Mediation Tools Research Articles

Dynamic assessment of argumentative writing: Mediating task response

This study used Vygotskian Sociocultural Theory and Dynamic Assessment to provide written commentary on essays by three English-as-a-foreign-language applicants for the International English Language Testing System, or IELTS. More specifically, it examined how asynchronous mediation tailored to the participants’ specific needs provided over multiple drafts of three essay prompts influenced their ability to formulate a relevant and well-supported argument, known as Task Response. Mediation consisted of three rounds of written commentary with increasing specificity about the location and nature of problematic areas. In total, 36 drafts – 12 per participant – were analyzed for evidence of qualitative and quantitative improvement. Qualitatively, participants responded in varying degrees to mediation across each essay, but all showed improvement. Quantitatively, all participants obtained higher scores on Task Response on the final essay as compared to the first. The study suggests that graduated written commentary is an effective mediation tool for instructors to assist L2 learners in improving argumentative writing.

Multi-intelligence Empowerment in EFL Teaching. The CELSIP Programme for Autonomous Learning with Pre-service Teachers

This article presents the design and evaluation processes of a new inclusive and technology-and-autonomous mediated tool named the Communicative English Language Skills Improvement Programme (CELSIP). This project was originally designed to help all kinds of learners to achieve better communicative competencies in English. An empirical mixed-method data collection process was conducted involving 49 students in their fourth year of the Teaching of English in Primary Education Degree. To this end, a semi-structured questionnaire and participants’ one-course-work self-assessment written testimony were analysed in depth. The findings were significant in that the levels of motivation reported by the students were reflected in their English language oral skills, since the use of technology affected their stimulus in multifaceted ways. This endeavour provided an enhanced version of the CELSIP, a more fitted to different learners online didactic toolset, based on the gathered data. The CELSIP has proven to be a useful source of materials for online learning and could play an important role in addressing the issue of how technology can be used to overcome the existing problems derived from diversity in regard to different types of learning styles. The pedagogical implications suggest that these students could “learn to learn” following the 21st Century Education long-life-learning guidelines after having used the CELSIP.

Critical Trans-literacies in a teacher trans-formation course: media, textbooks and processes of decolonialities

This article aims at reflecting upon how Critical Trans-literacies (Canagarajah, 2020; Pennycoook, 2006) and processes of Colonialities of Power and Knowledge (Quijano, 1992) and Being (Maldonado-Torres, 2007) can be tackled in a Teaching Certificate Course. As teachers in-devir (Deleuze; Guattari, 2011b) participate in the co-construction of pedagogical materials supplemented (Derrida, 1993) by their own experiences as students and teachers of languages, the media, and textbooks, they engage in their own teaching-research processes, practice-and-as-theory and theory-and-as-practice (Mignolo; Walsh, 2019) that intertwine with-and their own teaching-research and learning-research experiences. Trans-literacies and the affordances of the Information and Communication Digital Technologies (Giddens, 1991), Media and textbooks are used as mediation tools (Vigotski, 2001) to provoke movements of thought and teaching-research movements in the classrooms. By being critically engaged in designing and co-creating pedagogical materials localized in their multiple and heterogeneous territories (XXXXX, 2021), our colonized minds of teachers of English as a foreign language are provoked by learning to read ourselves (Freire, 2005), critically (Monte Mór, 2019) and hopefully, deterritorialize and reterritorialize some of the Eurocentric modernity-rationality paradigms (Quijano, 1992) and try to co-construct knowledges and worlds otherwise in the Global South (Sousa Santos, 2010).

