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Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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1

Wilson, J. "Conversational matters : Towards a theory of everyday conversation". Thesis, Queen's University Belfast, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374222.

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2

Ishii, Ryo. "Designing Conversational Interfaces for Facilitating Conversation using User's Gaze Behaviors". 京都大学 (Kyoto University), 2013. http://hdl.handle.net/2433/180472.

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3

Caron, Melinda. "Conversation intime et pédagogie dans Les conversations d'Émilie de Louise d'Épinay". Thesis, Université Laval, 2003. http://www.theses.ulaval.ca/2003/20994/20994.pdf.

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Dans Les Conversations d’Émilie (1782), Louise d’Épinay, femme de lettres des Lumières liée au milieu encyclopédique, propose un modèle d’éducation féminine s’incarnant dans une série de vingt dialogues inspirés des conversations pédagogiques qu’elle a partagées avec sa petite fille Émilie. S’appropriant, dans cette œuvre testamentaire, la structure de la conversation philosophique pour l’éducation d’une fillette et ancrant cette structure dans un cadre intime, elle offre une solution de compromis permettant aux femmes un accès à une formation morale et intellectuelle alliant bonheur et utilité sociale. L’intimité devient le terrain d’élection d’une pensée qui cherche son dépassement dans la transmission générationnelle de son modèle pédagogique et son prolongement dans un espace d’amitié et d’intellectualité féminines. Porteur, en point de mire, d’une réforme des possibilités sociales pour les femmes, le modèle de Louise d’Épinay, grâce à sa forme dialogique, s’inscrit pleinement dans ce que l’on pourrait appeler les « Lumières au féminin. »
Inscrite au Tableau d'honneur de la Faculté des études supérieures
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4

Caron, Mélinda. "Conversation intime et pédagogie dans Les conversations d'Émilie de Louise d'Épinay". Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/17848.

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Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2003-2004
Dans Les Conversations d'Émilie (1782), Louise d'Épinay, femme de lettres des Lumières liée au milieu encyclopédique, propose un modèle d'éducation féminine s'incarnant dans une série de vingt dialogues inspirés des conversations pédagogiques qu'elle a partagées avec sa petite fille Émilie. S'appropriant, dans cette œuvre testamentaire, la structure de la conversation philosophique pour l'éducation d'une fillette et ancrant cette structure dans un cadre intime, elle offre une solution de compromis permettant aux femmes un accès à une formation morale et intellectuelle alliant bonheur et utilité sociale. L'intimité devient le terrain d'élection d'une pensée qui cherche son dépassement dans la transmission générationnelle de son modèle pédagogique et son prolongement dans un espace d'amitié et d'intellectualité féminines. Porteur, en point de mire, d'une réforme des possibilités sociales pour les femmes, le modèle de Louise d'Épinay, grâce à sa forme dialogique, s'inscrit pleinement dans ce que l'on pourrait appeler les "Lumières au féminin"
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5

Cowne, Elizabeth Ann. "Conversational uses of the repertory grid for personal learning and the management of change in special educational needs". Thesis, Brunel University, 1994. http://bura.brunel.ac.uk/handle/2438/5095.

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An action research design, incorporating the repertory grid as a framework for Learning Conversations, is used to examine the management of change for a group of teachers and their schools. The study sets out to analyse how individual, teachers, from twelve primary and middle schools, in three outer London boroughs, learnt about managing change in their schools, in relation to children with Special Educational Needs. To study how the school supported these individuals, Headteachers and Deputy Heads were also included in the research. The sample of teachers was chosen from those who had attended either of two sets of in-service courses on Special Educational Needs in Ordinary Schools. The first set of teachers had recently completed their course; the second had completed courses between five and eight years previously. This gave an opportunity to compare short-term and long-term learning outcomes from these courses. As the study progressed, so did the development of the use of the conversational techniques. Flexible Learning Conversations, which went beyond the repertory grid techniques, were developed, and the evidence showed that this improved individuals' ability to reflect on their work, thus gaining confidence for future action in their schools. It was, also possible to develop a procedure for small groups of participants to share their own constructs, elicited from personal grid conversations. This led, into a Group Learning Conversation, which also included future action planning. The research also examines the interaction of action research and the Learning Conversation using the repertory grid, in helping to develop reflective practitioners and effective schools. As co-ordinating tutor for both sets of in-service courses, as a co-ordinator of LEA support services in two of the LEAs, and in the role as action researcher, my personal learning has formed part of the research outcomes.
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6

Wall, Marie Lala. "A conversation". Thesis, Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/53309.

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7

Fujimura-Wilson, Kayo. "A sociolinguistic study of Japanese conversation : analysis of three conversational features". Thesis, Birkbeck (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424931.

