Academic Dialogue Research Articles

Aviation Security and the TSA's Behavior Detection: Why Effective Academic and Practitioner Dialogue Is Vital.

Aviation Security and the TSA's Behavior Detection: Why Effective Academic and Practitioner Dialogue Is Vital.

Building and Sustaining Academic Researcher and Criminal Justice Practitioner Partnerships: A Corrections Example

Bringing researchers and practitioners together in partnerships has substantial benefits. Partnerships can inform research questions and provide researchers with data to further their academic dialogues. Collaborative research provides practitioners with a better appreciation for research, and its integration into the provision of service. Published examples of successful partnerships in the criminological field offer insight into navigating the relationship building and maintenance process. The current paper discusses a partnership between researchers and practitioners at a corrections institution. The benefits and challenges to partnerships and recommendations for building and sustaining researcher-practitioner partnerships are discussed.

Top Cover: On Administrative Activism in the Neoliberal University

There must be acts of resistance to neoliberalism in academe. We must use our capacities for critical dialogue as a force of disruption, resistance, and revival. Instead of docile academic subjecivities, ones that play into neoliberal managerialism, we need to adopt a more paralogical approach to academic dialogue. Namely, we must use dialogue as a disruptive force rather than an affirmative one. Critical exchange is at the heart of academic freedom, and academic freedom—the freedom to teach as we choose without interference—is predicated on keeping the “critical” in critical exchange (or inquiry) activated. Neoliberal academic culture strives to stifle critical thought and thinking. We can be a force of resistance to neoliberal academe by awakening and privileging our critical capacities—and tough criticism may be the only way to awaken academe from its neoliberal slumbers. Without a strong auto-critique discourse to counter-act the strong discourse of neoliberalism, resistance becomes difficult, if not impossible.

One-word Interjections as Discourse Markers in Female and Male Speakers’ Academic Talk: A Case Study Based on the Michigan Corpus of Academic English

Through a corpus-based search, the present paper’s objective is to attempt to reveal the differentiation of some interjections as discourse markers in the academic talks presented by speakers of both genders. By doing so, I offer a deepened insight into why female and male speakers resort to the use of these interjections. On the basis of an online corpus of the University of Michigan, I present my findings according to several other criteria. The corpus is compiled of a huge set of academic talks by students and staff of the university. Finally, using Jakobson’s functions, I classify and further analyse these discourse markers. The data attained through searching this corpus take me a step further in casting some light on the ratio of the interjections used by the two genders, and the possible reasons for the uneven distribution of interjections in terms of female and male use.

Science for All: Encouraging Academic Talk

Science for All: Encouraging Academic Talk

A Silent Spring for academic dialogue biotech industry leaves critique unopposed

A Silent Spring for academic dialogue biotech industry leaves critique unopposed

Religious Education in Public Schools in Western Europe

Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.

Book Review ‘Physiotherapy Education: Academic Dialogues at the Universidad del Rosario, 1996-2016’ (Spanish Version)

Book Review ‘Physiotherapy Education: Academic Dialogues at the Universidad del Rosario, 1996-2016’ (Spanish Version)

Knowing and improving paraphrasing skills of Mexican college students

PurposeThis study aims to develop both an activity and an instrument to support college students’ learning of the proper ways to paraphrase.Design/methodology/approachThis study used a participatory action research approach, consisting of four phases. A survey was used to collect information, as well as a rubric to evaluate students’ competencies in paraphrasing, before and after an educational intervention activity. The tools were designed by the authors.FindingsThe findings suggest that students only have a partial understanding of the elements that are needed to write an adequate paraphrase, despite the declared importance in academic dialogue by the majority of them. The findings also suggest that a short-range intervention can help students develop their skills in paraphrasing.Research limitations/implicationsThis research was conducted mostly with a small group of first-year college students and a professor they have known for a year. Therefore, a level of trust had been established. This trust relationship is necessary to achieve a participatory action in an unscheduled activity. Only some of the major results are presented.Originality/valueLittle actual research has been conducted on college students’ perception on paraphrasing and its importance, as well as on their abilities to paraphrase, especially in the Latin American context. This study demonstrates the usefulness of a short-range intervention that can be easily applied in any course or information literacy program.

INDÚSTRIA, DESENVOLVIMENTO ECONÔMICO E DESINDUSTRIALIZAÇÃO: SISTEMATIZANDO O DEBATE NO BRASIL

A indústria de transformação é considerada o motor do crescimento, com reflexo sobre o desenvolvimento econômico dos países. Entretanto, desde meados da década de 80 o Brasil vem apresentando perda de participação da indústria no PIB, gerando intenso debate acadêmico sobre a possível existência de desindustrialização. Diante deste quadro, o objetivo deste artigo é sistematizar o tratamento analítico sobre a desindustrialização no Brasil, a partir da visão das principais escolas de pensamento existentes no país. O levantamento da literatura apontou a existência de quatro escolas de pensamento: UNICAMP, FGV-SP, PUC-RJ e UFRGS. O estudo aponta a existência de diferentes abordagens e estão presentes: fundamentos estruturalista da CEPAL, macroeconomia estruturalista do desenvolvimento, ortodoxia econômica e histórico-institucionalista-schumpeteriana. A distinção de análise sobre a desindustrialização contempla, por seu turno, propostas diferenciadas de solução, mostrando, assim, leque de opções rico em termos de política de econômica.

