Academic literature on the topic 'Technical dialogues'
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Journal articles on the topic "Technical dialogues"
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Stegman, Sandra Frey. "An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers." Journal of Research in Music Education 55, no. 1 (April 2007): 65–82. http://dx.doi.org/10.1177/002242940705500106.
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The purpose of this study was to explore the content of reflective dialogues between student teachers in music and their cooperating teachers, as well as to understand the effects of reflective dialogue on professional development. I was guided in this analysis of 49 transcriptions of interviews and reflective dialogues between student teachers and their cooperating teachers by classifications and terminology from previous research. I identified patterns and found that student teachers reflect most frequently on technical, clinical, and personal issues; critical topics were less frequently discussed. From this analysis, I highlighted the process and benefits of reflective dialogues with experienced teachers and offered approaches for cooperating teachers and university supervisors in music education.
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MEINWALD, CONSTANCE. "How Does Plato’s Exercise Work?" Dialogue 53, no. 3 (September 2014): 465–94. http://dx.doi.org/10.1017/s001221731400095x.
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I analyse the pros ta alla/pros heauto distinction in Plato’s Parmenides as a contrast between ordinary predication (corresponding to an individual’s display of a feature or, more technically, instantiation) and tree predication (based on a nature X being involved in a nature Y). I engage with my critics and argue that this interpretation vindicates Plato’s methodological remarks and maximizes his argumentative success. My interpretation shows how the Parmenides bridges the gap between Plato’s Middle Dialogues and the outstanding technical developments of the Late Dialogues.
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Katuka, Gloria Ashiya, Alexander R. Webber, Joseph B. Wiggins, Kristy Elizabeth Boyer, Brian Magerko, Tom McKlin, and Jason Freeman. "The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–24. http://dx.doi.org/10.1145/3512970.
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Co-creative proccesses between people can be characterized by rich dialogue that carries each person's ideas into the collaborative space. When people co-create an artifact that is both technical and aesthetic, their dialogue reflects the interplay between these two dimensions. However, the dialogue mechanisms that express this interplay and the extent to which they are related to outcomes, such as peer satisfaction, are not well understood. This paper reports on a study of 68 high school learner dyads' textual dialogues as they create music by writing code together in a digital learning environment for musical remixing. We report on a novel dialogue taxonomy built to capture the technical and aesthetic dimensions of learners' collaborative dialogues. We identified dialogue act n-grams (sequences of length 1, 2, or 3) that are present within the corpus and discovered five significant n-gram predictors for whether a learner felt satisfied with their partner during the collaboration. The learner was more likely to report higher satisfaction with their partner when the learner frequently acknowledges their partner, exchanges positive feedback with their partner, and their partner proposes an idea and elaborates on the idea. In contrast, the learner is more likely to report lower satisfaction with their partner when the learner frequently accepts back-to-back proposals from their partner and when the partner responds to the learner's statements with positive feedback. This work advances understanding of collaborative dialogue within co-creative domains and suggests dialogue strategies that may be helpful to foster co-creativity as learners collaborate to produce a creative artifact. The findings also suggest important areas of focus for intelligent or adaptive systems that aim to support learners during the co-creative process.
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Habscheid, Stephan. "Socio-Technical Dialogue and Linguistic Interaction. Intelligent Personal Assistants (IPA) in the Private Home." Sprache und Literatur 51, no. 2 (February 7, 2023): 167–96. http://dx.doi.org/10.30965/25890859-05002020.
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Abstract The article addresses the phenomenon of voice-controlled assistance systems, or more precisely: smart speakers with voice user interfaces, as they have been finding their way into private households for some time. The public discourse revolves, among other things, around the question of the extent to which the socio-technical exchange with such systems differs from social interaction or increasingly approaches it, and, related to this, whether individual users must adapt to machines or vice versa. At the same time, empirical research shows that socio-technical dialogues and social interaction are often not two separate worlds, but components of a complex practice in which prima facie ontologically different participants are involved. These circumstances make it possible to reconstruct the characteristics of both socio-technical dialogue and the social interaction which is situated around it as linguistically mediated performances from a praxeological perspective. In this context, systematic transitions between socio-technical dialogue and a “meta-interaction space” play an important role, as do various forms of “sequential” processes and their mediation with each other. This article approaches these phenomena based on empirical data from an ongoing research project, notably audio-visual recordings of situations of the initial installation/commissioning of IPA in two- and multi-person households, audio recordings of situations of everyday use, log data of socio-technical dialogue which the systems make available to the users through the corresponding smartphone app.
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Wade, Suzanne E., Janice R. Fauske, and Audrey Thompson. "Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues." American Educational Research Journal 45, no. 2 (June 2008): 398–442. http://dx.doi.org/10.3102/0002831207308224.
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In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural education the peer-led dialogues suggested. Using the tools of discourse analysis to analyze the dialogue, they found some evidence of reflective problem solving. However, few students engaged in critical reflection, which entails examining the sociopolitical consequences of solutions and promoting social change through community action projects. Furthermore, many responses reflected deficit theories, stereotypical thinking, and technical-rational problem solving. Interwoven with the analysis of the students’ discussion is a self-study dialogue reflecting on the instructor’s curriculum and pedagogy. The self-study addresses what the authors have learned about how teacher educators foster critically reflective problem solving regarding issues of language, culture, and race.
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Venturelli, Silvia. "Dalla tecnica all’etica: argomentazioni peirastiche in Lachete, Carmide, Ippia minore e Protagora." Elenchos 35, no. 2 (June 1, 2014): 233–50. http://dx.doi.org/10.1515/elen-2014-350203.
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AbstractThe analogy between virtue and crafts is the core of Socratic ethics, whose fundamental principle is that virtue is a kind of knowledge similar to technical skills. Moral knowledge, however, is on a superior level and is different from other crafts since it concerns the ends of human action. This article aims to show that the main purpose of Laches, Charmides, Lesser Hippias and Protagoras is to bring out this distinction. More specifically, all the four dialogues follow a similar pattern, i.e. they lead to the conclusion that virtue is moral knowledge by means of preliminary argumentations which consider the opposite view, supposing that it consists in technical knowledge. Thus we are shown the difficulties arising if we fail to distinguish moral knowledge, before the dialogue reaches its positive conclusion.
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Pozdnyakova, E. Yu, and N. N. Shpilnaya. "Interpretative Potential of Abstract and Concrete Common Nouns." SibScript 26, no. 4 (August 14, 2024): 503–14. http://dx.doi.org/10.21603/sibscript-2024-26-4-503-514.
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The article describes the interpretative potential of abstract and concrete common nouns. In interpretational linguistics, any word may become part of dialogue, which means that its semantics is not static. The research objective was to identify differences between abstract and concrete common nouns in interpretational discourse. The linguistic experiment consisted of two stages; its goal was to identify the effect of the word type (abstract / concrete) on its interpretative potential. The respondents were first- and second-year students of the Polzunov Altai State Technical University aged 18–22 y.o. The first stage (109 people) involved modeling the associative field of common nouns while the second one (270 people) featured their use in dialogue speech. The surveys yielded 5,248 associations and 218 dialogues. The interpretative orientation of a word was determined by association, and words that formed an associative chain could be considered as key lexemes used by the recipient to build their own discourse. The semantic components of the associative field of abstract and concrete common nouns generated both synonymous and antonymous reactions. However, the associative field of lexemes with a concrete semantics proved to be more diverse. The analysis of key associates made it possible to identify the referential areas of nouns of abstract and concrete nouns, which were not directly linked to the dictionary lexical meaning as most of them did not correspond with the dictionary definition. Dialogues with abstract nouns seldom included areas associated with their direct (dictionary) definition. Dialogues with concrete nouns hardly involved areas connected with interpretative and figurative meaning.
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Wely, Fatima, and Abdulhussein Muhammed. "The Demons of Pre-Islamic Poets Authorization by Ibn Shahid Al-Andalusi (d. 426 A.H) in His Message Minions and Cyclones : An Analytical Study." Islamic Sciences Journal 13, no. 1 (February 16, 2023): 122–49. http://dx.doi.org/10.25130/jis.22.13.1.1.6.
