Start Talking Research Articles

BUILDING BRIDGES THROUGH PLAY: AN INVESTIGATION INTO MONOPOLY GO! AS CATALYST FOR YOUTH SOCIAL INTERACTION

This study investigates how young people's social life are impacted by Monopoly Go! in the context of digital gaming. With the goal of analysing the game's communication elements, engagement reasons, and social repercussions, it fills knowledge gaps about the societal ramifications of digital games on social interaction. The literature study examines the evolution of Monopoly Go! from a classic board game to a mobile app, emphasising the game's ability to foster social connections even when players are separated by great distances. Through qualitative techniques including content analysis and in-depth interviews, the study looks into how the game affects young people's social connections. The game's ability to start talks, bring friends back together after the pandemic, and encourage peer influence and teamwork motivations is demonstrated by the findings. On the other hand, disputes that occur during in-game exchanges and the impact of in-game item commercialization on fair play are causes for concern. Future study should diversify its participant pool, ethical norms for community behaviour should be put in place, and the effects of commercialization on social dynamics inside gaming communities should be investigated. These revelations provide light on the intricate social dynamics, interpersonal relationships, and moral dilemmas present in online gaming environments.

“It makes you nervous when you start talking about racism”: Shining light on teacher educators’ experiences of anti-racist pedagogy in Australian teacher education

ABSTRACT Teacher educators have a significant responsibility in promoting anti-racist pedagogy and guiding preservice teachers to engage in critical self-examination regarding dominant narratives. However, many teacher education programmes fall short of adequately equipping aspiring teachers for diverse classrooms as they often perpetuate a predominantly white system and curricula. Informed by Critical Pedagogy and underpinned by a lens of Culturally Sustaining Pedagogies, this paper discusses the experiences of teacher educators facilitating anti-racist pedagogy within teacher education programmes at Australian universities. Semi-structured interviews were held with 23 experienced teacher educators employed at universities across Australia. Data reveal teacher educators’ efforts to promote anti-racist pedagogy are fraught with challenges when attempting to break the silence surrounding racism, with support for anti-racist pedagogy inconsistent amongst colleagues and within institutional structures. Teacher educators who actively embrace anti-racist pedagogy require resilience and a strong dedication to ongoing critical reflection. The findings have relevance for teacher education efforts not only in Australia, but also in countries where teacher education programmes continue to be predominantly centred on whiteness.

Analysis of physiological measures around conversational state changes

The goal of this work is to extend the use of physiological measures of listening effort to interactive conversation. The initial work here investigates variations in head movement, eye gaze, and pupil dilation around conversational state changes during task-based conversations. Here, conversational state changes are defined as the points in time at which speakers start and stop talking. Windows around each of these types of state changes are analyzed for systematic differences of these parameters, which could be indicative of changes in attention and/or differences in speech production versus perception. Additionally, we calculate state change response functions, derived from a multivariate regression that maps from the state changes to the measured parameters and extracted features. The predictive power of these functions is explored, alongside comparisons of various considerations in their derivations. Our findings, based on data collected from 12 sets of interactive conversations taking place in varying levels of noise and simulated hearing loss, offer insight into how physiological responses during complex interactions can be measured and interpreted to infer when and where effort is directed throughout conversation.

Features of speech formation in preschool children

Speech - a wonderful gift of nature - is not given to a person from birth. It takes time for the child to start talking. And adults should make a lot of efforts so that the speech of the child develops correctly and in a timely manner.

Empowering women across gender and caste in a women’s dairy cooperative in India

Mulukanoor Women’s Dairy Cooperative (Mulukanoor Dairy) in India has been run by women for women since 2002. From the beginning it created strategies to empower women members, including mixing milk provided by the marginalized caste with milk from other castes; paying women exclusively for milk; providing technical training to women; and seating women together in training and governance events. Caste norms are not observed in these interactions. This article examines the effectiveness of Mulukanoor Dairy’s strategies for overcoming gender and caste disadvantage through empirical research. We hypothesized that if women members of Mulukanoor Dairy had become empowered over the past 20 years we should be able to see evidence for this in the form of women’s empowerment in relation to dairy decision-making at intra-household level. And if caste divisions had been largely overcome we should observe collegial relationships among women of different castes, and similar levels of women’s empowerment at intra-household level regardless of caste. Research was carried out in four villages provisioning Mulukanoor Dairy through focus group discussions with women members of Mulukanoor Dairy, and men spouses of different women members. In total 21 women and 23 men participated. FGDs were sex-and caste disaggregated. The introduction of a new sorghum forage, CoFS-29, provided the entry point to start talking about gender and caste norms. The findings show a remarkable transition of the dairy industry from elite non-marginalized caste men to marginalized and non-marginalized women. Caste norms have changed within the safe space of Mulukanoor Dairy and to a limited extent in the community. A new norm has been instituted that marginalized caste women are dairy farmers. Women across caste experience considerable decision-making power over milk and dairy income. However, men remain primary decision-makers over whether forage is grown. Men engage with key dairy chain actors. Knowledge on new technologies is passed only within castes, and mostly between persons of the same gender. Over the process of knowledge transmission, knowledge networks become increasingly masculinized. Knowledge networks are stronger among non-marginalized men who are best able to make use of new technologies.

