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Academic literature on the topic 'Talk'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Talk"

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Reed, Mary. "Weather Talk: Tall Tails." Weatherwise 49, no. 5 (November 1996): 42. http://dx.doi.org/10.1080/00431672.1996.9925434.

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Morse, Margaret. "Talk, Talk, Talk." Screen 26, no. 2 (March 1, 1985): 2–17. http://dx.doi.org/10.1093/screen/26.2.2.

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&NA;. "DOC TALK TALK TALK." AJN, American Journal of Nursing 88, no. 2 (February 1988): 151–54. http://dx.doi.org/10.1097/00000446-198802000-00001.

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King, Thomas F. "Rio Tinto Talks the Talk." Historic Environment: Policy & Practice 3, no. 2 (October 2012): 166–69. http://dx.doi.org/10.1179/1756750512z.00000000014.

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Mallison, Mary B. "Editorial: Doc Talk Talk Talk." American Journal of Nursing 88, no. 2 (February 1988): 151. http://dx.doi.org/10.2307/3425718.

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Lee, Jina, and Eun Kyung Kim. "Analyzing Collaborative Talk in a Student Managed Task-based Fine Art Activity." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 767–82. http://dx.doi.org/10.22251/jlcci.2022.22.18.767.

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Objectives This is a qualitative study of the fine art group activity in the eyes of sociolinguistics. Using conversation analysis, this study aims to scrutinize how the actual collaborative talk dynamics take place in a student managed task-based art activity. Methods In order to have a close look at the collaborative talk, we focused directly on face-to-face talk-in-interaction of four students’ during their two hour group activity in a college art class, ‘understanding of contemporary art’. The student managed task-based group activity was a part of liberal arts course especially in the 11th week of spring semester, 2022 at a university in Seoul, Korea. The data was collected via video recording of the two hour group discussion, and the recorded talk was all transcribed for conversation analysis which is the main tool of analyzing students’ talk. Results The procedure of students task-based activity included the following four steps: (1) sharing and choosing an agreed task topic to work on, (2) cooperative opinion sharing for making the art work, such as materials and method (3) actual making and art work completion, (4) wrapping up and cleaning. Conversation analysis is a study of turn-taking organization of talk-in-interaction to find how the participants manage and display intersubjectivity in talk. In the students’ talk occurred in the process of the student managed group task, we found several turn-taking types resulting reciprocal support in order to develop the task product: (1) topic change, (2) other-initiated second turn repair, (3) reactive tokens, and (4) other question-answer sequences with mutually supporting verbal and nonverbal moves. Conclusions This study is quite valuable in terms that it addressed the naturally occuring process of turn-taking sequences by analyzing students’ talk-in-interaction in depth when the students were engaged in collaborative task-based activity to complete an act work. As noted in the result, most of the various types of turn-taking lead mutual support and agreement of each other’s thought in order to produce the collaborative task completion rather than aggressive debate and disagreement.
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SIMPSON, JENNIFER S. "EASY TALK, WHITE TALK, BACK TALK." Journal of Contemporary Ethnography 25, no. 3 (October 1996): 372–89. http://dx.doi.org/10.1177/089124196025003004.

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Fritsch, Julian, Antonis Hatzigeorgiadis, Darko Jekauc, and Alexander T. Latinjak. "Ein theoretischer Beitrag zu Self-talk in der Sportpsychologie." Zeitschrift für Sportpsychologie 27, no. 3 (July 2020): 85–94. http://dx.doi.org/10.1026/1612-5010/a000302.

