Academic literature on the topic 'Flanders Interaction Analysis'
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Journal articles on the topic "Flanders Interaction Analysis"
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Averina, Fidelis Elleny. "A Pragmatic Analysis of Flouting Maxims in Classroom Verbal Interaction as Seen in Freedom Writers Movie." Surakarta English and Literature Journal 6, no. 1 (2023): 16–30. http://dx.doi.org/10.52429/selju.v6i1.38.
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Successful classroom verbal interactions will occur when both the teacher and the students intend to be cooperative conversational agents contributing to the conversation's aims. In Pragmatics, this underlying principle is called Grice’s conversational maxims. However, in the classroom, both sides often intentionally flout these conversational maxims. Thus, this research aimed to conduct a pragmatic analysis to investigate the types of Grice’s conversational maxims violated by the main character of Freedom Writers movie along with the categories of teacher’s verbal interactions found in that movie under Flanders Interaction Analysis Categories System (FIACS). Using the document analysis method, the researcher used the movie transcript as the primary document to be analyzed. The findings showed that the four maxims were violated intentionally for several reasons, including warning the students of the consequences of their actions, encouraging them, avoiding certain topics of discussion, and emphasizing important messages without blatantly stating them to the whole class, and avoiding hurting the students’ feelings. Meanwhile, under Flanders Interaction Analysis Categories (FIAC), direct and indirect talks could be found in the movie. The result of this study can provide educators and pre-service teachers a glimpse of the importance of promoting appropriate classroom verbal interactions by analyzing the quality of classroom verbal interaction in terms of Grice’s Conversational Maxims and Flanders’ Interaction Analysis.
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Khusnaini, Nurul. "The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 166–74. http://dx.doi.org/10.15294/elt.v8i2.32716.
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ABSTRACT
 This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students.
 Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories
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Zhang, Liyue. "A Literature Review of Verbal Interaction Between Teachers and Students in High School English Listening and Speaking Classes Based on iFIAS." Journal of Education and Educational Research 7, no. 3 (2024): 337–41. http://dx.doi.org/10.54097/akcvp283.
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In 2017, the curriculum nature of English Curriculum Standards for Senior High Schools (2020 Revision) emphasized that students should improve their ability of "autonomy, cooperation and inquiry", and "interaction" has become a key word in the field of educational research and practice. Flanders interaction analysis system (FIAS), proposed by American scholar Flanders, is a method to quantify the new orientation of classroom interaction. This paper reviews and collates the thesis from two aspects: "Classroom teacher-student verbal interaction" and "Flanders interactive analysis system", hoping to make some contributions to the research of teacher-student verbal interaction classroom in China.
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Rizkiyah, Faiqotur, and Umi Salamah. "Analysis of Classroom Verbal Interaction Using Fiacs (Flanders Interaction Analysis Categories System)." Darussalam English Journal (DEJ) 3, no. 1 (2023): 31–66. http://dx.doi.org/10.30739/dej.v3i1.2234.
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One of the primary factors that influence the teaching and learning process is interaction. Verbal interaction is the most interaction happened between teacher and students in the classroom. The quality of verbal interaction affect the result of teaching and learning itself. Thus, this study aimed to find out teacher-students talk characteristic during classroom interaction using FIACS and to find out the dominant talk between teacher and students in classroom interaction.
 This study was qualitative research. To achieve the purposes of this study the writer used observation which was adopted by Flander’s Interaction Analysis Category to find out verbal interaction between teacher and student. The researcher also use interview and recording for get the data. The study found that all teachers used all FIAC categories and the dominance talk was the teacher’s talk. The teacher speaks about 77 per cent in the classroom while students 13 per cent. From the result, it is suggested that teacher should give more opportunities to the students to speak and interact during tteaching and learning process
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Novianti, Danti, Hijrah, and Nunung Anugrawati. "Class Interaction Analysis in English Learning Based On Flanders Interaction Analysis Category System (FIACS)." English Language Teaching Methodology 3, no. 1 (2023): 80–97. http://dx.doi.org/10.56983/eltm.v3i1.222.
