Meaningful Dialogue Research Articles

“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection

The contribution presents data and findings from a teacher education intervention, which aimed at supporting (student) teachers’ professional vision in order to improve their (dialogic) reflective practices. In order to facilitate meaningful dialogue, video-recorded English lessons were used as bases of discussion. The 19 participants were early career teachers (with about two to four years teaching experience) from diverse geographical and educational backgrounds. Overall, interactions amounting to 349 minutes were recorded. Data show interesting interactions between participants describing and noticing specific teaching events on the video material, the challenges of suspending evaluation and the crucial role of dialogue in deepening the reflective process. Findings also show the affordances of video materials on fostering professional vision, such as the means of re-watching episodes and of several participants having seen the same teaching event. Although the participants had teaching experience, the facilitators were crucial in guiding towards both specific moments in the teaching events observed and to theory-based knowledge available to the participants. This raises implication for both pre- and in-service teaching aimed at reflective practice.

Grassland farmers’ relationship with biodiversity: a case study from the northern Italian Alps

ABSTRACT To successfully understand and shape biodiversity conservation in Alpine grasslands, it is crucial to understand how farmers’ relationship to biodiversity influences their goals and associated practices. We explored how farmers perceive and value biodiversity, how this is related to agricultural and land use practices, and how they view their roles in affecting it. Semi-structured interviews were conducted with 22 farmers in the northern Italian Alps and with 6 experts in the fields of grassland management, agriculture, and environmental conservation in 2020. The farmers’ answers were analyzed using a mental model approach, relational thinking, and the literature on the ‘good farmer’. The experts’ responses were used to discuss and contextualize the farmer’s answers. We found that the farmers’ mental model of biodiversity is associated to different aspects of agricultural management practices and farmers’ roles in mountain agricultural landscapes. Instrumental values of biodiversity are negative and strongly perceived as such by farmers, while relational values associated with biodiversity are positive, but more weakly perceived. These differing perceptions and values seem to be associated with two roles that farmers have, as producers and landscape stewards, and how they value fodder quantity and quality. Most farmers don’t include considerations related to the conservation of biodiversity in their management decisions, and mostly do not envision any changes in biodiversity or management in the future. Effective biodiversity conservation in Alpine grasslands will therefore need to tap into these dual roles and the associated instrumental and relational values of biodiversity for a meaningful dialogue on conservation.

It's Beginning to Look a Lot like #25DaysofFishmas: Communicating Freshwater Biodiversity Using Social Media

As audiences increasingly turn to social media platforms for information about the environment, scientists can use a variety of techniques to engage with the public in meaningful and productive dialogues about “wicked” ecological problems such as the loss of global freshwater biodiversity. Using #25DaysofFishmas, an annual Twitter campaign that I created to highlight fish diversity in the Laurentian Great Lakes, I examined the relationship between tweet attributes and the number of audience impressions (i.e., views) and engagements (i.e., interactions such as retweets and likes). I hypothesized that audiences would be more likely to engage with tweets about familiar species such as those considered “sportfish.” However, the species that received the highest total impressions and engagements included nongame species like Silver Lamprey Ichthyomyzon unicuspis and Bowfin Amia calva. Using generalized linear mixed effects models, I found that the use of images consistently explained the number of impressions and engagements a tweet received, with other explanatory variables including the use of hashtags and timing of posts. This analysis illustrates how scientists can use social media not only as a megaphone to broadcast research, but as an interactive platform to directly engage broader audiences and foster appreciation for regional and global fish biodiversity.

A protocol to evaluate the impact of embedding Public and Patient Involvement in a structured PhD program for stroke care.