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This brief study aims to examine the message of the Followers and Cyclones by Ibn Shahid Andalusian (Died on 426 H) take up the text of a dialogue by Ibn Shahid and his companion is the Jinn (Zuhair bin Namir) for the demons of the pre-Islamic poets Those he interviewed in succession, the dialogue of devil Imru al-Qais then they had a dialogue with devil Tarfa bin Al-Abd, then the third dialogue of the demon of the pre-Islamic poet Qais bin Al-Khatim, and at the end of each dialogue Ibn Shahid takes the license to excel from the followers of these great poets.
Therefore, the researchers dealt with these dialogues with technical analysis and the intention of the writer from conducting the dialogues on the tongue of the interlocutors leading to granting him a license to excel From the presence of these followers, to respond with it to his envious, haters and tyrants, thus, he has won in the arena of literature after he relied on the weapon of imagination, which built this literary position by creating this immortal literary work, which was considered a prominent landmark of our immortal Arabic literature.
The researchers affected that this approach be through two interrelated topics, the first is the presentation of the text and its study in terms of structure and style, standing on Verses, drawing the characters, analyzing their symbols, and linking all of this to the poet’s biography and his artistic doctrine.
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Hetze, Katharina, Paula Maria Bögel, Andreas Emde, Sigrid Bekmeier-Feuerhahn, and Yvonne Glock. "Online stakeholder dialogue: quo vadis? – An empirical analysis in German-speaking countries." Corporate Communications: An International Journal 24, no. 2 (April 1, 2019): 248–68. http://dx.doi.org/10.1108/ccij-01-2018-0012.
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Purpose The purpose of this paper is to present an empirical analysis of CSR communication posted on the websites of 70 companies listed on the main stock markets in German-speaking countries, the so-called DACH region. The results of this analysis offer answers to questions that are currently being discussed in the CSR literature, namely, on the importance attributed to stakeholder information vs stakeholder dialogues in (online) CSR communication. Design/methodology/approach Using a quantitative content analysis, the study examines the extent to which leading German, Austrian and Swiss companies are meeting communication and CSR-related requirements, especially regarding stakeholder dialogue and overall stakeholder involvement. Findings Drawing on Morsing and Schultz’s (2006) theoretical insights concerning stakeholder engagement, this study shows that current CSR communication primarily provides information for stakeholders and contains only a few elements of consultation with stakeholders. In addition, no elements indicating stakeholder involvement in decision processes were found. Data analysed in 2004, 2007, 2012 and 2016 for the German DAX companies allowed for comparisons over time. A closer examination of these data revealed increasing professionalism in CSR communication, especially in the provision and presentation of information. Regarding information clarity and opportunities for dialogue, however, the results show low progress. The criteria set developed for the study provides guidance for how companies can improve their CSR communication, but the findings on the long-term slow progress in stakeholder involvement, in some aspects even a decrease in dialogue, also raise questions about the (perceived) use of online CSR dialogues for companies. Research limitations/implications Communication is viewed from a strategic instrumental perspective. The empirical analysis focusses on the technical possibilities offered by the internet to make CSR communications and reporting available and understandable to stakeholders and to promote dialogue with and among stakeholders. Originality/value By focussing on online CSR communication in the DACH region, this study contributes to the current state of research and offers several recommendations for practitioners; it particularly provides critical reflection on online stakeholder dialogues and related paradigms (constitutive vs functionalistic perspective).
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Khalil Shukri Hayas and Marwa Mohamad Najeeb. "Rhetoric Of The Question, The Dialogue Of Poetic Vision, A Reading Of Samples From The Collection Of "Sukrat Al - Qamar " By Amal Al-Qasim." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 5 (August 15, 2024): 265–75. http://dx.doi.org/10.61132/morfologi.v2i5.969.
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The poetic question is a subject that is expanding in critical studies to the extent, which is formed a private critical space. The poetic question was able to excrete during the reading a remarkable aesthetic and rhetorical aesthetic. It doubled the interest of critics and creators together and created dialogues between text and its recipients. Here in this research, the Dialogic means is not in the concept of the Bakhtni that depends on the intersexuality, but in its communicative concept for searching to the effectiveness of the poet in creating interactive dialogue between him and the implicit reader within the text and his default reader out of the text. This question dialogic creates a poetics distinctive and takes the technical reasons for dialogue from the technical side and even qualitative, and the question with elegance’s poetic. With this vision’s reading we have tried to analyze two patterns from poems of poet Amal AL-Qasim called (Cuffed eloquence) and (Sura water) which are standing on the poetic question to search inside both of the patterns on Aesthetic toward poetic and his ability to deepen the significance of the text and find out the poetic’s idealism and poetics.
Dissertations / Theses on the topic "Technical dialogues"
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Boukhatem, Moncef. "Natural Language Processing Approaches for Closed-Domain Technical Dialogues." Electronic Thesis or Diss., Institut polytechnique de Paris, 2024. http://www.theses.fr/2024IPPAX151.
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Cette thèse explore diverses méthodes avancées en traitement du langage naturel (TAL) pour améliorer l'interprétation et l'analyse des données textuelles, en particulier dans les dialogues multilingues et techniques. La recherche se concentre sur plusieurs tâches clés du TAL, notamment l'extraction de mots-clés, la modélisation d'arbres syntaxiques, les systèmes de question-réponse techniques, la résolution de cataphore et l'exploitation des données spécifiques à un domaine.Une partie du travail présente de nouvelles approches utilisant des graphes de mots (GoW) et des arbres syntaxiques pour améliorer l'extraction de mots-clés dans des textes techniques et littéraires. Ces méthodes sont comparées aux techniques traditionnelles, montrant que les approches basées sur la syntaxe améliorent les performances, notamment pour les textes non grammaticaux et spécifiques à un domaine.D'autres contributions incluent des avancées dans les systèmes de question-réponse techniques, où diverses mesures de similarité sémantique et modèles d'apprentissage automatique sont comparés pour leur efficacité à traiter les requêtes techniques. La recherche se penche également sur la résolution de cataphores, en explorant des méthodes basées sur des règles, statistiques et neuronales, avec un accent particulier sur les dialogues techniques.De plus, la thèse examine le rôle de la génération de données synthétiques et des techniques de nettoyage de données pour optimiser les applications du TAL spécifiques à un domaine. Des techniques comme le reverse prompting avec les grands modèles de langage (LLM) sont proposées pour améliorer la qualité des données synthétiques.Enfin, la thèse introduit et évalue des méthodes émergentes telles que le Chain of Thoughts (CoT), le Tree of Thoughts (ToT) et le Retrieval-Augmented Thoughts (RAT) pour améliorer le raisonnement et la prise de décision dans les systèmes de dialogue complexesThis thesis explores various advanced methods in Natural Language Processing (NLP) to improve the interpretation and analysis of textual data, particularly in multilingual and technical dialogues. The research is centered around several key NLP tasks, including keyword extraction, syntactic tree modeling, technical question answering, cataphora resolution, and domain-specific data exploitation.A part of the work introduces novel approaches using graph-of-words (GoW) and syntactic trees to enhance keyword extraction from both technical and literary texts. These methods are compared against traditional keyword extraction techniques, demonstrating that syntax-based approaches improve performance, especially in ungrammatical and domain-specific text types.Further contributions include advances in technical question answering systems, where various semantic similarity measures and machine learning models are compared for their effectiveness in handling technical queries. The research also looks into cataphora resolution, exploring rule-based, statistical, and neural network methods, with a particular focus on resolving references in technical dialogues.Additionally, the thesis examines the role of synthetic data generation and data cleansing techniques in optimizing domain-specific NLP applications. Techniques such as reverse prompting using large language models (LLMs) are proposed to enhance the quality of synthetic data.The final ``original contribution’’ chapter introduces and evaluates emerging methods like Chain of Thoughts (CoT), Tree of Thoughts (ToT), and Retrieval-Augmented Thoughts (RAT) for improving reasoning and decision-making in complex dialogue systems
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Pretalli, Michel. "Les dialogues militaires des ingénieurs italiens du XVIème siècle : transmision des savoirs et aspirations littéraires." Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1040/document.
