Quality Of Dialogue Research Articles

Камерная музыка для солирующего баяна и камерного оркестра Николая Шабалина в аспекте композиционной структуры

At the center of the article’s attention lies Nikolai Shabalin’s Chamber Music for Solo Button Accordion and Chamber Orchestra (1983), which is a significant for the musical culture of Udmurtia. Examining the peculiarities of the compositional organization of the Concerto, the author of the article makes the attempt to disclose the novel and individualized traits of the conception of this composition and at the same time for showing its continuity in regard to the traditions of the genre of the concerto for button accordion. Three main particular features of the Chamber Music stand out: the chamber music element, interpreted by the composer, first of all, as a subjective tone of utterance; the revision of the role of the soloist, leading toward a new type of interaction with the orchestra, in which the classical dialogic qualities yield to the tendency towards unification and unanimity; the one-movement form, in which the tendency towards through development is connected with cyclic features. The specificity of compositional structure is determined by the interaction of classical principles of form-generation (sonata form) and continuous evolutionism (a term of Vsevolod Zaderatsky). A great amount of attention is paid by the author to the meticulous thematic work of the composer, who projects the main intonational formula of the Concerto (perfect fifth – tritone) onto various musical levels. Shabalin’s Chamber Music demonstrates an organic combination of the traditional and innovative elements, which leads to a renewal of the genre of the Concerto for the Button Accordion. Keywords: composer Nikolai Shabalin, Concerto for Button Accordion and Orchestra, sonata form in the Button Accordion repertoire, composers of Udmurtia.

The HIV and AIDS Conversation: Who Are The Adolescents Talking To?

<div><p><em>Healthy sexuality communication is critical in equipping adolescents with information and skills necessary in combating HIV and AIDS. This mixed method study sets to explore who the adolescents are talking to in regards to sex and HIV and AIDS in the Zimbabwean context. 147 secondary school learners (72 females and 75 males, age range 13 -20 years) were randomly sampled. Focus Group Discussions (FGDs) and questionnaires based on a 5 point Likert scale written on a continuum of SA-SD were employed to gather data. It was established that 36% adolescents feel free to discuss sex issues with family. Another 36% with friends, 14.9% with counselors and 12.1% put across that they were not free to discuss sex with anyone. In the FGDs most of the adolescents stated that they were more comfortable discussing sexuality issues with same sex parents. They indicated that conversations carried out with parents were largely centred on HIV and AIDS, puberty, abstinence and avoiding early sexual debut. Sexuality communication with peers was focused on condom use, contraceptives, abstinence, pregnancy, sexual intentions and sexual experiences. To promote healthy sexual behaviours among adolescents there is therefore need to craft programs and interventions that strengthen and improve the quality and content of sexuality dialogue with parents and peers.</em></p></div>

Pressão atmosférica e natureza da ciência: uma sequência didática englobando fontes primárias

http://dx.doi.org/10.5007/2175-7941.2017v34n1p64O presente artigo apresenta uma sequência didática, de perspectiva histórico-filosófica, cujo objetivo é trazer contribuições para o ensino do conceito de pressão atmosférica e a inserção de discussões sobre a natureza do conhecimento científico na educação básica. Busca-se contemplar a compreensão de aspectos da construção histórica do conceito científico em atividades que despertam o pensamento crítico. Propõe-se que os estudantes se engajem em processo “investigativo” sobre determinado fenômeno físico e confrontem suas explicações às que emergem da interpretação diacrônica de excertos de fontes primárias, devidamente contextualizados ao longo das etapas. Sugere-se uma sequência didática mediada, de caráter dialógico, organizada em momentos de discussão a respeito de conteúdos de ciência e sobre a ciência.

