Type Of Dialogue Research Articles

The use of learning dashboards to support complex in-class pedagogical scenarios in medical training: how do they influence students\u2019 cognitive engagement?

This study aims to contribute to empirical and interdisciplinary knowledge on how visual learning analytics tools can support students’ cognitive engagement in complex in-class scenarios. Taking a holistic approach, instructional design, learning analytics, and students’ perceptions were examined together. The teaching of systematic viewing and image interpretation in radiology education was used to exemplify a complex in-class scenario, and a specific learning dashboard was designed as a support tool. The design was based on both educational and visualization theories and aligned with a pedagogical scenario integrating individual and class-wide activities. The quantity and quality of the cognitive engagement of a group of 26 students were explored. A mixed method approach was used, including computer log file analyses of individual work, analysis of video recordings of in-class small group discussions, and a focus group discussion with the students involved. The in-class scenario with the learning dashboard resulted in a good balance between individual tasks and group discussions and a high degree of active cognitive engagement. Constructive and interactive forms of cognitive engagement were, however, less evident. In addition, the products of these constructive (description of findings) and interactive (type of dialogue) cognitive engagements were of mediocre quality and therefore not optimal for knowledge transfer. The study also showed that the way the students and teacher understood their respective tasks and used the available interaction techniques of the learning dashboard highly influenced the students’ cognitive engagement. Finally, several ideas emerged that could help to overcome the deficits found in the training of participants and to improve the tasks set and the learning dashboard itself.

Sentiment Classification in Customer Service Dialogue with Topic-Aware Multi-Task Learning

Sentiment analysis in dialogues plays a critical role in dialogue data analysis. However, previous studies on sentiment classification in dialogues largely ignore topic information, which is important for capturing overall information in some types of dialogues. In this study, we focus on the sentiment classification task in an important type of dialogue, namely customer service dialogue, and propose a novel approach which captures overall information to enhance the classification performance. Specifically, we propose a topic-aware multi-task learning (TML) approach which learns topic-enriched utterance representations in customer service dialogue by capturing various kinds of topic information. In the experiment, we propose a large-scale and high-quality annotated corpus for the sentiment classification task in customer service dialogue and empirical studies on the proposed corpus show that our approach significantly outperforms several strong baselines.

The sacred economy of wild mining in the Eastern Sayan mountains of Buriatiia, South Siberia

ABSTRACT This paper is based upon ethnographic data gathered in June 2018 in Tunka valley (Eastern Sayan mountainous chain, the republic of Buriattia) and also over the long term fieldwork made by Veronika A. Belyaeva-Sachuk in this region as well as in Oka district. In particular, our research aims at examining relations between mineral resources, local illegal jade gatherers (mineral poachers), and sacred landscapes, represented by local deities, presumed to be active agents of local economic relations and lords of natural resources. We argue here that wild mining is articulated by systematic relations and networks with non-human agents which we discuss here as sacred economy. The latter operates in local societies via types of dialogue between local dwellers and non-human actors which is approached here as sacred capital and investment into local socio-economic development. By represented ethnography we stress the concept of rationality as a basis for economic relations relevant for the Western world and thought. We argue that rational is not the pure principal of human action in economic relations; yet, it is culturally dependent process and product. We do not imply that economic relations are irrational, indeed they are. We discuss here that rational behavior is culturally modified and what is rational for a particular locality or society cannot be simply exported onto another one. Finally, global market is also driven by numerous cultural needs and networks, and operates via histories of various local relations including non-human agentive forces we might easily ignore as a crucial part of typically expected rational directions of economical actors.

The “from despair to immortality of soul” concept in the interpretation of Beethoven’s Sonata op.111

The research subject is Beethoven’s view of life of the late period - the topical issue for a performing musician: without understanding of the fundamental changes in his style, it is impossible to adequately interpret the late piano sonatas. The last of them - Sonata op.111 - has been an object of discussion not only among musicians, but also among writers for almost two centuries. The author detects the following types of dialogue in Sonate op.111: a) a dialogue with Beethoven’s previous compositions; b) a dialogue - within the latest period - with Ninth Symphony op.25 and Missa Solemnis op.123; c) a dialogue with the music of predecessors; d) an imaginary dialogue of Beethoven and Goethe (of the period of “Faust” completion); e) a dialogue op.111 with the world culture. The author arrives at the following conclusions: whilst the formation of the concept of interpretation is usually related to the performance activities of romanticists - Paganini and List, the prerequisites of the phenomenon of interpretation can be found already in the works and ideas of Beethoven - he is a precursor of romanticists of the 19th century. Each of his works is individualized, and doesn’t contain patterns or cliches. To play his compositions outside of the concept means to be not able to adequately convey the spirit of Beethoven’s music. With all their strict architectonics, Beethoven’s works appeal to spontaneity of self-expression - a pianist, as an actor, should experience this music “in the here and now”.   