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La thèse comprend trois parties dont la première vise à définir le contexte historique et culturel dans lequel se développa la production littéraire prise en considération. Nous y décrivons la position d'infériorité relative qui était, depuis l'Antiquité, celle des praticiens (mechanici) par rapports aux lettrés et, plus généralement, aux représentants des arts libéraux. Nous décrivons ensuite le milieu dans lequel évoluèrent les auteurs des dialogues étudiés, c'est-à-dire la cour, centre névralgique et décisionnel de la société à cette époque et qui, passage obligé de l'ascension sociale, était aussi un milieu hostile et très fortement concurrentiel. Le prince occupait le sommet de sa hiérarchie et se situait au cœur des dynamiques internes qui l'animaient. Les techniciens tels que certains des auteurs des ouvrages étudiés devaient se confronter à ce milieu s'ils espéraient faire carrière. Les possibilités d'évolution professionnelle et sociale qui s'ouvraient à eux étaient réelles : les États italiens montrèrent en effet au XVIème siècle un intérêt certain pour les disciplines techniques et proto-scientifiques. Dans ce contexte, la production textuelle représentait un moyen d'action de première importance. Le livre pouvait en effet être conçu comme une monnaie d'échange dans les relations courtisanes, mais aussi comme un succédané à l'action militaire ou comme un moyen efficace pour la promotion des compétences de l'auteur.La deuxième partie de la thèse nous rapproche des textes qui forment le corpus de recherche. Le fait que ces ouvrages traitaient d'affaires militaires représentait un atout dans les cours de la péninsule au XVIème siècle et pouvait leur assurer une réception favorable tout en ouvrant des perspectives de carrière à leurs auteurs. Le premier chapitre de cette partie vise donc à montrer comment était perçue l'utilité de l'art militaire à cette époque. Si la rhétorique faisait de son exaltation un véritable lieu commun, la réalité historique conduisait à un constat unanime : celui de la nécessité urgente pour les États de la Péninsule, qui subirent des échecs cuisants dans la première partie du siècle notamment, d'améliorer l'efficacité de leurs armées. La production d'ouvrages militaires aux finalités didactiques s'encadre, en partie tout du moins, dans ce contexte et répond à la volonté de proposer une instruction militaire plus avancée. La manière dont les auteurs des dialogues étudiés cherchèrent à répondre à ce besoin vital dépendait substantiellement de leur conception de l'art militaire. On en distingue trois principales à cette époque mais toutes préconisent, dans des proportions et selon des modalités différentes, l'union des connaissances théoriques et pratiques. Les hommes de métiers – des membres de l'aristocratie ayant souvent reçu une certaine formation culturelle – revendiquaient la supériorité des savoirs pratiques et critiquaient ceux que l'on appellera les théoriciens purs. Dans leurs ouvrages, ils arrivaient parfois à remettre en cause la pertinence d'une transmission des savoirs militaires par l'écrit. Le paradoxe n'est cependant qu'apparent : la notion clé de l'experimentum – qui peut s'accommoder du support écrit – permet de le résoudre. L'approche de type humaniste, de son côté, relève d'une perspective générale et aristocratique de l'art. Le recours aux auctoritates antiques y est fréquent et les vertus classiques occupent une place de premier ordre. Enfin, les techniciens de la guerre faisaient des mathématiques le fondement essentiel de leur conception de l'art militaire moderneNo english summary
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Hawkins, Richard William. "Standards for technologies of communication policy implications of the dialogue between technical and non-technical factors /." Thesis, Online version, 1992. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.260631.
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Leal, Neto Alberto Álvaro Vasconcelos. "Entre diálogos e reflexões: o que os egressos do curso médio-técnico em Geologia têm a dizer sobre formação humana?" Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/25950.
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A presente Tese objetiva compreender, a partir das narrativas dos egressos, a formação humana obtida durante o período em que pertenceram ao curso médio-técnico em Geologia do IFBA Campus Salvador. Para tal, através da revisão da literatura, buscamos situar dois pontos de vista em disputa acerca da formação humana desde o governo FHC (1995-2002): i) a perspectiva hegemônica, defendida pelos reformadores empresariais da educação e materializada nos escritos de Castro (2005; 2008) e Schwartzman (2011; 2016), cuja lógica está amparada na pedagogia das competências e na formação para atender as demandas do mercado de trabalho; e ii) a perspectiva contra-hegemônica, defendida por educadores e educadoras progressistas, consolidada nos escritos de Saviani (2003; 2007), Moura (2010) Ramos (2008), entre outros, fundamentada na Politecnia, na Formação Omnilateral e no Ensino Médio Integrado (EMI). Em seguida, inspirado nos pressupostos da pesquisa qualitativa, recorremos aos seguintes procedimentos metodológicos: estudo de caso único (YIN, 2010); Grupo secreto na rede social Facebook – Geologia: uma história não contada; roda de conversa (MELO; CRUZ, 2014 /entrevista grupal (GASKELL,2015); entrevistas narrativas (JOVCHELOVITCH; BAUER, 2015). A partir desses procedimentos, chegamos aos seguintes resultados da investigação: I) A maioria dos participantes escolheu o IFBA por acreditarem que o Instituto oferece uma educação pública, gratuita e de qualidade; II) A opção pela área de Geologia se deu pelos seguintes motivos: II.I) Semelhança com a Geografia; II.II) Influência da Semana das Profissões promovida pelo Instituto; II.III) Por acreditarem que o curso não era de “exatas” ou vinculados à área industrial. Além disso, verificamos III) um distanciamento entre as formulações teóricas, tanto da perspectiva hegemônica, quanto da perspectiva contra-hegemônica e IV) a compreensão dos egressos em torno das noções de formação humana, formação integrada etc. Esse distanciamento, portanto, aponta para um desconhecimento por parte dos participantes sobre o debate teórico em torno da temática, o que confirma a dificuldade em promover a integração entre formação geral e formação específica no curso médio-técnico em Geologia. Por fim, os achados e análises apontam a necessidade de formação continuada, especialmente, para os docentes vinculados às disciplinas de formação profissional, o que demonstra a necessidade de o Instituto fortalecer as políticas de formação de seus professores, técnicos, gestão e coordenação bem como estabelecer estratégias para a melhoria das práticas docentes.
ABSTRACT The goal of this Thesis is to understand the humane formation provided by IFBA’s Geology technical school graduates, campus Salvador, using their own narrative descriptions. To accomplish the task two different and polarized perspectives, dating from FHC government (1995; 2008), and related to humane formation were put together and compared: i) the hegemonic perspective, espoused by entrepreneurial education reformists, and materialized in the work of Castro (2005; 2008) and Schwartzman (2011; 2016), whose logic is based on the pedagogy of competencies, and also on a model of education focused on supplying a professional labor force in accordance to the needs of the market; and ii) a counter-hegemonic perspective, based on polytechnic, omnilateral formation and integrated formation, adopted by progressive educators, and consolidated on the works of Saviani (2003; 2007), Moura (2010), Ramos (2008) and many others. The qualitative research framework allowed the following methodological procedures to be used: single case study (YIN, 2010), social media, Facebook, secret group – Geology: a story that was never told: conversation circles (MELO; CRUZ, 2014); group interview (GASKELL, 2015); narrative interviews (JOVCHELOVITCH; BAUER, 2015). The research resulted in the following findings: I) most participants opted to study at IFBA because they believed the Institute provides a good quality, and free, education; II) They chose the Geology course for the following reasons: II.I) Similarities with Geography; II,II) Profession’s week, organized by the Institute; II.III)They believed the course did not have any similarities with classes such as Mathematics or Physics, nor it was not supposedly focused on the industrial job offers. The research also showed that III) students were distancing themselves from theoretical formulations, either from the hegemonic, as from the counter-hegemonic perspectives, and IV) The comprehension of the graduates around the notions of human formation, integrated formation, etc. The distancing from theoretical discussions points out to a lack of knowledge of the whole debate, which confirms the difficulties found in promoting the integration between general and specific formation in Geology technical school. Finally, the findings point out that the Institute needs to strengthen not only its teacher’s competencies, but also its technicians and administration and coordination staff formation policies, and also creating strategies to improve teaching practices.
