Relevant bibliographies by topics / Talkin circle

Academic literature on the topic 'Talkin circle'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Talkin circle"

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Fredericks, Bronwyn, Karen Adams, Sandra Angus, and Melissa Walker. "Setting a New Agenda." International Journal of Critical Indigenous Studies 4, no. 2 (June 1, 2011): 17–28. http://dx.doi.org/10.5204/ijcis.v4i2.61.

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The Australian National Aboriginal and Torres Strait Islander Women’s Health Strategy was developed to reflect the health priorities of Aboriginal and Torres Strait Islander women, as identified by Aboriginal and Torres Strait Islander women themselves. This article describes the process used by the Australian Women’s Health Network to develop the strategy. The women involved in the research used the talking circle method and engaged with Aboriginal and Torres Strait Islander women through a process referred to as ‘talkin’ up’, where women ‘talk back’ to one another about issues that matter to them. In this article, we describe the power of the talkin’ up process, as a way for Aboriginal and Torres Strait Islander women to identify their own issues, discuss them in context and talk in a culturally safe environment. The strategy which emerged from this process is an accurate reflection of the issues that are important to Australian Indigenous women and highlights the improvements needed in Aboriginal and Torres Strait Islander women’s health to strengthen and underpin women’s health, Indigeneity and their sense of well-being as Aboriginal and Torres Strait Islander women.
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Brown, Martha A., and Sherri Di Lallo. "Talking Circles: A Culturally Responsive Evaluation Practice." American Journal of Evaluation 41, no. 3 (June 10, 2020): 367–83. http://dx.doi.org/10.1177/1098214019899164.

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Talking Circles are safe spaces where relationships are built, nurtured, reinforced, and sometimes healed; where norms and values are established; and where people connect intellectually, spiritually, and emotionally with other members of the Circle. The Circle can also be an evaluation method that increases voice, decreases invisibility, and does not privilege one worldview or version of reality over another. The purpose of this article is to describe how the Circle can be a culturally responsive evaluation practice for those evaluators wishing to build relationships, share power, elicit stakeholder voice, solve problems, and increase participants’ capacity for program design, implementation, and evaluation. Circles can be used by both Indigenous and non-Indigenous evaluators. By offering the global evaluation community this concrete, practical, and culturally responsive approach, we open the door so that others can build on this work and offer additional insights as this practice is used, refined, and documented.
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Buchanan, Julia, Robert Donmoyer, and Patricia Makokis. "Access Stories ... and a Bit More: A Talking Circle Inspired Discussion." LEARNing Landscapes 9, no. 2 (April 1, 2016): 105–26. http://dx.doi.org/10.36510/learnland.v9i2.766.

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This paper focuses on what happened when a doctoral student wanted to study an Indigenous group’s approach to leadership. Three accounts are presented: the student’s, her advisor’s, and an Indigenous culture leader’s. The accounts were developed and are being reported by using a modi ed version of the talking circle process employed in many Indigenous cultures. Despite modi cations, the approach retained many of the characteristics of traditional talking circles and demonstrated a talking circle’s potential for "transforming understanding through creative engagement."
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Brandenburger, Shelly J., Karlys Wells, and Suzanne Stluka. "Utilizing Talking Circles as a Means of Gathering American Indian Stories for Developing a Nutrition and Physical Activity Curriculum." Health Education & Behavior 44, no. 3 (November 19, 2016): 448–53. http://dx.doi.org/10.1177/1090198116674888.

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This qualitative study used a focus group approach (talking circles) to elicit tribal elder insight on important concepts for the purpose of creating a curriculum to teach tribal youth in South Dakota about nutrition and physical activity in culturally appropriate ways. The focus groups were part of a larger project that is exploring mechanisms for creating culturally relevant nutrition and physical activity education for American Indian youth. A series of “Eat Smart, Play Hard” posters, created by South Dakota State University Extension, served as the starting point for talking circle conversations with tribal elders about teaching nutrition and physical activity to children. Data from the talking circles were analyzed using qualitative content analysis for themes in elder dialogs. In open-ended conversations, elders discussed barriers and success in achieving good nutrition and physical activity, important aspects of the Siouan food culture, and historical relationships with food. They shared insights on food ingredients and methods of obtaining and preparing food that were and are currently important to their communities. These data were used to better understand the Native cultural perspectives on nutrition and physical activity and to create effective educational material for Native youth that could be used to teach them in culturally relevant ways.
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Lakkakorpi, P. T., and H. K. Väänänen. "Calcitonin, prostaglandin E2, and dibutyryl cyclic adenosine 3',5'-monophosphate disperse the specific microfilament structure in resorbing osteoclasts." Journal of Histochemistry & Cytochemistry 38, no. 10 (October 1990): 1487–93. http://dx.doi.org/10.1177/38.10.2169493.

