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Doskočil, Ondřej. "“Any surrogate mothers?” A Debate on surrogacy in internet discussion forums." Human Affairs 30, no. 1 (January 28, 2020): 10–26. http://dx.doi.org/10.1515/humaff-2020-0002.
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AbstractSurrogacy has long been discussed in reproductive medicine. In the Czech Republic, surrogacy is not legally regulated. Because of this legal vacuum, there are no official procedures or organizations that openly deal with surrogacy. Potential surrogate mothers and applicants do not have many options for obtaining or sharing information. The only source is the Internet. Online forums are a popular tool for gaining information and contacts regarding surrogacy. The goal of this research was to use qualitative research methods to survey the most searched and discussed topics on Czech online discussion forum websites. We used discussions that we found on www.emimino.cz between 2009 and 2019. This article analyses the comments of the Internet forum discussants/participants, their involvement, knowledge of surrogacy, the information sought and their opinions. In particular, the participants discussed where to find a surrogate mother or how to become one. This article attempts to outline the discussions ordinary people have about surrogacy outside official expert forums.
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Sunesti, Yuyun. "The 2002 Bali Bombing and the New Public Sphere: The Portrayal of Terrorism in Indonesian Online Discussion Forums." Al-Jami'ah: Journal of Islamic Studies 52, no. 1 (April 8, 2015): 231. http://dx.doi.org/10.14421/ajis.2014.521.231-255.
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</p>This article examines heroic conceptions of terrorists, support, and sympathy for terrorism in Indonesia by undertaking a content analysis of four Indonesian online discussion forums in the aftermath of the 2002 Bali bombing. It is argued that online discussion forums are a particularly appropriate source of data from which to analyse Indonesians’ perceptions of the bombers, as these forums are widely thought to be representative of a new public sphere that allows for political debate and participation. From discussions between July 2008 and January 2009, the article outlines how the bombers were constructed as heroes and anti-heroes by different members of different forums. Drawing on a cultural sociological perspective, the article highlights the importance of understanding the reputation of individual terrorists, and the influence of established heroic types in understanding contemporary conflict in Indonesian society.</p><p>[Artikel ini membahas konsepsi kepahlawanan teroris, dukungan, dan simpati terhadap terorisme di Indonesia dengan melakukan analisis isi terhadap forum diskusi online terkait dengan peristiwa Bom Bali tahun 2002. Diasumsikan bahwa forum diskusi online merupakan sumber yang memadai untuk melihat persepsi masyarakat Indonesia mengenai pelaku pengeboman, karena forum seperti ini cukup dipercaya sebagai perwakilan ruang publik baru memungkinkan terjadinya keterlibatan dan debat yang bersifat politik. Dari diskusi yang terjadi antara Juli 2008 sampai Januari 2009, tergambar dalam artikel ini bahwa para pelaku pengeboman dikonstruksikan sebagai seorang pahlawan sekaligus sebagai musuh dalam forum yang berbeda. Dengan perspektif sosial-budaya, tulisan ini menggaris-bawahi pentingnya pemahaman terhadap reputasi masing-masing teroris dan pengaruh tipologi kepahlawanan dalam memahami konflik di tengah masyarakat Indonesia saat ini.]</p>
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Ravazzolo, Elisa. "Le débat sur l'extension de l'obligation vaccinale en France: analyse discursive et argumentative d'une parole "éclatée"." LCM - La Collana / The Series 9788879169776 (July 2021): 47–68. http://dx.doi.org/10.7358/977-2021-rava.
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French vaccination policy has recently been the subject of much debate on the advisability and risks of extending the vaccination obligation. The legal provision introducing 11 compulsory vaccines on January 1, 2018 called for the mobilization of different groups of actors (institutional representatives, doctors, researchers, parents’ associations, representatives of pharmaceutical companies, citizens, etc.) often speaking in different arenas. Indeed, if political debates and parliamentary committees are invested by institutional actors and experts, discussion forums and social networks constitute the privileged place of expression of non-institutional actors or lay-experts, who use this space for discussion above all to express their scepticism or their reluctance over vaccines. The objective of this contribution is to analyse on the one hand the forms and mechanisms put in place in the construction of the debate on this social issue and, on the other hand, to highlight the linguistic and argumentative specificities of the discourse of pro-vaccinalists and of the anti-vaccinalists, categories which bring together different actors.
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Ravazzolo, Elisa. "Le débat sur l'extension de l'obligation vaccinale en France: analyse discursive et argumentative d'une parole "éclatée"." LCM - La Collana / The Series 9788879169776 (July 2021): 47–68. http://dx.doi.org/10.7359/977-2021-rava.
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French vaccination policy has recently been the subject of much debate on the advisability and risks of extending the vaccination obligation. The legal provision introducing 11 compulsory vaccines on January 1, 2018 called for the mobilization of different groups of actors (institutional representatives, doctors, researchers, parents’ associations, representatives of pharmaceutical companies, citizens, etc.) often speaking in different arenas. Indeed, if political debates and parliamentary committees are invested by institutional actors and experts, discussion forums and social networks constitute the privileged place of expression of non-institutional actors or lay-experts, who use this space for discussion above all to express their scepticism or their reluctance over vaccines. The objective of this contribution is to analyse on the one hand the forms and mechanisms put in place in the construction of the debate on this social issue and, on the other hand, to highlight the linguistic and argumentative specificities of the discourse of pro-vaccinalists and of the anti-vaccinalists, categories which bring together different actors.
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Vayreda, Agnès, and Charles Antaki. "To vaccinate or not? The disqualification of commercial sources of health advice in an online forum." Communication and Medicine 8, no. 3 (June 29, 2012): 273–82. http://dx.doi.org/10.1558/cam.v8i3.273.
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Public health debates in online forums allow the emergence of ordinary practical reasoning about 'official' health information. We used a Discursive Psychology approach to analyse postings in a forum devoted to the discussion of the H1N1 (Swine flu) virus. We identify the discursive practices that contributors use to valorise certain elements in the debate (what they cast as science, rationality and 'proper' scepticism) over others (especially commercial interests, 'charlatanism' and 'profiteering'). A forum participant can be disqualified on the basis of their alleged partiality and interest, if they can be accused of having a commercial stake in the matter. But no such opprobrium results if they have a 'scientific' interest.
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Mudau, Patience Kelebogile, and Geesje Van den Berg. "Guidelines for Supporting a Community of Inquiry through Graded Online Discussion Forums in Higher Education." Education Sciences 13, no. 9 (September 20, 2023): 963. http://dx.doi.org/10.3390/educsci13090963.
