Facilitation Of Dialogue Research Articles

AN INVESTIGATION OF THE UTILISATION OF ENGLISH IN THE INTERNSHIP PROGRAMS AMONG THE CADETS OF NUSANTARA MARITIME ACADEMY

This study aims to examine the utilisation of the English language within the context of the internship programme for maritime cadets, utilising interviews and observations as primary data collection methods. This qualitative research endeavour seeks to offer valuable insights into the role of English language in the internship program for maritime professionals. The findings of this study have made significant contributions to the improvement of language training programmes, communication protocols, and overall safety and efficiency in maritime internship settings. The empirical evidence indicates that possessing a strong command of English is essential for successfully carrying out safety drills, ensuring smooth vessel navigation and engine maintenance, fostering intercultural comprehension and efficient collaboration, and overseeing documentation procedures in port operations. The study places significant emphasis on the necessity of efficient language instruction, the resolution of language-related obstacles, and the facilitation of intercultural dialogue in order to adequately equip maritime academies and internship programs for fruitful internships and prospective careers as skilled and capable seafarers.

ChatGPT in action: Harnessing artificial intelligence potential and addressing ethical challenges in medicine, education, and scientific research.

Artificial intelligence (AI) tools, like OpenAI's Chat Generative Pre-trained Transformer (ChatGPT), hold considerable potential in healthcare, academia, and diverse industries. Evidence demonstrates its capability at a medical student level in standardized tests, suggesting utility in medical education, radiology reporting, genetics research, data optimization, and drafting repetitive texts such as discharge summaries. Nevertheless, these tools should augment, not supplant, human expertise. Despite promising applications, ChatGPT confronts limitations, including critical thinking tasks and generating false references, necessitating stringent cross-verification. Ensuing concerns, such as potential misuse, bias, blind trust, and privacy, underscore the need for transparency, accountability, and clear policies. Evaluations of AI-generated content and preservation of academic integrity are critical. With responsible use, AI can significantly improve healthcare, academia, and industry without compromising integrity and research quality. For effective and ethical AI deployment, collaboration amongst AI developers, researchers, educators, and policymakers is vital. The development of domain-specific tools, guidelines, regulations, and the facilitation of public dialogue must underpin these endeavors to responsibly harness AI's potential.

Facilitative Leadership in Controlling Pollution and Damage to The Citarum Watershed as well as improving The Community Economy in Karawang, Indonesia

A Watershed (DAS) functions as a storage facility for rain collection and drainage, which often lead to the formation of rivers (Efendi, 2014). Furthermore, it is a unified landscape providing people with physical products and services. In Karawang, the pollution and damage to the Citarum watershed are found to harm the community and endanger the sustainability of the marine ecosystem, as observed to be one of the dirtiest rivers in the world. In this condition, leadership plays an important role in implementing collaboration, because of its central duty in the implementation, development, facilitation, and assessment of ground rules, trust, dialogue, and mutual benefits. According to Ansell & Gash (2007), a comprehensive collaborative leadership need to perform the following, (1) broadly and actively promote participation, (2) ensure broad influence and control, and (3) facilitate group or actor productivity. Therefore, this study aims to evaluate the role of facilitative leadership in controlling pollution within Karawang, Indonesia. It also aims to assess the damage to the Citarum watershed and to improve the economy of this district A qualitative approach was used to understand, explore, and explain facilitative leadership, to control pollution and damage to the Citarum river. In this condition, primary data was directly obtained from the main source, namely the parties or the study object, through observation and interviews. The secondary data was also obtained from the second sources as complements, including related literature books, newspapers, papers, and official documents. The results showed that government needs to be a facilitative leader in controlling pollution and damage to the Citarum watershed, due to being one of the conditions in resolving the cases of environmental pollution.