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The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.
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Martina, Feny, Ira Rahmadani Utari, and Syamsul Riza. "An analysis on Teacher Talk using Flanders Interaction Analysis Categories (FIAC)." International Journal of Innovation and Education Research 1, no. 1 (2021): 31–52. http://dx.doi.org/10.33369/ijier.v1i1.14065.
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The problem of this research was some lecturers only used one categories of teacher talks. The aims of this study were to identify the characteristics and the categories of teacher talk in the classroom using Flanders Interaction Analysis Categories System (FIACS). This study was case study design and qualitative method. The subject of this study was one novice and senior lecturer at IAIN Bengkulu. It used Flanders Interaction Analysis Categories System (FIACS) to analyze teacher’s talk. The researcher used observation and interview for collecting the data. The result both of novice and senior lecturer showed that the characteristics of teacher is content cross and the most frequent is indirect talk. The percentage of teacher characteristics of novice lecturer was 45% while the percentage of teacher characteristics of senior lecturer was 39%. Novice lecturer used asking question and lecturing as the most frequent in indirect and direct talks. The percentage of asking question and lecturing were 39% and 21.5%. In other sides, senior lecturer used asking question and giving direction as the most frequent in indirect and direct talks. The percentage of asking and giving direction were 27.5% and 18.5%. Nevertheless, the occurred categories happened naturally with the consideration of learning situation that takes place. In addition the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situation. It concluded teacher talks of novice and senior lecturer in the classroom using Flanders Interaction Analysis Categories (FIAC).
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MAEd, Mr Jayson D. Pentinio,. "CLASSROOM INTERACTION IN THE PANDEMIC: AN ANALYSIS USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM." Education & Learning in Developing Nations 1, no. 1 (2023): 105–7. http://dx.doi.org/10.26480/eldn.02.2023.105.107.
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Classroom interaction is a relevant means of course content exchange among classroom interlocutors. Unquestionably, interaction between the teacher and the students became a challenge during the pandemic, especially that classes transitioned to the virtual format. In order to help address the problem, this descriptive research was conducted to describe science classroom interaction in tertiary education in the virtual format in the time of COVID-19 pandemic among 22 participants using Flanders Interaction Analysis Categories System (FIACS). The thorough analysis using FIACS revealed that the virtual classroom interaction in the time of pandemic is highly teacher-centred. It was dominated by Teacher Talk, particularly Lecture/Lecturing, which indicates that teachers often act as sage on the stage who gives facts and explains ideas in the teaching and learning process. Also, the virtual classroom interaction was predominantly Content Cross and minorly student-focused which indicates teacher dependence on questions and lectures and least students’ involvement. In this setup, students become passive listeners of content for poor verbal involvement. This justifies the need to upskill teachers on online pedagogy and the use of virtual space, flexible learning interaction and the Art of Questioning to transform teacher-centred classroom interaction and instruction to a learner-focused classroom.
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Nafisah, Bq Zuhrotun, and Tri Setianingsih. "Teacher Talk Analysis in Classroom Interaction through Flander’s FIACS Technique." PALAPA 12, no. 1 (2024): 95–105. http://dx.doi.org/10.36088/palapa.v12i1.4737.
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This research attempts to investigate the teacher talk types employed in classroom interaction using Flander Interaction Analysis Categories System (FIACS) framework. This research was qualitative research with a descriptive method. The research participants were an English teacher and eleventh-grader students of SMAN 1 Gunungsari. The data collection method is audio recording and observation. The data were collected through two class meetings. To analyze the data, the researchers used interaction analysis systems adapted from Flanders (1970). The study’s findings showed that the seven types of teacher talk were found in classroom interaction with varied percentages of certain occurrences. Of the seven types, lecturing and giving directions were mostly applied by the teacher, which indicated that the teacher’s domination in classroom interaction was high. The teacher offered the students more information and knowledge as well as gave them directions, commands, or orders in the learning process. It also showed that the percentage of direct talk was higher than indirect talk. It is expected that the teachers would use this study as a reference to think about the types of teacher talk they should use to raise their students' engagement in classroom interaction.
