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This article seeks to extend existing models of argumentation by considering an important dimension of real-life argumentative discourse: how complex argumentative discussions evolve over time. We define a complex argumentative discussion as a multi-issue discussion, in which the different issues are interrelated in the form of a hierarchy. We claim that justified reframing might be used to transform a single-issue argumentative discussion into a complex argumentative discussion. To illustrate this, we examine the Facebook discourse of the Rhodes Must Fall movement in South Africa. We analyse how reframing is justified by means of arguments, allowing the protagonists to claim as legitimate their reframing of a single issue into a complex argumentative discussion. Our findings complement existing sociological research on social movements by highlighting how their goals are achieved by means of argumentative discourse.

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Schär, Rebecca G. "On the negotiation of the 'issue' in discussions among young children and their parents." Travaux neuchâtelois de linguistique, no. 68 (January 1, 2018): 17–25. http://dx.doi.org/10.26034/tranel.2018.2846.

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When analyzing argumentative discussions between young children and adults, it emerged that in some cases, adults and children do not share the same issue at the beginning of an interaction. The present contribution makes a first step in investigating how issues are negotiated among the discussants so that this diverging understanding can be overcome. To do so, an example from a corpus of everyday discussions in a family is analyzed. For the reconstruction of the argumentation, the pragma-dialectical model of a critical discussion will be used. Furthermore, the analysis of the implicit contextual-material premises on which the discussants base their reasoning will contribute to a better understanding of the interaction.

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Merdian, Hannah, Derek Perkins, Stephen Webster, and Darragh McCashin. "Transnational Child Sexual Abuse: Outcomes from a Roundtable Discussion." International Journal of Environmental Research and Public Health 16, no. 2 (January 16, 2019): 243. http://dx.doi.org/10.3390/ijerph16020243.

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The phenomenon of men who travel across international borders to engage in child sexual abuse presents significant public health, legal, diplomatic, cultural, and research challenges. Briefed in the current scope of this issue by relevant stakeholders across legislation, research, and social policy, a roundtable discussion held in London aimed to synthesise plenary discussions from multidisciplinary attendees across law enforcement, academia, non-profit, and industry sectors with direct relevance to the UK. Specifically, the roundtable discussions aimed to gather the central themes relating to attendee discussions on the key challenges, affected countries, response strategies, and knowledge gaps. Four key themes were identified from the data, relating to the definition of Transnational Child Sexual Abuse (TCSA), criminal justice, geographical considerations, and issues surrounding tourism/hospitality. The data highlighted four priorities for future development and research, namely developing offender typologies, victim-centric investigative practice, prevalence and definitions, and collaborations. These themes provide insight into the issue of transnational child sexual abuse from the perspective of different disciplines and offer a strategy to prioritise, and collaborate, in the efforts against transnational child sexual abuse.

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Enders, Jody. "Editor's Forum." Theatre Survey 46, no. 1 (May 2005): 115–22. http://dx.doi.org/10.1017/s0040557405000086.

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The previous special issue on “Theatre History in the New Millennium” issued a call for more dialogue in our written, intellectual exchanges. After various discussions with many generous and engaging members of ASTR (of whom the Editors thank, in particular, Laurence Senelick), the present issue initiates a regular feature of Theatre Survey called the Editor's Forum. A new venue designed to provide our readers with an opportunity to raise scholarly and professional concerns, issues, and questions in a collegial way, this forum will continue conversations begun in previous issues and, we hope, on occasion, initiate new ones.

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Beck, Terence A. "Identity, Discourse, and Safety in Controversial Issue Discussions." Annals of Social Studies Education Research for Teachers 1, no. 1 (September 24, 2020): 48–52. http://dx.doi.org/10.29173/assert3.

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박혜경. "Discussions with the issue of character education Promotion." Journal of Law of Education 27, no. 3 (December 2015): 77–100. http://dx.doi.org/10.17317/tjle.27.3.201512.77.

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Dissertations / Theses on the topic "Issue discussions"

Areljung, Sofie. "Room for discussion? : Examining the role of discussions in students' work with socio-scientific issues." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-49201.

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In this thesis the students' experiences of science classroom discussions are examined as well as the nature of their discussions and their ability to take different perspectives while working with socio-scientific issues (SSI). Student questionnaires concerning their attitudes towards school science and science in society, a paper-and-pencil test and focus group discussions have been analysed. The results show that students get to discuss during science lessons, and that they learn a lot from doing so. They also show that the SSI work has brought about a lot of discussions, to which students have a positive attitude. When investigating students' written and oral demonstrationsfewexamplesof argument-based discussions or ofperspective-taking ability were found. Based on these results I argue that in-service teacher training should be carried out, focusing how to organise SSI discussions so that they support students' development of concepts and of generic skills.

