Quality Of Dialogue Research Articles

GEORGES BERNANOS’ WRITING AS MODERNIST CODE OF FRANCOPHONIC METAMODERNISTIC SENSIBILITY

The article analyzes the presence of an intertext between literary prose and political essay writing by a representative of the French Catholic literary revival of the first half of the 20th century. - Georges Bernanos - within the limits of modern intergenre French literature. The example is the collection of essays by the French-speaking writer Juan Asensio. However, the broader context of the reactualization of modernist writing in the contemprorary literary process is shown. The metamodernist sensibility of the 2000s is considered to be a result of the end of the dominance of the postmodernist discourse, its main theorists are investigated and the reasons for its appearance are shown. The dialogic character of metamodernism with the clue ideas of both modernism and postmodernism is noted, which is a middle way between modernist enthusiasm and postmodernist irony and skepticism, between hope and melancholy, between empathy and apathy, between truth and relativism, between totality and fragmentation, between experience and omniscience. Linguistic etymology and semantic plurality of the concept of “metamodernism” at the epistemological, ontological and historical levels are shown. The basic characteristics of the metamodernist worldview are named, such as: the return of metanarratives, belief in the truth, sincerity, empathy, the return ofhistory, the seriousness of religious experience, the search for the real, the importance of subjective experience. On the basis of these categories, the intertextual connection of the texts of Bernanos and Asensio is revealed according to four categories based on G. Genette’s narratology. It is about architextuality, thus citation at the genre level, narrative and poetic-stylistic closeness, explicit citation and allusions, and Bernanos’ meta-literary criticism provided in a comparative way. It is proved that the writing of Georges Bernanos became not only an intertext, but also a productive pretext of modern French literature, although the radical prophetism of the former was turned into a voice that just found the right to the truth and sincerity.

Les stratégies de la construction du discours sur la Seconde Guerre mondiale dans deux manuels d’histoire européens. Une perspective comparative

This paper identifies strategies for the construction of discourse on the Second World War in two history textbooks published in the framework of two European projects. The main objective is to observe how different stratagems such as the semiotic device, lexical expressions, syntactic constructions, participate in the construction of a coherent narrative that shapes the collective memory on the discursive object of the Second World War. The dialogical character of the history textbook and its pedagogical aim, the essential and constitutive elements of the discursive strategy towards the readership conveying soft historical skills, are also questioned in the present paper.

From speaking like a person to being personal: The effects of personalized, regular interactions with conversational agents

As human-AI interactions become more pervasive, conversational agents are increasingly relevant in our communication environment. While a rich body of research investigates the consequences of one-shot, single interactions with these agents, knowledge is still scarce on how these consequences evolve across regular, repeated interactions in which these agents make use of AI-enabled techniques to enable increasingly personalized conversations and recommendations. By means of a longitudinal experiment (N = 179) with an agent able to personalize a conversation, this study sheds light on how perceptions – about the agent (anthropomorphism and trust), the interaction (dialogue quality and privacy risks), and the information (relevance and credibility) – and behavior (self-disclosure and recommendation adherence) evolve across interactions. The findings highlight the role of interplay between system-initiated personalization and repeated exposure in this process, suggesting the importance of considering the role of AI in communication processes in a dynamic manner.

A comparative study of gender representation in junior high school EFL textbooks of Hong Kong and Japan

This study aims to investigate the representation of gender and the presence of male dominance in spoken discourse in two selected English Language textbooks for junior high school year one students: Longman English EDGE (2nd Edition) 1A and 1B in Hong Kong, and New Horizon: English Course Book 1 in Japan, respectively. This research employs both qualitative and quantitative analyses to examine the content of dialogues in each unit. Key areas of analysis include the number of domestic and occupational roles assigned to male, female, and gender-neutral characters, the range of activities undertaken by these characters, the character initiating conversations, the occurrence of males, females and gender-neutral characters in dialogues, and the number of spoken words and turns by them. The findings indicated an improvement in gender equality in both textbooks in various aspects, compared with other earlier textbooks which were examined by other researchers (Lee & Collins, 2008, 2010; Lee, 2018). In terms of role allocation and activities, a relatively balanced representation of male and female characters was observed. Female characters demonstrated a higher frequency of initiating conversations and taking turns. The average number of words spoken per turn by male and female characters was similar in the LE1A and LE1B textbooks, but male characters still spoke more per turn in NH1 textbook despite female characters taking more turns. Moreover, LE1A and LE1B employed gender-neutral names to mitigate gender stereotypes but gender-neutral names were not utilized in the Japanese textbook, despite the author’s effort to achieve gender equality. Considering these findings, this study reveals that male characters were underrepresented in the textbooks in Hong Kong and suggests that it is crucial to enhance gender awareness among English as a Foreign Language (EFL) teachers, provide explicit gender-sensitive instruction, and establish specific guidelines by educational authorities to assist textbook authors in creating gender-inclusive educational materials.

