Patterns Of Talk Research Articles

Interpreting the Perennial Impasse in Indo-Pak Relations

Since the September 2016 attack in Uri, Indo-Pak relations have steadily gotten worse. India cites Pakistan-sponsored terrorism in Kashmir as the major reason for this deterioration, with the 14 February 2019 bombing at Pulwama as the most recent dramatic example; Pakistan blames Indian atrocities in Kashmir. But after every attempt to initiate dialogue, there is a return to hostility. This paper analyzes this cyclical pattern of dialogue, estrangement, and hostility in Indo-Pak relations. Further, it seeks to explain the structural, ideational, and strategic aspects of the problem and to outline a course correction in Indian foreign policy.

Inclusive Talk: Weaving Fiction Discussions Across the School Day

AbstractThe author presents findings from a yearlong study of the ways an inclusive fourth‐grade teacher and her students talked about reading outside of formal reading lessons. Findings indicated that across the school day, especially during informal moments, students narrated connections and disconnections between their experiences and realistic fiction read‐aloud books the class had read together. These improvised spoken narratives created opportunities for students’ inclusion and affirmation in the social space of the classroom as they helped students know each other as readers and people outside of labels, levels, and assessment instruments. Using children's literature as a point of reference, this pattern of dialogue honored students’ life experiences and interests while supporting ongoing reflection, community building, and interpretation strategies.

Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates

Abstract The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions in classrooms in the UAE, while more open space for sharing thoughts was found in kindergarten classrooms in Finland. The findings suggest variations in the structure of educational dialogue and instructional practices in kindergarten classrooms across contexts.

Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer

Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers’ purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers’ epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers’ purpose, pedagogy, and philosophy are reflected in their online facilitation.

The role of collaborative interactions versus individual construction on students’ learning of engineering concepts

ABSTRACTThis study primarily investigated the role of interactional factors in an unstructured face-to-face collaborative learning environment with challenging engineering activities. We explored dialogue patterns in terms of quality of interaction, students’ scaffolding instances, and discourse moves for productive interactions of collaborative dyads in the context of the Interactive-Constructive-Active-Passive (ICAP) framework. The sample included 72 engineering students for the interactive and constructive conditions. Students’ understanding of material science and engineering concepts were measured using pre and posttest design. Results showed students in the interactive condition performed significantly better than students in the constructive condition. Verbal analysis of approximately 12 hours video recordings and 210 pages of transcriptions for students’ dialogue in the interactive condition indicated a strong relation between the quality of interaction, scaffolding instances, and individual learning gains. In addition, a verbal analysis examining each utterance based on the discourse moves revealed that the certain moves are significantly linked with learning outcomes.

A very public cull – The anatomy of an online issue public

Geographers and other social scientists have for some time been interested in how scientific and environmental controversies emerge and become public or collective issues. Social media are now key platforms through which these issues are publically raised and through which groups or publics can organise themselves. As media that generate data and traces of networking activity, these platforms also provide an opportunity for scholars to study the character and constitution of those groupings. In this paper we lay out a method for studying these ‘issue publics’: emergent groupings involved in publicising an issue. We focus on the controversy surrounding the state-sanctioned cull of wild badgers in England as a contested means of disease management in cattle. We analyse two overlapping groupings to demonstrate how online issue publics function in a variety of ways – from the ‘echo chambers’ of online sharing of information, to the marshalling of agreements on strategies for action, to more dialogic patterns of debate. We demonstrate the ways in which digital media platforms are themselves performative in the formation of issue publics and that, while this creates issues, we should not retreat into debates around the ‘proper object’ of research but rather engage with the productive complications of mapping social media data into knowledge (Whatmore, 2009). In turn, we argue that online issue publics are not homogeneous and that the lines of heterogeneity are neither simple or to be expected and merit study as a means to understand the suite of processes and novel contexts involved in the emergence of a public.

Track III Dialogues in Ukraine: Research Report

The Report provides a detailed outline of the research project Track III Dialogues in Ukraine – Major Trends and Challenges (2016-2017) of the Center for Peace Mediation, Frankfurt/Order and Kyiv-Mohyla Academy, Ukraine. It includes information about the project design and outcomes; its major methodological approach – Action Research Approach; detailed description of methodology of the empirical study including in-depth interviews and focus-groups; research findings on the context of the 2014 conflict in Ukraine and dialogue patterns; lists of participating organizations and individuals and sample questions for interviews.