RESUMEN Esta Tesis tiene el objetivo de comprender, a partir de las narrativas de los egresos, la formación humana obtenida durante el periodo en que pertenecieron al curso secundario-técnico en Geología del IFBA Campus Salvador. Para eso, a través de la revisión de literatura, buscamos situar dos puntos de vista en disputa acerca de la formación humana desde el gobierno del presidente Fernando Henrique Cardoso (1995-2002): i) la perspectiva hegemónica defendida por los reformadores empresariales de la educación y materializada en los escritos de Castro (2005; 2008) y Schwartzman (2011; 2016), cuya lógica está amparada en la pedagogía de las competencias y en la formación para atender a las demandas del mercado de trabajo; y ii) la perspectiva contra-hegemónica, defendida por educadores y educadoras progresistas, consolidada en los escritos de Saviani (2003; 2007), Moura (2010), Ramos (2008), entre otros, fundamentada en la Politecnía, la Formación Omnilateral y en la Enseñanza Secundaria Integrada (Ensino Médio Integrado - EMI). Luego, inspirado en los presupuestos de la investigación cualitativa, recurrimos a los siguientes procedimientos metodológicos: estudio de caso único (YIN, 2010), Grupo secreto en la red social Facebook - Geología: una historia no contada - rueda de conversación (MELO; CRUZ, 2014), entrevista grupal (GASKELL, 2015), entrevistas narrativas (JOVCHELOVITCH; BAUER, 2015). A partir de estos procedimientos, llegamos a los siguientes resultados de la investigación: I) La mayoría de los participantes eligió IFBA por creer que el Instituto ofrece una educación pública, gratuita y de cualidad; II) La opción por el área de Geología se dio por los siguientes motivos: II.I) Semejanza con la Geografía; II.II) Influencia de la Semana de Las Profesiones, promovida por el Instituto; II.III) Por creer que el curso no era de ciencias exactas o vinculado al área industrial. Además, averiguamos III) un alejamiento entre las formulaciones teóricas, tanto de la perspectiva hegemónica como de la perspectiva contra-hegemónica y IV) la comprensión de los egresos sobre de las nociones de formación humana, formación integrada etc. Ese alejamiento, por lo tanto, apunta hacia un desconocimiento por parte de los participantes sobre el debate teórico acerca de la temática, lo que confirma la dificultad en promover la integración entre formación general y formación específica en el curso secundario-técnico en Geología. Por fin, las descubiertas y los análisis confirman la necesidad de formación continuada, especialmente, para los docentes vinculados a las asignaturas de formación profesional, lo que demuestra la necesidad de que el Instituto fortalezca las políticas de formación de sus profesores, técnicos, gestión y coordinación, además de establecer estrategias para el mejoramiento de las prácticas docentes.
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Favero, Rute Vera Maria. "Dialogar ou evadir : Eis a questão! : um estudo sobre a permanência e a evasão na educação a distância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/14846.
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Esta dissertação aborda a problemática da evasão na Educação a Distância, um fato crucial que afeta a maioria dos cursos na modalidade a distância. Observou-se a importância do diálogo para a permanência de um aluno em um curso nesta modalidade. O diálogo foi analisado sob uma perspectiva freireana e piagetiana. As interações realizadas ao longo do curso permitiram verificar quão importante é o diálogo para que um aluno continue fazendo parte de um curso ou disciplina na modalidade a distância.. Foram analisados diversos recursos que permitiam interações entre os atores do processo, enfocando-se cinco categorias que permitissem identificar a ocorrência de diálogo: cooperação, incentivo, eqüidade na relação, participação contínua e geração de conhecimento. Todas as interações foram analisadas, observando se as conversas mantidas entre os integrantes do curso podiam ser identificadas dentro de uma dessas categorias ou mais. Sempre que estas foram identificadas, aquela interação foi catalogada para posterior estudo. A participação contínua foi observada dependendo da quantidade de interações realizadas por um aluno, durante um determinado período. (Continua). Para abalizar o que se buscava, estudaram-se as interações entre os educandos de um curso na modalidade a distância, mediado pela web, utilizando o ambiente TelEduc. O curso escolhido para realizar a pesquisa foi desenvolvido entre junho e julho de 2003. Os alunos desse curso eram todos professores da Educação Profissional das Escolas Técnicas do Rio Grande do Sul. Com o estudo efetuado, pôde-se verificar que os alunos que tiveram participação efetiva no curso, em ocorrências de diálogo, foram os que concluíram ou, pelo menos, os que permaneceram mais tempo no curso. Os resultados encontrados apontam para a necessidade de diálogo entre educadores e educandos e entre os próprios educandos, a fim de gerar a motivação necessária para que um aluno se mantenha em um curso ou disciplina na modalidade a distância. Além disso, espera-se que este estudo possa contribuir para os mais diversos cursos nesta modalidade.The present work investigates the evasion phenomenon in distance education as it has been affecting most of the courses offered under this mode. The interactions that took place throughout the course allowed us to see how important the dialogue is so that a student goes on making part of a course in distance education mode. The important role of the dialogue then, for maintening a student in a distance education course until its end was analysed based on the theories of Paulo freire and Jean Piaget. Several resources were then analysed under five categories for promoting the actors in the process to interact. The categories were: cooperation, incentive, fairness in the relation, continuous paticipation and knowlAE2e construction. All interactions were analized and labled under one or more of those five categories. The continuous participation was observed depending on the amount of interactions a given student had had in a given length of time. The course under investigation was carried out at Teleduc, being developed in June and July of 2003. The students were all teachers working at Technical Education at Technical Schools of Rio Grande do Sul. It was possible to check that the students with a more effective participation all long the course were the same students who concluded it or the ones who have remained for a longer time in the course before quiting it. The results show the need of the dialogue among teachers and students and among the students themselves, in a way that each students feels himself/herself more and more motivated for concluding a course in this diatance mode. We hope this study may contribute to other researches.
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Marques, Rômulo César Barbosa. "Assistência técnica e extensão rural do Estado de Goiás: da aplicabilidade da legislação e de políticas efetivas." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7927.
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In Brazil and in Goiás there are numerous programs aimed at family agriculture, among them rural extension, with characteristics in its design and application that are problematic. This study shows that the problems are related to the lack of compliance with constitutional and legal determinations, lack of systemic concepts in the management of agricultural properties, as well as a lack of regional specialization that considers the knowledge of small rural producers and that can bring benefits to the chain Productive. What is perceived is a mistaken conception of such policies by starting from an erroneous conception of public function. And although it is a practical, enforcement and law-making observation, it has its best study, in a more detailed way, from the theoretical frameworks used, namely, Anthony Giddens, Ricardo Abramovay and Amartya Sen, with emphasis on the call Reflective modernity and development, based on economic, social, political and cultural concepts. After analyzing the policies of ATERs, we propose to present a policy currently employed in pilot projects by the state of Goiás, as a result of research and improvements for decades of activity of EMATER - GO - Technical Assistance and Rural Extension Company in Goiás. Results and how they have collaborated for a productive chain on a macroscopic scale is the ultimate goal to demonstrate that a new way of carrying out technical assistance and rural extension programs can and should be urgently implemented throughout the country as a development policy under the most Different aspects. Methodologically, the present research was based mainly on bibliographical readings of works and sites that bring elements related to the theme.
No Brasil e em Goiás há inúmeros programas voltados para a agricultura familiar, entre eles a extensão rural, com características em sua concepção e aplicação que são problemáticas. Este estudo mostra que os problemas estão relacionados à ausência de cumprimento de determinações constitucionais e legais, falta de conceitos sistêmicos na gestão das propriedades agrícolas, bem como uma ausência de especialização regional que contemple os conhecimentos de pequenos produtores rurais e que podem trazer benefícios à cadeia produtiva. O que se percebe é uma concepção equivocada de tais políticas por partir de uma errada concepção de função pública. E embora seja uma constatação de ordem prática, de aplicação e constituição da lei, tem seu melhor estudo, de forma mais detalhada, a partir dos marcos teóricos utilizados, quais sejam, Anthony Giddens, Ricardo Abramovay e Amartya Sen, com destaque para a chamada modernidade reflexiva e desenvolvimento, calcada a partir de conceitos econômicos, sociais, políticos e culturais. Para tanto, após uma análise das políticas de ATERs, propomos apresentar uma política atualmente empregada em projetos piloto pelo estado de Goiás, fruto de pesquisas e melhoramentos por décadas de atividade da EMATER – GO – Empresa de Assistência Técnica e Extensão Rural em Goiás. Seus resultados e como têm colaborado para uma cadeia produtiva em escala macroscópica é o objetivo final, para demonstrar que uma nova forma de realizar programas de assistência técnica e extensão rural pode e deve ser implantada com urgência em todo o país como política de desenvolvimento sob os mais diversos aspectos. Metodologicamente, a presente pesquisa fundamentou-se essencialmente em leituras bibliográficas de obras e sítios que trazem elementos relacionados ao tema.