BackgroundEmbedding Public and Patient Involvement (PPI) in postgraduate research has been recognized as an important component of post-graduate training, providing research scholars with an awareness and a skillset in an area which prepares them for future roles as healthcare researchers. Improving Pathways for Acute STroke And Rehabilitation (iPASTAR) is a structured PhD training program [Collaborative Doctoral Award (CDA)] which aims to design a person-centered stroke pathway throughout the trajectory of stroke care, to optimize post-stroke health and wellbeing. PPI is embedded at all stages.PurposeThe iPASTAR research programme was strongly informed by a round-table PPI consultation process with individuals who experienced stroke and who provided broad representation across ages, gender, geographical locations (urban and rural) and the PhD themed areas of acute care, early supported discharge and lifestyle-based interventions after stroke. Four PhD scholars taking part in the CDA-iPASTAR now work collaboratively with four stroke champions, supported by a wider PPI advisory panel.MethodsThis study will evaluate the process and impact of embedding PPI during a PhD program. We will conduct a longitudinal mixed-methods evaluation, conducting focus groups at 24, 36, and 48 months to explore the experiences of the key stakeholders involved. The participants will include PhD scholars, PPI partners (PPI Advisory Group and PPI Champions), PhD supervisors and a PPI manager. An independent researcher will conduct the evaluation. We will include focus groups, individual interviews and participant reflections. Qualitative data will be analyzed using thematic and content analysis, quantitative data will be analyzed using descriptive statistics.DiscussionPPI and patient voice initiatives bring together researchers, family, and people with health care issues into meaningful dialogue and allow the development of a patient-voice learning network. Embedding PPI training within a PhD program can build meaningful capacity in PPI partnerships in stroke research.

Digitally augmented learning: a qualitative study on the perception of nurses and midwives in the Master's degree during the SARS-CoV-2 pandemic in Italy.

The SARS-CoV-2 pandemic has necessitated a rapid transition to digitally augmented education, generating a phenomenon that is unprecedented in the history of university education of healthcare professionals. The purpose of this study is to understand the effects of online teaching on the learning of students of the Master's Degree, to collect the significant elements of their experience and stimulate reflection on teaching practices. To describe perceptions and experiences of nurses and midwives in the Master's degree on digitally augmented learning during the SARS-CoV-2 pandemic. A descriptive qualitative study was performed on a proactive sample of 34 nurse practitioners, pediatric nurses and midwives. The data was collected in January-February 2021 through an online form, built ad hoc. The answers were analyzed with deductive content analysis. 4 main categories emerge from the analysis of the texts: educational impact, time management, disadvantages of online teaching, distance learning-teaching. The results partly confirm what is reported in the literature about virtual learning, with better time management and the usefulness of video recordings. However, learning is strongly conditioned by the difficulties of interaction and communication between the students and between the teachers and the students. The digitally augmented learning allowed the continuation of the training course of health professionals engaged during the SARS-CoV-2 emergency. However, distance learning if used exclusively for a long time is a limited tool as it modifies the didactic processes preventing the development of meaningful relationships, dialogue and educational relationships which are important and essential outcomes in the master's course.

The Angel and the Cholent: Food Representation from the Israel Folktale Archives

The Angel and the Cholent: Food Representation from the Israel Folktale Archives

Hearing Our Voices: A Descriptive Process of Using Film for Anti-racist Action in Nursing

Racism in healthcare is real and it impacts nurses in ways that permeate the culture of healthcare. In the context of increasing social discourse about racism in healthcare, a group of nurses in British Columbia, Canada, felt a moral obligation to expose the social injustice of the systemic racism they had witnessed or experienced. They used film, an arts-based medium, as an innovative tool with the potential to reach an array of viewers, for this nurse activist project in anti-racist action. The creative process allowed for a racially diverse group of nurses to engage in meaningful dialogue about racism in healthcare. The purpose of this descriptive methodological article is to describe how a creative team of novice nurse filmmakers used the nursing process as a framework to carry this project from concept to execution. The stages described include the rationale for developing the film, the process of utilizing this as a means of nurse activism, and the value of using film as a strategy for social activism. Film was used to engage nurses and nursing students in anti-racist work that critically challenges the structural racism embedded in healthcare. We request that all readers view our film in conjunction with reading this article to best grasp how this article and the film complement one another because the film and article are intended to co-exist and not to exist in isolation from one another.

Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust

Conceptualising peer assessment as a dialogue is expected to bring many benefits for learners. However, open-ended dialogue still faces many challenges in learning effectiveness because superficial feedback contents, resistance to critical thinking and distrust of peers’ assessments may negatively affect learners’ performance in their interactions. This study created regulation scripts for dialogic peer assessment, which not only engaged learners in meaningful dialogues through prompt questions, but also guided them to establish shared goals and monitor their collaboration processes. To verify their effectiveness, a quasi-experimental study was performed with 34 undergraduate students in an authentic learning environment. Learners in the experimental groups were required to exchange feedback information in stages involving case evaluation, group dialogic feedback and individual reflection with the support of regulation scripts, while learners in the control groups completed the same experimental process with general scripts. The quantitative data showed that the experimental groups achieved better development in climate of trust and critical thinking. In terms of feedback quality, however, there was no significant difference between the two groups.

Trust and Go: Enhancing Collaborative School Cultures Through Improv

Contemporary educational leaders are tasked with supporting their teams, with limited time and resources, to unite and thrive through political, social, economic, and environmental instability. Educational scholars and leaders agree upon the need to foster collaboration within school communities; the practices for achieving this outcome are not always clear. The primary research question of my integrative literature review is: How can improvisational theory support educational leaders to enhance collaboration within school cultures? Secondary questions include: What are the guiding principles of improvisation? What does the research reveal about leading collaboration within schools? What practices surface because of this research? I conducted an integrative literature review and used thematic analysis within a constructivist approach to examine whether the principles of improvisation can offer leaders insight into practices for establishing and sustaining collaborative school cultures. Improvisational theatre offers leaders a lens to examine the work of developing and sustaining collaborative cultures. After an extensive review of two bodies of literature, I identified four themes common to improvisation and leading collaborative school cultures: Connect, Define the Rules, Share the Lead, and Play the Game. Nested within each of these themes, I uncovered eight practices school-based leaders can apply to enhance their school’s collaborative cultures: Use Time and Space Creatively; Create Opportunities for Meaningful Dialogue; Co-create Norms; Articulate Vision, Values, and Goals; Integrate Evidence-Informed Pedagogical Practices; Provide Shared Leadership; Amplify Strengths; and Fail Forward. The model that emerged from this research will prove useful to school-based administrators and other leaders looking to empower their teams to solve problems and innovate in community.

Public engagement: Faculty lived experiences and perspectives underscore barriers and a changing culture in academia.

The idea of faculty engaging in meaningful dialogue with different publics instead of simply communicating their research to interested audiences has gradually morphed from a novel concept to a mainstay within most parts of the academy. Given the wide variety of public engagement modalities, it may be unsurprising that we still lack a comprehensive and granular understanding of factors that influence faculty willingness to engage with public audiences. Those nuances are not always captured by quantitative surveys that rely on pre-determined categories to assess scholars’ willingness to engage. While closed-ended categories are useful to examine which factors influence the willingness to engage more than others, it is unlikely that pre-determined categories comprehensively represent the range of factors that undermine or encourage engagement, including perceptual influences, institutional barriers, and scholars’ lived experiences. To gain insight into these individual perspectives and lived experiences, we conducted focus group discussions with faculty members at a large midwestern land-grant university in the United States. Our findings provide context to previous studies of public engagement and suggest four themes for future research. These themes affirm the persistence of institutional barriers to engaging with the public, particularly the expectations in the promotion process for tenure-track faculty. However, we also find a perception that junior faculty and graduate students are challenging the status quo by introducing a new wave of attention to public engagement. This finding suggests a “trickle-up” effect through junior faculty and graduate students expecting institutional support for public engagement. Our findings highlight the need to consider how both top-down factors such as institutional expectations and bottom-up factors such as graduate student interest shape faculty members’ decisions to participate in public engagement activities.

Intergenerational Connections: An online community engagement project

Young adults hold many stereotypes about aging and older adults that formal education cannot always address. Interaction and community engagement projects with older adults can challenge and dispel stereotypes young adults hold about older adults. This semester-long project is designed for undergraduate students in interpersonal and relational communication classes to engage in intergenerational dialogue to ease social isolation, interact across generations, and dispel ageist stereotypes through community engagement. Courses Communication across the Life Course, Family Communication, Interpersonal Communication, Intergenerational Communication, Relational Communication. Objectives The purpose of this semester-long project is for participants: (1) to engage in meaningful conversation and dialogue with older adults; (2) to build relationships with community partners; (3) to learn skills in interacting across generations; and (4) to reflect on their attitudes and attitude change toward older adults.

