Relevant bibliographies by topics / Stance taking

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

Academic literature on the topic 'Stance taking'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Stance taking"

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Cowley, Stephen J. "Taking a Language Stance." Ecological Psychology 23, no. 3 (July 25, 2011): 185–209. http://dx.doi.org/10.1080/10407413.2011.591272.

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Tullmann, Katherine. "Taking the fictional stance." Inquiry 59, no. 6 (July 28, 2016): 766–92. http://dx.doi.org/10.1080/0020174x.2016.1208924.

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Suchecki, Ann. "Taking a Reflective Stance." Schools 2, no. 2 (October 2005): 129–34. http://dx.doi.org/10.1086/589121.

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Iwasaki, Shoichi, and Foong Ha Yap. "Stance-marking and stance-taking in Asian languages." Journal of Pragmatics 83 (July 2015): 1–9. http://dx.doi.org/10.1016/j.pragma.2015.04.008.

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Freeman, Valerie, Richard Wright, Gina-Anne Levow, Yi Luan, Julian Chan, Trang Tran, Victoria Zayats, Maria Antoniak, and Mari Ostendorf. "Phonetic correlates of stance-taking." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2175. http://dx.doi.org/10.1121/1.4899877.

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Chandrasegaran, Antonia, and Kah Mun Clara Kong. "Stance-taking and stance-support in students’ online forum discussion." Linguistics and Education 17, no. 4 (December 2006): 374–90. http://dx.doi.org/10.1016/j.linged.2007.01.003.

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Willett, Jerri, and Mary Jeannot. "Resistance to Taking a Critical Stance." TESOL Quarterly 27, no. 3 (1993): 477. http://dx.doi.org/10.2307/3587478.

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Ingram, Matthew Bruce, and Madeline M. Maxwell. "A listener’s stance-taking in mediation." Mediation Theory and Practice 2, no. 2 (October 2, 2017): 93–130. http://dx.doi.org/10.1558/mtp.33373.

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Journell, Wayne. "Taking a reasoned stance against misinformation." Phi Delta Kappan 102, no. 5 (January 26, 2021): 12–17. http://dx.doi.org/10.1177/0031721721992559.

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The literature on teaching controversial issues offers a framework to help teachers make appropriate judgments about which topics are worthy of deliberation and what information is reasonable to consider in a classroom. Wayne Journell describes four criteria for evaluating the openness of issues, explains why the behavioral criterion is neither feasible or desirable, unpacks the three criteria that the literature has identified as reasonable (the epistemic criterion, the political criterion, and the politically authentic criterion), and then discusses how teachers can make decisions when the criteria disagree.
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XIAO–DESAI, YANG. "Stance‐Taking in Heritage Language Writing." Modern Language Journal 105, no. 3 (August 26, 2021): 679–96. http://dx.doi.org/10.1111/modl.12720.

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Dissertations / Theses on the topic "Stance taking"

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Takizawa, Kumiko. "Stance-taking: JFL Learners and Benefactive Verbs." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4481.

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This study explores how JFL learners take a benefactive stance in Japanese. As Jaffe (2009) observes, stance-taking "plays a complex role with respect to the naturalization of social and linguistic ideologies and the social structures they legitimate." The way in which language is used to take a stance always concerns the social context in which a speaker finds her/himself. In Japanese, benefactive verbs (kureru, ageru, morau and their honorific and humble equivalents) are indispensable stance indicators for showing gratitude or indebtedness. Such expressions do not really exist in English and their grammar is complex. It is assumed that JFL learners will struggle with taking a benefactive stance using those expressions. In order to analyze JFL learners' stance-taking, data were collected from narrative interviews with ten JFL learners who are currently in 300- and 400-level university courses. In order to explore how learners attempt to show stance-reflecting benefaction, they were asked questions that aimed to elicit a speaker's feelings of gratitude. Some examples of such questions are, "Who do you appreciate the most in your life?" or "Who is the most generous person you know?" The data show that (1) learners do use (or attempt to use) benefactive verbs to indicate stance, (2) they also fail to use benefactive verbs in contexts where they are called for, and (3) they misuse benefactive verbs, e.g., using ageru instead of kureru. Furthermore, it revealed that learners tend to show stance using evaluation such as adjectives, adverbs, or ritual expressions that show appreciation but they fail to utilize benefactive verbs. This failure to project a benefactive stance can lead to miscommunication and/or misunderstanding between learners and Japanese speakers. I offer possible ways to promote learners' awareness of the benefaction in Japanese culture.
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Concannon, Shauna. "Taking a stance : experimenting with deliberation in dialogue." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/30623.

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How do people manage disagreements in conversation? Previous studies of dialogue have shown that the interactional consequences of disagreement are not straightforward. Although often interpreted as face-threatening when performed in an unmitigated manner, disagreement can also encourage novel contributions. This thesis explores how systematically altering the presentation of someone's stance influences the deliberative potential of a dialogue. A corpus analysis of ordinary conversations shows that exposed disagreement occurs rarely, but that speakers can signal a potentially adversarial position in a variety of other ways. One of the most interesting among these is the way people mark their rights to speak about something. Resources such as reported speech and prefacing incongruent content with discourse markers (e.g. 'well') can be important to the management of interpersonal factors. The idea that disagreement is problematic but also useful for deliberation is examined. Using a method that allows fine-grained manipulations of text based dialogues in real-time, agreement and disagreement fragments are inserted into a discussion dialogue. The findings show that inserting exposed disagreement violates the conventions of polite dialogue leading participants to put more effort into the production of their replies, and does not improve levels of deliberation. This raises the question of whether manipulating apparent degrees of speaker commitment might be more important for influencing the quality of deliberation. An experiment was devised which presented oppositional content with differing degrees of 'knowingness'. The findings indicate that marking stance as knowing leads to less guarded exchanges, but does not increase deliberation. Conversely, framing statements as less knowing increases the likelihood that participants consider more alternative viewpoints, thus increasing the deliberative quality of a dialogue. Potential applications include training guidelines for professionals developing tools to support considered debate. Implications for computational argumentation studies include the importance of interpersonal dynamics and stance construction for formulating polite arguments.
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Niemelä, M. (Maarit). "Resonance in storytelling:verbal, prosodic and embodied practices of stance taking." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514294174.

