Expression Of Personal Opinions Research Articles

EDUCATIONAL GRANT IMPLEMENTATION «WRITTEN RESOURCEFUL PRACTICES IN ENGLISH FOR PRESERVICE PRIMARY SCHOOL TEACHERS IN TIMES OF UNCERTAINTY»

The purpose of the article is to highlight the practical experience in implementation of the educational grant «Written Resourceful Practices in English for Preservice Primary School Teachers in Times of Uncertainty» within future educators’ professional training at T.H. Shevchenko National University «Chernihiv Colehium». Methodology of the research paper is based on the theoretical methods (analysis, generalization and systematization of psychological and educational literature) and empirical methods (surveys, questionnaires, observation, educational conversation, self-observation, and reflection). The study is based on the concepts of the theory of cognition; theory of professional growth; theory of creative pedagogy; theories of pedagogical partnership and psychological resilience in preservice teachers. Scientific novelty is that for the first time, while implementing the educational grant, written resourceful practices in English have been used to train preservice primary school teachers in times of uncertainty for stress and anxiety relief; psychological discharge and crisis state overcome; resiliency development; mental health restoration; self-expression and self-discovery promotion; personal opinion expression; creative potential encouragement; preservice primary school teachers’ English written competence improvement in times of uncertainty. Conclusions. The experience of the educational grant «Written Resourceful Practices in English for Preservice Primary School Teachers in Times of Uncertainty» implementation has proved that one of the perspectives to reform the system of education is the successful international grant activity with the focus on the strategic European orientation and national priorities in the development of higher education. The project, which was aimed at raising the educational standards in Ukraine, contributed to the creation of necessary conditions for the applicants for higher education to acquire practical and psychological self-help skills while overcoming traumatic experience and developing written communication skills by means of written resourceful practices in English in the context of democracy values.

JUSTICE, EMPLOYEE VOICE AND ANTAGONISTIC BEHAVIORS IN ORGANIZATIONS

The study aims to assess the role of organizational justice in the formation of antagonistic, deviant behavior through the analysis of indirect relationships and via new (previously unexplored) configuration of organizational and individual characteristics. We have introduced the agreeableness and job satisfaction variables to describe indirect relationships. The article presents a comparative analysis of the impact of organizational justice on positive and antagonistic behaviors.Employee voice moderates the relationship between organizational justice and antagonistic behavior. Increased perception of fairness of the organization is associated with a more active choice of proactive, constructive voice by employees, whereas unfair environment increases the probability of silence. On the other hand, employee voice, manifested in the expression of personal opinions and ideas reduces the probability of the manifestation of antagonistic behaviors. The interaction variable of organizational justice and agreeableness enhances the expression of voice, which significantly reduces antagonistic behaviors, and, at the same time, contributes to the formation of positive organizational behaviors. Employee voice moderates the relationship between organizational justice and job satisfaction. When employees choose silence strategy instead of voice strategy, even a fair organizational environment cannot compensate this ‘loss’ (restriction of voice), which results in dissatisfaction with job. The study was conducted in Georgia in 2020. 839 employees participated in the study.&nbsp

Parlamentsdebatten und Netzdebatten

Contributions to parliamentary debates are based on democratic legitimation by general elections, whereas discussions in social media consist of the expression of personal opinions . It is of importance to parliaments not to mix up those different forms of public discourses . Parliament is constitutionally not allowed to multiply its membership by including partici- pants without a mandate . This happens, though, when statements in social media get incorporated “live” into parliamentary debates like those of representatives . The speaker may, by means of the parliamentary rules of order, ensure that during parliamentary meet- ings Members of Parliament refrain from criticizing and discussing the parliamentary nego- tiations by means of the social media .

