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Journal articles on the topic 'Technical dialogues'
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1
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.
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Prasad, C. Shambu. "Constructing Alternative Socio-technical Worlds: Re-imagining RRI through SRI in India." Science, Technology and Society 25, no. 2 (March 5, 2020): 291–307. http://dx.doi.org/10.1177/0971721820903002.
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While Responsible Research and Innovation has the potential for democratising the governance of research and innovation, translating it in the Global South would need dialogues and engaging with the plural knowledge systems and ongoing experiments on innovation at the margins that seek to construct alternatives. Entrenched power relations in the South do not allow for public dialogues that allows for society to engage with, if not speak back, to scientists in co-creating newer knowledge. Through the case study of the System of Rice Intensification (SRI), an agroecological innovation that arose outside the formal research establishment, we show how vulnerable farming communities can proactively co-create alternatives to existing dilemmas in Indian agriculture. Re-imaging RRI in India, we suggest, requires closer attention to the role of civil society organisations in creating innovation spaces through informal and heterogeneous networks of social learning. Networks, we suggest, allow for better expression of creative dissent that could open newer vistas and alternative framing of knowledge. The RRI agenda is thus incomplete without an engagement with the politics of knowledge, and scientific controversies reveal technological lock-ins that hinders alternative framings and pathways.
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Palchunov, Dmitry, and Alexander Yakobson. "Development of an intelligent assistant for selection of goods in the process of dialogue with the user." Business Informatics 18, no. 1 (March 31, 2024): 7–21. http://dx.doi.org/10.17323/2587-814x.2024.1.7.21.
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This article is devoted to the development of methods for creating intelligent assistants. Intelligent assistants can be used in call centers to solve customer problems, to solve technical support tasks, to help people with disabilities, to help in choosing goods, etc. We consider intelligent assistants that engage in argumentative dialogue with users, aimed at finding goods and services that maximally satisfy users’ wants and needs. The development of the intelligent assistant is based on a four-level model of the subject domain and a semantic model of the user. The system under development automates the process of search and decision justification through the reuse of domain cases: accumulated knowledge about previous dialogues with users. This gives the system we developed an advantage over existing analogues, which are incapable of reusing knowledge about previous dialogues. The paper develops a case-based approach to building an intelligent system capable of reasoning about its responses. For this purpose, an argumentation graph is constructed, methods for structuring domain cases are developed, and ontological homomorphisms are used to transform the available domain cases into a finished solution. A description of model-theoretical methods for constructing intelligent assistants is presented. The cases of goods, users and dialogues of an intelligent assistant with users are formally described in the form of partial models. The transformation of domain cases and similarity of cases are formalized using ontological homomorphisms of partial models. The purpose of the developed dialogue system is not only to select a solution according to the user’s request, but also to find out the tasks that the user is going to solve, to analyze his argumentation, and then to justify the proposed solution to the user, to show that this particular product or service will be able to meet his needs.
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Medeiros, Ilanna, Gabriella Ramalho, Emanuelle Romano, Letícia Ramalho, Isadora Souza, and Ana Cláudia Peixoto. "Virtual training of the socio-protective network of families in vulnerable situations." Concilium 23, no. 18 (September 11, 2023): 79–94. http://dx.doi.org/10.53660/clm-1978-23n50.
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This text aims, from an experience report, to discuss the elaboration of a training course for a socio-protective network, as a return process for participants of master's research in psychology with technical teams of Social Assistance. For this, didactic resources of the course, feedbacks and materials developed by the professionals participating in the course were used. Virtual dialogue was perceived as a necessary and powerful resource, even in the presence of some obstacles. From the training course it was possible to build a dialogue between theory and practice, which subsidized greater skills for professionals. Finally, the need for more training for network professionals is ratified, and the virtual format is indicated as a possibility in the face of the high demands of technicians and the time of operation in the field, as a possibility to expand the dialogues between the territories involved in networking.
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Lowe, Ryan, Nissan Pow, Iulian Vlad Serban, Laurent Charlin, Chia-Wei Liu, and Joelle Pineau. "Training End-to-End Dialogue Systems with the Ubuntu Dialogue Corpus." Dialogue & Discourse 8, no. 1 (January 20, 2017): 31–65. http://dx.doi.org/10.5087/dad.2017.102.
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In this paper, we construct and train end-to-end neural network-based dialogue systems usingan updated version of the recent Ubuntu Dialogue Corpus, a dataset containing almost 1 million multi-turn dialogues, with a total of over 7 million utterances and 100 million words. This dataset is interesting because of its size, long context lengths, and technical nature; thus, it can be used to train large models directly from data with minimal feature engineering, which can be both time consuming and expensive. We provide baselines in two different environments: one where models are trained to maximize the log-likelihood of a generated utterance conditioned on the context of the conversation, and one where models are trained to select the correct next response from a list of candidate responses. These are both evaluated on a recall task that we call Next Utterance Classification (NUC), as well as other generation-specific metrics. Finally, we provide a qualitative error analysis to help determine the most promising directions for future research on the Ubuntu Dialogue Corpus, and for end-to-end dialogue systems in general.
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Adhisa Nur Aini, Fitri Amilia, Dzarna, and Agus Milu Susetyo. "Exploring Social Critique in the Literary Work of Film: Ali & Ratu Queens through Bourdieu's Sociological Theory." Journal of Language and Literature Studies 4, no. 4 (December 10, 2024): 847–58. https://doi.org/10.36312/jolls.v4i4.2362.
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Film criticism involves evaluating the quality of a work from artistic, cultural, and technical perspectives. It does not only focus on the narrative or story of the film but also includes other elements such as cinematography, acting, character development, and the conveyed themes. Therefore, this study aims to explore social critique in the film Ali & Ratu Queens using Pierre Bourdieu’s sociological approach, specifically the concepts of habitus, capital, and field as presented in the film. The research employs a descriptive qualitative method, with data drawn from the dialogues and actions of characters within the film. Data collection techniques include watching, marking, observing, and note-taking. The collected data is qualitatively analyzed by observing dialogues, identifying those that reflect Bourdieu’s theories, documenting them, classifying dialogues into categories of habitus, capital, and field, and drawing conclusions based on the analysis of these dialogues. The findings show that the film depicts habitus as a result of internalized social experiences, where economic, social, and cultural capital influences character interactions, and social and educational fields serve as arenas in which individuals compete for higher social positions. Through the application of Bourdieu’s theory, this research reveals that film can serve as an effective tool for critiquing and reflecting on the social and cultural conditions of society.