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Bone resorbing osteoclasts form a specific microfilament structure at the attachment area, in which vinculin and talin appear as a double-circle structure and F-actin fills the space between these circles. This distribution of microfilaments is associated with the resorption lacunae, and F-actin, vinculin, and talin zones correspond roughly to the edges of the lacunae. In the present work, we examined by immunofluorescence the effects of calcitonin (CT) and prostaglandin E2 (PGE2), inhibitors of osteoclastic activity, as well as dibutyryl cyclic AMP (Bt2cAMP) and cytochalasin B, on the microfilament organization in resorbing osteoclasts. CT, PGE2, and Bt2cAMP rapidly dispersed the specific microfilament structure in resorbing osteoclasts. All microfilament proteins studied (vinculin, talin, and F-actin) spread to the central areas of the original circles. The effect of CT was dose dependent. The effects of CT and PGE2 could be reversed, but recovery was slower after CT treatment than after PGE2 treatment. Cytochalasin B entirely destroyed the F-actin organization but only partially the vinculin organization. The results suggest that one structural change leading to the inactivation of the osteoclasts caused by CT and PGE2 is the disintegration of the microfilament structure at the attachment area of resorbing osteoclasts.
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Hung, Marcus. "Talking Circles Promote Equitable Discourse." Mathematics Teacher 109, no. 4 (November 2015): 256–60. http://dx.doi.org/10.5951/mathteacher.109.4.0256.

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Madrona, Lewis. "Introducing Healing Circles and Talking Circles into Primary Care." Permanente Journal 18, no. 2 (May 12, 2014): 4–9. http://dx.doi.org/10.7812/tpp/13-104.

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Pokiak, Devalynn. "Surviving with tuktu (caribou)." Rangifer 32, no. 2 (March 8, 2012): 83. http://dx.doi.org/10.7557/2.32.2.2256.

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Sangris, Fred. "Renewing our traditional laws through joint ekwǫ (caribou) management." Rangifer 32, no. 2 (March 8, 2012): 75. http://dx.doi.org/10.7557/2.32.2.2254.

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Nirlungayuk, Gabriel. "“They’re going to come back”." Rangifer 32, no. 2 (March 8, 2012): 81. http://dx.doi.org/10.7557/2.32.2.2255.

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Dissertations / Theses on the topic "Talkin circle"

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Rosas, Blanch Faye, and faye blanch@flinders edu au. "Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education." Flinders University. Yunggorendi First Nations Centre, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090226.102604.

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Abstract This thesis acknowledges the social and cultural importance of education and the role the institution plays in the construction of knowledge – in this case of young Nunga males. It also recognizes that education is a contested field. I have disrupted constructions of knowledge about young Nunga males in mainstream education by mapping and rapping - or mappin and rappin Aboriginal English - the theories of race, masculinity, performance, cultural capital, body and desire and space and place through the use of Nunga time-space pathways. Through disruption I have shown how the theories of race and masculinity underpin ways in which Blackness and Indignity are played out within the racialisation of education and how the process of racialisation informs young Nunga males’ experiences of schooling. The cultural capital that young Nunga males bring to the classroom and schooling environment must be acknowledged to enable performance of agency in contested time, space and knowledge paradigms. Agency privileges their understanding and desire for change and encourages them to apply strategies that contribute to their own journeys home through time-space pathways that are (at least in part) of their own choosing.
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Duffié, Mary Katharine. "The talking circle." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/276982.

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The text and accompanying video tape describe the "talking circle" ritual as it is being used spiritually by a Native American group in Southern Arizona. The text analyzes the evolution of the ritual and applies widely accepted models of group therapy to its uses in the following capacities: Spiritually, (and in) Substance Abuse, Education and the Psychological Treatment of Troubled Teen-agers. The video tape features interviews with local practitioners and is narrated by a traditional Chippewa Indian.
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Ferris-Olson, Pamela. "A women’s talking circle: A narrative study of positive intergenerational communication." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366205259.

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Ivarsson, Viva, and Linus Johansson. "Talking Through Symbols : The Relationship Between Player, Symbols and Their Meaning." Thesis, Uppsala universitet, Institutionen för speldesign, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255241.