Mass COVID-19 patient screening using UvsX and UvsY mediated DNA recombination and high throughput parallel sequencing

The Severe Acute Respiratory Syndrome Coronavirus-2 (SARS-CoV-2), also known as 2019 novel coronavirus (2019-nCoV), is a highly infectious RNA virus. A percentage of patients develop coronavirus disease 2019 (COVID-19) after infection, whose symptoms include fever, cough, shortness of breath and fatigue. Acute and life-threatening respiratory symptoms are experienced by 10–20% of symptomatic patients, particularly those with underlying medical conditions. One of the main challenges in the containment of COVID-19 is the identification and isolation of asymptomatic/pre-symptomatic individuals. A number of molecular assays are currently used to detect SARS-CoV-2. Many of them can accurately test hundreds or even thousands of patients every day. However, there are presently no testing platforms that enable more than 10,000 tests per day. Here, we describe the foundation for the REcombinase Mediated BaRcoding and AmplificatioN Diagnostic Tool (REMBRANDT), a high-throughput Next Generation Sequencing-based approach for the simultaneous screening of over 100,000 samples per day. The REMBRANDT protocol includes direct two-barcoded amplification of SARS-CoV-2 and control amplicons using an isothermal reaction, and the downstream library preparation for Illumina sequencing and bioinformatics analysis. This protocol represents a potentially powerful approach for community screening of COVID-19 that may be modified for application to any infectious or non-infectious genome.

Créativité numérique et innovation thérapeutique : recréer un lieu de soin sur Minecraft

ObjectivesToday, video games are recognized as an excellent tool for therapeutic mediation with young children with Autism Spectrum Disorder (ASD), playing the role of a malleable medium facilitating the evolution of group dynamics and creating a play area between the child and the adult, a space of creativity and shared pleasure allowing them to “be together,” to communicate, and to enter into a secure and holding-type intersubjective relationship. This is why we wanted to maintain this type of treatment during the general lockdown imposed in France in March 2020. MethodWe set up a virtual activity based on the use of the video game Minecraft, after having reconstituted our outpatient clinic for children and adolescents on a private server. Following the end of the lockdown, we were able to experiment with two workshops: one face-to-face; and the other in video therapy. ResultsWe were able to observe similarities and differences in the use of this medium by our young ASD patients, but also in the way in which this treatment allowed us to “put a little institution” back into the daily lives of youth during lockdown. Thus, we were able to see that the content of the Minecraft game, and more specifically the reconstructed clinic, functioned as a space of holding for the adolescents. The comparison between the digital institution and the real institution was present throughout the session in the adolescents’ exploratory actions. However, they were never “tricked” by this virtual reality, each one considering this digital clinic as a simple simulation of the institution where they go for treatment. DiscussionIt should be noted, however, that this type of mediation is not the easiest to set up for a team of professionals. Indeed, we were confronted with certain difficulties, notably the amount of time required to recreate the clinic in the game, problems with the private servers, the quality of the hardware, and the extraordinary public health situation. ConclusionThis therapeutic workshop with digital mediation allowed the very early establishment of a group dynamic and of a group psychic envelope. Therapy sessions conducted in Minecraft allowed us to work on group dynamics, on the real and digital representations of a place of care, on the children's identity references (therapeutic groups, home, etc.), and on their capacity to play in a group. The adolescents enrolled were able to individually search for their own identity markers, according to their place in the institution. Finally, the Minecraft project allowed for the emergence of many interactions and shared emotions between the members of the therapeutic group (children and adults).

Teachers’ and Parents’ Perspectives on the Feasibility of a Preschool-Based Behavioral Intervention to Prevent Obesity: An Embedded Qualitative Study within ToyBox Study Malaysia

The aim of this qualitative study, an embedded component of ToyBox Study Malaysia (TSM), was to elicit the perspectives of teachers and parents regarding the implementation of TSM. TSM is a preschool-based behavioral intervention program aimed at improving healthy energy balance-related behaviors among young children attending preschools. The qualitative study adopted a descriptive-interpretive methodology, and triangulated data collected through semi-structured focus groups with artifacts collected. The setting involved rural and metropolitan preschools in Sarawak and Peninsular Malaysia, respectively. In Sarawak, 11 teachers and 20 parents from six intervention preschools participated in this study. In Peninsular Malaysia, 14 preschool teachers and seven assistant teachers representing all 15 intervention preschools participated in the study. Data were analyzed thematically and four overarching themes were identified: impact of TSM on the children’s knowledge and practices of healthy energy balance-related behaviors; spheres of influence upon the children’s energy balance-related behaviors; constraints and affordances related to the implementation of TSM; and prospective sustainability of TSM. The triangulation of data from teachers, parents, and the artifacts related to TSM enabled the corroboration of evidence to support the themes identified. This study provides evidence on the reciprocal interactions between the teachers and parents who played key roles in facilitating behavioral change in the children, and the children who, in turn, served as change agents beyond the preschool. Furthermore, the mediational tools such as the TSM crockery and availability of healthy food and water led to the reported behavioral changes at both rural and metropolitan settings.