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Abstract This study examines stories as they appear in everyday conversation, focusing on the high degree of parallelism observed in them. Such parallelism is shown to be a vehicle of stance taking in interaction. Stance taking is here viewed as a highly intersubjective and interactive, public, multi-layered activity, which involves words, linguistic structures, voices, the body and the surrounding environment, and is embedded in the sequential organisation of social interaction. Stance taking involves various types of resonance between two interaction participants and also between the interactional turns of one participant. The concept of resonance is treated as the process of activating affinity across dialogic turns of talk within a telling or a series of tellings. The present study uses both audio and video recordings of naturally-occuring everyday interactions as data. The study first shows that voiced direct reported speech (DRS) utterances displaying a shared stance are an appropriate response to prior voiced DRS utterances and that a sequence of subsequent resonant voiced DRS utterances is an orderly phenomenon in interaction and a sequentially relevant practice of stance taking. Secondly, the study explicates the way in which participants use resonant words, structures, voicing and embodiment, and implicate the surrounding environment in constructing a reporting space. The reporting space enables and invites active participation in the form of multimodal enactments from all the participants of the telling event to the overall stance-taking activity within the storytelling sequence. Thirdly, the study details the use of resonating formal storytelling elements functioning as a resource for stance taking, e.g. the preface of a second telling by second tellers ties back to the preface and the high point of a prior telling. Finally, the study examines the way in which multiple actions, such as troubles telling, delivering news, giving an explanation and requesting advice, are accomplished via repeated tellings of a story in different interactional contexts. Similar structural units of such tellings resonate in form, whereas some lexico-syntactic details of these units vary according to the social actions that are being accomplished via the tellings, according to the engagement of the recipient in the telling and to the physical circumstances of the telling
Tiivistelmä Tutkimus tarkastelee arkikertomuksissa ilmeneviä parallellismin muotoja ja sitä miten nämä rakentavat vuorovaikutuksellista asennoitumistoimintaa. Asennoituminen nähdään monisäikeisenä intersubjektiivisena ja interaktiivisena toimintana, joka rakentuu puhujien sanojen, kielellisten rakenteiden, äänen ja kehon keinoin. Samanaikaisesti se rakentuu vuorovaikutuksen sosiaalisten toimintojen ja niiden sekventiaalisen järjestyksen tuloksena. Asennoitumistoimintaa ilmentää eriasteinen resonanssi pääasiassa eri puhujien mutta myös yhden puhujan eri vuorojen välillä: Puhujan resonoiva vuoro sitoo sen edellisen arkikertomuksen tai arkikertomussarjan vuoroihin aktivoiden näin yhtäläisyyden vuorojen välillä. Ilmiöitä tarkastellaan vuorovaikutuslingvistiikan ja keskustelunanalyysin menetelmin. Tutkimuksen aineisto koostuu englannin- ja suomenkielisistä äänitetyistä ja videoiduista arkikeskusteluista. Tutkimus osoittaa, että kertomistapahtumaan osallistuvat puhujat tuottavat kertomusten huippukohdissa kohosteisia referointivuoroja vastauksina aiempien kertojien kohosteisiin referointivuoroihin. Puhujat ilmaisevat tällä tavalla asennoitumistaan yhtäältä kerronnan sisältöön ja toisaalta edeltävien vuorojen ilmentämään asennoitumistoimintaan. Tutkimuksessa kartoitetaan myös sitä, miten puhujat rakentavat asennoitumista sanojen, kielellisten rakenteiden, prosodian ja kehollisten keinojen avulla. Kertomusten huippukohdissa puhujat referoivat roolihenkilöitä puheen lisäksi myös kehollisin keinoin, mitä tutkimuksessa kutsutaan roolissa toimimiseksi. Vastaanottajat voivat vastata asettumalla itsekin rooliin. He osoittavat ymmärtävänsä kertojan näkökulman tuottamalla kertomuksen sisältöön ja kertojan ilmentämiin asenteisiin sopivia samanlinjaisia lisävuoroja. Edelleen tutkimus kuvailee nk. toisen kertomuksen kielellisiä, prosodisia ja kehollisia elementtejä, jotka resonoivat edeltävän kertomuksen vuorojen elementtien kanssa ja joiden avulla asennoitumistoiminta rakentuu. Kertojat viittaavat toisen kertomuksen vuoroillaan edellisen kertomuksen vuoroihin aktivoiden yhtäläisyyksiä yhtäältä kyseisten resonoivien vuorojen ja toisaalta edeltävän ja toisen kertomuksen asennoitumistoimintojen välillä. Lisäksi tutkimuksessa tarkastellaan samansisältöisiä peräkkäisiä arkikertomuksia, jotka on tuotettu eri vastaanottajille. Kertoja tuottaa samansisältöisten kertomusten avulla eri toimintoja vastaanottajasta ja vuorovaikutusympäristöstä riippuen. Kertomusten välillä on resonoivia rakenteellisia yhtäläisyyksiä, mutta ne myös poikkeavat toisistaan sosiaalisen toiminnon sekä vastaanottajan sitoutumisen asteen ja ympäröivien olosuhteiden mukaan
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Avdan, Nazli. "‘Collaborative Competition’ : Stance-taking and Positioning in the European Parliament." Doctoral thesis, Linköpings universitet, Avdelningen för språk och litteratur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139842.