Emerging Change: A New Transactional Analysis Frame for Effective Dialogue at Work

The author presents a model called emerging change, which helps optimize the stroke economy in working and educational environments. It provides a global vision of human systems dynamics to develop optimum communication and learning conditions in a group in order to increase its performance. The model proposes three levels of contracts: the vision contract, the mission contract, and the cooperation contract. Each refers to a specific type of dialogue that occurs across the three organizational boundaries of a complex group: external, major internal, and minor boundaries. Working with these contracts helps position the group membership and the leadership in an OK/OK partnership. At a time when managers are striving to develop organizational performance and employees are seeking meaning in their work, the emerging change model fosters human relations, thereby leading to better collective performance through increased cooperation, autonomy, and emotional comfort.

Types of Inner Dialogues and Functions of Self-Talk: Comparisons and Implications.

Intrapersonal communication occurs in several modes including inner dialogue and self-talk. The Dialogical Self Theory (Hermans, 1996) postulates a polyphonic self that is comprised of a multiplicity of inner voices. Internal dialogical activity implies an exchange of thoughts or ideas between at least two so-called “I-positions” representing specific points of view. Among the functions served by self-talk are self-criticism, self-reinforcement, self-management, and social assessment (Brinthaupt et al., 2009). This paper explores the relationships among different types of internal dialogues and self-talk functions. Participants included college students from Poland (n = 181) and the United States (n = 119) who completed two multidimensional measures of inner dialogue and self-talk. Results indicated moderately strong relationships between inner dialogue types and self-talk functions, suggesting that there is a significant overlap between the two modes of communication. We discuss several implications of these findings for exploring similarities and differences among varieties of intrapersonal communication.

Dialogue of Cultures in Musical Creative Works: Typology Experience

The relevance of the research is connected with progressive cultural interactions in the modern world, including the field of musical culture. The dialogue of cultures in musical art is deeply rooted, intensively growing and manifests itself in many ways. The problem lies in the insufficient theoretical development of the system of manifestations of the dialogue of cultures in the musical discourse by the domestic musicologists. The article proposes a partial solution to the problem. The main types and kinds of the dialogue of cultures are considered in the subtext and text areas. The result of the study was a typology represented in the subtext mental type of four kinds, and in the text and its two sub-spheres (verbal and musical) by three types with specific differentiation. Explicit and implicit modes of dialogue are taken into account.
 Keywords: dialogue of cultures, musical creative discourse, type of dialogue in music, subtext and textual spheres.

Formal dialogue models for argumentation in education and linguistics

This paper offers a very short introduction to formal dialogue systems of the kind currently used in artificial intelligence and argumentation theory and applies them to some types of dialogue that are especially important in education. Persuasion dialogue is contrasted with deliberation dialogue. The fundamental problem of how to define relevance in such systems is briefly explained and discussed.

Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education

It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups showed more positive and less negative group work behaviour compared to control groups, whilst controlling for several group characteristics. Results suggest that negative group work behaviour increased gradually during the whole task in control groups, while in SfA groups it increased only towards the end of the task. The findings indicate that cooperative learning may lead to improved group work behaviour of young pupils (6–7 years old).

Types of types of educational dialogue

Educational research on classroom interactions has identified many different types of educational dialogue, whose defining principles are of different types. The purpose of this short article is to inquire into these principles, in the specific case of types of argumentation dialogue, as defined in the articles published in the special issue “Pragmatics, Education and Argumentation” of the journal Learning, Culture and Social Interaction . Types of dialogue are defined in terms combinations of societal motives, institutional constraints and policies, pedagogies, ideologies, discursive processes and individual or shared goals in dialogue. It is argued that understanding types of educational dialogue is important for understanding meaning making, educational design and practice, as well for analysing constructive and productive educational dialogue.

