Relevant bibliographies by topics / Open discussion

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open discussion'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Open discussion"

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Hughes, James A. "Open Discussion." Highlights of Astronomy 9 (1992): 163–89. http://dx.doi.org/10.1017/s153929960000890x.

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Nahabedian, Maurice Y. "Open Discussion." Annals of Plastic Surgery 50, no. 6 (2003): 606. http://dx.doi.org/10.1097/01.sap.0000069200.71966.02.

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Behnam, Amir B. "Open Discussion." Annals of Plastic Surgery 50, no. 6 (2003): 570–71. http://dx.doi.org/10.1097/01.sap.0000069203.36338.f6.

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Pan, Deborah. "Open Discussion." Annals of Plastic Surgery 50, no. 6 (2003): 622. http://dx.doi.org/10.1097/01.sap.0000069276.89451.40.

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Shapiro, Michael. "Open Discussion." Annals of Plastic Surgery 50, no. 6 (2003): 648. http://dx.doi.org/10.1097/01.sap.0000069277.26469.e5.

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Breitbart, Arnold S. "Open Discussion." Annals of Plastic Surgery 50, no. 6 (2003): 617. http://dx.doi.org/10.1097/01.sap.0000069278.18490.3c.

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Kilgo, Matthew S. "Open Discussion." Annals of Plastic Surgery 50, no. 6 (2003): 593. http://dx.doi.org/10.1097/01.sap.0000069279.13623.bd.

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&NA;. "Open Discussion." Annals of Plastic Surgery 52, no. 3 (2004): 283. http://dx.doi.org/10.1097/01.sap.0000111746.96840.e0.

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&NA;. "Open Discussion." Annals of Plastic Surgery 52, no. 3 (2004): 275. http://dx.doi.org/10.1097/01.sap.0000111747.08791.d5.

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&NA;. "Open Discussion." Annals of Plastic Surgery 52, no. 3 (2004): 269. http://dx.doi.org/10.1097/01.sap.0000111748.80726.e3.

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Dissertations / Theses on the topic "Open discussion"

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Costa, Mary-Anne da. "Surfaces and services : a public space for information, communication and discussion." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd11212007-100102.

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Rusch, Thomas, and Achim Zeileis. "Discussion on Fifty Years of Classification and Regression Trees." Wiley, 2014. http://dx.doi.org/10.1111/insr.12062.

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In this discussion paper, we argue that the literature on tree algorithms is very fragmented. We identify possible causes and discuss good and bad sides of this situation. Among the latter is the lack of free open-source implementations for many algorithms. We argue that if the community adopts a standard of creating and sharing free open-source implementations for their developed algorithms and creates easy access to these programs the bad sides of the fragmentation will be actively combated and will benefit the whole scientific community. (authors' abstract)
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LU, Jiewei Antonia. "Open-minded discussion in interdepartmental collaboration : contribution of goal interdependence and social motives." Digital Commons @ Lingnan University, 2014. https://commons.ln.edu.hk/mgt_etd/25.

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Combining theories of social motives, goal interdependence, and conflict management, this study theorized a model in which interdepartmental goal interdependence affects conflict outcomes between different departments through open-minded discussion dynamics adopted by employees from different departments in the organization. This study also proposes that social motives moderate the link between inter-departmental goal interdependence and open-minded discussion. A sample of 133 employees from different business organizations in China were interviewed to recall a critical incident when they had a conflict with their coworker from different departments. SEM results and other analysis results support the hypotheses that cooperative interdepartmental goal interdependence and competitive goal interdependence are antecedents to employees engaging in open-minded discussion in the context of interdepartmental collaboration, and that open-minded discussion in turn influences conflict outcomes, i.e. task accomplishment, relationship strengthening, and future collaboration. Results further suggest that employee’s pro-social motive moderates the relationship between competitive goal interdependence and open-minded discussion, and that proself motive moderates the relationship between cooperative goal interdependence and open-minded discussion. Findings also suggest that practitioners promote effective interdepartmental collaboration by strengthening their prosocial motive when perceiving competitive goal and proself motive when perceiving cooperative goal, setting cooperative interdepartmental goal interdependence, and handling conflict through open-minded discussion. The study contributes to conflict management literature as well as the goal interdependence theory in the organizational behavior literatures.
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Fitenko, Nikita Slonimskiĭ Sergeĭ Mikhaĭlovich. "Sonata for piano (1963) by Sergei Michailovich Slonimsky musical analysis and discussion on interpretation and performance /." connect to online resource, 2002. http://www.library.unt.edu/theses/open/20021/fitenko%5Fnikita/index.htm.