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Idag använder spelindustrin flertalet metoder för att leda spelare igenom spel som färg- och ljussättning och användandet av former. Denna uppsats fokuserar på det sist nämnda och försöker besvara frågan: I valet mellan simpla symboler, finns det en specifik symbol som spelare föredrar att följa och vad assosierar de med denna symbol? För att besvara denna fråga skapades ett test som undersökte spelares val då de presenterades för tre symboler, en cirkel, en triangle och en fyrkant. Testet var en spelprototyp som bestod av en korridor, vilket var spelets inlärnings område, och ett rum med tre dörrar, vilket var det huvudsakliga testet. Testet visade att det inte fanns en viss symbol som spelare följde mer än någon av de andra, men att associationerna med symbolerna verkar stämma överrens med tidigare studiers förklaring av vad symbolerna står för. Detta visar på att att symbolerna kan användas inom speldesign för att framföra meddelanden till spelaren och hjälpa till att leda dem i nya områden.
Presently the video game industry uses a number of methods to lead the players though the games such as colours, lights and shapes. This thesis focuses on shapes and tries to answer the question: In choosing between basic symbols is there a particular symbol that players prefer tofollow and what do they associate with that symbol? In order to answer this question we created an experiment in which we tested how test subjects respond to three primitive shapes, triangles, circles and squares. The experiment consisted of a corridor with a door in one end, acting as the controls tutorial, and a room with three doors which was the actual experiment. Our test shows that there is not a certain symbol that the test subjects prefer to follow, but that the associations to the symbols seem to be true in comparison to earlier made studies on what these symbols are viewed to represent. This points at the possibility that the symbols can be used in game design to convey messages to the players and be used to guide the players in new environments.
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Perry, Diana Lauren. "Talking Circle| A culturally appropriate approach to healing intergenerational trauma within an evidence-based paradigm." Thesis, California Institute of Integral Studies, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559722.

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There is currently widespread debate in the psychological community with regards to research on and provision of evidence-based practices. The American Psychological Association recently developed clinical and research guidelines for the implementation and investigation of culturally appropriate treatment interventions. As of 2000, there were 562 tribal entities recognized and eligible or funding and services from the Bureau of Indian Affairs (Ogunwole, 2002). This United States Indigenous contingent continues to be marginalized by diagnostic classification and treatment interventions that perpetuate or discount the role of cultural oppression (Gone, 2009). Whereas current literature speaks to a relationship between colonization and intergenerational trauma (Gone & Alcántara, 2007; Duran & Duran, 1995), the reenactment of this relationship in the Evidence-Based paradigm is under-researched (Smith-Morris, 2007).

This integrative literature review (ILR) ucovers the benefits of Talking Circle for Native and Native-minded persons and communities. Advocates for the implementation of culturally-appropriate diagnostic, treatment, and research methodologies report that inclusion assists in healing socio-historical wounds (Gone & Alcántara, 2007; Sue, Zane, Hall, & Berger, 2009). This is extremely relevant for contemporary Indigenous individuals, families, and communities.

The current study presents the viability of Talking Circle for slowing the transmission of trauma by offering a compelling argument supporting its evidence-based nature through a comparison of available research on trauma-informed treatment models with published findings on Talking Circle. Assumptions, literature review, critique of the literature review, and commentary on and appraisal of potentially translatable healing rituals supports a postcolonial driven conceptual model for the treatment of the soul wound, the Native equivalent of Post-Traumatic Stress Disorder (PTSD) Disorder of Extreme Stress Not Otherwise Specified (DESNOS).

This ILR assists in substantiating the logical inclusion of Talking Circle into the existing set of available evidence-based PTSD treatment interventions (as outlined in Jennings, 2004, 2008). Providing this conceptual model via an ILR allows for adequately assessing the specific aspects of the research on intergenerational trauma, available interventions, and existing needs. This project illuminates, in a multilayered way, the role of Talking Circle in indigenous life and for healing intergenerational trauma, the soul wound, in the Native community.