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8

Nakatsuhara, Fumiyo. "Conversational styles in group oral tests : how is the conversation co-constructed?" Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499803.

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9

Brassac, Christian. "S'engager en conversation : étude expérimentale de l’engagement illocutoire en conversation". Nancy 2, 1992. http://www.theses.fr/1992NAN21009.

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Forme prototypique de l'interaction verbale, la conversation repose en grande partie sur des significations non littérales. La question traitée est celle du lien qu'entretient le locuteur à un certain type d'acte de langage non littéral : l'implicitation conversationnelle. La théorie de l'engagement illocutoire (Daniel Vanderveken, 1988), issue de la philosophie du langage, propose des concepts théoriques permettant d'opérationnaliser cette question. Une expérimentation reposant sur ces notions et sur un critère d'incohérence d'un locuteur niant l'acte non littéral concerné produit des résultats significatifs quant à l'engagement du locuteur sur ces implicitations conversationnelles: en particulier l'aspect graduel de cet engagement est mis en évidence, plus généralement, ce travail s'inscrit dans un ensemble d'études visant a utiliser les notions de la théorie des actes de langage en analyse des conversations
As a prototypical form of verbal interaction, conversation is mainly based on non literal meanings. The problem at issue focuses on the link between the speaker and a certain type of non literal speech act: the conversational implicatures: the theory of illocutionary commitment (Daniel Vanderveken, 1985). Born of the philosophy of language, provides concepts which allow to make this question operational. An experience, based on these notions and on a criterion of incoherence of a speaker who denies the non literal speech act concerned, produces significant results on the speaker's commitment to these conversational implicatures, to the more precise, the gradual aspect of this commitment is put forward. More generally, this work contributes to a set of studies aimed to use notions of speech acts' theory in discourse analysis
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10

Clift, Rebecca Jane. "Misunderstandings in conversation". Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242958.

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11

St, George E. A. W. "Browning and conversation". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332876.

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12

Mandelkern, Matthew. "Coordination in conversation". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112421.

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Thesis: Ph. D. in Philosophy, Massachusetts Institute of Technology, Department of Linguistics and Philosophy, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 199-207).
I give an account of the meaning of epistemic modals-words like 'might' and 'must', on a broadly epistemic interpretation-and how speakers use them to coordinate on their information. I begin by exploring what epistemic modals mean. Motivated by embedding data which are problematic for almost all existing accounts, I develop a new semantics for epistemic modals which I call the bounded theory. The bounded theory comprises a standard relational semantics together with a constraint which entails that local information is always taken into account in the evaluation of epistemic modals. I argue that the bounded theory makes sense of the subtle embedding behavior of epistemic modals-thus providing an adequate account of their meaning-and sheds new light on the way that local information is structured in natural language. In Chapter 2, I turn to the question of how speakers use epistemic modals to coordinate on their common information. I argue that we can make sense of the characteristic dynamics of epistemic modality within a relational semantic framework (like the one given in Chapter 1), together with a contextualist approach to the dynamics of conversation. The key to doing so is to take the relation in question to be determined by the interlocutors' prospective common attitudes. Chapter 3 explores the contribution of 'must'. Assertions of -Must p-1 and assertions of p alone seem to have the same basic goal, and yet their felicity conditions subtly differ. I argue for a new characterization of those differences, and a broadly pragmatic explanation of those differences based on the approach to epistemic modals advocated in the preceding chapters. In Chapter 4, I return to semantic questions. I develop formal tools to compare the expressive power of semantic theories with respect to the embedding data which they can account for. These tools show that the relational theory can account for all the embedding data which recent revisionary theories can account for, but not vice versa, a fact which necessitates a substantial shift in perspective on the debate regarding the semantics of epistemic modals.
by Matthew Mandelkern.
Ph. D. in Philosophy
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13

HAMAKER, WHITNEY BEEGLE. "Starting a Conversation". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212114650.

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14

Lourenço, Maria Luísa Sobreira Gouveia. "Type inference for conversation types". Master's thesis, Faculdade de Ciências e Tecnologia, 2009. http://hdl.handle.net/10362/3960.