A Mixed-Methods Approach to Analyze Shared Epistemic Agency in Jigsaw Instruction at Multiple Scales of Temporality

The purpose of this study was to propose a mixed-methods approach to analyzing shared epistemic agency in jigsaw instruction from multiple temporal perspectives, and to evaluate its effectiveness by examining actual datasets. We employed a combination of socio-semantic network analysis (SSNA) and in-depth dialogical discourse analysis as a mixed-methods approach, and analyzed discourse transcripts by university students engaged in jigsaw instruction. First, we graphically depicted a quantitative measure of shared epistemic agency at the group level and identified pivotal points of discourse where students might engage in an epistemic action toward alleviating a lack of knowledge. Then, we conducted dialogical discourse analysis of the segments around the pivotal points to describe students' collaboration practices. SSNA represented the quantitative nature of shared epistemic agency with 60% accuracy and provided a new way to look at it as a distribution of pivotal points for alleviating a lack of knowledge across all processes of jigsaw group activities. The dialogical discourse analysis of the discourse segments identified by SSNA further described dialogical patterns in the shared epistemic agency and each student's contribution to them..

Teaching primary English through cooperative learning-based activities using dialogue pattern poetry

Teaching primary English through cooperative learning-based activities using dialogue pattern poetry

Extraction and Clustering of Two-Dimensional Dialogue Patterns

This article proposes a two-step methodology to ease the identification of dialogue patterns in a corpus of annotated dialogues. The annotations of a given dialogue are represented within a two-dimensional array whose lines correspond to the utterances of the dialogue ordered chronologically. The first step of our methodology consists in extracting recurrent patterns. To that end, we adapt a dynamic programming algorithm used to align two-dimensional arrays by reducing its complexity and improving its trace-back procedure. During the second step, the obtained patterns are clustered using various heuristics from the literature. As evaluation process, our method is applied onto a corpus of annotated dialogues between a parent and her child in a storytelling context. The obtained partitions of dialogue patterns are evaluated by an expert in child development of language to assess how the methodology helps the expert into explaining the child behaviors. The influence of the method parameters (clustering heuristics, minimum extraction score, number of clusters and substitution score array) are studied. Dialogue patterns that manual extractions have failed to detect are highlighted by the method and the most efficient values of the parameters are therefore determined.

Development of Two-Dimensional Classroom Discourse Analysis Tool (CDAT): scientific reasoning and dialog patterns in the secondary science classes

BackgroundIn a science classroom, students do not simply learn scientific ways of doing, knowing, and reasoning unless they find ways of appropriating scientific discourse. In the Next Generation Science Standards, major forms of scientific discourse are emphasized as a main part of the Science and Engineering Practices. To enhance student engagement in scientific discourse, teachers need to help students differentiate scientific ways of talking from everyday ways of talking. Thus, science teachers should be able to be aware of the differences to provide opportunities for students to engage in scientific discourse.ResultsIn this study, the classroom discourse analysis tool (CDAT) was developed to help science teachers and educators identify the patterns of their classroom discourse with the lens of scientific reasoning. The CDAT suggests a new way of discourse pattern finding with the two-dimensional graphic organizer and the quantitative data produced by the coding. To pilot the CDAT analysis, 13 videos and transcripts of two middle and one high school teachers’ physical science classes were viewed and analyzed. The results from CDAT coding show illustrative information that characterizes the classroom discourse patterns in relation to scientific reasoning and teachers’ questioning and feedback. A coded CDAT table shows what reasoning components used in the classroom dialogs between the teacher and students. It also shows how students engaged in the dialogs with the variations of their answers by the teacher’s question and feedback.ConclusionThe results show the patterns of students’ responses strongly depend on teacher’s question or feedback. In addition, this analysis also generates various quantitative data that represent certain characteristics of the classroom discourse, i.e., length of dialog and the number of reasoning components used. The possible implications of CDAT analysis are to explore the relationships between teachers’ discourse patterns and students’ achievement along with changes in their reasoning skills. Student attitudinal outcomes such as motivations, interests, or self-efficacy could also be compared by the classroom discourse patterns revealed by CDAT. CDAT analysis itself can also be used in a teacher professional development as an intervention to help teachers see their classroom discourse patterns.

The Most Common Patterns of Classroom Dialogue Used by Science Teachers in Omani Cycle Two Schools

The Most Common Patterns of Classroom Dialogue Used by Science Teachers in Omani Cycle Two Schools

Patterns of oral Choice and Evaluation across secondary content areas

ABSTRACTOur study focuses on Choice and Evaluation, two of Mohan's knowledge structures to uncover how teachers and students across content areas developed disciplinary knowledge through classroom talk. Participants included in-service teachers and their students in rural and urban secondary schools in the Eastern and Western US. Through Choice and Evaluation, we examined opportunities for students across four disciplines to build up their knowledge of content matter or field. Findings revealed that teachers of math and science built students’ field knowledge through classroom exploration, eliciting Evaluation in dialogic patterns involving Choice, while social studies and language arts teachers helped students implicitly use Choice/Evaluation through projects based on their previous experiences. The essential role of student background knowledge in enabling participation across different types of oral exchanges is shown. This study uncovers tendencies across classrooms and makes linguistically informed suggestions for teachers in the disciplines.

