Potential Of Dialogue Research Articles

Gender in the Archive: The Dialogic Potential of Public Memory in the Outtakes from Claude Lanzmann’s Shoah

The original version of the film Shoah had an enormous impact on the revival of Holocaust memory. However, women appeared only a few times over the course of those nine long hours. Even though Lanzmann’s film achieved complexity in its representation of places, it failed to equally represent the experiences of both women and men, which is a disservice to all survivors. In 2016, the United States Holocaust Memorial Museum (USHMM) released over 220 hours of additional outtake footage from Shoah, never seen by the public. The outtakes reveal longer interviews with women, and these missing voices shed light on women’s experiences during the Holocaust in more detail. I argue that the “outtakes” of this film can be used by audiences to deconstruct gender “neutralities” around testimony to reimagine public memory narratives and spaces about the Holocaust as highly gendered. In the “rhetorical process of gendering” in public memory, so-called “neutral” public memory narratives can be challenged by newly discovered artifacts like the outtakes. Though Shoah had elements of ambiguity, there was no way to challenge its strict binary in gender representation— until now. This active audience engagement with Holocaust artifacts, what I call performative memorialization, marks a kairotic force in Holocaust memorialization; the past collapses into the present to elicit a dialogic of active audience participation.

Psychoanalysis and psychedelics: The censored story in Argentina

This essay examines the combination of psychoanalytic therapy and psychedelic substances in mid-20th century Argentina. Through document analysis, it examines the intersection of psychedelics and psychoanalysis, drawing from historical texts and writings by local psychoanalysts to develop a comprehensive understanding of the distinctive clinical practices and therapeutic approaches in the Argentine context. It details the experimental use of these substances, the clinical practices developed, and the professional and societal challenges encountered. Notably, psychoanalysts Luisa de Álvarez de Toledo, Alberto Tallaferro, and Alberto Fontana conducted pioneering research, exploring the therapeutic potential of these substances and publishing their findings in academic papers and books. According to these psychoanalysts, the use of psychedelic drugs in therapy could enhance transference, catalyze catharsis, and circumvent unconscious defenses, allowing for a vivid exploration of the patient's psyche that necessitated interpretation. Despite the innovative nature of this work, resistance from within the Argentine Psychoanalytic Association led to the eventual cessation of psychedelic research in this country. The essay calls for a reconsideration of the psychoanalytic community's relationship with psychedelics, emphasizing the potential for renewed dialogue and incorporation of these substances in contemporary therapeutic practices. In conclusion, this article sheds light on an overlooked chapter of psychoanalysis in a local setting and serves as a call for future explorations in broader scenarios. The resurgence of interest in psychedelics for mental health treatment presents an opportunity for psychoanalysts to engage with emerging research, enriching both theory and practice.

NGO ‘Screen-Being’ and Stakeholder Engagement: A ‘Wicked Problem’?

AbstractAmple survey research and content analysis has established that NGO internet presence is qualitatively weak and characterized by the dominance of asymmetrical communication. We argue that the emergent communicative and social paradigm of on-line interaction forms what could be defined as a wicked problem. NGOs, seen as a ‘sender’ of information, may well face a crisis of accountability determined by the very nature of the media; whereas the NGOs’ ‘information receivers’ often are deprived of the very possibility of stakeholder relatedness. In the internet-based/on-screen ‘universe’, information and electronic flow are assumed to be continual, which supersedes the entity logic crucial to NGO accountability and legitimacy. In designing their social media presence, NGOs may, therefore, face an impossible challenge.Informed by Stéphane Vial’s analysis of the nature of on-line interactive media, we evaluate these conundrums. Then, inspired by Lucas Introna and Fernando Ilharco, we question the dialogic potential to ‘screen-being’. While the shift from an ‘actor-centric’ to ‘flow-oriented’ paradigm of ‘screen-being’ is inherent to digital communication, it destabilizes the entity-grounded accountability of NGO legitimacy. Hence, we end with explicating the risks to dialogic relatedness of ‘sceen being’ for NGOs. By so doing, we challenge the oft vocalized perspective that NGOs ‘just’ have to increase their digital communications in order to improve their relations with various stakeholders.