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Trabalho apresentado no âmbito do Mestrado em Engenharia Informática, como requisito parcial para obtenção do grau de Mestre em Engenharia Informática
This dissertation tackles the problem of type inference for conversation types by devising and implementing a type inference algorithm. This is an interesting issue to address if we take into account that service-oriented applications can have very rich and complex protocols of services’usage, thus requiring the programmer to annotate every service invocation with a type corresponding to his role in a protocol, which would make the development of such applications quite unpractical. Therefore, freeing the programmer from that task, by having inference of types that describe such protocols, is quite desirable not only because it is cumbersome and tedious to do such annotations but also because it reduces the occurrences of errors when developing real complex systems. While there is several work done related to session types and type inference in the context of binary sessions, work regarding multiparty conversations is still lacking even though there are some proposals related to multi-session conversations(i.e. interactions happen through shared channels that are distributed at service invocation time to all participants). Our approach is based on Conversation Calculus, a process calculus that models services’primitives based on conversations access point where all the interactions of a conversation take place. In order to test our type inference algorithm we designed and implemented a prototype of a proof of-concept distributed programming language based on Conversation Calculus. Finally, we show that our type inference algorithm is sound, complete, decidable and that it always returns a principal typing.
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15

Keller, Jill Leslie. "Conversational implicature and higher-order thinking in instructional conversations". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185982.

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Results from curriculum enactment and sociolinguistic research have indicated that lessons are composed of information exchanges consisting of mostly facts and procedures that place little cognitive demand on students. Scholars from these areas have ascribed the characteristics of the school, teacher, student, management and task demands, or linguistic, and/or social context as explanations for those observations. They have not made a direct connection between how teachers and students decide who takes responsibility for providing the intellectual content of lessons and how that decision affects the students' higher order contributions. Consequently, the present study was designed to examine the way teachers and students cooperated for effective information exchanges and how that cooperative effort influenced students' higher order contributions. One hundred twelve chemistry and mathematics tutorials formed the data. The volunteer tutors possessed extensive training in their subject areas and the problems for discussion were designed to make high cognitive demands on the volunteer students. Methods from discourse analysis were used to develop an analytical model to identify, describe, and compare how the tutors and students exchanged information. The model was applied to the data to provide information on the following topics; the roles of the tutor and student, the substance of the exchanges, and the use of mediation strategies. Next, a code of conduct known as Grice's (1975) theory of conversational implicature was used to interpret the results of the analysis. The aim was to link conversational cooperation with students' higher order contributions to the discourse. First, the results indicated a model can be developed to describe, compare, and categorize instructional conversations. Second, tutors and students cooperate to maintain their roles during instruction and mediation strategies support those roles. Third, tutors and students intuitively follow Grice's (1975) conversational code of conduct to support their roles during their information exchanges. This cooperative effort is rooted in the conditions for conversational implicature. It was found when teachers and students explicitly negotiate and accept new intellectual roles before instruction (the conditions for implicature), higher order thinking can be encouraged by teachers and contributed by students to instructional conversations.
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16

Kebbe, Lisen. "Keep the conversation going : a study of conversational spaces during family business succession". Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/234472.

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This practice doctorate study addresses the question of succession in family business, and whether it is possible to facilitate the succession process and enhance family relations by working in a systemic, conversational and dialogical way. The high percentage of successions in family businesses which fail and result in closed down businesses has led to extensive research and caused public debate in Sweden. This study contains of four sections. The first section gives an introduction to my felt need of developing the facilitation of the succession process in business families. It also contains a philosophical background to the systemic way of working and a presents my ontology, epistemology and methods for my study and its ethical considerations. The second section puts my study in a wider perspective of this study with a short presentation of the field of family business research; there are interviews with mainstream consultants that are elaborated on and lastly there is a gender perspective on family business consultations. The eight essays in the third section portray my action research into my facilitation of the succession process in the Bjärges family. The succession process began at the end of 2006 and lasted almost five years. Facilitation was performed during the first two and a half years and the last follow-up conversation was held in the beginning of 2011. The Bjärges essays are written in a generative and reflexive way by means of radical, social poetics thus allowing personal involvement in the text. Some of the essays study the succession process from the perspective of dialogical moments; a couple of them reflect on the succession process in a longer perspective and finally there are follow-up conversations with the family members. The fourth section deals with knowledge gained from working with this study, knowledge I have taken into my practice where I facilitate family members to make their own decisions. It also includes my reflections on theory and on differences in consultancy to family business. Accountants and legal advisors focus on what is best for business, while facilitators working in the dialogical way have family relations at heart. This work proposes a 3rd Way, a new way of facilitating and supporting business families by collaboration of different competences in multi-professional teams. Thus both business and family relations would be addressed.
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17

Jääskeläinen, Petra Pauliina. "Conversation Analysis as a Design Research Method for Designing Socioculturally Contextual Conversational Agents". Thesis, Uppsala universitet, Människa-datorinteraktion, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414120.