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The European Parliament (EP) is the scene where certain issues concerning over 500 million ‘Europeans’ are publicly debated and where politically relevant groupings are discursively coconstructed. While the Members of the Parliament (MEPs) pursue their political agendas, intergroup boundaries are drawn, reinforced, and/or transgressed. Speakers constantly take stances on behalf of groupings in relation to some presupposed other groupings and argue what differentiates ‘Self’ from ‘Others’. This study examines patterns of language use by the MEPs as they engage in the contextually and historically situated dialogical processes of intergroup positioning and stance-taking. It further focuses on the strategic and competitive activities of grouping, grounding, and alignment in order to reveal the dynamic construction of intergroup boundaries. The study is based on a collection of Blue-card question-answer sequences from the plenary debates held at the EP in 2011, when the Sovereign Debt Crisis had been stabilized to some degree but still evoked plenty of controversy. Theoretically the study builds on Stance Theory (Du Bois, 2007), Positioning Theory (Davies & Harré, 1990), and several broadly social constructivist approaches to discourse analysis (Fairclough, 1995). The analysis shows that intergroup positioning in the EP emerges as what I call a ‘collaborative competition’ between contradictory ideologies and political agendas. The MEPs strategically manipulate their opponents' prior or projected utterances in order to set up positions for self, a grouping he or she stands for, and thereby its adversaries. All participants engage in the maintenance and negotiation of intergroup boundaries, even though the boundaries hardly ever coincide between the different speakers. They discursively fence off some imaginary territories, leaving their adversaries with vague positions. When asking Blue-card questions, the MEPs use a particular turn organization, which involves routine forms of interactional units, namely addressing, question framing and question forms, each of which is shown to contribute to stance-taking. A dynamic model of stance-taking is suggested, allowing for a fluid transformation of the stance object as well as the discursively constructed stance-takers. While Blue-card questions are meant to serve as a structured procedure for eliciting information from a speaker, the analysis demonstrates that the MEPs accomplish various divergent actions that serve intergroup positioning. The dissertation thus contributes to the understanding of the discursive games played in the EP as the MEPs strive to construct social realities that fit their political ends.
Europaparlamentet (EP) är scenen där vissa frågor rörande mer än 500 miljoner ‘européer’ officiellt debatteras och där politiskt relevanta grupperingar diskursivt konstrueras [co-constructed]. Medan parlamentsmedlemmarna (MEPs) driver sina egna politiska agendor dras gränser mellan grupperna, och dessa gränser förstärks och/eller överträds. Talare intar oavbrutet vad man skulle kunna kalla för olika ‘hållningar’ (stances) för olika grupperingar i relation till vissa förutsatta andra grupperingar, och argumenterar för vad som skiljer ‘jaget/det egna’ (Self) från ‘de andra’ (Others). Denna studie undersöker språkmönster som används av parlamentsledamöterna när de hänger sig åt kontextuellt och historiskt situerade dialogiska processer rörande positionering mellan grupper (intergroup positioning) och stance-taking. Den fokuserar vidare på de strategiska och konkurrensutsatta aktiviteterna grouping (gruppformering), grounding (ung. legitimering av en talares stance) och alignment (när man placerar sig i linje med eller tar avstånd från en annan talares åsikter) för att urskilja den dynamiska konstruktionen av gränser mellan grupper. Studien baseras på en korpus av så kallade ‘Blue-card question-answer sequences’ från plenardebatter som hölls i EP under 2011, när statsskuldkrisen hade stabiliserats något men fortfarande utgjorde grunden för många kontroverser. Teoretiskt sett bygger studien på Stance-teori (Du Bois, 2007), Positionerings-teori (Davies & Harré, 1990) och ett flertal breda socialkonstruktivistiska infallsvinklar till diskursanalys (Fairclough, 1995). Analysen visar att positioneringen mellan de olika grupperingarna i EP framstår som något jag kallar ‘kollaborativ konkurrens’ mellan motstridiga ideologier och politiska agendor. Parlamentsledamöterna manipulerar strategiskt sina motståndares tidigare eller förutsedda yttranden för att positionera sig själva, en gruppering de står för, och därigenom dess meningsmotståndare. Alla deltagare agerar för att upprätthålla och förhandla gränsdragningen mellan grupperna, trots att gränserna nästan aldrig överensstämmer mellan de olika talarna. Diskursivt styckar de av några imaginära territorier, vilket lämnar deras motståndare i vaga positioner. När de ställer Blue-card questions använder sig parlamentsledamöterna av en särskild turtagningsorganisation, vilken inbegriper rutinformer av interaktionsenheter (interactional units), tilltal (addressing), hur frågor initieras (question framing), och frågeformer (question forms), av vilka var och en visar sig bidra till stance-taking. En dynamisk modell för stance-taking föreslås, vilket möjliggör en transformation av det kontinuerligt omdefinierade stance-objektet såväl som av de diskursivt konstruerade stance-takers. Medan Blue-card questions är avsedda att fungera som en strukturerad procedur för att få fram information från en talare demonstrerar analysen att parlamentsledamöterna lyckas med olika avledande manövrer som tjänar positioneringen mellan grupper. Avhandlingen bidrar på så vis till förståelsen av det diskursiva spelet i Europaparlamentet där parlamentsledamöterna strävar efter att konstruera sociala realiteter som tjänar deras politiska mål.
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Lindmark, Carolina. "Oh chale : Two stance-taking strategies in Ghanaian Pidgin English." Thesis, Stockholms universitet, Institutionen för lingvistik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131497.

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A common assumption is that language is used for conveying factual information, but linguistic forms also serve a way to communicate pragmatic features, such as speakers’ intentions and mental state. This study describes and analyses two strategies for stance-taking in GhaPE, more specific the use of discourse particles and complement-taking predicates. Such grammatical resources have been identified in the literature to play important functions in signalling how the speaker evaluates and positions him/herself and the addressee with respect to objects of discourse. The analysis and discussion of forms is informed by Du Bois’ (2007) ‘stance triangle’, which has proved to be a useful analytical device for investigating stance from a dialogical perspective. GhaPE is at times anticipated as fairly simple both by scholars and in the community where it is spoken. This thesis is thus an attempt to display aspects of the richness of the language.
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Sheaffer, Anne Auburn. "Taking a Knee to "Whiteness" in Teacher Education: An Abolitionist Stance." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610484537076832.