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Ericsson, Elin, and Sylvana Sofkova Hashemi. "(Dis)Engagement and Usefulness:." Nordic Journal of Language Teaching and Learning 12, no. 1 (March 26, 2024): 43–69. http://dx.doi.org/10.46364/njltl.v12i1.1229.
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This study explored Swedish lower-secondary students’ (N=41) experiences of practicing German speaking skills with filmed native speakers in a low-immersive virtual 360° environment. The students practiced dialogues in everyday-life scenarios, performing authentic tasks such as ordering in a restaurant. We employed various methods to produce data on students’ self-reported experiences related to their speaking activity in order to gain a nuanced understanding of this way of practicing speaking. The data was gathered through logbooks, questionnaires, and interviews, which covered various aspects of the students’ speaking activity. The twofold analysis consists of descriptive statistics on post-trial ratings, and thematic analysis based on the qualitative data. The findings show that the students mostly rated the overall experience as fun and easy. They estimated that they had developed their German speaking skills through practicing pronunciation and dialogue and felt better prepared for speaking. We show that some students felt disengaged even when participating in immersive simulations. There were individual differences regarding sustained engagement and experienced usefulness of the system, mostly linked to technical and contextual issues, being interrupted, misunderstood, feeling uneasy, or finding the speaking activity monotonous, too easy, or too hard. The study found that students sometimes completed dialogues without understanding the meaning of the words. We thus conclude with the need for pedagogical guidance and framing to embed this type of speaking activity in classroom practice.
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Vásquez, Liliana, Soad Fuentes-Alabi, Sara Benitez-Majano, Karina Braga Ribeiro, Monnie Abraham, Asya Agulnik, Justin N. Baker, et al. "Collaboration for success: the Global Initiative for Childhood Cancer in Latin America." Revista Panamericana de Salud Pública 47 (October 4, 2023): 1. http://dx.doi.org/10.26633/rpsp.2023.144.
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The Global Initiative for Childhood Cancer (GICC) aims to increase the cure rate for children with cancer globally by improving healthcare access and quality. The Pan American Health Organization (PAHO), St. Jude Children’s Research Hospital (St. Jude), and collaborators have joined efforts to improve outcomes of children with cancer in Latin America and the Caribbean (LAC) using the CureAll framework. In this article, we describe the process of developing regional resources aimed at accelerating the GICC implementation in LAC. In March 2021, PAHO formed regional working groups to develop core projects aligned with CureAll pillars and enablers. Seven working groups emerged from regional dialogues: early detection, nursing, psychosocial, nutrition, supportive care, treatment abandonment, and palliative care. PAHO arranged regular online meetings under the mentorship and support of St. Jude regional/transversal programs and international mentors. Between April and December 2021, 202 multidisciplinary experts attended 43 online meetings to promote the dialogue between stakeholders to improve childhood cancer outcomes. Fourteen technical outputs were produced: four regional snapshots, four technical documents, two virtual courses, one set of epidemiological country profiles, one educational content series for parents/caregivers, and two communication campaigns. The ongoing dialogue and commitment of PAHO, St. Jude, LAC working committees, and international collaborators are essential foundations to successfully accelerate GICC implementation. This is achievable through the development of materials of regional and global relevance. Further research and evaluation are needed to determine the impact of these strategies and resources on childhood cancer outcomes in LAC and other regions.
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Lynch, Tosca. "The Symphony of Temperance in Republic 4." Greek and Roman Musical Studies 5, no. 1 (February 23, 2017): 18–34. http://dx.doi.org/10.1163/22129758-12341287.
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This paper calls into question a long-lasting but ill-founded tenet of Platonic scholarship, namely that Plato was not interested in, or aware of, the technical implications of the musical concepts he employed in the dialogues. Conversely, I will show how Plato exploited the technical and practical features of the concept ofsymphōnía dià pasôn, and of choral singing more generally, to highlight the unique role played by temperance (sōphrosýnē) in the ideal city. More precisely I contend that Plato’s musical images, far from being decorative or purely metaphoric devices, enrich our understanding of this ethical notion precisely by means of their technical and performative implications, which were very familiar to the original readers of theRepublic. Hence musical theory and practice, in addition to being central elements of the cultural context in which Plato’s reflections must be interpreted, represent also a repertoire of concepts that significantly informed his philosophical theories.
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Mota Alkmim, Ivonilde Pereira, Denise Aparecida Brito Barreto, and Cláudia Vivien Carvalho De Oliveira Soares. "DIGITAL TECHNOLOGIES AND PEDAGOGICAL PRACTICES IN THE INFORMATION TECHNOLOGY FOR INTERNET TECHNICAL COURSE INTEGRATED TO HIGH SCHOOL: usages and discourses." Revista Tempos e Espaços em Educação 11, no. 27 (September 21, 2018): 167–86. http://dx.doi.org/10.20952/revtee.v11i27.9529.
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We start from the assumption that interactivity can potentialize pedagogical practices. In this way, this article presents the results of a research that sought to discuss the practices mediated by digital technologies and the discourses that have permeated their usages in the Information Technology for Internet Technical Course integrated to High School at the Federal Institute of Northern Minas Gerais (IFNMG), Januaria Campus. This text addresses the issue of discourse from the Bakhtinian perspective and dialogues with authors who consider digital technologies as interfaces that support the process of teaching-learning.
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Ramírez-Ávila, Ramírez-Ávila, and Xavier Oswaldo Viteri-Guevara. "The Effect of Recorded Dialogues in Higher Education Students’ Spoken Performance." YUYAY: Estrategias, Metodologías & Didácticas Educativas 2, no. 1 (June 18, 2023): 12–24. http://dx.doi.org/10.59343/yuyay.v2i1.24.