What the Children Said: Child Lore of South Louisiana

In 2016, Jeanne Pitre Soileau published her wonderful book Yo’ Mama, MaryMack, and Boudreaux and Thibodeaux, which won both the American Folklore Society's Opie Prize and the Chicago Folklore Prize in 2018. Her collection of children's folklore, recorded in New Orleans, Baton Rouge, and Lafayette from 1969 to 2019, offers important understanding of children's traditions to folklorists, anthropologists, and other scholars, as well as the general public. What the Children Said: Child Lore of South Louisiana includes more than 600 items of children's folklore, many of which appear in transcripts of the author's visits with children. Reading these transcripts helps us perceive the social context of the time when they were recorded, as well as the dynamics of children's interaction.In the preface, Soileau explains her method of collection, to ask children a number of questions, including the following: “Do you play ring games?” “Can you tell me a joke?” “What do you say to tease someone?” “What speeches do you make on the playground?” She uses these questions flexibly, sometimes finding that “the planned questions go out the window, and the children run amok” (p. ix). Her sensitivity to children's needs and preferences reminds me of Iona Opie's approach in The People in the Playground (Oxford University Press, 1993): open, appreciative, and aware of the variability of children's choices.Soileau's introduction offers more details about her fieldwork methods and goals. Emphasizing her “appreciation of the power of children's speech” (p. 3), she notes that the “play and verbal interactions collected in small, controlled situations in schoolyards and playgrounds of south Louisiana” have sometimes involved just one or two young volunteers but at other times have become crowds of children insisting upon attention (p. 5). It is important to note that she has gone beyond schoolyards and playgrounds, the sites most often chosen by children's folklore fieldworkers, to talk with children at day camps, birthday parties, Girl Scout meetings, day care centers, synagogues, and other places. The annotated list of collection sites provides valuable information about all of these locations.Although each chapter has the title of a children's folklore genre (counting outs, ring games, hand games, running and imaginative games, teases, jokes, and others), the transcripts offer plenty of context, so the reader finds much more than a record of items that fit the category. For example, the “Running and Imaginative Games” chapter includes a transcript of a visit to Gates of Prayer Hebrew Synagogue in Metairie, Louisiana, in January 1979. In this transcript, the children eagerly describe Freeze Tag, Stuck in the Mud, King of the Mountain, and Ghost in the Graveyard, but one boy mentions a witch in the middle of a shipwreck in a swimming pool who tries to pull children in when they are riding their bikes. When Soileau asks if a witch is really in the pool, the children shout “NOOOOOO!” with an explosion of laughs (p. 218). Later, the teacher mentions games the children play at Halloween parties, and one boy explains which parts of his cousin's house serve as bases when they play kickball. This open discussion, rich in detail, helps us picture the children's daily lives at home, at their Hebrew school, and in other situations.Another noteworthy aspect of the book is its inclusion of children's discussions of racism and sexism. The author's transcripts show that the children have thought about both racism and sexism and developed their own strategies for coping with them. For example, in the book's first transcript in the introduction, three boys who are cousins talk about ways that children tease each other at school. One of the cousins mentions the insult “burnt cookie,” which suggests that a person's skin is too dark. A cousin who has African American heritage looks uncomfortable, so the other two boys start talking about different kinds of insults and fights, helping their cousin feel better.In the concluding chapter, Soileau states that Iona Opie's choice of the term “people” for describing children is right on target. Children view themselves and each other as people, and they deserve to be acknowledged as individuals in groups with leaders that they choose themselves. Soileau also emphasizes her point that children still play; they do not just watch television. If adults want to learn what children say, they should simply “listen closely while the children play” (p. 282). I hope that others with an interest in children's lore will do just what she suggests.