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Jiang, Bo. "Issues and discussions of RFID adoptions in supply chain /." View abstract or full-text, 2005. http://library.ust.hk/cgi/db/thesis.pl?IEEM%202005%20JIANG.

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Liljestrand, Johan. "Klassrummet som diskussionsarena." Doctoral thesis, Örebro University, Department of Education, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-13.

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ABSTRACT

Liljestrand, Johan (2002): Klassrummet som diskussionsarena. (The classroom as an arena for discussions)

The aim of the dissertation is to study whole class discussions in the Swedish upper secondary school, concerning issues subjected to controversy in the public debate. The empirical study is related to a wider question: the possibilities for the school to educate democratic citizens.

By using discourse analysis,14 videotaped lessons from social- and religious studies where analysed, with the ambition to investigate recurrent patterns of participation and meaning making. Five teachers and six classes participated in the study.

The analysis shows that the teachers have two concurrent goals: to focus on the students’ contributions on issues in the public debate, and introduce the students to different questions in the public debate. A consequence of these goals is that the role of the teacher often becomes complex. By acting on the basis of having responsibility for the students’ development of knowledge, and sometimes also calling attention to certain values, the teacher attempts to guide the students as not yet ready for the public debate. Features from other kinds of teacher-centred education are thereby present in the discussions. However, students can also act as more autonomous participants in relation to the teacher. When they are not answering the teacher’s questions in an expected way, and in particular, in situations in which they are interacting with each other, the students may discuss the public issues without being teacher-guided to the same extent as in other situations.

The last chapter concludes that the authority of the teacher is partly given by the official steering-documents. It is still possible to ask if the guiding role of the teacher itself could be subjected to discussion. This suggestion is made from the point that teacher authority is considered as more or less limited for developing a critical attitude among the students. One may also ask if the students’ could be offered possibilities to choose the topic for discussion themselves. This latter point is made against the background that classroom-discussion presupposes student’s viewpoints in order to be accomplished.

Key words: discussion, democracy, public issues, education, participation, meaning making.

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Ratcliffe, Mary. "Adolescent decision-making about socio-scientific issues, within the science curriculum." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242414.

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Hess, Diana. "Discussing controversial public issues in secondary social studies classrooms : learning from skilled teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7549.

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Kleinman, Steven Blake. "It's not always about the issues: The role of perceived personality trait similarity on interpersonal political discussion." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366196383.

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Pechatnov, Valentine. "The issue of liturgical language discussion in the Russian press in 1905-06 /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.

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Birgé, Robin. "La tragédie de l’expert ou “Langagement en science-friction” comme réponse à la déconstruction de l’autoritarisme et du relativisme de l’expertise scientifique par la sociologie dramaturgique." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTG002/document.