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Zhao, Kailing, and Kornsiri Boonyaprakob. "A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System." International Journal of TESOL & Education 2, no. 1 (2022): 145–69. http://dx.doi.org/10.54855/ijte.222110.
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Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.
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Agbarakwe, Harriet Akudo, and Abraham Ogaji Ona. "Analysis of Classroom Interaction Using Flander Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State." European Journal of Contemporary Education and E-Learning 2, no. 1 (2024): 78–87. http://dx.doi.org/10.59324/ejceel.2024.2(1).07.
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This paper examined Classroom Interaction using Flanders’ Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State. The purpose was to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in Business Studies class at the College Demonstration Secondary School. The research adopted a descriptive qualitative research design. The study comprised of four teachers and 32 students of boys and girls which were purposively sampled. The observational and video recording techniques were deployed as instruments for data collection. The result found that teacher talk ratio was high, at 83.43%. Indirect teacher talk ratio was 53.37%. Moreover, direct teacher talk ratio was 31.06% while students talk ratio was 12.71% and silence or pause or confusion rate was 3.86%. The results further revealed that indirect talk was dominant than direct talk in the classroom conversation which indicated that most of the teaching-learning time was devoted to questions, lecturing and praises. The result of this research enhanced the knowledge of the teachers and Business Studies learners in the classroom. The implication was that both the teachers and students should have the willingness to participate in the classroom interaction for meaningful learning to take place. Based on the findings, it was recommended among others that Flanders Interaction Analysis Categories System should be implemented during teachers education program to be reinforced at all levels in all the classes for enhanced performance.
Dissertations / Theses on the topic "Flanders Interaction Analysis"
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Zengin, Emine. "A Study On The Nature And Frequency Of The Interaction And The Factors Affecting Interaction In Language Classrooms." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610232/index.pdf.
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The purpose of this study was to describe and explore the nature and frequency of the interaction and the factors affecting interaction in language classrooms. This qualitative study was conducted in a private language course in Ankara, Turkey. The sample consisted of 6 teachers. The data were collected through video-camera, semi-structred interview and demographic information log. To tackle the complexity of the raw data, data were first subjected to constant comparison analysis. Second, all results were tabulated and interpreted. The results indicated the amount of teacher talk outweighed student talk and teachers spent on average one third of the lesson on lecturing. Besides, it was observed teachers spent approximately 3 % of the lesson on questioning and teachers ask more low-level questions than high-level questions. In addition, the results revealed teacher-initiated interaction outweighed student-initiated interaction and both teacher-initiated and student-initiated interactions outweighed student-student interaction. It was also observed male students interact with teacher more than females. Lastly, the results indicated teachers criticized males more than females. In addition, the results about the nature of interaction indicated students used the method of shouting the answer or idea directly most as the way of initiating interaction with teacher. Furthermore, they had most interaction with teachers so as to ask questions related to the lesson. Also, the results showed the teachers used the method of addressing the whole class as the way of initiating interaction with students. Finally, the teachers used the questioning strategy most as a means of initiating interaction with students.
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Yeld, Nan. "A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16404.