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Graded online discussion forums allow students to interact with course content, peers, and instructors. These discussions have the potential to enhance students’ learning experiences significantly. By adding graded online discussions to an online structured Master’s program in Education, it was necessary to determine the value of these discussions and their contribution to creating an online community. The purpose of this study, therefore, was to determine how a community of inquiry could support graded online discussions. The study used the Community of Inquiry theoretical framework as its basis. A qualitative exploratory case study design was used, involving eleven purposefully selected participants who were enrolled for a structured master’s program in Education. Data were collected from two sources: feedback from students on their experiences of the online discussions, and the actual online discussions. The data were analyzed using the six-phase thematic analysis approach following a deductive approach. This study revealed that these discussions supported students’ learning and created an online learning community promoting social, cognitive, and teaching presences. These findings have implications for practice. Firstly, fostering social presence is essential for online discussions because it leads to increased engagement, motivation, a sense of belonging, and collaboration. Secondly, online discussions need to be designed with clear guidelines, structured questions, and discussion opportunities. Lastly, online discussions designed to promote cognitive presence challenge students, encourage debate, and assist them in gaining the needed knowledge and higher order thinking skills. Based on these findings, the unique contribution of this study is to provide guidelines for fostering discussion forum participation within the Community of Inquiry (COI) framework. The suggested guidelines can serve as a resource to facilitate effective graded discussion forums in higher education contexts.
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Wilson, Shellyanne. "ASYNCHRONOUS LECTURER-SUPPORTED DISCUSSION FORUM IN TEACHING QUANTITATIVE METHODS TO BUSINESS STUDENTS." Journal of Management and Business Education 6, no. 2 (February 21, 2023): 122–41. http://dx.doi.org/10.35564/jmbe.2023.0007.
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While asynchronous discussion forums have been widely implemented across different learning environments, there have been mixed findings in terms of their impact on student performance. This study aims to investigate the impact of an asynchronous lecturer-supported discussion forum used to augment traditional Face-to-Face course delivery, on student performance in a Quantitative Methods course taught to business students in the Caribbean. An asynchronous support discussion forum was set up for a group project designed for students to apply quantitative techniques to solve real-world problems. The quantity and quality of student participation and lecturer participation in the discussion forum, represented by student questions and lecturer questions, were investigated to determine their impact on student performance, measured by group project marks for 109 student groups over three academic years. The results showed that neither student participation nor lecturer participation in the asynchronous support discussion forum led to significantly better student performance by way of group project mark. Possible reasons for this finding that is inconsistent with the literature include issues such as voluntary student participation in the forum, multiple other avenues to obtain lecturer support, and the use of questions to represent participation. The study’s conceptual framework points to the importance of specifying the learning environment, learning objective, discussion forum type and engagement type in examining the impact of a discussion forum.
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Irani, Arman, Michalis Faloutsos, and Kevin Esterling. "ArguSense: Argument-Centric Analysis of Online Discourse." Proceedings of the International AAAI Conference on Web and Social Media 18 (May 28, 2024): 663–75. http://dx.doi.org/10.1609/icwsm.v18i1.31342.
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How can we model arguments and their dynamics in online forum discussions? The meteoric rise of online forums presents researchers across different disciplines with an unprecedented opportunity: we have access to texts containing discourse between groups of users generated in a voluntary and organic fashion. Most prior work so far has focused on classifying individual monological comments as either argumentative or not argumentative. However, few efforts quantify and describe the dialogical processes between users found in online forum discourse: the structure and content of interpersonal argumentation. Modeling dialogical discourse requires the ability to identify the presence of arguments, group them into clusters, and summarize the content and nature of clusters of arguments within a discussion thread in the forum. In this work, we develop ArguSense, a comprehensive and systematic framework for understanding arguments and debate in online forums. Our framework consists of methods for, among other things: (a) detecting argument topics in an unsupervised manner; (b) describing the structure of arguments within threads with powerful visualizations; and (c) quantifying the content and diversity of threads using argument similarity and clustering algorithms. We showcase our approach by analyzing the discussions of four communities on the Reddit platform over a span of 21 months. Specifically, we analyze the structure and content of threads related to GMOs in forums related to agriculture or farming to demonstrate the value of our framework.
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Foong, Deborah P. S., and Duncan A. McGrouther. "An Internet-based discussion forum as a useful resource for the discussion of clinical cases and an educational tool." Indian Journal of Plastic Surgery 43, no. 02 (July 2010): 195–97. http://dx.doi.org/10.1055/s-0039-1699434.
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ABSTRACT Introduction: An Internet-based group of plastic surgeons was formed in India in February 2001. It has 1290 members and seeks to facilitate online discussion. These discussions were reviewed to assess their value in education and aiding patient management. Materials and Methods: All messages and discussions between August 2007 and July 2008 were examined retrospectively. Data were collected regarding topics, replies, and use of clinical images. Results: A total of 2217 messages were exchanged within 330 separate discussions (mean = 6.7 messages per discussion, range = 0–45). A total of 164 discussions contained photographs (50%). Mean number of photographs per discussion was five (range = 0–34). Discussions included requests for advice on complex cases (40%), interesting cases and their management/outcome (25%) and courses/conferences (30%). Topics discussed include training/courses (26.7%), cleft (15.4%), aesthetics (13.1%), trauma (12.5%), head and neck (8.4%), cutaneous (6.4%), perineal/genital reconstruction (6.1%), and scar management (4.7%). Discussion: Forums like this facilitate discussion between individuals in remote locations. They provide easy access to the expertise of a large cohort of highly experienced surgeons. Most discussions were clinical, involving challenging situations. The discussions are open and nonjudgmental, hence encouraging contribution and healthy debate. We encourage its use as an educational tool and a platform for discussion.
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Street, Jackie M., Sophie E. Hennessy, Amber M. Watt, Janet E. Hiller, and Adam G. Elshaug. "News and social media: Windows into community perspectives on disinvestment." International Journal of Technology Assessment in Health Care 27, no. 4 (October 2011): 376–83. http://dx.doi.org/10.1017/s026646231100033x.
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Objectives:The aim of this study, in the context of disinvestment related health technology assessment, is to examine whether analysis of Web 2.0—commercial media output, blogs, and discussion forums—can provide an understanding of media framing, community perspectives, and the sociopolitical aspects of an entrenched technology.Methods: Thematic analysis of relevant data from fifty-nine media articles, thirty-nine discussion forums, thirteen blogs, and three Facebook pages relating to our case study: public funding for assisted reproductive technology services. Mainstream media and community-based social media responses were compared.Results:Media responses were narrow, primarily describing emotive individual narratives or the political nexus of interests. Community (including patient) responses were broader including discussion of opportunity cost and vested interests but mostly reflected the polar ends of the debate, diverging strongly for or against disinvestment from public funding.Conclusion:Web2.0 and media analysis offers an inexpensive method to capture media portrayal, divergent community responses both to that portrayal and independent of it, and insight into the sociopolitical aspects of an entrenched technology undergoing disinvestment debate.
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Luthfiyati, Dian, Oikurema Purwati, Widyastuti Widyastuti, and Ahmad Munir. "Integrating Distance Education into Mobile Devices Using Adobe Connect Pro." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (January 9, 2023): 105–12. http://dx.doi.org/10.35445/alishlah.v15i1.2246.