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Students’ participation in English class is low and evidenced lack of vocabulary when they are exposed to speaking activities. To assist students overcome that situation, this innovation integrated pair work through recorded dialogues in a technical context. Participants studied at a public university located in Guayaquil (Ecuador). They belonged to the school of Net and Telecommunications. A mixed-design research was conducted. Quantitative instruments: pre and posttests, pre and post-surveys, and an action research were part of it. Data collected answered three research questions, two related to improvement in speaking in terms of vocabulary and fluency, and a third to know students’ perspectives towards this innovation. Results showed a large impact (Cohen’s d=2.97 – average of the three speaking components) for speaking due to the innovation (p < .001). Regarding students’ perspectives, the means of the post-survey were positive for the components of the innovation (pair work, planning and structuring, and recording of the dialogues). Implications of this study address other higher education authorities and EFL teachers who would like to engage students in the lessons with authentic and student-centered activities like pair-work and content of students’ field of interest.
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Poznic, Michael, and Erik Fisher. "The Integrative Expert: Moral, Epistemic, and Poietic Virtues in Transformation Research." Sustainability 13, no. 18 (September 18, 2021): 10416. http://dx.doi.org/10.3390/su131810416.
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Over the past 50 years, policy makers have sought to shape new and emerging technologies in light of societal risks, public values, and ethical concerns. While much of this work has taken place during “upstream” research prioritization and “downstream” technology regulation, the actual “midstream” work of engineers and other technical experts has increasingly been seen as a site for governing technology in society. This trend towards “socio-technical integration” is reflected in various governance frameworks such as Sustainable Development (SD), Technology Assessment (TA), and Responsible Innovation (RI) that are at the center of transformation research. Discussions around SD, TA, and RI often focus on meso- and macro-level processes and dynamics, with less attention paid to the qualities of individuals that are needed to support transformation processes. We seek to highlight the importance of micro-level practices by drawing attention to the virtues of technical experts. Drawing on empirical study results from embedding philosophical-reflective dialogues within science and engineering laboratories, we claim that poietic, as well as moral and epistemic, virtues belong to those required of technical experts who foster integrative practices in transformation research.
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Robillard, Gaëtan, and Jérôme Nika. "Critical Climate Machine: A Visual and Musical Exploration of Climate Misinformation through Machine Learning." Proceedings of the ACM on Computer Graphics and Interactive Techniques 7, no. 4 (July 19, 2024): 1–11. http://dx.doi.org/10.1145/3664215.
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Critical Climate Machine is a cutting-edge media art installation that critically exposes and quantifies mechanisms of climate change misinformation. Utilizing computational aesthetics across data, imagery, and sound, this work processes real-time data from X (Twitter) through a natural language processing learning model derived from cognitive sciences. It not only renders the statistical aspects of this data visually but also manifests its thermal effects. A unique audio dimension is introduced through dialogues between climate skeptics and climate advocates, processed by the generative machine learning (ML) algorithm Dicy2. These elements collectively shape the installation, each unveiling its distinctive algorithmic aesthetics and technical underpinnings. This paper concentrates on the dual application of ML algorithms: one for dissecting extensive online misinformation streams, and the other for creating climate-related dialogues. This dual approach opens a discussion on the mediation of climate, at the convergence of computational and physical realms. Our aim is to critically examine the role of ML technologies in crafting aesthetic experiences that resonate within scientific discourse and public debate on climate issues.
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Johansson, Anders, Monica Larsson, and Bodil Ivarsson. "Patients’ Experiences With a Digital Primary Health Care Concept Using Written Dialogues: A Pilot Study." Journal of Primary Care & Community Health 11 (January 2020): 215013272091056. http://dx.doi.org/10.1177/2150132720910564.
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Background: The changing health care environment promotes the adoption of new information technologies to connect patients and health care providers. However, individuals greatly vary in their ability to use new digital systems, and in their feelings regarding integrity and validation. Caregivers in southern Sweden plan to implement a new digital primary health care (DPHC) service, and patients’ experiences must be studied to guide the best possible implementation of this service. Purpose: To examine the patients’ experiences with DPHC using written dialogues. Method: Patients were consecutively recruited from June 2018 to April 2019. This prospective pilot study used questionnaires with fixed response options, summarized as index values (IV, 0-1.0) in the following domains: communication, technical functionality, and general experience of DPHC. Results: Participants included 286 patients with a mean age of 40 ± 15 years. The response rate was 49% (n = 140), including 40 men (29%) and 100 women (71%). Communication using DPHC was experienced as fairly good (IV, 0.58), technical functionality was experienced as good (IV, 0.80), and the general experience of DPHC was positive with an IV of 0.76. The overall experience of the concept (IV, 0.71), corresponds to a median satisfaction value of 8.0 (interquartile range, 6-9). The patients felt well-prepared and experienced reasonable time aspects. Of the responding patients, 81% would recommend DPHC to others, and a notable reason for satisfaction was availability. However, patients expressed some uncertainty regarding the physician’s ability to assess correct care needs. Conclusion: The patients in our pilot study described their satisfaction and expressed good experiences with the concept of DPHC using written dialogues.
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Fedorova, M. V., and L. P. Ovchinnikova. "PROFESSIONAL INTERPERSONAL COMMUNICATIVE COMPETENCIES OF RAILWAY TECHNICAL SCHOOL STUDENTS AS A BASIS FOR TRAINING CONSTRUCTION TEAM LEADERS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 25, no. 93 (2023): 62–68. http://dx.doi.org/10.37313/2413-9645-2023-25-93-62-68.
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The paper considers the research methods as well as the results of expert studies to assess individual components of the set of professional interpersonal communicative competencies of railway technical school students trained to work as team leaders in building and repairing railway tracks. The authors stress the significance and high social value of the set of professional interpersonal communicative competencies, which are vitally important to successfully perform team leaders’ technical and managerial duties. Statistical analysis of expert data allowed the authors to select three scientifically based components of the set of professional interpersonal communicative competencies necessary in the work of railway construction team leaders: their ability to work in a group, effectively and efficiently managing production activities; their ability to maintain business and empathic relationships with partners and subordinates; proficiency in the use of different types of speech communication (monologues, dialogues, discussions, debates, etc.). The article scientifically substantiates the set of professional interpersonal communicative competencies used as a goal-setting in the competence-modular technology aimed at forming professional interpersonal communicative competencies of railway technical school students.