Handicraft Productive Chain: a mapping of the ceramic women of the Flor do Barro group through the social and sustainable dimensions of the historical context of Alto do Moura, Caruaru-Pernambuco/Brazil

This article presents the partial results of the extension project “Flores do Barro: mapping and ideation of the handicraft production chain”. Which aims to propose, through design and its dialogic character, strategies for resource enhancement for the production and commercialization of the ceramic group Flor do Barro in Alto do Moura, Caruaru - Pernambuco - Brazil. The work method used was designed based on the Handicraft Production Chain Analysis Model. Method developed by the Design Laboratory O Imaginário/UFPE- Federal University of Pernambuco, to collect information from the actors involved in the stages: identification of the raw material; production processes and market access. As a result, we can identify obstructions and/or bottlenecks in relation to "know-how" practices, as well as opportunities to improve the approximation of other market niches with an emphasis on the community's creative and productive capacity.

Jazz Music and Intermedial References in Toni Morrison’s Love

Abstract This paper proposes an intermedial reading of Toni Morrison’s Love (2003) and applies the concepts of intermediality theory to discuss the jazz narrative strategies used in the novel. In this article, intermediality is on the one hand associated with the musicalization of fiction; on the other hand, it is viewed from the perspective of expanding the representational modes of a given medium. The article explores the links between jazz music and literature, and argues that the structure of Morrison’s Love has a certain similarity to a jazz music composition. We identify in the structure of the novel a number of solos and the polyphonic overlapping of the voices, and we show that the interaction of voices gives the narrative a dialogic character, which results in multiple interpretations of the complex characters and ambiguous situations. Juxtapositions, temporal shifts, syncopation, rhythmically arranged sequences, meaningful chords, improvisation, repetition and variations are explored and interpreted as jazz narrative strategies. The article identifies a double riff based on counterpoint, and its role in harmonizing the sounds of the voices at the end of the novel. The rich imagery contributing to the performative character of the narrative is analysed. We argue that Morrison’s Love serves as a vivid example of the musicalization of fiction, which results in expanding the representational modes of literature.

Mengukur Kualitas Dialogis 13 Website PTN-BH Melalui Penerapan Dialogic Communication

Public relations as the communication management between organization and its public has entered a new chapter with new challenges at this time. The development of information and communication technology encourages public relations to be able to take advantage of various new media in carrying out its strategic communications. Website as a product of new media is often used as a formal information medium for an organization. Not only SOE or the private sector, educational institutions or universities have also used website as a medium of their formal information and communication. The capabilities of websites 1.0 to 4.0, which continue to grow to this day, allow companies and their public to communicate in two directions, or dialogical. This study aims to determine the dialogic quality of the PTN-BH website through dialogic communication theory.

The Help of God and Fear of Man: Comparing Anxiety and Religiosity in Fury (2014) and Merah-Putih (2009)

This research aims at investigating the influence of religiosity on anxiety during the war. This research compares two contrasting military leader characters to identify the influence on the way that these characters cope with war-induced anxiety. The main comparative objects are the characters Don from the movie Fury (2014) and Amir in Merah-Putih (2009). Both characters show similar anxiety and religiosity but differ in how they cope with anxiety. The general assumption is that religiosity helps to cope with anxiety. This research uses Freud’s psychoanalysis theory to study the characters. By comparing these characters, we may find the relation of religiosity towards anxiety, and we may also find other influences such as the character’s motivation and backstory. The five dimensions of religiosity, as explained by Glock Stark and Freud’s psychoanalytic theory on anxiety, determine religiosity and anxiety. The variables are expressed through practice, discourse, and symbols by both characters in scenes and dialogues. The findings are listed in three items: 1) The coping mechanism for anxiety works not only to repress but also to create new anxiety. 2) The new anxiety can be so much worse than the initial anxiety. 3) Religiosity is not a necessary variable in dealing with anxiety. Additionally, the founding of new anxiety contributes to previous theory on anxiety.