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This research paper presents a study exploring if using the Conversational Analysis (CA) method in design research could result in designing more socioculturally contextual conversational agents. The research specifically focused on understanding the 1) effect on the design outcome and 2) the role in the design process. This was studied through practice-based design research, participant evaluation of the design outcome, and expert interviews on the design method. The findings were analysed both qualitatively and quantitatively and showed, that socioculturally contextual design could potentially be a data-rich field of study with connections to design concepts such as inclusive design, affective design, design ethics, increased user experience, and further studies are therefore recommended. Furthermore, the study provided an understanding of the contexts in which the CA method may be useful in design, how it can potentially impact the design, and how to apply it to the design process and showed a positive effect on the design outcome in terms of socioculturally contextual design.
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18

Gilbert, Henry T. "Persuasion detection in conversation". Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FGilbert.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, March 2010.
Thesis Advisor(s): Martell, Craig. Second Reader: Anand, Pranav. "March 2010." Description based on title screen as viewed on April 26, 2010. Author(s) subject terms: Persuasion, Persuasion Detection, Hostage Negotiations, Cialdini, Cohen, Cohen's Kappa. Includes bibliographical references (p. 73-75). Also available in print.
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19

Soare, Richard J. "Apartheid : a conversation revived". Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305123.

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張惟 i Wei Zhang. "Repair in Chinese conversation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B30182542.

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Vilhjálmsson, Hannes Högni. "Avatar augmented online conversation". Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29649.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.
Includes bibliographical references (p. 167-175).
One of the most important roles played by technology is connecting people and mediating their communication with one another. Building technology that mediates conversation presents a number of challenging research and design questions. Apart from the fundamental issue of what exactly gets mediated, two of the more crucial questions are how the person being mediated interacts with the mediating layer and how the receiving person experiences the mediation. This thesis is concerned with both of these questions and proposes a theoretical framework of mediated conversation by means of automated avatars. This new approach relies on a model of face-to-face conversation, and derives an architecture for implementing these features through automation. First the thesis describes the process of face-to-face conversation and what nonverbal behaviors contribute to its success. It then presents a theoretical framework that explains how a text message can be automatically analyzed in terms of its communicative function based on discourse context, and how behaviors, shown to support those same functions in face-to-face conversation, can then be automatically performed by a graphical avatar in synchrony with the message delivery. An architecture, Spark, built on this framework demonstrates the approach in an actual system design that introduces the concept of a message transformation pipeline, abstracting function from behavior, and the concept of an avatar agent, responsible for coordinated delivery and continuous maintenance of the communication channel. A derived application, MapChat, is an online collaboration system where users represented by avatars in a shared virtual environment can chat and manipulate an interactive map while their avatars generate face-to-face behaviors.
(cont.) A study evaluating the strength of the approach compares groups collaborating on a route-planning task using MapChat with and without the animated avatars. The results show that while task outcome was equally good for both groups, the group using these avatars felt that the task was significantly less difficult, and the feeling of efficiency and consensus were significantly stronger. An analysis of the conversation transcripts shows a significant improvement of the overall conversational process and significantly fewer messages spent on channel maintenance in the avatar groups. The avatars also significantly improved the users' perception of each others' effort. Finally, MapChat with avatars was found to be significantly more personal, enjoyable, and easier to use. The ramifications of these findings with respect to mediating conversation are discussed.
by Hannes Högni. Vilhjálmsson.
Ph.D.
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22

Milon, Alain. "L'Art de la conversation". Paris, EHESS, 1993. http://www.theses.fr/1993EHES0059.

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L'objet de cette these sur l'art de la conversation a porte sur la communication, dans certaines formes, telecommunicative, telegraphique, telephonique, televisuelle, teleconferentielle, etc. . . Denaturait la conversation, et comment dans ces circonstances le social s'opposait au sociable. Cette approche s'est faite a travers diverses approches comme la micro-sociologie de gabriel de tarde et simmel, les processus d'interactions chez goffman, les apport de la sociolinguistique de labov, le cinema de godard et d'antonioni, les reality shows, les differentes reformes de l'urbanisme, la communication d'entreprise, et les conversations psychanalytiques. Les principaux champs d'etudes de cette these tourne autour de : l'analyse des conduites de la micro et macro sociologie a travers les travaux de l'ecole de chicago et l'ecole interactionniste. L'analyse de l'interactivite urbaine a partir des graffiti muraux et des developpements urbanistiques. L'analyse des reality shows. L'analyse des modeles d7entreprise a partir de la communication d'entreprise de certains groupes industriels. Les approches de la socio-linguistique et psycho-linguistique a partir de mon experience sur le terrain (creche et jardin d'enfant bilingues). La telecommunication a partir de l'analyse des reseaux numeris
The art of conversation deals with the opposition between the notions of communication and conversation. Communication meaning the formal and regular interactions, and conversation defining a critical ground where the individual would find its free and full utterance. The art of conversation thus allows to describe a different opposition between "the social" and "the sociable". "the sociable" can be defined from an ethical point of view whereas "thesocial" is limited to a series of fom formalizing and degrading protocols. The problematic of this thesis as indeed the analysis, through different examples, how conversation is achieved and recover its full existence. We start from a theoretical analysis of micro sociology from tarde and simmel in their interpretation of kant's anthropology. From this point of view, kant set precise rules defining "the social" and "the sociable"; this theoretical analysis is use as a support for a more concrete analysis in the following direction : - urban conversation and thestatus of the "stranger" -television conversation and the birth of a public image -cinematographic conversation or commercial communication - company conversion or the myth of critical ground
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Luymes, Kenneth William. "How becoming: a conversation". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1314807156.