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Includes bibliographies.<br>The dissertation concerns the procedure of teacher supervision as presently conducted at the University of Cape Town's School of Education, and suggests ways in which this can be improved. It is argued that teacher education should be situated in the paradigm of Action Research, and within that, in the approach known as Participant Observation. The language of the classroom is chosen as the means whereby classroom practices can be investigated. A detailed account is provided of a full sequence of clinical supervision, and use is made of complete lesson and subsequent interview transcriptions in this account. The methodological techniques of participant observation, interviews, 'triangulation' procedures and fieldnotes to supplement the analysis of transcripts and interviews, are used. In addition, three different ways of analysing classroom language are described, viz . discourse analysis, insightful observation and coding schemes, and their appropriacy for teacher supervision purposes assessed. Finally, teacher conclusions are drawn regarding an effective model for supervision. It is suggested that FIAC (Flanders' Interaction Analysis Categories) be used in combination with lesson transcriptions, and stress is laid on the need for teacher trainees and trainers to observe at all times the criteria for participant observation. Suggestions are put forward concerning possible implementation of recommendations made, and the need for future research in this area is emphasised.
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Baker, Carolyn Denise. "The use of Ned Flanders' interaction analysis to shape an inductive teaching model for a Native American classroom." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Full textBooks on the topic "Flanders Interaction Analysis"
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McNally, John. The effects of immediate supervisory feedback using audiocuing on the interaction between students and preservice physical education teachers. 2003.
Find full textBook chapters on the topic "Flanders Interaction Analysis"
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De Timmerman, Romeo, Anne-Sophie Bafort, Sofie Van de Geuchte, Mieke Vandenbroucke, and Stef Slembrouck. "Chapter 5. Formulations of risk and responsibility in COVID-19 contact tracing telephone interactions in Flanders, Belgium." In Risk Discourse and Responsibility. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/pbns.336.05det.
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Government responses to the Covid-19 health crisis are composed of recursively applied stages of risk calculation and management as necessary processes in the containment of outbreaks. One of the most prominent forms of risk management in Flanders was contact tracing. It occurs in three variants: (i) the development and implementation of a smartphone-based contact tracing app, (ii) regionally-organised contact tracing telephone conversations conducted through commercially-contracted call centres, and (iii) home visiting by local field agents of populations who are difficult to reach. This chapter focuses on (ii), due to its prevalence, and is based on an interactional analysis of a corpus of 220 contact tracing conversations with index patients that was compiled late 2020 and early 2021. The chapter opens with a discussion of the notions of “Risk Society” and “responsibilisation” as relevant socio-cultural orientations in the current era of globalized Late Modernity and “governmentality” as a discursive field. The regionally-organised contact tracing telephone call can be characterized as a large-scale, micro-level form of interactionally and dialogically-accomplished risk management. The genre foregrounds the articulation of multiple dimensions of risk and responsibility, situated at various levels of social organization and appeal. The management of risk and responsibility intersects with the accomplishment of the specific communicative functions of the genre. The contact tracer’s three-fold task is to (i) gather private information about the index patient’s symptoms and their contacts during a relevant time period; (ii) provide instructions about quarantine. In addition, (iii) contact tracers are expected to sustain a caring and empathetic stance during their interactions with index patients. In this respect, the contact tracers’ responsibilities include their role as a representative of the government’s risk-managing response to successive stages of the pandemic. The analysis illustrates how various formulations of risk and responsibility interrelate with the communicative goals and the specific interactional demands of contact tracing telephone conversations.
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Wayenberg, Ellen, Min Reuchamps, Marine Kravagna, and Catherine Fallon. "Local planning in Belgium: A myriad of policy styles?" In Policy Analysis in Belgium. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447317258.003.0006.
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This chapter seeks to analyse an often-unexplored policy level: the Belgian Municipalities. What is the state of policy analysis in Belgian municipalities? Which instruments and styles do local policy-makers adopt to deal with the complex choices they have to make? What are the interactions with the other policy levels? To tackle these three questions, this chapter provides an analysis of Belgium’s two main Regions, Flanders and Wallonia, that offers a theoretical overview of the policy styles and instruments available in both Regions. On this basis, two case studies are undertaken to empirically uncover the policy analysis practices at the local level. This study gives insights about how Belgian municipalities deal with their increasingly more complex missions of policy-making.