Multi‐lingual literature searches are needed to unveil global knowledge

Multi‐lingual literature searches are needed to unveil global knowledge

FEATURES OF SPEECH FORMATION IN PRESCHOOL CHILDREN

Speech is a wonderful gift of nature – it is not given to a person from birth. It should take time for the child to start talking. And adults should make a lot of efforts to ensure that the child's speech develops correctly and in a timely manner.

Let's Start Talking: University Accelerators and Their Strategic Intent Alignment with Entrepreneurship Education in Indonesia.

This paper aims to explore the significance of university accelerators (UAs) in Indonesia by examining neoteric global best practices for aligning university entrepreneurship strategic intent. We introduce an iterative aspect and emerging investigation into multi-method research, which includes a quantitative examination of Indonesian UAs and analyses of entrepreneurial strategic objectives and narratives based on best practice accelerator applications. Our findings demonstrate the scarce allocation of UAs in Indonesia and the lack of alignment with the strategic intent of universities. Additionally, we found no evidence of entrepreneurship education (EE) integration in Indonesia, indicating the successful outcomes mostly present from the self-effort of students' nascent startups rather than educational impacts. Collaborative and engagement aspects of UAs in broader entrepreneurial ecosystems may deliver a better platform for societal upliftment within an Indonesian context.

Change Talks: An overview of the mental health and wellbeing programme

In recent years, the mental health needs of children and young people have risen substantially. Sam Tyrer takes us through the development of a school mental health and wellbeing programme and Naomi Hardman shares her work on adapting the content for special educational needs schools and Start Talks and Ready Talks.

Wykorzystanie bajek terapeutycznych jako metody redukującej lęki u dzieci w wieku przedszkolnym

Anxieties occur at every stage of a child’s development, but in the preschool period they are most common. Children face many problems and weaknesses that they can’t cope with on their own. Therapeutic fairy tales are a great method to help them overcome them in an effective way. Thanks to their therapeutic nature, they can also be used during pedagogical therapy classes. One of the forms used to work with children struggling with various fears is fairy tale therapy. Thanks to it, children gain knowledge about their fears, learn to name their own emotions and start talking about their own problems.

Four Poems

Color FilmAs if from darkness, from gloom, from nothing —this moment is sewn through us like a thread —from above our shoulders — from primeval night —a shining river. A flying light.Onto the screen, onto a white calm,onto a cloth, onto the ground of spatial fields,it flies through the eyeless dark,it's as voluminous as seed or salt.And in this theater, where light's been banished,where even streetlight fades away completely,other light channels vibrate,and reflections wander through the eye.The curtains open up — the wings of a gate.The screen shifts our eyes and soulsso that we reach new perspectives,blown by the wind into the changingof colors, landscapes, rooms,we touch fire, earth, water.But no! Not those! And not like that!There's a wall here, the screen's always a wall.So, when the shades are opened and it's over,daylight pours through the aisles,we walk as if from underground corridors,we reach for cigarettes in our pockets.We exit like a flood, like a tide,and start talking again.O reality, blinding and sublime!We learn to love. We learn to see.StanzasThose years are slowly fading.Our house was by the railroad stationwhere engines covered in soot hammeredand invisible locomotives roared at night.Pedestrians passed by our porch,their moods dependent on loveand weather, coats and sorrowscarried over their shoulders, invisibleswords drawn but hesitant — as if awaitingtournament trumpets to launch their lives.The acacia (the one that was cut down later)grew according to a centuries-long spanof rain and sun and, like a lively banner,the windows reflected its green flash.And there was lilac, a skinny creature,diminished from the leaves to the roots.But once a year it flushed numb madlyand flourished although it was in pain.(It's worth mentioning the elderberry —dense, aromatic, and luminous,and how, after trembling on the bush,a rainbow surfaced through the drizzle.)Those lands were also full of winter —Christmassy and audacious, like an invasion,and a piercing whirlwind flew inthrough cold doorways and frozen windows.And in the lanterns oranges burned,buckets clanking through the morning,snow trampled after a blizzard,brown brick ovens roaring inside houses . . .Those years are fading like those legends,but who will weave us sweeter memories?Elegy for the SixtiesSummer, the smell of a soccer ball, elderberry, currant,couples made out in the evening bushes,and when the twilight descended beyond the river,the stony sidewalks smelled of warm rain.The soccer ball flew over antennas and linden trees,its body leather and cosmic.From grape-covered arbors, with pubescent sobs,songs of the prodigy Robertino spread through the world.The night thickened instantly, the ball meltedin the darkness, lamps lit up in the orchards and porches,a mysterious depth opened in a treetop,the shadows on the faded curtains spoke.The ball never came back: disappeared in the distance.Frogs croaked from neglected fountainsin the park where there were dances every night,where a saxophone wheezed, where they carried knives.The ball remained in the air, and the years unfoldedlike sandy seas, like salty deserts,and spooky carousels horrendously circledand creaked for us, as in a dream, until morning.The Museum of AntiquitiesHow the two of us walkthe cramped labyrinths of an old house! . . .Tapestries and trumpetsglorify an unknown couple,as if seeingour conspiracy:every toucha warm flash.And then again and againwe passin the mirrors.The clock with blazonsindicates, as always, it's two,and sneaking after usmaybe anguish, maybe a fugue . . .Passing portraitsand palanquinsan echo of footstepswalks with us.We disappeared somewhere for a long time(for two hundred years?For three hundred?).And when it gets dark,from unheated rooms(I seem to have behaved well,I did nothing wrong),into hot neon lightswe return forever.I carry you in my hand,and life is so vast . . .