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Lucciano, Mélanie. "Paene Socratico genere : figures de Socrate dans la littérature et la philosophie à Rome de Plaute à Sénèque." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040071.
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Lorsque, au IVe siècle, les Romains rendirent hommage à la sagesse, ils érigèrent une statue de Pythagore. Pline l’Ancien s’en étonne : pourquoi n’a-t-on pas plutôt choisi Socrate ? Cette interrogation reflète l’intégration progressive de la figure du philosophe athénien à Rome, depuis le IIe siècle av. J.C. jusqu’à l’œuvre de Sénèque qui intériorise le modèle socratique d’enseignement.Est d’abord réuni le corpus exhaustif des occurrences de Socrate dans une perspective diachronique. Les passages sont contextualisés dans l’économie de l’œuvre, son genre et les objectifs de chaque auteur. La source grecque est, si possible, identifiée : la présence de Socrate sert alors de marqueur de la lecture des textes de Platon, de Xénophon, mais aussi d’autres Socratiques comme Eschine.Dans un second temps, les textes sont étudiés selon des regroupements chronologiques et thématiques : est alors définie une double réception de Socrate, entre valorisation et mépris, qui s’articule autour de sa grandeur, son rôle fondateur pour les écoles de pensée hellénistiques, sa mort courageuse et, à rebours, sa dénonciation de la rhétorique ou le caractère inutile des propos des Socratiques pour lutter contre les passions. Au mode de vie philosophique qu’incarne Socrate s’oppose parfois celui défini par le mos maiorum, ou encore par le poète élégiaque. Se dévoilent différentes interprétations de Socrate, ancêtre du cynisme et du stoïcisme, probabiliste ou transcendantaliste, ouvrant ainsi la voie à un transfert culturel des œuvres, mais aussi de leurs exégèses. Que ce soit dans une perspective historiographique, philosophique ou littéraire, Socrate devient peu à peu un exemplum, un modèle de vieWhen, in 343 B.C., the Romans paid tribute to wisdom, they built a statue of Pythagoras. Why was not Socrates chosen instead ? Pliny the Elder wonders. This interrogation reflects the progressive integration of the figure of the Athenian philosopher in Rome, from the second century B.C. until the work of Seneca which internalises the Socratic teaching model.At first, the exhaustive corpus of the occurrences of Socrates is gathered in a diachronic perspective. The passages are contextualized in the entire work, its genre and the purposes of every author. The Greek sources are, when possible, identified : the presence of Socrates serves then as a marker for the reading of the texts of Plato, Xenophon, but also other Socratics like Aeschines.Secondly, the texts are studied according to chronological and thematic groupings : a double reception of Socrates is then defined, between praise and contempt, which articulates around his greatness, his founding role for the Hellenistic philosophic schools, his courageous death and, on the contrary, his denunciation of rhetoric or the fact that Socratics’ theories are useless to fight against passions. The philosophic lifestyle embodied by Socrates sometimes contrasts with the one defined by the mos maiorum, or by the elegiac poets. Various interpretations of Socrates come to light, as an ancestor of Cynicism and Stoicism, as a sceptic or a transcendentalist, paving the way for a cultural transfer of the Greek philosophical works but also of their exegeses. Whether it be in an historiographic, philosophic or literary perspective, Socrates gradually becomes an exemplum, a model of life
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Kang, Su-Ju. "L'action extérieure de l'Union Européenne en faveur du renforcement du regime des droits de propriété intellectuelle en Chine." Thesis, Rennes 1, 2016. http://www.theses.fr/2016REN1G011.
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Malgré l’amélioration du régime des droits de propriété intellectuelle (DPI) en Chine après l’accession de celle-ci à l’Organisation mondiale du commerce (OMC) en 2001, la question relative aux DPI demeure l’un des « sujets de vive préoccupation » dans le commerce sino-européen. Selon la stratégie européenne visant à assurer le respect des DPI dans les pays tiers, adoptée en 2005 et renouvelée en 2014, la Chine est ciblée par la Commission européenne comme le premier pays tiers dans lequel les autorités locales ne prennent pas de mesure efficace pour s’attaquer aux problèmes de violations des DPI. En raison des enjeux politiques et économiques importants pour l’UE, son intervention est nécessaire pour améliorer le régime des DPI et l’environnement de l’investissement en Chine. L’analyse de l’action extérieure de l’UE s’appuie sur l’étude des instruments auxquels elle recourt en vue de renforcer la protection et le respect des DPI en Chine. L’objet de notre recherche est d’examiner la manière dont l’Union choisit d’exploiter les instruments à géométrie variable au sein des enceintes multilatérale et bilatérale. Deux axes distincts mais complémentaires orientent la mise en œuvre de l’action extérieure de l’UE vis-à-vis de la Chine : l’approche coopérative, d’une part, et de l’approche conventionnelle, d’autre part. L’approche coopérative vise d’abord à rapprocher le régime juridique chinois des standards les plus élevés du droit de l’UE. En dépit d’un certain nombre de difficultés limitant l’efficacité de l’action extérieure de l’UE, la coopération bilatérale avec la Chine permet de contribuer à l’amélioration du régime juridique chinois. La convergence normative devrait ensuite faciliter l’apparition d’une approche commune entre l’UE et la Chine sur le plan conventionnel. Il importe à cet égard de souligner la position divergente de la Chine face à la promotion de l’UE, par la voie conventionnelle, d’un renforcement de la protection et du respect des DPI. Malgré la convergence accrue des positions européenne et chinoise favorables à la protection « ADPIC-plus » des DPI, la Chine se montre réticente voire hostile envers les initiatives conventionnelles de l’UE tendant à renforcer les mesures relatives au respect des DPIDespite the improvement of China’s intellectual property rights (IPR) regime after this country’s World Trade Organization (WTO) accession in 2001, the IPR remains one of “major concerns” in Sino-European trade relation. According to European strategy for the enforcement of intellectual property rights in third countries, adopted in 2005 and renewed in 2014, China is identified by the European Commission as first priority country, in which the local authority does not take effective measures to tackle the problems caused by IPR violations. Taking into account the EU’s important political and economic concerns, his action is necessary in order to improve the IPR regime and the investment environment in China. The analysis of EU’s external action is based on the instruments used to strengthen IPR’s protection and enforcement in China. The purpose of our research is to examine the EU’s method to use the different instruments within the multilateral and bilateral fora. Two distinct but complementary axes orientate the undertaking of EU’s external action vis-à-vis China: cooperative approach, on the one hand, and the conventional approach, on the other hand. Firstly, the cooperative approach aims to bring Chinese legal system closer to higher standards in EU law. In spite of certain difficulties limiting the efficacy of EU external action, the bilateral cooperation with China can contribute to a better legal system in China. Then, the normative convergence should be able to facilitate the emergence of a common approach between the EU and China in the conventional framework. In this respect, it is important to emphasis Chinese divergent position with regard to EU’s conventional approach aiming to strengthen IPR protection and enforcement. Despite the increasing convergence of European and Chinese positions favorable toward “TRIPs-plus” protection, China seems reluctant even hostile to EU’s conventional initiatives intending to strengthen IPR enforcement measures
Books on the topic "Technical dialogues"
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Mazzon, Gabriella. Historical perspectives on forms of English dialogue. Milano, Italy: FrancoAngeli, 2012.
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Pusat Standardisasi dan Lingkungan (Indonesia). Prosiding workshop REDD+ dan LULUCF dari Bonn menuju Warsawa dan progres di dalam negeri: Workshop/dialogues on policy and technical issues on REDD+ post Durban dan Doha : Jakarta, 2 Juli 2013. Jakarta, Indonesia: Pusat Standardisasi dan Lingkungan, Kementerian Kehutanan dan Forest Carbon Partnership Facility-World Bank, 2013.
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1913-, Goldschmidt Walter Rochs, ed. Anthropology and public policy: A dialogue. Washington, D.C: American Anthropological Association, 1986.
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Weinberg, David M. Dialogue pour le développement: Le programme israélien d'aide à l'étranger. Westmount, Québec: Comité Canada-Israël, 1987.
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Weinberg, David M. Dialogue for development: Israel's foreign assistance programme. [Toronto]: Canada-Israel Committee, 1986.
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Man'kovskaya, Zoya. English language for technical colleges. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.
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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
For first-and second-year students of technical universities of any orientation.
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Jean-Noël, Missa, ed. Species technica: Suivi d'un, Dialogue philosophique autour de Species technica vingt ans plus tard. Paris: Vrin, 2002.