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Lai, Su-Jen. "Using an ecological approach to pedagogy : taking an ethnographic stance towards EFL literacy learning." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419100.

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Debras, Camille. "L'expression multimodale du positionnement interactionnel (multimodal stance-taking) : étude d'un corpus oral vidéo de discussions sur l'environnement en anglais britannique." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030155.

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Cette recherche propose une analyse multimodale du positionnement interactionnel ou stance-taking. Le corpus de travail, filmé, transcrit et annoté par nos soins dans trois logiciels compatibles (CLAN, PRAAT, ELAN), est une collection de discussions semi-guidées sur le thème de l’environnement (2h 20 min). Les 16 locuteurs sont des étudiants locuteurs natifs d’anglais britannique qui discutent par deux et entre amis. Dans cette recherche, nous adoptons une définition large du « langage », en y incluant l’ensemble des ressources sémiotiques verbales et non-verbales mobilisées pour la co-construction dynamique et intersubjective du sens au cours de l’interaction orale. Nous montrons que les locuteurs intègrent une grande variété de ressources verbales (segments, énoncés), mais aussi vocales (intonation) et mimo-posturo-gestuelles (gestes, expressions du visage), en les synchronisant de manière tant simultanée que séquentielle, pour prendre position vis-à-vis de leur interlocuteur. Au plan théorique, notre approche multi-niveaux et multimodale tisse des liens entre théories françaises de l’énonciation (Benveniste, 1966, Morel et Danon-Boileau, 1998), théorie discursive-fonctionnelle du stance-taking (Kärkkäinen, 2006, Du Bois, 2007), analyse conversationnelle multimodale (C. Goodwin et M.H. Goodwin, 1992, Mondada, 2007), anthropologie linguistique (Ochs, 1996), et étude de la gestualité (Kendon, 2004, Müller, 2004, Streeck, 2009) ; au plan méthodologique, nous combinons analyse qualitative et codage systématique. Notre thèse pose d’abord les bases théoriques et méthodologiques d’une étude multimodale des stances (Partie 1), puis propose la possibilité d’un marquage visuel du positionnement intersubjectif (Partie 2), avant de montrer comment les locuteurs intègrent mots et syntaxe, voix, visage et corps pour prendre position en interaction (Partie 3)
In this research, we propose a multimodal analysis of stance-taking based a collection of semi-guided discussions between pairs of friends who discuss environmental issues (2h 20 min). All 16 speakers are university students who are native speakers of British English. We filmed, transcribed and annotated this video corpus in three compatible software tools, CLAN, PRAAT and ELAN. In this research, we defend a broad understanding of “language”, defined as encompassing all verbal and non-verbal semiotic resources involved in the dynamic and intersubjective co-construction of meaning during spoken interaction. We show that speakers integrate a wide range of verbal resources (segments, utterances) as well as vocal (intonation) and visual ones (gestures, postures and facial expressions), and synchronize these resources simultaneously and sequentially so as to take stances with respect to their interlocutors. On a theoretical level, our multi-level, multimodal approach brings together French utterer-centred approaches to language (Benveniste, 1966, Morel and Danon-Boileau, 1998), discursive-functional theories of stance-taking (Kärkkäinen, 2006, Du Bois, 2007), multimodal conversation analysis (C. Goodwin and M.H. Goodwin, 1992, Mondada, 2007), linguistic anthropology (Ochs, 1996) and gesture studies (Kendon, 2004, Müller, 2004, Streeck, 2009); our methodology combines qualitative analysis with systematic coding. This thesis starts with laying the theoretical and methodological bases for a multimodal study of stance-taking (Part 1); it then proposes that some gestures and facial expressions can be used as intersubjective visual stance markers (Part 2), before showing how speakers integrate words and syntax, voice, facial expressions, gestures and physical posture to take stance in interaction (Part 3)
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Koowuttayakorn, Sichon, and Sichon Koowuttayakorn. "Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624521.

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The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language (L2/FL) education setting which is institutionally sponsored and highly structured, the context of informal ELTL under investigation is "recreational" (Chik, 2015) in the sense that it is unconstrained by institutional structures and largely driven by personal interests and goals. With the unprecedented success of social media and social networking sites (SNSs), this new form of learning and teaching can be found in a variety of languages and discourses across diverse digital landscapes. This study pays particular attention to the context of Thai speakers in three ELTL communities formed on Facebook Pages (FPs). The aim is to describe the participants' SNS-mediated L2 literacy practices as informed by Thai culture, beliefs, and values. This research project is grounded in the concept of new literacies (Lankshear & Knobel, 2011) and the multimodal social semiotic approaches to analyzing digitally-mediated communication (Kress, 2010; Jewitt, 2009; Van Leeuwen, 2005). The analysis is also informed by the interpretative framework of positioning theory (Davies and Harré, 1990; Harré & van Langenhove, 1991) and sociolinguistic approaches to stances (Du Bois, 2007; Jaffe, 2009a). The integration of various theoretical and analytical models offers a holistic understanding of the participants' Facebook-based literacy practices from different perspectives. A mixed method approach that combines qualitative (e.g., multimodal analysis, online ethnographic observation) and quantitative (e.g., survey, user statistics) data analysis also helps describe the users’ semiotic productions and interactions from a diachronic point of view. While the purpose of the project is to examine contemporary L2 literacy engagement in an underexplored historical and cultural context, the analysis does not simply discuss the way Thai SNS users teach and/or learn English online. Rather, the findings also shed light on other important issues relating to digital literacies including multimodal production, identity construction, social relationship formation, stance-taking acts, and language ideology. These emerging literacy practices are presented in three separate but interrelated analysis chapters. They are comprised of: 1) the multimodal analysis of the interplay between Facebook affordances and the users' semiotic activities; 2) the investigation of the participants’ self- and other-positioning strategies; and 3) the discussion of the participants' stance-taking acts in various aspects relating to English language teaching, learning, and use in contemporary society. Altogether, the findings pinpoint the complex and interconnected relationships among digital media, self, community, and ideology as fundamental to meaningful learning experiences on SNSs. They also support the view of language learning as a social practice, which highlights the fact that meaning and knowledge are socially and culturally situated, shaped by contexts, and shared by members within particular communities (Gee, 2010; Lankshear & Knobel, 2011; Thorne, 2013). The dissertation, therefore, has implications for pedagogies and practice because it provides insights about how to design equitable learning materials and activities that address these contemporary social practices. Ultimately, the research suggests the use of a social media-enhanced ELTL site to develop meaningful interactions between learner, language, media, and community during the process of learning.
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Rauniomaa, M. (Mirka). "Recovery through repetition:returning to prior talk and taking a stance in American-English and Finnish conversations." Doctoral thesis, University of Oulu, 2008. http://urn.fi/urn:isbn:9789514289248.