Geonews: timely geoscience educational YouTube videos about recent geologic events

Abstract. Geologic events like volcanic eruptions, earthquakes, and tsunamis hurt nearby people and stimulate the curiosity of people farther away, thus providing opportunities to engage the public to be more interested to learn about Earth processes. Geoscientists are increasingly using social media such as Twitter to explain to the public what caused these events, and videos provide an especially vivid way to reach this audience. However, it is still unclear how to create, evaluate, and disseminate videos on timely natural events to communicate geosciences. To address this challenge and opportunity, we analyzed the impact of 33 short geoscience educational (GeoEd) videos that we created and posted on YouTube between 2018 and 2020. These include 12 videos on timely geologic events (denoted Geonews videos) and 21 videos that are not specially about timely geologic topics (denoted General GeoEd videos), all of which were similarly advertised and have similar lengths. By comparing the performance of the Geonews and General GeoEd videos, we conclude the following points: (1) the YouTube audience is consistently interested in Geonews videos, but some General GeoEd videos are more popular; (2) Geonews videos may trigger more meaningful dialogues than General GeoEd videos, especially for local audiences; (3) the “golden period” of Geonews videos engaging YouTube audiences is within 3 weeks after posting; (4) the Geonews audience tends to be younger and more diverse than the General GeoEd video audience; (5) creating Geonews videos can be a promising strategy for geoscientists to engage public audiences on YouTube-like social media.

Situating Conceptuality in Non-Fungible Token Art

Situating Conceptuality in Non-Fungible Token Art

Creating a virtual space for collaborative project planning using the future creating workshop process: building the global climate change education initiative

ABSTRACT This article describes our use of an online Future Creating Workshop (FCW) as a planning strategy to support our Global Climate Change Education Initiative (GCCEI). The GCCEI is an Educational Action Research project designed to provide the opportunity for students to discover how climate change acts to affect weather, health, economy, politics, and culture in their own communities and around the world by bringing young people aged eleven to fourteen into the conversation and into relationships with an international group of peers, In order to move this project forward despite the challenges created by the pandemic, we initiated an online FCW, grounded in Critical Utopian Action Research. We provide a detailed description of this research process highlighting both the challenges we face in trying to launch this project as well as our visions for the future. We consider the implications of this research process in relation to problem-based and multimodal forms of learning. This article describes the virtual FCW that we hope can serve as a model to others as well as a reflection on the implications of the outcomes of this research process for researchers and educators interested in fostering meaningful dialogue among students regarding the climate crisis.

Impact of endometriosis on women’s life decisions and goal attainment: a cross-sectional survey of members of an online patient community

ObjectivesTo examine women’s perceptions of endometriosis-associated disease burden and its impact on life decisions and goal attainment.DesignAn anonymous online survey was distributed in October 2018 through the social media network...

In dialogue with non-humans or how women are silenced in incels’ discourse

AbstractDialogue plays a most important role in interpersonal relations creating and strengthening social cohesion. Conversely, the lack of dialogue – and more tellingly a deliberate resistance to it – leads to social friction and animosity. In this paper I focus on a strategy used to intentionally disable a possibility of a meaningful dialogue and to deny any voice to the “other”. Dehumanising the “other” by linguistically representing them as animals or machines exempts the perpetrator from any obligation towards the “other”, including the obligation to respect their rights. I adopt Haslam’s model of dehumanisation (2006) which shows how, by means of metaphorical language, women are dehumanised and denied the possibility to participate in a meaningful dialogue in the so called manosphere.