Cognitive Learner Engagement Compared between EFL Course Delivery Modes

The quasi-experimental classroom study reported in this paper compared the eff ectiveness of three adult EFL course delivery modes – face-to-face group classes, one-to-one private tutoring and online self-study – by analysing learners’ cognitive engagement, understood as the level of participation, involvement and eff ort of learners in each mode as they completed the same language tasks. The study was conducted within a Vygotskian sociocultural theoretical framework in which language serves as a mediational tool in dyadic interaction and also as a means of cognitive self-regulation in inner speech during independent study. Data included the transcribed talk of learner-learner and learner-teacher dyads, and think-aloud protocols produced by online self-study learners. These were analysed both quantitatively and qualitatively for the presence of Language-Related Episodes (LREs), instances in which learners talk about the language they are producing and other- or self-correct. Each LRE was then further analysed for evidence of limited cognitive engagement, where linguistic preferences were stated without further deliberation, or elaborate cognitive engagement, where there was evidence of a cognitive self-regulation strategy.Results suggest that elaborate cognitive engagement, evidenced in episodes where participants notice and refl ect on language forms, test hypotheses, generate rules or options from which to choose, and seek or provide justifi cations, occurs to a similar extent in face-to-face group classes, one-to-one private tutoring and online self-study. Task design appears to aff ect cognitive engagement, with most instances of engagement in the form-focussed passage editing task being elaborate rather than limited, while a greater prevalence of limited engagement was observed in the meaning-focussed written composition. Slightly less limited engagement was observed in one-to-one tuition, where teachers tended to “add” elaborate engagement to episodes which would otherwise have displayed limited engagement only. That elaborate engagement characterised LREs to a similar extent between teacher-learner and learner-learner dyads suggests that a teacher is not required in dyadic interaction for elaborate cognitive engagement to occur. Learners in student-student dyads in group classes talk to test hypotheses and generate options and justifi cations, although their dialogue tends to be less interrogative of each other than teacher-learner talk. This fi nding adds to the considerable body of work that supports peer interaction as an opportunity for learners to experiment with language and debate form and meaning. Learners studying in group classes therefore appear to benefi t from cognitive engagement that is quantitively, albeit not qualitatively, comparable to private tuition contexts. In peer-peer interaction, the prominence of LREs characterised by limited engagement in one learner and elaborate engagement in the other suggests it is unnecessary for both participants to be elaborately engaged for episodes to be languaged and resolved. This suggests that dyadic interaction that is asymmetrical in terms of cognitive engagement is not necessarily a problem for teachers to address. While asymmetric interaction has been previously observed in the literature in one-to-one tuition, and also in the higher proportion of teacher-engaged episodes in the one-to-one mode in the present study, the fi nding that asymmetricity in cognitive engagement is also a feature of learner pairwork is a novel contribution of the present study to the engagement literature.