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Bliudneva, Aleksandra A. "Discourse Marker well and Functional Approach to its Translation into Russian in Film Subtitling and Dubbing." Polylinguality and Transcultural Practices 16, no. 4 (December 15, 2019): 504–14. http://dx.doi.org/10.22363/2618-897x-2019-16-4-504-514.
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The article is concerned with pragmatic functions of the discourse marker well in film dialogues and the means of its functional translation into Russian in subtitles and dubbing. A number of linguistic and extralinguistic parameters are used for a thorough contextual analysis of each occurrence of well in 11 feature films made between 1997 and 2017. The analysis results in identifying the following textual: floor-gaining, arranging topic shifts, indicating dialogue frames, contraposition, justification, clarification, repair and quotation - and interpersonal functions of well: prompting, hesitation, evasion, emphasis and humility. The article continues with a qualitative and quantitative account of translation decisions for the discourse marker well in subtitles and dubbing. For every textual and interpersonal function of well, we establish functional equivalents and assess the proportion of marker omission and the proportion of functional losses. Finally, the subtitled and dubbed versions are compared in terms of the proportion of marker omission and the proportion of functional losses. The conclusion is drawn on the apparent correlation between the degree of functional equivalence achieved in translation of well, on the one hand, and technical and textual constraints of both subtitling and dubbing, on the other.
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Hou, Jeffrey, and Min-Jay Kang. "Differences and Dialogic Learning in a Collaborative Virtual Design Studio." Open House International 31, no. 3 (September 1, 2006): 85–94. http://dx.doi.org/10.1108/ohi-03-2006-b0011.
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With the ability of linking distant partners and diverse bodies of students and faculty, virtual design studios provide unique opportunities for examining cultural, contextual, and methodological differences in design and design collaboration. However, most evaluations of virtual design studio in the recent literature have focused primarily on technical and operational issues. In contrast, the social and cultural dimensions of virtual design studio and their pedagogical implications have not been adequately examined. To address this gap, this article examines the experience and outcomes of a recent virtual design studio involving international collaboration between faculty and student partners. Specifically, it looks at how presence of differences and process of dialogic learning create pedagogical opportunities in a collaborative 'virtual' environment. Based on the case study, this article argues that through dialogues, collaboration, and negotiation of cultural, contextual and methodological differences, collaborative virtual design studio offers an alternative to traditional design studio based on the primacy of individual practice and the master-apprentice model of learning. By creatively utilizing the collaborative environment involving diverse partners, virtual design studio can foster a critical understanding of cross-cultural design process and the significance of dialogues and negotiation in design.
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Babaeva, Raisa, Dmitrii Babaev, and Manfred Peters. "Verbal Communication of a Person with a Chatbot as a Discursive Practice in the Era of Digitalization: a Pragmatic Aspect." SHS Web of Conferences 88 (2020): 01023. http://dx.doi.org/10.1051/shsconf/20208801023.
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Based on the analysis of users dialogues and chatbots presented on the websites of German commercial firms, the article describes the linguistic and pragmatic features of human interaction with «virtual assistants», specifies the characteristics of chatbots and the texts generated by them, characteristics that make interactions anthropomorphic, and the parameters are also determined that indicate the artificiality of the communication between the client and the chatbot. The interaction of the user and the program created on the basis of artificial intelligence is carried out using the language of «daily people communication», therefore, this communicative interaction is considered in the article as a separate discursive practice with its own characteristics. The article notes that so far, when studying the interaction of customers and chatbots, the main focus has been on technical, economic and social aspects, but not linguistic ones. The empirical study of user dialogues with «virtual assistants» presented in the work contains conclusions that are of interest for formulating recommendations to clients who turn to communication services in order to obtain information about any product or service, as well as to representatives of Internet commerce and IT developers, who are developing concepts for using chatbots in sales.
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Convertini, Josephine, and Francesco Arcidiacono. "Embodied Argumentation in Young Children in Kindergarten." Education Sciences 11, no. 9 (September 7, 2021): 514. http://dx.doi.org/10.3390/educsci11090514.
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In kindergarten, children are usually engaged with both verbal activities and non-verbal activities, often requiring the manipulation of physical objects. During technical tasks (e.g., problem solving), children can use argumentation as one of the languages of science that mediates how they interact with the surrounding world. In this paper, we focused on technical tasks in kindergarten in order to understand to what extent activities requiring the manipulation of physical objects also leave space for argumentation. The study involved 25 children engaged in three problem-solving activities requiring the manipulation of Lego® and some recycled materials. To analyze the non-verbal (embodied) side of the argumentative activities, we firstly identified the argumentative structure of each exchange involving the participants. Then, we focused on segments of “incomplete” argumentative dialogues (i.e., presenting only some elements typical of children’s argumentation) by appealing to multimodal representations (speech, gestures, and physical objects). The findings of the study showed that even apparently incomplete exchanges can have an argumentative function generated by non-verbal elements of the interactions. Investigating the role of embodied argumentation during technical tasks in kindergarten can allow teachers to recognize and further develop children’s argumentative resources.
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SILVA, R. S., and E. R. VASCONCELOS. "Temas socioambientais e escola no estado do Amazonas (AM), Brasil." Ensino, Saude e Ambiente 17 (2024): e47066. http://dx.doi.org/10.22409/resa2024.v17.a47066.
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The aim of this study was to understand the relationship between socio-environmental issues and science teaching at school. To this end, the descriptive exploratory method was adopted, which favors getting closer to the object of study. The analyses were conducted using the Textual Discourse Analysis (TDA) technique. The methodological procedures included the following stages: 1) submission to the Research Ethics Committee (CEP); 2) bibliographical research; 3) technical visits. The results show that the articulation of socio-environmental themes with scientific concepts and local reality still faces challenges. This is due to the curriculum's emphasis on isolated concepts, to the detriment of establishing meaningful dialogues with local reality.