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Zusammenfassung. In diesem theoretischen Artikel zum Thema Self-talk wird zunächst ein kurzer historischer Abriss gegeben, in dem auf verschiedene für das Thema relevante psychologische Theorien eingegangen wird. Darauf aufbauend wird die Unterscheidung von strategischem und organischem Self-talk, die sich in zwei verschiedenen Forschungsbereichen in der sportpsychologischen Literatur widerspiegelt, dargestellt. Im Zusammenhang mit organischem Self-talk als der Forschungsbereich, der die Messung von Self-talk während der sportlichen Aktivität beinhaltet, werden auf Zwei-Prozess-Ansätze basierende Self-talk Klassifikationen vorgestellt. Dabei wird anhand des Zusammenhanges von Self-talk und Emotionen gezeigt, dass sich die Forschung vor allem auf spontanen und zielgerichteten Self-talk als zwei Unterformen des organischen Self-talks konzentriert hat. Hinsichtlich des Forschungsfelds des strategischen Self-talks, welches Self-talk im Rahmen von geplanten Selbstinstruktionen zur Verbesserung der sportlichen Leistung untersucht, wird auf mögliche Wirkmechanismen eingegangen. Zuletzt wird die Relevanz von Self-talk in der angewandten Sportpsychologie aufgezeigt und dabei reflexive Self-talk Interventionen als eine innovative Methode beschrieben.
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Hunter, Matthew. "Talk That Talk." Representations 148, no. 1 (2019): 1–29. http://dx.doi.org/10.1525/rep.2019.148.1.1.

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This essay draws upon the work of Erving Goffman and Michael Silverstein to read Shakespeare’s first poem as a guide to mastering the burgeoning early modern art of conversation. The epyllion follows the conversation manuals of its day in embracing the aphorism as a charismatic form of talk, but it departs from its precedents in attributing to the aphorism an overtly erotic force. By according to the aphorism the power to turn conversation into an erotic encounter, Venus and Adonis elaborates its period’s most seductive fantasy of talk.
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Tate, Colleen Wedderburn. "Talk the talk." Nursing Standard 20, no. 31 (April 12, 2006): 72. http://dx.doi.org/10.7748/ns2006.04.20.31.72.c4117.

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Dissertations / Theses on the topic "Talk"

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Rudakova, N. O. "Talk Fusion." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33802.

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With the rapid growth in technology nowadays there are numerous exciting gadgets being released on a daily basis. These technological innovations are meant to make our lives easier. Nowadays millions of people from all over the world use a lot of appliances, devices and gadgets. It means that there were a lot of changes in different areas such as education, communication and transport. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33802
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Summary, Jennifer J. "TWIN TALK." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/506.

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The purpose of this study is to examine instances of naturally occurring conversations between twin siblings. This study uses both conversation analysis and semi-structured interviews to investigate communication patterns and practices in everyday twin-to-twin talk. The following research questions guided this study: (1) What pragmatic features of analytic interest are present in twin-to-twin talk? (2) What pragmatic features of analytic interest are present when twins interact with other members of the family system? There were a total of six sets of twin siblings between the ages of 10 and 15 who engaged in participant self-taping and semi-structured interviews. Although it did not have an observable effect on the findings, there were five sets of dizygotic (fraternal) twins and one set of monozygotic (identical) twins. Eight parents were interviewed and four parents participated in the conversations with the twin siblings. Findings suggest that certain communication practices and Phenomena are present in twin siblings' conversations, though not necessarily uniquely. Simultaneous speech is a conversational practice evident in every set of twin siblings' transcripts, serving as a completion to the other's utterance. In the presence of parents, it functions as a competitive move, other-initiated repair, and entertainment. As the twins conversed alone, extension/completion of the other twin's utterance served as a way to verify reported speech. It functions as support, verification, competition, and a way to gain attention when talking in front of a parent. The joint conversational performance act of code-switching was a practice used for entertainment by the twins when conversing alone. It served as a way to prove a point and to entertain as they interacted with a parent. Conversational phenomena included testing, and speaking for one's twin. Twins engaged in testing while conversing alone to show support for their twin. As they engaged in talk with a parent present, it served as competition/support, role confirmation/enactment, and identification/deidentification between the twin siblings. Speaking for one's twin could only occur while the twins were conversing in front of a parent. It functioned as a competitive move, as support, and as a way to gain attention.
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Mundim, Rosa Yoshiko Mochidome. "Teacher talk." reponame:Repositório Institucional da UFSC, 1987. https://repositorio.ufsc.br/xmlui/handle/123456789/157530.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T15:43:29Z (GMT). No. of bitstreams: 1 79222.pdf: 2981733 bytes, checksum: eb7d867999987f2cea1071f7d2e5aa7d (MD5) Previous issue date: 1987
Esta dissertação tem por objetivo principal descrever a interação verbal professor/aluno em salas de aulas de cursos particulares onde se ensina a língua inglesa no Brasil. Partindo do pressuposto de que a fala de sala de aula usada pelo professor para conduzir o processo ensino-aprendizagem é possível de ser analisada, descrita e caracterizada a nível lingüístico, a referida dissertação baseia-se teoricamente no modelo Birmingham de interação em sala de aula. Feita a análise, que foi aplicada a quatro aulas de inglês básico (false beginners) e duas iniciantes (beginners), gravadas em três cursos de língua, mostrou-se que, de acordo com a teoria desenvolvida por Sinclair and Coulthard (1975), Sinclair et al (1982), a estrutura da fala do professor pode ser descrita em termos de Initiation (I), Response (R), e Follow-up (F). As aulas são conduzidas, de certa maneira, informalmente por professores jovens e dinâmicos, mas o conteúdo permanece formal porque as atividades de língua desenvolvidas durante as aulas são do tipo "citation" (Willis, 1983) onde o objetivo é fazer com que os alunos consigam se expressar corretamente, o que mostra que o ensino de inglês, de acordo com as aulas analisadas, ainda é motivado na aprendizagem da gramática da língua, apesar das novas orientações ao ensino de língua estarem centradas mais na promoção da capcidade do aluno em comunicar-se através da língua do que ensino tradicional da gramática. Analisando a língua usada em salas de aula em "inner layer" e "outer layer" (Willis, 1981), ficou claro que quando a língua materna é a usada para se ensinar inglês, o que é comunicativo em sala de aula (outer layer) é conseqüentemente dado em Português, sendo que o Inglês é usado apenas para praticar as estruturas da língua (inner layer).
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Newell, Kathleen Ellen. "What we talk about when we talk about adaptation." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.30 Mb., 233 p, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221075.