Facilitating Narrative Change in Career Construction Counseling

Career Construction Counseling fosters client change by evoking and elaborating innovative moments in client narratives. In this article, we describe four types of dialogues that counselors may use to prompt narrative novelty and foster client change: (a) identify and evaluate the effects of innovative moments, (b) highlight contrasting self-positions, (c) ask about changes achieved, (d) promote a meta-perspective on change. Vignettes from a case are used to illustrate how to use IM markers as a heuristic guide for when to engage in these four types of dialogues.

Introduction

Introduction Edwin David Aponte (bio) race, ethnicity, religion, Trumpism, white supremacy, Mexican border, coronavirus pandemic, gun massacres, justice [Correction] Intersections of Race, Ethnicity, and Religion The following essays had earlier expressions in two biennial meetings of the Society of Race, Ethnicity, and Religion in 2017 and 2019, and, as might be expected, all examine aspects of the multilayered and often complex relationships between and among race, ethnicity, and religion. Such exploration is not solely an intellectual exercise, but it is increasingly a necessary thing to do–not only for deeper understanding of these issues themselves but also for addressing many of the moral and public policy challenges of our times. Of course, exploring the connections and intersections among concepts of race, ethnicity, and religion and spirituality within particular contexts of the United States is important in its own right, but such study also addresses the concerns of the Journal of Ecumenical Studies for ongoing and meaningful dialogue among diverse religious traditions. If the truth be told, the lines of religious difference in the U.S. are entwined with the types of oppressions associated with White supremacy.1 [End Page 461] The multiple and shifting constructions of race and ethnicity have been with us long before we began to define these existential realities in terms of intersectionality.2 In her exploration of Black religion in the early twentieth century, historian Judith Weisenfeld advanced the helpful term of "religioracial identity" to describe "individual and collective identity as constituted in the conjunction of religion and race" within the larger context of "the deeply powerful, if sometimes veiled, ways the American system of racial hierarchy has structured religious beliefs, practices, and institutions for all people in its frame."3 In a very real sense, the essays collected here not only address distinctive types of religio-racial identities but also help us to understand better the concept itself. Examining shifting understandings of race and ethnicity, the relationships to varied expressions and practices of religion and spirituality, and the connections to issues of identity, class, power, gender, sexuality, and politics, among others, is to acknowledge spaces where marginalized communities and those interested in critical race theory, ethnic studies, religious studies, sociology, anthropology, history, and theological studies can gather together to explore overlapping issues, share insights, and enter spaces of engagement, learning, and challenge in multiple and intersectional, interdisciplinary, and innovative investigations. These essays are examples of that type of rich interdisciplinary and intersectional constructive dialogue of religio-racial identities. The six essays that follow also expand scholarly landscapes beyond more conventional academic practices in religious studies. They do this by employing epistemological perspectives emanating from marginalized communities and critical race, postcolonial, and gender and sexuality studies. In so doing the authors encourage readers to consider more fully what it might mean to employ engaged praxis for the common good. What these essays show, especially when read together, is how doing this work from [End Page 462] marginalized spaces creates collaborative and interdependent networks. In turn, they demonstrate where those interested in the overlapping realities of race, ethnicity, and religion point us to study new avenues of agency to work against all types of oppression across the planet. In different ways, these essays also illuminate both the fluidity of religious boundaries and identities and provide examples of the construction of those boundaries and identities within the context of the U.S.4 Religion and Race in the Time of Trump With these goals in mind, the question may be fairly asked why, then, the theme of "Religion and Race in the Time of Trump." No doubt there is some risk is using this theme. It is not the risk or fear of any type of professional or scholarly retribution or even the possibility of some rogue retaliatory actions from the federal government for the exercise of free speech (although sadly that has happened in 2020). Rather, one of the risks here is giving U.S. President Donald J. Trump any more prominence than he deserves through the mere mention of his name or the risk of providing the possibility of any hint of approval of evil and unlawful behavior that has occurred during the time of Trump...