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Bisio de Araujo, Natalia Aparecida. "A linguagem telegráfica." Aletria: Revista de Estudos de Literatura 34, no. 4 (December 2, 2024): 102–18. https://doi.org/10.35699/2317-2096.2024.51018.
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This paper aims to analyze the dialogues between the works of Oswald de Andrade, Blaise Cendrars, and Tasila do Amaral, based on the notion of “telegraphic language”, which is the despoliation of artistic expression, a characteristic of modernity. While technical advances heralded new forms of communication, such as telegraphy, the avant-garde adhered to this spirit of innovation, initiating the synthesis and simplicity of artistic languages as a novel means of expression. For the analysis, we will consider the works Feuilles de Route, Pau Brasil, and Tarsila’s sketches for both books. For theoretical purposes, studies of avant-garde and modernist aesthetics will be considered.
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Panić Kavgić, Olga. "INFLUENCE OF DIRECTNESS AND INDIRECTNESS ON VERBAL POLITENESS AND POLITIC BEHAVIOUR IN SUBTITLED TRANSLATIONS FROM ENGLISH INTO SERBIAN." Nasledje Kragujevac 18, no. 48 (2021): 185–201. http://dx.doi.org/10.46793/naskg2148.185pk.
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The paper deals with assessing the degree of directness, indirectness and politeness transferred in subtitled translations into Serbian of a representative sample of dialogues from the sitcom Friends and five US feature-length films. The aim of the research is to shed light on the link between directness, indirectness and politeness in the original dialogues and their subtitled translations, which represent three closely related concepts in politeness studies. Starting from the more traditional Brown-Levinsonian (1987) views on these phenomena, the paper will try to discuss the problem of politeness in subtitled translation from a more recent, post-modern point of view, which sees politeness only as a marked form of politic, i.e. socially acceptable and appropriate behaviour (Watts et al. 2005). Bearing in mind the differences in dominant cultural expectations and scripts between Serbian and US audiences, as well as the technical constraints of subtitling as one of the two prevalent modes of audiovisual translation, it is expected that the two sets of dialogues – the original ones in US English and their subtitled translations into Serbian – will show considerable differences when it comes to the varying degrees of directness and/ or indirectness they convey in cases of interrogative forms functioning as requests, orders, suggestions or statements. However, it is also expected that these differences will not automatically lead to conspicuous consequences in terms of politeness, since being verbally polite is here viewed as a form of politic behaviour in the specific contexts of both the source and the target cultural matrix. Applying qualitative research methods, the analysis is carried out by means of exemplifying and describing the aforementioned phenomen.
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Stern-Gillet, Suzanne. "On (mis)interpreting Plato's Ion." Phronesis 49, no. 2 (2004): 169–201. http://dx.doi.org/10.1163/1568528041475176.
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AbstractPlato's Ion, despite its frail frame and traditionally modest status in the corpus, has given rise to large exegetical claims. Thus some historians of aesthetics, reading it alongside page 205 of the Symposium, have sought to identify in it the seeds of the post-Kantian notion of 'art' as non-technical making, and to trace to it the Romantic conception of the poet as a creative genius. Others have argued that, in the Ion, Plato has Socrates assume the existence of a technē of poetry. In this article, these claims are challenged on exegetical and philosophical grounds. To this effect, Plato's use of poiētēs and poiēsis in the Symposium is analysed, the defining criteria of technē in the Ion and other dialogues are identified and discussed, and the 'Romantic' interpretation of the dialogue is traced to Shelley's tendentious translation of it. These critical developments lead to what is presented as a more faithful reading of the dialogue. In the Ion, it is claimed, Plato seeks to subvert the traditional status of poetry by having Socrates argue that poetry is both non-rational and non-cognitive in nature. In the third part of the article, suggestions are offered as to the contribution made by the Ion to the evolution of Plato's reflections on poetic composition, and particularly as to the reasons which later induced Plato to substitute the concept of mimesis for that of inspiration in his account of poetry.
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Matos Pereira, Teresa Isabel, Sandra Pereira Antunes, Joana Gaudêncio Matos, and Joana Correia Ferreira. "Dialogues in space-time: At the crossroads between Arts Education and Cultural Citizenship." European Public & Social Innovation Review 9 (September 24, 2024): 1–20. http://dx.doi.org/10.31637/epsir-2024-836.
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Introduction: This article focuses on a teaching-learning process developed within the context of initial training for teachers and educators, involving practices in the visual arts. Methodology: A qualitative study was conducted, considering the generation of data from artistic-pedagogical practices and its respective content analysis. Results: Creative processes and resulting materials were analyzed, including photographic series, mind maps and visual essays, as well as the students' critical reflections recorded in their learning portfolios. Discussions: The simultaneous visual and discursive dimensions of the produced materials, as well as the gathered reflections, allowed us access to a set of meanings attributed to the carried-out processes, which encompassed areas such as technical knowledge, creativity, communication, interpersonal relationships and a sense of professionalship. Conclusions: The articulation of the aforementioned domains, in the context of integrated arts education into teacher training, allowed us to observe the impasses, potentialities and, above all, the urgency for education professionals to assume a lively stance in face of a context of uncertainty and rapid social and cultural change. This requires a critical view of realities and truths, an ability to co-create healthy learning environments that promote inclusion and equity, freedom of choice, and creativity in its broadest sense.
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Wilson, Karen S. "Informational Constraints of Remote Technical Support Environments: Implications for the Design of Support Systems." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 7 (October 1996): 410–14. http://dx.doi.org/10.1177/154193129604000708.
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Effective remote technical support is a competitive factor in consumer satisfaction. This paper reports the analysis of the remote support domain with respect to the agents, their information requirements, the issues relevant to the transfer of information from one agent to another, and the technology and tools that are currently used. The goal of this work was to understand the current environment with respect to the future direction of such environments and to understand the issues that afflict that environment so that the design of any support system would incorporate the appropriate design requirements. The factors contributing to performance behavior in the remote support task include the problem solving nature of the task, the restricted perceptual context, the distributed knowledge of the remote support team, and the role of communicating to remotely located agents. Research in these issues leads to the conclusion that tools designed to support the collaboration of remote technical support teams must maintain the interactivity of the team member dialogues that are used to define, test, and respond to the problem. But the tools must also be developed to facilitate behaviors exhibited in effective teamwork.