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Mon travail de thèse propose une réflexion au sujet d’un paradoxe ancien mais qui demeure pertinent à travailler dans le contexte renouvelé des "controverses socioscientifiques" publiques. La position épistémique dominante au sein de la communauté scientifique peut être qualifiée de réeliste, à savoir qu’il existe en soi un monde extérieur à la pensée, qu’une connaissance objective et neutre de ce monde est possible, ce qui permettrait un progrès social. Par ailleurs les exigences de la démocratie, comme organisation de gouvernance en vue de construire un monde commun par l'accord du peuple, présupposent que chaque voix individuelle, chaque point de vue singulier est à considérer selon une éthique égalitaire. C'est ainsi que le statut de l'expert en démocratie est paradoxal. En effet, si l’expert est un scientifique appelé à répondre à une question définie par le politique pour laquelle, en contexte de controverse, les données scientifiques disponibles ne permettent pas de conclure, l'expert doit néanmoins proposer une réponse à la question qui lui est posée. C’est ainsi que, même en absence de réponses, l’expert est choisi sur la base de sa présupposée compétence, par le biais d’un accès privilégié au réel. Ce choix suggère que la parole de l'expert est toujours plus intéressante, plus pertinente qu’une parole non-experte, ce qui va à l’encontre du postulat démocratique.Face à la critique de l’expertise, il y a généralement deux craintes, deux spectres (dans le sens « d’apparition effrayante ») de réponses envisageables. D’un côté, il y a le renforcement de la légitimité traditionnelle de l’expertise qui est sous tendue par une épistémologie réeliste, et donc la peur de la confiscation du pouvoir qui en découle. De l’autre côté, altérer les frontières entre science et non-sciences, relativiser le pouvoir de la « grande science » pourrait conduire à une forme de nihilisme, à savoir la perte de la hiérarchie des valeurs, notamment la distinction entre connaissance et croyance, et la perte de la potentialité de fonder une connaissance pertinente nécessaire à une transformation sociale du monde.Mais je me demande également pourquoi l’appel à l’expertise, dont l’une des raisons réside dans la recherche d’une fin (clôture ou finalité, telle est la question) à la discussion, débat au cours duquel on échange des arguments. Selon les partisans d’un réelisme, la discussion scientifique n’est pas de même nature que le débat démocratique, mais dans le cas de mon constructivisme cette différence n’existe pas. Si étymologie de la controverse suppose un face-à-face et une clôture, la discussion pouvant se conclure par une reconstruction ou réarrangement semble plus approprié à une optique constructiviste. L’expertise résistera t-elle à notre enquête dramaturgique ?
My research topics focus on the social responsability of researchers, their involvement and political engagement, all the way from the construction of knowledge to its formulation (research aesthetic) and dissemination.As I study others' engagement and their legitimation strategies, I also aim at formulating mine: a constructivism that holds itself accountable for its creations.This thesis discusses the role of experts in democracy; it is written in French. I highly doubt that I am able to summarize it in English, just as I doubt that exclusively English-speaking readers would be able to understand the manuscript in French

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Tsakas, Constantin. "Renewing the discussion on service openness : measurement issues and service interconnections with goods trade." Aix-Marseille 2, 2009. http://www.theses.fr/2009AIX24009.

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Books on the topic "Issue discussions"

Simon, Foster, ed. Viewpoints: Contemporary issues for discussion. London: Collins Educational, 1998.

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Viewpoints: Contemporary issues for discussion. London: Collins Educational, 1997.

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Mamuitun, Conseil tribal. Les connaissances traditionnelles: Questionnements, réflexions, défis = Traditional knowledge : issues, ideas, challenges. Montréal: INRS-Urbanisation, culture et société, 2001.

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Levy, Tedd. National issues forum in the classroom: Public policy discussion guide. Washington, D.C: National Council for the Social Studies, 1985.

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Canada, Science Council of. Issues in Food Irradiation: Discussion Paper. S.l: s.n, 1987.

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Ian, McDonald. Current issues 2002: A discussion paper. Strawberry Hill, N.S.W: Australian Copyright Council, 2002.

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Anthony, Chapman. Canada-U.S. trade policy issues: Free trade discussions. [Ottawa]: Library of Parliament, Research Branch, 1987.

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Contentious issues: Discussion stories for young people. London: Jessica Kingsley Publishers, 2002.

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Weitkamp, Donald E. Reservoir drawdown biological issues: A discussion paper. Bellevue, Wash: Parametrix, 1992.

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Ontario. Task Force on Paralegals. Issues for discussion - Task Force on Paralegals. Toronto: The Task Force, 1989.

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Book chapters on the topic "Issue discussions"

Xie, Qing. "Discussion." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 197–228. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_10.

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Colvin, Alexander J. S. "CommentsThe River’s Source: Empirical Research and Lisa Blomgren Amsler’s Employment Arbitration: The Repeat Player Effect." In Discussions in Dispute Resolution, 279–82. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197513248.003.0057.

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Lisa Blomgren Amsler’s classic article was a groundbreaking piece of work in the genuine sense that it broke new ground on an important issue and laid the path for subsequent work in the area. As I will describe in this commentary, my own research, along with that of others in this field, was deeply influenced by the crucial initial steps that Amsler took....

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Lai, Alice. "Student-Led Online Discussions." In Research Anthology on Developing Effective Online Learning Courses, 1896–918. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch094.

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Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

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Lai, Alice. "Student-Led Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods, 435–57. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch018.

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Green-Pedersen, Christoffer. "Issue Attention in West European Party Politics." In Comparative Policy Agendas, 373–90. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835332.003.0034.