Tragedy Plus Time: Transforming Life Experience into Stand-Up Comedy

In this article, Oliver Double examines the process of turning traumatic personal experience into viable stand-up comedy material by offering a detailed account of the creative process behind his 2015 show Break a Leg. Drawing on Bergson, Brecht, and Noël Carroll, he explores the origins of comic ideas in personal observation, and argues for a two-stage process of joke creation. This is fleshed out in a detailed examination of a particular routine, in which he uses Koestler's concept of bisociation to show how an initial observation was shaped into a series of punchlines. He also discusses authenticating strategies which comedians employ to demonstrate that they are recalling their actual experiences, and ways in which the dialogic qualities of stand-up affect empathy and intimacy. Oliver Double is a former professional comedian who is now a Reader in Drama at the University of Kent. He is the author of Stand-Up! On Being a Comedian (1997), Britain Had Talent: a History of Variety Theatre (2012), and Getting the Joke: the Inner Workings of Stand-Up Comedy (2nd edition, 2014). A film of Break a Leg is available on YouTube, and the related podcast Breaking a Leg is accessible via iTunes.

Conceitos e relações entre educação inclusiva e educação especial nas legislações educacionais do Brasil, Santa Catarina e Blumenau

Esta pesquisa teve por finalidade analisar os conceitos e as relações estabelecidas entre educação especial e educação inclusiva nas políticas educacionais em esfera nacional, em Santa Catarina e de Blumenau. Considera-se que a compreensão de tais conceitos é necessária para a superação das dicotomias, historicamente construídas, entre educação regular e educação especial que dificultam o estabelecimento de uma perspectiva de educação inclusiva que garanta, nos diversos espaços e tempos escolares, uma educação de qualidade para todas as pessoas. Trata-se de uma pesquisa qualitativa em que foram analisados documentos oficiais produzidos entre os anos de 2008 e 2012, a saber: a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008), o Programa Pedagógico da Fundação Catarinense de Educação Especial – FCEE (2009), a Política de Educação Especial do Estado de Santa Catarina (2009) e as Diretrizes Curriculares Municipais para a Educação Básica de Blumenau (2012). Os resultados indicam que, de acordo com os documentos analisados, a educação especial tende a assumir um caráter transversal e dialógico em relação ao sistema educacional como um todo e garantir a entrada, permanência, aprendizagem e participação das pessoas com necessidades educacionais especiais, por meio dos serviços de Atendimento Educacional Especializado. Por outro lado, notam-se particularidades das políticas estadual e municipal, sobretudo em relação aos serviços oferecidos e público atendido. Como conclusão, constatou-se que a educação inclusiva é uma perspectiva para a atuação na educação especial, cujo objetivo é incluir os estudantes com deficiência na escola regular.

Mapping transit accessibility: Possibilities for public participation

The value of accessibility concepts is well-established in transportation literature, but so is the low adoption of accessibility-based instruments by practitioners. Based on the premise that leveraging accessibility concepts to address public involvement challenges could promote their adoption in planning practice, this research investigates mechanisms to promote social learning among participants in public workshops. Potential mechanisms of learning include specific tool-based interactions and how such interactions reinforce structures of learning such as alignment and imagination. This paper details iterative testing of these mechanisms with a tool called CoAXs (short for Collaborative ACCESSibility-based stakeholder engagement system), through focus groups and exploratory workshops. A mixed-methods analysis of the workshops supports the expectation that alignment and imagination correlate positively with social learning, as measured by reported learning and dialog quality. Specific interactions with the accessibility-based features of CoAXs in turn correlate positively with alignment and imagination, at individual and group levels of analysis. These findings, while not robustly generalizable, suggest that effective targeted stakeholder engagement for public transport can be structured around collaborative accessibility mapping. Adoption for broader public participation requires further development, especially the incorporation of actual day-to-day experiences such as unreliable operations.

Who Has the Last Word?

Abstract: This article analyses the process of judicial lawmaking in European private law as a continuous dialogue between the national courts and the European Court of Justice (ECJ). It addresses questions into the structure, the legitimacy, as well as the effectiveness of those dialogues. With regard to the first question, a recurring pattern of dialogue is described and explained, namely the practice of claiming the last word without actually using it. In answer to the second question the participation in dialogues between courts is justified from the perspective of finding an equilibrium between the national and supranational interests and values involved (as prescribed by the identity clause of Art. 4 sec. 2 TEU). In the third part it is claimed that the quality of the judicial dialogues can be enhanced by better reasoned judgments of the participating courts, in which they truly inform each other on their respective legal systems. Thus, the notion of a judicial dialogue can not only help us to obtain a better insight into the nature of the process of judicial lawmaking, it can also contribute to the improvement of the process itself.