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Roux, Valentine. "Not to throw the baby out with the bathwater. A response to Gosselain's article." Archaeological Dialogues 24, no. 2 (December 2017): 225–29. http://dx.doi.org/10.1017/s138020381700023x.
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AbstractIn a provocative article published recently in Archaeological dialogues (23(2)), Olivier Gosselain proposes ‘to get rid of ethnoarchaeology once and for all, and join forces with other, more serious, disciplines’. In this reaction article, I challenge Gosselain's sweeping statements about ethnoarcaheology. In particular I argue against the notion that methodological weakness is unique to ethnoarchaeology, that the questions under study ignore the complexity of the social context, and that the search for cross-cultural regularities denies the historical dimension of technical practices. In conclusion, I suggest that rather than getting rid of ethnoarchaeology, it would be more helpful to meet the ambitious goals of ethnoarchaeology by improving and strengthening the methodology.
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Ocampo-Melgar, Anahi, Pilar Barría, Cristián Chadwick, and Cesar Rivas. "Cooperation under conflict: participatory hydrological modeling for science policy dialogues for the Aculeo Lake." Hydrology and Earth System Sciences 26, no. 19 (October 12, 2022): 5103–18. http://dx.doi.org/10.5194/hess-26-5103-2022.
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Abstract. Hydrological modeling tools can support collaborative decision processes by visually displaying hydrological systems connections, uncertainties, as well as conflicting preferences over water management strategies. Nevertheless, many challenges remain in the real application of these technical tools to successfully implement, capture, and communicate with non-experts the complexities of coupled human hydrological systems. A 5-step process shows how a WEAP-based hydrological study aiming to explore the disappearance of a 12 km2 lake in the Aculeo basin in Chile was transformed into a multiple question-driven sociohydrological modeling process to help answer the diversity of questions instigating conflict. Collaboration allowed construction of a surface–groundwater hydrological model that responded to local stakeholders' uncertainties. While testing a subset of socially accepted management strategies under two climate change scenarios, combining the strategies allows recovering up to half the lake water volume. However, the 5-step participatory modeling process also shows how the increasing social–environmental conflicts over the causes and effects of the water scarcity are challenging barriers to overcome with modeling tools. As presented in this article, although flexible approaches and research agendas could better support the exploration of synergies towards collaboration and production of useful and socially acceptable hydrological models, there are still value-driven aspects of water management that need to be explored to better support science policy dialogues.
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Parasram, Jivesh, and Tom Arthur Davis. "Art in the Age of Digital Re-Interpretation: Scratch Log." Canadian Theatre Review 188 (October 1, 2021): 58–62. http://dx.doi.org/10.3138/ctr.188.014.
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Jivesh Parasram and Tom Arthur Davis (joint leadership of Pandemic Theatre) report on an experiment in long-distance collaboration, pondering the challenges the COVID-19 pandemic has generated for theatre artists amid broader philosophical and technical concerns about digital performance and digital reproduction. After contextualizing their own work’s rationale for shifts in form and tone, and acknowledging the challenges that the pandemic posed to new performance creation, they explain their own response—creation of new dialogues through nearly instantaneous textual collaboration using Google Docs—and provide “samples” of the work-in-progress that has emerged. Finally, they situate this new work in the artistic and political context of sampling as it developed in Caribbean culture, questioning the omission of such cultural practices from early scholarship.
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Nadiyah, Farah. "STUDI KASUS PERAN PENYULUH AGAMA ISLAM DALAM REHABILITASI SOSIAL PADA DEWASA TERLANTAR DI UNIT REHABILITASI SOSIAL BINA KARYA MADIUN." ROSYADA: Islamic Guidance and Counseling 2, no. 1 (June 29, 2021): 50–64. http://dx.doi.org/10.21154/rosyada.v2i1.3046.
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Abstract This study aims to find the efforts of Islamic counseling supervisors in solving the problems of neglected adults at the Social Rehabilitation Unit of Bina Karya Madiun in Ponorogo. This research uses a qualitative descriptive case study research approach. Data collection techniques used are through observation, interviews, and documentation. For technical data analysis using data reduction, data presentation, and drawing conclusions. The results of the study briefly show that the efforts made by Islamic counseling supervisors in solving neglected adult problems according to the field are planning, implementation and evaluation. Islamic counseling guidance methods in meeting the needs of neglected adults according to the field are lectures, dialogues and questions and answers, consultations, talaqqi. Keywords: role of Islamic religious instructor, neglected adults, guidance method metode
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Wang, Sijia. "Research on Innovative Application and Practical Challenges of Generative Artificial Intelligence in English Teaching." Journal of Education and Educational Research 10, no. 1 (September 10, 2024): 248–52. http://dx.doi.org/10.54097/xpvhh246.
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With rapid IT advancements, generative AI is gradually transforming education, notably in English language teaching, displaying significant potential. This paper explores the application of generative AI in English teaching and the accompanying challenges. Firstly, through literature review, we summarize the development process of generative artificial intelligence technology, relevant theoretical basis and its application status in the field of education. The paper examines generative AI's application in English teaching, analyzing scenarios like personalized learning, interactive dialogues, automated assessment & feedback, and teacher tools. It also delves into practical impacts via case studies and discusses challenges like technical hurdles, integration difficulties, and ethical considerations. Finally, this paper summarizes the major contributions of generative AI in English teaching and puts forward suggestions for future development trends.
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Keller, Adrienne B., and Vijay S. Limaye. "Engaged Science: Strategies, Opportunities and Benefits." Sustainability 12, no. 19 (September 23, 2020): 7854. http://dx.doi.org/10.3390/su12197854.