Gadamerian Hermeneutics in An Artistic Process of Retno Maruti And Bulantrisna Djelantik’s Bedoyo-Legong Calonarang

<p class="Default">The research is to investigate the existence of <em>Bedoyo-Legong Calonarang</em>,<em> </em>as a dance piece, which its creation based to reinterpretation towards tradition and indigenous wisdom. The dance brings Indonesian classical idioms and mythological sphere into a dynamic contemporary. The dance attempts to avoid either the clichés or<em> </em>destructive forms. It is imperatively seeking the ontology of <em>Bedoyo-Legong Calonarang </em>through investigating hermeneutical aspects in the process of creating, conceptual sphere, and spectacle representation. The juxtaposition, in which the dance is presented, is a unique way to accommodate the process of inter-subjective understanding respectively amongst choreographers, aesthetical values of Java and Bali, the myth of <em>Calonarang</em>, and today’s reality.</p><p class="Default"> </p><p class="Default">A philosophical qualitative is the foreground to investigate a new understanding about artworks through Hans-Georg Gadamer’s hermeneutics. Such perspective provides the interwoven understanding towards contemporary (of art-works), the critique of aesthetics, revitalizing the tradition, and dialogical pattern inside the effort of the fusion of horizons. Gadamerian hermeneutics is confidentially constructed through identifying choreographic concept and aesthetic codes from the analysis of dance structure and representation. <em>Bedoyo-Legong Calonarang</em> achieves its innovative, artistic ontological existence and its spiritual field, in the middle of Indonesian contemporary society. Its concept assertively suggests Indonesian choreography to accommodate contemporary innovation, while it also conveys its cultural identity into broader implementation of multicultural state.</p><p class="Default"> </p><p>Keywords : Gadamerian hermeneutics; choreographic process; dialogical sphere; The <em>Bedoyo-Legong Calonarang.</em></p>

Patterns in Professional Gastrointestinal Disease Dialogue at Annual Society Meetings

Introduction: Social media has been used at major medical conferences to inform professionals and the public of the latest research presented. Major gastroenterological (GI) conferences have encouraged using Twitter as a primary discussion platform, though disease-specific trends during conference periods has yet to be fully elucidated. Methods: Data relevant to GI and GI-related disease dialogue on Twitter was obtained via Symplur.com for three annual GI conferences: Digestive Disease Week (DDW), the Annual Meeting for the American College of Gastroenterology (ACG), and The Liver Meeting (AASLD) between 2012 and 2016. GI diseases studied were identified using corresponding hashtags (#IBS, #Crohns, #Cirrhosis, #Hepatitis, #Obesity and #GERD). Parameters included Twitter impressions, tweets, tweeting participants and tweets per hour. Trends in disease-specific discussion across years was determined using ANOVA. Two-sample t-tests were used to compare discussion during conference periods to a length-matched, non-conference period selected in January. Results: All GI diseases saw significant increases in discussion from 2012 to 2016 across all parameters as demonstrated on ANOVA. The only two GI conditions to demonstrate a significant difference in mean number of impressions during conference periods as compared to non-conference periods were #Crohns (8989827 vs. 5001764, p= 0.012) and #Hepatitis (20748021 vs. 9425036, p=0.013). During conference periods more tweets were noted for these two conditions (#Crohns: 822.4 vs. 476.3, p=0.006; #Hepatitis: 3606.5 vs. 2233.2, p=0.0008) as well as a greater number of tweeting participants (#Crohns: 1976.2 vs. 1234.2, p=0.019; #Hepatitis: 1636.4 vs. 1011.2, p=0.008). No significant differences were detected between conference and non-conference periods for other GI conditions. Conclusion: GI conditions have seen significant global increases in discussion and reach at major conferences over time. Reach appears to be augmented during conference weeks for Crohn's disease and hepatitis, though may be due to more participants and more tweets suggesting greater professional discussion during the meeting in addition to baseline Twitter discussion by members of the general public. Significant differences were not observed with other GI or GI-related conditions, likely owing to less professionally discrete hashtags, such as #Obesity. Utilization of disease-specific hashtags to isolate professional dialogue during conferences warrants further investigation.Table: Table. Two-sample t-test of Twitter impressions during conference periods vs. non-conference periods