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This article aims to promote Adobe Connect Pro on online learning as a discussion platform in an online class. Digitalization in higher education using digital learning platforms such as adobe connect pro is currently broadly used as educational media. In the research context, Adobe Connect Pro is utilized as a discussion platform in the online class. Digital learning Platform enables providers to deliver academic programs via digital learning platforms, facilitating communication and enabling knowledge preservation, selection, and distribution. Using a qualitative study, this article investigates how Adobe Connect Pro allows teacher trainers to collaborate by offering a forum for real-time reflection and debate on student-teacher video performance, which is a natural extension of a forum. The result of the observation shows that Adobe Acrobat Connect Pro’s online discussion forum promotes students’ learning interests and accommodates a variety of learners, including those with special needs who may find it challenging to be physically present in the traditional classroom all of the time or to keep up with the other students. It promotes inclusive learning by allowing anyone to learn at their own pace and schedule and freely participate in platform discussions. In conclusion, discussion forums using Adobe Acrobat Connect Pro have immense potential to push students to learn.
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Maina, Charles Kamau. "Power Relations in the Traditional Knowledge Debate: A Critical Analysis of Forums." International Journal of Cultural Property 18, no. 2 (May 2011): 143–78. http://dx.doi.org/10.1017/s0940739111000130.
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AbstractAn ongoing debate on the protection of traditional knowledge was prompted by the United Nations General Assembly declaration of the International Decade of the World's Indigenous Peoples in 1995 and the declaration of the Second International Decade in 2004. These two declarations challenged governments and the international community to address, nationally and internationally, issues that affect indigenous communities. One such issue is the protection of traditional knowledge. The three key international multilateral forums that are debating traditional knowledge issues are the World Intellectual Property Organization, the World Trade Organization, and the Convention on Biological Diversity. Using a political economy framework, this study analyzes the policymaking processes and mandates of the three multilateral forums in order to highlight stakeholders' levels of involvement in these processes. The study found that the multilateral forums' power structures, mandates, and decision-making processes disadvantage indigenous peoples and hinder their full participation in the forums' processes. The study recommends establishing a forum that would take into account indigenous peoples' worldviews; otherwise policy outcomes from these discussions will probably disadvantage indigenous peoples.
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Song, Hyunjin, Jaeho Cho, and Grace A. Benefield. "The Dynamics of Message Selection in Online Political Discussion Forums: Self-Segregation or Diverse Exposure?" Communication Research 47, no. 1 (August 1, 2018): 125–52. http://dx.doi.org/10.1177/0093650218790144.
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While the online sphere is believed to expose individuals to a wider array of viewpoints, a worry about self-reinforcing political echo chambers also persists. We join this scholarly debate by focusing on individual motives for political discussion and dyadic- and structural-level mechanisms that can drive one’s message-selection decision in online discussion settings. Using unobtrusively logged behavioral data matched with panel survey responses, our temporal exponential random graph model (TERGM) analysis indicates that message selection in online discussion settings is largely driven by the similarity of one’s candidate evaluative criteria and various endogenous structural factors, whereas the impact of overt partisan preference in shaping message selection is much more limited than is often assumed.
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TARCZY-HORNOCH, PETER. "NICU-Net: An Electronic Forum for Neonatology." Pediatrics 97, no. 3 (March 1, 1996): 398–99. http://dx.doi.org/10.1542/peds.97.3.398.
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The neonatology list server NICU-Net was created over a year ago at the University of Washington as an international forum for neonatologists and other neonatal health care providers. The stated purpose was discussion of neonatal issues such as: recently published trials and recommendations, proposed or ongoing multicenter trials, dilemmas in diagnosis, management and ethics, and the effects of health care reform on neonatology. Much like the forums of Rome, NICU-Net was intended to be a "place" of public assembly for discussion and debate. To allow access to the greatest number of potential users, it was set up as a mailing list server that allows anybody with Internet electronic mail (E-mail) access to participate.
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Bennett, John M. "Myelodysplastic syndromes: A forum for debate and discussion." Leukemia Research 17, no. 6 (June 1993): 475. http://dx.doi.org/10.1016/0145-2126(93)90121-z.
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De Souza, Cleonice Jose, Luciane Guimarães Batistella Bianchini, Solange Franci Raimundo Yaegashi, Juliana Gomes Fernandes, and Bernadete Lema Mazzafera. "O Fórum no Ensino Presencial: Despertando o Interesse dos Alunos Por Meio da Integração de Conteúdos da Sala de Aula para Ambientes Virtuais." Revista de Ensino, Educação e Ciências Humanas 19, no. 4 (December 30, 2018): 433. http://dx.doi.org/10.17921/2447-8733.2018v19n4p433-437.
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A integração de ambientes virtuais e seus aplicativos no processo de ensino e aprendizagem possibilitam novas proposições aos alunos, bem como diversificam e apoiam as ações do professor. A presente pesquisa caracterizada como qualitativa analisou como 10 professores, de uma escola particular da cidade de Londrina (PR), consideram o uso do fórum de discussão para o processo de ensino e aprendizagem escolar presencial. Para a coleta de dados foram aplicadas quatro questões abertas. Os resultados indicaram que os fóruns, apesar de ainda serem pouco utilizados pelo grupo entrevistado, mostraram-se uma ferramenta muito útil para despertar no estudante o interesse por participar das atividades propostas pelo professor emitindo sua opinião e instigando o debate entre os colegas. Além disso, possibilita a articulação dos conteúdos presenciais da sala de aula com novos debates decorrentes das discussões, que transcendem para outros ambientes de aprendizagem. Palavras-chave: Ensino. Aprendizagem. Fórum. AbstractThe integration of virtual environments and their applications in the teaching and learning process offers new propositions to the students and it also diversifies and supports the teacher’s actions. The present qualitative research analyzed how ten teachers from a private school in the city of Londrina (PR), consider the use of the discussion forum for the process of onsite teaching and learning. For the data collection, four open-ended questions were applied. The results indicated that the forums, although still not frequently used by the interviewed group, proved to be a very useful tool to awaken the students’ interest in participating in the activities proposed by the teacher, expressing their opinions and instigating the debate among the classmates. In addition, it makes it possible to articulate classroom contents with new debates resulting from discussions that transcend to other learning environments. Keywords: Teaching. Learning. Forum.
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Hellsten, Iina, and Brigitte Nerlich. "Bird flu hype." Journal of Language and Politics 9, no. 3 (November 1, 2010): 393–408. http://dx.doi.org/10.1075/jlp.9.3.03hel.
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Bird flu, otherwise known as avian influenza, has attracted widespread public and global attention. The H5N1 avian influenza virus was first documented as infecting humans in Hong Kong in 1997 and many of those infected died subsequently from the virus that had been transmitted from poultry to humans. It took several years, however, before a hyped up type of public debate about bird flu began in around 2004. This article examines the hype surrounding public debates about bird flu in medical journals, newspapers and public discussion forums from 1997 to 2006. The article focuses on the development of the frequencies of published texts, and the terminology used in the three databases. The quantitative results will be accompanied by a hermeneutic interpretation of the main sub-topics within the debates. These (preliminary) results contribute to research dealing with the emergence of hypes and the spread of public debates more generally.
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Ferreira, Máverick André Dionísio, Rafael Ferreira Leite Mello, Cícero Garrozi, Vitor Belarmino Rolim, and Anderson Pinheiro Cavalcanti. "Um sistema baseado em PLN e AG para apoiar a mediação pedagógica em fóruns de discussão." Revista Brasileira de Informática na Educação 26, no. 3 (September 13, 2018): 61. http://dx.doi.org/10.5753/rbie.2018.26.03.61.
