Set Of Dialogues Research Articles

Bernardin de Saint-Pierre’s ‘Entretiens’ (1773): Rewriting Fontenelle

This study, both structuralist and diachronic, compares two sets of fictional dialogues which mark the beginning and the end of the Enlightenment. These are the Entretiens sur la pluralité des mondes of Fontenelle (1686-7), and – far less well-known – the ‘Entretiens sur les arbres, les fleurs et les fruits’ of Bernardin de Saint-Pierre (a segment within his Voyage à l’île de France, 1773). The debt of Bernardin’s dialogues to their predecessor has been asserted in general terms, but here the relationship is examined systematically. The first part of the article offers a comparison between the two works in terms of genre, target readership, internal structure, speakers (male and female), topic and theme. The second part sets out a series of close similarities on the textual level, confirming beyond doubt the influence of Fontenelle’s work on Bernardin. But the dialogues of 1773 can also be perceived as re-writing those of 1686-7. Fontenelle’s Entretiens declare for a ‘scientific’ universe that works like a machine, and for elite sociable pleasures which are equally Modernist. Bernardin’s ‘Entretiens’, anticipating his Études de la nature (1784), repudiate the mechanical in favour of an organic world of nature infused with spirit, foreshadowing Romanticism and also the French Revolution.

Exploring Cognitive Aspects of Competence in Sign Language Interpreting of Dialogues: First Impressions

Sign language interpreting of dialogues shares many features with the interpreting of dialogues between non-signed languages. We argue that from a cognitive perspective in dialogue interpreting, despite some differences between the two types of interpreting, sign language interpreters use many of the same processes and handle similar challenges as interpreters between non-signed languages. We report on a first exploration of process differences in sign language interpreting between three novice and three experienced Swedish Sign Language interpreters. The informants all interpreted the same dialogue and made a retrospection of their interpreting immediately after the task. Retrospections were analyzed using tools for identifying reported processing problems, instances of monitoring, and strategy use (see Ivanova 1999). Furthermore, the interpreting products (both into Swedish Sign Language and into Swedish) and their differences were qualitatively analyzed. The results indicate that there are differences between the two groups, both in terms of the retrospective reports and in terms of the interpreting product. As expected, monitoring seems to be a factor determined by experience. The experienced interpreters seemed to have more efficient ways of handling turn taking and the internalization of new vocabulary. The study also concludes that to use instruments devised for simultaneous conference interpreting (Ivanova 1999; Tiselius 2013), the instruments need to be adapted to the dialogue setting, even though in the case of sign language interpreting the simultaneous interpreting technique is used even in dialogue interpreting.

Ordering adjectives in referential communication

• Speakers vary adjective order to facilitate early referent identification. • Adjectives that rule out more referential alternatives are placed earlier. • Adjective ordering is also affected by a production-centered availability effect. • Discriminability and availability affect ordering differently from semantic effects. • Competition in the speaker’s message determines adjective selection and ordering. We contrasted two hypotheses concerning how speakers determine adjective order during referential communication. The discriminatory efficiency hypotheses claims that speakers place the most discriminating adjective early to facilitate referent identification. By contrast, the availability-based ordering hypothesis assumes that speakers produce most available adjectives early to ease production. Experiment 1 showed that speakers use more pattern-before-color modifier orders (than the reversed) when pattern, not color, distinguished the referent from alternatives, providing support for the discriminatory efficiency hypothesis. Participants also overspecified color more often than pattern, and they generally favored color-before-pattern orders, in support of the availability-based ordering hypothesis. Experiments 2 and 3 replicated both effects in a dialogue setting, where speakers’ adjective ordering was also primed by their partner’s ordering, using conjoined and non-conjoined constructions. We propose a novel model ( PASS ) that explains how discriminability and availability simultaneously influence adjective selection and ordering via competition in the speaker’s message representation.

Smart Enough to Talk With Us? Foundations and Challenges for Dialogue Capable AI Systems

Smart Enough to Talk With Us? Foundations and Challenges for Dialogue Capable AI Systems

Von der Tiefe im Leben sprechen

Existential issues underlie most conversations in counselling, therapy and pastoral care. To explicitly refer to them is difficult for both sides, especially if religious vocabulary is not available, or unwanted. Insights from empirical research on meaning open up alternative accesses. The SoMe-Card Method is a standardized procedure that allows, in a one-hour dialogue setting, to identify and explore personal sources of meaning.