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Newman, Ruth Malka Charlotte. "Making talk work : exploring the teaching of collaborative talk." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14981.

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This thesis is the outcome of a PhD CASE Studentship funded by the ESRC and British Telecom. It presents an exploration into the teaching of collaborative talk. The study was conducted in three phases: exploratory, development and implementation. During the exploratory phase, observations and interviews were conducted in authentic workplace settings to gain an understanding of workplace collaboration and collaborative talk. During the development phase, a teaching unit for the teaching of collaborative talk at GCSE was devised, informed by understandings gleaned during the preceding phase. During the implementation phase, the teaching unit was taught by two teachers in their secondary English classrooms. Both participating classes were arranged into groups of 4: 8 groups in School 1 and 7 in School 2. For the duration of the 3 week teaching unit, groups were recorded via camera and audio recorder, and the data later synchronised. Both teachers wore an audio recorder to capture interactions with groups and the whole class. To complement the core data set, students were interviewed for their views on their learning. Student booklets provided a means of collecting both group and individual reflections and evaluative comments. The data was analysed to explore the development of students’ collaborative talk. The role of the teacher in implementing the teaching unit and supporting students’ development was also examined. The findings provide an insight into the realities of implementing successful collaborative talk in the ‘real’ secondary classroom. It contributes to conceptualisations of collaborative talk and its development. It makes links between the role of emotional engagement and dialogic interactions in supporting that development. It proposes teaching strategies which challenge perceived notions of ‘good’ talk and encourages the development of meta-language to support self-evaluation and the development of collaborative talk.
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Miller, Abigail Jeannine. "The influence of types and selection of mental preparation statements on collegiate cross-country runners' athletic performance and satisfcation levels." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1145904211.

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Abala, Judith Imali. "A talk about talk: a conversational approach to oral narratives." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371042174.

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Abala, Imali J. "A talk about talk : a conversational approach to oral narratives /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170407587.

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Quinn, Schone H. J. "What do we talk about when we talk about disease?" Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10039568/.