Procatalepsis: Inter-Institutional Dialogue in Public Law – A Deaf Dialogue or a Legal and Efficient Communication? Case Study

Mutual respect and availability for dialogue are character traits that are so necessary nowadays, since as a rule the contemporary human being frequently manifests as a selfish being, focused only on personal well-being, on the cult of personality or on the distortion of reality, intolerant or indifferent to the sufferings of those who do not share his value system, without knowing the definition of empathy.
 
 The pending study aims to highlight the quality of the institutional dialogue, namely the manner in which a court decision is respected by a territorial administrative authority and the mayor, as well as to highlight the fact that in some cases, unfortunately, with the evasion of legal norms, some court decisions pronounced by the administrative litigation courts are framed, like a true work of art, a painting, not being enforced.
 
 The title chosen for the study conjures an exercise in rhetoric, as "procatalepsis" represents a figure of speech in which the speaker raises an objection to his own argument and then immediately responds. By doing so, he hopes to strengthen his argument by addressing possible counterarguments before the audience can raise them. The etymology of the word reveals that it comes from the ancient Greek: προ- (pro-, "before") + κατάληψις (katálēpsis, "act of catching"), via the Latin "procatalepsis", which implies "anticipation and response to an objection".

Social dialogue quality and workers’ health as perceived by Belgian trade union representatives during the COVID-19 pandemic

Union representatives were surveyed throughout Belgium between August and December 2021 through an online questionnaire ( N = 469) to assess the relationship between trade union representatives’ perception of social dialogue quality and change in workers’ physical and mental health during the COVID-19 pandemic. We use a modified Poisson regression for binary outcomes controlling for company characteristics, pre-pandemic self-reported health and pandemic-related measures. A total of 30.1% of the sample reported the social dialogue quality has deteriorated during the pandemic. Relative risks (RRs) of poor physical and mental health when social dialogue has worsened are 1.49 (95%CI (95% confidence interval) = 1.03; 2.15) and 1.38 (95%CI = 1.09; 1.74). Controlling for pandemic-related measures slightly reduces the risk of both poor mental (RR = 1.25; 95%CI = 0.84; 1.87) and physical health (RR = 1.18; 95%CI = 0.94; 1.49). Although based on self-reported variables, the study shows an association between poor social dialogue quality and health and underlines the need to look at company-level collective negotiation.

Cognitive discourse during a group quiz activity in a blended learning organic chemistry course

Abstract Student-centered approaches are critical to improving outcomes in STEM courses. Collaborative learning, in particular, allows students to co-construct understanding of concepts and refine their skills in analyzing and applying information. For collaborative learning to be effective, groups must engage in productive dialogue. The work reported here characterizes the quality of dialogue during group quizzes in a first-semester organic chemistry course. The group quiz sessions were video and audio recorded. The recordings were transcribed and coded using the Interactive, Constructive, Active, Passive (ICAP) framework. The quiz prompts were analyzed using Marzano’s taxonomy. In this study, students within the group demonstrated varying degrees of interactional quality as defined by the ICAP framework. Our data also indicate that the level of constructive and interactive dialogue is highest and most consistent when prompts are at Marzano Level 3 or higher. Marzano Level 3 prompts required students to compare and contrast concepts or extend their understanding of concepts by developing an analogy. Any benefit derived from collaborative learning depends on the quality of dialogue during the group discussion. Implications of these results for research and teaching are offered.

Teología y literatura

The question about access to God seems to have no answer from the scientific experimental method. So, it is necessary to open up to the possibility of a new methodology for expanding the boundaries of reason and access to the knowledge of God by means of a more human language. Thus, a literature review made it possible to establish that theology relies on a method to approach truth. This method goes beyond the boundaries of positive sciences, integrating theological-literary dialog and theological work. This is evident in the work of Olegario González de Cardedal since it emphasizes the dialogical character of theology, in which God reveals Himself through Word, thus recognizing a great richness for theological reflection in the encounter with literary language.

Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study

This paper aims to understand how teachers’ learning relates to core personal, contextual and outcome variables in Lesson Study. Primary and secondary Mathematics teachers from 59 schools formed Lesson Study groups. 214 teachers participated in at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor and regression analyses. Results showed strong linkages between teacher learning, professional identity, quality of dialogue, school support, Lesson Study, and student learning. The findings provide evidence of mechanisms through which professional development initiatives impact on teacher and student learning. Practical implications for realizing high-quality teacher learning are derived.

Detecting the factors affecting classroom dialogue quality

Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities.

Selecting the Chair of the Whistleblower Protection Office in Slovakia: “Fight Against Corruption” as the Last (and Only) Public Interest?

Based on an analysis of public hearings organised to select the Chair of the Office for the Protection of Whistleblowers in Slovakia, this study asks how the notions of “public interest” and “anti-social activity” have been interpreted and re-enacted, and what role the topic of corruption played in this process. The analysis reveals the tension between a narrow understanding of anti-social activity as corruption and its wider interpretation, which encompasses a broader notion of public interest. In fact, the hearing stimulated an exploration of larger ethico-political questions related to the role of the state in the protection of “the social”. Therefore, this article argues that the organisation of the hearing, and specifically its public dialogical character, led to a shift away from the strict anti-corruption framing of whistleblowing. Second, the article contributes to the theoretical debate on whistleblowing by emphasising the so far rather neglected institutional and relational elements.

INNOVATIVE TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL EDUCATION CLASSES

The article examines the issue of improving the professional training of future specialists with innovative technologies in physical education classes. It is highlighted that the main principles of professional training are a systemic, personally oriented approach, the main concept of which is the system as a whole, in which the educational process is considered as a stable set of interdependent elements (subsystems: didactic, educational, methodical, social) and interconnected actions in them. Their joint functioning is aimed at educating healthy students with a high level of physical fitness and acquired knowledge, abilities and skills for independent physical exercises. It is theoretically substantiated that physical education focuses on the development of the student as a personality, individuality and an active subject of professional training, which can be implemented only on the humanistic-democratic basis of pedagogical activity. Such an organization of professional training of future specialists increasingly acquires the character of dialogue, cooperation, co-creation, in which the mutually interested exchange of experiences of the teacher and the student prevails. This provides wider opportunities for students to prepare to meet the requirements of the future profession, the success of self-realization in which will be determined both by his professional knowledge and acmeological factors of life, attitude to the health of his and subordinates. The physical culture of a person reflects his education, physical fitness and perfection, which are achieved on the basis of the use of physical education. Physical education in the construction of the system of self-realization of the individual acts as a subject of self-improvement and involvement in the values of physical culture and is aimed at the object of improvement and development - the personality of the student. Therefore, physical education, as an educational discipline, reflects the level of education, physical and mental capacity, the formation of a culture of health based on the use of means and methods of physical education. Thus, the introduction of innovative technologies and their elements in the educational environment allow, to a greater extent, to solve the tasks of physical education, to increase interest in physical education, to satisfy motor activity, to increase the level of health and the development of physical qualities.

Patients' Knowledge About the Endoscopic UltrasoundGuided Fine Needle Aspiration of Pancreas Is Not Enough.

The aim of the study is to evaluate the extent to which patients acquired necessary knowledge about pancreatic endoscopic ultrasound-guided fine needle aspiration and assess what should be more focused on in the informed consent process. Adult patients enrolled in this study had pancreatic lesions confirmed by regular imaging and planned to undergo the first pancreatic endoscopic ultrasound-guided fine needle aspiration. These patients were asked to complete a questionnaire, including indications, possible results, downstream events, the risk for false-negative and malignant lesions, and so on. Then we conducted a longterm follow-up of these patients to obtain the final results. Most people (94.25%) correctly recognized that the indication of pancreatic endoscopic ultrasound-guided fine needle aspiration was to exclude malignant lesions. Almost all patients knew that the results could be benign or malignant, while the number of people who were aware of non-diagnostic (22%), indeterminate (18%) outcomes, and the possibility of further testing (20%) after the endoscopic ultrasound-guided fine needle aspiration has decreased significantly. Finally, we got that the false-negative rate and percentages of malignancy were 17.81% and 83.91%, while 98% of participants did not recognize that there is a false-negative risk of endoscopic ultrasound-guided fine needle aspiration and more than 2/3 of participants did not know how much risk they might have for malignant lesions. A high proportion of patients who received endoscopic ultrasound-guided fine needle aspiration could identify the indication for this procedure but remained unaware of possible outcomes, downstream events, especially the risk for false-negative and malignant lesions. It is necessary to improve the quality of dialogue between clinicians and patients, and the information about the risk of false-negative and malignancy may need to be emphasized in the informed consent process.