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The CMP dataset has long been used to study of West European party politics. The consequences of the coding scheme on which the CMP dataset is based has received little attention in discussions. With the development of the CAP data, which includes coding of party manifestos, a comparison of the CMP dataset to CAP coding of identical documents is now possible. The level of attention to various policy issues is relatively similar, but with important exceptions. A similar pattern is identified when looking at the correlation between the two measures on similar issues. The exceptions can be traced to differences in the coding systems in terms of the specific categories included and in terms of the theoretical perspectives behind the coding systems. Using the CMP dataset to measure issue attention requires caution. A major limitation is that attention to a number of issues cannot be identified in the CMP dataset.

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Robey, Sarah E. "Stop “Play[ing] Pattycake with the Whole Issue”." In Atomic Americans, 14–40. Cornell University Press, 2022. http://dx.doi.org/10.7591/cornell/9781501762093.003.0002.

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This chapter focuses on Americans calling for civil defense. It recognizes the end of World War II as the beginning of the Atomic Age. Moreover, World War II and symbolic military service in postwar life strongly influenced discussions on nuclear civil defense. The chapter covers the emergence of the Citizen Participation Committee (CPC) and volunteer offices across the country with ties to other national civic organizations to continue and extend the gains made in civilian defense voluntarism during the war. National voluntary organizations were among the earliest and most vocal advocates for a national civil defense plan. The advocates also promoted the significance of individual readiness in the Atomic Age. The chapter then looks into the correlation between civil defense and the emerging patterns of postwar consumption, such as homeownership, suburbanization, and mobility.

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Shen, Hong. "Methods and Applications for Segmenting 3D medical Image Data." In Advances in Image and Video Segmentation, 250–69. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-753-9.ch012.

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In this chapter, we will give an intuitive introduction to the general problem of 3D medical image segmentation. We will give an overview of the popular and relevant methods that may be applicable, with a discussion about their advantages and limits. Specifically, we will discuss the issue of incorporating prior knowledge into the segmentation of anatomic structures and describe in detail the concept and issues of knowledge-based segmentation. Typical sample applications will accompany the discussions throughout this chapter. We hope this will help an application developer to improve insights in the understanding and application of various computer vision approaches to solve real-world problems of medical image segmentation.

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Phillips, David. "Utilitarianism: Meaning and Proof (Methods IV.I and IV.II)." In Sidgwick's The Methods of Ethics, 162–87. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197539613.003.0009.

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This chapter focuses on The Methods of Ethics, Book IV, Chapters I and II. Its topics are Sidgwick’s discussions of the meaning and of the proof of utilitarianism. The first section discusses Book IV Chapter I, noting that Sidgwick there notices issues and makes distinctions of enduring significance for the utilitarian tradition. The second section is concerned with Sidgwick’s brief but rich discussion of the connection between egoism and a Humean view of personal identity. The third section discusses strict proof, “proof” (in scare quotes), and sanctions. The fourth section discusses Sidgwick’s claim that the “proof” of utilitarianism as against egoism fails, exploring the contrast between his view on this issue and G. E. Moore’s. The fifth section discusses the “proof” of utilitarianism as against intuitionism, which Sidgwick thinks succeeds. The final section is an overview discussion of secondary literature on Sidgwick’s metaethics and moral epistemology.

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Tseng, Hui-Yi Katherine. "The South China Sea Dispute: Regional Integration, Status Ad Quem, and Singapore’s Position." In Security, Strategy, and Military Dynamics in South China Sea, 179–92. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529213454.003.0010.

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This chapter addresses Singapore's South China Sea (SCS) portfolio by mainly addressing development-oriented issues. It talks about how Singapore has re-postulated the SCS issue in the broader context of great-power wrestling and regional terrorist attack, while preferring to maintain flexibility as much as possible in handling it. It also notes that the overriding national interests would post daunting challenges to future Association of Southeast Asian Nations (ASEAN) integration. The chapter views the SCS issue as an integral part of the reconfiguration of a transnational order in Southeast Asia, noting that its discussions can only be comprehensive when various aspects are factored into the deliberation. It argues that the transnational order is mainly economic-oriented, while regionalization has been a major push force.

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Deakin, Simon, and Zoe Adams. "5. Liability for Damage Caused: Causation and Remoteness." In Markesinis & Deakin's Tort Law, 202–39. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198747963.003.0005.

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This chapter examines the third element of the tort of negligence, namely, causation. The defendant’s carelessness must be shown to have caused the loss or damage in question. The finding of a sufficient causal link is an essential ingredient in all forms of tort liability (with the exception of torts actionable without proof of damage). The discussions cover the nature of the causal inquiry; but-for causation; and remoteness of damage. There is extensive discussion of the Fairchild principle and the issue of causation in complex cases of liability for occupational illness and disease, with particular reference to the mesothelioma case law.