Bounded or Boundless: A Case Study of Foreign Correspondents’ Use of Twitter During the 2019 Hong Kong Protests

This study advances the understanding of journalists’ social media practices by examining the Twitter feeds of foreign correspondents working for Western legacy media during the 2019 Anti-Extradition Law Amendment Bill protests in Hong Kong. We found that these correspondents were more likely to use Twitter to report facts than to express their opinions and that they tended to interact with each other on Twitter far more frequently than with those outside their professional circle. Furthermore, the expression of personal opinions by the correspondents on Twitter appeared to encourage audience engagement. Finally, these personal opinions tended to be sympathetic to the protesters and critical of the handling of the protests by the authorities, especially the police. We argue that news media outlets have a moral obligation to free their journalists from constraints on the exercise of free speech on social media because doing so protects the freedom of the press on both the institutional and individual levels.

Fandom and identity construction: an analysis of Thai fans\u2019 engagement with Twitter

In our digital era, fandom has become a social and cultural phenomenon, notably in Thailand. Fans are dedicated, and creating fan text (i.e., text production made by fans about their object of fandom) is one way of showing dedication and passion to the fan base. This article explores how Thai fans engage with fan text on popular social media platforms such as Twitter, and how fandom relates to identity construction among Thai fans who are online media users. The results from a selected sample comprising 100 fan tweets from four different sources, suggests five types of fan tweets, including: hypothetical interpretation, fan art, narrative concerning an anecdote regarding the source text, expression of personal opinions and feelings, and fan parody. Moreover, this article discusses fans’ shared lexicon called ‘fan talk,’ and how fans position themselves as relatives and friends of the source texts. This article further discusses the humorous nature and the transcultural elements found in fan tweets, especially the ‘Thai-ifize’ method that fans use in creating fan tweets.

СВОЙСТВА СТРУКТУРЫ ИНОЯЗЫЧНОГО ПИСЬМЕННОГО ТЕКСТА НА ПРИМЕРЕ ЭССЕ - ВЫРАЖЕНИЯ СОБСТВЕННОГО МНЕНИЯ

In the article, the properties of the structure of a written text that affect its integrity are analysed, and the typical peculiarities of the structure of a foreign-language educational text are emphasized by the example of the format of an essay - personal opinion expression, which hinder the successful solution of the communicative task of creating an integral work. Satisfactory mastery of the compositional skills of the text structure and lack of realisation of the compositional content property, which results in the violation of meaning hierarchy, in particular, in the global and local rhetorical structure, are noted. As a result, the text loses the integrity property, which reduces assessment level according to the criterion “Communicative Task Performance”. The author pays special attention to the need to observe the integrity of the substantive and organisational aspects of the structure while teaching text creation within the existing practice of their separate assessment and observance of the principle of text structure hierarchy as a necessary condition for its integrity.

Post-truth, propaganda and the transformation of the spiral of silence

In 2016, post-truth was named word of the year. Since then a handful of texts have sought to further describe and explore the notion, moving beyond the initial definition given by the Oxford Dictionary. This paper rejects the term ‘post-truth’, in favor of propaganda; since post-truth tends to be utilised as an evaluative term of contemporary political public discourse, as articulated by specific politicians, predominantly through social media. Taking the field of information management as its starting point, our approach underlines the diachronic character of persuasion efforts through information management, understood as propaganda in the public sphere. As a notion, propaganda, in contrast to post-truth, encapsulates both the diachronic character of information management in the public sphere and the ground-breaking transformation of the process of personal opinion expression, initially described by the spiral of silence model, through the emergence of new interactive media.

Formulations d'opinions personnelles en contexte scolaire : de la prudence interactionnelle à l'affirmation de soi

The present study is interested in how oral expression is managed in classroom interaction and aims to contribute to our understanding of how personal opinion is sequentially organized in this context and what institutional practices are used by the teachers in order to lead students to reconfigure the way they proffer it during open discussion activities. Through a single case analysis and using Conversational Analysis, we analyze in detail a prototypic question-response sequence that regularly occurs in personal opinion exchange activities in our data. Based on a corpus of 7,5 hours of interaction that was audio and video recorded in French L1 classrooms of Western Switzerland, the data come from a degree of obligatory schooling referred to as secondary-1 and involve students aged between 13 and 14 years old. The expression of personal opinions holds our interest because this everyday activity is not explicitly evaluated in the classroom and yet, it is particularly challenging for students. Although students have at their disposal the linguistic resources to express their opinion, the interest lies in the way the teacher and the students adjust their interactional practices in order to display to each other the appropriateness of a given conduct.