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Malan, Petronel. "Alexander Johnson's Nis concerto (1994) concerto no. 1 for piano and orchestra, a discussion of influences from Africa, eastern and western Europe /." view full-text document. Access restricted to the University of North Texas campus, 2001. http://www.library.unt.edu/theses/open/20012/malan%5Fpetronel/index.htm.

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Wang, L. "'2+1' Chinese business students' methods of case-study group discussion in British university seminars." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.

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The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.
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Nyman, Gomez Christian. "A game to gain awareness of cultural differences : Comparing the effect of a social game and an open discussion exercise." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12541.

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This thesis explores whether a social game shows indications of being more effective to raise awareness of cultural differences than an open discussion exercise. Within the field of Serious Games there are studies exploring the area. Among them some studies aim to train the cultural understanding of military personnel or are business relationship oriented, while others try to motivate immigrant to interact with local population or convey situation which may lead to culture shock.To conduct the experiment critical incidents were developed using a model where individualistic and collectivistic cultures are compared in social and work related situations. Participants, students from Swedish for immigrants, were divided into two groups. One group was playing the game and the other was having an open discussion exercise. Results show after the session and three weeks later indications of the game being more effective raising awareness of cultural differences.
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Yeager, Jonathan Mark. "The roots of Open Brethren ecclesiology a discussion of the nature of the church compared to the ecclesiology of the Darbyite Brethren, 1825-1848 /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p048-0314.

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Hawken, Johanna. "Philosopher avec les enfants : enquête théorique et expérimentale sur une pratique de l'ouverture d'esprit." Thesis, Paris 1, 2016. http://www.theses.fr/2016PA01H219/document.

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L’enfance est l’âge des prémices intellectuelles et existentielles, mais l’appartenance à ce stade du développement ne doit pas signer l’incapacité philosophique des enfants, qui manifestent des tendances philosophiques spontanées par leur faculté d’étonnement, leur quête de sens et leurs intuitions sur le monde. Cette affinité naturelle de l’enfance au monde conceptuel ferait de la philosophie le lieu idéal pour instituer une éducation de la pensée. Ainsi, le mouvement pédagogique de la philosophie pour enfants défend, depuis une quarantaine d’années, la nécessité d’une formation de l’esprit critique, réflexif et dialectique. En vue de réinventer une méthode pédagogique conforme à l’esprit enfantin, elle a surgi sous la forme d’une pratique de la discussion collective, centrée sur l’échange des idées, l’exercice des habiletés intellectuelles et la construction d’une réflexion conceptuelle, argumentée et problématique sur un enjeu universel de la condition humaine. Dans ce cadre (et dans celui de notre étude), les philosophes pour enfants défendent de toutes parts le développement de l’ouverture d’esprit, en un double sens : comme développement des capacités rationnelles et comme éclosion des capacités dialogiques de compréhension intersubjective. La discussion philosophique permettrait à l’enfant de s’ouvrir l’esprit, grâce à la dynamique d’exploration des idées, problématiques, arguments et à l’apprentissage de la disponibilité à la pensée nouvelle, à la pensée d’autrui, à la pensée pluraliste. Il convient donc de se demander si la philosophie pour enfants peut être conçue comme une pratique intellectuelle et éthique de l’ouverture d’esprit<br>Childhood is the age of an awakening of intellectual and existential capacities, but this developmental stage is not indicative of a philosophical inability of children, who may display spontaneous philosophical tendencies through their faculty for surprise, their quest for meaning and their intuitions about the world. This natural affinity of children for the conceptual world makes philosophy the ideal medium to introduce education in thinking. Thus, for the past forty years or so, the philosophy for children movement has defended the need to train critical, reflexive and dialectic minds. In order to reinvent a pedagogic method best suited to a child's mindset, this training has developed in the form of collective debate centred on the exchange of ideas, the exercise of intellectual capacities and the construction of conceptual thinking, argued and problematized around the universal challenges of the human condition. In this context (and that of our study), philosophers for children are strongly in favour of defending an openness of mind, from two standpoints: as the development of rational abilities and as the first steps towards a capacity for intersubjective understanding. Philosophical discussion allows children to open their minds, thanks to the dynamic of exploring ideas, issues and arguments and learning about the availability of new, external and pluralistic thoughts. The question is therefore whether philosophy for children could be conceived as an intellectual and ethical practice to achieve open-mindedness
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Wang, Zhanyu. "The design and implementation of a discussion forum module to function within the architectural constraints of an existing Open Source Software (OSS) learning management system (to meet target-user requirements)." Thesis, Peninsula Technikon, 2004. http://hdl.handle.net/20.500.11838/1381.