Developing personalised outcome measures (POMs) in a child health population

Introduction: The UK is developing new models of care1,2; delivering better outcomes while using resources more efficiently. New models of care require smarter commissioning that moves away from pathways and instead commissions for outcomes. There are insufficient meaningful outcome metrics to support effective healthcare commissioning for children and young people (CYP).3 Patient-reported experience measures (PREMs) are extensively used in the NHS but are designed by the system to elicit patient feedback. In contrast, personalised outcome measures (POMs) are co-developed with the population, reflecting patient priorities. Practice change implemented: We have developed a whole-population segmentation4 approach to commissioning for CYP and are developing robust outcome measures in partnership with children and their families for two segments: the healthy child and acutely mild/moderately unwell child. Aim and theory of change: We are developing POMs for CYP with a primary aim of creating a tool to inform commissioning and planning of new models of care and a secondary benefit of growing the culture of patient-centred care. Our process involves the following stages: 1. Create valid segments 2. Identify patients representative of those segments 3. Create the setting (workshops) for authentic dialogue 4. Design measure 5. Test measure 6. Implement measure in new model of care 7. Observe impact of new model on measure Targeted population and stakeholders: These POMs are for CYPs and families, the health professionals in child health and the commissioners and policy makers and budget holders. Timeline: - Preparatory phase March ‘16 – Feb ‘17 - POM development March – May ‘17 - Dissemination of findings June – August ‘17 Highlights: Innovation – POMs represent a significant shift from process and proxy measures of disease towards what matters to patients, against which care can be commissioned, evaluated and improved. However, they are not widely used within the health setting and have never been applied to child health populations. Impact – to put the patient at the centre of what we do Outcomes – valid, meaningful measures of CYP healthcare Sustainability: These POMs are designed to have long-term validity across the NHS and beyond. Transferability: The work will develop POMs that can be used anywhere in the UK and internationally. Importantly, the methodology will also be transferable to adult populations too. Conclusions: This work lays the foundations for effective CYP commissioning by developing population segments with meaningful metrics: clinical, activity and POMs. It supports the move to the capitated payment approaches seen within accountable care organisations. There is a pressing need for efficient utilisation of health care resource and POMs enable us to keep patients at the centre of care delivered. Discussions: How does CYP integrated care differ from adult integrated care? How can we adjust for bias of those who will engage with co-development? Lessons learned: Children can be engaged meaningfully in the development of integrated healthcare systems and delivery. Commissioning against outcomes must include POMs if it is to be meaningful. Our whole-population segmentation provides an important framework around which to develop patient-centred care.

Hinchas e identidad. Alcances y limitaciones de la ética del aguante / Fans and identity. Scope and limitations of the ethics of endurance

A partir de un conjunto de entrevistas, diálogos, conversaciones y charlas informales se transformaron en los protagonistas de una investigación que aborda, entre otros ejes, las subjetividades desde una perspectiva socio-cultural y no meramente discursiva. Es decir, el análisis de las prácticas discursivas forma parte de un entramado analítico más amplio y complejo, articulándose a las preguntas por la violencia y la discriminación subyacentes. Para adentrarnos aún con mayor profundidad en la construcción identitaria de los hinchas de River, es preciso realizar una revisión de las discusiones y avances más significativos en torno a los estudios vinculados a la construcción de identidades futboleras: cómo se constituyen, perciben y autoperciben las identidades de estos sujetos, reparando en el comportamiento social permitido y atendiendo al uso de la violencia como práctica legítima/ilegítima, desarrollada en el capítulo anterior. Al hacerlo, hemos puesto en tensión una categoría moral: la ética del aguante.

Using Dialogues to Explore Genetics, Ancestry, and Race

Teaching the topic of genetics in relationship to ancestry and race generates many questions, and requires a teaching strategy that encourages perspective-based exploration and discussion. We have developed a set of dialogues for discussing the complex science of genetics, ancestry, and race that is contextualized in real human interactions and that contends with the social and ethical implications of this science. This article provides some brief historical and scientific context for these dialogues, describes their development, and relates how we have used them in different ways to engage diverse groups of science learners. The dialogue series can be incorporated into classroom or informal science education settings. After listening to or performing the dialogues and participating in a discussion, students will: (1) recognize misunderstandings about the relationship between DNA and race; (2) describe how DNA testing services assign geographic ancestry; (3) explain how scientific findings have been used historically to promote institutionalized racism and the role personal biases can play in science; (4) identify situations in their own life that have affected their understanding of genetics and race; and (5) discuss the potential consequences of the racialization of medicine as well as other fallacies about the connection of science and race.

How our own speech rate influences our perception of others.