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Kartofel, Roy Alexis Rodenstein 1975. "Talking in circles : representing place and situation in an online social environment." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/61845.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2000.
Includes bibliographical references (leaves 61-66).
This thesis presents work focused on the creation of a sociable space for communication online. Sociable communication requires the ability to converse with others using simple and meaningful mechanisms, supporting flexibility and expressiveness. Equally important is the ability for people to read the space they inhabit and make sense of it in socially significant ways, such as people watching to observe others' interests and interaction styles. A third key to sociable communication is emphasis on identity and embodiment, giving participants a strong sense of themselves and others through their online representations. These issues are approached through research in areas ranging from sociology to urban architecture, directed at finding bases for the design of capabilities that are useful and engaging in the context of computer support for distributed multiparty communication. The result of this research is Talking in Circles, a graphical audio conferencing environment that employs abstract graphics for representation and provides lightweight access to multiple expressive modes. This thesis discusses foundations for work towards sociable communication online as well as the design and implementation processes involved in the creation of the Talking in Circles system. User experiences with the system, lessons learned and directions for further research into sociable communication are then detailed.
by Roy Alexis Rodenstein Kartofel.
S.M.
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List, Amanda. "Talking in circles, using circles as a tool for creating an organization that taps into and capitalizes on the energy of its people." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59457.pdf.

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Brown, Martha A. "Talking in circles| A mixed methods study of school-wide restorative practices in two urban middle schools." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154934.

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This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools which was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked on the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then in turn strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.

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Smiles, Tracy. "Student Engagement Within Peer-led Literature Circles: Exploring the Thought Styles of Adolescents." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1203%5F1%5Fm.pdf&type=application/pdf.

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Gonzales-Miller, Shannon C. "Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu160703848158182.

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Books on the topic "Talkin circle"

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Gillette, George Walking Bear. Talking Bear's talking circles. Corvallis, Oregon: Oak Savanna Publishing, 2012.

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Jane, Briggs, and United Kingdom Literacy Association, eds. Literature circles: Better talking, more ideas. Royston: UKLA, 2005.

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Cantini, Federico, and Francesco Salvestrini, eds. Vico Wallari – San Genesio ricerca storica e indagini archeologiche su una comunità del medio Valdarno inferiore fra alto e pieno medioevo. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-598-6.

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Il volume raccoglie le relazioni presentate nel corso della giornata di studio tenutasi a San Miniato il primo dicembre 2007, dedicata all'indagine storiografica e ad un bilancio della lunga ricerca archeologica condotte sul sito di San Genesio nel Valdarno inferiore, villaggio che ebbe continuità insediativa dall'Antichità al pieno Duecento e che venne definitivamente abbandonato a seguito di una violenta distruzione da parte degli abitanti della vicina San Miniato al Tedesco. La località è nota dalle fonti scritte per alcune assemblee e incontri politici ad alto livello ivi tenutisi fra XI e XII secolo, incontri destinati a svolgere un ruolo significativo nel più ampio contesto della Toscana comunale. L'abitato è stato riportato alla luce nel corso di una quasi decennale campagna di scavo che ha fornito risultati di grande rilievo, tali da farne un interessantissimo case-study. Il volume si pone come momento di confronto fra metodologia storica e archeologica ed ha l'ambizione di evidenziare la grande utilità della collaborazione interdisciplinare sul terreno di realtà campione particolarmente propizie. Nel contempo esso fornisce un primo quadro complessivo circa la storia di un centro abbandonato ma dal passato ricco ed eccezionalmente documentato, proponendo un punto di riferimento per altre analoghe indagini destinate a far luce sulle vicende politiche, sulle istituzioni eclcesiastiche e sulle dinamiche del popolamento nell'Italia medievale.
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Lévesque, Ray. Talking Circle Journal, Issue 1: The Potlatch Speeches. Edited by Ray Lévesque. Healing the Land Publishing, 2005.

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Camp, Candace. Smooth-Talking Texan (A Family Circle) (Silhouette Intimate Moments, 1153). Silhouette, 2002.

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Talking With Our Brothers: Creating and Sustaining a Dynamic Men's Group. Men's Community Publishing Project, 1996.

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Lévesque, Ray. Talking Circle Journal, Issue 2: Questions and Answers on Native Ministry. Edited by Ray Lévesque. Healing the Land Publishing, 2005.

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The Bakhtin circle and ancient narrative. Eelde: Barkhuis, 2006.

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Bracht, Branham Robert, ed. The Bakhtin circle and ancient narrative. Groningen: Barkhuis, 2005.

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Schäfer, Anne, and Rüdiger Schmitt-Beck. A Vicious Circle of Demobilization? Context Effects on Turnout at the 2009 and 2013 German Federal Elections. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792130.003.0006.