Modelling a cam track for the Silver Swan automaton at Bowes Museum: a cross-disciplinary reflection on ‘what things are’

This article reports the interdisciplinary conservation investigation of a dynamic object, the Silver Swan, an eighteenth-century automaton presently in the collection of The Bowes Museum, County Durham in England. Taking account of recent proposals for ‘disruptive’ conservation, we reflect on how a conservator’s practice is, necessarily, built on philosophical and, specifically, ontological commitments. In other words, commitments to ideas about what objects ‘are’. As such, the practice of conservation requires interpretation, investigation, analysis and teamwork, as well as the facilitation of dialogue across multiple temporal, social and disciplinary contexts. The article attempts to demonstrate that what the Swan ‘is’ depends on its physical and philosophical environment, and that these conceptualisations in turn provide a context for what a conservator does and also ‘is’. The article concludes with some practical suggestions for how a collaborative dialogue about what things ‘are’ might be initiated.

Using LEGO® Serious Play® Methodology in supporting Nigerian nursing students' sociocultural transitions to UK higher education: A phenomenological research study

IntroductionFrom an historical perspective the United Kingdom (UK) has been the first European country of choice for Nigerian students wishing to study overseas. As an international contingent, Nigerian students continue to represent the UK's third largest international student body. This paper provides an insight into research undertaken to examine students' capacity to transition into the UK Higher Education system from a sociocultural perspective. Across the UK Higher Education Institutions (HEI's) have addressed issues surrounding internationalisation and decolonisation of the portfolio of programmes available to overseas students, with strategic curriculum design and justification processes evident in the extant literature. This project uses an innovative approach for the facilitation of dialogue with international students about their experiences of transitioning into UK systems of learning and teaching using a social constructivism approach. AimsThe aim of the research was to explore sociocultural perspectives which impacted on self-reported transitions to UK HEI's by Nigerian students. The objectives of the study were to a) provide a reflective lens of perspective on international student transitioning experiences for HEIs, educators and policymakers b) illuminate the challenges and barriers faced by Nigerian students during their transition from Nigerian to UK HE systems and infrastructures and c) to co-construct authentic and pragmatic knowledge of how best Nigerian students can be supported in their transition to UK HEI's. MethodsSmith (2010) interpretive phenomenological analysis, integrating qualitative research methods was implemented as a means of undertaking research facilitated using LEGO® Serious Play® Methodology as an innovative method of data collection. Twenty participants were recruited purposively to the study from an annual cohort of nursing students at a satellite Higher Education Institution (HEI) campus in Metropolitan city. Quirkos was used as a software package in analysing the data and establishing the salience as well as the commonality of emergent themes. ResultsFindings reveal the extent to which sociocultural acclimation is of importance in the process of transition to UK HEIs. The perception of complex ambiguity surrounding the design and delivery of UK academic curricula was also reported as challenging by Nigerian students. Self-reported comments from Nigerian nursing students revealed the priori existence of negative learning experience, including lack of IT facilities, culturally rooted family expectations and responsibilities which then influenced perceptions and experiences of learning and teaching in the UK. Negative experiences included perceptions of racism regarding skin colour, fashion sense and UK practice focused on authentic assessment opportunities. ConclusionThe small purposive sample of participants who engaged in this study, illuminated that students' prior experiences have the potential to influence their current pedagogical experience, in accordance with the principles of social constructivism. Most participants reported their experience of the transition period of entry to UK education varied between individuals, perhaps most significantly that perceptions of acculturation, acclimatisation and overall transition to the UK took between four and six months for a programme that may only have one year's duration.

Gendered small-scale crops and power dynamics: A case of uninga (sesame) production amongst the Ndau of south-eastern Zimbabwe