In conversation, our own speech and that of others follow each other in rapid succession. Effects of the surrounding context on speech perception are well documented but, despite the ubiquity of the sound of our own voice, it is unknown whether our own speech also influences our perception of other talkers. This study investigated context effects induced by our own speech through 6 experiments, specifically targeting rate normalization (i.e., perceiving phonetic segments relative to surrounding speech rate). Experiment 1 revealed that hearing prerecorded fast or slow context sentences altered the perception of ambiguous vowels, replicating earlier work. Experiment 2 demonstrated that talking at a fast or slow rate prior to target presentation also altered target perception, though the effect of preceding speech rate was reduced. Experiment 3 showed that silent talking (i.e., inner speech) at fast or slow rates did not modulate the perception of others, suggesting that the effect of self-produced speech rate in Experiment 2 arose through monitoring of the external speech signal. Experiment 4 demonstrated that, when participants were played back their own (fast/slow) speech, no reduction of the effect of preceding speech rate was observed, suggesting that the additional task of speech production may be responsible for the reduced effect in Experiment 2. Finally, Experiments 5 and 6 replicate Experiments 2 and 3 with new participant samples. Taken together, these results suggest that variation in speech production may induce variation in speech perception, thus carrying implications for our understanding of spoken communication in dialogue settings. (PsycINFO Database Record

Spoken dialog systems based on online generated stochastic finite-state transducers

In this paper, we present an approach for the development of spoken dialog systems based on the statistical modelization of the dialog manager. This work focuses on three points: the modelization of the dialog manager using Stochastic Finite-State Transducers, an unsupervised way to generate training corpora, and a mechanism to address the problem of coverage that is based on the online generation of synthetic dialogs. Our proposal has been developed and applied to a sport facilities booking task at the university. We present experimentation evaluating the system behavior on a set of dialogs that was acquired using the Wizard of Oz technique as well as experimentation with real users. The experimentation shows that the method proposed to increase the coverage of the Dialog System was useful to find new valid paths in the model to achieve the user goals, providing good results with real users.

Expertos, metaexperticias y mediadores. Supervisión ética de la investigación en escenarios multidisciplinares

<p>A partir de un estudio de caso realizado con las actas de las sesiones de un comité de ética en investigación (CEI) de una universidad colombiana, en este artículo se analiza la incidencia de la conformación multidisciplinar de este organismo en el proceso de revisión ética de la investigación. Los CEI son tratados como organizaciones de frontera, en las que concurren expertos con diversas ascendencias disciplinares, y como espacios socioepistémicos, en los que se negocia y produce la ética de la investigación en la actualidad. Durante la observación realizada, se encontró que algunos integrantes del organismo percibieron la pluralidad de expertos como una anomalía que dificultaba el trabajo cotidiano del cuerpo colegiado y debía, en lo posible, evitarse. El CEI buscó la homogeneización disciplinar en el proceso de toma de decisiones con el objetivo dehacerlo operativo y para tratar de evadir la concurrencia de comunidades de prácticas, o basó su revisión en la valoración ética que el propio investigador y los pares académicosde prestigio hicieron de los proyectos. De acuerdo con lo anterior, en este artículo, se plantea que esta dinámica es, en gran medida, consecuencia del problema de las metaexperticias o la habilidad y legitimidad con la que miembros externos, como eventualmente lo son algunos miembros del CEI, emiten juicios acerca de la corrección técnica o ética de saberes expertos que no dominan. Se concluye que, en la prácticalocal de supervisión, el investigador goza de un radio de acción amplio para interpretar y definir la dimensión ética en su trabajo, puesto que es un actor interaccional que debeestar en capacidad de desarrollar su criterio ético y de comunicarlo al CEI. Paradójicamente, pese a que surge como escenario público para el diálogo multidisciplinar, el CEI termina siendo un espacio en el que se reafirma el esoterismoprofesional de las comunidades disciplinares y donde se refuerza la autoridad socioepistémica de los expertos.</p>

Deficits of cognitive restructuring in major depressive disorder: Measured by textual micro-counseling dialogues

Cognitive restructuring is an important strategy in cognitive behavioral therapy (CBT). The present study aimed to observe cognitive restructuring in major depressive disorder (MDD) patients using textual micro-counseling dialogue situations. A set of textual micro-counseling dialogues was used to trigger cognitive restructuring in 25 MDD patients and 27 healthy adults. The participants read descriptions (“problems”) and explanations (“solutions”) for psychologically distressing situations. High-, low-, and zero-restructuring solutions were randomly matched to the problems. The participants evaluated the adaptability and emotional valence of the problems and the insightfulness, adaptability, novelty, and emotional valence of the solutions. Insightfulness ratings for high-restructuring solutions were significantly higher relative to those of low-restructuring solutions in healthy adults, while adaptability ratings for low-restructuring solutions were significantly higher relative to those of high-restructuring solutions in MDD patients. Insightfulness ratings for the solutions were significantly predicted by novelty and adaptability in healthy adults and emotional valence in MDD patients. Lower insightfulness in high-restructuring solutions and higher adaptability in low-restructuring solutions in MDD patients may reflect deficits in cognitive control.