ORGANIZATIONAL CULTURE OF HIGHER EDUCATION INSTITUTIONS AS A FACTOR FOR IMPROVING THE QUALITY OF EDUCATIONAL SERVICES

The article examines the impact of the organizational culture of higher education institutions on the quality of providing educational services. It has been proven that the organizational culture of a higher education institution should adapt to the modern conditions of the development of the educational environment, take into account social changes and trends, and also be aimed at achieving the goal, fulfilling tasks and developing the higher education institution in accordance with modern educational trends. It is substantiated that for the formation and development of the organizational culture of a higher education institution, there is not time, but the observance of certain principles, which include: purposefulness, unity, systematicity and democracy. A conceptual model of the formation and development of organizational culture of a higher education institution was developed, outlining the stages of formation and development of organizational culture, its functions and factors influencing its development. The article claims that organizational culture as a system of formed shared values, beliefs, and behavior of employees of higher education institutions, which ensures interaction with the external environment and makes it possible to achieve the set goals of the higher education institution’s development, affects the improvement of the quality of higher education. It has been proven that the implementation of a model for the formation and development of the organizational culture of a higher education institution in accordance with the principles of purposefulness, unity, systematicity, and democracy makes it possible to create an atmosphere for encouraging teachers, students of higher education, administration to participate in a meaningful dialogue and jointly achieve the set goal and solve the relevant tasks.

Current trends in addressing environmental and social risks in mining and mineral supply chains by regulatory and voluntary approaches

Mining activities have always raised environmental and social concerns due to their impact on natural resources and people. During the last decade, the stakeholder base expected to respond to these sustainability concerns has broadened from directly involved parties to a range of indirect stakeholders along the downstream mineral value chain. These stakeholders variably engage in reporting, supplier risk assessments, exercising supply chain due diligence, third party assurance, and corporate social responsibility measures. This trend reflects a combination of societal, investor, and regulatory pressure as well as industry self-regulation along the supply chain. The present article examines this development from the complementary perspectives of international regulations and voluntary industry and multi-stakeholder initiatives affecting the industrial and the artisanal mining sector as well as the associated mineral supply chains. To this end, we provide an introductory analysis on the global uptake, implementation challenges, and lessons learnt with regard to both regulatory developments and voluntary initiatives. Key challenges identified include a misalignment between local reforms and international efforts, heterogeneous downstream market requirements, and evasive strategies as well as gaps to report on and achieve positive local sustainability impacts, partly brought about by emphasising corporate risk management over local community priorities. Meaningful stakeholder dialogue and increased local ownership are key factors to overcome some of these challenges.

Fury and Honor in the Palace: Faith Integration in Organizational Behavior Using the Book of Esther

This paper provides an example of discipline-specific biblical faith integration in an Organizational Behavior course through a series of eight faith-integration exercises and a final integrative assignment based on a single book of the Bible, Esther. This approach encourages students to have meaningful dialogue about important biblical concepts as applied to business and management, thus raising their moral and biblical consciences and contributing to their whole-person development. The benefits of this approach are discussed, and the faith-integration assignments and sample responses are included.

292 Patient Centred Care in the Outpatient Department

Abstract Aim The NHS long term care plan recognises the need for a personalised approach to healthcare. Patient initiated follow up (PIFU) is one way in which the NHS can support patients with becoming more autonomous in decisions about their own health. Method Our trust implements PIFU in 2 ways. Firstly, patients considering an elective operation were provided with a clinic letter detailing the treatment options and a PIFU card. They were discharged and asked to return the card if they wished to proceed to surgery, at which point they were added to the waiting list. Secondly, patients discharged from clinic were provided with a card which they returned if they needed to be seen again for the same complaint. Results 95 patients were recruited for the operative pathway. 38 (40%) requested surgical treatment within 6 months. 149 patients were recruited for the clinic pathway, of which 17% returned for the same condition within 6 months. Conclusions This study has shown that 60% of patients choose, after meaningful dialogue and time to reflect, to avoid surgical treatment. In all cases the surgeon would have “added to the waiting list” had a joint decision been made at the end of the consultation. Furthermore, 83% of patients who would ordinarily have had a routine follow-up appointment did not return to clinic. This PIFU system empowers patients to make decisions about treatment. Offering direct access to the operative waiting lists and clinics has multiple benefits: fewer primary care and hospital appointments; reduced waiting times and reduced costs.