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With the growth of e-learning discussion forums have been widely used to promote interaction and collaboration between students and teachers asynchronously. Despite the benefits to the teaching and learning process the use of the forums in the e-learning can mean overload for the teachers/tutors given the large amount of information generated in the debates. Taking into consideration the importance of the teaching performance in the follow-up of the discussions and consequent help to the students of the e-learning, the teacher/tutor overload is considered a problem. Therefore, this study presents a system that integrates Natural Language Processing and Genetic Algorithm to classify postings from discussion forums such as Doubt, Neutral comment or Answer. As a way of evaluating the performance of the proposed system, experiments were conducted in three databases, with a total of 1769 posts, arriving at the average F-measures of 0.981, 0.997 and 0.988 in the classification of posts as Doubt, Neutral comment and Answer, respectively. After the experiments the results were analyzed by means of the z statistical test with a confidence interval of 95%. The results show the potential of the proposed system to identify post genres, from discussion forums, and the teacher/tutor can use it as a support to direct their efforts, for example, to students with any doubts in the current discussion.
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Pawlak, Piotr. "Charakter dyskusji politycznej na portalach informacyjnych. Studium przypadku." Studia Europaea Gnesnensia, no. 13 (June 15, 2016): 201–23. http://dx.doi.org/10.14746//seg.2016.13.11.
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The article offers a two-dimensional analysis of the discussion forums on Polish news and information websites, as a public space of political discourse. The author employed statistical analysis for quality variables and interpretation of narrative patterns. The primary aim of the study was to determine the nature of debate in the area under consideration, in the context of exacerbated political dispute. The obtained results were compared with previous findings of this author.
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Pantti, Mervi, Matti Nelimarkka, Kaarina Nikunen, and Gavan Titley. "The meanings of racism: Public discourses about racism in Finnish news media and online discussion forums." European Journal of Communication 34, no. 5 (September 17, 2019): 503–19. http://dx.doi.org/10.1177/0267323119874253.
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Understandings of racism are produced and circulated in contemporary networked media forms, contributing new opportunities to both extend and challenge racializing discourses, images and frameworks. This study investigated how the concept of racism is used in Finnish public debate by employing a computational text analysis technique to derive topics related to racism from a large corpus of news media content and online discussion forum comments. Our findings show that discourses about racism are different in legacy media and online platform regarding both their prominence and framings. While social media produce various discourses of ‘reverse racism’, news media connects racism to historical and international contexts. We conclude that what racism is understood to be is not only an intensely political process but also one shaped by the type of media platform, specificities of Finnish language and national ideological battles.
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Chovanec, Jan. "‘Re-educating the Roma? You must be joking. . .’: Racism and prejudice in online discussion forums." Discourse & Society 32, no. 2 (January 10, 2021): 156–74. http://dx.doi.org/10.1177/0957926520970384.
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This article explores prejudicial and racist discourse in reader comments in internet news discussion forums. Based on data from an online debate among Czech commenters on the mainstream iDnes.cz news site, it seeks to contribute to the existing critical linguistic approaches to discursive strategies of othering. Analysing user comments referencing a news article on a sensitive social topic, namely the complicated reception of Central European Roma immigrants in the UK, the paper focuses on three salient themes found in the data: (a) the re-education of the ethnic minority; (b) the users’ perception of the media as politically correct and siding with the outgroup; and (c) the outgroup’s negative stereotype associating it with criminality. The paper argues that the discourse on these topics simultaneously relies on and reinforces the negative stereotype of the ethnic group, while revealing a complicated relationship between three stakeholders: the ingroup, represented by the commenters; the outgroup, made up of members of the ethnic groups; and the media, as representatives of the authorities and the elites. The findings reveal how quasi-humorous comments that involve such stereotypical representations contribute to the normalization of everyday racism against ethnic outgroups.1
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McCallum, Kerry, Lisa Waller, and Tanja Dreher. "Mediatisation, Marginalisation and Disruption in Australian Indigenous Affairs." Media and Communication 4, no. 4 (August 11, 2016): 30–42. http://dx.doi.org/10.17645/mac.v4i4.695.
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This article considers how changing media practices of minority groups and political and media elites impact on democratic participation in national debates. Taking as its case study the state-sponsored campaign to formally recognise Indigenous people in the Australian constitution, the article examines the interrelationships between political media and Indigenous participatory media—both of which we argue are undergoing seismic transformation. Discussion of constitutional reform has tended to focus on debates occurring in forums of influence such as party politics and news media that privilege the voices of only a few high-profile Indigenous media ‘stars’. Debate has progressed on the assumption that constitutional change needs to be settled by political elites and then explained and ‘sold’ to Indigenous and non-Indigenous Australians. Our research on the mediatisation of policymaking has found that in an increasingly media-saturated environment, political leaders and their policy bureaucrats attend to a narrow range of highly publicised voices. But the rapidly changing media environment has disrupted the media-driven <em>Recognise</em> campaign. Vigorous public discussion is increasingly taking place outside the mainstream institutions of media and politics, while social media campaigns emerge in rapid response to government decisions. Drawing on a long tradition in citizens’ media scholarship we argue that the vibrant, diverse and growing Indigenous media sphere in Australia has increased the accessibility of Indigenous voices challenging the scope and substance of the recognition debate. The article concludes on a cautionary note by considering some tensions in the promise of the changing media for Indigenous participation in the national policy conversation.
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Stainthorp, Clare. "Dialogic Forms in Freethought Periodicals: Free Discussion and Open Debate." Victorian Periodicals Review 55, no. 3-4 (September 2022): 373–97. http://dx.doi.org/10.1353/vpr.2022.0029.
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Wodak, Ruth, and Scott Wright. "The European Union in Cyberspace." Journal of Language and Politics 5, no. 2 (September 15, 2006): 251–75. http://dx.doi.org/10.1075/jlp.5.2.07wod.
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This article analyses the European Union’s Futurum discussion forum. The EU hoped that Futurum would help close the acknowledged gap between institutions and citizens by facilitating a virtual, multilingual, transnational public sphere. Futurum was both an interesting example of how the EU’s language policies shape the structure of deliberative experiments and of a public debate about their relative value. We combine various quantitative measures of the discussions with a critical discourse analysis of a thread which focused on language policies. We found that although the debates were predominantly in English, where a thread started in a language other than English, linguistic diversity was more prominent. The discourse analysis showed that multilingual interaction was fostered, and that the debate about language policies is politically and ideologically charged.
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Hamminger, Leopold. "Graphical representation of online discussion threads from an academic course in a constructivist setting." Virtu@lmente 4, no. 2 (September 21, 2017): 6–21. http://dx.doi.org/10.21158/2357514x.v4.n2.2016.1789.
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Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates. The challenge was to be able to measure the extent to which this was achieved, considering that thousands of discussion contributions had to be analyzed. This document describes how the discussion lines can be extracted from Blackboard to be used by UCINET software for social network and thus produce a graphic presentation of the discussion sequences.
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R. A. Indrawati. "E-Learning in Indonesia." Journal of Indonesian Scholars for Social Research 2, no. 2 (July 29, 2022): 91–97. http://dx.doi.org/10.59065/jissr.v2i2.34.