Women in Ndau communities, like in many African communities, are the fulcrum of household economies that ensure improved livelihoods of their communities. Thus, they are an indispensable factor in the sustainable development equation of their communities. It is sadly true that women do not own land in most African societies. Consequently, most studies analyse the realities of gender inequality in the distribution of resources that include land. However, very few studies recognise, appreciate and amplify the role of women in reproducing and transforming the society through their participation in agricultural activities even on pieces of land that they do not call their own. In this article we examined the power and influence that women derive from their agricultural activities, especially their association with the cultivation of crops that have often been labelled as feminine. We sought to recognise the agency of women not only in transforming livelihoods, but also gender inequalities in terms of control and influence on the use, valorisation and sale of agricultural produce. We examined the phenomenon of the crops associated with female gender from a new perspective that compels a rereading of the narratives that often dwarf women’s agricultural activities and crops associated with them. This article focussed on the production of uninga [sesame] amongst the Ndau of Musikavanthu and Chipinge South Constituencies covering areas that include Rimbi, Manzvire, Mwanyisa, Rimai, Rukangare and Garahwa in south-eastern Zimbabwe. The article’s overall theoretical framework is the African women theology that emphasises on African women as agents, not subordinated and passive subjects of history. The study is qualitative, and it used interviews, focus group discussions and observations as instruments for gathering data.Contribution: The study amplified the transformative role of women in society through their participation in agricultural activities. The findings acknowledged the complementarity of women and men in uninga production in a religio-cultural setting that has often shown biases towards patriarchy. The results are in sync with the reconstructive and liberative motif of the African women theology, which envisage a transformed African society that celebrates gender inclusivity through facilitation of dialogue between the two genders.

Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis

Facilitating critical conversations includes helping students unpack dominant ideologies, interrupting stereotypes, creating a context for marginalized voices, and strategizing ways for taking action. Oftentimes, that means that teachers must recognize what silences are occurring, interpret why those silences are happening, and figure out the best moves to make to either interrupt or protect that silence. As facilitators of critical conversations with teachers, we explored the silences that occurred in a teacher inquiry group focused on improving the facilitation of such dialogue in high school English classrooms. Critical discourse analysis and reflexive analysis were used to examine transcripts from those inquiry discussions. Findings suggest that privileged and veiled silences circulated, and indirect silences disrupted, race-evasive discourses with a diverse group of teachers. Implications discuss how teachers and teacher educators can engage in reflexivity, specifically in relation to how they may inadvertently support white-centered discourse, to improve their facilitation of critical conversations by using an expanded notion of silence as a tool for critical discourse analysis.

E-Professionalism: challenges of being social in social media in health profession

The Digital revolution is set to influence medicine significantly in the coming days. Healthcare professionals should embrace the positive potential of social media (SM) and social networking sites (SNSs) and take advantage of these technologies and tools for their personal and professional development but also be aware of the potential impact of their online behaviors.Moorhead et al identified six arching domains of social media use by the general public, patients, and health professionals. These include Information provision and answering questions on various conditions; facilitation of dialogue between patients, and patients and healthcare professionals; data collection on patient experiences and opinions; SM use for health intervention;health promotion and health education; reduction of stigma & online consultations (Moorhead et al., 2013). Social media has various advantages, such as reaching an extensive audience, low cost, peer/social/emotional support, helping students to keep updated the latest health trends, helping them to formally and informally learn the material, prompt communication & potential to influence health policy (Moorhead et al., 2013; Mostaghimi &Crotty, 2011). At the same time, there are various limitations of social media use in healthcare. These include lack of reliability, information overload, lack of confidentiality & privacy, risks associated with providing incorrect advice using social media, concerns about the correct application of online information to one’s personal health & adverse health consequences. Furthermore, in some cases, social media may restrict patients from visiting health professionals (Moorhead et al., 2013).

Feasibility of Virtual Focus Groups in Program Impact Evaluation.

Focus groups are often used for qualitative investigations. We adapted a published focus group method for evaluating impact of an organizational intervention for virtual delivery using video conferencing. The method entailed convening small groups of three to five participants for a 2-hour facilitated workshop. We delivered the virtual workshops, adding qualitative evaluation with researchers and participants, to assess the effectiveness of the protocol. We address the questions of how to structure the data collection procedures; whether virtual delivery permits cross participant interactions about a studied intervention; and how easy and comfortable the experience was for participants. Participants were university faculty members who were the focus of an institutional diversity program. The results indicated that the virtually delivered focus group workshop could be successfully implemented with strong fidelity to the original protocol to achieve the workshop goals. The workshops generated rich data about the impacts of the institutional program as well as other events and conditions in the working environment that were relevant to consider along with the observed program outcomes. A well-planned virtual focus group protocol is a valuable tool to engage intervention stakeholders for research and evaluation from a distance. Video conferencing is especially useful during the current COVID-19 pandemic, but also whenever geography separates researchers and evaluators from program stakeholders. Careful planning of privacy measures for a secure online environment and procedures for structured facilitation of group dialogue are critical for success, as in any focus group. This article addresses a gap in the literature on feasibility and methodology for using video conference technology to conduct qualitative data collection with groups.