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Science is increasingly intertwined with an array of pressing societal issues, from the coronavirus pandemic response, to environmental concerns, to major national security threats. Meanwhile, scientists remain one of the most trusted groups of professionals and are looked to as both sources of inspiration for society’s collective curiosity and effective messengers of useful technical information. While traditional scientific training has not emphasized the skills needed to coherently translate nuanced scientific research to audiences beyond one’s inner academic circle, today’s scientists (and, prominently, scientists-in-training) are increasingly seeking out ways to engage with such broader audiences and apply their skills to real-world problems. Here, we offer engagement strategies for scientists across levels of scale (e.g., at the individual, lab group, department/university, and cross-institutional levels), highlighting both existing opportunities and areas where improved capacity for science engagement is warranted. We argue that efforts to enhance and harmonize engagement efforts will have multi-faceted benefits, with greater opportunities for science-society dialogues, enhanced equity and inclusivity in such dialogues, and broader professional opportunities for early career scientists. While we acknowledge that the development of effective scientific engagement skills requires interest, effort, time and resources, we argue that the development of skills for effective public engagement is a worthwhile and necessary element of scientific training that enables unique, rewarding, and multifaceted professional opportunities.
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Nindyatmoko, Aryogito, Kristina Setyowati, and Rina Herlina Haryanti. "Collaboration after Conflict: A Lesson from Collaborative Action in Customary Land Tenure Conflicts in Lombok, Indonesia." Forest and Society 6, no. 1 (February 10, 2022): 294–310. http://dx.doi.org/10.24259/fs.v6i1.14005.
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Land tenure conflicts in Lombok occured due to social interactions between community and state institutions. These were triggered by the unilateral claims of some of the villagers of Bebidas who acted on behalf of indigenous communities to take back what they believed to be their ancestral land in the Mount Rinjani National Park area. This paper analyzes how stakeholders generated conflict resolution efforts that emphasized inclusive efforts by collaborative action through dialogue based on collaborative governance theory. Data were obtained from interviews with several key informants from various levels of government, as well as members of the Bebidas village community and NGO representatives. Documentation and observation were also carried out to obtain data validity over sustained data collection and analysis process. Findings show that conflict resolution resulted from a long-term process that built up from dialogues involving various stakeholders, which encouraged the emergence of Mutual Agreements and Memorandum of Understanding as milestones to end conflicts. This helped to initiate peaceful relations. Findings suggest that capacity building, promoting awareness, and technical training to support rights and livelihoods on an ongoing basis help to address conflicts rooted in knowledge imbalances. In addition, expanding conservation partnership through community empowerment and ecosystem restoration programs assist in maintaining resources and supporting economic benefits underpin ideals of sustainable longer term uses of the Rinjani.
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Kim, YunTae. "Study on Priority Order in North Korean Human Rights Policy: Based on AHP Analysis Methods." Public Policy Research Institute, Korea University 9, no. 2 (December 31, 2023): 7–31. http://dx.doi.org/10.34266/jnks.2023.9.2.7.
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This study aims to assess the current state of human rights policies in North Korea, identify key areas for improvement, and suggest the significance of enhancing human rights in the country. Employing focus group interviews (FGI), I identified five policy categories and 20 specific issues, followed by an empirical hierarchical analysis (AHP) to ascertain their relative importance and priorities.
The analysis ranked the policy categories as follows: human rights protection (31.8%), human rights diplomacy (24.8%), human rights system (19.5%), human rights capacity (16.1%), and human rights dialogue (7.8%). Regarding detailed policy priorities, the results revealed the most urgent to be petitioning the United Nations and assisting victims of North Korean human rights abuses (1st), effectively implementing North Korean human rights laws (2nd), maintaining the adoption of the UN Resolutions on North Korean Human Rights (3rd), securing protection measures for North Korean defectors in third countries (4th), and resolving issues related to separated families, abductees, and POWs (5th).
From these findings, I propose several policy implications: (1) advocating for measurable and verifiable improvements in North Korea's human rights; (2) ensuring robust, effective, and consistent human rights engagement with North Korea; (3) normalizing the execution of North Korean human rights laws by addressing existing irregularities; (4) prioritizing societal consensus and agreement; and (5) stressing the necessity for human rights dialogues and technical cooperation with North Korea.
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Mukhairisubarkah, Rezarivano, and Yusuf Kurniawan. "THE HIDDEN PROPAGANDA OF U.S HEROISM IN Iron Man 1 & IRON MAN 2 MOVIES." Jurnal Penelitian Humaniora 24, no. 1 (March 30, 2023): 33–48. http://dx.doi.org/10.23917/humaniora.v24i1.19244.
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This research discusses how the U.S. launched its propaganda of American heroism through the film as the medium. This study is classified as qualitative research. The technical analysis of the data used in this research is the technical analysis of qualitative data from Miles and Huberman. The source of information or data for this research are Jon Favreau's Iron Iron Man 1 (2008) and Iron Man 2 (2010) films. The data are the captured scenes and dialogues from the film Iron Man 1 Iron Man 2. A scene can consist of several frames and dialogs that describe the storylines in a scene. The results of the data analysis obtained a list of scenes that contain propaganda techniques. Since the data was in the form of movie scenes, Pierce's semiotics and Villarejo's cinematic theory are used to examine the data. In conclusion, the movie shows several aspects that support the findings in the analysis of American heroism and its maintenance in the movie. The representation comes from how the United States in the movie uses its military power, the perspective of seeing other nations, and shows the U.S has more advanced technology than other countries.
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Hardy, Jörg. "Seeking the Truth and Taking Care for Common Goods–Plato on Expertise and Recognizing Experts." Episteme 7, no. 1 (February 2010): 7–22. http://dx.doi.org/10.3366/e1742360009000781.
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ABSTRACTIn this paper I discuss Plato's conception of expertise as a part of the Platonic theory of a good, successful life (eudaimonia). In various Platonic dialogues, Socrates argues that the good life requires a certain kind of knowledge that guides all our good, beneficial actions: the “knowledge of the good and bad”, which is to be acquired by “questioning ourselves and examining our and others’ beliefs”. This knowledge encompasses the particular knowledge of how to recognize experts in a given technical domain. The central element in Socrates’ account of an expert is what I call the truth-and-caring criterion: an expert has to make seeking the truth and avoiding (avoidable) error her supreme epistemic goal and she has to make caring for common goods the supreme goal of practising her expertise.
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Pleguezuelos, Antonio Jesús Martínez. "Translating the gay identity in audiovisual media." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 2021): 201–25. http://dx.doi.org/10.1075/resla.19006.ple.