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Zhang, Wei. "Repair in Chinese conversation /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20481718.

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Nunziante, Gabriele. "Conversation Retrieval su Twitter". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amslaurea.unibo.it/1574/.

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McCarter, Charles Murdoch. "Humor in Japanese Conversation". Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/560774.

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Pimentel, David M. "Exploring classification as conversation". dLIST, 2007. http://hdl.handle.net/10150/105879.

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Conversations are proposed as a useful lens through which to consider knowledge-organizing behaviors. Human conversations are sites of knowledge creation, where participants communicate to establish meaning that is contextual and shared. The conversations generated in collaborative online environments offer new opportunities to observe, not only how knowledge is created, but also how users participate in various knowledge-organizing activities. In a Web environment pervaded by conversational forms â social classification systems, blogs, and wikis â participatory knowledge organization is an emerging phenomenon that warrants further exploration. Other areas for research are suggested, including the potential promise to leverage participatory knowledge organization into future applications and developments of Web functionality.
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28

Jones, Rhiannon. "The artistry of conversation". Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/31333/.

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This thesis proposes a new way of thinking about conversation as a methodology and argues that conversation itself can be considered as an art practice. The practice research has been developed through a body of five artworks produced between 2012-14, each of which directly engaged with communities and residents of the city of Nottingham, UK, and emerged in relation to the specificity of this location. The doctoral research has been presented within the international contexts of art and social science through several seminars and conferences, including the researcher's co-founding and co-curation of InDialogue (2012 – present), a biannual interdisciplinary symposium. The research engages with existing work on conversation and the dialogic by Allan Kaprow, David Bohm, Mikhail Bakhtin, Grant H. Kester and Hubert Hermans, from which it develops a socio-artistic and philosophical framework to theoretically underpin a body of dialogic practice. For the purpose of this thesis, PhD stands for Practice in High Definition: the body of work produced has been tested and analysed to develop an original methodology, which has been termed APSSL, to describe its five key features: architactics, performativity, storyteller, social activism and legacy. The thesis sets out the framework for a performative and experiential approach, providing examples of the orchestration of space and the dialogic architectures of site and body. Conversation is considered as a methodological producer and as the instigator of practice. Aesthetic in approach, the methodology is recognised for its socializing power in terms of generating the opportunity for a public presentation of self and other, and for the mobility of voices in spaces. It establishes that there can be an artistry of conversation.
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29

Gu, Yueguo. "Towards a model of conversational rhetoric : An investigation of the perlocutionary phenomenon in conversation". Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234037.

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30

Baheti, Ashutosh. "Improving Conversation Quality of Data-driven Dialog Systems and Applications in Conversational Question Answering". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1596469447727479.

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31

Mills, David M. "Dimensions of embodiment : towards a conversational science of human action". Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/5456.

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George Kelly's Personal Construct Theory, especially as subsumed within the “conversational science" paradigm developed by Thomas and Harri-Augstein, is fundamentally a framework for a geometry of personal meaning in which all of the dimensions of distinction within a person’s experience are like the dimensions of geometric space. A person's system of constructs is not just a framework for predicting the attributes of future events; it is a coordinate system for navigating the dimensionality of experience. The work of F. M. Alexander is primarily concerned with the "psycho-physical unity of the individual," and thus with the continuity of experience. The present work has two aims. The first, drawing on the work of Merleau-Ponty and John Dewey, and culminating in the concept of "Conductive Reasoning", is to lay a theoretical foundation for a synthesis of the practical work of Kelly and Alexander. The primary premise is that the act of comprehending is an embodied act, and as such is as subject to the conditions of the coordination of the whole person as is any other act. The second, practical, aim has been to develop a conversational methodology for dealing with learning in a more fully embodied way. This method of "conductive conversation," formally derived from the "Learning Conversation," evolved from the author's teaching experience with the Alexander Technique. Appendix 1, "A Conversational Introduction to Conductive Reasoning," is an interactive conversational structure which incorporates a development of these concepts in the context of personal experiments for generating the kinds of experiences from which the reader may draw something of the intended meaning, and some skill in using the conductive conversational tools for exploring embodied dimensions in their own meaning. It is intended as a piece that will stand on its own as a conversational research instrument for personal scientists.
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32

Rao, Nema. "Redesigning the Pain Assessment Conversation". Research Showcase @ CMU, 2015. http://repository.cmu.edu/theses/91.