A Socratic epistemology for verbal emotional intelligence

We describe and experimentally validate a question-asking framework for machine-learned linguistic knowledge about human emotions. Using the Socratic method as a theoretical inspiration, we develop an experimental method and computational model for computers to learn subjective information about emotions by playing emotion twenty questions (EMO20Q), a game of twenty questions limited to words denoting emotions. Using human–human EMO20Q data we bootstrap a sequential Bayesian model that drives a generalized pushdown automaton-based dialog agent that further learns from 300 human–computer dialogs collected on Amazon Mechanical Turk. The human–human EMO20Q dialogs show the capability of humans to use a large, rich, subjective vocabulary of emotion words. Training on successive batches of human–computer EMO20Q dialogs shows that the automated agent is able to learn from subsequent human–computer interactions. Our results show that the training procedure enables the agent to learn a large set of emotion words. The fully trained agent successfully completes EMO20Q at 67% of human performance and 30% better than the bootstrapped agent. Even when the agent fails to guess the human opponent’s emotion word in the EMO20Q game, the agent’s behavior of searching for knowledge makes it appear human-like, which enables the agent to maintain user engagement and learn new, out-of-vocabulary words. These results lead us to conclude that the question-asking methodology and its implementation as a sequential Bayes pushdown automaton are a successful model for the cognitive abilities involved in learning, retrieving, and using emotion words by an automated agent in a dialog setting.

Opening dialogic spaces: Teachers’ metatalk on writing assessment

This article reports on a qualitative study of teachers’ collegial discussions on assessment of students’ texts, focusing on how they use assessment tools, argue and interact. The data consists of two sets of collaborative dialogues collected within a large-scale project on writing and assessment in Norwegian primary schools. Findings indicate that the teachers are moving from an instrumental approach towards a more functional and integrated understanding of the students’ texts. There are, however, great variations in how the teachers take advantage of the tools. This is partly explained through different interaction strategies opening up varying spaces for dialogic cooperation and joint assessment. The article argues for collegial discussions on writing assessment as stimulating environments for teachers’ professional learning.

Creating Canons in Fifteenth-Century Ferrara: Angelo Decembrio's De politia litteraria, 1.10*

This article examines the problem of canon-making in the Italian Renaissance. How did one store works to be read, how did one read them, and what did one exclude from a proper library: these concerns represent the general conceptual questions which the specifics of the article address. The article begins with a discussion of fifteenth-century library formation, then moves on to the specific case of Ferrara, using as a point of departure a dialogue set at the court of Leonello d'Este. The article presents an analysis of a section of that work on the constitution of a library, and then examines part 10. There, the interlocutors are concerned with authenticity, as they address how one determined whether a work was genuine or a forgery. Along the way, they offer literary and philological arguments, which, precisely because they are not in the front rank of humanist achievements, allow us to peer deeply into the social aspects of Renaissance reading practice. There is an edition and English translation of the ...

Implementing global framework agreements: the limits of social partnership

AbstractGlobal framework agreements, negotiated between representatives of transnational corporations and trade unions, are a form of private regulation of labour relations on a global scale. Conceived and promoted by the global union federations, their numbers have increased considerably over the past two decades. However, as empirical research has shown, their record of implementation has been poor. We attribute this to them having been negotiated within the limits of a labour‐management relationship based on ‘social partnership’. This highly institutionalized setting of dialogue contrasts markedly with the widespread incidence of contested labour relations in subsidiaries of transnational corporations and in particular throughout their global production networks. Yet, workers and their unions at such sites, where global framework agreements are most needed, have mostly not been involved in their negotiation. Instead of relying on ‘social partnership’, we argue for unions to embrace a ‘conflict partnership’ approach, one that recognizes and addresses the tension between dialogue and conflict in labour relations. To highlight our arguments, we present two contrasting case studies from the service sector.