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Abstract In this study we analyse different linguistic elements in the TV series Will & Grace that shape the gay identity of the main characters of the show. We will base the analysis on the inclusion of the cultural turn into the field of audiovisual translation studies and on the technical time and space constraints that may emerge when conveying the message in this type of texts. Therefore, we will focus on the treatment of cultural references associated to the LGBTQI community that are shown on the series, as well as the linguistic variant of gayspeak and the comic elements included in the dialogues in order to observe whether the information that viewers of the Spanish dubbed version receive regarding gay identity is the same that is portrayed in the original version in English.
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Blanke, Tobias, Leonardo Candela, Mark Hedges, Mike Priddy, and Fabio Simeoni. "Deploying general-purpose virtual research environments for humanities research." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 368, no. 1925 (August 28, 2010): 3813–28. http://dx.doi.org/10.1098/rsta.2010.0167.
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Several virtual research environments (VREs) have been developed to address specific tasks or application domains. Building on the experiences and use cases coming out of these projects, this paper addresses the creation of more general-purpose VREs for the humanities, which move beyond specific, focused tasks, and instead provide services and environments that support more general-purpose humanities research activities. Specifically, we are investigating use cases related to the organization and integration of the dispersed and heterogeneous information on which such research is based. These use cases are highly interactive, interpretative and researcher centric, addressing topics such as annotation environments and support for ‘active-reading’ processes and scholarly dialogues. We present the background to our work and the technical approach taken, and report the results obtained so far.
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Alm, Antonie, and Larian M. Nkomo. "Chatbot Experiences of Informal Language Learners." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (October 2020): 51–65. http://dx.doi.org/10.4018/ijcallt.2020100104.
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In 2016, a number of language applications released chatbots to complement their programmes. Used primarily in informal learning settings, chatbots enable language learners to engage in conversational speaking practice, which can be perceived as less threatening than face-to-face interactions with native speakers. This study takes a closer look at four second language (L2) chatbots—Duolingo, Eggbun, Memrise, and Mondly—and analyses the experiences which informal language learners expressed on various online platforms (e.g., Duolingo forum, Memrise community, Reddit). Results indicate a degree of curiosity and a willingness to engage in conversation with chatbots. However, learners expressed frustration if the dialogues did not correspond to their learning goals or if they were excluded from using the bots because of technical or payment issues, or discontinuation of services.
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Tuler, Seth P., Thomas Webler, and Jason L. Rhoades. "Stormwater Management in a Time of Climate Change: Insights from a Series of Scenario-Building Dialogues." Weather, Climate, and Society 8, no. 2 (April 1, 2016): 163–75. http://dx.doi.org/10.1175/wcas-d-15-0048.1.
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Abstract Numerous decision support tools have been developed to assist stormwater managers to understand future scenarios and devise management strategies. This paper presents one such tool, the Vulnerability, Consequences, and Adaptation Planning Scenarios (VCAPS) process, and reports on experiences from its deployment in 10 coastal communities on the Atlantic and Gulf coasts. VCAPS helps to elucidate local complexities, couplings, and contextual nuance through dialogue among technical experts and those with detailed contextual knowledge of a community. Participants in the process develop qualitative scenarios of climate change impacts and how different management strategies may prevent or mitigate undesirable consequences. The scenarios help stormwater managers diagnose potential problems that may emerge from climate change and variability, which can then be subject to further detailed analysis. The authors describe five challenges faced by stormwater managers and how insights that emerge from scenario-based processes like VCAPS can help address them: characterizing the implications of interacting climate stressors that originate stormwater, bringing all available expertise and local knowledge to bear on the problem of stormwater management, integrating local and scientific information about coupled human–environment systems, identifying management actions and their trade-offs, and facilitating planning for sustained coordination among multiple public and private entities.
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P. Bishagazi, Kaihula. "Sustainable Private Public Dialogues for Improving Local Economic Development in Tanzania: A Case of Kigoma Region." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 199–209. http://dx.doi.org/10.46606/eajess2021v02i02.0091.
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This paper presents findings of the study to examine the current PPD practices in Kigoma region in order to identify main challenges and gaps in the current PPD model in order to provide appropriate recommendations for improvement of the current PPD practices. The researcher adopted a qualitative research approach in order to obtain in-depth information about PPDs practices from participants who share the same mandate; using the case study of Kasulu and Kibondo district councils. The targeted population included government officials, traders, farmers, Private Sector Organizations, financial institutions and influential people in the respective areas. These respondents were selected purposively because they were knowledgeable and informative about PPD practices taking place at Kasulu and Kibondo Districts. In total, 120 respondents were interviewed in both districts. The study found that Kigoma region has adopted “the hub” PPD model which involves a dedicated secretariat charged with mobilizing constructive dialogues. However, PPD practices are currently constrained with limited capacity in terms of finance, tools, technical know-how, influence, and convincing power to stretch across different government departments and agencies. In order to improve PPD forums, main recommendations include forming permanent working groups based on the important sectors in the local areas, appropriation of funds to the task forces/ working groups and that policy should be designed to ensure that members for the PPDs have specific tenure.
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Salvetti, Fernando, Linda Zanin, Barbara Bertagni, and Ianna Contardo. "Enhancing Communication Between Sonographers and Patients in Diverse Cultural Settings via Digital Human Role-Playing." International Journal of Advanced Corporate Learning (iJAC) 17, no. 2 (April 23, 2024): 107–12. http://dx.doi.org/10.3991/ijac.v17i2.45433.
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Effective communication skills are essential for sonographers to build trust, to explain examination procedures to the patient in non-technical terms, to alleviate anxiety and gain patient consent and collaboration, and to provide information at a pace suitable for the patient. In order to communicate effectively, the sonographer needs to be able to communicate empathetically, adjusting their communication style to meet the needs of different audiences. This is particularly challenging when working with a diverse and multicultural group of patients where the risk of misinterpretation is higher. Students are provided with the opportunity to practice dialogues with virtual patients that are able to interact as real human beings, communicating concerns, emotions, and moods both at a verbal and non-verbal level. Coaching through digital humans accelerates learning from experience without the risks associated with learning in the field.