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Conference papers on the topic "Issue discussions"

Kavaler, David, Sasha Sirovica, Vincent Hellendoorn, Raul Aranovich, and Vladimir Filkov. "Perceived language complexity in GitHub issue discussions and their effect on issue resolution." In 2017 32nd IEEE/ACM International Conference on Automated Software Engineering (ASE). IEEE, 2017. http://dx.doi.org/10.1109/ase.2017.8115620.

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Sanei, Arghavan, Jinghui Cheng, and Bram Adams. "The Impacts of Sentiments and Tones in Community-Generated Issue Discussions." In 2021 IEEE/ACM 13th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2021. http://dx.doi.org/10.1109/chase52884.2021.00009.

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Arya, Deeksha, Wenting Wang, Jin L. C. Guo, and Jinghui Cheng. "Analysis and Detection of Information Types of Open Source Software Issue Discussions." In 2019 IEEE/ACM 41st International Conference on Software Engineering (ICSE). IEEE, 2019. http://dx.doi.org/10.1109/icse.2019.00058.

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Geller, Rebecca. "Learning to Conduct Controversial Issue Discussions Through Mixed-Reality Simulations (Poster 20)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892287.

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Geller, Rebecca. ""The More Valuable Thing": Prioritizing Conceptions of Safety in Controversial Issue Discussions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569870.

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Mehder, Sevval, and Fatma Basak Aydemir. "Classification of Issue Discussions in Open Source Projects Using Deep Language Models*." In 2022 IEEE 30th International Requirements Engineering Conference Workshops (REW). IEEE, 2022. http://dx.doi.org/10.1109/rew56159.2022.00040.

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Krasniqi, Rrezarta. "Recommending Bug-fixing Comments from Issue Tracking Discussions in Support of Bug Repair." In 2021 IEEE 45th Annual Computers, Software, and Applications Conference (COMPSAC). IEEE, 2021. http://dx.doi.org/10.1109/compsac51774.2021.00114.

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Geller, Rebecca. ""I Am Unyielding and Unkind": Intolerance, Neutrality, and Controversial Issue Discussions in an English Classroom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588096.

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Agrawal, Vishakha, Yong-Han Lin, and Jinghui Cheng. "Understanding the Characteristics of Visual Contents in Open Source Issue Discussions: A Case Study of Jupyter Notebook." In EASE 2022: The International Conference on Evaluation and Assessment in Software Engineering 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3530019.3534082.

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Antunes, Micael, Danilo Rossetti, and Jonatas Manzolli. "A computer-based framework to analyze continuous and discontinuous textural works using psychoacoustics audio descriptors." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10415.

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This paper discusses a computer-aided musical analysis methodology anchored on psychoacoustics audio descriptors. The musicological aim is to analyze compositions centered on timbre manipulations that explore sound masses and granular synthesis as their builders. Our approach utilizes two psychoacoustics models: 1) Critical Bandwidths and 2) Loudness, and two spectral features extractors: 1) Centroid and 2) Spectral Spread. A review of the literature, contextualizing the state-of-art of audio descriptors, is followed by a definition of the musicological context guiding our analysis and discussions. Further, we present results on a comparative analysis of two acousmatic pieces: Schall (1995) of Horacio Vaggione and Asperezas (2018) of Micael Antunes. As electroacoustic works, there are no scores, therefore, segmentation and the subsequent musical analysis is an important issue to be solved. Consequently, the article ends discussing the methodological implication of the computational musicology addressed here.

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Reports on the topic "Issue discussions"

Faith, Becky, Kevin Hernandez, and James Beecher. Digital Poverty in the UK. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/ids.2022.057.

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As every aspect of life – from job seeking to health care – moves online, digital connectivity is a daily necessity, not a luxury. Against the backdrop of the UK’s worst cost of living crisis in 40 years, discussions about fuel and food poverty are now joined by a new concern with what has become known as digital poverty – challenges affording the cost of online connectivity and devices. Using data from a survey of low-income households, this Policy Briefing explores the extent of digital poverty in the UK and shows how it can exacerbate other forms of poverty among the most disadvantaged households. It also shows how current fixes, including social tariffs aimed at the poorest in society, are not effectively addressing this critical issue.

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Stewart-Wilson, Graeme, and Ronald Waiswa. Taxing Agricultural Income in the Global South: Revisiting Uganda’s National Debate. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/ictd.2021.008.