Conference papers on the topic "Flanders Interaction Analysis"
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Moosa AL BALUSHI, Najla. "MEASURE THE DEGREE OF CLASSROOM VERBAL INTERACTION AMONG TENTH GRADE TEACHERS IN THE SUWAIQ WILAYIA, SULTANATE OF OMAN USING THE FLANDER'S TOOL." In X. International Research Congress of Contemporary Studies in Social Sciences. Rimar Academy, 2024. https://doi.org/10.47832/rimarcongress10-4.
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The study aimed to measure the degree of classroom verbal interaction practice for tenth grade teachers in the state of Suwaiq in the light of the Flanders tool by monitoring classroom verbal interaction by applying the Flanders tool to determine teaching behaviour between the teacher and students in the classroom, then the teachers are reviewed for their teaching style and adjusted after evaluation with the Flanders tool, and the study used the descriptive analytical approach, with a sample of (30) teachers of basic subjects for the tenth grade in the state of Suwaiq, and the results showed that the percentage of speech of teachers in the state of Suwaiq During the procedure Educational reached (72.8%), the percentage of students' speech amounted to (25.7%), and the percentage of silence or confusion amounted to (1.5%) Through these percentages and their comparison with the proportions of the standard Flanders tool, we find that there are clear differences between the results of verbal interaction in the state and the Flanders standard ratios, and this shows that the words of the teachers dominated the course of the classes and that the participation of students was insufficient to speak and respond effectively, and there are no statistically significant differences between the averages of the classroom verbal interaction patterns of the study sample, and there are significant differences Statistical significance between the averages of the frequency of the degree of use of the acceptance domain The feelings of female students, the field of praise and encouragement, the field of accepting students' ideas, the field of criticism and reprimand, the field of student initiative and the field of disorder among the study sample, and the general percentage of students' behavior in classes (25.7%), which is slightly higher than the standard Flanders rate (20%), and there is a clear difference between the averages of the percentages to accept the feelings of students, praise, encouragement and acceptance of students' ideas, criticism, reprimand and the field of student initiative among the study sample from the averages of the Flanders standard tool, and the study recommended the need to train tenth grade teachers in the state on how to Employing the Flanders tool for verbal interaction in the follow-up of education as a method of self-evaluation, and the need to train course supervisors on how to analyze patterns of verbal interaction in education, and to include verbal interaction analysis in the supervisory visit form for teachers
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Jie, Guo. "A Study on the Differences in Speech Interaction Behavior between Teacher and Student in High School Classroom Based on improved Flanders Interaction Analysis System." In 2021 2nd International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2021. http://dx.doi.org/10.1109/icbdie52740.2021.00126.
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Ranđelović, Momčilo, Radoje Jevtić, Ljiljana Stanojević, and Vladimir Veljović. "Digital Dialogue in Practice: Statistical Analysis of Teacher and Student Activities by Time and Number of Interactions." In Proceedings TIЕ 2024. University of Kragujevac, Faculty of Technical Sciences, Čačak, 2024. http://dx.doi.org/10.46793/tie24.228r.
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This paper presents the results of research, which deals with the specifics of teaching using the digital dialogue method, in relation to traditional teaching. The research was conducted by three teachers, who recorded and wrote down their observations during the lessons. To quantify and categorize the obtained data, a modified Flanders’ interaction analysis was applied. In a period of 14 days, in 3 classes, 9 classes held with traditional teaching and 9 classes with the application of digital dialogue were recorded. The goal of the research was to obtain more precise information about how digital dialogue improves the quality of teaching, as well as to propose measures for its improvement based on this information. By analyzing the recordings, the most significant activities of the participants and teachers during the lesson were highlighted. Based on the obtained results, a T-test was used to compare the degree of interaction for these two applied teaching methods. The research required the calculation of several significance parameters, so a special Java application was created for that purpose. The results of the analysis indicate significant differences in the distribution of time and the level of activity of students and teachers, depending on the teaching method.