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Pain is the number one reason people access the healthcare system. Yet, it remains widely inadequately assessed, eventually leading to complications and compromises in quality of care. Self-report scales reduce the complexity to uni-dimensional statements of pain severity; for example, by asking patients to estimate their pain intensity on a 0 to 10 scale. While this is at best appropriate for acute pain, it is an oversimplification for chronic pain patients. This project investigates how patients and clinicians negotiate pain communication and proposes a novel way for patients and clinicians to assess an communicate pain, by using a set of expressive abstract animations which can be visually configured to reflect change in intensity. The project also discusses the dynamics between a patient and clinician, as well as the challenges inherent in the interactions.
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33

Duffy, Sam. "Shaping musical performance through conversation". Thesis, Queen Mary, University of London, 2015. http://qmro.qmul.ac.uk/xmlui/handle/123456789/9531.

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It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Intuition suggests that the principal activity during these meetings would be playing, however conversation is important, not just as a way to analyse musical contributions, but to organise them within the lesson flow. Activities are managed conversationally, discussion interleaved with performance, demonstration and musical experimentation, resulting in a rich multi-modal social interaction. This thesis presents a detailed ethnographic study of five one-to-one clarinet lessons. Conversation transcription notation was developed specifically to capture the musical sounds produced alongside dialogue. Analysis of the shape and timing of the musical contributions shows that many aspects of music produced in this context are shaped by the way that playing can function as a conversational turn. For example, during student performance the volume, duration and timing of the tutor's utterances, in relation to the student's musical phrasing, determines whether they are interpreted as encouraging backchannels, or a bid for the floor to provide immediate feedback. Non-verbal behaviours such as gaze and changes in posture are used to encourage a student to self-repair and continue with their performance, despite mutual acknowledgement that a problem has occurred. Fine-grained analysis of a video-mediated remote lesson reveals what happens when this organisation is disturbed. The change in medium reduces the availability of non-verbal cues, and the disruption caused by latency has divergent effects on the sequence and placement of turns, as they are experienced at each location. For example, students find it more difficult to anticipate tutor interruption of their performance or correctly identify backchannels, leading to miscommunication. Our understanding of the importance of these phenomena to lesson flow leads to recommendations for tools to better support student-tutor interaction during the remote lesson experience.
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34

Miller, Catherine (Catherine T. ). "Modeling trust in human conversation". Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/36773.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.
Includes bibliographical references (leaf 43).
If we are ever to have intelligent systems, they will need memory. Memory is the core of learning; intelligence is about entering, extracting, and synthesizing its contents. What makes the memory problem difficult is that memory is not a simple collection of facts. The how and why of where those facts were acquired is a key part of how they are internalized and used later. As a step towards solving this large and difficult problem, I have focused on how people learn to trust each other when they have a conversation. The model I have created represents people as sets of self-organizing maps; each has a map to represent his own beliefs, and a map to represent what he thinks of another person. Beliefs are in this model restricted to likes and dislikes, across a wide range of topics. In this thesis I describe the program implemented in Java to test this model. The model has been tested on four different kinds of conversations. with the topics of animals and cars, to determine whether its behavior looks reasonable to a human observer. In this work I show how a simple, natural model can closely approximate human behavior. without need for tweaking parameters.
by Catherine Miller.
M.Eng.
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35

Kino, Midori. "Topic organisation in Japanese conversation". Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29030.

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This study investigates the organisation of topic in Japanese conversation. Using the framework of conversation analysis (CA), it aims to identify the mechanisms of the organisation of topic initiation, maintenance, and shift by investigating the environments where these actions occur and the devices participants use in order to achieve their actions at a particular place. Through the examination of questions and repair initiation, the organisation of topic initiation is shown as a boundaried topical movement in which the closing of one topic is followed by the initiation of another. It is crucially characterised as the recipient design, thereby, participants thoroughly attend to the co-participants’ events/experiences. The topic negotiation is illustrated through the examination of devices such as discourse marker dakara (‘so’) and figurative expressions pursuing the recipients’ response by means of the upshot and summary assessments. While orienting to the topic closing, participants monitor whether they can move to a next topic or they have something mentionable. The practice of reformulation and the reformulation questions reveal the organisation of topic shift which may enable the participants to manage or control the topical movement by organising their utterances through the initiation of repair. While keeping some connection with the prior or earlier turn(s), participants introduce a new topic. Participants effectively use repair initiation in implementing topic initiation/topic shift in order to develop the topical talk when they face troubles or fail to make their projections. Participants’ management elicits the co-participant’s coordination, which is an important social action. The study shows that the ways participants organise their conversation are overwhelmingly similar between Japanese and English, which indicates that conversational structures are in fact somehow primordial and they transcend linguistic and cultural differences.
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36

Madlala, Mbusiswa Hezekiah. "Heavenly conversation in cosmic language". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/14406.