Measuring the quality of philosophical dialogue: a high-inference rating instrument for research and teacher education

Various studies have shown that philosophizing with children at school can have a positive effect on cognitive, language and social skills. However, previous studies have not considered how the quality of the dialogue influences these outcomes. Addressing this gap, our article introduces a high-inference rating instrument to assess the quality of philosophical dialogue. This instrument features four quality dimensions: Philosophical Richness, Co-construction, Focus, and Restrained Facilitation. It was applied to evaluate 63 class dialogues from a Swiss study involving secondary-school students. The article presents the instrument using excerpts from the study, along with initial validation information, showing its reliability in measuring philosophical dialogue quality. The significance of this research lies in its focus on the quality of philosophical dialogue, an aspect often overlooked in educational settings. By providing a tool to assess this quality, we open up new pathways for analyzing the effectiveness of philosophical dialogues in schools. This is especially relevant as educational systems increasingly recognize the importance of developing students' critical thinking and discussion skills. The findings highlight the potential of high-quality philosophical dialogues to enrich students' educational experiences and offer insights for educators and researchers into enhancing these interactions. This study contributes to a deeper understanding of how philosophical dialogue can be used as a powerful educational tool, not just for engaging students but for fostering meaningful and impactful learning.

INNOVATIVE APPROACHES THROUGH INTERFAITH DIALOGUE FOR RESOLVING FARMERS-HERDERS DISPUTES IN SOUTHWEST NIGERIA’S SELECTED COMMUNITIES

This study explores the farmer-herder conflict in Southwest Nigeria and the potential of interfaith dialogue as a novel approach to achieving sustainable peace. The paper argues that traditional methods of conflict resolution have proven inadequate and highlights the transformative potential of dialogue in fostering empathy, understanding, and collaboration between these often-antagonistic groups. Drawing on a multi-pronged methodological approach that combines secondary source analysis with primary data collected through interviews with key stakeholders, the research delves into the root causes of the conflict, including population growth, resource scarcity, and historical grievances. The paper emphasizes the devastating consequences of these clashes, including internal displacement, livelihood destruction, and loss of life. Through the lens of Leonard Swidler's Decalogue of Dialogue, the study outlines a framework for interfaith dialogue initiatives. This framework emphasizes open communication, mutual respect, a willingness to learn from each other, and a commitment to finding common ground. The research highlights the importance of addressing underlying grievances while also promoting innovative solutions such as sustainable cattle rearing practices and collaborative land-use policies. The study concludes that by implementing interfaith dialogue strategies alongside educational components, economic incentives for peaceful coexistence, and social interaction programs, stakeholders can cultivate a culture of peace and build a more prosperous future for all communities involved. This research contributes to the field of conflict resolution by advocating for a nuanced approach that acknowledges the religious dimensions of the farmer-herder conflict while emphasizing the importance of intergroup dialogue and collaboration. The emphasis on interfaith dialogue as a tool for peace-building offers a valuable addition to existing scholarship on conflict resolution in Southwest Nigeria. Limitations of the study include its focus on a specific region and the reliance on self-reported data from interviews. Future research should explore the long-term effectiveness of interfaith dialogue initiatives and investigate their applicability in diverse cultural contexts. By continuing to refine and expand the toolkit of interfaith dialogue, scholars and practitioners can make significant strides towards fostering peace and social cohesion in conflict-ridden regions.

Addressing the elephant in the room: what’s the local in local government studies?

ABSTRACT Within the field of local government studies there has long been a tendency to conceive and engage with ‘the local’ in a normative way – focusing on its alleged inherently ‘good nature’ without interrogating what the local actually is and means. In this reflective provocation, drawing on the case of England, we contend that failure to address this existential question risks pushing local government studies into a cul-de-sac whereby its fails to benefit from the potential of multidisciplinary dialogues, drawing ever tighter boundaries around the field. In response, we shift attention to how we might harness the plurality of the local, suggesting that the real value of the local, both as a concept and practice, lies in its fuzzy and often problematic nature. We argue that embracing, rather than dismissing, this intrinsic character of the local is essential not just to capture its value, but also to open up new avenues in the way we study and conceive it.