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Abstract The study examines ‘recovery through repetition’, investigating how speakers repeat their own utterances in order to return to prior talk. The phenomenon comprises instances of everyday, casual conversation in which speakers indicate that their utterance was either not taken up at all or not taken up to an adequate degree. By repeating the utterance more or less word-for-word, speakers suggest to their recipients that a (different type of) response is relevant and offer the utterance for re-consideration. The data consist of American-English and Finnish conversations. The segments come from the Santa Barbara Corpus of Spoken American English and from the Corpus of Conversational Finnish that is maintained by the Department of Finnish Language and Literature at the University of Helsinki (Keskusteluntutkimuksen arkisto). The theoretical and methodological framework of the study is based on interactional linguistics and conversation analysis. First, the study details the typical composition and position of recovery through repetition and discusses the interactional implications that the repeated utterances may have. The study focuses on the functions of recovery through repetition and their implications for stance taking. Two overall interactional environments are identified: speakers employ recovery through repetition either to seek the attention of recipients and to take a stance towards an activity in progress, or to redirect the attention of recipients and to take a stance towards a recipient response. The different functions of recovery through repetition in the two environments are further examined. Moreover, the study contrasts repetition with other means of recovery and suggests that the different means have divergent implications for stance taking. Finally, the study concludes that recovery through repetition provides speakers with a means of negotiating the input of their utterances and simultaneously taking a stance towards an aspect of the ongoing interaction
Tiivistelmä Tutkimus tarkastelee toistoa elvytyskeinona keskustelussa eli sitä, kuinka puhuja toistaa oman lausumansa palatakseen aiempaan puheeseen. Ilmiö muodostuu arkisista, epämuodollisista keskustelutilanteista, joissa puhuja osoittaa, että jotakin hänen lausumaansa ei ole joko otettu lainkaan huomioon tai sitä ei ole käsitelty asianmukaisesti. Toistamalla lausuman lähes sanatarkasti puhuja ilmaisee keskustelukumppaneilleen, että jonkinlainen (tai mahdollisesti tietyntyyppinen) vastaanotto olisi odotuksenmukainen, ja tarjoaa lausumaansa käsiteltäväksi uudelleen. Tutkimuksen aineisto koostuu amerikanenglannin- ja suomenkielisistä keskusteluista, jotka ovat peräisin Santa Barbaran puhutun amerikanenglannin kokoelmasta (Santa Barbara Corpus of Spoken American English) ja Helsingin yliopiston suomen kielen ja kotimaisen kirjallisuuden laitoksen Keskusteluntutkimuksen arkistosta. Tutkimuksen teoreettisen ja menetelmällisen viitekehyksen muodostavat vuorovaikutuslingvistiikka ja keskustelunanalyysi. Aluksi tutkimuksessa kartoitetaan yksityiskohtaisesti elvyttävän toiston tyypillistä rakennetta ja paikkaa sekä pohditaan toistettujen lausumien mahdollisia vuorovaikutuksellisia seuraamuksia. Tutkimus keskittyy elvyttävän toiston tehtäviin ja niiden merkitykseen asennoitumiselle. Tutkimuksessa tunnistetaan kaksi yleistä esiintymisympäristöä: puhujat käyttävät elvyttävää toistoa joko hakeakseen vastaanottajien huomiota ja ottaakseen kantaa meneillään olevaan toimintaan tai ohjatakseen vastaanottajien huomiota ja ottaakseen kantaa edeltävään vastaanottajan vuoroon. Elvyttävän toiston tehtäviä näissä kahdessa ympäristössä eritellään tutkimuksessa tarkemmin. Lisäksi tutkimuksessa verrataan toistoa muihin elvytyskeinoihin keskustelussa ja esitetään, että eri elvytyskeinoilla rakennetaan asennoitumista eri tavoin. Tutkimus osoittaa, että elvyttävä toisto tarjoaa keskustelijoille keinon neuvotella sanomansa merkityksestä ja samalla rakentaa asennoitumistaan meneillään olevaan vuorovaikutustilanteeseen
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Books on the topic "Stance taking"

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Haddington, Pentti. The intersubjectivity of stance taking in talk-in-interaction. Oulu [Finland]: University of Oulu, 2005., 2005.

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Niemela, Maarit. Resonance in storytelling: Verbal, prosodic and embodied practices of stance taking. Oulu: University of Oulu, 2011.

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Argan, Giovanni, Alexandra Timonina, and Maria Redaelli. Taking and Denying Challenging Canons in Arts and Philosophy. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-462-2.