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Weinberg, David M. Dialogue pour le développement: Le programme israélien d'aide à l'etranger. [Canada]: Comité Canada-Israël, 1987.
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Fund, International Monetary, and World Summit for Social Development (1995 : Copenhagen, Denmark), eds. Social dimensions of the IMF's policy dialogue. Washington, D.C: The Fund, 1995.
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Retout, Olivier. The Europe, Asia, Latin America dialogue: Financial and technical cooperation, 1976-1989. Luxembourg: Office for Official Publications of the European Communities, 1991.
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Aprin, Farbod, Nils Malzahn, Francesco Lomonaco, Gregor Donabauer, Dimitri Ognibene, Udo Kruschwitz, Davinia Hernández-Leo, Giovanni Fulantelli, and H. Ulrich Hoppe. "The “Courage Companion” – An AI-Supported Environment for Training Teenagers in Handling Social Media Critically and Responsibly." In Higher Education Learning Methodologies and Technologies Online, 395–406. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29800-4_30.
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AbstractThe provision of toxic content and misinformation is a frequent phenomenon in current social media with specific impact and risks for younger users. We report on efforts taken in the project Courage to mitigate and overcome these threats through dedicated educational technology inspired by psychological and pedagogical approaches. The aim is to empower adolescents to confidently interact with and utilize social media and to increase their awareness and resilience. For this purpose, we have adopted approaches from the field of Intelligent Tutoring Systems, namely the provision of a virtual learning companion (VLC). The technical system is a browser-based environment that allows for combining a controllable social media space with a VLC as a plugin. This environment is backed by an API that bundles Machine Learning and Natural Language Processing algorithms for detecting and classifying different types of risks. The pedagogical scenarios that are supported by this technical environment and approach range from chat-based dialogues to more complex narrative scripts.
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Aman, Ayah. "Covering water in times of conflict." In Water conflicts and cooperation: a media handbook, 17–22. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247954.0005.
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Abstract The prevalence of local perspectives can be easily seen in the local media covering Nile Basin countries; most reports, articles, breaking news and even photos focus on national interests. It mostly shows how the Nile is a vital source for the country and the people's needs. But with the continuous change in the Nile hydropolitics (mainly after the signing of the Cooperative Framework Agreement in 2010, and the construction of the Grand Ethiopian Renaissance Dam in 2011), the media coverage turned to have a more regional perspective, looking more into activities in the riparian countries, exploring how their possible impacts on the national interest might look. This chapter provides an overview of media coverage in Eastern Nile countries. Common challenges that face almost all journalists writing about water are presented, which include (i) understanding the technical, political, legal and social aspects of the water conflict, (ii) credible sources, (iii) lack of confidence, and (iv) non-regular coverage. Solutions for constructive media coverage on the Nile are also given, i.e. training of specialized journalists, conducting constructive dialogues, enhancing media coverage in the Nile Basin, and linking journalists with researchers and officials in workshops to discuss the best solutions for informative and positive coverage.
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Pal, Samiran, Avinash Singh, Soham Datta, Sangameshwar Patil, Indrajit Bhattacharya, and Girish Palshikar. "Semantic Templates for Generating Long-Form Technical Questions." In Text, Speech, and Dialogue, 235–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83527-9_20.
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Degtyarev, Nikita, and Sergey D. Semenov. "Nuclear Sharing Arrangements: Military-Technical Aspects and Controversies." In Russian–American Nuclear Nonproliferation Dialogue, 207–31. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1716-5_9.
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Salvo, Michael J. "Dialogue and Dialogic Ethics." In The Routledge Handbook of Ethics in Technical and Professional Communication, 136–45. New York: Routledge, 2025. https://doi.org/10.4324/9781003434375-16.
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Jeziorowski, Ana Carolina de Faria Silvestre. "Practical Reason, Technical Perception and the Judge." In Aristotle on Truth, Dialogue, Justice and Decision, 177–91. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-45485-1_10.
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Matoušek, Jindřich, Zdeněk Hanzlíček, Michal Campr, Zdeněk Krňoul, Pavel Campr, and Martin Grůber. "Web-Based System for Automatic Reading of Technical Documents for Vision Impaired Students." In Text, Speech and Dialogue, 364–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23538-2_46.
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Menges, Uta, Jonas Hielscher, Annalina Buckmann, Annette Kluge, M. Angela Sasse, and Imogen Verret. "Why IT Security Needs Therapy." In Computer Security. ESORICS 2021 International Workshops, 335–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95484-0_20.
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AbstractOver the past decade, researchers investigating IT security from a socio-technical perspective have identified the importance of trust and collaboration between different stakeholders in an organisation as the basis for successful defence. Yet, when employees do not follow security rules, many security practitioners attribute this to them being “weak” or “careless”; many employees in turn hide current practices or planned development because they see security as “killjoys” who “come and kill our baby”. Negative language and blaming others for problems are indicators of dysfunctional relationships. We collected a small set of statements from security experts’ about employees to gauge how widespread this blaming is. To understand how employees view IT security staff, we performed a prolific survey with 100 employees (n = 92) from the US & UK, asking them about their perceptions of, and emotions towards, IT security staff. Our findings indicate that security relationships are indeed often dysfunctional. Psychology offers frameworks for identifying relationship and communication flows that are dysfunctional, and a range of interventions for transforming them into functional ones. We present common examples of dysfunctionality, show how organisations can apply those interventions to rebuild trust and collaboration, and establish a positive approach to security in organisations that seizes human potential instead of blaming the human element. We propose Transactional Analysis (TA) and the OLaF questionnaire as measurement tools to assess how organisations deal with error, blame and guilt. We continue to consider possible interventions inspired by therapy such as conditions from individual and group therapy which can be implemented, for example, in security dialogues or the use of humour and clowns.
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Kath, Hannes, Bengt Lüers, Thiago S. Gouvêa, and Daniel Sonntag. "Lost in Dialogue: A Review and Categorisation of Current Dialogue System Approaches and Technical Solutions." In KI 2023: Advances in Artificial Intelligence, 98–113. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42608-7_9.
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Wark, Scott. "In “The Cloud”: Figuring and Inhabiting Media Milieus." In Figure, 41–63. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2476-7_3.
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AbstractStarting with the premise that figures are woven through the vernacular language we use to describe media, this chapter argues that figures are essential for making sense of the shaping and conditioning influence that media-technical systems exercise on contemporary life. It develops this proposition by placing the example of cloud computing in dialogue with Donna J. Haraway’s concept of figures. Cloud computing is a figure that renders heterogeneous, complex, and often-unrepresentable media-technical systems inhabitable. That is, this figure constructs a distributed media-technical system as an inhabitable “milieu.” Conversely, cloud computing also reveals figures’ methodological potential for “figuring”: that is, they can also be used to understand how computational systems construct modes of inhabitation.
Conference papers on the topic "Technical dialogues"
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Yi, Sue, Nicole B. Damen, and Christine A. Toh. "Back and Forth: Using Conversation Analysis to Explore Dialogues of Sharedness of Mental Models." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22515.
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Abstract Shared mental models have been shown to enhance team performance. However, research has not observed the different types of sharedness of mental models that may uniquely impact the design process. Therefore, this study examines the types of sharedness of mental models that occur in design teams using Conversation Analysis on data collected from two design teams that performed activities in the early design process in a controlled lab environment. Designers were asked to develop an agreed upon list of ranked design principles, and then generate one or two solutions using the list. These design activities allow for the examination of the varying ways that designers share knowledge, negotiate, and reach understanding. Through our analysis, we identify characteristics of conversation that designers used to build shared understanding. Our results also show how team mental models are built from patterns of conversation that are evident during open-ended and unstructured design discussions. This work sets a foundation for future research to gain a deeper understanding of how designer mental models are shared in unstructured conversations that take place during design practice.
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Laboy, Michelle. "Manifestos and Manifestations: Dialogues between Ways of Writing and Ways of Building." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.49.