Architectural History’s Futures

> You throw a stone into a deep pond. Splash. The sound is big, and it reverberates throughout the surrounding area. What comes out of the pond after that? All we can do is stare at the pond, holding our breath. > > — Haruki Murakami , 1Q84 What is the future of architectural history? The very question embodies an inherent contradiction, since historians are particularly skilled at studying the past; our aptitudes for predicting the future are far less honed. Nevertheless, important anniversaries invite introspection, reflection on our past, and speculation about our future. What pressures are coming to bear on our field that are most likely to cause significant change? Who will be our audiences in the decades to come? How will they find our work, and what will be the forms of our scholarship? In what follows, I examine three aspects of the architectural historian’s practice, casting stones into the pond of our field to see, as Murakami writes, what might come out of it after that. Until very recently, architectural historians generally conducted research in mostly the same manner as their colleagues across the humanities, which is to say, they did so largely working alone in libraries, museums, archives, and special collections. The single factor differentiating our work from that of scholars studying largely text-based or pictorially based subjects was our need for on-site investigation. Examining architectural, urban, and landscape spaces themselves has always been—and will no doubt continue to be—a crucial distinguishing aspect of our research culture, and there is little doubt that we will continue to perform solitary investigations with a range of primary and secondary sources. However much our methods of inquiry may remain constant, the archive, the library, and even the museum have changed. What does “the archive” now mean? In our current era of increasingly massive amounts of digitized …

Dialogue as a Tool for Racial Reconciliation: Examining Racialised Frameworks

In this paper, I draw on my experiences as facilitator of a seven-week intergroup dialogue on race to explore the role of dialogue as a tool for racial reconciliation, particularly in the context of domestic U.S. race relations. Additionally, I examine and raise questions about the cultural frameworks and assumptions that shape dialogue processes and methodologies: is the dialogue framework (as a conflict resolution tool) inherently racialised? How are power imbalances addressed in a dialogue setting, and how do these power imbalances influence opportunities for racial reconciliation? I posit that the dialogue framework has been constructed through a culturally/racially biased lens that privileges ‘White Talk’ characteristics, and does not adequately address power imbalances. As power imbalances are not effectively addressed in a dialogue setting, opportunities for genuine and comprehensive racial reconciliation (as defined by leading reconciliation scholars) are limited. Ultimately, I argue that dialogue alone is not enough to reach a genuine and sustainable process for racial reconciliation. Mechanisms to address structural inequality and power disparities at the societal level must be in place together with the interpersonal reconciliation that takes place within dialogue settings.

The Buberian Dialogical Man as a Struggler in the Field of Existential Choice

In this paper, I draw on my experiences as facilitator of a seven-week intergroup dialogue on race to explore the role of dialogue as a tool for racial reconciliation, particularly in the context of domestic U.S. race relations. Additionally, I examine and raise questions about the cultural frameworks and assumptions that shape dialogue processes and methodologies: is the dialogue framework (as a conflict resolution tool) inherently racialised? How are power imbalances addressed in a dialogue setting, and how do these power imbalances influence opportunities for racial reconciliation? I posit that the dialogue framework has been constructed through a culturally/racially biased lens that privileges ‘White Talk’ characteristics, and does not adequately address power imbalances. As power imbalances are not effectively addressed in a dialogue setting, opportunities for genuine and comprehensive racial reconciliation (as defined by leading reconciliation scholars) are limited. Ultimately, I argue that dialogue alone is not enough to reach a genuine and sustainable process for racial reconciliation. Mechanisms to address structural inequality and power disparities at the societal level must be in place together with the interpersonal reconciliation that takes place within dialogue settings.

TEACHING USUL AL-FIQH: A MULTICULTURAL EDUCATION MODEL

<em>This paper deals with the teaching of us}u>l al-fiqh (methodology of Islamic law) using a multicultural model. Multiculutral education means an instilling of the values that lead to peace and harmony, which comprise sixteen values, such as equality, mercy, empathy, justice, nationalism, cooperation, tolerance, good opinion, solidarity, mutual trust, self-convidence, responsibility, honesty, sincerity, trustworthy, and deliberation. These values are humanist in nature, and can be found clearly in the primary sources of Islam, such as the Qur’a>n and the Sunna of the Prophet. In the teaching of us}u>l al-fiqh, which is based on a multicultural education, these values should be incorporated into learning. In the process of incorporating these values, the paradigm that is isued is humanist-progressive, which emphasizes the principle and approach of respect for differences and doing more cooperative activities than competitive. In the principle of respect for differences, education is illustrated as mirror, window and conversation, while in the second principle, students are the subject in learning process. The method of teaching that is employed in class includes dialog, cooperation, problem solving, affirmation and democratic boundaries setting.</em>