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The volume includes papers presented at the II International Conference of PhD students of the Department of Philosophy and Cultural Heritage of Ca’ Foscari University of Venice and the State Institute for Art Studies in Moscow Taking and Denying: Challenging Canons in Arts and Philosophy (23-25 September 2020).
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Kobozeva, Nadezhda, and Vera Dunaeva. The quality of audit services: concept, methodology, tools. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1016909.

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In the monograph developed a scientifically grounded concept and methodological quality assurance of audit services. Used in the Russian practice the system of indicators of audit quality are not sufficiently effective due to the lack of a uniform conceptual apparatus in the field of audit quality, allowing you to combine the expectations of users, requirements of regulatory bodies and public auditing. The most urgent task of the present stage of development of audit activities is the development of holistic, taking account of national features of the concept of audit quality. For students undergraduate and graduate, auditors, specialists of bodies of state financial control and supervision of University teachers.
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Rasskazov, Leonid. Theory of state and law: advanced course. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/109295-8.

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The textbook covers in an accessible form the main issues provided for by the state educational standard and the curriculum for the discipline "Theory of state and law". The material is focused on in-depth study of the theoretical aspects of jurisprudence and is presented taking into account changes The Constitution of the Russian Federation approved by the all-Russian vote on July 1, 2020. The publication is intended for undergraduate students of the last year of study to prepare for the state exam on the theory of state and law. The textbook will also be useful for master's and postgraduate students, applicants and anyone interested in the problems of legal science.
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Maksurov, Aleksey. Generally recognized principles and norms of international law: the concept and problems of application in the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1087999.

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The monograph reflects the results of the author's research on the application of generally recognized principles and norms of international law in the Russian Federation, including taking into account the current changes in the Constitution of the Russian Federation. It will be useful for scientists and students (postgraduates) - lawyers, political scientists, sociologists, as well as practicing lawyers in all areas of law, specialists in the field of state and municipal law and management, international law.
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Shuvalova, Irina. Consumer protection. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1477410.

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The textbook has been prepared taking into account the current state of legislation and the practice of its application. The main concepts and categories in the field of consumer protection are considered, specific examples are given, practical recommendations are given. It contains samples of documents: claims, statements, complaints, petitions, statements of claim, etc. on various issues in the field of consumer protection. It is intended for students, practitioners, as well as anyone interested in consumer protection issues.
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Kas'yanov, Valeriy, Sergey Samygin, and Vladimir Shevelev. History. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086532.

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The textbook covers all the topics and questions of the course "History". The main attention is paid to the leading trends, stages and events of cultural, civilizational and state development from antiquity to the present day. The authors take into account the latest historical research and developments that have recently appeared in historical science. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. Addressed to students of secondary vocational educational institutions, it can also be used by high school students in preparation for final exams at school and by applicants taking entrance exams to universities and colleges.
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Surkova, Galina. Atmospheric chemistry. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1079840.

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The textbook contains material corresponding to the course of lectures on atmospheric chemistry prepared for students studying meteorology and climatology. The basic concepts of atmospheric chemistry are given, its gaseous components, as well as aerosols and chemical processes related to their life cycles, which are important from the point of view of the formation of the radiation, temperature and dynamic regime of the atmosphere, as well as its pollution, are considered. The main regularities of the transport of impurities in the atmosphere and the role of processes of different spatial and temporal scales in this process are presented. The concept of approaches of varying degrees of complexity used to model the transport of matter in the atmosphere, taking into account its chemical transformations, is presented. The processes in the gaseous and liquid phases that affect the chemical composition and acidity of clouds and precipitation are described. Modern methods of using information about the concentration and state of chemical compounds, including their radioactive and stable isotopes, to obtain information about the meteorological regime of the atmosphere in the present and past are considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the field of training "Hydrometeorology".
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Zheldybina, Tat'yana. Actual problems of the history of political and legal doctrines. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1233668.

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The textbook is devoted to the main schools of law — natural law, positivist, historical and" revived " natural law. It is written taking into account the development and achievements of modern political and legal thought. There are control questions, tests, a list of literature necessary for preparing for seminars and the exam. It corresponds to the Federal State Educational Standard of higher education of the last generation in the direction of training 40.04.01 "Jurisprudence". It is recommended for undergraduates, state and municipal employees. It will be useful for graduate students when passing the candidate's minimum exams, when preparing doctoral dissertations, and for teachers of legal and philosophical profiles, as well as anyone interested in this problem.
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Book chapters on the topic "Stance taking"

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Karamouzi, Eirini. "Taking a stance." In The Greek Junta and the International System, 110–23. Abingdon, Oxon; New York: Routledge, 2020. | Series: Cold War history: Routledge, 2020. http://dx.doi.org/10.4324/9780429438691-11.

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Martin, J. R., and P. R. R. White. "Evaluative Key: Taking a Stance." In The Language of Evaluation, 161–209. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511910_4.

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Haddington, Pentti. "Identity and stance taking in news interviews." In Mediating Ideology in Text and Image, 69–95. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/dapsac.18.06had.

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Pörzgen, Brigitte. "The Self and Taking an Intentional Stance." In The Self in European and North American Culture: Development and Processes, 351–55. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0331-2_25.

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Cochran-Smith, Marilyn, and Kelly Demers. "Research and Teacher Learning: Taking an Inquiry Stance." In Teachers as Learners, 13–43. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_2.

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Helmreich, Jeffrey S. "Taking a Stance: An Account for Persons and Institutions." In Further Advances in Pragmatics and Philosophy: Part 2 Theories and Applications, 513–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00973-1_28.

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White, Jonathan R. "Marking Online Community Membership: The Pragmatics of Stance-taking." In Further Advances in Pragmatics and Philosophy: Part 2 Theories and Applications, 535–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00973-1_29.

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Granados-Beltrán, Carlo. "Promoting Understanding of Diversity by Taking a Critical Intercultural Stance." In International Perspectives on Diversity in ELT, 37–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74981-1_3.