Knowledge Convergence through “Ma Thinking”

This paper suggests that Ma enable the coexistence of dissimilars and that the formation of Ma is an important factor in bringing about the knowledge convergence process to integrate dissimilar knowledge in organizations and companies. The paper presents four concepts of Ma: the first is the temporal Ma of experience (Ma of time); the second is spatial Ma, which raises the quality of dialogue (Ma of space); the third is the psychological Ma that ties together knowledge from different areas of specialization (mental Ma); and the fourth is situational Ma that ties together different contexts (Ma of context).The commonality in these four concepts of Ma is the existence of relationships that ties together different contexts and knowledge (in other words boundaries) in dynamically changing space‐time. However, rather than referring to relationships that have specific meaning, Ma describe holistic relationships that allow a diversity of meanings in dynamically changing flows. The paper argues that Ma, as dynamically changing holistic relationships, have their roots in the Eastern philosophies of Japanese Shintoism and Buddhism and discusses relationship among Ma, Ba, and strategic communities. Copyright © 2017 John Wiley & Sons, Ltd.

A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies

The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB, through a model of active participation of students, collaborative knowledge-building, learning through inquiry and evaluating ideas. Ten professional development workshops based on video-stimulated discussions of practices were co-developed and conducted with an ‘ambassador’ within each of five school clusters. In total, 80 teachers from 15 schools, ranging from infant to secondary schools, participated. Data were collected through surveys, semi-structured interviews with teachers and ambassadors, teachers’ posters created during workshop activities, lesson observations and a portfolio of dialogic classroom practices, mediated by the IWB. Findings strongly support the potential of this ambassador-led workshop model to involve teachers in developing their understandings of classroom dialogue and devising new approaches to support it. The research additionally confirms the potential of the IWB as a tool to support dialogic teaching.

‘Un fiume piccolissimo di quel mare immenso’. Universalism, Navigation and the Rethinking of the Mediterranean in Campanella

This contribution offers an intertextual reading of Tommaso Campanella’s early political writings and his utopia, The City of the Sun, with a view of bringing to the fore his stance on the radical shift in early modern maritime geopolitics. Campanella’s proposals for the establishment of world governance were informed by his enthusiasm for inventions such as the navigational compass, and by his emphasis on maritime prowess as a necessary condition for creating a universal monarchy. The dialogical and poetic character of The City of the Sun, and the choice of its imaginary interlocutors, may suggest an interpretation of Campanella’s utopia as a distinctively Mediterranean encounter between the ‘Old World’ and the ‘New World’. The transfer of knowledge and communication thus emerge as crucial lynchpins in Campanella’s project for universal reform and unity.

Participatory discourse: Engagement in the context of child protection assessment practices from the perspectives of child protection workers, parents and children

ObjectiveThis article describes empirical results of the views of child protection workers, parents and children along different dimensions including interpretation of engagement, approaches with families in the engagement process, collaboration and relationship, barriers and factors promoting engagement. MethodA qualitative study was undertaken of a sample of eleven child protection workers, eleven parents and eleven children in one county in South-Estonia. The study explored the participants' experiences and perspectives of the engagement, within the context of assessment in child protection practice, through in-depth semi-structured interviews. ResultsResults indicate that child protection workers demonstrate an over-reliance on expert- and deficit-based approaches, indicating a requirement for a focus on traditional social work assessment, concentrating on problems, and more investigative, coercive, and judgement-focused approaches. Both workers and parents valued the quality of relationships, emphasising trust, dialogue and support as important elements of engagement. According to children, they were not always considered as a subject in the assessment process, including their needs as the primary focus; children expressed the wish to be more heard and understood, with their opinions being taken into account. ConclusionsFindings propose that child protection workers are ‘stuck in the past’, in traditional deficit-based discourse, however families prefer ‘modern’, strengths-based perspectives.

Evans, Robert. Reception History, Tradition, and Biblical Interpretation: Gadamer and Jauss in Current Practice. Scriptural Traces: Critical Perspectives on the Reception and Influence of the Bible. London: Bloomsbury, 2014. 328 pp. $112.00 (cloth).