Integrating Contradictory Perspectives in Latin American Philosophy: A MultiAlism Approach

This study explores the integration of indigenous philosophies and postcolonial modernist theories within the framework of MultiAlism, highlighting the potential for dialogue and synthesis between these diverse philosophical traditions in Latin America. MultiAlism, a concept developed by Florentin Smarandache, is utilized to bridge the gaps and contradictions between these systems by focusing on areas of neutrality such as cultural diversity and power structure critiques. The research emphasizes the importance of incorporating both ancestral wisdom and modern critiques to foster a deeper understanding and appreciation of Latin America’s rich philosophical heritage. This integrative approach offers practical insights for developing inclusive policies and advancing social justice efforts within the region. Looking ahead, the potential expansion of MultiAlism’s application to other global contexts suggests its broader relevance for addressing contemporary challenges through a flexible and holistic philosophical approach.

Online citizen dialogue for SDGs: a Finland-Japan cross-cultural deliberation

This study explores the potential of cross-border citizen dialogues on the Sustainable Development Goals (SDGs) for uncovering cultural barriers and catalysts in sustainability transformations. We utilised a form adapted from the Open Dialogue approach, originally developed in Finnish mental health care, now refined for broader applications in facilitating open citizen dialogues on gender equality (Goal 5) and biodiversity conservation (Goals 14 and 15). Indicators were developed and used to assess attitudinal shifts post-dialogue. The dialogues increased the sense of urgency and importance of gender equality and biodiversity conservation, particularly among the Japanese participants, who initially displayed less engagement than their Finnish counterparts. The dialogue also expanded the scope of collaboration among the Japanese participants, reflected in a heightened sense of global citizenship, as measured by trust scores. Both Finnish and Japanese participants showed a moderate increase in recognising cultural influences on sustainability. Further research is necessary to understand how cross-cultural dialogues can enhance reflection on sustainability at the group level. Additionally, integrating such dialogues into decision-making processes may bolster collective reflexivity.

“What is Proper to a Culture”

This article considers sociocultural identity and identification in the work of Jacques Derrida. Though Derrida’s philosophy is often presented as a source of inspiration for identity politics, Derrida’s precise position on identity is far from evident. This discussion will unpack his account of identity through a dialogue with the work of Amartya Sen, a Nobel laureate in economics and moral philosopher, known for his capabilities approach. In spite of their philosophical differences, I propose that Sen and Derrida share strikingly similar views about identity. Descriptively, they both understand sociocultural identity as inherently hybrid, anti-essentialist and plural. Sen’s argument for this is based on empirical and historical examples, while Derrida’s focuses on the relationship between cultural identity and the other. Their shared understanding of identity is reflected in a similar normative argument: we should consciously select our identities, so as to protect the plural nature of identities. In the case of Sen, this is accomplished through reason. Derrida takes a broader understanding of this, based on his concept of inheritance. I propose that inheritance needs to be interpreted as involving active and critical deliberation on identity and that this is an ethical dimension of Derrida’s work. I conclude by pointing to the potential for future dialogue between Sen and Derrida, the need to reflect further on the normative aspects of inheritance and the potential for their work to inform identity politics.

Gamo's cultural forum-Dubussha as a tool for social change communication: Illiteracy and child labor abuse as a case in point