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Cordella, Marisa. "4. Taking a Stance: Older Native Speakers with Young Language Learners." In Rethinking Second Language Learning, edited by Marisa Cordella and Hui Huang, 51–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095414-009.

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Achugar, Mariana. "Families’ Conversations about the Dictatorship: Appropriating Anecdotes and Taking an Affective Stance." In Discursive Processes of Intergenerational Transmission of Recent History, 47–102. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137487339_3.

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Conference papers on the topic "Stance taking"

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Hasan, Kazi Saidul, and Vincent Ng. "Why are You Taking this Stance? Identifying and Classifying Reasons in Ideological Debates." In Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/d14-1083.

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Skeppstedt, Maria, Manfred Stede, and Andreas Kerren. "Stance-Taking in Topics Extracted from Vaccine-Related Tweets and Discussion Forum Posts." In Proceedings of the 2018 EMNLP Workshop SMM4H: The 3rd Social Media Mining for Health Applications Workshop & Shared Task. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-5902.

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Zavadskienė, Loreta, and Remigijus Bubnys. "TAKING THE STANCE: ON THE IMPORTANCE OF REFLECTIVE PRACTICE PERCIEVED BY TEACHER EDUCATORS. CLARIFYING THE ROLE OF TEACHER EDUCATORS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0240.

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Morazzani, Ivette M., and Dennis W. Hong. "Analysis, Synthesis, and Experiments of Standing Up Methods for a Tripedal Robot." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86912.

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This paper presents the work addressing the issue of standing up after falling down for a novel three-legged mobile robot STriDER (Self-excited Tripedal Dynamic Experimental Robot). The robot is inherently stable when all three feet are on the ground due to its tripod stance, but it can still fall down if it trips while taking a step or if unexpected external forces act on it. The unique structure of STriDER makes the simple task of standing up challenging for a number of reasons; the high height of the robot and long limbs require high torque at the actuators due to its large moment arms; the joint configuration and length of the limbs limit the workspace where the feet can be placed on the ground for support; the compact design of the joints allows limited joint actuation motor output torque; three limbs do not allow extra support and stability in the process of standing up. This paper examines four standing up strategies unique to STriDER: three feet, two feet and one foot pushup, and spiral pushup. For all of these standing up strategies, the robot places its feet or foot at desired positions and then pushes the feet against the ground thus, lifting the body upwards. The four pushup methods for standing up were analyzed and evaluated considering the constraints such as, static stability, friction at the feet, kinematic configuration and joint motor torque limits, thus determining the suggested design and operation parameters. The motor torque trends as the robot stands up using pushup methods were investigated and the results from the analysis were validated through experiments.
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Yap, Han Lun, and Christopher J. Rozell. "Stable Takens' Embedding for linear dynamical systems." In 2010 49th IEEE Conference on Decision and Control (CDC). IEEE, 2010. http://dx.doi.org/10.1109/cdc.2010.5717244.

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Jayakaran, Christopher, Ragini Patel, Prashant Momaya, K. Roopesh, Umeshchandra Ananthanarayana, and Gautam Sardar. "Taking the Grunt Work Out of Tolerance Optimization." In ASME 8th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2006. http://dx.doi.org/10.1115/esda2006-95579.

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The activity of tolerance allocation and optimization is a critical step in the product design process. This inherent trade-off between design objectives and process capability poses challenges in achieving right tolerances, both technically and effort-wise. Traditional methods in tolerance allocation are mostly regressive and are constrained by selection of the manufacturing processes. A progressive approach to tolerance allocation that does not assume these processes helps in achieving optimality of the tolerances and selection of manufacturing processes to realize the design. The two-stage process suggested in this paper formulates an optimization problem that allocates the tolerances based on sensitivities of tolerance values at the first stage followed by manufacturing process selection and further optimization to adhere to the processes selected in the second stage. The approach aims at achieving optimal allocation of tolerances and assignment of the manufacturing processes, while keeping the optimization problem computationally simple, although iterative.
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Bidal, G., J. L. Huguenin, S. Denorme, D. Fleury, N. Loubet, A. Pouydebasque, P. Perreau, et al. "Gate-All-Around technology: taking advantage of ballistic transport ?" In 2009 Proceedings of the European Solid State Device Research Conference (ESSDERC). IEEE, 2009. http://dx.doi.org/10.1109/essderc.2009.5331466.

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Kawabata, T., and M. Kohda. "Word spotting method taking account of duration change characteristics for stable and transient parts of speech." In IEEE International Conference on Acoustics, Speech, and Signal Processing. IEEE, 1986. http://dx.doi.org/10.1109/icassp.1986.1168542.

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Gautier, S., and L. Chaˆtellier. "Taking Advantage of Signal Processing for Lifetime Management." In ASME 2002 Pressure Vessels and Piping Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/pvp2002-1378.

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So as to detect and characterize potential defects in pipes, inspections are carried out. Should a defect be detected, one can be asked to prove the component still stands the mechanical constraints. Then, it is essential to characterize the defect, especially when the demonstration relies on mechanical calculus: the better the characterization, the better the mechanical assessment. Still, the characterization of the defect from the sole data is sometimes very difficult and the justification process can thus be dramatically jeopardized. In such cases, signal processing can be very helpful for the interpretation of the data and for the defect’s characterization. This paper is dedicated to the inspection of pipes with narrow beam X-ray imaging. For this application, the characterization of the defect is indeed very difficult. We show that the signal processing makes it possible to achieve a 3-D reconstruction of the component providing a characterization of the defects. Thus, the signal processing can turn out to be an essential step between measurement and mechanical calculus.
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Kageshima, Hiroyuki, and Kenji Shiraishi. "Universal Theory of Si Oxidation Rate Taking Account of Interfacial Si Emission." In 1999 International Conference on Solid State Devices and Materials. The Japan Society of Applied Physics, 1999. http://dx.doi.org/10.7567/ssdm.1999.a-9-3.