Contributing to Teaching and Learning Enhancement: in Search of Ukrainian Equivalents for Appraisal, Assessment, Evaluation

The purpose of the article is to scrutinize and specify the semantics of English terms «appraisal», «assessment», «evaluation» and to identify their Ukrainian equivalents capable to adequately convey the meaning of above English words in Ukrainian educational discourse. The relevance of this theme is rooted in the growing interest to teaching and learning in general and, in this context, the facilitation of dialogue on importance of assessment / evaluation in higher education, unfolding over the last decade in European Higher Education Area.
 In Ukraine’s higher education, the discussion on the above issues was launched in 2020 within the framework of Ukraine Higher Education Teaching Excellence Programme that is a joint initiative of the British Council in Ukraine and the Institute of Higher Education of the National Academy of the Educational Sciences of Ukraine, in partnership with the Ministry of Higher Education and Science of Ukraine and National Agency for Higher Education Quality Assurance. The discussion has revealed that there is no unity among Ukraine’s higher education community regarding the semantics of two terms «assessment» and «evaluation»; that the meaning of «evaluation» is interpreted rather vaguely and that the Ukrainian language lacks lexemes capable to convey the specifics of the meanings of two English terms.
 Three methods – lexico-semantic analysis, discourse analysis and content-analysis – have been applied, which resulted in the following findings:
 
 three terms are regularly used in English expert and scholarly discourse to discuss the issues of assessment, evaluation, appraisal. The lexical-semantic analysis of the above terms has not revealed significant differences in their meanings, but contextually all three are used differently and convey different meanings;
 «assessment» is used to nominate an integral phase of teaching and learning and correlates with measuring learner’s attainment, progress, or achievement of learning outcomes; «evaluation» is used in a much broader context and examines the value of a study programme, quality of teaching or educational environment, success of educational policies etc.;
 two «agents» are involved in the assessment process: a teacher and a student (learner); and the subject matter that is assessed is either the process of learning or learning outcomes;
 the number of agents involved in evaluation is much broader: they could be students who are asked to express their opinion of the programme or module; teachers who review the programme that they have developed; external stakeholders invited to express their opinion on the relevance of competences acquired by students for the labour market or their judgement on the quality of education in a certain institution in general;
 the appraisal is used in connection to measuring HEIs’ staff competences and performance only.
 
 Following the analyses, the conclusion has been made that the absence of a Ukrainian term permitting to convey the meaning of «evaluation» in Ukrainian expert and scholarly discourse considerably restricts the discussion of assessment and evaluation in higher education and education in general on the national and institutional levels. The search for an appropriate Ukrainian equivalent and consent of Ukrainian higher education community to unanimously use a certain lexeme as an equivalent to the English term would significantly advance the discourse and facilitate the promotion and usage of evaluation practices and techniques in national higher education.

Philosophy of Education: Overcoming the Theory-Practice Divide

I argue that philosophy has a dual role in teacher education: first, it prompts teachers to take individual responsibility for and become more reflective about the values expressed by their teaching practices so as to enable them to teach with greater authenticity; second, it provides teachers with a disciplinary technique that is useful in the facilitation of student reflection and dialogue so as to enable students to think and live more authentically. In this paper, I focus on the former and suggest that because teaching practices are expressions of values, teachers need to become more aware of competing conception of the human good(s)—including their own—and how these inform their relationship to disciplinary expertise, educational institutions, and teaching. I argue that authentic teaching necessitates: a conviction that individuals are improved, as human beings, by what it is they study; a deepening engagement with what this conviction means; and a commitment to its truth by way of how one engages with one’s discipline and students. It is in this regard that I explore Plato’s dialogue Gorgias, in particular, the example of Socrates, his conversations with Callicles, as well as his distinction between sophistry/pandering and educating/healing. In the final part of the paper, I argue that, assuming I am correct about the necessity and value of teaching authentically, philosophy—conceived of as honest, rigorous, ongoing, open-ended and dialogical engagement with our convictions—should be an integral part of any good teacher education program.