The study on the Influence of cognition of face on behavior of personal opinion expression between South Korea and China

The study on the Influence of cognition of face on behavior of personal opinion expression between South Korea and China

Online news diffusion dynamics and public opinion formation: A case study of the controversy over judges’ personal opinion expression on SNS in Korea

On the Internet, the line between news and opinion becomes blurred in terms of content and form. In this sense, the processes of news diffusion on the Internet and online public opinion formation are integrated. This study selects one Korean example about the private tweet of a judge about government social network service (SNS) regulation and analyzes citation networks from one news/opinion to another news/opinion. By relying on social network analysis (SNA) methods, this study examines how news/opinions diffuse and how they interact and influence each other's ideological frame within agencies sharing the same ideology and between agencies whose ideologies contrast. The results show that public discourse on the Internet is clearly polarized and fragmented along political ideological lines. Additionally, the findings show that the winner is the conservative bloc because it succeeds in achieving within-bloc solidarity and ensures the resonance of news frames with the cultural values of Korean society. Implications for these findings in modern democracy are also discussed.

Talking About Art: the French Royal Academy Salons and the Formation of the Discursive Citizen

The early Salons of the French Royal Academy spawned broader participation in critical discourse by the general public not only by providing an egalitarian site for the expression of personal opinions, but by theorizing the legitimacy of amateur response in a field previously limited to experts. Theorists of the period encouraged those with little or no technical experience in art to speak their minds about paintings, in pursuit of taste and individual distinction. Paradoxically, pursuing critical autonomy and individuality in this way entailed the assimilation of consensus values and protocols. Thus, the Salons prefigured the modern ethic of aesthetic self-expression that channels the pursuit of individuality and personal distinction into social order and hierarchy.

A Comparison of an Inquiry and a Direct Instruction Approach to Teaching Legal Concepts and Applications to Secondary School Students

Thirty high school students in groups of three were taught a 2-week unit on the constitutional rights of youth. Five groups received a direct instruction treatment, and five groups received an inquiry treatment. Direct instruction produced significant!) higher scores on both a multiple-choice test and an essay test requiring the application to unfamiliar cases of the constitutional principles taught. Inquiry produced significantly higher scores on an essay test requiring the expression of personal opinions on policy issues underlying the cases studied. An attitude questionnaire indicated that students in the inquiry treatment found the content more challenging than did students in direct instruction.

Effects of information type and level of orientation on consensus‐achievement in substantive and affective small‐group conflict

The purpose of this experiment was to test the effects of type of informational message behavior and type of orientation message behavior on the resolution of substantive and affective small‐group conflict. We found that expression of personal opinions was more effective than giving evidential information in assisting achievement of perceived consensus in affective conflict groups. Evidential information was not found more effective than personal opinions in assisting groups in substantive conflict to achieve consensus. Low orientation conditions were found to have a greater affect on consensus‐achievement for groups in affective than substantive conflict. A theoretical approach to the study of conflict in decision‐making groups was presented as well as proposals for continued research.

Assertive speaking: An approach to communication education for the future

Assertive speaking is a concept with ethical importance and practical applications in communication instruction. Derived from the literature of assertion training, the concept of assertive speaking is defined as the clear, direct, and appropriate expression of personal opinions, feelings, and purposes without undue anxiety and with respect for oneself and others. The assertive speaking idea applies to communication education in two ways: as a communication goal for both women and men in a time of major social change; and as an instructional approach that employs a variety of learning techniques for improving interpersonal communication.