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The intersection of climate change and urban migration represents a dramatic challenge for the discipline, shifting the profile of practice leaders and its systems of criticism, even if not yet transforming academic theory. An ethical theory for this moment of crisis would necessarily engage with this reality, critically examining questions of where to build, what to build with, and who to build for. Yet in education, a divide between technical courses on building—or thinking through making—and theory courses focused on thinking through writing, persists despite the urgent and transdisciplinary nature of ethical issues facing architects today. This paper examines if and how theory could intentionally break this separation of writing and building in the teaching of technology. Contemporary practice has no shortage of prescriptive frameworks for sustainability, wellness, regeneration, resilience, and even social resistance; while theory offers critical perspectives on their intellectual origins. The pressing question for academia is: can a critical theory for building emerge from and empower architects to work confidently within the confines of material practices towards transforming the social and environmental reality of people and the planet? Stan Allen’s Pragmatic Realism provides a still relevant challenge; calling for creative practice to be more secure in its own technical and theoretical foundation and for theory to cultivate differences through a more realistic conceptual basis. This paper presents a pedagogical experiment where architectural manifestos stimulated a dialogue between writing and building. Integrated with a construction-focused design studio, students had to simultaneously write theory that transcends a project to define social and ecological agendas, while extracting generalizable principles for practice from their material investigations. Analyzing the students’ books as evidence, especially the intentional organization of ideas into theoretical frameworks, elucidates opportunities and challenges for integrating Architectural Theory and Design education towards strengthening the critical and ethical foundations of building practices.
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Vartak, Sushrut, and Gaurav Somwanshi. "Indian Farmers and Blockchain: Changing Paradigms of Equity Throughout our Sustainability Dialogues." In 8th International Visual Methods Conference, 207–14. AIJR Publisher, 2024. http://dx.doi.org/10.21467/proceedings.168.23.
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When discussing sustainability and fair equity in agriculture, the focus often overlooks the plight of Indian farmers, particularly those with small landholdings. Annually, thousands of farmer suicides occur in India, highlighting a crisis often shadowed by concerns over organic certification. Moreover, the credibility of the information presented and the education on the necessity of transparency are critical. Blockchain technology addresses these issues by enhancing the transparency of the food value chain. Over 5.2 million QR codes have been printed on food items and cotton clothing, accessible to anyone globally, regardless of age, literacy, or technical prowess. Scanning these QR codes allows consumers to view complete details of the agricultural products, fostering trust through transparency. This initiative aims to encourage consumer support for such transparent practices and introduces farmers to digital tools, enhancing their engagement with technology. Our project with Sahyadri Farms in Nashik, which includes a live cotton-to-t-shirts initiative, underscores the importance of design in conveying accurate information creatively. This approach involved extensive customer surveys, field visits, consultations with design experts, and the development of frameworks. The insights and outcomes from this comprehensive project form the core of our paper.
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Dougherty, Presley, Cynthia Letting, C. J. Witherell, Nicolás F. Soria Zurita, Elizabeth Starkey, and Jessica Menold. "Navigating Team Dialogues: How Team Dynamics Affect Convergent and Divergent Design Actions During Concept Generation and Selection." In ASME 2024 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2024. http://dx.doi.org/10.1115/detc2024-143615.
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Abstract Communication plays a pivotal role in design teams and can impact team dynamics and design outcomes. Understanding the relationships between design communication and design trajectory can significantly improve our ability to track and optimize design processes. While prior work has investigated design convergence, there is limited work on how team climate and communicative patterns impact the design process. This study investigates the interactions between team climate, communication, and design actions. We estimate team climate as an individual’s perception of their team’s psychological safety, or how comfortable they feel sharing thoughts and ideas freely. Design actions were measured using a behavioral coding schema and audio recordings of design team interactions. In this work, 28 participants and 5 design thinking experts engaging in a design thinking workshop were studied to understand the relationship between design communication, process, and team climate. Contrary to expectations, this mixed-methods study found no significant correlation between perceived psychological safety and design behaviors in engineering design teams, challenging prior research suggesting a positive link. This finding highlights the complexity of team dynamics and underscores the need for further exploration to understand how psychological safety, conversational behaviors, and design actions interact to shape collaborative processes and innovation in design teams.
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Silva, Wildemarkes, Luís Carlos C. Fonseca, Fernando Pontes Pontes, and Christiano Viana. "Explorando o potencial do ChatGPT para geração de conteúdo didático: Uma proposta para construção de histórias em quadrinhos para ensino de programação." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2024. http://dx.doi.org/10.14210/cotb.v15.p304-306.
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ABSTRACTThis study investigates the use of comic books (HQs) developedwith the help of generative artificial intelligence (AI) and promptengineering (EP) techniques for teaching Python programming.The methodology includes generating scripts, dialogues, andillustrations through AI, with expert technical review. Qualitativeresearch examines how visual elements can aid in the understandingof programming concepts. Preliminary results point to theeffectiveness of this approach in enhancing student comprehension,indicating the potential of comic books as a teaching resource.Future research will assess its comparative effectiveness totraditional methods and explore the applicability of differentgenerative models and programming languages.
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Hall, Simin, William McQuay, and Kenneth S. Ball. "Initial Results From an Interdisciplinary Review of Trust Research." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39622.
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In the days of modern engineering, a complex system can be designed and built using numerous sources of information, knowledge, hardware, and software. A factor that impacts the success of a complex system is trust. In designing a framework that allows for a unified trust model or trusting picture and defining a reliable metric for measuring trustworthiness, we are examining definitions and methodologies from social sciences and engineering. This paper uses a combination of publication analysis of research literature including psychological, sociological, economic, automation, and cyberspace perspectives of trust and technical dialogues with the subject matter experts at the Air Force Research Laboratory, to illuminate the interdisciplinary approach undertaken in hardware centric design with human interface. We review past work to highlight trustworthiness characteristics and trust measurements that conceptually could apply across fields under examination. We expect to create a more rigorous definition of trust and trustworthiness that leads to finding the appropriate metrics to measure trust and trustworthiness dynamically.
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Lozovskaya, Alina, Danil Pitolin, and Semyon Bessonov. "Setting Up A Complex Model Of Speech Analysis: Pilot Study Of Late Bilingual Speech." In Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-1122-1128.
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Modern applied linguistics includes a substantial amount of spoken language analysis, and current Natural Language Processing techniques allow working with large amounts of audio data. This article demonstrates a method for conducting primary research of late bilinguals' speech, which is particularly relevant in the context of modern globalization. Using a small sample as an example, the paper presents the methodology testing the informants' speech, including technical approaches for speech collecting, processing, and interpretation. The dataset for the analysis is the interview recordings, which took place after the informants watched a silent film.
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Kim, D. A., A. S. Kirichenko, YU M. Skhalyaho, S. V. SHukshov, and V. N. Krasnokutskij. "Analysis of the technical and tactical actions of highly qualified taekwondo." In Scientific dialogue: Young scientist. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-22-05-2019-11.
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Lomakina, Tatyana Yu. "Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.53.
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Beuth, J. L., C. P. Rose´, and R. Kumar. "Software Agent-Monitored Tutorials Enabling Collaborative Learning in Computer-Aided Design and Analysis." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40768.
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Internet chat-based tutorials are being developed for integrating computer modeling and design skills into mechanical engineering undergraduate and middle school outreach programs. These tutorials help students navigate complicated software interfaces while teaching fundamental concepts through dynamic dialogues between tutorial agents and student user groups. In a typical assignment, students are asked to perform a design or modeling task that includes the use of software such as a commercial finite element code or specially designed educational software. Students work in teams, but team members are distributed within a room or between remote sites, linked by a text interface. As students collaborate electronically, an intelligent agent monitors their interactions and interjects questions or comments in response to the use of key phrases, or due to other triggers. This platform is being used to help automate collaborative learning experiences and to study how students can effectively interact with each other and with the software agents. In undergraduate projects, fundamental technical skills and intuition in interpreting results are emphasized. In outreach efforts, participants are led to consider how their work relates to the broad mechanical engineering profession.
Reports on the topic "Technical dialogues"
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Townsend, John. Technical assistance for expanding contraceptive choice in India. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1017.
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One of the roles of the ANE OR/TA Project in India was to participate in policy dialogues with national counterparts, in the public sector and among NGOs, about expanding contraceptive choices, and to provide technical assistance for facilitating changes in service-delivery procedures. The public sector provides five contraceptive methods through its 11,500 hospitals and primary health care facilities. NGOs, private physicians, and pharmacies have access to a broader range of brands. While India is one of the world's leaders in contraceptive research, in recent years products have come to market slowly. New technology is often embraced, however the cost of contraceptive options is not trivial in the Indian context. As stated in this report, the OR Project became formally involved in the effort to expand contraceptive choices in 1993 at the request of the USAID Mission in India. The Secretary of Family Welfare supported concerns for quality and choice as part of the preparation for the International Conference on Population and Development held in Cairo, September 1994. Similar recommendations were made during development of a draft national population policy.