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This is a thesis about classification and disease, our expectations as lay-people and patients as to where the borders of illness lie, and the consequences of such expectations. In Chapter I the discussion is framed with a critical analysis of common terms and concepts employed in the social, historical and philosophical study of disease. Chapter II revolves around a critique of sections of the philosophy of medicine literature, based upon the notion that any attempt at a ‘universal’ definition of disease is likely to fail. Chapter III introduces and appraises the work of three thinkers - Edward Shorter, Elaine Showalter and Ian Hacking - in order to give more historical weight to the case study which follows. In Chapter IV, the final chapter, the main body of evidence is presented. The condition under examination is fibromyalgia and the bones of the chapter come from twenty-two semi-structured interviews with patients about their experiences. It is argued that disease definition is not a procedure conducted in the abstract but rather a fleshy, intuitive process that all of us, specialist or not, partake in. It is demonstrated that certain expectations of disease exists among the population - what it should look like, what it should act like - and that these expectations have a greater role in constructing a patient’s identity than is often assumed. It is suggested that a patient might find themselves in harmony with their institutional category, have a pleasant and working relationship with their doctor, but still exist in total discord with those around them on the basis of their condition, a state of affairs not adequately considered or explained by the current philosophy of medicine literature.
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Elliott, Reba. "How to talk." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3037.

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Thesis (M.F.A.)--George Mason University, 2008.
Vita: p. 28. Thesis director: Susan Tichy. Submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts in Creative Writing. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. ). Also issued in print.
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Books on the topic "Talk"

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1961-, Phillips Mike, ed. Talk talk talk. London: Collins, 2007.

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Boyle, T. Coraghessan. Talk talk. New York: Viking, 2006.

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Sirr, Peter. Talk, talk. Dublin, Ireland: Gallery Press, 1987.

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Boyle, T. Coraghessan. Talk talk. Amsterdam: Anthos, 2006.

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Boyle, Thomas Coraghessan. Talk talk. Paris: B. Grasset, 2007.

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Boyle, T. Coraghessan. Talk talk. Waterville, Me: Wheeler Pub., 2006.

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Emesse, Tea. Yumi talks the talk. Renton, WA: Mirror Stone/Wizards of the Coast, 2006.

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ill, Kitchel JoAnn E., ed. Talk! talk! talk!: A Haitian fable. [Glenview, IL]: Celebration Press, 1996.

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Talk the talk. Dublin: Currach Press, 2007.

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Self talk, soul talk. Eugene, Or: Harvest House Publishers, 2007.

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Book chapters on the topic "Talk"

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Gosling, William. "Talk the Talk." In Culture’s Engine, 83–93. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4592-4_9.

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Ullah, K. Haroon. "Talk the talk." In Routledge Handbook of Contemporary Pakistan, 113–25. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315696706-8.

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Cairns-Smith, A. G. "Straight talk, double talk, fast talk." In Secrets of the Mind, 71–79. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1510-3_6.

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Pfeiffer, John. "Girl Talk — Boy Talk." In Language, 490–97. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_28.

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Mawdsley, Ross. "Talk." In New Masters of Flash, 438–81. Berkeley, CA: Apress, 2001. http://dx.doi.org/10.1007/978-1-4302-5143-9_14.

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Weik, Martin H. "talk." In Computer Science and Communications Dictionary, 1733. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_19035.

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Shann, Steve. "Talk." In Imagined Worlds and Classroom Realities, 73–91. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-887-9_8.

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Bacon, Kate. "Talk." In Twins in Society, 161–89. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281493_6.

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Harries, Tom. "Talk." In Designed Technologies for Healthy Aging, 82–85. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-031-01598-4_20.

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Denton, Alan, and Simon Brownhill. "Talk." In Becoming a Brilliant Trainer, 84–92. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315627960-12.

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Conference papers on the topic "Talk"

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Exner, Pavel. "OTHER TALKS & INVITED TALK." In Proceedings of the QMath11 Conference. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814350365_0026.

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Exner, Pavel. "OTHER TALKS & INVITED TALK." In Proceedings of the QMath11 Conference. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814350365_0019.