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Bibliography: leaves 76-82.
This study focuses on the centrality of the Logos theme in the prologue of the Fourth Gospel. The study demonstrates that the author of John's Gospel is keen to present to his audience the uniqueness of the Word which became 'umuntu' or 'flesh'. Apparently, the author of the Gospel is in interlocution with various strands in his audience who have a different understanding of the Logos. Second, we discern a movement that ascends from verse 12 which is seen as the proof of the prologue. In his ascension, the Logos dwells, embraces, and befriends those who accept him. The dialectic between those who reject him and those who accept him calls for a sociolinguistic approach in order to highlight what the discourse of the author is all about. The methodology that is employed in this study is that of sociolinguistics, and with the emphasis being on antilanguage. John consciously uses a dialogical method in order to distinguish between those who speak the language of the rejection of Jesus, and those whose language is different from the opponents of Jesus.
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37

Sin, Emmanuel J. "Electric conversation of Porsche 914". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/40944.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2007.
Includes bibliographical references (leaf 38).
With energy and environmental concerns becoming increasingly greater issues, electric vehicles are a promising alternative to internal combustion engine vehicles. More research and interest must be focused on battery technology and electric vehicles to make this a viable solution for the future of transportation. This project focuses on converting a 1974 Porsche 914, originally equipped with a 4-cylinder IC engine, into a full electric vehicle. The IC engine is replaced with a 50kW peak, 3-phase AC induction motor powered by twelve lithium-ion phosphate-metal cathode batteries. This paper goes through the conversion process as well as the necessary maintenance and driving techniques required to safely and efficiently operate an electric vehicle. Although the vehicle is complete it is currently in the debugging phase due to unforeseen electrical problems. The vehicle is planned to run by early June, 2007. Despite this setback, the project has been successful in starting a performance electric vehicle team, MIT EVT, and in increasing the appeal of electric vehicles in the MIT community.
by Emmanuel J. Sin.
S.B.
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38

Wielaert, S. M. "'Conversation is a two-way process' : introducing conversation partner training in aphasia in Dutch rehabilitation practice". Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/26904/.

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39

Chatterley, Catherine D. "Steiner's Shoah : a conversation in silence". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25958.pdf.

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Davis, Trent Boyd. "Conversation and the ethics of discourse". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39186.pdf.

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41

Mitchell, Robert Daniel. "The Wesleyan Quadrilateral relocating the conversation /". 24-page ProQuest preview, 2007. http://proquest.umi.com/pqdweb?index=0&did=1367834161&SrchMode=1&sid=5&Fmt=14&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220041911&clientId=10355.

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42

Šurpikienė, Nastasija. "The Pragmatic Features of Spontaneous Conversation". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_164611-72870.

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The paper gives a detailed examination of the pragmatic features of spontaneous (unprepared) conversation in English. The analysis is based on radio and everyday conversations. It covers such pragmatic features as backchannels, overlaps, and repairs. Two types of spontaneous conversations were subjected to analysis – partially prepared radio discussions and spontaneous (unprepared) everyday conversations. The method chosen for the study was conversation analysis. The research demonstrated that the spontaneous everyday conversations were more ‘messy’ in terms of produced backchannels and overlaps since all the speakers were self-selectant and there was no monitor, as in the radio discussions. However, the radio discussions contained more repairs which were due to a high planning effort on the part of the speakers. All the analyzed disfluencies proved to be natural components of face-to-face interactions performing the function of cooperation. The disfluencies for the most part did not add to the main content of the conversations and discussions; however, some modifications in the speakers’ utterances did take place as a reaction to certain backchannels and overlaps. The disfluencies appeared to be useful devices used for the expression and interpretation of the intended meanings of the speakers.
Šitas darbas detaliai nagrinėja spontaniško (neparuošto) pokalbio pragmatinius bruožus anglų kalboje. Tyrinėjimas apima tokius pragmatinius bruožus kaip atsakomosios reakcijos signalai (backchannels), taisymai (repairs) ir overlaps, kai pokalbio dalyviai kalba vienu metu. Spontaniškiems pokalbiams yra būdingos kalbėtojų kaitos procesai, kurie gali pasižymėti įvairiais kalbėjimo nesklandumais (disfluencies). Kalbėjimo nesklandumai yra būdingi visiems pokalbių tipams (žanrams). Šito darbo dėmesio centre yra faktoriai, sąlygojantys spontanišką bendravimą; skirtumai tarp spontaniško ir paruošto pokalbio; šnekos nesklandumų tipai radijo ir kasdieniame spontaniškame bendravime, ir reliatyvus šitų nesklandumų dažnumas abėjų tipų pokalbiuose. Dažniausiai kalbėtojų kaitos procesų ypatybės ir leidžia atskirti pokalbių tipus ( rūšis). Paruoštame pokalbyje perėjimas nuo vieno kalbėtojo pasisakymo prie kito yra sklandus: vienas kalbėtojas pradėda, užbaigia savo pasisakymą, po to kitas kalbėtojas pradėda kalbėti ir užbaigia savo pasisakymą. Toks sklandumas išplaukia iš kalbėtojų išankstinio žinojimo, ką sakyti ir kiek sakyti. Spontaniškame pokalbyje kalbėtojai tokio žinojimo neturi; bendravime nėra aiškiai apibrėžto plano, dėl to jam yra būdingi kalbėjimo nesklandumai. Buvo analizuoti du spontaniškų pokalbių tipai- iš dalies paruoštos radijo diskusijos ir spontaniški (neparuošti) kasdieniai pokalbiai. Tyrimo tikslai buvo: apibrėžti pasitaikusių nesklandumų tipus radijo ir... [toliau žr. visą tekstą]
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43