Медіація у «сірій зоні»

Based on the gray zone concept the potential of mediation as an alternative conflict management and dispute resolution is assessed. Based on color, the "gray zone" metaphor is a conceptual framework for exploring the complex nature of contemporary conflicts, which outwardly resemble a "neither war nor peace" situation. It has been clarified that the gray zone concept, common in Western political science, comes from US intelligence documents and is used to describe conflicts in general, phases of conflict, operational environments or tactics resorted to by participants in various types of conflicts (conventional, hybrid, etc.). To test the hypothesis of the ineffectiveness of mediation in the "gray zone," we chose the conflict in eastern Ukraine, which, although it crossed the threshold of the "black zone" in 2014, remains a fragment of the "gray zone" in relations between Russia and the West. The existence of a "gray zone" in the conflict in Donbass has been proven based on criteria formed by other researchers, mainly concerning the composition of participants and tactics of struggle. It has been established that the gray zone creates unfavorable conditions for mediation. It shows how participants, and their proxies can use mediation to control the actions of their adversaries and thus fuel the conflict without crossing the threshold of war. The assessment of the potential of mediation in the "grey zone" includes the behavior of the conflict participant (the Russian Federation), which positions itself as a "mediator"; the characteristics of the regional international organization (OSCE) as mediator; the structure (Normandy format, TKG) and mediation tools; the negotiating positions of participants in the negotiation process and the status of implementation the agreements reached on the settlement. It is proved that the resolution of the "grey zone" conflicts depends on bilateral or multilateral negotiations between the "great states" which have sponsored non-state actors responsible for the main grey zone activities at the tactical level.  

The fundamental legal values of modern legal regulation

In modern conditions of the development of society, which is characterized by the exponential development of high technologies that penetrate into all spheres of public life, in a period when the problem of regulating biotechnology, smart cities, all-encompassing digitalization is acute, and all this against the backdrop of the Covid-19 pandemic requires a solution to the issue about fundamental legal values that are necessary for the optimal mediation of social communication in unprecedented circumstances. The aim of the research is to consider the category of "fundamental legal value" and its role in the regulation of legal relations. The object of this research is social relations arising in the process of legal regulation. The subject is fundamental legal values as necessary tools for legal mediation of social communication. The study used dialectical, logical, systemic and structural, functional, formal legal methods. In this study, based on the analysis of modern legal literature, it is concluded that the category "fundamental legal values" is not sufficiently studied and requires further research, while it is necessary to differentiate the value foundations of law and fundamental legal values, where the former are decisive for the latter. The axiological aspect in the study of law is in demand in view of the crisis in the regulation of public relations through law, since in modern conditions of disorientation of society, lockdowns and restrictions, it is necessary to preserve and develop the value orientations of legal regulation, which is possible only through the use of legal instruments, which are fundamental legal values.

Soft computing based optimization of a novel solar heliostat integrated energy system using artificial neural networks

This study proposes and investigates a novel energy system based on biomass and solar energy. This plant is composed of a biomass unit, a solar unit, and a waste-heat recovery unit. This novel proposed integrated system can provide the needs such as electricity, hydrogen, freshwater, heating, and hot water production. For electricity generation, two gas turbines, one steam Rankine cycle, and one organic Rankine cycle are used. In contrast, for utilization of solar energy, a heliostat field, and for biomass conversion, a gasifier is used. In addition, the desalination unit and PEM electrolyzer are utilized to produce fresh water and hydrogen, respectively. Firstly, the present work aims to investigate the developed system from the exergoeconomic and environmental perspective. Multi-objective optimization is conducted to determine the maximum amount of exergetic efficiency and the minimum value of the cost rate. An artificial neural network (ANN) is employed as a mediator tool to accelerate the optimization process. The relation between objective functions and design parameters is studied utilizing ANN to obtain the plant optimal decision variables. Employing the Pareto Envelope-based selection algorithm II (PESA-II) method, the optimum amount for the total cost rate and exergy efficiency is found 224.1 $/h and 26.7%, respectively. In addition, three evolutionary-based optimization algorithms are applied to determine the optimum results of the suggested plant.

Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game

Although serious games are generally praised by scholars for their potential to enhance teaching and e-learning practices, more empirical evidence is needed to support these accolades. Existing research in this area tends to show that gamified teaching experiences do contribute to significant effects to improve student cognitive, motivational, and behavioural learning outcomes, but these effects are usually small. In addition, less research examines how different types of mediated learning tools compare to one another in influencing student outcomes associated with learning and motivation. As such, a question can be asked in this area: how do video games compare to other types of mediated tools, such as videos or texts, in influencing student emotion outcomes? This study used an experimental design (N = 153) to examine the influence of different types of mass media modalities (text, video, and video game) on college students’ emotions in a mediated learning context. Research examining the impact of video games on instruction has begun to grow, but few studies appropriately acknowledge the nuanced differences between media tools in comparison to one another. Using a media-attributes approach as a lens, this study first compared these mediated tools along the attributional dimensions of textuality, channel, interactivity, and control. This study next tested the impact of each media type on thirteen emotion outcomes. Results showed that six emotion outcomes did not indicate differences between groups (fear, guilt, sadness, shyness, serenity, and general negative emotions). However, six of the tested emotion outcomes did indicate differences between groups with students experiencing higher levels of emotional arousal in both the text and video game conditions (in comparison to the video condition) for the emotions of joviality, self-assurance, attentiveness, surprise, hostility, and general positive emotions. Lastly, students also felt less fatigue in the video game condition. Overall, implications for e-learning suggest that when a message’s content is held constant, both video games and texts may be better in inducing emotional intensity and reducing fatigue than videos alone, which could enhance motivation to learn when teaching is mediated by technology.

Use of a book to disclose a diagnosis of Duchenne muscular dystrophy to a young child: A pilot study

Disclosing the diagnosis of Duchenne muscular dystrophy, a progressive genetic disease, to children requires taking the time to talk with them and to identify the emotions that they experience on a daily basis. At the Reference Center for Neuromuscular Diseases of Children in Marseille, to accompany the disclosure of the diagnosis to the child, we have created a book to facilitate communication and dialog in the parent–child relationship.A single-center and prospective study was conducted of nine children and nine families to evaluate the usefulness of this tool. The results show that the book was appreciated by families and mainly recommended by children and their parents. Children's understanding of the disease improved, especially for the 6–8-year-old age group. The children's mental state was better at school after using the tool. The book offered them support to express their mood. As an accompaniment, this mediator tool helps parents and children alike. Caregivers use it as a support for the children to have a place to share their thoughts and emotions, from the very beginning of the follow-up. It helps build the child–parent–caregiver triad.

The Effects of Mediation Tools on Online Collaborative and Individual Writing

The Effects of Mediation Tools on Online Collaborative and Individual Writing

Synopsis of Pharmotechnological Approaches in Diagnostic and Management Strategies for Fighting Against COVID-19

Nanoparticles (NPs) are projected to play a significant role in the fight against coronavirus disease (COVID-19). The various properties of NPs like magnetic and optical can be exploited to build diagnostic test kits. The unembellished morphological and physiochemical resemblances of SARS-CoV-2 with synthetic NPs make them a potent tool for mediation. Nanoparticles can be analytically functionalized with different proteins, polymers, and functional groups to perform specific inhibitory functions, while also serving as delivery vehicles. Moreover, NPs can also be employed to prepare broad-spectrum respiratory drugs and vaccines that can guard seasonal flu and prepare the human race for the pandemic in the future. The present review outlines the role of NPs for detection, diagnostic and therapeutic purposes against members of the coronavirus family. We emphasize nanomaterial-based approaches to address coronaviruses in general and SARS-CoV-2 in particular. We discuss NPs based detection systems like graphene (G-FET), biosensors, and plasmonic photothermal associated sensors. The therapeutic approaches exploiting NPs such as inorganic, organic virus-like & self-assembly protein (VLP), and inactivation of SARS-CoV-2 employing photodynamic are also presented.

NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT

Drawing on sociocultural theory (VYGOTSKY, 1987), which emphasizes that learning and development are situated dynamic processes which occur through social relations, the present study aims at investigating the development of concepts by student-teachers through narratives documented in a portfolio for initial teacher education. This qualitative work is part of a microgenetic study which took place during an elective course in a Letras – Inglês Licenciatura undergraduate program at a federal university in the Southern Brazil. The participants were asked to keep a portfolio in which they would record information regarding their development within the context of the course. In addition, all their interactions with teacher educators and peers during the lessons were video recorded in order to be related to their narratives. Results indicate that the use of narratives as mediational tools encouraged the student-teachers to reflect on their learning experience during this course. They made use of the portfolio to describe and to make sense of new concepts they were exposed to during their lessons, which helped the student-teachers to regulate their own thinking and to internalize new concepts, reinforced the notion that concept development indeed follows a twisting path (VYGOTSKY, 1986), and promoted integration between scientific concepts and situated understandings and practices.