This study investigated the instrumental potential of Gamo's traditional dialogue forum-Dubussha-for social change communication in general, using illiteracy and child labour abuse as a case in point. The study went on to analyze the motive that when traditions pave the way for new ways of life and thinking, changes are more applicable and transformative. As a result, this study sought to apply current values in a more local context and discovered that using culture as a vehicle for transformation yielded positive results. The two most popular tactics used to satisfy the study's goal of gathering information from largely alternatively educated respondents were intensive interviews and focus group discussions. Since cultural societies' skills, expertise, and knowledge are intricately related to their culture, the qualitative technique was effective in understanding and testing the research questions of this study. According to the study's objectives, three different focus group discussions (FGDs) were held in the Dita, Daramalo, and Chencha districts. Participants in the focus groups ranged in age, gender, and cultural background. Each FGD session included a diverse variety of participants, including women, men, student participants, and cultural leaders (Haleqas and/or Hudugas (opinion leaders). The FGD had 27 participants until it was full. Participants, facilitators, and in-depth interviewees were also purposively chosen. Finally, the study's findings indicated that Dubussha had a large potential for social change communication, particularly to reduce illiteracy and child labour abuse. Given that the cultural communication forum, Dubussha, is the major pillar of Gamo society's psychosocial structure, its use as an effective instrument for social change communication produced significant outcomes. Despite the gender and age differences in the application of "Dubussha," the outcome, acceptance, and glory of Dubussha among the Gamo community remained consistent.

Disciplinary literacy and verbal language in physical education

ABSTRACT Supporting pupils’ development regarding subject knowledge and disciplinary literacy is a complex and challenging task for teachers. Research shows that language-integrated physical education (PE) can assist children’s language development. However, it tends to reduce the time for physical activity, which is problematic since youth’s physical inactivity is a growing problem. This article examines how teachers can emphasize disciplinary literacy and stimulate pupils’ use of verbal language to enhance their learning in PE in a culturally and linguistically diverse context in Sweden. In this practice-based research study grounded in action research methodology, 20 ten-year-old pupils with culturally and linguistically diverse backgrounds participated with a teacher-researcher in 10 PE lessons in which disciplinary literacy and verbal language were intertwined with exploratory circus assignments. The theoretical framework is based on Biesta’s concept of risk. Data were collected through participant observation, video observation, interviews, and field diary. The data analysis was abductive, oscillating between the theory and the data. A thematic analysis was carried out. The results show that the exploratory circus assignments offered opportunities to emphasize disciplinary literacy and stimulate pupils’ use of verbal language. Focusing on language to ensure all pupils could partake and develop knowledge required time, which encroached on the pupils’ opportunity to be physically active. This was resolved through adding time before the PE lesson to activate the pupils’ background knowledge, anchor the language, and create pre-understanding. Further, including all pupils was challenging, and the pupils had different expectations regarding PE. The findings suggest that inviting pupils to speak involves an embedded risk in communication, but also carries dialogical potential. In collaboration with teaching colleagues, PE teachers can support and strengthen the pupils’ literacy development.

Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness

This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific focus on theorizing education. It aims not to simply apply Calvino’s principles and insights to education or provide a pedagogical analysis but rather to actively engage with them, fostering educational-philosophical reflections centred around the concept of “lightness”, as identified by the Italian writer. Key questions emerge from this exploration: How can “lightness” be considered an educational quality? Can it serve as a valuable guide for navigating the complexities of contemporary education? Can the notion of “lightness” inspire the creation of new pedagogical languages that resist the instrumentalizing tendencies in education? The essay proceeds to elucidate Calvino’s primary theses on “lightness” while also examining the potential for a productive dialogue between Calvino and Richard Rorty’s ideas on irony, both in public and private dimensions. It illustrates how ironic practices, such as sarcasm, satire, and wit, conveyed through artistic expressions, can embody the essence of “lightness” that Calvino encourages. Ultimately, the essay concludes by reflecting on the pedagogical implications of embracing “lightness” in education, particularly in the affirmative/post-critical and Arendtian sense, as a means of bequeathing a world that genuinely belongs to future generations.

New light on the culture of ancient Egypt

Egyptology has traditionally been quite a narrowly focused field, but there is a general shift towards more inter-disciplinary approaches, as researchers seek to shed new light on the culture of ancient Egypt. Dr Reinert Skumsnes is exploring the potential for dialogue between present feminist theories about the body, sex and gender, and ancient Egyptian concepts, experiences and practices

The role of the dialogical potential of Islamic identity in the formation of the Kazakhstani space of tolerance and unity