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As part of this research, students rated the e-learning module on the LMS. We give substantial qualitative interview data. General satisfaction and disapproval questions indicate student assessment criteria, whereas module-specific questions reveal student learning processes. Lesson topics, discussion forums, student interactions, and other learning tools are utilized by students to show pleasure. Topics of discontent include platform robustness and usability, study materials (articles and books), and student workloads. The flow of debate and engagement is appreciated, but students are worried about participating, and expectations regarding the role of lecturers in e-learning haven't been developed.
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Manalu, S. Rouli, and Rafky Muhammad. "Adolescents in Virtual Forum: Playing, Socializing, or Engaging in Public Issues?" Komunikator 13, no. 2 (November 13, 2021): 148–59. http://dx.doi.org/10.18196/jkm.12300.
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This research examines how adolescents perceive their memberships and involvement in virtual forums and whether the young generations see this involvement facilitate their engagement with public issues surrounding them. The increase of political discussions and political debates over the Internet and social media in Indonesia has become the trigger of this research to see whether adolescents as the group of new voters, even first-time voters, use virtual forums to be critically engaged in a discussion of public issues. Alternatively, this research would see whether their engagement in virtual communities is mainly related to entertainment, social connections, and other matters not directly related to politics and discussion of public issues. By interviewing a group of adolescents from at least eight provinces in Indonesia, this research examines the phenomenological experiences regarding their action, perception, and evaluation of their involvement through various virtual communities. This research highlights the importance of understanding adolescents’ experiences in virtual communities to understand better their tendency and attitude in relating to issues in their online and offline environments.
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Bond, Carol S. "Can I help you? Information sharing in online discussion forums by people living with a long-term condition." Journal of Innovation in Health Informatics 23, no. 3 (November 10, 2016): 620. http://dx.doi.org/10.14236/jhi.v23i3.853.
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Background Peer-to-peer health care is increasing, especially amongst people living with a long-term condition. How information is shared is, however, sometimes of concern to health care professionals.Objective This study explored what information is being shared on health-related discussion boards and identified the approaches people used to signpost their peers to information.Methods This study was conducted using a qualitative content analysis methodology to explore information shared on discussion boards for people living with diabetes. Whilst there is debate about the best ethical lens to view research carried out on data posted on online discussion boards, the researchers chose to adopt the stance of treating this type of information as “personal health text”, a specific type of research data in its own right.Results Qualitative content analysis and basic descriptive statistics were used to analyse the selected posts. Two major themes were identified: ‘Information Sharing from Experience’ and ‘Signposting Other Sources of Information’.Conclusions People were actively engaging in information sharing in online discussion forums, mainly through direct signposting. The quality of the information shared was important, with reasons for recommendations being given. Much of the information sharing was based on experience, which also brought in information from external sources such as health care professionals and other acknowledged experts in the field.With the rise in peer-to-peer support networks, the nature of health knowledge and expertise needs to be redefined. People online are combining external information with their own personal experiences and sharing that for others to take and develop as they wish.
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Hrivíková, Tatiana. "Discussion forum (course) – a practical approach to communicative competence development." Economica 7, no. 4 (August 6, 2020): 142–47. http://dx.doi.org/10.47282/economica/2014/7/4/4417.
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The paper describes and discusses the observations and findings of three years of teaching a unique English language course – “Discussion Forum” within the study programme Foreign Languages and Intercultural Communication at the Faculty of Applied Languages, at the University of Economics in Bratislava. It presents the original format as it was introduced in 2010 when the study programme was accredited and its development and alterations based on the collected experience and evidence of both students and teacher. Three debate formats, speech duel, round table and team debate, are described and their shortcomings and merits are evaluated. Finally, the findings and conclusions arrived at since the first implementation, are discussed.
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Hrivíková, Tatiana. "Discussion forum (course) – a practical approach to communicative competence development." Economica 7, no. 4 (August 6, 2020): 142–47. http://dx.doi.org/10.47282/economica/2014/7/4/4417.
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The paper describes and discusses the observations and findings of three years of teaching a unique English language course – “Discussion Forum” within the study programme Foreign Languages and Intercultural Communication at the Faculty of Applied Languages, at the University of Economics in Bratislava. It presents the original format as it was introduced in 2010 when the study programme was accredited and its development and alterations based on the collected experience and evidence of both students and teacher. Three debate formats, speech duel, round table and team debate, are described and their shortcomings and merits are evaluated. Finally, the findings and conclusions arrived at since the first implementation, are discussed.
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Mikheev, Sergey. "The Influence of Online Discussions on the Formation of Argumentation skills in Future Engineers." Education and Self Development 19, no. 2 (June 26, 2024): 100–115. http://dx.doi.org/10.26907/esd.19.2.08.
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The paper presents the results of empirical research on the effectiveness of online discussions (OD) as a tool for forming argumentation skills among technical university students. On the one hand the actuality of the research is conditioned by the significance of discussion-based training of modern technical specialists under conditions of networking and socio-technical transformation of engineering activity. On the other hand, this problem is not elaborated in the domestic, pedagogies and also contradictory and poorly studied aspects in the foreign one. The results of the present study are important for scientifically substantiated methodological implementation of new approaches to engineering training under conditions of digitalization of education and increased requirements for discussion and information competence of a modern technical specialist. The research was conducted on the basis of two Novosibirsk universities and covered 350 second – and third-year students in "construction" and "automation and computer engineering" baccalaureate specialties. The analysis of the OD results conducted in VLE "Moodle" using "debate" (synchronous discussion) and "forum" (asynchronous discussion) methods showed that inclusion of online-discussions in to the educational process of technical universities improves argumentation skills of future engineers by 20-30 %. The data obtained at the stages of the forming and control experiment let us reveal a higher efficiency of asynchronous forms of online-discussions in comparison with synchronous ones. Their advantage is to 28,68 %, depending on the formed component of argumentation. Based on the results of the study recommendations were given to teachers to improve the effectiveness of social interaction of students during OD, including the feasibility of replacing debates with synchronous discussion methods, more focused on the joint search for solutions.
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Сєчка, Світлана. "THE USAGE OF THE CONCEPT OF "DEBATE" IN SCIENTIFIC LITERATURE AND OTHER DISCIPLINES." Молодий вчений, no. 10 (98) (October 31, 2021): 60–63. http://dx.doi.org/10.32839/2304-5809/2021-10-98-16.