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Thesis (MTech (Information Technology))--Peninsula Technikon,Cape Town, 2004<br>Higher education and online discussions are an integral part of collaboratively based e-Learning systems. However, there problems can be associated with current online discussion models. For example, it can be easy to set open-ended discussions which attract little participation and to assess contributions can be difficult or time-consuming. Students may not achieve the expected learning outcomes without proper structure and management in online discussions. This paper proposes to design and implement a discussion forum object to function within the architectural constraints of an existing Oss learning management system (to meet target user requirements) that is a web-based environment for online discussions where the facilitator can structure each discussion according to its nature and where learning requirements are using already designed templates.
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Books on the topic "Open discussion"

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Peter, Voller, ed. Open minds: Exploring global issues through reading and discussion. University of Michigan Press, 1996.

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Office, Home. Counter-terrorism powers: Reconciling security and liberty in an open society : a discussion paper. Stationery Office, 2004.

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Fisher, Andrew David. A discussion concerning the application of the 'Open question argument' to both semantic and ethical naturalism. University of Birmingham, 2000.

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Cappello, John. Open the mind heal the heart: A metaphysical discussion about grief and recovery. life from a psychic point of view. Balboa Press, 2016.

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Whitney, Dick. 75 cage-rattling questions to change the way you work: Shake-em-up questions to open meetings, ignite discussion, and spark creativity. McGraw-Hill, 1997.

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New Jersey. Legislature. Senate. Environment Committee. Committee meeting of Senate Environment Committee: Discussion of the Clean Water Enforcement Act. The Committee, 1994.

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United States. Congress. Senate. Committee on Veterans' Affairs. An open discussion: Planning, providing, and paying for veterans' long-term care : hearing before the Committee on Veterans' Affairs, United States Senate, One Hundred Ninth Congress, first session, May 12, 2005. U.S. G.P.O., 2006.

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United States. Congress. House. Committee on International Relations. Subcommittee on the Western Hemisphere. Open session on the Western Hemisphere today, a roundtable discussion: Hearing before the Subcommittee on the Western Hemisphere of the Committee on International Relations, House of Representatives, One Hundred Fifth Congress, first session, March 12, 1997. U.S. G.P.O., 1997.

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(Canada), Fraser Basin Management Board. What people in the communities told us: A report on the open house discussions. The Board, 1993.

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Commission, New Jersey Citizens' Clean Elections. Commission meeting of New Jersey Citizens' Clean Elections Commission: Briefing by officials from the New Jersey Election Law Enforcement Commission on the New Jersey Fair and Clean Elections Pilot Program : followed by open discussion with public participation : Trayes Hall, Douglass College, Rutgers University, April 26, 2005, 3:00 p.m. Office of Legislative Services, Public Information Office, Hearing Unit, 2005.

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Book chapters on the topic "Open discussion"

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Haller, Jörg. "Discussion." In Open Evaluation. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-8349-4487-0_14.

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Haller, Jörg. "Discussion." In Open Evaluation. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-8349-4487-0_19.

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García, R. A., S. Mathur, M. J. P. F. G. Monteiro, J. Christensen-Dalsgaard, and S. W. McIntosh. "Open Discussion." In Astrophysics and Space Science Proceedings. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55336-4_46.

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Doswell, C. "Open discussion." In Geophysical Monograph Series. American Geophysical Union, 1993. http://dx.doi.org/10.1029/gm079p0635.

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Wickham, Anthony J. "Open Discussion." In Modelling and Measuring Reactor Core Graphite Properties and Performance. Royal Society of Chemistry, 2012. http://dx.doi.org/10.1039/9781849735179-00202.

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Tarozzi, Gino, and Alwyn van der Merwe. "Discussion." In Open Questions in Quantum Physics. Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5245-4_2.

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Soeldner, Carsten-Constantin. "Discussion." In Open Innovation in Embedded Systems. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-16389-1_4.

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Nedon, Verena. "Discussion." In Open Innovation in R&D Departments. Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09585-7_7.

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Balka, Kerstin. "Discussion of findings." In Open Source Product Development. Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6949-1_11.

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Lee, Viktor. "Discussion." In How Firms Can Strategically Influence Open Source Communities. Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-7140-1_8.

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Conference papers on the topic "Open discussion"

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"Open Discussion." In 5th AIAA Theoretical Fluid Mechanics Conference. American Institute of Aeronautics and Astronautics, 2008. http://dx.doi.org/10.2514/6.2008-4411.

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Koohang, Alex, Tom Seymour, Robert Skovira, and Gary DeLorenzo. "Panel Discussion: Challenges of Open Educational Resources." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3050.

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Open Education Resources (OERs) are defined as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for noncommercial purposes. They are typically made freely available over the Web or the Internet. Their principal use is by teachers and educational institutions to support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabi, curricula and teachers' guides.” UNESCO (2002, paragraph 3)
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MINOZZO, M. "ON THE TWO-SLIT INTERFERENCE EXPERIMENT: A STATISTICAL DISCUSSION." In Historical Analysis and Open Questions — Cesena 2004. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773258_0021.