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Jonker, Hans, and Florian Vanlee. "A first snapshot of academics’ media mentions and policy citations in Flanders Belgium." In 27th International Conference on Science, Technology and Innovation Indicators (STI 2023). International Conference on Science, Technology and Innovation Indicators, 2023. http://dx.doi.org/10.55835/6442efd82b1a2c347a02812e.
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Data that show academics’ interactions with media and policy is scarce. Based on open-source database FRIS, we queried the names of all active academics from Dutch-speaking universities in Belgium in BelgaPress and Overton. Explorative analyses reveal distinct sector differences in media mentions and policy citations, with academics from Medical – and Social sciences being the most visible. A small minority of mostly male academics featured very frequently in media and policy, but not in both domains simultaneously. Moreover, academics featured in the media seem are not necessarily quoted more in policy and vice versa.
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HEDDEBAUT, Odile, and Floridea DI CIOMMO. "TRANSPORT INTERMODAL INTERCHANGES: SOCIO-ECONOMIC IMPACTS AT LILLE EUROPEAN METROPOLIS." In CIT2016. Congreso de Ingeniería del Transporte. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/cit2016.2016.3856.
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Within the framework of the “City-HUB” FP7 European research project 27 interchanges were studied in nine European countries. It investigated how transport interchanges work from the point of view of governance and the organization of facilities. On this basis a typology of interchanges has been defined for classifying the interchanges and selecting the key elements for improving the interchanges location, construction, and organization of an interchange. The paper focus on the implementation of the City-HUB interchange typology to the case study of Lille European Metropolis (MEL) where two contingent railways stations Lille Flandres and Lille Europe were analysed as a potential unique interchange. Indeed, the article is related to the creation of a joint interchanges able to attract more public transport users than private users such as it is now the case. These two main railways interchanges have different territorial and transport functions (i.e. one is oriented to regional traffic and the other one to national and international traffic). Urban planners and transport authorities would like to connect both stations creating a unique interchange. A key point of the Lille’s City-HUB analysis is related to the involvement of the stakeholders. Their involvement is at the origin of the interactions between City-HUB and its socio-economic and urban context. We demonstrate that combining transport and land use planning policies could boost commercial development, new business offices or housing. The urban City-Hub overcomes its role of transport infrastructure for being a “place”.DOI: http://dx.doi.org/10.4995/CIT2016.2016.3856
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De Coen, Amber, Niels Hendriks, and Andrea Wilkinson. "Looking at the Personhood of Non-Verbal Persons with Dementia Through the Eyes of Their Carers: A Cultural Probe Study." In 8th International Visual Methods Conference. AIJR Publisher, 2024. http://dx.doi.org/10.21467/proceedings.168.13.
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The study presented in this paper is part of the interdisciplinary research project, Blink. which aims to improve the person-centered care (PCC) offered to non-verbal persons permanently residing in care facilities by researching ways to define, access, and integrate their personhood into their daily care. This paper discusses a cultural probe study aimed at accessing the personhood of persons with late-stage dementia through the eyes of their carers. The results from this study will aid the development of a tool(kit) that supports carers and care facilities in developing and implementing their PCC practices. Drawing inspiration from Kitwood's concept of personhood, this study seeks to explore carer's viewpoints, attitudes, and beliefs concerning their own personhood, roles, and profession, as well as their interactions with routines, spaces, objects, and other persons—all in relation to their caregiving responsibilities and the persons with late-stage dementia under their care. Additionally, the research aims to shed light on their perceived reality, barriers, and aspirations related to the discussed care context. By collecting this information, the study aims to uncover important insights into how persons with late-stage dementia are perceived and valued by those around them, and if or how these results are reflected within a care context. Lastly, the results from this study will also aid in the development of the final tool(kit) by providing valuable insight into carers as future users. This study included six direct carers working with persons with late-stage dementia in three different care facilities in Flanders, Belgium. The analysis of the results revealed themes and challenges faced by these carers, as well as insight into how their perceived roles influence their caregiving practices. Additionally, the study provides essential design directions for the final tool(kit)’s development.