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The article analyzes a concept "debate" and explores different approaches to use this definition are examined: debate as educational technology, as educational methodology, as a method of studies, as educational strategy. Educational potential of educational debates is revealed and efficiency of their use turns out to be in the forming of key competencies in senior students in the process of social science studies. The "Debate" method is one of the most effective techniques to achieve successful speech interaction between communicants. This technique allows you to integrate and involve a large number of students in the process of speech interaction at the same time, and also with the help of it, you can consider and discuss current modern problems that students will be interested in. By integrating various kinds of debates in foreign language lessons, the teacher thereby contributes to the awakening of children's interest in the study of the subject. First of all, the "debate" technique forms all four basic language communication skills in students – listening, reading, speaking, and writing. In accordance with the normative documents, these skills must be developed by a foreign language teacher. In addition to the development of language skills directly, the "debate" technique forms the skills of public speaking. It has been proven that one of the main reasons for the fear of schoolchildren speaking a foreign language in public is their lack of communication skills and experience in public speaking their native language. Debate teaches such speech tactics which will allow students to communicate more effectively in the future, speak at international seminars and conferences, participate in discussions with foreigners, defend their own opinions aloud, and speak a foreign language publicly. In the senior classes, "debates" can be used to generalize, systematize and consolidate educational material, and also act as control speaking. However, it must be born in mind that not every topic can be a subject of discussion, it must be correctly formulated, as a rule, by a teacher. Some researchers believe that the purpose of their application in the educational process is to develop students' skills and abilities of civilized reasoned discussion, which is based on a thorough study of educational information. The debate is based on research, thinking, systematization and defense - skills that are the basis for public advocacy. Such learning activities help students improve their persuasion skills and learn the responsibilities associated with that skill. After all, the very concept of debate is based on the belief of the audience and the ability to quickly and thoroughly respond to arguments. The introduction of debate as a technology in education will increase the productivity of the learning process, will allow the direction of modern humanities education to acquire knowledge, develop skills, achieve its own goals and objectives.
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Kelbert, Eugenia, Vesna Goldsworthy, Matthew Reynolds, and Douglas Robinson. "Roundtable Discussion: Translation in Creativity." Journal of Literary Multilingualism 2, no. 1 (April 23, 2024): 149–60. http://dx.doi.org/10.1163/2667324x-20240111.
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This Forum, appearing in each issue of the Journal of Literary Multilingualism, aims to continue the conversation started in the very first issue, where we collected articles which assessed and debated the field of literary multilingualism studies. The Forum is a space for shorter, more informal reflections on the field and its future: position papers, dialogues between scholars, roundtable discussions, responses to articles within the journal, and responses to recent multilingualism conferences or events. We welcome proposals for contributions, particularly from marginalized perspectives or on neglected aspects of literary multilingualism. Please contact us directly to discuss ideas. For this Forum, we present a roundtable discussion, organized and moderated by Eugenia Kelbert, in which Vesna Goldsworthy, Matthew Reynolds, and Douglas Robinson share some of their ideas around the relationship between translation and multilingual writing, particularly in relation to their intersecting roles as writers, translators, and academics. The study of literary multilingualism exists within the context of recent attempts, by several scholars in comparative literature, to make sense of multilingual and/or global literary practices. From the translation zone (Apter) to born-translated (Walkowitz) or untranslatable fiction, these attempts have almost invariably involved translation, as a concept if not as a practice. What is, then, the place of translation when it comes to understanding multilingual and translingual writing? How does this theoretical debate relate to the actual practice of literary translation? And what happens to literary style when theorists of translation and translators experiment with multilingual writing or when translingual writers translate? The present discussion explores the hitherto undefined zone of creative interaction between translation and multilingual writing in the hope of contributing to the more conceptual debates from a hands-on perspective. It is based on the roundtable entitled “Stylistic Border Crossings in Multilingual and Translated (Con)texts” that was part of the Stylistic Border Crossings In and Beyond Translation conference held on March 9–10, 2023.1 The conference and the roundtable were organized by Eugenia Kelbert with the British Centre for Literary Translation and the East Centre, University of East Anglia. Each of the three guests wears a combination of multiple hats that bridge theory and practice and include “translingual writer,” “literary translator,” “translation studies scholar,” “writer,” and “literary scholar.” Eugenia Kelbert
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Darley, Mark. "Outline proposal for discussion/debate forum in the Journal of Nursing Management." Journal of Nursing Management 7, no. 4 (July 1999): 191–92. http://dx.doi.org/10.1111/j.1365-2834.1999.tb00015.x.
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Howell, Charlotte. "This Show Was Religious?!: Online Reactions to Religion in Lost and Battlestar Galactica Finales." Journal of Religion, Media and Digital Culture 5, no. 2 (December 6, 2016): 297–314. http://dx.doi.org/10.1163/21659214-90000083.
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As the American populace is increasingly identifying as non-religious, religious representation is surprisingly also increasing on television, leading many to discuss the limits and boundaries of acceptable representations of religion through the cultural forum of television. The series finales of Lost and Battlestar Galactica serve as a particular pair of case studies I place in discussion with each other about religious-representational and generic concerns. Online reactions in discussion forums or comment sections to the religious elements in these finales generally occur in one of two ways: negative reactions that set the religious endings in opposition to the genre expectations viewers had for the shows or generally positive reactions that focus on the religious themes as successful affective tools that provided adequate or at least justified narrative closure. In both discursive strains, the tone was overwhelmingly respectful and occasionally aware that those entering into the discussions were engaging in larger cultural debates, providing one site of exploring the changing role of religion in popular television through a study of expectations of science fiction narratives and their conclusions.
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Hibbert, Alice, Markku Vesala, Micky Kerr, Kathryn Fackrell, Stephen Harrison, Harriet Smith, and Deborah Ann Hall. "Defining Symptom Concepts in Chronic Subjective Tinnitus: Web-Based Discussion Forum Study." Interactive Journal of Medical Research 9, no. 1 (January 7, 2020): e14446. http://dx.doi.org/10.2196/14446.
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Background A minimum standard based upon consensus decision making recommends a core set of tinnitus-specific health complaints (outcome domains) that should be assessed and reported in all clinical trials as this enables comparisons to be made across studies as well as data pooling for meta-analysis. Objective This study aimed to further clarify how the outcome domain concepts should be defined for 5 of the core set: tinnitus intrusiveness, sense of control, acceptance of tinnitus, concentration, and ability to ignore. This step requires a clear and fully elaborated definition for each outcome domain, moving from an abstract or a vague concept to an operationalized and measurable health-related construct, so that a suitable measurement instrument can then be identified. Methods A series of 5 focus group–style semistructured discussions were conducted via a Web-based discussion forum, each open for 2 weeks and ending with a vote. The participants included 148 tinnitus experts who completed a preceding e-Delphi survey that had generated the original set of minimum standards. The participants were health care users living with tinnitus, health care professionals, clinical researchers, commercial representatives, and funders. Results The Web discussions led to a revision of all 5 original plain language definitions that had been used in the preceding e-Delphi survey. Each revised definition was voted by 8 to 53 participants and reached the prespecified threshold of 70% consensus for all except tinnitus intrusiveness. Although a single definition was not agreed upon for tinnitus intrusiveness, the majority of participants shared the view that the concept should be sufficiently broad to encapsulate a range of subdomains. The examples included tinnitus awareness, unpleasantness, and impact on different aspects of everyday life. Thematic analysis of the 5 Web-based discussion threads gave important insights into expert interpretations of each core outcome domain, generating an operationalized and measurable health construct in each case. Conclusions The qualitative data gathered during the Web-based discussion forum provided an important in-depth understanding of the health concepts that had raised a debate during earlier face-to-face meetings. The descriptive summaries and definitions provide sufficient operationalization of those concepts to proceed to the second stage of core outcome set development that is to identify and evaluate suitable measurement instruments. This study supports the use of Web-based peer discussion forums in defining health concepts.