The theme of identity has been the most popular and relevant in socio-humanitarian knowledge for a century. Philosophical and anthropological, social, cultural studies of identity in the works of E. Erikson, M. Buber, K. Jaspers, Z. Freud, V. Frankl, F. Fukuyama, J. Ward, N. Taleb, T. Asad and others show that identity is an unfinished project and an unfinished process for each individual. The identity crisis in foreign discourse, which is presented in many ways, is associated with personal and social problems, in which depersonalization and alienation from self-identification are seen. The search for identity in religious awareness and identification in such conditions is clearly expressed. Religious identity becomes the most stable in the project of different identities, in the conditions of the «loss» of strict ideological imperatives. The main factor that explains the stability of the Islamic tradition and the preservation of traditional Islamic identity in the multicultural and multi-confessional landscape of Kazakhstan is its dialogic component. This article examines the dialogic potential of Islamic identity in Kazakhstan. In light of modern events such as globalization and migration processes, the issue of Islamic identity is becoming increasingly relevant. The authors conclude that Islamic identity interacts with other types of identity in the multicultural environment of Kazakhstan. The article also discusses the historical contribution of domestic cultural figures who contributed to the formation of the dialogic identity of Kazakhstani society.

HISTORY, INTERNATIONAL RELATIONS AND THE OTTOMAN EMPIRE: A REVIEW ARTICLE

This literature review of a number of most cited Social Sciences Citation Index (SSCI) articles and a number other works delves into the interconnection between history and the discipline of International Relations (IR), with a focus on the Ottoman Empire. The connection between history and IR has been the subject of extensive academic investigation and discussion, as past events and processes have considerably impacted the theoretical and conceptual basis of IR. The study of IR has undergone significant transformations over time, with an increasing acknowledgement of the role of history in shaping the discipline's advancement. Consequently, many scholars have investigated how historical events have impacted IR theory and practice. This review article aims to explore the interaction between history and IR, using the Ottoman Empire as a case study. The Ottoman Empire is a valuable case for examining the relationship between history and IR since it was one of the most influential empires in world history, significantly shaping international politics during its time. Its legacy continues to impact contemporary debates on issues such as nationalism, sovereignty, and state-building. Overall, this review article aims to contribute to a better understanding of the intricate relationship between history and IR and points at the potential for further dialogue between the two fields.

COGNITIVE COMMUNICATION AND RESOURCE APPROACH TO SOCIAL WORK PRACTICES

Actual scientific researches and issues analysis. Recent research and publications are analyzed by integrating the potential of Socratic dialogue, the tradition of dialogical philosophy by M. Buber, J. Habermas's theory of communicative action, discourse ethics by J. Habermas and K.-O. Apel, the phenome-nological investigations into the topology of the Other by B. Waldenfels, trust research by O. Kozhemiakina, historical explorations of “distant closeness” by V. Yermolenko, and other detailed studies that specifically elaborate on cognitive (linguistic) communication as the linguistic-communicative competence of the social worker. The research objective. The research objective is to define the theoretical and practical significance of cognitive (linguistic) communication and volunteerism as a resource in social work. The statement of basic materials. In the paradigm of the communicative turn from subjectivity to intersubjectivity, this study suggests employing the concept of cognitive communication, defining its content and form based on social work theories. It covers psychologically oriented, humanistic-personalistic, role theory and stigma, and the Strength-Based Perspective theories. To describe volunteerism as a resource in social work practices, Pierre Bourdieu's concept of social capital is utilized.

Investigating the Possible Socio-Environmental Impacts Arising from the Habits of Riverside Students in the Context of The Brazilian Amazon: A Look At Planetary Health

Objective: This study aims to investigate potential socio-environmental impacts arising from riverside students’ habits in Brazilian Amazon reality. It is important to know the environmental effects that permeate the largest tropical forest on the Earth, in order to take more effective actions to minimize environmental damage, protecting human and environmental health at the same time. Method: The targeted audience of this investigation was 108 elementary school students from a riverside school in southern Amazonas. Data were collected using a structured questionnaire with 17 closed questions, administered over a 30-minute period. For data analysis, descriptive statistics were used, divided into four axes: social, food, transport and energy, and environment. Results and conclusion: The results enable reflections on local socio-environmental impacts. The students’ perception about the investigated topics revealed inequality and inequity; dietary patterns that compromise health; energy from polluting sources; water from community wells and burning of waste. The research endorses the need to (re)think about the educational praxis experienced in schools, considering planetary health themes, with riverside students as a fundamental part to disseminate information involving local environmental subjects and their relationship with health. Implications of the research: Presents socio-environmental issues faced by students living along the rivers in the Amazon, with the potential for dialogue between local issues and the dissemination of information to the general society. Originality/value: The research adds value to the concept of Planetary Health, enabling dialogues between environmental impacts experienced in the Amazon and the need to (re)think educational practices in schools. This is so that students can understand their role in the face of the significant environmental crisis affecting humanity.