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Hutchinson, Paul, Adolor Aisiri, Udochisom Anaba, Elizabeth Omoluabi, Akanni Akinyemi, U. C. Ifunanya Ozoadibe, and Dele Abegunde. Behavioral sentinel surveillance survey in Nigeria: Endline technical report. Population Council, June 2023. http://dx.doi.org/10.31899/sbsr2023.1020.
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This technical report presents results from the Behavioral Sentinel Surveillance (BSS) endline survey undertaken by Breakthrough RESEARCH/Nigeria in Kebbi, Sokoto, and Zamfara states between October 1 and November 10, 2022. BSS surveys are intended to assess changes in indicators targeted by the integrated social and behavior change (SBC) activities of the USAID-funded Breakthrough ACTION/Nigeria project. The Breakthrough ACTION/Nigeria project, which began in 2019 and is slated to run until 2025, focuses on the health areas of malaria; family planning; and maternal, newborn, and child health plus nutrition (MNCH+N) in Kebbi and Sokoto states, as well as malaria-only SBC activities in Zamfara State. The project uses three primary SBC approaches: advocacy outreach to opinion leaders and community influencers at the state and local government area (LGA) levels, direct engagement of community members through community dialogues and group meetings, and SBC messaging campaigns through mass media and digital media. The primary objective of this study is to compare the effectiveness of integrated SBC programming, as implemented by Breakthrough ACTION/Nigeria in Kebbi and Sokoto states, with single-focused vertical SBC programming, used by Breakthrough ACTION/Nigeria to target malaria outcomes in Zamfara state.
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Safer, Adam, Noor Kazi, James Onorevole, John Carter Roberson, and Rachel Werz. Spokes of the Same Wheel: How Collaboration Between Resource Providers Impacts Outcomes for Female Small Business Owners in Western North Carolina. Carolina Small Business Development Fund, 2023. http://dx.doi.org/10.46712/n6yj2dksdh.
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Female small business owners face numerous hurdles to maintaining and growing their firms and these barriers have become increasingly difficult to surmount in the wake of the Covid-19 pandemic. While small business resource providers deliver needed funding and technical assistance, the perspectives and experiences of female small business owners are often missing from dialogues regarding the efficacy of local small business ecosystems. Interviews reveal that while female clients of the Western Women’s Business Center (WWBC) benefit from the program’s services – including business coaching, community events, and access to capital – some of the BIPOC and Spanish-speaking small business owners that were interviewed feel alienated from the resource provider community more broadly. Although collaboration between resource providers maximizes available services, increases their quality, and minimizes redundant offerings, organizations must employ a culturally competent, linguistically accessible approach to effectively serve marginalized populations.
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Saavedra, José Jorge. Regional Policy Dialogue: Innovation in the Service Sector: Opportunities for the Caribbean. Inter-American Development Bank, December 2011. http://dx.doi.org/10.18235/0006917.
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This presentation was performed for the Regional Policy Dialog meeting in Belize City, on December 5th, 2011. It provides facts and figures related to the state of the service sector in the Caribbean as well as the Compete Caribbean initiative. This initiative is a private sector development program that provides technical assistance grants and investment funding to support productive development policies, business climate reforms, clustering initiatives and Small and Medium Size Enterprise (SME) development activities in the Caribbean region. The program, jointly funded by the Inter-American Development Bank (IDB), the United Kingdom Department of International Development (DFID) and the Canadian International Development Agency (CIDA), supports projects in 15 Caribbean countries in partnership with the Caribbean Development Bank.
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Romero, Antonio. The Political Dialogue and Cooperation Agreement and relations between European Union and Cuba. Fundación Carolina, February 2022. http://dx.doi.org/10.33960/issn-e.1885-9119.dtff01en.
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This document makes an assessment of the Political Dialogue and Cooperation Agreement (PDCA) between Cuba and the European Union (EU) in its four years of validity, and of the evolution of political and economic relations between both parties. The analysis is structured in five headings that address the background, determinants and significance of the PDCA between Cuba and the EU; the main elements discussed in the political dialogue —and in thematic dialogue— between the two parties since 2018, and the central aspects of trade, investment and cooperation relations between Cuba and the EU. The report concludes that, unlike the United States, the EU is able to support the complex process of economic and institutional transformations underway in Cuba, in four fundamental areas: i) technical assistance and advice for the design and implementation of public policies, macroeconomic management, decentralisation and local development; ii) cooperation to fight climate change and transform Cuba’s productive and technological structure; iii) the promotion and encouragement of foreign investment flows from Europe, targeting key productive sectors; and iv) the exploration of financial opportunities for Cuba through the European Investment Bank (EIB) under the current PDCA.
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Támola, Alejandro. Credit, Labor Formality and Firm Size: Analytical Framework and Regional Evidence in the Context of the IDB's Country Strategy Dialogue. Inter-American Development Bank, March 2014. http://dx.doi.org/10.18235/0009194.
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This work summarizes the results from a series of papers prepared within the framework of the project "Credit, Formalization, and Firm Growth." Those papers were prepared to help inform the overall policy dialogue and the IDB's technical assistance work with its borrowing members, particularly in regard to financing the lending programs of small and medium enterprises (SMEs). The main results can be summarized as follows: i) a positive association between formality and credit conditions in the region appears to be empirically relevant but dependent on idiosyncratic conditions and unevenly distributed conditional on firm size; ii) the positive associations between credit conditions and other measures of firm performance (such as size, growth, and investment) appear to be heterogeneous conditional on firm size; and iii) the empirical assessment of the links between formal credit and the various measures of firm performance may benefit from considering alternative sources of funding such as internal funds.
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McConnell, Allan. Australia: How Has Technical and Expert Policy Advice Been Used for Rapid Response Decision-Making? Australia and New Zealand School of Government, October 2020. http://dx.doi.org/10.54810/xaag2908.
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This paper was commissioned in 2020 for ANZSOG and China’s Central Party School’s joint dialogue: Public administration reflections on the COVID-19 response in China, Aotearoa-New Zealand and Australia. It looks at the role of experts and expertise in shaping the initial Australian response to COVID-19 in 2020 and the role of evidence-based policy in dealing with crises.
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Okay, Nilgün. How Istanbul has Prepared Itself in Response to the Threat of Earthquakes. Inter-American Development Bank, April 2007. http://dx.doi.org/10.18235/0006752.
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This document was presented in the 7th Hemispheric Meeting of the Regional Policy Dialogue for the Natural Disasters Network celebrated on April 23rd and 24th, 2007. As Istanbul is a high-risk megacity, vulnerability for natural disasters such as earthquakes is very high. Risk mitigation is not only a technical issue but mostly a legal and socio-political issue and this presentation discusses lessons learned from the recent disaster of the 1999 Marmara earthquakes. Also, this presentation discusses countermeasures and legislative changes for current and future mitigation activities.
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Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, February 2014. http://dx.doi.org/10.18235/0006302.
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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachusetts in the USA, Finland, the Netherlands, and New Zealand.
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Chang, Michael Alan, Alejandra Magana, Bedrich Benes, Dominic Kao, and Judith Fusco. Driving Interdisciplinary Collaboration through Adapted Conjecture Mapping: A Case Study with the PECAS Mediator. Digital Promise, May 2022. http://dx.doi.org/10.51388/20.500.12265/156.
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In this report, we demonstrate how an interdisciplinary team of computer science and learning sciences researchers utilize an adapted conjecture mapping tool during a collaborative problem-solving session. The session is documented through an edited “Dialogue” format, which captures the process of conjecture map construction and subsequent reflection. We find that creating the conjecture map collaboratively surfaces a key tension: while learning sciences theory often highlights the nuanced and complex relational nature of learning, even the most cutting-edge computing techniques struggle to discern these nuances. Articulating this tension proved to be highly generative, enabling the researchers to discuss how considering impacted community members as a critical “part of the solution” may lead to a socio-technical tool which supports desired learning outcomes, despite limitations in learning theory and technical capability. Ultimately, the process of developing the conjecture map directed researchers towards a precise discussion about how they would need to engage impacted community members (e.g., teachers) in a co-design process.