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This chapter explores the contextual effects of constituency-level turnout on individual turnout intentions at the 2009 and 2013 German federal elections. It assesses whether these effects are mediated by citizens’ embedding into networks of political discussants, differentiating between influences originating from discussants inside and those outside of voters’ households. Although we can establish contextual effects, no empirical support is established for their mediation by voters’ discussion networks. Still, we detect relationships between shares of constituency turnout and citizens’ propensity to talk about political matters at all and to do so with other voters. It turns out that political discussants are a very powerful source of environmental influence on electoral behavior. Discussants cohabitating in voters’ households are especially influential. However, embedding into discussion networks is not always a boon; talking to non-voters also has substantial demobilizing effects.
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Book chapters on the topic "Talkin circle"

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Früchtel, Frank, and Anna-Maria Halibrand. "Verhandlungen im Kreis: Talking Circles, Friedenszirkel und Soziokratie." In Restorative Justice, 103–20. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-10179-4_8.

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Kunchi, Markandeya, and Shubhi Shrivastava. "Talking Circles: Spiritual Aid for Teenagers Through Social Media." In Social Computing and Social Media, 39–47. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20367-6_5.

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Reed, Thomas. "A Critical Review of the Native American Tradition of Circle Practices." In Indigenous Research of Land, Self, and Spirit, 132–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3729-9.ch009.

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This chapter is a critical review of circle practices. The author first examines the philosophical underpinnings behind similar practices of restorative justice, circles, circle practices, and talking circles. Then, the author explores the description of protocol and procedures of talking circles in the literature by various others. Thirdly, this literature review examines talking circles used in practice in the literature. This chapter synthesizes and critiques existing literature, as well as video resources and oral tradition. Circle practices are a traditional Native American practice of communication and community which has a strong spiritual core as a means for restorative justice. For some Native American people during talking circles, it is believed the person holding the eagle father or talisman cannot tell a lie.
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"The Talking Circle." In The Gatherings, 13–114. University of Toronto Press, 2021. http://dx.doi.org/10.3138/9781487539382-006.

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"Vicious Circles of Uncertainty:." In The Streets Are Talking to Me, 71–95. University of California Press, 2019. http://dx.doi.org/10.2307/j.ctvp2n3k9.10.

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Dalmage, Heather. "The Promise, Pitfalls, and Context of Restorative Justice." In Critical Perspectives on Social Justice in Speech-Language Pathology, 245–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7134-7.ch012.

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This chapter addresses the promises and pitfalls of restorative justice (RJ) practices for youth with communication disorders. This chapter begins with the historical context, the current zero-tolerance policies and other harsh, exclusionary discipline measures used in schools and (in)justice system, harming Black disabled students disproportionately. This chapter then addresses the promise of RJ as a way to challenge zero-tolerance while building inclusive communities that focus on the growth of young people in community. This chapter provides a step-by-step discussion of a restorative circle, a practice based on talking, listening, and processing emotions. Speech-language pathologists are called upon to learn about the promise of RJ, engage in restorative practices, and then utilize their specific knowledge of communication disorders to develop universal design circles so that youth with communication disorders and other invisible disabilities can be included and the promise of restorative justice fully realized.
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McCarthy, Kerry. "Remembrances." In Tallis, 197–208. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190635213.003.0017.

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This final chapter returns to the details of Tallis’s biography. It examines his will and the will of his wife Joan, two documents which offer considerable insight into his social circles and the everyday material surroundings of his household, as well as what little we can deduce of his family background. The chapter also discusses Tallis’s epitaph (very recently rediscovered by the author in a more accurate version) and the other memorial poems written at his death in 1585, including Ye sacred Muses, set to music by Byrd. It concludes with some reflections on Tallis’s enigmatic life and his musical gifts.
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Cohn, Samuel. "What You Can Do to Save the World." In All Societies Die, 227–30. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755903.003.0057.

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This chapter outlines what we can do to prevent societal death from happening, or stop the process once it has begun. It is important to remember that massive cultural change is possible. How do you change the culture of a world on a downward slide? When networks of trust and cooperation are shrinking, people only talk to people in their own social circle. Thus, reaching out and talking to other people that one would not otherwise talk to is key. Sharing new ideas helps build trust and confidence. It is also important to eliminate intolerance and maintain a positive message about the importance of global cooperation and working together, about the importance of science and education, and about the state and taxation.
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"4. Vicious Circles of Uncertainty: Vibrant Affective Matter That Matters." In The Streets Are Talking to Me, 71–96. University of California Press, 2019. http://dx.doi.org/10.1525/9780520973046-008.