More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assessment to individual doctoral journeys, the design of progression assessment processes has previously received very limited attention. This paper reports on a study which investigated doctoral students’ experiences of progression assessment at one UK university, where the process involved both written and oral components. Utilising the concept of assessment for learning to support the analysis of narrative interviews with six doctoral students studying in the social sciences and humanities, the paper considers the pedagogic potential of doctoral progression assessment. The findings of the study indicated that the students perceived the dialogic aspects of the assessment to have the most significant potential for supporting learning and understanding, particularly where invitational, reflective, coaching format questions were utilised. The potential of assessment dialogue to present opportunities for reframing and disrupting thinking is explored, as well as the significance of this assessment in supporting autonomy, permission and motivation. The paper advocates careful consideration of both assessment design and practice in relation to these aspects.

TEXT IN NEW MEDIA: SPECIFICITY OF THE VERBAL COMPONENT

The priority tasks in the article are 1) understanding the phenomenon of new media as a technical, social and communicative phenomenon, 2) describing the specifi cs of new media in terms of semiotic, functional features, features of information decoding and derived features of the text of new media, genetically related to the traditional text, but transforming in the conditions of a new sociality. To solve the second problem, the texts of the news community “Lentach” (social network “VKontakte”) for the period from March 2022 to March 2023 were considered as empirical material and a number of their specifi c features were established. The thematic fi eld of the analyzed texts was not a relevant feature for solving the problems of this article, but in order to achieve a long-term goal (determining the communicative strategies of a media text), the selection of texts was based on the criterion of the presence of political topics in the text (aspects of foreign and domestic policy were taken into account). In the polycode media text of new media, within the framework of this article, the object of attention was its verbal component: the traditional nature of its presence in the media message was noted and a number of specifi c features were established at diff erent levels of text organization. At the phonetic-graphic level, visual techniques for segmenting information and simulating oral speech are observed; on morphemic – intensifi cation of creative word-formation processes; on lexical – stylistic and speech interference, instrumental use of tropes and lexical resources, specifi c metaphorization of the text; at the syntactic level – activation of expressive syntax. In the texts of new media, as in traditional ones, variations of the language game are found, the functions of which can be considered the self-identifi cation of the linguistic personality, the eff ects of media infl uence, the activation of the dialogue potential of the media text, the destruction of the classical linearity of the media text.

Motherhood as resistance in the bio-performance Analfabeta, an Interdisciplinary dialogue between Biology and Performance

Interdisciplinary dialogue acts as a symbiosis for all the areas that participate and imply enormous projections for both art and science. This paper explores the potential of an interdisciplinary dialogue between Biology and Performance using as a case study the Performance Analfabeta created by the artist Paulina Bronfman. The work was shaped in the context of The Third Conference of the Nucleus of Artistic Research (NIA) of In/Inter/Disciplinary Laboratories hosted by the Faculty of Art of The Pontificia University of Chile (LAB IID). The Lab was led by Chilean biologist Alejandra Zuñiga-Feest and the Brazilian artist Adriana Parente La Selva.  This work aims to explore the questions: what does it mean, from the point of view of the arts and sciences, to develop an interdisciplinary laboratory? How is this done? This paper problematizes the creative process of collaboration between sciences and performance as well as the potential impact and link with society that this multidisciplinary dialogue can have.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0cm;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-ansi-language:EN-GB;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;mso-ansi-language:EN-GB;}div.WordSection1{page:WordSection1;}