The Influence of Engagement in Value Co-Creation on E-Learning Experience and Student Satisfaction: An Empirical Study

ABSTRACT The objective of this paper is to investigate the impact of students’ engagement in value co-creation on the perception of online learning experience and the effect of online learning experience on student satisfaction. The research method was a survey conducted on a sample of 532 respondents from a public business school. The findings show that increased students’ engagement in value co-creation results in their improved perception of e-learning experience, which in turn influences student satisfaction. Thus, in order to facilitate the engagement of students in the value co-creation process, it is imperative to optimise the quality of dialogue, enhance the availability of pertinent information, promote intellectual stimulation, increase participation in scholarly pursuits, and foster opportunities for inter-student interactions. The study also complements the current body of knowledge on value co-creation in higher education with an online context.

The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes

Interactive dialogue within feedback episodes is essential for developing primary school students' mathematical reasoning competence. Our goal was to better understand the nature of the associations between observed dialogue, teachers' formative feedback, and students' mathematical reasoning. We applied a two-step approach, first constructing a video-analysis instrument for assessing the quality of interactive dialogues and then combining the interaction data with student and teacher questionnaire data from 804 students in 44 fifth and sixth grade primary school classes. The quality of the observed dialogues predicted class differences in students’ self-efficacy for explaining but not in their reasoning competence, which was predicted by perceived formative feedback.

From the Editor

It is my great pleasure to introduce this special issue in honor of Gail Kern Paster, who provided field-shaping leadership of Shakespeare Quarterly and its home institution the Folger Shakespeare Library, and whose scholarly work has given us a powerful language and methodology for thinking about the relation between mind, body, and environment in the drama of Shakespeare and his contemporaries. I am grateful to Bruce R. Smith, Evelyn Tribble, Paul Yachnin, and Julian Yates for accepting my invitation to contribute to this issue and for producing a set of vivid, imaginative essays that demonstrate the range and depth of Gail’s influence. Most broadly, the aim of Gail’s work is (as she puts it near the beginning of Humoring the Body) “to look for traces of a historical phenomenology in the language of affect in early modern drama in order that readers of that drama and other texts of the period may begin to recover some of the historical particularity of early modern emotional self-experience.”1 It is a testament to the success of this project that, in reading a sentence like the one I have just quoted, we now barely register its staggering ambition. Gail’s scholarship has made the excavation of affect in a distant historical moment—the recovery of “lived practices of early modern cosmology” (20) and the assessment of Shakespeare’s “idiosyncratic understanding of contemporary psychophysiology” in relation to the “intellectual framework of his cultural moment” (23)—not only a locally productive form of cultural archaeology, but a pervasive, vital methodology for the interpretation of early modern literature in relation to our own historical moment and our own sense of ourselves. As Gail would be the first to point out, her scholarship has not accomplished this feat on its own; rather, it has flourished in sustained dialogue with a vast array of historians and theorists of the emotions, the body, and the theater who have inspired her and been inspired by her. At once skeptical and receptive in its approach to the texts it encounters, Gail’s work is consistently generative to those who encounter it. The dialogic quality of her scholarship, and its continuing ability to push early modern studies in new directions, is everywhere on display in this issue’s four essays: from Bruce Smith’s listening for the sound of early modern “complexion,” to Lyn Tribble’s description of the atmospherics of magic circles, to Paul Yachnin’s anatomy of bodily shame in the Sonnets, to Julian Yates’s discussion of the intersection between affect and apocalypse in King Lear and some of its distant descendants.