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Reports on the topic "Stance taking"

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Takizawa, Kumiko. Stance-taking: JFL Learners and Benefactive Verbs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6365.

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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Mumm, Jared M., Joseph D. Stock, Samaneh Azarpajouh, Chelsey Smith, Cassondra Elliott, Anna K. Johnson, Kenneth J. Stalder, and Julia A. Calderón Díaz. Time Taken for Lame and Non-lame Sows to Stand and Lie. Ames (Iowa): Iowa State University, January 2017. http://dx.doi.org/10.31274/ans_air-180814-370.

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Ashley, Caitlyn, Elizabeth Spencer Berthiaume, Philip Berzin, Rikki Blassingame, Stephanie Bradley Fryer, John Cox, E. Samuel Crecelius, et al. Law and Policy Resource Guide: A Survey of Eminent Domain Law in Texas and the Nation. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2017. http://dx.doi.org/10.37419/eenrs.eminentdomainguide.

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Eminent Domain is the power of the government or quasi-government entities to take private or public property interests through condemnation. Eminent Domain has been a significant issue since 1879 when, in the case of Boom Company v. Patterson, the Supreme Court first acknowledged that the power of eminent domain may be delegated by state legislatures to agencies and non-governmental entities. Thus, the era of legal takings began. Though an important legal dispute then, more recently eminent domain has blossomed into an enduring contentious social and political problem throughout the United States. The Fifth Amendment to the United States Constitution states, “nor shall private property be taken for public use, without just compensation.” Thus, in the wake of the now infamous decision in Kelo v. City of New London, where the Court upheld the taking of private property for purely economic benefit as a “public use,” the requirement of “just compensation” stands as the primary defender of constitutionally protected liberty under the federal constitution. In response to Kelo, many state legislatures passed a variety of eminent domain reforms specifically tailoring what qualifies as a public use and how just compensation should be calculated. Texas landowners recognize that the state’s population is growing at a rapid pace. There is an increasing need for more land and resources such as energy and transportation. But, private property rights are equally important, especially in Texas, and must be protected as well. Eminent domain and the condemnation process is not a willing buyer and willing seller transition; it is a legally forced sale. Therefore, it is necessary to consider further improvements to the laws that govern the use of eminent domain so Texas landowners can have more assurance that this process is fair and respectful of their private property rights when they are forced to relinquish their land. This report compiles statutes and information from the other forty-nine states to illustrate how they address key eminent domain issues. Further, this report endeavors to provide a neutral third voice in Texas to strike a more appropriate balance between individual’s property rights and the need for increased economic development. This report breaks down eminent domain into seven major topics that, in addition to Texas, seemed to be similar in many of the other states. These categories are: (1) Awarding of Attorneys’ Fee; (2) Compensation and Valuation; (3) Procedure Prior to Suit; (4) Condemnation Procedure; (5) What Cannot be Condemned; (6) Public Use & Authority to Condemn; and (7) Abandonment. In analyzing these seven categories, this report does not seek to advance a particular interest but only to provide information on how Texas law differs from other states. This report lays out trends seen across other states that are either similar or dissimilar to Texas, and additionally, discusses interesting and unique laws employed by other states that may be of interest to Texas policy makers. Our research found three dominant categories which tend to be major issues across the country: (1) the awarding of attorneys’ fees; (2) the valuation and measurement of just compensation; and (3) procedure prior to suit.
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Strohbehn, Daryl R., and Garland Dahlke. Relationship between Feed Efficiency Measures during the Heifer Development Stage and Measures Taken During First Lactation in Purebred Angus—Progress Report. Ames (Iowa): Iowa State University, January 2009. http://dx.doi.org/10.31274/ans_air-180814-430.

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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, October 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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Strohbehn, Daryl R., and Garland R. Dahlke. Relationship Between Feed Efficiency Measures During the Heifer Development Stage and Measures Taken During First Lactation in Purebred Angus—Third Year Progress Report. Ames (Iowa): Iowa State University, January 2011. http://dx.doi.org/10.31274/ans_air-180814-532.

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Strohbehn, Daryl R., and Garland R. Dahlke. Relationship between Feed Efficiency Measures during the Heifer Development Stage and Measures Taken During First Lactation in Purebred Angus—Second Year Progress Report. Ames (Iowa): Iowa State University, January 2010. http://dx.doi.org/10.31274/ans_air-180814-548.

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Basu, Sayani. Organ Transplantation: A New Lease of Life. Science Repository, February 2021. http://dx.doi.org/10.31487/sr.blog.24.

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There is a growing debate over organ transplantation which is a successive therapeutic option for the treatment of end-stage organ diseases but the ethical issues associated with the shortage of transplantable organs must also be taken into account.
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Iyer, Ananth V., Olga Senicheva, Steven R. Dunlop, Dutt J. Thakkar, Andrew Colbert, and Hannah Pratt. Synthesis Study: Facilities (Enterprise Development, Sponsorship/Privatization). Purdue University, 2020. http://dx.doi.org/10.5703/1288284317109.

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The Indiana Department of Transportation maintains 17 rest area locations with 28 separate rest area facilities located on interstates for driver safety and convenience. Although the rest areas provide many benefits to the traveling public, the rest areas do not earn direct profits. Moreover, the Indiana Department of Transportation is increasingly challenged by inadequate funding from taxes generated on the interstates. Constrained by Title 23, that prohibits the commercialization and the privatization of the rest areas, the state of Indiana has a high interest in sustainable sources of revenue at the rest areas that would be able to promote the states and facilities tourism and commerce. The benefits that can be recognized by taking up this project are (i) higher revenues for the INDOT (ii) cost savings wherever possible (iii) environmental benefits (iv) better services and safety measures for overnight travelers (v) partnerships with local businesses.
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