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Schröter, Adrian, Jorge Aranda, Daniela Damian, and Irwin Kwan. "To talk or not to talk." In the ACM 2012 conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2145204.2145401.

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Fraser, Helene Day, Sidney Fels, and Robert Pritchard. "Walk the Walk, Talk the Talk." In 2008 12th IEEE International Symposium on Wearable Computers. IEEE, 2008. http://dx.doi.org/10.1109/iswc.2008.4911601.

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Danninger, Maria, Leila Takayama, Qianying Wang, Courtney Schultz, Jörg Beringer, Paul Hofmann, Frankie James, and Clifford Nass. "Can you talk or only touch-talk." In the ninth international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1322192.1322221.

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"Plenary Talk." In 2018 International Conference on Information Technology (ICIT). IEEE, 2018. http://dx.doi.org/10.1109/icit.2018.00012.

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Merritt, Michael. "Plenary talk." In the 2013 ACM symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2484239.2493965.

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"Invited talk." In 2015 International Conference on Asian Language Processing (IALP). IEEE, 2015. http://dx.doi.org/10.1109/ialp.2015.7451570.

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Darrell, Trevor. "Invited talk." In Proceedingsc of the 13th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1502650.1502652.

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Erteschik-Shir, Nomi, and T. R. Rapoport. "Invited talk." In the first international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1118253.1118296.

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Reports on the topic "Talk"

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Sarrao, John. TAMU Talk. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1727404.

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Sarrao, John. DMMSC Talk. Office of Scientific and Technical Information (OSTI), January 2021. http://dx.doi.org/10.2172/1762723.

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Korber, Bette T. M. Talk: Why Vaccines? Office of Scientific and Technical Information (OSTI), April 2014. http://dx.doi.org/10.2172/1129055.

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Schiffer, J. P. Summary talk on beam crystallization. Office of Scientific and Technical Information (OSTI), November 1993. http://dx.doi.org/10.2172/10194766.

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Biswas, Ayan. Summer of `15: An exit talk. Office of Scientific and Technical Information (OSTI), October 2015. http://dx.doi.org/10.2172/1222683.

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Sagebiel, John. Walk the Talk. Integrated Sustainability Initiative. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1193247.

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Seybold, Patricia. Why the Buzz About Google Talk? Boston, MA: Patricia Seybold Group, September 2005. http://dx.doi.org/10.1571/psgp9-1-05cc.

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Ramsey, Marilyn Leann, Quinn Ulysses Abfalterer, Mareldi Ahumada Paras, Dara Ann Armstrong, Kate Marie Bubar, Alexander Jackson Buser, Geunyeong Byeon, et al. 2019 Theoretical Division Lightning Talk Series. Office of Scientific and Technical Information (OSTI), September 2019. http://dx.doi.org/10.2172/1565814.

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Flagg, Kenneth, Jordan Schupbach, and Lillian Lin. Let’s Talk Online Video Pilot Results. Montana State University, March 2017. http://dx.doi.org/10.15788/letstalk.

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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. Incontinence: We Need to Talk About Leaks. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.005.

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Anyone, of any gender, at any age, can leak urine or faeces. What would you do if it happened to you? Imagine if you’d woken up this morning and you’d wet the bed. What would you do? Have a wash, put on clean clothes, change the bedding and put it in a washing machine? You may go to the shop and buy an incontinence pad. And perhaps if you knew that there was help available for leaking urine you’d make an appointment to see a doctor next week and then just carry on with the rest of your day, dignity intact. Now imagine if you’d woken up this morning and you’d wet the bed. But to have a wash, or clean your clothes and bedding, you’d have to walk for an hour to collect water. Imagine you are frightened to walk there alone, the path is steep and you struggle to use the hand pump. Even if you did get water, you don’t have enough soap so the smells would linger anyway. And after all that effort, you have nothing to wear to soak up urine if it happens again. What if you didn’t know that leaking urine was common, and you spent the rest of the day worried about your health and too embarrassed to go to work in case people could tell? What if you were worried that your partner would hit you again for making a mess so you had very little to drink all day for fear of it happening again? What can you do to support people living with incontinence? To start, we need to talk about leaks.
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