Systemic evaluation of community environmental management programmes

Community environmental management (CEM) involves the facilitation of community partnerships, local dialogue, consultation and participative decision-making. This is increasingly seen as a solution to some of the more complex environmental issues faced by regulatory authorities. Anecdotal evidence suggests that CEM programmes have much potential, but the evaluation of them is problematic, and there is a need for more robust evidence of their effectiveness. This paper reports on the development of a new CEM evaluation approach (inspired by soft systems methodology, developmental work research and systemic intervention), which was trialled with a New Zealand regional council. The approach shows promise in addressing common evaluation bottlenecks and helping stakeholders to develop causal narratives that more fully account for the complex relationship between community participation and environmental outcomes. However, while the local participants in the CEM initiative acted on the evaluation findings, they hoped that it would stimulate wider organisational change, and this did not happen. Project reflections, informed by institutional theory, reveal that the logics of ‘participation’ and ‘community’ implicit in the findings were appropriate for local participants, but non-participating regional council stakeholders read the findings with different logics, and therefore the evaluation failed to communicate the necessity for wider change. The reflections highlight a previously unrecognised evaluation bottleneck. While the CEM evaluation methodology has the potential to be adapted for other contexts, if wider organisational change is required, care must be taken to anticipate the different institutional logics of stakeholders who might be unfamiliar with, or even hostile to, CEM.

Scaffolding a collaborative process through concept mapping: a case study on faculty development

PurposeConcept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment.Design/methodology/approachParticipants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map.FindingsEngaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects.Originality/valueAn online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

Best Practices for Facilitating Difficult Dialogues in the Basic Communication Course

Effective facilitation of classroom dialogue can stimulate open discussion and debate, challenge students to consider diverse perspectives, and promote critical student reflection and growth. Unfortunately, some instructors may be hesitant to approach controversial topics, for fear of losing face or risking chaos in the classroom. By learning and practicing established facilitation techniques, teachers can develop confidence and competence in harnessing the pedagogical power of difficult dialogue while maintaining classroom cohesion and community. This article provides 10 best practices for facilitating difficult classroom dialogues. These practices equip instructors with resources for building community, maintaining classroom immediacy, and grappling with disagreements without destroying relationships and classroom climate.

Transforming identities and co-constructing careers of career counselors

Career construction theory (CCT) provides a compelling framework for making sense of the turbulent landscapes in which career transitions take place and a practical tool to facilitate individual adaptation to change. However, the career development and support needs of career counselors in the integration of this theory into their own career development, alongside their practice with clients, are overlooked. Here, the focus is on supporting the continuing professional development of career counselors for the enhancement of career counseling practice, through the provision of an open access online learning program about the changing world of work, with facilitation of dialogue and reflection. The adaptive responses of an international group of participants facing challenges of identity transformation in the workplace, which emerged as they worked through the online learning resource, are examined. Four hundred and two international participants registered, with 86 actively engaging in the online course, with content analysis of their online dialogue providing insight into the processes of psycho-social adaptation to the career-related challenges they faced. The learning design and course delivery were underpinned by a theory of professional identity transformation (PIT), with a commitment to supporting participants both individually and collectively to shape their evolving roles and identities in ways compatible with their life themes. In order to progress toward that goal, processes of co-construction, also central to career construction theory, emerged strongly from the content analysis of data.

Apples and Pears

Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable a safe process where students could engage in a difficult topic such as diversity without feeling threatened. Method: A qualitative study was used in which 89 social work students who took part in diversity training gave permission that their manuscripts be used for documentary analysis. Content analysis was used to analyze the data in order to determine if and how the adventure-based activity contributed to the facilitation of dialogue. Results: It was found that the activity contributed to changing the attitude and knowledge of social work students. It opened up new perspectives and allowed students to discuss diversity without fear. Conclusion: The use of adventure activities is an effective strategy to facilitate dialogue between students.

Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms

ABSTRACTIn this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students’ argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, listening, reading, and writing. The professional development program was focused on promoting teachers’ use of a specific type of talk called ‘inquiry dialogue’ to achieve the goal of developing students’ argument literacy. We used a single-group pretest-posttest design to assess the impact of the professional development on teachers’ epistemological beliefs and their enactment of inquiry dialogue in text-based discussions. Our analyses of videotaped discussions at the beginning and end of the year showed that there were substantial improvements in teachers’ facilitation of inquiry dialogue and in the quality of students’ argumentation during discussions. Contrary to expectations, however, there were no changes in teachers’ epistemology; teachers’ beliefs about knowledge and knowledge justification remained at a relativist stage throughout the course of the program, suggesting that teachers continued to view all opinions as equally valid and regard arguments and the use of reasons and evidence as idiosyncratic.

Computer-Mediated Facilitation of Dialogue between Korean College Students and a NEST

This study explores the outcomes and opinions of 27 mixed-proficiency Korean college students with respect to their participation in an ongoing computer-mediated dialogues with their native English speaking teacher (NEST). Informed by the Vygotskyan sociocultural perspective, communication between the teacher and students is considered to be essential in terms of creating an appropriately challenging and engaging pedagogy. However, in the classroom limitations of time and limited proficiency levels among students can make difficult to attend to individual student needs and concerns. After participating in a 15-week computer-mediated student-teacher dialogue (CMSTD), the students in this study are divided into three equal groups based on their overall word production in the written dialogues and labeled accordingly as High Production (HP), Moderate Production (MP), and Low Production (LP). These groupings are used to identify common traits of each group such as oral proficiency and English language learning goals in order to determine potential reasons why students chose to actively engage or avoid participation. The results suggest that the CMSTD helped to provide lower-proficiency students with voice, provided the students with opportunity to co-construct the classroom pedagogy, and helped to ensure that students received meaningful and individualized mediation.

Developing policy integrating sustainability: A case study into aviation

Support for the notion that policy should embrace sustainability is widespread but the actual incorporation of the concept into policy is proving to be difficult. To insert the word into a policy document, accompanied by some marginal changes, is enough to allow policy makers to claim that sustainability has been considered. The novel research reported here has applied sustainability analysis to the case of aviation which is one of the areas of policy where the conflict between environmental and economic objectives is most intense. It was found that sustainable policy options are blocked whilst sustainability is regarded as an add-on to existing policy. The policy stalemate exists because it is neither understood nor accepted that sustainability requires systemic change. The empirical stage of the research comprised 28 stakeholder interviews and identified four categories of action with the potential to break the stalemate in aviation which could be applied also to other areas of policy: long-term strategic planning; facilitation of dialogue between stakeholders; government support for innovation; and educating the public. The study concluded that fundamental change to the process of crafting policy is required if sustainability is to fulfil its potential to reconcile environmental and economic objectives.

Public Perceptions of the Ethics of In-vitro Meat: Determining an Appropriate Course of Action

While in vitro animal meat (IVM) is not yet commercially available, the public has already begun to form opinions of IVM as a result of news stories and events drawing attention to its development. As such, we can discern public perceptions of the ethics of IVM before its commercial release. This affords advocates of environmentally sustainable, healthy, and just diets with a unique opportunity to reflect on the social desirability of the development of IVM. This work draws upon an analysis of ethical perceptions of IVM in 814 US news blog comments related to the August 2013 tasting of the world’s first IVM hamburger. Specifically, I address three primary questions: (1) How does the public perceive the ethics of IVM development? (2) How acceptable is IVM to the public relative to alternative approaches to reducing animal meat consumption? and (3) What should all of this mean for the ongoing development and promotion of IVM? Ultimately, it is argued that there is a strong need for facilitation of public dialogue around IVM, as well as further research comparing the acceptability of IVM to other alternatives.