Promoting academically productive student dialogue during collaborative learning

Interest in the key role talk plays in the construction of knowledge, understanding and learning has gathered momentum in recent years as research has demonstrated how students learn from each other and how teachers, in turn, can utilise this information to structure classroom experiences to promote student engagement and productive academic dialogue. This paper discusses research that highlights the importance of structuring collaborative learning experiences that challenge students’ thinking and scaffold their learning to promote critical and creative problem-solving and enhanced cognitive understandings. Future directions include investigating changes to students’ cognitions as a consequence of specific types of dialogic interactions and the role of interpersonal synchrony in promoting prosocial behaviours and dialogic interactions.

Taking presentations seriously: Invoking narrative craft in academic talks.

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Confucian and Christian Understanding of God

Confucian and Christian Understanding of God

Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions

AbstractThis study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before‐, during‐, and after‐reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184) participated as part of a two‐year efficacy trial ofCSR. Discourse analysis was used to compare the differences in teacher–student talk when the teacher and the text remained the same across typical instruction andCSRlessons. Results indicated that strategy‐based collaborative practices offered opportunities for discourse patterns that were not observed in typical lessons. Overall, a higher proportion of talk inCSRlessons focused on discussing the text when compared with lessons withoutCSR. Features of student–teacher interactions during strategy‐based instruction included more student and teacher academic talk turns, a higher ratio of student talk to teacher talk, longer sequences of student–student exploratory talk, less teacher talk focused on giving information, and the use of reading strategies to facilitate discussion about text content. Findings suggest that strategy instruction models can increase the dialogic nature of classrooms by resituating the location of knowledge as distributed among students, with talk and strategies as tools to improve comprehension.

THE STANDARDS ON THE VICTORY STELE OF NARAM-SIN

The Victory Stele of Naram-Sin is one of the most well-known works of art from Mesopotamia, and has been much studied. However, little has been written on the standards depicted on the Victory Stele. The intention of this paper is to study these standards and thus further the academic dialogue on them by addressing questions such as how the standards function, what they look like, with whom or what they are associated, and who or what they represent. The iconographic evidence of the Victory Stele itself will be examined to place the standards within their context. Similar iconographic depictions, which can assist in identifying the appearance of the standards and may suggest their deeper meaning, will be considered. Textual evidence from contemporary inscriptions from the reign of Naram-Sin may further help in the identification of the standards.

Tilgungstendenzen in Konferenzvorträgen. Eine korpusbasierte Studie

Deletion trends in academic talks. A corpus-based analysisThe purpose of this paper is to describe some current deletion trends in modern spoken German. The study is based on orthographic transcriptions of academic talks made by German native speakers. The analysis has been conducted in order to show the most common phonetic reductions of the formal Standard German variety as used today in official situations in Germany. The linguistic data are taken from the GeWiss corpus, which is a comparative corpus of audio recordings and transcriptions of spoken academic languages German, Polish, English. The research organizations involved were the Herder Institute at the University of Leipzig, Wrocław University and Aston University in Birmingham.

Religious-Based Conflicts through the Academic Dialogue

Religious-based conflicts in democratic states have been a subject of academic deliberation within a vast number of fields. The following chapter attempts to sort out the different questions generated by such conflicts, to analyze the primary method offered to diffuse them and its shortcomings, and to explain why specific characteristics of the legal system can be utilized as reconciling mechanisms for such conflicts.

Amoral Machines, Or: How Roboticists Can Learn to Stop Worrying and Love the Law

The media and academic dialogue surrounding high-stakes decision-making by robotics applications has been dominated by a focus on morality. But the tendency to do so while overlooking the role that legal incentives play in shaping the behavior of profit maximizing firms risks “marginalizing the entire field” of robotics and rendering many of the deepest challenges facing today’s engineers utterly intractable. This Essay attempts to both halt this trend and offer a course-correction. Invoking Oliver Wendell Holmes’ canonical analogy of a “bad man...who cares nothing for...ethical rules,” it demonstrates why philosophical abstractions like the trolley problem — in their classic framing — provide a poor means of understanding the real-world constraints faced by robotics engineers. Using insights gleaned from the economic analysis of law, it argues that profit maximizing firms designing autonomous decision-making systems will be less concerned with esoteric questions of right and wrong than with concrete questions of predictive legal liability. And until such time as the conversation surrounding so-called “moral machines” is revised to reflect this fundamental distinction between morality and law, the thinking on this topic by philosophers, engineers, and policymakers alike will remain hopelessly mired. Step aside roboticists — lawyers have got this one.

Россия – Япония: академический диалог об экономике – 2017

Россия – Япония: академический диалог об экономике – 2017

Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

The benefits of dialogic interaction which engenders academic talk are greater understanding of concepts and ultimately higher educational standards. However, recent research suggests students, both home and international, face certain challenges in contributing to dialogic interaction in a higher education context. This article reports on a study which explored learner experiences of dialogic interaction and reasons for contributing or remaining silent. Data were gathered from a one-semester postgraduate module at a UK university through interviews, audio recordings of sessions, stimulated recall sessions and course assignments. Results suggest that sociocultural factors such as confidence in language, confidence in knowledge, previous educational experiences, and expectations of roles influenced the learners' willingness to contribute to the academic talk.