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Nash, Sarah Louise. "Conclusion: Closing the Policy Circle." In Negotiating Migration in the Context of Climate Change, 175–90. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781529201260.003.0008.

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This concluding chapter summarizes the arguments discussed in the book before turning to the future, extrapolating what these arguments could mean for future work on the migration and climate change nexus. The moral, so to speak, of this story is that changing policy making on migration and climate change does not just imply coming up with new policy ideas, populating a new policy domain with mentions of migration and climate change, or being open to a sprinkling of new faces in policy arenas. Instead, it entails reconsidering how people understand and talk about migration and climate change and undertaking a process of self-reflection: what perspective do people have on the issue and why? This does not necessarily involve interrogating the reasons why people are moving, or the extent to which people connect changes in weather patterns to their decisions to move or their inability to do so. Rather, this involves a process of critical reflection of the motives, both explicit and implicit, of the policy juggernaut. This perspective is really important if the migration and climate change nexus is going to exist as anything but a dire warning of the realities of climate change, and if policy responses are going to be transformative rather than buttresses for the current global state of affairs.
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Conference papers on the topic "Talkin circle"

1

Kairam, Sanjay, Mike Brzozowski, David Huffaker, and Ed Chi. "Talking in circles." In the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208552.

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Rodenstein, Roy, and Judith S. Donath. "Talking in circles." In the SIGCHI conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/332040.332410.

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Rodenstein, Roy A., and Judith S. Donath. "Talking in circles." In the 2000 ACM conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/358916.361977.

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Lu, Qing, Liyan Xu, Zhen Cai, and Xiao Peng. "The spectrum of metropolitan areas across the world, and detection of potential metropolitan areas with Chinese characteristics." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/sdgu8646.

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When people talk about the Metropolitan Area (MA), they mean differently in different parts of the world with different contexts. Based on its spatial extent, internal structure, socio-economic function, and network characteristics, an MA can refer to various entities from a metropolis to a Megacity-region. In an effort to clarify the MA concept, we review the origin of the MA concept and its development in various parts of the world, especially the United States, Japan and China, so as to propose a spectrum of MAs, and their relationship with specific human and natural geographical contexts. Particularly, we find MAs in China typically have a unique three-circle structure, which is composed of a core circle, a commuting circle, and a functional metropolitan circle. By international comparable standards which include factors such as population density, facility density, and economic activity intensity, and adjusted with reasonable context-dependent considerations in China, the three circles are designated as follows: the spatial extent with the highest development intensity and assuming a central regional role is identified as the core circle; the districts and counties around the core circle with a commuting rate greater than 10% are identified as the commuting circle; and the districts and counties within an one-hour accessible zone are identified as the functional metropolitan circle. To test the model, we utilize eight sources of big data covering ecological background, population, economy, transportation, real estate, land use, infrastructure, and culture characteristics, and with a fusion analysis of the data we show how the factors combined give rise to the three-circle structure in typical Chinese MAs, and why the combination of the same factors in the US and Japanese contexts works otherwise to fill different niches in the spectrum of MAs mentioned above. For a further inquiry, within the framework of the same model and using the same dataset, we identify 32 cities from all 338 prefecture-level cities in China that would qualify as an MA or potential MA, which we call “the Metropolitan Areas with Chinese Characteristics”, and designate the spatial extent of the three circles within each of the MAs. Additional analyses are also conducted to locate the main development corridors, key growth poles, and currently underdeveloped regions in each of the MAs. We conclude the paper with discussions of potential challenges of MA development in China vis-a-vis current policies, such as cross-administration collaboration between jurisdictions within the same MA, and cross-scale collaboration between MAs, cities, and city groups. Placing the research in the global context, and considering the vast similarities between China and other developing countries in terms of population density, land resources, urbanization level, and socio-economic development status in general, we argue that China’s model of MAs may be also applicable to other developing countries. Therefore, this research may shed lights to planning researchers and practitioners around the world, especially in developing countries in understanding the development conditions of MAs in their own contexts, and also in methods for identifying and planning potential MAs to achieve their specific policy objectives.
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Syamsuardi, Syamsuardi, and Hajerah Hajerah. "Method of Circle Time In Developing Skills of Children Talking In Kindergarten." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290046.

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6

Yiyuan, Chen. "A Brief Talk on the Term "Dinner Circle"." In Proceedings of the 2019 4th International Conference on Social Sciences and Economic Development (ICSSED 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssed-19.2019.146.

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