COMMUNICATION TOOLS FOR INACCESSIBLE PLACES OF SIGNIFICANCE

Abstract. This article deals with the communication of inaccessible heritage. Based on a classification of different mediation tools, we propose a framework for selecting the most appropriate tools to communicate about heritage sites under restoration and, therefore, inaccessible. Furthermore, from the data already collected, we show how it is possible to use the constraints of building sites as opportunities for mediation. Finally, we apply this scheme to the case of the collegiate church of Sainte Croix in Liège, for which we end up proposing three mediation tools: the creation of a virtual visit website, the realization of 3D printed scale models, and the design and printing of a cover sheet showing the interior of the building at 1/1 scale.

#ArewaAgainstLGBTQ discourse: a vent for anti-homonationalist ideology in Nigerian twittersphere?

ABSTRACT Same-sex digital narratives usually assert homosexual agency and engender gender ideology, a progressive agenda which challenges systems of gender oppression. The representations of such usual entrenched perceptions have been the focus of many existing studies. However, in this study, I counter this ‘usual’ as I argue that anti-homosexuality ‘campaigners’ online contest gender ideology and re-present it as a negative descriptor. I do this by engaging the discourses from the #ArewaAgainstLGBTQ which trended on Nigerian Twitter between July 2019 and August 2019. I rely on Computer Mediated Pragma-Discursive Analysis and corpus linguistic tools (AntConc 2019) and contend that Nigerian anti-homosexuals negotiate an anti-homonationalist ideology which is reinforced through linguistic markers. Through their linguistic expressions, they reconfigure and antagonise pro-homosexuality narratives. The keyword analysis indicated that homosexuality was negatively framed while there are instances of linguistic terrorism wherein homosexuality is denounced with threats of externalisation of violence. Religion was also identified as crucial to the oppositional ideology. In the discussions, I assert the need to properly interrogate and understand negative linguistic representations of homosexuality as they erode the successes of human rights advocacies. I also contextualise how users harness digital media as a site for inscribing and decrypting perceptions on homosexuality.