Evans, Robert. <i>Reception History, Tradition, and Biblical Interpretation: Gadamer and Jauss in Current Practice</i>. Scriptural Traces: Critical Perspectives on the Reception and Influence of the Bible. London: Bloomsbury, 2014. 328 pp. $112.00 (cloth).

Desde la inquietud y creación artística, hacia reflexiones desde las prácticas educativas no formales.

Este artículo muestra las reflexiones de las autoras en torno a su propia práctica docente. El camino que recorren desde su inquietud y creación artística, pasando por la educación (como estudiantes y como docentes no académicas), hasta sus fases como investigadoras en educación artística.&lt;br /&gt;Las autoras quieren visibilizar los momentos de tensión y las dificultades que han tenido que pasar en sus prácticas educativas, pero al mismo tiempo el conocimiento que han generado mediante estas experiencias que les sirven para crearse una identidad híbrida donde pueden cuestionarse su propia práctica en relación al arte. Para dar forma y poder analizar en profundidad las experiencias, estas estarán catalogadas en las tres fases que Paul Klee(1979) utiliza para describir el proceso de creación, que en este caso será para dar sentido al proceso de aprendizaje de la práctica docente.&lt;br /&gt;Por lo tanto, el artículo presentará un carácter dialógico, ya que las reflexiones se representarán a modo de conversación cruzada entre las autoras, para así mostrar las realidades que rodean a la educación artística no académica.

Martin Luther's Theology of Creation

AbstractThis article considers Luther's theology of creation with a view to the contemporary relevance of its fundamental standpoint. For some, the writers of past generations who do not share our scientific and cultural standpoint ought to be excluded from discussions of the theology of creation, but I argue that consideration of the individual, contemporary, corporeal and dialogical character of Luther's theology of creation shows that it contains a great deal from which we can learn today.

Rhetoric and Ethics Revisited

As rhetorical scholars adopt field methods to complement traditional text-based criticism, it is necessary to reflect on the ethical standards that guide our practice of rhetorical criticism and analysis. In this essay, we highlight five points of ethical tension provoked when doing research that moves between texts and fields: responsibility, truth, power, relationships, and representation. Each section illustrates an ethical dilemma from the authors’ individual research projects that illustrates one of these tensions, and is followed by a response that explicates the questions of power and ethics. While the ethics of any research practice are often tied to a specific project, many of the issues we discuss apply widely to the practice of fieldwork and rhetorical criticism in general, and many of the questions we raise also resonate with one another. As such, the dialogic quality of the essay is meant to serve as its content as well as its form. We suggest that rhetorical discussions of power help all qualitative researchers better understand what is at stake when we move between text and field in our research practice.

Sample Size in Qualitative Interview Studies: Guided by Information Power.

Sample sizes must be ascertained in qualitative studies like in quantitative studies but not by the same means. The prevailing concept for sample size in qualitative studies is "saturation." Saturation is closely tied to a specific methodology, and the term is inconsistently applied. We propose the concept "information power" to guide adequate sample size for qualitative studies. Information power indicates that the more information the sample holds, relevant for the actual study, the lower amount of participants is needed. We suggest that the size of a sample with sufficient information power depends on (a) the aim of the study, (b) sample specificity, (c) use of established theory, (d) quality of dialogue, and (e) analysis strategy. We present a model where these elements of information and their relevant dimensions are related to information power. Application of this model in the planning and during data collection of a qualitative study is discussed.

Assessing policy dialogues and the role of context: Liberian case study before and during the Ebola outbreak.