Let's start talking: A reflective essay on minority students' experiences in academic spaces, publishing, and journal involvement

Key points Graduate student population is diversifying, but not enough intentional resources are given to support minority graduate students. The need to publish during graduate school in order to have a chance for an academic career generates inequalities. Publishers and editors need to be more intentional in creating paid positions and recruiting submissions from a diversity of graduate students. We encourage more minority students to share their stories and form interdisciplinary support groups beyond a single institution or country context.

PH Roundtable: Tailoring CTEPH Imaging for Evaluation and Postintervention Assessment—What Works and What’s New?

PH Roundtable: Tailoring CTEPH Imaging for Evaluation and Postintervention Assessment—What Works and What’s New?

Playing the refugee: aesthetics of trauma in mainstream refugeehood dramaturgy

ABSTRACT There can hardly be a more commonplace way to start talking about playing on stage than stating the social and political character that theatre has had since its inception. Even when it is not self-defined as ‘political’, the aesthetic and the educational value of theatre is considered self-evident while its engagement with issues of the day is very common. Refugeehood could not escape stage representation, and this is what I consider in the following few pages. How should refugehood be represented on stage beyond aestheticisation of trauma?

Experience of distance education for project-based learning in data science

Data science plays an important role in many fields. Project-based learning is an effective teaching approach because students can learn data science practices based on real-world problems and real-world data. Because of a pandemic of COVID-19, we provided project-based learning as distance education (synchronic distance education). In this study, we explain how we developed and conducted it and provide survey results from students. The survey showed about 30% of the students found it difficult to communicate with each other and with teachers. However, it suggested that they could communicate to some extent even by remote group work. We found that, in remote communication, it is important to see the faces of all the students (and teachers) on the Zoom screen when they discuss using screen sharing. There remain some challenges such as timing to start talking and casual questions to teachers. Although some issues should be improved, distance education for project-based learning in data science can be implemented effectively.

The Beginning of Memory

The Beginning of Memory

Review: Evocative Autoethnography: Writing Lives and Telling Stories, by Arthur P. Bochner and Carolyn Ellis

Review: <i>Evocative Autoethnography: Writing Lives and Telling Stories</i>, by Arthur P. Bochner and Carolyn Ellis