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Hitt, Darren, and Michael Martin. "Open Discussion: Micro-Scale Flow Control & Sensing." In 48th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition. American Institute of Aeronautics and Astronautics, 2010. http://dx.doi.org/10.2514/6.2010-735.

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Ko, Andrew J., and Parmit K. Chilana. "Design, discussion, and dissent in open bug reports." In the 2011 iConference. ACM Press, 2011. http://dx.doi.org/10.1145/1940761.1940776.

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Funamori, Miho. "Open Science and the Academy: A Theoretical Discussion." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.19.

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Alotaibi, Mohammad, and Susan Bull. "Discussion around Individual Open Learner Models: Understanding or Copying?" In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.34.

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Roberson, Moderated by Charles, and Edited by Dan Dublin. "Open questions in non-neutral plasma physics panel discussion." In Non−neutral plasma physics II: The Berkeley workshop on non−neutral. AIP, 1995. http://dx.doi.org/10.1063/1.47911.

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Tyagi, Amit Kumar, G. Rekha, and N. Sreenath. "Is your Privacy Safe with Aadhaar?: An Open Discussion." In 2018 Fifth International Conference on Parallel, Distributed and Grid Computing (PDGC). IEEE, 2018. http://dx.doi.org/10.1109/pdgc.2018.8745836.

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Kontio, Jeffrey, Robert Fricke, Brandon Hopkins, and Nicholas Hardy. "Out in Tech: An Open Discussion About Inclusive Workspaces." In SIGUCCS '21: ACM SIGUCCS Annual Conference. ACM, 2021. http://dx.doi.org/10.1145/3419944.3441164.

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Reports on the topic "Open discussion"

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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor, and Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.
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Southwell, Brian, Angelique (Angel) Hedberg, Christopher Krebs, and Stephanie Zevitas, eds. Building and Maintaining Trust in Science: Paths Forward for Innovations by Nonprofits and Funding Organizations. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.cp.0010.1909.

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In July 2019, participants gathered in Research Triangle Park, North Carolina, for an event organized by RTI International called Trust in Science. Our goal with the Trust in Science event was to foster collaborations and strengthen connections between nonprofit and funding organizations to address trust-related challenges that are affecting science and scientists. Collaboration between professionals and organizations is easy to cite as an abstract goal but can be challenging to pursue in practice for various reasons. Participants generated and considered both broad challenges and specific contexts in which trust has been strained. We discussed, for example, the use of wearable technologies for data collection, vaccine acceptance, biofuel research, survey research on topics such as sexual harassment monitoring, tools to help people navigate online information, and the development of physical spaces for local community discussion about science and technology. We offer an overview of key themes and ideas that emerged from our interactions. We hope that readers will consider this an open-source set of suggestions for future initiatives and innovations.
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Smith, Jijo K., Howell Li, and Darcy M. Bullock. Populating SAE J2735 Message Confidence Values for Traffic Signal Transitions Along a Signalized Corridor. Purdue University, 2019. http://dx.doi.org/10.5703/1288284317322.

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The communication between connected vehicles and traffic signal controllers is defined in SAE Surface Vehicle Standard J2735. SAE J2735 defines traffic signal status messages and a series of 16 confidence levels for traffic signal transitions. This paper discusses a statistical method for tabulating traffic signal data by phase and time of day and populating the SAE J2735 messages. Graphical representation of the red-green and green-yellow transitions are presented from six intersections along a 4-mile corridor for five different time of day timing plans. The case study provided illustrates the importance of characterizing the stochastic variation of traffic signals to understand locations, phases, and time of day when traffic indications operate with high predictability, and periods when there are large variations in traffic signal change times. Specific cases, such as low vehicle demand and occasional actuation of pedestrian phases are highlighted as situations that may reduce the predictability of traffic signal change intervals. The results from this study also opens up discussion among transportation professionals on the importance of consistent tabulation of confidence values for both beginning and end of green signal states. We believe this paper will initiate dialog on how to consistently tabulate important data elements transmitted in SAE J2735 and perhaps refine those definitions. The paper concludes by highlighting the importance of traffic engineers and connected vehicle developers to work together to develop shared visions on traffic signal change characteristics so that the in-vehicle use cases and human-machine interface (HMI) meet user expectations.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Predicting Complex PTSD in Foster Care – CAMHS around the Campfire. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15376.

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This session we are discussing complex PTSD, with the focus on Dr. Rachel Hiller's JCPP open access paper ‘A longitudinal study of cognitive predictors of (complex) post‐traumatic stress in young people in out‐of‐home care’
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