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The issue of agricultural taxation has almost completely disappeared from the scholarly and policy agendas in recent decades. And yet, agriculture is taxed very lightly despite contributing substantially to GDP across many Global South countries today. In some cases, light-touch taxation may be necessary to encourage investment in the sector and to protect small and subsistence farmers. However, anecdotal evidence from countries like Uganda suggests that there are a substantial number of high-income earners engaged in agricultural activities that are sheltered almost completely from any form of taxation. More effectively taxing these high-income earners could provide much-needed resources to finance public service provision in lower-income countries. The time is ripe, this paper argues, to revitalise discussions about how best to tax the agriculture sector.

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Revill, James, Alisha Anand, and Giacomo Persi Paoli. Exploring Science and Technology Review Mechanisms Under the Biological Weapons Convention. The United Nations Institute for Disarmament Research, June 2021. http://dx.doi.org/10.37559/sectec/2021/sandtreviews/01.

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Since the Biological Weapons Convention (BWC) opened for signature in 1972, biology and other converging disciplines have advanced considerably. These changes could have profound implications for a science-based disarmament agreement like the BWC. To address changes in biology and biotechnology, BWC States Parties have established processes to review developments in science and technology (S&T), including annual expert meetings on this topic. However, shortcomings are evident in the current approaches and many BWC States Parties have expressed support for a more systematic review of science and technology under the Convention. This study seeks to inform discussions on establishing a dedicated and systematic S&T review process under the BWC through an examination of existing S&T review-type mechanisms employed in different regimes beyond the BWC, a survey of States Parties views on a possible review mechanism and a study of past and present discourse on this issue in the BWC. Based on the analysis conducted, this study also presents options for BWC States Parties to consider ahead of the Ninth BWC Review Conference.

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Marshak, Ronni, and Patricia Seybold. Leading an "Issues and Vision" Discussion with CAB Participants. Boston, MA: Patricia Seybold Group, April 2014. http://dx.doi.org/10.1571/me04-03-14cc.

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Manrod, W. E., R. A. Miller, W. D. Barton, III, and T. J. Pierce. Remedial actions: A discussion of technological, regulatory and construction issues. Office of Scientific and Technical Information (OSTI), November 1989. http://dx.doi.org/10.2172/330571.

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Seybold, Patricia. Leading an “Issues and Vision” Discussion with Customers (and Partners). Boston, MA: Patricia Seybold Group, September 2005. http://dx.doi.org/10.1571/me9-15-05cc.

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Klosek, Katherine. Issue Brief: Section 230 of the Communications Decency Act: Research Library Perspectives. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.section230cda2021.

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This issue brief provides background on Section 230 of the Communications Decency Act and implications for libraries of the potential changes to the law, as well as a summary of the discussion held during the Spring 2021 Association of Research Libraries Meeting. Through the discussion several ideas surfaced on how university and library policies connect to Section 230. A few illustrative examples from UC San Diego are included in the discussion summary.

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MARINE CORPS UNIV QUANTICO VA. Discussion Material for Small Unit Leaders: Issues of Garrison Ethics and Leadership. Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada540530.

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Ray, Deepayan Basu. An African Response to COVID-19: From principled first response to just recovery. Oxfam, April 2021. http://dx.doi.org/10.21201/2021.7444.

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In November 2020 Oxfam and SOAS facilitated an online high-level event to bring together African and international policy and public-health professionals to discuss their experiences during the COVID-19 pandemic, and offer insights into strategies and policies they have enacted in their respective contexts. Speakers tackled a wide range of issues, including government strategies and policies implemented, public health messaging and community engagement, varying threads of intersectionality and an honest discussion about gaps and additional support. This ‘outcomes’ paper draws out the key themes, trends and recommendations emerging from the discussions to inform a people-not-profit-centric Covid response.

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Stride, Josh. Precarity and the Pandemic: A survey of wage issues and Covid-19 impacts amongst migrant seafood workers in Thailand. Oxfam, July 2021. http://dx.doi.org/10.21201/2021.7628.

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This report presents findings from an extensive survey of migrant workers in the Thai seafood industry conducted by the CSO Coalition. The report focuses on the issue of low wages, the gender pay gap and the impact of the Covid-19 pandemic on these issues and the workers who experience them. It also aims to develop a national discussion around the issues of a living wage and a decent living for the hardworking migrant workers who generate wealth and produce food for wealthy companies and consumers around the world.

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