"Portnoy's Complaint at 50": A Podcast About Roth's Most Infamous Book

"Portnoy's Complaint at 50"A Podcast About Roth's Most Infamous Book Brett Ashley Kaplan (bio) and Samuel J. Kessler (bio) Readers of this special issue might be interested in "portnoy's complaint at 50," an episode in the podcast series Adventures in Jewish Studies, produced by the Association of Jewish Studies. In this episode, Jeremy Shere interviews literary scholars Warren Hoffman, Josh Lambert, and Brett Ashley Kaplan to discuss the hilarity and the controversy surrounding Philip Roth's most famous novel as it turns 50 years old. When published in early 1969, Portnoy's Complaint was an immediate sensation, selling thousands of copies and rocketing to the top of the New York Times bestseller list, turning Roth into an overnight celebrity. Critics loved the book. Reviewing Portnoy's Complaint for the Times, Christopher Lehmann-Haupt judged the novel "Roth's best work […] and a brilliantly vivid reading experience." But not everyone was so enthralled. Many Jewish readers, including rabbis and other leaders of the Jewish community, were scandalized by the novel's unsparing, satirical depictions of overbearing Jewish mothers and their sex-obsessed sons. And feminist critics, too, took Roth to task for what they saw as his misogynistic portrayal of female characters, not only in this novel but throughout his writings. The guests discuss all these historical reactions and more. As Kaplan explores, we might alternately consider how Portnoy's central love interest, the sexually liberated and nearly illiterate Mary Jane Reed (whom Portnoy calls "the monkey"), embodies what feminist critics call "consent culture." Hoffman describes the book's portrayal of Jewish masculinity as queer, meaning that Portnoy's sexual neuroses and behavior are outside the norm. Hoffman reads Portnoy as reacting against the stereotype of the hysterical Jewish male to assert his identity as a red-blooded, sexually normative American man. And Josh Lambert notes that, going back to Yiddish literature of the nineteenth century, writers have thought about what it means to be Jewish through the lens of who a particular character is going to sleep with. In this way, diasporism becomes a kind of masturbation, and Israel induces impotence, so issues of continuity and Jewish identity come in through the sexuality of the book. [End Page 131] Finally, as the guests describe, 1969 was a cauldron of everything exciting happening at once. The world was undergoing a major transformation, and right at that moment appears a book that basically puts intimate details that are normally not seen on the printed page outside of pornography into the public realm. And people start talking about it. People start feeling that it represents some part of their own experience. Portnoy's Complaint taps into a vein of sexual repression and longing in mid-century America. Adventures in Jewish Studies takes listeners on exciting journeys that explore a wide range of topics featuring the expertise and learning of scholars of Jewish Studies. The Association of Jewish Studies is the largest learned society and professional organization representing Jewish Studies across the globe, with over 1,800 members from more than 30 countries. Find this episode wherever you get your podcasts. [End Page 132] Brett Ashley Kaplan Brett Ashley Kaplan directs the Initiative in Holocaust, Genocide, Memory Studies at the University of Illinois where she is a professor of Comparative and World Literature and Director of Graduate Studies. She publishes in Haaretz, The Conversation, Salon.com (picked up from Conversation), Asitoughttobemagazine, AJS Perspectives, Contemporary Literature, Edge Effects, and The Jewish Review of Books. She has been interviewed on NPR, the AJS Podcast, and The 21st, and is the author of Unwanted Beauty, Landscapes of Holocaust Postmemory, and Jewish Anxiety and the Novels of Philip Roth. She is the editor of the forthcoming Handbook to New Approaches in Cultural Memory Studies, and co-editor of the collection in process: Blewish: Contemporary Black-Jewish Voices. Her first novel, Rare Stuff, is due out in June 2022. Samuel J. Kessler Samuel J. Kessler is Assistant Professor of Religion and Åke and Kristina Bonnier Endowed Chair in Jewish Studies at Gustavus Adolphus College in St. Peter, Minnesota. His work focuses on the interaction of religion and modernity in European history and literature...

V. SESEMAN’S “PURE KNOWLEDGE” CONCEPT

Although the concept of “pure knowledge” is one of the most interesting and singular concepts in the philosophical work of Vasily Seseman (1884-1963), it can only be presented after a comprehensive analysis of the philosopher’s numerous works devoted to ontological, epistemological and logical problems. Seseman believes that the main philosophical trends at the beginning of the twentieth century, namely neo-Kantianism, intuitionism and phenomenology, could not present this concept, although they did try. According to the philosopher, the main reason for the inability of neo-Kantianism, intuitionism and phenomenology to start talking about pure knowledge is their inability to assert the essential difference between objective and non-objective knowledge. Sesemann pays special attention when substantiating his concept of “pure knowledge” to the difference between his approach and that of the founder of modern phenomenology. The philosopher points out that even Husserl, who concentrated attention on the specifics of inner experience, puts this specific, in the end, in dependence on the process of cognition and reflection, completely ignoring its ontological foundations. While pure knowledge, according to Seseman, is neither non-objective, nor objective knowledge, nor non-objective, nor objective being, it, in fact, is non-knowledge and non-being. It is precisely this understanding by the philosopher of this phenomenon that allows him to characterize pure knowledge as premiseless and limitless and, in general, as free from any ontological or epistemological determinations. However, on the other hand, Sesemann insists that the phenomenon of pure knowledge has the meaning of not just a regulatory idea, an infinitely distant ideal, but also a real constitutive meaning, as a principle that reveals and determines the human striving for knowledge as an interconnected and necessary process that ascends from the onto-gnoseological stage of non-objective knowledge to the epistemological, and then the logical stage of objective knowledge.