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Kanckos, Lise. "Surrogatarrangemang, moderskap och nationalitet. Finlands riksdags debatter om legaliseringen av surrogatarrangemang." K&K - Kultur og Klasse 40, no. 113 (June 20, 2012): 27–44. http://dx.doi.org/10.7146/kok.v40i113.15718.
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Surrogacy, motherhood and nationality | Surrogacy arrangements were allowed in Finland, and were practiced to a small extent at four clinics, before the Act on Assisted Reproduction took effect on 1 September 2007. The political debate on surrogacy was at times lively during the preparations of the law. This article is based on a rhetoric and discourse analysis of discussions on surrogacy, maternity and nationality in the Finnish parliamentary debates concerning the legalisation of surrogacy. The material consists of three debates in 2002, 2006 and 2007, newspaper articles, a medical article and the website of a discussion forum. Surrogacy arrangements in Finland were often constructed in these debates as safe and controlled, and the Finnish surrogate was described as altruistic, while surrogates in other countries were constructed as rented wombs. These political discourses on surrogacy are also discussed in relation to a wider context of cross-border reproductive care and consumption.
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Estlund, David. "Introduction: Epistemic Approaches to Democracy." Episteme 5, no. 1 (February 2008): 1–4. http://dx.doi.org/10.3366/e1742360008000191.
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The papers published in this special issue can fairly be unified under the heading “Epistemic Democracy,” but there is more variety among them than this might indicate. They exhibit the broad range of ways in which epistemological considerations are figuring in contemporary philosophical discussions of democracy. The authors range from young and promising to established and distinguished. I'd like to introduce a few of the issues that run through the papers, sprinkling references to the actual papers along the way.From the beginning, democratic forms of government have included discussion and debate. In real life the value of democracy can hardly be separated from the value of free public discussion, prior to voting, about the issues and candidates. This is not to say that either the discussion or the vote have always been inspiring, but whatever value democracy is thought to have, it seems inseparable from public political discussion. One way of accounting for the value of the discussion is to suppose that voters exchange reasons (not always cooperatively) about what to do. Even a quick look at the content of political debate seems to confirm that it is mostly about which decision would be best for the country or city whose laws or leaders are in question.
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CHUNG, HUN, and JOHN DUGGAN. "A Formal Theory of Democratic Deliberation." American Political Science Review 114, no. 1 (December 27, 2019): 14–35. http://dx.doi.org/10.1017/s0003055419000674.
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Inspired by impossibility theorems of social choice theory, many democratic theorists have argued that aggregative forms of democracy cannot lend full democratic justification for the collective decisions reached. Hence, democratic theorists have turned their attention to deliberative democracy, according to which “outcomes are democratically legitimate if and only if they could be the object of a free and reasoned agreement among equals” (Cohen 1997a, 73). However, relatively little work has been done to offer a formal theory of democratic deliberation. This article helps fill that gap by offering a formal theory of three different modes of democratic deliberation: myopic discussion, constructive discussion, and debate. We show that myopic discussion suffers from indeterminacy of long run outcomes, while constructive discussion and debate are conclusive. Finally, unlike the other two modes of deliberation, debate is path independent and converges to a unique compromise position, irrespective of the initial status quo.
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Fong, Christian, Neil Malhotra, and Yotam Margalit. "Political Legacies: Understanding Their Significance to Contemporary Political Debates." PS: Political Science & Politics 52, no. 03 (April 10, 2019): 451–56. http://dx.doi.org/10.1017/s1049096519000209.
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ABSTRACTPoliticians bequeath an important legacy after they leave office: the public’s memories of their time in office. Indeed, the media often discuss legacy concerns as a key motivation of politicians. Yet, there has been little empirical analysis of how politicians’ legacies are interpreted and used by the mass public. Analyzing millions of comments from online discussion forums, we show that citizens frequently mobilize memories of past politicians in their discussions of current events. A randomized survey experiment rationalizes such invocations of past politicians: they bolster the persuasiveness of contemporary arguments—particularly bad ones—but only when made in the context of a policy domain specifically associated with a past politician. Our findings suggest that politicians have a strong interest in cultivating a positive, broad, and enduring legacy because memories of them influence policy debates long after they leave office.
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Pilling, D. "Genetic impact assessments – summary of a debate." Animal Genetic Resources Information 41 (April 2007): 101–7. http://dx.doi.org/10.1017/s1014233900002376.
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SummarySome countries have introduced a requirement for genetic impact assessments prior to granting permission for the import of new exotic livestock breeds. However, the merits of such a system are not universally accepted. During February 2007 a discussion on the subject took place on FAO's Domestic Animal Diversity Network (DAD-Net) electronic forum. This paper presents a description of how the discussion developed, and a summary of the issues raised. Arguments both for and against requiring impact assessments were put forward. Those opposing such measures focused on the risks of limiting access to animal genetic resources (AnGR), and questioned the benefits of government interference. Practical constraints to implementation and enforcement were also noted. Counter arguments pointed to the potential for avoiding the loss of valuable AnGR, and stressed governments' responsibilities to intervene where necessary to promote sustainable development, to defend the interests of the poor, or to protect national heritage. The debate ranged more widely — encompassing the respective roles of local and exotic AnGR in different regions of the world and in different production systems.
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Price-Jones, Kathryn Shelley. "Students’ Critical Commentaries: Unfettered Voices." Dialogic Pedagogy: An International Online Journal 8 (September 22, 2020): SF87—SF96. http://dx.doi.org/10.5195/dpj.2020.353.
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Changes to educational practices have been proposed, with some being adopted globally, on a continuous basis. However, student opinions have seldom been invited into discussions. This article was written following an invitation from the Dialogic Pedagogy Journal “to write a critical response to” Eugene Matusov’s editorial “A student’s right to freedom of education”. The inclusion of student voices in educational forums is integral for a more complete understanding of the position of all participants and, whether one considers students to be representative of one of Gramsci’s subaltern classes, students as an active group have historically been denied “the basic rights of participation” (El, H., 2012), with their absence from educational discussions having become the status quo. The following article introduces the critical commentaries from seven students who were members of a university level Discussion and Debate class in Seoul, South Korea. Their views were shaped from their previous schooling experiences and their hopes for positive changes. The students’ commentaries are responded to by Eugene Matusov. It is the hope of this author that this classroom process may act as one potential model for further educators to invite student voices into academic discourse. In the spirit of Gayatri Spivak’s 1998 essay (Spivak and Riach, 2012), it is time to let the subaltern speak.
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Tomlinson, Chloe, and Howard Stevenson. "Organising around ideas: Why we need to take the battle of ideas in education more seriously." FORUM 63, no. 2 (July 1, 2021): 148–60. http://dx.doi.org/10.3898/forum.2021.63.2.13.
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In this article we develop the notion of 'organising around ideas'. We highlight the ways in which education debate in England has narrowed as traditional spaces for discussion and debate have been closed down. The state now has extraordinary power to shape discourses and frame narratives about the purposes of schooling. Here we argue that we must find new ways to engage in the battle of ideas, not simply as an exercise in rational argument, but as an essential element of organising and movement building. The article provides three short case studies of 'organising around ideas' in action to illustrate what this work can look like. The cases are not templates, but illustrate the flexible, grassroots-based activity that is central to building a movement from the bottom up.