Screenplay dialogue model application analysis in the second classroom inquiry

Objective To explore the screenplay dialogue pattern in the interrogation of the second classroom training effect, so as to improve the quality of the inquiring teaching. Methods 69 five-year students of clinical medicine specialty of Grade 2014 in our university were randomly divided into the control group (34 persons) and the experimental group (35 persons), The students in the control group, during the second class-room training, received the consent of the patient, and informed the patient, to answer the illness according to the truth do not disclose the diagnosis and treatment after hospitalization and other matters needing attention. Besides, we also arranged for students to conduct repeated bedside inquiry training. While the experimental group carried out the script dialogue model training on the campus. The teacher provided a script for interroga-tion. Students answered in accordance with the principle ofdon't ask don't answer, don't say anything other than the question, don't miss the question, don't answer the question wrongly. SPSS 19.0 was used for statistical analysis, and the comparison of measurement data between groups was performed by t test. Results There was no significant difference between the experimental group and the control group in the inquiry and assessment. The results showed that the training effect of the two groups was basically the same. Through the analysis of various aspects of inquiry, the chief complaint and communication ability of stu-dents in the experimental group were better than those in the control group, and the difference was statistically significant, which showed that the script dialogue model promoted students' ability of inducing complaints and their language ability when they did medical history collection. Conclusion Taking screenplay dialogue mode in the second classroom practice is good, which improves the students' enthusiasm, trains their clinical thinking and improves the teaching quality. Key words: Interrogation; The second classroom; Training; Effect analysis

National Higher Courts and European Integration: A Survey of Six Decades of Academic Inquiry

Boosted by landmark decisions such asCrotty, Solange, orMaastricht-Urteil, academic literature on National Higher Courts in the context of European integration has undergone an exponential growth in the last decades. In this Article, I aim at mapping this emerging subfield in order to explore the three patterns that structure it. First, a trend towards the consolidation and expansion of literature on the higher courts of the Member States, which has gained relative autonomy from general studies on European law and politics. Second, a clear tendency towards the internationalization of this subfield, which has developed in parallel to the national scholarship on the topic. And third, the emergence of a pattern of transdisciplinary dialogue in a subfield featured by the diversity of approaches, methodologies, and epistemological backgrounds.

PEMEROLEHAN BAHASA PADA ANAK SUKU SASAK DALAM PERSPEKTIF PSIKOLINGUISTIK

Language acquisition is the process of understanding and production of language in children through several stages ranging from groping to fluent talk. This study aims to assess the ability of children aged four years and five months in (1) to understand basic vocabulary; (2) describes the acquisition of the first language on a phonological level, and; (3) the acquisition of language on a syntactic level. The method used in this research is the method of referring, proficient, and documentation. This research uses psycholingistic approach. This psycholinguistic approach tries to explain the essence of the structure of language, and how it is acquired, used at the time of speech, and at the time of understanding the sentences in the narrative. In essence in the activities of communication occurs the process of producing and understanding speech. The results of this study of language acquisition on the phonological level and the syntax among the respondents of the study is good enough in speaking, and there are no significant deviations in the resulting speech. Language acquisition of children aged four years and five months is at the stage of the development of a sentence. Respondents have been familiar with the pattern of dialogue, have understood when it was his turn to speak and when it was his turn to speak. Respondents have mastered the basic grammar laws of adults, developing vocabulary, and phonological development can be said to have ended. However, respondents still have difficulty in pronunciation of some consonants.Keywords: language acquisition, psycholinguistics, phonology, syntax

In vitro molecular machine learning algorithm via symmetric internal loops of DNA

Programmable biomolecules, such as DNA strands, deoxyribozymes, and restriction enzymes, have been used to solve computational problems, construct large-scale logic circuits, and program simple molecular games. Although studies have shown the potential of molecular computing, the capability of computational learning with DNA molecules, i.e., molecular machine learning, has yet to be experimentally verified. Here, we present a novel molecular learning in vitro model in which symmetric internal loops of double-stranded DNA are exploited to measure the differences between training instances, thus enabling the molecules to learn from small errors. The model was evaluated on a data set of twenty dialogue sentences obtained from the television shows Friends and Prison Break. The wet DNA-computing experiments confirmed that the molecular learning machine was able to generalize the dialogue patterns of each show and successfully identify the show from which the sentences originated. The molecular machine learning model described here opens the way for solving machine learning problems in computer science and biology using in vitro molecular computing with the data encoded in DNA molecules.

Facilitating the development of preservice teachers' Pedagogical Content Knowledge of literacy and agentic identities: Examining a teacher Educator's intentional language choices during video-mediated reflection

This study examined a possible way of facilitating the development of PSTs PCK and agentic identities through video-mediated, guided reflection on literacy field experiences. Particularly, this study examined the intentional language use of a teacher educator as she engaged in dyadic reflection conversations with 26 PSTs. The questions guiding this study were (1) What discursive practices open spaces for PSTs to rehearse/develop both PCK and agentive identities? (2) What particular phrases does a teacher educator use to open such spaces? Positive Discourse Analyses revealed three distinct dialogic patterns that opened spaces for the PSTs to rehearse/develop both PCK and agentive identities.