THE IMPORTANCE OF USING MEDIATION IN BUSINESS DISPUTES DURING A PANDEMIC

English Abstract: In the conditions of the pandemic, the timely settlement of business disputes, which is achieved with the help of mediation, became especially important. The aim of the study is to determine the importance of the institution of mediation in the context of the spread of the coronavirus and the overload of business dispute cases in the courts. The is- sue is interesting given the legislative changes in mediation. Research has shown that mediation has become particularly attractive to businesses during the spread of the coronavirus. This was due to the following features: Unlike litigation, mediation is faster, cheaper, calmer and more effective process focused on the interests of the parties. Mediation confidentiality is aimed at protecting confidential data and maintaining the ongoing relationship between the parties, as well as strengthening the parties’ trust in mediation. By European standards, Georgia has created a new reality. In 2020, a new law on mediation came into force, which has already been successfully used by several businesses and resolved ongoing disputes over the years. However, the use of remote mediation has become urgent in the face of the threat of the spread of the coronavirus. Procrastination in litigation during a pandemic can have major negative economic consequences for businesses. Therefore, in terms of prevention of negative effects and timely review of disputes, it is advisable to use a tool of mediation. Georgian Abstract: პანდემიის პირობებში განსაკუთრებით აქტუალური გახდა ბიზნესდავების დროული განხილვა-გადაწყვეტა, რაც მიიღწევა მედიაციის დახმარებით. კვლევის მიზანია, დადგინდეს, როგორია მედიაციის ინსტიტუტის მნიშვნელობა კორონავირუსის გავრცელებისა და სასამართლოებში ბიზნესდავებზე საქმეების გადატვირთულობის პირობებში. საკითხი საინტერესოა მედიაციაში განხორციელებული საკანონმდებლო ცვლილებების გათვალისწინებით. კვლევამ აჩვენა, რომ კორონავირუსის გავრცელების დროს მედიაცია განსაკუთრებით მიმზიდველი გახდა ბიზნესისთვის. ეს განაპირობა შემდეგმა თავისებურებებმა: სასამართლოში საქმის განხილვისგან განსხვავებით, მედიაცია არაა დროში გაწელილი, არის იაფი, მშვიდი და ეფექტიანი პროცესი, რომელიც მხარეთა ინტერესების გათვალისწინებაზეა დაფუძნებული; ამასთან, მედიაციის კონფიდენციალობის მიზანია როგორც საიდუმლო მონაცემების დაცვა და მხარეთა შორის მიმდინარე ურთიერთობის შენარჩუნება, ისე მხარეთა ნდობის გამყარება მედიაციის მიმართ. ევროპული სტანდარტების გათვალისწინებით, საქართველოში შეიქმნა ახალი რეალობა. 2020 წლის დასაწყისიდან ძალაში შევიდა ახალი კანონი „მედიაციის შესახებ“, რომლითაც უკვე რამდენიმე ბიზნესსუბიექტმა წარმატებით ისარგებლა და წლების განმავლობში მიმდინარე დავები მოაგვარა. ამასთან, კორონავირუსის გავრცელების საფრთხეების პირობებში აქტუალური გახდა დისტანციური მედიაციის გამოყენება. პანდემიის დროს სასამართლო პროცესების გაჭიანურებამ შეიძლება დიდი უარყოფითი ეკონომიკური შედეგები გამოიწვიოს ბიზნესსუბიექტებისთვის. ამიტომ უარყოფითი ეფექტების პრევენციისა და დავების დროული განხილვის თვალსაზრისით, მიზანშეწონილია მედიაციის ინსტრუმენტის გამოყენება.

Virtual reality as a versatile tool for research, dissemination and mediation in the humanities

<p class="VARAbstract">The VESPACE project aims to revive an evening of theatre at the <em>Foire Saint-Germain</em> in Paris in the 18<sup>th</sup> century, by recreating spaces, atmospheres and theatrical entertainment in virtual reality. The venues of this fair have disappeared without leaving any archaeological traces, so their digital reconstruction requires the use of many different sources, including the expertise of historians, historians of theatre and literature. In this article, we present how we have used video game creation tools to enable the use of virtual reality in three key stages of research in the human sciences and particularly in history or archaeology: preliminary research, scientific dissemination and mediation with the general public. In particular, we detail the methodology used to design a three-dimensional (3D) model that is suitable for both research and virtual reality visualization, meets the standards of scientific work regarding precision and accuracy, and the requirements of a real-time display. This model becomes an environment in which experts can be immersed within their fields of research and expertise, and thus extract knowledge reinforcing the model created –through comments, serendipity and new perspectives– while enabling a multidisciplinary workflow. We also present our tool for annotating and consulting sources, relationships and hypotheses in immersion, called PROUVÉ. This tool is designed to make the virtual reality experience go beyond a simple image and to convey scientific information and theories in the same way an article or a monograph does. Finally, this article offers preliminary feedback on the use of our solutions with three target audiences: the researchers from our team, the broader theatre expert community and the general public.</p><p class="VARAbstract">Highlights:</p><p>• Immersive Virtual Reality is used to enhance the digital reconstruction of an 18th-century theatre, by allowing experts to dive into their research topic.</p><p>• Virtual Reality (VR) can also be used to disseminate the digital model through the scientific community and beyond while giving access to all kinds of sources that were used to build it.</p><p>• A quick survey shows that VR is a powerful tool to share theories and interpretations related to archaeological or historical tri-dimensional data.</p>

Critical and analytical reasoning as a mediation tool

Critical and analytical reasoning as a mediation tool