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Patel, Utkarsh, Animesh Mukherjee, and Mainack Mondal. ""Dummy Grandpa, Do You Know Anything?": Identifying and Characterizing Ad Hominem Fallacy Usage in the Wild." Proceedings of the International AAAI Conference on Web and Social Media 17 (June 2, 2023): 698–709. http://dx.doi.org/10.1609/icwsm.v17i1.22180.
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Today, participating in discussions on online forums is extremely commonplace and these discussions have started rendering a strong influence on the overall opinion of online users. Naturally, twisting the flow of the argument can have a strong impact on the minds of naive users, which in the long run might have socio-political ramifications, for example, winning an election or spreading targeted misinformation. Thus, these platforms are potentially highly vulnerable to malicious players who might act individually or as a cohort to breed fallacious arguments with a motive to sway public opinion. Ad hominem arguments are one of the most effective forms of such fallacies. Although a simple fallacy, it is effective enough to sway public debates in offline world and can be used as a precursor to shutting down the voice of opposition by slander. In this work, we take a first step in shedding light on the usage of ad hominem fallacies in the wild. First, we build a powerful ad hominem detector based on transformer architecture with high accuracy (F1 more than 83%, showing a significant improvement over prior work), even for datasets for which annotated instances constitute a very small fraction. We then used our detector on 265k arguments collected from the online debate forum – CreateDebate. Our crowdsourced surveys validate our in-the-wild predictions on CreateDebate data (94% match with manual annotation). Our analysis revealed that a surprising 31.23% of CreateDebate content contains ad hominem fallacy, and a cohort of highly active users post significantly more ad hominem to suppress opposing views. Then, our temporal analysis revealed that ad hominem argument usage increased significantly since the 2016 US Presidential election, not only for topics like Politics, but also for Science and Law. We conclude by discussing important implications of our work to detect and defend against ad hominem fallacies.
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Hinck, Edward. "Practicing Critical Thinking Skills Within a Pedagogy of Renewal." Journal of Communication Pedagogy 6 (2022): 26–31. http://dx.doi.org/10.31446/jcp.2022.1.05.
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The COVID-19 “pivot” created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard’s discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.
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Cherednik, Anna. "Pedagogical conditions of preparation of future rehabilitation specialists to work in conditions of inclusive students 'training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 255–61. http://dx.doi.org/10.33310/2518-7813-2019-66-3-255-261.
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The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.
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Winsvold, Marte. "Deliberation, Competition, or Practice?" Nordicom Review 34, no. 1 (July 1, 2013): 3–15. http://dx.doi.org/10.2478/nor-2013-0039.
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Abstract Several studies have found that political online debates do not to live up to deliberative standards of discussion. Even so, these debates may have democratic value. In the present article, the analytic focus is extended from deliberative democratic theory alone to a broader framework of analysis, which also includes a competitive and a participatory democratic ideal. An analytical framework for identifying democratic elements in online debates, based on these three ideals, is developed, and a sample of postings from two Norwegian newspaper-hosted online forums is explored using this new analytical framework. The analysis shows that the online debates are not particularly deliberative, but that they show ample traces of a participatory and a competitive democratic ideal, indicating that the democratic value of these online forums does not primarily lie in fostering deliberation, but rather in clarifying and contrasting different alternatives, and in providing a training ground for political debates.
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Hine, Christine. "Cyberscience and Social Boundaries: The Implications of Laboratory Talk on the Internet." Sociological Research Online 7, no. 2 (May 2002): 80–95. http://dx.doi.org/10.5153/sro.715.
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This paper examines the use of an online forum for the discussion of laboratory science. It is argued that such forums are significant in the light of claims made for the impact of information and communications technologies (ICTs) on scientific research, and of broader debates about the role of ICTs in reconfiguring social boundaries. It appears that the impacts of ICTs on scientific research are likely to be diverse and unpredictable, in line with emerging findings in other application domains. In particular, the potential to break down the boundaries between science and lay persons, and between different areas of scientific research, is likely to be limited by the ways in which particular forums are preserved as bounded spaces for specific specialisms. In the case of the forum studied in this paper, discursive practices function to re-establish laboratory boundaries in the online setting. Laboratory talk on the Internet may help to break down barriers between individual laboratories, but is not, in itself, any more accessible to lay people than talk in the private spaces of the laboratory.
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Grzesiakowska, Lidia. "Być Francuzem – analiza debaty publicznej o tożsamości narodowej na podstawie artykułów prasowych oraz publikacji rządowych." Kwartalnik Kolegium Ekonomiczno-Społecznego. Studia i Prace, no. 3 (December 3, 2012): 137–54. http://dx.doi.org/10.33119/kkessip.2012.3.7.
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National identity is frequent topic of debates and discussions in the European media, especially during elections and in the countries of the so-called “Old Union” which are characterized by large number of immigrants. This study analyzes the public debate on national identity which took place in France in 2009. The publication presents the political circumstances of the debate, views of significant French newspapers and the official governmental summary of the debate. The applied methodology of research is based on an analysis of the written sources. The following press articles have been the subject of a detailed analysis: “Pourquoi il faut arreter le débat sur l’identité nationale” by B.-H. Lévy, published in Le Point, “L’identité: une occasion manqueé”, by A. Brézet, published in Le Figaro and a government publication: “Séminaire gouvernemental sur l’Identité nationale: propositions validées Hôtel de Matignon” published on: www.gouvernement.fr. The aim of the publication is to determine whether the public debate organized by the French government answered the question: “What does it mean to be a Frenchman”? The final conclusion of the analysis is that the French debate on national identity was more of political than social nature, although it has aroused a significant interest not only of the media, but also among ordinary citizens presenting their views on various internet forums. Furthermore, the opinions of journalists had clearly reflected their political views. None of the analyzed texts, neither the press articles nor the government document, gave an answer to the question asked. Despite the fact that the problem of defining the national identity is important to the French nation, the debate organized by the French government has left everyone unsatisfied and with a feeling of distaste by the debate’s political flavor.
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Hiscock, Andrew. "Debating early modern and modern memory: Cultural forms and effects: a critical retrospective." Memory Studies 11, no. 1 (January 2018): 69–84. http://dx.doi.org/10.1177/1750698017736839.
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This discussion focuses upon the ways in which early modern and modern cultural debate examines memory both in terms of its functions and nature as human faculty and of its effects as a cultural phenomenon. It seeks to uncover some of the striking synergies as well as the contrary motions in the vigorous cultural debates surrounding the reflex to remember and its implications for various target audiences. Of particular interest will be the ways in which memory was and is pressed into service to forge critical narratives of origin and belonging at both a personal and collective level, notably with reference to Shakespeare’s history plays. Discussion ranges across a number of early modern textual genres (e.g. correspondence, drama, epic poetry, historiography, devotional writing) to probe the prevailing cultural expectations surrounding the exercise of recollection and the consequences of the failure to perform such duties.