Recommendations for communicating bad news by phone during the SARS-CoV-2 pandemicRecomendações para a comunicação de más notícias por telefone durante a pandemia do SARS-CoV-2

RESUMENLa pandemia actual por SARS-CoV-2 presenta desafíos específicos para los profesionales de salud en el campo de la atención sanitaria. En este contexto de emergencia, la comunicación de malas noticias toma especial relevancia por el modo particular en que debe llevarse a cabo: la necesidad de mantener distanciamiento sanitario y las restricciones de movilidad impuestas a la población general hacen que esta tarea deba ser realizada, muchas veces, de manera remota, en su mayoría mediante llamados telefónicos. Esto enfrenta a los profesionales a una serie de obstáculos particulares: a) la mayoría de ellos poseen escasa o nula formación sobre esta clase de habilidades comunicativas, b) la comunicación efectiva de malas noticias depende, en gran parte, del lenguaje corporal utilizado, ausente en este tipo de intercambios, y c) dado que este tipo de diálogo remoto no es recomendable -con excepción de circunstancias particulares como la actual- existe escasa literatura disponible para guiar a quienes deben cumplir esta tarea. Este manuscrito ofrece recomendaciones sobre pautas básicas para la comunicación remota de malas noticias por teléfono, en situaciones en las cuales no se pueda llevar a cabo esta tarea de forma presencial. Se presenta una propuesta estructurada en torno de cuatro “momentos” para orientar la transmisión de malas noticias a distancia, con el fin de mejorar los cuidados a pacientes, familiares y cuidadores durante este intercambio y también reducir el impacto negativo que este intercambio tiene sobre los profesionales de la salud.

「カーボンゼロ社会」に向けた多様な「対話」の考察

「カーボンゼロ社会」に向けた多様な「対話」の考察

Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions

Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of "critical aporia," as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.

The Time-Space Dimension in mass and multifigure scenes of “Manon Lescaut” by G. Puccini

The Time-Space Dimension in mass and multifigure scenes of “Manon Lescaut” by G. Puccini

Teaching russian dialogical speech in the context of new educational standards adoption in the primary educational system

The verbal communication and dialogue have recently become the object of scientists’ close attention. The article deals with the problem of teaching Russian dialogical speech and the methods of teaching primary school pupils dialogue at the communication level. The purpose of this article is to draft practical recommendations regarding the problem of teaching primary school pupils Russian dialogical speech in the context of adopting new educational standards at the education system of Ukraine. The stated goals have determined the direction of the study and the choice of the necessary methods. The method of literary sources critical analysis, the study of the school teachers’ experience, the scientific observation, questionnaires and converse were chosen for the study among the methods used in the modern methodology of teaching foreign languages.The article highlights the content line of teaching dialogue at the Russian language lessons, displays and comments on the ways of teaching primary school pupils dialogical speech. We claim that the exercises and tasks used by the teacher during the lesson should foster skills targeted at the development of memory, the ability to predict, carry out equivalent replacements and other operations that support the dialogical process. Also, we have suggested and described the necessary exercises for checking of the meaning of the dialogue perception. In our article, we confirm the initial thesis that on referring to the dialogue it is advisable to be guided by the principle of its functional and stylistic correlation. Working on the dialogue in primary school, it is necessary to use different types of dialogues in, including daily dialogue, newspaper (newspaper and journal) dialogue and fiction dialogue.

Methodology of English Professional Dialogic Speech Teaching of Agricultural Sciences Students

The article deals with the problem of English professional dialogic speech teaching of agricultural sciences students. Modern approaches to professional spoken interaction teaching and linguistic characteristics of English professional dialogic speech of agricultural sciences students have been analyzed. The functional types of dialogues that can be used as basis for professional spoken interaction teaching of agricultural sciences students on the first year of study have been defined. Methodology and stages of English professional dialogic speech teaching of agricultural sciences students have been specified.

The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

La rottura dell’ovvio. Interpretare i discorsi di odio su basi riflessive schütziane

The social actor is defined through the use of language, so to speak, creates portions of the world in which to identify and act, words are not empty labels or containers, but define, denote relationships with others. There is a dynamism between the use of language and society, both in the sense of the action of society and of social facts about language, both in the opposite sense, of the action of language on society and on social facts. In this sense the relationship between language and speaker is a complementary and dialogic type of link that can be revealed or manifested also as a conflicting action, since the language creates worlds of meaning that can also impose itself on the speaker distorting the reality. The article highlights how in the specific case of Hate speech, the ana-lysis cannot focus only on the final outcome of the offensive linguistic action, but must break down the entire system of choices that guide the linguistic act.