BackgroundIn the last decade participatory approaches have gained prominence in policy-making, becoming the focus of good policy-making processes. Policy dialogue is recognised as an important aspect of policy-making among several interactive and innovative policy-making models applied in different contexts and sectors. Recently there has been emphasis on the quality of policy dialogue in terms of how it should be conducted to attain participation and inclusiveness. However, there is paucity of evidence on how the context influences policy dialogue, particularly participation of stakeholders. Liberia’s context, which is characterised as post-war, highly donor dependent and in recovery from the recent catastrophic Ebola outbreak, provides an opportunity to understand the influence of context on policy dialogue.MethodsThis was an exploratory study using qualitative methods. Key informant interviews were conducted using an interview guide. A total of 16 interviews were conducted, 12 at the national level and 4 at the sub national level. Data were analysed using inductive thematic content analysis.ResultsThe respondents felt that the dialogues were a success and involved important stakeholders; however, there were concerns about the improper methodology and facilitation used to conduct them. Opinions among the respondents about the process of generating and selecting the themes for the dialogues were extremely divergent. Both before and during the Ebola outbreak, the context was instrumental in shaping the dialogues according to the issue of focus, requirements for participation and the decisions to be made. Policy dialogues have become a platform for policy discussions and decisions in Liberia. It is a process that is well recognised and appreciated and is highly attributed to the success of the negotiations during the Ebola outbreak.ConclusionsTo sustain and strengthen policy dialogues in future, there needs to be proper information sharing through diverse forums and avenues, stakeholders’ empowerment and competent facilitation. These will ensure that the process is credible and legitimate.

Emerging Communities of Practice

Communities of practice are emerging as an innovative approach to faculty development. While collaborative learning is becoming popular in the classroom, autonomy and individualism continue to dominate the culture of higher education for faculty. However, as we begin to recognize that old solutions to new problems are no longer effective, there is a growing desire for innovative engagement requiring the embrace of multiple perspectives. This takes the development of new habits of mind and discourse. For my dissertation, I engaged in a qualitative study with my colleagues where we experimented with generative approaches to dialogue in a community of practice. It became apparent that creating supportive, collegial spaces where we can explore beyond the edge of what we currently know can help us bridge across differences, harness the potential within diversity, and step into the emerging future. However, it also became apparent that this quality of dialogue is not easy.

Jewish Biblical Theology: An Ongoing Dialogue

This essay presents an introduction to the field of Jewish biblical theology. Following a brief survey of major works in the field, it treats a number of key issues: the need for Jewish biblical theology; the distinctive form of the Jewish Bible; constructive questions of G-d, covenant, the nation of Israel, and the conceptualization of the temple and the monarchy; and questions raised when the ideal conceptualization of these issues are challenged by destruction and exile. The relation of the Bible to subsequent Jewish tradition is a concern throughout. Altogether, the essay demonstrates the inherent dialogical character of Jewish biblical theology, both within the Bible itself and among its interpreters within the Jewish tradition.

Międzykulturowość a sport: mediatyzacja kontaktu kulturowego w doniesieniach prasy brytyjskiej i irlandzkiej na temat Euro 2012

&lt;p align="JUSTIFY"&gt;&lt;span style="font-family: 'Times New Roman', serif;"&gt;&lt;span style="font-size: medium;"&gt;Sport uważa się za uosobienie procesów międzykulturowych dzięki łączeniu ludzi w zgodnych działaniach przy jednoczesnym generowaniu konfliktów między nimi. Ta dwoistość sportu często znajduje odbicie w medialnych sprawozdaniach z imprez sportowych. Niniejszy artykuł przedstawia rezultat badań nad tekstami w prasie brytyjskiej i irlandzkiej poświęconymi finałom Mistrzostw Europy w piłce nożnej (Euro 212) rozgrywanym w Polsce i na Ukrainie, prowadzonych pod kątem ich międzykulturowego oddziaływania. Ton doniesień w gazetach pochodzących z dwu sąsiednich krajów i często należących do tych samych koncernów okazał się bardzo różny. Prasa brytyjska nie dostrzegła obszarów kulturowego zbliżenia między gospodarzami a gośćmi mistrzostw, przyjmując taktykę powielania znanych swoim czytelnikom historycznie utrwalonych stereotypów kulturowego i cywilizacyjnego zacofania Europy Wschodniej. Relacje o kulturowej interakcji Polaków i Irlandczyków zamieszczane w prasie irlandzkiej, choć w większości bardzo pozytywne, także opierały się na stereotypach i banalnych uogólnieniach o obu nacjach. Badanie wykazało, że zarówno doniesienia w prasie brytyjskiej jak i w irlandzkiej rządziły się wewnętrzna logiką i interesami tych mediów, a nie troską o jakość efektów międzykulturowych. &lt;/span&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p align="CENTER"&gt; &lt;/p&gt;