Dersley, Ian. "Complaining and arguing in everyday conversation". Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/2451/.

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44

Heinemann, Trine. "Negation in interaction, in Danish conversation". Thesis, University of York, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399616.

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45

Salas, Nikki M. "Exemplary City Managers Leading Through Conversation". Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828554.

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Purpose: The purpose of this phenomenological research study was to identify and describe the behaviors that exemplary city managers practice to lead their organizations through conversation using Groysberg and Slind’s (2012b) 4 elements of conversation leadership (intimacy, interactivity, inclusion, and intentionality).

Methodology: This qualitative research study was used to describe the behaviors of exemplary Southern California city managers. The counties included in the study were San Luis Obispo, Los Angeles, Riverside, and San Bernardino. The researcher selected 10 exemplary city managers that met 4 of the 6 criterion identified as exemplary. The phenomenological research design was selected to explain how these city managers lead through conversation. Data collection included semistructured interviews, observation, and collection of pertinent artifacts. The researcher used the NVivo software to provide analysis of the data and show the emerging themes. The themes were then examined to identify behaviors that the exemplary city managers practice to lead through conversation.

Findings: Examination of qualitative data from the 10 city managers, collected through in-depth interviews, observational data, and review of artifacts produced 20 themes and 299 frequencies within the conversational leadership elements. Ten key findings supported the conversational leadership elements of intimacy, interactivity, inclusion, and intentionality.

Conclusions: The study supported Groysberg and Slind’s (2012b) 4 elements of conversational leadership and identified specific behaviors that exemplary city mangers practice to lead their organizations. The culmination of research identified four conclusions. City managers must (a) engage in conversations that promote trust and listening attentively to engage stakeholders in honest communication, (b) focus development strategies to cultivate a culture of open dialogue and a two-way exchange of information, (c) use strategies to gain active contributors to ensure a member’s commitment to organizational goals, (d) use conversation to create clarity of message, provide focus, and elicit feedback on goals and directions. Recommendations: Further research is needed on city managers practicing conversational leadership in different regions of the United States. Additionally, research is needed on for-profit, publicly traded companies and professional sports organizations and the use of conversational leadership.

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46

Pithouse, Richard Michael. "We need a conversation about development". South African Civil Society Information Service (SACSIS), 2009. http://hdl.handle.net/10962/d1008563.

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[From the introduction] From the Communist Party across to the corporate spin-doctors and down to the Development Committees in the shack settlements, more or less everybody in South Africa speaks the language of development. In some ways this is a good thing. It indicates a hard won agreement that the realities of inequality in our society are so cruel and perverse that any social project can only be credible if it will ameliorate these divisions and the suffering they cause.
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Tonsing, Kerstin Monika. "Social conversation at the work place". Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/24865.

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Please read the abstract in the section, 00front, of this document
Dissertation (MLog)--University of Pretoria, 2001.
Centre for Augmentative and Alternative Communication (CAAC)
MLog
Unrestricted
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48

Jensen, Patricia Jeanette. "Streams of meaning-making in conversation". Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058798485.

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Baker, Ann Crooks. "Bridging differences and learning through conversation". Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058882651.

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50

Carabatsos, Eugenie. "We Will Not Describe the Conversation". Research Showcase @ CMU, 2016. http://repository.cmu.edu/theses/116.

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